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Learning Unit by Alexandra Budke, Sarah Schwerdtfeger, Rica Maßmann & Laura Nieß
Diagnostics are an essential element of language support in the classroom. Targeted linguistic diagnosis can highlight students' deficits and thus initiate individual support measures.
But how can I, as a teacher, make a qualified diagnosis of the students' competences in writing argumentative texts and thus give the student feedback on his or her performance? How can weaknesses that need to be improved be addressed? How can I as a teacher support my students individually?
With the help of a diagnostic questionnaire for students' argumentative text products, this learning unit will show you how you can specifically help your students to improve their own writing competence.
First of all, a presentation will show you how important linguistic diagnosis is in geography lessons. Afterwards, you can work on the contents of the diagnostic questionnaire. The development of the criteria of the sheet is done in small steps with checking tasks so that you can be sure that you have understood everything. The diagnostic sheet for assessing student's written argumentation skills is available for download. With the help of the diagnostic questionnaire for students' argumentative text products, this learning unit will show you how you can specifically help your students to improve their own writing competence. 
This learning unit can be worked on without further prior knowledge; it is aimed at prospective and trained teachers who want to improve their skills regarding the diagnosis of written argumentation competences.
The processing time is approx. 180 minutes; no additional materials are needed for the processing. 
You will develop your skills in diagnosing students' written argumentation skills by learning about and using a diagnostic questionnaire and formulating feedback to students. 
  1. Importance of diagnosing written argumentation skills
  2. Getting to know elements of a diagnostic questionnaire regarding student arguments
  3. Application of the diagnostic sheet to a student's argumentation
  4. Reflecting on the learning gained through this learning unit
  5. Outlook
Alexandra Budke is a professor at the Institute for Didactics of Geography.
Sarah Schwerdtfeger is a research assistant at the Institute for Didactics of Geography.
Rica Maßmann and Laura Nieß are research assistants at the Institute for Didactics of Geography.
More information: https://geodidaktik.uni-koeln.de/home
Further use as OER explicitly permitted: This work and its contents are - unless otherwise stated - licensed under CC BY-SA 4.0. Citation according to TULLU rule please as follows: "Diagnosis of written argumentation skills" by Alexandra Budke, licence: CC BY-SA 4.0.


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