by Peggie Chan
Centre for English Language Communication
National University of Singapore
This article describes two approaches to learning and teaching used in the module “Evaluating Academic Arguments.” Both approaches address how learners independently process information on topics discussed in the module and then work with that information. In one approach, learners study logical fallacies and then peer teach aspects of that. In the other, learners are given input to explore related to a position paper, which they need to work with and eventually write. In both approaches, the emphasis is on learners making their own discoveries about a pertinent topic as opposed to being explicitly taught.