This article from the Journal of Geoscience Education describes a study which examined 24 student papers from an introductory oceanography class and analyzed the quality of their written arguments. The article discusses ways of using argumentation to help students understand how to tie data to theoretical assertions and to provide ways for students and teachers to assess the uses of evidence in scientific writing. Included is an argumentation analysis model that describes argument structure according to epistemic levels.
Full Text of the article is available online.
