#150: The Relationship between Argumentative Discourse Sequences with Generative AI and Students’ Argumentative Writing Structure

This poster examines how sixth-grade students' argumentative discourse with generative AI relates to the structure of their subsequent argumentative writing. Using Pragma-dialectical stages for discourse and Toulmin elements for essays, the study found that AI-mediated dialogue was dominated by confrontation-oriented claim and rebuttal sequences, while students' essays showed stronger transfer of data and backing than rebuttal, warrant, or qualifier use. The findings suggest that generative AI can support evidence-based argument writing when classroom prompts explicitly scaffold warrants, qualifiers, and reflection on opposing positions.