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framework, the principles of rhetoric and argumentation represent a (in- 207
dependent) group of skills and competencies that may be given the gener-
ic name ‘the rhetoric-argumentative competence’. Such a ‘sub(competence)’
is based on the theoretical model of rhetoric and argumentation, indicated
above, and encompasses the notions and concepts of the classical rhetoric,
as well as contemporary argumentation theories. In terms of its functionali-
ty, it is understood as the ability to identify, understand, assess and efficiently
use (in writing/speech) the elements of rhetoric and argumentation, depend-
ing on a specific situation (i.e. to whom, when, where, why, and about what is
spoken/written).
Rhetoric and Argumentation as Factors in Student
Achievement
Student achievement is a concept defined by different authors in different
ways, either in terms of objective outcomes (i.e. knowledge) assessed by rel-
evant formal institutions, or in the sense of self-perception of such formally
assessed outcomes (the so-called psychological aspect), which includes both
the views of individuals whose outcomes are assessed (pupils, students) and
the views of others (peers, parents, teachers). In this paper, student achieve-
ment is regarded in the context of educational outcomes, i.e. as a result of for-
malised objective indicators. In their study on factors of student achievement
in primary/lower secondary school, Puklek Levpušček and Zupančič (2009: 9)
define student achievement as achievement in the field of learning which is
‘determined by means of learning outcomes and standards of knowledge that
are set in a school system as a measure of students’ performance at a certain
age or in a certain school year.’
At this point, the interest of the paper is not in the boundaries and crite-
ria that distinguish achievers from underachievers, nor will other factors of stu-
dent achievement be discussed in detail.13 Student achievement is regarded as
a specific element of pedagogical discourse and as a wider contextual frame-
work wherein the presented rhetorical-argumentative competence is to be
13 Researchers (Marentič Požarnik, 2000; Puklek Levpušček and Zupančič, 2009) usually distinguish
between external and internal factors of student achievement. The latter consist of two subgroups,
i.e. physiological factors (physical wellbeing, energy levels, condition of sensory organs, function-
ing of the nervous system, hormonal balance, perceptual motor coordination) and psychologi-
cal factors (intellectual abilities, the development stage of thinking, linguistic competence, prior
knowledge, personality traits, motivation for learning, perceived learning self-efficacy, cognitive
and learning styles, use of cognitive and metacognitive strategies in learning, characteristics of feel-
ing and behaviour). External factors consist of two subgroups: physical factors (conditions within
the environment that impact the quality of learning: illumination, temperature and humidity in a
room, tidiness and airiness of a room, noise) and social factors (characteristics of the family, class-
room context, teachers and school, peer context and of the wider social environment). It also needs
to be pointed out all of these factors are always embedded in the historical, socioeconomic and cul-
tural context of the sociopolitical system, as part of which forms of education take place.
rhetoric and argumentation as factors in student achievement
dependent) group of skills and competencies that may be given the gener-
ic name ‘the rhetoric-argumentative competence’. Such a ‘sub(competence)’
is based on the theoretical model of rhetoric and argumentation, indicated
above, and encompasses the notions and concepts of the classical rhetoric,
as well as contemporary argumentation theories. In terms of its functionali-
ty, it is understood as the ability to identify, understand, assess and efficiently
use (in writing/speech) the elements of rhetoric and argumentation, depend-
ing on a specific situation (i.e. to whom, when, where, why, and about what is
spoken/written).
Rhetoric and Argumentation as Factors in Student
Achievement
Student achievement is a concept defined by different authors in different
ways, either in terms of objective outcomes (i.e. knowledge) assessed by rel-
evant formal institutions, or in the sense of self-perception of such formally
assessed outcomes (the so-called psychological aspect), which includes both
the views of individuals whose outcomes are assessed (pupils, students) and
the views of others (peers, parents, teachers). In this paper, student achieve-
ment is regarded in the context of educational outcomes, i.e. as a result of for-
malised objective indicators. In their study on factors of student achievement
in primary/lower secondary school, Puklek Levpušček and Zupančič (2009: 9)
define student achievement as achievement in the field of learning which is
‘determined by means of learning outcomes and standards of knowledge that
are set in a school system as a measure of students’ performance at a certain
age or in a certain school year.’
At this point, the interest of the paper is not in the boundaries and crite-
ria that distinguish achievers from underachievers, nor will other factors of stu-
dent achievement be discussed in detail.13 Student achievement is regarded as
a specific element of pedagogical discourse and as a wider contextual frame-
work wherein the presented rhetorical-argumentative competence is to be
13 Researchers (Marentič Požarnik, 2000; Puklek Levpušček and Zupančič, 2009) usually distinguish
between external and internal factors of student achievement. The latter consist of two subgroups,
i.e. physiological factors (physical wellbeing, energy levels, condition of sensory organs, function-
ing of the nervous system, hormonal balance, perceptual motor coordination) and psychologi-
cal factors (intellectual abilities, the development stage of thinking, linguistic competence, prior
knowledge, personality traits, motivation for learning, perceived learning self-efficacy, cognitive
and learning styles, use of cognitive and metacognitive strategies in learning, characteristics of feel-
ing and behaviour). External factors consist of two subgroups: physical factors (conditions within
the environment that impact the quality of learning: illumination, temperature and humidity in a
room, tidiness and airiness of a room, noise) and social factors (characteristics of the family, class-
room context, teachers and school, peer context and of the wider social environment). It also needs
to be pointed out all of these factors are always embedded in the historical, socioeconomic and cul-
tural context of the sociopolitical system, as part of which forms of education take place.
rhetoric and argumentation as factors in student achievement
