The paper examines the strategies used by two teachers facilitating computer-mediated debate within an out-of-school class to help children aged 11-14 overcome a literacy deficit that inhibits the fulfilment of their educational potential. In order to assist the children to express themselves more fluently in writing, especially the writing of argumentative texts, the class uses synchronous test-based computer mediated communication to debate topics of interest. Computer generated logs of the debate have been analysed to determine the types, of strategy used by the teachers both to facilitate the discussion and to manage the class within the computer-mediated context. The responses of the children are also examined in order to determine the effectiveness of different types of strategy. The paper concludes with discussion of the implications of this study, for teaching in a CMC environment and for further research into the facilitation of CMC debate.
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