Exploring Higher-Order Thinking in Higher Education Seminar Talk

A key purpose of higher education seminars is to support higher-order thinking, yet empirical evidence how this evidenced and scaffolded in remains scarce. Building on previous work identifying rhetorical linguistic devices for argumentation, we found that thinking can be through using metaphors, linking ideas personal experiences emotional connections. Findings also suggest the types tutor questioning (or not) students their claims demonstrate thinking. We conclude with recommendations practice including greater teacher student metacognitive awareness features quality seminar discourse.