Macagno, F. (2022). Coding relevance. Learning, Culture And Social Interaction, 36. http://doi.org/10.1016/j.lcsi.2019.100349
Macagno, F. (2019). Analyzing the argumentation on social media. The tweets of Salvini. Sistemi Intelligenti, 31. http://doi.org/10.1422/95091
Macagno, F. (2022). Secundum Quid and the Pragmatics of Arguments. The Challenges of the Dialectical Tradition. Argumentation, 36. http://doi.org/10.1007/s10503-022-09568-4
Rapanta, C., & Macagno, F. (2019). Evaluation and promotion of argumentative reasoning among university students: The case of academic writing. Revista Lusofona De Educacao, 45. http://doi.org/10.24140/issn.1645-7250.rle45.09
Martins, M., & Macagno, F. (2022). An analytical instrument for coding and assessing argumentative dialogues in science teaching contexts. Science Education, 106. http://doi.org/10.1002/sce.21708
Macagno, F. (2018). Assessing relevance. Lingua, 210-211. http://doi.org/10.1016/j.lingua.2018.04.007
Macagno, F. (2022). Argumentation profiles and the manipulation of common ground. The arguments of populist leaders on Twitter. Journal Of Pragmatics, 191. http://doi.org/10.1016/j.pragma.2022.01.022
Macagno, F., & Bigi, S. (2018). Types of Dialogue and Pragmatic Ambiguity. Argumentation Library (Vol. 32). http://doi.org/10.1007/978-3-319-73972-4_9
Macagno, F. (2022). Ignoring Qualifications as a Pragmatic Fallacy: Enrichments and Their Use for Manipulating Commitments. Languages, 7. http://doi.org/10.3390/languages7010013
Rapanta, C., Miralda-Balda, A., Garcia-Milà, M., Vrikki, M., Macagno, F., & Evagorou, M. (2023). Detecting the factors affecting classroom dialogue quality. Linguistics And Education, 77. http://doi.org/10.1016/j.linged.2023.101223