Relevant bibliographies by topics / Argumentative writing

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Argumentative writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Argumentative writing"

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Nasihah, Durotun, and Sonny Elfiyanto. "ARGUMENTATIVE WRITING CONSTRUCTION OF EFL WRITING CLASS THROUGH DECLARATIVE SPEECH ACTS APPROACH." IJEE (Indonesian Journal of English Education) 9, no. 2 (December 29, 2022): 192–210. http://dx.doi.org/10.15408/ijee.v9i2.28522.

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ABSTRACTThis study investigates how Indonesian undergraduate EFL students construct argumentative essays through critical discussion using Declarative speech acts and pragmatic approaches. This study employed a qualitative research method. The data consist of argumentative essays authored by undergraduate students majoring in English at a private university in Indonesia (N=34). Students worked in pairs to discuss a controversial topic, separated into protagonist and antagonist groups. The analysis showed that students used four steps of argumentation: confrontation, opening, argumentation, and conclusion. Most students used confrontation and opening stages in the introduction, argumentation stage in developing a paragraph, and end with a conclusion. To understand the purpose of argumentation, the students used four types of speech acts, which have different functions: assertive, commissive, declarative, and directive speeches. Implementing the declarative speech acts theory helps the students comprehend argumentative writing and trains them to have good critical thinking in resolving different opinions. ABSTRAKPenelitian ini mengkaji bagaimana siswa EFL Indonesia menuliskan esai argumentatif melalui diskusi kritis dengan menggunakan pendekatan pragma-dialektika Van Eemeren dan Grootendorst (1970) dan pragmatis Searle (1969). Penelitian ini menggunakan metode kualitatif. Data berasal dari esai argumentatif semester ketiga yang ditulis oleh mahasiswa Indonesia di jurusan bahasa Inggris. Tiga puluh empat siswa di kelas menulis mendiskusikan topik yang berbeda. Siswa bekerja berpasangan untuk mendiskusikan topik kontroversial, dipisahkan menjadi kelompok protagonis dan antagonis. Analisis mengklaim bahwa siswa menggunakan empat langkah argumentasi: konfrontasi, pembukaan, argumentasi, dan kesimpulan. Penelitian ini menemukan bahwa sebagian besar siswa menggunakan tahap konfrontasi dan pembukaan dalam pendahuluan, tahap argumentasi dalam mengembangkan paragraf, dan diakhiri dengan kesimpulan. Untuk mengetahui tujuan penggunaan argumentasi, siswa menggunakan empat tindak tutur, yang memiliki fungsi berbeda: asertif, komisif, deklaratif, dan direktif. Menerapkan teori pragma-dialektika membantu siswa memahami tulisan argumentatif dan melatih mereka untuk memiliki pemikiran kritis yang baik dalam menyelesaikan pendapat yang berbeda.How to Cite: Nasihah, D., Elfiyanto, S. (2022). Argumentative Writing Construction of EFL Writing Class Through Declarative Speech Acts Approach. IJEE (Indonesian Journal of English Education), 9(2), 192-210. doi:10.15408/ijee.v9i2.28522
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Lu, Chunxia. "A Framework for Infusing Critical Thinking into Chinese College EFL Learners’ Argumentative Writing Process." English Linguistics Research 8, no. 2 (May 27, 2019): 16. http://dx.doi.org/10.5430/elr.v8n2p16.

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Written argumentation, as a language skill and a cognitive skill as well, is not easy for EFL learners. In China, related studies found that college EFL learners are weak in written argumentation due to the deficiency of critical thinking. In order to enhance Chinese college EFL learners’ argumentative writing ability, this paper reviewed the nature of argumentative writing, the relationship between critical thinking and argumentative writing and previous studies on effects of critical thinking instruction into argumentative writing, and then pointed out that it is reasonable to infuse critical thinking into argumentative writing process in Chinese EFL context. With teachers’ feedback and students’ reflection as the pedagogical tool, the author synthesized an instruction framework for infusing critical thinking skills into Chinese EFL learners’ argumentative writing process hopefully to provide reference for further research and instruction.
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Tandiana, Soni Tantan. "PENGARUH TEKNIK PEMBELAJARAN DAN KEMAMPUAN BERPIKIR TERHADAP KETERAMPILAN MENULIS ARGUMENTATIF." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 15, no. 1 (August 30, 2017): 9–21. http://dx.doi.org/10.21009/bahtera.151.02.

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Penelitian ini bertujuan untuk menemukan pengaruh teknik pembelajaran (mind mapping, jumal) dan kemampuan berpikir (kritis, kreatif) terhadap keterampilan menulis argumentatif bahasa Inggris mahasiswa semester III Program Studi Pendidikan Bahasa Inggris FKIP Universitas Siliwangi. Penelitian menggunakan metode eksperimen dengan rancangan faktorial 2x2. Hasil tes keterampilan menulis argumentatif dan hasil tes kemampuan berpikir dianalisis menggunakan desain AN0 VA dua j alur pada taraf signifikansi 0,05. Dengan multistage random sampling dipilih sampel sebanyak 52 orang dari populasi sebanyak 188 orang. Temuan penelitian menunjukkan: (1) keterampilan menulis argumentatif dengan pembelajaran teknik mind mapping lebih baik daripada dengan teknik jumal; (2) keterampilan menulis argumentatif dengan kemampuan berpikir kritis lebih baik daripada kemampuan berpikir kreatif; (3) terdapat interaksi antara teknik pembelajaran, kemampuan berpikir dan keterampilan menulis argumentatif; (4) keterampilan menulis argumentatif dengan kemampuan berpikir kritis, belajar dengan teknik mind mapping lebih baik daripada dengan teknik jumal; (5) keterampilan menulis argumentatif dengan kemampuan berpikir kreatif, belajar dengan teknik mind mapping lebih rendah daripada dengan kemampuan berpikir kreatif dengan teknik jumal; (6) keterampilan menulis argumentatif dengan kemampuan berpikir kritis, belajar dengan teknik mind mapping lebih baik daripada dengan teknik jumal; (7) keterampilan menulis argumentatif dengan kemampuan berpikir kreatif, dengan pembelajaran teknik mind mapping lebih rendah daripada dengan teknik jumal. The objective of this research is to find out the effect of instructional techniques (mind mapping, journal) and thinking ability (critical, creative) toward the students' argumentative writing skill of the third semester of English Department, FKIP Siliwangi University Tasikmalaya, academic year 2013/2014. This research was an experimental research with factorial design 2x2 using two-factor ANOVA at 0.05 significance level. The sample was 52 students selected by cluster random sampling technique. The data were collected using argumentative writing tests in English and thinking ability tests. The research finding showed: (1) the students' argumentative writing skill studying with mind mapping technique was better than by journal technique; (2) the students' argumentative writing skill for the students who have critical thinking ability was better than those who have creative thinking ability; (3) there was interaction between instructional techniques and thinking abilities toward argumentative writing skill; (4) the students' argumentative writing skill for the students who have critical thinking ability studying with mind mapping technique was better than those studying with journal technique; (5) the students' argumentative writing skill for the students who have creative thinking ability studying with journal technique was better than those studying with mind mapping technique; (6) the students' argumentative writing skill studying with mind mapping technique for the students who have critical thinking ability was better than those who have creative thinking ability; (7) the students' argumentative writing skill studying with journal technique for the students who have creative thinking ability was better than the students who have critical thinking ability. It can be inferred that instructional techniques and thinking abilities significantly affect the students' argumentative writing skill, and instructional techniques and thinking abilities affect each other.
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Cahyadewi, Arinta, and Yuri Lolita. "The Analysis of University Student’s Critical Thinking in Writing Argumentative Essays in the English Department of UNESA." Jurnal Pendidikan Indonesia 2, no. 9 (September 25, 2021): 1465–76. http://dx.doi.org/10.36418/japendi.v2i9.273.

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Background: An argumentative essay is a reflection of students' critical thinking. Writing an argumentative essay means practicing critical thinking.Objective: To describe how critical thinking is reflected in argumentative writing and to find out how students respond in applying critical thinking in an argumentative essay.Methods: This research is descriptive qualitative as a research design. To obtain the data, the instrument used by the researcher was an assessment rubric and a questionnaire.Results: This shows that students' critical thinking skills in argumentative writing are pretty good, and they can solve the problems they face by relying on their critical thinking. In conclusion, most of the students apply their critical thinking in writing argumentatively well.Conclusion: This study found that the argumentative essays written by the research subjects were reasonable based on the scoring rubric used in this study. Students are also able to use their critical thinking in developing an argumentative essay
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Bahari, Aireen Aina, Haddi Junaidi Kussin, Raja Nor Safinas Raja Harun, Misrah Mohamed, and Norfaizah Abdul Jobar. "The limitations of conducting collaborative argumentation when teaching argumentative essays in Malaysian secondary schools." Studies in English Language and Education 8, no. 3 (September 16, 2021): 1111–22. http://dx.doi.org/10.24815/siele.v8i3.19287.

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The writing of argumentative essays promotes higher-order thinking skills amongst students regardless of their level of studying only when it involves collaborative argumentation. Hence, argumentation researchers recommend that teachers use group argumentation to teach argumentative essays since Vygotsky’s sociocultural theory believed that group argumentation improves students’ writing skills. The study’s objective is to explore the use of group argumentation during the teaching of argumentative essays in English as a Second Language (ESL) classrooms in Malaysia. Hence, the involvement of practitioners is significant so that the full extent of the problem is known rather than being interpreted solely by researchers. This qualitative study was conducted on nine ESL teachers through convenience sampling. Data was collected through online interviews and analyzed using thematic analysis. The findings demonstrated that ESL teachers did not practice group argumentation when teaching argumentative essays. They resorted to the whole-class discussion instead. Five factors contribute to the negligence of group argumentation in ESL classrooms, that is, time, pressure to deliver curriculum, students’ attitude, students’ speaking skills, and the use of the first language (L1). The findings indicated that it is necessary to promote the teaching of argumentative essay writing using group argumentation as one of the teaching approaches in secondary schools to ensure students reap the benefits of collaborative learning to improve their argumentation skills.
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Cheong, Choo-Mui, Xinhua Zhu, and Wandong Xu. "Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory Study Comparing Secondary School Students’ L1 and L2 Writing." Sustainability 13, no. 22 (November 21, 2021): 12869. http://dx.doi.org/10.3390/su132212869.

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Argumentative writing is the most commonly used genre in writing classroom practices and assessments. To draft an argumentative essay in authentic settings, writers are usually required to evaluate and use content knowledge from outside sources. Although source-based argumentation is a sustainable skill that is crucial for students’ academic career, this area remains under-researched. Hence, this paper presents a within-subject study that investigated Hong Kong secondary school students’ argumentation construction in L1 and L2 source-based writing from both product-oriented and process-oriented perspectives. Multiple sources of data were collected, including L1 and L2 source-based argumentative texts, eye-tracking metrics and recorded videos, and stimulated recall interviews. Findings of our study show that the L1 source-based argumentative compositions of the Hong Kong secondary student writers differed greatly from their L2 ones in terms of the argument structure, source use, and reasoning quality. Analyses on four cases further revealed a multitude of factors such as self-regulation and cultural orientations coming into play in similar and different argumentation performance between L1 and L2 source-based writing tasks. This study contributes new knowledge to better understand the argumentation in L1 and L2 source-based writing, yielding meaningful implications on pedagogy and assessment in this field.
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Probosari, Riezky Maya, Murni Ramli, and Mr Sajidan. "DAMPAK PEMBELAJARAN INKUIRI BERJENJANG DALAM MENINGKATKAN KETERAMPILAN MENULIS ARGUMENTATIF CALON GURU." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 6, no. 1 (September 21, 2015): 155. http://dx.doi.org/10.18269/jpmipa.v20i2.579.

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The purpose of this study was to evaluate biology teacher candidates’s argumentative writing skill after they participated in hierarchy of inquiry learning. The participants of this action research are the 4th semester students of Biology Teacher Education Program Faculty of Teacher Training and Education Sebelas Maret University who took the course of Plant Embryology. Data were analyzed descriptively through interviews with experts, classroom observations, and student portfolios. The argumentative writing was measured using Toulmin’s Argument Pattern (TAP) with four kinds of argument elements, which include data, warrants, backings, and claims. The results showed that the argumentative writing skill was increased, in every aspect and levels of inquiry. Biology teacher candidates who had well-experienced in the hierarchy of inquiry outperformed argumentative writing skill, thus it can be concluded that Hierarchy of Inquiry Learning is suitable in fostering teacher candidates to do some inquiry activities, and positively impacted argumentative writing skill. Keywords: argumentative writing, pre-service biology teachers, hierarchy of inquiryABSTRAKPenelitian ini dilakukan dengan tujuan untuk mengevaluasi kemampuan menulis argumentatif calon guru biologi meningkat setelah mereka mendapatkan pembelajaran inkuiri berjenjang. Partisipan dalam penelitian tindakan kelas ini adalah mahasiswa semester 4 di Program Studi Pendidikan Biologi Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta yang menempuh mata kuliah Embriologi Tumbuhan. Data dianalisis secara deskriptif melalui wawancara, pengamatan kelas dan portofolio. Kemampuan menulis diukur menggunakan Toulmin’s Argument Pattern (TAP) yang meliputi empat komponen, yaitu data, warrants, backings, dan claims. Hasil penelitian menunjukkan bahwa pada akhir siklus kedua terjadi peningkatan skor keterampilan berpikir argumentatif pada setiap aspeknya di semua tingkatan jenjang inkuiri. Calon guru biologi yang telah berpengalaman dalam inkuiri berjenjang menunjukkan kemampuan menulis argumentasi yang lebih baik sehingga disimpulkan bahwa pembelajaran dengan inkuiri berjenjang sesuai diterapkan untuk mendukung berbagai aktivitas inkuiri dan meningkatkan kemampuan menulis argumentatif. Kata kunci: calon guru biologi, inkuiri berjenjang, tulisan argumentatif
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Ozfidan, Burhan, and Connie Mitchell. "Detected Difficulties in Argumentative Writing: The Case of Culturally and Linguistically Saudi Backgrounded Students." Journal of Ethnic and Cultural Studies 7, no. 2 (June 21, 2020): 15. http://dx.doi.org/10.29333/ejecs/382.

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Argumentative writing is a mode of academic writing and a common writing genre that college-level students use at universities. The purpose of the study is to investigate common difficulties that affect the second language learners’ argumentative wiring. The significance of the study is to explore the struggles that culturally and linguistically Saudi backgrounded students face in writing argumentative essays to provide insights that could be used to improve instruction and student performance. The researchers examined 187 Saudi students’ (100 male and 87 female) argumentative writings to explore the frequency of the common difficulties students might encounter with writing argumentative essays. The second phase of the study included independent-samples t-test to statistically compare differences between male and female students’ difficulties in writing an argumentative essay. Anticipated results of the study lent to the improvement of the writing courses. The findings of the study statistically revealed the common difficulties of writing argumentative essays: organization/structure, thesis statement, integrating academic sources, finding evidence, writing counterclaims, writing refutation paragraph, academic tone, and content and development. The instructors of argumentative writing courses (or closely related courses) may accordingly want to change the structure of the course design, teaching strategies, and course materials to develop their courses efficiently.
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Zhang, Tingting, and Lawrence Jun Zhang. "Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement." Sustainability 13, no. 21 (October 21, 2021): 11616. http://dx.doi.org/10.3390/su132111616.

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The capacity to make effective argumentation in English writing is considered as a crucial ability in the field of second language writing. Currently, Chinese teachers of English as a foreign language (EFL) adopt the product approach to teach argumentative writing, in which they stress the mode of learners’ written production and show little concern with cognition. For students’ sustainable development in argumentation skills, teachers are encouraged to employ a genre-based approach to cultivate students’ knowledge about different elements in argumentation. However, few empirical studies have investigated the efficacy of such classroom-based instruction on learners’ comprehensive development in EFL writing, including their knowledge about writing and performance in producing argumentation. This is particularly the case with reference to Chinese students learning to write argumentative texts in EFL. To fill the research gap, this quasi-experimental study was conducted with 74 EFL sophomores, who were randomly allocated to either an experimental group or a comparison group. The experimental group received a genre-based writing approach, while the comparison group experienced their conventional writing instruction. Students’ changes were analysed using pre- and post-writing test measures, open-ended questionnaires, and stimulated recall interviews. Our findings revealed more changes in the experimental groups’ knowledge about argumentation following the genre-based writing treatment than the comparison group. Specifically, the experimental group’s progress was obvious in the way they displayed their knowledge of the structure of discourse moves and of language features specific to the argumentative genre. They began to express their knowledge of the content, process, intended purposes, and audience awareness towards producing more genre appropriate texts in argumentation. They also showed enhanced self-reflection on their knowledge of argumentation. In addition, the genre-based approach had a positive effect on the experimental group’s argumentative writing development, as evidenced in their use of discourse move structures and their overall writing quality improvement. The conventional writing approach was not as effective in helping students to write an argumentation. Writing proficiency effects were observed in terms of the extent to which the students were developed. Pedagogical implications and limitations are also discussed.
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Meyer, Heather. "Analysing argumentative writing." English in Education 39, no. 3 (September 2005): 78–92. http://dx.doi.org/10.1111/j.1754-8845.2005.tb00626.x.

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Dissertations / Theses on the topic "Argumentative writing"

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Braaksma, Martine Anne Henriëtte. "Observational learning in argumentative writing." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2002. http://dare.uva.nl/document/39582.

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Chryssafidou, Evangelia. "Argument diagramming and planning cognition in argumentative writing." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5048/.

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Argument diagramming can scaffold the process of argumentation but only a few studies have investigated its impact on the quality of argumentative writing. This research contributed to this direction with two studies. An exploratory study investigated the impact of argument diagramming, applied as a paper-based or a computer-based method, on the quality of argumentative text. The computer method increased the refutations and overall quality of essays. The study highlights the significance of writers’ argumentative ability for interpreting improvement. A qualitative study looked into the impact of argument diagramming on the process of writing cognition through analysis of online process data, diagrams and essays of sixteen undergraduate students. Writers with myside bias schema used the method to increase counterarguments and refutations. Writers at lower level of pseudo-integration adopted more advanced strategies like weighing, and writers at middle level of pseudo-integration formed positions with qualifications. Needs at higher levels of argumentative ability are not met. The support of writing planning processes through argument diagramming affects mainly the semantic aspects of the text while the support of linearization processes affects mainly the rhetorical aspects. The analysis of interviews revealed that interacting with argument diagramming can improve awareness of argumentation schema, hence, a writer can progress from unaware, to aware-and-lost and aware-but-oriented. Improvement is signified as being sensitised to limitations, gaining knowledge of writing processes and the ability to self-regulate.
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Takagi, Naomi Igarashi. "Flow theory: Conscious experience in expository argumentative writing." Cleveland, Ohio : Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1238170540.

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Thesis (Ph.D.)--Case Western Reserve University, 2009
Title from PDF (viewed on 30 July 2009) Department of English Includes abstract Includes bibliographical references Available online via the OhioLINK ETD Center
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Ge´lat, Mona. "Peer interaction, cognition and argumentative writing (Key Stage 2 children)." Thesis, Open University, 2001. http://oro.open.ac.uk/19941/.

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Argumentative writing, which has become a National Curriculum requirement, is recognised to be a cognitively taxing undertaking at Key Stage 2 This dissertation describes an experiment using a multiple research approach to investigate 10-year-olds in peer groups of three, interacting in preparation for a written argument. This situation was hypothesised to foster logical reasoning which could affect writing quality. The study contrasts the peer support strategy with the pervasive teacher direct instruction of composition writing, It also investigates the effects of each of the two conditions on the written task. Both experimentals and controls, each 33 in number, were selected to be quasi-equal in written, verbal and general abilities. Direct observations and talk transcripts show that the experimental participants used sustained deductive utterances and modelled the written argumentative structure verbally during their interactions. The teacher-led strategy, however, was constraining and hindered extended speech and logical reasoning. The peer learning and assistance process is explained in terms of both Vygotskian and Piagetian social constructivist perspectives. The subsequent written scripts were close-read, compared and evaluated both qualitatively and quantitatively in terms of (a) stating and instantiating viewpoints, (b) sequencing and coherence and (c) processing content material. The reasoning at micro-level within the clauses was quantified. Findings indicate that the experimentals significantly excelled the controls’ performance in both adjustment to argument form and the internal reasoning. It suggested that implementing the strategy at Key Stage 2 can be facilitating, particularly in large sized classes.
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Lu, Lu, and 卢鹿. "Metadiscourse and genre learning: English argumentative writing by Chinese undergraduates." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45996702.

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McCarty, Ryan. "Leveraging Historical Thinking Heuristics as Warrants in Historical Argumentative Writing." Thesis, University of Illinois at Chicago, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10295851.

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This dissertation reports design-based research that determined the characteristics of an effective intervention to improve adolescent historical argumentative writing. This study involved 89 diverse 11th grade students, including approximately 50% Hispanic students and 12% students with disabilities. It compared a treatment that taught students to write warrants using historical thinking to explain how evidence supports a claim, and a comparison treatment that taught students to find and evaluate evidence for particular claims and sides. Both groups read a text set about the controversy surrounding the explosion of the battleship U.S.S. Maine at the start of the Spanish-American War. The intervention was designed to improve student ability to 1) select effective warrants reflecting different types of historical thinking, 2) generate their own warrants when given a claim and evidence, and 3) write more effective warrants in their own argumentative essays. When the most reliable study measures were combined and analyzed using MANOVA, there was a significant overall treatment effect. Follow up ANOVAs indicated a statistically significant effect for selecting warrants, but not writing warrants. The mean difference was greatest in items reflecting corroboration, a heuristic that requires reading several documents and giving more weight to evidence found in common across accounts. Both conditions struggled to differentiate between more and less effective warrants. These findings matter because historical argumentative writing involves advanced literacy skills similar to those needed for online reading and engaged citizenship. Based on these findings, the intervention was refined to include additional scaffolding for collecting evidence across texts and explicit instruction in differentiating between more and less effective warrants. The findings were used to develop a theory of teaching argumentative writing to inform work in similar contexts. This theory emphasizes backwards planning of units centered around a historical controversy from the writing students will do at unit’s end. It emphasizes the importance of teachers reading historical texts closely themselves and identifying where students can use historical thinking heuristics to warrant claims about the historical controversy. Through this approach, students build understanding of content and disciplinary literacy skills simultaneously through reading, reasoning, and writing across texts.

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Gélat, Mona. "Peer interaction, cognition and argumentative writing (Key Stage 2 children)." n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=116.

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Leone, Eden. "Rhetorical Inquiry: Feminist Argumentative Modes and Expectations in Detective Fiction." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429225599.

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Ryu, Sanghee. "Teaching and Learning of Sophisticated Argumentative Writing Based on Dialogic Views of Rationality in High School Language Arts Classrooms: A Formative and Design Experiment." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480723088849561.

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Tsai, Ya-Chin. "The effects of asynchronous peer review on university students' argumentative writing." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3559.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.
Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Books on the topic "Argumentative writing"

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Writing argumentative essays. 2nd ed. Upper Saddle River, N.J: Prentice Hall, 2001.

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Writing argumentative essays. Upper Saddle River, N.J: Prentice Hall, 1998.

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A guide to argumentative writing. San Diego, CA: Greenhaven Press, 1996.

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Gage, John T. The shape of reason: Argumentative writing in college. Edited by Bergquist Carolyn. 3rd ed. Boston: Allyn and Bacon, 2001.

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Gage, John T. The shape of reason: Argumentative writing in college. New York: Macmillan Pub. Co., 1986.

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Gage, John T. The shape of reason: Argumentative writing in college. New York: Macmillan Pub. Co., 1986.

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Gage, John T. The shape of reason: Argumentative writing in college. 4th ed. New York: Pearson/Longman, 2006.

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The shape of reason: Argumentative writing in college. 2nd ed. New York: Macmillan Pub., 1991.

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Spurgin, Sally De Witt. The power to persuade: A rhetoric and reader for argumentative writing. 3rd ed. Englewood Cliffs, N.J: Prentice Hall, 1994.

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The power to persuade: A rhetoric and reader for argumentative writing. 2nd ed. Englewood Cliffs, N.J: Prentice Hall, 1989.

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Book chapters on the topic "Argumentative writing"

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Fang, Zhihui. "Writing an Argumentative Essay." In Demystifying Academic Writing, 146–60. New York: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003131618-10.

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Oostdam, Ron. "Assessment of Argumentative Writing." In Studies In Writing, 427–42. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/978-1-4020-2739-0_29.

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Crasnich, Sergio, and Lucia Lumbell. "Improving Arguentative Writing by Fostering Argumentative Speech." In Studies In Writing, 181–96. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/978-1-4020-2739-0_14.

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Paraskevi, Sachinidou. "Argumentative strategies in adolescents’ school writing." In Scrutinizing Argumentation in Practice, 151–74. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/aic.9.09par.

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Auriac-Peyronnet, Emmanuèle, and Marie-France Daniel. "Impact of Regular Philosophical Discussion on Argumentative Skills." In Studies In Writing, 291–304. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/978-1-4020-2739-0_20.

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Gárate, Milagros, and Angeles Melero. "Teaching How to Write Argumentative Texts at Primary School." In Studies In Writing, 323–37. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/978-1-4020-2739-0_22.

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Hew, Khe Foon, and Wing Sum Cheung. "Improving Students’ Argumentative Writing and Oral Proficiencies." In SpringerBriefs in Education, 79–95. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-089-6_5.

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Van Winkle, Michael S., and E. Michael Nussbaum. "Learning Through Argumentative Writing on Scientific Topics." In The Routledge International Handbook of Research on Writing, 445–59. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429437991-37.

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Couzijn, Michel, and Gert Rijlaarsdam. "Learning to Read and Write Argumentative Text by Observation of Peer Learners." In Studies In Writing, 241–58. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/978-1-4020-2739-0_17.

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Surrain, Sarah, Leslie Duhaylongsod, Robert L. Selman, and Catherine E. Snow. "Chapter 7. Using narrative thinking in argumentative writing." In Studies in Narrative, 171–89. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/sin.25.08sur.

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Conference papers on the topic "Argumentative writing"

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Syafar, Anshari. "Developing Argumentative Essay Writing Test." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.26.

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Pandia, Betharia br Sembiring, and Berlin Sibarani. "EFL Learner’s Thinking in Argumentative Writing." In International Joint Conference on Arts and Humanities 2021 (IJCAH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211223.038.

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Zhang, Fan, and Diane Litman. "Annotation and Classification of Argumentative Writing Revisions." In Proceedings of the Tenth Workshop on Innovative Use of NLP for Building Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/w15-0616.

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Saputra, Agustinus Bambang Balinga, Jumariati, and Emma Rosana Febriyanti. "EFL Students’ Problems in Writing Argumentative Essays." In 2nd International Conference on Education, Language, Literature, and Arts (ICELLA 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211021.002.

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Liu, Yu-Fang, Cheng-Yu Fan, Yun-Hsuan Chang, and Gwo-Dong Chen. "A Digital Tool for Argumentation Construction that Assists Users in Writing Argumentative Essays." In 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2017. http://dx.doi.org/10.1109/icalt.2017.15.

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Wambsganss, Thiemo, Christina Niklaus, Matthias Söllner, Siegfried Handschuh, and Jan Marco Leimeister. "A Corpus for Argumentative Writing Support in German." In Proceedings of the 28th International Conference on Computational Linguistics. Stroudsburg, PA, USA: International Committee on Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.coling-main.74.

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Oktoma, Erwin, Muhammad Nugroho, Yayan Suryana, Zainal Rafli, and Aceng Rahmat. "Students’ Critical Thinking Ability in Writing Argumentative Essay." In Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology, UNiSET 2020, 12 December 2020, Kuningan, West Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.12-12-2020.2305011.

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Wambsganss, Thiemo, Christina Niklaus, Matthias Söllner, Siegfried Handschuh, and Jan Marco Leimeister. "A Corpus for Argumentative Writing Support in German." In Proceedings of the 28th International Conference on Computational Linguistics. Stroudsburg, PA, USA: International Committee on Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.coling-main.74.

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Novita, Dian, Berlin Sibarani, and Amrin Saragih. "Cognitive Process in Prewriting Phases for Argumentative Writing." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.099.

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Bhartia, Swadha, and Anil Sehrawat. "Coherence in Engineering and Management Students' Argumentative Writing." In 2022 IEEE Delhi Section Conference (DELCON). IEEE, 2022. http://dx.doi.org/10.1109/delcon54057.2022.9752781.

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