Description
Title: Talking as a Step Towards Argumentative Writing
Abstract: We provide a dialogic approach to the development of argumentative writing. The primary components of this method include a profound involvement in the subject matter and an extended conversation with one’s contemporaries, providing the activity with both an audience and a purpose. The students in the sixth grade worked together in pairs to participate in online talks with their classmates about a wide range of topics as part of a dialogic intervention that took place over the entirety of the school year. In addition to this, they produced individual final essays on each subject. Students did a good job coordinating the use of evidence and claims in their writing, particularly when they used evidence to support and dispute statements. This was done in contrast to a group that did not participate in the activity. In addition, students demonstrated some meta-level progress in comprehending the evidence’s function in the overall argument. A memory test was utilized to indicate that this improvement was attributable more to a widened meta-level comprehension than to a better recall of the specific information made available to them. This was shown to be the case by comparing the two factors. Some people believe that professors should encourage students to engage in conversation with one another and build their argumentative writing talents within the framework of topics that the students feel strongly about.
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Paper Quality: SCOPUS / Web of Science Level Research Paper
Subject: ELT – English Language Teaching
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