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Argumentative strategies in adolescents’ school writing

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Abstract

Argumentation strategies constitute a crucial aspect of argumentation. The purpose of this paper is to explore the relations of the argumentative strategies observed in the writing of adolescents’ texts within language evaluation tests, to the elaboration of their theses and the evaluation of their argumentative competence. Despite the diversity of argumentative strategies employed, their standpoints are not fully elaborated and so their argumentative competence is diminished. These findings are important for the designing of argumentative teaching.

References

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