Argumentation in Second-language Academic Writing: Teacher and Learner Perspectives

This paper will attempt to apply theories of argumentation formulated with reference to a first-language academic environment to the teaching of second-language writing. In particular, it will investigate teacher and learner perspectives on argument in undergraduate essays written as part of a BA in modern languages at the University of Padova in northern Italy. As Andrews (2007, p. 3) affirms: ‘Argumentative capacity is the hidden criterion in the assessment of student essays, research papers, critiques and syntheses from about the age of 16 upwards.’ The study represents a first, exploratory phase in a research project which aims to address the following questions: • How prevalent is argument in teacher and learner assessment of academic writing? • Are there differences in how teachers and learners perceive argument? • How might argument be fostered in approaches to teaching second language writing? In order to do this, the authors analysed the peer reviews of 93 essays, comparing these with teacher evaluations. The initial findings would appear to indicate that it is common for both learners and teachers to assess essays in terms of argumentation, which is seen to contribute to the effectiveness of second-language writing, alongside factors such as organisation, register and accuracy.