Writing to argue: Writing as a tool for oral and written argumentation

This chapter reports an exploratory study conducted by the authors on the role of note-taking, drafting, mapping, and outlining in learning strategies for argumentative writing and speaking. Previous research has highlighted the epistemic function of writing tools in content learning. Further investigation is needed, however, in order to explore the role of writing in supporting strategic learning in argumentative discourse. The aim of this study is to investigate the positive influence on the quality of written and oral argumentation of an intervention about strategic writing tools for argumentation. In particular, we expected that students who attended four workshops on writing tools would show greater improvement in their argumentative performances than students who were involved in curricular activities about written and oral argumentation. The participants were 124 secondary students attending either 11th or 12th grade, and were assigned either to the writing to argue group or to the argumentative discourse group. Participants were administered pre- and post-intervention tests to analyze their performances in argumentative speaking and writing, using several indices of quality. Multivariate analyses of variance revealed a significant effect of the intervention about writing tools for argumentation on the quality of persuasive essay writing, and a moderate effect on the quality of debate speaking. Instruction in writing tools for argumentation thus has the potential to influence the learning of strategies for argumentative writing and speaking, especially when strategic writing tools support the use of cognitive and metacognitive strategies.