TEACHING ARGUMENTATIVE WRITING AT SCHOOL: ACHIEVEMENTS, PREFERENCES, AND PROFITS

Authors

Dildora Isroilova,Alisherova Mohinur Muhiddin kizi Namangan state university phd researcher Scientific Supervisor Docor of Pedagogical Sciences, Prof Author

argumentative writing; secondary literacy; strategy instruction; writing-to-learn; Toulmin model; meta-analysis; classroom practice.

Argumentative writing is a cornerstone of academic literacy, critical thinking, and civic

participation. This article synthesizes high-quality research on how schools can teach argumentation

effectively and what achievements (“learning outcomes”), preferences (learner and teacher

dispositions and contextual affordances), and profits (educational and societal benefits) are associated

with this instruction. Using a focused narrative review of meta-analyses, practice guides, and

influential programmatic studies, we map evidence-based instructional principles—including explicit

strategy instruction, genre modeling, goal setting, collaborative practice, cycles of planning–drafting–

revising, and writing-to-learn tasks across the curriculum.

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