Argumentative skills in the production of school essays. An educational experience with mexican high school students

Abstract

This paper presents an educational design study where an instructional model is proposed to encourage argumentative skills in Mexican high school students through the development of a school essay. The model integrates the following theoretical aspects of the argument: Classical Rhetoric, The New Rhetoric of Chaim Perelman and Olbrechts-Tyteca; Analytical Theory of Stephen E. Toulmin and the Pragma-dialectic of Frans van Eemeren and Rob Grootendorst, together allow for the integration of the external structure of the trial, the view, arguments, counterarguments and rebuttals. The results corroborate the relevance of the instructional model in the classroom for improving the argumentative practice of students in relation to the process of writing a school essay. It is concluded that the development of this kind of text involves a complex constructive, reflective and dialogic process, which raises the need for guided instruction that integrates all aspects considered.