Development of argumentative skills based on Anthony Weston's proposal for eighth grade students at Colegio Agroecológico Holanda

Abstract

This article describes the partial results of an ongoing research project aimed at improving the argumentative processes of eighth-grade students at the Holanda Agroecological School. This is achieved through reading and writing strategies based on Anthony Weston's theory. It is relevant to note that the research has been conducted considering the students' vital and linguistic context, as their academic education takes place in a rural area. Consequently, the implemented methodological design is descriptive with a qualitative approach, seeking to characterize a specific phenomenon or situation by highlighting its most distinctive features within the framework of strengthening the reading process through various pedagogical strategies, focusing on the development of argumentative skills. The participating population consists of 32 students. The data collection technique used in this research is descriptive, and the recording instrument is the "interview," which details all events related to the implementation of each phase of the method, providing valuable data for the research. This dialogue revolves around the students' argumentative practices and how these are developed within the institution under study, signifying an impact on pedagogical processes and student learning. Additionally, it sets a precedent for teaching-learning practices in argumentation and critical thinking.