Developing Argumentation Skills through Teaching of the Argumentative Text Structure

This article investigates the impact of teaching the argumentative text plan on the students' development of argumentation skills through a qualitative, bibliographic, and documentary approach, with the theoretical support of Textual Analysis of Discourse. The study involved a sample of dissertative-argumentative text productions from participants in the extension project 'Together We Are Stronger,' offered by the Universidade do Estado de Mato Grosso (UNEMAT) in partnership with the Universidade Federal de Mato Grosso (UFMT) at the Sinop campus. We observed that, even among reluctant students, the adoption of the textual planning procedure promoted improved performance in the elaboration of text plans, contributing to the development of argumentation in text production. The results obtained showed that teaching the text plan can be an effective tool for improving students' skills in producing argumentative dissertative texts, provided that grammatical and cohesion issues are also addressed.