Students’ perspectives on writing an argumentative essay in an academic literacy module

Abstract

Background: Argumentation, which is an important skill required of students in higher education, is often assessed through writing. It is a difficult skill for students to grasp, resulting in many challenges; however, it can be developed through practice and should receive greater attention, as it fosters the development of critical thinking skills, thereby better equips students to become active and democratic citizens.
Objectives: This study reflects on first-year students’ perceptions and experiences of writing an argumentative essay in an Academic Literacy module. The aim of the study was to gain a better understanding of students’ writing challenges in order to develop meaningful ways of revising the course and ultimately enhancing their argumentative skills.
Method: A qualitative approach was used, and data were collected by means of an online student questionnaire. The theoretical framework underpinning this research is socio-constructivism.
Results: The findings revealed specific areas of challenges experienced by students, which may not necessarily be attributed to cognitive abilities or unfamiliarity with the different components of an argument, but rather to aspects that are often overlooked, for example, lack of practice and discomfort arising from the topic.
Conclusion: The study highlights the importance of conscious planning and the scaffolding of each stage of the process through ample opportunities for both dialogue and writing practice. Some pedagogical implications are suggested.
Contribution: Currently, the literature on argumentation in the South African context, as reflected through student voices, is scarce. This research helps to address this gap. Additionally, the pedagogical implications provide ways in which student challenges may be addressed.