An exploration of the academic ability to produce literary argumentative writing: Through the construction of the literary argumentative writing composition model and standard

Abstract

  This study examined the academic ability to produce literary argumentative writing through an analysis of literary argumentative writing produced by high school students. The results of this analysis revealed that high school students’ literary argumentative writing has the following three aspects: I. text-interpretation-abduction-synthesis, II. objection-rebuttal-abduction-synthesis, and III. background-abduction-synthesis. Further analysis of this aspect I showed that the academic level of the aspect I is graded according to the consistency, abstractness and comprehensiveness of the argument and the reading.