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argumentative writing

Students’ Argumentative Writing Proficiency at Two High-Performing, Traditional Secondary Schools in Trinidad and Tobago

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SKU: cje-45-1-2

This paper presents a descriptive case study of students’ proficiency in argumentative writing prior to receiving instruction. Data were collected from students at two purposefully sampled traditional denominational schools, a boys’ secondary and a girls’ secondary school in Trinidad and Tobago. Teachers asked students to write an argumentative essay on a topic that they felt was within students’ prior knowledge. However, analysis of those essays revealed that most students needed “intensive support”; only 5.7% of writers needed “some support”.

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