Abstract
When 16- and 17-year-old students are required to write a framed argumentative text which first supports position A and then supports an opposing position B, the familiarity of the debated topic seems to determine the “argumentative quality” of the texts produced. Indeed, the possibility of getting personally involved in the discourse leads to more effective writing strategies and to the use of typical marks of argumentation.
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Golder, C. Framed writing of argumentative monologues by sixteen-and seventeen-year-old students. Argumentation 7, 343–358 (1993). https://doi.org/10.1007/BF00710817
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DOI: https://doi.org/10.1007/BF00710817