Argumentative skills in students: a systematic review
DOI:
https://doi.org/10.5281/zenodo.14968880Keywords:
students, argumentative skills, systematic reviewAbstract
The main objective of this research was to analyze the implications of argumentative skills in students. Methodologically, a systematic review was carried out using the PRISMA method, which included the collection and analysis of relevant research. The inclusion criteria considered articles published in high-impact databases such as: Scopus, Web of Science and Scielo, specifically those published between 2021 and 2025. Out of a total of 74 articles selected (10 from Scopus, 6 from Scielo and 4 from Web of Science), 20 were analyzed. The results indicate that argumentative skills are closely related to lexical competence, textual quality, length of writing and self-regulation. It is crucial to develop these skills to build solid conclusions, make informed decisions, encourage reasoning and promote the development of critical thinking. Effective strategies to improve argumentative skills include critical discourse analysis, textual linguistics, appropriation of arguments, information consultation, retrieval of written texts, use of exploratory questions, interaction, preparation of the proposed topic, creation of arguments and debate.
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