PAPER TITLE:

“Developing the Students’ Argumentative Ability in Writing Academic Text”

TYPE OF QUESTION:
INFORMATIONAL PAPER: How is Students’ Argumentative Ability in Writing Academic
Text Developed?
1. BRAINSTORMING

As a student we have to make an academic text as the final task if we want to

finish our study in university. Talking about academic text means that we should
writing, what are paper for S1 students, thesis for S2 students, and disertation for S3
students. Of course in writing an academic text we have to pay attention all of the
structure. Start from Title, abstract, index, main body, conclusion/summary, and
reference lists. After we finish writing the academic text we have to through some
kinds of examination, what are seminar proposal, result seminar and thesis seminar
for finish our study.

In examinations that we will through, means that we will get some questions
from our examiner or lecturers. So we have to prepare ourself with our excellent
answers. We have to make convincing our examiner to believe our answers or our
arguments that we state. With a good arguments we can defend our academic text that
we have written. So from this reason we should learn about the argumentative ability.
Because argumentative ability very important to be own by students.

2. DOING RESEARCH

Argumentative Ability

Kristianti, T P, Ramli, M, and Ariyanto, J. 2018. Improving the argumentative skills

of high school students through teacher's questioning techniques and argumentative
assessment. Journal of Physics: Conference Series.

Argumentation is the process of collecting the various components needed to

build an argument.

The indicator for component of argument from Toulmin argument (1958) have
been reduced by Krajcik & McNeill to fit the student's abilities and consisted by four
components of argumentation: claim, evidence, reasoning, and rebuttal. Claim is an
idea, a conclusion, hypothesis, or views about events or phenomena. Evidence is the
proof or evidence for the claim. Reasoning is the reason to connect evidence with the
claim. Rebuttal is alternative answer to reject the unappropriated claim.

Suephatthima, Bureerat and Faikhamta, Chatree. Developing Students’ Argument

Skills Using Socioscientific Issues in a Learning Unit on the Fossil Fuel Industry and
Its Products. Science Education International. Volume 29. Issue 3.
 Argumentation is a process that takes place when at least two people argue in
support of their own claims using so-called argumentive discourse (Kuhn and Udell,
2003).
Lin and Mintzes (2010) studied students’ argument skills by observing five
components of an argument, namely claim, warrant, counterargument, supportive
argument, and backing. Moreover, some researchers have evaluated argument skills
by examining counterargument, supportive argument, and backing (Brem and Rips,
2000). Among the components (1) claims and (2) warrants are the basic components
to argue, (3) backings support the warrants, (4) counterarguments show that students
understand what others think, and if students can make arguments and
counterarguments at the same time, this evidences multiperspective thinking and a
solid argument ability, and (5) rebuttals can disprove counterarguments, denoting
high-quality arguments. If students can make rebuttals, it means that they have
evaluated the reliability of the claim and counterclaim (Kuhn, 1991).
The definitions of these terms for this study are based on Toulmin’s
framework (2003):
• Claim: The statement being argued.
• Warrants: General, hypothetical, and logical statements serving as a bridge between
the claim and data.
• Backing: A statement supporting the warrants (i.e., proving the warrants is true).
• Counterargument: Warrants of a counterclaim.
• Rebuttal: Statements serving to refute the counterargument. Claims, warrants, and
backings indicate that students have a sense of themselves, while counterarguments
and rebuttals show that students have a sense of others.

Academic Text

Whitaker, anne. 2009. Academic Writing Guide. Bratisslava, Slovakia: City

University of seattle.

There are some proceess to writing an academic text:

1. Choosing and narrowing a Topic
2. Thinking (Brainstorming)
3. Doing research
4. Thesis statement
5. Planning – Basic outline
6. Planning – Taking notes
7. Planning – detiled outline
8. Writing the first draft
9. The introdution
10. Body paragraphs
11. The conclusion
12. Connecting between idea
13. Revising
 14. Editing
15. Proofreading
3. THESIS STATEMENT
The Students’ Argumentative Ability in Writing Academic Text are able
developed to use Toulmin’s argument pattern.