Challenges of Argumentative Writing Instruction in Higher Education

Abstract

This chapter describes the implementation of an evidence-based instructional framework to enhance the argumentative writing skills of undergraduate students in Nicaragua. The framework draws on the gradual release of responsibility model, Toulmin's argument model, and the writing as a community approach. The implementation failed in improving students' writing skills. However, this experience allows for an in-depth reflection on the challenges that are still present in the educational system, and which prevent university students from becoming competent writers. Shared views of writing instruction within the system, understanding how students view writing in their lives, and the cultural contextualization of promising instructional approaches are aspects that must be addressed before engaging students in new methodologies. The authors discuss how an intervention that was proven ineffective in this context can enact a reflection as to how teachers in countries with insufficient evidence can find better solutions to provide quality instruction.