DEVELOPING HIGH SCHOOL STUDENTS’ ARGUMENTATIVE WRITING SKILLS ON SOCIAL ISSUES THROUGH THE TOULMIN ARGUMENTATION MODEL

Tóm tắt

In the teaching of Literature at high schools today, the development of students’ argumentative writing skills on social issues still faces many limitations. In reality, many students’ essays lack depth in reasoning, present unconvincing arguments, show unclear structures, and, in particular, demonstrate little critical thinking—a key requirement of the 2018 General Education Curriculum. From this situation, the present study proposes the application of the Toulmin Argument Model as a scientific and feasible solution to overcome these shortcomings. With six fundamental components—Claim, Data, Warrant, Backing, Qualifier, and Rebuttal—the Toulmin Model has proven effective in providing a systematic theoretical framework that enables students to develop well-grounded, logical, and coherent arguments. The findings reveal that applying this model in teaching not only helps students gradually construct more persuasive argumentative essays on social issues but also fosters their critical and creative thinking. By illustrating the application process with a sample essay prompt, this study affirms the practical significance of the Toulmin Model in teaching, while also suggesting new directions for innovating the teaching of writing in high schools in line with competency-based education.