Practicing social argument writing skills for 7th graders based on David A.Kolb’s experiential learning model

Abstract

The current context of educational reform presents numerous opportunities as well as significant challenges. Alongside the reforms in content and curriculum, there is a pressing need for a shift in educational methods that can effectively meet the demands of society. Adopting the experiential learning model proposed by David A. Kolb is one of the appropriate directions to enhance the quality of teaching in language arts education in general and writing skills in particular at the secondary school level. Building upon the theoretical framework of David A. Kolb’s experiential learning, the author of this article suggests a structured process for honing the social argumentative writing skills of 7th-grade students, aiming to cultivate and develop their language arts proficiency and capabilities.