Although the future of essay-writing as a genre is uncertain in the context of GenAI, this article still presents a useful discussion of argument and argumentation in academic discourse. It explains the extent to which students (do/not) understand the idea of argument in academic contexts. The article positions understanding and formulating one’s argument as a ‘starting and central point’ in the teaching of writing. Wingate shows how an argument can drive and determine the structure of a communication, and how elements of support and presentation of ideas contribute to an overall argument.
Association for Learning Development in Higher Education