Strengthening Persuasion and Argumentation Skills in Writing: An Overview of Effective Teaching Strategies for Writing Skills

Document Type : Research Paper

Authors

1 Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran.

2 Faculty of Persian Literature and Foreign Languages, Allameh Tabataba'i University, Tehran, Iran.

Abstract

Persuasive and argumentative writing skills are of paramount importance due to their critical role in presenting ideas logically and convincingly. However, language learners often face challenges in constructing clear arguments, utilizing counterarguments, and maintaining textual coherence. This study aims to identify effective strategies for enhancing argumentative and persuasive writing skills, examine learners' challenges, and provide educational recommendations. The research questions focus on identifying the main challenges faced by language learners, the key factors influencing their abilities, and effective teaching strategies. A systematic review method was chosen to analyze 43 articles from databases such as Google Scholar, ERIC, and SCOPUS, as it allows for a comprehensive and structured examination of relevant studies from 2002 to 2025. Selection criteria included a focus on effective teaching strategies, the use of theoretical models such as Toulmin’s and Hyland’s frameworks, and the exploration of argumentative writing challenges. The results indicate that teaching argumentative models, pre-writing oral interactions, collaborative writing, genre-based instruction, digital tools, project-based learning, and process-oriented writing significantly improve argumentative skills. These strategies enhance textual coherence, the use of credible evidence, and the ability to address counterarguments. Teaching Persian to non-Persian speakers also benefits from these strategies, though adaptation to Persian linguistic and cultural characteristics is necessary. Research limitations include the scarcity of Persian-specific data and the lack of long-term studies. These findings suggest the design of targeted educational programs to improve writing skills.

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  • Receive Date: 21 May 2025
  • Revise Date: 19 August 2025
  • Accept Date: 30 August 2025