Enhancing College Students’ Argumentative Writing Skills through Collaborative Reasoning Intervention

• In Event: Advancements in Writing Literacies

Abstract

This study investigates the impact of a Collaborative Reasoning intervention (CR) on improving the argumentative writing skills of 55 college students in Bangladesh. The researchers integrated CR sessions into the existing English curriculum with students assigned to treatment and control groups. After six weeks, CR students showed significant improvements in argument quality, particularly in clear claims and reasoning. Findings highlight CR’s feasibility in existing curricula and advocate for integrating with other pedagogies in diverse settings.

Authors

• Raju Ahmmed, PhD Student, Dept of Curriculum and Instruction

• Jie Zhang, University of Houston

• Kh Atikur Rahman, Bangladesh Maritime University

• Hien Thi Tran, University of Houston

• Zhenjie Hou, University of Houston