‘Argument!’ helping students understand what essay writing is about

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NAREOR: The Narrative Reordering Problem (2021, background): “As Wingate (2012) explains, tutor understanding is found deﬁcient and methods of feedback for students are inconsistent or vague.”
Cross-topic Argument Mining from Heterogeneous Sources (2018, background): “Searching for and classifying relevant arguments plays an important role in decision making (Sven-son, 1979), legal reasoning (Wyner et al., 2010), and the critical reading, writing, and summarization of persuasive texts (Kobayashi, 2009; Wingate, 2012).”
The Routledge Handbook of English for Academic Purposes (2016, background): “Like the wider critical pedagogy movement, the ‘dream’ of critical EAP is that critical practices in the classroom can lead to ‘reforms in academic institutions’ and improved ‘conditions in the workplace and community’ (Benesch, 2001, p. xviii).”
Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study (2020, background): “…by the standardized language tests, many teachers in EFL contexts, if at all, still follow the conventional writing instruction in practice, emphasizing the correctness in grammar and surface features (Ka-Kan-Dee & Kaur, 2015; Lefkowitz, 2009; Wingate, 2012; Yasuda, 2015; You, 2004, Zhang, 2016).”