Argumentative writing in handbooks for the triennium of upper-secondary school

Abstract

The present paper analyses the way handbooks of writing for the triennium of upper-secondary schools approach argumentative writing. The objective of the analysis is to verify whether currently-used handbooks propose appropriate methodologies, based on efficient and up-to-date linguistic theories.

Keywords

• didattica dell'italiano
• didattica della scrittura
• scrittura argomentativa
• analisi di manuali scolastici
• scuola secondaria di secondo grado