DEVELOPING ARGUMENTATIVE WRITING THROUGH READING-BASED FEEDBACK PRACTICES

Abstract

This article examines how reading-based feedback practices can enhance students' argumentative writing. Informed by recent scholarship in writing instruction, formative assessment, and reading-to-write pedagogy, the study combines empirical data and classroom demonstrations to identify effective feedback approaches. Principal practices include guided reading of model arguments, teacher feedback that aligns text comprehension with argumentative strategies, peer review grounded in reading prompts, and recursive readingwriting cycles. Evidence indicates that feedback on logical structure, integration of evidence, and rhetorical awareness—given through targeted reading tasks—augments students' development of claims, coherence, and utilization of sources. Implications for teaching include implementing close reading protocols, using rubrics tied to argumentative criteria, and engaging in metacognitive reflection. The article concludes with calls for future studies on long-term effects and technology-mediated feedback