Teaching argumentative writing skills and strategies. High school students need to have strong writing skills and learn a variety of writing strategies to succeed in college and career from the Metacognitive Strategy Questionnaire. The current study used the MSQ Metacognitive Strategy Questionnaire in pre-posttests and delayed posttests to examine changes in students' use of metacognitive strategies in the writing process. The L MSQ was adopted and modified from Amani 2014 for two reasons. First, if you are a writing teacher and want a ready-made unit like the one described above, including mini-lessons, sample essays, and a library of online articles of great interest to use to gather evidence, take a look at my argumentative writing unit. Simply click on the image below and you will be taken to a page where you can, Extension: Add a comment to the conversation about the issue at hand. Counter: address opposing arguments with valid solutions. Teaching students to identify these movements in writing is an effective way to improve reading comprehension, especially of nonfiction articles. Furthermore, by teaching students to use these moves, measures derived from the structure of students' argumentative strategies were highly predictive of essay quality and accounted for the effects of goal condition, grade, and status disability. Almost all students used the consequences strategy argument to defend their point of view. The implications for argumentative writing are: Second, it allows the writer to determine which evidence best suits which argument. Before writing, write your essay first. Include examples, facts, etc. in the right parts of the document. Then write the entire text. Third, an outline provides an ideal opportunity to modify parts of the essay without rewriting the paper.