AN OVERVIEW OF TEACHING ARGUMENTATIVE WRITING TO UPPER SECONDARY SCHOOL STUDENTS THROUGH AN INTEGRATED READING–WRITING APPROACH

This article reviews and synthesizes existing domestic and international studies on writing instruction from an integrated reading writing perspective to clarify the theoretical foundations and dominant approaches to developing argumentative writing skills for upper secondary school students. International research highlights critical thinking, argumentative structure, and the interactive relationship between reading and writing as key components in the development of argumentative writing competence. Meanwhile, studies conducted in the Vietnamese context indicate that, although there has been growing attention to the teaching of argumentative writing and to the connection between reading and writing in Literature education, systematic research and pedagogical application of integrated reading-writing instruction at the upper secondary level remain limited. Research gap suggests a need for more coherent theoretical frameworks and instructional models. Based on the reviewed literature, the article proposes several orientations for an integrated reading-to-write approach instruction that can serve as a theoretical basis for future empirical studies and for the design of instructional models aimed at improving students’ argumentative writing skills in the context of Vietnamese education.