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Argumentation is an important requirement of the essay, which is the most common genre that the students have to write. However, how the argument is realized in the disciplinary board is often poorly understood by academic tutors and therefore not sufficiently taught the students. This paper presents the study of students' student concepts when they arrive at the university, difficult with which they experience with the development of arguments in their essays and the nature and quality of lessons they receive. A three-part definition that describes the argument by what students learn was used as a framework for the analysis. The findings show that students have only partially or false argument concepts. Many problems they encounter are caused by the lack of knowledge of knowledge, which requires an argumentative essay, in particular the need to develop their own position in an academic debate. The advice that you receive does not explicitly make the requirements and refers to the argument inconsistent and vague. A 'essay write frame', based on the three-piece definition, is proposed to improve the teaching of writing. This approach brings argument in the lesson center and explains other aspects of writing according to the function they have in the development of the argument.
в–є This study examined the problems of students with the argumentation in the essay writing. в–є The results show academics and difficulties of students with conceptual arguments. в–є Consequently, the statement indicated by the students is vague and inconsistent. в–є A framework for the classification, which sets the reasoning in the middle, is proposed.
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