The argumentation and the teaching of writing

This paper aims to provide a discussion on the possibility of developing strategies, from the postulates of the Theory of Argumentation within Language (TAL), for the teaching of writing. For this purpose, we have carried out some readings of the founding texts of TAL in order to explain how this theoretical framework understands discourse and, based on that, carry out observations about its applicability on the teaching of writing. We consider that TAL may serve as a basis for reflecting on the construction of written discourse in view of the fact that it understands the meaning of a discourse as built both by the relation between words and statements which compose it and by the fact that it is the fruit of the activity of speaking of a speaker, which produces meaning for a hearer.