An Inter-Country Critical Analysis of Online Studies on the Academic Writing in English of University Students Using the Toulmin Model

Abstract

This paper examined the claims or arguments of ten (10) published studies on academic writing problems of university students in different countries using the Toulmin model or method to determine whether their arguments are backed up by evidence or data, whether their arguments are strong, and what the common problems among the students in these countries are. The studies are limited to those only from 2019 until the present. Results showed that despite being published and peer-reviewed, most of the arguments used in the studies were only of type 2 under said classification, which includes the presence of one or more claims with simple justification or grounds (data, warrant, and backing) but no rebuttal. Only five include backing, only three have rebuttals, and only two have both. This means that most of the arguments are weak and may easily be defeated by another claim supported by its own data, rebuttal, backing, and counterargument. It is recommended that all the elements of the Toulmin method be used to produce strong arguments. It is also recommended that the Toulmin model be used by those who submit their studies for publication by journals and for these journals to use the said method to determine whether the claims of studies submitted to them are strong and convincing. Further recommendations also include the introduction of the Toulmin model and methodology to university students in their early years in the university and even in high school to aid them in their critical thinking and academic writing.