Abstract

When a student is asked to construct an argumentative text, or to participate in discussions, cognitive requests are activated of a more complex order than speeches and the construction of expository and / or narrative texts. Indeed, the student is required to go beyond a mere oral presentation, and to use communicative methods and linguistic structures to organize the discourse on a rational and logical level. For these reasons, in the teaching of Italian the argumentative text for persuasive purposes is considered as the most complex type, that can be mastered only when all of the other types of texts have been fully acquired. The proposal of didactic activities promoting dialogue, comparison, and conflicting points of view must follow a specific curriculum to achieve satisfactory results, in accordance with the development of democratic linguistics and an adequate and widespread citizenship education.