Revisión sistemática: escritura de ensayos argumentativos en educación media superior

The writing of argumentative essays has been a fundamental component of language and communication teaching programs at the upper secondary education level. Therefore, it is crucial to investigate how students are being taught to draft this type of text in the classroom. This study presents a systematic review of scientific literature based on the PRISMA methodology, including articles from indexed journals, books, and book chapters. The research covers the period between 2017 and 2023, revealing that learning metacognition and didactic contextual transposition are key concepts in teaching argumentative essay writing, in which such transposition connects theoretical knowledge with real situations and specific contexts, while metacognition examines how learning is perceived. Additionally, the main research methods for essay writing are presented: group questionnaires and tools correlating critical thinking and writing.