ABSTRACT
Argumentative integrated writing requires the writer to integrate information from various sources and their own ideas forming convincing and coherent arguments in their writing. This skill of integrating writing with other receptive skills such as reading is vital to the development of students’ academic literacy. Despite its importance, there is as yet no satisfactory framework that illustrates the necessary cognitive and metacognitive skills of argumentative integrated writing. This study aims to uncover these processing by secondary school students. To achieve this, related literature was reviewed and a theoretical framework comprising of six non-linear skills, i.e., organizing, selecting, connecting, planning, monitoring, and evaluating was proposed. Using this framework, the think aloud writing processes and stimulated recall interviews of 36 year four students of a six-year secondary education from six schools in Hong Kong were analyzed. The results showed that the framework could be used to uncover the learners’ competence, and provided suggestions for lesson planning, instruction, and formative assessment.
