Interdisciplinary ink: harnessing the power of collaboration for argumentative writing / Kimberley Lau Yih Long ... [et al.]

• Main Authors: Kimberley, Lau Yih Long, Runggol, Christine Jacqueline, Daneil, Imelia Laura, Michael, Tiong Hock Bing
• Format: Book Section
• Language: English
• Published: Universiti Teknologi MARA, Kedah 2023
• Subjects: Learning. Learning strategies; Learning ability; Educational productivity
• Online Access: https://ir.uitm.edu.my/id/eprint/83512/1/83512.pdf; https://ir.uitm.edu.my/id/eprint/83512/

Argumentative writing is a vital skill in academia and beyond, requiring students to articulate coherent and persuasive arguments. To enhance the educational experience in this area, an innovative teaching approach – Interdisciplinary Ink, was implemented, centered around collaboration and interdisciplinary engagement. The teaching initiative utilizes a webinar with an invited speaker, who is an expert in the field of argumentative writing, as a medium for instruction, transcending traditional classroom boundaries. The invited speaker delivered engaging presentation, facilitated interactive discussions, and provided valuable insights to students from diverse disciplines in a virtual learning environment. Realworld examples and experiences were shared, enabling students to gain a deeper understanding of the topic. Active participation and engagement were encouraged through group discussions, collaborative assignments, and peer-to-peer feedback. This interactive setting allowed students to apply the concepts learned and develop their argumentative writing skills in a supportive and interactive environment. The interdisciplinary collaboration that took place promoted the exchange of ideas and knowledge among students from different disciplines, fostering critical thinking and creativity. Students benefited from exposure to a wider range of perspectives, enhancing their comprehensive understanding of argumentative writing. The interdisciplinary collaboration nurtured a multidisciplinary approach to problem-solving, preparing students for real-world challenges that require diverse perspectives. Additionally, the opportunity to interact with experts in the field provided valuable guidance and insights, enriching the learning experience. The success of this approach suggests its potential for informing future pedagogical practices and the development of innovative teaching strategies as well as the transformative impact of collaborative and interdisciplinary approach to argumentative writing instruction.