Using Evidence in L2 Argumentative Writing: A Longitudinal Case Study Across High School and University

This 8‐year longitudinal case study of Fabiola, a Spanish‐English bilingual, investigated her argumentative writing development, focusing on her use of evidence to support and develop arguments over time from high school through university. Data sources included 36 writing samples. Texts across grade levels and course types were analyzed to determine changes in evidential types (quotations and paraphrases), evidential functions, and reporting...