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The dataset includes 54 Swedish final-year essays with passing grades. Using a multimodal approach to knowledge representation, the study analyzes textual composition and the role of visuals in supporting conceptualisation and classification. Findings show substantial variation in argumentation, with frequent emphasis on written and declarative knowledge grounded in web-based sources, while several academic demands remain difficult to represent.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/upper-secondary-school-students-design-of-arguments-in-essays/601322/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/upper-secondary-school-students-design-of-arguments-in-essays/601322.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main focus?","Question",{"text":112,"@type":113},"The study focuses on how upper secondary students design academic essays by realizing arguments through writing and visual resources.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data analyzed?",{"text":117,"@type":113},"The article analyzes 54 Swedish passing-grade essays using a multimodal approach to knowledge representation, examining both written text and visual resources.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results suggest about students’ argumentation?",{"text":121,"@type":113},"Academic argumentation varies considerably across essays, with an overrepresentation of written and declarative knowledge and visuals used to make conceptualization and classification more salient.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601322,1792171783,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Upper Secondary School Students’ Design of Arguments in Essays  \nEVA SVÄRDEMO ÅBERG   \nABSTRACT  \nThis article explores how arguments are made in student essays through the use of writing and visual resources. The data set comprises 54 essays with a passing grade from students in their final year of upper secondary school in Sweden. The data is analysed using a multimodal approach to knowledge representation on arguments in essays, involving analysis of textual composition and content in both written text and visual resources. The study gives an insight into how students design essays in relation to academic requirements, how their arguments realise epistemological commitments, and what affordances are given through the use of writing and visual resources. The results reveal that academic argumentation varies considerably between the essays. There is an overrepresentation of written and declarative knowledge in the essays, where the arguments are grounded in various web-based sources, and visualisations are used for making conceptualisation and classification more salient in writing. Both written and visual resources offer affordances in the making of arguments on the bases of the modes for communication. This article concludes that there are many high demands of knowledge defined for the task of preparing for higher education, which are not easily represented in the students’ arguments in essays.  \nSPECIAL COLLECTION: REMEDIATION OF LEARNING  \nRESEARCH  \nCORRESPONDING AUTHOR:  \nEva Svärdemo Åberg  \nStockholm University, SE  \neva.svardemo-aberg@edu. [su.se](su.se)  \nKEYWORDS:  \nargumentation; essays; multimodality; upper secondary school; writing  \nTO CITE THIS ARTICLE:  \nSvärdemo Åberg, E. (2022) . Upper Secondary School Students’ Design of Arguments in Essays. Designs for Learning, 14(1), 85–98. DOI: [https://doi](https://doi). org/10.16993/dfl.174  \nINTRODUCTION  \nAt upper secondary schools in Sweden, students need to learn how to write an academic essay before they begin higher education. The ability to make comprehensive arguments in formal academic writing is key to success in higher education, so requirements for learning academic writing have been specified in steering documents in all upper secondary schools in Sweden. The demand for well-grounded arguments is high and, due to the increased digitalisation in society, different media and resources now offer a wide range of information for meaning-making. Students are now able to create knowledge representations and make arguments visible in any form (Selander, 2017) . Recent studies highlight the array of multiliteracies, which expand concepts such as literacy, text and argument to include modes other than writing that may evoke and induce argumentation (Lea and Street, 2006; Archer, 2010; Cope and Kalantzis, 2009; Lillis and Scott, 2007; Howell, Butler, and Reinking, 2017; Huang and Archer, 2017) . Even in the field of academic writing, studies reveal a notable interest in argumentation and how multimodal engagement in writing can contribute to meaning-making (Archer, 2016) . However, little attention has been given to students’ essay design within the frame of academic writing practice in upper secondary schools in Sweden. Many of these schools provide students with resources such as supervision and writing templates, which often contain guidelines for what an essay should contain in terms of structure and content. Nonetheless, students’ arguments are shaped differently depending on the learning objectivesand on the qualities recognised by the individuals within these different learning practices (Kress and Selander, 2011) . Ideas of how to design argumentation in school essays, which need to be framed within an academic writing discourse, are shaped by an interplay between available resources and sources, active individuals, traditions and educational objectives. These qualities are also developed and formed within various writing cultures in schools (Svärdemo Åberg","cbCaigeexoWyZlRY","https://ap.wps.com/l/cbCaigeexoWyZlRY","pdf",546425,14,"English","# Abstract\n# Introduction\n# Research Overview\n## Writing within Academic Genre","[{\"question\":\"What is the study’s main focus?\",\"answer\":\"The study focuses on how upper secondary students design academic essays by realizing arguments through writing and visual resources.\"},{\"question\":\"How was the data analyzed?\",\"answer\":\"The article analyzes 54 Swedish passing-grade essays using a multimodal approach to knowledge representation, examining both written text and visual resources.\"},{\"question\":\"What do the results suggest about students’ argumentation?\",\"answer\":\"Academic argumentation varies considerably across essays, with an overrepresentation of written and declarative knowledge and visuals used to make conceptualization and classification more salient.\"}]","Upper Secondary School Students’ Design of Arguments in Essays | PDF",1792092401,35]