QUALIDADE DE ARGUMENTOS NA ESCRITA DE GRADUANDOS SOBRE QUÍMICA DE ALIMENTOS

QUALITY OF ARGUMENTS IN UNDERGRADUATE STUDENTS’ WRITING ON FOOD CHEMISTRY. Analyzing the argumentative writing skills of university students is not a trivial task, as several elements need to be considered. This paper analyzed the quality of argumentative texts written by 53 undergraduate chemistry students on the mitigation of acrylamide in food, more specifically in French fries, coffee, and toast. The arguments, developed with the purpose of solving interrupted case studies (ICS), entitled Hot Potato, Espresso Acryla-Macchiato, and Wholewheat Promotion, were analyzed from the perspective of identifying their cogency, based on criteria of acceptability, relevance, and sufficiency. While the Hot Potato case focused on relatively straightforward processing interventions, the Espresso Acryla-Macchiato case required a greater integration of biochemical and technological aspects, and the Wholewheat Promotion case demanded the simultaneous consideration of chemical, technological, and sensory factors. This progression in complexity was likely reflected in the difficulties students encountered in integrating multiple aspects into a compelling argument, especially in the last ICS. Most students used reliable sources, such as graphs and tables, to support their premises, and more than half of them succeeded in constructing cogent arguments, which highlights the ICSs as a way to help students craft written arguments.