There is a deficit in the theoretical and technical knowledge of the argumentative skill that affects both oral and written production, typical of a student, and that influences significantly their academic, labor and social activities, and their personal development, as they do not possess enough information to apply uch ability, creating difficulties when measuring knowledge. The aim of this work is to establish the writing competence as a strategy to develop argumentative skills in e-learning students, for which an exploration of the concepts of writing and argumentative skills was made; then, the writing competence was analyzed as a teaching and learning object and, finally, the argumentative skill was determined for writing in virtual environments.
The methodology used was a literature review, and it determines that the argument is part of the everyday life of men, since it is present in the various communication situations that there are, whether oral, textual or virtual, but the use of a virtual learning environment offers the opportunity for a greater exposure to situations where writing is necessary, inasmuch as communication between teacher and student must be in written. This means that the students write for a real audience, and in return, they receive feedback on what they wrote, therefore the argumentative skill has greater fluidity in this context.
