This paper shows the results of an intervention to a group of engineering students from two universities in Colombia in order to develop argumentation skills. The process assessed the students’ argumentative writing skills by applying a rubric developed by Barletta & Chamorro. Subsequently, the authors developed an educational intervention and finally they evaluated if there were changes in the achievement level in those writing skills. The intervention assisted engineering professors to master the teaching of argumentation skills, and also students so that, through the analysis of an argumentative text, they could reinforce related concepts. Statistical analysis of the results leads to the conclusion that it was possible to improve argumentation skills of students.