In this article, we present the results of an exploratory study conducted with our self-developed tool Artist. The goal of the tool is to give formative feedback to develop students' argumentation skills. We compare the feedback that two different LLMs, an open-sourced one by META and one of OpenAI's fully proprietary ones, give to students' argumentative writing. We find that, overall, students find the feedback provided by both LLMs helpful (7.51 vs. 7.65 on a scale from 1 to 10), and they rate the quality of the feedback as good to very good. We take this as a very encouraging provisional result that invites larger and more extensive studies on the topic.
