Multimodal Mediation and Argumentative Writing: A Case Study of a Multilingual Learner’s Metalanguage Awareness Development

2017 ◽  
pp. 225-242 ◽  
Author(s):  
Dong-shin Shin
Keyword(s):  
Argumentative Writing

scholarly journals COGNITIVE PROCESS IN ARGUMENTATIVE WRITING: A CASE STUDY OF THREE INDONESIAN COLUMNISTS

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Fahrus Zaman Fadhly ◽  
◽  
Nita Ratnaningsih ◽  
Keyword(s):  
Cognitive Process ◽  
Argumentative Writing

scholarly journals Emerging voice: Exploring the process of teacher-students’ dialogic interaction in mobile instant messaging (MIM) to construct voice in argumentative writing

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Yeni Latipah ◽  
Wawan Gunawan
Keyword(s):  
Meaning Making ◽  
Instant Messaging ◽  
Educational Practice ◽  
Argumentative Writing ◽  
Argumentative Text ◽  
Multiple Data ◽  
Teacher Students ◽  
Dialogic Interaction

Despite the growing body of literature on the role of Mobile Instant Messaging (MIM) in supporting educational practice, little comprehensive understanding could be gained on how to scrutinize dialogue between teacher and students in MIM for the sake of students’ meaning-making. Thus, this study explored the process of teacher-students dialogic interaction in a MIM group as a viable pedagogical activity in fostering students’ establishment of voice in argumentative writing. Particularly, it focused on the construction of Engagement resources (Martin White, 2005) as the realization of voice in the students’ writing. To reach the objectives, a qualitative case study with multiple data sources were employed, i.e., the records of instant messaging conversation, students’ argumentative text, interview, and observation. The findings revealed that the teacher-students’ discussions in the instant messaging space were enjoyable activities that could support the students’ awareness of Engagement resources because they allowed the discovery of repertoires through reasoning, problem-solving, and peer learning. Furthermore, although there were various uptakes of Engagement resources in the students’ text, most students showed progressive achievements in applying the sources effectively in their writing.

Using Evidence in L2 Argumentative Writing: A Longitudinal Case Study Across High School and University

2016 ◽  
Vol 67 (1) ◽  
pp. 75-109 ◽  
Author(s):  
Amanda K. Kibler ◽  
Christine Hardigree
Keyword(s):  
High School ◽  
Argumentative Writing ◽  
Longitudinal Case Study

scholarly journals STABILIZED ERRORS: ATTRIBUTED PROBLEM IN TIMED AND NON-TIMED ARGUMENTATIVE WRITING

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Rohmani Nur Indah
Keyword(s):  
English Language ◽  
Language Use ◽  
First Language ◽  
Word Choice ◽  
Argumentative Writing ◽  
Significant Difference ◽  
Verb Tense ◽  
Writing Task ◽  
Made In

This study is a case study seeking the relation between the errors students made in timed and non-timed argumentative writing. The use of good English language influences whether or not the students can develop their claim. The finding shows that students have fifteen types of stabilized errors, the dominant of which are verb tense, word choice and spelling. On language form, the stabilized errors mostly occur are omission and addition. Some students also show stabilized errors with reference to the negative transfer of their first language. In addition, the type of writing task results in different number of stabilized errors. Despite the favor on non-timed writing, some students show more careful language use without using the computer’s spelling and grammar check. However, the type of writing task does not affect the number of errors as there is no significant difference between the two writing tasks. It supports the fact that post systematic errors are caused by several factors such as language transfer, intralingual interference and sociolinguistic situation. Accordingly, process approach writing is needed in which learners are given chance to make progress and, as suggested by Krashen’s theory, to become optimal Monitor users.

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