The Features of Rhetorical Patterns in English Expository Essays by Chinese EFL English Majors and the Pedagogical Issues of Teaching L2 Writing at the Tertiary Level in China

2009 ◽  
Vol 12 (1) ◽  
pp. 74-100
Author(s):  
Qi Fang
Keyword(s):  
L2 Writing ◽  
Tertiary Level ◽  
Pedagogical Issues ◽  
Rhetorical Patterns ◽  
English Majors ◽  
Expository Essays

scholarly journals STANCE MARKERS: AN UNDERDEVELOPED ASPECT OF SERBIAN EFL WRITERS’ COMPETENCE

2020 ◽  
Author(s):  
Marta Velickovic ◽  
◽  
Jelena Danilović-Jeremić ◽  
Keyword(s):  
English Learners ◽  
English Language ◽  
Writing Process ◽  
L2 Writing ◽  
Tertiary Level ◽  
The University

The topic of the current study is the interactional dimension of metadiscourse, as expressed through lexico-grammatical devices in beginner L2 writing of L1 Serbian/L2 English learners. The participants’ use of metadiscourse devices was chosen due to its particular relevance for the beginner L2 writing process at the tertiary level. The sample of participants included a total of 70 English language majors attending the University of Niš. The corpus consisted of the students’ expository paragraphs collected over a period of nine weeks during the 2019/2020 schoolyear. The taxonomy used in this particular study was that of Biber (2006) and Min et al. (2019), with a particular focus of hedges, stance adjectives, stance adverbs, and stance verbs. The results obtained imply that stance markers deserve a more prominent place in the EFL classroom.

Contradictory Genres

2015 ◽  
pp. 44-51
Author(s):  
Neil Mcbeath
Keyword(s):  
Academic Writing ◽  
Conventional Wisdom ◽  
Tertiary Level ◽  
Essay Writing ◽  
Cause And Effect ◽  
Rhetorical Patterns ◽  
English Medium Instruction ◽  
Compare And Contrast

This chapter has its roots in Davidson and Spring's (2008) paper, “Rhetorical Patterns in Academic Writing: Re-Examining Conventional Wisdom,” where the authors questioned the relevance of teaching the five-paragraph essay and the rather artificial division of essay writing into specific types: narrative, descriptive, expository, argumentative, cause-and-effect, and compare-and-contrast. The chapter expands their argument, suggesting that not only is the division artificial, but it is also positively unhelpful to students following English medium instruction at the tertiary level. As an example, a course-specific genre, the lab report, is examined to demonstrate just how its demands are removed from the conventional patterns.

scholarly journals THE USE OF TRAVEL BLOG WRITING IN A TERTIARY LEVEL ENGLISH FOR SPECIFIC PURPOSES COURSE

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Elif Kemaloğlu-Er
Keyword(s):  
Cultural Awareness ◽  
Real Life ◽  
L2 Writing ◽  
English For Specific Purposes ◽  
Tertiary Level ◽  
Tourist Attractions ◽  
Writing Improvement ◽  
Travel Experience ◽  
Internet Users ◽  
Travel Blog

Blogs can be used as constructive means in EFL teaching allowing learners to exert control over their own writing and enabling them to communicate with the global community of internet users. Among different types of blogs, travel blogs can be employed as pedagogical means for real life based learning and L2 writing improvement. Through travel blogs, learners can both explore different places and write about their travel experience in L2. However, the use of travel blog writing in teaching English for Specific Purposes (ESP) has not yet been investigated. In this study, travel blog writing was integrated into a tertiary level ESP course aiming to improve learners’ linguistic skills in the fields of tourism and travel. The research investigates the learners’ views about blog writing as a part of their ESP course through a questionnaire and interviews. According to the findings, travelling and writing about the tourist attractions of one’s city via a personalized blog was found to increase writing motivation but the experience was also defined to be demanding as it requires heavy workload. Overall, this experience was reported to enhance autonomous, reflective and collaborative learning, increase cultural awareness and contribute to learners’ self-expression and L2 writing improvement.

scholarly journals English-only Instruction in Tertiary-level L2 Writing: An Exploratory Study with Translingualism

2021 ◽  
Vol 2 (1) ◽  
pp. 32-44
Author(s):  
Md. Akteruzzaman ◽  
◽  
S. M. Javed Anwar ◽  
Keyword(s):  
Academic Writing ◽  
Action Plan ◽  
National Curriculum ◽  
Private University ◽  
L2 Writing ◽  
Small Scale ◽  
Tertiary Level ◽  
English Only ◽  
Considerable Portion ◽  
Novice Writers

Since CLT's propagation emphasises teaching English monolingually in an adamant manner, the tide has been set to follow that trend blindly. However, English-only instruction has been under debate recently, particularly in non-native teaching contexts. This paper questions the credibility of English-only instruction in teaching tertiary-level L2 writing in Bangladesh. Through small-scale action research with 36 students studying at a private university, the researchers discover that inconsistent dependency on English as the only medium of instruction has far-reaching effects on academic writing perception in a multilingual setting. The initial findings suggest that students from Bangla-medium background, who are taught following NCTB (National Curriculum and Textbook Board) syllabus, constitute the most considerable portion of the affected community. To address the issue, participants were trained following a translingual action plan. A comparative analysis between their former and subsequent performances projects that application of translingual practices has a constructive influence that can equip the learners with a deeper understanding of academic writing. It also proposes that other than trying to fit the learners into the scaffold of English-only instruction, the novice writers should be taught translingually.

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