scholarly journals Developing A Framework For Writing Skill: A Corpus-Based Analysis Of The Written Argumentative Essays

2017 ◽  
Vol 9 (4-2) ◽  
Author(s):  
Anita Kanestion ◽  
Manvender Kaur Sarjit Singh ◽  
Sarimah Shamsudin
Keyword(s):  
Qualitative Study ◽  
Writing Skills ◽  
Analytical Framework ◽  
Corpus Analysis ◽  
Linguistic Features ◽  
Written Discourse ◽  
Rhetorical Structure ◽  
Writing Skill ◽  
Three Stages ◽  
Argumentative Essays

Most scholars have studied written discourse both in academic and professional setting within the scope of genre-based analysis, which demonstrate an increase interest in analysing the rhetorical structure of written texts. Conversely, there is a dearth of research in Malaysia that explains the rhetorical structure of argumentative essays from a genre analysis perspective. This paper introduces a genre-based corpus analysis using a compiled representative corpus of the argumentative  essay for developing a rhetorical structure, also known as , an analytical framework to enhance the students’ writing skills. The compiled representative corpus was consisted of 24 argumentative essays.  As a qualitative study, a corpus–based analysis is employed to explore  the distinguished move patterns used in the argumentative essays. Using Hyland’s (1990) 11 move pattern as an analytical framework of the argumentative essay, this study revealed a list of moves and steps which were signaled by the linguistic features. Consequently, there were altogether 9 moves and 14 steps were identified in the three stages, namely Introduction, Argument and Conclusion. However, the moves used by the pre-university students in the study did vary from the model as new moves were marked in each stage. Pedagogically, the findings of this study were expected to guide in developing a framework for writing skills.  

scholarly journals The Effect of Texts-Based Interactional Feedback (TIF) on the Students’ EFL Writing

2017 ◽  
Vol 2 (3) ◽  
pp. 245
Author(s):  
Warsidi Warsidi
Keyword(s):  
Qualitative Study ◽  
Academic Writing ◽  
Intermediate Level ◽  
The Other ◽  
Syntactic Complexity ◽  
Linguistic Features ◽  
Efl Writing ◽  
Rhetorical Structure

<p>This study is reporting the results of the TIF implementation in a student’s students’ EFL writing. It evaluated the student first supervisory paper, the last supervisory paper, and the participant’s perception toward the TIF implementation. This is qualitative study with the linguistic features as the scoring frameworks, including lexical sophistication, syntactic complexity, and rhetorical structure. This boundary study is the participant’s text findings, discussion, and concluding parts. The results of this study revealed that participant’s academic writing changed significantly in the rhetorical structure and tended ignoring the other two scoring frameworks. The study also indicated that the student has intermediate level of English. Then, the participant’s perception toward the TIF implementation also resulted positively. </p>

scholarly journals Rhetorical Structure and Sociocultural Analysis of Muslim and Christian Obituaries in Jordanian Newspapers

2019 ◽  
Vol 19 (2) ◽  
Keyword(s):  
Detailed Account ◽  
Discursive Practice ◽  
Genre Analysis ◽  
Religious Practices ◽  
Linguistic Features ◽  
Written Discourse ◽  
Rhetorical Structure

This paper gives a detailed account of the distinctive macro-structural and micro-linguistic properties used in Muslim and Christian obituaries in Jordan society. It also examines how socio-religious practices and beliefs are played out through the overall genre text. In order to examine the discourse, a move-based analysis was conducted upon a corpus of 150 Muslim obituary announcements (MOAs), and another 100 Christian obituary announcements (COAs). The analysis of textual and linguistic features is carried out by following Bhatia’s (1993) model as it fruitfully illumines the relation between social discursive practice and written discourse. The genre analysis of the data demonstrates that eleven communicative moves exist in both types of obituary announcements (OAs). The study also highlights that the generic genre discourse reveals several socio-cultural and religious messages about the Jordanian community that are reflected in the rhetorical components of this genre.

scholarly journals A CORPUS-BASED INVESTIGATION OF MOVES IN ARGUMENT STAGE OF ARGUMENTATIVE ESSAY

2021 ◽  
pp. 199-204
Author(s):  
Anita Kanestion ◽  
Manvender Kaur Sarjit Singh
Keyword(s):  
University Students ◽  
Subject Matter ◽  
Corpus Analysis ◽  
The Other ◽  
Research Articles ◽  
Computer Assisted ◽  
Subject Matter Experts ◽  
Rhetorical Structure ◽  
Argumentative Essays ◽  
Novice Writers

Genre analysis has been frequently employed in Malaysia to analyse undergraduate and postgraduate target discourse, particularly research articles and abstracts. On the other hand, just a few studies have been done on argumentative essays written by pre-university students taking the Malaysian University English Test (MUET). The goal of this study is to examine rhetorical moves of the argument stage in 60 argumentative essays. The major instrument utilised to assess the rhetorical structure in the assembled essays was a compiled representative corpus of argumentative essays, COMWArE. The identification of rhetorical moves was investigated using BCU approach, which is aided by a computer-assisted corpus analysis (CACA). In addition, two subject matter experts were interviewed in order to gain insider perspectives. The analysis reveals that the argument stage in argumentative essays consists of three moves and five steps. The findings of the study lend itself to providing a representative template of rhetorical organisation for organising argument stage in producing an argumentative essay. Pedagogically, this rhetorical structure is useful particularly to novice writers to better understand how argument stage is produced.

scholarly journals The Use of Rhetorical Strategies in Argumentative Essays

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Zulaikha Khairuddin ◽  
Noor Hanim Rahmat ◽  
Maizura Mohd Noor ◽  
Zurina Khairuddin
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Rhetorical Strategies ◽  
Writing Skill ◽  
Argumentative Essays

The most challenging skill perceived by students when they learn the English language is the writing skill. This recent study would like to identify the rhetorical strategies used by good writers and poor writers. Two participants were selected, and written essays was the instrument employed for this study. Both participants were required to write an essay on ‘Should examinations be abolished?’ The essays written were analysed using a coding technique. The findings indicated that both writers utilised the three elements, Logos, Ethos and Pathos, differently. Both were considerate to the readers when they wrote the essays and presented their message, which was also heavily emphasised. However, they did not focus on their roles as writers. Based on the findings, it can be concluded that teachers need to help students familiarise themselves with rhetorical strategies. As for students, they should be aware of the rhetorical strategies to enhance their writing skills to write argumentative essays.

Rhetorical structure analysis of prepared speeches and argumentative essays by Chinese advanced English learners

2020 ◽  
Vol 40 (2) ◽  
pp. 219-240
Author(s):  
Yuemin Wang ◽  
Hongyun Wu ◽  
Gang Cui
Keyword(s):  
English Learners ◽  
Active Role ◽  
Analytical Framework ◽  
Structure Theory ◽  
Rhetorical Situation ◽  
Rhetorical Structure ◽  
Efl Learners ◽  
Argumentative Essays ◽  
Rhetorical Structures

AbstractThis study focuses on the interrelationship between modes of argumentation and English as a Foreign Language (EFL) learners’ rhetorical strategies, by adopting the analytical framework of Rhetorical Structure Theory (RST) to produce reliable analyses of rhetorical structures of two most frequently required tasks in the Chinese context. The sample texts consist of 20 prepared speeches and 20 argumentative essays, both written by Chinese advanced EFL learners. The findings reveal that: (1) the essays favor a more direct structure with central units at the beginning while the speeches favor a more indirect structure with central units near the end; (2) Background, Circumstance and Preparation relations appear more frequently at the beginning of the speeches, while the Summary relation appears more frequently at the end of the essays; (3) the two most typical top-level patterns of rhetorical structure in the essays resemble the two patterns in the speeches, but with systematic variation and in reversed orders. The results reflect the active role of rhetorical situation in constructing different modes of argumentation for advanced EFL learners. This study could enrich the scope of the application of RST, and provide pedagogical implications for writing in EFL contexts.

scholarly journals نظريّات أسلوب تعبير الصور في تعليم مهارة الكتابة أحمد جعفر صادق

2018 ◽  
Vol 2 (2) ◽  
pp. 99
Author(s):  
Achmad Ja'far Sodik
Keyword(s):  
Reading Skills ◽  
Language Skills ◽  
Writing Skills ◽  
Listening Skills ◽  
Image Description ◽  
Important Material ◽  
Writing Skill ◽  
Three Stages ◽  
Teaching Of Writing ◽  
Description Technique

Abstract In the language teaching has four language skills are listening skills, speech skills, reading skills, and writing skills. Writing is a fourth skill in terms of ranking in education.Skill writing is the most important material between subjects. This Article discuss what are the theories of the image description technique in the learning of writing skills and how to implement in the learning of writing skills. The description technique in the teaching of writing skill is the technique used to find the idea in the expression of images and to make organizational writing in the teaching of writing skill. There are also types of expression of images, and steps in teaching the skill of writing, the main result is that the implementation of the images description technique in the teaching of writing skill contains three stages is the stage before writing, writing stage, and post-writing. Keyword:  Theories, Technique, Image Description, Writing Skill

Beyond Differences: Assessing Effects of Shared Linguistic Features on L2 Writing Quality of Two Genres

2021 ◽  
Author(s):  
Xiaopeng Zhang ◽  
Xiaofei Lu ◽  
Wenwen Li
Keyword(s):  
Latent Variables ◽  
Moving Average ◽  
College Level ◽  
Linguistic Features ◽  
Writing Quality ◽  
Efl Writing ◽  
Test Corpus ◽  
Argumentative Essays ◽  
Complex Nominals

Abstract This study explored the relationship between linguistic features and the rated quality of letters of application (LAs) and argumentative essays (AEs) composed in English by Chinese college-level English as a foreign language (EFL) learners. A corpus of 260 LAs and 260 AEs were analyzed via a confirmatory factor analysis. Latent variables were EFL writing quality, captured by writing scores, and lexical sophistication, syntactic complexity, and cohesion, each captured by different linguistic features in the two genres of writing. Results indicated that lexical decision times, moving average type-token ratio with a 50-word window, and complex nominals per clause explained 55.5 per cent of the variance in the holistic scores of both genres of writing. This pattern of predictivity was further validated with a test corpus of 110 LAs and 110 AEs, revealing that, albeit differing in genre, higher-rated LAs and AEs were likely to contain more sophisticated words and complex nominals and exhibit a higher type-token ratio with a 50-word window. These findings help enrich our understanding of the shared features of different genres of EFL writing and have potentially useful implications for EFL writing pedagogy and assessment.

scholarly journals A multi-dimensional contrastive study of English abstracts by native and non-native writers

Corpora ◽  
2013 ◽  
Vol 8 (2) ◽  
pp. 209-234 ◽  
Author(s):  
Yan Cao ◽  
Richard Xiao
Keyword(s):  
Factor Analysis ◽  
Noun Phrases ◽  
Analytical Framework ◽  
English Abstract ◽  
Academic Disciplines ◽  
Semantic Features ◽  
Linguistic Features ◽  
Contrastive Study ◽  
Active Involvement ◽  
Communicative Functions

This article takes the multi-dimensional (MD) analysis approach to explore the textual variations between native and non-native English abstracts on the basis of a balanced corpus containing English abstracts written by native English and native Chinese writers from twelve academic disciplines. A total of 47 out of 163 linguistic features are retained after factor analysis, which underlies a seven-dimension framework representing seven communicative functions. The results show that the two types of abstracts demonstrate significant differences in five out of the seven dimensions. To be more specific, native English writers display a more active involvement and commitment in presenting their ideas than Chinese writers. They also use intensifying devices more frequently. In contrast, Chinese writers show stronger preferences for conceptual elaboration, passives and abstract noun phrases no matter whether the two types of data are examined as a whole or whether variations across disciplines are taken into account. The results are discussed in relation to the possible reasons and suggestions for English abstract writing in China. Methodologically, this study innovatively expands on Biber's (1988) MD analytical framework by integrating colligation in addition to grammatical and semantic features.

‘So yo creo que es un proceso evolutivo’: Language ideologies among Puerto Ricans in southeastern Pennsylvania

Multilingua ◽  
2017 ◽  
Vol 36 (6) ◽  
Author(s):  
Elaine Shenk
Keyword(s):  
Critical Discourse Analysis ◽  
Language Ideologies ◽  
Puerto Ricans ◽  
Analytical Framework ◽  
The United States ◽  
Critical Discourse ◽  
Structured Interviews ◽  
Linguistic Features ◽  
Puerto Rican Spanish ◽  
Publicity Campaign

AbstractThis article examines the perspectives of Puerto Ricans living in the United States in response to a publicity campaign that focuses on the correction of linguistic features that appear in some Puerto Ricans’ spoken Spanish. The campaign addresses phonetic, morphological, lexical, and syntactic features, including a specific set of words or phrases that are named as lexical and semantic borrowings from English. Participants were invited to respond to the content and ideologies present in the campaign by means of semi-structured interviews. Through a framework of Critical Discourse Analysis and language (de)legitimation, the article analyzes the ways in which interviewees (de)legitimize loanwords in Puerto Rican Spanish. A Critical Discourse Analytical framework allows for the mapping of spoken and written texts (e. g. the campaign texts) onto discourses

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