scholarly journals A Study on the Argumentative Writing using Detective Narratives for University Students - focusing on argumentative thinking as the writing-process

2009 ◽  
Vol null (81) ◽  
pp. 45-68
Author(s):  
김영성
Keyword(s):  
University Students ◽  
Writing Process ◽  
Argumentative Writing

scholarly journals Evaluation of error correction in writing process

2019 ◽  
Vol 3 (2) ◽  
pp. 45-51
Author(s):  
Cuong Phu Nguyen
Keyword(s):  
University Students ◽  
Error Correction ◽  
Positive Attitude ◽  
Writing Process ◽  
Writing Skills ◽  
Mutual Understanding ◽  
English Writing ◽  
The World ◽  
Popular Language ◽  
Giving Feedback

It is obvious that English has become a popular language in many countries in the world. As a means of communication, English guarantees better mutual understanding and has become indispensable for most of people around the world. Thus, it is necessary to find out an appropriate and effective methods of giving feedback to help university students improve their English writing skills. The result of this study indicates that using indirect coded feedback in error correction help students make noticeable progress. The students’ positive attitude towards teacher’s feedback (indirect coded feedback) means that they enjoyed using error codes to find and correct their errors. Moreover, their confidence was boosted because error codes motivated them.

scholarly journals Mobile-Assisted Mind Mapping (MAMMAT) as a Tool to Support University Students’ Argumentative Writing

2021 ◽  
Vol 15 (05) ◽  
pp. 43
Author(s):  
Rafidah Abd Karim ◽  
Airil Haimi Mohd Adnan ◽  
Abdul Ghani Abu ◽  
Noorzaina Idris ◽  
Izwah Ismail
Keyword(s):  
University Students ◽  
Writing Skills ◽  
Peninsular Malaysia ◽  
Analysis Of Covariance ◽  
Mapping Technique ◽  
Control Group ◽  
Argumentative Writing ◽  
Mind Mapping ◽  
Test Items ◽  
Quasi Experimental

<p class="0abstract">This study examined the use of a mobile-based technological tool known as Mobile-assisted Mind Mapping Technique (MAMMAT) to support ESL university students’ argumentative writing skills performance. The participants of this study were 45 ESL university students from two lecture groups at a public university campus in Peninsular Malaysia. The study employed a quasi-experimental research design. The experimental group was taught utilizing the MAMMAT whilst the control group was taught utilizing the conventional method. The pre-test and post-test scores were analysed through analysis of covariance (ANCOVA). The analysis of covariance (ANCOVA) results showed that there were statistically significant differences between the groups when test items were measured. As a conclusion, the MAMMAT has supported ESL university students’ argumentative writing skills performance. The study implicates that the use of MAMMAT can support students’ argumentative writing in ESL classroom.</p>

Identity Construction in Latina Students

2020 ◽  
pp. 238-256
Author(s):  
Kalpana Mukunda Iyengar
Keyword(s):  
Social Construction ◽  
University Students ◽  
Identity Construction ◽  
Life Experiences ◽  
Writing Process ◽  
Cultural Identities ◽  
Gender Identities ◽  
Authentic Texts ◽  
Latina Students ◽  
Cultural Experiences

This chapter illuminates a literacy educator's efforts in engaging Latina adult university students with writing authentic texts in which they critically reflect on their life experiences. The study describes how critical autobiographies—by providing engaging opportunities for the writing process—also served as an initiator to articulate aspirant's difficult life experiences. The autobiographies are analyzed utilizing Howard and Alamilla's (2015) perspectives on gender identities (essentialism, socialization, social construction, and structuralism). The findings help connect with prior research that when students are allowed to write about their cultural experiences, they are (1) able to express their inadequacies and struggles using life experiences within their families and communities, and they (2) reveal multiple aspects of their cultural identities as Latina.

Scaffolding multimodality: writing process, collaboration and digital tools

2018 ◽  
Vol 17 (2) ◽  
pp. 132-147 ◽  
Author(s):  
Emily Howell
Keyword(s):  
High School ◽  
Design Methodology ◽  
Writing Process ◽  
Digital Tools ◽  
Multimodal Composition ◽  
Argumentative Writing ◽  
Content Type ◽  
Formative Experiment ◽  
Process Collaboration ◽  
Tenth Grade

Purpose This study was conducted in ninth- and tenth-grade classrooms with the goal of studying effective scaffolding for improving argumentative writing, both conventional and digital/multimodal. Design/methodology/approach The author conducted a formative experiment in two high-school classrooms to study ways teachers integrated forms of multimodal composition in their classrooms and provided associated scaffolding. Findings Findings regarding scaffolding included the embedding of scaffolding in the writing process to blend conventional and digital forms, the use of collaboration as a needed, though resisted, part of this scaffolding, and the consideration of digital tools that mediate students’ argumentative writing. Originality/value This study explored the implementation of a multimodal literacies intervention, providing empirical findings to a field that has remained largely theoretical.

Pre-university Students’ Voice Construction in Argumentative Essays

RELC Journal ◽  
2017 ◽  
Vol 50 (2) ◽  
pp. 269-284 ◽  
Author(s):  
Yin Ling Cheung ◽  
Tze Hui Low
Keyword(s):  
University Students ◽  
Systemic Functional Linguistics ◽  
Appraisal Theory ◽  
Argumentative Writing ◽  
Appraisal System ◽  
Writing Teachers ◽  
Student Writers ◽  
University Level ◽  
Argumentative Essays ◽  
Writer's Voice

This article examines how writer’s voice is constructed in argumentative essays written at the pre-university level. The study focusses on the student writers’ control over evaluative resources that influence the realization of voice in the high-scoring and low-scoring scripts. Using the APPRAISAL system in Systemic Functional Linguistics, the study shows how voice is construed through APPRAISAL theory in the high-scoring and low-scoring general paper essays, respectively. The differences between the two categories of essays can be seen in the application of ENGAGEMENT, ATTITUDE, and GRADUATION resources. Findings indicated that the high scoring essays used richer ENGAGEMENT and ATTITUDE resources to accomplish more mature and sophisticated argumentative voices. These opportunities to make full use of the APPRAISAL resources were missed by the low-scoring students in their argumentative writing. The findings are pedagogically useful for writing teachers who find the notion of voice too abstract to teach but accept its significance in producing a good essay.

scholarly journals A Framework for Infusing Critical Thinking into Chinese College EFL Learners’ Argumentative Writing Process

2019 ◽  
Vol 8 (2) ◽  
pp. 16
Author(s):  
Chunxia Lu
Keyword(s):  
Critical Thinking ◽  
Writing Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Argumentative Writing ◽  
Pedagogical Tool ◽  
Writing Ability ◽  
Efl Learners ◽  
Written Argumentation ◽  
Critical Thinking Instruction

Written argumentation, as a language skill and a cognitive skill as well, is not easy for EFL learners. In China, related studies found that college EFL learners are weak in written argumentation due to the deficiency of critical thinking. In order to enhance Chinese college EFL learners’ argumentative writing ability, this paper reviewed the nature of argumentative writing, the relationship between critical thinking and argumentative writing and previous studies on effects of critical thinking instruction into argumentative writing, and then pointed out that it is reasonable to infuse critical thinking into argumentative writing process in Chinese EFL context. With teachers’ feedback and students’ reflection as the pedagogical tool, the author synthesized an instruction framework for infusing critical thinking skills into Chinese EFL learners’ argumentative writing process hopefully to provide reference for further research and instruction.

Alltagssprachliche Schreibausdrücke. Wie Autoren ihre Aktivitäten und die dabei erzielten Produkte nennen

2010 ◽  
Vol 38 (1) ◽  
Author(s):  
Gisbert Keseling
Keyword(s):  
University Students ◽  
Writing Process ◽  
Main Task ◽  
German Word

AbstractThe paper deals with the question what kind of vocabulary writers use, when they are asked to report about their activities during the writing process. The main task was to examine which of their different activities are denoted by single expressions (words) and which of them are not denoted at all. On the basis of interviews with researchers and university students it could be shown that there are a lot of activities which could be denoted by single words (e.g. the activity ‘revising’ can be denoted by the German word

scholarly journals Analysis of argument structures: Inquiries into effective writing

2014 ◽  
Vol 38 (3) ◽  
pp. 3
Author(s):  
Akie Yasunaga
Keyword(s):  
University Students ◽  
Claim Data ◽  
Structural Features ◽  
Linguistic Knowledge ◽  
Argumentative Writing ◽  
Japanese University ◽  
Argumentative Texts ◽  
Micro Structures ◽  
Toulmin’S Model

In this paper the structural features of argumentative texts (12 essays) generated by Japanese university students attending an English presentation course are analyzed. Toulmin’s model of argument (1958) was used as a measure for analysis of micro-structures (i.e., claim, data, warrants, backings, and rebuttals). The aim of the study is twofold: to identify common substructures used in the arguments; and, based on the results, to investigate implications for teaching argumentative writing. The study reveals that the predominant structure was justificatory argumentation presenting data and data-backings in support of the claim. Only a few students employed warrants and rebuttals in the substructures; three cases and eight cases respectively out of a total of 96 cases. The results indicate that L2 linguistic knowledge and subject-related knowledge play an important role in shaping argument. Two implications for teaching also emerged: firstly, learning and practicing both macro- and micro-structures of argument are necessary, and secondly, reader-oriented activities that help the students to understand wider reader opinions would help improve argumentative writing. 本論では英語プレゼンテーションコースで学んだ日本人大学生の論証文（12編）の分析を行った。分析指標として、トゥールミンの論証モデルを使用し、主張、理由、根拠、証拠、反駁等の論証の下位構造を調査した。研究の目的は次の2点である。(a)共通してみられる論証の下位構造を認め；(b)論証文指導についての示唆を考察する。研究の結果、ほぼ全ての学生が相互に関連のある理由と証拠を提示して弁証した。ごく僅かな学生のみが、根拠（3件）及び反駁（8件）を使用した。研究結果はライティングを学習するコンテクストと学習者がライティングを学んだ学習経験が論証文構成に大きな影響を与えることが認められた。ライティング指導においては、論証の下位構造を明示的に指導し、それらを練習することが不可欠だと推測され、さらに、社会の多様な意見を論証に組み入れるリーダー中心のアクティビティが有用であると推論された

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