scholarly journals RHETORICAL PATTERN IN ARGUMENTATIVE ESSAY WRITING BY EFL STUDENTS OF IAIN SURAKARTA

2016 ◽  
Vol 13 (2) ◽  
pp. 157
Author(s):  
Sujito Sujito ◽  
Wildan Mahir Muttaqien
Keyword(s):  
Academic Writing ◽  
Background Information ◽  
Slow Learner ◽  
Research Subjects ◽  
Fast Learner ◽  
Strong Connectivity ◽  
Essay Writing ◽  
Efl Students ◽  
Thesis Statement

  This study reports pattern of rhetoric in argumentative essay of academic writing accros three achievement categories: fast learner, medium learner, and slow learner.  Descriptive correlation between the  pattern of the rhetoric and overall quality of academic writing was also identified. This research was descriptive study using content analysis approach. The research subjects were 3 classes of semester VII EFL student out of 9 classes selected  in purposive sampling. Pattern of rhetoric in students work was analyzed in seven categories: thesis statement, reservation, background information, rational appeal, affective appeal, conclusion, and hesitation. ESL composition profile by Jacobs was employed  to measure students’ academic argumentative essay. The finding showed that rhetoric pattern categories in three different writing achievers was failed to use. However, strong connectivity between pattern of the seven rhetoric categories and overall quality of academic writing across level of achievement was significantly linked.  

scholarly journals EFL Students’ Responses on Learning Academic Essays in Indonesian Higher Education

AL-TA LIM ◽  
2017 ◽  
Vol 24 (1) ◽  
pp. 37-46
Author(s):  
Syayid Sandi Sukandi ◽  
Riny Dwitya Sani
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Essay Writing ◽  
English Writing ◽  
Writing Course ◽  
Efl Students ◽  
Thesis Statement ◽  
Writing Instructors

This article provides investigation on EFL students’ responses related to learning writing academic essays in the context of higher education in one of private universities in Indonesia. The gap that is studied in this research is related to rarity of English writing instructors in identifying what their students’ responses towards their learning process after completing an essay writing course and how the responses present significant ideas on improving writing instructors’ pedagogical practices in writing classrooms. Scope of this research is teaching and learning English writing within the context of English as a foreign language. Field of this research is English composition studies. This research applies a quantitative non-experiment design, with descriptive as its method and questionnaire as its instruments. Findings show that students view English writing in neutral attitude; meanwhile, writing thesis statement in an academic essay is the most difficult part to write (40.59% of all respondents), and grammar and punctuation in writing essay is the most difficult aspect of essay writing (51.96% of all respondents). In brief, this research shows that recognising which aspect of the academic essay that is difficult for the students and which element is hard for them is crucial for adjusting pedagogical practices for English writing instructors and improving quality of their teaching gradually in Indonesia

scholarly journals The Analysis of Indonesian EFL Argumentative Writing Using Toulmin’s Model: The Structure and Struggles from the Learners

2021 ◽  
Vol 5 (2) ◽  
pp. 67
Author(s):  
Hanna Sundari ◽  
Rina Husnaini Febriyanti
Keyword(s):  
Academic Writing ◽  
Point Pattern ◽  
Argumentative Writing ◽  
Specific Level ◽  
Toulmin Model ◽  
Efl Students ◽  
Writing Assignment ◽  
University Level ◽  
Block Pattern ◽  
Thesis Statement

<p>Argumentative writing plays an important role in academic writing at university level. However, learners mostly find that writing this essay a challenging and effortful task. This present study aims at exploring the structures of argumentative essay written by Indonesian EFL students from one university in Jakarta Indonesia. Moreover, it investigates their difficulty and constraints during composing the essay. Using a descriptive qualitative design, the authors selected writing assignment and questionnaire for collecting data. A layout of Toulmin model of arguments was used in analyzing the essays. The findings of the study show that the argumentative papers cover the main elements: claim (thesis statement), data, rebut, and rebuttal data using either in block pattern or point-by-point pattern. The elements show diverse in types. Logical analysis and explanation are the most frequently used on the papers. Though they present acceptable thesis with well-organized essay, some information is unrelated and data for supporting the claim are seemingly insufficient. In addition, the students think that this essay as difficult task. In general, lack of knowledge, vocabulary and practice cause the constraints. In specific level, the students report that giving argument, finding support and working on counterargument become source of difficulty and constraints.</p>

scholarly journals Toward an Intercultural Rhetoric: Improving Chinese EFL Students’ Essay Writing through Outline Writing

2019 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Fang Li ◽  
Yingqin Liu
Keyword(s):  
Academic Writing ◽  
Translation Studies ◽  
Target Language ◽  
Essay Writing ◽  
Intercultural Rhetoric ◽  
Efl Students ◽  
Main Ideas ◽  
English Academic Writing ◽  
Chinese And English

This study explores the effects of teaching EFL students to use an outline in their English essays. The researchers maintain that using outlines can raise students’ awareness of different audience expectations embedded in the rhetoric of the target language (English) and culture and can improve their English academic writing. The study was based on a four-week long case study at a university in Xi’an, China, in which 24 Chinese EFL students at the College of Translation Studies participated. A discourse analysis was conducted by comparing the Chinese EFL students’ English essays produced at the beginning of the study with those produced at the end of the study after learning and practicing outlining for writing the English essays. Email inquiries were used for understanding the participants’ viewpoints on learning how to write English essay outlines. The findings reveal that teaching EFL students to use outlining in their English essays is an effective way to help them improve their essay writing. Not only can it enhance the students’ understanding about using the English thesis statements, but it can also help improve the use of related, logical, and specific detailed examples to support the main ideas in their essays. The email inquiries also revealed that the students believe that outline learning helped them to understand the differences between Chinese and English essay writing. The implications of the study for intercultural rhetoric are also discussed.

scholarly journals Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824402091455
Author(s):  
Thinh Ngoc Pham ◽  
Mei Lin ◽  
Vu Quang Trinh ◽  
Lien Thi Phuong Bui
Keyword(s):  
Academic Writing ◽  
Reflective Thinking ◽  
Peer Feedback ◽  
Cultural Barriers ◽  
Heritage Culture ◽  
Efl Students ◽  
Quantitative Results ◽  
Global And Local ◽  
Writing Competence

Electronic peer feedback (e-PF) has offered a number of benefits to English as a foreign language (EFL) students’ academic writing competence and reflective thinking. However, little research has been conducted to examine whether e-PF can be incorporated in Confucian heritage culture (CHC) contexts. With a sample of 40 Vietnamese university students, the purpose of this study was threefold: (a) to explore whether e-PF improved students’ global and local features of EFL academic writing; (b) to investigate whether e-PF provoked students’ reflective thinking; and (c) to determine whether the two core principles of Confucian values, namely, the concept of face and power distance influenced the implementation of e-PF. Data were collected through pre- and post-questionnaires, e-PF content, and reflective logs. The qualitative and quantitative results showed that e-PF improved the quality of global and local writing aspects. Using e-PF also espoused both e-PF providers and receivers to develop reflective thinking by heightening their cognitive processes. Students were found to overcome the Confucian cultural barriers to get engaged in giving and receiving critique from their peers. The study, therefore, adds to the existing knowledge about the significance of e-PF in improving students’ writing skills and nurturing reflective thinking in CHC cultures.

scholarly journals FROM OUTLINING TO ACADEMIC WRITING

2015 ◽  
Vol 5 (2) ◽  
pp. 103-115
Author(s):  
I Made Wardhana
Keyword(s):  
Academic Writing ◽  
Writing Achievement ◽  
Essay Writing ◽  
Positive Correlation ◽  
Thesis Statement ◽  
Simple Activity

Academic essay writing undergoing the process of pre-writing, drafting, responding, revision, editting and post writing showing that it is not a simple activity, therefore it requires techniques or ways to help the writer, especially a beginner writer in expressing one’s ideas to write an academic writing. This study attempted to find out whether outlining could enhance the efficiency for the students to write an academic essay. The responses to the questionnaires distributed to 115 students showed that outlining could make it easier for them to write academic essay writing especially in organising their ideas.The result of product moment computation also confirmed that there was a very positive correlation between the students’ perception on outlining and their academic essay writing achievement. Therefore, it could be suggested that during the prewriting stage the students should be exposed with the process of writing outline so their writing would be more focussed on the topic idea of the thesis statement and topic ideas of the topic sentences with a good development of ideas and sentences in order to get a unified and coherent writing.

scholarly journals The Quality of Essay Writing of Indonesian EFL Learners

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Qonitatun Qonitatun
Keyword(s):  
Research Subjects ◽  
Complex Sentence ◽  
Simple Sentence ◽  
Essay Writing ◽  
Writing Ability ◽  
Efl Learners ◽  
Verb Agreement ◽  
Compound Sentence

<em>There is an assumption that the writing ability of the forth semester students have been improved because the students have learned about how to develop paragraph in writing I, writing II, and writing III subject, so they are expected able to develop an essay. The purposes of the study are to describe the organization of the essay developed by the students of Widyagama University and to know the grammar problems found in the sentences of the essay developed by the students of Widyagama University. Based on finding and discussion of the research, the researcher concludes that the organization of the essays that developed by the research subjects is poor. Only one essay has a complete organization. The developing paragraph of each essay is also poor. Most of the paragraphs don’t have concluding sentence. Generally, the essays had covered four types of the sentences; simple sentence, compound sentence, complex sentence, and compound-complex sentence. However, the essays are dominated by only one type of sentences, simple sentence. The grammar problems that found are fragment sentence, the errors of subject-verb agreement, and the errors in using coordinating conjunction</em>

scholarly journals Investigating writing difficulties in essay writing: Tertiary students’ perspectives

2021 ◽  
Vol 4 (1) ◽  
pp. 61
Author(s):  
Suhaimah Bulqiyah ◽  
Moh. Arif Mahbub ◽  
Dyah Ayu Nugraheni
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Writing Difficulties ◽  
Essay Writing ◽  
Writing Course ◽  
Efl Students ◽  
Language And Education ◽  
Cognitive Problems

This study is primarily designed for investigating the tertiary students’ perspectives on the writing difficulties of essays. This study was conducted in explanatory research in which quantitative and qualitative data were obtained from the web-based questionnaire and semi-structured interview, then analyzed separately. 21 undergraduate students have enrolled in the survey and 6 of them were invited to the interview section. This research reveals tertiary students' problems in essay writing course are categorized into: affective problems which raise from students’ and lecturers’ attitude while teaching and learning Essay Writing Course, cognitive problems that considered as the difficulties in the areas of writing viewpoint, transferring language, and the process of writing, and linguistic problems in the area of lexico-grammar, vocabulary, and the structure of the essay. Due to the findings, those aspects of academic writing should be serious attention for both EFL students and teachers to overcome the problems. The findings of this study have implications for EFL writing course designers as basic data of material improvement and for researchers particularly in the realms of language and education.

scholarly journals Coherence Problems of EFL Students’ Writing in Light of the Gricean Maxims

2021 ◽  
Vol 12 (2) ◽  
pp. 294-313
Author(s):  
Fatemeh Khonamari ◽  
Ehsan Hashemi ◽  
Martina Pavlikova ◽  
Bozena Petrasova
Keyword(s):  
University Students ◽  
Academic Writing ◽  
Large Scale ◽  
Basic Problem ◽  
Small Scale ◽  
Essay Writing ◽  
Cooperative Principle ◽  
Written Text ◽  
Gricean Maxims ◽  
Efl Students

Aim. In academic writing, lack of coherence is thought to occur mostly due to the lack of necessary linguistic skills and knowledge in L2. Thus, the analysis of a written text is concerned with understanding the local relations among the ideas conveyed in a text. Concept. As is usually the case, students writing in a second language generally produce texts that contain varying degrees of grammatical and rhetorical errors. Most of the studies have been conducted with only one criterion for the analysis of coherence and they reported different results. Also, most of them have been conducted on a small scale in terms of the number of participants, and writing samples collected. Therefore, this study tries to investigate the coherence problems/errors of university students in their writing, if any, on a fairly large scale in light of the Cooperative principle and its maxims. Results and conclusion. The study revealed that the basic problem of the students in their essay writing was the way the text should be structured with reference to how cohesion and coherence are established. In the analysis of maxim violations, the violation of the Quality maxim was identified as making overgeneralisations or giving inadequate or no evidence/support for the claims/ideas. The violation of the Quality maxim indicates that students tend to do it due to their linguistic inadequacies.

Development and validation of the questionnaire on EFL students’ perceptions of authorial stance in academic writing

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Lu Zhang ◽  
Lawrence Jun Zhang
Keyword(s):  
Factor Analysis ◽  
Academic Writing ◽  
Student Writers ◽  
Confirmatory Factor ◽  
Two Factors ◽  
Efl Students ◽  
English Academic Writing ◽  
Development And Validation ◽  
Writing Scores

Abstract Studies on academic writing of EFL students have found that they have been less successful in presenting an effective stance. It has been assumed that how they perceive authorial stance may influence their stance deployment. Yet few studies have been conducted to assess student writers’ perceptions of stance. To fill the gap, this research intends to develop and validate an instrument, the Perceptions of Authorial Stance Questionnaire (PASQ), for assessing EFL students’ perceptions of authorial stance and further exploring their relationships with stance deployment and the overall quality of English academic writing. Taking a dialogic perspective, we designed the research with two studies in it. In Study 1, exploratory factor analysis with 197 respondents and subsequent confirmatory factor analysis with another sample of 191 respondents produced results of a 17 item scale with two-factors: dialogic contraction and dialogic expansion. In Study 2, scores for the two subscales of the PASQ were examined in relation to the frequencies of various stance types and writing scores. Results show that scores for the two subscales of perceptions were positively correlated with the frequencies of different stance types. However, no significant relationship was detected between students’ perceptions and their writing scores. Possible reasons of the findings and their pedagogical implications are discussed.

Fostering EFL College Students’ Register Awareness

2012 ◽  
Vol 2 (3) ◽  
pp. 17-34 ◽  
Author(s):  
Ching-Fen Chang
Keyword(s):  
College Students ◽  
Academic Writing ◽  
Online Forums ◽  
Complex Sentence ◽  
Linguistic Features ◽  
Online Writing ◽  
Essay Writing ◽  
Rigorous Approach ◽  
Efl Students ◽  
Efl College Students

This study explores 19 Taiwanese students’ writing in weekly online forum posts and traditional essays. Results drawn from discourse analysis of students’ writing in both types of writing tasks showed that the semester-long online writing accompanied by explicit instruction on essays and basic academic writing conventions appeared to help raise EFL students’ consciousness of register in the two writing contexts and help them make appropriate linguistic adjustments. Quantitative analysis using three measures of syntactic complexity revealed that the students tended to use syntactically more complex sentence structures in essays than in online forums. A number of typical informal or online linguistic features characterize the students’ online forums more frequently than in essays. Finally, although most of these EFL college students seemed able to take different approaches to online writing and essay writing at the end of the semester, some students adopted the same rigorous approach to both types of writing as a result of a strategic response to avoid losing face or being misunderstood when writing in a public domain. The results suggest that providing EFL learners a forum where they can express themselves in less formal language is beneficial.

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