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 An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

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.  

Lexical diversity and the use of academic and lower frequency words in the academic writing of EFL students

2017 ◽  
Vol 40 (1) ◽  
pp. 3-18
Author(s):  
Neda Akbari
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Native Speaker ◽  
University Education ◽  
Lexical Diversity ◽  
Language Differences ◽  
Significant Difference ◽  
Efl Students ◽  
University Level ◽  
One Year

Abstract This study focuses on lexical diversity and the use of academic and lower frequency words in essays written by EFL (English as a Foreign Language) students enrolled in Years 1 and 2 at the undergraduate university level. The purpose of this study is to find out the extent to which EFL students become more proficient in their use of academic and lower frequency words and make more diverse choices in their writing after one year of undergraduate university education in English. The study also compares essays written by EFL students and NS (native speaker) students to determine inter-language differences. Essays written by 62 EFL students and 198 NS students at Years 1 and 2 were analyzed for this study. The findings showed no statistically significant difference between the essays written by EFL students in Year 1 and those written in Year 2, either in terms of lexical diversity or in terms of the use of academic and lower frequency words. EFL students in both year levels had a preference for highly frequent words (words in the 1k frequency band). This is in contrast to the NS students, whose use of academic and some lower frequency words improved in Year 2. The findings also showed a statistically significant difference between the essays written by the EFL and the NS students in both year levels. The EFL students made less diverse lexical choices and used fewer words in various frequency bands than the NS students. Findings are discussed and recommendations are offered to EFL students and their educators on how to focus on these aspects of academic writing.

scholarly journals Self-Assessment in Academic Writing: A UAE Case Study

2009 ◽  
Vol 6 (2) ◽  
pp. 52-67
Author(s):  
David Litz
Keyword(s):  
Academic Writing ◽  
Statistical Correlation ◽  
Self Assessment ◽  
Writing Ability ◽  
English Writing ◽  
Moment Coefficient ◽  
Writing Assignment ◽  
University Level ◽  
The Relationship

The main purpose of this study was to examine the relationship between student ratings and teacher ratings on a university-level writing assignment in order to investigate the extent to which students have the ability and wherewithal to accurately and reliably assess themselves on a finished writing product. The Pearson Product Moment coefficient was used to determine whether or not there was a statistical correlation between student scores and teacher scores while the Intra-Class Coefficient and Spearman Brown Prophecy formula were used to determine the degree of agreement between raters as well as amongst all of the raters for an average reliability score. In this case the results were very promising as it was found that student and teacher scores correlated very highly and demonstrated a strong degree of agreement. This suggests that self assessment may be used to assist students in this particular context to better understand the conventions of English writing and ultimately improve their overall writing ability.

scholarly journals Exploring Self-Mention in The Yemeni EFL Argumentative Writing Across Three Proficiency Levels

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Ali Alward
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Cultural Context ◽  
Cultural Background ◽  
First Person ◽  
Argumentative Writing ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
University Level

Self-mention used by university-level Yemeni writers is regarded as a challenging task. The overuse use of this feature is often considered as less formal and objective in academic writing. Despite the significance of this feature in academic writing, previous studies were mostly conducted in the Western cultural context. Research on self-mention produced by EFL learners of Arabic cultural background seems to be overlooked. Therefore, this study aimed to explore and compare the use of the first-person pronouns across three proficiency levels in an argumentative paragraph written by 80 third-year undergraduate students. Data were collected, assessed by ELT specialists, and then quantitatively analyzed. The results revealed that Yemeni EFL learners make extensive use of the first-person pronouns in their argumentative paragraphs. Differences were found in the occurrences of the first-person pronouns across three proficiency levels. The results also indicated that learners with a high proficiency level tend to use the first-person pronouns less than learners at low and intermediate proficiency levels. Since low-proficient learners rely more on the use of the first-person pronouns than those at higher levels, learners need to be exposed to a variety of strategies of how they can project their voice appropriately in their written texts.

scholarly journals An Investigation into the Difficulties of Using Transitional Words in Kurdish EFL Students’ Writing at the University Level

2021 ◽  
Vol 5 (1) ◽  
pp. 107-117
Author(s):  
Farhad M. Hama
Keyword(s):  
Academic Writing ◽  
Theoretical Background ◽  
The Other ◽  
Persuasive Essays ◽  
Efl Students ◽  
University Level ◽  
Second Year ◽  
The University ◽  
Writing Practice ◽  
Different Levels

The aim of this research is to deal with the use of different kinds of transitional words in Kurdish EFL students’ writing in two different levels. Namely, Kurdish EFL second- and third-year students often encounter problems of using transitional words when they want to write any kinds of paragraphs, essays in academic writing lectures. They have particularly made various kinds of mistakes while writing argumentative or persuasive essays. This study comprises of theoretical background and data analysis for samples of writing. It also proposes possible pedagogical implications and recommendations which cover doable teaching strategies for improving writing practice and academic writing. The result shows that second year students have inadequate ability and skills to use different kinds of transitional words. On the other hand, third year students have more abilities, but they have often misrepresented or clichéd most of the types of transitional words.

Sign in / Sign up

Export Citation Format

Share Document