Argumentation as a discourse practice (Didactic and Linguistic concepts)

Argumentative competence, written or oral argumantation skills are essential in the process of academic non-academic communication. Raising this competence is of particular importance in the education process, which ultimately focuses on promoting the development of general, intercultural communication and stratehic learning skills.The competence to create an argumentative text is complex and includes different dimensions, which means the selection, construction, grouping of arguments, the proper conduct of argumentative reasoning. The systematization of the various concepts and respectives contained in it allows the arguments to be divided into two groups: speaker-oriented and interaction-oriented.Argumentative discussions and organized discussions processes generate discourse that is equated with the notion of community. Argumentation from the perspective of discourse analysis is a discource practice, which is realized in a specific context (contextualized), arises interactively, develops, models and is perceived by the participants in the interaction as argumentation. Strategic reasoning skills, as a discourse practice, instill in everyone in a particular society, in a particular discourse area, mandatory and important knowledge for all and form a solid system of thinking that ultimately leads to reasoned discussions processes.

Effect of Problem-Based Learning Strategy to Students’ Ability in Writing Argumentative Text at Muhammadiyah University of Bengkulu

The question posted in this study was “Did the Problem Based – Learning Strategy give effect to the students’ ability in writing argumentative text in English Study Program of Muhammadiyah University of Bengkulu?”. The aim of this study was to examine whether problem-based learning strategies affect students' ability to write argumentative text in English Study Program of Muhammadiyah University of Bengkulu. The methodology of this research was experimental research. With 146 students, the samples for this study consisted of two classes. Class B has 20 students and class C 20 students. The researchers took courses B and C because they had similar subject-writing skills. The researcher took class B and C because they have similar skill in writing I subject. The data were obtained from the pre-test before the treatment in three meetings and post-test after the treatment by using Problem-Based Learning Strategy in experimental class. Students’ writing product is assessed by using analytical scoring rubric. The last step was the researcher discussed and concluded the data. The result of this research showed that Problem Based – Learning Strategy can improve students' writing skills. Calculated using T-test formula, it was found that t-count is higher than t-table (2.9>2.0024) and the average score of the two classes was increased, the experimental class got increasing as much as 38.7 points, while in control class indicate the increasing as much as 3.8 points. So, it can be concluded that this strategy gave a positive effect to the student’s ability in writing argumentative text.

The Realization of Tenor in the Students’ Argumentative Essays

Writing an argumentative text requires knowledge to encode the meaning, such as the interpersonal meaning. The interpersonal meaning relates to how the writer realizes tenor in the text. The tenor encodes participants involved in the text, how the relationship between them, and what kind of attitude discovered in the text. Those meanings are covered in the three aspects of tenor: personalization, standing, and stance. This study analyzed the argumentative essays written by the English Education students of Palangkaraya University. It employed a qualitative research approach, and the research objects were argumentative essays. The results revealed that most of the students tended to be objective in conveying their argument. They tried not to involve themselves in taking a position in their essays. Unfortunately, they did not try to increase their authority by supporting their opinion with the sources. It was caused by the limitation of time and the prohibition of using handphones during writing. Even so, they shared their experiences to strengthen their argument. Besides, the students conveyed the attitude openly, even though some students wanted to be neutral. It can be implied that it is essential for the students to be more careful in selecting and applying particular language features of tenor in English writing.

Epistemic Modality and Projection in Argumentative Writing: A Corpus-driven Comparison of Chinese English Majors and Native English Speakers

In academic writings, writers are supposed to properly express the degree of certainty and doubt. Especially in the argumentative text, writers are required to give appropriate arguments and project previous theories or ideas. Epistemic modality and projection are concerned with how writers express their degree of certainty and doubt, which is important for a qualified argumentative text writer. Through comparison of 30 pieces of argumentative essays respectively from Chinese English majors and native English speakers of undergraduate level, this study finds that Chinese English majors rely more on a narrower and imbalanced epistemic devices and projecting verbs in their writings. Therefore, it’s imperative for Chinese English majors to expand their vocabulary and improve their English proficiency.

Hvordan iscenesetter to lærere skriveundervisning ut fra den samme pedagogiske ressursen, og hvordan nyttiggjør elevene seg av denne undervisningen når de skriver?

En tydelig trend i norsk utdanningspolitikk er at myndighetene bidrar til utviklingen av pedagogiske ressurser. Lærere oppfordres til å ta i bruk disse ressursene i den hensikt å skape bedre undervisningspraksiser i skolen. Vi har begrenset kunnskap om denne formen for pedagogisk praksis. Gjennom denne doble kasusstudien undersøker jeg hvordan to lærere iscenesetter den samme pedagogiske ressursen og drøfter hvordan elevene nyttiggjør seg disse undervisningspraksisene når de skriver en argumenterende tekst i norskfaget. Empirien er hentet fra to ungdomsskoler som deltok i den nasjonale satsingen «Ungdomstrinn i utvikling». Studien er forankret i et sosiokulturelt perspektiv på læring der språklig mediering av artefakter som skal fasilitere elevers lærings­prosesser, står sentralt. Studien viser hvordan lærerne iscenesetter den pedagogiske ressursen på ulikt vis, og den drøfter hvordan disse lokale tolkningene – spesielt ulik mediering av en modelltekst – legger føringer for elevenes tekstskaping. Ved å undersøke eksempler på praksis gir studien økt innsikt i relasjonen mellom pedagogiske ressurser, undervisningspraksiser og elevers skriving. Nøkkelord: skriveopplæring, pedagogiske ressurser, argumenterende skriving, utdanningspolitikk How do two teachers enact writing instruction from the same pedagogical resource, and how do the students make use of the resulting teaching practices when they write? Abstract A clear trend in Norwegian education policy is that the government contributes to the development of pedagogical resources. Teachers are encouraged to use these resources in order to improve their teaching practices. We have limited knowledge of this form of pedagogical practice. In this double case study, I investigate how two teachers employ the same pedagogical resource and discuss how the students make use of the teachers’ different teaching practices when they write an argumentative text in L1. The empirical data is taken from two schools that participated in the national strategy Lower Secondary in Development (Ungdomstrinn i utvikling). The research is grounded in a socio-cultural perspective on learning. The study shows how teachers employ the pedagogical resource in different ways, and it discusses how these local interpretations – especially different mediation of a model text – condition students’ writing. By examining examples of practice, the study provides increased insight into the relationship between pedagogical resources, teaching practices and students’ writing. Keywords: writing instruction, pedagogical resources, argumentative writing, educational policy

Emerging voice: Exploring the process of teacher-students’ dialogic interaction in mobile instant messaging (MIM) to construct voice in argumentative writing

Despite the growing body of literature on the role of Mobile Instant Messaging (MIM) in supporting educational practice, little comprehensive understanding could be gained on how to scrutinize dialogue between teacher and students in MIM for the sake of students’ meaning-making. Thus, this study explored the process of teacher-students dialogic interaction in a MIM group as a viable pedagogical activity in fostering students’ establishment of voice in argumentative writing. Particularly, it focused on the construction of Engagement resources (Martin White, 2005) as the realization of voice in the students’ writing. To reach the objectives, a qualitative case study with multiple data sources were employed, i.e., the records of instant messaging conversation, students’ argumentative text, interview, and observation. The findings revealed that the teacher-students’ discussions in the instant messaging space were enjoyable activities that could support the students’ awareness of Engagement resources because they allowed the discovery of repertoires through reasoning, problem-solving, and peer learning. Furthermore, although there were various uptakes of Engagement resources in the students’ text, most students showed progressive achievements in applying the sources effectively in their writing.

COGNITIVE CONSIDERATION IN PERSUADING READERS IN ARGUMENTATIVE WRITING

The objectives of this study was to describe the writers’ ways of persuading readers in argumentative writing. This study followed the theory of Ramage et.al. (2016) about the ways of persuading readers which comprises of text structure, reasoning, and persuasive appeal. This study used descriptive qualitative design. The data of this study were gathered by using elicitation technique, asking the 8th semester of undergraduate students to write argumentative text under predetermined topic Social Media Should be Banned with three intended readers, they were: Junior High School, Senior High School, and Undergraduate students.This study revealed that the subjects manipulated the text structure by presenting three-layered text structure of argumentative writing, and presenting the pseudo-evidence and organizing cause and effect relationship in terms of the reasoning aspect.Keywords: Cognitive Consideration, Argumentative, Writing, Persuasive

THE COGNITIVE PROCESS OF DIFFERENT GENDER IN WRITING ARGUMENTATIVE TEXT

The aim of this study was to know the cognitive process manner of different gender in writing argumentative text. The population of this study was grade XII of Free Methodist Senior High School Medan in 2019/2020 academic years and the sample was three males and three females. The sample was taken by snowball technique. This study was conducted by using descriptive qualitative research design of which data were the transcript of think aloud protocol and retrospective interview. In analyzing the data, this research used model of Miles and Huberman, namely data collection, data reduction, data display, and data verification. Based on the data analysis was found that male and female had difference manners in writing argumentative text. The male students generated the ideas by brainstorming, and then they outlined the thinking ideas orderly as a guide in writing. In the translating process, they tended to transform the ideas based on the generic structure of argumentative text referred to the outlines which were made before. In the process of writing they did reading and editing words and sentences have been arranged well. In the end of their writing, they tended to read their writing result to make sure. While the female students had different way with male students where in the planning process, they generated the ideas by brainstorming then, they developed the points by outlining the ideas and the ideas were improved the quality by reading and revising the ideas. In the translating process, they tended to develop their writing by structuring it based on the argumentative generic structure without reading and editing because they tended to write it fluently. In reviewing, they did reading the text to check all words and sentences. In addition, they revised the error words and sentences which were found.Keywords: Cognitive Process, Different Gender, Writing, Argumentative Text