Argumentative Writing
Recently Published Documents





2021 ◽  
Vol 11 (4) ◽  
pp. 8
Chunxia Lu

Argumentative writing plays an important role in higher education with college students needing to know how to compose persuasive arguments for academic and career purposes. While writing an argumentative essay, Chinese college students not only face the challenges of the activity itself but also the difficulties of writing in a foreign language. To facilitate their argumentative writing, a revised six-element argumentative model based on Toulmin’s framework infused with critical thinking skills was taught to 30 students in an English course at a Chinese Teacher-training University. Using an argumentative essay test in a pre- and post-test design, it was found that the students’ holistic argumentative writing ability significantly improved after the intervention. However, the students’ ability to rebut remained weak.

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2119
Rosario Arroyo González ◽  
Eric Fernández-Lancho ◽  
Juan Antonio Maldonado Jurado

The purpose of this study is to assess the learning effect of a multilingual web-based argumentative writing instruction model called the Ensayo Científico Multilingüe (ECM, Multilingual Scientific Essay) adapting the didactic model called Genre-based Writing Instruction (GBWI) in an experiment conducted over three months. For this purpose, a quasi-experimental research model was applied to 150 students in the experimental group and 150 in the control group, with two measurements, pre and post-test, for three dependent variables: (a) writing metacognition and its dimensions; (b) written argumentative self-efficacy; and (c) rhetorical moves and steps of an argumentative essay. The latter variable was measured by the content analysis method. Variables (a) and (b) were both measured with instruments validated in a population of 518 university students using structural equations. The findings demonstrate the positive effect of the ECM, which combines WBWI and GBWI in argumentative written learning in the students’ mother tongue in all variables measured, applying statistics such as the Shapiro–Wilk statistic, parametric contrast, and the Wilcoxon signed-rank test. In relation to the findings, with respect to the evaluated variables, it was discovered, specifically, that the rhetorical steps in which the students showed a significant improvement were innovations, quotes/research, definitions of concepts, refutations, definitive reasons, and bibliographical references. Likewise, the rhetorical steps that did not present significant differences following the application of the ECM were discovered, and they were: reason summary, formulation of premise, and reasons for. Furthermore, it can be stated that for the ECM there was an increase, above all, in awareness of the following metacognitive dimensions: (a) writing self-regulation; (b) writing planning; and (c) writing revision, as well as argumentative self-efficacy. The novelties of this research with respect to the precedents reside in that it offers valid and concrete results on the effect of a multilingual web design integrated into a well-defined didactic model of argumentative writing on writing metacognition and its dimensions, argumentative structuring and its rhetorical steps, and argumentative self-efficacy. The related studies consider only some of these variables, but not all of them together or their complexity. These results have allowed us to establish specific didactic–technological proposals for improving the ECM that are transferable to didactic designs to guide written argumentation at higher academic levels using multilingual web technologies and integrating the metacognitive, behavioral, and motivational dimensions of writing.

The present study investigated and analysed the structures and functions of 3-word to 6-word lexical bundles of 120 English argumentative writing by Chinese EFL students and employed the framework based on Biber et al.’s structural classification and Hyland’s functional classification of lexical bundles. It was found that there was generally a negative correlation, both structurally and functionally, between the frequency and the length of lexical bundles although there were some fluctuations in certain specific categories. Results indicated that the participants did not have a good command of lexical bundles, affecting the quality of English argumentative writing in various ways. First, the sampled students used limited types of lexical bundles frequently. They generally lacked lexical richness when employing specific lexical bundles to express their opinions and text-oriented lexical bundles to convey transitional signals. Second, they relied heavily on the anticipatory it structure and did not have the consciousness of using hedges and boosters when expressing their attitude. Third, they virtually did not use lexical bundles involving attributive clauses. Fourth, they are inclined to use colloquial language in writing. The paper includes implications for instruction of effective use of lexical bundles in argumentative writing.

2021 ◽  
Vol 7 (3) ◽  
pp. 179-188
Jitlada Moonma ◽  
Chittima Kaweera

This study focused on comparing the effects on 32 students’ argumentative writing qualities when they worked alone or collaborated in pairs and groups and explored the students’ opinions towards critical thinking across different writing activities. The 32 students were divided into groups of four (n=8), pairs (n=16) and individuals (n=32). Their papers were rated in terms of content, language use, and organization by three raters. The research employed argumentative writing rubrics, semi-structured interview, and observation. From the total of 15 points, the novice learners gained the highest scores when writing in groups (X ̅ = 11.22), followed by pairs (X ̅ = 10.19) and individuals (X ̅ = 8.98). The intermediate learners also gained the highest scores in group work (X ̅ = 11.50), followed by pairs (X ̅ = 10.32), and individual work (X ̅ = 9.04), respectively. Similar to the advanced level, they had the highest scores when working in groups (X ̅ = 11.95), followed by pairs (X ̅ = 10.45), and individuals (X ̅ = 9.45). The findings indicated that group work led to the highest scores in all proficiency levels and in groups, the students’ critical thinking improved regarding analyzing, evaluating and creating information when they brainstormed, shared and discussed all information. In pairs, the students also demonstrated that their critical thinking developed but only in analyzing from sharing information with a partner. In individuals, all proficiency levels reported that critical thinking was not developed as no interaction with peers.

2021 ◽  
Vol 4 (1) ◽  
pp. 26-30
Daniel Frengki Kamengko ◽  
Ifoni Ludji ◽  
Irna A. Neolaka

ABSTRAK Metode genre based telah dipakai dalam banyak studi. Metode ini juga memberikan banyak kontribusi terhadap peningkatan mutu penulisan dalam berbagai konteks pelajaran. Tujuan dari penelitian ini adalah untuk meningkatkan partisipasi siswa kelas IPA dalam menulis teks argumentasi pada pelajaran biologi dengan menggunakan metode genre based di SMAN 1 Kupang Timur. Penelitian ini menggunakan metode penelitan tindakan kelas yang terdiri dari dua fase. 41 siswa kelas IPA pada SMAN 1 Kupang Timur terlibat dalam penelitian ini. Metode genre based ini diaplikasikan selama empat kali pelatihan selama satu bulan berfokus pada bagaimana siswa menulis teks argumentasi dalam pelajaran biologi. Teks argumentasi siswa dinilai dengan menggunakan penilaian “systemic functional grammar” dalam pemberian pre-test dan postest. Hasil penelitian menunjukan bahwa metode genre based meningkatkan partisipasi dan nilai menulis siswa kelas IPA.   Kata Kunci: pendekatan genre-based, teks argumenatsi, penelitian tindakan, systemic functional grammar ABSTRACT Genre-based approach has been used frequently in many studies. It has been shown in any number of studies to contribute to the development of writing across different contexts. The main purpose of the research was to increase science students’ participation in argumentative essay writing using a genre-based approach at SMAN 1 Kupang Timur. This study applied an action research method which was comprised of two cycles. 41 students at SMAN 1 Kupang Timur participated in the study. A genre-based approach was applied four times over the course of a month to teach the students how to write argumentative essays. Students’ argumentative essays were measured by the systemic functional grammar framework in pretest and post-test. The research findings indicated that the genre-based approach increased students’ participation and scores in argumentative writing.   Key words:     genre-based approach, argumentative texts, action research, systemic functional grammar    

2021 ◽  
Vol 10 (5) ◽  
pp. 63
Ioanna K. Tsiriotakis ◽  
Valia Spiliotopoulos ◽  
Matthias Grünke ◽  
Costas Kokolakis

In the present study, a quasi-experimental pre-post test design was used to assess the effects of an argumentative writing strategy (POW+TREE) on the performance of grade five and six students of Greek origin who were learning English as a foreign language (EFL) in a Greek setting. The Self-Regulated Strategy Development (SRSD) cognitive apprenticeship model was utilized to improve the text composition skills of the students. In the experimental group (N=77), participants received instruction on general and genre-specific strategy use for planning and writing argumentative essays, on procedures to apply self-regulation (goal setting, self-monitoring, self- reinforcement, and self-instructions), and on establishing additional skills (vocabulary, grammar-drill instruction, good word choice, interesting openings etc.). The control group (N=100) was supported through a traditional curriculum in writing (focusing on spelling and grammar). Findings of the study showed that strategy instructed students wrote argumentative essays that were schematically stronger, qualitatively better, and longer than those produced by their counterparts in the control group.

2021 ◽  
rui yang

Abstract English argumentative writing is a difficult point in second language writing. Although there has been a lot of research on English argumentative writing at home and abroad, empirical research focusing on claims in argumentative writing is very scarce. Based on the Toulmin model, this paper studies the relationship between the types of argumentative sentences and English argumentative writing performance from the perspectives of qualifier and claim. By scoring 117 students’ timed argumentative writings, the students’ compositions are divided into high-mark group, medium-mark group and low-mark group. Through the text analysis of each argumentative writing, 23 kinds of claims are extracted and scored according to the qualifying elements of the argumentative. The research shows that the claims in the high-mark group are mostly presented by the qualifying elements in the form of words and claims(QW + C), and the claims are mainly constructed in detailed information. At the same time, it is found that there is no significant correlation between the diversity of qualifying elements in claims and argumentative writing performance.

Sign in / Sign up

Export Citation Format

Share Document