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Braaksma, Martine Anne Henriëtte. "Observational learning in argumentative writing." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2002. http://dare.uva.nl/document/39582.
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Chryssafidou, Evangelia. "Argument diagramming and planning cognition in argumentative writing." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5048/.
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Argument diagramming can scaffold the process of argumentation but only a few studies have investigated its impact on the quality of argumentative writing. This research contributed to this direction with two studies. An exploratory study investigated the impact of argument diagramming, applied as a paper-based or a computer-based method, on the quality of argumentative text. The computer method increased the refutations and overall quality of essays. The study highlights the significance of writers’ argumentative ability for interpreting improvement. A qualitative study looked into the impact of argument diagramming on the process of writing cognition through analysis of online process data, diagrams and essays of sixteen undergraduate students. Writers with myside bias schema used the method to increase counterarguments and refutations. Writers at lower level of pseudo-integration adopted more advanced strategies like weighing, and writers at middle level of pseudo-integration formed positions with qualifications. Needs at higher levels of argumentative ability are not met. The support of writing planning processes through argument diagramming affects mainly the semantic aspects of the text while the support of linearization processes affects mainly the rhetorical aspects. The analysis of interviews revealed that interacting with argument diagramming can improve awareness of argumentation schema, hence, a writer can progress from unaware, to aware-and-lost and aware-but-oriented. Improvement is signified as being sensitised to limitations, gaining knowledge of writing processes and the ability to self-regulate.
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Takagi, Naomi Igarashi. "Flow theory: Conscious experience in expository argumentative writing." Cleveland, Ohio : Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1238170540.
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Thesis (Ph.D.)--Case Western Reserve University, 2009Title from PDF (viewed on 30 July 2009) Department of English Includes abstract Includes bibliographical references Available online via the OhioLINK ETD Center
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Ge´lat, Mona. "Peer interaction, cognition and argumentative writing (Key Stage 2 children)." Thesis, Open University, 2001. http://oro.open.ac.uk/19941/.
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Argumentative writing, which has become a National Curriculum requirement, is recognised to be a cognitively taxing undertaking at Key Stage 2 This dissertation describes an experiment using a multiple research approach to investigate 10-year-olds in peer groups of three, interacting in preparation for a written argument. This situation was hypothesised to foster logical reasoning which could affect writing quality. The study contrasts the peer support strategy with the pervasive teacher direct instruction of composition writing, It also investigates the effects of each of the two conditions on the written task. Both experimentals and controls, each 33 in number, were selected to be quasi-equal in written, verbal and general abilities. Direct observations and talk transcripts show that the experimental participants used sustained deductive utterances and modelled the written argumentative structure verbally during their interactions. The teacher-led strategy, however, was constraining and hindered extended speech and logical reasoning. The peer learning and assistance process is explained in terms of both Vygotskian and Piagetian social constructivist perspectives. The subsequent written scripts were close-read, compared and evaluated both qualitatively and quantitatively in terms of (a) stating and instantiating viewpoints, (b) sequencing and coherence and (c) processing content material. The reasoning at micro-level within the clauses was quantified. Findings indicate that the experimentals significantly excelled the controls’ performance in both adjustment to argument form and the internal reasoning. It suggested that implementing the strategy at Key Stage 2 can be facilitating, particularly in large sized classes.
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Lu, Lu, and 卢鹿. "Metadiscourse and genre learning: English argumentative writing by Chinese undergraduates." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45996702.
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McCarty, Ryan. "Leveraging Historical Thinking Heuristics as Warrants in Historical Argumentative Writing." Thesis, University of Illinois at Chicago, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10295851.
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This dissertation reports design-based research that determined the characteristics of an effective intervention to improve adolescent historical argumentative writing. This study involved 89 diverse 11th grade students, including approximately 50% Hispanic students and 12% students with disabilities. It compared a treatment that taught students to write warrants using historical thinking to explain how evidence supports a claim, and a comparison treatment that taught students to find and evaluate evidence for particular claims and sides. Both groups read a text set about the controversy surrounding the explosion of the battleship U.S.S. Maine at the start of the Spanish-American War. The intervention was designed to improve student ability to 1) select effective warrants reflecting different types of historical thinking, 2) generate their own warrants when given a claim and evidence, and 3) write more effective warrants in their own argumentative essays. When the most reliable study measures were combined and analyzed using MANOVA, there was a significant overall treatment effect. Follow up ANOVAs indicated a statistically significant effect for selecting warrants, but not writing warrants. The mean difference was greatest in items reflecting corroboration, a heuristic that requires reading several documents and giving more weight to evidence found in common across accounts. Both conditions struggled to differentiate between more and less effective warrants. These findings matter because historical argumentative writing involves advanced literacy skills similar to those needed for online reading and engaged citizenship. Based on these findings, the intervention was refined to include additional scaffolding for collecting evidence across texts and explicit instruction in differentiating between more and less effective warrants. The findings were used to develop a theory of teaching argumentative writing to inform work in similar contexts. This theory emphasizes backwards planning of units centered around a historical controversy from the writing students will do at unit’s end. It emphasizes the importance of teachers reading historical texts closely themselves and identifying where students can use historical thinking heuristics to warrant claims about the historical controversy. Through this approach, students build understanding of content and disciplinary literacy skills simultaneously through reading, reasoning, and writing across texts.
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Gélat, Mona. "Peer interaction, cognition and argumentative writing (Key Stage 2 children)." n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=116.
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Leone, Eden. "Rhetorical Inquiry: Feminist Argumentative Modes and Expectations in Detective Fiction." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429225599.
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Ryu, Sanghee. "Teaching and Learning of Sophisticated Argumentative Writing Based on Dialogic Views of Rationality in High School Language Arts Classrooms: A Formative and Design Experiment." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480723088849561.
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Tsai, Ya-Chin. "The effects of asynchronous peer review on university students' argumentative writing." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3559.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Joharry, Siti Aeisha Binti. "Malaysian learners’ argumentative writing in English: A contrastive, corpus-driven study." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16770.
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Research on learner English is by now an established sub-discipline in corpus linguistics, yet few studies exist on Malaysian learners. This thesis explores the difficulties that Malaysian learners of English face when producing argumentative essays, focussing on their overuse of particular linguistic features. WordSmith Tools (Scott, 2012) is used to analyse and compare two corpora: The Malaysian Corpus of Students’ Argumentative Writing (MCSAW): Version 2, consisting of 1,460 Malaysian students’ argumentative essays; and the Louvain Corpus of Native English Essays (LOCNESS), which is a corpus of native English essays written by British and American students and is used as a reference language variety here. The software enables analysis of keywords (words that are over-used in MCSCAW), collocates or surrounding words of the keywords, and concordances, which are used to examine the keywords in context. Crucially, it also allows examination of the ‘range’ of linguistic features (i.e. by how many students a feature is employed) – an under-used but crucial affordance of this software programme that is exploited in this thesis for down-sampling purposes. The thesis combines quantitative and qualitative corpus linguistic techniques, with keywords providing the starting point for in-depth qualitative analysis using concordancing. This corpus-driven analysis of MCSAW identifies typical features of the writing style of Malaysian learners’ writing of English, particularly the overuse of can and we (including the highly frequent bundle we can), and the lack of discourse-organising markers. Analysis of key words and key bundles is complemented with collocation analysis and concordancing of the highly frequent modal verb can as well as the highly frequent first person plural pronoun we, which both have a high range across the corpus. The concordances are carefully and systematically examined to explore the ways in which these over-used linguistic items are actually employed in their co-text by the Malaysian writers. While results show some similarities in both learner corpus and reference language variety, Malaysian learners tend to demonstrate higher writer visibility overall. One possible explanation lies in the influence of the national language (Malay). The thesis also identifies repeated sentences that occur in more than one essay, which implies either plagiarism on the learners’ part or a particular teaching strategy (templates or phrases that are provided to students). This finding has significant implications for corpus design (in terms of the need for more topic variation) as well as methodological significance (in terms of the advantages and disadvantages of using the ‘range’ feature for down-sampling), which are also discussed in this thesis. In sum, this thesis makes a new contribution to corpus linguistic research on learner English and will have implications for the development of teaching practices for Malaysian learners of English.
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Wynhoff, Olsen Allison S. "A Longitudinal Examination of Interactional, Social, and Relational Processes within the Teaching and Learning of Argumentation and Argumentative Writing." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373883265.
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Kwak, Subeom. "How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555632698162692.
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Elson, Jillian Margaret. "A process-genre approach to teaching argumentative writing to grade nine learners." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003597.
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This action research study aimed to improve teaching and learning of argumentative writing through a process-genre approach. Learners were carefully guided through the processes of writing the argumentative genre, with the focus being on teaching of the genre and on the structural conventions of writing arguments. Participants were a class of grade nine learners who speak English as a first language. They were chosen for this study as Grade Nine is a crucial year for writing development before learners enter the senior phase and are met with heightened expectations in the curriculum, that often they struggle to meet, as their writing has not been sufficiently developed to an academic level. The focus of writing in Grade Nine is on narrative and prose, so this writing intervention, in which a teaching module was developed in collaboration with the 1eamers, aimed to broaden their writing skills and provide them with a head start in leaming the fine art of argumentation, as this is a useful skill to acquire for purposes even beyond the classroom. Genre theorists advocate the importance of teaching genres to leamers at a young age, as it allows them access into different communities of discourse, as they become aware and understand the conventions held by a patiicular community, and realize the purpose of different styles of writing for effectively communicating, which prepares them to meet the expectations of their audience. Teaching the structures of different genres therefore allows the writer, and the audience, a framework for understanding the text. The process approach has been widely used by educators as it focuses on explicit teaching of writing processes that are fundamental to leamers' development in writing. Learners need to be carefully guided from the initial stages, to the more complex stages (especially in argumentative writing which has been deemed the most complex genre for learners to master) in order to understand the complexities of constructing an essay in a cohesive way, as they need to consider multiple aspects of writing, such as the linguistic features, rhetorical features and structural features of the genre and unify them into a sound argument. This takes time, practice and revision, and extensive feedback is required. The process-genre approach proved to be successful in this study, as leamers showed remarkable improvements in their writing from the initial stages of writing to the final drafts of their essays. The findings revealed that explicit teaching of genres and structural elements of writing is vital for ensuring learners' development. Learners require modelling of the genre, scaffolding and careful guidance through step-by-step processes in order to build confidence and express their ideas effectively in written text. The findings indicate the relevance of using the process-genre approach for teaching and learning and that teaching and learning writing is indeed a process that needs more time and practice that is cUiTently allocated in the curriculum.
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Lui, Catherine L. "Developing the argumentative writing skills of sixth formers in a HongKong Secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958084.
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Brady, John E. "Investigating the Role of Intersubjectivity in a Secondary Argumentative Classroom." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1584539458472346.
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Algi, Sedef. "Hedges And Boosters In L1 And L2 Argumentative Paragraphs:implications For Teaching L2 Academic Writing." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614579/index.pdf.
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This study investigates the types, frequencies and functions of hedges and boosters employed in L1 and L2 argumentative paragraphs written by Turkish learners of English with pre-intermediate level of proficiency. It aims to uncover whether or not Turkish learners of English writing in L1 and L2 display any transfer in their employment of hedges and boosters. The extent to which the academic writing teaching materials result in any measurable change in the employment of hedges and boosters is also pursued. To this end, the data that is comprised of 104 (52 Turkish and 52 English) argumentative paragraphs written as a response to a TOEFL essay prompt are collected. The analysis of the data is done manually and each paragraph is coded and formatted in CLAN CHILDES. Later, PASW is used to run the descriptive statistics and calculate the frequency and percentages of hedges and boosters.
The results show that the types, frequencies, and meanings of hedges and boosters are culture and language-specific and they are topic and genre dependent. Research
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findings also reveal that the participants in this study often express appropriate degree of certainty and pragmatic vagueness while writing in L1 and L2. However, there are some cases in which the evidence of rhetorical transfer are observed with respect to functions of certain hedges. The findings further indicate that there is a parallelism between the teaching materials used in academic writing classes and the types, frequencies and functions of hedges and boosters produced in L2 paragraphs.
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Abuhasan, Wlla. "Developing Language Learners’ Use of Appraisal for Argumentative Writing: A Systemic Functional Linguistics Approach." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/41941.
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This study explores the impact of a pedagogic intervention grounded in Systemic Functional Linguistics (SFL) (Halliday & Matthiessen, 2014) designed to support language learners’ development of their English argumentative writing skills. The predominance of argumentative writing in school curricula and language assessment reflects the importance of helping language learners master this text-type in order for them to succeed in academic settings. This pedagogic intervention drew specifically on the Appraisal system of SFL to make explicit to students the interpersonal and evaluative language resources they can use to establish authoritative and intersubjective positioning as key means of achieving the overall purpose of argumentative texts. The study documents the impact of explicating to students appraisal resources during class instruction and helping them make more informed language choices as they engage with the information presented in their texts, and shape the interaction with their readers.
The study drew on quantitative data stemming from students’ writing tasks and qualitative data in the form of reflection tasks and a research journal to explore the extent to which students’ understanding and use of different appraisal resources could be positively affected by the pedagogic intervention at the heart of this study. The analysis of the findings suggests that the intervention was successful in helping students familiarize themselves with and incorporate appraisal language to effectively convey their intended meaning in the composition of their argumentative texts. The findings also suggest that the teaching intervention contributed to students’ increased awareness of the range of lexicogrammatical choices available to them when they write as reflected in students’ skillful use of these resources in genre-specific ways. This included using appraisal resources to develop well-supported claims, in addition to establishing a critical authoritative position.
Discussion of these findings focuses on the value of this type research on the pedagogic applications of the SFL framework as a way of advancing our understanding of how to better scaffold language learners and help them gain greater explicit control of the language resources necessary to successfully construct academic texts. As such, this study argues for the potential affordances of teaching pedagogies grounded in SFL theory in supporting language learners’ academic writing development. This study presents a case for the ability of SFL-informed pedagogies to empower students as writers by offering them new ways of looking at the writing process and using language to engage in advanced acts of meaning-making.
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Schanding, Brian. "Shell Noun Use in Argumentative Essay Writing of English Learners and Native English Speakers." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1458814364.
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Lui, Catherine L. "Developing the argumentative writing skills of sixth formers in a Hong Kong Secondary school." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777691.
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Lok, Pui-ying Katherine, and 駱佩瑩. "The challenge of subject-area writing: a diagnostic study of L2 students' argumentative history essays." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176358.
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Joo, Hyun Jung. "Teacher Change in Argumentative Writing Instruction in a High-School ESL Classroom: A Longitudinal Study." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546193831535107.
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Wu, Jingwen. "The Effect of Pre-Task Planning on Second Language Argumentative Writing of Chinese University Students." Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/89130.
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The thesis reports a study that investigated the effects of pre-task planning and the task reasoning demands on second language argumentative writing as well as the possible interactive effects between these two task factors. The study took a process-product approach examining both the writing process and the written output and also the process-product relationships. By doing so, it explores the possible differences in learners' allocation of attention under different planning and task conditions.
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Moore, Noreen S. "The effects of being a reader and of observing readers on fifth grade students argumentative writing." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 302 p, 2009. http://proquest.umi.com/pqdweb?did=1885682051&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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To, Kwok-kuen. "A study of the use of variation theory to enhance understanding of primary school students of argumentative writing." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35672444.
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To, Kwok-kuen, and 杜國權. "A study of the use of variation theory to enhance understanding of primary school students of argumentative writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35672444.
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Shobeiry, Leila. "Ecrire et faire écrire en classe de FLE en Iran." Thesis, Strasbourg, 2012. http://www.theses.fr/2012STRAC010.
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Faire écrire en classe du FLE est un travail très important et complexe. L’arrivée des approches communicatives a donné un nouveau sens à la communication,qui ne se limite pas uniquement à l’oral. En d’autres termes, écrire dans une langue étrangère signifie aussi écrire en situation. L'acte d'écrire suppose l'application des connaissances liées au code linguistique et des connaissances liées à la situation d'écriture.Après un survol historique de l’approche communicative, on établit la place de l’écrit dans cette approche. La comparaison des concepts de l’approche communicative avec celles de l’approche actionnelle se fait autour de la question d’écrit. Ensuite, certaines notions clés telles que la lecture, le texte et la littéracie se sont présentées. L’enjeu pédagogique de la rencontre texte/lecteur occupe dans cette recherche une place particulière. Après un aperçu général de la typologie des textes, la recherche, se focalise sur l’étude du type argumentatif,sur deux plans : d’abord au plan épistémologique de la notion d’argumentation et ensuite au plan organisationnel du texte argumentatif. L’étude des connecteurs correspond au plan organisationnel du texte.Une enquête auprès des professeurs des universités iraniennes révèle leurs différents points de vue sur la didactique de l’écrit comme les finalités, les moyens, les types d’écrits universitaires en Iran. Cette collecte d’information est suivie de la transposition didactique du discours argumentatif, illustrée par la réalisation d’une expérimentation de didactique des textes argumentatifs en IranTo write in class of FFL (French as a Foreign Language) is a very important issue. The arrival of communicative approaches has given a new meaning to the communication that is not limited only to the oral. In other words, writing in a foreign language also means writing in a context. The act of writing involves the application of the knowledge related to the linguistic code and the skills related to the context of writing. After a historical overview of the communicative approach, the place of writing is searched in this approach. Comparing the concepts of the communicative approach with those of action-oriented approach is around the question of writing. Then some key concepts such as reading, literacy and the text are presented. The pedagogical challenge of meeting of text / reader has a special place. After an overview of the types of texts, we try to develop the idea that concerns learning here, namely the study of argumentative type in two ways: firstly the epistemological concept of argumentation and then the organization of the argumentative text. A survey of Iranian professors will lead us to the pursuit of their different views on the subjects about writing like goals, resources and the types of writing in Iran.This survey lead finally to the concept of didactic transposition and then to the teaching of argumentative texts in Iran
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Stab, Christian Matthias Edwin [Verfasser], Iryna [Akademischer Betreuer] Gurevych, Marie-Francine [Akademischer Betreuer] Moens, and Manfred [Akademischer Betreuer] Stede. "Argumentative Writing Support by means of Natural Language Processing / Christian Matthias Edwin Stab ; Iryna Gurevych, Marie-Francine Moens, Manfred Stede." Darmstadt : Universitäts- und Landesbibliothek Darmstadt, 2017. http://d-nb.info/1127225421/34.
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Andrews, Richard John. "An exploration of structural relationships in narrative and argumentative writing, with particular reference to the work of Year 8 students." Thesis, University of Hull, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259774.
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An Exploration of Structural Relationships in Narrative and Argun entative Writing, with Particular Reference to the Work of Year 8 Students This thesis explores the relationship between narrative and argumentative structures in writing. Its principal research question is 'What are the connections between the structures and composing processes associated with narrative and argumentative writing? ', and it attempts to answer this question in two related ways: through reflective inquiry and in an empirical study of the stories and essays written by Year 8 students in three comprehensive schools in a small town in north-east England. A secondary research question is 'Might narrative act as a bridge to argument for learner-writers? '. Chapter 1 outlines the problem - one of difficulties experienced in the writing of argunent by secondary-age students - and provides a map of the rhetorical field in which the exploration of the structural relationships between narrative and argument takes place. The second chapter looks solely at narrative, focusing on attempts to define its structures but also taking into account other approaches. The third chapter describes specific difficulties encountered with the writing of argument, and then examines structures of argument as evidenced in work on narrative and argument, in rhetoric and in planning for argument. Chapters 4 to 6 present the results of the pilot and main studies. The principal result of the study is a negative one: there is found to be.. no clear-cut structural connection between narrative and argumentative writing, and indeed hardly any common patterns among the stories or essays analysed for the study. There is therefore little chance of a structural 'bridge' from narrative to argument. However, there are positive outcomes: students are more inclined to argumentative writing than is usually assumed anti show more tacility tor experimenting witch the arrangement of their arguments than with the arrangement of their narratives.
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Stab, Christian [Verfasser], Iryna [Akademischer Betreuer] Gurevych, Marie-Francine [Akademischer Betreuer] Moens, and Manfred [Akademischer Betreuer] Stede. "Argumentative Writing Support by means of Natural Language Processing / Christian Matthias Edwin Stab ; Iryna Gurevych, Marie-Francine Moens, Manfred Stede." Darmstadt : Universitäts- und Landesbibliothek Darmstadt, 2017. http://nbn-resolving.de/urn:nbn:de:tuda-tuprints-60062.
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Kidd, Julie Kelly. "The effects of type of written practice and time of writing sample on sixth grade students' argumentative written responses to literature." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-171318/.
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Cardoso, Maria Elisabete da Cruz. "A emergência do discurso argumentativo no 1º CEB: uma investigação-ação com alunos do 4º ano." Doctoral thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/25593.
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Este trabalho visa investigar a evolução dos alunos, em fase inicial da aprendizagem da escrita, através da análise textual que evidencia a ativação de algumas dimensões da consciência linguística e o desenvolvimento da escrita argumentativa. Para tal, demos ênfase às Novas Tecnologias da Informação e Comunicação no processo de alfabetização dos alunos, de modo a facilitar as aprendizagens nos domínios da leitura, da aquisição lexical e interpretação de texto.
Neste sentido, foi realizada uma intervenção pedagógica nas aulas de português, com uma turma de 4º ano de escolaridade, constituída por vinte e dois alunos, em que foram propostas tarefas que, do ponto de vista teórico, favorecem a emergência e o desenvolvimento de atividades de argumentação. Dada as características textuais-discursivas do texto de opinião, podemos afirmar que este género exige que os alunos tenham disponíveis competências textuais, como a consciência do modelo de texto e recursos linguísticos, como conjunções causais, condicionais e contrastivos (Costa, 2010, 2015; García, 1999); uma vez que, em grande parte, são eles que possibilitam ao produtor do texto atingir os seus objetivos discursivos. Assim, neste trabalho procurámos perceber, de igual modo, a evolução dos alunos no uso destes conetores.
Para a caracterização dos elementos que dizem respeito à macroestrutura destas produções escritas dos alunos, procedemos a uma análise de sequências textuais, considerando os tópicos comuns a outros estudos sobre argumentação em contexto de escolarização (Brassart, 1990; Leal e Morais; 2006; Marques, 2010).
Para dar resposta aos nossos objetivos, recorremos a uma metodologia predominantemente qualitativa, embora combine métodos qualitativos e quantitativos, sendo a investigação-ação o design escolhido, por permitir uma atitude de pesquisa, experimentação/ação, análise e reflexão, fundamental para o aperfeiçoamento da nossa prática educativa e pedagógica. Relativamente às técnicas quantitativas elaborámos dois inquéritos aos alunos para apurar a ligação deles à leitura, antes e depois do estudo. Quanto às técnicas qualitativas, procedemos à recolha documental, observação direta e análise de um corpus de registos escritos ao longo das sessões de trabalho (antes e depois do estudo). Os dados qualitativos e quantitativos foram tratados e, posteriormente, apresentados em gráficos e tabelas dando lugar a uma análise de resultados e respetivas conclusões.
Assim, os resultados evidenciam que a competência escrita de textos argumentativos é passível de aperfeiçoamento, através da interiorização do género textual e do aprofundamento da competência metalinguística. Após a intervenção na turma, observámos que houve melhorias na escrita dos alunos, quer no desenvolvimento mais eficaz da argumentação em que esta surge mais explícita, quer no uso de conetores discursivos; Abstract:
This work aims to investigate the students' evolution, in the initial phase of the learning of writing, through the textual analysis that evidences the activation of some dimensions of linguistic awareness and the development of argumentative writing. To this end, we emphasized the New Technologies of Information and Communication in the process of literacy of the students, in order to facilitate the learning in the domains of reading, lexical acquisition and interpretation of text.
In this sense, a pedagogical intervention was carried out in Portuguese classes, with a group of 4th year of schooling, consisting of twenty-two students, in which tasks were proposed that from the theoretical point of view favor the emergence and development of activities of argumentation.
Given the textual-discursive characteristics of the text of opinion, we can affirm that this gender requires that the students have available textual competences, such as text model awareness and linguistic resources, as causal, conditional and contrastive conjunctions (Costa, 2010, 2015; Flamenco García, 1999); since, in large part, they enable the producer of the text to reach its discursive goals. Thus, in this work we tried to perceive, in the same way, the evolution of the students in the use of these connectors. For the characterization of the elements that concern the macrostructure of these written productions of students, we proceeded to an analysis of textual sequences, considering the topics common to other studies on argumentation in context of schooling (Brassart, 1990; Leal e Morais; 2006; Marques, 2010).
In order to respond to our objectives, we used a predominantly qualitative methodology, although it combines qualitative and quantitative methods, with action research being the chosen design, since it allows an attitude of research, experimentation / action, analysis and reflection, fundamental for the improvement of our educational and pedagogical practice. With regard to quantitative techniques, we developed two surveys of the students to determine their connection to reading, before and after the study. As for qualitative techniques, we collected documents, direct observation and analysis of a corpus of written records throughout the work sessions (before and after the study). The qualitative and quantitative data were treated and then presented in graphs and tables giving rise to an analysis of results and respective conclusions.
Thus, the results show that the written competence of argumentative texts is capable of improvement, through the interiorization of the textual genre and the deepening of the metalinguistic competence. After intervention in the class, we observed that there were improvements in students' writing, either in the more effective development of the argument in which the latter appears more explicit, or in the use of discursive connectors.
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Rodrigues, Adalbeto Mesaque. "A tradição discursiva argumentaiva: uma abordagem dos mecanismos juntivos via heterogeneidade da escrita." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153451.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Neste trabalho, vinculado ao GPEL (Grupo de Pesquisas sobre a Linguagem-CNPq), que se liga a um projeto maior, “Aspectos sintomáticos da junção na delimitação de Tradições Discursivas”, propõe-se um tratamento dos processos de junção na tradição discursiva (TD) argumentativa, via heterogeneidade da escrita, por meio de um modelo funcionalista, para a descrição e análise das relações sintático-semânticas. Assentada na hipótese de Kabatek (2005a) de que os Mecanismos de junção (MJ) são elementos sintomáticos, capazes de caracterizar e delimitar uma TD, a proposta de trabalho investigativo do funcionamento dos MJ visa à sistematização das regularidades e à compreensão dos usos, em relação ao que será considerado tradicional, no âmbito textual. Também se vincula à tese de Corrêa (1997) sobre a heterogeneidade constitutiva da escrita, que permite uma análise fundamentada na imbricação dos modos oral/falado e letrado/escrito, por meio dos eixos de circulação dos escreventes. Dessa forma, assim como em trabalhos de Longhin (2011a/b), Lopes-Damasio (2011, 2014) e Tuão-Brito (2014), atrela-se o conceito de língua à concepção coseariana (1979), que fundamenta a abordagem metodológica das TD e percebe os enunciados, historicamente determinados, como controlados por regras idiomáticas e discursivas, e adota-se a seguinte pergunta de pesquisa: Qual o funcionamento sintático-semântico dos MJ em TD argumentativas produzidas por alunos do 6º e 9º anos do Ensino Fundamental? A partir dessa pergunta, objetiva-se: (i) descrever e analisar os MJ, em textos pertencentes à TD argumentativa, no modo escrito de enunciação, a partir das relações semânticas e da interdependência existente entre as porções componentes da oração complexa, na perspectiva de Halliday (1985) e Raible (2001, 1992, apud KABATEK, 2005a/b); (ii) relacionar o uso e funcionamento dos MJ às características da TD argumentação; e (iii) analisar e buscar indícios do papel do uso da escrita no contexto da TD investigada, a partir da observação do comportamento da junção mediante traços da relação oral/falado e letrado/escrito em consonância com a heterogeneidade da escrita. Nessa direção, constatou-se que: (a) no âmbito sintático, há uma prevalência da arquitetura paratática sobre a hipotática, (b) no semântico, as relações de adição, causalidade e contraste são mais frequentes, (c) no âmbito textual, há uma mescla constitutiva da TD argumentativa com as TD listagem, injuntiva, expositiva, narrativa e pergunta/ resposta e (d) no âmbito das práticas de linguagem, encontram-se indícios que configuram a imbricação entre oral/falado e letrado/escrito nos textos escritos de ambos os segmentos. Os resultados, sedimentados em uma descrição analítica da materialidade linguística que, concomitantemente, vincula-se a aspectos pragmático-discursivos, apontam para uma escrita que se delineia gradualmente e que depende de fatores semântico-cognitivos, idiomáticos, históricos e de vivência das culturas oral e letrada no cotidiano.
In this work, linked to the RGOL (Research Group on Language-NRC), which is linked to a larger project, "Symptomatic aspects of the junction in the delimitation of Discursive Traditions", it is proposed a treatment of the processes of junction in the discursive tradition (DT), through the heterogeneity of writing, through a functionalist model, for the description and analysis of tactical-semantic relations. Based on the hypothesis of Kabatek (2005a) that the Junction Mechanisms (JM) are symptomatic elements capable of characterizing and delimiting a DT, the proposed research work on the functioning of the JM aims at systematizing regularities and understanding the uses, in relation to what will be considered traditional, in the textual scope. It is also linked to Corrêa's (1997) thesis on the constitutive heterogeneity of writing, which allows an analysis based on the imbrication of oral/spoken and literate/ written modes, through makers circulation axes. Thus, as in the works of Longhin (2011a / b), Lopes-Damasio (2011, 2014) and Tuão-Brito (2014), the concept of language is linked to the Cosearian conception (1979), which underlies the methodological approach of the DT and perceives the statements, historically determined, as controlled by idiomatic and discursive rules, and it adopts the following research question: What is the tactical-semantic functioning of the JM in argumentative DT produced by students of the 6th and 9th grade of Elementary Education? From this question, this work aims to: (i) describe and analyze the JM, in texts belonging to the argumentative TD, in the written mode of enunciation, from the semantic relations and interdependence existing between the component portions of the complex sentence, from the perspective (ii) to relate the use and functioning of the MJ to the characteristics of DT argumentation; and (iii) analyze and seek indications of the role of writing use in the context of the investigated DT, from the observation of the behavior of the joint by traces of the oral/ spoken and literated/written relationship in accordance with the writing heterogeneity. In this sense, it was found that: (a) in the syntactic context, there is a prevalence of the parattic architecture over the hypothetical, (b) in the semantic, the relations of addition, causality and contrast are more frequent; a constitutive mixture of the argumentative DT with listing, injunction, narrative and question/ answer DT and (d) in the scope of the language practices, there are clues that configure the overlap between oral/ spoken and literated/written in the written texts of both segments. The results, sedimented in an analytical description of linguistic materiality, concomitantly, is related to pragmatic-discursive aspects, point to a writing that is gradually delineated and that depends on semantic-cognitive, idiomatic, historical and oral and literate cultures in everyday life.
CAPES: 5649498
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Tseng, Ming-I. Lydia. "Interaction, (re)contextualisation and learning : a study of the relationship between oral classroom tasks and EFL students’ learning of argumentative writing." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441104.
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Souza, Fátima Aparecida de. "Processos de referenciação e orientação argumentativa: uma proposta de análise em redações do Saresp." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/14282.
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Previous issue date: 2014-02-13Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This work is in the line of investigation named Reading, Writing and Teaching from Portuguese Postgraduate Studies Program from the Pontifícia Universidade Católica de São Paulo (PUC-SP). The theme is about referentiation processes and their relationships with argumentative orientation observed in compositions written by grade students of high school for the School Evaluation and Efficiency System of the State of São Paulo (Saresp). Our hypothesis is that the processes of deictic and anaphoric referentiation contribute to the development of textual argumentative orientation. In this sense, we establish as general aim investigate the contributions referentiation processes for the development of argumentative compositions produced for Saresp. In order to achieve this general aim, we define specific aims: identify, describe and analyze deictic and anaphoric operations; establish relationships between these operations and argumentative orientation; reflect on teaching Portuguese language based on these relationships. To support this research, we are based on contributions from Mondada and Dubois (2003), Choi (2000a, 2000b, 2003, 2005, 2006), Apothéloz (2003), Marcuschi (2005, 2008), Koch (2005), Marquesi (2007), Mosca (2004), Perelman and Olbrechts-Tyteca (2005), Aristotle (1996), Ferreira (2010), Ducrot (1981), Guimarães (2007), Charaudeau (2007) and Adam (2008). The corpus is consisted of six texts selected from a universe of 110 opinion articles written by students of the 3rd grade of high school from a public state school in the state of São Paulo to Saresp 2010. In relation to the results obtained, we find that: a) deitics and anaphoras are contents of statements that work as arguments as well as conclusion to such arguments; b) deitics and anaphoras, when have argumentative strength or persuasive value, can explain the meaning of the enunciative way according to the meanings the writer intended to produce
Este trabalho situa-se na linha de pesquisa Leitura, Escrita e Ensino, do Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo (PUC-SP) e tem como tema os processos de referenciação e suas relações com a orientação argumentativa em redações produzidas por alunos do Ensino Médio para o Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo (Saresp). Partimos da hipótese de que os processos de referenciação dêiticos e anafóricos contribuem para o desenvolvimento da orientação argumentativa do texto. Desse modo, estabelecemos como objetivo geral: investigar as contribuições dos processos de referenciação para o desenvolvimento da orientação argumentativa em redações produzidas para o Saresp. A fim de atingirmos o objetivo geral, definimos como objetivos específicos: identificar, descrever e analisar operações dêiticas e anafóricas; estabelecer relações entre essas operações e a orientação argumentativa; propor reflexões para o ensino de Língua Portuguesa a partir dessas relações. Para subsidiar este trabalho, baseamonos nas contribuições de autores como Mondada e Dubois (2003), Cavalcante (2000 a e b, 2003, 2005 e 2006), Apothéloz (2003), Marcuschi (2005, 2008), Koch (2005), Marquesi (2007), Mosca (2004), Perelman e Olbrechts-Tyteca (2005), Aristóteles (1996), Ferreira (2010), Ducrot (1981), Guimarães (2007), Charaudeau (2007) e Adam (2008). O corpus que compõe esta pesquisa é formado por 06 textos selecionados de um universo constituído por 110 artigos de opinião produzidos por alunos da 3ª série do Ensino Médio de uma escola da rede estadual de São Paulo para o Saresp 2010. Com relação aos resultados obtidos, verificamos que: a) os dêiticos e as anáforas são conteúdos de enunciados que funcionam tanto como argumentos quanto como conclusão para tais argumentos; b) os dêiticos e as anáforas, quando dotados de força argumentativa ou de valor persuasivo, podem explicar o sentido do recorte enunciativo, de acordo com a proposta de produção de sentido do produtor do texto
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Evans, Marianne Bristow. "The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7157.
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The purpose of this feasibility study is to provide evidence of how integrating reading, writing, speaking, and listening skills into eighth-grade social studies instruction facilitates student understanding of content material and ability to write about social studies content. In thiswithin-subjects paired-samples research study, 197 eighth-grade participants received instruction in a social studies content area and in argumentative writing. Data from a criterion-referenced social studies pre and posttest and data from pre and post instruction writing samples were analyzed to evaluate the influence of the integration of literacy tasks in middle school social studies classrooms oncontent area knowledge acquisition and argumentative writing quality. Analysis of the Criterion Referenced Test (CRT) data usingregression analysis showed that there was a statistically significant increase in the students’ performance on the CRT after the students engaged in literacy tasks emphasizing reading, writing, speaking, and listening during the social studies instruction. Analysis of the writing rubric scores using Cohen’s d showed statistically significant differences exist between the students pre and post essay scores. These results suggest that having students engage in reading, writing, speaking, and listening tasks and in explicit writing instruction and production during a social studies unit facilitates their content knowledge acquisition, improves the overall quality of students’ argumentative writing, and more specifically, improves the organization and development of that writing. It is recommended that further research be conducted to determine the best way to group students for collaboration when incorporating reading, writing, speaking, and listening tasks within content area instruction.
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Costa, Susane da Silva. "A construção do sentido no texto dissertativo-argumentativo em redações do Enem." Universidade Federal de Pelotas, 2018. http://guaiaca.ufpel.edu.br:8080/handle/prefix/4074.
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Sem bolsa
Esta pesquisa tem por objetivo analisar a construção do sentido no texto dissertativo-argumentativo em redações do Enem. O reduzido número de redações com notas elevadas no exame mostra a necessidade de investigar esse resultado, uma vez que a redação do Enem é uma etapa decisiva para o ingresso no ensino superior. Além disso, pesquisar sobre tal construção colabora para o trabalho com o texto no ensino de língua materna. Partimos da hipótese de que a dificuldade em produzir textos dissertativo-argumentativos esteja relacionada à ausência da delimitação de uma tese, a partir do tema proposto. Fundamentamos nosso trabalho nas abordagens de linguagem desenvolvidas pela Linguística Textual, com base nas obras de Koch (1996, 2002, 2007, 2015), Fávero e Koch (2002), Koch e Travaglia (2013), Koch e Elias (2010, 2016) e Marcuschi (2005, 2008, 2010, 2012). Ao analisar o sentido produzido nas redações, principalmente sobre os argumentos empregados, também tomamos como base obras de Ducrot (1977, 1981, 1987) e de Fiorin (2015). O corpus de nossa pesquisa é formado por dez redações do Enem 2015, cujos textos são divididos em dois grupos com cinco redações em cada um deles. O primeiro grupo é composto por redações com tese definida e o segundo, sem tese definida. Desenvolvemos a análise a partir de dois eixos: elementos linguísticos, gramaticais e semânticos para a produção de sentido em um texto escrito, em situação formal da língua; e organização estrutural do texto dissertativo-argumentativo. Após a análise dos textos, fizemos um paralelo entre os dois grupos de redações, buscando definir de que modo uma redação do Enem se configura como um texto adequado, com base nos critérios de avaliação da Matriz de Referência para a Redação do Enem (INEP, 2015a). Os resultados obtidos comprovam a hipótese inicial de que a falta de elaboração de uma tese acaba dificultando a construção de bons argumentos e, consequentemente, prejudica a clareza e a qualidade do texto produzido para o Enem. Por fim, como atividade de escrita, sugerimos uma proposta de redação com foco no leitor, para que o autor construa sentido no texto dissertativo-argumentativo.
This research aims to analyze the construction of meaning in the essay-argumentative text in essays by Enem. The small number of essays with high notes in examination shows the need to investigate this result, since the writing for Enem is a decisive step towards entering higher education. In addition, research on such a construction collaborates to work with the text in the teaching of mother tongue. We start from the hypothesis that the difficulty in producing essay-argumentative texts is related to the absence of the delimitation of a thesis, based on the proposed theme. We base our work on the language approaches developed by Textual Linguistics, based on the works of Koch (1996, 2002, 2007, 2015), Fávero and Koch (2002), Koch and Travaglia (2013), Koch and Elias (2010,2016) and Marcuschi (2005, 2008, 2010, 2012). In analyzing the meaning produced in the essays, especially on the arguments used, we also take as a basis works by Ducrot (1977, 1981, 1987) and Fiorin (2016). The corpus of our research is formed by ten essays by Enem 2015, which texts are divided into two groups with five essays in each one them. The first group consists of essays with with thesis defined and the second, withou tthesis defined. We develop the analysis from two axes: linguistic, textual and semantic elements for the production of meaning in a written text, in formal language situation; and structural organization of the argumentative-essay text. After analyzing the texts, we made a parallel between the two writing groups, trying to define how an Enem writing is configured as a suitable text, based on the evaluation criteria of the Reference Matrix for Writing by Enem (INEP, 2015a). The results obtained prove the initial hypothesis that the lack of elaboration of a thesis makes it difficult the construction of good arguments and, consequently, causes damage to the clarity and the quality of the text produced for Enem. Finally, as writing activy, we suggest an essay proposal focusing on the reader, so that the author builds meaning in the argumentative and dissertation text.
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Jacquet, Ewa. "Att ta avstamp i gestaltande : Pedagogiskt drama som resurs för skrivande." Licentiate thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55376.
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Mendes, Sueli de Freitas. "INDÍCIOS DE AUTORIA EM TEXTOS DE OPINIÃO ESCOLARES ESCRITOS POR ALUNOS DE 6º ANO DO ENSINO FUNDAMENTAL." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2013. http://tede2.uepg.br/jspui/handle/prefix/453.
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Previous issue date: 2013-08-29Evaluation of text in elementary school has been accomplished, in most cases, taking grammar and/or textual aspects into account. Under this perspective, a text is considered good since it meets grammar and/or textual order requirements. I understand, however, following Possenti (2009a) that, to consider a school text as a good one, it is necessary to evaluate it in its discursive aspects, that is why I take authorship in school texts, a case of study in this dissertation. In order to do that, I analyze argumentative texts written by 6th grade elementary school students, adopting (GINZBURG, 1989)'s signs paradigms as a theoretical-methodological procedure, an investigative procedure primarily qualitative and interpretative. The question guiding the work is: is there, in school argumentative texts written by ES 6th grade students, signs of singularity that indicate a movement of authorship? To answer it, my statement relies on the new authorship concept proposed by Possenti (2009a) to evaluate school texts, which allows to observe discursive aspects in those texts. According to the researcher, authorship in school texts must be thought along with singularity and style notion, by means of textual signs it is possible to detect it. Under this perspective, grammar correction and textual organization are not indication of authorship, its marks come from discourse order. It is also considered giving voice to other enunciators, keeping distance from one's own text, avoiding monotony as attitudes of an author. It is “how” it is said and not “what” is said that indicate authorship. In order to carry out the analyses, I turn to De Lemos' (2002) ideas about language acquisition, since 6th grade ES students are in a unique moment of written language acquisition. The author takes a theoretical positioning that opposes the notion of cognitive development in the interpretation of language acquisition process. For De Lemos (2002), changes that occur in children speech/writing cannot be considered as a result of increasing development or as a knowledge construction. Changes that occur in children speech/writing would be changes of children's position in relation to the speech/writing of another, in relation to the language and, consequently, in relation to the child's own speech/writing.Incorporation of arguments is frequent in the analyzed texts. What has been understood as a simple copy or repetition is the evidence of the position taken by the student-subject in his relationship with language – he, sometimes, is spoken by the other. However, in other texts, even repeating, the enunciator subject becomes singular, becomes author, evidencing himself in his relationship with language – performing strategies to show the work of the “self”. In the corpus analyzed by me,the uniqueness of the self enunciator manifests itself in several ways: it is assumed as a "self" child in relation to the proposed questioning, creating a facing/denial about the "politically correct speech"; it emerges as it shows itself divided, exposing the conflict experienced; self defining when attempting to define the other; it marks its singularity explaining its opinion in a narrative text and not in an argumentative school text.
A avaliação do texto escolar no ensino fundamental tem sido feita, no mais das vezes, observando-se aspectos gramaticais e/ ou textuais. Nessa perspectiva, um texto é considerado bom se atende a exigências de ordem gramatical e/ou textual. Entendo, no entanto, acompanhando Possenti (2009a), que para se considerar como bom um texto escolar é preciso avaliá-lo em seus aspectos discursivos, por isso tomo como objeto de estudo, nesta dissertação, a autoria em textos escolares.Para isso, analiso textos de opinião escolares escritos por alunos de 6º ano do ensino fundamental, adotando como procedimento teórico-metodológico o paradigma indiciário (GINZBURG, 1989), procedimento investigatório predominantemente qualitativo e interpretativo. Norteia o trabalho a pergunta: há, em textos de opinião escolares escritos por alunos de 6º ano do EF, marcas de singularidade que indiciem movimento de autoria? Para respondê-la, fundamentome na nova noção de autoria proposta por Possenti (2009a) para avaliar textos escolares, que permite observar aspectos discursivos nesses textos. Segundo o pesquisador, a autoria em textos escolares deve ser pensada em conjunto com noções de singularidade e estilo, por meio de indícios textuais é possível detectá-la. Nessa perspectiva, a correção gramatical e a organização textual não são indicativos de autoria, as marcas desta são da ordem do discurso. Considera-se também que dar voz a outros enunciadores, manter distância em relação ao próprio texto, evitar a mesmice são atitudes de um autor. É o “como” se diz e não o “o que” se diz que indicia a autoria. Para empreender as análises, recorro também às idéias de De Lemos (2002) sobre aquisição de linguagem, uma vez que alunos de 6º ano do EF se encontram em um momento singular de aquisição da linguagem escrita. A autora assume um posicionamento teórico que se contrapõe à noção de desenvolvimento cognitivo na interpretação do processo de aquisição da linguagem. Para De Lemos (2002), as mudanças que ocorrem na fala/escrita da criança não podem ser entendidas como resultado de um crescente desenvolvimento ou como construção de conhecimento. As mudanças que ocorrem na fala/escrita da criança seriam mudanças de posição da criança em relação à fala/escrita do Outro, à língua e, consequentemente, em relação à própria fala/escrita da criança. A incorporação de argumentos é forte presença nos textos analisados. O que tem sido entendido como simples cópia ou repetição é evidência da posição ocupada pelo sujeito-aluno em sua relação com a linguagem – ele, por vezes, é falado pelo Outro. Porém, em outros textos, mesmo incorporando discursos, o sujeito enunciador se faz singular, se faz autor, marcando-se em sua relação com a linguagem, realizando manobras a fim de mostrar o trabalho do “eu”. No corpus por mim analisado, a singularidade do eu enunciador manifesta-se de diversas formas: assume-se como um “eu” criança frente ao questionamento proposto, criando um efeito de enfrentamento/ negação em relação ao “discurso politicamente correto”; emerge ao mostrar-se dividido, expondo o conflito que vivencia; autodefine-se ao tentar definir o outro; marca sua singularidade explicitando sua opinião em um texto narrativo e não em um texto de opinião escolar.
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El-Hassanieh, Siham Salem. "An investigation of the cultural identity of four Lebanese university students as manifested in their academic essay writing (mainly argumentative) in Arabic and in English and some implications for teaching." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/30857.
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The cultural identity of multilingual Lebanese students is examined in academic writing (mainly argumentative) in Arabic and in English essays using case studies. This area is important because it helps reach an understanding on whether different languages allow us to take up different identity positions. Ivanid's theory of voice (1998) is used to look at how four students present themselves in their writing. Three research tools were used to collect the data. The first is the actual student scripts on 'Merciful Killing' and the second is semi-structured and in-depth interviews which were used to allow students to explain their attitudes and feelings when they write in both languages. Observations were used in two ways: as a participant observer in the preliminary stages of the investigation for exploring the area as an observer while researching sitting at the back of the class or going around and taking field notes. It was found that the two dimensions of the writer's voice: the 'discoursal self and the 'autobiographical self (ideational self) were in flux in the students' writings. In some cases, this lead to different representations of the self as they wrote in different languages. Findings and analysis suggest that the religious identity issue is consistent across languages reflecting the importance of religion in these students' lives. However, students take different identity positions when writing depending on the topic and the text type. This leads to important implications for teaching English as a foreign language, but requires further research.
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Esvael, Eliana Vasconcelos da Silva. "A construção do ponto de vista dominante na escrita de pré-universitários." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-28062012-093354/.
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Esta pesquisa tem por objetivo investigar um aspecto particular na produção escrita de estudantes pré-universitários, a saber: a construção de pontos de vista e, especificamente, do ponto de vista dominante, em 270 redações do exame vestibular da FUVEST/2006. Como fundamentação teórica, tomo as redações de vestibular sob duas perspectivas: 1) a enunciativa, a fim de identificar os pontos de vista presentes no texto por meio da hierarquização dos diferentes enunciadores; e 2) a discursiva, que permite observar como os diferentes saberes, mobilizados pelo escrevente, intervêm nas ligações e nas fissuras argumentativas do texto para construir pontos de vista e, especificamente, o ponto de vista dominante. Por meio dessa abordagem, enunciativo-discursiva, identifico os posicionamentos enunciativos do escrevente e seus desdobramentos discursivos. A análise das redações que envolve a organização argumentativa interna ao texto e sua relação com os tipos de saberes mobilizados em sua construção exige dois procedimentos articulados: um olhar para redação de vestibular como gênero, acatando sua constituição heterogênea e suas regularidades na organização argumentativa do texto; outro olhar, para descrever os desdobramentos discursivos dessa organização, buscando nos modos de qualificação as representações dos posicionamentos do escrevente. Os resultados revelaram que o exame vestibular, concebido como um evento de letramento, comprova as relações dialógicas determinadas por uma situação de produção que é regulada socialmente. O escrevente, fruto da interação social, se apoia discursivamente nos saberes escolares e extraescolares por ele mobilizados e elege os elementos qualificadores como importante estratégia argumentativa na construção de pontos de vista e, primordialmente, na construção do ponto de vista dominante. A construção do ponto de vista dominante se estabelece a partir do diálogo com outros pontos de vista. O diálogo com os textos da coletânea do exame foi preponderante nessa construção e o recurso à mobilização de saberes de esferas diferentes das da coletânea fortaleceu o efeito polifônico da construção do ponto de vista dominante, mostrando que ela é resultado do modo como o escrevente lê e interpreta esses textos; moldado por suas práticas letradas escolares e extraescolares e regulado por suas representações. Esses fatos comprovam a importância do ensino e da aprendizagem da linguagem escrita por meio de um gênero, considerando seus aspectos enunciativos e discursivos.This research has for objective to investigate a particular aspect in the written production of students who are going to take the exame for college entrance: the construction of points of view and, specifically, of the dominant point of view in 270 vestibularessays of FUVEST of the college entrance exam/2006. As a theoretical basis, I take the college entrance exam essays from two perspectives: 1) the enunciative, to identify the points of view in the text through the hierarchy of different enunciators, 2) the discursive, which will observe how the different knowledge, mobilized of different spheres of activities, intervine in the linkings involved in the fissures of the argumentative text to build points of views and, specifically, the dominant point of view. The analysis of the essays, which involves the internal organization of argument to the text and its relation to the types of knowledge mobilized in its construction, articulated requires two procedures: a look at writing as a genre, respecting its constitution and its heterogeneous regularities, and observing primarily the presence of qualifying elements, as argumentative strategy, another look, to describe the consequences of this discursive organization, looking at ways of qualifying the representations of the positions of the subject. The results revealed that the exame for college entrance, designed as a literacy event, proves the dialogical relations determined by a production situation that is socially regulated. The subject supports discursively on the school knowledge and extra-school knowledge mobilized by him and chooses the qualifying elements as important argumentative strategy in the construction of points of view and primarily in the construction of the dominant point of view. The dialogue with the texts supplied for the exame was predominant in this construction, showing that it is the result of how the subject reads and interprets these texts. It is shaped by their writing practices of which the students participated during his life as a subject and it is regulated by representations. These facts demonstrate the importance of teaching and learning of written language through a genre, considering its enunciative and discursive aspects.
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Lejon, Therese. "När läraren blir elev : En kvalitativ studie av argumenterande texter skrivna av lärare." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39608.
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The present study aims to examine how teachers write polemical articles. This genre often occurs in national standardized tests in Swedish schools. The study seeks to analyze argumentative structures in the articles. It also categorizes assessment notes written by the teachers in response to each others’ articles, by interpreting response texts. The examination shows that there is uncertainty among the teachers about how to create structures in argumentative text types. As a result the persuasive function of the texts suffers. The teachers tend to comment on macro level findings in texts. However they grade each other’s texts with high grades referring to micro level components such as spelling, sentence structure and neat wording.
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Schwartz, Pontus. "Critical Literacy through Critical Documentaries - How Bowling for Columbine and Michael Moore hates America can be used to teach argumentative writing and source criticism to students in upper-secondary school in Sweden." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-73019.
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This essay seeks to illustrate how critical literacy and source criticism can be incorporated in argumentative thinking and reasoning in an assignment based on authentic materials constructed for students studying English 6 in Swedish upper-secondary school. The assignment seeks to, grounded in critical literacy theory, increase the students’ source criticism and improve their argumentative thinking and reasoning. These goals are directly connected to the aims presented in the syllabus for the English subject in Swedish upper-secondary school. The essay will state why authentic texts are suitable when teaching critical literacy skills. The essay will also present different theories to critical literacy and conclude that "the four resources model" (Luke & Freebody, 1990) can be considered most suitable for students assigned to produce argumentative texts. The authentic materials chosen for this assignment consist of three themes identified in the critical documentaries Bowling for Columbine (2002), directed by Michael Moore, and Michael Moore hates America (2004), directed by Mike Wilson. The three themes that are selected for the assignment, and presented in this essay are: The NRA, The 2 nd amendment and Is Michael Moore anti-American? The students will get a theme assigned to them and are supposed to, through instructions based on critical literacy theory, develop an argumentative text about their specific theme. Subsequently, the students are supposed to present their argumentative text in front of the class. Additionally, the goals stated in the curriculum for the English subject and the aims from the syllabus for English 6 in Swedish upper-secondary school will be presented and explained in relation to the assignment constructed for this essay and how the assignment will make them to achieve those goals.
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Le, Ngoc Bau. "L'utilisation des connecteurs argumentatifs dans les écrits universitaires des étudiants vietnamiens : le cas du discours géographique : pour une perspective didactique." Thesis, Grenoble, 2013. http://www.theses.fr/2013GRENL013.
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La rédaction à l'université constitue une tâche complexe car les scripteur-étudiants ont à gérer, non seulement, leurs idées mais aussi les moyens linguistiques servant à les exprimer. Le travail devient plus difficile lorsqu'on rédige dans une langue étrangère. Une des difficultés majeures des étudiants vietnamiens francophones dans leur rédaction universitaire en français est d'enchaîner leurs idées pour produire des séquences cohérentes et abouties. La recherche menée dans le cadre de cette thèse aborde l'utilisation des connecteurs argumentatifs dans les écrits universitaires des étudiants vietnamiens en vue d'une perspective didactique. Les problèmes de cet emploi (fréquences, erreurs…) sont montrés à travers les analyses quantitatives et qualitatives des connecteurs argumentatifs mobilisés dans les écrits des étudiants de géographie. L'accent est particulièrement mis sur l'analyse des utilisations erronées réparties selon une classification des erreurs et anomalies de ces termes de liaison. Les propositions didactiques issues des résultats obtenus servent à améliorer l'enseignement de ces articulateurs et peuvent être élargies à tous les publics d'étudiants vietnamiens. Le développement d'un enseignement sur la diversité des connecteurs argumentatifs tant, au niveau de la forme, qu'au niveau du sens, des notions de cohésion textuelle et de cohérence argumentative (acte d'argumenter, opération discursive, séquence argumentative) est l'enjeu de cette étude sur le terrainWriting at university is a complex task because the writer-students have to manage not only their ideas but also the linguistic means that are used to express them. The work becomes more difficult when the writing is in a foreign language. A major difficulty of vietnamese students in their academic writing in French is to link their ideas to produce consistent and accomplished sequences. The research conducted in this thesis concerns the use of connectors in argumentative academic writing of Vietnamese students for a didactic perspective. The problems of this use (frequency, errors ...) are shown through quantitative and qualitative analysis of argumentative connectors which are utilized in writings of Geography students. The emphasis is on the analysis of erroneous uses distributed according to a classification of errors and anomalies of these linking terms. From the obtained results, we propose some didactic improvements that are used for teaching of these articulators and can be extended to any vietnamese students public. The development of a teaching, based on the diversity of argumentative connectors, both in the form and at the level of meaning, of notions of textual argumentative cohesion and coherence (act of arguing, operation discursive, argumentative sequence) is the issue of this research on the field
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VanDerHeide, Jennifer Lynn. "How High School Students Learn to Write Literary Arguments through Social Interactions: An Apprenticeship." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405075067.
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Kieft, Margritha Helena. "The effects of adapting writing instruction to students' writing strategies." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2006. http://dare.uva.nl/document/29423.
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Rocha, Juliano Guerra 1989. "Marcas argumentativas em narrativas infantis." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251358.
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Orientador: Luci Banks LeiteDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esta dissertação estuda as marcas argumentativas nas narrativas infantis, direcionando um olhar para os textos narrativos escritos por crianças dos 6 aos 9 anos de idade, em processo de escolarização. Logo, as perguntas norteadoras desta investigação foram: Como se processa a argumentação nos textos de tipo predominantemente narrativo, escritos por crianças na fase inicial da escrita? Quais as marcas argumentativas que surgem em um texto do tipo narrativo, escrito por uma criança? Para tanto, foram analisados textos de caráter predominantemente narrativo, escritos por crianças do 1° ao 3° ano do Ensino Fundamental, identificando as marcas argumentativas que estão inscritas na materialidade do texto, à luz dos aportes da linguística textual - em particular, dos estudos de Koch e Travaglia - e da semântica argumentativa, conforme a elaboração de Ducrot em sua teoria da Argumentação na Língua (ADL). A análise desses dados - um corpus composto por cerca de 40 narrativas - foi conduzida, levando em conta dois níveis propostos por Nølke (1993) nos estudos da argumentação: o micro (palavras e itens lexicais) e o macro (discurso - texto). Considerando-se que, segundo esse autor, o nível micro tem uma repercussão na macroestrutura argumentativa, ambos os níveis estão intrinsecamente relacionados. Em relação ao nível micro, procuramos captar os efeitos argumentativos do uso de determinados tempos verbais e dos operadores argumentativos. No nível macro, aliamos a análise de duas modalidades de narrativas: as narrativas em/com diálogos e as narrativas de relatos pessoais, avaliando que, em certas modalidades de textos, a argumentação surgia de forma mais evidente. Os resultados apontaram para o fato de que ao narrar, a criança também argumenta; mais precisamente, ela não apenas conta uma história quando escreve um texto do tipo narrativo, como também opina, expressa pensamentos, se posiciona. Desta forma, no término desse trabalho, lançamos uma reflexão sobre a necessidade da implementação de propostas que incentivem o ensino da argumentação na escola, em particular na modalidade escrita, principalmente nas séries iniciais.
Abstract: This dissertation studies the argumentative marks in children's narratives by examining narrative texts written by 6 to 9-year-old children in the schooling process. Therefore, the questions directing this investigation were: How does argumentation develop in texts whose nature is predominantly narrative, written by children in the initial phase of learning how to write? Which are the argumentative marks that appear in a narrative text written by a child? To answer these questions we analyzed narrative texts of children enrolled in the 1st, 2nd and 3rd grades of an Elementary School, identifying the argumentative marks which can be found in the text materiality. The theoretical support for the analysis comes from Textual Linguistics - in special the studies of Koch and Travaglia - and from Argumentative Semantics, as developed by Ducrot in his Argumentation Within Language (AWL) theory. The analysis of the data - a corpus comprising around 40 narratives - was carried out taking into consideration the levels proposed by Nølke (1993) in argumentation studies: the micro level (words and lexical items) and the macro level (discourse, text). Considering that according to this author the micro level has repercussions on the argumentative macrostructure, both levels are seen as intrinsically related. Regarding the micro level, we tried to capture the argumentative effects of the use of certain verb tenses and argumentative operators. At the macro level we analyzed two kinds of narratives: narratives in/with dialogues and narratives involving personal accounts, recognizing that in certain types of texts argumentation emerges more clearly. The results pointed out that, when narrating, the child also arguments (that is, orients the interlocutor towards a conclusion); more precisely, they do not merely tell a story when writing a narrative text, but also express opinions, thoughts, take a stand. Therefore, at the end of this research work we ponder about the need to implement proposals that foster the teaching of argumentation in schools, in particular in written form, especially in the first years of schooling.
Mestrado
Psicologia Educacional
Mestre em Educação
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Souza, Edson Pereira de. "Variação lexical no gênero "carta argumentativa"." Universidade Estadual da Paraíba, 2017. http://tede.bc.uepb.edu.br/jspui/handle/tede/3100.
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CAPES
Conversational markers are signs that tie text as a structure of interpersonal interaction and ensure the continued development of dialogue, often operating as discursive deists that punctuate the conversational text. They are mostly devoid of semantic content and syntactic role, and irrelevant in the interpretation of the topic; However, are essential and recurrent in the construction of oral discourse. However, this resource that is usually used in orality has become a constant in the textual productions, written, developed by students of the ninth grade of a public school in Puxinanã / PB. For this reason, the present research has the general objective to investigate the lexical use practices of these students in argumentative texts in relation to the use of conversational markers. And in the specific plan, our objective is to elaborate didactic strategies to ameliorate the use of these linguistic resources in texts that require the formal use of the language, like the argumentative letter. In order to guide this action research we consider the following hypothesis: in a public school, in the municipality of Puxinanã-PB, conversational markers are used in texts at random because students do not realize that such records are inadequate for the practice of formal texts. In order to materialize this study we use the methodology of the didactic sequence of Dolz and Schneuwly (2004) and use the following procedures: initial reflection on the genre "argumentative letter"; An initial production proposal; Identification of the types of conversational markers used in students' texts; Intervention proposal through three modules to ease the use of these records; Final production proposal and analysis of results. As a theoretical support to guide this research we take into account the studies of the Portuguese Language NCP (1997), the conceptions about the use of the language of Urbano (1999), Bortoni-Ricardo (2004), Marcuschi (2007), among others. Analysis of this practice observed that the student makes use of conversational markers in a sharp way in his text, sometimes influenced by the media and in others randomly, which was minimized after the execution of this didactic sequence.
Os marcadores conversacionais constituem sinais que amarram o texto enquanto estrutura de interação interpessoal e asseguram o desenvolvimento continuado do diálogo, frequentemente operando como dêiticos discursivos que pontuam o texto conversacional. São em sua maioria desprovidos de conteúdo semântico e papel sintático, e irrelevantes na interpretação do tópico; contudo, não deixam de ser imprescindíveis e recorrentes na construção do discurso oral. Porém, este recurso que geralmente é usado na oralidade tornou-se uma constante nas produções textuais, escritas, desenvolvidas por alunos do nono ano de uma escola pública em Puxinanã/PB. Por esse motivo, a presente pesquisa tem como objetivo geral investigar as práticas de uso lexical desses alunos em textos argumentativos em relação ao uso dos marcadores conversacionais. E no plano específico, o nosso objetivo é elaborar estratégias didáticas para amenizar o uso desses recursos linguísticos em textos que exigem o uso formal da língua, como a carta argumentativa.Para nortear esta pesquisa-ação consideramos a seguinte hipótese: em uma escola pública, no município de Puxinanã-PB, os marcadores conversacionais são usados em textos de forma aleatória porque os alunos não percebem que tais registros são inadequados para prática de textos formais. Para materializar esse estudo utilizamos a metodologia da sequência didática de Dolz e Schneuwly (2004) e usamos os seguintes procedimentos: reflexão inicial sobre o gênero “carta argumentativa”; uma proposta de produção inicial; identificação dos tipos de marcadores conversacionais usados nos textos dos alunos; proposta de intervenção através de três módulos para amenizar o uso desses registros; proposta de produção final e análise dos resultados. Como suporte teórico para nortear esta pesquisa levamos em consideração os estudos dos PCN de Língua Portuguesa (1997), as concepções sobre o uso da língua de Urbano (1999), Bortoni-Ricardo (2004), Marcuschi (2007), entre outros. A análise dessa prática observou que o aluno faz uso de marcadores conversacionais de forma acentuada em seu texto, às vezes influenciado pela mídia, em outras, de forma aleatória o qual foi minimizado após a execução dessa sequência didática.
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Rodin, Niklas. "Progression i argumentation : En undersökning av skriftlig argumentation i årskurs 7." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK. Medie-, litteratur- och språkdidaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-17900.
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I denna undersökning granskas 31 texter skrivna av elever i årskurs 7 höstterminen 2011. Samtliga texter är skrivna efter samma på förhand fastställda uppgift. Metodmässigt har texterna granskats genom en närläsning strukturerad av ett analysschema. Undersökningen syftar till att besvara följande frågeställningar: - Vilka är de texttypsmässiga styrkorna och svagheterna i elevtexterna? - Hur ser samspelet ut mellan berättandet och argumenterandet i elevtexterna? - Vilka typer av kunskaper i argumentation visar sig i elevtexterna? Sammanfattningsvis visar studien att eleverna kan föra fram en tes och argument som stödjer tesen. Dock finns det utrymme för förbättring vad det gäller skapandet av disposition. Undersökningen visar också att en mindre del av eleverna valde att skriva en diskuterande text istället för en renodlad argumentation. Eleverna har i de flesta fall en god känsla för blandningen av den argumenterande och berättande texttypen. I diskussionen redogörs för hur texterna skulle kunna användas i ett formativt arbetssätt för att diskutera kunskaps-kvalitéer.In this thesis 31 student texts are examined by close reading. The texts were written in seventh grade on the fall semester of 2011. The study of close reading were structured by an analytic scheme and aimed to answer the following questions: - Which are the strengths and weaknesses in the student’s text in relation to text type? - How is the relationship between narrative and argumentative text types represented? - Which signs of knowledge about written argument appear in the student’s texts? The study shows that most students can formulate a thesis and argument to support it. There is however room for improvement when it comes to the disposition of the text. The study also shows that some of the students wrote a text as a discussion rather than an argument. In most cases the students are successful in combining narrative and argumentative text types. The thesis is concluded by a discussion about how these results could be helpful in the frame of formative assessment and guide students to develop their argumentative skill.
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Fabrino, Ana Maria Junqueira. "O lugar dos lugares: a escrita argumentativa na universidade." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-10022009-125746/.
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O presente trabalho tem o objetivo de mostrar como os lugares (topoï) podem ser uma eficaz ferramenta no ensino de procedimentos argumentativos. Esse recurso se justifica pela urgência de buscar novas metodologias de ensino desses procedimentos na universidade, para que o universitário se sinta mais apto para se iniciar na escrita de pesquisa e, também, para aprimorar seu desempenho discursivo em geral. A metodologia foi a de seqüências didáticas segundo as propostas da Escola de Genebra (Schneuwly, Dolz, Pasquier) voltadas para o fornecimento de informações sobre o gênero resenha crítica em uma abordagem discursiva, e, especificamente, sobre os procedimentos argumentativos. Apresenta-se a fundamentação teórica com base no interacionismo sócio-discursivo, o relato da aplicação e a análise das produções do corpus. Essa análise levou à revisão do papel dos lugares (topoï) que se revelaram um recurso operacional bastante válido numa proposta de ensino de língua materna que colabore para a formação de cidadãos mais atuantes em todas as esferas sociais, não se limitando à universidade, mas pensando também no exercício da cidadania, em momentos de reivindicação, de participação social e de escolha política.The present work aims to show how places (topoï) can be an efficient instrument for teaching argumentative procedures. This is an essential process due to the urgency in seeking new teaching methodologies of argumentation in the university which will enable the student to get started in the research writing and also improve his/her general speech performance. The methodology used was the application of didactic sequences according to the proposals of the School of Genebra (Schneuwly, Dolz, Pasquier), which provided the information about the genre critical review in a discursive approach and, more specifically, about the argumentative procedures. The theoretical principles based on social-interacionism, the report of application and the analysis of corpus production are presented throughout this study. The analysis of this experience led to a reconsideration about the function of places (topoï) which came out in an operational resource putting forward a reflection about the mother language teaching in a way it can collaborate to make people more active in all social areas, without limiting it to the university environment, rather thinking about citizenship responses and claims as well as during social interaction and when making political choices