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Nasihah, Durotun, and Sonny Elfiyanto. "ARGUMENTATIVE WRITING CONSTRUCTION OF EFL WRITING CLASS THROUGH DECLARATIVE SPEECH ACTS APPROACH." IJEE (Indonesian Journal of English Education) 9, no. 2 (December 29, 2022): 192–210. http://dx.doi.org/10.15408/ijee.v9i2.28522.
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ABSTRACTThis study investigates how Indonesian undergraduate EFL students construct argumentative essays through critical discussion using Declarative speech acts and pragmatic approaches. This study employed a qualitative research method. The data consist of argumentative essays authored by undergraduate students majoring in English at a private university in Indonesia (N=34). Students worked in pairs to discuss a controversial topic, separated into protagonist and antagonist groups. The analysis showed that students used four steps of argumentation: confrontation, opening, argumentation, and conclusion. Most students used confrontation and opening stages in the introduction, argumentation stage in developing a paragraph, and end with a conclusion. To understand the purpose of argumentation, the students used four types of speech acts, which have different functions: assertive, commissive, declarative, and directive speeches. Implementing the declarative speech acts theory helps the students comprehend argumentative writing and trains them to have good critical thinking in resolving different opinions. ABSTRAKPenelitian ini mengkaji bagaimana siswa EFL Indonesia menuliskan esai argumentatif melalui diskusi kritis dengan menggunakan pendekatan pragma-dialektika Van Eemeren dan Grootendorst (1970) dan pragmatis Searle (1969). Penelitian ini menggunakan metode kualitatif. Data berasal dari esai argumentatif semester ketiga yang ditulis oleh mahasiswa Indonesia di jurusan bahasa Inggris. Tiga puluh empat siswa di kelas menulis mendiskusikan topik yang berbeda. Siswa bekerja berpasangan untuk mendiskusikan topik kontroversial, dipisahkan menjadi kelompok protagonis dan antagonis. Analisis mengklaim bahwa siswa menggunakan empat langkah argumentasi: konfrontasi, pembukaan, argumentasi, dan kesimpulan. Penelitian ini menemukan bahwa sebagian besar siswa menggunakan tahap konfrontasi dan pembukaan dalam pendahuluan, tahap argumentasi dalam mengembangkan paragraf, dan diakhiri dengan kesimpulan. Untuk mengetahui tujuan penggunaan argumentasi, siswa menggunakan empat tindak tutur, yang memiliki fungsi berbeda: asertif, komisif, deklaratif, dan direktif. Menerapkan teori pragma-dialektika membantu siswa memahami tulisan argumentatif dan melatih mereka untuk memiliki pemikiran kritis yang baik dalam menyelesaikan pendapat yang berbeda.How to Cite: Nasihah, D., Elfiyanto, S. (2022). Argumentative Writing Construction of EFL Writing Class Through Declarative Speech Acts Approach. IJEE (Indonesian Journal of English Education), 9(2), 192-210. doi:10.15408/ijee.v9i2.28522
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Lu, Chunxia. "A Framework for Infusing Critical Thinking into Chinese College EFL Learners’ Argumentative Writing Process." English Linguistics Research 8, no. 2 (May 27, 2019): 16. http://dx.doi.org/10.5430/elr.v8n2p16.
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Written argumentation, as a language skill and a cognitive skill as well, is not easy for EFL learners. In China, related studies found that college EFL learners are weak in written argumentation due to the deficiency of critical thinking. In order to enhance Chinese college EFL learners’ argumentative writing ability, this paper reviewed the nature of argumentative writing, the relationship between critical thinking and argumentative writing and previous studies on effects of critical thinking instruction into argumentative writing, and then pointed out that it is reasonable to infuse critical thinking into argumentative writing process in Chinese EFL context. With teachers’ feedback and students’ reflection as the pedagogical tool, the author synthesized an instruction framework for infusing critical thinking skills into Chinese EFL learners’ argumentative writing process hopefully to provide reference for further research and instruction.
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Tandiana, Soni Tantan. "PENGARUH TEKNIK PEMBELAJARAN DAN KEMAMPUAN BERPIKIR TERHADAP KETERAMPILAN MENULIS ARGUMENTATIF." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 15, no. 1 (August 30, 2017): 9–21. http://dx.doi.org/10.21009/bahtera.151.02.
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Penelitian ini bertujuan untuk menemukan pengaruh teknik pembelajaran (mind mapping, jumal) dan kemampuan berpikir (kritis, kreatif) terhadap keterampilan menulis argumentatif bahasa Inggris mahasiswa semester III Program Studi Pendidikan Bahasa Inggris FKIP Universitas Siliwangi. Penelitian menggunakan metode eksperimen dengan rancangan faktorial 2x2. Hasil tes keterampilan menulis argumentatif dan hasil tes kemampuan berpikir dianalisis menggunakan desain AN0 VA dua j alur pada taraf signifikansi 0,05. Dengan multistage random sampling dipilih sampel sebanyak 52 orang dari populasi sebanyak 188 orang. Temuan penelitian menunjukkan: (1) keterampilan menulis argumentatif dengan pembelajaran teknik mind mapping lebih baik daripada dengan teknik jumal; (2) keterampilan menulis argumentatif dengan kemampuan berpikir kritis lebih baik daripada kemampuan berpikir kreatif; (3) terdapat interaksi antara teknik pembelajaran, kemampuan berpikir dan keterampilan menulis argumentatif; (4) keterampilan menulis argumentatif dengan kemampuan berpikir kritis, belajar dengan teknik mind mapping lebih baik daripada dengan teknik jumal; (5) keterampilan menulis argumentatif dengan kemampuan berpikir kreatif, belajar dengan teknik mind mapping lebih rendah daripada dengan kemampuan berpikir kreatif dengan teknik jumal; (6) keterampilan menulis argumentatif dengan kemampuan berpikir kritis, belajar dengan teknik mind mapping lebih baik daripada dengan teknik jumal; (7) keterampilan menulis argumentatif dengan kemampuan berpikir kreatif, dengan pembelajaran teknik mind mapping lebih rendah daripada dengan teknik jumal.
The objective of this research is to find out the effect of instructional techniques (mind mapping, journal) and thinking ability (critical, creative) toward the students' argumentative writing skill of the third semester of English Department, FKIP Siliwangi University Tasikmalaya, academic year 2013/2014. This research was an experimental research with factorial design 2x2 using two-factor ANOVA at 0.05 significance level. The sample was 52 students selected by cluster random sampling technique. The data were collected using argumentative writing tests in English and thinking ability tests. The research finding showed: (1) the students' argumentative writing skill studying with mind mapping technique was better than by journal technique; (2) the students' argumentative writing skill for the students who have critical thinking ability was better than those who have creative thinking ability; (3) there was interaction between instructional techniques and thinking abilities toward argumentative writing skill; (4) the students' argumentative writing skill for the students who have critical thinking ability studying with mind mapping technique was better than those studying with journal technique; (5) the students' argumentative writing skill for the students who have creative thinking ability studying with journal technique was better than those studying with mind mapping technique; (6) the students' argumentative writing skill studying with mind mapping technique for the students who have critical thinking ability was better than those who have creative thinking ability; (7) the students' argumentative writing skill studying with journal technique for the students who have creative thinking ability was better than the students who have critical thinking ability. It can be inferred that instructional techniques and thinking abilities significantly affect the students' argumentative writing skill, and instructional techniques and thinking abilities affect each other.
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Cahyadewi, Arinta, and Yuri Lolita. "The Analysis of University Student’s Critical Thinking in Writing Argumentative Essays in the English Department of UNESA." Jurnal Pendidikan Indonesia 2, no. 9 (September 25, 2021): 1465–76. http://dx.doi.org/10.36418/japendi.v2i9.273.
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Background: An argumentative essay is a reflection of students' critical thinking. Writing an argumentative essay means practicing critical thinking.Objective: To describe how critical thinking is reflected in argumentative writing and to find out how students respond in applying critical thinking in an argumentative essay.Methods: This research is descriptive qualitative as a research design. To obtain the data, the instrument used by the researcher was an assessment rubric and a questionnaire.Results: This shows that students' critical thinking skills in argumentative writing are pretty good, and they can solve the problems they face by relying on their critical thinking. In conclusion, most of the students apply their critical thinking in writing argumentatively well.Conclusion: This study found that the argumentative essays written by the research subjects were reasonable based on the scoring rubric used in this study. Students are also able to use their critical thinking in developing an argumentative essay
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Bahari, Aireen Aina, Haddi Junaidi Kussin, Raja Nor Safinas Raja Harun, Misrah Mohamed, and Norfaizah Abdul Jobar. "The limitations of conducting collaborative argumentation when teaching argumentative essays in Malaysian secondary schools." Studies in English Language and Education 8, no. 3 (September 16, 2021): 1111–22. http://dx.doi.org/10.24815/siele.v8i3.19287.
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The writing of argumentative essays promotes higher-order thinking skills amongst students regardless of their level of studying only when it involves collaborative argumentation. Hence, argumentation researchers recommend that teachers use group argumentation to teach argumentative essays since Vygotsky’s sociocultural theory believed that group argumentation improves students’ writing skills. The study’s objective is to explore the use of group argumentation during the teaching of argumentative essays in English as a Second Language (ESL) classrooms in Malaysia. Hence, the involvement of practitioners is significant so that the full extent of the problem is known rather than being interpreted solely by researchers. This qualitative study was conducted on nine ESL teachers through convenience sampling. Data was collected through online interviews and analyzed using thematic analysis. The findings demonstrated that ESL teachers did not practice group argumentation when teaching argumentative essays. They resorted to the whole-class discussion instead. Five factors contribute to the negligence of group argumentation in ESL classrooms, that is, time, pressure to deliver curriculum, students’ attitude, students’ speaking skills, and the use of the first language (L1). The findings indicated that it is necessary to promote the teaching of argumentative essay writing using group argumentation as one of the teaching approaches in secondary schools to ensure students reap the benefits of collaborative learning to improve their argumentation skills.
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Cheong, Choo-Mui, Xinhua Zhu, and Wandong Xu. "Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory Study Comparing Secondary School Students’ L1 and L2 Writing." Sustainability 13, no. 22 (November 21, 2021): 12869. http://dx.doi.org/10.3390/su132212869.
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Argumentative writing is the most commonly used genre in writing classroom practices and assessments. To draft an argumentative essay in authentic settings, writers are usually required to evaluate and use content knowledge from outside sources. Although source-based argumentation is a sustainable skill that is crucial for students’ academic career, this area remains under-researched. Hence, this paper presents a within-subject study that investigated Hong Kong secondary school students’ argumentation construction in L1 and L2 source-based writing from both product-oriented and process-oriented perspectives. Multiple sources of data were collected, including L1 and L2 source-based argumentative texts, eye-tracking metrics and recorded videos, and stimulated recall interviews. Findings of our study show that the L1 source-based argumentative compositions of the Hong Kong secondary student writers differed greatly from their L2 ones in terms of the argument structure, source use, and reasoning quality. Analyses on four cases further revealed a multitude of factors such as self-regulation and cultural orientations coming into play in similar and different argumentation performance between L1 and L2 source-based writing tasks. This study contributes new knowledge to better understand the argumentation in L1 and L2 source-based writing, yielding meaningful implications on pedagogy and assessment in this field.
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Probosari, Riezky Maya, Murni Ramli, and Mr Sajidan. "DAMPAK PEMBELAJARAN INKUIRI BERJENJANG DALAM MENINGKATKAN KETERAMPILAN MENULIS ARGUMENTATIF CALON GURU." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 6, no. 1 (September 21, 2015): 155. http://dx.doi.org/10.18269/jpmipa.v20i2.579.
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The purpose of this study was to evaluate biology teacher candidates’s argumentative writing skill after they participated in hierarchy of inquiry learning. The participants of this action research are the 4th semester students of Biology Teacher Education Program Faculty of Teacher Training and Education Sebelas Maret University who took the course of Plant Embryology. Data were analyzed descriptively through interviews with experts, classroom observations, and student portfolios. The argumentative writing was measured using Toulmin’s Argument Pattern (TAP) with four kinds of argument elements, which include data, warrants, backings, and claims. The results showed that the argumentative writing skill was increased, in every aspect and levels of inquiry. Biology teacher candidates who had well-experienced in the hierarchy of inquiry outperformed argumentative writing skill, thus it can be concluded that Hierarchy of Inquiry Learning is suitable in fostering teacher candidates to do some inquiry activities, and positively impacted argumentative writing skill. Keywords: argumentative writing, pre-service biology teachers, hierarchy of inquiryABSTRAKPenelitian ini dilakukan dengan tujuan untuk mengevaluasi kemampuan menulis argumentatif calon guru biologi meningkat setelah mereka mendapatkan pembelajaran inkuiri berjenjang. Partisipan dalam penelitian tindakan kelas ini adalah mahasiswa semester 4 di Program Studi Pendidikan Biologi Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta yang menempuh mata kuliah Embriologi Tumbuhan. Data dianalisis secara deskriptif melalui wawancara, pengamatan kelas dan portofolio. Kemampuan menulis diukur menggunakan Toulmin’s Argument Pattern (TAP) yang meliputi empat komponen, yaitu data, warrants, backings, dan claims. Hasil penelitian menunjukkan bahwa pada akhir siklus kedua terjadi peningkatan skor keterampilan berpikir argumentatif pada setiap aspeknya di semua tingkatan jenjang inkuiri. Calon guru biologi yang telah berpengalaman dalam inkuiri berjenjang menunjukkan kemampuan menulis argumentasi yang lebih baik sehingga disimpulkan bahwa pembelajaran dengan inkuiri berjenjang sesuai diterapkan untuk mendukung berbagai aktivitas inkuiri dan meningkatkan kemampuan menulis argumentatif. Kata kunci: calon guru biologi, inkuiri berjenjang, tulisan argumentatif
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Ozfidan, Burhan, and Connie Mitchell. "Detected Difficulties in Argumentative Writing: The Case of Culturally and Linguistically Saudi Backgrounded Students." Journal of Ethnic and Cultural Studies 7, no. 2 (June 21, 2020): 15. http://dx.doi.org/10.29333/ejecs/382.
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Argumentative writing is a mode of academic writing and a common writing genre that college-level students use at universities. The purpose of the study is to investigate common difficulties that affect the second language learners’ argumentative wiring. The significance of the study is to explore the struggles that culturally and linguistically Saudi backgrounded students face in writing argumentative essays to provide insights that could be used to improve instruction and student performance. The researchers examined 187 Saudi students’ (100 male and 87 female) argumentative writings to explore the frequency of the common difficulties students might encounter with writing argumentative essays. The second phase of the study included independent-samples t-test to statistically compare differences between male and female students’ difficulties in writing an argumentative essay. Anticipated results of the study lent to the improvement of the writing courses. The findings of the study statistically revealed the common difficulties of writing argumentative essays: organization/structure, thesis statement, integrating academic sources, finding evidence, writing counterclaims, writing refutation paragraph, academic tone, and content and development. The instructors of argumentative writing courses (or closely related courses) may accordingly want to change the structure of the course design, teaching strategies, and course materials to develop their courses efficiently.
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Zhang, Tingting, and Lawrence Jun Zhang. "Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement." Sustainability 13, no. 21 (October 21, 2021): 11616. http://dx.doi.org/10.3390/su132111616.
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The capacity to make effective argumentation in English writing is considered as a crucial ability in the field of second language writing. Currently, Chinese teachers of English as a foreign language (EFL) adopt the product approach to teach argumentative writing, in which they stress the mode of learners’ written production and show little concern with cognition. For students’ sustainable development in argumentation skills, teachers are encouraged to employ a genre-based approach to cultivate students’ knowledge about different elements in argumentation. However, few empirical studies have investigated the efficacy of such classroom-based instruction on learners’ comprehensive development in EFL writing, including their knowledge about writing and performance in producing argumentation. This is particularly the case with reference to Chinese students learning to write argumentative texts in EFL. To fill the research gap, this quasi-experimental study was conducted with 74 EFL sophomores, who were randomly allocated to either an experimental group or a comparison group. The experimental group received a genre-based writing approach, while the comparison group experienced their conventional writing instruction. Students’ changes were analysed using pre- and post-writing test measures, open-ended questionnaires, and stimulated recall interviews. Our findings revealed more changes in the experimental groups’ knowledge about argumentation following the genre-based writing treatment than the comparison group. Specifically, the experimental group’s progress was obvious in the way they displayed their knowledge of the structure of discourse moves and of language features specific to the argumentative genre. They began to express their knowledge of the content, process, intended purposes, and audience awareness towards producing more genre appropriate texts in argumentation. They also showed enhanced self-reflection on their knowledge of argumentation. In addition, the genre-based approach had a positive effect on the experimental group’s argumentative writing development, as evidenced in their use of discourse move structures and their overall writing quality improvement. The conventional writing approach was not as effective in helping students to write an argumentation. Writing proficiency effects were observed in terms of the extent to which the students were developed. Pedagogical implications and limitations are also discussed.
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Meyer, Heather. "Analysing argumentative writing." English in Education 39, no. 3 (September 2005): 78–92. http://dx.doi.org/10.1111/j.1754-8845.2005.tb00626.x.
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Nurjanah, Kokom, and Santi Setiyaningsih. "CRITICAL READING SKILLS, ACADEMIC VOCABULARY MASTERY, AND ARGUMENTATION WRITING SKILLS." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 6, no. 1 (March 16, 2022): 007–10. http://dx.doi.org/10.33751/jhss.v6i1.4979.
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The purpose of this study was to investigate argumentation writing skills in terms of critical reading and student academic vocabulary mastery. This research was conducted at the Department of English Education, Semester VII, STKIP Kusuma Negara Cijantung. The research method used is a correlation survey with technical regression analysis. Collecting data from research variables using test instruments. The results of this study reveal that: (1) critical reading has a positive effect on students' argumentation writing skills; (2) academic vocabulary mastery has a positive influence on students' argumentative writing skills; and (3) critical reading and mastery of academic vocabulary have a positive influence on students' argumentative writing skills. Therefore, it can be concluded that the improvement of critical reading skills, mastery of academic vocabulary supports the improvement of students' argumentation writing
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Zhang, Ying. "An Investigation into the Development of Structure and Evidence Use in Argumentative Writing." Theory and Practice in Language Studies 8, no. 11 (November 1, 2018): 1441. http://dx.doi.org/10.17507/tpls.0811.08.
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This study aims to investigate EFL learners’ argumentative writing based on structural elements in Toulmin model (1953, 2008). It also explores the overall use of evidence in supporting claims. It was found that claim and data were the basic structural elements used by Chinese EFL learners in constructing argumentative writing. The respective use of counterargument data and rebuttal was significantly correlated with the quality of argumentation. In argumentative reasoning, the types of evidence and the number of evidence used by participants were very limited. Logical analysis was found to be the most frequently used data to support claims. Less proficient learners’ use of evidence was not effective or persuasive to produce valid argument. The findings provide useful insights into the instruction of argumentative writing for EFL teachers.
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Anderson, Carl Edlund, Carlos Andrés Mora González, and Liliana Marcela Cuesta Medina. "Graphic Organizers Support Young L2 Writers’ Argumentative Skills." GiST Education and Learning Research Journal, no. 17 (December 17, 2018): 6–33. http://dx.doi.org/10.26817/16925777.433.
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Learners are increasingly required to analyze critically information presented in languages other than their first to form reasoned opinions and solve problems. It is thus urgent to develop their argumentation skills, needed not only for academic success but also later professional life—and, indeed, by participant citizens in democratic societies. Although there has been some increased interest in teaching argumentation at pre-tertiary levels, this remains a relatively unexplored issue in Colombia (and, indeed, much of the developing world), certainly when considering writing in a second language. This qualitative study analyzed the influence of graphic organizers on the development of argumentative written tasks by a group of sixth-grade English learners. Data was collected through surveys, questionnaires, focus group, a teachers’ journal, and students’ written artifacts and analyzed through the grounded theory approach. Findings revealed that using graphic organizers positively influenced learners’ argumentative writing skills, specifically through supporting strategic information planning and argumentative linearization during the pre- and while-writing stages. These understandings show that younger learners can develop complex argumentative writing skills in a second language, thereby offering significant lessons for teachers of language—and content—in both the first and additional languages.
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Gill, Ayesha Asghar, and Fauzia Jangua. "Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis." English Language Teaching 13, no. 7 (June 9, 2020): 8. http://dx.doi.org/10.5539/elt.v13n7p8.
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Coherent writing skill is an important prerequisite for academic success, especially at the tertiary level. This work studied the effect of four-month teaching intervention of genre pedagogy with Reading to Learn (R2L) approach for developing coherence in argumentative writing. It was implemented on 40 undergraduate Pakistani English Language Learners (ELLs). Pre-test evaluation informed learning gaps especially at theme choice and theme progression strategies in their argumentative writings. These gaps were addressed while planning the R2L teaching cycle of ELLs’ experimental group. They were assisted through a process of scaffolding with an aim to enable them to write coherent argumentative essays independently after learning. Then functional analysis of lexical and grammatical features of their independent argumentative writings was conducted. Findings revealed that genre pedagogy had a significant effect on students' organization of argumentative writing. This study suggests genre pedagogy as a useful instructional technique, which can improve teaching and learning writing skills at the tertiary level in Pakistan.
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Gill, Ayesha Asghar, and Fauzia Janjua. "Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis." English Language Teaching 13, no. 8 (July 20, 2020): 141. http://dx.doi.org/10.5539/elt.v13n8p141.
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Coherent writing skill is an important prerequisite for academic success, especially at the tertiary level. This work studied the effect of four-month teaching intervention of genre pedagogy with Reading to Learn (R2L) approach for developing coherence in argumentative writing. It was implemented on 40 undergraduate Pakistani English Language Learners (ELLs). Pre-test evaluation informed learning gaps especially at theme choice and theme progression strategies in their argumentative writings. These gaps were addressed while planning the R2L teaching cycle of ELLs’ experimental group. They were assisted through a process of scaffolding with an aim to enable them to write coherent argumentative essays independently after learning. Then functional analysis of lexical and grammatical features of their independent argumentative writings was conducted. Findings revealed that genre pedagogy had a significant effect on students' organization of argumentative writing. This study suggests genre pedagogy as a useful instructional technique, which can improve teaching and learning writing skills at the tertiary level in Pakistan.
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정재림. "Argumentative writing method using the argumentative structure." Journal of Education & Culture 24, no. 2 (April 2018): 181–200. http://dx.doi.org/10.24159/joec.2018.24.2.181.
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López Trujillo, Martha Inés, Fuensanta Hernández Pina, and María Teresa Caro Valverde. "Análisis microetnográfico sobre el desarrollo lectoescritor del comentario argumentativo de textos en estudiantes de Medicina de la Universidad El Bosque." Educatio Siglo XXI 39, no. 1 (February 25, 2021): 61–84. http://dx.doi.org/10.6018/educatio.460441.
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Esta investigación presenta como objetivo el análisis etnográfico de las prácticas discentes y docentes vinculadas al desarrollo innovador de la lectura y el comentario argumentativo de textos multimodales en estudiantes de la asignatura Lectura, Escritura y Argumentación (LEA), de la Facultad de Medicina de la Universidad El Bosque (Bogotá). Desde un enfoque constructivista, se ha aplicado una metodología mixta, con énfasis en el componente microetnográfico, en el contexto del aula, por medio de encuesta de autopercepción lectora y de prueba de lectura construida ad hoc para caracterizar al grupo de estudiantes objeto de esta investigación. Como complemento a lo anterior, se ha realizado observación en el aula con registro en el diario de campo, así como entrevistas al decano de la Facultad, a los discentes y a los docentes. El análisis de los comentarios con rúbrica de evaluación y con el programa Nvivo, así como la triangulación de todos los datos recogidos, han puesto de manifiesto las diferencias y deficiencias en la comprensión lectora y la escritura de los estudiantes en los comentarios argumentativos. Igualmente, se ha comprobado la relación determinante que tales competencias comunicativas ejercen sobre la capacidad argumentativa. Como consecuencia, se propone el reto didáctico de mejorar el comentario argumentativo de textos multimodales con estrategias intertextuales útiles para desarrollar las competencias comunicativas y fortalecer la formación biopsicosocial y cultural de los futuros médicos From an ethnographic perspective, this study aims to explore (i) the learning and teaching practices that are linked to the innovative development of reading; and (ii) the argumentative commentary of multimodal texts produced by students enrolled in the Reading, Writing and Argumentation subject (LEA for its abbreviation in Spanish), at the School of Medicine of Universidad El Bosque (Bogotá). From a constructivist approach, a mixed methodology was applied, with a focus on the microethnographic component, within a classroom context, through a self-perception reading survey, and a constructed ad hoc reading test to characterize the group of students. Besides, class observations were included in a field diary and interviews conducted with the dean of the School, the students and the lecturers. The analysis of comments with an evaluation rubric and the Nvivo program, as well as the triangulation of all the collected data, revealed differences and deficiencies in students’ reading comprehension and argumentative writings. Likewise, the relationship that such communicative competence exert on the students’ argumentative capacity was verified. As a consequence, the didactic challenge of improving the argumentative commentary of multimodal texts with useful intertextual strategies is proposed as a way to develop communication skills and strengthen the biopsychosocial and cultural training of future doctors.
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Svačinová, Iva. "Three forms of internal negotiation through the activity of private diary-writing." Journal of Argumentation in Context 11, no. 2 (October 6, 2022): 243–77. http://dx.doi.org/10.1075/jaic.21014.sva.
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Abstract This paper is focused on the practice of private diary-writing as an act of externalizing internal communication from the point of view of the theory of argumentation. It is demonstrated that through diary-writing, various forms of internal negotiation can be implemented. The paper sheds light on three ways internal negotiation is externalized through diary writing: reflective diary writing, crisis diary writing and self-encouraging diary writing. It is shown that these communicative practices occur with respect to specific exigencies of a diarist, and with respect to these specific exigencies, they differ in the type of argumentation that can be submitted in the writings. For the argumentative characterization of these practices, the concept of the communicative activity type introduced within a pragma-dialectical approach to argumentation is used. It is shown that distinguished diary-writing practices are differently conventionalized activity types that are preconditioned by implicit norms governing the conduct of argumentation.
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Alwi, Alwi. "Peningkatan Keterampilan Menulis Paragraf Argumentasi melalui Model Group Investigation Siswa Kelas X SMA Negeri 1 Wonomulyo." Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan 17, no. 2 (November 30, 2021): 136. http://dx.doi.org/10.35329/fkip.v17i2.2655.
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This study aims to describe the improvement of the learning process for writing argumentative paragraphs through a group investigation model for X6 grade students at SMA Negeri 1 Wonomulyo. This type of research is classroom action research which is carried out in two cycles. The subjects in this study were 39 students. Data collection is done by writing paragraphs in the form of argumentation tests and observations. Data were analyzed quantitatively and qualitatively. The results showed that the number of students who were active in choosing subject matter, exercises in determining facts or evidence that support paragraphs based on observations made, writing argumentative paragraphs, teacher performance in directing students, assigning students to choose subject matter, looking for references then conducting investigations, and writing argumentative paragraphs in the first cycle is 60,16% while in the second cycle it is 80,55%. The results of paragraph learning based on six aspects of scoring include argumentative characteristics, alignment of content with the subject matter, content organization, use of language (effective sentences), accuracy and accuracy of diction, and spelling and reading showed improvement. In the first cycle, the average value of writing argumentative paragraphs obtained was 71,53 with a sufficient score, students who got a score of 75 were 11 students (28,20%). In cycle II, the average value of writing argumentative paragraphs was 81.74 with good scores. Students who got a score of 75 were 33 students (84,16%). This shows that the learning outcomes have met the standard of success, namely 75%.
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Purnama, Vonny. "ANALYSIS ON DIFFICULTIES OF EFL STUDENTS’ ARGUMENTATIVE PARAGRAPH WRITING." SPHOTA: Jurnal Linguistik dan Sastra 13, no. 2 (September 30, 2021): 54–64. http://dx.doi.org/10.36733/sphota.v13i2.2839.
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In learning foreign language, writing skill is considered as the most difficult skill to be mastered by the English Foreign Learners (EFL) students. However, this skill is very needed to be learned by the higher education students. Therefore, this study aims to find out the difficulties of English Foreign Learners (EFL) students in argumentative writing. The data source of this study was the taken from the students’ argumentative writings. They were required to make an argumentative writing with certain topic. The theories writing and argumentative writing were used in this study and the result of the previous researcher in the same area was also used as the literature review. The finding shows that the difficulties of the students are in their linguistic used and critical thinking. In terms of linguistic difficulties, there were found the lack of word formation, punctuation, structure, tenses, and developing the content. Based on the findings, the lecturers should find a proper strategy in guiding the students to be able to improve their skill in argumentative writing skill.
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Beigman Klebanov, Beata, Chaitanya Ramineni, David Kaufer, Paul Yeoh, and Suguru Ishizaki. "Advancing the validity argument for standardized writing tests using quantitative rhetorical analysis." Language Testing 36, no. 1 (December 21, 2017): 125–44. http://dx.doi.org/10.1177/0265532217740752.
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Essay writing is a common type of constructed-response task used frequently in standardized writing assessments. However, the impromptu timed nature of the essay writing tests has drawn increasing criticism for the lack of authenticity for real-world writing in classroom and workplace settings. The goal of this paper is to contribute evidence to a validity argument for standardized writing tests. Using measurements of distances between rhetorical profiles in the corpora of interest, we examined connections between argumentative writing on standardized assessments and in external writing situations; namely, opinionated writing in academic and real-life settings. The results show that test corpora, focusing on argumentation in two standardized tests, are rhetorically similar to academic argumentative writing in a graduate-school setting, and about as similar as a corpus of civic writing in the same genre. The proximity between the test corpora and corpora representing external criteria of interest support the assessment use argument. The argumentative writing skills employed on the test are similar to the skills employed in academic and civic settings, despite the differences in the nature of the settings under which the writing samples for these different corpora are produced.
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Balta, Elif Emine. "The Relationships Among Writing Skills, Writing Anxiety and Metacognitive Awareness." Journal of Education and Learning 7, no. 3 (March 22, 2018): 233. http://dx.doi.org/10.5539/jel.v7n3p233.
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The purpose of this study was to investigate the relationships among students’ argumentative text writing skills, writing anxiety, and metacognitive awareness. The participants were composed of 375 8th graders in six middle schools in Sivas. Metacognitive Awareness Inventory (B Form) which was adapted in to Turkish by Karakelle & Saraç (2007) and Writing Anxiety Scale which was developed by Yaman (2010) were used to collect data. The argumentative texts that were gathered from the students were evaluated using the Argumentative Essay Rubric, which was developed within the scope of this study. Descriptive statistics were calculated, Spearman Correlation Analysis, and Kruskal-Wallis Test were applied for analyzing the data. The analyses revealed that the students’ argumentative text writing skills were inadequate. It was also determined that students with low writing anxiety were more successful in writing argumentative texts when compared with their counterparts with middle and high anxiety levels. Moreover, slight and positive relationship between argumentative text writing skills and metacognitive awareness, and a significant relationship between writing anxiety and metacognitive awareness were determined. As a result of the study, it can be stated that decreasing students’ writing anxiety and increasing their metacognitive awareness will have a positive effect on their argumentative text writing skills.
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Prayogi, Ari, Yeti Mulyati, Andoyo Sastromiharjo, and Vismaia S. Damaianti. "Effectiveness of integration of teaching reading and writing skills based on critical thinking skills in improving argumentation essay writing ability." Cypriot Journal of Educational Sciences 17, no. 12 (December 31, 2022): 4759–75. http://dx.doi.org/10.18844/cjes.v17i12.8227.
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This study aims to study the effectiveness of the integration of teaching reading and writing based on critical thinking skills (ITRWCT) in improving the ability to write argumentative essays. The method used is a quasi-experimental method by dividing participants into experimental and control groups. This study involved 260 high school-level students divided into experimental and control groups of 130 students each. The research findings show first that ITRWCT can improve argumentation writing skills. The improvement is seen in the depth, logical organisation and criticality, cohesion, coherence, and use of language used in writing argumentative essays. Second, ITRWCT is able to significantly improve students' critical thinking skills. The improvement of students' critical thinking skills can be seen in the ability to analyse and evaluate the logic used in argumentative essays. And third, students' attitudes towards the design of this instruction generally provide a positive response, they like and are interested in the activities in the learning process. So, this ITRWCT learning instruction is able to improve the ability to write argumentative essays, students' critical thinking skills and student attitudes. Recommendations for further research include a wider sample, involving gender variables, requiring longer interventions to obtain a more optimal intervention effect and needing to be strengthened by qualitative analysis. Keywords: Critical thinking-based instruction, integration of reading and writing teaching, writing ability, argumentative essay.
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Imbrenda, Jon-Philip. "“No Facts Equals Unconvincing”: Fact and Opinion as Conceptual Tools in High School Students’ Written Arguments." Written Communication 35, no. 3 (April 13, 2018): 315–43. http://dx.doi.org/10.1177/0741088318768560.
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In this study, I present a qualitative analysis of 11 writing portfolios drawn from a yearlong instructional program designed to apprentice students into the practices of argumentative writing typical of early-college coursework in the United States. The students’ formal and informal writings were parsed into utterances and coded along two developmental dimensions: reciprocity, or the extent to which each utterance answered to the immediate context in which it was generated; and indexicality, or the extent to which each utterance evidenced modes of reasoning that reflect the conventions of academic argumentation. My analysis found that although students’ writing evidenced a high degree of reciprocity, they frequently employed nonacademic modes of reasoning. Focusing on a subset of utterances, I show how their tacit orientations toward the concepts of fact and opinion limited the extent to which their reasoning satisfied the evidentiary expectations of formal academic discourse. This discovery suggests that students’ development as writers of academic arguments is closely linked to their formal instruction in argumentative writing as well as to their tacit understandings of concepts fundamental to argumentation. Moreover, these findings highlight important distinctions between formal and informal reasoning and how those distinctions may be implicated in both curriculum and instruction.
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Hendriwanto, Hendriwanto, Nurani Hartini, Joko Nurkamto, and Ramnita Sharda. "AN ANALYSIS OF UNIVERSITY STUDENTS’ ARGUMENTATIVE WRITING: FUNCTIONAL PERSPECTIVE." Academic Journal Perspective : Education, Language, and Literature 8, no. 2 (November 30, 2020): 147. http://dx.doi.org/10.33603/perspective.v8i2.4373.
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This study aims to investigate the role of SFL theory in teaching academic writing. The present study was to find out what the change of genre awareness of students’ writing. Twenty-two participants were recruited to engage in the process of deconstruction, join construction, and independent construction activities. The findings of study revealed two important aspect in teaching academic writing, thematic Progression in students’ writing and appraisal concept in students’ writing argumentation. Data sources were gathered through student assignments to write argumentative essay. Student assignments were written in 6o minutes with the IELTS and TOEFL writing. Questionnaire and interviews in argumentative writing were given to students. Data were collected from students’ assignment and data were analysed through transitivity and appraisal system (Martin & White, 2015). This finding of the study implies to the language education particularly writing instruction.
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Lu, Chunxia, and Rosukhon Swatevacharkul. "A Pedagogical Framework for Teaching Chinese College English Learners’ Argumentative Writing via Infusion of Critical Thinking." World Journal of English Language 11, no. 1 (October 22, 2020): 1. http://dx.doi.org/10.5430/wjel.v11n1p1.
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To compose an argumentative writing essay for a Chinese college student is a challenging activity as argumentative writing requires the high-order skills such as analysis, evaluation, reasoning. These skills are also termed as critical thinking skills. Thus this paper proposed to teach Chinese college English learners to compose an argumentative essay through the approach of infusing critical thinking skills into argumentative essay writing classes. It also put forward a pedagogical framework to facilitate Chinese college argumentative writing teachers to develop students’ argumentative writing ability.
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Yerni, Yerni. "How does Intensity of Writing Practices Correlate with Argumentative Writing Ability among Indonesian freshmen Students?" Pedagogy : Journal of English Language Teaching 9, no. 2 (October 28, 2021): 135. http://dx.doi.org/10.32332/joelt.v9i2.3687.
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This study aimed to find the correlation between intensity practice and the result of students' argumentative writing performance. This descriptive quantitative study involved 41 students in the first semester of the English Language Teaching department at an Islamic state university in Lampung province, Indonesia. The data were taken from the argumentative writing tests and questionnaires. The test indicators were the content, organization, grammar, vocabulary, and mechanics of students' texts. The questionnaires were distributed to measure the students' intensity of writing practices. This research showed a positive correlation between the power of writing practice and the students' argumentative writing performance, with a correlation coefficient of 0.734 or 53.9%. The role of teachers' feedback in students' writings and how practice makes perfect in the context of learning to write are explained. This study implies that writing practice should gain more emphasis and priority to improve students' writing skills.
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Wuryaningrum, Rusdhianti. "THE EFFECTIVENESS OF THE IMPLEMENTATION OF CRITICAL DISCOURSE ANALYSIS INSURANCE ADVERTISING IN ARGUMENTATIVE WRITING LEARNING FOR UNIVERSITY STUDENTS." RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 13, no. 1 (February 23, 2020): 11. http://dx.doi.org/10.26858/retorika.v13i1.11311.
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This study aims to describe the application through the Fairclough Critical Discourse Analysis (CDA) model on insurance advertising and its effectiveness in argumentative writing learning. The research method is a mixing qualitative and quantitative. Qualitative methods are applied by using the Fairclough's CDA model that applies micro, meso, and macro dimensions. Quantitative methods are used to measure the effectiveness of Fairclough CDA modelon argumentative writing learning. The results showed the use of language, connectivity, and hegemony with future concerns caused by lifestyle and social demands, and calamity with phrases as a form of the claim that needs to be made a counterclaim. This strongly supports the argumentation content. The Mann Whitney U test shows significance value of 0,000 is ≤0.005. Thus, it can be concluded that Fairclough CDA modelapplication of learning with CDA is effective for improving learning outcomes in argumentative writing.
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Jimola, Folasade Esther, and Ayomiku Samuel Olaniyan. "Conceptualisation of Critical Literacy and Argumentative Writing as an Essential Tool for the Development of Dialectic Reasoning among Students." Interdisciplinary Journal of Sociality Studies 1 (October 25, 2021): 8–15. http://dx.doi.org/10.51986/ijss-2021.vol1.02.
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Critical literacy is a skill needed for academic and intellectual achievement, lifelong learning, discourse, future job prospects and other endeavours. Although it is instrumental to developing social interactions and relationships, some students cannot think critically and contribute meaningfully to spoken/written discourse because they do not possess the necessary skills and strategies. One way of developing critical literacy is through argumentative writing. Often, some students perceive argumentative writing as a complex and complicated skill in spite of its importance to their academic and lifelong goals. This paper discusses the importance of critical literacy and explores how argumentative writing can help develop this skill to salvage this situation. The article concluded that students should be exposed to the rudiments of argumentation to become critical literates who can critically scrutinise, appraise, and interpret information for their academic development and social transformation.
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Alvarado, Constanza, Farzaneh Saadati, and Erika Abarca Millán. "Desarrollando la escritura de estudiantes: El potencial de una metodología colaborativa basada en la resolución de problemas." Revista de Investigación Educativa 41, no. 1 (January 9, 2023): 143–66. http://dx.doi.org/10.6018/rie.517231.
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Argumentative writing tasks that foster logical reasoning skills are the basis for ethical participation in a literate society. They are also valued intellectual tools that acquire special importance in the construction of knowledge and the regulation of thought. The purpose of this study is to analyze the development of argumentative writing of elementary school students in Chile whose teachers participated in a professional development program (PDP) based on a teaching/learning model centered on communicative problem solving through writing. Using a quasi-experimental mixed method, the argumentative writings of 238 students (experimental group= 124; comparison group= 114) were evaluated using a pre- and post- implementation test of the PDP through a rubric based on: (a) the autonomy of the written text; (b) discursive aspects; and (c) normative aspects. The results show that students in the experimental group performed better on the autonomy and discursive aspects of their final written assignments than their peers in the comparison group. Las tareas de escritura argumentativa en el aula fomentan las habilidades de razonamiento lógico, son la base del ejercicio ético y la participación en una sociedad letrada, a la vez que son una apreciada herramienta intelectual que adquiere especial relevancia en la construcción de conocimiento y regulación del pensamiento. Este estudio tiene como propósito analizar el desarrollo de la escritura argumentativa de estudiantes en enseñanza básica en Chile cuyos profesores y profesoras participaron de un programa de desarrollo profesional (PDP) docente basado en un modelo de enseñanza y aprendizaje enfocado en la resolución de problemas comunicativos a través de la escritura. Utilizando una metodología cuasiexperimental mixta, los escritos argumentativos de 238 estudiantes (grupo experimental= 124; grupo comparación= 114) fueron evaluados utilizando un test pre y post implementación del PDP en la cual los/las estudiantes tuvieron que desarrollar una actividad de escritura que fue evaluada a través de una rúbrica basada en: (a) la autonomía del texto escrito; (b) aspectos discursivos; y (3) aspectos normativos. Los resultados muestran que los estudiantes del grupo experimental se expresaron mejor en autonomía y aspectos discursivo en sus textos al final del año académico que sus contrapartes del grupo de comparación.
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Nam, Daehyeon, and Kwanghyun Park. "I will write about: Investigating multiword expressions in prospective students’ argumentative writing." PLOS ONE 15, no. 12 (December 3, 2020): e0242843. http://dx.doi.org/10.1371/journal.pone.0242843.
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Multiword expressions are a contiguous series of words in a text. This study examines the phraseological profile based on multiword expressions in argumentative writings in a 120,000-word collection of nonnative prospective university students’ writing. The profile is compared with two sets of American university students’ writing from two corpora that comprise upper-level American university students’ course papers and argumentative essay texts. The data are investigated both quantitatively and qualitatively in terms of the structure (i.e., noun, verb, and prepositional phrases) and function (i.e., stance, referential, and text organizer). The results show some noticeable differences among these sets of writing. The Korean student writers heavily relied on verb phrase-based expressions (e.g., are a lot of) in their writing whereas the American students preferred noun phrases. Functionally, the Korean writers underused referential function expressions (e.g., the idea of the) compared to their counterparts. In addition, the prospective Korean university students’ writing was found to represent the widest range of multiword expressions whereas the American students’ argumentative course papers exhibited the smallest range. The findings suggest that prospective Korean university students’ writing tends to use more features of verbal conversation while American university students’ writing exhibits features of structured argumentative writing. The implications for teaching writing and limitations of the study are discussed.
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Campos, Cláudia Mendes. "Efeitos argumentativos de um “bilhete de amor”." Cadernos de Estudos Lingüísticos 47, no. 1/2 (July 17, 2011): 187–94. http://dx.doi.org/10.20396/cel.v47i1/2.8637283.
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One may say there is argumentation when a speaker tries to impose a conclusion to the listener by presenting a reason, divided into an argument and a law, which is exterior to language and is responsible by the “leap” from argument to conclusion. Ducrot (1988), however, postulates that argumentation is within language. The argumentative value is part of the utterance: the argumentative principles – topoi – are inside the utterance and they are responsible by its orientation towards conclusion. Nevertheless, argumentation in child writing has not the same statute it has in adult speech or writing. This paper proposes therefore an analysis procedure that includes the singularities of the child’s text and seeks its specificity regarding argumentative discourse; at the same time, it understands argumentation as a counterpoint to language adrift [dérive], which guarantees meaning and integrity to textual and discursive sequences (Pereira de Castro, 2002). So, it analyzes a text produced by a six-year-old child, a “love note”. Based on Riffaterre (1989), this paper discusses the elements that constitute text argumentation: slips of language and discourse, parallelisms, cliches, interpretation by retroaction, in brief effects of argumentation promoted by text. Argumentation in written text is then understood as a tension between cohesion and rupture.
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Arroyo González, Rosario, Eric Fernández-Lancho, and Juan Antonio Maldonado Jurado. "Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes." Mathematics 9, no. 17 (September 1, 2021): 2119. http://dx.doi.org/10.3390/math9172119.
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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.
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Ningtyas, Happy Prasida, Bambang Yudi Cahyono, and Niamika El Khoiri. "ELT Students’ Attitudes towards Plagiarism in Writing Argumentative Essays." JoLLA: Journal of Language, Literature, and Arts 1, no. 1 (January 30, 2021): 37–48. http://dx.doi.org/10.17977/um064v1i12021p37-48.
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Abstract: Plagiarism cases have increasingly occurred, especially in higher education, and Universitas Negeri Malang is one of universities in Indonesia that concerns about plagiarism cases. However, there are only a few studies concerning plagiarism that have been conducted in Universitas Negeri Malang. As EFL learners, ELT students are more likely to be exposed to plagiarism issues and might have committed plagiarism either intentionally or unintentionally. In order to prevent unexpected attitudes that may lead to plagiarism cases, this study used surveys to investigate the ELT students’ attitudes towards plagiarism in writing argumentative essays in terms of their behavioral, normative, and control beliefs. The subjects of the study were ELT students who were taking an Argumentative Writing course. The findings show that the majority of the ELT students have unfavorable attitudes towards plagiarism in writing argumentative essays. Even though some students show favorable attitudes and tend to approve plagiarism issues in certain situations, this study has confirmed that the students have generally understood about plagiarism, and they tend to perform unintentional plagiarism rather than intentional plagiarism. The favorable attitudes found in this study are mostly caused by the unclear information and policies concerning plagiarism, and the students’ competence in writing.
Keywords: ELT students, attitudes, plagiarism, argumentative essays
Abstrak: Kasus plagiarisme telah semakin marak, terutama di dunia pendidikan tinggi. Sebagai pelajar Bahasa Inggris sebagai Bahasa Asing (EFL), mahasiswa Pendidikan Bahasa Inggris (ELT) mungkin pernah melakukan tindak plagiarisme baik secara sengaja maupun tidak disengaja. Untuk mencegah sikap tidak terduga yang bisa mengarah pada masalah plagiarisme, penelitian ini bertujuan untuk menginvestigasi sikap mahasiswa ELT terhadap plagiarisme dalam menulis esai argumentatif dalam aspek sikap, normatif, dan kepercayaan kontrol. Penelitian ini menggunakan survei sebagai rancangan penelitian. Subyek penelitian adalah mahasiswa ELT yang sedang mengambil mata kuliah Argumentative Essay selama masa pengambilan data. Tiga aspek yang diukur dalam penelitian ini didasari oleh Teori Perilaku Terencana milik Ajzen dan Fishbein (1993). Hasil penelitian menunjukkan bahwa mayoritas mahasiswa ELT tidak mendukung adanya plagiarisme dalam menulis esai argumentatif. Hasil juga menunjukkan bahwa sikap mendukung terhadap plagiarisme bisa disebabkan oleh informasi dan peraturan mengenai plagiarisme yang tidak jelas, dan kompetensi mahasiswa dalam menulis. Meskipun beberapa mahasiswa menunjukkan sikap mendukung dan cenderung menyetujui masalah plagiarisme di situasi tertentu, penelitian ini menunjukkan bahwa secara umum mahasiswa telah memahami plagiarisme, dan mahasiswa yang menunjukkan sikap mendukung cenderung melakukan tindak plagiarisme secara tidak sengaja.
Kata kunci: mahasiswa pendidikan bahasa Inggris, sikap, plagiarism, menulis, esai argumentative
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Khairuddin, Zulaikha, Salina Sabri, Syafiqah Johan Amir Johan, Khairunnisa Mohd Daud, and Fatin Fatinah Shamshul Bahrn. "Malaysian ESL Students’ Perception of the Importance Learning Argumentative Writing and Challenges Faced." International Journal of Asian Social Science 11, no. 12 (December 9, 2021): 553–63. http://dx.doi.org/10.18488/journal.1.2021.1112.553.563.
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Although argumentative writing skills are essential for survival in today’s social and professional world, they are rather challenging to master. The Malaysian Ministry of Higher Education places great emphasis on the needs for graduates to grasp argumentative writing skills. However, learners appear to be ambivalent about the skills. Thus, using a quantitative approach, this study aims to explore the students’ perceptions towards learning argumentative writing as well as identify the challenges that they face. Analysed using ANOVA, data from the questionnaire used in the study indicates that: i) the respondents believed that learning argumentative writing is equally important for academic success and career development in the future; and ii) those with lower grades tend to struggle more with language style and components of argumentative writing. The findings also suggest that educators should try to cater to students’ needs in order to promote mastery of argumentative writing skills. In the future, qualitative research could be conducted to explore learners’ perceptions in more detail. Researchers could also employ mixed methods to investigate issues around argumentative writing skills from educators’ perspectives.
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Putri, Mega. "KONTRIBUSI MINAT BACA DAN MEMBACA PEMAHAMAN TERHADAP KETERAMPILAN MENULIS ARGUMENTATIF SISWA KELAS X SMA SEMEN PADANG." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 5, no. 1 (December 7, 2011): 52. http://dx.doi.org/10.24036/ld.v5i1.9974.
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The research based on observation in the field. The result of this research is students at grade x still low in writing argumentative text. The was difficulties to developed the idea and fact to support a argumentative paragraph. This phenomena appear because student in reading ability and understanding is very low. Based on the problem above, the researcher need to describe contribution of reading ability and understanding in writing argumentative text on X grade students at SMA Semen Padang. The hypothesis in this research is contribution reading ability toward writing argumentative is very significance, contribution in understanding toward writing argumentative tex, contribution reading ability and understanding join together in writing argumentative text. The researcher can conclude that reading ability and comprehension have two factors in writing argumentative text on x grade students at sma semen padang, eventhough others factor the research do not research in this thesis. The result of this research is to increase the student writing x grade at SMA Semen Padang in reading ability and comprehension.
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Svačinová, Iva. "Characterizing Reflective Diary Writing as an Argumentative Activity Type." Informal Logic 42, no. 4 (December 13, 2022): 705–47. http://dx.doi.org/10.22329/il.v42i4.6974.
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This paper is focused on the practice of unsolicited, reflective diary writing as an act of externalizing internal dialogue. I suggest that it should be analyzed as an argumentative practice from the point of view of pragma-dialectics. In the first part of the paper, I demonstrate that internal communication can be examined from the perspective of pragma-dialectics because it is in line with its meta-theoretical principles (especially socialization and externalization). In the second part, I suggest that reflective diary writing should be conceived of as an argumentative activity type. I show that this practice is a conventionalized activity type that is preconditioned by implicit norms governing the conduct of argumentation.
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Iraji, Hamid Reza, Mostafa Janebi Enayat, and Mahyar Momeni. "The Effects of Self- and Peer-assessment on Iranian EFL Learners' Argumentative Writing Performance." Theory and Practice in Language Studies 6, no. 4 (April 5, 2016): 716. http://dx.doi.org/10.17507/tpls.0604.08.
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Alternative assessments have increasingly gained attention in L2 writing. One of the areas of research which has received much attention in the literature of ELT is the use of self- and peer-assessments and their effects on developing the writing ability of ESL/EFL learners. The purpose of this study was to find the effect of self- and peer-assessments on the argumentative writing performance of intermediate Iranian EFL learners. For this purpose, 36 intermediate EFL students were selected and homogenized based on the results of Oxford Quick Placement Test and an argumentative writing which served as the pre-test of this study. They were then randomly assigned into control and experimental groups to receive different treatments. The compositions of participants in the control group were assessed using traditional teacher-assessment while for the experimental group, self- and peer-assessments were used writing assessment. The results of post-test indicated that the use of self- and peer-assessments significantly affected the writing ability of the learners. Based on the obtained results, it was concluded that using alternative assessments for Iranian EFL students could be helpful in overcoming some of their argumentative writing difficulties. The results of this study have clear implications for both learners and teachers and other stakeholders of ELT. They can use these alternative assessments as a learning opportunity to lower the anxiety and improve the argumentative writing skill of the students. s, but they were permanently different in illocutionary acts. Finally, in terms of perlocutionary acts, the candidates were mostly intended to get the hearers know by their assertion, explanation, clarification, argumentation, etc.
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Lu, Chunxia. "Infusing Critical Thinking Skills into Argumentative Writing: A Study of Chinese College College Learners." English Language and Literature Studies 11, no. 4 (September 19, 2021): 8. http://dx.doi.org/10.5539/ells.v11n4p8.
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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.
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ONODA, RYOSUKE. "Improving Argumentative Writing in School." Annual Report of Educational Psychology in Japan 58 (March 30, 2019): 185–200. http://dx.doi.org/10.5926/arepj.58.185.
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AL-HAQ, FAWWAZ AL-ABED, and AHMED S. E. A. AHMED. "Discourse problems in argumentative writing." World Englishes 13, no. 3 (November 1994): 307–23. http://dx.doi.org/10.1111/j.1467-971x.1994.tb00318.x.
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Stasaitis, Maria Pesce. "Intervention Instruction in Argumentative Writing." Journal of Education 197, no. 3 (October 2017): 4–13. http://dx.doi.org/10.1177/0022057418782325.
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To investigate instructional planning strategies that impact student improvement in argumentative writing, the teacher-researcher implemented an Integrated Writing intervention in a seventh-grade urban school classroom to impact student writing, student feedback, and teacher reflection. Utilizing a mixed-methods Action Research study, the teacher-researcher collected qualitative and quantitative data during two 4-week instructional units utilizing a blogging site. Two iterations of data were analyzed for the inclusion of cognitive complexity. This study showed the effectiveness of using the Integrated Writing intervention in promoting students’ ability to write effective cognitively complex arguments.
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Golder, Caroline, and Pierre Coirier. "Argumentative text writing: Developmental trends." Discourse Processes 18, no. 2 (September 1994): 187–210. http://dx.doi.org/10.1080/01638539409544891.
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Morris, Joshua A., Brian W. Miller, Richard C. Anderson, Kim Thi Nguyen-Jahiel, Tzu-Jung Lin, Theresa Scott, Jie Zhang, Jingjing Sun, and Shufeng Ma. "Instructional discourse and argumentative writing." International Journal of Educational Research 90 (2018): 234–47. http://dx.doi.org/10.1016/j.ijer.2018.03.001.
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Marttunen, Miika, and Carita Kiili. "Supporting university students’ argumentative source-based writing." Written Language and Literacy 25, no. 2 (December 6, 2022): 228–52. http://dx.doi.org/10.1075/wll.00068.mar.
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Abstract Argumentative writing from sources is a literacy practice that students commonly find challenging. The present article reports a descriptive study where students’ source-based writing in small groups was supported with either print-based or digital scaffolding. Students analyzed source texts given to them and used their analysis to compose a position paper on a controversial educational topic. Position papers were analyzed for depth and breadth of argumentation, stand and justifications, degree of transformation of source texts’ argumentation, and structure. The study suggests that students in both scaffolding groups were fairly capable of identifying relevant reasons representing various perspectives on the topic in source texts and using them to build an argument in their position papers. However, students seldom transformed the arguments by adding their own thoughts or connecting arguments across the texts. Further, quite a few students seem to struggle in structuring their essays: 41% of essays in the print-based scaffolding group and 24% of essays in the digital scaffolding group were unstructured. Instructional implications are discussed.
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Situmorang, Mei Maria Meliana, Elisabeth Hutabarat, Yesinta Panjaitan, and Yenita Sembiring. "ANALYSIS OF STUDENTS' PROBLEM IN WRITING ARGUMENTATIVE TEXTS." Globish: An English-Indonesian Journal for English, Education, and Culture 9, no. 1 (January 31, 2020): 15. http://dx.doi.org/10.31000/globish.v9i1.2307.
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AbstractWriting is a unique ability that only some people might have. but it is unexpected that everyone also has the same ability to write something. Neither by arguing, although all can submit opinions or ideas about something, many of them are not able or not know how to argue properly and correctly. Aware of this, the author tries to find the constraints and problems experienced by the research subjects when they want to argue, especially through the text of the argumentation. Found that there were problems encountered when writing the argumentation text, it turns out that the obstacles experienced by the subject during the process of writing the argumentation text are very diverse, ranging from reasoning about something to lack of motivation to dare to argue. With the existence of this study we as authors and researchers hope that this research can be a reference for subsequent research and not only limited to that, the hope of the authors of this study can be a reference to the problems experienced by students’j in writing argumentative text.
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Anak Agung Putri Maharani. "EXPLORING WRITING INSTRUCTION-BASED PROCESS WRITING APPROACH IN TERTIARY LEVEL OF EFL ARGUMENTATIVE WRITING CLASSROOM." Jurnal Santiaji Pendidikan (JSP) 12, no. 2 (September 30, 2022): 158–67. http://dx.doi.org/10.36733/jsp.v12i2.5196.
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Within the 21st century, students are demanded to argue reasonably over massive information that they receive. It is necessitated for the students to filter acceptable and reasonable information for their meaningful learning. Involving 28 sophomores in English Language Education Study Program, a descriptive qualitative research design was utilized, aimed at figuring out the impact of writing instruction-based process approach towards the students’ EFL argumentative writing skill and deciphering their responses toward writing instruction-based process approach. The respondents’ progress in argumentative writing and views were gauged to reach the conclusion. Threefold methods of collecting data were administered; observation, interview, as well as focus group discussion (henceforward, FGD). Afterwards, the data collected were filtered, presented and verified. After analyzing the collected data, it was found that writing instruction-based process approach had good impact on the students’ argumentative writing development. Then, the participants responded positively towards the writing instruction-based process approach.
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Brady, John. "Investigating the Relationship between Classroom Conversation and Argumentative Writing Using Writing Moves and Types of Talk." Acta Paedagogica Vilnensia 40 (October 12, 2018): 94–110. http://dx.doi.org/10.15388/actpaed.2018.0.11890.
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[full article in English]
In this paper, I investigate the relationships between classroom talk and dialogic literary argumentative writing. My work is situated within a larger body of recent research on argumentative writing, taking up a social practice understanding of argumentative writing as being a set of social practices that are situated within a larger process of learning over time (Newell, Bloome & Hirvela 2015). This perspective aligns with the current understandings of writing that have been taken up over the past fifteen years (Nystrand, Green & Weimelt 1993; Klein & Boscolo 2016; Newell, Beach, Smith & VanDerHeide 2011).I adopt a Bakhtinian frame to investigate classroom argumentative writing and talk, which entails a negotiation between the meaning of events and utterances through interaction. Because of this, all interactions and utterances are inherently dialogic, as they are connected to histories and in anticipation of the future. This perspective frames the teaching and learning of argumentative writing as being negotiated locally over time, with unique practices and ways of knowing established through classroom interaction. This means that the teaching and learning of argumentative practices will always be unique to the contexts in which they are practiced. After establishing this frame, I employ instructional chains and discourse analysis in order to analyze two separate classroom discussions that occurred in two separate classrooms. By doing so, I aim to answer the following questions: what is the relationship between classroom talk and dialogic literary argumentative writing as a social practice? How is talk used to define and develop DLA both in regard to argumentative moves and the concepts and ideas derived from literature?
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García-Gorrostieta, Jesús Miguel, Aurelio López-López, Samuel González-López, and Adrián Pastor López-Monroy. "Improved argumentative paragraphs detection in academic theses supported with unit segmentation." Journal of Intelligent & Fuzzy Systems 42, no. 5 (March 31, 2022): 4481–91. http://dx.doi.org/10.3233/jifs-219237.
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Academic theses writing is a complex task that requires the author to be skilled in argumentation. The goal of the academic author is to communicate clear ideas and to convince the reader of the presented claims. However, few students are good arguers, and this is a skill that takes time to master. In this paper, we present an exploration of lexical features used to model automatic detection of argumentative paragraphs using machine learning techniques. We present a novel proposal, which combines the information in the complete paragraph with the detection of argumentative segments in order to achieve improved results for the detection of argumentative paragraphs. We propose two approaches; a more descriptive one, which uses the decision tree classifier with indicators and lexical features; and another more efficient, which uses an SVM classifier with lexical features and a Document Occurrence Representation (DOR). Both approaches consider the detection of argumentative segments to ensure that a paragraph detected as argumentative has indeed segments with argumentation. We achieved encouraging results for both approaches.
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Kaldjärv, Merle. "PRAGMA-DIALECTICS ON THE BASIS OF STATE EXAMINATION COMPOSITIONS." Problems of Education in the 21st Century 38, no. 1 (December 20, 2011): 37–49. http://dx.doi.org/10.33225/pec/11.38.37.
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The present research is based on a study analysing the argumentative skills of Estonian gymnasium students in state examination compositions. The aim of the study is to establish the choices made by students while writing their state exam composition as an argumentative text type. The research considers the implementation of the stages of critical discussion of the pragma-dialectical theory by F. van Eemeren and R. Grootendorst on the basis of one state examination composition (2006, code 356047). In establishing the structure of argumentation in compositions, the macrostructures by T.A. van Dijk were employed as these allow highlighting the macro speech acts expressing more complex speech acts. The stages of critical discussion of the pragma-dialectical argumentation theory could be associated with the argumentation practice used in Estonia. The implementation of the pragma-dialectical theory enhances the comprehension process of argumentative texts from the pragmatical and dialectical point of view. Key words: argumentation, dialogue, Estonian language, pragmatics, stages of critical discussion.