scholarly journals Teaching Argumentative Writing to ESOL Students.

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Sara Mechraoui
Keyword(s):  
Academic Writing ◽  
Personal Experience ◽  
Target Language ◽  
Argumentative Writing ◽  
Unit Design ◽  
Composition Classes ◽  
Speakers Of Other Languages ◽  
Unit Plan ◽  
Assessment Strategies ◽  
Successful Academic

Teaching argumentative writing to English to Speakers of Other Languages (ESOL) learners is one of the skills required for successful academic writing. Theoretically-grounded in the Toulmin argumentation model, this paper seeks to explicate the tenets of teaching adult ESOL learners' argumentative composition skills. It also accounts for the assessment strategies that support learners' transfer from their internalized linguistic systems to writing neat, well-supported arguments in the target language. In pursuit of this endeavor, model lesson plans are provided for teachers to test. Though this research is based on personal experience in the Algerian ESOL context, the unit plan can be generalized in other contexts to ESOL learners. Multilingual learners are becoming an inevitable part of mainstream American composition classes, which justifies the suitability of this unit design in the American context.

Creating an oasis: some insights into the practice and theory of a successful academic writing group

2015 ◽  
Vol 34 (6) ◽  
pp. 1297-1310 ◽  
Author(s):  
D. Wardale ◽  
T. Hendrickson ◽  
T. Jefferson ◽  
D. Klass ◽  
L. Lord ◽  
...  
Keyword(s):  
Academic Writing ◽  
Writing Group ◽  
Successful Academic

scholarly journals The Analysis of Indonesian EFL Argumentative Writing Using Toulmin’s Model: The Structure and Struggles from the Learners

2021 ◽  
Vol 5 (2) ◽  
pp. 67
Author(s):  
Hanna Sundari ◽  
Rina Husnaini Febriyanti
Keyword(s):  
Academic Writing ◽  
Point Pattern ◽  
Argumentative Writing ◽  
Specific Level ◽  
Toulmin Model ◽  
Efl Students ◽  
Writing Assignment ◽  
University Level ◽  
Block Pattern ◽  
Thesis Statement

<p>Argumentative writing plays an important role in academic writing at university level. However, learners mostly find that writing this essay a challenging and effortful task. This present study aims at exploring the structures of argumentative essay written by Indonesian EFL students from one university in Jakarta Indonesia. Moreover, it investigates their difficulty and constraints during composing the essay. Using a descriptive qualitative design, the authors selected writing assignment and questionnaire for collecting data. A layout of Toulmin model of arguments was used in analyzing the essays. The findings of the study show that the argumentative papers cover the main elements: claim (thesis statement), data, rebut, and rebuttal data using either in block pattern or point-by-point pattern. The elements show diverse in types. Logical analysis and explanation are the most frequently used on the papers. Though they present acceptable thesis with well-organized essay, some information is unrelated and data for supporting the claim are seemingly insufficient. In addition, the students think that this essay as difficult task. In general, lack of knowledge, vocabulary and practice cause the constraints. In specific level, the students report that giving argument, finding support and working on counterargument become source of difficulty and constraints.</p>

scholarly journals Designing and Implementing an ESP Course: Revisiting an Experience

2017 ◽  
Vol 17 (28) ◽  
pp. 197
Author(s):  
Elvia Ureña Salazar
Keyword(s):  
International Students ◽  
Costa Rica ◽  
Graduate Students ◽  
English For Specific Purposes ◽  
Target Language ◽  
International Programs ◽  
Effective Strategy ◽  
Work Context ◽  
English Teaching ◽  
Speakers Of Other Languages

This essay pretends to deep on how the process of making decisions in designing an ESP (English for Specific Purposes) course registered by three TESOL graduate students, structured by the author along with participants, a requirement of the Master of English Teaching for Speakers of Other Languages at University of Costa Rica (UCR).During the course the designers should help a group of UCR workers to communicate in English effectively with international students who want to study at UCR or those who were already participating in international programs. This study introduces data about the apprentices who benefit from this academic activity, tasks designed and taught, aswell as the evaluation and assessment used. Finally, it suggests some recommendations for those who may consider the option of designing an ESP course as an effective strategy to promote the use of the target language in a work context.

scholarly journals Toward an Intercultural Rhetoric: Improving Chinese EFL Students’ Essay Writing through Outline Writing

2019 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Fang Li ◽  
Yingqin Liu
Keyword(s):  
Academic Writing ◽  
Translation Studies ◽  
Target Language ◽  
Essay Writing ◽  
Intercultural Rhetoric ◽  
Efl Students ◽  
Main Ideas ◽  
English Academic Writing ◽  
Chinese And English

This study explores the effects of teaching EFL students to use an outline in their English essays. The researchers maintain that using outlines can raise students’ awareness of different audience expectations embedded in the rhetoric of the target language (English) and culture and can improve their English academic writing. The study was based on a four-week long case study at a university in Xi’an, China, in which 24 Chinese EFL students at the College of Translation Studies participated. A discourse analysis was conducted by comparing the Chinese EFL students’ English essays produced at the beginning of the study with those produced at the end of the study after learning and practicing outlining for writing the English essays. Email inquiries were used for understanding the participants’ viewpoints on learning how to write English essay outlines. The findings reveal that teaching EFL students to use outlining in their English essays is an effective way to help them improve their essay writing. Not only can it enhance the students’ understanding about using the English thesis statements, but it can also help improve the use of related, logical, and specific detailed examples to support the main ideas in their essays. The email inquiries also revealed that the students believe that outline learning helped them to understand the differences between Chinese and English essay writing. The implications of the study for intercultural rhetoric are also discussed.

Negotiating knowledge bases in pedagogical discourse: relevance of identities to language classroom interactions

2015 ◽  
Vol 35 (5) ◽  
Author(s):  
Yo-An Lee
Keyword(s):  
Conversation Analysis ◽  
Personal Experience ◽  
Native Speakers ◽  
Classroom Interaction ◽  
Knowledge Bases ◽  
Multiple Identities ◽  
Target Language ◽  
Classroom Teachers ◽  
Pedagogical Discourse ◽  
Language Classroom

AbstractIdentities are about how people position themselves in their social surroundings individually and collectively. Research in applied linguistics shows how identities seem multifaceted, emergent, and constantly changing. The present study finds its analytic resources in conversation analysis (CA) and describes how access to particular knowledge can make different identities relevant in the contingent choices during real-time classroom interaction. Based on transcribed questioning sequences taken from English as a Second Language (ESL) classroom, the analysis demonstrates the intricate negotiation between classroom teachers and their non-native students in determining what knowledge is relevant among multiple possibilities. What underlies these sequences is the work of managing asymmetries in the knowledge base between teachers and their students as they come to terms with various competing knowledge bases, whether about content knowledge, target language, or personal experience. The findings suggest that participants deploy a far greater variety of identities than the pre-set categories of native/non-native speakers and that the presence of multiple identities is a central analytic resource as it shows the process by which the participants establish the relevant knowledge bases for the task at hand.

scholarly journals AUTOETHNOGRAPHY AND THE STUDY OF ACADEMIC LITERACIES: EXPLORING SPACE, TEAM RESEARCH AND MENTORING

2020 ◽  
Vol 59 (1) ◽  
pp. 264-295 ◽  
Author(s):  
Pamela Olmos-López ◽  
Karin Tusting
Keyword(s):  
Academic Writing ◽  
Personal Experience ◽  
Literacy Practices ◽  
Academic Literacy ◽  
Academic Literacies ◽  
Place And Space ◽  
Mentoring Relationship ◽  
Team Research ◽  
Insight Into

ABSTRACT Autoethnography is the study of culture through the study of self (ELLIS, 2004; ELLIS et al, 2011). In this paper, we explore the value of autoethnography in the study of academic literacies. We draw on our own experiences as ethnographers and autoethnographers of literacy to provide illustrative examples. We show how autoethnography has provided a fresh understanding of the role of place and space in developing academic writing across countries and between English and Spanish (OLMOS-LÓPEZ, 2019). We discuss the value of team autoethnography in researching academic writing (TUSTING et al., 2019). And we reflect together on our own journey of development as academic writers, showing how a mentoring relationship has been part of both of our trajectories. The paper aims to argue for the value of autoethnography as an approach to studying academic literacy practices, particularly in providing insight into identity and personal experience.

scholarly journals Individualized Learning in Context: Constructivists’ Teaching Philosophy of Academic Writing for EAL Learners

2020 ◽  
Vol 10 (5) ◽  
pp. 360
Author(s):  
Yuehai Xiao ◽  
Angel Zhao
Keyword(s):  
Academic Writing ◽  
Teaching Philosophy ◽  
Individualized Learning ◽  
Learning In Context ◽  
Socially Constructed ◽  
Writing Class ◽  
Students First ◽  
Speakers Of Other Languages ◽  
Specific Learning

The prominent role of teaching philosophy statements is on the rise because they mirror broad skillsets and the expertise of doctoral or master&rsquo;s program graduates (Merkel, 2020). This paper presents our philosophy of education, of Teaching English to Speakers of Other Languages (TESOL), and of teaching academic writing for English as an Additional Language (EAL) students. First, it is maintained that in education, knowledge is individually and socially constructed (Piaget, 1970; Vygotsky, 1981). In light of the constructivists&rsquo; educational philosophy, it is argued that the EAL teachers need to possess knowledge in cognate disciplines to mediate the EAL students&rsquo; construction of their individualized linguistic and intercultural knowledge in dynamic, specific learning contexts. Finally, innovative pedagogical suggestions for what to cover and how to deliver the second language (L2) academic writing class with EAL students are offered.

scholarly journals Sword, H. (2017). Air & Light & Time & Space: How Successful Academics Write. Cambridge, MA: Harvard University Press.

2017 ◽  
Vol 27 ◽  
pp. 98-100
Author(s):  
Cecile Badenhorst
Keyword(s):  
Academic Writing ◽  
Harvard University ◽  
Recent Book ◽  
Writing Workshops ◽  
Research Reporting ◽  
Extensive Data ◽  
Time Space ◽  
Rigorous Research ◽  
And Shifts ◽  
Successful Academic

Helen Sword, author of Stylish Academic Writing (2012) and The Writer’s Diet (2016), is a staunch campaigner for shaking the dust off academic writing. She advocates that style, elegance and readability are not incompatible with rigorous research reporting. In her most recent book, Air & Light & Time & Space (2017), Sword turns her attention away from texts and shifts the spotlight onto writers. She collected extensive data to explore the habits and experiences of academic writers – how they write, when, where and how they feel when they write. Drawing on 100 interviews with successful academic writers and 1,223 questionnaires from participants at her writing workshops, Sword showcases academic writing experiences. Through extensive quotations and profiling, she illustrates the mixed, mottled and varied practices that writers engage in.

scholarly journals Academic Challenges of Female Graduate TESOL Students in the Saudi Context

2020 ◽  
Vol 8 (1) ◽  
pp. 20
Author(s):  
Boushra Alghamdi ◽  
Nada Alasmari ◽  
Nadia Shukri
Keyword(s):  
Academic Success ◽  
Academic Writing ◽  
Mixed Method ◽  
Female Students ◽  
Academic Programs ◽  
Mixed Method Research ◽  
Academic Challenges ◽  
Academic Reading ◽  
Speakers Of Other Languages ◽  
The Given

Academic challenges are apparent factors that might hinder the progress and efficiency of students' higher education. Moreover, identifying these challenges will contribute to the progress of academic programs as well as maximizing academic achievement. The current research aims to shed the light on the various academic challenges that graduate female students majoring in Teaching English to Speakers of Other Languages (TESOL) encounter in the Saudi context. Furthermore, the current study serves to expand the knowledge about the most prominent academic challenges that TESOL students experience in the given context. Thus, helping students overcome these issues which might result in better performance and more qualified students. In addition, this study follows a mixed method research; and the participants are 23 Saudi female TESOL students. The study employed a questionnaire adapted from Phakiti and Li's (2011); the questionnaire consisted of 4 sections that include 24 close-ended question, in addition to 2 open-ended questions. The results of this study reveal three leading areas of academic challenges that TESOL students experience in their academic studies. The most prominent area of difficulty is academic writing, academic reading, and lastly other general academic challenges such as speaking skills and managing the academic load. The findings of this study reveal that female TESOL students encounter several challenges and obstacles that hinder their academic success. Also, recommendations for further research are mentioned to investigate the factors causing these academic challenges.

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