scholarly journals The Use of Rhetorical Strategies in Argumentative Essays

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Zulaikha Khairuddin ◽  
Noor Hanim Rahmat ◽  
Maizura Mohd Noor ◽  
Zurina Khairuddin
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Rhetorical Strategies ◽  
Writing Skill ◽  
Argumentative Essays

The most challenging skill perceived by students when they learn the English language is the writing skill. This recent study would like to identify the rhetorical strategies used by good writers and poor writers. Two participants were selected, and written essays was the instrument employed for this study. Both participants were required to write an essay on ‘Should examinations be abolished?’ The essays written were analysed using a coding technique. The findings indicated that both writers utilised the three elements, Logos, Ethos and Pathos, differently. Both were considerate to the readers when they wrote the essays and presented their message, which was also heavily emphasised. However, they did not focus on their roles as writers. Based on the findings, it can be concluded that teachers need to help students familiarise themselves with rhetorical strategies. As for students, they should be aware of the rhetorical strategies to enhance their writing skills to write argumentative essays.

scholarly journals Developing A Framework For Writing Skill: A Corpus-Based Analysis Of The Written Argumentative Essays

2017 ◽  
Vol 9 (4-2) ◽  
Author(s):  
Anita Kanestion ◽  
Manvender Kaur Sarjit Singh ◽  
Sarimah Shamsudin
Keyword(s):  
Qualitative Study ◽  
Writing Skills ◽  
Analytical Framework ◽  
Corpus Analysis ◽  
Linguistic Features ◽  
Written Discourse ◽  
Rhetorical Structure ◽  
Writing Skill ◽  
Three Stages ◽  
Argumentative Essays

Most scholars have studied written discourse both in academic and professional setting within the scope of genre-based analysis, which demonstrate an increase interest in analysing the rhetorical structure of written texts. Conversely, there is a dearth of research in Malaysia that explains the rhetorical structure of argumentative essays from a genre analysis perspective. This paper introduces a genre-based corpus analysis using a compiled representative corpus of the argumentative  essay for developing a rhetorical structure, also known as , an analytical framework to enhance the students’ writing skills. The compiled representative corpus was consisted of 24 argumentative essays.  As a qualitative study, a corpus–based analysis is employed to explore  the distinguished move patterns used in the argumentative essays. Using Hyland’s (1990) 11 move pattern as an analytical framework of the argumentative essay, this study revealed a list of moves and steps which were signaled by the linguistic features. Consequently, there were altogether 9 moves and 14 steps were identified in the three stages, namely Introduction, Argument and Conclusion. However, the moves used by the pre-university students in the study did vary from the model as new moves were marked in each stage. Pedagogically, the findings of this study were expected to guide in developing a framework for writing skills.  

scholarly journals Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 12-21
Author(s):  
Nurhardiyanti Adam ◽  
Abid Abid ◽  
Yusna Bantulu
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Target Language ◽  
Teaching English ◽  
English Writing ◽  
Writing Skill ◽  
English Language Teachers

Writing skill, among the four target language skills, is one of the skills that language learners need to master. In teaching this skill, therefore, teachers should take any effort to help learners write using the language they learn correctly. However, in the context of teaching English in Indonesia, particularly the writing skill, teachers often face challenges. The study reported in this article seeks to identify the challenges experienced by several Indonesian English language teachers in teaching English writing skills at VHS, a vocational high school, in Gorontalo, Indonesia. The participants involved were all English language teachers working at the school. Data were collected using interview and observation, and analyzed by using a thematic analysis method. The findings showed that there were four themes describing the teachers’ challenges in teaching English writing skills. They were teaching technique-related challenges, teaching time-related challenges, linguistics-related challenges, and learning motivation-related challenges. Even though the teachers are able to cope with the challenges, they still need to explore more strategies in teaching, thus the teaching and learning process can run effectively.

Using Images to Facilitate Writing for Skills Assessment: A Visual PELA

2017 ◽  
Vol 46 (2) ◽  
pp. 160-172
Author(s):  
Craig Baird ◽  
Patricia Dooey
Keyword(s):  
English Language ◽  
Tertiary Education ◽  
Writing Skills ◽  
Language Instruction ◽  
Literacy Skills ◽  
Student Writing ◽  
Additional Tool ◽  
Writing Skill ◽  
Visual Learners ◽  
Writing Tests

Determining the writing skill level of students commencing tertiary education is a key element in predicting their likely study success and in providing appropriate writing development opportunities. Writing tests constructed around written instructions often assume high levels of reading and comprehension skills, which in some instances impose difficulties for students who have varying levels of comprehension and writing skills as shaped by their cultural and ethnic, learning journey experiences and previous formal English language instruction. Many universities have now established Post-Entry Language Assessment (PELA) tools as a means to determining student language skills at the commencement of their studies. Discussed here is a Visual PELA (VP) intended to stimulate student writing of a small passage of text for the purpose noted above. The visual nature of this instrument is intended to provide an alternative approach for visual learners, or those for whom written instructions pose difficulties, to demonstrate their literacy skills. This paper describes the development and initial testing of a VP with a view to it becoming an additional tool for determining writing skills levels for commencing students. A trial of this VP took place with a cohort of mostly international students having English as an Additional Language/Dialect (EAL/D) undertaking higher degree by research studies in an Australian university. The VP used here was founded on the idea of using images to stimulate the writing of a short passage of text where students can find their own context and ideas to write in an imaginative way and thus demonstrate their writing skill on entry to their tertiary studies.

scholarly journals A comparative study on the challenges of developing the writing skill: english language and nahuatl language

2021 ◽  
pp. 16-25
Author(s):  
Edgar ROMÁN ◽  
Verónica RODRÍGUEZ ◽  
Jorge MARTÍNEZ ◽  
Karla MATA
Keyword(s):  
English Language ◽  
Qualitative Case Study ◽  
Writing Skills ◽  
Research Work ◽  
Future Studies ◽  
Endangered Language ◽  
English Class ◽  
Writing Skill ◽  
Teaching Learning

The aim of this research work is to detect challenges that English and Nahuatl learners face when developing writing skills during first level in order to suggest strategies for implementing in future studies. The importance of comparing both languages is because Nahuatl is considered as an endangered language and English has significant pedagogy for the teaching-learning process. Therefore, it is expected that some methodologies can complement each other. The following results were obtained using a qualitative case study since it is allowed to explore and identify different factors that have the same purpose. In this case, there was a comparison between English and Nahuatl learners to determine the main challenges in both situations. Hence, 2 groups were selected for being observed and interviewed: an English class and a Nahuatl class. In addition, this research was designed for being carried out online due to the Covid-19 situation that is being lived currently.

scholarly journals PENGARUH TEKNIK PEMBELAJARAN DAN KECERDASAN LINGUISTIK TERHADAP KETERAMPILAN MENULIS TEKS RECOUNT BAHASA INGGRIS

2018 ◽  
Vol 10 (2) ◽  
pp. 65-72
Author(s):  
Oktariyani Oktariyani Yani ◽  
Layni Asra Asra
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Skill Learning ◽  
Teaching Techniques ◽  
Positive Interaction ◽  
Learning Techniques ◽  
Writing Skill ◽  
Learning Technique ◽  
Language Students ◽  
Text Writing

ABSTRACT- This research aimed at finding out the effect of learning technique and linguistic intelligence towards recount text writing skill in SMPN 1 Way Tenong West Lampung. The research used a 2x2 factorial design. The sample was 30 students selected from the students of SMPN 2 Way Tenong West Lampung through multistage random sampling. There were two chosen groups as experimental. The first group taught by using Cooperative Integrated reading Composition (CIRC) learning technique and second group taught by Student Team Achievement Division (STAD) learning technique. The results of this research showed that (1) there is a difference score of the recount text writing skills English language learning among groups of students using learning techniques (CIRC) and a group of students who are learning using learning techniques (STAD) (the score of F = 0.99> F 0.258), (2) there is a positive interaction between teaching technique and linguistic intelligence (high and low) on the results of recount text writing skills in English (F value = 25.50> F = 2.95 for α = 0.05 and α = 0.01) , (3) the students who have high linguistic intelligence, there are differences in the score of the recount text writing skills English language students better use learning techniques (STAD) than the group of students with teaching techniques (CIRC), (Qhit = 7.45> Qtab = 3.15 at level α = 0.05 and α = 0.01). (4) the students who have low linguistic intelligence linguistic, there is a difference in the score of the recount text writing skills English language students better used teaching techniques (CIRC) than the group of students with teaching techniques (STAD), (Qhit = 10.18> Qtab = 3.15 at level α = 0.05 and α = 0.01). Key words: recount text writing skill, learning technique: CIRC and STAD, intelligence linguistic

scholarly journals Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis

2020 ◽  
Vol 13 (8) ◽  
pp. 141
Author(s):  
Ayesha Asghar Gill ◽  
Fauzia Janjua
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Tertiary Level ◽  
Argumentative Writing ◽  
Instructional Technique ◽  
Argumentative Essays

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.

scholarly journals Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis

2020 ◽  
Vol 13 (7) ◽  
pp. 8
Author(s):  
Ayesha Asghar Gill ◽  
Fauzia Jangua
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Tertiary Level ◽  
Argumentative Writing ◽  
Instructional Technique ◽  
Argumentative Essays

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.

A Review on the Application of Blog, Blogger, Widget and Hypertext to Develop a Web-Based Instructional Tool

2019 ◽  
Vol 1 (2) ◽  
pp. 54
Author(s):  
Boon Yih Mah ◽  
Suzana Ab Rahim
Keyword(s):  
Second Language ◽  
Perceptual Learning ◽  
User Interfaces ◽  
English Language ◽  
Learning Preferences ◽  
Graphical Form ◽  
Instructional Tool ◽  
Web Based ◽  
Writing Skill ◽  
The Impact

The use of the internet for teaching and learning has become a global trend among the education practitioners over the recent decades. The integration of technology and media into Malaysian English as a Second Language (ESL) classrooms has altered the methods in English Language Teaching (ELT). In response to the impact of technology in ELT, the needs of a supplementary instructional platform, and the limitations of the learning management system (LMS) in fostering second language (L2) writing skill, a web-based instructional tool was designed and developed based on a theoretical-and-pedagogical framework namely Web-based Cognitive Writing Instruction (WeCWI). To determine the key concepts while identifying the research gap, this study conducted a literature review using online search on specific keywords including “blog”, “Blogger”, “widget”, and “hyperlink” found in the scholarly articles. Based on the review of literature, Blogger was opted due to its on-screen customisable layout editing features that can be embedded with web widgets and hypertext that share the identical features. By looking into the relationship between perceptual learning preferences on perceived information and the visual representations in iconic and symbolic views, the blogs can come with two different user interfaces embedded with web widgets or hypertext. The blog with web widgets appears in a graphical form of iconic view; while hypertext only displays textual form of symbolic view without involving the visual references. With the injection of web widgets and hypertext into the blogs, WeCWI attempts to offer a technological enhanced ELT solution to overcome the poor writing skill with a better engagement while learning online through the learners’ preferred perceptual learning preferences.

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