63 research outputs found
Suppressing visual feedback in written composition: Effects on processing demands and coordination of the writing processes
Variation in the Use of Pronouns as a Function of the Topic of Argumentation in Young Writers Aged 11 Years
Argumentative writing behavior of graduate EFL learners
This is the author accepted manuscript. The final version is available from the publisher via the DOI in this record.This study analyzed the argumentative writing behavior of Iranian graduate learners of English as Foreign Language in their English essays. Further, the correlations between the use of argument elements and overall writing quality as well as soundness of produced arguments were investigated. To this end, 150 essays were analyzed. The sample essays were found to be predominantly deductive in terms of rhetorical pattern. Moreover, they mainly utilized ‘data’ and ‘claim’ most frequently with secondary elements of argument (i.e., counterargument claim, counterargument data, rebuttal claim, and rebuttal data) as the least produced elements. Overall writing quality co-varied significantly positively with the uses of claims, data, counterargument claims, counterargument data, rebuttal claims, and rebuttal data. Essays rated high in terms of overall writing quality were further rated for soundness and relevance of the arguments. The results demonstrate that even for advanced language learners good surface structure cannot necessarily guarantee well thought-out logical structure. The pedagogical implications for writing instruction and research are discussed
Acquisition of the linearization process in text composition in third to ninth graders: effects of textual superstructure and macrostructural organization.
From analysis to presentation: A pragma-dialectical approach to writing argumentative texts
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