(published as June Johnson)

... To reiterate, students must primary relevant writing strategies suitable for dissimilar genres of writing. This study employed the theory of rhetorical strategy proposed by Ramage et al. (2016), and the supporting theories employed were Mu (2005), Larenas et al. (2017) and Nimehchisalem (2018). ...

... To reiterate, Logos, Ethos, and Pathos are applicative to exist used in writing argumentative essays. Ramage et al. (2016) allocate Logos every bit logical appeal, Ethos equally ethical appeal and Pathos every bit emotional appeal. According to them, these iii elements are called the rhetorical triangle ( Effigy 1). ...

... Wachsmuth et al. (2018) argue that writers synthesise the text using these iii elements: selecting content in argumentative discourse units, arranging the construction and phrasing the style. Despite not using Logos, Ethos and Pathos elements (Ramage et al., 2016), and Abdullah et al. (2014) illustrate the importance of knowing and using rhetorical strategies in writing academic enquiry as academic enquiry has a similar construction to argumentative essays (Ozfidan & Mitchell, 2020). However, focusing too much on ane strategy may sway writers from their focus or purpose of writing argumentative essays. ...

The most challenging skill perceived by students when they learn the English language is the writing skill. This recent study would similar to identify the rhetorical strategies used by practiced writers and poor writers. Two participants were selected, and written essays was the musical 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 Desolation, differently. Both were considerate to the readers when they wrote the essays and presented their bulletin, which was also heavily emphasised. However, they did not focus on their roles as writers. Based on the findings, it can exist ended that teachers demand to aid students familiarise themselves with rhetorical strategies. As for students, they should exist enlightened of the rhetorical strategies to enhance their writing skills to write belligerent essays.

... Apparently, beginning-yr students discover it hard to adopt other points of view, recall of probable counter-arguments and rebuttals, and call back to include them in their essays where relevant. This 'one-sidedness' is considered a logical fallacy as simply the reasons supporting a position are supplied while the reasons undermining it are omitted (Ramage et al., 2009). One-sided arguments are neither inherently invalid nor unsound; however, by leaving out the other-side information, they are less effective and less convincing. ...

... Having said that, argumentation is as much a cerebral every bit a social-discursive activity, and a proficient deal depends on the audition that a writer is trying to arrange. Ramage et al. (2009) quite rightly emphasize that when highly-seasoned to a supportive -rather than a resistant -audience, one-sided argumentation may be quite constructive. Perchance, our students' reliance on one-sided arguments has to exist attributed to the friendly educational setting and the fact that their audition only consists of their writing instructor. ...

  • Antoon De Rycker Antoon De Rycker
  • Prema Ponnudurai

In tertiary education in Malaysia, essay-writing assignments are primal to virtually English as a 2nd Language (ESL) courses. Often reading texts are used as a stimulus to better writing but it has not however been extensively researched whether these texts should be presented on screen or on newspaper. This study examines which of these two presentation modes, viz., interactive online reading or print-based reading, help today'southward ICT-literate generation of Malaysian students write better argumentative essays. The rationale is that interactive online reading motivates these students more, and that this higher job motivation in its plow leads to more successful task performance. Using a quasi-experimental, between-subjects inquiry design, we elicited a total of ninety essays (31,207 words), 44 of which written by students reading the input text online and 46 by students reading the same text on paper. The quality of argumentation was analysed, using a modified three-way version of Harrell's (2005) coding rubric: thesis, support and counter-arguments. Our comparative study shows that 61% of all essays are 'good', with 39% rated every bit 'average' to 'poor'. Results indicate that the interactive online reading status yields superior task operation and that it besides produces proportionately more essays with a 'skillful' thesis statement. Both findings are statistically significant. Essays with a 'adept' thesis are more likely to comprise 'good' support though not always 'good' counter-arguments. Counter-argumentation remains underdeveloped for both weather condition. As a springboard to ameliorate argumentative content, ICT-enabled reading-based activities may not suffice, leaving room for other pedagogic interventions.

... According to Bean and Johnson (2007), belligerent writing is undeniably a very complex class of writing. In writing argumentative essays, students exercise not empathize the structure of the argumentative essay and the function of each function of the essay, and so they write in an unclear and unstructured manner. ...

  • Thi Hanh Dang
  • Thanh Hai Chau
  • To Quyen Tra

The research entitled "A study on the difficulties in writing argumentative essays of English-majored sophomores at Tay Exercise University" was conducted with the purpose of pointing out some common difficulties of sophomores in writing argumentative essays. The participants of this written report were 90 English-majored sophomores of course 13, and 2 teachers who teach English language at Tay Do University. In this study process, questionnaire and interview were used as two instruments to collect the information. The results of the enquiry would show that English majored sophomores met difficulties in term of linguistic competence (vocabulary, grammar and coherence), organization and development of an argumentative essay, and the lack of critical thinking. Article visualizations: </p

... They were instructed to cull a topic out of three or four options provided to them (due east.thou., legalization of abortion), discover a specific audience'due south stance on the outcome (e.thou., Pope Francis or Abortion Rights Coalition of Canada), and aim to convince this person/group of an alternative perspective (e.thou., information technology is important to recognize bodily autonomy). The learning outcomes for this assignment included researching arguments, summarizing arguments, providing counter-arguments, and addressing a hostile audience in an empathetic and collaborative mode every bit a technique of persuasion (Ramage et al., 2015). Letters were graded by the course instructor. ...

Past research on face-to-confront instructional delivery demonstrates that students' participation is positively related to their achievement in a class (Rocca, 2010), and that participation mediates the relation between attendance and accomplishment (Kim et al., 2019). Given that blended learning is on the rise in higher education (Johnson et al., 2016), it is of growing interest to explore whether this positive association between participation and achievement holds in the context of blended learning. Hither we investigated whether students' participation was (a) predictive of their overall grade in the course and (b) differentially predictive of their grades on 3 different types of assessments: tests (examination and quiz), written assignments (argumentative letter and critical essay), and oral activities (debate). The results of our regression analyses showed that participation grades were predictive of learning achievement in the form with respect to overall grade (R2=0.364; ß=0.365), test grade (R2=0.164; ß==0.327), and written grade (R2=0.212; ß=0.278). Participation was not predictive of oral grades as a whole; notwithstanding, farther analyses showed that students' participation predicted the private (vs. group-based) component of the oral course (R2=0.045; ß=0.113). Thus, our findings demonstrate that students' participation grades are predictive of their grades on assessments that are contained simply not group-based, at to the lowest degree in the context of the composite course investigated in this study.

... 2 heuristics that are useful to teach students show-based writing are the Aristotle and Toulmin forms of argument [17]. Both forms of argument complement each other (Tabular array 1) as they emphasize that writers have to develop their ideas clearly and objectively, using apparent citations. ...

  • Chien Ching Lee Chien Ching Lee

Abstract—Teaching trouble: Students' written assignments evidence that they tend to list ideas rather than provide testify-based arguments. This might be considering they do not have a framework to base their arguments on. Research question: Does the communication model framework help students to write evidence-based arguments when evaluating the communicative effectiveness in corporate blogs? Situating the case: The power to appoint in argument from show is 1 of the Adjacent Generation Science Standards for scientific and engineering practices. Thus, it is of import for technology students to know how to present evidence-based arguments. The communication model framework was introduced to provide students with a framework to base their arguments on. This framework builds on the genre-based and academic literacies approaches to teaching writing. More companies are at present using corporate blogs (an open, participatory, and globally networked social media tool) to appoint stakeholders straight across multiple contexts. The framework is useful in analyzing evolving genres like corporate blogs because it is non simply structured only also flexible. Well-nigh the instance: This teaching example describes the apply of the communication model framework as the basis for students' arguments. The framework was used in a general writing course for engineering students. Working in groups, the students used the framework for their oral exercise critique and their critique consignment on a given piece of academic writing or corporate blog. They besides had to write a reflection newspaper individually at the end of the course. Results: Overall, the mixed groups and international students groups made a stronger attempt to apply the framework compared to the Singaporean student groups. The students' educational backgrounds, the group dynamics within the group, and the nature of the discussions affected the level of adoption of the framework in their writing. Conclusions: This teaching case reflects the value of mixed group, face-to-face discussions, and personal reflection in education students prove-based writing, and calls for more than research on flexible frameworks every bit genres evolve.

  • Ryan Skinnell Ryan Skinnell

Fake news feels infrequent in the post-Trump era, but it's not. We are in an era of imitation news, but not the offset one. By situating our current moment on a longer timeline, we can recognize tools writing teachers have at our disposal in a new era of fake news.

  • Maarif Jameel Maarif Jameel

The nowadays written report investigates the businesslike and rhetorical aspects of the advertising message in an attempt to explore how persuasion takes place. Information technology aims at identifying and analysing the persuasive appeals, rhetorical devices, and speech acts the advertisers use in the headlines of some American and Iraqi billboard advertisements. For this purpose, an eclectic model has been adopted which consists of Searle'southward (1969) speech acts theory, Lucas's (2009) persuasive appeals, McQuarrie and Mick's (1996) rhetorical devices, and Melt's (2001) advertisement context. The findings of the study showed that American and Iraqi billboards share a lot in common. To begin with, advertisers relied mainly upon the tropes of ellipsis and hyperbole in writing advertisements. Moreover, pathos entreatment was employed as the basic tool to achieve persuasive touch on upon the potential customers. Also, directives, representatives, and commissives were the chief acts through which persuasion was realised. Interestingly, advertising context had been plant indispensable by contributing a great deal non simply to making the advertising message clear, but also to providing the necessary ways for attaining the persuasive appeals.

  • Jason Griffith Jason Griffith

This article features student perspectives on the office of personal writing in English form. Cardinal findings and quotations are shared from 2 in-depth interviews with students who wrote infrequent personal essays equally part of a narrative nonfiction unit in a 10th grade English language class. Participants reported that writing personally generated more than investment than a traditional bookish assignment, controlling the level of sharing was key to being able to write honestly and openly, and mentor texts and writers' notebooks were key tools which empowered their successful writing.

  • nahla nola Bacha nahla nola Bacha

An educational challenge that many university EFL students confront is the production of written bookish arguments as part of their required essays. Although the importance of belligerent writing in education is uncontested, and enquiry shows that EFL students find difficulties in producing such texts, information technology is not adequately dealt with for the L1 Arabic author. In this paper, an explicit instructional approach in teaching the academic argument in required essays in an avant-garde EAP class is described. The arroyo is based on the thesis-back up element of argumentation and organizational plans operationalized through a teaching/learning cycle. The didactics of the academic argument in the essay is scaffolded through five steps of the bike: building the context, modeling and deconstructing texts, constructing texts jointly, constructing texts independently and linking related texts. Qualitative analysis of a few educatee sample essays indicated improved argumentative structure and transfer of caused argumentative writing skills to new topics. Although the improvements tin not be generalized, information technology is considered a successful attempt in providing needed explicit instruction for L1 Standard arabic students in an EFL surround and which also could exist used with students in whatever EFL context. Reflections and developments for future comeback of the instructional arroyo are made.

  • Mary Lenard

Education 5.1 (2005) 77-95 Since the introduction of computers into college English classrooms in the 1980s, members of our profession, dedicated teachers of both literature and writing, take become increasingly excited by their potential. Bulletin boards, electronic mail lists, Internet-based electronic forums, and synchronous conferencing programs offering the potential to gratuitous classroom discussion from a pattern that, as Marilyn Cooper and Cynthia Selfe (1990: 847) warn, "is all too often dyadic, emphasizing the role of the all-knowing teacher discussing a topic with . . . students who may respond to the teacher only non directly to one some other." As Kevin LaGrandeur (1996: 13) contends, this offers students "increased opportunities to larn from each other, rather than just the teacher." Networked classes besides encourage more, and more varied, student participation, since students who practise not normally speak in form oft practice contribute to networked discussions. According to Laura Mandell'due south (1997: 127) commodity on using an electronic mailing list to teach a literature grade, "In virtual reality, it is possible for [a] shy student to speak (write) every bit if he were as intellectually secure as those who find it like shooting fish in a barrel to speak up in course." Not surprisingly, such potential to engage and liberate students has led to somewhat utopian expectations for computer pedagogy. Equally Emily Jessup (1991: 345) points out, many studies of calculator-assisted didactics tend to focus on the figurer classroom'due south potential to reform didactics considering of "the power of computer networks to facilitate interactions amid people when standard markers—sex activity, age, race—are invisible" (345). Some enquiry has suggested that considering of this electronically enforced egalitarianism, student populations who traditionally are less likely to speak upwards in class, such as women and racial minorities, are more likely to assert themselves in a reckoner-assisted environment. One report, for example, claimed that "CACD [Computer Assisted Class Give-and-take] restores voices to all such students more than effectively, whatever their sexual practice, race, class, or historic period" (Bump 1990: 55). Some composition scholars, all coming at the effect from separate perspectives, have interrogated this conclusion. Susan Romano (1993) points out, for instance, that the "egalitarian narrative" enforced by the profession'south utopian expectations for figurer-assisted discussion has likewise often covered upward instructors' and students' negative experiences with the technology. Alison Regan (1994) observes in her article on homophobia in the computer classroom that the more than liberated environment of the figurer classroom can encourage the release of educatee perspectives that humiliate and oppress other students: "I was distressed that the give-and-take of research topics became an opportunity for [students] to articulate their fearfulness and hatred of homosexuals in a fashion that would not have happened in the traditional classroom, where I would take served as moderator of the discussion." In a conference presentation, Dale Jacobs (1998) noted that his students' postings to class east-mail discussion lists had clearly marked gender characteristics; despite the lack of concrete markers, the women's postings were still marked with the same deference and cocky-depreciation that too often cause women's contributions in traditional classrooms to go unnoticed. Both Regan and Jacobs, therefore, indicate that the computer classroom may not be as egalitarian as previously thought. On the other mitt, even though computer-assisted give-and-take may not make the classroom egalitarian, information technology notwithstanding clearly furthers at to the lowest degree one goal dear to the eye of every teacher: it does encourage increased student participation. My own students' comments accept supported the conclusion that computer-assisted give-and-take makes students more engaged with a form. As a graduate student at the University of Texas, I taught in a networked computer classroom, using the Daedalus Integrated Writing Environment (DIWE) software with its synchronous conferencing program, InterChange. Since then, I have connected to use computer communication in many of my courses. At Alma College, a small-scale, almost wholly residential, liberal arts higher, I used Net-based electronic forums mediated by the programs Interaction and WebCrossing. In my current position, educational activity at the University of Wisconsin-Parkside, a co-operative campus in a big state university system, I take most frequently used the looser medium of an email discussion listing, which is...

  • Marilyn Chambliss Marilyn Chambliss
  • P. Karen Murphy

This study examines how children represent the global discourse structure of arguments, an important type of exposition. Adults represent a written argument according to its hierarchical global discourse structure. In contrast, previous work has shown children to focus on the sentence level of exposition and stand for it as a listing. Sixty-v 4th and fifth graders read and recalled one of 3 texts with an argument structure. Predictably, some children recalled a list of details with no global structure. However, over two thirds of the children recalled the hierarchical global discourse construction in the argument, although recall accuracy varied from a shut text match to 2 types of fractional matches. Both grade level and the familiarity and vividness of text content were related to children's accuracy, suggesting developmental changes as children learn to represent exposition and important text features that can touch their performance.

  • Joanna Wolfe Joanna Wolfe

Pedagogy 3.3 (2003) 399-425 In the spring of 2000, following the completion of a Ph.D. specializing in rhetoric and limerick, I taught my first literature course: a writing-intensive survey of African American literature. The course, open to all students, regardless of major, used both traditional literature assignments, such equally close readings, and more than rhetorical assignments that asked the students to "join a conversation" on problems such every bit gender relations and African American education. Afterwards years of teaching argument in rhetoric and composition courses, I was excited about bringing some of the methods that had proved successful in this environment to the literature curriculum: peer review, audience assay, guidance through the writing process, intensive revision, writing conferences. These were elements of writing instruction that I felt had been missing from my own undergraduate study in English literature, and I was eager to share them with my students. I envisioned transforming the lower-level writing course in literature by guiding students through the writing procedure and encouraging them to think of their writing in terms of the impact it would have on specific readers. The result was a disaster. Strategies that had elicited thoughtful revision from my rhetoric students vicious apartment in the literature classroom. For instance, I had had wonderful success with a peer review technique adult by Barbara Sitko (1993) in which students read a peer's paper aloud and paused at the end of every sentence to summarize the main indicate of the essay and to predict what would appear next. My composition students had plant this method helpful for identifying places where their essays needed more than elaboration or evidence. In the literature classroom, by dissimilarity, the students were far less successful at identifying places that needed elaboration, primarily considering their essays ofttimes lacked a viable argument birthday. Similarly, another peer review technique that had been popular in my limerick classes, in which the students played devil's advocate by challenging one another'due south claims and encouraging one another to develop more sophisticated arguments, led to little insight in my literature classroom, because these students' essays often lacked claims that 1 could disagree with. Along the same lines, an practice in which students received opening paragraphs of mixed quality and tried to identify which had been written by high school students and which by higher juniors and seniors was ineffective in my literature course: even good students in the class tended to focus on relatively pocket-sized issues of syntax while ignoring differences in the complexity and sophistication of the theses. The failure of these exercises underscored a fundamental trouble in the literature course: the wide divergence betwixt my expectations as an instructor and my students' understanding of the criteria past which literary analyses should be judged. Despite extensive individual conferencing, I never bridged the communication gap that separated my sensation of what "counted" as literary analysis from the enthusiastic plot summaries, the personal responses, and the shallow character analyses that dominated many students' texts. Even when I tried to show my students in item how to progress to more than complex literary analysis, this gap persisted. Several students complained on their finish-of-semester grade evaluations that I had co-opted their voices by telling them what to write. Other students had indicated during the semester that they saw in general how my suggestions would improve their essays merely had no idea what specific steps to accept to motility from the elementary arguments in their drafts to the in-depth analyses I was trying to elicit. I had tried to carry writing conferences as a articulation process of discovery between me and the students, but clearly I had failed to clarify the disciplinary conventions and methodologies that distinguished successful literary assay from other types of writing. I still believe, yet, that the discipline of rhetoric and composition has something to offer the introductory literature curriculum, although what it might exist is not most as obvious or straightforward as I originally and naively thought. Other researchers seem to share this sentiment. John Schilb (2001: 509) articulates the need for formal grooming to help graduate students make the transition from composition to literature pedagogy, noting that in the...

ResearchGate has not been able to resolve any references for this publication.