(published as June Johnson)

... To reiterate, students must master relevant writing strategies suitable for different genres of writing. This written report employed the theory of rhetorical strategy proposed past 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 be used in writing argumentative essays. Ramage et al. (2016) classify Logos as logical appeal, Ethos as ethical appeal and Pathos as emotional appeal. According to them, these three elements are called the rhetorical triangle ( Figure i). ...

... Wachsmuth et al. (2018) argue that writers synthesise the text using these 3 elements: selecting content in argumentative discourse units, arranging the structure and phrasing the style. Despite non using Logos, Ethos and Desolation elements (Ramage et al., 2016), and Abdullah et al. (2014) illustrate the importance of knowing and using rhetorical strategies in writing academic research as academic research has a similar construction to argumentative essays (Ozfidan & Mitchell, 2020). However, focusing too much on one 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 is the writing skill. This recent study would like to identify the rhetorical strategies used past practiced 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 exist 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. Notwithstanding, they did not focus on their roles as writers. Based on the findings, it tin can be concluded that teachers demand to assistance 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.

... Apparently, kickoff-twelvemonth students detect it hard to adopt other points of view, remember of likely counter-arguments and rebuttals, and recollect to include them in their essays where relevant. This '1-sidedness' is considered a logical fallacy as only 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; withal, by leaving out the other-side data, they are less effective and less convincing. ...

... Having said that, argumentation is as much a cognitive as a social-discursive activity, and a practiced deal depends on the audition that a writer is trying to accommodate. Ramage et al. (2009) quite rightly emphasize that when appealing to a supportive -rather than a resistant -audience, 1-sided argumentation may exist quite effective. Mayhap, our students' reliance on 1-sided arguments has to exist attributed to the friendly educational setting and the fact that their audience only consists of their writing teacher. ...

  • Antoon De Rycker Antoon De Rycker
  • Prema Ponnudurai

In tertiary education in Malaysia, essay-writing assignments are central to near English equally a Second Language (ESL) courses. Oftentimes reading texts are used equally a stimulus to meliorate writing but it has not nevertheless been extensively researched whether these texts should be presented on screen or on paper. This study examines which of these two presentation modes, viz., interactive online reading or print-based reading, help today'due south 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 task motivation in its turn leads to more successful task performance. Using a quasi-experimental, between-subjects enquiry blueprint, we elicited a full of 90 essays (31,207 words), 44 of which written by students reading the input text online and 46 past 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 written report shows that 61% of all essays are 'skillful', with 39% rated as 'average' to 'poor'. Results signal that the interactive online reading condition yields superior task performance and that it also produces proportionately more than essays with a 'good' thesis statement. Both findings are statistically meaning. Essays with a 'good' thesis are more likely to contain 'good' support though not e'er 'expert' counter-arguments. Counter-argumentation remains underdeveloped for both conditions. As a springboard to meliorate argumentative content, ICT-enabled reading-based activities may not suffice, leaving room for other pedagogic interventions.

... According to Bean and Johnson (2007), argumentative writing is undeniably a very complex form of writing. In writing belligerent essays, students do not understand the structure of the argumentative essay and the function of each function of the essay, and then they write in an unclear and unstructured way. ...

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

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

... They were instructed to choose a topic out of three or four options provided to them (e.one thousand., legalization of abortion), find a specific audience'southward stance on the effect (east.grand., Pope Francis or Abortion Rights Coalition of Canada), and aim to convince this person/group of an alternative perspective (eastward.g., information technology is important to recognize actual autonomy). The learning outcomes for this consignment included researching arguments, summarizing arguments, providing counter-arguments, and addressing a hostile audience in an compassionate and collaborative style equally a technique of persuasion (Ramage et al., 2015). Letters were graded past the course instructor. ...

Past research on face-to-face instructional delivery demonstrates that students' participation is positively related to their achievement in a class (Rocca, 2010), and that participation mediates the relation between omnipresence and achievement (Kim et al., 2019). Given that blended learning is on the ascension in higher instruction (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 nosotros investigated whether students' participation was (a) predictive of their overall grade in the course and (b) differentially predictive of their grades on three different types of assessments: tests (test and quiz), written assignments (argumentative letter of the alphabet and disquisitional essay), and oral activities (debate). The results of our regression analyses showed that participation grades were predictive of learning achievement in the course with respect to overall grade (R2=0.364; ß=0.365), examination grade (R2=0.164; ß==0.327), and written grade (R2=0.212; ß=0.278). Participation was non predictive of oral grades every bit a whole; however, further analyses showed that students' participation predicted the private (vs. group-based) component of the oral grade (R2=0.045; ß=0.113). Thus, our findings demonstrate that students' participation grades are predictive of their grades on assessments that are independent only not group-based, at least in the context of the blended grade investigated in this written report.

... Ii heuristics that are useful to teach students evidence-based writing are the Aristotle and Toulmin forms of argument [17]. Both forms of statement complement each other (Table ane) as they emphasize that writers take to develop their ideas conspicuously and objectively, using credible citations. ...

  • Chien Ching Lee Chien Ching Lee

Abstract—Education problem: Students' written assignments prove that they tend to list ideas rather than provide bear witness-based arguments. This might be because they do not have a framework to base their arguments on. Research question: Does the communication model framework assist students to write evidence-based arguments when evaluating the communicative effectiveness in corporate blogs? Situating the example: The ability to engage in statement from evidence is i of the Next Generation Scientific discipline Standards for scientific and engineering practices. Thus, it is important for engineering students to know how to present evidence-based arguments. The advice model framework was introduced to provide students with a framework to base of operations their arguments on. This framework builds on the genre-based and bookish literacies approaches to didactics writing. More than companies are now using corporate blogs (an open, participatory, and globally networked social media tool) to engage stakeholders directly across multiple contexts. The framework is useful in analyzing evolving genres like corporate blogs because it is not just structured but also flexible. About the case: This didactics example describes the utilise of the communication model framework as the basis for students' arguments. The framework was used in a full general writing grade for engineering students. Working in groups, the students used the framework for their oral practice critique and their critique assignment on a given piece of academic writing or corporate blog. They also had to write a reflection paper individually at the end of the course. Results: Overall, the mixed groups and international students groups fabricated a stronger effort to apply the framework compared to the Singaporean educatee 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 teaching students evidence-based writing, and calls for more than research on flexible frameworks as genres evolve.

  • Ryan Skinnell Ryan Skinnell

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

  • Maarif Jameel Maarif Jameel

The present study investigates the pragmatic and rhetorical aspects of the advertising bulletin in an attempt to explore how persuasion takes place. It aims at identifying and analysing the persuasive appeals, rhetorical devices, and speech communication acts the advertisers utilise in the headlines of some American and Iraqi billboard advertisements. For this purpose, an eclectic model has been adopted which consists of Searle's (1969) speech acts theory, Lucas's (2009) persuasive appeals, McQuarrie and Mick's (1996) rhetorical devices, and Cook's (2001) advertising context. The findings of the written report showed that American and Iraqi billboards share a lot in mutual. To begin with, advertisers relied mainly upon the tropes of ellipsis and hyperbole in writing advertisements. Moreover, pathos appeal was employed equally the basic tool to achieve persuasive impact upon the potential customers. As well, directives, representatives, and commissives were the principal acts through which persuasion was realised. Interestingly, advertising context had been found indispensable by contributing a great bargain not only to making the advertisement bulletin clear, simply besides to providing the necessary means for attaining the persuasive appeals.

  • Jason Griffith Jason Griffith

This article features student perspectives on the role of personal writing in English language class. Key findings and quotations are shared from ii in-depth interviews with students who wrote exceptional personal essays as part of a narrative nonfiction unit in a 10th grade English form. Participants reported that writing personally generated more investment than a traditional academic consignment, controlling the level of sharing was cardinal 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 face is the production of written academic arguments every bit part of their required essays. Although the importance of argumentative writing in education is uncontested, and inquiry shows that EFL students observe difficulties in producing such texts, it is not adequately dealt with for the L1 Arabic writer. In this paper, an explicit instructional approach in didactics the bookish argument in required essays in an advanced EAP course is described. The arroyo is based on the thesis-back up element of argumentation and organizational plans operationalized through a instruction/learning wheel. The instruction of the academic argument in the essay is scaffolded through v steps of the cycle: 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 belligerent construction and transfer of acquired argumentative writing skills to new topics. Although the improvements can not be generalized, information technology is considered a successful try in providing needed explicit instruction for L1 Arabic students in an EFL environment and which also could exist used with students in any EFL context. Reflections and developments for futurity improvement of the instructional approach are made.

  • Mary Lenard

Didactics 5.1 (2005) 77-95 Since the introduction of computers into higher English classrooms in the 1980s, members of our profession, defended teachers of both literature and writing, have become increasingly excited past their potential. Message boards, e-mail service lists, Internet-based electronic forums, and synchronous conferencing programs offering the potential to free classroom discussion from a blueprint that, as Marilyn Cooper and Cynthia Selfe (1990: 847) warn, "is all likewise often dyadic, emphasizing the function of the all-knowing teacher discussing a topic with . . . students who may respond to the instructor but non straight to one some other." As Kevin LaGrandeur (1996: xiii) contends, this offers students "increased opportunities to learn from each other, rather than just the teacher." Networked classes also encourage more, and more than varied, student participation, since students who exercise not usually speak in class often do contribute to networked discussions. Co-ordinate to Laura Mandell'south (1997: 127) commodity on using an electronic mailing list to teach a literature form, "In virtual reality, it is possible for [a] shy student to speak (write) as if he were as intellectually secure as those who discover information technology easy to speak up in course." Not surprisingly, such potential to engage and liberate students has led to somewhat utopian expectations for computer pedagogy. As Emily Jessup (1991: 345) points out, many studies of computer-assisted instruction tend to focus on the reckoner classroom's potential to reform pedagogy considering of "the power of reckoner networks to facilitate interactions among people when standard markers—sex, age, race—are invisible" (345). Some research has suggested that because of this electronically enforced egalitarianism, student populations who traditionally are less probable to speak upwardly in form, such as women and racial minorities, are more probable to assert themselves in a computer-assisted surroundings. 1 study, for example, claimed that "CACD [Estimator Assisted Class Discussion] restores voices to all such students more than finer, whatever their sex, race, class, or age" (Bump 1990: 55). Some limerick scholars, all coming at the result from split up perspectives, take interrogated this conclusion. Susan Romano (1993) points out, for example, that the "egalitarian narrative" enforced past the profession's utopian expectations for computer-assisted word has too often covered upwards 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 tin can encourage the release of student perspectives that humiliate and oppress other students: "I was distressed that the discussion of research topics became an opportunity for [students] to clear their fearfulness and hatred of homosexuals in a way that would not accept happened in the traditional classroom, where I would have served as moderator of the word." In a conference presentation, Dale Jacobs (1998) noted that his students' postings to grade electronic mail give-and-take lists had clearly marked gender characteristics; despite the lack of physical markers, the women'southward postings were nevertheless marked with the same deference and self-depreciation that likewise oftentimes cause women'due south contributions in traditional classrooms to go unnoticed. Both Regan and Jacobs, therefore, bespeak that the computer classroom may not be as egalitarian as previously thought. On the other manus, even though estimator-assisted word may not make the classroom egalitarian, it still clearly furthers at least one goal dearest to the heart of every teacher: information technology does encourage increased educatee participation. My own students' comments have supported the conclusion that estimator-assisted discussion makes students more engaged with a course. 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 plan, InterChange. Since and so, I accept connected to use estimator communication in many of my courses. At Alma Higher, a small, nearly wholly residential, liberal arts college, I used Internet-based electronic forums mediated by the programs Interaction and WebCrossing. In my current position, pedagogy at the University of Wisconsin-Parkside, a branch campus in a large land academy system, I have well-nigh often used the looser medium of an e-postal service discussion listing, which is...

  • Marilyn Chambliss Marilyn Chambliss
  • P. Karen Spud

This report examines how children stand for the global discourse construction of arguments, an of import type of exposition. Adults represent a written argument co-ordinate to its hierarchical global discourse structure. In contrast, previous work has shown children to focus on the sentence level of exposition and represent it equally a list. Sixty-five quaternary and fifth graders read and recalled 1 of 3 texts with an statement structure. Predictably, some children recalled a list of details with no global structure. Nevertheless, over ii thirds of the children recalled the hierarchical global discourse structure in the statement, although recall accuracy varied from a shut text match to two types of partial matches. Both grade level and the familiarity and vividness of text content were related to children'southward accuracy, suggesting developmental changes as children acquire to correspond exposition and important text features that can affect their performance.

  • Joanna Wolfe Joanna Wolfe

Pedagogy 3.3 (2003) 399-425 In the spring of 2000, post-obit the completion of a Ph.D. specializing in rhetoric and limerick, I taught my beginning 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 as close readings, and more rhetorical assignments that asked the students to "join a conversation" on issues such as gender relations and African American education. After years of education argument in rhetoric and limerick courses, I was excited about bringing some of the methods that had proved successful in this environment to the literature curriculum: peer review, audition assay, guidance through the writing procedure, intensive revision, writing conferences. These were elements of writing pedagogy that I felt had been missing from my ain 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 past guiding students through the writing process and encouraging them to call up of their writing in terms of the affect it would have on specific readers. The result was a disaster. Strategies that had elicited thoughtful revision from my rhetoric students vicious flat in the literature classroom. For instance, I had had wonderful success with a peer review technique developed by Barbara Sitko (1993) in which students read a peer's paper aloud and paused at the end of every sentence to summarize the principal point of the essay and to predict what would appear next. My limerick students had found this method helpful for identifying places where their essays needed more elaboration or testify. In the literature classroom, past contrast, the students were far less successful at identifying places that needed elaboration, primarily because their essays often lacked a viable argument altogether. Similarly, another peer review technique that had been pop in my limerick classes, in which the students played devil's advocate by challenging 1 another's claims and encouraging one another to develop more sophisticated arguments, led to piffling insight in my literature classroom, because these students' essays frequently lacked claims that one could disagree with. Along the same lines, an practise in which students received opening paragraphs of mixed quality and tried to place which had been written by loftier school students and which past college juniors and seniors was ineffective in my literature form: even adept students in the class tended to focus on relatively minor issues of syntax while ignoring differences in the complexity and sophistication of the theses. The failure of these exercises underscored a fundamental problem in the literature course: the wide divergence between my expectations every bit an instructor and my students' understanding of the criteria by which literary analyses should be judged. Despite extensive individual conferencing, I never bridged the communication gap that separated my awareness 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 evidence my students in detail how to progress to more complex literary analysis, this gap persisted. Several students complained on their finish-of-semester form 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 but had no thought what specific steps to take to move from the elementary arguments in their drafts to the in-depth analyses I was trying to elicit. I had tried to conduct writing conferences as a articulation process of discovery between me and the students, only clearly I had failed to clarify the disciplinary conventions and methodologies that distinguished successful literary analysis from other types of writing. I nonetheless believe, all the same, that the subject field of rhetoric and composition has something to offering the introductory literature curriculum, although what information technology might be is not nearly as obvious or straightforward as I originally and naively thought. Other researchers seem to share this sentiment. John Schilb (2001: 509) articulates the demand for formal preparation to assistance graduate students make the transition from composition to literature educational activity, noting that in the...

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