Argumentative Writing

Toda argumentación parte de un terreno común: creencias, lenguaje y supuestos compartidos que permiten evaluar cualquier razón. Como consecuencia, no se puede argumentar desde cero; sin esa base, los debates se bloquean. Por otro lado, las argumentaciones culminan en presunciones: expectativas razonables hacia el futuro o acciones derivadas de acuerdos alcanzados. Por ejemplo, presuponer la inocencia del acusado o actuar como si un enunciado fuese verdadero. Estos elementos marcan los límites y las potencialidades de la argumentación como práctica situada.

La reflexión parte de la Declaración de la UNESCO (1998) que destaca el papel esencial de la investigación universitaria en el progreso social y cultural. Identifica cinco vicios recurrentes que afectan la investigación académica: el simplificador, que reduce excesivamente la realidad; el complicador, que oscurece con exceso de datos; y tres formas de pseudo-autenticidad: fervor sucursalero (reproducción de corrientes intelectuales sin innovación), afán de novedades (seguir modas internacionales sin crítica) y entusiasmos nacionalistas (aislarse sin aspirar a autonomía intelectual). Estos vicios generan una ciencia fragmentada y desconectada de los desafíos reales.

La argumentación pública, esa que busca resolver conflictos derivados de creencias y deseos en contextos colectivos, no puede operar sin un marco orientador. En sociedades plurales, donde las creencias y deseos divergen, la violencia o la imposición no son opciones deseables. Este ensayo propone un modelo mínimo de argumentación pública que, sin pretender ser exhaustivo, establezca condiciones necesarias para que el debate sea válido y no derive en nuevas formas de violencia. Dicha propuesta se enfoca en evaluar al agente que argumenta, la argumentación misma, sus consecuencias y el contexto, con el fin último de alcanzar la coalescencia, es decir, una forma de acuerdo no violento que permita convivir en la diversidad.

The present study aimed at examining the combined effects of pre-task and online planning time on complexity, accuracy, and fluency in narrativebased texts produced by Iranian intermediate EFL learners. Overall, the implemented studies in this regard point to the facilitative impacts for both pre-task and careful online planning on complexity, accuracy, and fluency with some recorded trade-off effects. Using a between-groups design, sixty homogeneous participants were randomly assigned to four performance conditions: no planning (NP), careful online planning (OLP), pre-task planning (PTP), and both pre-task and careful online planning (POLP). The findings revealed that pre-task and careful online planning don't have any significant effects on the level of complexity. The results also suggested that whereas the provision of abundant online planning time increases the accuracy level, the opportunity to plan prior to performance leads them to generate more fluent written discourse. In addition, compared with the NP condition, pre-task in tandem with careful online planning time enable the participants to produce more accurate, and fluent written discourse that lend support to the Dual-Mode system and Limited Attentional Capacity Model. The findings are of pedagogical significance in that they speak of the efficacy of planning as an important metacognitive learning strategy capable of helping teachers achieve the desirable pedagogical objective of enhanced complexity, accuracy, and fluency of learners' task-based production. Theoretically, the results underscore the effectiveness of planning time in helping language learners overcome the limitation of their attentional capacity and direct them towards aspects of form and meaning.

21 st century educational pedagogy emboldens the facilitation of learning with a range of digital technologies. Integration of technology encourages and provides opportunities for learners to think critically and creatively. Thus, language teaching is also employing initiatives to be part of the technological advancement especially in teaching ESL. In line to that, emergence of various digital tools requires educators to identify the suitability and acceptance among the learners to ensure the effectiveness of the integration. Therefore, this study aims to investigate the students's acceptance of using Piclits as a digital tool to help them enhance their writing skill. Hence, this study employed a survey design distributed to 32 Year 4 pupils in a primary school in Selangor. Data were gathered using a questionnaire containing 10 items to obtain perceptions from the respondents on the usage of Piclits. The collected data were then analysed and reported using frequencies and percentages. The analysis of the questionnaire survey reflected most of the pupils having a positive feedback on integrating Piclits in their writing activity. The findings would be beneficial to ESL language teachers as it could be an added resource to assist them in teaching the writing skill and encourage pupil's interest towards getting them to write. However, it is suggested that teachers may also look into error correction feedback while using this tool as a means of enhancing writing skills among students.

Most high school students are able to write arguments. However, most students are still unable to develop complex writing. The purpose of this research was to investigate the students' argumentative writing which displays various linguistic features and cognitive characteristics, and to investigate the conjunctions that fall into several categories (addition, opposition, causal, and time), which are markers of the complexity of the students' reasoning. The method used in this research was factorial analysis because it aimed to determine the students' linguistic and cognitive features in relation to improving the quality of the students' argumentative writing. The sample in this study was 350 high school students from grades 10 to 12. Analysis was carried out on the students' written argumentative essays which were written in the context of formal or academic language, transcribed and given an analysis code. The research findings show that students are able to demonstrate complex and high-level reasoning according to their use of conjunctions in their essays. The use of conjunctions based on class is relatively low in terms of the number of addition, contradiction, causal, and temporal conjunctions in each essay. The interclass correlation analysis shows that the essay length variable is in a stable condition, while student variability is higher in relation to the use of argument types and conjunctions. Based on the results following the testing of the predictability of conjunction use on argument sophistication, it was found that conflicting conjunctions contributed positively to argument sophistication apart from other variables (essay length, topic, gender, and student socioeconomic status). Contradictory conjunctions are the most complex conjunctions used by

The present study was an attempt to investigate the differential effect/s of three different planning time scenarios (i.e. 0 min, 10 min, & 20 min), as well as three task conditions of (1) topic given, (2) topic and ideas given, and (3) topic, ideas and macrostructure given on EFL learners L2 writing complexity, accuracy and fluency (CAF). One-hundred-eight male and female participants were randomly assigned to three time-conditions, each with 36 members. Each time-condition group was itself divided into three smaller groups of 12, each with a particular task condition. The results of the comparison of the groups who were engaged in the argumentative writing task revealed that planning time significantly influenced the complexity of the essays, and the writers in the 20-minute planning time group produced more complex texts compared with those in the zero-minute planning time group. However, no significant effect of task conditions, as well as no interaction between planning time an...

This study scrutinized the effect of task complexity on cognitive processes of L2 writers with respect to L2 writing expertise, speed of lexical retrieval, L1, and text quality. Sixty TEFL students with different writing expertise completed a computerized Written Productive Translation, as well as three L1 and L2 argumentative writing tasks, manipulated in regard to resource-dispersing dimensions followed-up by retrospective questionnaires. The texts were analysed in terms of accuracy, fluency, and syntactic complexity. Running MANOVA indicated that task complexity had no effect on fluency, accuracy, and syntactic complexity. However, the speed of retrieval was remarkably affected by writer's expertise. Moreover, there was no difference between L2 and L1 writing processes. The upshot essentially substantiated Cummins' (1978) Interdependence Hypothesis, and Kellogg's (1990) Overload hypothesis while laying a great stress on the rate of lexical retrieval for improvement of writing expertise.

Se permite el uso, copia y distribución de este artículo si se hace de manera literal y completa (incluidas las referencias a la Revista Iberoamericana de Argumentación), sin fines comerciales y se respeta al autor adjuntando esta nota. El texto completo de esta licencia está disponible en: https://creativecommons.org/licenses/by-nc-nd/4.0/ Revista Iberoamericana de Argumentación RESUMEN Exploramos algunas explicaciones del mutuo y común desinterés por el vínculo entre argumentación y ciencia en las disciplinas que estudian estas prácticas. En el estado del arte de la teoría de la argumentación, identificamos y criticamos el supuesto de que el desacuerdo es una condición necesaria para la argumentación, o que esta se propone resolver desacuerdos o diferencias de opinión. Examinamos y cualificamos la suposición ampliamente extendida en la filosofía de la ciencia de que la argumentación científica es la mera exteriorización del razonamiento, que puede evaluarse racionalmente al margen del proceso, los participantes y el contexto en que ocurre. Frente a estas concepciones, caracterizamos a la argumentación como una práctica constitutivamente epistémica, como una forma de indagación. Esto permite comenzar a cerrar la brecha entre argumentación y ciencia, abonando a nuestra comprensión de ambas prácticas.

This study explored the relationship between prewriting strategies for expository writing and the development of argumentative reasoning skills in MBA students. 30 MBA students participated in a research design involving thematic analysis of prewriting exercises, classroom observations, and instructor feedback. The findings revealed a strong correlation between the use of effective prewriting techniques, such as brainstorming, outlining, and freewriting, and the ability to construct well-supported arguments. Students who engaged in thorough prewriting activities demonstrated improved critical thinking, enhanced ability to identify and analyze evidence, and strengthened skills in constructing coherent and persuasive arguments. The study also highlighted the importance of instructor guidance in helping students develop effective prewriting strategies and apply them to their writing. Implications for MBA education and future research are discussed.

At present, the ability to write scientifically becomes an important skill mastered by students. Students need to have good writing skills using reasoning and logic that focuses on what must be believed or done based on mechanisms, such as doing conceptual analysis and arguments for problem solving and decision making. The concept of semantic mapping is an effective strategy to improve student writing skills. This study explores the effectiveness of the concept of semantic mapping in the development of…

Considerando il crescente numero di studenti con Bisogni Educativi Speciali (BES) nelle università italiane, che l'indagine statistica presentata nel 2022 dall' Anvur quantifica in 36.816 iscritti, 1 la maggior parte dei quali presenta Bisogni Linguistici Specifici (BiLS) (Daloiso 2016), il presente studio, nell'ambito della Glottodidattica Inclusiva del Portoghese come Lingua Straniera (PLS), si prefigge di discutere nuove modalità di elaborazione e di valutazione, in vista dell'esame finale, per le prove di produzione scritta per i discenti italofoni dislessici o disortografici, attività in cui emergono maggiori difficoltà di esecuzione (Caon 2016). Alla luce di queste nuove dimensioni dell'apprendimento, è imprescindibile rinnovare le ordinarie prassi metodologiche, in modo da promuovere, in ottica inclusiva, il potenziamento di capacità comunicative efficaci che permettano di agire in 1 WEB.pdf (ultimo accesso: 3/11/2024).

Un corpus di lingua scritta di studenti universitari viene analizzato sotto gli aspetti della coerenza, della coesione e dell’architettura testuale. Ci si sofferma in particolare sulla tendenza all’indebolimento logico-semantico di alcuni connettivi, propri dei testi argomentativi, quali infatti, tuttavia, quindi, dunque, perciò; vengono analizzati anche casi di ridondanza, come il tipo quelli che sono in funzione di determinante, e altri casi di deriva della tenuta testuale, morfosintattica e lessico-semantica. Si discute infine il ruolo della scuola, lo scarso peso dedicato alla punteggiatura, l’eventuale tendenza dell’italiano contemporaneo alla rigrammaticalizzazione dei connettivi e la tangenza, per taluni aspetti, dell’italiano universitario con l’italiano popolare.
Scheda breve

L’articolo indaga l’impiego dei Large Language Models (LLM) nella didattica della scuola superiore, analizzando un’esperienza condotta in una classe terza del Liceo Scientifico Giordano Bruno di Melzo. Attraverso un’unità sulla crisi del Trecento, LLM sono stati utilizzati non come fonti autoritative, ma come interlocutori dinamici capaci di stimolare la riflessione critica e il dialogo educativo. I risultati evidenziano il potenziale degli LLM nel promuovere l’autonomia degli studenti, personalizzare i percorsi di apprendimento e favorire pratiche didattiche interattive. L’articolo propone una riflessione teorica e metodologica sul ruolo dei LLM come terzi attori nel processo formativo.

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This article examines the use of Large Language Models (LLMs) in upper secondary education through a case study conducted with a third-year class at the Liceo Scientifico Giordano Bruno in Melzo. During a unit on the fourteenth-century crisis, LLMs were employed not as authoritative sources but as dynamic interlocutors capable of fostering critical thinking and educational dialogue. The findings highlight the potential of LLMs to promote student autonomy, personalize learning pathways, and support interactive teaching practices. The article offers a theoretical and methodological reflection on the role of LLMs as third agents in the educational process.

This note presents an attempt at a formal resolution of the classical Liar Paradox from the standpoint of informational analysis. The author considers the statement "This sentence is false" as a closed informational message and argues that its paradoxical nature disappears when strict logical and informational criteria are applied. Based on C. Shannon's approach, information is defined as a meaningful and verifiable message. It is shown that the Liar statement satisfies these conditions and, therefore, can be interpreted as a valid assertion of its own falsehood without contradiction. This work does not claim scientific novelty and represents an author's interpretation that has not undergone academic peer review.

Resiliencia y más. En la actualidad, en un mundo donde la información fluye a una velocidad sin precedentes y los desafíos se tornan cada vez más intrincados, dos habilidades cognitivas emergen como pilares fundamentales para el éxito tanto personal como profesional: el pensamiento crítico y la mentalidad de crecimiento. Este análisis profundo nos sumergirá en la esencia de estas competencias, desglosando sus componentes, los obstáculos que enfrentamos al desarrollarlas y las estrategias para cultivarlas de manera efectiva. Al dominar el análisis, la lógica, la resiliencia y otras habilidades inherentes a estos conceptos, estaremos mejor equipados para navegar la complejidad del siglo XXI y transformar los retos en oportunidades.

Despite the early emergence of oral argumentation, written argumentation is slow to develop, insensitive to alternative perspectives, and generally of poor quality. These findings are unsettling because high quality argumentative writing is expected throughout the curriculum and needed in an increasingly competitive workplace that requires advanced communication skills. In this introduction, we provide background about the theoretical perspectives that inform the papers included in this special issue and highlight their contributions to the extant literature about argumentative writing.

EFL writing proficiency is not merely about stringing together grammatically correct sentences; it reflects learners' ability to convey thoughts effectively and creatively. Thus, exploring the cognitive mechanisms becomes imperative for educators to enhance students' writing skills. In this convergent mixed methods study, the researchers investigated the impact of three pre-task conditions (brainstorming, FonF, and metacognitive strategy instruction) on the cognitive process (planning, translating, revising) and the Complexity, Accuracy, and Fluency of the learners' writings production. The participants chosen through convenience sampling included 150 tertiary learners in three intact classes majoring in the English Language at IAU, Islamshahr Branch. The study lasted four months (16 90-minute sessions), held once a week. Each group experienced a specific type of pre-task:

Presenter will share unit starting with readings in which writers and leaders describe the importance of literacy despite racism, peer pressure, and poverty. Students engage in lessons exploring their struggles, making comparisons to their own literary histories, and writing a thematic essay on the Power of Words. Presentation includes interactive activity and sharing of high school and FYW students\u27 work

En esta comunicacion se  presentan los resultados de un estudio realizado en el marco de un proyecto mas amplio dirigido a mejorar la escritura academica de los estudiantes de ultimo curso de Psicologia (proyecto final de grado). Los objetivos del estudio se centran en: a) analizar los tipos de ayudas que recibieron los estudiantes por parte de sus companeros y de sus profesores-tutores en el proceso de revision de sus textos cientifico-academicos, b) en conocer si existen diferencias respecto a quien propone las ayudas y c) sus repercusiones en el texto final del proyecto de investigacion.

Reading and writing underpinning all university study and beyond it are two essential skills that have significant influences on students’ growth in critical thinking. Students who aim to use English for academic purposes in higher education contexts need to develop their understanding of what it means to read and write critically in English with the support of critical thinking skills. While studies exist in understanding the nature and practice of critical thinking in academic writing or reading separately, studies that investigate the critical reading and writing (CRW) process from the perspectives of readers and writers are limited. The goal of this study was to explore how critical reading and writing practices Turkish ELT pre-service teachers experienced in the CRW course have contributed to their CRW skills from their own perspective. The data was obtained from the participants' reflections collected before and after the instruction enriched with criticality. Thematic analysis revealed that our participants have had a clear sense of criticality in the way of their reading and writing practices. The findings have implications for providing a pedagogical framework to foster CRW skills in higher education instructional settings.

L'intelligenza artificiale sta iniziando a rivoluzionare il panorama educativo, offrendo strumenti innovativi per l'insegnamento e l'apprendimento. Tra questi, i modelli di linguaggio di grandi dimensioni (Large Language Model, LLM) come GPT-4o di OpenAI possono rappresentare una risorsa preziosa. Questo articolo esplora l'applicazione della tecnica del few-shot prompting, mostrando come l'integrazione di esempi specifici nei prompt possa orientare il modello verso risposte più pertinenti. Verranno forniti alcuni esempi nella preparazione di lezioni per una docenza di italiano come lingua straniera (L2).

Discourse Markers (DMs) are beneficial to build coherence and cohesion in writing. Some studies carried out in EFL (English as a Foreign Language) contexts show the dominance of a particular type of DMs in a certain text type. Accordingly, this study attempts to reveal three cases of using DMs in expository essays of five development methods which are: (1) most frequently used type of DMs, (2) common variants of DMs, and (3) the appropriateness and inappropriateness of the use of DMs. The study analyzed 275 essays written by 55 undergraduate students of English Language Teaching (ELT) program in State University of Malang, Indonesia, in the academic year of 2014/2015 enrolling in Essay Writing Class. The essays were developed using five development methods: (1) exemplification, (2) comparison and contrast, (3) classification, ( ) process analysis, and ( ) cause-and-effect analysis. The results revealed that exemplification, comparison and contrast, and classification essays show more elaborative markers. Then, process analysis and cause-and-effect analysis essays show more inferential markers. Each type of DMs showed some common variants: (1) contrastive markers (i.e. but, however, although, on the other hand, and in contrast), (2) elaborative markers (i.e. also, and, for example, or, moreover, and in addition), and (3) inferential markers (i.e. because, so, then, because of, in conclusion, and therefore). From the analysis of appropriateness of using DMs, the most frequent misuse is in the wrong relation. The problem should be overcome by raising students' awareness of deploying DMs appropriately and purposively.

While most Filipinos are no stranger to the English language, many still need to work when it comes to putting their thoughts on paper. However, the primary concern is not just putting their thoughts, but organizing their thoughts, learning to reason out things with basis and where ideas are logically connected, unified and ruled with correct grammar. The objective of this study was to identity whether the utilization of portfolio- based assessment improved students' Argumentative writing skills in terms of cohesion, coherence and unity. Various writing opportunity was administered to find the answer to this study. This study was carried out on one group of respondents which consists of 30 students among the 123 grade 10 students. It utilized an experimental research design. Thirty (30) Grade 10 students were selected as respondents in Gloria Umali Integrated National High School during the academic year 2020-2021. Respondents were chosen through quota sampling technique. Before...

This study explores the usage of transitional markers in the 25-research outputs of the senior high school from North Central Mindanao College in Maranding, Lala, Lanao del Norte. The study aimed to explore the inaccurately and accurately used transitional markers. The study employed qualitative research design, and conducted content analysis on the research output of the students to determine the accuracies and inaccuracies on the usage of the transitional markers. Findings revealed that students generally excel in using basic transitional markers. Conclusive terms such as "Lastly" and "Therefore" are used effectively to summarize discussions, while "Because" is aptly employed to indicate reasons. Markers for adding information, like "Additionally" and "Also," and those for contrasting ideas, such as "However" and "But," are used correctly, enhancing the clarity and richness of the text. However, more complex markers, including "Thus" and "Consequently," show varied accuracy, with "Thus" often misapplied. Inaccuracies were most prevalent, with markers like "Thus" and "Therefore" used incorrectly in conclusions and "Meanwhile" in contrasting ideas. Elaborative markers "Also" and "In addition" were frequently misused, and inferential markers "Hence" and "Thus" showed significant inaccuracies. These challenges suggest a need for targeted instruction to improve the correct application of these transitional tools. It was concluded that while students possess a foundational competence in using transitional markers, there is a clear requirement for further guidance on more sophisticated markers. An intervention lesson exemplar was developed to address these inaccuracies and enhance the overall quality of students' writing.

Recent advances in second language (L2) writing pedagogy have placed argumentative writing at the center of the agenda for classroom instruction and research owing to its perceived advantages for developing learners' language, reasoning, and thinking skills. Along with this trend, the assessment of argumentative writing in terms of both structure (i.e., formal elements) and substance (i.e., argument quality) presents challenges and opportunities. In addition, relatively few studies have looked closely at the longitudinal development of argumentation in L2 writing and their range of geographic contexts is limited. Therefore, this classroom study aimed to track the development of students' argumentative writing over one year of instruction in an English for Academic Purposes (EAP) course at a Japanese university. Samples of argumentative writing were collected from eighteen student writers using a counterbalanced, pretest, posttest, delayed posttest design. These were scored using an analytic rubric that integrates Toulmin-like elements and argument quality. A significant gain was found between the pretest and delayed posttest, which amounted to a 20% score increase. However, progress was also found to vary according to argumentative elements. This development is discussed in terms of teaching practices adopted in the EAP course.

Critical thinking (CT) is important for English as a foreign language (EFL) writing. However, the EFL writings of Chinese students are usually negatively commented on in terms of CT in writing. The study reviewed relevant studies on how CT in writing was taught to Chinese EFL learners at the tertiary education level. It shows most EFL writing teachers adopted existing western CT definitions in a general knowledge background and mainly used teacher-centered assessment techniques to teach CT. Students’ CT development was mostly assessed by self-designed CT assessments. Facing the globalization of CT teaching, the study thus updates the assessment techniques to meet the increasing needs of CT teaching in EFL writing in China. Relevant suggestions are also given to education practitioners.

JCPR Volume 4 No. 1 (January 2025) presents a collection of scholarly articles exploring strategic communication and public relations issues from global and local perspectives. Featuring contributions from scholars in Kenya, Indonesia, Nigeria, and Cote d’Ivoire, the volume covers topics such as digital diplomacy, brand building, and gender-based communication analysis. We extend our gratitude to the dedicated reviewers, editors, and supporting institutions, hoping this edition inspires and benefits all readers (Assoc. Prof. Dr. Dra. Ulani Yunus, MM).

Journal of Communication and Public Relations (JCPR) is a free publication fee, peer-reviewed, open-access, CrossRef-indexed international journal, published biannually in January and July (e-ISSN: 2809-9087, p-ISSN: 2809-6940).
JCPR invites global contributions from experts, practitioners, and academicians in public relations and communication studies, providing valuable insights that advance theory and practice in these fields worldwide.

By using the concept of ethos, pathos, and logos, teacher builds up students' knowledge of credibility, empathy, and logic in academic writing. • Students will be able to understand the concept of hedging by giving them examples from ethos, logos, and pathos. • Students will be be aware of how hedging is used in conversations.

One of the most significant and yet often overlooked challenges for university students is decoding what their instructors expect from their assignments. Better understanding those expectations and the vocabulary and grammar needed to achieve them are the motivations behind this investigation. Eleven experienced instructors within an Australian university were interviewed about their motivations for assigning certain genres and their expectations when marking those assignments. This interview data informed the second stage, a linguistic analysis of student assignments. The analysis primarily focused on the occurrence of grammatical metaphor (GM), a powerful linguistic resource within academic discourse. The aim was to better understand what role, if any, GM plays in achieving the genre expectations identified in the instructor interviews. The analysis revealed how GM enabled the successful texts to be structured in ways the instructors valued. The paper concludes with pedagogical recommendations to ensure students are able to meet their instructors’ expectations.

The acquisition of written argumentative competence in French requires that Foreign Language students master several skills. Our study focuses on rhetorical rules and has two objectives: a) to encour¬age French as Foreign Language (FFL) teachers to consider rhetorical issues of the French language in the teaching process and b) to identify the rhetorical rules that pose challenges for our Spanish-speaking students. We conducted a bibliographical review on the didactics of written argumentation, paying special attention to the contributions of contrastive rhetoric. So then, we conducted an empirical study to analyse the errors that our FFL students made when they encountered the rhetorical rules applied in French. The results of the analysis allow us to identify the specific difficulties that the students encountered when writing an argumentative text and when applying the rhetorical rules used in French. We conclude that there is a specific conception of written discourse in French, and students acquire such ideas in FFL classes. Consequently, encouraging the application of French rhetorical rules gives students the opportunity to demonstrate their ability to respect the originality of French cultural and discursive identity.

In questo contributo presentiamo un modello per l’analisi di dati di parlato plurilingue, raccolti in
setting di intercomprensione linguistica. In primo luogo descriveremo le caratteristiche del dataset
(contesto, partecipanti, lingue, scelte di trascrizione). Successivamente, l’analisi si concentrerà
sulle sequenze di negoziazione di significato in interazioni tra pari, con particolare attenzione alle
strategie di interproduzione adottate nella risoluzione di incomprensioni e fraintendimenti. Si
spiegherà come lo schema di annotazione elaborato abbia reso possibile l’osservazione di pattern
ricorrenti nelle sequenze di negoziazione: dalle interazioni emerge infatti un alto grado di
collaborazione fra i partecipanti, che attivano risorse verbali e non verbali per comunicare con
efficacia, e talvolta assumono il ruolo di mediatori fra i compagni.

Saat ini, kemampuan menulis secara ilmiah menjadi keterampilan yang penting dikuasai oleh mahasiswa. Mahasiswa perlu memiliki keterampilan menulis yang baik dengan menggunakan penalaran dan logika yang berfokus pada apa yang harus dipercayai atau dilakukan berdasarkan mekanisme, seperti melakukan analisis konseptual dan argumen untuk pemecahan masalah dan pengambilan keputusan. Konsep semantic mapping adalah strategi yang efektif untuk meningkatkan kemampuan menulis mahasiswa. Penelitian ini mengeksplorasi efektivitas konsep semantic mapping pada pengembangan kemampuan menulis mahasiswa dalam menulis agumentatif essay. Penelitian ini diklasifikasikan ke dalam desain kuasi eksperimen. Dalam penelitian ini populasinya adalah mahasiswa Universitas Universal Batam yang terdaftar pada tahun akademik 2018-2019. Instrumen penelitian ini adalah tes menulis. Data dianalisis dengan beberapa analisis yaitu pengujian normalitas, pengujian homogenitas, dan pengujian hipotesis. Dalam menguji hipotesis penelitian ini, peneliti menggunakan uji-t untuk sampel terkait dan uji-Wilcoxon.Berdasarkan analisis ditemukan bahwa skor rata-rata mahasiswa pada pre tes adalah 7,89 dan skor rata-rata mahasiswa pada post tes adalah 12. Nilai-t hitung adalah t = 3,83 dan standar signifikan 0,05. Sementara t tabel hanya 2.306. Karena t hitung lebih besar dari t tabel (tobserved> t tabel), sehingga hipotesis nol (Ho) ditolak dan hipotesis alternatif (Hi) diterima. Jadi, berdasarkan hasil ini, disimpulkan bahwa ada perbedaan statistik antara pre-test di tingkat 0,05. Ini berarti bahwa pembelajaran menulis argumentatif berdasarkan teori semantic mapping memberikan pengaruh yang signifikan terhadap kemampuan menulis argumentatif mahasiswa.

With the advancement of new teaching methods and approaches in foreign language teaching and learning, critical thinking has gained popularity in modern language education. This quasi-experimental study evaluated the possible impact of synthesizing critical thinking dispositional features and action learning on the Iranian intermediate EFL students’ argumentative composition improvement skills. From the 400 EFL learners at Islamic Azad University, Kurdistan branch, one hundred and fifty mingled intermediate-level EFL university learners were chosen based on their scores received from the OQPT and equally distributed into three experimental and two control groups. All participants were given two standard writing tests during the pre and post-treatment phases, followed by CCTST principles. In EG1, the researcher taught argumentative writing based on critical thinking dispositional features; in EG2, he taught argumentative writing based on the principles of action learning approach; and in EG3, he taught argumentative writing by synthesizing critical thinking dispositional features and the principles of action learning approach. Two control groups received conventional writing instruction: one group consisted of only males (EG1), and the other only females (EG2). The study's results revealed that while the participants in both The EGs and CGs elicited a statistically important development in the posttests, those in the three EGs all outperformed those in the CGs. In the order of significance, critical thinking dispositional features, then action learning approach and lastly synthesizing critical thinking dispositional features and action learning approach had a meaningful impact on improving the argumentative essay writing skills of Iranian intermediate EFL students.

説得力のある論拠を構築するためには、広く受け入れられた信頼できる
意見に基づいて前提を立てることが重要である。論証的な文章は意見に大
きく依存し、一般的に認められている信念（エンドクサ）に対処する必要
があるため、古典的な修辞理論を論証的エッセイの指導に取り入れること
には明確な利点がある。本研究は、教育現場において古典的な修辞理論を
実際に応用することによって、論証的エッセイの発展を向上させることを
目的としている。本研究は 2 つの主要部分に分かれている。第一部分では、
修辞理論を効果的に教えるための理想的なモデルを確立するために、明確
な指導アプローチを提案する。第二部分では、教育者が学生に修辞理論の
概念をわかりやすく導入するために必要なステップを概説する。

Peer feedback is crucial in second language academic writing. As technology progresses, online peer feedback is replacing traditional feedback methods in tertiary education. In this study, wherein we utilized Zimmerman’s self-regulated learning model, the authors aimed to train English as a foreign language (EFL) students in providing self-regulated learning-based online peer feedback over one semester. We explored English as a foreign language students’ engagement in providing and receiving feedback, their interpretations, their follow-up actions in response to peer feedback during the training, and their overall perceived improvements in self-regulated writing strategies by analyzing the feedback that peers received and how they responded to that feedback. Data were collected from analyses of peer feedback on essays written by 20 Vietnamese university students. The results revealed that feedback typically includes critical and constructive remarks about language details, as well as praise for content; students prioritize feedback on local language aspects such as grammar and vocabulary over aspects such as global content and structure. The results also showed that providing and receiving online peer feedback significantly enhance English as a foreign language students’ self-regulated writing strategy use by fostering learning motivation, positive attitudes toward online peer feedback, a positive learning environment, and the increased use of writing and peer help-seeking strategies, as well as self-improvement strategies and knowledge transfers from peer assistance across the three phases of self-regulated learning. These findings suggest that self-regulated learning-based online peer feedback can enhance English as a foreign language students’ writing skills and strategic learning application, providing insights for instructional practice.

Der Beitrag widmet sich der Textkohärenzherstellung, einem von der Forschung relativ vernachlässigten Aspekt des (Fremd-)Spracherwerbs. Um diesen Aspekt näher zu beleuchten, wird die Herstellung der globalen und lokalen Kohärenz in Texten der DaF-Studierenden auf dem Sprachniveau B2 analysiert. Die Analyse wird am Korpus von 30 argumentativen Texten unter Anwendung qualitativer und quantitativer Analyseverfahren durchgeführt. Die Ergebnisse belegen, dass die Texte der DaF-Studierenden des Sprachniveaus B2 auf der globalen Ebene kohärent sind, aber bestimmte Mängel im Bereich der lokalen Kohärenz aufweisen.

This study was designed to explore the interplay among English as a foreign language learners' cognitive abilities and grit in predicting writing performance along different task complexity through path analysis and multiple group analysis. Methodology: A total of 353 tertiary students from Western China were recruited to participate in this study. Their language aptitude and working memory capacity were evaluated by the LLAMA tests and the automated operation span task, respectively. They were required to complete writing tasks with different complexities: argumentation (complexity+) and narration (complexity-). Results and conclusion: The results revealed that (1) the effects of perseverance of effort and working memory on L2 writing performance were significant in the argumentative task, whereas the influences of perseverance of effort and consistency of interest on L2 writing performance were significant in the narrative one; (2) task complexity moderated the respective impacts of grammatical inferencing ability and working memory on L2 writing performance. Theoretical and pedagogical implications were discussed.

The purpose of this action research is to introduce a debate activity contextualized in a scientific topic and explore its effectiveness in prompting teacher candidates’ (TC) argumentation skills and affective perception of argumentation. We also investigate the separate impacts of the different aspects of the debate activity. Through comparing the quality of structural argumentation from 28 elementary TCs before and after the activity, we find that the debate has enhanced the TCs’ argumentation skills in terms of the use of rebuttals. The transcript data further reveals that the confrontational aspect of the debate, i.e. Clash and Extension, are most effective in arousing high-level arguments as well as most risky in triggering negative TC attitudes towards argumentation. Through reflecting on our action of implementing the debate, we suggest a revised rubric for argumentation assessment in which sophisticated argumentation skills are epitomized by not only rebutting but also synth...

Idea generation is a cognitive process which underlies the production of coherent writing. However, little is known about the nature of this process and how it is affected by different preparatory conditions. The current study examines the effects of three planning time conditions: 'planning time' (10 minutes), 'extended planning time' (20 minutes) and 'no planning time' and two task conditions, namely 'topic given' and 'topic and ideas given', and their effect on the quality and the quantity of idea units produced in the planning notes and essays of 30 English Second Language (ESL) learners at a South African university. The study aims to replicate an earlier study by Ong, and tests four hypotheses: hypotheses 1 and 2 state that an extended planning time has a positive effect on both the quantity and the quality of ideas generated in planning notes (hypothesis 1) and essays (hypothesis 2). Hypotheses 3 and 4 state that additional ideas alongside a topic enhance the idea generation process in both planning notes (hypothesis 3) and essays (hypothesis 4). Our findings do not verify hypothesis (1) as neither in the planning notes nor the essays was the quantity of ideas affected by the planning time conditions. Hypothesis 2 was partially verified as the quality of ideas in the essays-but not in the planning notes-improved as an effect of an extended planning time. These results differ from Ong whose data fully support both hypotheses 1 and 2. Our data falsify hypotheses 3 and 4 as the topic-given condition consistently produced both a better quality and a larger quantity of ideas in the planning notes and in the essays of the participants. This finding concurs with Ong. In conclusion, the attempt at a replication of Ong only partially yielded the same results. Interestingly, the data indicate that the idea-generation process differed between the production of the planning notes and the production of the essays.

The widely accepted practice of teaching English writing within the confines of a few common rhetorical patterns represents an unnecessary obstacle for ESL students seeking admission to American undergraduate programs. Addressing this problem by increasing awareness would have important ramifications, including opportunities for fresh perspectives and original insights

This article sets out to investigate third-year Tunisian students' beliefs about structural order in English argumentative essays. A questionnaire was presented to 48 Tunisian third-year students. The questionnaire probes the students' conception of the structure of argumentative texts. In the process, it also examines their awareness of the different constituents of the essay and their order within the more general organization of: introduction, body and conclusion. To describe what they write in each of these parts, the respondents chose three out of seven possible options and ranked them in an order of importance. The options were carefully chosen from previous studies on Arabs' argumentative writing. The findings show that the majority of participants do not have a clear conception of the general macro-structure of the argumentative essay.

Complexity, accuracy, and fluency (CAF) are measures of language proficiency in productive skills. This study with a non-equivalent control group pretest-post-test design explored whether Dynamic Assessment (DA) procedures enhances EFL teachers' writing CAF. Three 22-member groups of homogeneous teachers were randomly assigned to one control group (Non-DA), an interactionist DA group (IA-DAG), and an interventionist DA group (IV-DAG). After the nine-session treatment, the study groups took a writing post-test. A one-way ANOVA test showed that the experimental groups outperformed the control group, although no significant differences were found between DA groups. Besides, no statistically significant differences were found between the groups' writing complexity. Considering accuracy, IA-DAG outperformed Non-DAG whereas no significant differences were observed between the experimental groups and between IV-DAG and Non-DAG. Fluency measures showed the superiority of DA groups t...

Tesis doctoral en Lengua Finesa realizada por Johanna Komppa en la Universidad de Helsinki (HU) bajo la dirección del Dr. Jyrki Kalliokoski (HU) y la Dra. Susanna Shore (HU). El acto de defensa de la tesis tuvo lugar el viernes 31 de agosto de 2012 ante el tribunal formado por la Dra. Marja-Leena Kuronen (Aalto University School of Business), la Dra. Mirja Tarnanen (Universidad de Jyväskylä) y la Dra. Sanna Tanskanen (HU). La calificación obtenida fue 6 (eximia cum laude approbatur) en una escala de 1 (más bajo) - 7 (más alto).A PhD thesis in Finnish by Johanna Komppa at the University of Helsinki under the supervision of Professor Jyrki Kalliokoski (University of Helsinki) and Susanna Shore, docent at the University of Helsinki. The thesis was defended on 31 August 2012. The members of the defence committee were Dr. Marja-Liisa Kuronen (Aalto University School of Business), Professor Mirja Tarnanen (University of Jyväskylä) and Professor Sanna Tanskanen (University of Helsinki). Th...

Das vorliegende Buch hat es sich zur Aufgabe genommen, die Verwendung von Konnektoren kroatischer DaF-Lernender über die Analyse ihrer schriftlichen L2-Texte auf Deutsch detailliert zu beschreiben, um auf diesem Wege einen umfassenden und empirisch fundierten Einblick in die Beherrschung dieses Aspekts der kommunikativen Sprachkompetenz zu gewinnen. Die gewonnenen Ergebnisse sind aus zwei Gründen von Belang. Erstens schließen sie eine Lücke in der angewandtlinguistischen Forschungslandschaft, indem sie die Möglichkeit eröffnen, die Beherrschung von Konnektoren und dadurch die kommunikative Sprachkompetenz, genauer die Diskurskompetenz jener Probanden zu beschreiben, deren L1 Kroatisch ist und die Deutsch als Fremdsprache im kroatischen Kontext lernen. Zweitens bieten die Ergebnisse Impulse für die unterrichtliche Praxis, weil sie viele Angaben zum Sprachgebrauch kroatischer DaF-Lernender enthalten, die sich auf den Zeitpunkt beziehen, in dem sie das Abitur als einen bedeutenden Punkt ihrer Ausbildung erreicht haben. Besonders anhand der Angaben zum fehlerhaften Einsatz von Konnektoren können ganz konkrete Aspekte identifiziert werden, die zum Gegenstand der unterrichtlichen Vermittlung des Wissens um die Konnektoren gemacht werden sollten, um die Diskurs- und auf diesem Wege auch die kommunikative Kompetenz DaF-Lernender zu verbessern.