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The effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom
Author
Teng, Teresa May Hwee
Supervisor
Seow, Anthony
Abstract
This study explores the effect of explicit instruction in argumentative text structure and linguistic features on the writing of Secondary Two Express students in Singapore. It is predicted that, in the short run, implicit knowledge alone of the argumentative text structure and linguistic features may not necessarily be sufficient for the students to write effective arguments. This study, therefore, sets out to examine in some detail the argumentative writing produced by two groups of Secondary Two students - a control group and an experimental group - with particular attention paid to the students' overt understanding of the argumentative text structure and their use of linguistic features frequently associated with this genre.
On the basis of comparable language ability, 120 students from the Secondary Two Express Stream in a neighbourhood school were selected for the study. 60 of these students made up the experimental group while another 60, the control group. These two groups of students went through two phases of writing, with an intervening period between the phases where the experimental group of students had the benefit of explicit instruction in argumentative text structure while the control group continued with their normal (i.e. uninstructed) classroom lessons.
From a close analysis of the structural elements and linguistic features that surfaced in the students' two written texts, this study reveals that there were substantial differences of writing performance when students were put through instructed versus uninstructed classroom lessons in argumentation. Some interesting results, although somewhat on a limited scale, emerged in the students' writing in regard to the quality of content of the various structural elements of argumentation, namely, thesis statement, propositions, opposing views and re-statement of thesis, as well as to the types and frequencies of use of the verbs produced.
Finally, some implications of this study's findings for teaching and suggestions for further research are given.
On the basis of comparable language ability, 120 students from the Secondary Two Express Stream in a neighbourhood school were selected for the study. 60 of these students made up the experimental group while another 60, the control group. These two groups of students went through two phases of writing, with an intervening period between the phases where the experimental group of students had the benefit of explicit instruction in argumentative text structure while the control group continued with their normal (i.e. uninstructed) classroom lessons.
From a close analysis of the structural elements and linguistic features that surfaced in the students' two written texts, this study reveals that there were substantial differences of writing performance when students were put through instructed versus uninstructed classroom lessons in argumentation. Some interesting results, although somewhat on a limited scale, emerged in the students' writing in regard to the quality of content of the various structural elements of argumentation, namely, thesis statement, propositions, opposing views and re-statement of thesis, as well as to the types and frequencies of use of the verbs produced.
Finally, some implications of this study's findings for teaching and suggestions for further research are given.
Date Issued
2002
Call Number
LB1631 Ten
Date Submitted
2002