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Effect of explicit instruction of paragraph writing strategies on PRC students' expository writing
Author
Pung, Evangeline Yuen Mei
Supervisor
Chandrasegaran, Antonia
Abstract
This study investigates the effectiveness of explicit instruction in cognitive processes and genre practices of expository paragraph writing according to Anglo-American writing conventions. In particular, this study attempts to determine the efficacy of explicit instruction of four rhetorical moves on the expository writing of EL2 students: announcing the paragraph-level claim; establishing the paragraph-thesis link; addressing the rhetorical demands in the essay question; and supporting the paragraph-level claim. Students' pre- and post-instruction texts were examined for evidence of the four moves. The main findings suggest that explicit instruction was effective in helping students write paragraphs which conform to the conventions of Anglo-American academic expository writing.
Date Issued
2005
Call Number
PE1439 Pun
Date Submitted
2005