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Reflexive writing dialogues: Elementary students’ perceptions and performances as writers during classroom experiences
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In: Test Series for Scopus Harvesting 2021 (2022)
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| 2 |
Writing Fat: Rejecting the Logics of Anti-Fatness in the Teaching of Writing
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In: Embargoed Master's Theses (2022)
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| 3 |
Dewey in the Digital Age: Experiential Composition and Reflection as Transformation
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In: Dissertations, Theses, and Student Research: Department of English (2022)
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| 4 |
The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
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In: Doctoral Dissertations (2022)
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| 5 |
First-Year-Composition Writing Conferences as a Pathway for Becoming Graduate Teaching Assistants
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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| 6 |
Pedagogical innovation in uncertain times: Redesigning assessments for online delivery, and preparing students for changing industry practices
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| 8 |
Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement
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In: Sustainability ; Volume 13 ; Issue 21 (2021)
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Abstract:
The capacity to make effective argumentation in English writing is considered as a crucial ability in the field of second language writing. Currently, Chinese teachers of English as a foreign language (EFL) adopt the product approach to teach argumentative writing, in which they stress the mode of learners’ written production and show little concern with cognition. For students’ sustainable development in argumentation skills, teachers are encouraged to employ a genre-based approach to cultivate students’ knowledge about different elements in argumentation. However, few empirical studies have investigated the efficacy of such classroom-based instruction on learners’ comprehensive development in EFL writing, including their knowledge about writing and performance in producing argumentation. This is particularly the case with reference to Chinese students learning to write argumentative texts in EFL. To fill the research gap, this quasi-experimental study was conducted with 74 EFL sophomores, who were randomly allocated to either an experimental group or a comparison group. The experimental group received a genre-based writing approach, while the comparison group experienced their conventional writing instruction. Students’ changes were analysed using pre- and post-writing test measures, open-ended questionnaires, and stimulated recall interviews. Our findings revealed more changes in the experimental groups’ knowledge about argumentation following the genre-based writing treatment than the comparison group. Specifically, the experimental group’s progress was obvious in the way they displayed their knowledge of the structure of discourse moves and of language features specific to the argumentative genre. They began to express their knowledge of the content, process, intended purposes, and audience awareness towards producing more genre appropriate texts in argumentation. They also showed enhanced self-reflection on their knowledge of argumentation. In addition, the genre-based approach had a positive effect on the experimental group’s argumentative writing development, as evidenced in their use of discourse move structures and their overall writing quality improvement. The conventional writing approach was not as effective in helping students to write an argumentation. Writing proficiency effects were observed in terms of the extent to which the students were developed. Pedagogical implications and limitations are also discussed.
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Keyword:
argumentative writing; genre knowledge; genre-based writing pedagogy; writing performance
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URL: https://doi.org/10.3390/su132111616
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| 9 |
Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing
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In: Education Sciences ; Volume 11 ; Issue 8 (2021)
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| 10 |
"An Art of Truth in Things": Confronting Hiphop Illiteracies in Writing Classrooms at Predominantly White Colleges and Universities
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In: Community Literacy Journal (2021)
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| 11 |
Generic Expectations in First Year Writing: Teaching Metadiscoursal Reflection and Revision Strategies for Increased Generic Uptake of Academic Writing
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In: Graduate Theses and Dissertations (2021)
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| 12 |
A Reflexive Approach to Teaching Writing: Enablements and Constraints in Primary School Classrooms
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| 13 |
Reescrita : um sempre-presente e uma atividade metalinguística para o letramento acadêmico ; Rewriting : an always-present and a metalinguistic activity for academic literacy
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| 14 |
“Some people get lost”: A Practitioner Inquiry into the Transnational, Diasporic, and Educative Experiences of Participants in an After School Reading and Writing Group
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| 15 |
Searching for the yet unknown: Writing and dancing as incantatory practices
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In: Journal of University Teaching & Learning Practice (2021)
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| 16 |
Critical Pedagogy and Accountability: An Autoethnographic Analysis of Race and Embodiment in Tennessee's Teacher Evaluations
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In: Masters Theses (2021)
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| 17 |
BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH
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| 18 |
Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses
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| 19 |
Code-meshing Projects in K-12 Classrooms for Social and Linguistic Equity
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In: INTESOL Journal; Vol. 18 No. 1 (2021): Equity and Access For Language Learners: INTESOL Conference 2020 Showcase Issue; 1-23 ; 2373-8936 (2021)
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| 20 |
A Scholar Is Never Without His Lute: Robert Duncan and Company in the Poetics Program at New College of California, 1980-1987
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