This study was conducted in an attempt to provide insights toward deepening understanding of associations between culture and writing by building, assessing, and refining a conceptual model of second language writing. The Concepts of culture and coherence and the relationship between them were examined through a mixed methods research design in the research context of Contrastive Rhetoric, comparing the coherence quality in argumentative essays written by undergraduates in mainland China and their U.S. peers. In order to analyze the complex concept of argumentative coherence, five linguistic theories of coherence were synthesized: Halliday’s (1976) cohesion theory, Carroll’s theory of coherence (1999/2007), Enkvist’s theory of coherence (1990), Topical Structure Analysis (Lautamatti, 1978) and Toulmin’s Model (1956/2003). This book is aimed at providing implications for conceptualizing argumentative coherence and contrastive rhetorical research.
This study examines the use of cohesive devices and cohesive chains in the argumentative essays by Polish undergraduates majoring in English, using both quantitative and qualitative analysis. The analysis is based on the Halliday and Hasan (1976) framework on cohesion in texts. The book is divided into three chapters: two concerned with a discussion of the necessary theory of cohesion in texts and argumentative writing, and the third one is focused on the application of the theory- the analysis of essays. The analysis includes the distribution of cohesive ties and chains, some problems with using cohesive ties, and a comparative study of essays as regards the use of cohesive devices in two proficiency levels and in relation to writing quality. This study sheds some light on the concept of cohesion in written texts and how EFL students use cohesive features to express meanings in their writing.
Learners’ experience with writing in general and argumentative textual productions in particular, requires a great deal of lexical and syntactic knowledge that grant them the ability to discover and put into words their ideas.Thereupon, the motivation for conducting this study which is a self-possessed analysis of learners’ argumentative essays, is basically to explore the use of substantive words and complex sentences in their argumentative writing at Moulay Ismail University. The book makes an endeavor to examine the extent to which overusing these elements affect their overall scores in textual productions. With regard to the comparative analysis of the results, it is demonstrated that complex sentences are not used numerously in argumentative writing. Students do not give too much interest to this type of sentence. As for substantive words, it can be asserted to some extent that most students use them with a lucid and observed quantity.
Writing is probably the most critical and challenging of the four language skills, even for native speakers of a language. Finding ways of helping language learners improve their writing ability, therefore, has always been a challenge for language teachers and researchers. Several attempts have already been made and a few techniques and activities have been proposed including controlled, guided, and free writing activities. This book compares the effectiveness of these activities on the cohesiveness of the argumentative writing of learners in an EFL context. It includes a theoretical review and an empirical analysis of the issue. This book may be useful for EFL learners as well as teachers who teach writing.
Research has indicated that writing argumentative essay is difficult for L2 students of English, as such the current project intended to examine the difficulties which Iranian EFL students have in writing argumentative essays and also to investigate similarities and/or differences in the way they structure their English and Persian argumentative essay before and after instruction. This study also attempted to portray how students transfer rhetorical patterns in L2 to L1 compositions. This study shed further light into the impact of explicit and implicit genre-based approach in comparison with the no-instruction approach on the argumentative genre. After conducting TOFEL test, 79 subjects were selected. The selected subjects were randomly divided into three groups. All of the three groups did 4 pre- and post-tests. The results show that the participants used basic structure of English argumentative papers in both their Persian and English pre-essays; however, they were weak at handling oppositional structures. The quantitative analysis of the post-argumentative essays revealed that the experimental group outperformed the implicit and no-formal instruction groups.
In this rapidly changing information, thinking critically is a vital requirement for individuals. In response to this, Indonesian EFL teachers are given responsibility to assist their students to acquire critical thinking skills while learning English. This is done to give them adequate practice in critical thinking so that they can actively participate in the international community particularly in the global workplace.This book presents results of a study aims to investigate students’ critical thinking as demonstrated in their argumentative essays. Argumentative writing has been believed as an effective means to portray students’ critical thinking. It assists students in making ideas of their own, clarifying opinions or beliefs and sorting out the evidence which are part of critical thinking realization. In addition, this book also provides explanation regarding students’ consciousness on their own critical thinking. In this sense, information regarding their awareness as to whether they show critical thinking and individual voice in their argumentative texts has been the object of this book to discuss.
In this paper, three thesis statements concerning the influence of economic relations on non-economic bilateral relations have been developed. In order to validate the thesis statements a methodology was chosen that is mainly data driven and based on two case studies and a data comparison procedure, as opposed to a "theoretical approach". After the methodology was evaluated a choice of cases was made and data were collected. Furthermore appropriate data (frequency and availability of data) were collected and presented. Finally data evaluation was undertaken (as a comparability check) and conclusions (e.g. that the relation of Germany and France is 100:8 stronger than Germany-China, based on data!) derived from the collected data were made. As a next step the "impact matrix" of Vester (that is commonly used to analyze influences) was developed based on the data out of the two cases and the data comparison sections.
This thesis analyzes EU international climate policy discourses around the adoption of the Kyoto Protocol, its entry-into-force and the COP15-negotiations in Copenhagen. Using EU-press releases and employing Hajer’s argumentative approach, the main focus lies on discursive shifts and self-representation. In addition evidences of discourse institutionalization are presented. The thesis also gives an extensive insight into the theoretical underpinnings used in the analysis and provides references to the actual EU-climate-policy around and during the analyzed timeframes. The thesis finds considerable discursive shifts, including a changing role of science, global responsibility and the economy. Findings also include the self-representation of the EU changing from an emerging to an established and powerful actor but with a sharp rupture after COP15.
Comparative analysis between Bangladesh and international accounting standard: supporting the student who are planning to write a thesis on their graduation and post graduation. Authors recommends some guideline for company who are practicing BAS to prepare their financial statements. Researcher also analyse some hypothesis on the basis of some problem. This paper is also can apply for further researches.