Analysing argumentative writing

Meyer, Heather

doi:10.1111/j.1754-8845.2005.tb00626.x

Cited by 3 publications

(4 citation statements)

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“…Of the three conditions, students who are in a writing condition are superior in all aspects compared to students who are in an unwritten and managed condition. This strengthens previous research that writing is able to make students better able to organize and deepen their understanding (Lephalala & Pienaar, 2008;Meyer, 2005). Instructions or comments in written form can also be more effective in helping students improve the quality of writing.…”

Section: Discussionsupporting

confidence: 85%

“…Students often fail to use this argumentative approach in their writings. There are several causes of the students' lack of ability to write argumentative essays, including there are still many students who do not know the characteristics of a good argumentative essay, they still find it difficult to apply them due to lack of practice, and do not know deeply about the features of argumentative essays (Meyer, 2005;Noroozi et al, 2020). This causes students to find it difficult to meet the demands of lecture assignments because almost all scientific papers in universities require strong arguments.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Argumentative Writing Via Online Peer Feedback-Based Essay: A Quasi-Experiment Study

Mulyati¹,

Hadianto²

2023

INT J INSTRUCTION

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This study investigates the impact of unwritten, written, and managed online feedback on students' argumentative essay writing skills, feedback quality, and domain-specific knowledge acquisition. This study uses an experimental study with experimental and control groups to see the effect of online peer feedback on students' argumentative essay writing skills. The research participants were 270 students from Universitas Pendidikan Indonesia who were randomly divided into 135 pairs and randomly assigned to 3 conditions (unwritten, written and managed peer feedback). The online peer feedback platform is the college's own Integrated Online Learning System. The instruction guide is designed within this platform. Through this research, students are asked to write argumentative essays (individual), interact in peer argumentative feedback, and finally improve based on feedback from colleagues. The results showed that the intervention in the form of an essay writing learning process guide design through online peer feedback had a positive impact on students' ability to write argumentative essays, the quality of the feedback, and the level of students' domain-specific knowledge. In general, from the three conditions, students who were in the written condition were superior to all aspects of the ability being tested. This happens because written feedback makes students more organized in expressing their input, has time to review the feedback so that it is of high quality, and is better able to understand deeply in exploring topics, so that the level of student domain knowledge increases. The implication of this research is that it provides an alternative that online peer feedback learning can be used for students' argumentation skills. The ability of scientific argumentation is needed by students in producing scientific writings in universities.

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Section: Discussionsupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Enhancing Argumentative Writing Via Online Peer Feedback-Based Essay: A Quasi-Experiment Study

Mulyati¹,

Hadianto²

2023

INT J INSTRUCTION

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“…According to Rivers (Rivers, 1981, p. 294), writing is conveying original information or expressions ideas sequentially in new languages. Furthermore, Meyer (2005) affirms that writing is an action-a process of discovering and organizing your ideas, putting them on paper, and reshaping and revising them. Furthermore, Wati (2019) defines that writing has activity in writing and formulating some ideas to create meaning on paper.…”

Section: Introductionmentioning

confidence: 95%

Exploring Creativity in English Writing by Using Instagram: University Students Perceptions

Yusuf

Jazilah

2020

Pedagogy: JoELT

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Instagram is one of the social media platforms that used as a media for educational purposes. This study aimed at investigating university students' perceptions of using Instagram as an online platform to explore their creativity in English writing skill. The study used a quantitative research design. The participants of this study were students of the English Education Department of Universitas Islam Negeri Surabaya, who took a Writing English course and used Instagram in their learning activity. The questionnaire was used to collect data of this present research in the form of five-point Likert scale statements that expressed in strongly agree, agree, neutral, disagree, and strongly disagree. The descriptive quantitative were conducted on the data of analyzing the students' perceptions of using Instagram to know their responses. The findings indicated that the students demonstrated positive perceptions in using Instagram to interact with their lecture and classmates on Instagram to improve their English writing ability. The result of this research can inform that the use of Instagram in teaching writing can also shape them to become more creative and enjoyable in English writing learning.

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“…In the Autumn 2005 issue of English in Education , I presented such a tool in the form of an Analytical Framework for academic writing that could be used by teachers to explore the cognitive and linguistic qualities of students’ writing (see Meyer, 2005a). A fairly detailed discussion and illustration of each analytical indicator was included.…”

Section: Introductionmentioning

confidence: 99%

The ‘empowerment’ of students: A contribution from systemic functional grammar

Meyer

2008

English in Education

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Since there is no single pedagogical theory that may provide all necessary strategies for the successful teaching of academic essay writing at senior levels, this paper makes a small but hopefully interesting contribution from the basis of Systemic Functional Grammar. It is intended to supplement teachers’ insights into the linguistic characteristics of academic writing considered ‘Excellent’, as much as to offer strategies for empowering students with a clearer idea of what is expected of them in academic writing. It attempts this by making explicit some of the grammatical choices made by successful writers, and how those choices facilitate the presentation of knowledge and ideas in ways that fulfil the expectations readers (and examiners) have of merit‐worthy writing.

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Analysing argumentative writing

Cited by 3 publications

References 4 publications

Enhancing Argumentative Writing Via Online Peer Feedback-Based Essay: A Quasi-Experiment Study

Enhancing Argumentative Writing Via Online Peer Feedback-Based Essay: A Quasi-Experiment Study

Exploring Creativity in English Writing by Using Instagram: University Students Perceptions

The ‘empowerment’ of students: A contribution from systemic functional grammar

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