Undergraduates arguing a case

Varghese, Susheela Abraham; Abraham, Sunita Anne

doi:10.1016/s1060-3743(98)90018-2

Cited by 42 publications

(22 citation statements)

References 2 publications

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“…The writing task requires an extended composition in response to a proposition or question. The argumentative writing test has been proven to be effective in evaluating students’ academic achievements in light of linguistic competence, critical thinking, and articulation of ideas (Varghese & Abraham, ). The production of an argumentative essay requires students’ active use of a range of strategies such as using knowledge to generate ideas, monitoring and evaluating their progress, revising the written essay, or actively regulating their emotion to sustain their learning efforts throughout the composing process.…”

Section: The Studymentioning

confidence: 99%

A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies

Teng

Zhang

2016

The Modern Language Journal

204

233

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This study aimed to validate a newly‐developed instrument, The Writing Strategies for Self‐Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants. Confirmatory factor analyses (CFA) through structural equation modeling (SEM) were applied to evaluate 3 hypothesized models. The results of the CFA validated a 9‐factor correlated model of second language (L2) writing strategies for SRL with satisfactory psychometric characteristics. Model comparisons confirmed a hierarchical, multidimensional structure of SRL as the best model, in which self‐regulation, as a higher order construct, accounted for the correlations of the 9 lower‐order writing strategies, pertaining to cognitive, metacognitive, social–behavioral, and motivational regulation aspects. Multiple regression analysis revealed that 6 out of 9 SRL strategies had significant predictive effects on EFL writing proficiency. The empirical evidence lends preliminary support to a transfer of SRL theory from educational psychology to the field of L2/EFL education, particularly L2/EFL writing. Implications of these findings are discussed.

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Section: The Studymentioning

confidence: 99%

A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies

Teng

Zhang

2016

The Modern Language Journal

204

233

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“…There is an agreement among social scientists that the inadequate performance of university students to write in English for academic purposes is the result of their lack of preparation (Varghese & Abraham, 1998). Explicit instruction is needed to prepare them to write in English which has a different rhetorical structure from their L1.…”

Section: Literature Reviewmentioning

confidence: 99%

Rhetorical structure in the problem statement section of Iranian postgraduate students' research projects

Tarvirdizdeh

Nimehchisalem

2021

SiELE

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This paper reports the results of a study that investigated the structure of the Problem Statement (PS) section, following Swales’ (1990) Create-A-Research-Space (CARS) model as the first objective. Move analysis was used to analyze the rhetorical moves of the PS sections of the research projects. The second objective was the identification of the specific types of linguistic features associated with each move and step based on Pho’s (2013) classification. Following Pho (2013), the linguistic features as important signals of moves were identified. For this purpose, 30 research projects written by Iranian master’s students were purposively selected. The findings showed that the obligatory moves were Moves 1 ‘Establishing a Territory’ and 2 ‘Establishing a Niche’. All moves and steps were identified linguistically although their sequence and arrangement were not the same as what was anticipated by the model. Although the cyclic and embedded moves were defined in the rhetorical structure of the PSs, most of them were anomalous or ill-structured. The study has theoretical contributions, the most significant one of which is that the CARS model is applicable to define and analyze the rhetorical structure of the PS section.

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“…Yeh's (1998) study implies that the teaching method based on the Toulmin model is more conducive for students to write argumentation. Within L2 settings, Varghese and Abraham(1998) provided explicit instruction in Toulmin's pattern of argument structure to English-major undergraduates in Singapore and found that students' writing ability improved considerably in terms of stating claims with supporting grounds, building better writer credibility, and conveying both sides of an argument to resolve the problem. Bacha (2010) drew the same conclusion from his study which shows Arabian students' argumentation features can be improved with an explicit and direct rhetorical strategy-using the Toulmin model.…”

Section: Related Studies Based On Toulmin Modelmentioning

confidence: 99%

“…including the analytical studies on textual features (Cooper et al, 1984;Connor, 1990;Crammond, 1998;McCann, 1989) and exploratory studies using the Toulmin model as a teaching strategy (Bacha, 2010;Varghese & Abraham, 1998;Yeh, 1998). Other studies involved L2 contexts such as Qin and Karabacak (2010), Cheng and Chen (2009), and Abdollahzadeh et al (2017).…”

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confidence: 99%

What Makes Proficient Writers' Essays More Persuasive? A Toulmin Perspective

2020

International Journal of TESOL Studies

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Although many studies have been done based on the Toulmin model, only a few involve EFL students at different proficiency levels. The present study compares the English argumentative essays of first-year students with those of the fourth-year students in terms of the use of Toulmin elements and argument complexity. Altogether 62 timed argumentative writings were selected from Spoken and Written English Corpus of Chinese Learners. Toulmin elements, namely Claim, Subclaim, Data, Warrant-Backing, Counterargument-claim, Counterargument-data, and Rebuttal were investigated, as well as Data length, Warrant-Backing length, argument depth and width. The results show that the two groups of essays have almost no difference in the use of Toulmin elements except Warrant-Backing, and that the fourth-year students perform better in argument complexity. It is concluded that the use of the Toulmin elements cannot clearly differentiate proficient writers; however, argument complexity showed improvement.

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Undergraduates arguing a case

Cited by 42 publications

References 2 publications

A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies

A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies

Rhetorical structure in the problem statement section of Iranian postgraduate students' research projects

What Makes Proficient Writers' Essays More Persuasive? A Toulmin Perspective

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