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"Engaged at the first sight! Anticipating your audience as a way to thi" by Mahmud Layan Hutasuhut, Honglin Chen et al.

Critical thinking has been subject to various theoretical interpretations. Despite the differences, it has been perceived to principally build upon argumentation skills. One of the skills involves anticipation of the putative reader. This paper establishes an insight into how this knowledge can be grounded for timely reader anticipation to evidence the skills in thinking critically when constructing a written argument. It draws on the interaction of interpersonal meaning patterns from the discourse semantic level in selected sets of low and high achieving texts, with a focus on the macroThemes. The texts were collected from three time points: pre, mid and final pedagogic intervention periods, enacting Teaching and Learning Cycle (TLC) framework, a genre-based pedagogy, in a regular academic writing course. Text analysis employed tools from the APPRAISAL systems of the Systemic Functional Linguistics (SFL). The analysis focused on the deployment of ENGAGEMENT resources in each text’s ....

Learning Cycle , Systemic Functional Linguistics , Appraisal Systems , Argumentative Writing , Critical Thinking , Language Use ,

"Supporting Vietnamese EFL university students' development of argument" by Thanh Liem Dinh

Argumentative writing is necessary for academic success at tertiary level in both Anglophone and EFL contexts. Being able to argue in English in academic ways, however, presents significant challenges for EFL students, particularly those with low English proficiency levels. Many EFL students have little experience with written academic argument genres and rhetorical writing styles in English, and insufficient understanding of the value of ‘objective’ evaluative writing. Despite the challenges faced by EFL students in learning to argue in English, to date little research has focused on tracing EFL university-level students’ argumentative writing development, particularly their changes in discourse-semantic evaluative meaning-making resources, through a theoretically-informed literacy intervention. The research reported in this thesis examines the impact of a Systemic Functional Linguistic (SFL)-informed genre writing intervention (Halliday, 1978; Martin & Rose, 2008) on the im ....

Republic Of , Martin Rose , Systemic Functional Linguistic , Argumentative Writing , Systemic Functional Linguistics ,