Negotiating Meaning Relationships in the Rhetorical Structure of EFL Argumentative Writing through Text Cohesion

Autor/in	Ahmad, Zulfiqar
Titel	Negotiating Meaning Relationships in the Rhetorical Structure of EFL Argumentative Writing through Text Cohesion
Quelle	In: Education Quarterly Reviews, 5 (2022) 3, S.523-533 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ahmad, Zulfiqar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2657-215X
Schlagwörter	Semantics; English (Second Language); Second Language Learning; Second Language Instruction; Form Classes (Languages); Comparative Analysis; Connected Discourse; Persuasive Discourse; Correlation; Writing (Composition); Writing Instruction; Essays; Discourse Analysis; Language Usage; Grammar; Writing Evaluation; Writing Tests; Language Tests; College Students; Foreign Countries; Computational Linguistics; Saudi Arabia + Suchen Sie Ihr Suchwort? Semantik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Analytischer Sprachbau; Persuasion; Persuasive Kommunikation; Korrelation; Schreibübung; Schreibunterricht; Essay; Aufsatzunterricht; Diskursanalyse; Sprachgebrauch; Grammatik; Writing test; Schreibtest; Language test; Sprachtest; Collegestudent; Ausland; Linguistics; Computerlinguistik; Saudi-Arabien
Abstract	Being a configuration of logically interconnected statements realized in moves and stages, an argumentative essay is built around the notion of textual unity achieved through lexico-grammar and semantic associations. The study attempted to analyze the role of cohesion in the rhetorical structure of undergraduate EFL students. Hence, the 13 moves in the three-stage argument structure were analyzed on a preset framework of cohesion analysis. Discourse analysis as a research method was used to ascertain how cohesion functioned in the rhetorical structure of these argumentative essays. The results revealed the presence of cohesive associations between the different moves of the rhetorical structure which corresponded with the move length. Referential and Lexical cohesion had a more frequent and dense presence than the co-referential element in the sample texts; however, the relatively low incidence of conjunctives pointed towards the relative scarcity of rhetorical functions in students' writing. The study proposes a research initiative that could use frameworks other than the present study or compare two or more sub-genres for the use of cohesion in the rhetorical structure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01