The Gender Construct in the Use of Rhetorical Appeals, Hedges, and Boosters in ESL Writing: A Discourse Analysis

Autor/inn/en	Bacang, Bernadita C.; Rillo, Richard M.; Alieto, Ericson O.
Titel	The Gender Construct in the Use of Rhetorical Appeals, Hedges, and Boosters in ESL Writing: A Discourse Analysis
Quelle	25 (2019) 5, S.210-224 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Gender Differences; Discourse Analysis; Writing (Composition); Persuasive Discourse; Essays; Audiences; Emotional Response; Logical Thinking; Grade 11; High School Students; Controversial Issues (Course Content); Rhetorical Theory; Sociolinguistics + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Geschlechterkonflikt; Diskursanalyse; Schreibübung; Persuasion; Persuasive Kommunikation; Essay; Aufsatzunterricht; Spectator; Zuschauer; Emotionales Verhalten; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Controversial issues; Kontroverse; Soziolinguistik
Abstract	This study investigated and analyzed the use of rhetorical appeals, and the presence of hedges, and boosters in the argumentative essays of ESL learners. It is aimed at exploring the linguistic differences between male and female writers in terms of how they put forward their claims in an argument and how they appeal to their audience. The study found that male ESL learners prevalently use logical appeal in the development of their argumentative essays while the female learners use emotional appeal. On the other hand, the female learners use more hedging and boosting devices in their argumentative essays than male learners do. The results and findings of this study may contribute essential knowledge to linguists in constructing gender differences in the writing of argumentative essays in the context of ESL. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01