Rhetorical Structure in Problem Statement Section of Foreign Languages Undergraduate Students' Monographs

Autor/in	Obeso, Wilmar Salazar
Titel	Rhetorical Structure in Problem Statement Section of Foreign Languages Undergraduate Students' Monographs
Quelle	In: Advances in Language and Literary Studies, 10 (2019) 6, S.89-93 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Undergraduate Students; Second Language Learning; Second Language Instruction; English (Second Language); Writing (Composition); Rhetoric; Language Styles; Teaching Methods; Academic Language; Foreign Countries; Writing Assignments; Departments; Computational Linguistics; Models; Student Research; Colombia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibübung; Rhetorik; Sprachstil; Teaching method; Lehrmethode; Unterrichtsmethode; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Ausland; Department; Abteilung; Linguistics; Computerlinguistik; Analogiemodell; Studentenforschung; Kolumbien
Abstract	The Problem Statement (PS) section communicates the issue that targets a study. Having a clear understanding of its rhetorical moves facilitates its communication. However, undergraduate students are not generally worried about this important writing aspect. The purpose of this descriptive study intended to explore the rhetorical moves in Colombian FL undergraduate monographs. 20 samples of PS written in English by Foreign Languages (FL) Undergraduate students were analyzed following Swales' (1990) Create-a-research-space (CARS) model. Findings revealed that the lack of knowledge about rhetorical aspects on the part of the students affects negatively the writing of the PS. The analysis also showed that some students did not communicate the problem due to an unbalanced frequency of moves and steps. Students' awareness of the genre, its formal instruction, and frequent training might contribute to improve their academic writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01