Metadiscourse and Counterargument Integration in Student Argumentative Papers

Autor/inn/en	McCarthy, Philip M.; Kaddoura, Noor W.; Ahmed, Khawlah; Buck, Rachel Hall; Thomas, Anuja M.; Al-harthy, Ayah; Duran, Nicholas D.
Titel	Metadiscourse and Counterargument Integration in Student Argumentative Papers
Quelle	In: English Language Teaching, 14 (2021) 6, S.96-113 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Writing (Composition); Persuasive Discourse; Teaching Methods; Academic Language; Writing Instruction; Phrase Structure; Native Language; Intercultural Communication; Essays; Computational Linguistics; Writing Evaluation; Accuracy; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibübung; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibunterricht; Phrasenstruktur; Interkulturelle Kommunikation; Essay; Aufsatzunterricht; Linguistics; Computerlinguistik; Unterrichtserfolg
Abstract	Incorporating counterarguments can be challenging for many student-writers, including those for whom English is a second or other language. In this study, we present findings that may lead to improvements in students' understanding of the benefits of integrating counterarguments. In our study, expert readers were presented with excerpts of student academic writing in order to assess the degree to which counterarguments could be identified through student deployment of metadiscoursal features. The results suggest that student-writers deploy metadiscoursal features with insufficient frequency and consistency. The results further suggest that when metadiscoursal features are used in counterarguments, their deployment is largely restricted to the sentence-initial position. The study also considers the pedagogical and technological issues associated with the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01