dc.contributor.author | Rodway, Claire | |
dc.date.accessioned | 2020-03-09T00:03:59Z | |
dc.date.available | 2020-03-09T00:03:59Z | |
dc.date.issued | 2017 | |
dc.identifier.issn | 1738-1460 | |
dc.identifier.uri | http://hdl.handle.net/10072/392163 | |
dc.description.abstract | Effective argumentation requires not only the presentation and demonstration of propositional information, but also the ability to open up dialogic spaces with an audience, guiding the reader, meeting their expectations of how a text will be organised, and acknowledging their views. Oversimplification in the teaching of paragraph structure with a focus on support for, rather than development of, a controlling idea can sometimes elide these interpersonal elements of writing instruction. This paper explores the impact of teaching a prescriptive paragraph structural model on L2 undergraduate writers’ successful argumentation. Identified problems leading to an unsuccessful development of argument were grouped into three main areas: 1) failure to justify support in relation to claim; 2) weak internal argument; 3) lack of criticality/analysis and these were then analysed applying Hyland’s (2005a) interpersonal metadiscourse model. Using a small corpus of 22 paragraphs, the findings show that following a ‘topic-sentence + supporting sentences’ instructional model led to primary focus being placed on propositional content with subsequent reduced rhetorical consciousness and metadiscoursal awareness. Although limited by the size of the study, I suggest that these findings point to the need to re-evaluate and advance the teaching of paragraph structure to meet the demands of more complex writing required in undergraduate study and to consider the value in encouraging the understanding of metadiscoursal use in our L2 writing classrooms. | |
dc.description.peerreviewed | Yes | |
dc.publisher | English Language Education Publishing | |
dc.publisher.uri | https://www.elejournals.com/asian-efl-journal/the-asian-efl-journal-quarterly-march-2017/ | |
dc.relation.ispartofpagefrom | 136 | |
dc.relation.ispartofpageto | 164 | |
dc.relation.ispartofissue | 1 | |
dc.relation.ispartofjournal | Asian EFL Journal | |
dc.relation.ispartofvolume | 19 | |
dc.subject.fieldofresearch | Education | |
dc.subject.fieldofresearch | LOTE, ESL and TESOL curriculum and pedagogy | |
dc.subject.fieldofresearch | Language, communication and culture | |
dc.subject.fieldofresearchcode | 39 | |
dc.subject.fieldofresearchcode | 390108 | |
dc.subject.fieldofresearchcode | 47 | |
dc.title | Opening up Dialogic Spaces: Rethinking the Prescriptive Paragraph Structure in L2 Writing Pedagogy | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dcterms.bibliographicCitation | Rodway, C, Opening up Dialogic Spaces: Rethinking the Prescriptive Paragraph Structure in L2 Writing Pedagogy, Asian EFL Journal, 2017, 19 (1), pp. 136-164 | |
dc.date.updated | 2020-03-08T23:59:58Z | |
dc.description.version | Version of Record (VoR) | |
gro.rights.copyright | © 2017 Asian EFL Journal. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version. | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Rodway, Claire L. | |