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dc.contributor.authorRodway, Claire
dc.date.accessioned2020-03-09T00:03:59Z
dc.date.available2020-03-09T00:03:59Z
dc.date.issued2017
dc.identifier.issn1738-1460
dc.identifier.urihttp://hdl.handle.net/10072/392163
dc.description.abstractEffective 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.peerreviewedYes
dc.publisherEnglish Language Education Publishing
dc.publisher.urihttps://www.elejournals.com/asian-efl-journal/the-asian-efl-journal-quarterly-march-2017/
dc.relation.ispartofpagefrom136
dc.relation.ispartofpageto164
dc.relation.ispartofissue1
dc.relation.ispartofjournalAsian EFL Journal
dc.relation.ispartofvolume19
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchLOTE, ESL and TESOL curriculum and pedagogy
dc.subject.fieldofresearchLanguage, communication and culture
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode390108
dc.subject.fieldofresearchcode47
dc.titleOpening up Dialogic Spaces: Rethinking the Prescriptive Paragraph Structure in L2 Writing Pedagogy
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationRodway, 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.updated2020-03-08T23:59:58Z
dc.description.versionVersion 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.hasfulltextFull Text
gro.griffith.authorRodway, Claire L.


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