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Comparing Online Argumentative Writing with In-Class Argumentative Writing as Assignment to the Instructor
PROCEEDINGS

, Teaching English to Speakers of Other Languages, National Chiao Tung University, Taiwan ; , Teaching English to Speakers of Other Languages, Taiwan

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper presents a study of an undergraduate-above level English argumentative writing course in EFL (English as a Foreign Language) context. The study attempts to explore how online writing is different from in-class writing in terms of writing strategies, rhetorical structure, and lexical-grammatical patterns the students use to express the rhetorical structure. Writing strategies are analyzed from sociocultural perspective. Rhetorical structure is investigated by Toulmin’s model and lexical-grammatical patterns are recognized by systemic functional linguistics. Affective condition is also investigated to justify their writing performance due to the shift of environment. The partial findings indicate that the student writers perform differently in an online forum and in in-class setting.

Citation

Hsieh, M.C. & Yeh, S.W. (2012). Comparing Online Argumentative Writing with In-Class Argumentative Writing as Assignment to the Instructor. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 920-924). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 18, 2019 from .

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