Argumentative Features of International English Language Testing System (Ielts) Essays: A Rhetorical Analysis on Successful Exam Essays (original) (raw)
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Writing patterns are different among cultures if the language styles are also different, especially between English and Indonesian. However, some studies found that Indonesian students are capable of writing by using English pattern when they are taught in a writing course. Long after they have not been taught the English pattern, their writing patterns changes. This study reports that change. It is a qualitative content analysis study on 40 argumentative essays, written by 20 students of State University of Surabaya, which were analyzed. The results of this study show that the rhetorical developments of students' essays become less linear after two years. This means that their study in an English writing course has successfully teach them to write following the English logic. Yet, these students cannot maintain their linear pattern over time.
JEFL/Journal on English as a Foreign Language, 2024
Although many research studies discussed argumentative essays, little is known about argumentative essays discussing the dialogical exchange of argumentation. This study aims to investigate the distribution of elements and the quality of argumentative essays produced by EFL students. The content analysis was employed to examine their argumentative essays. The data were garnered from essay writing tests for forty students of the English Department at a state university in Palangka Raya, Indonesia. They were assigned to write an argumentative essay about "Online learning during the COVID-19 pandemic." The data analysis comprised collecting, categorizing, and displaying the data and conclusion drawing. The results indicated that (1) a greater number of the students were not able to supply all elements of an argumentative essay, such as an explanation of an issue, thesis statement, counterargument, refutation, and conclusion, and (2) most of them failed to obtain excellence qualification. The study findings imply how teachers can redesign the materials, find effective strategies for teaching an argumentative essay, and provide many practice opportunities. The teachers should focus on teaching an argumentative essay element by allowing the students to understand the goal of each element and integrate them to form a well-developed argumentative essay.
This study investigates commonalities and differences in overall rhetorical structure within the Iranian EFL subjects in their Persian and English pre-and post-argumentative essays and also it examines the effect of two different treatments, namely, models with implicit instruction, and models alone. After conducting TOFEL test, 76 subjects were selected. They were randomly divided into two groups, an experimental group which received no-instruction treatment, and a control group which was instructed implicitly. A pre-test and a post-test were administered before and after the treatment. The quantitative analysis of the post-argumentative essays revealed that the implicit group outperformed the no-instruction group. This study is significant for genre analysis and contrastive rhetoric research.
Modern Journal of Studies in English Language Teaching and Literature, 2020
This study presents the Filipino ESL senior high school students’ strengths and weaknesses in writing an argumentative essay. In the context of an institution in the Philippines where English is used as a second language by learners with varied L1, and the learners are required to write in academic English, the aim of this study is to identify the language features and the rhetorical moves of the argumentative essays using Hyland’s model (1990). Analyzing the students’ essays as a requirement in the academe across disciplines could provide appropriate scaffolding in guiding the Filipino ESL writers. The original essays written within an hour by 51 (from 108) Filipino ESL senior high school writers were encoded and processed using the Antconc software to identify the language features that characterize the essays. The essays were coded by the researcher and an inter-coder verified the analysis in relation to the stages/parts and the rhetorical moves found in the essays. The top three most commonly used verbs in the argumentative essays of the Filipino ESL writers of English are non-action verbs – is, are, have. In writing argumentative essays, the Filipino ESL senior high school writers of English lack lexical verbs in the lexical level, and the thesis and conclusion parts in the discourse level. They were familiar with the argument part, but lack citation as support to their claims.
Rhetorical Pattern in Argumentative Essay Writing by Efl Students of Iain Surakarta
LINGUA: Journal of Language, Literature and Teaching, 2016
This study reports pattern of rhetoric in argumentative essay of academic writing accros three achievement categories: fast learner, medium learner, and slow learner. Descriptive correlation between the pattern of the rhetoric and overall quality of academic writing was also identified. This research was descriptive study using content analysis approach. The research subjects were 3 classes of semester VII EFL student out of 9 classes selected in purposive sampling. Pattern of rhetoric in students work was analyzed in seven categories: thesis statement, reservation, background information, rational appeal, affective appeal, conclusion, and hesitation. ESL composition profile by Jacobs was employed to measure students’ academic argumentative essay. The finding showed that rhetoric pattern categories in three different writing achievers was failed to use. However, strong connectivity between pattern of the seven rhetoric categories and overall quality of academic writing across ...
Haki. Rhetorical Pattern in Argumentative Essay Writing by Efl Students of Iain Surakarta
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This study reports pattern of rhetoric in argumentative essay of academic writing accros three achievement categories: fast learner, medium learner, and slow learner. Descriptive correlation between the pattern of the rhetoric and overall quality of academic writing was also identified. This research was descriptive study using content analysis approach. The research subjects were 3 classes of semester VII EFL student out of 9 classes selected in purposive sampling. Pattern of rhetoric in students work was analyzed in seven categories: thesis statement, reservation, background information, rational appeal, affective appeal, conclusion, and hesitation. ESL composition profile by Jacobs was employed to measure students’ academic argumentative essay. The finding showed that rhetoric pattern categories in three different writing achievers was failed to use. However, strong connectivity between pattern of the seven rhetoric categories and overall quality of academic writing across level ...
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In Malaysian universities, writing in English is taught in several settings: writing for general purposes, writing for academic purposes and writing for specific purposes. Writing in these settings allows learners to learn to write in different genres, such as research, reports, and persuasive writing genres. One of the standard genres is persuasive because it is used to convince readers of what is researched or reported. To be competent in persuading or arguing, using the appropriate rhetorical and linguistic structure is crucial. The appropriate rhetorical and linguistic elements will help to achieve the writers' objective and intention. This paper will examine rhetorical and linguistic structures used by the ESL writers in producing a persuasive essay. Fifteen persuasive essays written by tertiary learners were analysed in this study. The researchers employed Stephen Toulmin's Model of argument (1969) as the tool of analysis in identifying the rhetorical and linguistic st...
THE RHETORIC FEATURES OF ENGLISH AND INDONESIAN ESSAYS MADE BY EFL UNDERGRADUATE STUDENTS
This study was aimed at analyzing the similarities and differences between English and Indonesian essays made by EFL undergraduate students. The problems rise from the transfer of first language (L1) cultural conventions to second language (L2) performance. Three rhetorical aspects: general patterns of thought (linear or non-linear), development of ideas, and coherence were compared and analyzed by using content analysis. The results of the analysis showed that EFL students devoted similar rhetoric features in writing English and Indonesian essays. The rhetoric similarity was shared in the use of linearity and non-linearity of ideas, the development of ideas in the whole essays as well as the coherence quality.
Journal Education of Batanghari, 2019
This research was conducted based on problems related to the poor ability of students in writing argumentative essays in English at SMKN 1 Batang Hari. The purpose of this study was to determine the ability of students to write paragraphs of argumentative essay development. This research is descriptive research. This research instrument uses writing assignments. The study population was class XII students of SMKN 1 Batang Hari. By using cluster random sampling, researchers took one class as a sample of this study. From the research findings, it was found that students' abilities in writing argumentative essays were low. The most common mistake made by students is in using evidence and writing the exact sentence. It can be concluded that students still have difficulty writing good sentences based on grammar rules. They also don't know how to write good conclusion paragraphs from argumentative essays.