Developing argumentative writing skills of learners using an argumentative writing checklist (AWC) based on the classical model of argument
Academic writing skills can help learners succeed in their studies, as in many academic contexts, writing is a key component of coursework and exams. However, literature show that some Malaysian university students may still be unfamiliar with the conventions of academic writing in English, especial...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2023
|
| Online Access: | http://journalarticle.ukm.my/22981/1/AL%2013.pdf http://journalarticle.ukm.my/22981/ https://ejournal.ukm.my/ajtlhe/issue/view/1643 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Institution: | Universiti Kebangsaan Malaysia |
| Language: | English |
| Summary: | Academic writing skills can help learners succeed in their studies, as in many academic contexts, writing is a key component of coursework and exams. However, literature show that some Malaysian university students may still be unfamiliar with the conventions of academic writing in English, especially in ways to structure an essay and to express complex ideas and arguments in writing. To support a classroom that requires academic writing proficiency, an academic writing checklist (AWC) was first developed based on the Classical Model of Argument. Next, in a quasi-experimental study, two groups of academic English learners were involved in testing the effectiveness of the AWC. Findings from paired t-test analysis done on Jupyterlab using Python codes, showed that the experimental group which wrote a second draft of their essay using the AWC scored better compared to the control group. It can be inferred that a checklist or a structured framework can help students ensure that they have covered all the necessary elements of their essay as well as the necessary components of each section. It is hoped that teachers and other stakeholders can be motivated to develop personalized tools to make academic writing a less daunting task for tertiary learners. |
|---|