Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom

This study explores the effect of explicit instruction in argumentative text structure and linguistic features on the writing of Secondary Two Express students in Singapore. It is predicted that, in the short run, inplicit knowledge alone of the argumentative text structure and linguistic features m...

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Main Author:	Teng, Teresa May Hwee.
Other Authors:	Seow, Anthony
Format:	Theses and Dissertations
Published:	2008
Subjects:	DRNTU::Social sciences::Education
Online Access:	http://hdl.handle.net/10356/13926
Tags:	Add Tag No Tags, Be the first to tag this record!
Institution:	Nanyang Technological University

id	sg-ntu-dr.10356-13926
record_format	dspace
spelling	sg-ntu-dr.10356-139262019-12-10T12:13:40Z Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom Teng, Teresa May Hwee. Seow, Anthony National Institute of Education DRNTU::Social sciences::Education This study explores the effect of explicit instruction in argumentative text structure and linguistic features on the writing of Secondary Two Express students in Singapore. It is predicted that, in the short run, inplicit knowledge alone of the argumentative text structure and linguistic features may not be necessarily sufficient for the students to write effective arguments. Master of Education 2008-10-20T11:14:36Z 2008-10-20T11:14:36Z 2002 2002 Thesis http://hdl.handle.net/10356/13926 Nanyang Technological University application/pdf
institution	Nanyang Technological University
building	NTU Library
country	Singapore
collection	DR-NTU
topic	DRNTU::Social sciences::Education
spellingShingle	DRNTU::Social sciences::Education Teng, Teresa May Hwee. Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom
description	This study explores the effect of explicit instruction in argumentative text structure and linguistic features on the writing of Secondary Two Express students in Singapore. It is predicted that, in the short run, inplicit knowledge alone of the argumentative text structure and linguistic features may not be necessarily sufficient for the students to write effective arguments.
author2	Seow, Anthony
author_facet	Seow, Anthony Teng, Teresa May Hwee.
format	Theses and Dissertations
author	Teng, Teresa May Hwee.
author_sort	Teng, Teresa May Hwee.
title	Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom
title_short	Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom
title_full	Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom
title_fullStr	Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom
title_full_unstemmed	Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom
title_sort	effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom
publishDate	2008
url	http://hdl.handle.net/10356/13926
_version_	1681040376328093696

Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom

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