A multidimensional comparison of discourse organization in<scp>E</scp>nglish and<scp>C</scp>hinese university students' argumentative writing

Liu, Xinghua; Furneaux, Clare

doi:10.1111/ijal.12013

Cited by 15 publications

(7 citation statements)

References 36 publications

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“…The findings echo with the results of Yang and Cahill (2008), Chein (2011) and Liu and Furneaux (2013). The limitation of this study is the size of the subjects.…”

supporting

confidence: 88%

“…Since then, numerous studies were there focusing on the cultural influence on the second language writing. One of the recent studies (Liu & Furneaux, 2013), reviewed the on-going debates on Kaplan's theory. Liu and Furneaux (2013) claimed that one focal argument is about directness and indirectness of English and Chinese writing.…”

Section: Literuature Reviewmentioning

confidence: 99%

“…One of the recent studies (Liu & Furneaux, 2013), reviewed the on-going debates on Kaplan's theory. Liu and Furneaux (2013) claimed that one focal argument is about directness and indirectness of English and Chinese writing. Some researchers still believe that Chinese English learners' writing is indirect (e.g.…”

Section: Literuature Reviewmentioning

confidence: 99%

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A Structure Analysis of English Argumentative Writings Written by Chinese and Korean EFL Learners

Zheng¹

2013

ELT

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This study employed Kamimura and Oi (1996)'s classification of the organizational patterns of the argumentative essay structure: Thesis Statement (TS), Background Information (BI), Reservation (R), Hesitation (H), Rational Appeals (RA), Affective Appeals (AA) and Conclusion (C). 178 essays, 84 written by Chinese EFL learners, 84 written by Korean EFL learners, and 10 written by English native speakers, were coded and analyzed via NVivo. The results show that Chinese and Korean EFL learners prefer the direct deductive expressions in their English argumentative writings, which is different from Kaplan's (1966) findings. No significant difference exists in the essay structure among Chinese and Korean EFL writers' writing and the English native speakers' writings. The only difference lies in the contents of the rational and affective appeals, which are still strongly influenced by the cultural and social background. The results indicate that Chinese and Korean EFL writers, especially most of the university students are able to handle the structure of English argumentative writings with plenty of writing practice and teachers' instruction.

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“…The findings echo with the results of Yang and Cahill (2008), Chein (2011) and Liu and Furneaux (2013). The limitation of this study is the size of the subjects.…”

supporting

confidence: 88%

Section: Literuature Reviewmentioning

confidence: 99%

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A Structure Analysis of English Argumentative Writings Written by Chinese and Korean EFL Learners

Zheng¹

2013

ELT

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“…Silva [21], for example, examined 72 reports comparing L1 and L2 writing, and concluded that L2 writing is more difficult and less effective than L1 writing. Our review shows that most studies on L1 and L2 writings focus on areas such as formulation process [22], revision patterns [23], and discourse organization [24]. There are comparatively fewer studies on collaborative writing, and similarities and differences between L1 and L2 collaborative writing.…”

Section: B Wiki-based L1 and L2 Collaborative Writingmentioning

confidence: 96%

Wiki-based Collaborative Writing: A Comparative Study on First and Second Language Writing among Chinese Secondary Students

Chu¹,

Wu²,

Kwan³

et al. 2019

IJMECS

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This study aims to examine how learners engaged in wiki-based collaborative writing when they were using their first language (L1) or second language (L2). Issues concerning similarities and differences in wiki collaborative writing activities, wiki participation levels, wiki interaction patterns and wiki collaboration levels between the L1 and L2 writing groups are discussed. This paper reports a case study of a group of Hong Kong secondary school students who were required to use "Google Sites" to complete their Liberal Studies group projects. Student's wiki writings and comments in their L1 (Chinese) and L2 (English) were collected and examined. Results indicated that, while similarities in writing activity patterns, participation levels and collaboration levels were shown in the two groups, differences did exist in their interaction patterns, which were affected by the different ways they used the wiki comment sections. This study can help educators to become aware of the different needs of L1 and L2 groups and to implement wiki collaborative writing more effectively to support students.

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“…For the essays, the students displayed a similar format as required for the Writing III assignments: introduction, a body consisting of three main arguments and conclusion. This essay format is common in various academic writing contexts (Liu & Furneaux, 2013;Schneer, 2013). In applying the essay format, in the interview, the students admitted that they did not encounter major difficulties as it was primarily a technical matter.…”

Section: Inexperienced Member Of Their Academic Communitymentioning

confidence: 99%

Exploring academic identities of EFL novice writers

Juliaty

2019

Indonesian J. Appl. Linguist.

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In academic writing, undergraduate EFL learners are not required only to apply correct L2 writing system, but more profoundly, construct and convey ideas in ways recognised in their discipline as they continuously create and recreate identities as members of their academic community. Such a process of identity construction shapes EFL novice writers’ characteristics and nurture their growth as writers in the academic environment. This study, thus, aims to explore the portrayal of academic identities of undergraduate EFL novice writers. Eight Indonesian undergraduate students of an English Department in a private Indonesian university participated in this study. The data collected included an autobiography journal, a semi-structured interview and two essay assignments. The data were analysed qualitatively by employing Ivanič’s (1998) concept of writer identity, consisting of autobiographical self, discoursal self and authorial self, and Hyland’s (2010) metadiscourse model. The findings reveal that despite numerous writing repertoires applied to display aspects of autobiographical, discoursal and authorial selves in the learners’ academic writing, the portrayal of academic identities in the writing is overall weak due to the struggles that the learners faced in adjusting and engaging themselves in the academic community of their discipline. Some recommendations in relation to L2 academic writing practice for EFL undergraduate students include facilitating students to have more exposure and access into L2 academic writing culture and academic community of their discipline.

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A multidimensional comparison of discourse organization inEnglish andChinese university students' argumentative writing

Cited by 15 publications

References 36 publications

A Structure Analysis of English Argumentative Writings Written by Chinese and Korean EFL Learners

A Structure Analysis of English Argumentative Writings Written by Chinese and Korean EFL Learners

Wiki-based Collaborative Writing: A Comparative Study on First and Second Language Writing among Chinese Secondary Students

Exploring academic identities of EFL novice writers

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