A novel framework for teaching academic writing

Abstract

This study represents an attempt to create a new framework for teaching academic writing. The new concept of the ‘Lexical Cohesive Trio’, LCT, combines elements of textual reference: anaphora, cataphora, and transitional signals (lexical repetition, bundles, and phrases). 30 English majors from the Gulf University for Science and Technology, GUST, in Kuwait were selected to write a pre-framework and a post-framework essay. The results were analysed using an SPSS package t-test. A pairwise t-test confirmed that more transitional signals were produced after the framework was used: t(1,29) = –4.938, p-value < 0.001. Similarly, a pairwise t-test confirmed that more lexical repetitions were produced after the framework was used: t(1,29) = –5.218, p-value < 0.001. Finally, a pairwise t-test confirmed that significantly more lexical phrases were produced after the framework was used: t(1,29) = –10.672, p-value < 0.001. These tests present strong evidence in favour of using LCT, and confirm that using this new framework enhances students’ ability to write coherent essays.

Towards a unified English technology-based writing curriculum in the Arabian Gulf countries: the case of Oman

“…These tests present strong evidence in favor of using the LCT, and confirm the significant finding that an increase in students' use of cohesive devices, lexical repetitions, and lexical phrases enhances their ability to write coherent essays. (Al Sharoufi, 2014) It is thus shown that using LCT has considerably enhanced university students' academic writing. Such promising results have encouraged the author to use the same lexical framework, LCT, with high-school students this time.…”

“…With the information provided in the Cohesive Trio Density Matrix and grammar and style check- ers, students are able to revise their essays further. In pre-and postsamples of student writing Al Sharoufi (2014) analyzed, students use of transitions, lexical repetition, and lexical phrases increased an impressive 72.9%, 107.6%, and 141.4% respectively! 225 Figure 2: Step 5 Screenshot showing cohesive links used in essay While the form-driven process outlined in steps 1-4 seemed like putting the cart before the horse for me as a native speaker of English, I found the alternate procedure informative: writing my paragraphs first and then identifying the connecting words and cohesive devices I had used using the drop-down menus in steps 2-5.…”

“…Applying this simple premise to more sophisticated, corpus-based word and phrase databases, Academic Writing Wizard helps developing writers use cohesive links and formulaic academic expressions more consciously in their writing. Recent research (Al Sharoufi, 2014) examining the efficacy of the program found statistically significant (p < .0001) improvements in students' use of cohesive devices, lexical repetitions, and phrases. User-friendly tutorials and YouTube videos help instructors register for and use the free-trial program in their classes.…”

“…After having performed this process for each paragraph, they would then embark upon writing the essay, which should at this point be a quite straightforward process. (Al Sharoufi, 2014).…”