Relevant bibliographies by topics / Persuasive essays

Academic literature on the topic 'Persuasive essays'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Persuasive essays"

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Salih, Abdelrahman Abdalla. "Investigating Rhetorical Aspects of Writing Argumentative Essays and Persuasive Posters: Students’ Perspective." Theory and Practice in Language Studies 11, no. 12 (December 2, 2021): 1571–80. http://dx.doi.org/10.17507/tpls.1112.09.

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Students at the tertiary level need arguments because they are expected to use analytical and critical thinking skills. The present study is situated in an English as a Foreign Language (EFL) context in an Omani University and reports the experience of (N=46) undergraduate EFL writers in argumentative essays and persuasive posters. Using rhetorical strategies, and drawing on the principles of persuasive writing, the participants prepared posters and essays on two separate topics. Data were collected from the 46 participants’ responses to a semi-structured online survey questionnaire. Analysis of the data obtained indicates that the participants preferred designing posters to writing persuasive essays while reporting varieties of rhetorical difficulties in building an argument for persuasion. The participants also perceived establishing evidence and facts as the most challenging element in persuasive writing and arousing the audience’s feelings and emotions as the most challenging rhetorical appeal in posters. Some pedagogical implications were reported as well.
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McGlone, Matthew S., and Elizabeth M. Glowacki. "Hate the Sin, Love the Saints: Activities Versus Actors in Message Design." Journal of Language and Social Psychology 37, no. 1 (April 29, 2017): 114–28. http://dx.doi.org/10.1177/0261927x17706947.

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The reported study investigated the persuasive effects of nouns describing activities and their human actors in message design. Fictitious op-ed essays were created from the point of view of authors taking a complimentary or critical stance on two controversial topics. Different versions were created in which activity nouns ( immigration, cosmetic surgery) or actor nouns ( immigrants, cosmetic surgeons) referring to the topics were manipulated orthogonally to essay stance. Participants considered essays praising actors to be more persuasive than others praising activities, but were more persuaded by essays indicting activities than actors. The implications for message design theory and practice are discussed.
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Karapetyan, Marina. "Logical Coherence in Persuasive Writing." Armenian Folia Anglistika 7, no. 1 (8) (April 15, 2011): 91–104. http://dx.doi.org/10.46991/afa/2011.7.1.091.

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Logical coherence is one of the most important standards of a persuasive speech. The article investigates the components of coherent mentality in persuasive writing based on the analysis of essay samples. The analysis proves that logical coherence and combination of thoughts provide the reader with certain information which contributes to an easier perception of the message developing trust towards the author and his opinion. In this regard, essays written by students possess a number of errors which hinder the grounded narration of the thought making the essay less persuasive.
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Stab, Christian, and Iryna Gurevych. "Parsing Argumentation Structures in Persuasive Essays." Computational Linguistics 43, no. 3 (September 2017): 619–59. http://dx.doi.org/10.1162/coli_a_00295.

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In this article, we present a novel approach for parsing argumentation structures. We identify argument components using sequence labeling at the token level and apply a new joint model for detecting argumentation structures. The proposed model globally optimizes argument component types and argumentative relations using Integer Linear Programming. We show that our model significantly outperforms challenging heuristic baselines on two different types of discourse. Moreover, we introduce a novel corpus of persuasive essays annotated with argumentation structures. We show that our annotation scheme and annotation guidelines successfully guide human annotators to substantial agreement.
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Korau, Shehu Muhammad, and Muhammad Mukhtar Aliyu. "Use of Metadiscourse in the Persuasive Writing of Nigerian Undergraduates." English Language Teaching 13, no. 4 (March 26, 2020): 104. http://dx.doi.org/10.5539/elt.v13n4p104.

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Persuasive writing is a very important prerequisite for undergraduates in their academic life endeavour. For the students to effectively compose good persuasive writing, they need to understand and employ metadiscourse appropriately in their writing. However, a large number of Nigerian undergraduates face lots of challenges in using metadiscourse in their writing. Therefore, this study investigated the use of metadiscourse in the persuasive writing of Nigerian undergraduates, by examining the relationship between the frequency of metadiscourse used and the persuasive writing quality. The participants of the study are second-year students of English in one of the Nigerian Universities. The data used in the study were collected through the participants’ written persuasive essays. The essays were analyzed by highlighting all the metadiscourse used in the texts. The findings indicate that the participants’ persuasive essays have a low deployment of metadiscourse which also correlates with their persuasive writing quality. It was observed that almost all the metadiscourse markers were underutilized by the participants such as endophoric markers, evidential, code glosses, hedges and self-mention. Some other metadiscourse were left out in some of the participants' persuasive essays. The study highlights some benefits of the use of metadiscourse and some implications that would improve the teaching and learning of metadiscourse, particularly in the Nigerian setting.
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Gill, Ayesha Asghar, Ghazala Kausar, and Shahbaz Haider. "A CORPUS-BASED ANALYSIS OF INTERPERSONAL PERSUASIVE WRITING SKILLS OF PAKISTANI ENGLISH LANGUAGE LEARNERS." Pakistan Journal of Social Research 04, no. 02 (June 30, 2022): 50–59. http://dx.doi.org/10.52567/pjsr.v4i2.451.

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Persuasive writing skills empower English Language Learners (ELLs) to produce, evaluate, and understand ethical, professional, and political discourse. The appraisal system provides lexical and grammatical uses in each stage and phase of argumentative writing to develop prosodies required to construct an authorial voice and enable a writer to confront diverse viewpoints to build a convincing argument and build solidarity with readers. This work investigates the uses of appraisal system choices according to each phase of the argumentative genre schematic structure to achieve persuasion in fifty Pakistani argumentative essays drawn from the International Corpus of Learners English (ICLE). The findings reveal that most undergraduate Pakistani English Learners inappropriately utilized appraisal language choices regarding stage and phase requirements which undermined the persuasiveness of Pakistani learners' arguments. It is likely to deduce that this work can explicitly assist the English language teaching and learning community using evaluative writing skills central to persuasive written discourse. Keywords: Systemic Functional Linguistics (SFL), Analytical Argumentative Essay Writing, Persuasive Language Patterns, Argumentative Genre Model, Appraisal Theory
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AlJazrawi, Dunya, and Zeena AlJazrawi. "Metadiscourse as a Way of Achieving Persuasion in Literary Criticism Texts." GEMA Online® Journal of Language Studies 21, no. 3 (August 30, 2021): 245–63. http://dx.doi.org/10.17576/gema-2021-2103-14.

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This study aims at examining the use of metadiscourse markers in literary criticism texts to identify the role of the reader and how these markers are used to produce more persuasive essays. The data of 72,727 words from 17 texts were written by three well-known authors, namely, T.S. Eliot, Virginia Woolf and Stanley Fish. Hyland’s (2005) model of interpersonal metadiscourse markers was used to analyze the data. The analysis revealed that metadiscourse markers are used by literary critics to create coherent and persuasive texts. It was found out that the theory of criticism adopted by the literary critics does not affect the use of metadiscourse markers only maybe in terms of relying more on logos, ethos or pathos. The results of this study comply with those of previous research showing that metadiscourse markers are frequently used in literary criticism texts. This study will contribute to both the literary genre and the genre of critical essays by identifying the linguistic features to be used to produce more effective and convincing literary criticism texts. It will also help future critics to write more persuasive texts by highlighting the means that enable them to influence their readers and to produce more coherent and convincing texts. Keywords metadiscourse; persuasion; literary criticism; essays; critical theory
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Junaidah Januin, Wan Hurani Osman,. "Analysing ESL Persuasive Essay Writing Using Toulmin’s Model of Argument." Psychology and Education Journal 58, no. 1 (January 1, 2021): 1810–21. http://dx.doi.org/10.17762/pae.v58i1.1034.

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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 structures realised in the students' essays. The analysis outcome indicates that the 15 ESL writers under investigation comply with Toulmin's model except for the rebuttal stage, which was not visible in the essays. The findings will explain the common and uncommon rhetorical and linguistic elements used based on the model that Toulmin has developed. The implications from the findings are twofold; first, academic writing teachers can focus on the necessary elements to produce competent persuasive ESL writers, and secondly, textbook developers may produce their books based on the findings drawn from this study.
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Mohamed, Amaal Fadhlini, Radzuwan Ab Rashid, and Nor Hazwani Munirah Lateh. "The Use of Metadiscourse Markers in Malaysian Undergraduate Persuasive Essay Corpus at Universiti Malaysia Kelantan." Kresna Social Science and Humanities Research 1 (January 28, 2021): 1–3. http://dx.doi.org/10.30874/ksshr.38.

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Metadiscourse in undergraduate essay writing is the linguistic expressions used by student writers to organise written texts while interacting with their imaginary readers. This paper presents a preliminary study to discover and present the use of metadiscourse markers in persuasive essays written by a group of undergraduate students from a chosen public university in Malaysia, Universiti Malaysia Kelantan. For the purpose of this study, a simplified metadiscourse framework for ESL lay writers proposed by Tan et al. (2012) is used. The metadiscourse markers in a corpus of undergraduate persuasive essays were explored with the assistance of a concordance software, WordSmith Tools. The findings reveal the frequency of the metadiscourse markers in the corpus and how they are commonly utilised in sentences. This study is expected to pave the way for more studies related to metadiscourse in undergraduate essays from other universities across this country.
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Kim, Il-Hee. "Metadiscourse in persuasive essays by elementary students in South Korea and the US." Journal of Language and Cultural Education 5, no. 2 (May 24, 2017): 80–102. http://dx.doi.org/10.1515/jolace-2017-0020.

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AbstractThis study investigated metadiscourse in the persuasive essays of fourth graders from both urban and rural communities: 224 students in South Korea and 188 in the US. Each student was asked to write a persuasive essay in his or her native Korean or English in response to a story not previously read or discussed. Analysis with a taxonomy developed by Hyland (2004) indicated significant differences in the metadiscourse by country. In terms of interactive metadiscourse, South Korean students used more sentence-level transitions than U.S. students, who used more frame markers and endophoric markers. With regard to interactional metadiscourse, U.S. students used more hedges, boosters, engagement markers, and self-mentions in their essays. This study also compared the students′ essays by the type of community in which the writers lived. In the US the essays of students in rural communities contained more hedges, whereas those of students in urban areas included significantly more self-mentions. In South Korea, no significant difference was detected in the metadiscourse of students living in rural and urban areas.
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Dissertations / Theses on the topic "Persuasive essays"

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Puangpen, Intaraprawat Steffensen Margaret S. "Metadiscourse in native English speakers' and ESL students' persuasive essays." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818713.

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Thesis (D.A.)--Illinois State University, 1988.
Title from title page screen, viewed September 7, 2005. Dissertation Committee: Margaret S. Steffensen (chair), Irene T. Brosnahan, Larry D. Kennedy, Maurice A. Scharton, Janet M. Youga. Includes bibliographical references (leaves 183-190) and abstract. Also available in print.
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Buco, Stefani. "The video essay as a persuasive genre: A qualitative genre analysis with a focus on evaluative and persuasive linguistic features." Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159814.

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So called ‘video essays’ on films and cinema have gained substantial popularity on the video sharing internet site YouTube in the past years. This essay explores this relatively recent type of video production from the perspective of genre analysis in order to investigate whether a pattern of form, content and style can be identified, which would suggest the emergence of a new genre. Previous research has investigated a similar genre, the film review, by identifying its pervasive or obligatory moves or stages (Taboada, 2011; de Jong & Burgers, 2013). However, video essays seem to be a rather subjective form of communication, with a clear persuasive purpose. For this reason, linguistic elements expressing evaluation, assessment, feelings and opinions are analyzed in the following under the umbrella term for evaluative language use, that is Appraisal (White, 2015). Five video essays from different creators were chosen for the present analysis, which is focused on situational, structural, and Appraisal elements. The analysis shows that there indeed are similarities between the video essays, pertaining both to their situational context and structure, and their use of evaluative language. Several overall pervasive moves were found, which suggests that the essays follow a specific structural pattern. The evaluative language indicates an intention of persuading the viewer.
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Cahyono, Bambang Yudi. "Rhetorical strategies in the English and Indonesian persuasive essays of Indonesian university students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ47744.pdf.

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Ostinelli, Massimiliano. "Persuasive imaginations: three essays on the role of mental imagery in product evaluation." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86826.

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Mental imagery—the process by which sensory information is represented in working memory (Macinnis and Price 1987)—plays an important, yet not fully understood role in persuasion. In three essays, this dissertation contributes to the study of mental imagery as a means of persuasion.
Essay I investigates how the effectiveness of imagery-evoking messages can be enhanced through priming procedures. Two studies suggest that performing a task that elicits mental imagery (e.g., reading imagery-evoking product descriptions), as opposed to an abstract one (e.g., reading product ratings), may activate an imagery mindset that increases the persuasiveness of subsequently presented imagery-evoking advertisements. Two additional studies provide evidence that this effect is moderated by one's ability to imagine (i.e., dispositional imagery vividness) and the presence of imagery instructions.
Essay II studies the persuasiveness of self-related imaginations (e.g., imagining oneself on vacations) by distinguishing between being focus—when people focus on the dispositional characteristics of their future selves (e.g., abilities, traits, social roles)—and experiencing focus—when people focus on the subjective experience of their future selves (e.g., thoughts, feelings, sensations, emotions). Three studies suggest that self-images in an experiencing focus are more persuasive when visualized through a first-person perspective (i.e., imagining through the eyes of one's future self) than a third-person perspective (i.e., imagining through the eyes of an observer), whereas the opposite holds for self-images in a being focus.
Essay III focuses on the relation between imagination and beliefs, and proposes that imagery-evoking messages may induce implicit beliefs that are independent from the credibility of the message's source. In line with this prediction, two studies provide evidence that i) when no information about the source credibility is provided, imagery-evoking product claims are considered more believable than abstract ones, and ii) imagination may induce beliefs even when processing resources are constrained. Three additional studies show that attitudes generated by imagery-evoking messages may be more resistant than those induced by abstract ones, and that their resistance may be attenuated when the discrediting cue is provided before rather than after the message.
L'imagerie mentale, soit le processus par lequel l'information sensorielle est représentée dans la mémoire de travail (Macinnis et Price 1987), joue un rôle important en persuasion, même s'il n'est pas encore pleinement compris. En trois essais, cette dissertation contribue à l'étude de l'imagerie mentale comme moyen de persuasion.
L'essai I étudie comment l'efficacité de messages évoquant une imagerie peut être renforcée à l'aide de procédures d'amorçage. Deux études suggères que le fait d'effectuer une tâche qui élicite une image mentale (ex.: lire une description de produit qui évoque une imagerie), contrairement à une tâche abstraite (ex.: lire des évaluations d'un produit), peut activer un état d'esprit qui augmente l'effet persuasif de publicités subséquentes qui évoquent une imagerie. Deux études additionnelles fournissent des preuves que cet effet est modéré par l'habilité à imaginer (c.-à.-d. la vivacité des images dispositionnelles) et la présence de directives pour l'imagerie.
L'essai II étudie l'effet persuasif de s'imaginer soi-même (ex.: s'imaginer en vacances) en distinguant entre le fait d'être centré sur l'être, soit quand les gens se concentrent sur les caractéristiques dispositionnelles de leurs soi futurs (ex.: habiletés, traits, rôles sociaux), et le fait d'être centré sur l'expérientiel, soit quand les gens se concentrent sur l'expérience subjective de leurs soi futurs (ex.: pensées, sentiments, sensations, émotions). Trois études suggèrent que les images de soi centrées sur l'expérientiel sont plus persuasives lorsque visualisées sous une perspective à la première personne (c.-à.-d. d'imaginer à travers les yeux de son soi futur) que d'une perspective à la troisième personne (c.-à.-d. d'imaginer à travers les yeux d'un observateur), alors que l'opposé vaut pour les images de soi centrées sur l'être.
L'essai III se concentre sur la relation entre l'imagination et les croyances, et propose que les messages évoqués par le moyen de l'imagerie induisent des croyances implicites qui sont indépendantes de la crédibilité de la source du message. En lien avec cette prédiction, deux études fournissent des preuves que i) lorsque aucune information au sujet de la crédibilité de la source est fournie, les allégations de produits qui évoquent une imagerie sont considérées comme étant plus crédibles que celles qui sont abstraites, et ii) l'imagination peut induire des croyances même quand les ressources de traitement sont limitées. Trois études additionnelles démontrent que les attitudes générées par des messages évoquant une imagerie peuvent être plus résistantes que celles induites par des messages abstraits, et que leur résistance peut être atténuée quand un signal de discrédit est fournit avant plutôt que après le message.
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Rachlin, Clifford. "I have something to say using art to teach the writing of persuasive essays." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457320.

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Thesis (M.A.)--University of California, San Diego, 2008.
Title from first page of PDF file (viewed November 5, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 163-168).
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Midgette, Ekaterina. "The effects of comprehensive text structure strategy instruction on students' ability to revise persuasive essays." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 279 p, 2007. http://proquest.umi.com/pqdweb?did=1397899531&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Lee, Sook Hee. "The use of interpersonal resources in argumentative/persuasive essays by East-Asian ESL and Australian tertiary students." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1285.

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Abstract This thesis explores the use of the interpersonal resources of English in argumentative/persuasive essays (APEs) constructed by undergraduate international students from East-Asian regions (EAS), in particular, Japan, South Korea and Taiwan, and also by Australian-born English speakers (ABS). High-graded essays (HGEs) were compared with the low-graded essays (LGEs) in order to identify the relationship between their deployment of interpersonal features and the academic grades given by markers. In addition, the essays constructed by the EAS writers were compared with those written by ABS writers. A major complaint of academic staff about ESL Asian students concerns their lack of analytical, critical voice and formality in their arguments. The linguistic evidence for this explored in this thesis is based mainly on interpersonal systems of interaction and evaluation recently developed within Systemic Functional Linguistics (SFL) (Iedema et al., 1994; Iedema, 1995, 2003, 2004; Martin, 2000a, 2003c; White, 1998, 2004; Martin and Rose, 2003; Macken-Horarik and Martin, 2003; Martin and White, 2005). Within interaction, the thesis draws on work dealing with the metaphorical realisations of commands in a bureaucratic administration context. Evaluation is based on appraisal theory, which is concerned with the linguistic inflection of the subjective attitudes of writers, and also their evaluative expressions and intersubjective positioning. In order to explore the use of interpersonal resources from a perspective of writer and reader interaction, this study incorporates a social interactive model derived from ‘Interaction in writing’ alongside Bakhtin’s (1981, 1986) dialogic literacy. Under this broad interdisciplinary approach, the interpersonal aspects in APEs are examined from three main perspectives: Interactive (schematic structures), Interactional (the metaphorical realisation of commands), and InterPERSONAL meanings (the three main appraisal systems: ATTITUDE, ENGAGEMENT, and GRADUATION). The sample comprised six overseas students and six Australian-born native English speakers. They were all participants in the English for Academic Purposes class in the Modern Language Program offered by a regional university in southern New South Wales. These students were required to write APEs as a part of their course. Discourse analysis was applied to the essays at the genre, discourse semantic and the lexico-grammatical levels. Interviews were undertaken with markers to identify the relationship between text analysis results and markers’ comments on the essays and the grades. The results indicated that students’ use of interpersonal resources is a good indicator for judging quality of APEs. The analysis reveals significant differences in the extent to which HGEs are interactive by showing awareness of audience in argument structure, and making interactional choices focusing on command and interPERSONAL choices of appraisal systems. These differences are reflected in the use both of strategies of involvement by being interactional, and strategies displaying distance by being formal. The differences are also reflected in the presentation of personal opinions by being evaluative and of intersubjective claims supported by evidence. While there were no significant differences between the EAS and ABS writers in terms of the argument structure, ABS texts are more interactional, having a high degree of authority and conviction characterised by a formal tone. ABS writers also display a stronger voice through frequent exploitation of GRADUATION resources of appraisal. Overall, it can be said that while EAS students display problems with raising their own voices in argument, ABS students display problems in supporting persuasion. Educational implications for English for Academic Purposes (EAP) writing curriculum design include the desirability of enhancing a context-sensitive approach in writing, raising audience awareness of language teachers in relation to the interpersonal use of English, and promoting the dialogic nature of argument by reconciling individual creativity with social voices and community conventions.
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Lee, Sook Hee. "The use of interpersonal resources in argumentative/persuasive essays by East-Asian ESL and Australian tertiary students." University of Sydney, 2006. http://hdl.handle.net/2123/1285.

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Doctor of Philosophy (PhD)
Abstract This thesis explores the use of the interpersonal resources of English in argumentative/persuasive essays (APEs) constructed by undergraduate international students from East-Asian regions (EAS), in particular, Japan, South Korea and Taiwan, and also by Australian-born English speakers (ABS). High-graded essays (HGEs) were compared with the low-graded essays (LGEs) in order to identify the relationship between their deployment of interpersonal features and the academic grades given by markers. In addition, the essays constructed by the EAS writers were compared with those written by ABS writers. A major complaint of academic staff about ESL Asian students concerns their lack of analytical, critical voice and formality in their arguments. The linguistic evidence for this explored in this thesis is based mainly on interpersonal systems of interaction and evaluation recently developed within Systemic Functional Linguistics (SFL) (Iedema et al., 1994; Iedema, 1995, 2003, 2004; Martin, 2000a, 2003c; White, 1998, 2004; Martin and Rose, 2003; Macken-Horarik and Martin, 2003; Martin and White, 2005). Within interaction, the thesis draws on work dealing with the metaphorical realisations of commands in a bureaucratic administration context. Evaluation is based on appraisal theory, which is concerned with the linguistic inflection of the subjective attitudes of writers, and also their evaluative expressions and intersubjective positioning. In order to explore the use of interpersonal resources from a perspective of writer and reader interaction, this study incorporates a social interactive model derived from ‘Interaction in writing’ alongside Bakhtin’s (1981, 1986) dialogic literacy. Under this broad interdisciplinary approach, the interpersonal aspects in APEs are examined from three main perspectives: Interactive (schematic structures), Interactional (the metaphorical realisation of commands), and InterPERSONAL meanings (the three main appraisal systems: ATTITUDE, ENGAGEMENT, and GRADUATION). The sample comprised six overseas students and six Australian-born native English speakers. They were all participants in the English for Academic Purposes class in the Modern Language Program offered by a regional university in southern New South Wales. These students were required to write APEs as a part of their course. Discourse analysis was applied to the essays at the genre, discourse semantic and the lexico-grammatical levels. Interviews were undertaken with markers to identify the relationship between text analysis results and markers’ comments on the essays and the grades. The results indicated that students’ use of interpersonal resources is a good indicator for judging quality of APEs. The analysis reveals significant differences in the extent to which HGEs are interactive by showing awareness of audience in argument structure, and making interactional choices focusing on command and interPERSONAL choices of appraisal systems. These differences are reflected in the use both of strategies of involvement by being interactional, and strategies displaying distance by being formal. The differences are also reflected in the presentation of personal opinions by being evaluative and of intersubjective claims supported by evidence. While there were no significant differences between the EAS and ABS writers in terms of the argument structure, ABS texts are more interactional, having a high degree of authority and conviction characterised by a formal tone. ABS writers also display a stronger voice through frequent exploitation of GRADUATION resources of appraisal. Overall, it can be said that while EAS students display problems with raising their own voices in argument, ABS students display problems in supporting persuasion. Educational implications for English for Academic Purposes (EAP) writing curriculum design include the desirability of enhancing a context-sensitive approach in writing, raising audience awareness of language teachers in relation to the interpersonal use of English, and promoting the dialogic nature of argument by reconciling individual creativity with social voices and community conventions.
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Henkel, Christopher [Verfasser]. "Green IS and Pro-Environmental Behavior : Essays on the Impact of Persuasive Information Systems on Individual and Organizational Behavioral Change / Christopher Henkel." Berlin : epubli, 2020. http://d-nb.info/1206456396/34.

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Shen, Li. "Third foot or fifth wheel a comparison of figurative language in Chinese and English persuasive essays written by Mandarin-speaking advanced EFL students /." access full-text online access from Digital Dissertation Consortium, 1996. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9701510.

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Books on the topic "Persuasive essays"

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Calkins, Lucy. Boxes and bullets: Personal and persuasive essays. Portsmouth, NH: Firsthand, an imprint of Heinemann, 2013.

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Keynes, John Maynard. Essays in Persuasion. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1007/978-1-349-59072-8.

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Essays in persuasion. New York: Classic House Books, 2009.

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Writing argumentative essays. 2nd ed. Upper Saddle River, N.J: Prentice Hall, 2001.

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Writing argumentative essays. Upper Saddle River, N.J: Prentice Hall, 1998.

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S, Jowett Garth, O'Donnell Victoria, and Jowett Garth S, eds. Readings in propaganda and persuasion: New and classic essays. Thousand Oaks: SAGE Publications, 2006.

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name, No. Feminine persuasion: Art and essays on sexuality. Bloomington, IN: Indiana University Press, 2003.

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Gertrude, Himmelfarb, ed. The neoconservative persuasion: Selected essays, 1942-2009. New York: Basic Books, 2010.

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Kristol, Irving. The neoconservative persuasion: Selected essays, 1942-2009. New York: Basic Books, 2011.

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Let's talk politics: New essays on deliberative rhetoric. Amsterdam: John Benjamins Publishing Company, 2014.

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Book chapters on the topic "Persuasive essays"

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Stiegelmayr, Andreas, and Margot Mieskes. "Using Argumentative Structure to Grade Persuasive Essays." In Lecture Notes in Computer Science, 301–8. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73706-5_26.

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Keynes, John Maynard. "Paris (1919)." In Essays in Persuasion, 3–5. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1007/978-1-349-59072-8_1.

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Keynes, John Maynard. "The Great Slump of 1930 (1930)." In Essays in Persuasion, 126–34. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1007/978-1-349-59072-8_10.

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Keynes, John Maynard. "Economy (1931)." In Essays in Persuasion, 135–49. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1007/978-1-349-59072-8_11.

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Keynes, John Maynard. "The Consequences to the Banks of the Collapse of Money Values (August 1931)." In Essays in Persuasion, 150–58. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1007/978-1-349-59072-8_12.

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Keynes, John Maynard. "Auri Sacra Fames (September 1930)." In Essays in Persuasion, 161–63. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1007/978-1-349-59072-8_13.

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Keynes, John Maynard. "Alternative Aims in Monetary Policy (1923)." In Essays in Persuasion, 164–82. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1007/978-1-349-59072-8_14.

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Keynes, John Maynard. "Positive Suggestions for the Future Regulation of Money (1923)." In Essays in Persuasion, 183–87. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1007/978-1-349-59072-8_15.

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Keynes, John Maynard. "The Speeches of the Bank Chairmen (1924–1927)." In Essays in Persuasion, 188–206. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1007/978-1-349-59072-8_16.

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Keynes, John Maynard. "The Economic Consequences of Mr Churchill (1925)." In Essays in Persuasion, 207–30. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1007/978-1-349-59072-8_17.

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Conference papers on the topic "Persuasive essays"

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Kantesaria, Mahek, and Sandhya P. "Argumentative Analysis on Persuasive Essays." In 2018 International Conference on Recent Trends in Advance Computing (ICRTAC). IEEE, 2018. http://dx.doi.org/10.1109/icrtac.2018.8679130.

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Stab, Christian, and Iryna Gurevych. "Identifying Argumentative Discourse Structures in Persuasive Essays." In Proceedings of the 2014 Conference on Empirical Methods in Natural Language Processing (EMNLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/d14-1006.

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Ghosh, Debanjan, Aquila Khanam, Yubo Han, and Smaranda Muresan. "Coarse-grained Argumentation Features for Scoring Persuasive Essays." In Proceedings of the 54th Annual Meeting of the Association for Computational Linguistics (Volume 2: Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/p16-2089.

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Farra, Noura, Swapna Somasundaran, and Jill Burstein. "Scoring Persuasive Essays Using Opinions and their Targets." In Proceedings of the Tenth Workshop on Innovative Use of NLP for Building Educational Applications. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/w15-0608.

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Ke, Zixuan, Winston Carlile, Nishant Gurrapadi, and Vincent Ng. "Learning to Give Feedback: Modeling Attributes Affecting Argument Persuasiveness in Student Essays." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/574.

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Argument persuasiveness is one of the most important dimensions of argumentative essay quality, yet it is little studied in automated essay scoring research. Using a recently released corpus of essays that are simultaneously annotated with argument components, argument persuasiveness scores, and attributes of argument components that impact an argument’s persuasiveness, we design and train the first set of neural models that predict the persuasiveness of an argument and its attributes in a student essay, enabling useful feedback to be provided to students on why their arguments are (un)persuasive in addition to how persuasive they are.
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Stab, Christian, and Iryna Gurevych. "Recognizing the Absence of Opposing Arguments in Persuasive Essays." In Proceedings of the Third Workshop on Argument Mining (ArgMining2016). Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/w16-2813.

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Rachmanto, Daulat, Ibnu Asror, and Anisa Herdiani. "Knowing Opposing Arguments in Persuasive Essays Using Random Forest Classifier." In 2020 8th International Conference on Information and Communication Technology (ICoICT). IEEE, 2020. http://dx.doi.org/10.1109/icoict49345.2020.9166425.

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Fishcheva, I. N., D. Osadchiy, K. O. Bochenina, and E. V. Kotelnikov. "Argumentative Text Generation in Economic Domain." In Dialogue. RSUH, 2022. http://dx.doi.org/10.28995/2075-7182-2022-21-211-222.

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The development of large and super-large language models, such as GPT-3, T5, Switch Transformer, ERNIE, etc., has significantly improved the performance of text generation. One of the important research directions in this area is the generation of texts with arguments. The solution of this problem can be used in business meetings, political debates, dialogue systems, for preparation of student essays. One of the main domains for these applications is the economic sphere. The key problem of the argument text generation for the Russian language is the lack of annotated argumentation corpora. In this paper, we use translated versions of the Argumentative Microtext, Persuasive Essays and UKP Sentential corpora to fine-tune RuBERT model. Further, this model is used to annotate the corpus of economic news by argumentation. Then the annotated corpus is employed to fine-tune the ruGPT-3 model, which generates argument texts. The results show that this approach improves the accuracy of the argument generation by more than 20 percentage points (63.2% vs. 42.5%) compared to the original ruGPT-3 model.
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Mayer, Tobias, Elena Cabrio, and Serena Villata. "ACTA A Tool for Argumentative Clinical Trial Analysis." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/953.

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Argumentative analysis of textual documents of various nature (e.g., persuasive essays, online discussion blogs, scientific articles) allows to detect the main argumentative components (i.e., premises and claims) present in the text and to predict whether these components are connected to each other by argumentative relations (e.g., support and attack), leading to the identification of (possibly complex) argumentative structures. Given the importance of argument-based decision making in medicine, in this demo paper we introduce ACTA, a tool for automating the argumentative analysis of clinical trials. The tool is designed to support doctors and clinicians in identifying the document(s) of interest about a certain disease, and in analyzing the main argumentative content and PICO elements.
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