Journal articles: '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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Nordness, Philip D., Jessica L. Hagaman, Rebecca Herskovitz, and Elizabeth Leader-Janssen. "POWER UP: A Persuasive Writing Strategy for Secondary Students with Emotional and Behavioral Disorders." Journal of Education and Learning 8, no. 4 (June 13, 2019): 32. http://dx.doi.org/10.5539/jel.v8n4p32.

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In the area of written expression, students with emotional and behavioral disorders (EBD) typically perform one to two grades below their same age, non-disabled peers. Unfortunately, there is a lack of research on writing interventions to improve these outcomes. The purpose of this study was to examine the effect of a persuasive writing strategy called POWER UP to improve the quality of persuasive essays for secondary students with EBD. The results suggest that a mnemonic strategy based on the Self-Regulated Strategy Development Model (SRSD) can improve the quality of persuasive writing essays for secondary students with EBD.

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Khartite, Brahim, Bendaoud Nadif, and Ismail Benfilali. "Investigating the Persuasive Writing Performance of Moroccan Advanced EFL Students: Is it a problem of “Language” or ‘Reasoning” Acquisition Device?" International Journal of Linguistics, Literature and Translation 4, no. 5 (May 30, 2021): 77–82. http://dx.doi.org/10.32996/ijllt.2021.4.5.6.

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This study investigates the extent to which the results of rhetorical comparisons of persuasive essays by US English native speakers and others by Moroccan advanced EFL students will provide empirical evidence for Kaplan‘s (1966) contrastive rhetoric hypothesis. This is especially regarding the fact that EFL students-writing problems are a byproduct of the negative transfer of rhetorical strategies from their first language (L1). This hypothesis is tested by comparing 20 EFL and Arabic L1 persuasive essays by the same EFL students to essays in English as L1 by native speakers to identify the extent to which the language of composing and one’s cultural background affects the writing quality of their essays. The study hypothesizes that if Kaplan’s contrastive rhetoric claims were accurate, then Moroccan advanced EFL writers would produce essays that tend to be rhetorically less accurate when judged by standard English rhetorical criteria. Moreno’s (2005) approach to match comparable corpora of persuasive essays from two different cultural and linguistic backgrounds was adopted. As for the study participants, 40 advanced student-writers from two discrepant language and cultural backgrounds were recruited to take part in the study. While the results of a stepwise multiple regression analysis provides further evidence corroborating the validity of the rhetorical measures used in the study, group mean scores comparisons and a Multiple Discriminant analysis of the data indicates that those writers from various cultural backgrounds seem to face far more similar than different rhetorical problems and their writing inadequacies are equally distributed regardless of which language the study participants used to write their essays.

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Ramos, Kathleen. "Teaching Adolescent ELs to Write Academic-Style Persuasive Essays." Journal of Adolescent & Adult Literacy 57, no. 8 (April 28, 2014): 655–65. http://dx.doi.org/10.1002/jaal.303.

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Handayani, Anis, Nur Arifah Drajati, and N. Ngadiso. "Engagement in high- and low-rated argumentative essays: Interactions in Indonesian students’ writings." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 14–24. http://dx.doi.org/10.17509/ijal.v10i1.24957.

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This study reports the use of engagement in high-rated and low-rated EFL undergraduate students’ argumentative essays. The engagement here refers to one of the aspects in interacting with the readers, which is called metadiscourse (Hyland, 2005a). The data in this study were ten highest-rated and ten lowest-rated argumentative essays written by first-year undergraduate students. The data were coded manually by two raters to maintain data validity. The results reveal that high-rated essays contain less engagement than low-rated ones. However, it also shows that the engagement in high-rated essays was more varied and grammatically sophisticated than those in low-rated essays. Furthermore, while this study reveals that the higher number of engagement used in argumentative essays does not always coincide with the improved quality of the writing, it implies that the writing quality and score do not depend on the number of engagement expressed but more on the ways students use the engagement effectively. Thus, the explicit teaching on how to use engagement effectively in persuasive writings may be useful for the students to build more persuasive arguments as well as to improve their writing quality.

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Shahriari, Hesamoddin, and Farzaneh Shadloo. "INTERACTION IN ARGUMENTATIVE ESSAYS: THE CASE OF ENGAGEMENT." Discourse and Interaction 12, no. 1 (July 19, 2019): 96–110. http://dx.doi.org/10.5817/di2019-1-96.

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Given the importance of interaction in academic discourse, researchers have investigated the use of stance and engagement markers in written academic texts. However, few of these studies have analyzed engagement features in a genre such as the argumentative essay. Employing Hyland’s (2001) engagement framework, this paper examined the use of five engagement markers in a corpus of argumentative essays written by EFL learners across three levels of essay quality. All features of engagement were manually coded and normalized and a one-way ANOVA was subsequently run for analyzing the frequency counts. The findings showed a disassociation between the presence of engagement markers and the overall quality of EFL learners’ essays. The current study offers insight into the interactional nature of argumentative essays. We conclude with a discussion of some of the implications so that educators may provide EFL learners with more adequate support in order to write in a more persuasive way.

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Butterfuss, Reese, Rod D. Roscoe, Laura K. Allen, Kathryn S. McCarthy, and Danielle S. McNamara. "Strategy Uptake in Writing Pal: Adaptive Feedback and Instruction." Journal of Educational Computing Research 60, no. 3 (May 8, 2022): 696–721. http://dx.doi.org/10.1177/07356331211045304.

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The present study examined the extent to which adaptive feedback and just-in-time writing strategy instruction improved the quality of high school students’ persuasive essays in the context of the Writing Pal (W-Pal). W-Pal is a technology-based writing tool that integrates automated writing evaluation into an intelligent tutoring system. Students wrote a pretest essay, engaged with W-Pal’s adaptive instruction over the course of four training sessions, and then completed a posttest essay. For each training session, W-Pal differentiated strategy instruction for each student based on specific weaknesses in the initial training essays prior to providing the opportunity to revise. The results indicated that essay quality improved overall from pretest to posttest with respect to holistic quality, as well as several specific dimensions of essay quality, particularly for students with lower literacy skills. Moreover, students’ scores on some of the training essays improved from the initial to revised version on the dimensions of essay quality that were targeted by instruction, whereas scores did not improve on the dimensions that were not targeted by instruction. Overall, the results suggest that W-Pal’s adaptive strategy instruction can improve the quality of students’ essays overall, as well as more specific dimensions of essay quality.

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Emily Morgan, Vinh To, and Angela Thomas. "Using Genre-based Pedagogy to Teach Structural Staging of Short Persuasive Essays in a Japanese University Context." English as a Foreign Language International Journal 2, no. 6 (November 7, 2022): 49–79. http://dx.doi.org/10.56498/422262022.

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University students studying English as a Foreign Language (EFL) are required to read and write specialised academic genres. Genre-based pedagogy, developed from Systemic Functional Linguistics (SFL), teaches lexicogrammar and structure of these genres in context. The present study taught the structural staging of exposition and discussion genres to 17 students over a ten-week program, using the Gradual Release of Responsibility (GRR) framework. Pre- and post-instruction essays were collected. Results show that, post-intervention, students preferred the structurally complex discussion genre when responding to a short essay question. There was a small improvement in the use of main genre stages, while the use of generic sub-stages showed the most improvement. Students’ pre-instruction use of main staging suggested some familiarity with argument genres from previous EFL learning, although incidences of sub-stage crossovers and repeated sub-stages in the pre-instruction essays showed a lack of detailed understanding of the genres’ structure. Post-intervention, such crossovers reduced significantly and, regardless of the genre of the final essay, use of sub-stages was appropriate and accurate. The results suggest that a targeted, short-term program helped students understand and use appropriate persuasive generic structures in short academic essays suitable for standardised English tests. Implications for future studies and teaching programs are discussed.

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Knight, Kevin, and Donald F. Dansereau. "Tools for Drug and Alcohol Education: Using Decision Worksheets in Personal Problem Solving." Journal of Drug Education 22, no. 3 (September 1992): 261–71. http://dx.doi.org/10.2190/1du3-p9vq-fy6l-j3py.

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Previous research has indicated that poor decisions with regard to drugs (including alcohol) and other issues involving personal risks often stem from poor decision-making strategies. This study examines the use of decision worksheets in training individuals to employ better decision-making strategies. Forty-two students enrolled at Texas Christian University participated in a two-session, four-hour study. An experimental group and a control group were asked to read decision-making scenarios related to alcohol usage. Participants were then requested to rate a given list of possible alternatives, and to write a persuasive essay defending their ratings. The experimental group was given the same written scenario with a decision worksheet related to the scenario as a supplement. The essays were scored on several dimensions by two raters. Multivariate analyses indicated that the experimental group had higher mean scores than the control group on measures of “overall goodness,” intensity, and inclusion of elements of feasibility, costs, and benefits. In addition to decision worksheets appearing to be a promising approach to training decision-making skills related to alcohol, persuasive essays appear to have promise in evaluating and extending the usage of decision worksheets.

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Genon-Sieras, Shangrela V. "The Use of Audio and Visual Cues of Audience and Their Effects on Persuasive Writing." Proceedings Journal of Interdisciplinary Research 2 (October 10, 2015): 8–14. http://dx.doi.org/10.21016/irrc.2015.ju06wf63o.

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The researcher in this study attempted to discover whether the inclusion of audio and visual cues of the audience in the writing context will lead to an increase in the quality of persuasive essays among English 2 students of Mindanao State University (MSU) in Marawi City, Philippines. Specifically, the study focused on finding the mean difference between the pretest and the posttest results of the respondents’ quality of persuasive writing under three conditions, namely: unspecified audience, the specified audience without audio and visual cues, and specified audience with audio and visual cues. To measure the quality of student’s writing, a holistic score was obtained using a Focused Holistic Scoring Guide. The score reflected the quality of the test in terms of communication effectiveness and persuasiveness. The findings of the study revealed that the quality of the students’ persuasive essays has significantly improved when the writing task was presented with visual and audio cues of the audience. The results manifested some positive effects of visual and audio cues when used as instructional aids or meditative tools in writing classes.

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Cuervo, Margarita Esther Sánchez. "Representation of Rhetorical Presence in Virginia Woolf’s “Madame de Sévigné”." Prague Journal of English Studies 9, no. 1 (July 1, 2020): 65–85. http://dx.doi.org/10.2478/pjes-2020-0004.

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AbstractThis paper seeks to represent rhetorical presence in “Madame de Sevigne”, an essay by Virginia Woolf that reviews Sevigne’s collection of letters. In general, Woolf’s essays that appraise an author and her/his work are organised into several sections that correspond to the traditional rhetorical levels of inventio, dispositio and elocutio. The synergy of arguments and figures that are found at each of these levels are first-order effects which can create rhetorical presence, defined as a strategy that relies on the selection of certain elements and how they are presented to the audience. Presence of this kind involves a second-order effect which transmits the persuasive and expressive value of the essay if several conditions pertaining to the values of the audience and Woolf’s expertise in writing are attained. “Madame de Sevigne” is persuasive in that it tries to increase readers’ admiration towards the letter writer and thus affects the readers in a positive way. This admiration is achieved by means of Woolf’s specific use of language, which amplifies Sevigne’s figure and grants expressive prominence to the text.

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Lee, Sook Hee. "Attribution in high-and low-graded persuasive essays by tertiary students." Functions of Language 17, no. 2 (December 2, 2010): 181–206. http://dx.doi.org/10.1075/fol.17.2.02lee.

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This paper explores cross-cultural and grade-based differences in the use of intertextual resources in persuasive essays written by tertiary students. Expressions of explicit intertextuality are analysed using the model of Attribution, an element of the engagement system formulated within the interpersonal metafunction of Systemic Functional Linguistics. The text analysis, supported by interview results, reveals that while there are some differences in the overall use of Attribution between native English speaking and ESL students, the most significant grade-based differences were found in expressions of Attribution and in the Attribution patterns adopted in the presentation of intersubjective claims supported by evidence. The differences identified are interpreted in terms of dialogic literacy perspectives. Pedagogical implications are discussed in terms of the contribution of the differences to the success of the essays, and the need to support academic literacy.

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Lee, Seongyong. "Interactions in Persuasive Writing : Comparative Analysis of L2 Essays and L1 Columns." Journal of Linguistics Science 83 (December 31, 2017): 253–73. http://dx.doi.org/10.21296/jls.2017.12.83.253.

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Asaro-Saddler, Kristie, and Nicole Bak. "Teaching Children with High-Functioning Autism Spectrum Disorders to Write Persuasive Essays." Topics in Language Disorders 32, no. 4 (2012): 361–78. http://dx.doi.org/10.1097/tld.0b013e318271813f.

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Kabigting, Ryan. "Utilizing the RAFT Strategy: Its Effects on the Writing Performance of Filipino ESL Learners." JET (Journal of English Teaching) 6, no. 3 (October 9, 2020): 173–82. http://dx.doi.org/10.33541/jet.v6i3.1982.

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This experimental research described the effects of RAFT strategy on the writing performance of 10th graders Filipino ESL learners. Forty learners were identified as having nearly the same performance and grouped as experimental and control. The writing tasks used were taken from the actual module used by the Department of Education-Philippines in classroom learning. Two groups were rated using a scoring rubric. The researcher used t-tests, means, and standard deviations included in the Social Sciences Statistical Package (SPSS). The study revealed that the participants had more or less the same knowledge on essay writing. The post-experimental test taught through the RAFT strategy obtained a score of 91.35 percent described as Outstanding while the control group exposed under the conventional strategy had an 88.55, Very Satisfactory. Moreover, both groups have significant differences between their pretests and posttests. A statistically significant difference between the mean scores of the experimental and the control group as the p-value of .011, which is lower than the critical value of 5 percent, in persuasive and argumentative essay writing performance was found. Hence, the use of RAFT as a strategy in teaching writing is found to be effective in teaching persuasive and argumentative essays.

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Bauler, Clara V., and Shuyan Wang. "Crafting argumentation: two multilingual writers’ discursive choices in online discussions and persuasive essays." Cogent Education 6, no. 1 (January 1, 2019): 1598922. http://dx.doi.org/10.1080/2331186x.2019.1598922.

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Ramos, Kathleen Ann. "Using Genre Pedagogy to Teach Adolescent English Learners to Write Academic Persuasive Essays." Journal of Education 195, no. 2 (April 2015): 19–35. http://dx.doi.org/10.1177/002205741519500205.

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De La Paz, Susan. "Strategy Instruction in Planning: Teaching Students with Learning and Writing Disabilities to Compose Persuasive and Expository Essays." Learning Disability Quarterly 20, no. 3 (August 1997): 227–48. http://dx.doi.org/10.2307/1511310.

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This article summarizes two intervention studies using the Self-Regulated Strategy Development (SRSD) model of instruction. The major objective of the studies was to evaluate the effectiveness of teaching students with learning and writing disabilities an approach to planning persuasive essays before and during composing. An in-progress investigation will also be described, in which the planning strategy has been modified to accommodate a change in genre from persuasive to expository writing. Instructional effects have been investigated using different research designs (multiple-baseline-across-subjects with multiple probes in baseline and between-group comparisons); in different settings (individual instruction, small groups in resource rooms, and general education classrooms); and with different types of students (fifth through eighth graders, including students with and without learning disabilities). Instructional procedures and methodology from these studies are summarized, and the central findings from the first two investigations are presented. Suggestions for future interventions that focus on planning strategies are proposed.

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Regan, Kelley, Anya S. Evmenova, Kevin Good, Alicia Legget, Soo Y. Ahn, Boris Gafurov, and Margo Mastropieri. "Persuasive Writing With Mobile-Based Graphic Organizers in Inclusive Classrooms Across the Curriculum." Journal of Special Education Technology 33, no. 1 (September 12, 2017): 3–14. http://dx.doi.org/10.1177/0162643417727292.

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As writing instruction expands beyond the language arts classroom, students with disabilities, English language learners, and others who struggle with writing continue to need support with written expression. A timely practice to support student writing is the use of technology. This study used a quasi-experimental group design to examine the effects of a mobile-based graphic organizer (MBGO) with embedded self-regulated learning strategies and strategy instruction on the persuasive writing of middle school students in an inclusive classroom. After given opportunities to practice writing in the content areas, students with and without disabilities who used the MBGO on an iPad to compose persuasive essays significantly outperformed students with and without disabilities in the control group for number of transition words and writing quality. Limitations of the study and future research suggestions are discussed.

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Kaszewski, Krzysztof. "Wstęp do rozprawki — oczekiwania a rzeczywistość." Kształcenie Językowe 15 (December 1, 2017): 83–99. http://dx.doi.org/10.19195/1642-5782.15(25).7.

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An introduction to a short essay — expectations and realityThe introduction regarded as a very important part of a text, having a considerable impact on its persuasive power and substantive value. In the article I examine how pupils cope with creating this part of their texts in an argumentative form known as short essay. The research material was made up of around 100 essays on several topics, written by first form pupils from various kinds of post-secondary schools. The analyses focused on the content of the introductions, their links to the objective of each essay, the topic and main part of the text. They demonstrate that most introductions are weak in terms of their content and pragmatics; often their only significant component is a thesis though this is not always the case either. After presenting the results of the analyses, I point to the possible causes of this unsatisfactory state of affairs.

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Lee, Sook Hee. "An integrative framework for the analyses of argumentative/persuasive essays from an interpersonal perspective." Text & Talk - An Interdisciplinary Journal of Language, Discourse Communication Studies 28, no. 2 (January 1, 2008): 239–70. http://dx.doi.org/10.1515/text.2008.011.

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Prorokova, Tatiana. "Book Review: Patrick D. Murphy, Persuasive Aesthetic Ecocritical Praxis: Climate Change, Subsistence, and Questionable Futures, Lanham: Lexington Books, 2015, 214 pp.; Luigi Manca, and Jean-Marie Kauth, eds. Interdisciplinary Essays on Environment and Culture: One Planet, One Humanity, and the Media, Lanham, Lexington Books, 2016, 350 pp." AM Journal of Art and Media Studies, no. 18 (April 15, 2019): 165. http://dx.doi.org/10.25038/am.v0i18.287.

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How to cite this article: Prorokova, Tatiana. "Book Reviews: Patrick D. Murphy, Persuasive Aesthetic Ecocritical Praxis: Climate Change, Subsistence, and Questionable Futures, Lanham: Lexington Books, 2015, 214 pp., ISBN 978-1-4985-1483-5; Luigi Manca, and Jean-Marie Kauth, eds. Interdisciplinary Essays on Environment and Culture: One Planet, One Humanity, and the Media, Lanham: Lexington Books, 2016, 350 pp., ISBN 978-1-4985-2888-7." AM Journal of Art and Media Studies 18 (2019): 165−167. doi: 10.25038/am.v0i18.287

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Crossley, Scott A., Perpetual Baffour, Yu Tian, Aigner Picou, Meg Benner, and Ulrich Boser. "The persuasive essays for rating, selecting, and understanding argumentative and discourse elements (PERSUADE) corpus 1.0." Assessing Writing 54 (October 2022): 100667. http://dx.doi.org/10.1016/j.asw.2022.100667.

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Mukhtar Aliyu, Muhammad, and Shehu Muhammad Korau. "Nigerian Undergraduates’ Awareness of Metadiscourse and its Relationship with their Persuasive Writing Quality." International Journal of Applied Linguistics and English Literature 9, no. 1 (January 31, 2020): 40. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.1p.40.

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Persuasive writing in second (L2) or Foreign Language (FL) is found to be a very challenging task for many undergraduates. Metadiscourse are devices used to help writers to make a connection with the audience and express ideas clearly. However, many Nigerian undergraduates are not fully aware of or do not appropriately utilise these devices in their writing. Also, little attention has been paid to the devices by researchers in the Nigerian context. Therefore, this study investigates undergraduates’ awareness of metadiscourse and its relationship with their persuasive writing performance using a correlational research design. An intact class of 56 third-year undergraduates in a local university in Nigeria was selected for the study. Data for the study were collected through a writing task in English, and a questionnaire. The essays were graded using a validated scale. The questionnaire was analysed using SPSS software. Findings of the study show that the participants have a low awareness of metadiscourse. The findings also reveal that there is a positive relationship between the participants’ awareness of metadiscourse and their persuasive writing quality. The study gives insight to researchers and lecturers, not only in the language field but in other areas, on how to improve the students’ awareness and use of metadiscourse which would eventually develop writing performance. Finally, the study makes some recommendations for further studies.

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Hama, Farhad M. "An Investigation into the Difficulties of Using Transitional Words in Kurdish EFL Students’ Writing at the University Level." ISSUE EIGHT 5, no. 1 (June 30, 2021): 107–17. http://dx.doi.org/10.25079/ukhjss.v5n1y2021.pp107-117.

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The aim of this research is to deal with the use of different kinds of transitional words in Kurdish EFL students’ writing in two different levels. Namely, Kurdish EFL second- and third-year students often encounter problems of using transitional words when they want to write any kinds of paragraphs, essays in academic writing lectures. They have particularly made various kinds of mistakes while writing argumentative or persuasive essays. This study comprises of theoretical background and data analysis for samples of writing. It also proposes possible pedagogical implications and recommendations which cover doable teaching strategies for improving writing practice and academic writing. The result shows that second year students have inadequate ability and skills to use different kinds of transitional words. On the other hand, third year students have more abilities, but they have often misrepresented or clichéd most of the types of transitional words.

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Yun Bum (Mill) Kim and Hyun-Gu Lee. "ESL writers’ topical depths in persuasive essays: Cross cultural observation in relation to the rated scores." Journal of the Korea English Education Society 12, no. 2 (August 2013): 177–93. http://dx.doi.org/10.18649/jkees.2013.12.2.177.

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Cahyono, Bambang Yudi. "The Overall Proficiency in English Composition of Indonesian University Students of EFL." TEFLIN Journal - A publication on the teaching and learning of English 11, no. 1 (August 31, 2015): 78. http://dx.doi.org/10.15639/teflinjournal.v11i1/78-87.

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This study was aimed at examining the students' overall proficiency in English composition across university-year cohorts and across academic options. The participants were undergraduate students of Universitas Negeri Malang. They were asked to write persuasive essays on whether violence as exposed on TV programs should be restricted. The essays were evaluated using the ESL Composition Profile. The results showed that that there was a significant difference between the first- and fourth-year students' overall proficiency in English composition. In addition, there was no significant difference between the overall proficiency in English composition of the students taking the thesis option and those taking non-thesis option. The instructional program and writing curriculum appeared to play an important role in developing the students' over-all proficiency in English composition. However, the thesis prerequisite courses provided to prepare the students to write a thesis proposal did not seem to affect their overall proficiency in English composition.

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Aris Yusuf, Mochamad. "Komunikasi Dakwah dalam Sastra." Jurnal Indonesia Sosial Teknologi 3, no. 6 (June 20, 2022): 645–55. http://dx.doi.org/10.36418/jist.v3i6.439.

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Essays are inspirational works that are communicated by their authors, as in the book Tak Ada Ikan Asin di Lautan, which tells the story of the wisdom of life taken from the basis of the Koran. The purpose of this study is to explain the purpose of da'wah communication in the essay book Tak Ada Ikan Asin di Lautan by Edi Ah Iyubenu. This research method uses a qualitative descriptive method, obtained with a content analysis approach, through data collection techniques such as library research. The findings in this study are three identical techniques with da'wah, namely: 1) informative communication, informing the reader of the concept of piety in the author's idea of Edi Ah Iyubenu 2) persuasive communication, changing the reader's belief with a motivational approach 3) instructive communication, ordering the reader if something is bad found to be better left. So it can be concluded that the achievement of da'wah communication carried out by Edi Ah Iyubenu, gained knowledge that could be realized by the reader.

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Gilbert, Kara. "A comparison of argument structures in L1 and L2 student writing." Journal of Asian Pacific Communication 14, no. 1 (March 8, 2004): 55–75. http://dx.doi.org/10.1075/japc.14.1.05gil.

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The study consisted of an investigation into the argument structures employed in the English academic writing of Japanese native speakers and Australian English native speakers in the Arts (humanities) faculty of an Australian university. In order to investigate naturally occurring written argument structures, an in-depth case-study analysis of a small number of coursework essays was conducted. The complexity of argument structures in terms of the elaboration of individual arguments and the relational links between multiple related arguments of extended persuasive discourse were examined. Consequently, the similarities and differences between the L1 and L2 argumentative structures in the English essays and the nature of argument in English native speaker and Japanese ESL writing were identified. The findings indicate that although there were some differences between the micro- and macro-structures of written arguments in the coursework essays of L1 and L2 students, there were also similarities across both groups of writers. This may suggest that the context of learning plays a role in shaping the argumentative discourse patterns of written texts, which has significant implications not only for L2 writers learning the conventions of English discourse in an academic environment but also for future research investigating forms of written argument.

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Madan, Angela, Laura Daniela Rosca, Ionel Dumitru, and Andrei Canda. "The Value of Art in Persuasive Marketing Communication and Its Sustainable Effect on the Country of Origin." Sustainability 14, no. 3 (January 21, 2022): 1228. http://dx.doi.org/10.3390/su14031228.

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The value of art in persuasion integrates the country’s culture and art according to marketing communication. Our research examined the impact of artistic communication values on customers’ behavior as a sustainable effect on the country of origin by applying two hypotheses. These hypotheses were tested on 689 respondents, mainly from Romania. This marketing communication analysis indicated that persuasion had more value for customers when ethical rhetorical arguments, dialects, poetry, essays, poems, and fairy tales were linked to a country’s culture, such as tradition, national values, and heritage, or were combined with art, such as paintings, sculptures, and music. The results demonstrated that artistic communication influenced consumer behavior positively, having a sustainable effect on the country of origin.

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Hsin, Lisa B., and Catherine E. Snow. "Arguing for Teachers and for Friends: Eighth-graders’ Sensitivity to Argumentation Features When Judging and Revising Persuasive Essays." Discourse Processes 57, no. 10 (November 1, 2020): 823–43. http://dx.doi.org/10.1080/0163853x.2020.1803032.

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Jo, Claire W. "Short vs. extended adolescent academic writing: A cross-genre analysis of writing skills in written definitions and persuasive essays." Journal of English for Academic Purposes 53 (September 2021): 101014. http://dx.doi.org/10.1016/j.jeap.2021.101014.

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Iosif, Ștefana. "The Legitimacy of Intersections. Exploring Identity and Personal Truths in Letty Cottin-Pogrebin’s "Deborah, Golda, and Me. Being Female and Jewish in America"." Linguaculture 12, no. 1 (June 15, 2021): 47–62. http://dx.doi.org/10.47743/lincu-2021-1-0186.

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Letty Cottin-Pogrebin’s autobiography, Deborah, Golda, and Me. Being Female and Jewish in America, immerses the reader into the intersectional world of feminist writing. Pogrebin allows for different genres to cohabitate and create a deeply personal account. At times almost journalistic, at others taking the guise of persuasive activist essays, the work itself mirrors in its shape the theme at its very center: the exploration of identity, done outside of prescribed lines, in the three-dimensionality conferred by multi-faceted sides of the self. As such, Pogrebin brings under one roof former opposites, allowing them to meld together: feminism and religious observance; the personal and the political; motherhood and fatherhood. Identity is not an either/or endeavor, and Pogrebin makes the case for embracing hyphenation and the liberating force of self-definition.

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Lovell-Smith, Rose. "SCIENCE AND RELIGION IN THE FEMINIST FIN-DE-SIÈCLE AND A NEW READING OF OLIVE SCHREINER’S FROM MAN TO MAN." Victorian Literature and Culture 29, no. 2 (September 2001): 303–26. http://dx.doi.org/10.1017/s1060150301002042.

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BY THE LAST DECADES OF THE nineteenth century, the various aspects of the “Woman Question” had drawn many women into public controversy. Their published writings commonly advance both moral and practical arguments, and often cite supporting statistical evidence and scholarly opinions as well. But not all their writing is of this kind. Feminist1 argument around the turn of the century also generated some fine rhetorical flights which stand out from their more prosaic surroundings. Passages of elevated and figurative persuasive writing are found in essays, monographs, and occasionally novels. Today these writings may be found in the many anthologies of “first-wave” feminist writing, which draw on the London journals, especially the Contemporary Review. Female activists in America often use a similar style. Consistent features in this rhetoric suggest that something like a distinctive feminist authorial position had developed.

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Midgette, Ekaterina, Priti Haria, and Charles MacArthur. "The effects of content and audience awareness goals for revision on the persuasive essays of fifth- and eighth-grade students." Reading and Writing 21, no. 1-2 (June 7, 2007): 131–51. http://dx.doi.org/10.1007/s11145-007-9067-9.

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De La Paz, Susan, and Daniel R. Wissinger. "Improving the Historical Knowledge and Writing of Students With or At Risk for LD." Journal of Learning Disabilities 50, no. 6 (July 25, 2016): 658–71. http://dx.doi.org/10.1177/0022219416659444.

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In this study, we explored the potential of two forms of discussion (disciplinary vs. traditional) for 39 sixth- and seventh-grade students with or at risk for learning disabilities (LD), before writing historical arguments. Nine teachers who led small group discussions in six heterogeneous social studies classrooms implemented the intervention. Students who were involved in disciplinary discussions ( n = 19) scored statistically higher than their peers who engaged in traditional discussions ( n = 20) on a measure of historical knowledge (partial η2 = .23); they also wrote essays with better persuasive quality (partial η2 = .43) and greater evidence of historical thinking (partial η2 = .40). A delayed posttest delivered 8 weeks after instruction ended revealed that students in the experimental condition continued to write in more historically sophisticated ways than did students in the comparison condition (partial η2 = .19). Challenges, however, remain for struggling learners who must now meet basic and advanced disciplinary literacy goals.

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Burada, Marinela. "Argument Features in Novice L2 Writing. A Contrastive Approach." Linguaculture 9, no. 1 (June 15, 2018): 107–26. http://dx.doi.org/10.47743/lincu-2018-1-0117.

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This paper reports findings derived from a contrastive investigation of argumentative EL (English) essays composed by non-native university students with different cultural and educational backgrounds. While the texts under analysis here have not originally been intended for comparison and contrast, approaching them in this manner made a lot of sense when a general rating revealed that, overall, one group of students fared considerably better than the other in terms of negotiating the intended message and achieving their persuasive aim, despite their being at earlier stages in their EL acquisition. The investigation has been intended for diagnostic purposes and has therefore been targeted at three problem areas in which inter-group performance discrepancies were the most conspicuous: the ways in which text writers signal their intentions and engage with the reader, the level of commitment to the thesis they advocate for, and the kind of evidence they advance in order to support it.

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Jung, Boon ui. "A Correlation between Sentiment Expression and Writing Level of High School Student’s Persuasive Text." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 343–59. http://dx.doi.org/10.22251/jlcci.2022.22.23.343.

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Objectives In this study, the problem was that the current writing evaluation did not take into account the emotional level of student writing. In order to examine the correlation between the sentiment level of high school students' editorial text and the level of writing, an persuasive sentiment lexicon was prepared, the sentiment level was measured, and the correlation between the sentiment level and the evaluation score was analyzed. Methods A corpus was created by collecting 132 student essays on two subjects, and the emotional dictionary of the corpus was constructed by determining the emotional level of the vocabulary as the expert's rating. By measuring the emotional level with the editorial sentiment dictionary, the correlation with the writing evaluation score was examined, and specifically, it was confirmed whether there was a difference in the correlation according to the upper/lower level. Results In both the KNU sentiment dictionary and the editorial sentiment dictionary, the degree of emotion and the evaluation score were positively correlated, and the correlation degree of the editorial sentiment dictionary (0.543) was higher than the KNU sentiment dictionary (0.368). Although the degree of correlation was different for each topic, both the emotional level and the writing level showed a positive correlation, especially the number of positive and negative words and the highest correlation. As a result of examining the texts by dividing them into upper, middle and lower levels, the correlation between the lower level text and the emotional level was high (0.571), and the upper level had no significant correlation with the emotional level. Conclusions It was found that the higher the emotional level of the editorial text, the higher the writing level, and the lower-level writing had a higher correlation with the emotional level. It was confirmed that it is necessary to use emotional words appropriately in order to effectively convey one's argument to the other party, rather than exclude the degree of emotion from the editorial text. For students with low writing ability, since the amount of words has a great influence on their writing level, it is necessary to learn various words including emotional words.

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Czerkawski, Piotr. "Peryferie mają głos. O książce Jarosława Pietrzaka "Smutki tropików. Współczesne kino Ameryki Łacińskiej jako kino polityczne", Warszawa 2016, ss. 312." Studia Filmoznawcze 39 (July 17, 2018): 185–90. http://dx.doi.org/10.19195/0860-116x.39.13.

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PERIPHERIES HAVE VOICE. THE REVIEW OF THE BOOK SMUTKI TROPIKÓW. KINO AMERYKI ŁACIŃSKIEJ JAKO KINO POLITYCZNE BY JAROSŁAW PIETRZAK, WARSZAWA 2016, 312 PP.This text is a review of the book by Jaroslaw Pietrzak Smutki tropików. Kino Ameryki Łacińskiej jako kino polityczne Tristes Tropiques. The Cinema of Latin America as a Political Cinema. The review draws attention to the specifics of the author’s viewpoint, which connects his interest in politics, culture, cinematography, while drawing from a strong influence of leftist sensibilities. In the line of arguments presented in the text, the essayistic freedom Pietrzak uses to connect seemingly distant issues, makes reading his book a satisfactory, erudite adventure. However, it seems to be problematic in the moments in which the author gives in to his emotions and uses persuasive tactics closer to the publicists manifestos rather than any analytic deliberations. The book review concludes that Smutki tropików, despite several critical flaws, finally earns a respectable position, in particular with the essays This first September 11, 1973, Santiago de Chile and The Communist Go to Heaven deserving a praise.

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Albright, Ann Cooper. "CORD Awards Panel 2014: “Celebrating the Scholarship of Deidre Sklar”." Congress on Research in Dance Conference Proceedings 2015 (2015): 5–7. http://dx.doi.org/10.1017/cor.2015.2.

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You are not quite old enough to be my blood ancestor, but I am going to figure you as one anyway. My desire to claim you as a relative, intellectually speaking, is based on the groundbreaking work you have done across the fields of dance, performance studies and critical cultural studies. Your monograph Dancing with the Virgin: Body and Faith in the Fiesta of Tortugas, New Mexico (2001a) and seminal essays such as “On Dance Ethnography” (2001a) and “Can Bodylore Be Brought to Its Senses?” (1994) have demonstrated that we do not need to leave the body behind as we engage with new theories of cultural meaning. I had always admired your work and thought you were an interesting scholar and fun to be around, but it was being part of your panel on “corporeal rhetorics” during the international “Theory and Practice” conference in Paris, France, in 2007 that helped me make connections between our academic trajectories. This experience really pushed my thinking into new directions. I want to quote your abstract for that panel: This panel presents the concept of “corporeal rhetoric” in order to explore the question of agency vis à vis corporeal regimes. [This use of] “rhetoric” implies that bodily practices and events have somatic effects on performers and audiences that likewise work to convince. In short, kinetic sensation is a medium of persuasion. Acknowledging that techniques of the body carry ideological loads, we explore the persuasive force of manipulations of kinetic energy, the organization of rhythm and temporal dynamics, muscular tension and flow, spatial relations and shape, directionality and focus, to bring out the interplay of the somatic and the ideological in the transmission of movement practice. (Sklar 2007)

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Octavia, Wilda Ayu Hajar, Hari Satrijono, Fajar Surya Hutama, Dimas Abdi Haidar, and Linda Purnamasari Rukmana. "Keterampilan Menulis Karangan Persuasi Siswa Dalam Pembelajaran Think Talk Write dengan Media Poster." EDUCARE: Journal of Primary Education 1, no. 2 (June 22, 2020): 169–86. http://dx.doi.org/10.35719/educare.v1i2.15.

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Writing is a complex skill and is difficult for students to master well. This study aims to determine the effect of the application of Think Talk Write learning models with poster media on the writing skills of persuasion essay from fifth grade elementary school students. This type of research is a quasi-experimental design with a pre-test post-test control group. The sample in this study was VA and V class students of SDN Rambigundam 01 Jember. Collecting data in this study using interviews, tests, and documentation. The data analysis technique of student learning outcomes uses t-test. Based on the results of the t-test on the learning outcomes of students' persuasive essay writing skills, it is known that the value of tcount> ttable, (2.208> 2.0180), so it can be concluded that the hypothesis is accepted that the Think Talk Write learning model through poster media influences the writing skills of persuasion writing in the fifth grade students of SDN Rambigundam Jember 1. The results of the pretest and posttest activities also showed that the increase in the value of writing skills written by students in the experimental class was higher than the increase experienced by the control class. Difference in the increase in the average value experienced by the experimental class and control class by 3,7. Menulis merupakan salah satu keterampilan yang kompleks dan sulit dikuasai siswa dengan baik. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran Think Talk Writedengan media poster terhadap keterampilan menulis karangan persuasi siswa kelas V SD. Jenis penelitian ini merupakan eksperimen semu dengan desainpre-test post-test control group. Sampel dalam penelitian ini adalah siswa kelas VA dan V B SDN Rambigundam 01 Jember. Pengumpulan data dalam penelitian ini menggunakan metode wawancara, tes, dan dokumentasi. Teknik analisisdata hasil belajar siswa menggunakan uji t-test. Berdasarkan hasil uji-t terhadap hasil belajar keterampilan menulis karangan persuasif siswa, diketahui bahwa nilai thitung>ttabel, (2,208>2,0180), sehingga dapat disimpulkan bahwa hipotesis diterima yaitu model pembelajaran Think Talk Write melalui media poster berpengaruh terhadap keterampilan menulis karangan persuasi pada siswa kelas V SDN Rambigundam 01 Jember. Hasil kegiatan pretest dan posttest juga menunjukan bahwa peningkatan nilai keterampilan menulis karangan siswa di kelas eksperimen lebih tinggi dari pada peningkatan yang dialami kelas kontrol. Selisih peningkatan rata-rata nilai yang dialami kelas eksperimen dan kelas kontrol sebesar 3,7.

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Journal articles on the topic 'Persuasive essays'

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