Coherence: Implications for teaching writing
The paper presents the results of a study consisting of three text-based analyses of groups of student argumentative essays written on the same topic. The aim was to identify text-based features of coherence in L1 and L2. The analyses were carried out on essays written by first and third year underg...
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| Format: | Article |
| Language: | English |
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New Bulgarian University
2016-08-01
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| Series: | English Studies at NBU |
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| Online Access: | https://esnbu.org/data/files/2016/esnbu.16.1.2.pdf |
| _version_ | 1811162901149384704 |
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| author | Emilija Sarzhoska-Georgievska |
| author_facet | Emilija Sarzhoska-Georgievska |
| author_sort | Emilija Sarzhoska-Georgievska |
| collection | DOAJ |
| description | The paper presents the results of a study consisting of three text-based analyses of groups of student argumentative essays written on the same topic. The aim was to identify text-based features of coherence in L1 and L2. The analyses were carried out on essays written by first and third year undergraduates at the Department of English Language and Literature, Faculty of Philology "Blazhe Koneski" at the Ss. "Cyril and Methodius" University in Skopje, Republic of Macedonia who wrote in their first language Macedonian, L1, and in English as a foreign language, L2. The goal was to recognise the importance of discourse organisation in academic writing in L1, and to examine factors which may affect second language learners' competence in the organisation of written discourse in English as a foreign language, L2. The paper points out the differences in the rhetorical models in Macedonian and English written discourse and how these differences may have an impact on writing assessment and the teaching of writing at university level. |
| first_indexed | 2024-04-10T06:36:34Z |
| format | Article |
| id | doaj.art-a51f9179459b4193af271d2572e2c589 |
| institution | Directory Open Access Journal |
| issn | 2367-5705 2367-8704 |
| language | English |
| last_indexed | 2024-04-10T06:36:34Z |
| publishDate | 2016-08-01 |
| publisher | New Bulgarian University |
| record_format | Article |
| series | English Studies at NBU |
| spelling | doaj.art-a51f9179459b4193af271d2572e2c5892023-02-28T20:10:18ZengNew Bulgarian UniversityEnglish Studies at NBU2367-57052367-87042016-08-01211730https://doi.org/10.33919/esnbu.16.1.2Coherence: Implications for teaching writingEmilija Sarzhoska-Georgievska0Ss. Cyril & Methodius University, Skopje, Northern MacedoniaThe paper presents the results of a study consisting of three text-based analyses of groups of student argumentative essays written on the same topic. The aim was to identify text-based features of coherence in L1 and L2. The analyses were carried out on essays written by first and third year undergraduates at the Department of English Language and Literature, Faculty of Philology "Blazhe Koneski" at the Ss. "Cyril and Methodius" University in Skopje, Republic of Macedonia who wrote in their first language Macedonian, L1, and in English as a foreign language, L2. The goal was to recognise the importance of discourse organisation in academic writing in L1, and to examine factors which may affect second language learners' competence in the organisation of written discourse in English as a foreign language, L2. The paper points out the differences in the rhetorical models in Macedonian and English written discourse and how these differences may have an impact on writing assessment and the teaching of writing at university level.https://esnbu.org/data/files/2016/esnbu.16.1.2.pdfcoherenceorganizational patternstopical structure analysisrhetorical modelsteaching writing |
| spellingShingle | Emilija Sarzhoska-Georgievska Coherence: Implications for teaching writing English Studies at NBU coherence organizational patterns topical structure analysis rhetorical models teaching writing |
| title | Coherence: Implications for teaching writing |
| title_full | Coherence: Implications for teaching writing |
| title_fullStr | Coherence: Implications for teaching writing |
| title_full_unstemmed | Coherence: Implications for teaching writing |
| title_short | Coherence: Implications for teaching writing |
| title_sort | coherence implications for teaching writing |
| topic | coherence organizational patterns topical structure analysis rhetorical models teaching writing |
| url | https://esnbu.org/data/files/2016/esnbu.16.1.2.pdf |
| work_keys_str_mv | AT emilijasarzhoskageorgievska coherenceimplicationsforteachingwriting |