Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom
This study explores the effect of explicit instruction in argumentative text structure and linguistic features on the writing of Secondary Two Express students in Singapore. It is predicted that, in the short run, inplicit knowledge alone of the argumentative text structure and linguistic features m...
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| Other Authors: | |
| Format: | Thesis |
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2008
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| Online Access: | http://hdl.handle.net/10356/13926 |
| _version_ | 1826119346927173632 |
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| author | Teng, Teresa May Hwee. |
| author2 | Seow, Anthony |
| author_facet | Seow, Anthony Teng, Teresa May Hwee. |
| author_sort | Teng, Teresa May Hwee. |
| collection | NTU |
| description | This study explores the effect of explicit instruction in argumentative text structure and linguistic features on the writing of Secondary Two Express students in Singapore. It is predicted that, in the short run, inplicit knowledge alone of the argumentative text structure and linguistic features may not be necessarily sufficient for the students to write effective arguments. |
| first_indexed | 2024-10-01T04:58:48Z |
| format | Thesis |
| id | ntu-10356/13926 |
| institution | Nanyang Technological University |
| last_indexed | 2024-10-01T04:58:48Z |
| publishDate | 2008 |
| record_format | dspace |
| spelling | ntu-10356/139262019-12-10T12:13:40Z Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom Teng, Teresa May Hwee. Seow, Anthony National Institute of Education DRNTU::Social sciences::Education This study explores the effect of explicit instruction in argumentative text structure and linguistic features on the writing of Secondary Two Express students in Singapore. It is predicted that, in the short run, inplicit knowledge alone of the argumentative text structure and linguistic features may not be necessarily sufficient for the students to write effective arguments. Master of Education 2008-10-20T11:14:36Z 2008-10-20T11:14:36Z 2002 2002 Thesis http://hdl.handle.net/10356/13926 Nanyang Technological University application/pdf |
| spellingShingle | DRNTU::Social sciences::Education Teng, Teresa May Hwee. Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom |
| title | Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom |
| title_full | Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom |
| title_fullStr | Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom |
| title_full_unstemmed | Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom |
| title_short | Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom |
| title_sort | effect of explicit instruction in text structure and linguistic features of argumentative writing in a process writing classroom |
| topic | DRNTU::Social sciences::Education |
| url | http://hdl.handle.net/10356/13926 |
| work_keys_str_mv | AT tengteresamayhwee effectofexplicitinstructionintextstructureandlinguisticfeaturesofargumentativewritinginaprocesswritingclassroom |