DEVELOPING CONTENT COMPONENT OF ARGUMENTATIVE WRITING THROUGH GENRE PEDAGOGY: IN PAKISTANI CONTEXT
Keywords:
Experiential meta-function, grammatical intricacy, lexical density, lexico-grammatical, Nominalization
Abstract
This paper examines the effectiveness of the Reading to Learn (R2L) approach to teaching argumentative writing skills to undergraduate Pakistani English language learners’ (PELLs) ; as researches (Ilyas, Iqbal, & Fazal, 2015) have found out that PELLs face the problem of integrating perception and lexico-grammar on a given issue to convince readers while writing it. The study experimented with R2L genre pedagogy with a two-group pre and posttest design on a sample of 36 students in each group. The functional analysis of Pretest revealed that PELLs constructed a viewpoint with inappropriate transitivity selection and low lexical density. They ignored nominalization to develop chains of reasoning within the clause. After a four-month intervention, the posttest analysis showed that the performance of the experimental group has significantly improved. Our experimentation and analysis provide a concrete pedagogic assessment of R2L genre pedagogy in the Pakistani context that can help teachers to develop the argumentative writing skills of their students.
References
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Coffin, C. (2004). Arguing about how the world is or how the world should be : the role of srgument in IELTS tests. Journal of English for Academic Purposes, 3(3), 229-246.
Cope, B., & Kalantzis, M. E. (1993). The Powers of Literacy: A Genre Approach to Teaching Writing. Pittsburg: University of Pittsburg Press.
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Halliday (2002). Spoken and Written modes of meaning. London: Continuum.
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Halliday, & Matthiessen. (2014). An introduction to functional grammar. New York: Routledge.
Hanafiah , R., & Yusuf , M. (2016, 12-13). Lexical density and grammatical intricacy in linguistic thesis abstract: A qualitative content analysis. Paper presented at the Proceedings of the 1st EEIC in conjunction with the 2nd RGRS-CAPEU between Sultan Idris Education University and Syiah Kuala University, , Banda Aceh, .
Hasan. (1996). Ways of saying: ways of meaning Selected papers of Ruqaiya Hasan edited by Cloran, C., Butt, D. & Williams, G. (Open Linguistics Series). London Cassel.
Hirvela , A. (2017). Argumentation and Second language writing: Are we missing the boat? Journal of Sceond Language writing, 36, 69-74.
Hoeken , H., & Hustinx , L. (2009). When is Statistical Evidence Superior to Anecdotal evidence in Supporting Probability Claims? The Role of Argument Type. . Human Communication Research,, 35(4), 491-510.
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Humphery, S., & Macnaught, L. (2011). Revisiting Joint Construction in the tertiary context. Australian Journal of Language and Literacy, 34(1), 98-116.
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Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. journal of Second Language Writing, 16, 148-164.
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Iqbal, N., Mehmood, u. H., & Qasim, A. (2005). Assessing Quality of English Teachers at Sceondary Level in Punjab,Pakistan. Journal of Elementary Education, Vol,25. No.1, 75-99.
Javed, Juan, & Nazli. (2013). A study of students' assessment in writing skills of english language. online submission, 6(2), 129-144.
Jillani, W. (2004). Conditions Under Which English is Taught In Pakistan: An Applied Linguistic Perspective. Sarid, 1-8.
Johansson , V. (2008). Lexical diversity and lexical density in speech and writing: A developmental perspective. Lund University: Lund University Press.
Knapp , P., & Watkins , M. (1994). 'The genre of arguing', Context Text Grammar: Teaching the Genre and grammar of School Writing in infants and Primary Classrooms. 118-137.
Kongpetch, S. (2006). Using a genre based approach to teach writing to Thai students: a case study. Prospect : Australian Journal of TESOL, 21(2), 3-33.
Liardet , C. L. (2016). Grammatical metaphor: Distinguishing success. Journal of English for Academic Purposes, 109-118.
Macken-Horarik. (2002). "Something to Shoot for" : A systemic functional approach to teaching genre in secondary school science. In M. J. Ann (Ed.), Genre in the classroom: Multiple perspectives. Mahwah , Newjersey: Lawrence Eralbaum Associates Publishers.
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Mann , W. C., Matthiessen , C. M. I. M., & Thompson , S. A. (1992). Rhetorical structure theory and text analysis In W. C. Mann & S. A. Thompson (Eds.), Discourse Description Diverse Linguistic Analyses of a Fund Raising Text. Amsterdam: John Benjamins.
Martin. (1985). Factual Writing: Exploring and challenging Social Reality. Waurn Ponds , Victoria: Deakin University.
Martin. (1989b). Technically and abstraction: Language for the creation of specialized texts. In C. F (Ed.), Writing in School (pp. 36-44). Geelong: Victoria, Deaken University Press.
Martin. (1991). Nominalization in Science and humanities: distilling knowledge and scoffolding text Functional and Systemic Linguistics: Approaches and Use (pp. 307-338). Berlin: Mouton de Gruyter.
Martin (1993). Technology, bureaucracy and schooling : Discourse resources and control. Cultural Dynamics, 6(1), 84-130.
Martin. (2000). Beyond Exchange: Appraisal System in English In S. In Hunston & G. Thompson (Eds.), Evaluation in Text : Authorial Stance and the Construction of Discourse (pp. 142-177). Oxford: Oxford University Press.
Martin (2001a). Language , register and genre. In A. Burns & C. Coffin (Eds.), Analysing English in a Global Context: A Reader (pp. 149-166). London: Routledge.
Martin. (2008). genre and Language learning: A social simotic perspect. Linguistics and Education, 20(10-21).
Martin, & Rose. (2008). Genre Relations : Mapping Culture. London ; Oakville, CT . Equinox Publishing Ltd.
Martin , J., & Rothery , J. (1986a). What a functional approach to the writing task can show teachers about 'good writing'. In B. Couture (Ed.), Functional approaches to writing: research perspective (pp. 241-265). Norwood: NJ: Ablex.
Martin , J. R. (1997). Analyzing genre: Functional parameters. In F. Christe & J. R. Martin (Eds.), Genre and Institution: Social Processes in the workplace and school (pp. 3-39). London: Pinter.
Mohan, B., Leung, C., & Slater, T. (2010). Assessing Language and Content: A Functional Perspective. English Publications, 219-242.
Painter , C., Derewianka , & Torr, J. (2007). From Microfunction to metaphor: learning language and learning through language. In R. Hassan , C. M. I. M. Matthiessen , & J. J. Webster (Eds.), Continuing Discourse on Language: A Functional Perspective (pp. 563-588). London: Equinox Publishing Limited.
Pessoa , S., Thomson , D. M., & Rayan , T. M. (2017). Emergent argument: A functional approach to analyzing student challenges with the argument genre. journal of Second Language Writing, 38, 42-55.
Petty , R. E., & Cacioppo , J. T. (1986). Communication and Persuasion: Central and Peripheral Routes to Attitude Change, . New York: Springer.
Schleppegrell. (2004). The language of Schooling : A functional linguistics perspective. Mahwah , NJ: Lawrence Erlbaum.
Schleppegrell , & Go , A. (2007). Analyzing the writing of English learners : A functional approach. Language Arts, 84(6), 529-538.
Swales , J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press.
Ventola , E. (1996). Packing and Unpacking of information in academic texts. In E. Ventola & A. Mauranen (Eds.), Academic Writing : Intercultural and textual issues. Amsterdam: John Benjamins B . V .
Christie. (2006). Literacy teaching and current debates over literacy. In R. M. Whittaker, O'Donnell; Anne McCabe (Ed.), Language and Literacy: Functional Approaches (pp. 45-65). London: Continuum.
Coffin, C. (2004). Arguing about how the world is or how the world should be : the role of srgument in IELTS tests. Journal of English for Academic Purposes, 3(3), 229-246.
Cope, B., & Kalantzis, M. E. (1993). The Powers of Literacy: A Genre Approach to Teaching Writing. Pittsburg: University of Pittsburg Press.
Derewianka. (2003). Grammatical Metaphor in the Transition to Adolesence Grammatical Metaphore: Views from Systemic Functional Linguistics (pp. 185-220). philadelphia: John Benjamins Publishings.
Eggins. (2004a). An introduction to Systemic Functional Linguistics (2nd ed.). New York: Continuum.
Eggins. (2004b). Introduction to systemic functional linguistics (2nd Edition). Great Britain: MPG Books Ltd: Bodmin , Cornwall.
Emilia, E. (2005). A critical genre based approach to teaching academic writing in tertiary EFL context in Indonesia. (PhD Thesis), The University of Melbourne, Australia.
Gebhard, Harman, & Seger. (2007). Reclaiming recess in urban schools: The potential of systemic functional linguistics for ELLs and their teachers. Language Arts, 5(84), 419-430.
Halliday. (2001). Literacy and Linguistics : relationships between spoken and Written Language. In A. Burns & C. Coffin (Eds.), Analysing English in a Global Context (pp. 181-193). London: Routledge.
Halliday (2002). Spoken and Written modes of meaning. London: Continuum.
Halliday , & Martin , J. R. (1993). Writing Science: Literacy and Discursive Power. London: Falmer Press.
Halliday, & Matthiessen. (1999). Halliday, M., Construing Experience Through Meaning: A Language-based Approach to Cognition. London/New York: Continuum.
Halliday, & Matthiessen. (2014). An introduction to functional grammar. New York: Routledge.
Hanafiah , R., & Yusuf , M. (2016, 12-13). Lexical density and grammatical intricacy in linguistic thesis abstract: A qualitative content analysis. Paper presented at the Proceedings of the 1st EEIC in conjunction with the 2nd RGRS-CAPEU between Sultan Idris Education University and Syiah Kuala University, , Banda Aceh, .
Hasan. (1996). Ways of saying: ways of meaning Selected papers of Ruqaiya Hasan edited by Cloran, C., Butt, D. & Williams, G. (Open Linguistics Series). London Cassel.
Hirvela , A. (2017). Argumentation and Second language writing: Are we missing the boat? Journal of Sceond Language writing, 36, 69-74.
Hoeken , H., & Hustinx , L. (2009). When is Statistical Evidence Superior to Anecdotal evidence in Supporting Probability Claims? The Role of Argument Type. . Human Communication Research,, 35(4), 491-510.
Hoey, M. (2009). What can linguistics tell us about writing skills? In G. Forey & G. Thompson (Eds.), Text type and texture (pp. 175-190). London: Equinox Publishing Ltd.
Humphery, S., & Macnaught, L. (2011). Revisiting Joint Construction in the tertiary context. Australian Journal of Language and Literacy, 34(1), 98-116.
Hyland, K. (2003). Second Language Writing. London: Cambridge University Press.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. journal of Second Language Writing, 16, 148-164.
Ilyas, M., Iqbal, M., & Fazal, S. (2015). Post/Graduate Academic Writing Problems: A Pakistani Case Image of research Literacy and writing Pedagogies for Masters and Doctoral Writers (pp. 389-406). Leiden: Brill Koninklijke.
Iqbal, N., Mehmood, u. H., & Qasim, A. (2005). Assessing Quality of English Teachers at Sceondary Level in Punjab,Pakistan. Journal of Elementary Education, Vol,25. No.1, 75-99.
Javed, Juan, & Nazli. (2013). A study of students' assessment in writing skills of english language. online submission, 6(2), 129-144.
Jillani, W. (2004). Conditions Under Which English is Taught In Pakistan: An Applied Linguistic Perspective. Sarid, 1-8.
Johansson , V. (2008). Lexical diversity and lexical density in speech and writing: A developmental perspective. Lund University: Lund University Press.
Knapp , P., & Watkins , M. (1994). 'The genre of arguing', Context Text Grammar: Teaching the Genre and grammar of School Writing in infants and Primary Classrooms. 118-137.
Kongpetch, S. (2006). Using a genre based approach to teach writing to Thai students: a case study. Prospect : Australian Journal of TESOL, 21(2), 3-33.
Liardet , C. L. (2016). Grammatical metaphor: Distinguishing success. Journal of English for Academic Purposes, 109-118.
Macken-Horarik. (2002). "Something to Shoot for" : A systemic functional approach to teaching genre in secondary school science. In M. J. Ann (Ed.), Genre in the classroom: Multiple perspectives. Mahwah , Newjersey: Lawrence Eralbaum Associates Publishers.
Maneli , M. (1994). Perelman's New Rhetoric as Philosophy and methodology for the next century. Boston: Kluwer Academic Publishers.
Mann , W. C., Matthiessen , C. M. I. M., & Thompson , S. A. (1992). Rhetorical structure theory and text analysis In W. C. Mann & S. A. Thompson (Eds.), Discourse Description Diverse Linguistic Analyses of a Fund Raising Text. Amsterdam: John Benjamins.
Martin. (1985). Factual Writing: Exploring and challenging Social Reality. Waurn Ponds , Victoria: Deakin University.
Martin. (1989b). Technically and abstraction: Language for the creation of specialized texts. In C. F (Ed.), Writing in School (pp. 36-44). Geelong: Victoria, Deaken University Press.
Martin. (1991). Nominalization in Science and humanities: distilling knowledge and scoffolding text Functional and Systemic Linguistics: Approaches and Use (pp. 307-338). Berlin: Mouton de Gruyter.
Martin (1993). Technology, bureaucracy and schooling : Discourse resources and control. Cultural Dynamics, 6(1), 84-130.
Martin. (2000). Beyond Exchange: Appraisal System in English In S. In Hunston & G. Thompson (Eds.), Evaluation in Text : Authorial Stance and the Construction of Discourse (pp. 142-177). Oxford: Oxford University Press.
Martin (2001a). Language , register and genre. In A. Burns & C. Coffin (Eds.), Analysing English in a Global Context: A Reader (pp. 149-166). London: Routledge.
Martin. (2008). genre and Language learning: A social simotic perspect. Linguistics and Education, 20(10-21).
Martin, & Rose. (2008). Genre Relations : Mapping Culture. London ; Oakville, CT . Equinox Publishing Ltd.
Martin , J., & Rothery , J. (1986a). What a functional approach to the writing task can show teachers about 'good writing'. In B. Couture (Ed.), Functional approaches to writing: research perspective (pp. 241-265). Norwood: NJ: Ablex.
Martin , J. R. (1997). Analyzing genre: Functional parameters. In F. Christe & J. R. Martin (Eds.), Genre and Institution: Social Processes in the workplace and school (pp. 3-39). London: Pinter.
Mohan, B., Leung, C., & Slater, T. (2010). Assessing Language and Content: A Functional Perspective. English Publications, 219-242.
Painter , C., Derewianka , & Torr, J. (2007). From Microfunction to metaphor: learning language and learning through language. In R. Hassan , C. M. I. M. Matthiessen , & J. J. Webster (Eds.), Continuing Discourse on Language: A Functional Perspective (pp. 563-588). London: Equinox Publishing Limited.
Pessoa , S., Thomson , D. M., & Rayan , T. M. (2017). Emergent argument: A functional approach to analyzing student challenges with the argument genre. journal of Second Language Writing, 38, 42-55.
Petty , R. E., & Cacioppo , J. T. (1986). Communication and Persuasion: Central and Peripheral Routes to Attitude Change, . New York: Springer.
Schleppegrell. (2004). The language of Schooling : A functional linguistics perspective. Mahwah , NJ: Lawrence Erlbaum.
Schleppegrell , & Go , A. (2007). Analyzing the writing of English learners : A functional approach. Language Arts, 84(6), 529-538.
Swales , J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press.
Ventola , E. (1996). Packing and Unpacking of information in academic texts. In E. Ventola & A. Mauranen (Eds.), Academic Writing : Intercultural and textual issues. Amsterdam: John Benjamins B . V .
Published
2020-10-01
How to Cite
Ayesha Asghar Gill, Dr. Fauzia Janjua. (2020). DEVELOPING CONTENT COMPONENT OF ARGUMENTATIVE WRITING THROUGH GENRE PEDAGOGY: IN PAKISTANI CONTEXT. Epistemology, 7(1), 125-137. Retrieved from http://journal.epistemology.pk/index.php/epistemology/article/view/123
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