DEVELOPING CONTENT COMPONENT OF ARGUMENTATIVE WRITING THROUGH GENRE PEDAGOGY: IN PAKISTANI CONTEXT
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.
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