Abstract
The present study investigates the effects of Revision Strategy (RS) on Argumentative Essay (AE) writing. Specifically, the study provides an analysis of 58 short AEs written by L1 and L2 university students. Two different levels of errors are examined: linguistic (Spelling, (Morpho)syntax, Lexicon, Syntax, Punctuation) and structure (Text structure and Coherence) errors, in order to measure how RS influences the texts. The comparison between RS and non-RS samples shows a significant difference in favour of texts with RS. In fact, we can surmise that RS positively influences text production both in L1 and L2 writing. In the third section we provide a quantitative analysis of the errors and we find some common issues within the specific rhetorical and linguistic framework of AE.
Highlights
1.1 The Educational Context of Writing at University, Between First and Second LanguageTaking into consideration the wide-ranging theories on academic writing (Tang 2012; Canagarajah 2013; Candlin, Crompton, Hatim 2015), in this paper we shall discuss short argumentative essays (AE) of university students
The foregoing discussion has attempted to suggest some guidelines in order to achieve a Revision Strategy (RS) model for self-evaluation of the Argumentative Essay (AE)
We can see that the greatest number of errors has been produced by Italian L2 writers
Summary
1.1 The Educational Context of Writing at University, Between First and Second LanguageTaking into consideration the wide-ranging theories on academic writing (Tang 2012; Canagarajah 2013; Candlin, Crompton, Hatim 2015), in this paper we shall discuss short argumentative essays (AE) of university students. 1.1 The Educational Context of Writing at University, Between First and Second Language. Our purpose is to suggest guidelines to achieve a RS model for self-evaluation of the AE. This RS model is oriented (but ) to academic writing, based on a linguistic-educational theory and on textual quantitative and qualitative research.. The debate on assessment has held a central role for scholars and linguists studying language learning: today evaluation and self-evaluation is a crucial point in SLA (Second Language Acquisition) theory (Aryadoust, Riazi 2017; Warchulski 2016; Oscarson 2014; Yang, Xu 2008; Harris 1997) and in L1 and L2 writing theory (Casaneve 2013; Moeller, Creswell, Saville 2016). The general parameters of interest proposed by Hamp-Lyons (1990) are generally accepted: especially in regard to a) the attention to the structure of the test, b) the characteristics of the writer and c) the role of the person who reads (intended both as a reader and reviser)
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