Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom.
Teng, Teresa May Hwee.
Date of Issue2002
National Institute of 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.
Nanyang Technological University