Indirect exposure to argumentative genre: a methodological approach to improving thesis statements (The case of Kosovo first semester undergraduate students)

The purpose of this study was threefold: (a) to create an original student corpus the argumentative writings first-year undergraduate students; (b) describe differences among writing (with a focus on thesis statements) at two stages first semester, based essays obtained different times; (c) investigate effectiveness indirect instruction during semester. results indicate that there were slight in instruction, which included introducing essay samples, free-writing activities and discussions. further stage one two, respectively, not notably when it came composing statement. Relatively few students sentence resemble structure function findings reveal are aware certain linguistic patterns present written argumentation. It is obvious from order for statements, inevitable skill academia, Needs-based Learning should be integrated across implemented methods teaching. have implications syllabus course materials.