Despite the crucial role of introductory sections in argumentative academic writing, the effects of genre- based approaches to writing introductory paragraphs have not been much explored yet. The present study aimed to investigate whether the provision of genre knowledge through modeling and non-modeling could enhance learners’ ability in writing introductory paragraphs of argumentative essays....

Recent versions of international high-stakes tests like TOEFL and IELTS have made use of integrated tasks in addition to the traditional independent tasks in a claim to provide a more realistic estimation of the test takers’ language abilities. The present study aimed to investigate how test takers’ performance may differ on such tasks. As such, the test takers’ performance was compared on IELT...

The paper proposes methodology of teaching argumentative essay to the Adyghe- Russian bilingual students. article considers problem native language interference, analyzes typical mistakes made by Adyghe-Russian students in Unified State Exam, justifies necessity use special methodological techniques (comprehensive text analysis, writing a short essay) which allow training for Exam essay. author...

Students’ argumentation performance can be influenced by their epistemic beliefs, however, in the context of argumentative essay writing and peer feedback online setting this has not been clearly investigated. This study explores relationship between students’ beliefs regarding feedback. In total, 101 undergraduate students filled out survey wrote an essay. Then, they provided two sets on essay...

In this study, the use of speech-like pragmatic markers in Iranian EFL students’ academic writing was investigated. Speech-like pragmatic markers, such as I think, well, I guess, actually, anyway, anyhow, etc. are linguistic components that are more specific to conversation than writing, and writers may wrongly include them in their academic writing. To examine the students’ use of speech-like ...

In this study, the use of speech-like pragmatic markers in Iranian EFL students’ academic writing was investigated. Speech-like pragmatic markers, such as I think, well, I guess, actually, anyway, anyhow, etc. are linguistic components that are more specific to conversation than writing, and writers may wrongly include them in their academic writing. To examine the students’ use of speech-like ...