Teacher and Guided Multiple Peer Reviewers: A proposed approach in assisting students’ argumentative writing
- DOI
- 10.2991/conaplin-18.2019.222How to use a DOI?
- Keywords
- approach; argumentative text; systemic functional linguistic; Toulmin argument pattern
- Abstract
Ability to write argumentative text poses several benefits one of which is triggering critical thinking. In its practice, however, students often find it problematic in composing a well-written argumentative text. Based on a preliminary analysis on students’ writing samples, three main setbacks were identified. First, some students did not use accurate paragraph format. Second, problems were coming from argumentative text elements like incomplete generic structure and lack of elaboration on argument. Third, problems were derived from systemic functional linguistic (SFL) perspective. These SFL-related setbacks are related to interpersonal metafunction, experiential metafunction, and textual metafunction. To assist students to overcome those problems and enable them to formulate a powerful and accurate argumentative text, an approach called teacher and guided multiple peer reviewers is proposed. This approach is resulted from the combination of teacher and peer feedback. Toulmin’s argument pattern is mixed with the approach to guide students to articulate the elaboration of their arguments. Strength, weakness, opportunity, and threat analysis of the approach is included in this research.
- Copyright
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Anisatul Karimah PY - 2019/06 DA - 2019/06 TI - Teacher and Guided Multiple Peer Reviewers: A proposed approach in assisting students’ argumentative writing BT - Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018) PB - Atlantis Press SP - 35 EP - 40 SN - 2352-5398 UR - https://doi.org/10.2991/conaplin-18.2019.222 DO - 10.2991/conaplin-18.2019.222 ID - Karimah2019/06 ER -