This study examines how adult second language learners in the context of a writing pedagogical intervention give and receive feedback and how they talk about argumentative texts. The study highlights students' work with peer response and the questions that can arise when students need to relate to instructions, model texts, and feedback that can provide inconsistent information about the text's desired design. The design of this study has taken inspiration from genre theory and formative assessment, emphasizing the role of an explicit writing pedagogy. The results show the importance of teacher guided practice and teaching metafunctional linguistic resources in order to improve students´ writing. Furthermore the results indicate the role of function in writing instruction. Second language writers, as well as any student concerned with writing, need to understand how different linguistic choices affect the content and the readers´ perception of the text.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-31513 |
| Date | January 2020 |
| Creators | Sandgaard-Ekdahl, Hanna |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS), Malmö universitet/Lärande och samhälle |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0024 seconds