Developing a corpus-based teaching framework of argumentative essays for pre-university students

Numerous studies on corpus linguistics and academic genres have employed the ESP approach. However, extensive research on the rhetorical structure and linguistic analysis of pre-university argumentative essays is still lacking. Thus, this research focuses on pre-university students’ written argument...

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Main Author:	Anita, Kanestion
Format:	Thesis
Language:	eng eng eng
Published:	2023
Subjects:	LB2300 Higher Education PE English
Online Access:	https://etd.uum.edu.my/10551/1/Permission%20to%20deposit-not%20allow-900586.pdf https://etd.uum.edu.my/10551/2/s900586_01.pdf https://etd.uum.edu.my/10551/3/s900586_02.pdf
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id	my-uum-etd.10551
record_format	uketd_dc
spelling	my-uum-etd.105512023-06-21T03:38:57Z Developing a corpus-based teaching framework of argumentative essays for pre-university students 2023 Anita, Kanestion Sarjit Singh, Manvender Kaur Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Art & Sciences LB2300 Higher Education P Philology. Linguistics PE English Numerous studies on corpus linguistics and academic genres have employed the ESP approach. However, extensive research on the rhetorical structure and linguistic analysis of pre-university argumentative essays is still lacking. Thus, this research focuses on pre-university students’ written argumentative essays who are preparing for MUET. The data for this study comes from COMWArE, a Corpus of MUET Written Argumentative Essays compiled from two pre-university institutions. This study is framed within a corpus-based genre analysis, with the goal of analysing argumentative essays using a Swalesian move analysis and top-down analysis, also known as the BCU approach. AntConc is used to compute the frequency and distributional patterns of moves, and linguistics analysis of lexical verbs is performed by identifying the types and categories of verb forms in the most frequently used moves in COMWArE. To add credibility to the results of the corpus-based genre analysis, semi-structured interviews were conducted with six subject matter experts from the selected institutions. A framework for teaching argumentative essays at the pre-university level is conceptualised through data triangulation. The data revealed a nine-move structure with eleven steps; based on the distributional patterns, the moves and steps occur at the beginning, middle, and end of the paragraphs. Furthermore, the essays' communicative goals are realised through the effective use of lexical verbs within the moves and steps used in the essays. There are six types of lexical verbs in the argumentative essay, with the infinitive form (VVI) occurring most frequently. The majority of these lexical verbs are classified as activity verbs. Consequently, the findings are used to provide a framework of rhetorical move-step structure for instructional purposes, particularly at the pre-university level, for MUET. From a pedagogical standpoint, this study is significant for ESL teachers and novice writers in the classroom teaching and learning argumentative writing. 2023 Thesis https://etd.uum.edu.my/10551/ https://etd.uum.edu.my/10551/1/Permission%20to%20deposit-not%20allow-900586.pdf text eng staffonly https://etd.uum.edu.my/10551/2/s900586_01.pdf text eng 2026-05-29 staffonly https://etd.uum.edu.my/10551/3/s900586_02.pdf text eng staffonly other doctoral Universiti Utara Malaysia
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng eng
advisor	Sarjit Singh, Manvender Kaur
topic	LB2300 Higher Education LB2300 Higher Education PE English
spellingShingle	LB2300 Higher Education LB2300 Higher Education PE English Anita, Kanestion Developing a corpus-based teaching framework of argumentative essays for pre-university students
description	Numerous studies on corpus linguistics and academic genres have employed the ESP approach. However, extensive research on the rhetorical structure and linguistic analysis of pre-university argumentative essays is still lacking. Thus, this research focuses on pre-university students’ written argumentative essays who are preparing for MUET. The data for this study comes from COMWArE, a Corpus of MUET Written Argumentative Essays compiled from two pre-university institutions. This study is framed within a corpus-based genre analysis, with the goal of analysing argumentative essays using a Swalesian move analysis and top-down analysis, also known as the BCU approach. AntConc is used to compute the frequency and distributional patterns of moves, and linguistics analysis of lexical verbs is performed by identifying the types and categories of verb forms in the most frequently used moves in COMWArE. To add credibility to the results of the corpus-based genre analysis, semi-structured interviews were conducted with six subject matter experts from the selected institutions. A framework for teaching argumentative essays at the pre-university level is conceptualised through data triangulation. The data revealed a nine-move structure with eleven steps; based on the distributional patterns, the moves and steps occur at the beginning, middle, and end of the paragraphs. Furthermore, the essays' communicative goals are realised through the effective use of lexical verbs within the moves and steps used in the essays. There are six types of lexical verbs in the argumentative essay, with the infinitive form (VVI) occurring most frequently. The majority of these lexical verbs are classified as activity verbs. Consequently, the findings are used to provide a framework of rhetorical move-step structure for instructional purposes, particularly at the pre-university level, for MUET. From a pedagogical standpoint, this study is significant for ESL teachers and novice writers in the classroom teaching and learning argumentative writing.
format	Thesis
qualification_name	other
qualification_level	Doctorate
author	Anita, Kanestion
author_facet	Anita, Kanestion
author_sort	Anita, Kanestion
title	Developing a corpus-based teaching framework of argumentative essays for pre-university students
title_short	Developing a corpus-based teaching framework of argumentative essays for pre-university students
title_full	Developing a corpus-based teaching framework of argumentative essays for pre-university students
title_fullStr	Developing a corpus-based teaching framework of argumentative essays for pre-university students
title_full_unstemmed	Developing a corpus-based teaching framework of argumentative essays for pre-university students
title_sort	developing a corpus-based teaching framework of argumentative essays for pre-university students
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2023
url	https://etd.uum.edu.my/10551/1/Permission%20to%20deposit-not%20allow-900586.pdf https://etd.uum.edu.my/10551/2/s900586_01.pdf https://etd.uum.edu.my/10551/3/s900586_02.pdf
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Developing a corpus-based teaching framework of argumentative essays for pre-university students

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