The present study aimed at investigating the learning strategies and the writing processes used by EFL university learners in an argumentative writing task. A total of sixty senior university EFL learners at Yarmouk University, thirty males and thirty females, participated in the study out of 160 students who form the whole population. A questionnaire, an interview, and a writing task were used to collect the data of the study. Results showed that EFL university students at Yarmouk University, both proficient and less proficient learners, have used the learning strategies while writing the argumentative writing task, but in a rather low percentage where the highest mean was 0.74 for the metacognitive strategies. It was also found that there was no significant difference in the use of the learning strategies due to gender, except for the effective strategies which were to the side of females. Results also showed that there was no significant difference in the writing processes use due to gender since all of the students used the writing processes in completing the writing task. It was also found that there was no significant difference in the writing processes use due to the students’ proficiency except for the nature of revision which the proficient and less proficient students implement while completing the writing task. Show
Sentences should logically fit together in writing, connecting one idea to the next. This is referred to as cohesion. To ensure your writing is cohesive, consider using the old-new principle, where sentences begin with old information and end with new information. Notice how these two sentences work together: For many economists, the Great Depression was less a result of historical events than it was of poor international monetary policy. Such policy included the Federal Reserve’s failure to regulate interest rates and Great Britain’s return to Pre-WWI gold standard rate. The second sentence begins by recapping the ending of the first sentence. This enables readers to solidify the connection between one idea and the next. Just as sentences are cohesive when they “stick” together, paragraphs are coherent when they contain one controlling idea. Paragraphs should contain a single focus supported by related sentences that form into a major and coherent point. It is helpful to first state the topic of the paragraph thus informing the reader of its purpose and summarizing what the paragraph is about. The rest of the paragraph should be focused on that topic. To ensure that your paragraphs are coherent, make sure each paragraph is structured to make a particular point. Let’s look at the difference between two paragraphs, which are about the same thing. Paragraph A: “The particular ideas toward the beginning of sentences define what a passage is “about” for a reader. Moving through a paragraph from a cumulatively coherent point of view is made possible by a sequence of topics that seem to constitute a limited set of related ideas. A seeming absence of context for each sentence is one consequence of making random shifts in topics. Feelings of dislocation, disorientation, and a lack of focus in a passage occur when that happens.”* Paragraph B: “Readerslook for the topics of sentences to tell them what a whole passage is “about.” If theyfeel that its sequence of topics focuses on a limited set of related topics, then they will feel that they are moving through that passage from a cumulatively coherent point of view. But if topics seem to shift randomly, then readers have to begin each sentence from no coherent point of view, and when that happens, readers feel dislocated, disoriented, and the passage seems out of focus. For many readers, such an experience is like riding in a car that has a poor transmission.”* *Paragraphs A & B are adapted from Williamson and Bizup (2011). Most readers find Paragraph A incoherent, because its string of topics is inconsistent and diffuse; they do not focus our attention on a limited set of related ideas. In contrast, Paragraph B is much more coherent because it focuses on one central topic: readers. Along with limiting the topics in your paragraph, consider a specific strategy for developing your paragraphs. Typically, a well written paragraph will move from general to increasingly more specific claims or vice versa. Regardless of whether you move from general to specific or specific to general, be consistent with your pattern. If you do use a general-to-specific pattern in your paragraph, avoid beginning with an overly broad claim. Sentences (and essays) that begin “Every since time began…” encompass too much information for the writer and reader to manage. In Summary Connect ideas, sentences and paragraphs using a variety of cohesive devices: e.g. In the first stage, an idea can be generated by using a mind-map and some
discussion. In the next stage, a clear plan of action can be produced in the form of a list. e.g. There are three stages to the pre-writing process: one to effect the generation of ideas, another to facilitate an action plan, and the third to
research the information to be included in your text. In the first stage, an idea can be generated by using a mind-map and some discussion. e.g. writing is a process, which can take a long time and involve many obstacles. However, when you are finished, you’ll see that it was worth the effort. Coherence and cohesion are essential for aiding readability and idea communication. Coherence is about the unity of the ideas and cohesion the unity of structural elements. One way to do this is through the use of cohesive devices: logical bridges (repetition), verbal bridges (synonyms), linking words, and clear back referencing. If these types of devices are missing in the text, it not only becomes more difficult to read the text, but also to understand its contents since the reader must guess how the various parts of the paragraph or text are connected, which will involve re-reading sentences or larger sections more than once. With logical bridges, the same idea of a topic is carried over (repeated) from sentence to sentence, and successive sentences can be constructed in parallel form. With verbal bridges, key words or synonymous words can be repeated, pronouns can replace nouns and transition words (as shown below) can be used. In the paragraph below, words and phrases that serve to increase the coherence of the paragraph are highlight and underlined. As this sample paragraph indicates, coherence and cohesion in a paragraph is established by combining more than one device.
A more direct way of emphasizing the inherent logic of a paragraph is through the use of linking words and phrases which mark transitions within and between sentences. The table below gives a sample of such linking words and groups them based on the connection they illustrate/indicate.
Back referencing is another effective device for creating coherence, but this device must be used carefully because it can cause confusion rather than create clarity. Consider whether or not the use of back referencing is clear in the following example.
It is perfectly acceptable to use back referencing, just be sure to make it clear. One way to do this, as exemplified in the remarks above, is to add a summary word to the back reference (e.g. this situation, where situation is the summary word). Using a summary word specifies the back reference, often making it much clearer. Which property of a well written text refers to the connection of ideas and connection between sentence and paragraphs?Cohesion refers to the logical flow and connection in a written text and is achieved through the use of devices to link sentences together so that there is a logical flow between ideas from one sentence to the next.
Which property of a well written text refers to the connection of ideas in the text?Coherence and cohesion are essential for aiding readability and idea communication. Coherence is about the unity of the ideas and cohesion the unity of structural elements.
What property refers to the degree to which sentences are connected so that flow of ideas are easy to follow?This principle is called coherence. Usually, when readers refer to the “flow” of writing, they are referring either to coherence, or to cohesion (Principle 1).
What properties of a well written text refers to connection of ideas at sentence level?COHESION is also a very important aspect of academic writing because it immediately affects the tone of your writing. Cohesive writing does not mean just “grammatically correct” sentences; cohesive writing refers to the connection of your ideas both at the sentence level and at the paragraph level.
|
Which of the following properties refers to the connection of ideas sentences and paragraphs?
zusammenhängende Posts
Urheberrechte © © 2024 nguoilontuoi Inc.
