Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/13926
Title: Effect of explicit instruction in text structure and linguistic features of argumentative writing in a process-writing classroom
Authors: Teng, Teresa May Hwee.
Keywords: DRNTU::Social sciences::Education
Issue Date: 2002
Abstract: This study explores the effect of explicit instruction in argumentative text structure and linguistic features on the writing of Secondary Two Express students in Singapore. It is predicted that, in the short run, inplicit knowledge alone of the argumentative text structure and linguistic features may not be necessarily sufficient for the students to write effective arguments.
URI: http://hdl.handle.net/10356/13926
Rights: Nanyang Technological University
Fulltext Permission: restricted
Fulltext Availability: With Fulltext
Appears in Collections:NIE Theses

Files in This Item:
File Description SizeFormat 
NIE-THESES_292.pdf
  Restricted Access
4.29 MBAdobe PDFView/Open

Page view(s) 50

308
Updated on Apr 18, 2021

Download(s)

8
Updated on Apr 18, 2021

Google ScholarTM

Check

Items in DR-NTU are protected by copyright, with all rights reserved, unless otherwise indicated.