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Article published In:
Learning and Teaching L2 Writing
Guest-edited by Daphne van Weijen, Elke Van Steendam and Gert Rijlaarsdam
[ITL - International Journal of Applied Linguistics 156] 2008
► pp. 179–200

Discourse Features of Argumentative Essays Written by Chinese EFL Students

| Shanghai Jiao Tong University, PR China
| Shanghai Jiao Tong University, PR China

Studies on both second language discourse in general and Chinese EFL/ESL discourse in particular have reported mixed findings about the relationship between L1 and L2 writing. This study investigates the rhetorical features of argumentative essays written by Chinese college EFL students by analyzing paragraph and overall textual organization and development in 69 sample essays. The results show that the majority of the participants compose in a deductive pattern similar to what is typically employed by native English speaking writers. However, the way in which the Chinese EFL students develop their L2 written discourse lacks effectiveness and adequacy, in terms of the following features: the quality of the topic sentence (of paragraphs) and the introduction paragraph (of essays), the adequacy of supporting details, transitions between sentences and paragraphs, and the effectiveness of the ending (of essays). Furthermore, we explore the factors that may underlie the observed patterns. We conclude the paper by discussing the pedagogical implications of the findings and suggesting directions for future research.

Published online: 1 January 2008
DOI logo
https://doi.org/10.2143/ITL.156.0.2034431
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Cited by

Cited by 2 other publications

Qin, Wenjuan & Paola Uccelli
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[no author supplied]
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