Article published in:Ideophones: Between Grammar and Poetry
Edited by Katherine Lahti, Rusty Barrett and Anthony K. Webster
[Pragmatics and Society 5:3] 2014
► pp. 484–507
A novel framework for teaching academic writing
This study represents an attempt to create a new framework for teaching academic writing. The new concept of the ‘Lexical Cohesive Trio’, LCT, combines elements of textual reference: anaphora, cataphora, and transitional signals (lexical repetition, bundles, and phrases). 30 English majors from the Gulf University for Science and Technology, GUST, in Kuwait were selected to write a pre-framework and a post-framework essay. The results were analysed using an SPSS package t-test. A pairwise t-test confirmed that more transitional signals were produced after the framework was used: t(1,29) = –4.938, p-value < 0.001. Similarly, a pairwise t-test confirmed that more lexical repetitions were produced after the framework was used: t(1,29) = –5.218, p-value < 0.001. Finally, a pairwise t-test confirmed that significantly more lexical phrases were produced after the framework was used: t(1,29) = –10.672, p-value < 0.001. These tests present strong evidence in favour of using LCT, and confirm that using this new framework enhances students’ ability to write coherent essays.
Keywords: lexical repetition, lexical cohesive trio, lexical cohesion, teaching framework, academic writing, lexical patterns, lexical phrases
Published online: 14 November 2014
Al Sharoufi, Hussain
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