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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
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ERIC Number: ED432145
Record Type: RIE
Publication Date: 1998-Oct
Pages: 20
Abstractor: N/A
Reference Count: N/A
The Logical Roots of Argumentative Writing: An Adjunct to Academic ESL/EFL Writing Students?
Beaubien, Richard
A study investigated whether formal instruction in logic and syllogism construction helps English-as-a-Second-Language (ESL)/English-as-a-Foreign-Language (EFL) students in crafting argumentative essays. Subjects were 24 ESL students of varied linguistic backgrounds at the Mercer University (Georgia) English Language Institute. Half were given formal instruction in logic and syllogism construction. A multi-trait scoring procedure was used, testing formation of arguments and ideas, control of rhetorical features, and grammar control. Results indicate that instruction in logic and syllogism construction had a statistically significant positive effect on the writing scores given to those students who received instruction, as contrasted with those who did not receive the same instruction. (Contains 32 references.) (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Mercer University GA
Note: Paper presented at the Annual Meeting of the Southeastern Conference of Teachers of English to Speakers of Other Languages (Lexington, KY, October 1998).