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English Argumentative Writing in Norwegian Lower Secondary School : Are year 10 lower secondary students sufficiently prepared for L2 argumentative writing in upper secondary?
| Content Provider | Semantic Scholar |
|---|---|
| Author | Høegh-Omdal, Linnea |
| Copyright Year | 2018 |
| Abstract | formulations derived from other similar groupings (p. 239). Freedman & Pringle (1988) further explain that this is exactly what is needed to develop a concrete thesis statement and an organizing pattern or structure for an essay (p. 239). They suggest that teachers should not expect their students to succeed in written argumentation if they have not cognitively matured which usually corresponds with reaching puberty (Freedman & Pringle, 1988, p. 241). Despite this, they strongly promote practice in written argumentation before puberty anyway, as an introduction to the form. Another theory on why young writers perhaps struggle with argumentative writing is because children are in some views seen as progressively “decentering” (Andrews, 1995, p. 18). Narrative writing is seen as a more expressive and self-centered than argumentative writing, which to some may seem more suitable for younger children. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://brage.bibsys.no/xmlui/bitstream/handle/11250/2564581/H%C3%B8egh-Omdal,%20Linnea.pdf?isAllowed=y&sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
