Document Type
Article
Source of Publication
Frontiers in Psychology
Publication Date
3-19-2021
Abstract
Reading-to-write is an essential skill in academic writing, and reading-writing tasks have been widely adopted in standardized English tests. Much more recent literature on integrated reading-writing tasks has focused on writers’ use of source texts or the validity of integrated writing assessment, while little is known about whether the nature of the types of reading texts has any bearing on integrated reading-writing tasks. This study examines whether the types of reading texts (i.e., similar views or opposing views on a debatable issue) have any influence on second language (L2) students’ argumentative writing in terms of the use of argument elements and its overall quality. Fifty-four Chinese second-year university students majoring in English language teaching were asked to write an argumentative essay after reading texts with either similar views or opposing views. Results show that students reading texts with opposing viewpoints presented more data and higher overall quality of argumentative essays than students reading texts with similar viewpoints, although the latter group presented more counterargument data. Pedagogical implications on teaching argumentative writing are discussed.
DOI Link
Publisher
Frontiers Media SA
Volume
12
Disciplines
Education
Keywords
argumentative writing, L2 writers, reading texts, reading-to-write tasks, Toulmin model
Scopus ID
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Qin, Jingjing and Liu, Yingliang, "The Influence of Reading Texts on L2 Reading-to-Write Argumentative Writing" (2021). All Works. 4144.
https://zuscholars.zu.ac.ae/works/4144
Indexed in Scopus
yes
Open Access
yes
Open Access Type
Gold: This publication is openly available in an open access journal/series