STUDENT-WRITERS’ CLAIMS IN HORTATORY ARGUMENTATIVE ESSAYS: AN APPRAISAL STUDY IN CONVENIENCE WRITING
Working on writing argumentative essay instructions has been practices in a non-formal language learning settings. Yet, its students’ pursued claims are not fully explored as an evaluativion of how student-writers interact as conveying arguments with the readers. Investigating the linguistic resourc...
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Universitas Sanata Dharma
2018-10-01
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doaj-484719a66f9d42da9d9453aef01e6d2e2020-11-25T00:50:07ZengUniversitas Sanata DharmaLLT Journal: A Journal on Language and Language Teaching1410-72012579-95332018-10-012121691741261STUDENT-WRITERS’ CLAIMS IN HORTATORY ARGUMENTATIVE ESSAYS: AN APPRAISAL STUDY IN CONVENIENCE WRITINGMarwito Wihadi0Eva Tuckyta Sari Sujatna1Ypsi Soeriasoemantri2Eni Karlieni3Padjadjaran UniversityPadjadjaran UniversityPadjadjaran UniversityPadjadjaran UniversityWorking on writing argumentative essay instructions has been practices in a non-formal language learning settings. Yet, its students’ pursued claims are not fully explored as an evaluativion of how student-writers interact as conveying arguments with the readers. Investigating the linguistic resources on which they develop and evaluate these, two selected English Language essays were looked into regarding to exploitation of macrostructures in them. Subsequently, they were captured within the framework of appraisal theory as to emerge various trends relative to the employment of engagement resource types, combined with the other resources in confirming claims: graduation and attitudinal ones. It was pinpointed that the essays were low-graded notifying substantial numbers of monoglossic resources with low-considered attitudinal items. They failed to recognise other voices and alternative positions. Their construction of evaluative meanings provided feedbacks, enhancing classroom teachers’ awareness of typical features in genre-based instructions. DOI: doi.org/10.24071/llt.2018.210205http://e-journal.usd.ac.id/index.php/LLT/article/view/938argumentative, hortatory, essays, appraisal theory, low-graded |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Marwito Wihadi Eva Tuckyta Sari Sujatna Ypsi Soeriasoemantri Eni Karlieni |
spellingShingle |
Marwito Wihadi Eva Tuckyta Sari Sujatna Ypsi Soeriasoemantri Eni Karlieni STUDENT-WRITERS’ CLAIMS IN HORTATORY ARGUMENTATIVE ESSAYS: AN APPRAISAL STUDY IN CONVENIENCE WRITING LLT Journal: A Journal on Language and Language Teaching argumentative, hortatory, essays, appraisal theory, low-graded |
author_facet |
Marwito Wihadi Eva Tuckyta Sari Sujatna Ypsi Soeriasoemantri Eni Karlieni |
author_sort |
Marwito Wihadi |
title |
STUDENT-WRITERS’ CLAIMS IN HORTATORY ARGUMENTATIVE ESSAYS: AN APPRAISAL STUDY IN CONVENIENCE WRITING |
title_short |
STUDENT-WRITERS’ CLAIMS IN HORTATORY ARGUMENTATIVE ESSAYS: AN APPRAISAL STUDY IN CONVENIENCE WRITING |
title_full |
STUDENT-WRITERS’ CLAIMS IN HORTATORY ARGUMENTATIVE ESSAYS: AN APPRAISAL STUDY IN CONVENIENCE WRITING |
title_fullStr |
STUDENT-WRITERS’ CLAIMS IN HORTATORY ARGUMENTATIVE ESSAYS: AN APPRAISAL STUDY IN CONVENIENCE WRITING |
title_full_unstemmed |
STUDENT-WRITERS’ CLAIMS IN HORTATORY ARGUMENTATIVE ESSAYS: AN APPRAISAL STUDY IN CONVENIENCE WRITING |
title_sort |
student-writers’ claims in hortatory argumentative essays: an appraisal study in convenience writing |
publisher |
Universitas Sanata Dharma |
series |
LLT Journal: A Journal on Language and Language Teaching |
issn |
1410-7201 2579-9533 |
publishDate |
2018-10-01 |
description |
Working on writing argumentative essay instructions has been practices in a non-formal language learning settings. Yet, its students’ pursued claims are not fully explored as an evaluativion of how student-writers interact as conveying arguments with the readers. Investigating the linguistic resources on which they develop and evaluate these, two selected English Language essays were looked into regarding to exploitation of macrostructures in them. Subsequently, they were captured within the framework of appraisal theory as to emerge various trends relative to the employment of engagement resource types, combined with the other resources in confirming claims: graduation and attitudinal ones. It was pinpointed that the essays were low-graded notifying substantial numbers of monoglossic resources with low-considered attitudinal items. They failed to recognise other voices and alternative positions. Their construction of evaluative meanings provided feedbacks, enhancing classroom teachers’ awareness of typical features in genre-based instructions.
DOI: doi.org/10.24071/llt.2018.210205 |
topic |
argumentative, hortatory, essays, appraisal theory, low-graded |
url |
http://e-journal.usd.ac.id/index.php/LLT/article/view/938 |
work_keys_str_mv |
AT marwitowihadi studentwritersclaimsinhortatoryargumentativeessaysanappraisalstudyinconveniencewriting AT evatuckytasarisujatna studentwritersclaimsinhortatoryargumentativeessaysanappraisalstudyinconveniencewriting AT ypsisoeriasoemantri studentwritersclaimsinhortatoryargumentativeessaysanappraisalstudyinconveniencewriting AT enikarlieni studentwritersclaimsinhortatoryargumentativeessaysanappraisalstudyinconveniencewriting |
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1725249289694740480 |