Argumentative Essays and Conceptual Incongruities: Students Mediated by Identity and Interdisciplinarity

Autor/inn/en	Chandrasoma, Ranamukalage; Jayathilake, Chitra
Titel	Argumentative Essays and Conceptual Incongruities: Students Mediated by Identity and Interdisciplinarity
Quelle	In: Critical Inquiry in Language Studies, 20 (2023) 2, S.179-203 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2022.2102013
Schlagwörter	Persuasive Discourse; Essays; College Freshmen; Second Language Learning; English (Second Language); Foreign Countries; Concept Formation; Cognitive Style; Rhetoric; Discourse Analysis; Writing (Composition); Ethnocentrism; Nationalism; Religion; Political Attitudes; Social Problems; Writing Strategies; Prior Learning; Sri Lanka + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Essay; Aufsatzunterricht; Studienanfänger; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Concept learning; Begriffsbildung; Cognitive styles; Kognitiver Stil; Rhetorik; Diskursanalyse; Schreibübung; Ethnozentrismus; Nationalismus; Political attitude; Politische Einstellung; Social problem; Soziales Problem; Schreibtechnik; Vorkenntnisse; Ceylon
Abstract	Characterized by specific and rigid boundaries of institutional practices and expectations in the academy, student writing is a synergistic literacy practice where students are required to construct generically diverse texts by yoking concepts with appropriate linguistic resources. This empirical study involving 196 first-year ESL students at a university in Sri Lanka explores why conceptual incongruities occur in argumentative essays constructed by them, and how they defend their arguments. We analyzed all their timed essays and noticed that 72 out of them contained conceptual incongruities. By "conceptual incongruities, we refer to instances where students" conceptualization process is not aligned or coherent with the essay topic. For our analysis of student texts, we have introduced two social cognitive perspectives: untutored competencies and tutored competencies. The former includes inherited, social, and ideological identities emerging from societal epistemologies whereas disciplinarity and interdisciplinarity constitute the latter. This empirical research demonstrates how students' conceptualization process is mediated by a labyrinthine repertoire of knowledge premised in students' untutored competencies and tutored competencies, signaling deviations from their essay topic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01