Proceedings of the 2018 International Seminar on Education Research and Social Science (ISERSS 2018)

Cohesive Features in English as a Second Language Students’Argumentative Writing - Taking Kunming University as an Example

Authors
Min Yang, Rongrong Pan, Zhou Chen
Corresponding Author
Min Yang
Available Online July 2018.
DOI
https://doi.org/10.2991/iserss-18.2018.97How to use a DOI?
Keywords
cohesive features, argumentative writing, conjunction, lexical cohesion, teaching strategies
Abstract
Productive skills, especially writing, are the most problematic areas for ESL students. Nowadays, how to write a coherent text is of great importance particularly in argumentative writing. Based on Halliday and Hasan’s theory, this article analyses the cohesive features in the 20 students’ English argumentative writing from the Preliminary of “FLTRP Cup” English Writing Contest in 2017. The results indicate that there exist some problems in their wiring, such as overusing simple cohesive devices and misusing some cohesive devices. Therefore, the author suggests that the teachers of College English in Kunming University could focus much on giving instruction of cohesion theory and helping students learn how to use various cohesive devise appropriately in writing.
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Proceedings
2018 International Seminar on Education Research and Social Science (ISERSS 2018)
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
July 2018
ISBN
978-94-6252-540-5
ISSN
2352-5398
DOI
https://doi.org/10.2991/iserss-18.2018.97How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Min Yang
AU  - Rongrong Pan
AU  - Zhou Chen
PY  - 2018/07
DA  - 2018/07
TI  - Cohesive Features in English as a Second Language Students’Argumentative Writing - Taking Kunming University as an Example
BT  - 2018 International Seminar on Education Research and Social Science (ISERSS 2018)
PB  - Atlantis Press
SN  - 2352-5398
UR  - https://doi.org/10.2991/iserss-18.2018.97
DO  - https://doi.org/10.2991/iserss-18.2018.97
ID  - Yang2018/07
ER  -