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- W2626553921 abstract "This research analysed Chiang Mai University students’ writings, employing Lautamatti (1978)’s Topical Structure Analysis (TSA) to investigate the students’ development of topic writing, and establish whether they followed the rhetoric of the target language, namely English. The written products were 44 assigned texts with the title On-line Relationships Are Better Than Face-To-Face Relationships, derived from English 001311final examination papers of non-English majors, enrolled in the Reading & Writing I course in the 1st term of Academic Year 2011. These written products comprised 12 pieces from each of the students assigned to the A, B, and C grade levels, and the total of eight pieces of the D grade level. The findings of the employment of the rhetorical pattern in the students’ writing showed no significant differences at all levels regarding the topic sentences. As for the use of supporting details, significant difference was statistically found between the A and B levels, the A and C levels, and the A and D levels, at the levels of 0.04, 0.03, and 0.00 respectively. Additionally, significant differences were found between levels A and D at 0.00, levels B and D at 0.00, and levels C and D at 0.04, where the conclusion is concerned. Concerning TSA, the findings revealed that significant differences were found in the use of parallel progression between levels A and B, A and C, A and D, and B and D, at the levels of 0.02, 0.00, 0.00, and 0.05 respectively. Regarding sequential progression, significant differences were found between levels A and C, and A and D, at the levels of 0.03, and 0.05 respectively. Significant differences were found in the use of extended parallel progression between levels A and D, B and D, and C and D, at the levels of 0.02, 0.01, and 0.01 respectively. The problems affecting writing quality comprise students’ inadequate knowledge of grammar and vocabulary, incorrect usage of writing mechanicals, and teachers’ shortcomings in dealing with these student problems. Suggested solutions are to have students practise writing and reading regularly and extensively, augmenting knowledge of punctuation in writing texts, and reconsidering the current criteria for recruiting new teachers. Additional suggestions include revision as a main purpose of a writing course, changing ways of current feedback provision, and employing TSA in writing courses." @default.
- W2626553921 created "2017-06-23" @default.
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- W2626553921 date "2014-12-24" @default.
- W2626553921 modified "2023-09-27" @default.
- W2626553921 title "AN ANALYSIS OF RHETORICAL PATTERNS OF CHIANG MAI UNIVERSITY STUDENTS’ WRITING" @default.
- W2626553921 hasPublicationYear "2014" @default.
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