Abstract
Writing is a recursive and dynamic process that involves a multitude of skills, strategies, and higher order cognitive processes. Practised EFL writers are observed to use conjunctive cohesion to enhance the overall communicability of their texts. While poor students preoccupy themselves with static maintenance of the topic (additive connexity), their good counterparts are more interested in developing the topic of their essays via signalling complex intersentential semantic relations (contrastive and causal connectedness). The difference also relates to the way student-writers incorporate the audience awareness in their discourse address, the way they address the rhetorical situation and fulfil the rhetorical task. Other features of students’ argumentation competence include ethical/rational appeal, the degree of knowledge sharedness assumed by the text and the extent to which the reader’s real knowledge is properly assessed by the writer.
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Appendix A Topics Assigned
Appendix A Topics Assigned
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1
You’ve been involved in a stop-smoking campaign in your area. Write to a friend of yours, who is a heavy smoker, and tell him about the dangers of smoking and suggest ways for him to give up the bad habit.
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2
Marriage is a trap. Discuss.
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3
Write an article for publication in the ‘Youth Magazine’ about the advantages and disadvantages of watching television.
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The Moroccan Ministry of Education is planning to hire new teachers this year. You are asked to express your opinion about the qualities of a good teacher. Give reasons for your position.
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Sahlane, A. (2019). Aspects of Cohesion and Coherence in Moroccan EFL Learners’ Written Discourse. In: Hidri, S. (eds) English Language Teaching Research in the Middle East and North Africa. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-98533-6_10
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DOI: https://doi.org/10.1007/978-3-319-98533-6_10
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