This study will focus on the argumentative discourse required of undergraduate students in the humanities and social sciences. In particular, it will investigate the inherent difficulties faced by many L2 students when trying to decode what is meant by 'present a well reasoned argument'. The study aims to:
- Identify criteria of academic writing required by university faculty
- Outline features of argumentative discourse as identified in EAP instruction manuals
- Discuss a possible taxonomy representing developmental stages in the acquisition of argumentative discourse in student writing
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