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Description
This study examined how teaching the Toulmin Argument Pattern (TAP) impacts argumentative writing among third-year Japanese English majors. Through a four-class intervention focusing on epistemic relationships, researchers collected pre- and post-intervention essays and participant reflections. Despite a small sample size, nearly all participants showed improved essay quality, suggesting that explicit instruction in TAP's epistemic relationships can help L2 writers more effectively organize ideas and craft more persuasive academic texts.
Summary
This study examined how teaching the Toulmin Argument Pattern (TAP) impacts argumentative writing among third-year Japanese English majors. Through a four-class intervention focusing on epistemic relationships, researchers collected pre- and post-intervention essays and participant reflections. Despite a small sample size, nearly all participants showed improved essay quality, suggesting that explicit instruction in TAP's epistemic relationships can help L2 writers more effectively organize ideas and craft more persuasive academic texts.
| Teaching Context | College and university education |
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