The Effect of Argumentative Text Pattern Teaching on Success of Constituting Argumentative Text Elements

Serpil Özdemir


The aim of this study is to view how argumentative text pattern teaching influences constituting argumentative essay
elements. The study was performed according to one-group pre-test post-test design. The study was carried out in
spring term of 2017-2018 academic year and it lasted for five weeks. 33 prospective teachers who took the course of
Text Producing Techniques participated in the study. The data of study were collected through 132 argumentative
essays which prospective teachers wrote and Argumentative Text Elements Rubric to evaluate these. The results of
the research are as follows: Quite few students included argumentative essay elements before argumentative essay
pattern teaching and none of the students wrote justification for counter argument. It was determined that 66,7% of
the students didn’t write data, 81,8% of them didn’t write counter argument, 87,9% did not write justification for
counter argument, 84,8% did not write rebuttal of counter argument and 48,5% did not write conclusion. At the third
study, number of successful students increased on the basis of all elements. However, the majority of students have
reached a partially successful level. At the post test, most of the students achieved successful level on the basis of all
elements except refuting counter argument. Significant differences on behalf of the post-test were determined
between pre-test and post-test scores at all of the argumentative essay elements.

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Copyright (c) 2018 World Journal of Education


World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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