A Pedagogical Framework for Teaching Chinese College English Learners’ Argumentative Writing via Infusion of Critical Thinking

Chunxia Lu and Rosukhon Swatevacharkul

World Journal of English Language, 2021, vol. 11, issue 1, 1

Abstract: To compose an argumentative writing essay for a Chinese college student is a challenging activity as argumentative writing requires the high-order skills such as analysis, evaluation, reasoning. These skills are also termed as critical thinking skills. Thus this paper proposed to teach Chinese college English learners to compose an argumentative essay through the approach of infusing critical thinking skills into argumentative essay writing classes. It also put forward a pedagogical framework to facilitate Chinese college argumentative writing teachers to develop students’ argumentative writing ability.

Date: 2021
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
http://www.sciedupress.com/journal/index.php/wjel/article/download/19260/12497 (application/pdf)
http://www.sciedupress.com/journal/index.php/wjel/article/view/19260 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:jfr:wjel11:v:11:y:2021:i:1:p:1

Access Statistics for this article

World Journal of English Language is currently edited by Joe Nelson

More articles in World Journal of English Language from Sciedu Press
Bibliographic data for series maintained by Sciedu Press ().