esl argumentative essay writing service for phd

esl argumentative essay writing service for phd

Enhancing ESL Argumentative Essay Writing Skills for PhD Students

1. Introduction to Argumentative Essay Writing

With this letter in mind, in this study, as will be explained in the end, since the majority of students entering Ph.D. study are not Turkish nationals, they have to write an article and the article should be of a concern of the international index. Our target group for this course are “foreign” students who are pursuing education outside the “foreign language teaching” department. Therefore, in the given context, due to the fact that there may be students-drivers in other departments who have the right to be removed regarding research-related articles, it is of importance that the given information is not limited only to our target group. In line with the steps to be taken in this direction, the sessions will last for 14 weeks and the student is expected to have a “useful-article” at the end of the course ready to be shared with a selected journal.

The significance of argumentative essay writing has always been acknowledged by non-native speaker circles and to date, today, it is as relevant as then because involving in it increases critical thinking, enables individuals to think independently about the subject in question, supports recognition and questioning of certain standards, results in comprehensible explanation and clarification, and personalizes the beliefs and attitudes. It is a fact that if someone wants to be academically successful in another field, if someone wants to prove oneself superior to others in the international arena, if someone wants to compete well in an academic exam, if someone is looking for a scholarship, if someone wants to send an article to an important magazine, if someone wants to apply for a job which demands a CV, if someone wants to meet the language and course needs of academic institutions, if someone wants to provide continuity in his/her academic studies, if someone is determined to publish a thesis, research, or a scientific article in national or international journals, one must be able to reach a balanced conclusion on a matter based on result-oriented research.

2. Key Components of an Effective Argumentative Essay

A strong argumentative essay has an identifiable thesis statement, which briefly summarizes the claim that the writer wishes to make, addresses the main ideas, and shows the organization of the essay. Besides, a strong argumentative essay is supported by pieces of evidence or reasons that tend to be connected to the thesis statement. It is a form of persuasion, referring to the use of evidence and reasoning to convince different audience types that an idea or an action is justified. For an argument to be evident, the audience can judge whether the writer’s claim holds good against the given evidence or reasons, or if there are flaws in the reasoning. Therefore, a strong argumentative essay is more than merely asserting the validity or falsity of arguments. It is a script or text that uses logic and reason to show that one idea is more logical and sound than another idea. Therefore, the structure of the argumentative essay becomes an essential aspect to follow.

Writing an effective argumentative essay has been a challenging task that many English as a Second Language (ESL) students have to endure, particularly at the doctoral level. PhD students are required to be scholarly in their writing by providing strong arguments that are backed up by other independent scholars. Therefore, their essays are expected to persuade and inform, contain logical statements and evidence, and avoid using emotions and first-person pronouns as much as possible. A strong argumentative essay usually goes through several revisions, critically examining the thesis statement, the evidence, and the grammar usage. With that in mind, this section provides an in-depth analysis of the main components of an argumentative essay, distinguishing critical arguments from non-critical ones.

3. Strategies for Advanced Argument Development

Incorporation of Counterarguments: Instead of merely listing counterarguments to their claims or conclusions, students could build an infrastructure of opposing views to their own argument about a topic, established knowledge, or idea. The inclusion of the “opposition” would work to further show the application of a nuanced perspective. Writing counterarguments in this form will require students to develop more effective transitions in their papers as they signal where they are heading to pick up with their own argument again.

Synthesis of Diverse Sources: Instead of providing a boustrophedon of what scholars or sources say about your topic or argument, could link scholars, research, disciplines, or methods to each other in the service of a larger argument, question, or assertion. This strategy will push students to provide and diagram the stakes of their comparison and to argue the connections they see across these diverse sources.

Nuanced Perspective: Draw out the lie of an idea, established knowledge, or dominant belief, and leverage that lie to make a persuasive move for what you want to say. To accomplish this, students could first articulate the dominant view and its taken-for-granted status as the norm or common sense. Then, they might illustrate or explain how and why we have come to see this argument in this way—including its political or institutional work. Once they have done that, they can show how this framing hides from view other angles of vision.

As an advance towards strategies for advanced argument development, following are more sophisticated series of strategies to be included to push students to a more advanced level of developing an argument for what they are saying in their essays:

4. Critical Analysis and Counterargument Techniques

The skill taught in this article to make critical analysis in order to present a counterargument in his or her thesis is a product that business leaders would appreciate for a long period of time, as it is requested in a knowledge-based discussion in the discourse. Thus, this is necessary for a PhD student to be cultivated.

Welcoming and illuminating the finer points of these techniques to ESL PhD students, this article will devote a detailed discussion on counterargument. With this, the article will not only enable students to get into an exploratory course on the anatomy of a counterargument but also clarify how to follow a line of thought without contradicting it in an opposing opinion. Since the evaluative language assessment on the essay is totally dependent on an individual’s subjectivity, the more the tools of critical analysis techniques, both objective and subjective they learn, present and put into a phenomenon in such a scholarly manner that one gets convinced of the point stated in their paper, the higher the policy makers can come up with more objective guidelines as to what constitutes an evaluative essay. With the rhetoric and conventional essay of the past, non-native speakers achieve success in argument development. Inside this mindset, a counterargument is made for a direct collision of two forces. This article, however, de-emphasizes polarized view and delineates skills with contrary standpoints that, with the power of reason, prove the assertion in the thesis to be correct or, at least, the best to hold on to, instead of being two counteractive rivals. By learning how, a negotiation of views will come to exist, between the assertion standpoint and the counterargument footing. With intense force of rational response on the part of the essayist, underlying appeal of the argumentative theme is sustained and illuminated.

5. Conclusion and Future Directions

In this guide to assist ESL PhD students to plan and structure an effective argumentative essay that clearly meets readers’ needs, you have addressed six key components: the elements of an argumentative essay; language that builds writers’ and readers’ stance; more and less effective critical analysis writing patterns; the purpose and patterns of critical analysis paragraphs; and paragraph formatting. Finally, you have offered some ideas for possible future directions in which such work could proceed, issues which might be usefully investigated in further research. This final section will sum up what it is hoped learners will have gained from reading the chapters and offered in conclusion, and provide some information on possible future directions for the ongoing development of the guide.

In reflecting upon the process of enhancing ESL PhD students’ argumentative essay writing skills, you have had the opportunity to revisit your own views on the constructive alignment of learning outcomes, learning activities, and assessment in teaching writing in a South Pacific doctoral programme context. You have critiqued both your initial and your revised ‘Big Picture’ models of learners, and adapted them in response to the combined insights that emerged from the literature and from colleagues’ teaching experiences. What you have learned could have implications for refining your own talk and then your teaching of writing in ways that are even more aligned with your views, in order to respond more fully to learners’ needs and foster their writing development.