Esquema Tema 34

Topic 34: Argumentative text. Structure and characteristics.
1. Introduction
Words are powerful  stick and stones 4. Characteristics
American Poet Emily Dickinson. - Features common to all types of argumentation
Power of words  argumentative text  opinions  4.1 Linguistic

arguments change people’s minds.
- Morphosyntactic:
1. Introduction
- 3rd person/1st person  subjective
2. Text and argumentative text
- 3rd person  objective
3. Types of argumentation and types of arguments
- Statements
4. Characteristics
- Elaborated clauses (adverbial subordination)
4.1 Linguistic
- Modal verbs
4.2 Stylistic
4.3 Other features
5. Structure - Semantic
6. Ed. Implications
- Verbs of will, saying and thinking
- Abstract nouns and technical vocabulary
2. Text and argumentative text - Lexical choice  formality of text
- Up to 1970 linguistic research sentence - Cohesion and coherence  effective and easy to
understand
- Then  communication in texts.
 Coherence  paragraphs, paragraph uniformity, pros
- Linguistic means  statements related and convey
and cons, conclusions.
meaning.
- Inter and intra textual elements  author’s opinion,  Cohesion  reference, substitution, ellipsis,
cultural context, communicative intention. conjunction, lexical cohesion and connectors  logical
development of discussion + relationship between ideas 
- Text linguistics  communication systems contrast, cause/consequence, listing, conclude,
emphasise.
- Text  Halliday and Hasan (1976).
- Beugrande and Dressler (1981)  7 standards of  linguistic elements in context  persuasive efficacy
textuality  cohesion/coherence, developing communicative competence.
intentionality/acceptability, situationality, informativity,
intertextuality. 4.2 Stylistic
- Werlich (1985)  five types - Depending on context and goals:8 types

- Neutral, informal, formal, ironical, evocative,
- Hatch (1992)  supporting or weakening persuasive, technical, illustrative.
 explain, criticise, discuss someone’s

4.3 Other features (4)
opinion
- Rhetoric figures  similes, metaphors, rhetoric
 humanistic essays, opinion articles
questions.
- Argumentation  claiming, persuading, presenting - Examples to clarify and explain ideas more in detail
evidence.  Three components  POV (claim), argument - Repeating info to convince reader
(evidence), warrant. - Consideration of the receiver to adapt the discourse.
- Connor and Lauer (1988)  Part of persuasive 5. Structure

writing.
- Persuade the audience  organisation  paragraphs
- Understanding how the text presents its arguments + - Arguments  convincing and not weak.
critical pov. - Steps to create argumentative text  invention,
documentation / selection/ elocution / disposition/
3. Types of argumentation and types of memoria and action.
arguments
- Models classical writers  Hatch (1992) 
- Objective (scientific)  factual, experimental data introduction, explanation of the case under discussion,
and logical trusts  math, technological and scientific. outline of the argument, proof, refutation, conclusion.
(thesis, research, reports).
- Three elements  thesis, body (ideas + examples;
- Subjective (humanistic)  information accepted but
explanation, proofs, refutation), conclusion.
not tested (convince or not)  political, legal,
conversational argumentation, opinion essays, debates.
- Organisation of elements + intended purpose: 10 types
- Reasons  organise them  types of arguments  of structure in both subjective and objective
Cause or consequence, definition, comparison, argumentations.
authority.
- Climatic argumentation, general-to-particular,
cause-effect, temporal, dialectical, listing, inductive,
deductive, circular, reiterative.
- Minor patterns: (6)
 superposition of zigzagging elements, argument

refutation, no refutation, one-sided argument,
eclectic approach, the other-side questioned
pattern.
- Complex organisation  importance of this type of

discourse management of social and intellectual
relationships.
6. Educational implications
- Decree 86/2015  assessable learning standards 

exchange info  express opinions and pov  written and
spoken production.
- Activities  language in context
YT videos  discussions

 opinion articles in newspapers
 Oral debates  good or bad smartphones are

Argumentative written texts
 Take stand in an issue even if they do not agree 
foster critical thinking and strong arguments
- Example
 pre task  tweets
 main task  statements and four corners + essay with
counterarguments
 Online platforms  padlet  DC
 Argumentative texts  Sense of Initiative and

Entrepeneurship (SIE) and CSC (interact with others
and work on cross-curricular topics) also critical
thinking.
 Difficult skill  limited vocabulary and grammar +

problems organizing and developing ideas  cohesion and
coherence  difficulty in coming up with strong
arguments. Sentence level and not discourse level.
7. Conclusion
- Summary of unit
- Argumentative texts  analysing its features and

elements and fostering critical thinking/reasoning in
sts.
- Not only acquiring linguistic knowledge but apply it for a

communicative purpose  many situations in real life
where they have to express their opinion.
- Account of connected ideas  making decisions and

express opinions.
8. Bibliography
- Halliday and Hasan (1976). Cohesion in English. London:

Longman.
- Beaugrande and Dressler (1981). Introduction to text

linguistics. London: Longman.
- Hatch (1992). Discourse and Language Education.

Cambridge: Cambridge UP.
- Connon and Lauer (1988). Cross-cultural variation in

persuasive student writing. Newbury Park, CA: Sage
Publications.

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Topic 34: Argumentative text. Structure and characteristics.

Words are powerful  stick and stones 4. Characteristics

American Poet Emily Dickinson. - Features common to all types of argumentation

Power of words  argumentative text  opinions  4.1 Linguistic

- Werlich (1985)  five types - Depending on context and goals:8 types

 explain, criticise, discuss someone’s

- Connor and Lauer (1988)  Part of persuasive 5. Structure

 superposition of zigzagging elements, argument

- Complex organisation  importance of this type of

- Decree 86/2015  assessable learning standards 

- Activities  language in context

YT videos  discussions

 Oral debates  good or bad smartphones are

 Online platforms  padlet  DC

 Argumentative texts  Sense of Initiative and

 Difficult skill  limited vocabulary and grammar +

- Argumentative texts  analysing its features and

- Not only acquiring linguistic knowledge but apply it for a

- Account of connected ideas  making decisions and

- Halliday and Hasan (1976). Cohesion in English. London:

- Beaugrande and Dressler (1981). Introduction to text

- Hatch (1992). Discourse and Language Education.

- Connon and Lauer (1988). Cross-cultural variation in

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