The Use of Induction, Deduction or Quasi-Induction in Argumentative Essay Organization by Arabic-Speaking Advanced Learners of EFL

Abstract

When producing an argumentative text, the writer adopts a definite position and advances arguments in support of it. The textual arrangement of these two cardinal components of argumentation varies across cultures, causing difficulties in learning to write persuasively in foreign languages. The present paper investigates the text organization of a sample of English argumentative essays written by a group of Arabic-speaking learners of English as a foreign language (EFL). The analysis aims at delineating the factors leading them to project texts non-conforming to English argumentative discourse conventions. The findings reveal that multiple factors underlie learners’ textual preferences.