Below Standard Academic Writing

Outline of the article: Raković, M., Marzouk, Z., Chang, D.,& Winne, P. W. (2019). Towards knowledge transforming in writing argumentative essays from multiple sources: A methodological approach. Companion Proceedings 9^th International conference on Learning Analytics & Knowledge (LAK19), AZ, USA. Retrieved from https://www.researchgate.net/publication/333680138_Towards_knowledge_transforming_in_writing_argumentative_essays_from_multiple_sources_A_methodological_approach

 ·         Purpose: To present the research based on the analyses of argumentative essays for developing knowledge-transformation in academic writing.
 ·     Thesis statement: Knowledge-transforming writing is a complex process which requires higher-order thinking skills.
·          Audience: L2 writing academic students and teachers

    1. Abstract
    2. Introduction                        
           2.1 Argumentative Essays
           2.2 Rhetorical and content problem space
           2.3 Supportive arguments: Knowledge telling vs. Knowledge transformation
    3. Related work and theoretical model
           3.1 Cognitive and metacognitive operations to transform knowledge: Bloom’s taxonomy
    4. Method
           4.1 Framed research: Cases of study
           4.2 Coded sentences: Argument (A), evidence (E), counterargument (C), rebuttal (R) and not applicable (NA)
           4.3 Relational agreement among coders: Code processing results in essays 
   5. Conclusion:  Linguistic indices
           5.1 High accessibility markers and semantic overlap: Knowledge-telling
           5.2. Low accessibility markers and semantic overlap: Knowledge- transforming
   6. References
   7. Appendix

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