Comparing Online Argumentative Writing with In-Class Argumentative Writing as Assignment to the Instructor
Abstract: This paper presents a study of an undergraduate-above level English argumentative writing course in EFL (English as a Foreign Language) context. The study attempts to explore how online writing is different from in-class writing in terms of writing strategies, rhetorical structure, and lexical-grammatical patterns the students use to express the rhetorical structure. Writing strategies are analyzed from sociocultural perspective. Rhetorical structure is investigated by Toulmin’s model and lexical-grammatical patterns are recognized by systemic functional linguistics. Affective condition is also investigated to justify their writing performance due to the shift of environment. The partial findings indicate that the student writers perform differently in an online forum and in in-class setting.