The Effect of Pre-Task Planning on Second Language Argumentative Writing of Chinese University Students

Abstract

The thesis reports a study that investigated the effects of pre-task planning and the task reasoning demands on second language argumentative writing as well as the possible interactive effects between these two task factors. The study took a process-product approach examining both the writing process and the written output and also the process-product relationships. By doing so, it explores the possible differences in learners' allocation of attention under different planning and task conditions.