Changing the focus of writing instruction? Relationships between stylistic errors and the caliber of argumentative texts written by Dutch secondary school students
Authors: Mittal Brahmbhatt  
Published: April 2023

The use of normative activities as a method of education for teaching style in non-fictional writing genres is a popular instruction technique employed in schools where the primary language taught to students is Dutch. Normative activities are used to teach writing styles in non-fictional writing genres. Students are burdened with the obligation of detecting instances of stylistic fault within the work generated by their peers throughout these projects. This responsibility spans the entirety of the assignments. It is unknown whether or not students would benefit from partaking in activities of this nature as a form of education; nor is it known whether or not such activities are currently being used. This is a direct consequence of the little research that has been carried out on the topic up to this point in time. The specific kinds of stylistic errors that Dutch students might commit, the nature of the connection between the existence of particular stylistic errors and the quality of the writing, and the nature of the connection between the existence of particular stylistic mistakes and the quality of the writing are all factors that are not well understood.

One of the other features that cannot be perfectly expected is the relationship between the existence of specific stylistic flaws and the overall quality of the work. This is one of the things that cannot be precisely predicted. In addition to the other aspects, this is one of those that cannot be accurately anticipated. In addition, the link that may or may not exist between certain aesthetic flaws and the quality of the work is not entirely evident. This is because the nature of the relationship is not completely clear. This may be because the nature of the link is not apparent, which is why it is not entirely clear. As part of the work we are doing right now, we have made it a point to conduct an empirical investigation of these locations, which have received a surprisingly low number of academic investigations. The 125 argumentative essays that pre-university students in the tenth grade handed in were evaluated by the teachers using a process known as comparison judging. As a component of a task for the class, the essays would be delivered.

In addition, a manual examination of these texts was carried out to determine the number of stylistic errors in the text. This was done in order to have a better understanding of how widespread the issue was. In this study, a wide variety of style-related errors, such as those that are common in textbooks (also known as the "standard category") are taken into consideration. For example, those that are prevalent in textbooks include  According to the findings of multilevel regression analysis, only one of the stylistic deviations from the typical category negatively influenced the evaluation of the text's quality that the educators supplied. This was the case even though there were five different ways the standard category could have been broken. Even though there were not too many of these occurrences, this was nevertheless the case. This was the case even though many other styles significantly departed from the category regarded as the normative. This specific anomaly expressed itself using phrases that were not connected to or connected in any way, shape, or form. In the other group, the inappropriate use of question marks was the sole predictor that consistently unfavorably predicted the overall text quality. This was the case for the entirety of the study. This happened as a result of the widespread practice of making an incorrect use of question marks. This evolved as a result of the use of question marks to represent doubt in written communication, and as a consequence, it came into being. The completed model, which considered both of these facets of the data, successfully attempted to explain 11.1% of the observed variance in the degree to which text quality changed. This was accomplished by taking into account all of the data. Every piece of data was the key to success in this endeavor. The study investigates how these findings would influence the factual instruction provided and suggests that education might need to be redirected as a direct result of the findings. This research explores how these results will affect the training based on reality. The research examines the consequences of these results on the educational sector.