J

• Abdullah, I. S. M. M. A. B., Kamaruddin, H., Hashima, N., Yaacob, A., Rashid, S. A., & Desa, H. (2014). Rhetorical structures in academic research writing by non-native writers. International Journal of Higher Education, 3(1), 29-38. https://doi.org/10.5430/ijhe.v3n1p29

• Abdullah, I. S. M. M. A. B., & Desa, H. (2019). Interpreting analysis on rhetorical strategies modeling in computer science research articles. In L. Wang & L. Yu (Eds.), Computer Architecture in Industrial, Biomechanical and Biomedical Engineering. IntechOpen. https://doi.org/10.5772/intechopen.85679

• Ahmad, M., Shah, S. K., & Mushtaq, M. (2019). Cohesion in argumentative writing: A case study of Pakistani essay writers. Dilemas Contemporáneos: Educación, Política y Valores, 6, 1-26.

• Amer, M. (2013). The effect of explicit instruction in expository text structure on the writing performance of Arab EFL university students. Arab World English Journal, 4(1), 224-238.

• Arndt, V. (1987). Six writers in search of texts: A protocol-based study of L1 and L2 writing. ELT Journal, 41(3), 257-267. https://doi.org/10.1093/elt/41.4.257

• Badiozaman, I. F. A. (2017). ‘I’m getting there’: An investigation of academic writing developments of undergraduate students in a foreign branch campus in Malaysia. Issues in Language Studies, 6(1), 40-60. https://doi.org/10.33736/ils.476.2017

• Cahyono, B. Y. (2001). Research studies in second language writing and in contrastive rhetoric. k@ta, 3(1), 39-52. https://doi.org/10.9744/kata.3.1.39-52

• Çam, M. S. (2015). Aristotle is still persuading us: Content analyses about the rhetorical structure of magazine advertisements in Turkey. International Journal of Multidisciplinary Thought, 5(2), 203-213.

• Campbell, Y. C., & Filimon, C. (2018). Supporting the argumentative writing of students in linguistically diverse classrooms: An action research study. RMLE Online, 41(1), 1-10. https://doi.org/10.1080/19404476.2017.1402408

• Ferrer, D. (2016, October 9). Pros and cons of tests and exams. demscandoit. https://demscandoit.wordpress.com/2016/10/09/pros-and-cons-of-tests-and-exams/.

• Ferrari, M., Bouffard, T., & Rainville, L. (1998). What makes a good writer? Differences in good and poor writer’s self-regulation of writing. Instructional Science, 26, 473-488. https://doi.org/10.1023/A:1003202412203

• IT Learning and Development. (2017). Differences between testing, assessment, and evaluation. http://tutorials.istudy.psu.edu/testing/testing2.html

• Jumariati, J., & Sulistyo, G. (2017). Problem-based writing instruction: Its effect on students’ skills in argumentative writing. Arab World English Journal, 8(2), 87-100. https://doi.org/10.24093/awej/vol8no2.6

• Kocayörük, E., & Telef, B. B. (2015, September 7-11). The relations between attachment to parents and school happiness: Positive and negative experiences as a mediator [Paper presentation]. European Educational Research Association Conference (ECER 2015 Education and Transition), Budapest, Hungary.

• Larenas, C. D., Leiva, L. R., & Navarrete, M. O. (2017). Rhetorical, metacognitive, and cognitive strategies in teacher candidates’ essay writing. PROFILE Issues in Teachers Professional Development, 19(2), 87-100. https://doi.org/10.15446/profile.v19n2.60231

• Lutzke, J., & Henggeler, M. F., (2009). The Rhetorical Triangle: Understanding and using logos, ethos, and pathos. Indiana University. https://www.lsu.edu/hss/english/files/university_writing_files/item35402.pdf

• Maharani, S., Fauziati, E., & Supriyadi, S. (2018). An investigation of writing strategies used by the students on the perspective language proficiency and gender. International Journal of Multicultural and Multireligious Understanding, 5(5), 185-190.

• Moore, S. (2020). Rhetorical strategies of Forbes’ 2019 most valuable brands. Elon Journal of Undergraduate Research in Communications, 11(1), 64-73.

• Mu, C. (2005). A taxonomy of ESL writing strategies. In Redesigning pedagogy: Research, policy, practice (pp. 1-10). QUTePrints.

• Mu, C., & Carrington, S. (2007). An investigation of three Chinese students’ Engish writing strategies. TESL-EJ, 11(1), 1-23.

• Mubarak, A. A. A. (2017). An investigation of academic writing problems level faced by undergraduate students at Al Imam Al Mahdi University- Sudan. English Review: Journal of English Education, 5(2), 175-188. https://doi.org/10.25134/erjee.v5i2.533

• Nguyen, T. T. (2019). A case study of teacher feedback on Thai university students’ essay writing. GEMA Online® Journal of Language Studies, 19(2), 121-138. https://doi.org/10.17576/gema-2019-1902-08

• Nimehchisalem, V. (2018). Pyramid of argumentation: Towards an integrated model for teaching and assessing ESL writing. Journal of Language and Communication, 5(2), 185-200.

• Nurjanah, S. (2016). A depiction of EFL learners’ rhetorical strategies in their argumentative essays: A systemic functional linguistics perspective (A case study at IAIN Syekh Nurjati Cirebon) (Bachelor Thesis). Syekh Nurjati State Islamic Institute Cirebon, Indonesia.

• Ozfidan, B., & Mitchell, C. (2020). Detected difficulties in argumentative writing: The case of culturally and linguistically Saudi backgrounded students. Journal of Ethnic and Cultural Studies, 7(2), 15-29. http://dx.doi.org/10.29333/ejecs/382

• Pablo, J. C. I., & Lasaten, R. V. C. (2018). Writing difficulties and quality of academic essays of senior high school students. Asia Pacific Journal of Multidisciplinary Research, 6(4), 46-57.

• Rahmat, N. H. (2020). Gender differences in rhetorical problems. European Journal of Literature, Language and Linguistics Studies, 4(1), 59-74.

• Ramage, J. D., Bean, J. C., & Johnson, J. (2016). Writing arguments: A rhetoric with readings. Pearson Longman.

• Ramage, J. D., Bean, J. C., & Johnson, J. (2018). The Allyn & Bacon guide to writing. Pearson.

• Riazi, A. (1997). Acquiring disciplinary literacy: A social-cognitive analysis of text production and learning among Iranian graduate students of education. Journal of Second Language Writing, 6 (2), 105-137. https://doi.org/10.1016/S1060-3743(97)90030-8

• Sani, R. (2019, February 20). Demand for soft skills in the workplace. New Strait Times. https://www.nst.com.my/education/2019/02/461884/demand-soft-skills-workplace.

• Sasaki, M. (2000). Toward an empirical model of EFL writing processes: An exploratory study. Journal of Second Language Writing, 9(3), 259-291. https://doi.org/10.1016/S1060-3743(00)00028-X

• Sujito, S., & Muttaqien, W. M. (2016). Rhetorical pattern in argumentative essay writing by EFL students of Iain Surakarta. LINGUA: Journal of Language, Literature and Teaching, 13(2), 157-168. https://doi.org/10.30957/lingua.v13i2.172

• Talib, A. M., Alomary, F. O., & Alwadi, H. F. (2018). Assessment of student performance for course examination using Rasch measurement model: A case study of information technology fundamentals course. Education Research International, 2018, 1-8. https://doi.org/10.1155/2018/8719012

• Varpio, L. (2018). Using rhetorical appeals to credibility, logic, and emotions to increase your persuasiveness, Perspectives on Medical Education, 7(3), 207-210. https://doi.org/10.1007/s40037-018-0420-2

• Vasugi, M. (2019, April 14). Should examinations be abolished? The Star. https://www.thestar.com.my/news/education/2019/04/14/should-examinations-be-abolished/

• Victori, M. (1995). EFL writing knowledge and strategies: An interactive study [Unpublished Doctoral dissertation]. Universitat Autonoma de Barcelona.

• Wachsmuth, H., Stede, M., Baff, R. E., Al-Khatib, K., Skeppstedt, M., & Stein, B. (2018, August 20-26). Argumentation synthesis following rhetorical strategies. In Proceedings of the 27th International Conference on Computational Linguistics (pp. 3753-3765). New Mexico, USA.

• Warschauer, M. (2010). Invited commentary: New tools for teaching writing. Language Learning & Technology, 14(1), 3-8.

• Wenden, A. L. (1991). Metacognitive strategies in L2 Writing: A case for task knowledge. In J. E. Alatis (Ed.), Georgetown University Round Table on Languages and Linguistics 1991 (pp. 302-322). Georgetown University Press.

• Zainuddin, S. Z., & Rafik-Galea, S. (2016). Effects of training in the use of Toulmin’s model on ESL students’ argumentative writing and critical thinking ability. Malaysian Journal of Languages and Linguistics (MJLL), 5(2), 114-133. https://doi.org/10.24200/mjll.vol5iss2pp114-133

• Abdullah, I. S. M. M. A. B., Kamaruddin, H., Hashima, N., Yaacob, A., Rashid, S. A., & Desa, H. (2014). Rhetorical structures in academic research writing by non-native writers. International Journal of Higher Education, 3(1), 29-38. https://doi.org/10.5430/ijhe.v3n1p29

• Abdullah, I. S. M. M. A. B., & Desa, H. (2019). Interpreting analysis on rhetorical strategies modeling in computer science research articles. In L. Wang & L. Yu (Eds.), Computer Architecture in Industrial, Biomechanical and Biomedical Engineering. IntechOpen. https://doi.org/10.5772/intechopen.85679

• Ahmad, M., Shah, S. K., & Mushtaq, M. (2019). Cohesion in argumentative writing: A case study of Pakistani essay writers. Dilemas Contemporáneos: Educación, Política y Valores, 6, 1-26.

• Amer, M. (2013). The effect of explicit instruction in expository text structure on the writing performance of Arab EFL university students. Arab World English Journal, 4(1), 224-238.

• Arndt, V. (1987). Six writers in search of texts: A protocol-based study of L1 and L2 writing. ELT Journal, 41(3), 257-267. https://doi.org/10.1093/elt/41.4.257

• Badiozaman, I. F. A. (2017). ‘I’m getting there’: An investigation of academic writing developments of undergraduate students in a foreign branch campus in Malaysia. Issues in Language Studies, 6(1), 40-60. https://doi.org/10.33736/ils.476.2017

• Cahyono, B. Y. (2001). Research studies in second language writing and in contrastive rhetoric. k@ta, 3(1), 39-52. https://doi.org/10.9744/kata.3.1.39-52

• Çam, M. S. (2015). Aristotle is still persuading us: Content analyses about the rhetorical structure of magazine advertisements in Turkey. International Journal of Multidisciplinary Thought, 5(2), 203-213.

• Campbell, Y. C., & Filimon, C. (2018). Supporting the argumentative writing of students in linguistically diverse classrooms: An action research study. RMLE Online, 41(1), 1-10. https://doi.org/10.1080/19404476.2017.1402408

• Ferrer, D. (2016, October 9). Pros and cons of tests and exams. demscandoit. https://demscandoit.wordpress.com/2016/10/09/pros-and-cons-of-tests-and-exams/.

• Ferrari, M., Bouffard, T., & Rainville, L. (1998). What makes a good writer? Differences in good and poor writer’s self-regulation of writing. Instructional Science, 26, 473-488. https://doi.org/10.1023/A:1003202412203

• IT Learning and Development. (2017). Differences between testing, assessment, and evaluation. http://tutorials.istudy.psu.edu/testing/testing2.html

• Jumariati, J., & Sulistyo, G. (2017). Problem-based writing instruction: Its effect on students’ skills in argumentative writing. Arab World English Journal, 8(2), 87-100. https://doi.org/10.24093/awej/vol8no2.6

• Kocayörük, E., & Telef, B. B. (2015, September 7-11). The relations between attachment to parents and school happiness: Positive and negative experiences as a mediator [Paper presentation]. European Educational Research Association Conference (ECER 2015 Education and Transition), Budapest, Hungary.

• Larenas, C. D., Leiva, L. R., & Navarrete, M. O. (2017). Rhetorical, metacognitive, and cognitive strategies in teacher candidates’ essay writing. PROFILE Issues in Teachers Professional Development, 19(2), 87-100. https://doi.org/10.15446/profile.v19n2.60231

• Lutzke, J., & Henggeler, M. F., (2009). The Rhetorical Triangle: Understanding and using logos, ethos, and pathos. Indiana University. https://www.lsu.edu/hss/english/files/university_writing_files/item35402.pdf

• Maharani, S., Fauziati, E., & Supriyadi, S. (2018). An investigation of writing strategies used by the students on the perspective language proficiency and gender. International Journal of Multicultural and Multireligious Understanding, 5(5), 185-190.

• Moore, S. (2020). Rhetorical strategies of Forbes’ 2019 most valuable brands. Elon Journal of Undergraduate Research in Communications, 11(1), 64-73.

• Mu, C. (2005). A taxonomy of ESL writing strategies. In Redesigning pedagogy: Research, policy, practice (pp. 1-10). QUTePrints.

• Mu, C., & Carrington, S. (2007). An investigation of three Chinese students’ Engish writing strategies. TESL-EJ, 11(1), 1-23.

• Mubarak, A. A. A. (2017). An investigation of academic writing problems level faced by undergraduate students at Al Imam Al Mahdi University- Sudan. English Review: Journal of English Education, 5(2), 175-188. https://doi.org/10.25134/erjee.v5i2.533

• Nguyen, T. T. (2019). A case study of teacher feedback on Thai university students’ essay writing. GEMA Online® Journal of Language Studies, 19(2), 121-138. https://doi.org/10.17576/gema-2019-1902-08

• Nimehchisalem, V. (2018). Pyramid of argumentation: Towards an integrated model for teaching and assessing ESL writing. Journal of Language and Communication, 5(2), 185-200.

• Nurjanah, S. (2016). A depiction of EFL learners’ rhetorical strategies in their argumentative essays: A systemic functional linguistics perspective (A case study at IAIN Syekh Nurjati Cirebon) (Bachelor Thesis). Syekh Nurjati State Islamic Institute Cirebon, Indonesia.

• Ozfidan, B., & Mitchell, C. (2020). Detected difficulties in argumentative writing: The case of culturally and linguistically Saudi backgrounded students. Journal of Ethnic and Cultural Studies, 7(2), 15-29. http://dx.doi.org/10.29333/ejecs/382

• Pablo, J. C. I., & Lasaten, R. V. C. (2018). Writing difficulties and quality of academic essays of senior high school students. Asia Pacific Journal of Multidisciplinary Research, 6(4), 46-57.

• Rahmat, N. H. (2020). Gender differences in rhetorical problems. European Journal of Literature, Language and Linguistics Studies, 4(1), 59-74.

• Ramage, J. D., Bean, J. C., & Johnson, J. (2016). Writing arguments: A rhetoric with readings. Pearson Longman.

• Ramage, J. D., Bean, J. C., & Johnson, J. (2018). The Allyn & Bacon guide to writing. Pearson.

• Riazi, A. (1997). Acquiring disciplinary literacy: A social-cognitive analysis of text production and learning among Iranian graduate students of education. Journal of Second Language Writing, 6 (2), 105-137. https://doi.org/10.1016/S1060-3743(97)90030-8

• Sani, R. (2019, February 20). Demand for soft skills in the workplace. New Strait Times. https://www.nst.com.my/education/2019/02/461884/demand-soft-skills-workplace.

• Sasaki, M. (2000). Toward an empirical model of EFL writing processes: An exploratory study. Journal of Second Language Writing, 9(3), 259-291. https://doi.org/10.1016/S1060-3743(00)00028-X

• Sujito, S., & Muttaqien, W. M. (2016). Rhetorical pattern in argumentative essay writing by EFL students of Iain Surakarta. LINGUA: Journal of Language, Literature and Teaching, 13(2), 157-168. https://doi.org/10.30957/lingua.v13i2.172

• Talib, A. M., Alomary, F. O., & Alwadi, H. F. (2018). Assessment of student performance for course examination using Rasch measurement model: A case study of information technology fundamentals course. Education Research International, 2018, 1-8. https://doi.org/10.1155/2018/8719012

• Varpio, L. (2018). Using rhetorical appeals to credibility, logic, and emotions to increase your persuasiveness, Perspectives on Medical Education, 7(3), 207-210. https://doi.org/10.1007/s40037-018-0420-2

• Vasugi, M. (2019, April 14). Should examinations be abolished? The Star. https://www.thestar.com.my/news/education/2019/04/14/should-examinations-be-abolished/

• Victori, M. (1995). EFL writing knowledge and strategies: An interactive study [Unpublished Doctoral dissertation]. Universitat Autonoma de Barcelona.

• Wachsmuth, H., Stede, M., Baff, R. E., Al-Khatib, K., Skeppstedt, M., & Stein, B. (2018, August 20-26). Argumentation synthesis following rhetorical strategies. In Proceedings of the 27th International Conference on Computational Linguistics (pp. 3753-3765). New Mexico, USA.

• Warschauer, M. (2010). Invited commentary: New tools for teaching writing. Language Learning & Technology, 14(1), 3-8.

• Wenden, A. L. (1991). Metacognitive strategies in L2 Writing: A case for task knowledge. In J. E. Alatis (Ed.), Georgetown University Round Table on Languages and Linguistics 1991 (pp. 302-322). Georgetown University Press.

• Zainuddin, S. Z., & Rafik-Galea, S. (2016). Effects of training in the use of Toulmin’s model on ESL students’ argumentative writing and critical thinking ability. Malaysian Journal of Languages and Linguistics (MJLL), 5(2), 114-133. https://doi.org/10.24200/mjll.vol5iss2pp114-133

• Abdullah, I. S. M. M. A. B., Kamaruddin, H., Hashima, N., Yaacob, A., Rashid, S. A., & Desa, H. (2014). Rhetorical structures in academic research writing by non-native writers. International Journal of Higher Education, 3(1), 29-38. https://doi.org/10.5430/ijhe.v3n1p29

• Abdullah, I. S. M. M. A. B., & Desa, H. (2019). Interpreting analysis on rhetorical strategies modeling in computer science research articles. In L. Wang & L. Yu (Eds.), Computer Architecture in Industrial, Biomechanical and Biomedical Engineering. IntechOpen. https://doi.org/10.5772/intechopen.85679

• Ahmad, M., Shah, S. K., & Mushtaq, M. (2019). Cohesion in argumentative writing: A case study of Pakistani essay writers. Dilemas Contemporáneos: Educación, Política y Valores, 6, 1-26.

• Amer, M. (2013). The effect of explicit instruction in expository text structure on the writing performance of Arab EFL university students. Arab World English Journal, 4(1), 224-238.

• Arndt, V. (1987). Six writers in search of texts: A protocol-based study of L1 and L2 writing. ELT Journal, 41(3), 257-267. https://doi.org/10.1093/elt/41.4.257

• Badiozaman, I. F. A. (2017). ‘I’m getting there’: An investigation of academic writing developments of undergraduate students in a foreign branch campus in Malaysia. Issues in Language Studies, 6(1), 40-60. https://doi.org/10.33736/ils.476.2017

• Cahyono, B. Y. (2001). Research studies in second language writing and in contrastive rhetoric. k@ta, 3(1), 39-52. https://doi.org/10.9744/kata.3.1.39-52

• Çam, M. S. (2015). Aristotle is still persuading us: Content analyses about the rhetorical structure of magazine advertisements in Turkey. International Journal of Multidisciplinary Thought, 5(2), 203-213.

• Campbell, Y. C., & Filimon, C. (2018). Supporting the argumentative writing of students in linguistically diverse classrooms: An action research study. RMLE Online, 41(1), 1-10. https://doi.org/10.1080/19404476.2017.1402408

• Ferrer, D. (2016, October 9). Pros and cons of tests and exams. demscandoit. https://demscandoit.wordpress.com/2016/10/09/pros-and-cons-of-tests-and-exams/.

• Ferrari, M., Bouffard, T., & Rainville, L. (1998). What makes a good writer? Differences in good and poor writer’s self-regulation of writing. Instructional Science, 26, 473-488. https://doi.org/10.1023/A:1003202412203

• IT Learning and Development. (2017). Differences between testing, assessment, and evaluation. http://tutorials.istudy.psu.edu/testing/testing2.html

• Jumariati, J., & Sulistyo, G. (2017). Problem-based writing instruction: Its effect on students’ skills in argumentative writing. Arab World English Journal, 8(2), 87-100. https://doi.org/10.24093/awej/vol8no2.6

• Kocayörük, E., & Telef, B. B. (2015, September 7-11). The relations between attachment to parents and school happiness: Positive and negative experiences as a mediator [Paper presentation]. European Educational Research Association Conference (ECER 2015 Education and Transition), Budapest, Hungary.

• Larenas, C. D., Leiva, L. R., & Navarrete, M. O. (2017). Rhetorical, metacognitive, and cognitive strategies in teacher candidates’ essay writing. PROFILE Issues in Teachers Professional Development, 19(2), 87-100. https://doi.org/10.15446/profile.v19n2.60231

• Lutzke, J., & Henggeler, M. F., (2009). The Rhetorical Triangle: Understanding and using logos, ethos, and pathos. Indiana University. https://www.lsu.edu/hss/english/files/university_writing_files/item35402.pdf

• Maharani, S., Fauziati, E., & Supriyadi, S. (2018). An investigation of writing strategies used by the students on the perspective language proficiency and gender. International Journal of Multicultural and Multireligious Understanding, 5(5), 185-190.

• Moore, S. (2020). Rhetorical strategies of Forbes’ 2019 most valuable brands. Elon Journal of Undergraduate Research in Communications, 11(1), 64-73.

• Mu, C. (2005). A taxonomy of ESL writing strategies. In Redesigning pedagogy: Research, policy, practice (pp. 1-10). QUTePrints.

• Mu, C., & Carrington, S. (2007). An investigation of three Chinese students’ Engish writing strategies. TESL-EJ, 11(1), 1-23.

• Mubarak, A. A. A. (2017). An investigation of academic writing problems level faced by undergraduate students at Al Imam Al Mahdi University- Sudan. English Review: Journal of English Education, 5(2), 175-188. https://doi.org/10.25134/erjee.v5i2.533

• Nguyen, T. T. (2019). A case study of teacher feedback on Thai university students’ essay writing. GEMA Online® Journal of Language Studies, 19(2), 121-138. https://doi.org/10.17576/gema-2019-1902-08

• Nimehchisalem, V. (2018). Pyramid of argumentation: Towards an integrated model for teaching and assessing ESL writing. Journal of Language and Communication, 5(2), 185-200.

• Nurjanah, S. (2016). A depiction of EFL learners’ rhetorical strategies in their argumentative essays: A systemic functional linguistics perspective (A case study at IAIN Syekh Nurjati Cirebon) (Bachelor Thesis). Syekh Nurjati State Islamic Institute Cirebon, Indonesia.

• Ozfidan, B., & Mitchell, C. (2020). Detected difficulties in argumentative writing: The case of culturally and linguistically Saudi backgrounded students. Journal of Ethnic and Cultural Studies, 7(2), 15-29. http://dx.doi.org/10.29333/ejecs/382

• Pablo, J. C. I., & Lasaten, R. V. C. (2018). Writing difficulties and quality of academic essays of senior high school students. Asia Pacific Journal of Multidisciplinary Research, 6(4), 46-57.

• Rahmat, N. H. (2020). Gender differences in rhetorical problems. European Journal of Literature, Language and Linguistics Studies, 4(1), 59-74.

• Ramage, J. D., Bean, J. C., & Johnson, J. (2016). Writing arguments: A rhetoric with readings. Pearson Longman.

• Ramage, J. D., Bean, J. C., & Johnson, J. (2018). The Allyn & Bacon guide to writing. Pearson.

• Riazi, A. (1997). Acquiring disciplinary literacy: A social-cognitive analysis of text production and learning among Iranian graduate students of education. Journal of Second Language Writing, 6 (2), 105-137. https://doi.org/10.1016/S1060-3743(97)90030-8

• Sani, R. (2019, February 20). Demand for soft skills in the workplace. New Strait Times. https://www.nst.com.my/education/2019/02/461884/demand-soft-skills-workplace.

• Sasaki, M. (2000). Toward an empirical model of EFL writing processes: An exploratory study. Journal of Second Language Writing, 9(3), 259-291. https://doi.org/10.1016/S1060-3743(00)00028-X

• Sujito, S., & Muttaqien, W. M. (2016). Rhetorical pattern in argumentative essay writing by EFL students of Iain Surakarta. LINGUA: Journal of Language, Literature and Teaching, 13(2), 157-168. https://doi.org/10.30957/lingua.v13i2.172

• Talib, A. M., Alomary, F. O., & Alwadi, H. F. (2018). Assessment of student performance for course examination using Rasch measurement model: A case study of information technology fundamentals course. Education Research International, 2018, 1-8. https://doi.org/10.1155/2018/8719012

• Varpio, L. (2018). Using rhetorical appeals to credibility, logic, and emotions to increase your persuasiveness, Perspectives on Medical Education, 7(3), 207-210. https://doi.org/10.1007/s40037-018-0420-2

• Vasugi, M. (2019, April 14). Should examinations be abolished? The Star. https://www.thestar.com.my/news/education/2019/04/14/should-examinations-be-abolished/

• Victori, M. (1995). EFL writing knowledge and strategies: An interactive study [Unpublished Doctoral dissertation]. Universitat Autonoma de Barcelona.

• Wachsmuth, H., Stede, M., Baff, R. E., Al-Khatib, K., Skeppstedt, M., & Stein, B. (2018, August 20-26). Argumentation synthesis following rhetorical strategies. In Proceedings of the 27th International Conference on Computational Linguistics (pp. 3753-3765). New Mexico, USA.

• Warschauer, M. (2010). Invited commentary: New tools for teaching writing. Language Learning & Technology, 14(1), 3-8.

• Wenden, A. L. (1991). Metacognitive strategies in L2 Writing: A case for task knowledge. In J. E. Alatis (Ed.), Georgetown University Round Table on Languages and Linguistics 1991 (pp. 302-322). Georgetown University Press.

• Zainuddin, S. Z., & Rafik-Galea, S. (2016). Effects of training in the use of Toulmin’s model on ESL students’ argumentative writing and critical thinking ability. Malaysian Journal of Languages and Linguistics (MJLL), 5(2), 114-133. https://doi.org/10.24200/mjll.vol5iss2pp114-133