WRITING GENERATOR: A STUDY ON THE USE OF TRANSITIONAL MARKERS IN ACADEMIC WRITING

Abstract

Coherence and cohesion is often considered an abstract and difficult area in the teaching of writing.
The present study attempt to identify the categories of transitional markers (TM) used by students
who have been taught using the Cycle 1 Writing Generator Beta 1.0 developed by the researchers in a
writing class, and whether students are able to retain the skills of using TMs effectively in later
writing. The Writing Generator is a Microsoft word tool that prompt student to choose from a list the
formulaic phrases and expressions when they write expository essays. Using descriptive statistics, it
was revealed that transitional markers were used by these students in their pre-test, post-test and also
delayed post-test. The findings show a significant difference in the frequency of TMs used in the pre
test and post-test (p=.000). Though students failed to retain aspects of TMs in delayed post-test
without the use of Writing Generator, the t-test found no significant difference between the post-test
and delayed post-test (p=.302). The result indicates that the Writing Generator is able to condition
students to choose TMs that bring about unity in their writing even they do not use the tool. The study
indicates that the Cycle 1 Writing Generator Beta 1.0 could be developed further with extra features
for Cycle 2 Beta 2.0 that could facilitate students’ uptake of academic writing skills more effectively
among students.