References
Alotaibi, H. (2014). Thesis statement in English argumentative essays by Arab students: a study of contrastive rhetoric. Arab World English Journal, 5(3).
Amiri, F. and Puteh, M. (2017). Error analysis in academic writing: A case of international postgraduate students in Malaysia. Advances in Language and Literary Studies, 8(4). http://dx.doi.org/10.7575/aiac.alls.v.8n.4p.141.
Aunurrahman, A., Hamied, F., and Emilia, E. (2017). Exploring the tertiary EFL students’ academic writing competencies. Indonesian Journal of Applied Linguistics, 7(1).
Duxbury, A. (2008). Speaking my mind: the tyranny of the thesis statement. The English Journal, 97(4).
Fang, Q., Yu, L., and Cheng, J. (2020). Features of rhetorical organization in L2 argumentative essays by Chinese EFL students at the tertiary level. International Journal of TESOL Studies, 2(1). https://doi.org/10.46451/ijts.2020.06.04.
Ferreira, M. (2007). The effect of a genre-based writing course on ESL students writing of argumentative texts. SIGET, 4.
Folse, K., Solomon, E., and Muchmore-Vokoun, A. (2020). Great Writing 4: Great Essays. United States: Cengage Learning.
Gudykunst, W. and Nishida, T. (1994). Bridging Japanese/North American Differences. India: SAGE Publications.
Hassani, M. (2006). Contrastive rhetoric: A study of introduction and thesis statement in the American English and Persian expository essays. Literary Text Research, 10(28). https://doi.org/10.22054/LTR.2006.6374.
Hadiani, D. (2017). The students’ difficulties in writing thesis statement. Semantik, 2(1).
Hinds, J. (1983). Contrastive rhetoric: Japanese and English. Text - Interdisciplinary Journal for the Study of Discourse, 3(2). https://doi.org/10.1515/text.1.1983.3.2.183.
Hinds, J. (1990). Inductive, deductive, quasi-inductive: Expository writing in Japanese, Korean, Chinese, and Thai. Coherence in writing: Research and pedagogical perspectives, 87, 109.
Husin, M. and Ariffin, K. (2012). The rhetorical organisation of English argumentative essays by Malay ESL students: The placement of thesis statement. Journal of Asia TEFL, 9(1).
Kaplan, R. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 16(1-2), 1-20. https://doi.org/10.1111 /j.1467-1770.1966.tb00804.x.
Katiya, M., Mtonjeni, T., and Sefalane-Nkohla, P. (2015). Making sense of errors made by analytical chemistry students in their writing. Journal of Language Teaching and Research, 6(3).
Khodabandeh, F., Jafarigohar, M., Soleimani, H., and Hemmati, F. (2013). Overall rhetorical structure of students’ English and Persian argumentative essays. Theory and Practice in Language Studies, 3(4). https://doi.org/10.4304/tpls.3.4.684-690.
Kubota, R. (1998). An investigation of L1-L2 transfer in writing among Japanese university students: Implications for contrastive rhetoric. Journal of Second Language Writing, 7(1). https://doi.org/10.1016/S1060-3743(98)90006-6.
Lebra, T. (1985). Japanese women: Constraint and fulfillment. University of Hawaii Press.
Liu, X. and Furneaux, C. (2013). A multidimensional comparison of discourse organization in English and Chinese university students’ argumentative writing. International Journal of Applied Linguistics, 24(1). https://doi.org/10.1111/ijal.12013.
McKinley, J. (2013). Displaying critical thinking in EFL academic writing: A discussion of Japanese to English contrastive rhetoric. RELC journal, 44(2). https://doi.org/10.1177/0033688213488386.
Moore, K. and Cassel, S. (2010). Techniques for college writing: the thesis statement and beyond. Cengage Learning.
Miller, R. and Pessoa, S. (2016). Where’s your thesis statement and what happened to your topic sentences? Identifying organizational challenges in undergraduate student argumentative writing. TESOL Journal, 7(4). https://doi: 10.1002/tesj.248.
Owusu, E. and Adade-Yeboah, A. (2014). Thesis statement: A vital element in expository essays. Journal of Language Teaching and Research, 5(1). https://doi.org/10.4304/jltr.5.1.56-62.
Petrić, B. (2005). Contrastive rhetoric in the writing classroom: A case study. English for Specific Purposes, 24(2), 213-228. https://doi:10.1016/j.esp.2004.09.001.
Rinnert, C. and Kobayashi, H. (2001). Differing perceptions of EFL writing among readers in Japan. The Modern Language Journal, 85(2). https://doi.org/10.1111/0026-7902.00104.
Setyowati, L. (2016). Analyzing the students’ ability in writing opinion essay using flash fiction. Journal of English Language Teaching and Linguistics, 1(1). http://dx.doi.org/10.21462/jeltl.v1i1.1.
Schneer, D. (2014). Rethinking the argumentative essay. TESOL Journal, 5(4). https://doi.org/10.1002/tesj.123.
Tanko, G. and Tamasi, G. (2008). A comprehensive taxonomy of argumentative thesis statements: a preliminary pilot study. WoPaLP, 2.
Uba, S. and Souidi, N. (2020). Students’ writing difficulties in English for business classes in Dhofar University, Oman. International Journal of Higher Education, 9(2), 86. https://doi.org/10.5430/ijhe.v9n3p86.
Ward, C. and Gramer, M. (2015). Q: Skills for success. Oxford University Press.
Wijaya, M. (2017). Students’ thesis statement in essay writing class. English Education: Jurnal Tadris Bahasa Inggris, 10(2).
Wink, K. (2020). Rhetorical Strategies for Composition: Cracking an Academic Code (2nd ed.). Rowman & Littlefield.