An empirical study of claims and qualifiers in ESL students’ argumentative writing based on Toulmin model

Abstract English argumentative writing is difficult in second language for ESL students. Although there has been a lot of research on writings, empirical focusing claims very scarce. Based the Toulmin model, this paper studied relationship between and performance. 117 time-limited writings were collected at top university Northeast China. The qualifiers form words, participle sentence (QW, QP, QS), based which classified. Through text analysis each writing, 23 types extracted. Types scored respectively. Correlation showed that qualifier divisions did not predict holistic Claims higher-mark also discussed. findings led us to conclude corresponding pedagogy implications promoting writings.