Document Type : Original Article


1 Herat University

2 English Department, Herat University


Persuasive language influences college students dramatically by providing possibilities of presenting their self. The current study examined how EFL college students embodied their gender identity, employed argumentation, and incorporated rhetorical appeals (logos, ethos, and pathos) in their EFL writing. The study utilized a mixed-method approach. Using simple and random sampling, the authors selected eight argumentative essays that the EFL students submitted as an academic writing course requirement. Linguistic Inquiry and Word Count (LIWC) is used to measure linguistic properties of the texts, and coding quantitatively is used to analyze the qualitative data collected by interview. The results revealed that the participants did not include the qualifier and counterarguments, and they incorporated rhetorical appeals across gender differently. The study unveiled various underlying constraints sanctioning the EFL students' gender identity presentation within their writing in the Afghan context. The study offered several pedagogical implications to support EFL students to develop as successful writers.


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