Controversies in Second Language Writing: Dilemmas and by Christine Pearson Casanave

By Christine Pearson Casanave

Controversies in moment Language Writing isn't really a how-to publication, yet person who makes a speciality of how lecturers in L2 writing should be helped to make reasoned judgements through figuring out many of the key concerns and conflicting critiques approximately L2 writing examine and pedagogy. This ebook will support lecturers in making expert judgements approximately instructing writing within the ESL classroom.
To counteract a few of the debates, Casanave explores the various aspects of the arguments and gives examples of ways different lecturers have handled those matters. The booklet provides amateur and professional lecturers with thought-provoking concerns and inquiries to examine while opting for and reflecting on their lonesome educating suggestions and criteria.
Topics mentioned include:
contrastive rhetoric
product vs. process
fluency and accuracy
assessment of scholar work
audience
plagiarism
politics and ideology.

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The famous eight-legged Chinese essay, they claimed, is no longer an influential genre (see also Cahill, 2003). Péry-Woodley (1990), too, focused her critiques of Kaplan’s (1966) groundbreaking article on the lack of attention to a number of important variables other than L1 rhetorical traditions that could influence students’ writing problems, some of which were pointed out by Kubota. Kaplan’s early views, stated Péry-Woodley (1990), were done “outside of any question of awareness of projected audience, writer-reader interaction, communication situation, text-type, or .

He further noted that these popular-opinion columns demonstrated the reader-responsible nature of Japanese writing (Hinds, 1987), in contrast to English (and modern Chinese), which he described as writerresponsible. In Japanese, he claimed, it is the responsibility of the reader to construct meaning, whereas in English the responsibility lies with the writer to ensure clarity. Japanese writers provide fewer landmarks and transition markers, leaving it to the reader to surmise the connections.

Therefore, if teachers and students wish to investigate how paragraph features in L2 and different L1s differ, it is important to look at samples in students’ L1s. In doing so, it is tempting to assume that the concept of “paragraph” is similar across languages. However, Régent (1985) found that even in another Western language the concept of “paragraph” was not shared. He compared 60 articles from medical journals in English and French and found that the French paragraphs were distinguished not by topic sentences that led readers through an argument but by loose collections of data.

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