Contrastive rhetoric in context: A dynamic model of L2 writing

Matsuda, Paul Kei

doi:10.1016/s1060-3743(97)90005-9

Cited by 111 publications

(69 citation statements)

References 18 publications

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“…Nevertheless, there has been little research on bilingual academic writers in university settings where attention is given to the professional practices of second language writers and, in particular, to writers' language choices and discourse identities which emerge through individual professional practice (Olinger, 2011;Storch, 2005). There are powerful studies, such as that by Ivanič (1998), that explore in detail the construction of identity in first language users or those by Matsuda (1997Matsuda ( , 1999Matsuda ( , 2003, who has studied in-depth issues of contrastive rhetoric and the author's voice using English as the benchmark for evaluation. The issue that seems to be less explored is the voice of the actual user and how it is dealt with on a daily basis in the user's professional work life.…”

Section: Second Language Writing and Identitymentioning

confidence: 99%

Struggling Authorial Identity of Second Language University Academic Writers in Mexico

Crawford¹,

Mora-Pablo²,

Lengeling³

2016

PROFILE

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This paper explores the different factors that appear to affect the on-going construction of second language authorial identity in a professional academic environment in Mexico. Through narrative research methodology from a qualitative paradigm, the everyday struggles of two university professors to maintain their professional status in second language writing are explored. The areas of study for these two are chemistry and penal law. With data the learning processes of entering into a community of second language writers are studied as well as the problems they faced and how they resolved them. Finally, the process of negotiating an authorial identity in a second language seems to be a constant underlying struggle composed of a variety of psychological factors.Key words: Identity, narrative, second language academic writing, writer struggles.En este artículo se exploran los diferentes factores que parecen impactar la construcción de identidad de autor permanente en un medio académico profesional en México. Esta búsqueda se da a través de la metodología narrativa desde un enfoque cualitativo de la lucha cotidiana de dos profesores por mantener su status profesional en la redacción en segunda lengua. Sus áreas de trabajo son química y derecho penal. Los datos recopilados permitieron explorar los procesos y problemáticas del ingreso a una comunidad de autores de segunda lengua. Finalmente, se ilustra cómo este proceso de la creación de una identidad de autor es una continua batalla que está compuesto de una gama de factores psicológicos.Palabras clave: identidad, lucha del escritor, narrativa, redacción en segunda lengua.

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Section: Second Language Writing and Identitymentioning

confidence: 99%

Struggling Authorial Identity of Second Language University Academic Writers in Mexico

Crawford¹,

Mora-Pablo²,

Lengeling³

2016

PROFILE

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“…The fact of the matter is that focus on form aspects of a written text is likely to distract attention from the need to understand and negotiate the socio-linguistic, cultural, economic, and interactive dimensions linked to the writing context (see Lei, 2008;Matsuda, 1997). Indeed, a teaching model focusing on form aspects contributes to misleading student-writers about the necessary balance between, on one hand, language features such as grammar, spelling and register-related aspects and, on the other hand, elements related to content, purpose, adaptation to audience, etc.…”

Section: Resultsmentioning

confidence: 99%

Teaching academic writing to first year university students: A case study of feedback practicesat the former National University of Rwanda

Twagilimana¹

2017

RWJour

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Research has pointed out that assessment practices related to academic writing are often unclear to students and this has consequences to their styles of learning hence the overall outcomes of their university studies (Lillis, 2006(Lillis, , 1999Ivanič, 1998;Lea & Street, 1998). The purpose of this paper is to critically examine to what extent feedback practices -as part of the strategies used in assessment of student work -are meaningful to the expected learning process. The study draws on a set of theories including development of student writing (Coffin et al., 2003), teacher feedback practices (Brown et al., 1997) and academic literacies in English as Second Language (Zamel, 2011), and uses qualitative case study methodology. Data are collected through analysis of key documents including student scripts, observation of classes and interviews of all lecturers involved in the concerned setting and a sample of 16 students. Findings reveal that the evaluated students are not likely to make appropriate use of assessment to improve their writing as the type of feedback practices observed is surrounded with confusion regarding what the lecturers' expectations are and hence what is required of an academically acceptable text. It is recommended to open more space for a "dialogue of participation" with students to ensure their familiarity with the discourse strategies that are critical to the writing competences expected of them at university.

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“…If C-S is useful for representing the development of L2 writing skills, as opposed to merely describing L2 writing processes, then one might envision C-S super-imposed on descriptive L1 (Hayes & Flower, 1981) or L2 (Matsuda, 1997) writing models. In such a developmental model of L2 writing, C-S would diminish for lower level operations (like editing and transcribing, including word generation) as L2 proficiency increases in the face of cognitive difficulty for higher-level operations (like planning and reviewing).…”

Section: Discussionmentioning

confidence: 99%

The Impact of Task Difficulty and Language Proficiency on Iranian EFL Learners‟ Code-switching in Writing

Qahfarokhi¹,

Biria²

2012

TPLS

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Abstract-This study sought to investigate code-switching in the writing of Iranian EFL learners. Code switching can occur both in spoken and written discourse. In order to measure this behavior in the writing of Iranian EFL learners, a total of 30 participants (15 intermediate and 15 advanced learners) were randomly selected. An Oxford Placement Test was administered to determine their level of second language (L2) proficiency. For gathering the relevant data from the learners, two writing tasks with different levels of difficulty were employed. The participants were required to think aloud as they were engaged in the act of writing. The data gathered from the think-aloud protocols were then analyzed and used for further analysis. Several independent T-test were conducted to analyze the data collected from the think-aloud protocols. The results showed that level of proficiency on the one hand and task level of difficulty were influential factors in writers' rate of switching to their first language (L1).

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Contrastive rhetoric in context: A dynamic model of L2 writing

Abstract: Originally proposed by Kaplan (1966) as a pedagogical solution to the problem of L2 organizational structures, contrastive rhetoric has seen a significant growth as a field of inquiry. In the last three decades, several books have been published

Cited by 111 publications

References 18 publications

Struggling Authorial Identity of Second Language University Academic Writers in Mexico

Struggling Authorial Identity of Second Language University Academic Writers in Mexico

Teaching academic writing to first year university students: A case study of feedback practicesat the former National University of Rwanda

The Impact of Task Difficulty and Language Proficiency on Iranian EFL Learners‟ Code-switching in Writing

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