From Contrastive Rhetoric towards Perceptions of Identity: Written Academic English in Central Mexico

Crawford, Troy; Mora-Pablo, Irasema; Goodwin, Douglas; Lengelin, Martha

doi:10.14483/udistrital.jour.calj.2013.1.a01

Cited by 9 publications

(11 citation statements)

References 20 publications

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“…This finding parallels what Crawford et al (2013) found, though those authors reported analyses indicating that participants' L2 did not influence their L1 writing. In the present study, participants were clearly under the influence of L2, as they transferred rhetorical organization and elements from L2 to L1.…”

Section: Discussionsupporting

confidence: 84%

“…Therefore, after the essays were completed, I conducted semi-structured interviews with the students. I opted for this sort of interviews due to their common applications in the literature as a means of unveiling cognitive processes studied in contrastive rhetoric research (Crawford et al, 2013;Gao, 2012;Hirose, 2003;Kobayashi & Rinnert, 2008;Kubota, 1998;Uysal, 2008).…”

Section: Topics For English and Turkish Opinion Essays English Essay mentioning

confidence: 99%

“…Recently, Crawford, Mora Pablo, Goodwin and Lengelin (2013) with the help of interviews and written discourse analysis, explored the rhetorical pattern development of two writers each of which wrote two essays, in academic English and Spanish. Their results showed that though the participants articulated strong identity with the English discourse community, their compositions were more in harmony with Spanish writing conventions.…”

Section: Introductionmentioning

confidence: 99%

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Contrasting Rhetorical Patterns: Discovering Effects of First and Second Language Writing Conventions

İnceçay¹

2015

EJER

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Suggested citation:Incecay, V. (2015). Contrasting rhetorical patterns: Discovering effects of first language and second language writing conventions. Eurasian Journal of Educational Research, 61,[137][138][139][140][141][142][143][144][145][146][147][148][149][150][151][152][153][154]. http://dx.doi.org/10.14689/ejer.2015.61.8 AbstractProblem Statement: In this qualitative small-scale study, I aimed at investigating why students have difficulties in adjusting themselves to English writing conventions. I also examined the possible bilateral effects of Turkish and English writing conventions to determine whether engaging learners in contrastive rhetoric exercises can elucidate the phenomenon of transfer in rhetorical patterns. Purpose of Study:The aim of this study was to discover whether bilingual writers with the same first-language background (i.e., Turkish) demonstrate similar composing patterns or whether these patterns diverge when writing in first or foreign language (i.e., English). Its broader aim was to describe whether transfer pertains to rhetorical patterns.Method: To investigate the existence and transfer of rhetorical patterns, we examined four opinion essays-two in English, two in Turkish-written by each of six freshman students registered for an English composition course at an English-medium university in Istanbul, Turkey. Additional data came from students' reflective tasks and semi-structured interviews conducted with them. Findings:The analysis of the essays demonstrated that the students placed thesis statements in the initial, middle, or final positions in their Turkish essays, indicating that some students used a deductive style of writing, a common US English writing convention, in their Turkish essays. This finding suggests that the students practiced aspects of English composition learned at the university level. Notably, students also used discourse markers more than typical Turkish essayists would, indicating  Yeditepe University, School of Foreign LanguagesEnglish Language Teaching Preparatory Program, e-mail: volkan.incecay@yeditepe.edu.tr 138Volkan İnceçay that the students were able to transfer knowledge not only from their first to the foreign language. Other results reveal that it was somewhat challenging for students to write in their first language given their adjustment to English writing conventions. Conclusion and Recommendations:This study's findings suggest that students initiated the construction of an academic discourse community identity and membership, implying that writing instructors can raise learners' awareness of academic environment and involve them with different academic conventions by engaging them in contrastive rhetoric studies. Contrastive rhetoric could also prompt students to think more critically, which would further assist them in writing process. Lastly, the findings suggest that engaging students in exercises of contrastive rhetoric can assist and empower them in their writing practices.

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Section: Discussionsupporting

confidence: 84%

Section: Topics For English and Turkish Opinion Essays English Essay mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Contrasting Rhetorical Patterns: Discovering Effects of First and Second Language Writing Conventions

İnceçay¹

2015

EJER

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“…Latin American contexts have probably received less attention in the international sphere (but, for example, Hanauer & Englander, 2011), though national journals increasingly cover such topics. In the case of Colombia, various studies have treated topics related to argumentative and/or academic writing in English as an L+ (Cárdenas, 2003(Cárdenas, , 2014Castañeda, 2012;Chala Bejarano & Chapetón, 2013;Correa, 2010;Crawford, Mora Pablo, Lengelign, & Goodwin, 2013;Escobar Alméciga & Evans, 2014;Gómez, 2011;Janssen, Nausa, & Rico, 2012;Nanwani, 2009;Viáfara Gozález, 2008 (Casanave & Hubbard, 1992;Diab, 2005;Díaz Hormazábal, 2007;Hammann, 2005;Huang, 2010;Jenkins, Jordan, & Weiland, 1993;Leki, 1994;Matsuda, Saenkhum, & Accardi, 2013;Pérez-Llantada et al, 2011;Pittam, Elander, Lusher, Fox, & Payne, 2009;Shi & Cumming, 1995;Wan, 2014;Yildirim & Ilin, 2009). However, most of these have considered the cases of writers already immersed in training programs for academic writing or who at least have become aware of the need for such training due to professional demands.…”

Section: Previous Work On L2 Academic and Rhetorical Writingmentioning

confidence: 99%

Beliefs and Practices Concerning Academic Writing among Postgraduate Language-Teacher Trainees

Anderson

Medina

2019

Íkala

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This paper reports on the initial stages of a larger study on plurilingual rhetorical communicative competences. Experiential evidence indicated a mismatch between the academic writing competences desired from and those displayed by the participants—adult bilingual (L1 Spanish, L+ English) English-language teacher trainees in a postgraduate program at Colombian university. We examined participants’ beliefs and practices concerning academic writing to identify the sources of their challenges and develop the evidential basis for identifying appropriate remedial strategies. This was a mixed methods study, in which we analyzed data from semi-structured interviews, questionnaires, and student artifacts through the grounded theory approach and descriptive statistics. The results suggest that participants’ challenges with rhetorical aspects of academic writing stem from a lack of training. However, participants were relatively successful with aspects of writing in which they had been trained: discrete language skills and purely descriptive prose. We conclude their academic writing difficulties are fundamentally non-linguistic and hypothesize they would face similar academic writing challenges even if writing in their L1. There is an urgent need to address these challenges, not only because rhetorical competences are increasingly important in a knowledge-driven society but also because teachers need to be able to train their own students in such competences.

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“…According to these researchers, the problem arose due to students' lack of understanding in organizing a paragraph in Chinese writing. Other researchers, Crawford et al (2013) have conducted a contrastive rhetoric towards perception of identity which is written in the form of academic English in central Mexico. The result shows that the students have a strong identity with English; however, the writing is more influenced by the Spanish.…”

Section: Introductionmentioning

confidence: 99%

EFL Students’ Writing Style in the Script Introduction Section

Rizkanisa¹,

Samad

Usman³

2017

JER

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From Contrastive Rhetoric towards Perceptions of Identity: Written Academic English in Central Mexico

Cited by 9 publications

References 20 publications

Contrasting Rhetorical Patterns: Discovering Effects of First and Second Language Writing Conventions

Contrasting Rhetorical Patterns: Discovering Effects of First and Second Language Writing Conventions

Beliefs and Practices Concerning Academic Writing among Postgraduate Language-Teacher Trainees

EFL Students’ Writing Style in the Script Introduction Section

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