ERIC Number: ED350619
Record Type: RIE
Publication Date: 1992-Mar
Reference Count: N/A
A Multicultural Approach to Writing Assignments.
In the many different stages of the writing process, teachers of composition need to be sensitive toward cultural differences which may exist between them and their students. Large numbers of foreign students participate in writing courses in American colleges, and research indicates that the minority student population will increase sharply in the coming years. Numerous scholars are calling for a revision of the canon taught by English faculty to reflect multicultural trends in American society itself. Multicultural considerations apply specifically to writing classes also. Teachers and students can benefit from the realization that all cultures contribute to knowledge, and that students should participate in the making of knowledge in the classroom. The type of writing that focuses on the student as maker of knowledge has been labelled "expressive." Today, although most research is pointing to a rhetorical focus, it is still possible to reconcile rhetorical writing with expressive writing modes in the context of the writing classroom. Students can be encouraged to draw from their personal experiences, choose topics of personal interest, do most of the talking in conferences, read materials from various cultural perspectives, and thus have a say in their writing education. There remain difficulties with setting up a writing class based on a multicultural approach, however, including the recent negative press, but teachers must remove impediments that obstruct students' learning and development. (HB)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Identifiers: Expressive Writing; Writing Contexts
Note: Paper presented at the Annual Meeting of the College English Association (23rd, Pittsburgh, PA, March 27-29, 1992).