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ERIC Number: ED364104
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 24
Abstractor: N/A
Reference Count: N/A
Beyond "Bad Writing": Teaching English Composition to Chinese ESL Students.
Cai, Guanjun
A discussion of English-as-a-Second-Language (ESL) writing instruction focuses on cultural factors that influence Chinese students' composition and that may be misconstrued as poor writing techniques. It is argued that the different rhetorical conventions that ESL students incorporate into their English writing are based in the deeper and broader social, political, and ideological beliefs and values of their native culture, and that in evaluating this writing, teachers must look at these underlying factors. A review of the history of Chinese literature and analysis of centuries-old essays whose prescribed structure has influenced writing illustrate the source of certain discourse conventions. These and other organizational patterns commonly found in Chinese students' compositions are contrasted with English discourse structure. Among these are a four-part organizational pattern construed as longwindedness, patterns for paragraph organization, avoidance of self-expression, and preference for an indirect approach to a given topic. The primary implications for classroom ESL composition instruction are that: discourse strategies in English must be taught, not assumed; and Chinese students should be taught English discursive and sociocultural ideologies through writing and evaluation. Sample Chinese essays and a brief bibliography are appended. (MSE)
Publication Type: Speeches/Meeting Papers; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A