Contrastive rhetoric in expository prose: Approaches and achievements

2001 ◽  
Vol 33 (2) ◽  
pp. 255-269 ◽  
Author(s):  
Ronny Noor
Keyword(s):  
Contrastive Rhetoric ◽  
Expository Prose

scholarly journals Toward Understanding the Effects of Cross-Cultural Schemata and Discourse Structure on Second Language Reading Comprehension

1986 ◽  
Vol 18 (2) ◽  
pp. 95-116 ◽  
Author(s):  
John G. Barnitz
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Proficiency ◽  
Cultural Knowledge ◽  
Second Language Reading ◽  
Discourse Structure ◽  
Contrastive Rhetoric ◽  
Cultural Schemata ◽  
Expository Prose ◽  
Second Language Reading Comprehension

Research on second culture and second language reading comprehension is reviewed to support the claim that second language reading is an interactive process, involving the interrelationship of cultural schemata and discourse structure. Studies on content schemata include investigations of the roles of cultural knowledge and second language proficiency in comprehension. Studies on discourse processing include linguistic descriptions of ethnolinguistic discourse patterns (contrastive rhetoric), as well as psycholinguistic comprehension studies on expository prose, story structure, and cohesion. This multidisciplinary review functions as an argument for the roles of cultural schemata and discourse structure in an interactive model of first and second language reading.

CONTRASTIVE RHETORIC: CROSS-CULTURAL ASPECTS OF SECOND-LANGUAGE WRITING.Ulla Connor. New York: Cambridge University Press, 1996. Pp. xv + 201. $47.95 cloth, $18.95 paper.

1998 ◽  
Vol 20 (1) ◽  
pp. 115-116
Author(s):  
Dave Mosher
Keyword(s):  
New York ◽  
Developmental Stages ◽  
Cross Cultural ◽  
Contrastive Rhetoric ◽  
Review Of The Literature ◽  
Cambridge University ◽  
Cultural Aspects ◽  
The Past ◽  
Writing Major ◽  
Cognitive Dimensions

This volume charts the development of contrastive rhetoric (CR) over the past 30 years. Although CR has not attempted to identify developmental stages of L2 writers, it is essentially the study of transfer: the influence of L1 writing conventions and cultural and cognitive dimensions on L2 writing. Major strengths of this book are its critical review of the literature, concise definitions, and documentation of the progression of CR from narrow L2 text-based analyses to the inclusion of multiple approaches.

A Study of the One-to-One Writing Tutoring Effects

2020 ◽  
pp. 29-56
Author(s):  
Hai-yan Zhang ◽  
Yunhui Hao ◽  
Mingsheng Li ◽  
Donna M. Velliaris
Keyword(s):  
Language Proficiency ◽  
Writing Centers ◽  
Contrastive Rhetoric ◽  
Efl Writing ◽  
English Writing ◽  
Level Of Satisfaction ◽  
Strong Negative Association ◽  
The One ◽  
Writing Tutoring ◽  
Depth Interviews

This chapter is motivated by the fact that few studies have been made about the effects of one-on-one writing tutoring in English writing centers in Chinese universities. It intends to examine the effects through the evaluation of tutors' performance by students. A sample of 57 students responded to the questionnaires designed based on Kaplan's 7 EFL writing objectives proposed in his theory of contrastive rhetoric with minor revision, and 12 participated the structured in-depth interviews. Results demonstrate that tutors have achieved higher level of satisfaction in objectives of vocabulary and expressions (86%), sentence and grammar(85%), etc., but lower satisfaction level in those of awareness of audience(37%), discourse structure (34%), and rhetoric and writing knowledge (40%). The findings indicate no significant correlation between tutoring duration and students' improvement extent, yet a strong negative association between students' language proficiency and their improvement. Finally, some measures about enhancing tutoring effects are suggested.

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