scholarly journals VIEWING CONTRASTIVE RHETORIC FROM A POST MODERN PERSPECTIVE: FINDING AN IMPLICATION TO THE SECOND LANGUAGE WRITING PEDAGOGY

2018 ◽  
Vol 7 (2) ◽  
pp. 99
Author(s):  
Susilo Susilo
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Second Language Writing ◽  
Writing Pedagogy ◽  
Contrastive Rhetoric ◽  
Multilingual Writers ◽  
Native Identity ◽  
Language Writing ◽  
National Boundaries ◽  
Modern Perspective

The hybrid nature of culture that comes up as a result of postmodern world brings about considerable interaction, borrowing, and fusion between cultures and communicative genres. In such situation, there is erosion of national boundaries, greater multilingualism, and fluidity in identity; hence a" absolute construct of particular culture is getting blurred. Consequently, the term "native identity" has come to a "blurring spot" in the sense that it will be simply awkward to hold firmly one's native identity when multilingualism has become norm. This hybridand plural character of identity has gone to be considerable as the basis of contrastive texts analysis. The newest way of looking at the contrastive rhetoric is that differences in pragmatic or rhetorical expectations should not be considered as unproficiency or interference for the bi/multilingual writer, rather rhetorical choices opted by the bi/multilingual writer should be considered as critical/alternate discourse. This article is aimed to look at the pedagogy of shuttling between languages done by multilingual writers as the new orientation in the teaching and learning second language writing.

scholarly journals An Experiment in the Ability of Raters to Evaluate Lexis in Writing

2015 ◽  
Vol 1 (1) ◽  
pp. 38-50 ◽  
Author(s):  
Rachael Ruegg
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Second Language Writing ◽  
Rating Scale ◽  
Face Validity ◽  
Lexical Variation ◽  
Lexical Richness ◽  
Corpus Studies ◽  
Language Writing ◽  
Lexical Content

Abstract For many years, people have considered lexis and grammar separately in the context of teaching and learning English. In the assessment of second language writing, lexis and grammar continue to be considered separately. However, recent corpus studies have questioned this approach and argued that lexis and grammar are fundamentally inseparable. While the assessment of lexis and grammar as two distinct qualities lends face validity to assessment criteria, the corpus literature suggests that raters may not be able to accurately distinguish the two. The current study examines the ability of raters to separate lexis and grammar when using an analytic rating scale to assess timed essays. In this experiment, the lexical content of 27 essays was manipulated before rating in order to determine the effect of lexical accuracy, lexical variation and lexical richness on lexis and grammar scores. From the results, it seems that raters are sensitive to lexical accuracy, but not lexical variation nor lexical richness. In addition, the manipulation of lexical qualities had a significant effect on grammar scores but not on lexis scores, supporting the idea that raters find it challenging to distinguish lexis from grammar

ANNOTATED BIBLIOGRAPHY OF SCHOLARSHIP IN SECOND LANGUAGE WRITING: 1993–1997. Tony Silva, Colleen Brice, and Melinda Reichelt. Westport, CT: Ablex, 1999. Pp. xii + 209. $73.95 cloth, $39.50 paper.

2001 ◽  
Vol 23 (3) ◽  
pp. 439-440
Author(s):  
Charlene G. Polio
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Second Language Writing ◽  
Annotated Bibliography ◽  
Journal Articles ◽  
Alphabetical Order ◽  
Language Writing

This annotated bibliography is a list of 676 journal articles, book chapters, dissertations, and ERIC documents related to the teaching and learning of second and foreign language writing. The list is a compilation of bibliographies published in the Journal of Second Language Writing during the years 1993–1997, with entries dating from 1991 to 1997. After a brief introduction, which includes the databases that were searched and the periodicals that were examined, the bibliography presents the entries in alphabetical order by author. Following an author index is a 23-page subject index to the entries.

Contextualizing corrective feedback in second language writing pedagogy

2010 ◽  
Vol 14 (4) ◽  
pp. 445-463 ◽  
Author(s):  
Norman W. Evans ◽  
K. James Hartshorn ◽  
Robb M. McCollum ◽  
Mark Wolfersberger
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Writing Pedagogy ◽  
Language Writing

CONTRASTIVE RHETORIC REVISITED AND REDEFINED. Clayann Gilliam Panetta (Ed.). Mahwah, NJ: Erlbaum, 2001. Pp. xx + 134. $39.95 cloth, $17.95 paper.

2003 ◽  
Vol 25 (3) ◽  
pp. 463-464
Author(s):  
Douglas Biber
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Analytical Framework ◽  
Contrastive Rhetoric ◽  
Native Languages ◽  
Written Texts ◽  
Text Types ◽  
Extensive Range ◽  
Language Writing ◽  
Different Cultures

Contrastive rhetoric—an analytical framework for the study of second language writing—has had incredible staying power. Since Kaplan's (1966) original paper, this framework has been used in dozens of studies that compare the rhetorical organizations of written texts produced by writers from different cultures and native languages (L1s). Additionally, the framework has been elaborated and refined considerably to account for the extensive range of linguistic variability found among written texts from different text types; more recent treatments include Grabe and Kaplan (1996, chap. 7) and Connor (1996).

Considering what we know and need to know about second language writing

2012 ◽  
Vol 3 (1) ◽  
pp. 131-150 ◽  
Author(s):  
Diane Belcher,
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Foreign Language ◽  
Knowledge Construction ◽  
Teaching And Learning ◽  
Second Language Writing ◽  
L2 Writing ◽  
The Past ◽  
Language Writing ◽  
Primary And Secondary School

AbstractThe relatively young field of second language (L2) writing has come a long way in the past few decades but still has far to go if it wishes to broaden its research foci to consider a greater diversity of writing contexts. As a largely pedagogically-motivated area, L2 writing has so far mainly focused on writing in English as a second language, especially that of young adults in English-medium universities. Far less investigated by L2 writing researchers have been the needs of younger L2 writers, at primary and secondary-school levels, and adults outside of universities. Still less examined have been the teaching and learning of writing in foreign language contexts, most notably in languages other than English. These gaps have important implications for knowledge construction in L2 writing.

Sign in / Sign up

Export Citation Format

Share Document