Rhetorical Strategies in Chinese and English: A Comparison of L1 Composition Textbooks

被引：16

作者：

Liao, Ming-Tzu ^{[1
]}

Chen, Ching-Hung ^{[1
]}

机构：

[1] Natl Kaohsiung Normal Univ Taiwan, Dept English, Kaohsiung, Taiwan

来源：

FOREIGN LANGUAGE ANNALS | 2009年 / 42卷 / 04期

关键词：

argumentative writing; contrastive rhetoric; rhetorical strategies for Chinese; rhetorical strategies for English; textbook analysis; Chinese; English; AMERICAN; ORGANIZATION; DISCOURSE; PATTERNS; STUDENTS; CULTURES; JAPANESE; WRITTEN; TEXTS;

D O I：

10.1111/j.1944-9720.2009.01050.x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The present study compared the rhetorical strategies for argumentative writing in Chinese and English composition textbooks. The textbooks were selected based on four criteria. The results of the study revealed that there are similarities and differences in Chinese and English argumentative writing. Both Chinese and English agree upon the function of the argumentative writing, encourage writers to voice their personal opinions, adopt a similar macrostructure for argumentative writing, recommend placing the thesis statement in the introduction, share similar strategies for writing the introduction and the conclusion, and share several strategies to support the argumentation. In addition, they both recommend deductive and inductive reasoning, emphasize emotional appeals, and stress the necessity of addressing the opposing views. However, English textbooks suggest using Toulmin's reasoning system and avoiding logical fallacies, addressing ethos and the needs of different types of audience, and assessing the audience's values, whereas Chinese textbooks highly value appealing to history and moral issues, and using proverbs, set phrases, and analogy. Possible reasons for the similarities and differences in the rhetorical elements are provided. Results provide insights that are of practical use for both the L2 English composition instructor and the Chinese L2 English writer.

引用

页码：695 / 720

页数：26

共 84 条

[61]

Ramanathan Via., 1999, J SECOND LANG WRIT, V8, P45, DOI 10.1016/S1060-3743(99)80112-X

[62]

Scollon R., 1997, Text, V17, P83

[63] THE CLASSROOM AND THE WIDER CULTURE - IDENTITY AS A KEY TO LEARNING-ENGLISH COMPOSITION [J].

SHEN, F .

COLLEGE COMPOSITION AND COMMUNICATION, 1989, 40 (04) :459-466

[64] How western-trained Chinese TESOL professionals publish in their home environment [J].

Shi, L .

TESOL QUARTERLY, 2002, 36 (04) :625-634

[65] Writing in two cultures: Chinese professors return from the west [J].

Shi, L .

CANADIAN MODERN LANGUAGE REVIEW-REVUE CANADIENNE DES LANGUES VIVANTES, 2003, 59 (03) :369-391

[66] TOWARD AN UNDERSTANDING OF THE DISTINCT NATURE OF L2 WRITING - THE ESL RESEARCH AND ITS IMPLICATIONS [J].

SILVA, T .

TESOL QUARTERLY, 1993, 27 (04) :657-675

[67] The rhetorical construction of multilingual students [J].

Spack, R .

TESOL QUARTERLY, 1997, 31 (04) :765-774

[68]

Strevens P., 1987, Discourse across cultures: Strategies in world Englishes, P169

[69]

SU SS, 2005, MODEL ESSAYS JUNIOR

[70]

Swales J., 1984, Common ground: Shared interests in ESP and communication studies

← 1 2 3 4 5 6 7 8 9 →