This paper argues for an overt innovational shift in praxis, as well as classroom configuration in the ESOL writing class by calling for a move away from the current foci on process-based pedagogies for newcomer popul...This paper argues for an overt innovational shift in praxis, as well as classroom configuration in the ESOL writing class by calling for a move away from the current foci on process-based pedagogies for newcomer populations, to an explicit teaching of modeling strategies with concomitant practice opportunities provided in the ESOL writing class. It is argued that explicit, sequenced instruction in the domains of rhetorical structure as well as grammatical accuracy provide ESOL （English for Speakers of Other Languages） learners in the emerging stages of language learning with a more concrete grasp of meaning, structure and grammar in rhetorical construction. The modeling strategies proposed in the paper focus on a simultaneous building of rhetorical fluency and grammatical accuracy via spotlighted and sequenced strategies which afford learners practice in smaller chunks of composition including but not limited to thesis statement writing, varied paragraph organization, multiple modes of exposition, and grammatical complexity all in a bid to generate rhetorical depth and grammatical detail in writing. In short, both form and function need to be explicitly taught in the ESOL writing class with adequate opportunities provided for rhetorical practice. Using a meticulous blend of meaningful, authentic and purposeful tasks combined with one-on-one instruction which incorporates a variety of visual and rhetorical modeling strategies, emerging writers, it is argued a move from controlled to automatic writing fluency within a short time span. The pedagogy proposed in the current paper spotlights the specific learner, rather than the writing process and entails a move away from traditional, teacher-fronted classrooms to targeted, workshop-centered configurations which permit for one-on-one conferencing in the ESOL writing class. The visually rendered modeling strategies proposed in this paper argue for writing instruction for ESOL students which is learner responsive, relevant and practical.展开更多
This paper explores the extent to which Chinese rhetorical patterns influence EFL writing, the reasons behind such an influence, and how Chinese EFL learners think about this influence. A multivariate method was used ...This paper explores the extent to which Chinese rhetorical patterns influence EFL writing, the reasons behind such an influence, and how Chinese EFL learners think about this influence. A multivariate method was used to achieve this purpose： discourse analysis, text-based interviews, a questionnaire, and an analysis of high school textbooks in China. The findings show that only one third of the 26 students who participated the study exhibited ＂circular＂ or ＂indirect＂ characteristics （Kaplan, 1966）, and, more interestingly, these characteristics were not directly influenced by the ＂eight-legged essay＂ pattern （Matalene, 1985） but rather derived from the modern Chinese prose. The learners held that it is beneficial to know English rhetorical structures, but it is also important to preserve Chinese writing conventions.展开更多
文摘This paper argues for an overt innovational shift in praxis, as well as classroom configuration in the ESOL writing class by calling for a move away from the current foci on process-based pedagogies for newcomer populations, to an explicit teaching of modeling strategies with concomitant practice opportunities provided in the ESOL writing class. It is argued that explicit, sequenced instruction in the domains of rhetorical structure as well as grammatical accuracy provide ESOL （English for Speakers of Other Languages） learners in the emerging stages of language learning with a more concrete grasp of meaning, structure and grammar in rhetorical construction. The modeling strategies proposed in the paper focus on a simultaneous building of rhetorical fluency and grammatical accuracy via spotlighted and sequenced strategies which afford learners practice in smaller chunks of composition including but not limited to thesis statement writing, varied paragraph organization, multiple modes of exposition, and grammatical complexity all in a bid to generate rhetorical depth and grammatical detail in writing. In short, both form and function need to be explicitly taught in the ESOL writing class with adequate opportunities provided for rhetorical practice. Using a meticulous blend of meaningful, authentic and purposeful tasks combined with one-on-one instruction which incorporates a variety of visual and rhetorical modeling strategies, emerging writers, it is argued a move from controlled to automatic writing fluency within a short time span. The pedagogy proposed in the current paper spotlights the specific learner, rather than the writing process and entails a move away from traditional, teacher-fronted classrooms to targeted, workshop-centered configurations which permit for one-on-one conferencing in the ESOL writing class. The visually rendered modeling strategies proposed in this paper argue for writing instruction for ESOL students which is learner responsive, relevant and practical.
文摘This paper explores the extent to which Chinese rhetorical patterns influence EFL writing, the reasons behind such an influence, and how Chinese EFL learners think about this influence. A multivariate method was used to achieve this purpose： discourse analysis, text-based interviews, a questionnaire, and an analysis of high school textbooks in China. The findings show that only one third of the 26 students who participated the study exhibited ＂circular＂ or ＂indirect＂ characteristics （Kaplan, 1966）, and, more interestingly, these characteristics were not directly influenced by the ＂eight-legged essay＂ pattern （Matalene, 1985） but rather derived from the modern Chinese prose. The learners held that it is beneficial to know English rhetorical structures, but it is also important to preserve Chinese writing conventions.
