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Creating a Common Ground with ESL Writers

Creating a Common Ground with ESL Writers. Mosher, Granroth, and Hicks Katherine Sanford. In Their Own Words.

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Creating a Common Ground with ESL Writers

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  1. Creating a Common Ground with ESL Writers Mosher, Granroth, and Hicks Katherine Sanford

  2. In Their Own Words . . . • “Sometimes it’s advantage to write in English because I could use interesting phrase when I translate the Japanese phrase into English. It doesn’t sound any more interesting in Japanese because it’s too common, but if you translate that to English, it turns out to be “creative phrase.” • Natsumi Oba, interviewed by John Meador • “In Bulgaria introduction paragraphs present broad views and put what you are going to write context, an introduction of something related to the problem. […] My first papers here were horrible because if I was writing for instance about a specific theme in a book, my introduction may be the author’s life and then continue with my paper.” • Ralitza “Roux” Dionissieva, interviewed by Krista Madaio

  3. In Their Own Words . . . • “Coming to America, it became harder not because of a different form of teaching but because of the level of expectation that the professors demanded from the American students. […] It would be most preferable to have the professor understand that the English level of international students, especially in writing and literature, is different from that of the American students.” • Oliver Kaz Kazenga, interviewed by John Meador • “Botswana was colonized by the UK, so Obakeng was taught the UK form of writing, which is very indirect and verbose. According to Obakeng, the American style of writing is much more direct and straight-forward than the UK writing style.” • Emily Field, interviewing Obakeng Wame Seitshiro

  4. Some Problems for ESL Students • Difference in rhetorical patterns—”both what should be said as well as how to say it” • Many differences between American academic writing and academic writing in other cultures

  5. Topic Development Transitioning Directness Metaphor Digression Argumentation and Support Voice Process v. Product Plagiarism Nine Problem Areas

  6. 1. Topic Development • American • Deductive: thesis at the beginning, points clearly laid out, evidence presented • Other cultures • Quasi-inductive: central argument at the end, may require reader to make connections between points and larger arguments

  7. Topic Development Solutions • Talk about differences between American style and other cultural style • Thesis identification • Tutor outlining • Make an outline as student reads paper, then examine together

  8. 2. Transitioning • American • Clear transitions between points • Other cultures: • May rely on reader to see connections and transitions

  9. Transitioning Solutions • Label paragraphs • Lexical ties • Show “tail-to-head” pattern for sentences • “John hopes to set a personal record. His personal best is still five seconds off the age group record.”

  10. 3. Directness • American: • Clear, bold thesis • Other cultures • Bold statements may be seen as disrespectful to the reader

  11. Directness Solutions • Seek clarification • “What are you trying to say here” • Tutor restatement • “So what you’re saying here is …”

  12. 4. Metaphor • American • Fuller explanations required, internal identifications • Other cultures • May expect reader to read one or more meanings into a word or phrase

  13. Metaphor Solutions • Question metaphors • “Students may have been using language in an audience-specific metaphorical or evocative sense that you may not understand if you are not a part of that audience”

  14. 5. Digression • American • Little tolerance for digression • ”Too many notes” • Other cultures • Provide more context for main point

  15. Digression Solutions • Global focus • Relevance to entire paper • Topical analysis • Try to limit introduction of new topics

  16. 6. Argumentation and Support • American • Statistics, personal experience, facts, documented occurrences • Other cultures • Proverbs, metaphors, analogies; author’s words considered enough authority

  17. Argumentation and Support Solutions • Ask to provide support • Explain that evidence is necessary • ”Building a house”

  18. 7. Voice • American • Strong, bold voice • Other cultures • Strong voice may be seen as disrespectful to reader

  19. Voice Solutions • Student restatements • May help student find own voice

  20. 8. Process v. Product • American • Writing as a process, multiple drafts • Other cultures • “One-draft paper”

  21. Process v. Product Solutions • Selected focus • Find one area to work on • Role reversal • Read paper aloud and ask student to give you feedback

  22. 9. Plagiarism • American • Not tolerated • Other cultures • Definition of plagiarism may be more widespread, not punished as harshly

  23. Plagiarism Solutions • Paraphrasing • Student restatements • Act as cultural informant

  24. W.A.T.C.H. • Writer • Audience/Assignment • Text • Communication • Be aware of differences, try not to overwhelm • Pause time • Helping

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