Certain English writing difficulties Chinese ESL/EFL students encounter have been attributed to the interference of L1 (first language) writing conventions. Reported differences between preferred writing styles in Chinese and in English composition have been linked to their respective cultural orientations: collectivism and individualism. However, most analyses comparing Chinese and English writing patterns were based only on anecdotal evidence. No previous studies examined individual differences in collectivism or individualism within cultural groups. This study conducted analyses of writing features theoretically linked to collectivist or individualist orientations. These features were: indirectness, neutrality of stance, personal disclosure (first person singular pronouns and personal anecdote), use of proverbs/clichés, collective self (first personal plural pronouns, and statements of humaneness and collective virtues), and assertiveness. Comparisons were made across languages and nationalities (Taiwanese and US students) and also across language alone (Taiwanese writing in Chinese and in English). Associations with measured collectivism were also tested. The findings regarding the measure of collectivist self-image showed that Taiwanese undergraduates produced more group-oriented self-descriptions than did US undergraduates. However, no writing features were significantly associated with this variable. In writing features, US students, compared to Taiwanese students' Chinese writing, were found to be more direct, to hold more polarized positions, and to reveal a higher frequency of personal anecdotes. Taiwanese students, in contrast, tended to be flexible in their argumentative stances, to use more proverbs, and to express humaneness and collective virtues with greater frequency. Taiwanese students' English writing showed influences of L1 writing conventions in indirectness, personal anecdotes, humaneness and collective virtues. Taiwanese students writing in English, as compared with their native language, were less often flexible in their positions, and less likely to use proverbs or clichés. Surprisingly, they were more likely to use first person pronouns in English. Curiously, they were less assertive in English than in Chinese. Thus, use of writing features was associated with nationality and language, but not with participants' measured levels of collectivism. This pattern of findings implies that certain writing features are culture-typical, more a matter of socialized conventions, rather than due to differences in collectivist or individualist self-concept.
Certain English writing difficulties Chinese ESL/EFL students encounter have been attributed to the interference of L1 (first language) writing conventions.
This dissertation, "Developing the Argumentative Writing Skills of Sixth Formers in a Hong Kong Secondary School" by Catherine L, Lui, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3195808 Subjects: English language - Rhetoric - Study and teaching (Secondary) Rhetoric - Study and teaching (Secondary) English language - Rhetoric - Study and teaching (Secondary) - China - Hong Kong Persuasion (Rhetoric) - Rhetoric - China - Hong Kong
This dissertation, "Developing the Argumentative Writing Skills of Sixth Formers in a Hong Kong Secondary School" by Catherine L, Lui, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to ...
Written as an essential guide for first-year university students, A Guide to University Assessment provides explanation and strategies for the successful completion of popular forms of assessment. This book takes the unique approach of catering for reading learners through definition and clarification of key aspects in essay writing (telling them how to write an essay), before focusing on visual learners with a sample essay that is deconstructed with the use of detailed figures (showing them how to write the essay). This is followed with a guide for public speaking, and a section outlining how to approach group work. This easy-to-follow method not only increases student understanding of the different aspects of university assessment, but demonstrates the purpose and function of these aspects in a working sample. From the earliest stages of generating ideas, through brainstorming, to the final development of argument, this resource will promote essay writing, public speaking and group work skills and assist in consistently achieving higher marks.
This book takes the unique approach of catering for reading learners through definition and clarification of key aspects in essay writing (telling them how to write an essay), before focusing on visual learners with a sample essay that is ...
