A substantial portion of visits to the Writing Center —particularly those most repeated and extensive—are made by international students for whom English is a second—or, in many cases, third—language. For this reason, as Severino promotes, it is paramount that writing consultants be cognizant and considerate of the differing but equally valid ways in which foreign students have learned to express their thoughts and ideas (45). Our job at the Writing Center is to aid the students in understanding and adapting to the more traditional Western way of expressing ideas not because the Western way is by any measure superior, but because it is the most efficacious means of communication in the environment in which these international students find themselves.
The nature of the path of an argument leading to a conclusion is often distinctly different between Western and other--particularly Eastern--cultures. Although English speakers traditionally have been said to develop their arguments in a linear progression, and Eastern Writers in a “non-linear, spiral fashion” (Kaplan), such overarching distinctions are often too simplistic, blurring over the important intricacies that distinguish the different means of expression (Severino 45). In many ways, the Western and Eastern essay are very similar, both developing from an introduction, to a body that contains examples and evidence, and culminating in a conclusion.
One of the most important parts of the expression of the argument, however—the delivery of the thesis—is the part with which ESOL speakers often struggle most when attempting to express themselves in English. Although the fundamental structure of an Eastern and Western essay may be closely comparable, the placement of the thesis and the development of the main idea often occurs in different places in writings of these cultures (53). While in Western culture it is expected that the reader make his or her thesis and main points clear in the introduction, in Eastern writings, the writer often allows the evidence and examples to gradually lead to the thesis, which is not elucidated until the conclusion of the essay.
It is also important to consider cultural differences with regard to the theme or style of an essay prompt; for those of Eastern cultures, which are strongly collectivist, personal writing is very uncommon and often viewed as a waste of time due to Eastern cultural values (56). For this reason, a writing consultant may need to give a student from such a cultural background additional explanation or encouragement to express their more individualistic thoughts to which their previous environment was averse.
As Severino expresses, taking the time and energy to ruminate and learn from the international students’ means of expression is an ideal way in which to enable oneself as a writing consultant to help the students express themselves more potently to a Western audience. It is important to avoid overgeneralizing the habits or needs of the students, or stereotyping the students of diverse Asian cultures as fitting under one descriptive umbrella as “Eastern” (57). With thoughtful and careful consideration of the environment in which the student grew up and the challenges in Western expression that the student faces, the Writing Consultant can play a pivotal role in aiding an ESOL student in finding his or her voice for Western-style expression while simultaneously retaining his or her unique cultural standpoint and ideas.
The nature of the path of an argument leading to a conclusion is often distinctly different between Western and other--particularly Eastern--cultures. Although English speakers traditionally have been said to develop their arguments in a linear progression, and Eastern Writers in a “non-linear, spiral fashion” (Kaplan), such overarching distinctions are often too simplistic, blurring over the important intricacies that distinguish the different means of expression (Severino 45). In many ways, the Western and Eastern essay are very similar, both developing from an introduction, to a body that contains examples and evidence, and culminating in a conclusion.
One of the most important parts of the expression of the argument, however—the delivery of the thesis—is the part with which ESOL speakers often struggle most when attempting to express themselves in English. Although the fundamental structure of an Eastern and Western essay may be closely comparable, the placement of the thesis and the development of the main idea often occurs in different places in writings of these cultures (53). While in Western culture it is expected that the reader make his or her thesis and main points clear in the introduction, in Eastern writings, the writer often allows the evidence and examples to gradually lead to the thesis, which is not elucidated until the conclusion of the essay.
It is also important to consider cultural differences with regard to the theme or style of an essay prompt; for those of Eastern cultures, which are strongly collectivist, personal writing is very uncommon and often viewed as a waste of time due to Eastern cultural values (56). For this reason, a writing consultant may need to give a student from such a cultural background additional explanation or encouragement to express their more individualistic thoughts to which their previous environment was averse.
As Severino expresses, taking the time and energy to ruminate and learn from the international students’ means of expression is an ideal way in which to enable oneself as a writing consultant to help the students express themselves more potently to a Western audience. It is important to avoid overgeneralizing the habits or needs of the students, or stereotyping the students of diverse Asian cultures as fitting under one descriptive umbrella as “Eastern” (57). With thoughtful and careful consideration of the environment in which the student grew up and the challenges in Western expression that the student faces, the Writing Consultant can play a pivotal role in aiding an ESOL student in finding his or her voice for Western-style expression while simultaneously retaining his or her unique cultural standpoint and ideas.
Isabella Fasulo
My hope from this short unit on ELL writers is to sensitize Consultants to the non-universality of our thesis-driven system of argument. While we must expect international students to learn this system, we also must be mindful that when they return home they will need to write using their native culture's rhetorical standards. No particular system is superior (as much as I like linear arguments and strong transitions) but some systems work better for one audience than another.
ReplyDelete