The pedagogical value of intercultural rhetoric: A report from a Persian-as-a-foreign-language classroom

Journal of Second Language Writing

Volumn 21, Issue 3, 2012, Pages 195-220

  Abasi, Ali R ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

American; Argumentative; Editorials; Intercultural rhetoric; L2 summary writing; Persian

Indexed keywords

EID: 84865067389     PISSN: 10603743     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jslw.2012.05.010     Document Type: Article

References (100)

1. Allison D., Berry V., Lewkowicz J.O. Reading-writing connections in EAP classes: A content analysis of written summaries produced under three mediating conditions. RELC Journal 1995, 26(2):25-43.
2. Allwright D. Quality and sustainability in teacher research. TESOL Quarterly 1997, 31(2):368-370.
3. Ansary H., Babaii E. A cross-cultural analysis of English newspaper editorials: A systemic-functional view of text for contrastive rhetoric research. RELC Journal 2009, 40(2):211-249.
4. Asención Delaney Y. Investigating the reading-to-write construct. Journal of English for Academic Purposes 2008, 7(3):140-150.
5. Atkinson D. Contrasting rhetorics/contrasting cultures: Why contrastive rhetoric needs a better conceptualization of culture. Journal of English for Academic Purposes 2004, 3:277-289.
6. Atkinson D., Connor U. Multilingual writing development. Handbook of research on writing: History, society, school, individual, text 2008, 515-532. Erlbaum, New York. C. Bazerman (Ed.).
7. Baba, K. (2007). Dimensions of lexical proficiency in writing summaries for an English as a foreign language test. Unpublished doctoral dissertation, OISE, University of Toronto.
8. Baba K. Aspects of lexical proficiency in writing summaries in a foreign language. Journal of Second Language Writing 2009, 18:191-208.
9. Bensoussan M., Kreindler I. Improving advanced reading comprehension in a foreign language: Summaries vs. short-answer questions. Journal of Research in Reading 1990, 13(1):55-68.
10. Bitchener J. Evidence in support of written corrective feedback. Journal of Second Language Writing 2008, 17(2):102-118.
11. Bitchener J., Knoch U. Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing 2010, 19(4):207-217.
12. Bronia P.C.S. From analysis to pedagogic applications: Using newspaper genres to write school genre. Journal of English for Academic Purposes 2005, 4(1):67-82.
13. Burns A. Doing action research in English language teaching: A guide for practitioners 2010, Routledge, New York.
14. Carrell P.L. Awareness of text structure: Effects on recall. Language Learning 1992, 42:1-20.
15. Charmaz K. Constructing grounded theory: A practical guide through qualitative analysis 2006, Sage, London.
16. Cherry R. Ethos vs. persona: Self-representation in written discourse. Written Communication 1988, 5(3):251-276.
17. Cochran-Smith M., Lytle S.L. The teacher research movement: A decade later. Educational Researcher 1999, 28:15-25.
18. Cohen A.D. English for academic purposes in Brazil: The use of summary tasks. From testing to assessment: English as an international language 1994, 174-204. Longman, London. C. Hill, K. Parry (Eds.).
19. Connor U. Epilogue: Case studies in cross-cultural fundraising. The CASE International Journal of Educational Advancement 2002, 3(2):173-176.
20. Connor U. Intercultural rhetoric research: Beyond texts. Journal of English for Academic Purposes 2004, 3(4):291-304.
21. Connor U. Comment by Ulla Connor. Journal of Second Language Writing 2005, 14:132-136.
22. Connor U.M., Kramer M.G. Writing from sources: Case studies of graduate students in business management. Academic writing in a second language: Essays on research and pedagogy 1995, 155-182. Ablex, NJ. D. Belcher, G. Braine (Eds.).
23. Corbeil G. Exploring the effects of first- and second-language proficiency on summarizing in French as a second language. Canadian Journal of Applied Linguistics 2000, 3(1-2):35-62.
24. Cordero-Ponce W.L. Summarization instruction: Effects on foreign language comprehension and summarization of expository texts. Reading Research & Instruction 2000, 39(4):329-350.
25. Cumming A., Kantor R., Baba K., Erdosy U., Eouanzoui K., James M. Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL. Assessing Writing 2005, 10(1):4-43.
26. Cumming A., Rebuffot J., Ledwell M. Reading and summarizing challenging texts in first and second languages. Reading and Writing. An Interdisciplinary Journal 1989, 2:201-219.
27. Cummings A. Writing expertise and second-language proficiency. Language Learning 1989, 39:81-141.
28. Denzin N.K., Lincoln Y.S. Introduction: The discipline and practice of qualitative research. Sage handbook of qualitative research 2005, 31-32. Sage, Thousand Oaks, CA. N.K. Denzin, Y.S. Lincoln (Eds.).
29. Etemad Melli. (2008, June 22). [Israel Knows Better!]. Front page.
30. Farr M. Essayist literacy and other verbal performances. Written Communication 1993, 10:4-38.
31. Ferris D. Does error feedback help student writers? New evidence on the short- and long-term of effects of written error correction. Feedback in second language writing: Contexts and issues 2006, 81-104. Cambridge University Press, Cambridge. K. Hyland, F. Hyland (Eds.).
32. Flavell J.H. Metacognition and cognitive monitoring. Metacognitive: Core readings 1992, 3-8. Allyn and Bacon, Boston. T.O. Nelson (Ed.).
33. Flower L., Hayes J.R. The dynamics of composing: Making plans and juggling constraints. Cognitive processes in writing 1980, 31-50. Erlbaum, Hillsdale, NJ. L. Gregg, E. Steinberg (Eds.).
34. Fraser B. What are discourse markers?. Journal of Pragmatics 1999, 31(7):931-952.
35. Freeman D. Doing teacher research: From inquiry to understanding 1998, Heinle & Heinle, Boston, MA.
36. Grabe W. Reading in a second language: Moving from theory to practice 2009, Cambridge University Press, New York.
37. Harklau L., Williams G. Practicing theory in qualitative research on second language writing. Practicing theory in second language writing 2010, 93-111. Parlor Press, West Lafayette. T. Silva, P.K. Matsuda (Eds.).
38. Hidi S., Anderson V. Producing written summaries: Task demands, cognitive operations, and implications for instruction. Review of Educational Research 1986, 56(4):473-493.
39. Hinds J. Inductive, deductive and quasi-inductive: Expository writing in Japanese, Korean, Chinese, and Thi. Coherence in writing: Research and pedagogical perspectives 1990, 87-110. Addison-Wesley, Reading, MA. U. Connor, A.M. Johns (Eds.).
40. Hinkel E. Analyses of L2 text and what can be learned from them. Handbook of research in second language teaching and learning 2005, 615-628. Erlbaum, Mahwah, NJ. E. Hinkel (Ed.).
41. Holstein J.A., Gubrium J.F. Active interviewing. Postmodern interviewing 2003, 67-80. Sage, Thousand Oaks, CA. J.F. Gubrium, J.A. Holstein (Eds.).
42. Huhta A., Randell E. Multiple-choice summary: A measure of text comprehension. Validation in language testing 1996, 94-110. Multilingual Matters, Clevedon, England. A. Cumming, R. Berwick (Eds.).
43. Hyland K., Hyland F. Feedback in second language writing 2006, Cambridge University Press, Cambridge.
44. Ivanič R. Writing and identity: The disoursal construction of identity in academic writing 1998, Benjamin, Amsterdam.
45. Janzen J., Stoller F.L. Integrating strategic reading in L2 instruction. Reading in a Foreign Language 1998, 12(1):251-269.
46. Johns A.M. Reading for summarizing: An approach to text orientation and processing. Reading in a Foreign Language 1988, 4(2):79-90.
47. Johns A.M. Written argumentation for real audiences: Suggestions for teacher research and classroom practice. TESOL Quarterly 1993, 27(1):75-90.
48. Johns A.M., Mayes P. An analysis of summary protocols of university ESL students. Applied Linguistics 1990, 11(3):253-271.
49. Kaplan R.B. Contrastive rhetoric. Handbook of research in second language teaching and learning 2005, 375-392. Erlbaum, London. E. Hinkel (Ed.).
50. Keck C. The use of paraphrase in summary writing: A comparison of L1 and L2 writers. Journal of Second Language Writing 2006, 15:261-278.
51. Kim S. Characteristics of EFL readers' summary writing: A study with Korean university students. Foreign Language Annals 2001, 34(6):569-581.
52. Kobayashi M. Method effects on reading comprehension test performance: Text organization and response format. Language Testing 2002, 19(2):193-220.
53. Kormos J. Task complexity and linguistic and discourse features of narrative writing performance. Journal of Second Language Writing 2011, 20(2):148-161.
54. Kostogriz A., Godley A. The construction of academic literacy and difference. Editorial introduction. English Teaching: Practice and Critique 2007, 6(2):1-7.
55. Kozminsky E., Graetz N. First vs. second language comprehension: Some evidence from text summarizing. Journal of Research in Reading 1986, 9(1):3-21.
56. Kubota R. A reevaluation of the uniqueness of Japanese written discourse: Implications for contrastive rhetoric. Written Communication 1997, 14:460-480.
57. Kubota R., Lehner A. Toward critical contrastive rhetoric. Journal of Second Language Writing 2004, 13:7-27.
58. Kuiken F., Vedder I. Cognitive task complexity and written output in Italian and French as a foreign language. Journal of Second Language Writing 2008, 17(1):48-60.
59. Larson M., Britt M.A., Larson A.A. Disfluencies in comprehending argumentative texts. Reading Psychology 2004, 25(3):205-224.
60. Lee I. Teaching coherence to ESL students: A classroom inquiry. Journal of Second Language Writing 2002, 11(2):135-159.
61. Leki I. Cross-talk: ESL issues and contrastive rhetoric. Writing in multicultural settings 1997, 234-244. The Modern Language Association of America, New York, NY. C. Severino, J.C. Guerra, J.E. Butler (Eds.).
62. Manchón R.M., Roca de Larios J. Writing to learn in FL contexts: Exploring learners' perceptions of the language learning potential of L2 writing. Learning-to-write and writing-to-learn in an additional language 2011, 181-204. John Benjamins, Amsterdam. R.M. Manchón (Ed.).
63. Matsuda P.K. Contrastive rhetoric in context: A dynamic model of L2 writing. Journal of Second Language Writing 1997, 6(1):45-60.
64. Matsuda P.K. On the origin of contrastive rhetoric. International Journal of Applied Linguistics 2001, 11(2):257-260.
65. Matsuda P.K., Atkinson D. A conversation on contrastive rhetoric: Dwight Atkinson and Paul Kei Matsuda talk about issues, conceptualizations, and the future of contrastive rhetoric. Contrastive rhetoric: Reaching to intercultural rhetoric 2008, 277-298. John Benjamins, Amsterdam. U. Connor, E. Nagelhout, W. Rozycki (Eds.).
66. Mauranen A. Descriptions or explanations? Some methodological issues in contrastive rhetoric. Academic writing in context: Implications and applications 2001, 43-54. University of Birmingham Press, Birmingham, UK. M. Hewings (Ed.).
67. McCagg P. If you can lead a horse to water, you don't have to make it drink: Some comments on reader and writer responsibilities. Multilingua 1996, 1-5(3):239-256.
68. Merriam S.B. Qualitative research: A guide to design and implementation 2009, Jossey-Bass, San Francisco.
69. Moore T. From text to note: Cultural variation in summarization practices. Prospect 1997, 12:54-63.
70. Morgan D.L. Focus groups as qualitative research 1988, Sage, London.
71. New York Times. (2008, June 10). Threatening Iran. Op-ed Page.
72. Nutall C. Teaching reading skills in a foreign language 1996, Heinemann, Oxford.
73. O'Mally J., Chamot A.U. Learning strategies in second language acquisition 1994, Cambridge University Press, Cambridge.
74. Oded B., Walters J. Deeper processing for better EFL reading comprehension. System 2001, 29(3):357-370.
75. Ostler S.E. Contrastive rhetoric: An expanding paradigm. Academic discourse 2002, 167-181. Longman, Harlow. J. Flowerdew (Ed.).
76. Contrastive rhetoric revisited and redefined 2001, Erlbaum, Mahwah, NJ. C.G. Panetta (Ed.).
77. Parks S. Qualitative research as heuristic: Investigating documentation practices in a medical setting. Second language writing research: Perspectives on the process of construction knowledge 2005, 135-148. Erlbaum, Mahawa, NJ. P.K. Matsuda, T. Silva (Eds.).
78. Pennycook A. Critical applied linguistics: A critical introduction 2001, Erlbaum, Mahwah, NJ.
79. Petrić B. Contrastive rhetoric in the writing classroom: A case study. English for Specific Purposes 2005, 24:213-228.
80. Reynolds G.A., Perin D. A comparison of text structure and self-regulated writing strategies for composing from sources by middle school students. Reading Psychology 2009, 30(3):265-300.
81. Richardson V. Conducting research on practice. Educational Researcher 1994, 23(5):5-10.
82. Rivard L.P. Summary writing: A multi-grade study of French-immersion and Francophone secondary students. Language, Culture and Curriculum 2001, 14(2):171-186.
83. Robinson P. Attention and memory. Handbook of second language acquisition 2003, 631-678. Blackwell, Oxford. C. Doughty, M.H. Long (Eds.).
84. Sarig G. Composing a study-summary: A reading/writing encounter. Reading in the composition classroom: Second language perspectives 1993, 161-182. Heinle & Heinle, Boston. J.G. Carson, I. Leki (Eds.).
85. Schiffrin D. Discourse markers 1987, Cambridge University Press, Cambridge.
86. Seidlhofer B. Summary judgements: Perspectives on reading and writing. Reading in a Foreign Language 1990, 6(2):413-424.
87. Shen F. The classroom and the wider culture: Identity as a key to learning English composition. College Compositions and Communication 1989, 40:459-466.
88. Shi L. How Western-trained Chinese TESOL professionals publish in their home environment. TESOL Quarterly 2002, 36(4):625-634.
89. Shi L. Textual borrowing in second language writing. Written Communication 2004, 21(2):171-200.
90. Spack R. The rhetorical construction of multilingual students. TESOL Quarterly 1997, 31(4):765-774.
91. Spivey N. The constructivist metaphor: Reading, writing and the making of meaning 1997, Academic Press, San Diego.
92. Talmy S. The interview as collaborative achievement: Interaction, identity, and ideology in a speech event. Applied Linguistics 2010, 32(1):25-42.
93. Ulijn J.M., Salager-Meyer F. The professional reader and the text: Insights from L2 research. Journal of Research in Reading 1998, 21(2):79-95.
94. van Dijk T.A., Kintsch W. Strategies of discourse comprehension 1983, Academic Press, New York.
95. Wallace M.J. Action research for language teachers 1998, Cambridge University Press.
96. Williams J.P. Teaching text structure to improve reading comprehension. Handbook of learning disabilities 2003, 295-305. Guilford, New York. H.L. Swanson, K. Harris, S. Graham (Eds.).
97. Yang Y.-F. Reading strategies or comprehension monitoring strategies?. Reading Psychology 2006, 27(4):313-343.
98. Yang L., Shi L. Exploring six MBA students' summary writing by introspection. Journal of English for Academic Purposes 2003, 2(3):165-192.
99. Yu G. Reading to summarize in English and Chinese: A tale of two languages?. Language Testing 2008, 25(4):521-551.
100. Yu G. The shifting sands in the effects of source text summarizability on summary writing. Assessing Writing 2009, 14(2):116-137.