Contrastive Rhetoric in Context: A Dynamic Model of L2 Writing

Research output: Contribution to journalArticle

74 Scopus citations

Abstract

The notion of contrastive rhetoric was first proposed as a pedagogical solution to the problem of L2 organization, and the subsequent development in research has generated, among other valuable insights, three explanations for the organizational structures of L2 texts, including linguistic, cultural, and educational explanations. However, the contribution of contrastive rhetoric to the teaching of ESL writing has been limited because of the underlying assumptions that has guided the early pedagogical approaches. This study identifies a static theory of L2 writing that has been widely used in teaching organizational structures and considers how the pedagogical application of insights from contrastive rhetoric studies have been limited by this theory. To overcome the limitations of the static theory, an alternative model of L2 writing is proposed, and its implications for further research and the teaching of L2 writing are discussed.

Original languageEnglish (US)
Pages (from-to)45-60
Number of pages16
JournalJournal of Second Language Writing
Volume6
Issue number1
DOIs
StatePublished - Jan 1997
Externally publishedYes

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Fingerprint Dive into the research topics of 'Contrastive Rhetoric in Context: A Dynamic Model of L2 Writing'. Together they form a unique fingerprint.

  • Cite this