Contrastive Rhetoric in Context: A Dynamic Model of L2 Writing

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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.

LanguageEnglish (US)
Pages45-60
Number of pages16
JournalJournal of Second Language Writing
Volume6
Issue number1
StatePublished - Jan 1997
Externally publishedYes

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rhetoric
organizational structure
Teaching
linguistics
organization
L2 Writing
Contrastive Rhetoric
Organizational Structure
Education
Text Linguistics
ESL Writing

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

Contrastive Rhetoric in Context : A Dynamic Model of L2 Writing. / Matsuda, Paul.

In: Journal of Second Language Writing, Vol. 6, No. 1, 01.1997, p. 45-60.

Research output: Contribution to journalArticle

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