Creating a Common Creating a Common Ground with ESL WritersGround with ESL Writers

Mosher, Granroth, and HicksMosher, Granroth, and Hicks

Katherine SanfordKatherine Sanford

In Their Own Words . . .In Their Own Words . . . ““Sometimes it’s advantage to write in English because I Sometimes it’s advantage to write in English because I

could use interesting phrase when I translate the Japanese could use interesting phrase when I translate the Japanese phrase into English. It doesn’t sound any more interesting phrase into English. It doesn’t sound any more interesting in Japanese because it’s too common, but if you translate in Japanese because it’s too common, but if you translate that to English, it turns out to be “creative phrase.”that to English, it turns out to be “creative phrase.”– Natsumi Oba, interviewed by John MeadorNatsumi Oba, interviewed by John Meador

““In Bulgaria introduction paragraphs present broad views In Bulgaria introduction paragraphs present broad views and put what you are going to write context, an and put what you are going to write context, an introduction of something related to the problem. […] My introduction of something related to the problem. […] My first papers here were horrible because if I was writing for first papers here were horrible because if I was writing for instance about a specific theme in a book, my introduction instance about a specific theme in a book, my introduction may be the author’s life and then continue with my paper.”may be the author’s life and then continue with my paper.”– Ralitza “Roux” Dionissieva, interviewed by Krista MadaioRalitza “Roux” Dionissieva, interviewed by Krista Madaio

In Their Own Words . . .In Their Own Words . . . ““Coming to America, it became harder not because of a Coming to America, it became harder not because of a

different form of teaching but because of the level of different form of teaching but because of the level of expectation that the professors demanded from the expectation that the professors demanded from the American students. […] It would be most preferable to have American students. […] It would be most preferable to have the professor understand that the English level of the professor understand that the English level of international students, especially in writing and literature, is international students, especially in writing and literature, is different from that of the American students.”different from that of the American students.”– Oliver Kaz Kazenga, interviewed by John MeadorOliver Kaz Kazenga, interviewed by John Meador

““Botswana was colonized by the UK, so Obakeng was Botswana was colonized by the UK, so Obakeng was taught the UK form of writing, which is very indirect and taught the UK form of writing, which is very indirect and verbose. According to Obakeng, the American style of verbose. According to Obakeng, the American style of writing is much more direct and straight-forward than the writing is much more direct and straight-forward than the UK writing style.”UK writing style.”– Emily Field, interviewing Obakeng Wame SeitshiroEmily Field, interviewing Obakeng Wame Seitshiro

Some Problems for ESL StudentsSome Problems for ESL Students

Difference in rhetorical patternsDifference in rhetorical patterns—”both —”both whatwhat should be said as well should be said as well as as howhow to say it” to say it”

Many differences between American Many differences between American academic writing and academic academic writing and academic writing in other cultureswriting in other cultures

Nine Problem AreasNine Problem Areas

Topic DevelopmentTopic Development TransitioningTransitioning DirectnessDirectness MetaphorMetaphor DigressionDigression

Argumentation and Argumentation and SupportSupport

VoiceVoice Process v. ProductProcess v. Product PlagiarismPlagiarism

1. Topic Development1. Topic Development

AmericanAmerican– DeductiveDeductive: thesis at the beginning, : thesis at the beginning,

points clearly laid out, evidence points clearly laid out, evidence presentedpresented

Other culturesOther cultures– Quasi-inductiveQuasi-inductive: central argument at the : central argument at the

end, may require reader to make end, may require reader to make connections between points and larger connections between points and larger argumentsarguments

Topic Development SolutionsTopic Development Solutions

Talk about differences between Talk about differences between American style and other cultural American style and other cultural stylestyle

Thesis identificationThesis identification Tutor outliningTutor outlining

– Make an outline as student reads paper, Make an outline as student reads paper, then examine togetherthen examine together

2. Transitioning2. Transitioning

AmericanAmerican– Clear transitions between pointsClear transitions between points

Other cultures:Other cultures:– May rely on reader to see connections May rely on reader to see connections

and transitionsand transitions

Transitioning SolutionsTransitioning Solutions

Label paragraphsLabel paragraphs Lexical tiesLexical ties

– Show “tail-to-head” pattern for Show “tail-to-head” pattern for sentencessentences““John hopes to set a John hopes to set a personal recordpersonal record. His . His

personal bestpersonal best is still five seconds off the age is still five seconds off the age group record.”group record.”

3. Directness3. Directness

American:American:– Clear, bold thesisClear, bold thesis

Other culturesOther cultures– Bold statements may be seen as Bold statements may be seen as

disrespectful to the readerdisrespectful to the reader

Directness SolutionsDirectness Solutions

Seek clarificationSeek clarification– ““What are you trying to say here”What are you trying to say here”

Tutor restatementTutor restatement– ““So what you’re saying here is …”So what you’re saying here is …”

4. Metaphor4. Metaphor

AmericanAmerican– Fuller explanations required, internal Fuller explanations required, internal

identificationsidentifications Other culturesOther cultures

– May expect reader to read one or more May expect reader to read one or more meanings into a word or phrasemeanings into a word or phrase

Metaphor SolutionsMetaphor Solutions

Question metaphorsQuestion metaphors– ““Students may have been using Students may have been using

language in an audience-specific language in an audience-specific metaphorical or evocative sense that metaphorical or evocative sense that you may not understand if you are not a you may not understand if you are not a part of that audience”part of that audience”

5. Digression5. Digression

AmericanAmerican– Little tolerance for digressionLittle tolerance for digression

””Too many notes”Too many notes”

Other culturesOther cultures– Provide more context for main pointProvide more context for main point

Digression SolutionsDigression Solutions

Global focusGlobal focus– Relevance to entire paperRelevance to entire paper

Topical analysisTopical analysis– Try to limit introduction of new topicsTry to limit introduction of new topics

6. Argumentation and Support6. Argumentation and Support

AmericanAmerican– Statistics, personal experience, facts, Statistics, personal experience, facts,

documented occurrencesdocumented occurrences Other culturesOther cultures

– Proverbs, metaphors, analogies; Proverbs, metaphors, analogies; author’s words considered enough author’s words considered enough authorityauthority

Argumentation and Support Argumentation and Support SolutionsSolutions

Ask to provide supportAsk to provide support– Explain that evidence is necessaryExplain that evidence is necessary

””Building a house”Building a house”

7. Voice7. Voice

AmericanAmerican– Strong, bold voiceStrong, bold voice

Other culturesOther cultures– Strong voice may be seen as Strong voice may be seen as

disrespectful to readerdisrespectful to reader

Voice SolutionsVoice Solutions

Student restatementsStudent restatements– May help student find own voiceMay help student find own voice

8. Process v. Product8. Process v. Product

AmericanAmerican– Writing as a process, multiple draftsWriting as a process, multiple drafts

Other culturesOther cultures– ““One-draft paper”One-draft paper”

Process v. Product SolutionsProcess v. Product Solutions

Selected focusSelected focus– Find one area to work onFind one area to work on

Role reversalRole reversal– Read paper aloud and ask student to Read paper aloud and ask student to

give you feedbackgive you feedback

9. Plagiarism9. Plagiarism

AmericanAmerican– Not toleratedNot tolerated

Other culturesOther cultures– Definition of plagiarism may be more Definition of plagiarism may be more

widespread, not punished as harshlywidespread, not punished as harshly

Plagiarism SolutionsPlagiarism Solutions

ParaphrasingParaphrasing Student restatementsStudent restatements Act as cultural informantAct as cultural informant

W.A.T.C.H.W.A.T.C.H.

WWriterriterAAudience/udience/AAssignmentssignmentTTextextCCommunicationommunication

– Be aware of differences, try not to Be aware of differences, try not to overwhelmoverwhelm

– Pause timePause timeHHelpingelping