Monday, September 14, 2009

Second Reflection on Kaplan's article (Sept. 16th)

It was interesting to see different writing styles from Kaplan’s article; however, I wonder if Kaplan over generalized how L1 can influence how people compose in L2 by categorizing through ethnicity or language. In the article, Kaplan pointed out that in the Arabic language, people develop their writing with both positive and negative points. This writing style is very easily recognized in Chinese writing (in Taiwan) as well in that we are taught to include both positive and negative viewpoints in our essays in L1. By means of both perspectives, we are able to show readers how we understand the problems and which position we take. However, when we are taking TOEFL classes (in cram schools), we are always urged to provide only one perspective because that is not the way that Americans write.

Kaplan also mentioned about how Arabic students use coordinating elements when they write in English. I remember that teachers from the TOEFL cram school always reminded us that we should use coordinating elements as often as possible to connect ideas together and create a smooth flow in the writings. By using many coordinating elements, it is more possible to get a higher TOEFL grade. I am not sure where this strategy came from, but it seems like the teachers believe that the TOEFL composition reviewers prefer this kind of writing style.

I started to think that L1 might not always be the one reason why we write in English differently from Americans. There are other reasons that can influence how we compose. Like the two examples I have above, it could be the stereotypes that teachers or schools have for American writing. Cultures and L1s are not necessarily always the reasons that create differences in writing in English. There can be other external influences.

Also, I was wondering why we need to write like native speakers of English. I understand that we have to write according to the audience. However, if we follow how to write like Americans, aren’t we colonized by English speakers? Will we at the same time lose our voices? Which native speakers’ model should we follow? We cannot assume that every English speaking country writes the same and how do writing teachers decide what to teach?

1 comment:

  1. I agree with you Wan-Ning. Americans actually do encourage students to include both positive and negative sides to an issue, primarily to address areas of their argument which will be met with a counterargument by readers.

    Honestly, I think that if we experimentally took essays from a few American students and slapped names from other ethnicities like Asian or Arabic on them, people reviewing the essays would have some stereotyping occuring as they read and they would find cultural reasons to explain any irregularities. Reader expectation does largely influence things, in that I agree with John Hinds.

    I also agree with your questioning whether or not non-native speakers of English should have to write like native speakers. Personally, if the message is being conveyed well and its understandable then I do not think there is a problem. Much of the issue has to do with our country's desire to maintain language dominance and reinforce political dominance. It's a natural cycle of domination and subordination and the players involved change but the game does not.

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