Contrastive Rhetoric: Cross-Cultural Aspects of Second-Language Writing

Connor, Ulla

doi:10.2307/358941

Cited by 111 publications

(159 citation statements)

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“…The early contrastive rhetoric-based pedagogy, however, uncritically accepted what some researchers (e.g., Connor, 1996;Liebman, 1992) call "old" contrastive rhetoric, while failing to evolve with the subsequent development of "new" contrastive rhetoric research.…”

Section: A Static Theory Of L2 Writingmentioning

confidence: 99%

“…At this point, little evidence exists to support the view that any one of them is most salient (Mohan, 1986;Mohan & Lo, 1985), and researchers (e.g., Taylor & Chen, 1991) are beginning to consider "cultural orientations toward self, others, society, and social interaction" (Connor, 1996, p. 41) as influencing factors. However, the accumulating evidence from contrastive rhetoric research warrants the view that linguistic, cultural, and educational backgrounds have some influence on the organizational structures of ESL text, although they are by no means the only factors (see Connor, 1996;Grabe & Kaplan, 1989).…”

Section: Explanations For L2 Textual Organizationmentioning

confidence: 99%

“…In the last three decades, several books have been published (i.e., Connor, 1996;Connor & Kaplan, 1987;Kaplan, 1972Kaplan, , 1983Martin, 1992;Purves, 1988), and numerous articles and dissertations have been written on this subject. During the 198Os, the development of research approaches, such as text linguistics and discourse analysis, helped to improve the methodological orientation of contrastive rhetoric research (Enkvist, 1987;Leki, 1991).…”

Section: Contrastive Rhetoric Inmentioning

confidence: 99%

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Contrastive rhetoric in context: A dynamic model of L2 writing

Matsuda

1997

Journal of Second Language Writing

110

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Section: A Static Theory Of L2 Writingmentioning

confidence: 99%

Section: Explanations For L2 Textual Organizationmentioning

confidence: 99%

Section: Contrastive Rhetoric Inmentioning

confidence: 99%

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Contrastive rhetoric in context: A dynamic model of L2 writing

Matsuda

1997

Journal of Second Language Writing

110

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“…In the past, most contrastive rhetoric studies consisted of expository essays, but recently, the focus of attention is being diverted to other genres such as argumentative and persuasive essays (Connor, 1996). Rozakis (2000) defines argumentation as a type of writing which: Appeals specifically to reason.…”

Section: B Argumentative Writingmentioning

confidence: 99%

“…In the final stage SPSS was employed to obtain the results and also the inter rater reliability. In order to be objective in presenting the results of the study, it was essential that more than one rater analyze the essays (Connor, 1996). Cohen"s Kappa was calculated (See Table 1.)…”

Section: A Argumentative Writing Taskmentioning

confidence: 99%

A Study on Myside Bias and the Iranian EFL Students

Gol¹

2013

TPLS

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Abstract-As Leki and Carson (1994) emphasize: "ability to write well is necessary both to achieve academic success and to demonstrate that achievement" (p. 83). However, how the information is presented in a piece of writing is also important. Myside bias is mainly concerned with objectivity in argumentative writing. It is generally believed that by including counterarguments, the overall coherence of the writing will improve. With the growing number of Iranian students studying overseas, it is necessary to see whether these students' argumentative essays pay attention to both sides of an argument. 80 Iranian higher intermediate EFL Students were asked to write two argumentative essays. To further probe into participants' perception, an interview was held with 30 participants. Whether the participants' gender and age played a role in the presence of myside bias was also considered. The results revealed that 55% of the participants used myside bias in their English essays, but on 37.5% could be accused of myside bias in their Persian essays.

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Using psycholinguistic features for profiling first language of authors

Torney

Vamplew

Yearwood

2012

J Am Soc Inf Sci Tec

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This study empirically evaluates the effectiveness of different feature types for the classification of the first language of an author. In particular, it examines the utility of psycholinguistic features, extracted by the Linguistic Inquiry and Word Count (LIWC) tool, that have not previously been applied to the task of author profiling. As LIWC is a tool that has been developed in the psycholinguistic field rather than the computational linguistics field, it was hypothesized that it would be effective, both as a single type feature set because of its psycholinguistic basis, and in combination with other feature sets, because it should be sufficiently different to add insight rather than redundancy. It was found that LIWC features were competitive with previously used feature types in identifying the first language of an author, and that combined feature sets including LIWC features consistently showed better accuracy rates and average F measures than were achieved by the same feature sets without the LIWC features. As a secondary issue, this study also examined how effectively first language classification scaled up to a larger number of possible languages. It was found that the classification scheme scaled up effectively to the entire 16 language collection from the International Corpus of Learner English, when compared with results achieved on just 5 languages in previous research.

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Contrastive Rhetoric: Cross-Cultural Aspects of Second-Language Writing

Cited by 111 publications

References 0 publications

Contrastive rhetoric in context: A dynamic model of L2 writing

Contrastive rhetoric in context: A dynamic model of L2 writing

A Study on Myside Bias and the Iranian EFL Students

Using psycholinguistic features for profiling first language of authors

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