Current literature indicates that English Language Learners face a particularly __ challenge as they navigate the ____ of constructing an argument in ways that might clash with their own cultural practices, as well as writing about texts that were not written in their primary language. Silva et al. (2012) assert that argument organization is a culturally constructed process, suggesting that the accepted structure of written argument in the Common Core era of the US is neither natural nor _______ With this, multilingual students emerging from different cultural and linguistic backgrounds are often met with the difficult task of shedding the norms for argument construction that might actually oppose what is generally accepted in the US. So
while argumentative writing is woven throughout secondary courses, the majority of students, especially ELLs, are not considered “proficient” in this writing domain (). Moreover, research reveals that English Language Learners’ secondary language writing skills are often determined by their primary language writing skills (Friedlander, 1990). Just as students’ writing strengths in their primary language are mirrored in their secondary language, so too are their relative weaknesses mirrored (Mohan and Lo, 1985). Therefore, students who do not possess a strong foundation for writing in their primary language are often less equipped when writing in their secondary language (Edelsky, 1982). Students’ native literacy, then, can shape their success as writers in secondary languages. English Language Learners’ ____ in argumentative writing can further be explained by the fact that many struggle to access the very texts that they are writing about. As discussed by Olson et al. (2012), there is a clear discrepancy between English Language Learners’ reading performance on standardized testing and that of their non-ELL counterparts. ____ accessing texts Considering the “synergistic relationship” between reading and writing (Thinking about the Reading, 2002), a prerequisite for successful writing is having successfully read the texts that are being written about. That said, when recognizing that English Language Learners require more extensive and involved scaffolding in order to comprehend texts, it
Palmer, William. "Rhetorical Analysis." Discovering Arguments: An Introduction to Critical Thinking, Writing, and Style. Boston: Pearson Prentice Hall, 2012. 268-69. Print.
There are many examples of strong argumentative writing in the second half of the book Everyday Arguments. Topics of writing examples include today’s college student, the internet, sports, earning your living, diet, and reading popular culture. Of the writings, two stood out as notable works to be critiqued; Who is a Teacher, and Thoughts on Facebook.
Ramage, John D., John C. Bean, and June Johnson. Writing Arguments: A Rhetoric with Readings. 9th ed. Boston: Pearson Education, 2012. Print.
“This Course prepares students for reading, research, and writing in college classes by teaching students to consider the rhetorical situation of any piece of writing while integrating reading, research, and writing in the academic genres of analysis and argument. This course is said to teach students to develop analyses and arguments using research-based content with effective organization, and appropriate expression and mechanics”. (1)
Throughout the span of the past few weeks I have traversed the globe, visiting several countries and regions, only to realize that although new methods develop, language as a way of expressing ones self has remained the most effective. Despite this fact, language still has its pitfalls. Neil Postman, in his essay “Defending Against the Indefensible,'; outlines seven concepts that can be used to aid a student in better understanding the language as a means of communication. He describes how modern teaching methods leave a student vulnerable to the “prejudices of their elders';, further stating that a good teacher must always be skeptical. He urges teachers of all subjects to break free from traditional teachings as well as “linguistical tyranny';
Rottenberg, Annette T., and Donna Haisty. Winchell. The Structure of Argument. Boston: Bedford/St. Martin's, 2009. Print.
Crusius, Timothy W., and Carolyn E. Channell. The Aims of Argument: A Text and Reader. Boston: McGraw-Hill, 2003. Print.
A mere question is how Tannen pulls the reader into her article titled “The Argument Culture.” Deborah Tannen uses multiple rhetorical devices such as language, logos, and imagery to explain in depth the “adversarial mindset” plaguing America and shows us her solution in the article “The Argument Culture”. Tannen wanted to inform Americans how argument based we truly are and persuade us to make change. Like I stated earlier Tannen begins this process by placing a question in our minds, “Balance. Debate. Listening to both sides. Who could question these Noble American traditions” (Tannen 403)? Tannen then structures her article to develop understanding of the concept among the uninformed. Ethos, Pathos, and Logos also play a key role in the description of the culture, but Tannen adds in real life examples and imagery to create mental
Cathy Birkenstein learned from her experience working with students that in general, students understand the concepts and processes of gathering information and entering a written conversation but they find it challenging to utilize that knowledge. After the students received the templates, they finally had the tools to utilize what they have learned, and create beautifully written argumentative conversations. Moreover, Graff and Birkenstein insist, that the templates pro...
In her article “The Argument Culture,” professor of linguistics and author Deborah Tannen believes that we have collapsed into a society where arguing, criticizing, and debating is the solution to every problem. Tannen introduces this idea of society as the “argument culture”. The argument culture is a way of life that settles on the belief that the best way to get things done is to oppose everything. The way we freely and blatantly express problems is one of our society’s greatest strengths. People tend to express their beliefs and automatically expect someone to reply with their own view, therefore turning into an argument as to why each side is right and the other is wrong. We tend to look at both sides of an argument to side with the one
As writers, many students write to the expectations of their professors and not to their fullest potential. Throughout English 101 I had been writing only to please my professor or to fill the basic requirement to pass English. I always felt that my writing ability was never enough for my professors throughout the previous years. They always wanted clear and concise essays, which for some reason was unreachable by me. However, starting college and taking English 101 helped me with my weaknesses and changed my technique of writing essays. My experience in English 101 taught me to write to my fullest potential and to write what I felt; rather then writing what was required.
Should the conflicting rights of non-English speaking people be taken away because of an English-only law? I think non-English speaking people have the right to speak their homeland language in public events and as part of their social lives. In America no one should be allowed to be a form of prisoner because of their native language. There should be laws or ordinances to prohibit persons from confronting—either verbally or physically- non-English speaking persons for speaking their native language in their work or social life. Whenever these confrontations prompt wide spread publicly, native English speaking Americans begin debating the degree of influence that non-English speaking people can have in the social, political, and economic realms.
Living in the United States as a Korean-American was not an easy task growing up. Sure I knew how to read and write English, but I did not know how to read, speak, and write my native language. It was difficult for me emotionally because I felt other people looked down on me especially Korean adults who often asked me why I did not know how to speak Korean in which I had no direct answer. "You should know how to at least speak Korean," they commonly spoke in a friendly tone, trying not to hurt my feelings. In my seventh grade year, I had the urge to take a step in order for me to fit in with the rest of my fellow peers, the Korean sub communities, and feel better about myself.
This ethnographic observation took place on September 22, 2017 at ELS Center in West Haven. ELS is an English school for students who learn English as a second language. In twelve class levels, students can choose one of three different programs; English for Business, General English, and Academic English. Each level last for four weeks. I observed thirty minutes of a class that started at 11:00 am. The class was a mixed-level class that has ten students from level 103, 104, 105, and 106. The students are all adults from different countries and speak different languages. Their gender is equally divided five males and five females. Five students from Saudi Arabia, two from Colombia, two from Brazil, one from Spain. The mother tongue of the
Wiley, T.G., & Rolstad, K. (2014). The Common Core State Standards and The Great Divide. International Multilingual Research Journal, 8(1),