Abstract
This is a primary study investigating the pedagogical approach of employing cross-cultural contrastive rhetoric (CCCR) comparisons in graduate-level writing courses. Two 501-level (advanced) classes were recruited to participate in this study: one class received CCCR instruction and participated in CCCR discussions, and the other class did not receive CCCR instruction and discussions. The study entailed both quantitative and qualitative investigations involving the grading of the results, the counting of use of dependent clauses and cohesive devices in students’ writing samples; pre- and post-study surveys, questionnaires and interviews. The findings show that students who received CCCR instructions and participated in CCCR discussions demonstrated more active use of connectives and showed increased metacognition about the similarities and differences between English academic writing academic writing in their L1s.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Bellaterra Journal of Teaching & Learning Language & Literature
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
