Abstract
This article analyzes factors that might be associated with Navajo college students’ writing anxiety. Oral tradition, reading, syntax, and past experience are the factors discussed. Suggestions based on previous literature and personal experience are provided.
Highlights
I am an East Asian national, second language speaking teacher of composition and linguistics trained in the traditional notions of Western rhetoric and composition
Five years ago, when I was hired at a university in the American Southwest, where I instruct a population of almost 79% Native American students, I began an encounter with Native American—primarily Navajo—rhetoric and culture
Due to no extant research on Navajo students’ writing anxiety, in this article, I hope to examine Navajo rhetorical traditions and their possible relationship to writing anxiety by taking into account the concepts of contrastive rhetoric and other possible factors associated with Navajo students’ writing anxiety, and make some suggestions based on my own teaching experience with the Navajo college students
Summary
I am an East Asian national, second language speaking teacher of composition and linguistics trained in the traditional notions of Western rhetoric and composition. Based on my reading of my students’ essays in my English composition classes, I noticed that some of the students wrote long sentences with many relative clauses in the beginning as subject, and the main verb of the sentence appears after these relative clauses before subordinating clauses.
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