Rhetoric Construction of Chinese Expository Essays: Implications for EFL Composition Instruction

Donghong Liu,Jing Huang

doi:10.1177/2158244020988518

Abstract

Recent scholarship on Chinese students’ English expository essays tends to blur or mitigate the differences between English and Chinese writings. This alleged convergence of English and Chinese rhetorical norms gives rise to a view that rhetorical aspects in second language writing instruction and research in China should be de-emphasized. Drawing on data from full-score Chinese compositions of College Entrance Examination, this study examines how Chinese expository paragraphs are developed. Results show great disparities between English and Chinese expository writing at paragraph level such as non-English rhetorical mode, reliance on authorities, rhetorical paragraph, and figurative language in topic sentence. We argue that Chinese rhetorical strategies are likely to be transferred to English writing if English rhetoric is not taught and reinforced in college.

Highlights

Kaplan’s (1966) study of cultural thought patterns and rhetoric exerted great influence on English writing instruction and research
All the five rhetorical modes have been found in the regular natural paragraphs
None of the five rhetorical modes were used in 49 paragraphs

Summary

Introduction

Kaplan’s (1966) study of cultural thought patterns and rhetoric exerted great influence on English writing instruction and research. He pointed out the effect of thought pattern in different cultures on paragraph writing. His idea is supported by many researchers and practitioners (Connor, 1996, 2002), it is criticized for its binary classification of rhetoric (English vs non-English) and its deterministic view of first language transference to second language writing (Kubota & Lehner, 2004). Even some scholars advocate diverting our attention from the difference to other aspects such as identity and voice, on the ground of economic development and cultural change in China (Qu, 2020; You, 2014). You (2012, p. 66) contends that positivist composition research focuses on the objective aspects of students’ compositions and fails “to recognize the fluidity of language, audience, and the rhetorical situation” and is constricted “to a static, essentialized view of English language, Anglo-American people, and their cultures.”

Results

Discussion

Conclusion