Toward critical contrastive rhetoric

Abstract

A traditional approach to contrastive rhetoric has emphasized cultural difference in rhetorical patterns among various languages. Despite its laudable pedagogical intentions to raise teachers’ and students’ cultural and rhetorical awareness in second language writing, traditional contrastive rhetoric has perpetuated static binaries between English and other languages and viewed students as culturally lacking. Various criticisms that have challenged assumptions behind traditional contrastive rhetoric as well as a critical scrutiny of pedagogical issues, including the politics of explicit teaching of linguistic forms, indicate a need for establishing alternative conceptual frameworks. Such frameworks seek to critically understand politics of cultural difference and explore situated pedagogy that challenges essentialism. By incorporating poststructuralist, postcolonial, and postmodern critiques of language and culture, critical contrastive rhetoric reconceptualizes cultural difference in rhetoric from such perspectives as relations of power, discursive construction of knowledge, colonial construction of cultural dichotomies, and rhetorical plurality brought about by diaspora and cultural hybridity. When put into practice, critical contrastive rhetoric affirms multiplicity of languages, rhetorical forms, and students’ identities, while problematizing the discursive construction of rhetoric and identities, and thus allowing writing teachers to recognize the complex web of rhetoric, culture, power, and discourse in responding to student writing.