{"id":228,"date":"2015-09-28T18:42:39","date_gmt":"2015-09-28T18:42:39","guid":{"rendered":"http:\/\/pages.charlotte.edu\/unccwrc\/?p=228"},"modified":"2015-09-28T18:44:18","modified_gmt":"2015-09-28T18:44:18","slug":"guest-post-wrc-tutor-susan-on-multicultural-writing-styles","status":"publish","type":"post","link":"https:\/\/pages.charlotte.edu\/unccwrc\/blog\/2015\/09\/28\/guest-post-wrc-tutor-susan-on-multicultural-writing-styles\/","title":{"rendered":"Guest Post: WRC Tutor Susan on Multicultural Writing Styles"},"content":{"rendered":"<p>Communicating in a Global Society: Understanding Different Cultural Writing Styles<\/p>\n<p>Variety is the spice of life, and an international community like that at UNC Charlotte provides a wealth of opportunities for learning about other cultures. Many people don\u2019t realize, though, that writing is a cultural experience; different language groups have their own standards for what \u201cgood\u201d writing\u2014especially &#8220;good&#8221; academic writing\u2014should be in terms of organization, argument, sentence structure, and citation use. These different expectations can often complicate communication between writers and readers in ways that go beyond second language acquisition, causing readers unfamiliar with a particular writing style to judge the piece as disorganized, rude, or just downright \u201cwrong.\u201d<\/p>\n<p>As our society becomes more global, an entire field of study called \u201cContrastive Rhetoric\u201d has emerged around these cultural writing differences to facilitate greater understanding between readers and writers. Here in the WRC, for example, understanding contrastive rhetoric helps us recognize when a client is working within another cultural writing model so that we can help him or her grasp the expectations of American academic writing. While the research in this field is vast, here is a simplified description of the distinct writing styles of several global language groups:<\/p>\n<ul>\n<li><u>ENGLISH<\/u>\u2014Academic writing in English-speaking countries generally features a linear, direct argument style with clear, concrete vocabulary. Writers use a deductive approach to present information, with the main idea first, followed by supporting details.<\/li>\n<li><u>ROMANCE &amp; SLAVIC LANGUAGES<\/u>\u2014European cultures (French, Italian, Portuguese, Spanish, Czech, Polish, Russian, and Ukrainian) prefer broad, philosophical discussions presented with tangential details. The main idea is presented in the middle of the paper, and elaborate wording and sentence structure is used throughout.<\/li>\n<li><u> ASIAN LANGUAGES<\/u>\u2014Papers written in Chinese, Japanese, and Korean cultures usually feature abstract vocabulary and a circular, inductive approach, where details are presented first. The main idea is not presented until toward the end of the paper.<\/li>\n<li><u>SEMITIC LANGUAGES<\/u>\u2014Arabic-, Farsi-, and Hebrew-speaking cultures prefer a writing style that uses repetition and strings of parallel forms to support the main idea. These writings tend to include lyrical, descriptive vocabulary, and often mention family and\/or religion.<\/li>\n<\/ul>\n<p>It\u2019s no wonder that all these differences in style cause confusion for readers! But which style of writing is the <em>correct<\/em> one? The answer is: none of them and all of them. No particular writing style is \u201cbetter\u201d than the others, and there is no one \u201ccorrect\u201d way to organize and present academic papers throughout the world. The right style is the one your reader expects! If you are writing for an audience in China, for instance, write in the accepted Asian style. If you are writing for a professor in the United States\u2014even if he or she is an international professor serving as a visiting instructor at a U.S. university\u2014use the preferred English writing style. Your goal as a writer is to have your message understood, so writing in a way that your reader will most easily grasp is always your best bet.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center\">Works\u00a0Referenced<\/p>\n<p>Conner, Ulla. <em>Contrastive Rhetoric: Cross-Cultural Aspects of Second Language Writing<\/em>. New York: Cambridge University Press, 1996.<\/p>\n<p>Kaplan, Robert B. \u201cContrastive Rhetoric and the Teaching of Composition.\u201d <em>TESOL Quarterly<\/em> 1.4 (1967): 10-16.<\/p>\n<p>Kaplan, Robert B. \u201cCultural Thought Patterns in Intercultural Education.\u201d <em>Language Learning <\/em>16 (1966): 1-20.<\/p>\n<p>Miller, Laurie. <em>Internationals Writing in English: An Introduction to Contrastive Rhetoric<\/em>. Washington: World Bank, 2007.<\/p>\n<p>Petric, Bojana. \u201cContrastive Rhetoric in the Writing Classroom: A Case Study.\u201d <em>English for Specific Purposes<\/em> 24 (2005): 213-28.<\/p>\n<p>Reid, Joy M. \u201cESL Composition: The Linear Product of American Thought.\u201d <em>College Composition and Communication<\/em> 35.4 (1984): 449-52.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Communicating in a Global Society: Understanding Different Cultural Writing Styles Variety is the spice of life, and an international community like that at UNC Charlotte provides a wealth of opportunities for learning about other cultures. Many people don\u2019t realize, though, that writing is a cultural experience; different language groups have their own standards for what [&hellip;]<\/p>\n","protected":false},"author":229,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[1],"tags":[27,11,28],"class_list":["post-228","post","type-post","status-publish","format-standard","hentry","category-updates","tag-contrastive-rhetoric","tag-guest","tag-international"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p5OMgn-3G","_links":{"self":[{"href":"https:\/\/pages.charlotte.edu\/unccwrc\/wp-json\/wp\/v2\/posts\/228","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pages.charlotte.edu\/unccwrc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/pages.charlotte.edu\/unccwrc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/pages.charlotte.edu\/unccwrc\/wp-json\/wp\/v2\/users\/229"}],"replies":[{"embeddable":true,"href":"https:\/\/pages.charlotte.edu\/unccwrc\/wp-json\/wp\/v2\/comments?post=228"}],"version-history":[{"count":1,"href":"https:\/\/pages.charlotte.edu\/unccwrc\/wp-json\/wp\/v2\/posts\/228\/revisions"}],"predecessor-version":[{"id":229,"href":"https:\/\/pages.charlotte.edu\/unccwrc\/wp-json\/wp\/v2\/posts\/228\/revisions\/229"}],"wp:attachment":[{"href":"https:\/\/pages.charlotte.edu\/unccwrc\/wp-json\/wp\/v2\/media?parent=228"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/pages.charlotte.edu\/unccwrc\/wp-json\/wp\/v2\/categories?post=228"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/pages.charlotte.edu\/unccwrc\/wp-json\/wp\/v2\/tags?post=228"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}