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  1. E100 教養教育院
  2. E100b 紀要
  3. NU ideas
  4. 4(2)

From Montaigne to the five-paragraph essay: Resuscitating sophisticated academic writing in English

https://doi.org/10.18999/nuid.4.2.1
https://doi.org/10.18999/nuid.4.2.1
3f95dd7c-8ec0-4ba4-99fd-23fb8dc2fa60
名前 / ファイル ライセンス アクション
4-4_Wadden.pdf 4-4_Wadden.pdf (1.3 MB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2016-03-28
タイトル
タイトル From Montaigne to the five-paragraph essay: Resuscitating sophisticated academic writing in English
言語 en
著者 Wadden, Paul

× Wadden, Paul

WEKO 64941

en Wadden, Paul

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アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
抄録
内容記述 This essay argues that university language teachers should go beyond simple formulaic prescriptions in the teaching of writing and should show students—and allow them to experiment with—the more sophisticated constructions actually used by essay writers in English. EAP and CBLT writing instruction tends to be dominated by the five-paragraph essay form which employs, in Dombek and Herndon's terminology, simple "cumulative development": thesis statement at the end of the first paragraph, body paragraphs with first sentences announcing the topics of their discussion, followed by a summing-up style conclusion. This is also the rhetorical form favored by standardized tests such as the TOEFL, IELTS, and SAT, which create a powerful test washback in the language classroom. In reality, however, sophisticated readers of English, such as university professors, expect students to be able to write in more complex forms using "periodic development": employing sentences at the beginning of a paragraph that drive ideas forward and link reasoning between paragraphs. Such writing often purposely withholds the thesis until late in the essay when it has been more fully developed and supported. This rhetorical structure is frequently seen in essays addressing charged topics that members of a target audience may be predisposed to reject out of hand; thus the essay invites the reader to follow the reasoning and to "reason with" the writer in elaborating an argument and arriving at a conclusion. The essay briefly explains Dombek and Herndon's characterization of cumulative versus periodic rhetoric and presents examples that illustrate a more sophisticated approach.
言語 en
内容記述タイプ Abstract
内容記述
内容記述 Proceedings of the Second Symposium on Academic Writing and Critical Thinking (21st February, 2015)
言語 en
内容記述タイプ Other
出版者
言語 ja
出版者 名古屋大学教養教育院
言語
言語 eng
資源タイプ
資源 http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
ID登録
ID登録 10.18999/nuid.4.2.1
ID登録タイプ JaLC
関連情報
関連タイプ isVersionOf
識別子タイプ URI
関連識別子 http://nuideas.ilas.nagoya-u.ac.jp/Volume4/4-4_contents.html
ISSN(Online)
収録物識別子タイプ EISSN
収録物識別子 2186-3660
書誌情報 en : NU ideas

巻 4, 号 2, p. 1-15, 発行日 2015-12
著者版フラグ
値 publisher
URI
識別子 http://nuideas.ilas.nagoya-u.ac.jp/Volume4/4-4_contents.html
識別子タイプ URI
URI
識別子 http://hdl.handle.net/2237/23929
識別子タイプ HDL
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