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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.4.2.13f95dd7c-8ec0-4ba4-99fd-23fb8dc2fa60
名前 / ファイル | ライセンス | アクション |
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4-4_Wadden.pdf (1.3 MB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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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 |
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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 | ||||||
内容記述タイプ | Abstract | |||||
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 | ||||||
内容記述タイプ | Other | |||||
内容記述 | Proceedings of the Second Symposium on Academic Writing and Critical Thinking (21st February, 2015) | |||||
言語 | en | |||||
出版者 | ||||||
出版者 | 名古屋大学教養教育院 | |||||
言語 | ja | |||||
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言語 | eng | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | 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 |
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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 |