Evaluation of Japanese Ki-Sho-Ten-Ketsu essay organization vis a vis the English Five Part Essay by native English speaking college composition students and implications for contrastive rhetoric

Persistent Link:
http://hdl.handle.net/10150/276809
Title:
Evaluation of Japanese Ki-Sho-Ten-Ketsu essay organization vis a vis the English Five Part Essay by native English speaking college composition students and implications for contrastive rhetoric
Author:
Loy, Kumiko Honjo, 1950-
Issue Date:
1988
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
College composition students and graduate assistant teachers were tested for their perceptions of coherence, focus, organization, and overall quality of essays written in the Japanese Ki-Sho-Ten-Ketsu rhetorical pattern of organization as opposed to the English Five Part Essay style of organization where the experimental essays were otherwise identical. These perceptions were measured on a 4-point Lykert scale. The composition students were also tested for their total recall of the essays. The data were analyzed by ANOVA, and no significant effect for treatment was observed. The results of this study suggest that for the Japanese Ki-Sho-Ten-Ketsu/English Five Part Essay pair the negative effects of native language rhetorical pattern on readers of the second language may be less important than the theory of contrastive rhetoric would suggest. Consequently, alternative forms of possible cultural interference such as cultural background knowledge (content) and the role played by writing in a culture warrant greater scrutiny.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
English language -- Study and teaching -- Foreign speakers.; Rhetoric -- Study and teaching.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; English
Degree Grantor:
University of Arizona
Advisor:
Roen, Duane H.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleEvaluation of Japanese Ki-Sho-Ten-Ketsu essay organization vis a vis the English Five Part Essay by native English speaking college composition students and implications for contrastive rhetoricen_US
dc.creatorLoy, Kumiko Honjo, 1950-en_US
dc.contributor.authorLoy, Kumiko Honjo, 1950-en_US
dc.date.issued1988en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractCollege composition students and graduate assistant teachers were tested for their perceptions of coherence, focus, organization, and overall quality of essays written in the Japanese Ki-Sho-Ten-Ketsu rhetorical pattern of organization as opposed to the English Five Part Essay style of organization where the experimental essays were otherwise identical. These perceptions were measured on a 4-point Lykert scale. The composition students were also tested for their total recall of the essays. The data were analyzed by ANOVA, and no significant effect for treatment was observed. The results of this study suggest that for the Japanese Ki-Sho-Ten-Ketsu/English Five Part Essay pair the negative effects of native language rhetorical pattern on readers of the second language may be less important than the theory of contrastive rhetoric would suggest. Consequently, alternative forms of possible cultural interference such as cultural background knowledge (content) and the role played by writing in a culture warrant greater scrutiny.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEnglish language -- Study and teaching -- Foreign speakers.en_US
dc.subjectRhetoric -- Study and teaching.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEnglishen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorRoen, Duane H.en_US
dc.identifier.proquest1335055en_US
dc.identifier.oclc22449681en_US
dc.identifier.bibrecord.b17430100en_US
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