Cultural Issues in Writing Instruction: Purpose, Style, Product

Did you know:

• the dominant style of academic writing in US universities is based on beliefs and assumptions that are derived from western—US—culture?
• the common method of thinking & writing is considered the most sophisticated and intelligent by only a small percentage of the world’s people?
• difficulties in producing ‘acceptable’ writing can stem from cultural variation?

Factors that impact the way people express themselves include:

• social relations.
• identity.
• negotiation of social roles.

Possible indicators that cultural differences may be involved include:

• persistent writing difficulties despite continual and/or repeated instructions from instructor.
• a mismatch between the extent of difficulty with a writing task and the student’s educational and experiential level.

Cultural differences may include:

• attitudes towards and value on directness vs. indirectness.
• attitudes towards and value on connectedness and individuality.
• attitudes towards and value on ‘analysis’ and ‘originality.’
• perceptions of politeness.
• ways of demonstrating respect.
• ways of offering criticism.

When working with students outside mainstream academic culture consider:

• avoiding making assumptions about what writing ‘does.’
• assuring a common understanding of the goal of writing assignment.
• working towards a common understanding of ‘analysis.’
• working towards a common understanding of ‘original.’
• supplying examples of ‘A’ level writing assignments.
• clarifying view of audience (reader) needs.
• understanding the writer’s frustrations.

From Helen Fox’s Listening to the World: Cultural Issues in Academic Writing. NCTE, 1994.