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Rhetoric Construction of Chinese Expository Essays: Implications for EFL Composition Instruction

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  • Donghong Liu
  • Jing Huang

Abstract

Recent scholarship on Chinese students’ English expository essays tends to blur or mitigate the differences between English and Chinese writings. This alleged convergence of English and Chinese rhetorical norms gives rise to a view that rhetorical aspects in second language writing instruction and research in China should be de-emphasized. Drawing on data from full-score Chinese compositions of College Entrance Examination, this study examines how Chinese expository paragraphs are developed. Results show great disparities between English and Chinese expository writing at paragraph level such as non-English rhetorical mode, reliance on authorities, rhetorical paragraph, and figurative language in topic sentence. We argue that Chinese rhetorical strategies are likely to be transferred to English writing if English rhetoric is not taught and reinforced in college.

Suggested Citation

  • Donghong Liu & Jing Huang, 2021. "Rhetoric Construction of Chinese Expository Essays: Implications for EFL Composition Instruction," SAGE Open, , vol. 11(1), pages 21582440209, January.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:1:p:2158244020988518
    DOI: 10.1177/2158244020988518
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    Cited by:

    1. Juliana Othman & Yueh Yea Lo, 2023. "Constructing Academic Identity Through Critical Argumentation: A Narrative Inquiry of Chinese EFL Doctoral Students’ Experiences," SAGE Open, , vol. 13(4), pages 21582440231, December.
    2. Yujiao Zhang, 2023. "A Multidimensional Analysis of Language Use in English Argumentative Essays: An Evidence From Comparable Corpora," SAGE Open, , vol. 13(3), pages 21582440231, September.

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