Reformulating the Rhetoric/Syntax Split
Feat. Barbara Kroll, Cal State Northridge
The title of this piece references the idea of “reformulation,” articulated by Andrew Cohen as a two-stage process for teaching ESL students. In this standard model, the instructor first edits a second language student’s draft for grammar issues. In the second stage, the student rewrites the paper, this time focusing on strengthening one’s rhetorical skills. This represents a prominent instance in which the rhetoric/syntax split is explored.
Ann Raimes addresses the value of correction in editing student essays, while Roz Ivanic stresses that instructors emphasize the significance of a student writer’s rhetorical voice. In assessing the rhetoric/syntax split, both the issues of correctness and voice play major roles.
In effect, we can categorize second language student writers by category (pluses represent strengths and the minuses represent weaknesses):
Ann Raimes addresses the value of correction in editing student essays, while Roz Ivanic stresses that instructors emphasize the significance of a student writer’s rhetorical voice. In assessing the rhetoric/syntax split, both the issues of correctness and voice play major roles.
In effect, we can categorize second language student writers by category (pluses represent strengths and the minuses represent weaknesses):
(1) +rhetoric/+ syntax
(2) +rhetoric/-syntax
(3) -rhetoric/+syntax
(4) -rhetoric/ -syntax
How can we reformulate the rhetoric/syntax split? The problem starts with placement. First-year writing instructors are encumbered with the difficult task of addressing student needs on all ends of the rhetoric/syntax spectrum. How can they structure the class so that everyone, as a collective class, learns something valuable? Jessica Williams suggests that the writing center could play a mediating role in providing supplementary writing advice for individual student needs, but writing should be a social as well as individual endeavor. Students and instructors could benefit from a writing program with four types of course offerings for second language writers, each of which addressed one of the four categories on the rhetoric/syntax spectrum.
Here is how each class would focus the material:
(1) +rhetoric/+ syntax: strengthening advanced essay stylistics
(2) +rhetoric/-syntax heavy grammar instruction
(3) -rhetoric/+syntax rhetorical arguments, reader-based prose
(4) -rhetoric/ -syntax emphasize rhetoric first, then focus on syntax
For many instructors, there will not be the option to separate entire classes by the students’ overall collective strengths and weaknesses. If this is the case, one can take a number of steps to address critical individual issues. As noted in the fourth type of problem/class, the first and most important concept that students should have control of is rhetoric. Students should be able to understand writing prompts and compose focused, consistent, coherent essays that flow logically. While grammar is also important, it can be improved once the student understands the overall rhetorical goal of the writing course.
Overall, the expectations and dynamics second language writing class are not that much different from the standard first-year writing course for undergraduates. The rhetoric/syntax divide will be an important issue in both scenarios. Yet, the level of accuracy and capability along this spectrum may vary to a great extent within the second language writing class. On the one hand, the instructor will be presenting similar, if not the same, material and class procedures in the second language and standard first-year writing classes. On the other hand, the instructor of the former class must be prepared to include new strategies and pacing techniques. It is important that the instructor know how to understand both the collective and individual need for the class. Placing students from all sides of the rhetoric/syntax spectrum appears counterproductive for all involved, but instructors as well as writing center tutors should be prepared to teach all aspects of English writing.