In consideration of cultural rhetorics, it is useful to consider how styles of argument varies among diverse countries and cultures.
A website associated with the University of Minnesota, Writing for College.org offers a chart to explain some differences.
Four Culturally Different Styles for Arguing
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A North American |
We should learn the ways of others. First, this is true simply because we can gain much knowledge from others. Second, this is true because we then can learn to interact better with others. Third, this is true because the knowledge and friendship we gain can help us better understand and appreciate cultures beyond us. The following paper will prove each of these statements, step by step. |
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A Continental European |
Is it good to learn the ways of different types of people? First, what does “good” mean? We must decide whether “good” is ethical, practical, or spiritual. Having done that, we always must answer the question of whether “ways of people” implies everything others do, or only those patterns which are particular to those “types” of human beings. Having settled that question, we then might want to consider how or why we might observe others so that we can learn from them. Even if we skip the issue of observation, we still are left with the question of whether there always is learning from all people, or only some learning from some people. The following paper will answer all of these questions so that we can arrive at a somewhat reasonable answer to the initial question. |
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An Asian |
It is a fact that like some mammals and even some insects, humans organize themselves in groups. Such groups may be composed of pairs or of larger groups. All such groups interact with each other in some way. Such interaction is termed “communication.” Mammals, at least, and perhaps some insects, too, appear to learn from such communication. “Learning” occurs when an individual appears to pick up an ability or insight, one previously unknown to it, from interaction with another individual. Such learning can, of course, be either good or bad, whether in insects, mammals, or humans. However, some such learning seems to be necessary, especially in the rearing of a newborn individual. Such learning improves the individual’s odds of surviving and, often, the group’s. Therefore, it is arguable that some learning, at least, of the ways of others is good. This paper will show proof of each of these factual steps. |
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A Traditional Native American Indian |
Trickster Rabbit one day invited two friends to dinner. White Bear came from the west, reared up on his hind legs, and growled. From the north came Blue Cougar, who snarled and roared. Trickster Rabbit welcomed each, and to each he taught his silly Trickster dance, and thus each the west and north directions of the compass learned to play tricks with the wind and triumph over everything using humor. Let me tell you this story now…. |
In my work as a college writing instructor and writing center consultant, I often encounter students from regions of the Eastern hemisphere who write in the manner described above. My tendency is to correct them because I am not sure whether other instructors will find their approach acceptable for North American college writing. Otherwise, I would say that it works just fine. I counsel students to find out what works for each instructor, to avoid the one approach is correct type of thinking.
Another consideration is where the student is in cognitive development. The following excerpt from the same site referenced above highlights the view of some students that the contents of a reading selection is sufficient. What is there to discuss or analyze?
I recall a time near the end of high school when a friend decided that three of us were going to discuss one of the great works of Western culture, Plato’s first three Dialogues, over a meal on the town. The three of us together had never gone to an expensive restaurant. In fact, in our small-town decades ago, just the idea of three guys (instead of a guy and a girl) having dinner together in an expensive restaurant was pretty unusual. So, we read our Dialogues. And then, to avoid being seen by our friends, we went to dinner in small city fifty miles away. No one knew us. The guy who wanted to have the discussion, David, started talking and inviting our ideas. Mike, the second guy, participated somewhat, and they talked back and forth for awhile. But I didn’t say much because I thought the point of the Dialogues was pretty obvious: Socrates died for his ideals, and those who controlled his society were wrong to kill him. Period. When I said as much, David kind of shook his head and said, somewhat lamely, “But we’re supposed to discuss it.” At the time I just didn’t get it, even though I had gone through some tremendous intellectual changes already in the previous three years–from fervent fundamentalist Christian to ardent Ayn Rand young Republican and agnostic, and then to existential leap-of-faith liberal and believer in “humanity.” ( underline mine) https://sites.vmi.edu/drakemp/2016/07/11/working-summer-project-sources-and-best-practices-for-helping-students-with-analysis-assignments/
As students move beyond concrete ways of thinking, they become able to tackle thinking and writing in more sophisticated ways. It is important to realize how foreign, difficult, and perhaps even silly this may seem for some. The instructor must provide endless bridges to assist students in developing thinking skills.
Here is a document compiled by Richard Jewell of Inver Hills Community College in Minnesota, which provide some views into college student writing development.
WriterStages-Bartholomae,Bloom,Carroll from Richard jewell
The page where I found it is https://sites.vmi.edu/drakemp/2016/07/11/working-summer-project-sources-and-best-practices-for-helping-students-with-analysis-assignments/
