The results of this study reveals that intercultural rhetoric oriented writing
instructions have positive impact on the learners’ writing and their perception of Chinese
writing. The learners gain an awareness of the different rhetoric styles between Chinese
and English. Furthermore, learners produce accurate and culturally appropriate texts,
exhibit a positive attitude toward Chinese writing. They are also motivated to write
Chinese in their daily lives. This study proposes possible approaches to teaching of
Chinese writing by applying intercultural rhetoric perspectives. This study suggests that
the use of intercultural rhetoric oriented writing instructions as an approach to Chinese
writing is beneficial for Chinese learners and can also be applied to the teaching of other
genres of Chinese writing.
References:
Hyland, K (2002) Genre: language, context and literacy. In M. McGroaty (ed.), Annual
Review of Applied Linguistics, 22.
Swales, J (1990) Genre analysis: English in academic and research settings. Cambridge:
Cambridge University Press.
Convention