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Writing in the Devil's Tongue: A History of English Composition in China ペーパーバック – 2010/1/29
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Winner, CCCC Outstanding Book Award
Until recently, American composition scholars have studied writing instruction mainly within the borders of their own nation, rarely considering English composition in the global context in which writing in English is increasingly taught. Writing in the Devil’s Tongue challenges this anachronistic approach by examining the history of English composition instruction in an East Asian country. Author Xiaoye You offers scholars a chance to observe how a nation changed from monolingual writing practices to bilingual writing instruction in a school setting.
You makes extensive use of archival sources to help trace bilingual writing instruction in China back to 1862, when English was first taught in government schools. Treating the Chinese pursuit of modernity as the overarching theme, he explores how the entry of Anglo-American rhetoric and composition challenged and altered the traditional monolithic practice of teaching Chinese writing in the Confucian spirit. The author focuses on four aspects of this history: the Chinese negotiation with Anglo-American rhetoric, their search for innovative approaches to instruction, students’ situated use of English writing, and local scholarship in English composition.
Unlike previous composition histories, which have tended to focus on institutional, disciplinary, and pedagogical issues, Writing in the Devil’s Tongue brings students back to center stage by featuring several passages written by them in each chapter. These passages not only showcase rhetorical and linguistic features of their writings but also serve as representative anecdotes that reveal the complex ways in which students, responding to their situations, performed multivalent, intercultural discourses. In addition, You moves out of the classroom and into the historical, cultural, and political contexts that shaped both Chinese writing and composing practices and the pedagogies that were adopted to teach English to Chinese in China. Teachers, students, and scholars reading this book will learn a great deal about the political and cultural impact that teaching English composition has had in China and about the ways in which Chinese writing and composition continues to be shaped by rich and diverse cultural traditions and political discourses.
In showcasing the Chinese struggle with teaching and practicing bilingual composition, Writing in the Devil’s Tongue alerts American writing scholars and teachers to an outdated English monolingual mentality and urges them to modify their rhetorical assumptions, pedagogical approaches, and writing practices in the age of globalization.
- 本の長さ237ページ
- 言語英語
- 出版社Southern Illinois Univ Pr
- 発売日2010/1/29
- 寸法15.24 x 1.78 x 22.86 cm
- ISBN-100809329301
- ISBN-13978-0809329304
商品の説明
著者について
Xiaoye You, an assistant professor of English at Penn State University, is a coeditor of The Politics of Second Language Writing: In Search of the Promised Land. He has published articles in CCC, Rhetoric Review, Rhetoric Society Quarterly, World Englishes,and Journal of Second Language Writing.
登録情報
- 出版社 : Southern Illinois Univ Pr (2010/1/29)
- 発売日 : 2010/1/29
- 言語 : 英語
- ペーパーバック : 237ページ
- ISBN-10 : 0809329301
- ISBN-13 : 978-0809329304
- 寸法 : 15.24 x 1.78 x 22.86 cm
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After I finished reading Writing in the Devil's Tongue: A History of English Composition in China, I found it readerfriendly
although it has been compiled for a more scholarly community. The author is telling a Chinese story about how
the Chinese encountered and transformed English composition. The encyclopedic integration of political, historical, economic,
cultural elements into English writing instruction makes the story more vivid and attractive. Teachers, students,
and scholars reading this book will learn a great deal from the story.
A key feature, also the major contribution, of the book lies in its challenge to the stereotyped English writing research
as being mainly undertaken within the North American context and the argument that English is no longer ``a devil's tongue''
but ``our'' tongue. Accordingly, the author encourages composition teachers and researchers around the world ``to
modify their rhetorical assumptions, pedagogical approaches, and writing practices'' (p. 11). In addition to this novel
and challenging stance, the archival research method and conscientious expounding endow the book with much persuasiveness
and objectiveness, and convince the readers of the author's creative and critical mind. Another feature of the
study is that it succeeds in involving students' writings in each chapter as testimonies of different periods to ``reveal
the complex ways in which students, responding to their situations, performed multivalent, intercultural discourses''
(p. 9).
Besides, the book is a valuable and helpful resource for English writing teaching and research in the era of globalization,
and it is difficult to criticize a book with so much historical, political, cultural value and information. It will be of interest anddirect value to English writing teachers and researchers worldwide because of its informativeness by relating the history of
English composition in China to social issues in various periods. Since some sections of the book are adaptations of the
author's Ph.D. dissertation, it could serve as research directions and excellent models for postgraduate students as well
as other researchers whose interests are in applied linguistics and English composition.