Understanding ESL Compositions Should L 1 Conventions Prevail

Understanding ESL Compositions: Should L 1 Conventions Prevail? Carol A. Nuñez, Ph. D. Department of English, School of Humanities Ateneo de Manila University Philippines

Change in ‘langue-scape’ • Transformation in language situation – From 1970 s increasing use of Filipino, Taglish (code mixing of Tagalog & English); codeswitching – More publications in Filipino, Taglish (tabloids & magazines) – literature & journalism – TV & radio use of Filipino, Taglish, other major languages, e. g, Cebuano, Ilocano, Bikol – Increasing nationalism ATENEO DE MANILA UNIVERSITY PHILIPPINES

On teaching writing in English in the Philippines • English as medium of instruction • Writing in English taught before writing in Filipino – Based on American textbooks & practices, e. g. , current-traditional & process writing • Teaching of writing in Filipino similar to teaching of writing in English ATENEO DE MANILA UNIVERSITY PHILIPPINES

On teaching writing in English in the Philippines • Change in students – Knowledge of English – Use of Taglish or other code-mixing • Change in media & pop culture – Pop songs in Filipino/Tagalog or even Taglish on TV & radio – Use of code-mixing & code-switching ATENEO DE MANILA UNIVERSITY PHILIPPINES

The Classrooms • Bilingual Policy – 1974; revised 1987 • Problems – Lack of textbooks – Lack of teacher training – Resistance from various sectors • English in private schools • Business favored graduates with ‘good’ English [oral & written skills] ATENEO DE MANILA UNIVERSITY PHILIPPINES

Conventions in English L 1 Compositions • Linear & hierarchical organization (expository writing) • Parag (¶) –originally only a printer’s mark • Thesis statement (usually last sentence of 1 st paragraph) ATENEO DE MANILA UNIVERSITY PHILIPPINES

Conventions in English L 1 Compositions • Topic sentence (sometimes implied) • Unity – 1 topic per paragraph • Coherence – “sticking to the point”; ideas flow logically from sentence to sentence

Conventions in English L 1 Compositions • • Use of active verbs Being direct to the point No ‘flowery’ words Preference for short vs. long sentences – Economy of words ATENEO DE MANILA UNIVERSITY PHILIPPINES

On Coherence & Cohesion • Coherence “logical connection” and “smooth flow of ideas” ; “sticking to the point”; also called global coherence – Semantic meaning • Local coherence cohesion; superficial connection between sentences – Syntactic meaning ATENEO DE MANILA UNIVERSITY PHILIPPINES

Research questions 1. What are the features of coherence in student essays written under test conditions? 2. How do these essays adhere to, or deviate from, coherence patterns established by research applying topical structure analysis (TSA)? ATENEO DE MANILA UNIVERSITY PHILIPPINES

Framework for analysis • Expectations of English prose – Linear development – Hierarchical ordering of ideas • Contrastive Rhetoric (Kaplan 1966) – Contrastive analysis – Cultural differences between languages – Culture-based conventions & ways of thinking affect writing ATENEO DE MANILA UNIVERSITY PHILIPPINES

Framework for analysis—cont’d • Theories of coherence – Text-based theory • Coherence inscribed in texts • Writer-responsible texts – Reader-based theory • Coherence produced by reader; readerresponsible • Example: two speakers A. There’s the doorbell. B. I’m in the bath. ATENEO DE MANILA UNIVERSITY PHILIPPINES

Unit of measurement: T-unit • Minimum terminable unit (Hunt 1965) • Approximates comparability in sentences of novice writers regardless of use of punctuation marks ATENEO DE MANILA UNIVERSITY PHILIPPINES

On T-unit • Contains an independent or main clause along with subordinate clauses & modifier • Ex: We are all unique human beings/ and as we mature we undergo changes, different kinds of changes. (from Essay EN 10 -14 -M) ATENEO DE MANILA UNIVERSITY PHILIPPINES

Methodology • Identification of T-unit boundaries • Identification of topics according to Topical Structure Analysis (TSA) • Plotting of topics – Parallel progression (PP) – Sequential progression (SP) – Extended parallel progression (EPP) ATENEO DE MANILA UNIVERSITY PHILIPPINES

Topical Structure Analysis or TSA • TSA – way of describing textual coherence based on semantic relationships between sentence/T-unit topics & discourse topic • Topic what sentence is about – John threw the ball. – John’s throwing the ball caused panic among the players. • Topic not always grammatical subject ATENEO DE MANILA UNIVERSITY PHILIPPINES

Topical Structure Analysis or TSA • Topic – repeated from sentence to sentence – Shifts from one sentence to next – Interrupted & resumed in succeeding sentences • “Flow” or movement of topic can be charted Topic Progression Chart (TPC) • TPC coherence pattern ATENEO DE MANILA UNIVERSITY PHILIPPINES

Example of repeated topics 1. Chocolates are a national craving. 2. Records show that they are sold in huge quantities – 11. 2 pounds per capita per year. 3. Designer chocolates often sell for nearly $30 per pound. - Connor & Farmer (1990) ATENEO DE MANILA UNIVERSITY PHILIPPINES

Types of Topical Structures -1 • Parallel progression (PP) sentence topics are semantically identical (1) Chocolates are a national craving. (2) Records show that they are sold in huge quantities – 11. 2 pounds per capita per year. (3) Designer chocolates often sell for nearly $30 per pound. ATENEO DE MANILA UNIVERSITY PHILIPPINES

Example of shift in topic 1. I saw a strange man on the street. 2. He was wearing a large badge. 3. The badge was multicolored and gaudy. - Connor & Farmer (1990) ATENEO DE MANILA UNIVERSITY PHILIPPINES

Types of Topical Structure - 2 • Sequential progression (SP) sentence topics always different; comment or predicate of previous sentence becomes topic of next sentence Example: (1) I saw a strange man in the street. (2) He was wearing a large badge. (3) The badge was multicolored and gaudy. ATENEO DE MANILA UNIVERSITY PHILIPPINES

Topic Progression Chart of Sequential Progression • Topic 1. I 2. He 3. badge ATENEO DE MANILA UNIVERSITY PHILIPPINES

Interrupted topic • (1) Body language varies from culture to culture. (2) To say yes, Americans nod their heads up and down. (3) Japanese and Italians use the same nod to say no. (4) Body language is an important skill for international managers. - Connor & Farmer (1990) ATENEO DE MANILA UNIVERSITY PHILIPPINES

Type of Topical Structure – 3 Extended parallel progression • Parallel progression temporarily interrupted by a sequential progression (1) Body language varies from culture to culture. (2) To say yes, Americans nod their heads up and down. (3) Japanese and Italians use the same nod to say no. (4) Body language is an important skill for international managers. ATENEO DE MANILA UNIVERSITY PHILIPPINES

Topic Progression Chart of Extended Parallel Progression 1. Body language 2. Americans 3. Japanese and Italians 4. Body language ATENEO DE MANILA UNIVERSITY PHILIPPINES

Features of Coherence (TSA) • The greater the number of topics, the wider the dispersion incoherent – Digression • More parallel than sequential topic progression (PP>SP) coherent • More sequential than parallel topic progression(SP>PP) incoherent ATENEO DE MANILA UNIVERSITY PHILIPPINES

Discussion • 34 essays or 5% of all essays written by Ateneo college freshmen enrolled in English 10 or ‘Introduction to College English’ • Written as 2 nd half of diagnostic exam on 1 st day of class, 19 June 2006 • Used random sampling from 668 essays ATENEO DE MANILA UNIVERSITY PHILIPPINES

Discussion • 13 Essays with SP > PP – Confirm Lautamatti’s and Witte’s findings, i. e. , essays with higher incidence of SPs less coherent than essays with opposite features – 1 essay confirms Schneider & Connor’s findings about a different kind of sequential progression(ESP) contributes to textual coherence ATENEO DE MANILA UNIVERSITY PHILIPPINES

Significant Findings • Essays with SP > PP (continued) – Common features of an incoherent essay • Higher incidence of sequential to parallel progression • Topical depth of 4 and greater • High ratio of T-unit topics to no. of Tunits ATENEO DE MANILA UNIVERSITY PHILIPPINES

Significant Findings on Coherence § Essays by Filipino students ‘digress’ § Topic not in 1 st sentence/T-unit § ‘Deviate’ from recommended L 1 conventions, i. e. non-linear ATENEO DE MANILA UNIVERSITY PHILIPPINES

Conclusion • Given the ‘digression’ of Filipino ESL essays need to examine ELT methods, textbooks, language policies ATENEO DE MANILA UNIVERSITY PHILIPPINES

Conclusion • More questions than answers – Should L 1 convention regarding coherence be applied to ESL/EFL learners? – Whose standard do ESL /EFL teachers follow when they teach writing to ESL/EFL learners? – Whose English do ESL/EFL teachers promote? ATENEO DE MANILA UNIVERSITY PHILIPPINES