Download - What do you think professors at American colleges and universities want in college writing?
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What do you think professors at American colleges and universities want in college writing?
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Writing for a U.S. Academic Audience
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Important Words:believable– adjective to describe that which most people find to be an existing truth (may or may not be an actual or real truth)
generalize—to group different people or things in a common category (that may or may not fit)
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Important Words:unique– an adjective meaning different or original
source—someone or something with information
solid—full of support (in this case of facts)
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Important Words:convincing– something that can help someone to believe something
objective—backed by fact, not opinion
linear– straight and directly forward to the point, like a line
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Important Words:vagueness– very unclear
ambiguous—could have multiple meanings; unclear
prominent– qualified, visible
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Common Rules to live by:1. Do not generalize: using “all” or “every” will frustrate many professors…
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Common Rules to live by:…since many Americans believe that people are unique, person to person.
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2. American academic audiences like solid facts.
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“Prove it!” is a common phrase by American academic audiences.
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Proof needs to be sources, facts, and/or figures…
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What you think or feel is not convincing in American writing unless others agree who are more prominent.
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American academic audiences do not necessarily utilize wisdom from respected elders or religious traditions.
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If they do appeal to these, it is because their facts, not their emotions, are important.
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3. American audiences like examples of objective truths.
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For example, it would be acceptable to explain that it is common for language tutors to find math difficult… (point)
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…if I can find other believable sources (in this case, tutors) who have experienced this situation (data, support)
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…with me, myself, as an example of that truth.(survey results[data])
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4. Americans like point-by-point order with support per point.
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In other words, if I have a topic, I must prove each part by….
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…telling the reader what I mean to say, why I am saying it and how I can support it…
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I cannot go to my next point until I have fully and successfully supported the point that I am currently on.
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This “topic, point 1, explain, support, point 2, explain, support, point 3, explain, support, conclude” pattern…
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…is typical “linear” thinking for the American reader (and therefore, your professor).
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According to Gary Althen, who was an advisor to foreign students at the University of Iowa, in his book American Ways…
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Some cultures “have a tradition of eloquent emotion-filled speech…
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They seek to move their audiences…because of the human feelings they share.”(32)
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He also explains that other cultures “are likely to attach more weight to ideas or theories”(32)
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Some cultures use stories to convey the thoughts they have in mind. (Althen 32)
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Other cultures “are characterized by vagueness and ambiguity.” (Althen 32)
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BUT…
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WARNING
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American academic language is different!
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“It is not enough to make a point, according to the typical American notion…
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…a responsible speaker or writer is also expected to prove…
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…that the point is true, accurate, or valid” (Althen 32)
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Therefore,
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Do not generalize
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Prove your point with facts and figures
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Appeal to emotion only if your professor wants it
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Make your point, explain your point, support your point
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Try to be as specific as possible without wandering.
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Use believable sources…
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In other words, on an essay about MLDA (drinking age)…
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…which is common in ESL 103, you will want to cite…
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…someone who has researched the topic in depth…
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…rather than someone like Macklemore or Jay-Z.
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Realize that incomplete points frustrate US academic readers.
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Finally, BE DIRECT. American audiences LOVE direct points.
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Now, it’s your turn…
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Please look over your sentences/paragraph and make any changes based on what an American academic audience wants. You may use the internet for supporting research, if you want.