Writing Groups: Cross-Cultural Issues.

Abstract It may appear that writing groups, used in many English as a Second Language (ESL) composition classrooms, would be familiar to ESL students from collectivist cultures where group work is common in school both as a means of knowledge acquisition and as a vehicle for reinforcing the group ethic. However, writing groups may be problematic for students from collectivist cultures (e.g., Japan, the People's Republic of China) in at least three ways. First, writing groups, as used in composition classes in the U.S., function differently than groups in collectivist cultures: instead of functioning for the good of the collective, writing groups more often function for the benefit of the individual writer. Second, as a result of the dynamics of ingroup relationships in collectivist cultures, ESL students may be concerned primarily with maintaining group harmony at the expense of providing their peers with needed feedback on their composition drafts. Finally, the dynamics of outgroup relationships for ESL students from collectivist cultures may result in behavior that is hostile, strained, and competitive—behavior that is likely to work against effective group interactions.

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