1. Understanding ESL Compositions: Should L1 Conventions Prevail? Carol A. Nuñez, Ph. D. Department of English, School of Humanities Ateneo de Manila University Philippines

2. ATENEO DE MANILA UNIVERSITY PHILIPPINES Change in ‘langue-scape’ Transformation in language situation –From 1970s increasing use of Filipino, Taglish (code mixing of Tagalog & English); code- switching –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

3. 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

4. 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

5. 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]

6. ATENEO DE MANILA UNIVERSITY PHILIPPINES Conventions in English L1 Compositions Linear & hierarchical organization (expository writing) Parag (¶) –originally only a printer’s mark Thesis statement (usually last sentence of 1st paragraph)

7. Conventions in English L1 Compositions Topic sentence (sometimes implied) Unity – 1 topic per paragraph Coherence – “sticking to the point”; ideas flow logically from sentence to sentence

8. ATENEO DE MANILA UNIVERSITY PHILIPPINES Conventions in English L1 Compositions Use of active verbs Being direct to the point No ‘flowery’ words Preference for short vs. long sentences –Economy of words

9. 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

10. 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)?

11. 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

12. 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; reader- responsible Example: two speakers A. There’s the doorbell. B. I’m in the bath.

13. 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

14. 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 EN10-14-M)

15. 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)

16. 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

17. 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

18. 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)

19. 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.

20. 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)

21. 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.

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

23. 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)

24. 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.

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

26. 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

27. 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

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

29. 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 T- units

30. 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 L1 conventions, i.e. non-linear

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

32. ATENEO DE MANILA UNIVERSITY PHILIPPINES Conclusion More questions than answers –Should L1 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?