Volume 10, Number 3
Rhetorical Criticism as an Approach to Teach EFL Academic Writing: A Theoretical Discussion
Authors
M.E. García-Jerez, University of Talca, Chile
Abstract
On previous theoretical discussions, I have explored the application of Critical Discourse Analysis (CDA) to the examination of naturalized social representations in order to study their influence in argumentation. Over the course of my experience teaching English, I have come to use several approaches to teach English to non-speakers of this language. All these approaches have been intended not only to develop the students’ language abilities, but also their critical thinking skills. Here, I present a theoretical discussion about the use of Rhetorical Criticism (RC) as a pedagogical approach to teach academic writing in the context of English as L2, and its benefits to develop argumentation.
Keywords
Rhetorical Criticism, Academic Writing, Argumentation, pedagogical approaches.