How Can a Culturally Responsive Discussion of the Five-Paragraph Essay Help Asian American Students Write Well?
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| Title: | How Can a Culturally Responsive Discussion of the Five-Paragraph Essay Help Asian American Students Write Well? |
|---|---|
| Language: | English |
| Authors: | He, Yuemin, Gaiser, Catherine Megliola |
| Source: | Inquiry: The Journal of the Virginia Community Colleges. Apr 2023 26(1). |
| Availability: | Virginia Community College System. e-mail: info@vccs.edu; Web site: https://commons.vccs.edu/inquiry/ |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Essays, Writing Assignments, Culturally Relevant Education, Asian American Students, Paragraph Composition, Writing (Composition), Cultural Differences, Community Colleges, Two Year College Students |
| ISSN: | 2832-2649 2832-2630 |
| Abstract: | The five-paragraph essay is highly controversial, and yet it has also been a useful format for composition. In this essay we explain why, despite its limits, students need to go along with the format to make what use and get what advantage of it. We then demonstrate that valuing the philosophical, historical, cultural, and educational backgrounds of our students can help navigate away from the restrictive nature of the format and lead to equitable learning for all students. Finally, we introduce a few curriculum designs and instructional practices to expand the epistemological and pedagogical frontiers of the format. In short, we conduct a culturally responsive discussion of issues students with non-Western backgrounds--Asian American students in particular--may encounter when writing the five-paragraph essay. By sharing student learning-focused approaches, we aim to improve Asian American students' learning experiences. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1391211 |
| Database: | ERIC |
| Abstract: | The five-paragraph essay is highly controversial, and yet it has also been a useful format for composition. In this essay we explain why, despite its limits, students need to go along with the format to make what use and get what advantage of it. We then demonstrate that valuing the philosophical, historical, cultural, and educational backgrounds of our students can help navigate away from the restrictive nature of the format and lead to equitable learning for all students. Finally, we introduce a few curriculum designs and instructional practices to expand the epistemological and pedagogical frontiers of the format. In short, we conduct a culturally responsive discussion of issues students with non-Western backgrounds--Asian American students in particular--may encounter when writing the five-paragraph essay. By sharing student learning-focused approaches, we aim to improve Asian American students' learning experiences. |
|---|---|
| ISSN: | 2832-2649 2832-2630 |
