Argument in American and British Cultural Studies Dissertations, Case Study: Mouloud MAMMERI University
Loading...
Date
2017-06-07
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University Mouloud Mammeri of Tizi-Ouzou
Abstract
This research explores the cultural variations in presenting, organizing, and
reporting arguments in MA dissertations in Cultural Studies submitted and
defended at the Department of English in the University of Mouloud
MAMMERI of Tizi Ouzou. It builds on theoretical bearings explored by
Robert Kaplan in his theory of Contrastive Rhetoric. However, this
research, unlike Kaplan’s theory (which compares four cultural groups in
relation to Anglophone cultures), is centered on the distinct traits of Arabic
Rhetoric transferred by Algerian students of English as they compose in
academic discourse. One finding highlighted at the level of this research is
the “Intergenreality” found in Algerian dissertations, in which students
abide to the broader conventional practice in the Anglo-American
academia, while, on the narrower level, they unconsciously repudiate the
same-practice rhetorical moves due to the inevitable influence of their first
language/culture. The repetitive patterns found in Algerian students
dissertations, from the boarder level of sections and paragraphs to the
narrower one of sentences, clauses and even single words, make their
argument more of a narrative and descriptive than its expected academic
nature. Thus, Algerian students fail to present arguments that successfully
and effectively communicate their notions and theses in the academic
sphere.
Description
165p.;30cm.(+cd)
Keywords
Citation
Teaching of Literary Texts and Civilization