The Personal Narrative as Cultural Artifact

Brenda Dyer Tokyo Woman's Christian University ; Lee Friederich University of Minnesota System

Abstract

The article explores the purpose and methods of teaching the personal narrative in foreign language classrooms. Following a cross-cultural comparison of the history, purpose, and form of autobiography in first-language contexts in the United States and Japan; a review of the place of personal narrative in second- and foreign-language compo sition theory and practice; and the results from survey research involving 160 Japanese freshman students about high school writing instruction in English, a rationale and methodology for teaching personal narrative to Japanese college students of English is presented. The five-paragraph, thesis-driven personal essay presented in English as a second language/English as a foreign language textbooks is critiqued, with recommendations for a more organic form synthesizing story and essay, as in Barrington's concept of “scene, summary and musing.” The limitations of peer editing are discussed, and the bundan writing workshop is described as an effective alternative.

Journal
Written Communication
Published
2002-04-01
DOI
10.1177/074108830201900202
Open Access
Closed
Topics

Citation Context

Cited by in this index (1)

  1. College English

Cites in this index (3)

  1. Written Communication
  2. College Composition and Communication
  3. College Composition and Communication
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