Contrastive Rhetoric Theory in an Electronic Medium: Teaching ESL Writers to Become Bricoleurs in a Computer-Assisted Classroom
What are the differences between English-as-a-second-language (ESL) students and native English speakers as they become a part of a computerassisted classroom? What pedagogies are more effective as ESL students adapt to writing for the Web? I suggest that Derrida’s concept of bricolage serves as a useful metaphor for talking about the tendency of ESL students to juxtapose first-language (L1) and Western rhetorics as they begin writing for electronic genres. Thus, this chapter explores the coping strategies of ESL students as they become writers for the Web and highlights the ways contrastive rhetoric theory can facilitate this process.