CULTURAL CONTEXTS FOR ARGUMENT

CULTURAL CONTEXTS FOR ARGUMENT

CULTURAL CONTEXTS FOR ARGUMENT

Organization

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As you think about organizing your argument, remember that cultural factors are at work: patterns that you find persuasive are probably ones that are deeply embedded in your culture. In the United States, many people expect a writer to “get to the point” as directly as possible and to articulate that point efficiently and unambiguously. The organizational patterns favored by many in business hold similarities to the classical oration — a highly explicit pattern that leaves little or nothing unexplained — introduction and thesis, background, overview of the parts that follow, evidence, other viewpoints, and conclusion. If a piece of writing follows this pattern, American readers ordinarily find it “well organized.”

So it’s no surprise that student writers in the United States are expected to make their structures direct and their claims explicit, leaving little unspoken. Their claims usually appear early in an argument, often in the first paragraph.

But not all cultures take such an approach. Some expect any claim or thesis to be introduced subtly, indirectly, and perhaps at the end of a work, assuming that audiences will “read between the lines” to understand what’s being said. Consequently, the preferred structure of arguments (and face-to-face negotiations, as well) may be elaborate, repetitive, and full of digressions. Those accustomed to such writing may find more direct Western styles overly simple, childish, or even rude.

When arguing across cultures, look for cues to determine how to structure your presentations effectively. Here are several points to consider:

  • Do members of your audience tend to be very direct, saying explicitly what they mean? Or are they restrained, less likely to call a spade a spade? Consider adjusting your work to the expectations of the audience.

  • Do members of your audience tend to respect authority and the opinions of groups? They may find blunt approaches disrespectful or contrary to their expectations.

  • Consider when to state your thesis: At the beginning? At the end? Somewhere else? Not at all?

  • Consider whether digressions are a good idea, a requirement, or an element to avoid.