Reflective essay examines linguistic and cultural challenges in student assignments, indicating the importance of genre diversity in learning.
The reflective essay introduces the culminating project from a specific iteration of Perspectives on the Humanities, the second universally required composition course at NYU Shanghai. For this project, students investigate a self-selected term of sociocultural significance that defies smooth migration across linguistic boundaries, especially between English and Chinese. Students can convey their research and insights through one of three genres: a “traditional” argumentative essay, an extended note, or a historical narrative. Inspired in part by Raymond Williams, this assignment aims to enhance students' rhetorical, linguistic, and cultural awareness by navigating the complexities of language and genre in a globalized context.
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Chen Lin (2025) studied this question.
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