Because language and culture are so intimately connected, it is not surprising that the issue of cultural difference plays a role in how students write in a second language. For some students, learning to write in English involves a process of cultural and identity change. They may need to change or acquire a second writing culture and manage possible conflicts between their cultural identity and standard
academic English.

By examining the cultural and dialectical differences that students bring to the classroom, teachers can become better readers of students’ writing, and students can make more informed writing choices. In this chapter, we examine differences in writing culture and dialect, and we provide suggestions for developing assignments that allow students and teachers to reach a deeper understanding of these differences.

Writing Cultures
First, let us consider what is meant by writing culture. Writing teachers often assign different tasks for different purposes. For instance, some teachers use writing to evaluate students’ knowledge of the material. However, in a classroom in which writing is seen as a process of making one’s own meaning, a student who writes to display knowledge may be seen as not doing enough analysis. To give another example, in many countries it is considered inappropriate or even risky to critique the government. When a student from such a country is asked to engage in critique, he or she may find it hard to do so. Because of these differences, it is important for teachers to consider students’ writing backgrounds...