These rhetorical tendencies will be compared to what is known as the American academic English model, though it should be noted here that very little difference exists between written British and written American academic English. Instead of explaining or defending this opinion, such an author moves along to discuss seemingly disconnected issues, often arguing these tangently related points at great length.
Little attempt is made to connect the reintroduced topic to the discussion surrounding it.
As the opinion being supported is undefined, the result is a somewhat disembodied feel to the development. From research and my own experience, the above strategies are heavily utilized by Japanese ESL writers. However, ESL teachers should be prepared to make the rhetorical differences between the native and target language as clear as possible to their students. The St. Martin's guide to writing . St. Martin's Press.