Writing for Specific Audiences: A Comparative Study of Teaching Writing in Nepal and the U.S.

Abstract

This paper explores the disparities in teaching writing and evaluation between the United States and Nepal, focusing on the crucial concept of writing for a specific audience. In the U.S., there's an increasing emphasis on the need for students to tailor their writing to cater to distinct audiences. However, the educational system in Nepal primarily values rigid rules and standards over audience-oriented writing. I argue that teaching students to write for specific audiences is paramount for effective communication and underscores the concept of "learning transfer," where knowledge gained should be applicable across different contexts. While U.S. education standards advocate audience-oriented writing, standardized tests often fail to assess this essential skill. I contend that incorporating audience-specific writing assessments in standardized tests can significantly improve writing education. Some data were collected from 15 secondary-level English language teachers in Nepal. Findings demonstrate that instructors are not aware of the practice of teaching writing for a specific purpose. Ultimately, the paper calls for a shift in writing instruction to prioritize adaptability, context, and the intended audience. It underscores that writing is fundamentally about communication and that understanding the specific audience's needs is vital for effective expression, irrespective of geographical and educational system differences.