challenges of selecting model texts in genre-based writing classes

Challenges of Selecting Model Texts in Genre-based Writing Classes

Ibtesam Hussein April, 2014

Discussion Questions

• Which model do you think is the best for your students? Why?

• How do you usually select models for your students?

• How do you usually use model texts in your class?

Definition…

Watson (1982) defined models as “the product of other people’s writing, not the student’s own product, and it is the product not the process of writing that is observed” (p. 6).

A model is also seen as “a text written by a specific writer in a specific situation that is subsequently reused to exemplify a genre that generalizes over writers in such situations” (Charney & Carlson, 1995, p. 90).

Selection of Model Texts

Expert model texts

Novice models

Authentic and specially written models

Selection of appropriate model texts is a factor in the value of those models (Charney & Carlson, 1995)

Criteria for Selecting Models

L2 writing instructors need to be “analytical and critical readers” (Stolarek, 1994).

Stolarek (1994) suggests that writing instructors should endeavor to “develop an awareness of the linguistic features which define a particular form of writing, and to select models which present those features in a manner which is most accessible to students” (p. 170)

Stolarek (1994) writes: Instruction in which modeling works best would be characterized by a clear conception on the part of the instructor of what, exactly, is to be modeled, along with the presentation of a model which clearly exemplifies the characteristics which are to be modeled (P. 178).

Noticing

Noticing is defined as “awareness of a stimulus via short-term memory” (Qi & Lapkin, 2001, para 4).

Research in second language acquisition, cognitive psychology and cognitive science agrees that attention or noticing is significant for learning to occur

How?

Model Texts

Negotiation

Independent

Context for a graduate-level writing course

Research QuestionsQuantitative component

Is there a measureable change / progress/ improvement?

Qualitative component

Does providing students with quality model texts of a variety of genres (genre awareness) in a genre-based writing course have a positive impact on improving international graduate students` academic writing?

Does explicit focusing (noticing) of a particular area of language use in a specific writing genre improve performance in that aspect of language use?

Participants

A total of fifteen international graduate students (Saudi Arabia, Libya, Bangladesh, Columbia and China) enrolled in TL 524 Academic Writing for Dissertations and Publications course at Washington State University (WSU).

Data collection and analysis

The graduate writing based genre class lasted for four monthsArticlesThemes

• Students’ rubric• Rating rubric• Field notes

Preliminary Results

• Ss made a progress

Multiple Models

• Modeling texts• Student models• Faculty models• Published models (student selected)

• Modeling instruction• Responsive classrooms• Instructional tools (technology)

• Modeling professional discourse• Oral• Written

Prediction/Vocab• Provider Perspectives on the Use of Assistive Technology for Infants and

Toddlers with Disabilities (Wilcox, Guimond, Campbell & Weintraub Moore, 2006

• Words associated with expressing perspectives

• Predictions around study type (design, instruments, sample size, analysis)

Belief OpinionView Factors

Paragraph Organization

Word and Sentence Choices

Other Activities…

Reconstruction activities 

Definition: activities that require students to reconstruct a text or diagram by filling in missing words, phrases or sentences, or by sequencing text that has been jumbled.

Texts used: modified texts - the teacher modifies the original text, taking out words, phrases or sentences, or cutting the text into segments.

Types of activities:

Text completion (Fill in missing words, phrases or sentences.)

Sequencing (Arrange jumbled segments of text in a logical or time sequence.)

Grouping (Group segments of text according to categories.)

Table completion (Fill in the cells of a table that has row and column headings, or provide row and column headings where cells have already been filled in.)

Diagram completion (Complete an unfinished diagram or label a finished diagram.)

Prediction activities (Write the next step or stage of a text, or end the text.)

Analysis activities

Definition: activities that require students to find and categorize information by marking or labeling a text or diagram.

Texts used: unmodified texts

Types of activities:

Text marking (Find and underline parts of the text that have a particular meaning or contain particular information.)

Text segmenting and labeling (Break the text into meaningful chunks and label each chunk.)

Table construction (Draw a table. Use the information in the text to decide on row and column headings and to fill in the cells.)

Diagram construction (Construct a diagram that explains the meaning of the text. For example, draw a flow chart for a text that explains a process, or a branch diagram for a text that describes how something is classified.)

Questioning (Answer the teacher's questions or develop questions about the text.)

Summarizing

Words and Phraseshttp://www.wordandphrase.info/frequencyList.aspGraphic Organizershttp://www.eduplace.com/graphicorganizer/

Criticism

Ignoring the process of writing (Collins & Gentner, 1980; Werner, 1989; Abbhul, 2011).

Presenting students with model texts is meant to present them with a model of how “good writers organize, develop and express their ideas” (Smagorinsky, 1992, p. 162), particularly in genre writing classes

Application 1. Form groups of 32. Choose a writing genre. Some examples include

• narrative, critical analysis• Argumentative essay• science report• Compare/contrast essay• historical interpretation

3. Model the genre• What techniques from our presentation would apply?

4. Share out and discussion

Thank youIbtesam.hussein@email.wsu.edu