ESPG: Teaching and Learning through genresRocío Rivera CidPontificia Universidad Católica de Valparaíso

Welcome To

Our WebQuest!

Introduction •Let’s find out what we are going to talk about!

Process •These are the steps you will follow to accomplish the objective of the WebQuest.

Resources •These are some resources you will use to work throughout the WebQuest.

Evaluation •Here you will find the rubrics for the evaluation of your product.

Conclusion •In this section you will make a conclusion about your work.

IntroductionDear student,

This is the first WebQuest you will participate in during the semester. I hope you enjoy it and learn as much as you can from it.

Throughout this workshop, you will learn not only about concepts and procedures within the field of telecommunications, but also about how to read and interpret texts understanding their structure according to their communicative purposes.

As an introduction, I would like to invite you to read a welcome message I wrote for you. Please go to http://rocioisabel.wordpress.com and read the message written on this Blog. This internet tool (Blog) will be part of our evaluation instrument for this WebQuest and the next one you will work with.

At this point, I know that you may not be familiar with the concept of WebQuest. The following section will be a short review of what a WebQuest consists of.

IntroductionWhat’s a WebQuest?

A WebQuest is an on-line set of activities which are developed by students in order to achieve an objective.

During these activities, students work in groups using the internet technology and promoting cooperative work.

Do you want to know more about WebQuests? Click here http://webquest.org/ . This Website gives you all the information you need to know about how WebQuests work.

Task

You will scan and read the disciplinary text and work with its content.

You will search for information on the net to gather more information about

concepts presented in the disciplinary text.

You will learn how to search for information understanding the rhetorical structure of the disciplinary text: Moves

and Steps.

Process• Go to

http://rocioisabel.wordpress.com/ and read the right column of the Blog. You will find a section named “Disciplinary text”. Click on Disciplinary text and open the file it contains.

• Take a look at the cover page of the document. What do you think the text is about?

• Scan the document and try to get a general idea of what you will have to study in more detail later.

• Now that you have scanned the text, read it carefully. Divide the work with your partner. Each of you will read half of the document. While reading, write down words you don’t understand and make a list of words you think you have heard before.

Step 1:

work with a partn

er

Process• Now that you already know which

concepts are important for you to understand within the field of radio communications, you will go a step further and search the net to clarify some concepts.

• In order to do this, you will have to create a Word document and make a list of concepts you think you did not perfectly understand. Work in pairs and do the list together.

• Go to www.google.com and type the concept you are looking for. Then, write a definition of the concept in your own words in your Word document. After you finish, save a copy and email it to rocioriveracid@gmail.com. This is part of your collaborative contribution to build a glossary that will later be available at http://rocioisabel.wordpress.com/

• In case you need to find more information, go to the RESOURCES section of this WebQuest and click on the links. These are some useful Websites where you can find information.

Step 2:

work with a partn

er

Process• Now that you have contributed to

the understanding of general and specific information from the text you read, you will work with the disciplinary text as a genre that can be constructed following certain rhetorical moves and steps.

• The third and last step consists of understanding what rhetorical macro moves, moves, and steps are and how they are realized in the disciplinary text you just read. Let’s begin! Go to the next slide/section of this WebQuest and you will find a short definition on rhetorical moves and steps. Read them and take a look at the chart below. Then, follow the instructions written on the next page.

Step 3: work with three other

classmates

Process

COMMUNICATIVE MACRO PURPOSE

Instruct

Regularize

Persuade

Didactic Guide

Operation Manual

Disciplinary Text

Genres Rhetorical Structure: The disciplinary text

First, it is important to know that the rhetorical structure of a particular text depends on the communicative purpose that the text has. In this sense, a Macro Move corresponds to the communicative purpose of a section of the text, a Move corresponds to a unit within the Macro Move which has a communicative purpose on its own, and Steps correspond to those units that have a communicative purpose and are part of the different moves of the text. Macro Moves, Moves, and Steps form the rhetorical structure of the text and they account for the communicative purpose of it.

Take a look at the following table. It explains what the communicative Macro purpose of the Didactic Guide, Operational Manual, and Disciplinary text are:

ProcessThe Following table corresponds to Macro Moves, Moves and Steps of the disciplinary text you just read. Study this table and then follow the instructions below.

Macro move 1. Preamble (PREA): Introduce the work, presenting information that facilitates and guides its understanding

Moves and steps Description Structure1.1 Schematic statement of the content (SSC)

Present the content of the work and the way in which it is organized.

Thematic index / Content

Step 1.1.1 Schematically present the work content 1.2 Contextualization (CONT) Set the work, justifying its creation

and presenting the author’s perspective regarding the thematic.

Prelude / PrefaceacknowledgementsTranslators’ notes

Step 1.2.1Introduce the thematic area1.3 Presentation (PRES) Define the work focus and describe its

organization.Work introduction

Step 1.3.1Present the work organization

Macro move 2. Theoretical approach (TA): Develop the problemMoves and steps Description Structure

2.1 Theoretical problem establishment (TPE)

Identify the problem emphasizing its relevance

Introductory chapter

Step 2.1.1Describe the problematic and its relevance: presentation of the concepts and their corresponding definitions; presentation of relevant physic and mathematic formulas.

Process

• Create a Word document and answer the following general questions (Save a copy of the document and email it to rocioriveracid@gmail.com) • What do you understand by “purpose”?• What is a Macro Purpose? What is a Macro Move?• What is the Macro Purpose of the Disciplinary

Text? • How many Moves does the Disciplinary Text have?• How many Steps do each move have?• Which part of the text is related to the first move

called Schematic statement of the content?• Which part of the text is usually associated with

the second Macro Move of the Disciplinary Text?• What would you say is the Macro Purpose of the

Disciplinary text?• Work with your classmates and design a Mind Map

describing the rhetorical structure of the Disciplinary Text. Consider both Macro Moves and all of their corresponding moves and steps. Go back to the disciplinary text you read and add an example to the Mind Map taken from this text. You can guide your work with the following example of a Mind Map

Step 4: work with three other

classmates

Process

Macro Move 1

Move 1.1

Step 1

Move 2.1

Step 1 Step 2

Macro Move 2

Move 2.1

Step 1 Step 2

Move 2.2

Step 1 Step 2

Move 2.3

Step 1 Step 2

resourcesDISCIPLINARY TEXT

http://en.wikipedia.org/wiki/Signal_%28electronics%29

http://www.kpsec.freeuk.com/acdc.htm

http://en.wikipedia.org/wiki/Digital_signal

http://www.samson.de/pdf_en/l150en.pdf

http://en.wikipedia.org/wiki/Wave_%28physics%29

http://en.wikipedia.org/wiki/Amplitude

http://demonstrations.wolfram.com/PeriodAndFrequency/

http://

artsites.ucsc.edu/EMS/Music/tech_background/TE-01/soundWPF.ht

mlhttp://en.wikipedia.org/wiki/Frequency_allocation

http://en.wikipedia.org/wiki/Audio_frequency

http://www.dplay.com/tutorial/freqpaint.html

http://www.webopedia.com/TERM/A/audio_frequency.html

Evaluation

Excellent Work Good Work Poor Work

Document 1 The students make a list of at least 10 concepts and define them citing the internet source where the definitions were taken from. Students use their own words to define the concepts. Students have few or no grammatical errors.

The students make a list of 5 to 9 concepts and define them without citing the internet information source. Students use their own words to define concepts. Students have grammatical error but they do not affect understanding of the concepts’ definitions.

The students make a list of less than five concepts and define them without citing information sources. Students copy the definitions from internet, only changing a few words. Students have grammatical mistakes that affect understanding of the definitions.

Document 2 The students answer the questions in an accurate way. Spelling is correct and they have few or no grammatical errors.

Students answer the questions but some of the answers are not correct. Spelling is correct and they have few or no grammatical errors.

Students answer the questions but most of them are incorrect. Students have spelling mistakes and grammatical errors which affect understanding of the answers.

The evaluation process you will go through consists of two parts: *The first one will be assessed using the rubric below: your two Word Documents will be evaluated using this rubric.*The second evaluation consists of a second genre that will be now presented to you: the Didactic guide. This genre also has a rhetorical structure and is formed by a Macro Move, a Move and a Step. You will have to take a look at the rhetorical structure and then answer the questions contained in the Didactic Guide.

Evaluation

The Didactic Guide

The didactic Guide also has a distinctive rhetorical structure. Now you are going to answer some questions taken from a Didactic Guide that has been prepared for you. Please go to http://rocioisabel.wordpress.com/ and take a look at the right column of the Website. Click where it says Disciplinary Guide and download the file. Then Answer the questions you will read in this genre. After you finish answering the questions, add one more page and prepare Mind Map of what you think is the rhetorical structure of this genre.When you finish, save a copy of the Word document and email it to rocioriveracid@gmail.com.CLUE: The Didactic Guide consists of only one Micro Move, one Move, and one Step.

Excellent Work Good Work Poor Work

Word Document: Didactic Guide The students work through the Didactic Guide. The answers are correct and their sentences contain little or no spelling and grammatical errors. Students are able to describe the rhetorical structure of the Didactic Guide.

The students work through the Didactic Guide. Some of the answers are not correct and some spelling mistakes are found. Students have difficulties stating the purpose of the genre and describing its rhetorical structure.

The students work through the Didactic Guide. Most of the answers are incorrect and they present many grammatical errors which affect the understanding of answers. Students are not able to state the purpose of the genre and its rhetorical structure.

Conclusion

CONGRATULATIONS!

You have finally come to the end of this first WebQuest of our Workshop. So far we have work not only with the content of the Disciplinary Text but also with the rhetorical structure which gives shape to this genre. These are some of the things that you have learned so far:

Content:-The Radio Communication system and its definition-Electrical signals and their characteristics-Digital signals and their characteristics-Parameters of the alternating Sinusoidal Signal-Measure Units-Radio Frequency Bands-Frequency Bands Assignation-Audio frequency Signals-Band Width

Rhetorical Structure of Genres-The rhetorical structure of the Disciplinary Text-The rhetorical structure of the Didactic Guide