teaching aw to doctoral students in efl

8/10/2019 Teaching AW to Doctoral Students in EFL

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AgendaAgenda Key issuesKey issues in teaching AW for PhD s in an !"#

context

$odel of communication$odel of communication and its application toteaching AW

Demonstration of writing research%basedactivities aimed at:% developing students& inner 'writerwriter&

% improving their textstexts% becoming aware of the target audience(readersreaders)

!valuation!valuation of the approaches


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contextcontext

$asary* +niversity: courses for PhD s, general AW for all disciplines, discipline%speci-c AW (geography /0medicine)

$any proects -nanced by !+ funds , e.g.GeoinnovationsGeoinnovations(support for research ingeography , included AW for PhD s ofgeography) IMPACTIMPACT(academic s*ills in!nglish for 23ech researchers academiciansfaculty , includes general AW)


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Activity 4: Write a listof some of the *ey

issues in teachingAW for PhD s inthe context of !"#5


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1. s have di6erent linguistic levels.

4. s study di6erent disciplines.7. 0s are unsure which AW pedagogy to follow.

8. s do not use enough academic vocabulary.

9. s write in an informal way.. s do not plan , unstructured;confusing W.

. s ma*e a lot of grammatical mista*es.

1?. s do not reference other author&s ideas.$ans-eld 4?18

ey ssues n eac ng ny@!@!


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1. s have di6erent linguistic levels.

4. s come from di6erent disciplines. ?7. 0s are unsure which AW pedagogy to follow.

8. s do not use enough academic vocabulary.no

9. s write in an informal way. no

. s do not plan , unstructured;confusing W.

. s ma*e a lot of grammatical mista*es. ?

1?. s do not reference other author&s ideas. no

ey ssues n eac ng oryPhDPhD


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Additional issues in AW for PhDAdditional issues in AW for PhD

occupation%relatedoccupation%related: extreme lac* of time forwriting due to research and teaching duties

culture%relatedculture%related: 23ech culture is generally not

a culture cultivating writing (disregard ofprocess) language%relatedlanguage%related: inBuence of mother tongue

on the way meaning is expressed (translation) genre%relatedgenre%related: inBuence of mother tongue on

the way the writing is organi3ed in expositoryW (e.g. in CAs)


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2ultural thought patterns2ultural thought patterns

0hought patterns0hought patterns (logical arrangements ofideas) of expository texts will varydepending on the culture and the mothertongue of the writers.


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$odel of communication$odel of communication


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$odel of 2ommunication$odel of 2ommunication

0he three main components involvedin any communication:

the sendersender the messagemessage the receiverreceiver

0he model of communication can beta*en as a useful framewor* forfocusing on various aspects of AW.

@yland 4??>


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verview of Approaches to 0eachingverview of Approaches to 0eachingAWAW

Parallel developments in applied linguisticsgenre studies composition studies ; #1writing !P;!AP creative writing etc. AW

pedagogies draw on all of these disciplines.Eased on the communication model:

1.1.Writer%oriented approachWriter%oriented approach (focus on sendersender)

4.4.0ext%oriented approach0ext%oriented approach (focus on messagemessage)7.7.Ceader%oriented approachCeader%oriented approach (focus onreceiverreceiver)

@yland 4??>


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1. Writer%oriented approach1. Writer%oriented approach

Writing is a creative and cognitive processwith

certain stagesstages:

% pre%writing writing post%writing %

and certain s*illss*ills:

% brainstorming composing editing.


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"ocus on the writing process"ocus on the writing processWhyWhy should we teach the process5

composing processes similarsimilar between #1 and #4

s*illed writerss*illed writers compose di6erently from novices they plan and revise more e6ectively they are organi3ed and write regularly

#4 writers#4 writers plan less than #1 writers they may revise more but they reBect less diFculties setting goals and generating material

ilva 1>>7 cited in @yland (ibid.)


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0he PW!C writing process0he PW!C writing process(proposed by hulman 4??9)(proposed by hulman 4??9)

G: What does

the acronymPW!C

stand for5


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Activity 7: "ocusing onsender;receiver thin* of

pedagogic approaches thatcould be incorporated in AW

seminars.


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ActivitiesActivities0he -eld of creative writing o6ers a wide

range of activities aimed at the speci-cstages of the writing process.

teaching about the PW!C writing processwriting process:

e.g. s draw the process of their ownwriting

pre%writingpre%writing: acrostic free;automatic

writing clustering pros and cons... writingwriting and post%writingpost%writing: writing reBection

log six thin*ing hats...

Pa3dernH*ovI 4??>

i f h * dA i f h * d


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An acrostic for the *ey wordAn acrostic for the *ey word''realityreality

Acrostic each letter of a key word is used toexpress thoughtsideas related to the key word

Reality in novels is an ambiguous notion

Even a bit vagueAnd still / have decided to use it

Lac*ing a better way of expression

Imagination is also a bit confusing wordTherefore /&ll have to loo* them up in a dictionary

Yearning for some clari-cation of the notionsPa3dernH*ovI 4??> (translated)

D i th itiD i th iti


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Drawing the writing processDrawing the writing process


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"reewriting"reewriting

!lbow 1>


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Activity 8: Draw theprocess of your own

writing. Alternatively

create an acrostic usinga speci-c *eyword (e.g.

WC/0/J).


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4. 0ext%oriented approach4. 0ext%oriented approach

Writing reLuires the use of conventional

genregenre%speci-c and

disciplinediscipline%speci-c

lexicolexico%grammaticalgrammatical

andrhetoricalrhetorical features.


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"ocus on text"ocus on text

demonstration of lexico-grammatical andrhetoricalresources available to students forproducing texts

% using templates for writing% providing students with steps;moves for part%

genres

loo*ing at instances of good writing , overallstructural features and linguistic choices

% developing a corpus of texts for a speci-c aim% analy3ing texts by identifying steps;moves


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0he use of templates in AW0he use of templates in AW

Use of templates for academic writing:

patterns for expressing thoughts , thus clarifyingthem

a stoc* of common formulas , imitating establishedmodels therefore not plagiarism

a generative Luality , help students in terms of whatand how to MsayN something in writing

raf and Eir*enstein 4??


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tructural move analysistructural move analysis analy3ing speci-c genres (research articles) or

part%genres (introductions) using move analysis

encouraging students to include moves in theirwriting that they would not ma*e by themselves

matching moves with the corresponding parts ofa text

putting a text together based on the mostappropriate seLuence of moves (problem%solution general%speci-c)

ruc ura move ana ys sv y


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ruc ura move ana ys s:v y :introductionsintroductions

wales 1>>?

t t t


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yntact c orrow ng s e etonyn ac c orrow ng s e e onwritingwriting

useful to novice doctoral students who have

only recently 'oined& the discoursecommunity of discipline%speci-c professionals

encourages writers to ta*e on the role of an

experienced authoritative writer

allows them to write themselves into anauthoritative stance they may not be able to

ta*e by themselves

sca6olds a *ind of linguistic identity wor*

Kamler and 0homson 4??


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Activity 9: Paragraphs*eleton , introduction:

ex. / // /// and /O onthe handout.


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Paragraph s*eletonParagraph s*eleton , ex. / and //


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Paragraph s*eletonParagraph s*eleton , ex. ///


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Paragraph s*eletonParagraph s*eleton , ex. /O


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7. Ceader%oriented approach7. Ceader%oriented approach

Writing has a socialsocial dimension:

the writer should anticipate

the target audiencetarget audience

(in case of PhD students: targetournals in their sub;disciplines)


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"ocus on reader"ocus on reader Writers should anticipatethe interests

understandings and needs of a potential audience.

0he notion of discourse community:

% expert vs. novice members

% *nowledge of important topics in the discipline

% s*ill to use conventionali3ed language

% identity issues , ta*ing on the role of a researcher

% sca6olding students& initiation into the community

wales 1>>?


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Activity : 0hin* of wayswe could help our s

ta*e into considerationthe readers of theirwriting.


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Activities building corporabuilding corpora of texts that are:

% discipline%speci-c% ournal%speci-c% genre%speci-c% topic%speci-c% part%genre%speci-c

presenting researchpresenting research to various audiences:

% elevator tal* (7? sec.)% extended summary (4 min.)% presentation (1? % 19 min.)


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Analysis of the target ournalAnalysis of the target ournalut of the respected ournals in your -eld choose one

as the target ournal where you might considerpublishing your research. Ee prepared to comment onthe ournal in class. ou may wish to consider thefollowing features:

! "hat is the character of the #ournal$! "hat sort of audience does the #ournal cater for$! "ho are the editors$

! "hat are the rules to respect$! In what for% to su&%it revised articles$! "hat happens after acceptance$! 'ow long is the review process$

2orpus of CAs from geography2orpus of CAs from geography


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2orpus of CAs from geography2orpus of CAs from geographyournalournal

Cesources for disciplineCesources for discipline


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Cesources for discipline%Cesources for discipline%speci-c AWspeci-c AW


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teaching aw to doctoral students in efl

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