Nkemleke-Teacher Education in Cameroon

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July 19-21, 2013
Language Colloquium TU-Chemnitz
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Outline
1. Motivation
2. Goals
3. Theories
4.
Modules
5.
References
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Language Colloquium TU-Chemnitz
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1. Motivation
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2. Goals
1: ability to write “successfully” in the following 4 contexts
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Finding admission into a university abroad
Statements of purpose
Personal statements
Finding one’s voice in the academic community
Communicating with other researchers
Writing reviews
Growing in the career and establishing a profile
Grant applications
Letters of recommendation
Supporting the Publication Process
Manuscript submissions
Responding to reviewers and editors
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Language Colloquium TU-Chemnitz
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2: ability to write “successfully” in the following 9 genres
Books and
monographs
Research proposals
Term papers
Theses and
dissertations
Grant proposals
Conference
presentations
Books and
monographs
Research articles
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Conference
Presentations
Abstracts
Language Colloquium TU-Chemnitz
Statements of intent
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3. Theories of writing: a mosaic
Contrastive rhetoric (writing across cultures), Kaplan 1966
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Language Colloquium TU-Chemnitz
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Contrastive Linguistics in the Classroom
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Language is cultural
experiences
•
L1 patterns transfer to L2
•
Awareness of L1, L2
differences can improve
language skills
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The post-Kaplan era? From product to genre, end of journey?
The Product
Approach
The Process
Approach
The Genre
Approach
?
Social constructivism „janus-face“??
New directions:
corpus tools & web
writing
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Genre
Communicative Events
Communicative Purposes
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Discourse Communities
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A generic example: the CARS Model (Swales 1990:141)
Establishing a Territory
Step 1: Claiming centrality (and/or)
Step 2: Making topic generalization(s) (and/or)
Step 3: Reviewing items of previous research
Declining rhetorical effort
Move Two: Establishing a niche
Step 1A: Counter-claiming (or)
Step 1B: Indicating a gap (or)
Weakening knowledge claims
Step 1C: Question-raising (or)
Step 1D: Continuing a tradition
Move Three: Occupying the niche
Step 1A: Outlining purposes (or)
Step 1B: Announcing present research
Increasing explicitness
Step 2: Announcing particular findings
Step 3: Indicating RA structure
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NEW DIRECTIONS: Corpus tools & Web writing
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A corpus-based Approach : „Language focus“ vs. „genre focus“
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Reading helps writing? Eye-tracking on the web
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Social constructivism: Writing is learning „how to mean“ (Halliday
1975)
What does it all mean?
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Learning is a search for meaning.
Learning must start with the
issues around which students are
actively trying to construct
meaning.
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How constructivism impact development of writing skills
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Critical thining skills (Elder & Richard 2002)
Categorization
Decoding significance
Clarifying meaning
Interpretation
Examining ideas
Identifying arguments
Analyzing arguments
Analysis
Assessing claims
Assessing arguments
Evaluation
Querying evidence
Conjecturing
alternatives
Drawing conclusions
Inference
Stating results
Justifying procedures
Presenting arguments
Explanation
Self-examination
Self-correction
Self-regulation
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Application: A Synthesis of theories?
(https://www.google.de/search?q=PPT%3B+Academic+writing, accessed.10.07.13)
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4. Modules
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MOD1:
MOD2:
MOD3:
MOD4:
MOD5:
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The writing assignment process
Writing effective sentences
Academic writing style
Critical thinking and writing
Structure of academic registers
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Duration of Project: 3 Years
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THANK YOU FOR LISTENING!
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5. References
Elder, Linda and Richard Paul, R. University Library: Universal Intellectual Standards. Critical Thinking
Consortium. Foundation for Critical Thinking. 28 May 2002 Faigley L (1986) Competing theories of
process: a critique and a proposal. College English 48: 527-42.
Ferris D (2003) Responding to writing. In B Kroll (ed.), Exploring the Dynamics of Second Language
Writing. Cambridge: Cambridge University Press, pp.119-140.
Ferris D & Hedgcock JS (1998) Teaching ESL Composition: Purpose, Process, and Practice. Mahwah:
Lawrence Erlbaum.
Flower L & Hayes JR (1981a) A cognitive process theory of writing. College Composition &
Communication 32: 365-387.
Flower L & Hayes JR (1981b) Plans that guide the composing process. In C.H. Frederiksen & J.F.
Dominic (eds.), Writing: The Nature, Development, and Teaching of Written Communication Vol 2.
Writing: Process, Development and Communication. Hillsdale: Lawrence Erlbaum, pp.39-58.
Halliday, M.A.K. (1975). Learning How to Mean: Explorations in the Development of Language. London:
Edward Arnold.
Hyland K (2003) Genre-based pedagogies: a social response to process. Journal of Second Language
Writing 12: 17-29.
Ivanič R (2004) Discourses of writing and learning to write. Language & Education 18(3): 220-245
Kaplan, R. (1966). Cultural Thought Patterns in Intercultural Education. Language Learning 16(1):1-20.
Richardson, W. (2006). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms . San
Francisco, CA: Jossey-Bass.
Susser, B. (1994) Process approaches in ESL/EFL writing instruction. Journal of Second Language
Writing 3(1): 31-47.
Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge
University Press.
White RV & Arndt V (1991) Process Writing. Harlow: Longman.
Zeidner, M., Matthews, G., & Roberts, R. D. (2009). What we know about emotional intelligence: how it
affects learning, work, relationships, and our mental health. Cambridge, Mass.: MIT Press.
Zamel V (1983) The composing processes of advanced ESL students: six case studies. TESOL Quarterly
17: 165-187
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