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Teaching Academic Writing to Austrian University Students. What Linguistics has to offer. Helmut Gruber Birgit Huemer Markus Rheindorf. Introduction. Preceding projects: - PowerPoint PPT Presentation
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Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Teaching Academic Writing to Austrian University Students.What Linguistics has to offer.
Helmut Gruber
Birgit Huemer
Markus Rheindorf
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Introduction
Preceding projects:• Wissenschaftliches Schreiben an der Universität (1999/2000,
University of Business Administration, Dept. of Slavic Languages and University of Vienna, Dept. of Linguistics, funded by Austrian National Bank)
• Genre, Habitus and Academic Writing (2001-2004, University of Vienna, Dept. of Linguistics, funded by Austrian Science Foundation and Austrian National Bank)
Current Project:• Developing a Writing Course for Austrian University
Students (2006-2008, University of Vienna, Dept. of Linguistics, funded by Austrian Science Foundation, grant no.: L179-G03
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Introduction
Main aims of the presentation:• Presentation of a modular course design based on our previous
research• Presentation of a multi-dimensional grid combining all factors
relevant in developing teaching materials for students in a blended learning framework
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Theoretical Basis: Modelling text types – localization & diversification
Text type
Genre
Individual text
Abs
trac
tion
Localization
Contextually determinedlevel of specificity
Low specificity:Legal aspects, semiotic mode undecided
Medium Specificity:Disciplinary aspects, semiotic mode decided
High Specificity:Course-specific, writer-specific
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Theoretical Basis: Underlying linguistic criteria
Macro-structure = how the text is structured :• Systemic Functional Theory (SFL) tells something about how
a text is structured in terms of communicative acts and what function these communicative acts have (e.g. presenting state of the art of the relevant field, reporting what is known about phenomena under study, pointing out deficiencies in the present state of knowledge, stating purpose of present study, give an overview about structure and content of the following study,...)
• Rhetorical Structure Theory (RST) tells something about how text coherence is established - how parts of a text are connected or related to each other and what function these relations have. (e.g. background, condition, contrast, elaboration, justify, list, sequence, solutionhood, summary,…)
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Theoretical Basis: Underlying linguistic criteria
Meta-communication = about the seminar paper:• Contextualization: places the seminar paper in the context of
university education (e.g. title, author, name of the supervisor, seminar-title, date,…)
• Structure: all features with the function of structuring the text (content, subtitles, layout (e.g. white space in between text blocs), lists,…)
• Theme orientation: comments on the theme of the seminar paper (e.g. stating the purpose of the present seminar paper, offer hypothesis, present research questions…)
• “Digressive” function: signalizes that a specific part of the seminar paper is just a comment or an excursus and not the main part of the text.
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Theoretical Basis: Underlying linguistic criteria
Intertextuality = connect knowledge, inform about the present state of research, establish continuity, tradition and authority among a scientific community:
• Quotation (direct and indirect)• Reference• Allusion• Collectivization
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Theoretical Basis: Underlying linguistic criteria
Argumentation = explicate or argue sth.:• Explaining sth.• Defining sth.• Argumentation strategies• Sophism
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Theoretical Basis: Underlying linguistic criteria
Modality = degree or “kind” of truth or the degree of objectivity assigned to a communicative act. In seminar papers modality occurs:
• when course participants position themselves• when they try to be objective• when they make evaluations• when they introduce another author’s perspective.
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Theoretical Basis: Underlying linguistic criteria
Lexis = semantic value of a word, phrase or a communicative act:
• Terminology • Style• Use of acronyms and abbreviations• Nominalizations• Use of active and passive voice
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Step 1: Reconceptualizing analytical categories
Newly formulated didactic categories: • General issues of academic writing • Difference between the language of everyday life and scientific
language• The structure of a seminar paper• Connecting text-segments• Quotation and Reference• Explication and Argumentation
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Step 1: Contribution of areas of analysis to didactic units
Areas of linguistic analysis Didactic units
Macro-structure (SFL, RST) Structure of a seminar paper, connecting text-segments, argumentation
Meta-communication Structure of a seminar paper, connecting text-segments, general issues of academic writing
Intertextuality Quotation and Reference
Argumentation Explication and Argumentation
Modality Difference between the language of everyday life and scientific language
Lexis Difference between the language of everyday life and scientific language
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Step 2: Building a modular course design
Entrance module
Module 1
Module 2
Module 3
Evaluation
Everyday Language vs. Language of Science: general aspects of writing process / web-based
Focus on writing: discipline-specific aspects of text structure, intertexuality, argumentation / face-to-face and web-based
Writing workshop: paralleling course or seminar / face-to-face and online exchange
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Step 3: Considering the dimension of „joint actions“
Joint actions (Clark, 1996) combine different lines of activity, using language is only one of them
Other relevant activity lines:
– (Semiotic) modes of communication:• Face to face• written (textually mediated)• synchronous• asynchronous
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Step 3: Considering the dimension of „joint actions“
Joint actions (Clark, 1996) combine different lines of activity, using language is only one of them
Other relevant activity lines:
– Communicative orientation (Koch & Österreicher, 1994):• conceptually spoken• conceptually written
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Step 3: Considering the dimension of „joint actions“
Joint actions (Clark, 1996) combine different lines of activity, using language is only one of them
Other relevant activity lines:
– direction of communication:• monological (in terms of setting properties: no or only limited
possibilities for students’ activities during teaching activities)• dialogical (in terms of setting properties: students’ activities as a part
of teaching activity)
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Step 3: Considering the dimension of „joint actions“
Joint actions (Clark, 1996) combine different lines of activity, using language is only one of them
Other relevant activity lines:
– n of communication partners:• 1:1• 1:n• n:n
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Step 4: Considering the knowledge dimension
Types of knowledge:• encyclopedic knowledge: knowing that p (p: genres, generic
stages, types of linguistic actions, argumentative patterns, discipline specific types of valid arguments, citation conventions etc. etc.
• procedural knowledge: knowing how to p (p: drafting an outline of a paper, organising one‘s work during the semester, finding relevant literature, writing exerpts, preparing a paper presentation, preparing a first draft of the paper, revising strategies
• meta-knowldege: knowing about knowing (or not knowing) that … and how to …
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Step 5: Considering the pedagogical dimension
Types of pedagogic practices:• Instructing: instructor centered, monological, 1:n, conceptually
written or spoken, synchronous or asynchronous, transmission of encyclopedic knowledge
• „Detecting“: Learning by doing („legitimate peripheral participation“, Lave & Wenger, 1993); joint activities of students and instructors, student centered, dialogical, acquisition of procedural and meta-knowledge
• „professional communities“ (Schrittesser, in press): blended learning structures which seek for a compromise between the two above extremes; limited time frame; foster „detecting“ of new content under the guide of instructors, student centered
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Step 5: Considering the pedagogical dimension
Two Modes of knowledge production during pedagogic process:
• Making implicit (tacit) knowledge explicit: brainstorming in groups, working with real text examples, „detecting“ of existing knowledge
• Acquiring new knowledge (connecting to existing knowledge):
– Instructing
– Detecting
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Institutional constraints
• personnel resources (2 instructors for 2 courses)• time constraints (1 semester, 1-hour course)
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Step 6: Combining modes of communication to media (Holly, 1997)
Sub dimensions of joint action plane/ communication media
Hypertext (product oriented)
E-mail (discussion tool, wiki) (process oriented)
F2F – instruction (product oriented)
F2F group exercises (process oriented)
individual exercises (product oriented)
(1) conceptual mode of communication
written written & spoken spoken interaction: spoken; output: written
written
(2) semiotic modality multi-modal primarily textual (hypertext possible)
spoken interaction: spoken; output: textual
textual
(3) primary communicative function
monological dialogical monological dialogical monological
(4) n of communication partners
1:n 1:1 (personal communication) 1:n (newsgroups etc.)
1:n 1:n (student:stu-dent)
1:1 (student:in-structor)
(6) synchronicity vs. asynchronicity
asynchron-ous
asynchronous synchron-ous
synchronous asynchron-ous
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Course Work designed to explicate previous knowledge and skills
• Brainstorming a topic or term
• Exercises working with a texto Describingo Detectingo Modifyingo Composing
Course Work designed to practice newly acquired knowledge and skills
• Brainstorming a topic or term
• Exercises working with a texto Classifyingo Correlating, Grading or Sequencingo Abstractingo Focused Variation
Step 7: Designing types of course work
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Step 8: A taxonomy of didactic options in the teaching of academic writing
Mode of communication
pedagogical practice
type of knowledge
type of exercises
F2F
instructing (lecture)
conceptual knowledge (new concepts)/ meta(linguistic) knowledge
classify, correlating, grading or sequencing (group exercises)
detecting (group work)
conceptual knowledge (implicitly/ tacitly known concepts)/ procedural knowledge/ meta(linguistic) knowledge
abstracting, focused variation, writing (group exercises)
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
Step 8: A taxonomy of didactic options in the teaching of academic writing
Mode of communication
pedagogical practice
type of knowledge type of exercises
online
instructing (hypertext)
conceptual knowledge (basic concepts and additional + background information)/ meta(linguistic) knowledge
Classifying, correlating, grading or sequencing (short term, individual exercises)
Detecting(e-discussion tool)
conceptual knowledge (additional concepts which expand knowledge which was acquired in F2F workshop)/ procedural knowledge/ meta(linguistic) knowledge
abstracting, focused variation, composition (long term, group exercises)
Helmut GruberBirgit Huemer
Markus RheindorfInstitut für Sprachwissenschaft
E-mail: [email protected]
References:Clark, Herbert (1996): Using Language. Cambrigde: C.U.P.Eggins, Suzanne and Martin, J.R. (1997): Genres and Registers of Discourse. In: Dijk, Teun
A. van (ed.): Discourse as Structure and Process. Discourse Studies: A Multidisciplinary Introduction, Vol.1. London: Sage, 230-256.
Gruber, H., Muntigl, P., Reisigl, M., Rheindorf, M., Wetschanow, K., Czinglar, Ch. (2006): Genre, Habitus und wissenschaftliches Schreiben. Münster: LIT Verlag.
Halliday, M.A.K.(1994): An Indroduction to Functional Grammar. London: ArnoldHolly, Werner (1997): Zur Rolle von Sprache in Medien. Semiotische und
kommunikationsstrukturelle Grundlagen. Muttersprache, 107, 64-75.Koch, Peter & Wulf Oesterreicher (1994): Schriftlichkeit und Sprache. In: H. Günther and O.
Ludwig (eds.), Schrift und Schriftlichkeit: ein interdisziplinäres Handbuch internationaler Forschung 587-604. Berlin: de Gruyter.
Lave, Jean & Etienne Wenger (1993): Legitimate Peripheral Participation. Cambrigde: C.U.P.Schrittesser, Ilse (in press): Die professional community: Zur Gestaltung einer geeigneten
Lernumgebung für die Entwicklung und Vertiefung professionalisierten Handelns. Eine erste Bestandsaufnahme eines von der Universität Wien geförderten anwendungsbezogenen Forschungsprojekts. To be publised in: A. Mettinger, P. Oberhuemer, C. Zwiauer: eLearning an der Universität Wien, Münster: Waxmann.
http://www.univie.ac.at/linguistics/personal/helmut/Schreibprojekt/en/index.htm