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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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