Transcript Topic.2a. 2016x

What do these mean?
Your time is up
Ready for anything
(Red E)
What are these?
ENG1377 EAPII
2016
Topic 2a
Model Text(s)
Stages
“Teaching writing to low
proficiency EFL students”
ACTIVITY: Clues from the
abstract
 Put the sentences in order. Identify
Theme/rheme patterns
(activity)
 The ending of one sentence (content/ rheme)
becomes the theme of the next sentence (until
a new theme is introduced)
 Look for:
 Pronouns (are there any used?)
 What might this indicate about the authorial self?
 Evaluative Language
 What kinds did you find?
 What might this indicate about the authors’ stance?
This article describes
describesaagenre-based
genre-basedliteracy
literacypedagogy
pedagogy
which can be used with English language learners. The
pedagogy
pedagogy discussed
discussed involves
involves aa combination
combination of
of two
two
explicit
explicit teaching
teaching methodologies,
methodologies, a
a genre-based
genre-based and
and
activity-based
activity-based pedagogical
pedagogical approach.
approach. The
The pedagogy
pedagogy was
was
introduced
introducedininananEnglish
EnglishClub
Clubatata alocal
localHong
HongKong
Kong
school,
school, as
as part
part of
of a
a collaborative
collaborative research
research project.
project.
In this article, we discuss the approach used and
In
this article,
we the
discuss
the approach
usedfindings
and
present
examples of
students’
work. The
present
examples suitable
of the students’
work. contexts
The findings
are particularly
for educational
are
for educational
contexts
whereparticularly
the students suitable
are low proficiency
English
as a
where
the
students
are low
proficiency English as a
foreign
language
(EFL)
learners.
foreign language (EFL) learners.
Pronouns? Evaluative Wording? Verbs? Voice?
•What kind of article will follow?
•What is the communicative purpose of the text?
Do you have to
write an abstract
for your miniresearch paper?
a. Yes
b. Maybe
c. On Thursdays
d. Is it time to go
now?
e. No
Predicting the sequence
Stages
(p.2)
Sequence:
experiment
discussion
1.
2.
abstract
introduction
3.
references
4.
5.
results
literature review
6.
7.
Abstract
Introduction
Lit. review
Experiment
Results
Discussion
References
Methodology;
Student
Participants
Implications
Calls for further
research
If you were about to conduct your own research and needed some ideas on how to go
about collecting data, where would you look?
If you needed some background on a subject, what section
would be most helpful?
If you needed an idea for a research project, what section would be helpful to
consult?
Stages of the Text
 Why do this?
 How will this help you as a reader
of academic texts?
 How will this help you as a future
writer of an academic text?
Headings & Subheadings
Title: Teaching writing to low
proficiency EFL students
Generic Stages
Genre: Research
Article
Purpose
(The purpose of this stage is to….)
Abstract
To summarise the article so that readers can
have a rough idea about the article before
reading the actual contents
Introduction
Introduction
To give readers the background of the
issue of interest
Students with learning
disabilities (LD)
The study
Introduction
Participants
The genre-based approach
Contextual reshaping of the
genre-based approach
The learning-teaching cycle
Revising the approach
What did the students learn?
An evaluation of the approach
Experiment (participants)
Experiment (method)
Experiment (method)
Conclusion
Note
References
The authors
Conclusion
Note
References
Biography
Abstract
Experiment
To describe the method adopted to
address the research questions
Experiment (method)
Experiment (method)
Results
Discussion
To report the results of the experiment
To discuss the implication of the results
on the issue
Headings & Subheadings
Title: Teaching writing to low
proficiency EFL students
Generic Stages
Genre: Research
Article
Purpose
(The purpose of this stage is to….)
Abstract
To summarise the article so that readers can
have a rough idea about the article before
reading the actual contents
Introduction
Introduction
To give readers the background of the
issue of interest
Students with learning
disabilities (LD)
The study
Introduction
Participants
The genre-based approach
Contextual reshaping of the
genre-based approach
The learning-teaching cycle
Revising the approach
What did the students learn?
An evaluation of the approach
Experiment (participants)
Experiment (method)
Experiment (method)
Conclusion
Note
References
The authors
Conclusion
Note
References
Biography
Abstract
Experiment
To describe the method adopted to
address the research questions
Experiment (method)
Experiment (method)
Results
Discussion
To report the results of the experiment
To discuss the implication of the
results on the issue
A summary of the key findings and study
TAKE A
BREAK!!!
Brain Reboot
ACTIVITY
 You will be given a short research report (from Conference
proceedings).
 “Feedback: read it or hear it?”
 Read the paragraphs
 Identify the purpose of the paragraphs
 Determine the order in which the paragraphs appear in the
original text
The subheadings
Write these in the blanks
 Introduction
 Research questions
 Methodology
Your mini-research project
should include a chart or
evidence of some kind (e.g.
interview quotes).
Where would you
include that information?
 Results
 Students’ overall perception of audio feedback
 Teachers’ overall perception of audio feedback
 Implications for future research
 Conclusion
Your mini-research project should
also include the instruments you used
to collect your data: surveys used;
questionnaires used; questions asked.
Where would you include that
information?
“Feedback: Read it or hear it?”
 Do a language and content analysis of the short research
report.
 Language
 Note the modality, voice, tense, verb choices, evaluative
language
 Content
 Answer questions about the structure and organization about
the various sections
Deconstruction: Noun Groups
Page 6: Identify the HEAD
1. A text that is both rhetorically and linguistically
appropriate
2. the ability to recognize textual and linguistic features
that are used to construct and shape whole texts (para. 1)
3. The theory of genre-based pedagogy
4. omit
5. the activity / genre-based approach that was applied to the
teaching of writing procedural texts (para. 2)
6. the practical details of how the model could be introduced
by a teacher in a low proficiency EFL context (para. 3)
7. difficulty organizing texts, generating ideas, and applying
meta-cognitive skills (para. 4)
8. English teachers at the school in initial interviews
Page 6: Identify the HEAD
1. A text that is both rhetorically and linguistically
appropriate
2. the ability to recognize textual and linguistic features
that are used to construct and shape whole texts (para. 1)
3. The theory of genre-based pedagogy
4. omit
5. the activity / genre-based approach that was applied to the
teaching of writing procedural texts (para. 2)
6. the practical details of how the model could be introduced
by a teacher in a low proficiency EFL context (para. 3)
7. difficulty organizing texts, generating ideas, and applying
meta-cognitive skills (para. 4)
8. English teachers at the school in initial interviews
Noun Groups
 Head Pre-Modification Post Modification
H
a text that is both rhetorically and
linguistically appropriate
Noun Groups
 Head, Pre-Modification; Post-Modification
H
English teachers at the school in
initial interviews
Noun Groups
 Identify the HEAD, Pre-M; Post-M
 Under the wording label the Post-M
the theory of genre-based pedagogy
Our focus was on…
 Stages of a Research Genre
 Language choices
 Content (organization of sections)
 Noun groups
READ THE ARTICLE!!!!
Next Lesson
 Going over your homework
 Focus on Verb Tenses
 Degree of certainty (modality)
Brain Reboot
Brain Reboot
Brain Reboot