Transcript 902101Y English for Biochemists 2 Scientific Writing

“Communication lies at the heart of research. It is as vital
for research as the actual investigation itself, for
research cannot properly claim that name until it has
been scrutinized and accepted by colleagues”
(Meadows, 1998)
“To gain acceptance, establishment mores must be
followed... For new researchers, success with
conventional formats is a compulsory rite of passage”.
(Thody, 2006)
Oulu University Language Centre,
Suzy McAnsh [email protected]
Rites of Passage:
from Novice to Biochemist
Experiences of Integration of Language and Content
Heather Kannasmaa and Suzy McAnsh, Language Centre, University of Oulu
Lloyd Ruddock, Department of Biochemistry, University of Oulu
OUR
CASE
Language Centre
Department of
Biochemistry
course complex for students in fourth term
Presentation Skills, 1 credit
Protein Chemistry, 8 credits
Biochemical Methods II, 8 credits
Scientific Writing, 2 credits
January 2007
June 2007
Products of English courses are shared products with PROTEIN CHEMISTRY course,
providing support for later BIOCHEMICAL METHODS
Oulu University Language Centre,
Suzy McAnsh [email protected]
Forces shaping the course
1.
Bologna Process
2.
Evolution of the view of language in integration of
language and content
3.
Growing emphasis on sociocultural perspectives
Oulu University Language Centre,
Suzy McAnsh [email protected]
SHAPING
FORCE 1
Bologna Process
Focus on
–
–
–
clearly defined learning objectives
highly visible relevance to future needs
principles of effective time management
critical academic thinking
problem-solving skills
communication and social skills
lifelong learning
field-specific
knowledge
research
skills
professional
skills
an ability to
combine and
apply skills
to produce
outcomes
and create
new
knowledge
SHAPING
FORCE 2
Evolution of view of language
in language - content integration
CONDUIT METAPHOR
language helps learners to
access the subject.
Problems:
• implies that if language is learned,
content is straightforward
• implies that language should be
learned before content
• both language and content viewed
as a static body of knowledge
external to learner
focus on model of
teaching: themebased / sheltered /
adjunct
LANGUAGE AS A RESOURCE
FOR PARTICIPATION IN
HUMAN ACTIVITY
Advantages:
• language and content skills
develop together through
participation in a social
context
• implies that learner is
engaged in advancement
of
social practice
• language and content
cannot be separated
Oulu University Language Centre,
Suzy McAnsh [email protected]
SHAPING
FORCE 3
Growing emphasis on
sociocultural perspectives
Communication of research: contextually situated social and cultural practice
notion of
situated learning
“learning as increasing participation in communities of
practice” (Lave and Wenger, 1991)
representation of
self (positioning)
“Writers exploit the linguistic and cultural resources
available to them to define their relationship to the
world they live in” (Vollmer, 2002)
views of
knowledge shaping
“We cannot separate the work of science from our
view of the praxis by which the work is realised”
(Bazerman, 1988)
Oulu University Language Centre,
Suzy McAnsh [email protected]
1
Bologna process
Evolution of view of
language in integration
of language and content
As a member of a community of practice,
the learner combines and applies
language and content skills
to advance society (including self)
and create new outcomes
Growing emphasis on
sociological
perspectives
3
Oulu University Language Centre,
Suzy McAnsh [email protected]
2
Practical application of the “shaping forces”
• set-up of Scientific Writing module
• three examples from this module
Oulu University Language Centre,
Suzy McAnsh [email protected]
Set-up of Scientific Writing module
• Aims:
– to develop skills for writing a research article for publication
• Course product:
– protein chemistry research article
(using authentic data collected by the content teacher)
• Course events and tasks
– 6 lectures (sections of research article)
– compilation and analysis of mini-corpus
– independent write-up of research article in several versions
– peer and teacher feedback
Oulu University Language Centre,
Suzy McAnsh [email protected]
Triangulation of perspectives on
community practices
findings from
linguistic research
construction
of own text
comment from
content expert
consolidation by
reference to own corpus
Oulu University Language Centre,
Suzy McAnsh [email protected]
Application of “shaping forces”
Example 1: genre awareness
Kanoksilapatham (2005) - 3 moves:
i) ANNOUNCING THE IMPORTANCE OF THE FIELD (100%)
step 1: claiming the centrality of the topic
step 2: making topic generalisations
step 3: reviewing previous research (invariably present in biochem)
ii) INDICATING A GAP (67%)
step 1: indicating a gap
step 2: raising a question
iii) INTRODUCING THE PRESENT STUDY (100%)
step 1: stating purpose(s)
step 2: describing procedures
step 3: presenting findings
Oulu University Language Centre,
Suzy McAnsh [email protected]
MOVE 1
EXAMPLE
INTRODUCTION
IMPORTANCE OF FIELD
step 1: claiming centrality
IMPORTANCE OF FIELD
step 2: generalisations
IMPORTANCE OF FIELD
step 3: review of
previous research
MOVE 2
INDICATING GAP
step 1:
indicating gap
MOVE 3
PRESENT STUDY
step 1:
stating purpose
PRESENT STUDY
step 3: findings
Oulu University Language Centre,
Suzy McAnsh [email protected]
Application of “shaping forces”
Example 2: author presence in reporting of findings
“The points at which writers choose to announce their presence in the
discourse are those where they are best able to promote themselves
and their individual contributions”. (Hyland, 2001)
“A knowledge of the strategic use of personal pronouns is of great value
to journal article writers. They must know… how to emphasize their
personal contributions to their field of research …”. (Kuo, 1999)
Oulu University Language Centre,
Suzy McAnsh [email protected]
Author presence:
self-mention as strategy
Alternative linguistic formulations give a writer the option of announcing
her/his presence. For example, the choice of the plural personal pronoun
to report findings in the Discussion section allows the writer to promote a
personal contribution.


Our observations of multiple copper (II) co-ordination modes in the
octapeptide repeats explain discrepancies in the literature about…
Taken together, we have identified a unique annexin II surface receptor…
disciplinary
servant
persuasive
originator
Oulu University Language Centre
Application of “shaping forces”
Example 3: author stance when making claims
The major cleavage site of human Aβ by ACE is reported to be
between amino acids Asp7 and Ser8 (11, 12). If Aβ8–40 were a major
species of the peptide in wild-type, but not ACE-deficient mice, it is
possible that differences in Aβ concentration could be obscured by the
use of the BNT77 capture antibody, which was raised against amino
acids 11–28 (31). Although we feel that this is unlikely, because
Aβ8–40 is a potential substrate of other Aβ-degrading enzymes, we
re-analyzed Aβ40 concentration in the ACE 8/8 brains using a rodent
Aβ40 sandwich ELISA system that fails to recognize Aβ8–40.
Oulu University Language Centre,
Suzy McAnsh [email protected]
Evaluation of the course complex
based on
• Feedback collected from students
• Biochemistry Department Feedback Day
• Discussions between teachers
Oulu University Language Centre,
Suzy McAnsh [email protected]
From learners constructing texts to
(con)texts constructing learners
High learning outcomes
• both reported by students and assessed by teachers
• courses perceived as useful and relevant
But also “added value” through by-products (Perpignan et al, 2007)
• Other skills (ICT, reading, info search)*
Teaching Development Strategy
• Affective*
at Oulu University stresses
• Social interaction*
similar values:
• Behaviour in a professional context*
• Thinking skills
• assimilation of scientific skills /
knowledge
• Awareness of the meaning of language
• independent and collaborative
• Broadening of knowledge base
problem-solving
• Learning the meaning of learning
• cultivation of scientific attitude
• professional development
• Creativity
• individual development
* explictly mentioned by students although this
information was not elicited
Oulu University Language Centre,
Suzy McAnsh [email protected]
added value of by-products
“a value that can lead to a meaningful
change in their lives” (Perpignan et al, 2007)
course development:
• investigate by-products specifically when collecting feedback
• make by-products explicit in course aims
• consciously strive to enhance development of these knowledge/skills areas
equip our students even better to play their part in furthering science and society
Oulu University Language Centre,
Suzy McAnsh [email protected]
Thank you!
[email protected]
Oulu University Language Centre,
Suzy McAnsh [email protected]