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Writing Academia: the Language Baby in the Collegiate Bathwater Jenifer Spencer - Freelance Writer and Teacher Trainer.

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Presentation on theme: "Writing Academia: the Language Baby in the Collegiate Bathwater Jenifer Spencer - Freelance Writer and Teacher Trainer."— Presentation transcript:

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2 Writing Academia: the Language Baby in the Collegiate Bathwater Jenifer Spencer - Freelance Writer and Teacher Trainer

3 Back Story Remit To write some EAP language materials for a ‘Presearch’ course for science writers: pre-research language and academic skills courses Initially targeted at Physics and Astrophysics and Computer Science PhD research students - as tailored to School needs as possible. Holistic Collegiate

4 What the hell’s “collegiate”? Phone a friend! 1.Writing the self 2.Reading to write 3.Researching to write 4.Finding out about conventions 5.You and the reader 6.Fame and Fortune 7.Professional communication

5 WTFT Dictionary aka The Internet School Websites Student and staff profiles This is who we are School and group research pages This is what we do- this is what we are enthusiastic about Repositories archives This is what we have done this is what people think about us Press releases and reports … Journal articles… PhD theses The same piece of research could be tracked in these different written contexts What the hell’s collegiate?

6 Back to Kansas Core of EAP Criticality Genre Functional Language Academic Vocabulary and grammar Needs to be woven in with holistic, collegiality elements…..

7 The Tartan Course Structure

8 The Tartan StructureThe Tartan Structure ABOUT- NESS CRITICALITY GENRE READER- AWARENESS VOICE FUNCTIONSTHEMATIC STRUCTURE OF WRITING GIVEN  NEW GENERAL  SPECIFIC ACADEMIC CONTENT AND LANGUAGE CONVENTIONS CITATION EQUATIONS FIGURES AND HEADINGS WRITING FOR PUBLICATION AND PROFESSIONAL WRITING WRITING YOUR RESEARCH THE WRITING OF OTHERS WRITING THE SUBJECT YOUR RESEARCH YOUR FIELD YOU Constructing yourself as a researcher and writer. Joining the community

9 Theory into practice? All very well in theory. How does all this stuff translate into real lessons that real students can understand and busy teachers can come up with?

10 Course Units Unit 1 Writing the self: Basis: Bio texts from websites. Unit 2 Writing the subject: Identifying what sort of researcher you are and what sort of thing your research field studies. Basis: Bio texts and research web pages. Unit 3: Writing the research: Basis: Abstracts and Method sections. AWL research (Coxhead, 2000)and thesis. How is EAP researched? Unit 4: Reading to write: doctoral student experiences*, literature reviews from PhDs Unit 5: Defending your thesis: Reporting and discussing your results. Unit 6: Fame and Fortune: Writing for publication: based on published versions of the theses, by the same writers, where possible. Unit 7: Professional Writing: s, conference proposals, funding applications etc. *Discussions in Education Series The doctorate: International stories of the UK experience: Escalate Univ of Bristol Grad School of Education 2011 (HEA)

11 INTERSECTIONS Writing the Subject Defining Language for defining Themes, General to specific text structure Noun phrases Word families What sort of research do people do? BIOTEXTS and self OUTCOME: Write a description of an object or phenomenon or technique in your field that you are interested in. Target reader: Interested, educated. E.g. fellow students. Model: Group web-pages Genre moves in defining

12 HOW WILL YOU WEAVE YOUR TARTAN? OVER TO YOU! jenifer.


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