2. 1July 19-21, 2013 Language Colloquium TU-Chemnitz

3. Outline 1. Motivation 2. Goals 3. Theories 4. Modules 5. References July 19-21, 2013Language Colloquium TU-Chemnitz2

4. 1. Motivation July 19-21, 2013Language Colloquium TU-Chemnitz3

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6. 2. Goals July 19-21, 2013Language Colloquium TU-Chemnitz5  Finding admission into a university abroad Statements of purpose Personal statements  Finding one’s voice in the academic community Communicating with other researchers Writing reviews  Growing in the career and establishing a profile Grant applications Letters of recommendation  Supporting the Publication Process Manuscript submissions Responding to reviewers and editors 1: ability to write “successfully” in the following 4 contexts

7. July 19-21, 2013Language Colloquium TU-Chemnitz6 2: ability to write “successfully” in the following 9 genres Books and monographs Theses and dissertations Research articles Research proposals Conference Presentations Grant proposals Abstracts Term papers Conference presentations Statements of intent

8. 3. Theories of writing: a mosaic Contrastive rhetoric (writing across cultures ), Kaplan 1966 July 19-21, 2013Language Colloquium TU-Chemnitz7

9. Language is cultural experiences L1 patterns transfer to L2 Awareness of L1, L2 differences can improve language skills July 19-21, 2013Language Colloquium TU-Chemnitz8 Contrastive Linguistics in the Classroom

10. The Process Approach The Genre Approach The post-Kaplan era? From product to genre, end of journey? ? New directions: corpus tools & web writing The Product Approach Social constructivism „janus-face“?? July 19-21, 2013Language Colloquium TU-Chemnitz9

11. Communicative Events Discourse CommunitiesCommunicative Purposes July 19-21, 2013Language Colloquium TU-Chemnitz10 Genre

12. Establishing a Territory Step 1: Claiming centrality (and/or) Step 2: Making topic generalization(s) (and/or) Step 3: Reviewing items of previous research Move Two: Establishing a niche Step 1A: Counter-claiming (or) Step 1B: Indicating a gap (or) Step 1C: Question-raising (or) Step 1D: Continuing a tradition Move Three: Occupying the niche Step 1A: Outlining purposes (or) Step 1B: Announcing present research Step 2: Announcing particular findings Step 3: Indicating RA structure Declining rhetorical effort Weakening knowledge claims Increasing explicitness A generic example: the CARS Model (Swales 1990:141) July 19-21, 2013Language Colloquium TU-Chemnitz11

13. NEW DIRECTIONS: Corpus tools & Web writing July 19-21, 2013Language Colloquium TU-Chemnitz12

14. A corpus-based Approach : „Language focus“ vs. „genre focus“ July 19-21, 2013Language Colloquium TU-Chemnitz13

15. Reading helps writing? Eye-tracking on the web July 19-21, 2013Language Colloquium TU-Chemnitz14

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20. July 19-21, 2013Language Colloquium TU-Chemnitz19 What does it all mean? Learning is a search for meaning. Learning must start with the issues around which students are actively trying to construct meaning. Social constructivism: Writing is learning „how to mean“ (Halliday 1975)

21. July 19-21, 2013Language Colloquium TU-Chemnitz20 How constructivism impact development of writing skills

22. July 19-21, 2013Language Colloquium TU-Chemnitz21 Critical thining skills (Elder & Richard 2002) Categorization Decoding significance Clarifying meaning Examining ideas Identifying arguments Analyzing arguments Assessing claims Assessing arguments Querying evidence Conjecturing alternatives Drawing conclusions Stating results Justifying procedures Presenting arguments Self-examination Self-correction  Interpretation  Analysis  Evaluation  Inference  Explanation  Self-regulation

23. Application: A Synthesis of theories? (https://www.google.de/search?q=PPT%3B+Academic+writing, accessed.10.07.13) July 19-21, 2013Language Colloquium TU-Chemnitz22

24. 4. Modules July 19-21, 2013Language Colloquium TU-Chemnitz23  MOD1: The writing assignment process  MOD2: Writing effective sentences  MOD3: Academic writing style  MOD4: Critical thinking and writing  MOD5: Structure of academic registers

25. July 19-21, 2013Language Colloquium TU-Chemnitz24 Duration of Project: 3 Years

26. July 19-21, 2013Language Colloquium TU-Chemnitz25 THANK YOU FOR LISTENING!

27. 5. References Elder, Linda and Richard Paul, R. University Library: Universal Intellectual Standards. Critical Thinking Consortium. Foundation for Critical Thinking. 28 May 2002 Faigley L (1986) Competing theories of process: a critique and a proposal. College English 48: 527-42. Ferris D (2003) Responding to writing. In B Kroll (ed.), Exploring the Dynamics of Second Language Writing. Cambridge: Cambridge University Press, pp.119-140. Ferris D & Hedgcock JS (1998) Teaching ESL Composition: Purpose, Process, and Practice. Mahwah: Lawrence Erlbaum. Flower L & Hayes JR (1981a) A cognitive process theory of writing. College Composition & Communication 32: 365-387. Flower L & Hayes JR (1981b) Plans that guide the composing process. In C.H. Frederiksen & J.F. Dominic (eds.), Writing: The Nature, Development, and Teaching of Written Communication Vol 2. Writing: Process, Development and Communication. Hillsdale: Lawrence Erlbaum, pp.39-58. Halliday, M.A.K. (1975). Learning How to Mean: Explorations in the Development of Language. London: Edward Arnold. Hyland K (2003) Genre-based pedagogies: a social response to process. Journal of Second Language Writing 12: 17-29. Ivanič R (2004) Discourses of writing and learning to write. Language & Education 18(3): 220-245 Kaplan, R. (1966). Cultural Thought Patterns in Intercultural Education. Language Learning 16(1):1-20. Richardson, W. (2006). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. San Francisco, CA: Jossey-Bass. Susser, B. (1994) Process approaches in ESL/EFL writing instruction. Journal of Second Language Writing 3(1): 31-47. Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press. White RV & Arndt V (1991) Process Writing. Harlow: Longman. Zeidner, M., Matthews, G., & Roberts, R. D. (2009). What we know about emotional intelligence: how it affects learning, work, relationships, and our mental health. Cambridge, Mass.: MIT Press. Zamel V (1983) The composing processes of advanced ESL students: six case studies. TESOL Quarterly 17: 165-187 July 19-21, 2013Language Colloquium TU-Chemnitz26