What do these mean? Your time is up Ready for anything (Red E)

What are these?

Topic 2a Model Text(s) Stages 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?

Pronouns? Evaluative Wording? Verbs? Voice? This article describes a genre-based literacy pedagogy which can be used with English language learners. The pedagogy discussed involves a combination of two explicit teaching methodologies, a genre-based and activity-based pedagogical approach. The pedagogy was introduced in an English Club at a local Hong Kong school, as part of a collaborative research project. In this article, we discuss the approach used and present examples of the students’ work. The findings are particularly suitable for educational contexts where the students are low proficiency English as a foreign language (EFL) learners. This article describes a genre-based literacy pedagogy which can be used with English language learners. The pedagogy discussed involves a combination of two explicit teaching methodologies, a genre-based and activity-based pedagogical approach. The pedagogy was introduced in an English Club at a local Hong Kong school, as part of a collaborative research project. In this article, we discuss the approach used and present examples of the students’ work. The findings are particularly suitable for educational contexts where the students are low proficiency English as a 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 mini-research paper? Yes Maybe On Thursdays Is it time to go now? No

Predicting the sequence (p.2) Stages experiment discussion abstract introduction references results literature review Sequence: 1. 2. 3. 4. 5. 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 Generic Stages Purpose Title: Teaching writing to low proficiency EFL students Genre: Research Article (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 To give readers the background of the issue of interest Students with learning disabilities (LD) The study Experiment To describe the method adopted to address the research questions Participants Experiment (participants) The genre-based approach Experiment (method) Contextual reshaping of the genre-based approach The learning-teaching cycle Revising the approach What did the students learn? Results To report the results of the experiment An evaluation of the approach Discussion To discuss the implication of the results on the issue Conclusion Note References The authors Biography

Headings & Subheadings Generic Stages Purpose Title: Teaching writing to low proficiency EFL students Genre: Research Article (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 To give readers the background of the issue of interest Students with learning disabilities (LD) The study Experiment To describe the method adopted to address the research questions Participants Experiment (participants) The genre-based approach Experiment (method) Contextual reshaping of the genre-based approach The learning-teaching cycle Revising the approach What did the students learn? Results To report the results of the experiment An evaluation of the approach Discussion To discuss the implication of the results on the issue Conclusion A summary of the key findings and study Note References The authors Biography

TAKE A BREAK!!!

Brain Reboot

ACTIVITY “Feedback: read it or hear it?” 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 Your mini-research project should include a chart or evidence of some kind (e.g. interview quotes). Where would you include that information? Introduction Research questions Methodology 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?

HOMEWORK

“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 What is Deconstruction? Why Deconstruct noun groups?

1. A text that is both rhetorically and linguistically appropriate 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

1. A text that is both rhetorically and linguistically appropriate 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 Pre-M Post-M a text that is both rhetorically and linguistically appropriate [that is] Rel. clause (downshifted) Rel. clause (downshifted)

Prepositional phrases Noun Groups Head, Pre-Modification; Post-Modification H Pre-M Post-M English teachers at the school in initial interviews PP Prepositional phrases

Noun Groups the theory of genre-based pedagogy 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 Noun groups Language choices Content (organization of sections) Noun groups

READ THE ARTICLE!!!! HOMEWORK

Next Lesson Going over your homework Focus on Verb Tenses Degree of certainty (modality)

Brain Reboot

Brain Reboot

Brain Reboot