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

2. What are these?

3. Topic 2a Model Text(s) Stages
ENG1377 EAPII 2016
Topic 2a
Model Text(s)
Stages

4. “Teaching writing to low proficiency EFL students”

5. 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?

6. 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?

7. Do you have to write an abstract for your mini-research paper?
Yes
Maybe
On Thursdays
Is it time to go now? No

8. 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?

9. 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?

10. 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

11. 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

12. TAKE A BREAK!!!

13. Brain Reboot

14. 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

15. 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?

16. HOMEWORK

17. “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

18. Deconstruction: Noun Groups
What is Deconstruction?
Why Deconstruct noun groups?

19. 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

20. 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

21. 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)

22. 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

23. 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

25. Our focus was on… Stages of a Research Genre Noun groups
Language choices
Content (organization of sections)
Noun groups

26. READ THE ARTICLE!!!!
HOMEWORK

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

29. Brain Reboot

30. Brain Reboot

31. Brain Reboot