1. ESP/EMI Teacher Collaboration
ESP Practicum
ESP/EMI Teacher Collaboration
paper-based learning for academic writing
Paul Saunders
reference: chapter 4
Dr. Mei-Ling Tsai

2. Traditional Division of Instructional Responsibility
Structure
ESL Instructor
‘writing style’
Content
writing
Discipline Expert
Language

3. teaching how to write effectively must
INTEGRATE expertises
Structure
WRITING
ESL Expertise
‘writing style’
Content
writing
Discipline Expertise
EMI/ESP
integration
Language
Critical Thinking

4. Three must-ask questions for team teachers in innovative ESP courses
What to teach?
Who to teach?
How to teach?
EMI teacher
conversation
ESP teacher

5. Teacher Preparation work from strengths Structure WRITING Content
ESL Expertise
‘writing style’
Content
writing
Language
Discipline Expertise
EMI teacher
explain
ESP teacher
focus on General Content: Genre Analysis

6. Analyze research article general IMRD structure
Scientific Academic Writing
Author’s Objective:
1) Reader understands specific scientific project
2) Reader convinced the research is important
Convince Project is: - novel
- meaningful
- valid
Analyze research article general IMRD structure
- use of structure & language
apply concepts in writing
(Swales genre analysis of academic writing)

7. Novelty Knowledge to Help Read Science (original article)
Introduction’s Purpose (why do research)
Introduce topic of research
(significance of field; general background information)
Cite HIGHLY relevant background research
Indicate a Need – the Unknown information (3 kinds)
- extending previous findings
- information gap
- states that other research is wrong (questions theory)
or other research requires some qualification
State purpose of study (take care of the Need – 3 ways)
- state purpose, hypothesis OR specific research aims
- introduce key method to accomplish purpose
- state findings that resulted
Novelty

8. Validity Knowledge to Help Read Science (original article)
Methods’ Purpose (what was done)
describe experimental procedures
(must be clear so others may repeat)
Results’ Purpose (what was found)
describe outcomes of research project
some conclusion ok in describing and summarizing
findings
Validity

9. Meaningfulness Knowledge to Help Read Science (original article)
Discussion’s Structure (typical segments)
State/Summarize KEY results
Summarizing secondary results
Use previous research to support findings
Explain unexpected findings
(explain contradictions with previous research)
Indicate study’s limitations
Provide conclusion, recommendations for future
research and/or ‘benefits’ of study
Meaningfulness

10. Teacher Preparation work from strengths Structure WRITING Content
ESL Expertise
‘writing style’
Content
writing
Language
Discipline Expertise
EMI teacher
explain
ESP teacher
focus on appropriate Specific Discipline Content

11. Teacher Preparation for ANY form of Communication
(presentation & writing)
Structure
EMI teacher
explain
ESP teacher
focus on effective organization of Specific Content

12. Humans use ‘stories’ all the time
Scientific Academic Communication
Humans use ‘stories’ all the time
organize information
know how to behave
explain GENERAL phenomena (these are science stories)
Data is NOT the story
Story must explain (reader relevance)
future application for Reader (typically understanding)

13. How to develop reader appropriate story?
Storyboarding
organizes details: ALL events in story must be connected
draw out research story
use arrows (focus one at a time) to indicate events
if describe in words “and” “then” good indicators of
separate events
Takes practice; Learning to think scientifically

14. Research Story: Provides Content Framework Type 1:
Background Story (in gray) indicates the known info, so UNKNOWN info can be highlighted
(put research purpose in context - rationale)
Research Story (in green) is what is new
Event 2
Initial stage
Event 1
Final Outcome
very typical to explain a new mechanism of action pathway in a biological system

15. Teaching Duties (initial offering option)
Time
Process
Teacher in charge
Wk 1
Analyze Model Paper
important concepts
general purpose of each major section (IMRD)
EMI
Wk 2
Use Model Paper for example material
demonstrate how Central Theme is introduced
paragraph structure
section structure to develop an idea (genre analysis)
ESP
Wk 3
demonstrate how to present scientific article
demonstrate scientific storytelling
Wk 4+
Students give presentation of an article they selected
EMI&ESP
evaluate
Students prepare to write summary paragraph based on their selected article
examine how to select appropriate Central Theme for paragraph
assess necessary details to support/explain Central Theme
demonstrate developing cohesion through linking phrases (language examples from Model and Student-Selected articles)
(continue with more writing skills & writing more sophisticated documents)

16. Structure WRITING Content Language for the STUDENTS writing
ESL Expertise
‘writing style’
Content
writing
Discipline Expertise
EMI/ESP
integration
Language
Critical Thinking

18. Extra Story Framework types:
alter phenomena (ie. heal/prevent disease)
examine associations (relationship strengths)
multiple responses to condition

19. Research Story: Provides Content Framework Type 2:
Background Story (in gray) indicates the known info, so UNKNOWN info can be highlighted
(put research purpose in context - rationale)
Research Story (in green) is what is new
Intervention
Event 1
Event 2
Event 3
Event 2’
Event 3’
explain how a treatment intervention (eg. a drug) can change a system through an altered mechanism of action pathway in a system (typically biological)

20. Research Story: Provides Content Framework Type 3:
Background Story (in gray) indicates the known info, so UNKNOWN info can be highlighted
(put research purpose in context - rationale)
Research Story (in green & red) is what is new
Factor A
Factor B
Initial stage
Final Outcome
Factor C
Factor D
explain how particular factors are positively (green) and negatively (red) associated with a particular singular outcome – common in clinical sciences

21. Research Story: Provides Content Framework Type 4:
Background Story (in gray) indicates the known info, so UNKNOWN info can be highlighted
(put research purpose in context - rationale)
Research Story (in green) is what is new
Outcome 1
Overall Condition
Initial stage
Outcome 2
Factor C
Outcome 3
a pattern of >1 outcome with each outcome measured independently; the outcomes are constituent elements of an overall condition
may include single factor that could alter outcomes