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Academic Writing in EnglishA process-based approach

A brief introduction

Kevin Haines

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Starting points

› Target Group(s): a growing heterogeneous group of students studying at Dutch universities/hogescholen BA/MA (wholly/mostly/partly) through English

› Level B2 to C1 (relative comfort)› Temporary support with English for Academic

Purposes› Provide foundation for future autonomous

development of English in context

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The Writing Process

Readings confirmed our belief that a process-based approach could be structured to guide flexible support for individual learning paths.

Badger & White (2000): A process genre approach to teaching writing. ELT Journal 54/2 April 2000. pp. 153-160.Seow (2002): The writing process and process writing. In: J.C. Richards & W. Redandya (Eds.), Methodology in language teaching: An anthology of current practice (pp.315-320). CUP. Haas, S (2009): Writers’ groups for MA ESOL students: Collaboratively constructing a model of the writing process. ELTED, 12, pp. 23-30.

Our aim was to increase learner independence and autonomy during the writing of one or more text(s) .

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Academic Writing in EnglishA process-based approach

Structuring flexibility

Arnoud Thuss and Kevin Haines

|Date 25-07-2011

Flexibility

1. Selective routes through the book2. Combinations with other books and

resources 3. Duration and students (customizing)4. Examples

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Flexibility: selective routes

› Process: linear (chapter by chapter) or recursive (more texts?) targeting of specific stages of the writing process

according to students’ needs› Level:

scaffolded to the needs of students (wing system)› Category: task variety

structure, style, vocabulary and coherence (content) scaffolding (orientation, peer review etc.)

6

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› Chapter 1 Introduction to academic writing› Chapter 2 Pre-writing and the rhetorical

situation› Chapter 3 Planning› Chapter 4 Drafting› Chapter 5 Revising› Chapter 6 Fine tuning› Chapter 7 Editing

Stages in the writing process

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9

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The wing system (based on Neuner)

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One Wing tasks: receptive tasks for reading and listening comprehension

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Two Wing tasks: strongly guided productive and reproductive tasks

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Three wing tasks: less guided productive tasks

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Four wing tasks / Developing your text:fully communicative tasks / skill application

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Flexibility: duration and students

Customization:

› Short courses› Long courses› University› Vocational education

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Example 1: Short course

› Hanzehogeschool Groningen – Human Technology› Place in curriculum: end of second year› Programme: 4 weeks, 2 hours/wk› First introduction to academic writing› Focus:

Organization principles Argumentation Academic vocabulary Formality Linking

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Example 1

› Only part of the book is used (same book used in year 4), focus on 1-3 wing tasks

› Tasks are adapted to Human Technology domain if possible, long term assignment (end of chapters) is not used

› Final assignment: 750 word descriptive essay in pairs

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Example 2: Long course

› University of Groningen – prep course Publishing in English

› Place in curriculum: PhD (post Masters)› Programme: 12 weeks, 2 hrs/wk› Preparing for writing scientific publications +

remediation› Focus:

Grammatical correctness (additionally: Grammar in Use)

Academic vocabulary and style Linking Precision and conciseness

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Example 2: Long course

› All chapters are used, focus on 3 and 4 wing tasks

› Using long term assignment at the end of each chapter

› Final assignment: Individual scientific article or report about topic of their specialisation (most students: review article), 1500 words. Two versions (draft + final)

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Flexibility: combination

Combine with other books and resources to produce an integrated design. Examples:

› Hannay & Lachlan Mackenzie, Effective Writing in English: a sourcebook (Coutinho)

› Kirszner & Mandell, The Wadsworth Handbook› Murphy, Grammar in Use (CUP)› McCarthy & O’Dell, Academic Vocabulary in Use (CUP)› Combine with a surround or scaffold, such as a

ToolBox/Journal provided through an Electronic Learning Environment such as Blackboard.