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LianghaoSeisBFSU
Teaching Argumentative Writing to EFL Learners at
BFSU:Our Thoughts and Experiences
1. Why ?
The problems of EFL learners in China
1
Tool motivation: the most frequently used genre
2
Argumentative thinking as a common ability shared by people from both the Chinese and the Western cultures.
3
Problems with critical thinking
Absence of critical thinking: A survey by WTO and Foreign Language
education in China Project in 2001
31% of all subjects: graduates from foreign languages institutes are weaker in logical thinking, compared to Ss of other majors in humanities;
52% of the subjects from the area of foreign language studies hold the same idea.
Training Vs. Education Language skills Vs. Thinking abilities
Problems with writing techniques: the procedural knowledge
Descriptive VS. procedural knowledge
reading 30% writing
(product) (process)
An analogy: reading a booklet on how to ride a bicycle
VS.ridding a bicycle
Learners need be trained to make use of the descriptive knowledge, such as that of discourse analysis, in their writing practice to acquire writing skills.
A common human ability
An artifact of the Western culture
Time Asia comment
Is there really such a negative impact from our native culture?
1 2 3
Content
Guidelines in the selection of topics, texts and students’ sample papers.
What information is included in the Guide to Readers in each unit and its purposes.
What questions are asked to facilitate the learning process?
Teaching
Strike a balance between the product-based approach and the process-based approach.
A task-driven approach – Ss are required to argue for something on which they should do some research before they can argue convincingly.
Procedural knowledge foregrounded
mind maps
keep readers on track
genre awareness
the Western eight-legged writing
(“洋八股” )
Thesis statement
Sub-topics
Good evidence under the right place
Transitional lines
Conclusion
first week planfirst week-reviewdiet-sample diet-feedback
Holding your reader
Critical thinking and problem solving ability valued: 1
Writing not for writing’s sake
By this course we prepare our students to handle research and writing up research papers or reports in their future academic or other careers.
“An 80-thousand-word Ph.D thesis is done in the same way a good 800-word argumentative paper is written.” – J.G. Blair, Prof. at BFSU
Critical thinking and problem solving ability valued: 2
Brain storming: choosing a debatable topic by oneself or through discussion and debate!
Collect and sort out evidence: learning where to look for information and how to identify relevant and trustworthy info.
Logic: Consider the arrangement of points and sub-points and the presentation of evidence.
Writing is rewriting
feedback plays an important role Prof. Mei's feedback
a check list for students Writing is Revision
A clear scoring system
10 for clear thesis10 for sufficient evidence10 for logical arrangement of points10 for precision of expression10 for good prose (language,
grammar) 50 for handing in paper on time
A lead in and a wind up
An orientation for argumentative writing: first hour in the semester
A sum up: reinforce the specific focus of each week at the end of the two-hour class