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Presented at Writing Centers Association of Japan annual conference, Oberlin Univ., Machida, Tokyo. Emphasizing the difference between humanities/social science writing centers and sci-tech writing centers. A world of difference.
Citation preview
Lawrie HunterKochi University of Technology
http://lawriehunter.com
Ears to hear with:The Instructed writing center6th Symposium on Writing Centers in Asia
Obirin College, TOKYO
No need to take notes (:^0)
All materials can be downloadedfrom Hunter’s websiteshttp://lawriehunter.com/http://www.core.kochi-tech.ac.jp/hunter/
and many more ppts available athttp://slideshare.net/rolenzo/
Ears to hear with: The instructed writing center
SUMMARY
Within the negotiations of a writing center consultation, the mentor can choose from a wide range of frames for support, and from a number of degrees of abstractness as well. Many of the strategies that the mentor might select, and many of the knowledge/skill perspectives as well, require that the client have specific items of knowledge and skill in place. This paper provides tentative, in-place answers to the problem of the client unprepared to received much of the help that the mentor might offer, in the form a curriculum that might be a requirement for certain writing center services.
ABSTRACT Within the negotiations of a writing center consultation, the mentor can choose from a wide range of frames for support, including rhetorical approaches, cohesion and readability considerations, and techniques for using model language from existing papers, to mention but a few. Many of the strategies that the mentor might select, and many of the knowledge/skill perspectives as well, require that the client have specific items of knowledge and skill in place. This paper presents an existing long-in-use curriculum intended as intensive preparation/requirement for extensive writing center consultation for scholarship PhD students in engineering and management/policy at a Japanese university. The content of the curriculum is based on client needs, in particular accessible writing, sound argument and production strategy. For each these three needs, a series of interventions are provided. For accessible writing, knowledge and skills for production of readable text and explicit cohesion are acquired through instruction, exercises and mentor scenario simulations. Similar grounding is provided for the crafting of clarity and logicality as elements of sound argument. The primary elements of production strategy (mimicry, conformity and assistance) practiced in detailed pragmatic simulations. By the end of the one-semester course, the would-be writing center client is capable of confidently working with text, in the form of text analysis work (separating levels of abstraction) and communication moves analysis work, as well as more fine grained work with cohesion, readability, clarity and precision. As a result, a considerable portion of the wide range of advice that the writing center mentor might offer will not fall on deaf ears.
Case study: Cmaps in academic writing
Asian EAP PhD students of academic writing for management.
KUT
5
Dimensions of Media Object
Compehensibility
Lawrie HunterKochi University of Technology
http://www.core.kochi-tech.ac.jp/hunter/
KUT
Island of Shikoku
Foreign PhD students 2003-2013
China 93Thailand 14Bangladesh 5
Vietnam 9Cambodia 3Mongolia 2Spain 2Czech 1India 1Indonesia 2Jordan 1Myanmar 1Nepal 1Niger 1Pakistan 1Sri Lanka 2Uzbekistan 1TOTAL 140
KUT EAP scenario
7
Since 2003: - Japanese government scholarships
- for foreign students - in technical doctoral programmes.
! Graduation requirements:
- 2+ refereed papers in top journals- dissertation in English
L2 studyduring the PhD programis NOT a realistic strategy.
KUT EAP scenario
What do writing centers DO?
-consultations
consultations
What do W.Ctr.clients WANT?
-mentoring-editing-rewriting-ghostwriting
What do W.Ctr.clients GET?
-1~2 hits @ 45 min -strategic advice
TypicalWCtr
clientneed
WCtrconsult
clientneed
WCtrconsult
clientfree
Whom do W.Ctrs.serve?
-typically, humanities
-typically, narrators
Can W.Ctrs.serve sci-tech?
-S-Ts want to be heard -S-Ts want strategies -S-Ts might want English
Writing centerconstraints
-money-time-client numbers
Today:What do W.Ctr. tutors want to say?
Today:What can W.Ctr. clients hear?
Typical W.Ctr.conundrums:
-no time -unprepared clients
Extreme case:KUT writing center
Extreme case:KUT writing center -enough time -enough money
in a perfect world..
in a perfect world..T: optimal learningC: optimal success
Clientprofile
TL reading-slow-persistent-compliant
L1 persuasion:-by repetition-by continuation-unsignalled
TL writing-jumbled-unsignalled-malsignalled
KUT
L1: first languageTL: target language
Clientstrategies
Argument construction-using L1 skills-using L1 knowledge
Writing:use model TL-for structure-for style-for cohesion-for logic-for proof
KUT
L1: first languageTL: target language
Extreme case:KUT writing center -maximize
client learning -maximize
client success
TypicalWCtr
clientneed
WCtrconsult
clientneed
WCtrconsult
clientfree
KUTWCtr
1-2semestersinstruction
researchsupervisor:
confirmcontent
TAW mentor:2-page bits,
multipleiterations
clientneed
What do KUT W.Ctr.clients NEED?
Audience AbstractnessRhetoric Document structure Register Summarization FAE Abstracts Rhetoric vs information Introductions
Conventions ReadabilityUsage Information structures Lexical units Voice Collocation Aspect Corpus Reference/antecedent Concordance Parallelism Style guides Nominalization
Subordinate clauses Accessibility Eliminating vagueness Information organization Eliminating ambiguity General-specific S-V separation SPSE S-V agreement Paragraph development Cohesion EthicalityReadability Avoiding plagiarism
Citation Purpose of writing Model language use Claim Paraphrasing Hedging Style Dossier Data commentary Conclusion writing SurvivalArgument Working with an editor RPaper structure Working with a mentor Communication moves 2-page system Moves in the intro section Discussion section moves
TAWneededknowledge(identifyproblems)
and
skills(evaluateand repair)
Clientneeds
accessiblewriting
soundargument
productionstrategy
readabletext
explicitcohesion
clarity logicalitymimicry,
conformityassistance
KUT writing centerinterventions
Clientneeds
accessiblewriting
soundargument
productionstrategy
readabletext
explicitcohesion
clarity logicalitymimicry,
conformityassistance
Intervention:instruction,exercises,low-text tools
Intervention:instruction,exercises,mapping
Intervention:instruction,exercises,simulations
Clientneeds
accessiblewriting
soundargument
productionstrategy
readabletext
explicitcohesion
Exercises: -topic/stress-S-V separation-old/new-pronoun reference-logical connectors
Exercises: -topic based cohesion-pronoun reference-logical connectorsTools:-cohesion charts
Clientneeds
accessiblewriting
soundargument
productionstrategy
clarity logicality
Exercises: -parallelism-nominalization-subordinate clauses-eliminating vagueness-eliminating ambiguity
Exercises: -claim and hedging-summarizing-data commentaryTools:Argument maps
Clientneeds
accessiblewriting
soundargument
productionstrategy
mimicry assistanceconformity
Exercises: -paraphrasing-concordance-citation-lexical unitsActivity:-dossier creation
Exercises: -register (FAE)-usageTools:-style guides-word lists
Activity:-self assessment-editor/mentor-coded feedback-communication
Case study
L1: first languageTL: target languageHW: homework tasks
HW feedback:-edit surface-critique structure-critique cohesion-critique argument
Instructorinterventions
Analytical work:-analyze model TL-summarize model TL
Construction work-cluster of concepts-find structure-create expression
grammar/surface features
usage/convention
document format
argumentsupporting claim
36
Possible EAP teaching approach
research design/resultsresearchers
start writinghere
grammar/surface features
usage/convention
document format
argumentsupporting claim
37
EAP teaching approach
research design/results
Mostwriting
instructionstarts here
KUTwriting
instructionstarts hereresearchers
start writinghere
Thank you for your attention.Please write to me.
I'm happy to share/teach/collaborate.
Download this .ppt and many othersfromhttp://www.lawriehunter.com/presns/or view/download athttp://slideshare.net/rolenzo/
Lawrie HunterKochi University of Technology
lawriehunter.com