course introduction (week 1)
TRANSCRIPT
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Goals for the week
• Reflect on and question current beliefs aboutacademic writing
• Gain a fresh understanding of the nature of(academic writing)
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Today’s agenda
• Introductions
• Course overview
• Introduction to course website
• Details on daily/weekly schedule
• Class survey
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About me
• From San Francisco• Grounded in the classroom• Before UFPR, was at SF State University• On editorial board of TESOL Quarterly and ELT
Journal; also regularly review for a number offlagship journals
• Research interests revolve around vocabulary andformulaic language (especially corpus-informedresearch)
• Most recently, interested in ERPP
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About you
• Do you know each other?
• Name game
• Talk about writing in English: easy orchallenging? Why?
• You will have a chance to say much more later.
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About this course
Sample comment from student:
“I hope to be able to write good essays and develop something that will help me in my professional life in case I intend to take a master’s abroad.”
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About this course (details on“ementa”)
• What is the ultimate objective of the course?
• What will I learn?
• How will I learn? (What is the approach?)
• How will I know I know I’ve learned?
• How will I be assessed?
• How will I be able to apply what I learn (in “the real world”)?
• + Research Group, Online Journal
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Other important information
• Website: www.drronmartinez.com
• You will need a UFPR email. Please obtain oneASAP.
• WhatsApp (??)
• Please refrain from FB, etc.
• Office hours: Wednesday 4-6PM, or by appt.
• There are two “turmas”: one is morning(“AM”), one is evening (“PM”).
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AM Schedule
• MONDAY • 9:30-10:30 (1.1 – form/lang. focus) • [typical HW: Research new topic + “Reading Engagement Logs”, due
Sunday]
• WEDNESDAY • 9:30-10:20 (1.2- guided practice) + 10m break + 10:30-11:30 (1.3 – focus
on revision) + 11:30-12:20 (1.4 – drafting)• [typical HW: Continue draft already started in class, turn in by Sunday
evening with LexTutor score]
• SUNDAY• Weekly writing assignments and Reading logs due by 3 PM.• NB: Feedback will be given by Wednesday, but students will not receive
a a grade until after revisions are made.
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PM Schedule
• MONDAY • 20:30-21:20 (1.1 – form/lang. focus) + 20m break + 21:40-22:30 (1.2
– guided practice)• [typical HW: Research new topic + “Reading Engagement” logs –
due Sunday]• WEDNESDAY • 18:30-19:30 (1.3 – focus on revision) + 20m break + 19:50-20:30
(1.4- drafting) • [typical HW: Continue draft begun in class, turn in by Sunday
evening with LexTutor score]• SUNDAY• Weekly writing assignments and Reading logs due by 8 PM.• NB: Feedback will be given by Wednesday, but students will not
receive a grade until after revisions are made.
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Grammar and Vocabulary as a matterof “choice” (not “correct”)
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“ABOUT YOU” survey
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N=20
Statement Weight
“My writing in English is terrible.” 3.39
“I can write academic essays in Portuguese well.” 3.39
“During my course, I already have had to read many academic articles.”
3.33
“I get nervous before I have to write in English.” 3.28
“I know how to access online academic journal articles.” 2.89
“I can write a good introduction in an academic essay.” 2.89
“I know how to use sources to support my arguments in an essay.”
2.56
“I know how to write a literature review .” 2.39
“I already have a lot of experience writing academic essays.” 1.44
“I don’t need this class – my writing is already good.” 1.28
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How do you feel about these activities?
Rank Activity
1 Grammar correction on essays
2 Academic vocabulary development
3 Reading of academic articles
4 Take-home essays
5 Reading magazine and newspaper articles
6 Reading during class
7 Group discussion
8 Grammar exercises
9 In-class essays
10 Pair work
11 Students reviewing and correcting each other’s writing
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It
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Quiz: What is “academic writing”?
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Examples of journal article structure
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Examples of journal article structure
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Examples of journal article structure
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“Subtext” video
Discuss in pairs:
• Can you relate?
• What insights does it provide (if any) into thenature of the writing process itself?
• Bonus: How was he able to choose his words?
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User comments on “Subtext” video
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User comments on “Subtext” video
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Some “Subtext” insights
• Lev (the writer) has a specific “agenda” in mind before he begins writing.
• The whole process of writing involves him trying to maximize the effect of his discourse to achieve that agenda.
• The writing process is “dialogic”: in dialogue with himself, in dialogue with the intended reader.
• Lev is (painfully) aware that word choice is of paramount importance; the right choice of words can mean the difference between his “goal” and flat-out rejection.
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Lexical Priming (Hoey, 2005)
“As a word is acquired through encounters with it in speech and writing, it becomes cumulatively loaded with the contexts and co-texts in which it is encountered, and our knowledge of it includes the fact that it co-occurs with other words in certain kinds of context.” (p. 8)
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Key words about academic writing
• ENGAGEMENT
• CRITICALITY
• POSITION
• PROBLEMATIZE
• ARGUMENT
• SUPPORT
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HOMEWORK FOR NEXT CLASS (WED.
MARCH 4)
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AM Turma Homework
• TODAY: Complete personal survey on www.drronmartinez.com (“Writing IV: About YOU”)
• Watch “Subtext” video, and answer questions. Bring notes to Wednesday class.
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PM Turma Homework
• TODAY: Complete quiz on Academic Writing at www.drronmartinez.com (“What are your beliefs about academic writing?”)
• Watch “Subtext” video, and answer questions. Bring notes to next class.
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WEEKEND HOMEWORK
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Summary for Week 1
• In the context of genre, language is about choice, notnecessarily “right” and “wrong”.
• Academic writing is laden with a number ofinstitutionalized conventions (e.g., journal articlestructure, academic abbrevations, referencing), andthese conventions can actually be of help to non-native(of English) writers.
• Especially in argumentative-type essays (the mostcommon academic genre), it is the author’s “position” that drives the discourse. Before anything else, this is the sine qua non of the writing process.
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Homework!
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HOMEWORK FOR NEXT CLASS (WED.
MARCH 4)
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AM Turma Homework
• TODAY: Complete online survey “About YOU” (on website)
• Watch “Subtext” video (on website)
• Get UFPR email ASAP
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PM Turma Homework
• TODAY: Complete quiz about “Academic Beliefs” (on website)
• Watch “Subtext” video (on website)
• Get UFPR email ASAP
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WEEKEND HOMEWORK
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This weekend…
• “High or low scores?” Look at the two columns of language samples. Do you see any patterns? (On website.)
• Read (at least) the first two pages of Miller and Parker (2012), answer questions (On website.)
• “Academic English?” (Optional) Read the article and determine the extent to which it sounds academic.
• (If you haven’t already….) Get your UFPR email!