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Teaching Academic Writing (E-Merging Forum 4)

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Zhenya Bakin

on 14 May 2015

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Transcript of Teaching Academic Writing (E-Merging Forum 4)

Teaching Academic Writing
Writing an abstract
Peer Correction
The text is about 150 words
The text is easy to read / understand
The text consists of 1 or 2 paragraphs
The text addresses to peers / colleagues

The problem is clearly defined (there is a gap in knowledge)
Research methods are mentioned
Results are given
The abstract does not include specific information

Academic vocabulary is used
The tone is neutral, not dramatic
The register is (semi) formal
Linkers are used

Error Correction
What have we done today?
Approaches to teaching writing
Can Do
outweighs
Know How

Product Approach - focus on result
Features
explore linguistic knowledge,
focus on vocabulary, syntax, cohesive devices
"assisted imitation"
Lesson plan:
Lead in to activate schemata
Sample text analysis (vocab, syntax, cohesive devices)
Focus on TL
Controlled writing (gap fill, personification, etc)
Guided writing (based on a prompt)
Free writing (based on personal experience)
Follow-up
Reflection / peer correction / error analysis
Process Approach - focus on the writer
Lesson Plan
Lead in to set context;
Problematize to make writing meaningful
Bring attention to the writing process and its stages
Pre-writing activities (in groups and individually)
Writing first draft
Revision (e.g. peer correction)
Optional: vocabulary input
Writing second draft
Publishing: peer feedback
Reflection
1) Pre-writing
planning, brainstorming, material selection…

2) Working with text:
drafting, analyzing, rewriting

3) Publishing
Stages
Genre Approach
an extension of product approach
focus on social context / communication (genre)
Lesson Plan
Lead in to set context
Work with sample text (familiarize with vocab, grammar, etc)
Genre analysis (e.g. with rubrics)
Work on vocab / grammar / structure …
Writing
Follow-up: peer correction / error analysis
After 10-20-30 years of teaching I have noticed that…

What works in my classroom is...
Finish the sentences:
Ken Hyland
Abstract Structure
Abstract Structure
What's wrong?
Being devoted to the actual problems of informatiks, utilizing numerous scientific methodological – among others, OLS, QCA, etc. – the present article will be dedicated to elaborating the correlation between processor speed and software performances, contending that more processor speeds causes more software performance and fewer processor speeds transpires to lesser software performance, as well as arguing that past researchers have wrongly measured the factors.
Error correction at sentence level
Student A mix
Student A Mix
1. However, modern test theory could help to solve these problems.

2. Maybe after this experience I am slightly devaluate this technology.


3. Opportunity to observe how it works at our supervisors’ practice shows me the role model for using student-centered approach.

4. Self-reported questionnaires for measuring attitudes do not always provide reliable and valid information.
Corrected sentences
The opportunity to observe our supervisors’ practice has shown me the role model for using a student-centered approach.

After this experience I possibly disvalue this technology.

Self-reported questionnaires for measuring attitudes do not always provide reliable and valid information.

However, modern test theory could help to solve these problems.
Lesson Plan
Lead in to activate schemata
Sample text analysis (vocab, syntax, cohesive devices)
Focus on TL
Controlled writing (gap fill, personification, etc)
Free writing (based on personal experience)
Vocabulary input (abstracts)
Re-drafting
Publishing
Zhenya Bakin
preteach@gmail.com

systemicacademic.com
preteach.ru
Full transcript