Transcript
Reconciling top-down and bottom-up approaches to graduate writing:
Using a corpus to teach rhetorical functions
Presenter ： Yi Chun Vivian Tsai
Instructor ： Dr. Pi-Ying Teresa Hsu
October 20, 2008
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Charles, M.(2007). Reconciling top-down and bottom-up approaches to graduate writing: Using a corpus to teach rhetorical functions. Journal of English for Academic Purposes, 6(4), 289-302.
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Content
I. Introduction
II. Background to the study
III. Research materials
IV. Results
V. Discussion
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Introduction
This paper shows how top-down and bottom-up approaches can be reconciled in EAP(English for Academic Purposes) writing materials.
（ Charles, 2007）
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Introduction
PurposeCombine discourse-based and corpus-based tasks
Claim the materials are designed not only to introduce corpora, but also to develop students’ understanding of rhetorical functions
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Introduction
Research questions1. Does it use corpus to explore lexico-grammatical patterns add up to a coherent set of teaching materials?
This paper has shown it is essential of using corpora in the teaching of rhetorical patterning.
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Introduction
Research questions2. Is it the best to combine discourse and corpus of both worlds?
This combination types provides the students with a richer experience of the rhetorical pattern.
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Definition of terms
DiscourseBottom-up approaches Focus on function
CorpusTop-down approachesFocus on form
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Background to the study
Participants in the classesParticipants ： 40 international graduate students
at Oxford UniversityWorking fields ： 27 different research fieldsCountries ： 19 different countriesLanguage ： 15 different languages Female ： Male ＝ 60% ： 40%
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Research materials
Course designThe class ： A three-term in-sessional program of
academic writing classesThe materials ： Four groups had around 10
participants in each groupThe period ： 2-hour class per week for 8-week
term
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Research materials
The timetable of rhetorical functions
Week Content
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4
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6 and 7
At the end of week 7
Constructing Interaction
Defending Research against Criticism
Criticizing the Research of Others
Editing and Revising Academic with Corpus Work
Filled In a Short Questionnaire
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Research materials
Overview of the classroom procedure
Time Procedure Content
50mins The first session
10mins Take a break
50mins The second session
10mins Production
Discourse-based tasks
Corpus-based tasks
The paper versions
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Research materials
Four materials in the discourse and corpus session
Discourse sessionTask 1：Four versions of a short extract from the corpus. Underline the differences and discuss the change in persuasive effect.
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Research materials
Four materials in the discourse and corpus session
Discourse sessionTask 2：Identify further examples of anticipated criticism and writer defense. Focusing particularly on the linguistic realizations of the rhetorical pattern.
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Research materials
Four materials in the discourse and corpus session
Corpus sessionTask 3：Load corpora to the right of the search term. Perform a similar search to the one above.
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Research materials
Four materials in the discourse and corpus session
Corpus sessionTask 4：Explore patterns that may carry out a similar rhetorical function when discourse units are considered in combination.
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Results
Evaluation of the materials Students’ responses to more general questions on corpus use were encouraging.
86% would like to use corpora in future English classes
93% would use a corpus for individual help with their English
91% would recommend other international students to use a corpus
It shows that the materials were successful.
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Discussion
1. The method shows how a combined discourse and corpus approach can provide enriched input for students.
2. Perhaps future research could do the definite evaluation.
3. The understanding of this approach is helpful to the construction of appropriate academic discourse.
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Thanks for your attention!
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