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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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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

3

4

5

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!