LING 402 - ACADEMIC DISCOURSE PRACTICES: A critical approach Week 5 GETTING STARTED: Analysing the Task, Ideas-storming, Outline Planning.

LING 402 - ACADEMIC LING 402 - ACADEMIC DISCOURSE PRACTICES: DISCOURSE PRACTICES:

A critical approach A critical approach

Week 5 GETTING Week 5 GETTING STARTED:STARTED:

Analysing the Task, Ideas-Analysing the Task, Ideas-storming, Outline Planningstorming, Outline Planning

Session OutlineSession Outline

•Examining essay titlesExamining essay titles•Ideas-storming assignment Ideas-storming assignment

contentcontent•Getting feedbackGetting feedback

Getting StartedGetting Started

• What have you done so far?What have you done so far?• What do you think you need to What do you think you need to

do?do?• Have you formed an essay Have you formed an essay

question or have you been given question or have you been given one to answer?one to answer?

Analysing assignment Analysing assignment titles Ititles I

• Look at the list of words commonly used in essay Look at the list of words commonly used in essay titles.titles.

• Which ones are used in your assignment titles?Which ones are used in your assignment titles?• Does the definition work OK? Does the definition work OK?

If not, raise this example in discussion. If not, raise this example in discussion. • Are there any instruction words in your assignment Are there any instruction words in your assignment

titles which are not on this list? titles which are not on this list? If so, what are they? If so, what are they? What do they mean? What do they mean? Raise these in discussion so we can add them to Raise these in discussion so we can add them to

the list.the list.• Be prepared to raise any other queries in plenary Be prepared to raise any other queries in plenary

discussion.discussion.

Additional instruction Additional instruction wordswords

• Explore the view that ….Explore the view that ….• and relate it …..and relate it …..• Say how you would resolve…Say how you would resolve…• InvestigateInvestigate• CalculateCalculate• ConstructConstruct• Problematise Problematise • ContextualiseContextualise• To what extent ….?To what extent ….?• Why?Why?

Analysing assignment Analysing assignment titles IItitles II

Identifying the topic, the focus Identifying the topic, the focus and the taskand the task

Analysing assignment Analysing assignment titles IItitles II

Identifying the topic, the focus Identifying the topic, the focus and the taskand the task

1. Conversation Analysis, code-switching and construction of social identity : an evaluation of the sequential approach to the analysis of code-switching.

2. The scope of impoliteness theory: an application of Culpeper et al’s impoliteness framework to courtroom discourse.

3. A comparative analysis of the representation of women in two diverse discourses.

4. Some methodological and theoretical issues in transcription and translation of conversational data.

5. Bringing computer corpora into EFL classrooms: suggestions and future perspectives in relation to grammar teaching.

6. Gendered discourses in a contemporary animated film: To what extent does Shrek subvert or confirm gender stereotypes?

7. How might an understanding of pragmatics contribute to language teaching or cross-cultural understanding?

Ideas-stormingIdeas-storming

• Write the title or topic of your essay in Write the title or topic of your essay in the middle of the page and draw a the middle of the page and draw a circle around it. circle around it.

• Identify the key words in the titleIdentify the key words in the title• Jot down everything that you associate Jot down everything that you associate

with different parts of the title (include with different parts of the title (include readings, relevant data you have etc)readings, relevant data you have etc)

• Can you identify connections between Can you identify connections between different parts?different parts?

Getting feedbackGetting feedback• In your groups, in turn, discuss your In your groups, in turn, discuss your

outline plans. outline plans. • It is essential that you ask each other It is essential that you ask each other

to explain the different parts of your to explain the different parts of your plan rather than accepting what you plan rather than accepting what you are told. Question as much as are told. Question as much as possible.possible.

• Add to your A3 sheet any ideas, Add to your A3 sheet any ideas, comments, notes and questions which comments, notes and questions which you can investigate further.you can investigate further.

Four types of writerFour types of writer

Which are you?Which are you?

The diverThe diver

The patch-workerThe patch-worker

The grand plannerThe grand planner

The architectThe architect

Creme, P and Lea, M.R. (2003) Creme, P and Lea, M.R. (2003) Writing at University: A guide for Writing at University: A guide for students. (Second Edition).students. (Second Edition). Maidenhead: Open University Press. Maidenhead: Open University Press. pp. 76 - 80pp. 76 - 80