Publish perish as an instruction-end learning opportunity

Publish or perish as an instruction-end learning opportunity

Lawrie HunterKochi University of Technology

http://lawriehunter.com

Publish or perish as an instruction-end learning opportunity The strong external constraints placed on the technical academic writing program reported here demand a highly pragmatic approach to curriculum and instructional design. External constraints, plus the intense nature of technical doctorate research, do not allow sufficient time for grammar study to any useful extent. However, the small size of the semi-annual cohort makes a number of innovative curriculum interventions feasible. Central learner needs were identified as (1) practical writing skills for the creation of publishable papers; (2) a support network to enable learner navigation through the mentor/editor writing center decision matrix; and (3) a writing program to prepare the learner for work with support personnel and to build composition skills (analytical skills centered around argument and coherence skills focusing on readability) for the learner's professional future. Within the above program, grammar was made a peripheral concern; argument the center of readability work; and witting mimicry of model language a major tool. Emphasis was placed on meta-language to enable learners to take a 'witting client' position in interactions with support services. To date more than half of the participants have made use of the writing center services; among those, more than half have achieved semi-autonomy in the writing of research papers in their niche topic areas. These results suggest that the readability curriculum may have broader applicability.

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4

Dimensions of Media Object Compehensibility

Lawrie HunterKochi University of Technologyhttp://www.core.kochi-tech.ac.jp/hunter/

KUT

Island of Shikoku

Background

1982, 1987: Technical rewriter, Techwrite, Tokyo

1990-now: Freelance academic rewriter, Japan

1996-now: Super translation team member-Japanese construction ministry-World Water Forum Kyoto-Interviews editor, Information Design Jnl.

1998- Referee, CATaC conferences1999- Editorial team, JALTCALL conferences2004- Editorial board, Web Based Communities2009- Referee, CALL journal

InstructorMathematics

EFL

Assoc. ProfessorEFL

Intercultural Comm.

ProfessorEFL CALL

EFL Critical thinkingESP technical writing

EAP for engineers

7

CONSTRAINTS

8

KUT TAW scenario

Since 2002: - Japanese government scholarships

- for foreign students - in technical doctoral programmes.

! Graduation requirements:

- 2+ refereed papers in top journals- dissertation in English

Further L2 acquisition to the point of near-independence during the study period is NOT a realistic strategy.

SCENARIO

ESPESP

EAPEAP

EAPHUMANITIES

EAPHUMANITIESTAWTAW

EXEX EYEY EZEZ

English for specific purposesEnglish for academic purposesTechnical academic writing

11

1 Found problem: highly constrained TAW2 Needs analysis: learner profile3 Framing: possible solutions

OUTLINE

12

Found problemFound problem: constrained TAWNeeds analysis: learner profileFraming: possible solutions

How to maximize TAW functionality?

-language instruction?-pragmatic writing instruction?-mimicry training?-argumentation instruction?

-learner use of editor service?-learner use of mentor service?

13

Found problemFound problem: constrained TAWNeeds analysis: learner profileFraming: possible solutions

How to maximize TAW functionality?

-language instruction?-pragmatic writing instruction?-mimicry training?-argumentation instruction?

-learner use of editor service?-learner use of mentor service?

What is the core issue here?

-how to maximize publication success?-how to maximize ongoing growth?

14

NEEDS

Learnerprofile

TAWobjectives

Variable English skill/knowledgeVariable intrinsic motivation

Uniform high extrinsic motivationHigh anxiety about research/completion

High anxiety about conference presentation

Communicative competenceWriting supportConference presentation supportRP how-toRP supportTAW skill to independence

Degreeprogramme

demands3-year limit2 refereed papers in EnglishDissertation in English

Needs analysisFound problem: constrained TAWNeeds analysis: learner profileFraming: possible solutions

EAP best practiceKey factors in successful academic performance

Reading

Understanding the main idea of one’s readingReaching valid conclusionsMaking critical evaluations of contentComprehending significant detailUnderstanding explicitly stated informationDetecting inferences between the lines

Writing

OrganizationSummarizationWell-formed sentencesVocabularyUsageResearch skillsEconomy ClarityProviding sufficient evidenceGrammaticalCorrectly punctuatedAbility to use 'standard' academic discourseKnowing what your tutor-examinee values (and giving it to him/her)

Taken from Ginther, A. and Grant, L. (1996) A review of the academic needs of native English-speaking college students in the United States. Research monograph series MS-1. Princeton, NJ: Educational

Testing ServiceBanerjee, D. and Wall, D. (2006) Assessing and reporting performances on pre-sessional EAP courses: Developing a final assessment checklist and investigating its validity. Journal of English for academic

purposes 5(2006) 50-69.

Found problem: constrained TAWNeeds analysis: learner profileFraming: possible solutions

TAW writing: needs analysis

Knowledge

Niche grammar structures

Niche rhetorical structures

General register repertoires

(distinguishing formal academic from

informal academic)

Research Paper text structure and

information structure

Language skills

Argument sequencing

Info-structuredsentence generation

Mimicry of model language

NOTICING

Facilities

Concordance & collocation resources

Modelresearch papers

(annotated*)

*c.f. Brown and Brown’s ‘annotation’

18

SOLUTIONS

Possible solutionsMaximization of TAW functionality

1 Editor/mentor prep2 Pragmatic language curriculum3 Strategic language curriculum

- Note: all of these hinge on argument and accessibility

Found problem: constrained TAWNeeds analysis: learner profileFraming: possible solutions

2007curriculum

2009curriculum

PhD English writing classes: editor's eye curriculum

Textbook: How Academic Writing Works (2nd edition) by Hunter, KUT Press.Required also: Science Research Writing by Glasman-Deal, Imperial College Press.Former textbook: Academic Writing for Graduate Students by Swales and Feak (U. of Michigan Press)

Key concepts:

1. How to write to the standard of the target journal.

2. How to write maximally readable Formal Academic English.

3. How to use the writing techniques in model papers. (cf. noticing) Support is given in checking English quality in model papers.

4. How to communicate with a writing mentor or editor.

5. How to correct one's English using mentor feedback. How to check that an editor has not damaged the meaning in the paper.

24

REFRAME

Reframing: learner:instructor becomes client:advisor

Language knowledge Language skills Task modes

Technical

Writing II

Language structures vs. information structures

Text structures: G-S, P-P-S, ....

Registers

Using text structures

Summarizing

Data commentary

Using lexical units to show info structuresEditing through a checklist

Write-edit-rewrite (uncoded to coded)

Information structure mapping

Swales & Feak exercises

Research

Writing

Ambiguity

Readability (stress position, topic position)

Rhetorical moves: framing, relationships, cohesionRP structureRP lexical units

Language features in RP sections

Optimizing readability-subject-verb proximity

-single function for 1 unit of discourse

-emphasis at syntactic closure points

Avoiding ambiguity

Creating, maintaining cohesion

Use, application of register knowledge


Readability work


Reframing: learner:instructor becomes client:advisor


Technical

Writing II



Registers


Summarizing

Data commentary





Dossier collection work

Research

Writing

Ambiguity


Rhetorical moves: framing, relationships, cohesion

RP structure

RP lexical units





Avoiding ambiguity




Readability work


Dossier manipulation

27

STYLE DOSSIER

WORK

Dossier collection tasksA. Research writing register models

B. Informal discussion register models

C. Glossary

Dossier collection tasksA. Research writing register models - EEK!

B. Informal discussion register models

C. Glossary

(EEK: take a look in the horse’s mouth)

Reframing: client:advisor becomes user:consultant


Technical

Writing II



Registers


Summarizing

Data commentary





Dossier collection work

Research

Writing

Ambiguity


Rhetorical moves: framing, relationships, cohesion

RP structure

RP lexical units





Avoiding ambiguity




Readability work


Dossier manipulation

Claim: when we add dossier work, no additional knowledgeor skills are required

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LEARNERAS CLIENT

Hunter's 2-page Edit System

editor corrects errors

for a finished paper

basicallyno learning

coded feedback

1-2 pagesat a time

much learning

Editingservice

Coded feedback

editor corrects errors

for a finished paper

no client effort

type of error is marked

editor asks questions

client must correct the problems

Uncoded feedback

no rejections by journals

1322-pageedits

70 hoursediting

2009 at KUT:Hunter's consulting

50 hours discussion

The clientmust have:

CompletedTW2

and RWcourses

Minimum requirements for 2-page editing service

Enough time until deadline

(2+ weeks)

Editing service: entry criteria

Academic editing client attributes:

Makes few grammar errors.Can identify native-like rhetorical flow.Can identify perfectly unambiguous text.Consistently learns from error correction (coded/uncoded).Wants to learn from error correction.Writes well by mimicry.Does not decay with time away from English.Has a sense of argument.Writes unambiguous text by logic/puzzle-solving.Can identify meaning damage in rewrites.

NB: learners with the converse of the above positive attributes exist in large(r) numbers.

Entry Setting Final user success

Strong enough

grammar knowledge and composition skill

Some


Insufficient


time constraints

latent development

minor/no development

Independent writer

Model-using independent writer

Model-using aided writer

Heavily aided writer

Ongoing mentored writer

Ghost-written writer

Self-assess strategy tool

Methodology frame

1. In this kind of work, first the 'user' must know -the tools and objects involved-how to talk about them.

.


Strong enough


Some


Insufficient


time constraints

latent development


Independent writer






Methodology frame

Hunterthe style dossier approach

METHODOLOGY

1. In this kind of work, first the 'user' must know -the tools and objects involved-how to talk about them.

2. Second, time and again the user must articulate anew his/her coursethrough the strategy network from entry to final user success.


Strong enough


Some


Insufficient


time constraints

latent development


Independent writer






Methodology frame

Methodology frame1. In this kind of work, first the 'user' must know

-the tools and objects involved-how to talk about them.


3. This ongoing rearticulation consists of -self observation of success and time constraints -calculation of learning objective achievement probability*.

*Not everyone will learn to write 'from scratch' well and even those who could learn to do so may not have sufficient short-term (or even long-term) time.


Strong enough


Some


Insufficient


time constraints

latent development


Independent writer






Methodology frame1. In this kind of work, first the 'user' must know

-the tools and objects involved-how to talk about them.


3. This ongoing rearticulation consists of -self observation of success and time constraints -calculation of learning objective achievement probability*.

4. Native rewriter resource availability/affordability are also key factors in deciding strategy.


Strong enough


Some


Insufficient


time constraints

latent development


Independent writer






45

SUMMARY

SummaryScenario constraintsLearner timeLearner variabilityResearch topic granularityRP genre granularityQuality of available modelsNative rewriter availability/affordability

SummaryScenario constraintsLearner timeLearner variabilityResearch topic granularityRP genre granularityQuality of available modelsNative rewriter availability/affordability

CompromisesPragmatic strategiesLearner revisioned as client, then as userInstructor revisioned as advisor, then as consultant

SummaryHunter

the style dossier approachMETHODOLOGY

Scenario constraintsLearner timeLearner variabilityResearch topic granularityRP genre granularityQuality of available modelsNative rewriter availability/affordability

CompromisesPragmatic strategiesLearner revisioned as client, then as userInstructor revisioned as advisor, then as consultant

Task arrayGrammar workInformation structure mappingRegister workRP lexis workWrite-rewriteDossier work

49

PERFUNCTORYCONCLUSION

50

Inconclusive conclusion

How to balance

Linguistic bottom-up constructionand

the scaffolding of noticing?

51

Inconclusive conclusion

How to balance

Linguistic bottom-up constructionand

the scaffolding of noticing?

Occam’s razor

Wikipedia: Bertrand Russell’s "a form of Occam's Razor" which was "Whenever possible, substitute constructions out of known entities for inferences to unknown entities."

Thank you so much

for your kind attention.

Please download this ppt from



http://www.slideshare.net/rolenzo-and write to me.

Lawrie HunterKochi University of Technology

SourcesHunter

the style dossier approachSTRUCTURE

Banerjee, D. and Wall, D. (2006) Assessing and reporting performances on pre-sessional EAP courses: Developing a final assessment checklist and investigating its validity. Journal of English for academic purposes 5(2006) 50-69.

Ferris, D. (2002) Treatment of error in second language student writing. University of Michigan Press.

Ginther, A. and Grant, L. (1996) A review of the academic needs of native English-speaking college students in the United States. Research monograph series MS-1. Princeton, NJ: Educational Testing Service.

Glasman-Deal, H. (2010) Science research writing. Imperial College Press.Gopen, G.D. & Swan, J.A. (1990) The Science of Scientific Writing. American Scientist 78 550-558.

http://www.americanscientist.org/template/AssetDetail/assetid/23947Harwood, N. (2006) What do we want EAP teaching materials for? Journal of English for Academic

Purposes 4 (2005) 149-161.Hunter, L. (2009)) How academic writing works. (2nd edition). KUT Press.Hunter, L. Online resource for English for Academic Purposes:

http://del.icio.us/rolenzo/eapKoutsantoni, D. (2006) Rhetorical strategies in engineering research articles and research theses:

Advanced academic literacy and relations of power. Journal of English for Academic Purposes 5 (2006) 19-36.

Liu, M. & Braine, G. (2005) Cohesive features in argumentative writing produced by Chinese undergraduates. English for specific purposes 24 (2005)

Rowley-Jolivet, E. & Carter-Thomas, S. (2005) Genre awareness and rhetorical appropriacy: Manipulation of information structure by NS and NNS scientists in the international conference setting. System 33 (2005) 41-64.

Swales, J.M.. and Feak, C.B. (2004) Academic writing for graduate students: essential tasks and skills (2nd ed.). University of Michigan Press.

Swales, J.M.. and Feak, C.B. (2001) English in Today's Research World: A Writing Guide. University of Michigan Press.

Publish perish as an instruction-end learning opportunity

Education

writing of research

writing center services

practical writing skills

technical rewriter

central learner needs

learner profile

learner navigation

readability curriculum