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Teaching the language of reasonable persuasion

This presentation explores the importance of teaching students the language of reasonable persuasion in academic discourse, including critical reading and writing skills, deploying reasonable skepticism, and nuancing stance and engagement. It also highlights the benefits of open-source software.

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Teaching the language of reasonable persuasion

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  1. Teaching the language of reasonable persuasion Sue Argent No Innocent Bystanders: Stance and Engagement in Academic Discourse. St Andrews 2018

  2. Critical readers need to deploy Reasonable scepticism Being open minded and willing to be convinced, but only if authors can adequately back their claims (Wallace & Wray, 2011). No Innocent Bystanders: Stance and Engagement in Academic Discourse. St Andrews 2018

  3. Critical writers need to deployReasonable persuasion Helping readers towards a preferred interpretation of the information (Hyland & Tse 2005: 157)‏ No Innocent Bystanders: Stance and Engagement in Academic Discourse. St Andrews 2018

  4. Generic or specific persuasion? Generic in two ways: we need to offer students as wide a choice of language as possible and we need a conceptual framework within which they can identify it for ease of retrieval and maximum transferability. Specific in that disciplines and sub-disciplines have their own preferred selection of language features and their own contexts of use for students to discover. No Innocent Bystanders: Stance and Engagement in Academic Discourse. St Andrews 2018

  5. Reasonable persuasion involves stance voice engagement criticality hedging qualification certainty persuasion evaluation metadiscourse epistemic marking No Innocent Bystanders: Stance and Engagement in Academic Discourse. St Andrews 2018

  6. Models • Often have confusing terminology • Don’t directly lead to the language as it appears in text • Have difficulty encompassing the full range of possible language • Are associated with plenty of research but little classroom penetration? No Innocent Bystanders: Stance and Engagement in Academic Discourse. St Andrews 2018

  7. 1. Selecting, stating and relating information 2. Committing to information a) endorsement / rejection b) hedging / caution c) aligning with or distancing from other voices 3. Evaluating information for the reader a) contributions from other voices: evaluative attribution b) use of emphasisers, highlighters etc c) choice of marked lexis A conceptual framework for nuancing stance No Innocent Bystanders: Stance and Engagement in Academic Discourse. St Andrews 2018

  8. Nuancing stance: selecting and stating information One of the benefits of open-source software is that it is free. Open-source software has a track record of being stable at launch. More developers work on it. It is more secure. No Innocent Bystanders: Stance and Engagement in Academic Discourse. St Andrews 2018

  9. Nuancing stance: relating information One of the benefits of open-source software is that it is free. Also, open-source software has a track record of being stable at launch because more developers work on it. For this reason, it is also more secure. No Innocent Bystanders: Stance and Engagement in Academic Discourse. St Andrews 2018

  10. Nuancing stance: committing to information One of the benefits of open-source software is that, for the most part, it is free. Also, open- source software has a track record of being stable at launch, because more developers work on it. For this reason, it mayalso be more secure. No Innocent Bystanders: Stance and Engagement in Academic Discourse. St Andrews 2018

  11. Nuancing stance: persuading the reader One of the largest benefits of open-source software is that, for the most part, it is free. Also, open-source software has a long track record of being incredibly stable, even at launch, becausesomany more developers work on it. For this reason, it mayalso be more secure. No Innocent Bystanders: Stance and Engagement in Academic Discourse. St Andrews 2018

  12. Tasks This task and Tasks A & B on the Workshop Tasks sheet have been adapted from: Argent, S. and Alexander, O. (2013). Access EAP: Frameworks. Reading: Garnet Education which uses HWUSE, the Heriot-Watt University Science and Engineering Corpus No Innocent Bystanders: Stance and Engagement in Academic Discourse. St Andrews 2018

  13. Suggested answer: A 2. Despite MT’s (Machine Translation’s) clear inferiority to human translation, computers have established a firm foothold in several roles. Computer software is often used as a tool by professional translators. CAT (Computer Aided Translation) canboth reduce the workload of many translation tasks and speed up the process, particularly for highly predictable text such as technical manuals. No Innocent Bystanders: Stance and Engagement in Academic Discourse. St Andrews 2018

  14. Suggested answer: B Author A: In the study, almost 40% of businesses addressed training and skills requirements, nearly 25% integrated business and technology objectives, and 15% met all their success criteria.  Claim 1: Local businesses are progressing well. Author B: In the study, less than 40% fully addressed training and skills requirements, less than 25% properly integrated business and technology objectives, and only 15% met all their success criteria.  Claim 2: Local businesses are not progressing well. No Innocent Bystanders: Stance and Engagement in Academic Discourse. St Andrews 2018

  15. Suggested answer: C 1... There are studies, she explained, that show that speaking English to your children even if you have an accent and are not fluent does not necessarily benefit the child’s English development, but and can even slow down the development of the other first language 2 After the intervention, the babies in the radio and television group were just only as good as the baseline group who didn’t receive any input. The other tutor-led group could discriminate Chinese sounds in the same way as well as babies growing up in China. No Innocent Bystanders: Stance and Engagement in Academic Discourse. St Andrews 2018

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