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LING 402 - ACADEMIC DISCOURSE PRACTICES: A critical approach

LING 402 - ACADEMIC DISCOURSE PRACTICES: A critical approach. Week 5 GETTING STARTED: Analysing the Task, Ideas-storming, Outline Planning. Session Outline. Examining essay titles Ideas-storming assignment content Getting feedback. Getting Started. What have you done so far?

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LING 402 - ACADEMIC DISCOURSE PRACTICES: A critical approach

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

  2. Session Outline • Examining essay titles • Ideas-storming assignment content • Getting feedback

  3. Getting Started • What have you done so far? • What do you think you need to do? • Have you formed an essay question or have you been given one to answer?

  4. Analysing assignment titles I • Look at the list of words commonly used in essay titles. • Which ones are used in your assignment titles? • Does the definition work OK? If not, raise this example in discussion. • Are there any instruction words in your assignment titles which are not on this list? If so, what are they? What do they mean? Raise these in discussion so we can add them to the list. • Be prepared to raise any other queries in plenary discussion.

  5. Additional instruction words • Explore the view that …. • and relate it ….. • Say how you would resolve… • Investigate • Calculate • Construct • Problematise • Contextualise • To what extent ….? • Why?

  6. Analysing assignment titles IIIdentifying the topic, the focus and the task

  7. Analysing assignment titles IIIdentifying the topic, the focus and the task • Conversation Analysis, code-switching and construction of social identity : an evaluation of the sequential approach to the analysis of code-switching. • The scope of impoliteness theory: an application of Culpeper et al’s impoliteness framework to courtroom discourse. • A comparative analysis of the representation of women in two diverse discourses. • Some methodological and theoretical issues in transcription and translation of conversational data. • Bringing computer corpora into EFL classrooms: suggestions and future perspectives in relation to grammar teaching. • Gendered discourses in a contemporary animated film: To what extent does Shrek subvert or confirm gender stereotypes? • How might an understanding of pragmatics contribute to language teaching or cross-cultural understanding?

  8. Ideas-storming • Write the title or topic of your essay in the middle of the page and draw a circle around it. • Identify the key words in the title • Jot down everything that you associate with different parts of the title (include readings, relevant data you have etc) • Can you identify connections between different parts?

  9. Getting feedback • In your groups, in turn, discuss your outline plans. • It is essential that you ask each other to explain the different parts of your plan rather than accepting what you are told. Question as much as possible. • Add to your A3 sheet any ideas, comments, notes and questions which you can investigate further.

  10. Four types of writer Which are you?

  11. The diver

  12. The patch-worker

  13. The grand planner

  14. The architect

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

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