html5-img
1 / 12

Ten Tips for effective academic writing

Ten Tips for effective academic writing. WAESL 2009 AMY FENNING afenning@shoreline.edu afenning@sccd.ctc.edu fenninga@seattleu.edu. #1: Do a diagnostic. When? What? Check with program, level, course instructors Results will greatly guide your rhetorical and structural syllabus

dareh
Télécharger la présentation

Ten Tips for effective academic writing

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Ten Tips for effective academic writing WAESL 2009 AMY FENNING afenning@shoreline.edu afenning@sccd.ctc.edu fenninga@seattleu.edu

  2. #1: Do a diagnostic • When? • What? • Check with program, level, course instructors • Results will greatly guide your rhetorical and structural syllabus • Return the diagnostic to them for a reflective writing at the end of the quarter

  3. #2 DECONSTRUCT A MODEL • Piaget (cognitive constructivism) and Vygotsky (social constructivism) • Definition • ‘The world of the learner and the world of the expert’ • Task-based and flexible • All for discussion • Bridge it to their own assignment

  4. #4 Provide a scaffold • Particularly important for newer writers • Move beyond topic, support, conclusion and move towards depth of detail • Benson and Gray (UC Berkley Writing Project) • A sort of paragraph diagramming • How to coordinate and subordinate • Level 1 (L1): Topic and Concluding sentence • Level 2 (L2): Support • Level 3 (L3) Details, Examples • Train the students and expect it

  5. #5 Conduct a peer review • Value of peer review • Training students on value, and how to successfully complete • Clear, focused and task-based • Involving a one-on-one discussion • Numerous benefits

  6. #6 Create a rubric • Students should know and understand the rubric • Analytic vs. holistic rubrics

  7. IN CLASS vs. At home essays AT HOME ESSAYS • Process oriented • A chance to ruminate • An ‘opportunity’ for plagiarism • More fruitful peer review • More reflective of future classes IN CLASS ESSAYS • Their natural ability without ‘temptations’ • Learn to use time effectively • Future test preparation

  8. Consider the culture of writing! • Oral vs. literate societies (Luria in B&E, 1976) Which does not belong? • Orality vs. Literacy and the home/school disconnect • Trackton Gateway & Roadville (Heath in B&E 1983) • Writing as culturally defined (Kaplan, 1966) • Issues of Plagiarism (Hinkel in Celce Mercia, 2001) • Using Libraries – perspective (Hickock, 2009)

  9. #9 Make genre learning fun GAMES • Argumentative Essays • Process Essays • Compare/Contrast Essays GRAPHIC ORGANIZERS • Narrative Essays • Compare/Contrast Essays CAMPUS RESEARCH • Cause/Effect Essays • Compare/contrast Essays

  10. Make it a learning experience for everyone! • Plenty of structure-level error correction • A reflection on the process • What I really liked about this assignment was… • What challenged me about this assignment was… • I feel I learned a lot about… • I think I still need to work on…. • Allow for triad reading – input • Spend time with each student – in class or out of class – as much as possible

  11. Sources • Brown, Steven and Jodi Eisterhold (2004) Topics in Language and Culture Ann Arbor: University of Michigin Press • Grey, James and Robert Benson (n.d) Sentence and Paragraph Modeling University of California Bay Writing Project, Curriculum Publication 17 • Hickok, J. (n.d) Bringing them into the community: Innovative Library Instructional Strategies for International Ss. Practical Padagogy for Librarians, Chapter 17 • Hinkel, Eli (2001) Building Awareness and Practical Skills to Facilitate Cross Cultural Communication. In Teaching English as a Second or Foreign Language, Marianne Celce Murcia, ed) Boston: Heinle Cengage • Schcolnik, M., S. Kol & J. Aberbanel (2006) Constructivism in Theory and Practice. English Teaching Forum, Number 4.

  12. Thank you! Please email me if I can send you any more information • afenning@sccd.ctc.edu • afenning@shoreline.edu • http://facweb.northseattle.edu/afenning

More Related