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HyperNew as a paragraph-level cohesive device in argumentative essays

HyperNew as a paragraph-level cohesive device in argumentative essays. Carla Grimley, Laura Manzie and Walter Nowlan St Andrews, February 2017. Context. “THE CLIFFHANGER”. CYCLICAL PARAGRAPH. CLAIM. CLAIM. EVIDENCE. EVIDENCE. REPEATED CLAIM. Context.

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HyperNew as a paragraph-level cohesive device in argumentative essays

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  1. HyperNew as a paragraph-level cohesive device in argumentative essays Carla Grimley, Laura Manzie and Walter Nowlan St Andrews, February 2017

  2. Context “THE CLIFFHANGER” CYCLICAL PARAGRAPH CLAIM CLAIM EVIDENCE EVIDENCE REPEATED CLAIM

  3. Context Not dealt with in teaching materials Coursework Essay STUDENTS Lack of cohesion – within / between paragraphs TEACHERS Lack of shared understanding Inconsistent teaching / learning Reading into Writing Test Inconsistent assessment

  4. Investigation How do highly-graded PEAP students write HyperNews in terms of: • frequency of use? • rate and type of communicative purpose? • rate and type of error? Feed into: • syllabus and materials design • teacher development session • assessment training

  5. What are HyperNews? HyperTheme Predictive / Orienting function Usually includes ‘appraisal’ (claim). Martin & Rose (2003) Justifies the claim. Give more details about the theme. HyperNews Tells reader where they have been BUT ‘takes the text to a new point’ (183). ‘Establishes the point’. (184)

  6. Corpus Highly graded writing test papers (n=46) Sampling: B+ grade across all assessment criteria. Coding: Level 1 – MacroTheme / MacroNew Level 2 – Paragraph Level 3 – Missing HT/HN; summary of evidence Level 4 – HyperTheme & HyperNew Level 5 – Communicative Purpose of HyperNew Level 6 – Logic, Grammar, Lexis, Register, Unclear

  7. Frequency of use

  8. Type of communicative purpose

  9. Errors

  10. Useful language patterns • Causation • This is the reason for… • This situation could lead to… • Judgement • This is a problem because… • These examples show that X is unfair/inappropriate/suitable • Recommendation • It is important to + verb • X must ensure that….

  11. Pedagogy • Student exemplars • Grouping sentence stems according to rhetorical function • Identifying multiple functions in example sentences. • Completing given paragraphs with own HyperNew. • Scaffolded writing tasks

  12. Points of interest / issues Teacher feedback – • materials were useful in focussing on the linguistic features of ‘interpretation’ • breaks the cycle and keeps them on the cliff. Issues: • Restrictive model? • HyperTheme – topic sentence, claim or both?

  13. What now? Pedagogical / Research suggestions – part of a larger project. What should our next steps be? Your questions

  14. And now for something completely different … BALEAP PIM – Intercultural Communication and EAP Saturday 18th November at Nottingham Trent University Call for Papers will open soon.

  15. What now? Pedagogical / Research suggestions – part of a larger project. What should our next steps be? Your questions Walter.Nowlan@ntu.ac.uk Laura.Manzie@ntu.ac.uk https://padlet.com/ntu_peap/hypernews

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