esp practicum esp/emi teacher collaboration paper-based learning for academic writing paul saunders...

ESP PracticumESP/EMI Teacher Collaboration

paper-based learning for academic writing

Paul Saunderspaulrsaunders @hotmail.com

reference: chapter 4Dr. Mei-Ling Tsai

Language

Structure

writing ESL Instructor‘writing style’

Discipline Expert

Traditional Division of Instructional Responsibility

Content

writing

Language

Structure

WRITINGContent ESL Expertise‘writing style’

EMI/ESPintegration

teaching how to write effectively mustINTEGRATE expertises

Discipline Expertise

Critical Thinking

Three must-ask questions for teamteachers in innovative ESP courses

What to teach?Who to teach?How to teach?

ESP teacherconversationEMI teacher

writingWRITING


work from strengths

ESP teacherEMI teacher

Language

Structure

Content ESL Expertise‘writing style’

explain

focus on General Content: Genre Analysis

TeacherPreparation

Author’s Objective: 1) Reader understands specific scientific project2) Reader convinced the research is important Convince Project is: - novel

- meaningful

- valid

Scientific Academic Writing

Analyze research article general IMRD structure- use of structure & language- apply concepts in writing(Swales genre analysis of academic writing)

- Introduce topic of research (significance of field; general background information)- Cite HIGHLY relevant background research- Indicate a Need – the Unknown information (3 kinds) - extending previous findings - information gap - states that other research is wrong (questions theory) or other research requires some qualification- State purpose of study (take care of the Need – 3 ways) - state purpose, hypothesis OR specific research aims - introduce key method to accomplish purpose - state findings that resulted

Introduction’s Purpose (why do research)

Novelty

Knowledge to Help Read Science (original article)

Results’ Purpose (what was found)- describe outcomes of research project- some conclusion ok in describing and summarizing findings

Methods’ Purpose (what was done)- describe experimental procedures (must be clear so others may repeat)


Validity

Discussion’s Structure (typical segments)

- State/Summarize KEY results- Summarizing secondary results- Use previous research to support findings- Explain unexpected findings (explain contradictions with previous research) - Indicate study’s limitations- Provide conclusion, recommendations for future research and/or ‘benefits’ of study


Meaningfulness

writingWRITING


work from strengths


Language

Structure

Content ESL Expertise‘writing style’

explain

focus on appropriate Specific Discipline Content

TeacherPreparation


Structure

explain

focus on effective organization of Specific Content

for ANY form of Communication(presentation & writing)

TeacherPreparation

Scientific Academic Communication

Data is NOT the story

Story must explain (reader relevance)- future application for Reader (typically understanding)

Humans use ‘stories’ all the time- organize information- know how to behave- explain GENERAL phenomena (these are science stories)

How to develop reader appropriate story?

Storyboarding- organizes details: ALL events in story must be connected

draw out research storyuse arrows (focus one at a time) to indicate events

if describe in words “and” “then” good indicators of separate events

Takes practice; Learning to think scientifically

- very typical to explain a new mechanism of action pathway in a biological system

Research Story: Provides Content Framework

Type 1:

Final OutcomeEvent 2Initial stage Event 1

- Background Story (in gray) indicates the known info, so UNKNOWN info can be highlighted

(put research purpose in context - rationale)- Research Story (in green) is what is new

Teaching Duties (initial offering option)

Time Process Teacher in charge

Wk 1 Analyze Model Paper- important concepts- general purpose of each major section (IMRD)

EMI

Wk 2 Use Model Paper for example material- demonstrate how Central Theme is introduced- paragraph structure- section structure to develop an idea (genre analysis)

ESP

Wk 3 Use Model Paper for example material- demonstrate how to present scientific article- demonstrate scientific storytelling

ESP

Wk 4+ Students give presentation of an article they selected EMI&ESPevaluate

Students prepare to write summary paragraph based on their selected article- examine how to select appropriate Central Theme for paragraph- assess necessary details to support/explain Central Theme- demonstrate developing cohesion through linking phrases (language

examples from Model and Student-Selected articles)

EMI

ESP

(continue with more writing skills & writing more sophisticated documents)

writing

Language

WRITINGContent ESL Expertise‘writing style’


Critical Thinking

for the STUDENTS

EMI/ESPintegration

Structure

Extra Story Framework types:- alter phenomena (ie. heal/prevent disease)- examine associations (relationship strengths)- multiple responses to condition

Event 3’Event 2’

Event 3Event 2

Intervention

0 Event 1

- explain how a treatment intervention (eg. a drug) can change a system through an altered mechanism of action pathway in a system (typically biological)


Type 2:- Background Story (in gray) indicates the known info,

so UNKNOWN info can be highlighted (put research purpose in context - rationale)- Research Story (in green) is what is new

Final OutcomeInitial stage

Factor DFactor C

Factor BFactor A

- explain how particular factors are positively (green) and negatively (red) associated with a particular singular outcome – common in clinical sciences



so UNKNOWN info can be highlighted (put research purpose in context - rationale)- Research Story (in green & red) is what is new

Outcome 1

Initial stage

- a pattern of >1 outcome with each outcome measured independently; the outcomes are constituent elements of an overall condition

- may include single factor that could alter outcomes



so UNKNOWN info can be highlighted (put research purpose in context - rationale)- Research Story (in green) is what is new

Outcome 3

Overall Condition

Factor C

Outcome 2

esp practicum esp/emi teacher collaboration paper-based learning for academic writing paul saunders...

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