Teaching English Through English I Class #2


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Teaching English Through English I Class #2

  1. 1. Teaching English through English I Class # 2
  2. 2. Agenda <ul><li>Reading student blogs </li></ul><ul><li>Continue Discussions on Reading and Writing Habits </li></ul><ul><li>Reading: Academic Literacy </li></ul><ul><li>Free Writing </li></ul><ul><li>Join the Club Chapter 1 </li></ul>
  3. 3. The Text and Context in Academic Writing (Samaj, 2000) <ul><li>The Institution </li></ul><ul><li>The area of study </li></ul><ul><li>The course of study </li></ul><ul><li>The assignment task </li></ul><ul><li>The student </li></ul><ul><li>The student’s Text </li></ul>
  4. 4. Discussion Questions <ul><li>What does academic literacy mean to you? </li></ul><ul><li>What skills do you think are most important for academic writing (both in Korean and English)? </li></ul><ul><li>How do you write a text? What are some of the processes that you go through? </li></ul>
  5. 5. Key Words from the readings <ul><li>Cyclical writing </li></ul><ul><li>Conceptualizing </li></ul><ul><li>Formulating </li></ul><ul><li>Revising </li></ul><ul><li>Reading </li></ul><ul><li>Meta-cognition </li></ul><ul><li>Declarative knowledge and Procedural knowledge </li></ul>
  6. 6. Questions on the nature of academic writing <ul><li>What does “cyclical nature of writing mean” according to the authors? </li></ul><ul><li>What are some of the sub-processes in the writing process? </li></ul><ul><li>Describe the meaning of “conceptualizing”, “formulating” and “revising” as explained in the article. </li></ul>
  7. 7. List the kinds of academic writing you experiences in the past
  8. 8. Types of Academic Writing <ul><li>Reflection Papers </li></ul><ul><li>Book Reports </li></ul><ul><li>Portfolios </li></ul><ul><li>Narratives </li></ul><ul><li>Research Writing </li></ul><ul><li>Essay Writing </li></ul><ul><li>What else? </li></ul>
  9. 9. Purpose of writing <ul><li>Summarizing: Presenting the main points or essence of another text in a condensed form </li></ul><ul><li>Arguing/Persuading: Expressing a viewpoint on an issue or topic in an effort to convince others that your viewpoint is correct </li></ul><ul><li>Narrating: Telling a story or giving an account of events </li></ul><ul><li>Evaluating: Examining something in order to determine its value or worth based on a set of criteria. </li></ul><ul><li>Analyzing: Breaking a topic down into its component parts in order to examine the relationships between the parts. </li></ul><ul><li>Responding: Writing that is in a direct dialogue with another text. </li></ul><ul><li>Examining/Investigating: Systematically questioning a topic to discover or uncover facts that are not widely known or accepted, in a way that strives to be as neutral and objective as possible. </li></ul><ul><li>Observing: Helping the reader see and understand a person, place, object, image or event that you have directly watched or experienced through detailed sensory descriptions.— http://owl.english.purdue.edu/owl/resource/587/01/ </li></ul>
  10. 10. Before writing… <ul><li>Ask yourself the following questions! </li></ul><ul><li>What is the purpose of this writing assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss it imagery? </li></ul><ul><li>Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations? </li></ul><ul><li>What resources do I need to begin work? Do I need to conduct literature research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required? </li></ul><ul><li>Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing? </li></ul>
  11. 11. Writing Task <ul><li>Imagine that you are developing a brochure promoting a teaching method in a Korean public school context. Give your method a name and tell your audience the advantages of your teaching method. This should be a persuasive writing exercise where you practice how to make a strong argument and be persuasive in your voice as a writer. (Feel free to use the teaching methods that you learnt in Dr. Kathy Romstead’s class, or be CREATIVE and come up with your own teaching method that will work well in your teaching context) </li></ul>
  12. 12. Peer-Review <ul><li>http://owl.english.purdue.edu/media/ppt/20071107114250_712.ppt#8 </li></ul>
  13. 13. Assignments <ul><li>Academic Readings </li></ul><ul><li>Join the Club Chapter 2 </li></ul><ul><li>Academic Sublist # 2 </li></ul><ul><li>Find two academic sources associated with English language teaching </li></ul>