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A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
A critical thinking approach to negotiating academic discourse at Masters level
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A critical thinking approach to negotiating academic discourse at Masters level

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Slides for ALDinHE conference session on critical thinking and academic writing. Full details …

Slides for ALDinHE conference session on critical thinking and academic writing. Full details here:

http://lucubrat.wordpress.com/2011/04/11/a-critical-thinking-approach-to-negotiating-academic-discourse-at-masters-level/

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  • Penetrating the mysteries of academic style and producing written assignments of an acceptable quality are two of the most demanding tasks faced by all students at university.  However,  due to unfamiliar approaches, differing expectations and perplexing uses of language, international students in particular often struggle to negotiate the transition to the requirements of academic discourse at Masters level.  Taking a critical approach in their studies can also be a mode to which they are unaccustomed.  The challenge for learning developers is to engage students in recognising academic discourse, developing their understanding of it and applying this knowledge to  their own writing.
  • London Met VC
  • Based on Paul, P. & Elder, L. (2006) Critical Thinking: Learn the tools the best thinkers use, concise edition. Pearson.
  • Why have you chosen this session? – Post its?Personal interest
  • Increasing numbers of international studentsGap between students and academics’ expectationsPoints of viewStudentsParentsGovernment policyLearning developersDifferent educational backgrounds
  • LanguagePre-sessional programmesEAP vs contentIt can be taught!
  • Lea and Street?Can be taught
  • The practice of academic wrting as socially situatedCDA – as a barrierhttp://www.mendeley.com/groups/961271/critthink-at-aldcon/papers/
  • Case studies hereAlso - sli
  • Critical thinking questionsTest – write an abstract
  • Chinese proverb or native american prayer?Tell me, I’ll forget!Recognise it first, then do!
  • Discussion
  • Transcript

    1. A critical thinking approach to negotiating academic discourse at Masters level<br />Anna Seabourne <br />ALDinHE Conference 2011, Belfast<br />“Engaging Students – Engaging Learning” <br />Tuesday 19 April, Parallel Session 1.7 11.15 - 12.15<br />
    2. What is the problem at hand?<br />
    3. Back home, all assessments were blatant copy-paste from website. Reading literature was unheard of. Referencing was never done. Nobody heard of EndNote let alone plagiarism. So adapting to a system where quoting three consecutive words without a citation was tantamount to plagiarism was difficult! [India]<br />
    4. Academic English is nobody’s mother tongue.<br />‘If you can’t write, you don’t have a voice’<br />Malcolm Gilles, 2010<br />
    5. Doing<br />Model a critical thinking approach<br />Analyse a piece of academic writing<br />Discussion<br />
    6. Why is it being looked at?[WIIFM?]<br />
    7. What’s the bigger picture?<br />
    8. What’s not being said?<br />
    9. Academic writing is a discrete and specialised literacy practice, with its own - socially situated - values and beliefs.<br />
    10. What’s the relevant thinking?<br />
    11. Academic literacies / New Literacy StudiesCritical Discourse Analysis<br />CLICK FOR REFERENCES<br />
    12. What evidence is there?<br />
    13. Nanotechnology<br />
    14. Nanotechnology<br />Evaluate the importance of nanotechnology for the development of smart materials using case studies from one of the following: smart biological materials; smart molecular materials; or smart electronic materials.<br />
    15. Nanotechnology<br />Smart materials<br />Subject librarian<br />Prep for reading<br />
    16. Nanotechnology<br />Applying the critical thinking questions to the issue of plagiarism<br />
    17. Nanotechnology<br />
    18. Nanotechnology<br />Applying the critical thinking questions to reading academic articles<br />Prep: reading Kelsallet al to identify examples of:<br />Academic language<br />Certainty vs probability (hedging)<br />Structure, signposting<br />Using other people’s research<br />
    19. Nanotechnology<br />Applying the critical thinking questions to writing<br />Kelsallet al to identify examples of:<br />Academic language<br />Certainty vs probability (hedging)<br />Structure, signposting<br />Using other people’s research<br />
    20. Nanotechnology<br />Applying the critical thinking questions to reading each other’s work<br />Checking for:<br />Academic language<br />Certainty vs probability (hedging)<br />Structure, signposting<br />Using other people’s research<br />
    21. Nanotechnology<br />General and individual<br />
    22. Food Science<br />Task: abstract writing<br />
    23. Aha!<br />
    24. Your turn!<br />Hedging<br />Signposting/structure<br />Academic voice<br />Using other’s ideas<br />
    25. What’s the argument?<br />
    26. Understanding the discourse of academic writing is a threshold concept for study at Masters level.<br />
    27. Tell me, I’ll rememberShow me, I’ll understandEngage me, I will learn<br />
    28. What comes next?<br />
    29. What approaches, experiences, ideas or suggestions do you have to share?<br />
    30. Thank you!<br />a.e.seabourne@leeds.ac.uk<br />lucubrat.wordpress.com<br />twitter.com/lucubrat<br />Something you found useful<br />Something you want to know more about<br />[Your name]<br />
    31. End<br />

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