Ears

to hear with:
The Instructed writing
center
6th Symposium on Writing Centers in Asia
Obirin College, TOKY O

Lawrie ...
No need to take notes (:^0)
All materials can be downloaded
from Hunter’s websites
http://lawriehunter.com/
http://www.cor...
Ears to hear with: The instructed writing center
SUMMARY
Within the negotiations of a writing center consultation, the men...
Case study:

Cmaps in academic writing
Asian EAP PhD students of
academic writing for management.

KUT
Dimensions of
Island of Shikoku
Media Object Compehensibility
KUT
Lawrie Hunter
Kochi University of Technology
http://www....
KUT EAP scenario
Foreign PhD students
2003-2013

China
Thailand
Banglades
h
Vietnam
Cambodia
Mongolia
Spain
Czech
India
In...
KUT EAP scenario
Since 2003:
- Japanese government scholarships
- for foreign students
- in technical doctoral programmes....
What do
writing centers DO?
-consultations
consultations
What do W.Ctr.
clients WANT?
-mentoring
-editing
-rewriting
-ghostwriting
What do W.Ctr.
clients GET?
-1~2 hits @ 45 min
-strategic advice
Typical
WCtr
client
need

WCtr
consult

client
need

WCtr
consult

client
free
Whom do W.Ctrs.
serve?
-typically, humanities
-typically, narrators
Can W.Ctrs.
serve sci-tech?
-S-Ts want to be heard
-S-Ts want strategies
-S-Ts might want English
Writing center
constraints
-money
-time
-client numbers
Today:
What do
W.Ctr. tutors
want to say?
Today:
What can
W.Ctr. clients
hear?
Typical W.Ctr.
conundrums:
-no time
-unprepared clients
Extreme case:
KUT writing center
Extreme case:
KUT writing center
-enough time
-enough money
in a perfect world..
in a perfect world..
T: optimal learning
C: optimal success
KUT

Client
profile

TL reading
-slow
-persistent
-compliant

L1 persuasion:
-by repetition
-by continuation
-unsignalled
...
KUT

Client
strategies

Argument construction
-using L1 skills
-using L1 knowledge

L1: first language
TL: target language...
Extreme case:
KUT writing center
-maximize
client learning
-maximize
client success
Typical
WCtr
client
need

WCtr
consult

client
need

WCtr
consult

client
free

KUT
WCtr
1-2

semesters
instruction

clien...
What do KUT W.Ctr.
clients NEED?
TAW
needed
knowledge
(identify
problems)
and
skills
(evaluate
and repair)

Audience
Rhetoric
Register
FAE
Rhetoric vs info...
Client
needs

accessible
writing
readable
text

explicit
cohesion

sound
argument
clarity

logicality

production
strategy...
KUT writing center
interventions
Client
needs

accessible
writing
readable
text

explicit
cohesion

Intervention:
instruction,
exercises,
low-text tools

s...
Client
needs

accessible
writing

sound
argument

readable
text

Exercises:
-topic/stress
-S-V separation
-old/new
-pronou...
Client
needs

accessible
writing

sound
argument

clarity

Exercises:
-parallelism
-nominalization
-subordinate clauses
-e...
Client
needs

accessible
writing
mimicry

Exercises:
-paraphrasing
-concordance
-citation
-lexical units
Activity:
-dossie...
Case study

Instructor
interventions

HW feedback:
-edit surface
-critique structure
-critique cohesion
-critique argument...
Possible EAP teaching approach
grammar/surface features
usage/convention
document format
argument
supporting claim

resear...
EAP teaching approach
grammar/surface features
usage/convention

Most
writing
instruction
starts here

document format
arg...
Thank you for your attention.

Please write to me.
I'm happy to share/teach/collaborate.
Download this .ppt and many other...
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Ears to hear with: The instructed writing center

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Presented at Writing Centers Association of Japan annual conference, Oberlin Univ., Machida, Tokyo.
Emphasizing the difference between humanities/social science writing centers and sci-tech writing centers. A world of difference.

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Ears to hear with: The instructed writing center

  1. 1. Ears to hear with: The Instructed writing center 6th Symposium on Writing Centers in Asia Obirin College, TOKY O Lawrie Hunter Kochi University of Technology http://lawriehunter.com
  2. 2. No need to take notes (:^0) All materials can be downloaded from Hunter’s websites http://lawriehunter.com/ http://www.core.kochi-tech.ac.jp/hunter/ and many more ppts available at http://slideshare.net/rolenzo/
  3. 3. Ears to hear with: The instructed writing center SUMMARY Within the negotiations of a writing center consultation, the mentor can choose from a wide range of frames for support, and from a number of degrees of abstractness as well. Many of the strategies that the mentor might select, and many of the knowledge/skill perspectives as well, require that the client have specific items of knowledge and skill in place. This paper provides tentative, in-place answers to the problem of the client unprepared to received much of the help that the mentor might offer, in the form a curriculum that might be a requirement for certain writing center services. ABSTRACT Within the negotiations of a writing center consultation, the mentor can choose from a wide range of frames for support, including rhetorical approaches, cohesion and readability considerations, and techniques for using model language from existing papers, to mention but a few. Many of the strategies that the mentor might select, and many of the knowledge/skill perspectives as well, require that the client have specific items of knowledge and skill in place. This paper presents an existing long-in-use curriculum intended as intensive preparation/requirement for extensive writing center consultation for scholarship PhD students in engineering and management/policy at a Japanese university. The content of the curriculum is based on client needs, in particular accessible writing, sound argument and production strategy. For each these three needs, a series of interventions are provided. For accessible writing, knowledge and skills for production of readable text and explicit cohesion are acquired through instruction, exercises and mentor scenario simulations. Similar grounding is provided for the crafting of clarity and logicality as elements of sound argument. The primary elements of production strategy (mimicry, conformity and assistance) practiced in detailed pragmatic simulations. By the end of the one-semester course, the would-be writing center client is capable of confidently working with text, in the form of text analysis work (separating levels of abstraction) and communication moves analysis work, as well as more fine grained work with cohesion, readability, clarity and precision. As a result, a considerable portion of the wide range of advice that the writing center mentor might offer will not fall on deaf ears.
  4. 4. Case study: Cmaps in academic writing Asian EAP PhD students of academic writing for management. KUT
  5. 5. Dimensions of Island of Shikoku Media Object Compehensibility KUT Lawrie Hunter Kochi University of Technology http://www.core.kochitech.ac.jp/hunter/ 5
  6. 6. KUT EAP scenario Foreign PhD students 2003-2013 China Thailand Banglades h Vietnam Cambodia Mongolia Spain Czech India Indonesia Jordan Myanmar Nepal Niger Pakistan Sri Lanka Uzbekistan TOTAL 93 14 5 9 3 2 2 1 1 2 1 1 1 1 1 2 1 140
  7. 7. KUT EAP scenario Since 2003: - Japanese government scholarships - for foreign students - in technical doctoral programmes. ! Graduation requirements: - 2+ refereed papers in top journals - dissertation in English L2 study during the PhD program is NOT a realistic strategy. 7
  8. 8. What do writing centers DO? -consultations
  9. 9. consultations
  10. 10. What do W.Ctr. clients WANT? -mentoring -editing -rewriting -ghostwriting
  11. 11. What do W.Ctr. clients GET? -1~2 hits @ 45 min -strategic advice
  12. 12. Typical WCtr client need WCtr consult client need WCtr consult client free
  13. 13. Whom do W.Ctrs. serve? -typically, humanities -typically, narrators
  14. 14. Can W.Ctrs. serve sci-tech? -S-Ts want to be heard -S-Ts want strategies -S-Ts might want English
  15. 15. Writing center constraints -money -time -client numbers
  16. 16. Today: What do W.Ctr. tutors want to say?
  17. 17. Today: What can W.Ctr. clients hear?
  18. 18. Typical W.Ctr. conundrums: -no time -unprepared clients
  19. 19. Extreme case: KUT writing center
  20. 20. Extreme case: KUT writing center -enough time -enough money
  21. 21. in a perfect world..
  22. 22. in a perfect world.. T: optimal learning C: optimal success
  23. 23. KUT Client profile TL reading -slow -persistent -compliant L1 persuasion: -by repetition -by continuation -unsignalled L1: first language TL: target language TL writing -jumbled -unsignalled -malsignalled
  24. 24. KUT Client strategies Argument construction -using L1 skills -using L1 knowledge L1: first language TL: target language Writing: use model TL -for structure -for style -for cohesion -for logic -for proof
  25. 25. Extreme case: KUT writing center -maximize client learning -maximize client success
  26. 26. Typical WCtr client need WCtr consult client need WCtr consult client free KUT WCtr 1-2 semesters instruction client need TAW mentor: 2-page bits, multiple iterations research supervisor: confirm content
  27. 27. What do KUT W.Ctr. clients NEED?
  28. 28. TAW needed knowledge (identify problems) and skills (evaluate and repair) Audience Rhetoric Register FAE Rhetoric vs information         Conventions Usage Lexical units Collocation Corpus Concordance Style guides             Accessibility Information organization General-specific SPSE Paragraph development Cohesion Readability             Purpose of writing Claim Hedging Data commentary Conclusion writing Argument RPaper structure Communication moves Moves in the intro section Discussion section moves                   Abstractness Document structure Summarization Abstracts Introductions         Readability Information structures Voice Aspect Reference/antecedent Parallelism Nominalization Subordinate clauses Eliminating vagueness Eliminating ambiguity S-V separation S-V agreement                       Ethicality Avoiding plagiarism Citation Model language use Paraphrasing Style Dossier           Survival Working with an editor Working with a mentor 2-page system      
  29. 29. Client needs accessible writing readable text explicit cohesion sound argument clarity logicality production strategy mimicry, conformity assistance
  30. 30. KUT writing center interventions
  31. 31. Client needs accessible writing readable text explicit cohesion Intervention: instruction, exercises, low-text tools sound argument clarity logicality Intervention: instruction, exercises, mapping production strategy mimicry, conformity assistance Intervention: instruction, exercises, simulations
  32. 32. Client needs accessible writing sound argument readable text Exercises: -topic/stress -S-V separation -old/new -pronoun reference -logical connectors production strategy explicit cohesion Exercises: -topic based cohesion -pronoun reference -logical connectors Tools: -cohesion charts
  33. 33. Client needs accessible writing sound argument clarity Exercises: -parallelism -nominalization -subordinate clauses -eliminating vagueness -eliminating ambiguity production strategy logicality Exercises: -claim and hedging -summarizing -data commentary Tools: Argument maps
  34. 34. Client needs accessible writing mimicry Exercises: -paraphrasing -concordance -citation -lexical units Activity: -dossier creation sound argument conformity Exercises: -register (FAE) -usage Tools: -style guides -word lists production strategy assistance Activity: -self assessment -editor/mentor -coded feedback -communication
  35. 35. Case study Instructor interventions HW feedback: -edit surface -critique structure -critique cohesion -critique argument Analytical work: -analyze model TL -summarize model TL Construction work -cluster of concepts -find structure -create expression L1: first language TL: target language HW: homework tasks
  36. 36. Possible EAP teaching approach grammar/surface features usage/convention document format argument supporting claim researchers start writing here research design/results 36
  37. 37. EAP teaching approach grammar/surface features usage/convention Most writing instruction starts here document format argument supporting claim researchers start writing here research design/results KUT writing instruction starts here 37
  38. 38. Thank you for your attention. Please write to me. I'm happy to share/teach/collaborate. Download this .ppt and many others from http://www.lawriehunter.com/presns/ or view/download at http://slideshare.net/rolenzo/ Lawrie Hunter Kochi University of Technology lawriehunter.com

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