Scientific writing lecture

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Scientific writing lecture

  1. 1. Scientific Writing: Developing Materials Without Reinventing the Wheel Casida E. Luzares Lecturer: Mr. Joey Z. Balsomo GRTE208 De La Salle University - D
  2. 2. OVERVIEW <ul><li>The Problem </li></ul><ul><li>Needs Analysis </li></ul><ul><li>A. Pre-needs identification </li></ul><ul><li>a.1. Essence of Scientific Writing Course </li></ul><ul><li>B. Needs identification </li></ul><ul><li>b.1. Role of subject specialist teachers </li></ul><ul><li>b.2. Role of students </li></ul>
  3. 3. <ul><li>III. Assumptions on materials development in </li></ul><ul><ul><li>Scientific Writing </li></ul></ul><ul><ul><li>Kind of Material/s </li></ul></ul><ul><ul><li>Students learn Writer’s Decision Making </li></ul></ul><ul><ul><li>Students learn to write [science]. </li></ul></ul><ul><li>IV. Considerations on choosing the genre. </li></ul><ul><li>V. Putting Together the Learning Materials. </li></ul><ul><li>VI. Conclusion </li></ul>OVERVIEW
  4. 4. What does this title mean? Scientific Writing: Developing Materials Without Reinventing the Wheel
  5. 5. Motive Questions <ul><li>What is genre analysis? </li></ul><ul><li>What difference of approach do you see between academic course and a pre-service course? </li></ul><ul><li>It is not necessary to course a lot of genres, but rather to course a few in depth. Agree? </li></ul>
  6. 6. <ul><li>Heavy teaching loads </li></ul><ul><li>+ large classes </li></ul><ul><li>LACK OF TIME to do research or to develop materials </li></ul><ul><li>The Problem </li></ul>
  7. 7. II. Needs Analysis <ul><li>Pre-needs Identification </li></ul><ul><li>Teacher/materials developer avoids overlapping of content, subject matter or skills </li></ul><ul><li>Academic course or Pre-service course? </li></ul>
  8. 8. <ul><li>Pre-needs Identification </li></ul><ul><li>Academic course </li></ul><ul><ul><li>writing tasks demanded by their specialist courses at the university </li></ul></ul><ul><li>Pre-service course </li></ul><ul><ul><li>writing tasks that required the students to do when they start practicing the profession </li></ul></ul>II. Needs Analysis
  9. 9. <ul><li>Needs Identification </li></ul><ul><li>B. 1. Role of subject specialist teachers </li></ul><ul><ul><ul><ul><li>Tell types of papers/reports </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Enumerates the criteria of evaluation </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Distinguishes writing problems </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Being persuaded to allow their works to be exploited for teaching purposes. </li></ul></ul></ul></ul>II. Needs Analysis
  10. 10. <ul><li>Needs Identification </li></ul><ul><li>B. 2. Role of students </li></ul><ul><ul><ul><ul><ul><li>Attitudes towards writing </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Attitudes towards English </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Attitudes towards the English teacher </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Study/work habits </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Level of general writing proficiency </li></ul></ul></ul></ul></ul>II. Needs Analysis They provide...
  11. 11. III. Assumptions on materials development in Scientific Writing <ul><li>Kind of material/s </li></ul><ul><ul><ul><li>What is writing? </li></ul></ul></ul><ul><ul><ul><li>What are the primary purposes of writing in science? </li></ul></ul></ul><ul><ul><ul><li>How does one learn to write? </li></ul></ul></ul><ul><ul><ul><li>What is the role of materials in learning how to write? </li></ul></ul></ul>
  12. 12. <ul><li>B. Students learn Writer’s Decision Making </li></ul><ul><ul><ul><li>Why am I undertaking this writing task? </li></ul></ul></ul><ul><ul><ul><li>Who is my reader? </li></ul></ul></ul><ul><ul><ul><li>What kind of information or content do I need? </li></ul></ul></ul><ul><ul><ul><li>How should I organize this information or content? </li></ul></ul></ul>III. Assumptions on materials development in Scientific Writing
  13. 13. <ul><li>C. Students learn to write [science]. </li></ul><ul><ul><ul><li>the writing task is meaningful </li></ul></ul></ul><ul><ul><ul><li>writing whole genre/sub-genre is meaningful than fragments of texts/non-contextualized sentences </li></ul></ul></ul><ul><ul><ul><li>discoursal and formal characteristics of the specific genre or sub-genre is understood. </li></ul></ul></ul><ul><ul><ul><li>writing is non-linear. </li></ul></ul></ul>III. Assumptions on materials development in Scientific Writing
  14. 14. IV. Considerations on choosing the [scientific writing] genre <ul><ul><li>Which one is needed immediately? </li></ul></ul><ul><ul><li>How much time will it take to learn how to write it? </li></ul></ul><ul><ul><li>Which one has already been learned in the subject specialist courses that the students have taken? </li></ul></ul>
  15. 15. V. Putting Together the Learning Materials <ul><li>Three types of Scientific Writing: </li></ul><ul><li>A. Materials that provide a venue for </li></ul><ul><li>discovering the discoursal and/or linguistic or formal features of the genre. </li></ul>
  16. 16. <ul><li>Illustration A </li></ul>V. Putting Together the Learning Materials http://www.beaconlearningcenter.com/documents/307_01.pdf
  17. 17. V. Putting Together the Learning Materials <ul><li>Three types of Scientific Writing: </li></ul><ul><li>B. Materials that provide the content or </li></ul><ul><li>information for the writing of the text or </li></ul><ul><li>genre. </li></ul>
  18. 18. <ul><li>Illustration B </li></ul>V. Putting Together the Learning Materials
  19. 19. V. Putting Together the Learning Materials
  20. 20. V. Putting Together the Learning Materials <ul><li>Three types of Scientific Writing: </li></ul><ul><li>C. Materials that increase the learner’s </li></ul><ul><li>awareness of the linguistic or discoursal </li></ul><ul><li>features or items of the genre and provide </li></ul><ul><li>practice in the use of these features. </li></ul>
  21. 21. <ul><li>Illustration C </li></ul>V. Putting Together the Learning Materials
  22. 22. Conclusion <ul><li>Our age is learning a post-textbook age. </li></ul><ul><li>Teachers are more credible sources of information on what are needed and what works. </li></ul>
  23. 23. Reference <ul><li>GETTING STARTED: </li></ul><ul><li>MATERIALS WRITERS </li></ul><ul><li>ON MATERIALS WRITING </li></ul><ul><li>Edited by </li></ul><ul><li>Araceli C. Hidalgo </li></ul><ul><li>David Hall </li></ul><ul><li>George M. Jacobs </li></ul>

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