Scientific writing lecture
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Scientific writing lecture Presentation Transcript

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