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9722607 Vivian

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9722607 Vivian

  1. 1. Reconciling top-down and bottom-up approaches to graduate writing: Using a corpus to teach rhetorical functions Presenter : Yi Chun Vivian Tsai Instructor : Dr. Pi-Ying Teresa Hsu October 20, 2008
  2. 2. <ul><li>Charles, M.(2007). Reconciling top-down and bottom-up approaches to graduate writing: Using a corpus to teach rhetorical functions. Journal of English for Academic Purposes, 6 (4), 289-302. </li></ul>
  3. 3. Content Discussion V. Results IV. Research materials III. Background to the study II. Introduction I.
  4. 4. Introduction <ul><li>This paper shows how top-down and bottom-up approaches can be reconciled in EAP(English for Academic Purposes) writing materials. </li></ul><ul><li>( Charles, 2007 ) </li></ul>
  5. 5. Introduction <ul><li>Purpose </li></ul><ul><li>Combine discourse-based and corpus-based tasks </li></ul><ul><li>Claim the materials are designed not only to introduce corpora, but also to develop students’ understanding of rhetorical functions </li></ul>
  6. 6. Introduction <ul><li>Research questions </li></ul><ul><li>Does it use corpus to explore lexico-grammatical patterns add up to a coherent set of teaching materials? </li></ul>This paper has shown it is essential of using corpora in the teaching of rhetorical patterning.
  7. 7. Introduction <ul><li>Research questions </li></ul><ul><li>Is it the best to combine discourse and corpus of both worlds? </li></ul>This combination types provides the students with a richer experience of the rhetorical pattern.
  8. 8. Definition of terms <ul><li>Discourse </li></ul><ul><li>Bottom-up approaches </li></ul><ul><li>Focus on function </li></ul><ul><li>Corpus </li></ul><ul><li>Top-down approaches </li></ul><ul><li>Focus on form </li></ul>
  9. 9. Background to the study <ul><li>Participants in the classes </li></ul><ul><li>Participants : 40 international graduate students </li></ul><ul><li>at Oxford University </li></ul><ul><li>Working fields : 27 different research fields </li></ul><ul><li>Countries : 19 different countries </li></ul><ul><li>Language : 15 different languages </li></ul><ul><li>Female : Male = 60% : 40% </li></ul>
  10. 10. Research materials <ul><li>Course design </li></ul><ul><li>The class : A three-term in-sessional program of </li></ul><ul><li>academic writing classes </li></ul><ul><li>The materials : Four groups had around 10 </li></ul><ul><li>participants in each group </li></ul><ul><li>The period : 2-hour class per week for 8-week term </li></ul>
  11. 11. Research materials <ul><li>The timetable of rhetorical functions </li></ul>Constructing Interaction Defending Research against Criticism Criticizing the Research of Others Editing and Revising Academic with Corpus Work Filled In a Short Questionnaire Week Content 3 4 5 6 and 7 At the end of week 7
  12. 12. Research materials <ul><li>Overview of the classroom procedure </li></ul>Discourse-based tasks Corpus-based tasks The paper versions Time Procedure Content 50mins The first session 10mins Take a break 50mins The second session 10mins Production
  13. 13. Research materials <ul><li>Four materials in the discourse and corpus session </li></ul><ul><li>Discourse session </li></ul><ul><li>Task 1 : </li></ul><ul><li>Four versions of a short extract from the corpus. Underline the differences and discuss the change in persuasive effect. </li></ul>
  14. 14. Research materials <ul><li>Four materials in the discourse and corpus session </li></ul><ul><li>Discourse session </li></ul><ul><li>Task 2 : </li></ul><ul><li>Identify further examples of anticipated criticism and writer defense. Focusing particularly on the linguistic realizations of the rhetorical pattern. </li></ul>
  15. 15. Research materials <ul><li>Four materials in the discourse and corpus session </li></ul><ul><li>Corpus session </li></ul><ul><li>Task 3 : </li></ul><ul><li>Load corpora to the right of the search term. Perform a similar search to the one above. </li></ul>
  16. 16. Research materials <ul><li>Four materials in the discourse and corpus session </li></ul><ul><li>Corpus session </li></ul><ul><li>Task 4 : </li></ul><ul><li>Explore patterns that may carry out a similar rhetorical function when discourse units are considered in combination. </li></ul>
  17. 17. Results <ul><li>Evaluation of the materials </li></ul><ul><li>Students’ responses to more general questions on corpus use were encouraging. </li></ul>It shows that the materials were successful. 86% would like to use corpora in future English classes 93% would use a corpus for individual help with their English 91% would recommend other international students to use a corpus
  18. 18. Discussion <ul><li>The method shows how a combined discourse and corpus approach can provide enriched input for students. </li></ul><ul><li>Perhaps future research could do the definite evaluation. </li></ul><ul><li>The understanding of this approach is helpful to the construction of appropriate academic discourse. </li></ul>
  19. 19. Thanks for your attention!

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