The document describes a case study of using concept mapping (Cmaps) with English for Academic Purposes (EAP) students to improve their academic writing. It discusses how the students cycled between mapping texts and analyzing texts using Cmaps and text analysis tools. By mapping introductions to research papers and critiquing and revising the maps, the students were able to produce improved summaries. The case study suggests Cmaps are an effective tool for identifying rhetorical structure and aiding in academic writing.
Cmaps as intellectual prosthesis (GERAS 34, Paris)Lawrie Hunter
At the present time, 'increasing accessibility of technology' is readily read as 'increasing accessibility of electronic information technology', but this is to ignore a history of pre-electronic technologies which have generally been conflated with the original media of education, first speech and rather later the writing of continuous text.
The insertion of spaces between words in text was a technology for accessibility of encoding. The paragraph was a technology for the signaling of rhetorical shifts. The bullet list is used for the representation of clusters of notions, either atomic (listing) or aggregates (classification). More substantial technological innovations include the data table and the graph.
One revolutionary technology that has not become mainstream in instructional communication is the Novakian concept map (i.e. the map whose links have text labels to specify the relation between two nodes). This technology has been substantially migrated to electronic information technology, and is arguably more prevalent there than in the traditional sphere, though it is still largely regarded as a novelty or non-essential element of instructional discourse.
This paper reports a case study of a fruitful application of Novakian mapping, wherein EAP learners of academic writing for management discover intellectual leverage in mapping, and develop their own use of the technique, in an iterative manner, in counterpoint with text analysis work. It tracks the cycling between moves analysis and concept mapping as these members of a graduate seminar work to unpack a paper that they have identified as a 'good model', but which they have realized is not a well-written paper.
The observations made here suggest that concept mapping is a pre-electronic technology that deserves a place amongst the essential tools for instructional discourse, particularly in settings such as EAP where the identification of rhetorical orchestration is difficult and where argument is often masked by other rhetorical devices.
Bridging the gap between AI and UI - DSI Vienna - full versionLiad Magen
This is a summary of the latest research on model interpretability, including Recurrent neural networks (RNN) for Natural Language Processing (NLP) in terms of what's in an RNN.
In addition, it contains suggestion to improve machine learning based user interface, to engage users and encourage them to contribute data to adapt the models to them.
Cmap Tools as an essential for teaching academic writingLawrie Hunter
IT tools are great, but they must take their place among other tools, some of them not recognized as technology, e.g. the paragraph is technology - didn't you knowtice?
Concept mapping and text analysis (WRAB3 poster)Lawrie Hunter
A low text representation of the content of text can reveal rhetorical structure or orchestration (or their absence). Cmap representation can have a valuable place in the writing center toolkit.
Cmaps as intellectual prosthesis (GERAS 34, Paris)Lawrie Hunter
At the present time, 'increasing accessibility of technology' is readily read as 'increasing accessibility of electronic information technology', but this is to ignore a history of pre-electronic technologies which have generally been conflated with the original media of education, first speech and rather later the writing of continuous text.
The insertion of spaces between words in text was a technology for accessibility of encoding. The paragraph was a technology for the signaling of rhetorical shifts. The bullet list is used for the representation of clusters of notions, either atomic (listing) or aggregates (classification). More substantial technological innovations include the data table and the graph.
One revolutionary technology that has not become mainstream in instructional communication is the Novakian concept map (i.e. the map whose links have text labels to specify the relation between two nodes). This technology has been substantially migrated to electronic information technology, and is arguably more prevalent there than in the traditional sphere, though it is still largely regarded as a novelty or non-essential element of instructional discourse.
This paper reports a case study of a fruitful application of Novakian mapping, wherein EAP learners of academic writing for management discover intellectual leverage in mapping, and develop their own use of the technique, in an iterative manner, in counterpoint with text analysis work. It tracks the cycling between moves analysis and concept mapping as these members of a graduate seminar work to unpack a paper that they have identified as a 'good model', but which they have realized is not a well-written paper.
The observations made here suggest that concept mapping is a pre-electronic technology that deserves a place amongst the essential tools for instructional discourse, particularly in settings such as EAP where the identification of rhetorical orchestration is difficult and where argument is often masked by other rhetorical devices.
Bridging the gap between AI and UI - DSI Vienna - full versionLiad Magen
This is a summary of the latest research on model interpretability, including Recurrent neural networks (RNN) for Natural Language Processing (NLP) in terms of what's in an RNN.
In addition, it contains suggestion to improve machine learning based user interface, to engage users and encourage them to contribute data to adapt the models to them.
Cmap Tools as an essential for teaching academic writingLawrie Hunter
IT tools are great, but they must take their place among other tools, some of them not recognized as technology, e.g. the paragraph is technology - didn't you knowtice?
Concept mapping and text analysis (WRAB3 poster)Lawrie Hunter
A low text representation of the content of text can reveal rhetorical structure or orchestration (or their absence). Cmap representation can have a valuable place in the writing center toolkit.
Workshop
[Delivered at joint 8th International Conference on ESP in Asia and 3rd International Symposium on Innovative Teaching and Research in ESP, UEC, Tokyo. August 21, 2016]
In presentations, particularly during conference presentation Q&A, sci-tech EAP learners often prove unable to distil the underlying intentions of their research design or to identify the argument(s) surrounding their claim and the generalizability of their results.
These EAP learners usually have little training in rhetorical orchestration, especially since their research papers are built on the IMRAD structure, a rather poor metaphor for argument. As a result, these learners find spontaneous oral explanation and argument summarization difficult.
This workshop introduces the operation of a structured, low-text approach which has produced consistent, rapid development of the foundation target skills (argument analysis, argument construction) in classroom application (masters and PhD level). The key tool in this approach is the cross-platform freeware CmapTools, now widely adopted in science education. CmapTools automatically generates Novakian maps (maps in which each link is articulated by a relation phrase). Learners find these maps easy to evaluate in terms of correctness of relations and shockingly accessible in terms of structure of information.
This workshop begins with an overview of current styles of concept visualization (and their attendant syntax and information structures) so as to give participants a broad practical overview of mapping practice today. Participants will then be introduced to the use of CmapTools, and will take part in guided model task performance.
The workshop activities will be low-tech (post-its and marker pens) to maximize accessibility.
However, participants who would like to 'lean in' on this skill set are encouraged to download Cmap Tools to their laptops (Mac, Win or Linux) or iPads, familiarize themselves with the basic functions of the software (takes about 15 minutes), and show up equipped for bigger-curve learning.
Deliverables that Clarify, Focus, and Improve DesignBen Peachey
A talk given at the 2002 Annual Conference of the Usability Professionals' Association
Authors: Richard Fulcher, Bryce Glass, Matt Leacock
"The representations we choose for UI design affect both how we think about the design and how others understand it. Concept maps, wireframes, storyboards, and flow-maps speak to different audiences at different stages of the development cycle. This presentation provides examples of these documents and a toolkit for producing them."
source, examples and resources can be found at: http://leacock.com/deliverables/
Presentation given at DMZ about Data Structure Graphs.
Also known as Applying Social Network Analysis Techniques to Data Modeling and Data Architecture
In 2010 we had the idea to have multiple graduation projects with common themes. The themes selected for that year were "Arabic NLP" and "Pen computing". This presentation outlined the two themes and suggested several project ideas for them (and some GP ideas not related to the two themes),
Arkítektúr fjallar um "structure" og "vision" og ef við ætlum að lýsa kerfinu okkar fyrir öðrum verðum við að teikna það upp. Vandinn er þá hvað skal teikna, hvernig og af hverju. Flestir sem vinna í hugbúnaðargerð hafa alls ekki lært að teikna myndir af kerfinu sínu og búa yfirleitt til stórar, flóknar óskiljanlega myndir sem eru langt frá því vera eins og kerfið sjálft.
Betra er að teikna margar hnitmiðarar myndir sem sýna kerfið með mismunandi flækjustigi, frá því að sýna notendur og niður í klasarit. Í þessu fyrirlestri skoðum við þrjár tegundir af myndum, context, container og component diagrams.
The following document shows snapshots of my work as a UX researcher in academia and collaborations with industry.
Focus is on Client Deliverables.
Includes:
+ About Me
+ User Study
+ User Interface
+ User Centred Design Approach
+ Research
+ Deliverables
+ UML
+ Projects
+ Thank you note
+ Contact details
PATENT DOCUMENT SUMMARIZATION USING CONCEPTUAL GRAPHSkevig
In this paper a methodology to mine the concepts from documents and use these concepts to generate an
objective summary of the claims section of the patent documents is proposed. Conceptual Graph (CG)
formalism as proposed by Sowa (Sowa 1984) is used in this work for representing the concepts and their
relationships. Automatic identification of concepts and conceptual relations from text documents is a
challenging task. In this work the focus is on the analysis of the patent documents, mainly on the claim’s
section (Claim) of the documents. There are several complexities in the writing style of these documents as
they are technical as well as legal. It is observed that the general in-depth parsers available in the open
domain fail to parse the ‘claims section’ sentences in patent documents. The failure of in-depth parsers
has motivated us, to develop methodology to extract CGs using other resources. Thus in the present work
shallow parsing, NER and machine learning technique for extracting concepts and conceptual
relationships from sentences in the claim section of patent documents is used. Thus, this paper discusses i)
Generation of CG, a semantic network and ii) Generation of abstractive summary of the claims section of
the patent. The aim is to generate a summary which is 30% of the whole claim section. Here we use
Restricted Boltzmann Machines (RBMs), a deep learning technique for automatically extracting CGs. We
have tested our methodology using a corpus of 5000 patent documents from electronics domain. The results
obtained are encouraging and is comparable with the state of the art systems.
Workshop
[Delivered at joint 8th International Conference on ESP in Asia and 3rd International Symposium on Innovative Teaching and Research in ESP, UEC, Tokyo. August 21, 2016]
In presentations, particularly during conference presentation Q&A, sci-tech EAP learners often prove unable to distil the underlying intentions of their research design or to identify the argument(s) surrounding their claim and the generalizability of their results.
These EAP learners usually have little training in rhetorical orchestration, especially since their research papers are built on the IMRAD structure, a rather poor metaphor for argument. As a result, these learners find spontaneous oral explanation and argument summarization difficult.
This workshop introduces the operation of a structured, low-text approach which has produced consistent, rapid development of the foundation target skills (argument analysis, argument construction) in classroom application (masters and PhD level). The key tool in this approach is the cross-platform freeware CmapTools, now widely adopted in science education. CmapTools automatically generates Novakian maps (maps in which each link is articulated by a relation phrase). Learners find these maps easy to evaluate in terms of correctness of relations and shockingly accessible in terms of structure of information.
This workshop begins with an overview of current styles of concept visualization (and their attendant syntax and information structures) so as to give participants a broad practical overview of mapping practice today. Participants will then be introduced to the use of CmapTools, and will take part in guided model task performance.
The workshop activities will be low-tech (post-its and marker pens) to maximize accessibility.
However, participants who would like to 'lean in' on this skill set are encouraged to download Cmap Tools to their laptops (Mac, Win or Linux) or iPads, familiarize themselves with the basic functions of the software (takes about 15 minutes), and show up equipped for bigger-curve learning.
Deliverables that Clarify, Focus, and Improve DesignBen Peachey
A talk given at the 2002 Annual Conference of the Usability Professionals' Association
Authors: Richard Fulcher, Bryce Glass, Matt Leacock
"The representations we choose for UI design affect both how we think about the design and how others understand it. Concept maps, wireframes, storyboards, and flow-maps speak to different audiences at different stages of the development cycle. This presentation provides examples of these documents and a toolkit for producing them."
source, examples and resources can be found at: http://leacock.com/deliverables/
Presentation given at DMZ about Data Structure Graphs.
Also known as Applying Social Network Analysis Techniques to Data Modeling and Data Architecture
In 2010 we had the idea to have multiple graduation projects with common themes. The themes selected for that year were "Arabic NLP" and "Pen computing". This presentation outlined the two themes and suggested several project ideas for them (and some GP ideas not related to the two themes),
Arkítektúr fjallar um "structure" og "vision" og ef við ætlum að lýsa kerfinu okkar fyrir öðrum verðum við að teikna það upp. Vandinn er þá hvað skal teikna, hvernig og af hverju. Flestir sem vinna í hugbúnaðargerð hafa alls ekki lært að teikna myndir af kerfinu sínu og búa yfirleitt til stórar, flóknar óskiljanlega myndir sem eru langt frá því vera eins og kerfið sjálft.
Betra er að teikna margar hnitmiðarar myndir sem sýna kerfið með mismunandi flækjustigi, frá því að sýna notendur og niður í klasarit. Í þessu fyrirlestri skoðum við þrjár tegundir af myndum, context, container og component diagrams.
The following document shows snapshots of my work as a UX researcher in academia and collaborations with industry.
Focus is on Client Deliverables.
Includes:
+ About Me
+ User Study
+ User Interface
+ User Centred Design Approach
+ Research
+ Deliverables
+ UML
+ Projects
+ Thank you note
+ Contact details
PATENT DOCUMENT SUMMARIZATION USING CONCEPTUAL GRAPHSkevig
In this paper a methodology to mine the concepts from documents and use these concepts to generate an
objective summary of the claims section of the patent documents is proposed. Conceptual Graph (CG)
formalism as proposed by Sowa (Sowa 1984) is used in this work for representing the concepts and their
relationships. Automatic identification of concepts and conceptual relations from text documents is a
challenging task. In this work the focus is on the analysis of the patent documents, mainly on the claim’s
section (Claim) of the documents. There are several complexities in the writing style of these documents as
they are technical as well as legal. It is observed that the general in-depth parsers available in the open
domain fail to parse the ‘claims section’ sentences in patent documents. The failure of in-depth parsers
has motivated us, to develop methodology to extract CGs using other resources. Thus in the present work
shallow parsing, NER and machine learning technique for extracting concepts and conceptual
relationships from sentences in the claim section of patent documents is used. Thus, this paper discusses i)
Generation of CG, a semantic network and ii) Generation of abstractive summary of the claims section of
the patent. The aim is to generate a summary which is 30% of the whole claim section. Here we use
Restricted Boltzmann Machines (RBMs), a deep learning technique for automatically extracting CGs. We
have tested our methodology using a corpus of 5000 patent documents from electronics domain. The results
obtained are encouraging and is comparable with the state of the art systems.
Similar to Academic writing process: Cmaps as an essential tool (JALTCALL 2013, Matsumoto) (20)
The expanding palette: emergent CALL paradigmsLawrie Hunter
The view from 2006: a presentation at Antwerp CALL, on the need for learning paradigm work for emerging tech society. Largely still relevant, surprisingly, in 2022.
This is the first of a series of workshops about information structures, which are the framework for two English writing/speaking textbooks:
Greene & Hunter 2002 "Critical Thinking" (Asahi)
Hunter 2007 "Thinking in English" (Cengage)
This workshop introduces the use of concept mapping (not mind mapping!) for identifying structure in complex texts, and for creating structure as you write. Cmap Tools is a freeware that is very suitable for structure work related to your writing. Visit https://cmap.ihmc.us/ to download Cmap Tools freeware and study with their excellent resources.
GRIPS Academic Writing Workshop: process, not crisisLawrie Hunter
Focus: PhD students (but applies to masters)
To use the writing center services of GRIPS' CPC effectively, you need to know
(a) what the problems are in your writing,
(b) how to work with a model paper, and
(c) how to work with a mentor.
GRIPS Speech Workshop I: intonation and pausingLawrie Hunter
Using TED talks' interactive transcript, the listen-repeat-record-compare cycle can be enhanced if we focus on particular elements of fluency. Here the emphasis is on two important elements, intonation and pausing.
GRIPS PhD workshop April 17, 2018
There are several distinct markers of success in graduate school.
1. Acceptance of the thesis / dissertation.
2. Publication of a research paper in a journal.
3. Acceptance to present at a conference.
In all of the above cases, success depends on two factors:
1) the content of the document, and
2) the writing of the document.
Successful writing must be readable, i.e. it must be easy and comfortable to extract information and argument from the text.
This workshop will survey the main elements of readability, illustrating each one with a task example.
This is an introduction to the main elements of readability in formal text, e.g. official documents. It reveals how readability in English is very different from readability in Japanese.
Concept mapping for complexity managementLawrie Hunter
Graduate students are often overwhelmed by the huge amount of information and the numerous ideas that they want to put in their papers. Linear text, paragraph after paragraph, is not the ideal tool for structuring large collections of concepts.
This workshop introduces the use of concept mapping (not mind mapping!) for identifying structure in complex texts, and for creating structure as you write.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Academic writing process: Cmaps as an essential tool (JALTCALL 2013, Matsumoto)
1. Academic writing
process:
Cycling between Cmaps and text analysis
=>Cmaps as an essential tool
Lawrie Hunter
Kochi University of Technology
http://www.core.kochi-tech.ac.jp/hunter
JALTCALL 2013
June 1, 2013
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. Academic writing process: Cmaps as an essential tool
For mapping approaches to summarizing and argument, graphics software and mapping software in
general are preferable to pencil and paper because of ease of revision and restructuring. Among those
software, Cmap Tools freeware has the further distinct advantage that it forces the user to specify the
relations between links and thus reveals rhetorical structure or orchestration (or their absence) that is
not visually apparent in text. Cmaps are Novakian maps, i.e. each link between two nodes is labeled
with a phrase specifying the relation between those nodes. If we strengthen Novakian maps with
several visual metaphors (e.g. up is abstract, down is concrete; up is overarching, down is subordinate)
we get an even more compressed representation. This presents an altogether more powerful
representation than that offered by mind maps.
Grounded on a case study of a fruitful application of Cmap Tools, wherein EAP learners of academic
writing for management discover intellectual leverage in argument mapping, this paper argues that
Cmap Tools deserves a place amongst the essential tools for instructional discourse, particularly in
settings such as EAP where the identification of rhetorical orchestration is difficult, where argument is
often masked by other rhetorical devices, and where one's own thinking about an approach to a
problem is complex and difficult to encode directly in text.
To tentatively support its claims, this paper tracks EAP (English for Academic Purposes) learners' cycling
between discourse analysis and concept mapping as they worked to unpack a paper that they had
initially identified as a 'good model'.
ace lookatthest8i*min
6. => Unconscious narrowing
-of instructional frame
-of design scope
=> Handicapped design process
-away from 'where we live'
'Some people say':
IT tools R technology
7. Everything That Doesn’t Work Yet
Alan Kay, a brilliant polymath who has worked
at Atari, Xerox, Apple, and Disney:
“Technology, is anything that was invented
after you were born.”
http://www.kk.org/thetechnium/archives/2007/02/everything_that.php
16. Academic writing process: Cmaps as an essential tool
For mapping approaches to summarizing and argument, graphics
software and mapping software in general are preferable to pencil
and paper because of ease of revision and restructuring. Among
those software, Cmap Tools freeware has the further distinct
advantage that it forces the user to specify the relations between
links and thus reveals rhetorical structure or orchestration (or their
absence) that is not visually apparent in text.
What structure
can you see here?
18. What structure
can you see?
Among those software, Cmap Tools freeware has the further distinct
advantage that it forces the user to specify the relations between
links and thus reveals rhetorical structure or orchestration (or their
absence) that is not visually apparent in text.
26. Using visual metaphors to enhance Cmaps
To create an even more compressed representation,
use visual metaphors:
1. up is abstract, down is concrete;
2. up is overarching, down is subordinate
3. concepts on the same level
have the same degree of abstraction
4. rhetorical flow is top to bottom (NO ARROWHEADS!)
27. Visual metaphors
in concept maps
overarching
subordinate
abstract
concrete
passage through time
more important
less important
more salient
less salient
rhetorical
flow
argument
direction
cause-effect
31. Case study:
Cmaps in academic writing
Asian EAP PhD students of
academic writing for management.
KUT
32. 32
Dimensions of
Media Object Compehensibility
Lawrie Hunter
Kochi University of Technology
http://www.core.kochi-tech.ac.jp/hunter/
KUT
Island of Shikoku
33. Foreign PhD students
2003-2013
China 93
Thailand 14
Bangladesh 5
Vietnam 9
Cambodia 3
Mongolia 2
Spain 2
Czech 1
india 1
Indonesia 2
Jordan 1
Myanmar 1
Nepal 1
Niger 1
Pakistan 1
Sri Lanka 2
Uzbekistan 1
TOTAL 140
KUT EAP scenario
34. 34
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.
KUT EAP scenario
35. Text analysis TOOLS
Graphical* tools, at the sentence level:
a. Core content/ background/persuasion
b. Communication moves
c. Cohesion
*graphical = low-text, with spatial structure
40. Communication moves analysis
(Discussion: following Swales & Feak)
Swales, J.M.. and Feak, C.B. (2004)
Academic writing for graduate students
University of Michigan Press.
49. Sinnett
(2010)
Sinnett
(2010)
claims that
is supported by
assumes that
White noise is
equivalent to
grunts
Server grunts
during service
in tennis cause
receiver
slowness and
error
Video reaction
is equivalent to
tennis
reaction
Subject error and
slowness in video
response with white
noise bursts
Sample argument map
51. Case study 2:
Step 1: map an RP's introduction
Clients draw a constrained map
the introduction section of a research paper.
Purpose: summarize for citation
Constraints:
-fewer than 10 nodes,
-fewer than 5 words/node
-links must be verbs
55. Step 2: critique the maps
The clients critique their maps and
arrive at consensus
on an accurate mapping.
Key point:
-no reading between the lines!
56. Visual metaphors
in concept maps
overarching
subordinate
abstract
concrete
passage through time
more important
less important
more salient
less salient
rhetorical
flow
argument
direction
cause-effect
67. Client behavior: text analysis
The clients developed their own approach,
using text analysis charts
from previous course work:
-core content vs background charts
-communication moves analysis charts
68. Client behavior: text analysis
The clients developed their own approach,
using text analysis charts
from previous course work:
-core content vs background charts
-communication moves analysis charts
They worked in a cyclic manner,
mapping in counterpoint with
text analysis work.
69. Map
a text
Critique
the map
Make a
consensus
map
Rewrite
the text
Analyze
the text
Re-map
the text
Re-rewrite
the text
?
Emergent
process
73. Communication moves analysis
(prescribed: following Swales & Feak)
Swales, J.M.. and Feak, C.B. (2004)
Academic writing for graduate students
University of Michigan Press.
75. Client behavior: remapping
The clients worked in a cyclic manner,
going back to mapping
to apply realizations
from their text analysis work.
76. Reordered
chart
G R O U P I N G
Key
Principles of
TQM
1-2 Much research has been done with regard to the implementation of TQM and it is believed that the
benefits of higher customer satisfaction, better quality products, and higher market share are often
obtained following the adoption of TQM by construction companies.
2-2 TQM is a way of thinking about goals, organizations, processes, and people to ensure that the right
things are done right the first time.
3-1 TQM is an approach to improving the competitiveness, effectiveness, and flexibility of the whole
organization.
3-2 Oakland (1995) observed that it is essentially a way of planning, organizing, and understanding each
activity that depends on each individual at each level.
Requirement
to implement
TQM
1-3 It requires a complete turnaround in corporate culture and management approach (Quazi and
Padibjo 1997) as compared to the traditional way of top management giving orders and employees
merely obeying them.
2-1 It is believed that the single most important determinant of the success an organization in
implementing TQM is its ability to translate, integrate, and ultimately institutionalize TQM
behaviors into everyday practice on the job.
2-3 Motwani (2001) feels that implementing TQM is a major organizational change that requires a
transformation in the culture, process, strategic priorities, beliefs, etc. of an organization.
3-3 Ideas of continuous learning allied to concepts such as empowerment and partnership, which are
facets of TQM, also imply that a change in behavior and culture is required if construction firms are to
become learning organizations (Love et al. 2000).
Benefit of
implementing
TQM
1-2 Much research has been done with regard to the implementation of TQM and it is believed that the
benefits of higher customer satisfaction, better quality products, and higher market share are
often obtained following the adoption of TQM by construction companies.
4-1 Idris et al. (1996) showed that the electrical and electronic engineering industry in Malaysia has
widely adopted TQM and the main benefits that resulted were improved customer satisfaction,
teamwork, productivity, communication, and efficiency.
4-2
~
4-3
Mc-Cabe (1996) reported a study of UK companies from different industries which have already
implemented TQM.
The results showed that a majority had achieved greater success against performance indicators
than was the average for their respective industries.
4-4
~
4-6
Culp (1993) cited an example of HDR Inc., Omaha, Nebraska, a large engineering firm that has
implemented TQM.
The experience of applying TQM concepts provided the organization with improvements,
information, and learning that occurred only because of the TQM process.
This is in addition to positive customer responses and client referrals that the organization received
as a result of implementing TQM.
5-1 There are also other means of achieving TQM success. Ford Motor Company has found success by
implementing its own Ford’s Q1 Award process which, in essence, involves the implementation of
many quality principles and tools that are often associated with a TQM organization (Stephens 1997).
Problems
5-2
~
5-3
According to Ghosh and Wee (1996), manufacturing companies in Singapore have reached a
certain state of development with regard to TQM and, hence, are on their way to world-class
manufacturing.
However, their survey indicated that Japanese manufacturing companies showed a greater
commitment to TQM than their local/regional counterparts.
5-4
~
5-6
In a survey carried out by the National Productivity Board in Singapore, Quazi and Padibjo (1997)
reported that out of the 300 firms surveyed, only one-third of the manufacturing companies and
one-fourth of the services and construction companies had implemented TQM programs.
Of those companies that have implemented TQM, most were of foreign origin.
This appears to suggest that local companies were lagging behind their foreign competitors.
Research
objectives
6-1 The aim of this paper is to examine how TQM can be applied more actively in the construction
industry.
6-2 It seeks to assist contractors in identifying the steps necessary for the implementation of TQM.
Research
methodology
6-3 For this purpose, a comparison of the benefits experienced and the TQM performance measures
in two case studies are presented.
80. Clients' variable process
Client 1 Client 2 Client 3 Client 4
Map the source text Map the source text Map the source text Map the source text
Critique the map Critique the map Critique the map Critique the map
Make consensus
map
Make consensus
map
Make consensus
map
Make consensus
map
Rewrite from map Rewrite from map Rewrite from map Rewrite from map
Analyze original
text: freestyle
moves
Analyze original
text: AWGS moves
Analyze original
text: SRW moves
Analyze original
text: freestyle
moves
Reorder/reduce
source text
Reorder source text
+ insert cohesion
Rewrite/extract
some sentences of
source text
Combine own
version with
reordered source
text
Rewrite own
version
Rewrite own
version
Rewrite own
version
Note: this chart is approximate, due to partial reporting
81. Map
a text
Critique
the map
Make a
consensus
map
Rewrite
the text
Analyze
the text
Re-map
the text
Re-rewrite
the text
?
Emergent
process
86. RST mapping
www.sil.org/~mannb/rst/
RST links are rhetorical devices.
Bill Mann’s Rhetorical Structure Theory (RST)
uses various sorts of "building blocks" to describe texts.
The principal block type deals with "nuclearity" and "relations"
(often called coherence relations in the linguistic literature.)
There are 31 main relations in RST mapping. Rhetoric mapping
Info-structure mapping
Syntactic mapping
Grammar mapping (pseudo)
Association mapping
88. Matching mapping styles
to instructional purposes
Representations of the information structures
underlying the witting use of maps:
Writers work with
Rhetorical structure
Argument structure
Information structure
Text structure
Paragraph structure
Sentence structure
89. Matching mapping styles
to instructional purposes
Representations of the information structures
underlying the witting use of maps:
Writers work with
Rhetorical structure
Argument structure
Information structure
Text structure
Paragraph structure
Sentence structure
Mappers make
Rhetorical structure maps
Argument maps
Information structure maps
Association maps
Syntactic maps
Grammar maps (not maps)mystery
zone
90. 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
http://www.core.kochi-tech.ac.jp/hunter/References
91. Cmaps as intellectual prosthesis: Cycling between text analysis and rhetorical mapping
Mind maps are ubiquitous today, and have great fruitful applications. However, in mind maps the links between nodes in
mind maps are simply lines representing association; each dyad (two nodes joined by a line) looks like every other. The
mind map maker cannot articulate the relations between nodes and hence the clusters of nodes in a mind map can be
interpreted widely.
This raises a question: are there low text representations of the content of text that reveal rhetorical structure or
orchestration (or their absence)?
In Novakian maps, or Cmaps, each link between two nodes is labeled with a phrase specifying the relation between those
nodes. As well, applying several visual metaphors (up is abstract, down is concrete; up is overarching, down is subordinate)
can make the representation even more compressed. This presents an altogether more powerful representation than mind
maps.
Cmap representation has gained a wide usership, particularly in science education, thanks to the popularity of the freeware
Cmap Tools, which forces the user to specify the relations between links.
This paper reports a case study of a fruitful application of Cmaps, wherein EAP learners of academic writing for
management discover intellectual leverage in mapping. The learners were asked to draw a constrained map (fewer than 10
nodes, 4 words or fewer per node, links must be verbs) of the content of the introduction section of a published research
paper, and then to critique their maps and arrive at consensus on an accurate mapping. Then they were asked to write a
new version of the introduction based only on the content of the map. The learners developed their own approach,
working in an iterative manner, mapping in counterpoint with text analysis work. This paper tracks the learners' cycling
between moves analysis and concept mapping as they worked to unpack a paper that they had initially identified as a 'good
model'.
The observations made here suggest that the Cmap deserves a place amongst the essential tools for instructional discourse,
particularly in settings such as EAP where the identification of rhetorical orchestration is difficult, where argument is often
masked by other rhetorical devices, and where one's own thinking about an approach to a problem is complex and difficult
to encode directly in text.
Biodata: Lawrie Hunter is a professor at Kochi University of Technology. His infostructure maps provide the underlying
structure of "Critical Thinking" (Greene & Hunter, Asahi Press 2002) and "Thinking in English" (Hunter, Cengage 2008).He is
also the author of "How Academic Writing Works" and "Technical Academic Writing".
http://www.core.kochi-tech.ac.jp/hunter/
92. Sources: GRAPHIC ORGANIZERS
Suggested Reading About Visual Thinking and Learning
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corporations. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
http://www.inspiration.com/Parents/Visual-Thinking-and-Learning
93. Sources: academic writing
Hunter
the style dossier approach
STRUCTURE
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courses: Developing a final assessment checklist and investigating its validity. Journal of
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Purposes 4 (2005) 149-161.
Hunter, L. Online resource for English for Academic Purposes:
http://del.icio.us/rolenzo/eap
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Advanced academic literacy and relations of power. Journal of English for Academic Purposes
5 (2006) 19-36.
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Language, 37, 331-355.
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the Graduate School of Education, The University of Tokyo 39, 247-257.
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Japanese. Proceedings, Second International Conference on Cognitive Science.
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Conference on Concept Mapping.
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