In this paper, there are three articles that concentrate on the analysis of genres should be reviewed.
Particularly so, these three articles shed light on the contribution of the corpus linguistics methodology to the
analysis and application of academic genres. For easy reference, I have to label Article 1 on From Text To Corpus-
A Genre-based Approach to Academic Literacy Instruction by C Tribble and U. Wingate, Article 2 on Using Corpusbased
research and Online Academic Corpora to Inform Writing of the Discussion Section of a Thesis, by L. Flower
dew and Article 3 on An Integration of Corpus-Based and Genre-Based Approaches to Text Analysis in EAP/ESP:
Countering Criticisms Against Corpus-Based Methodologies, also by L. Flower dew.
In this paper, there are three articles that concentrate on the analysis of genres should be reviewed.
Particularly so, these three articles shed light on the contribution of the corpus linguistics methodology to the
analysis and application of academic genres. For easy reference, I have to label Article 1 on From Text To Corpus-
A Genre-based Approach to Academic Literacy Instruction by C Tribble and U. Wingate, Article 2 on Using Corpusbased
research and Online Academic Corpora to Inform Writing of the Discussion Section of a Thesis, by L. Flower
dew and Article 3 on An Integration of Corpus-Based and Genre-Based Approaches to Text Analysis in EAP/ESP:
Countering Criticisms Against Corpus-Based Methodologies, also by L. Flower dew.
Bibliographic references:
1 Gómez José Luis, Theory of the Essay / Blogspot.com / February 2008
2 Michel de Montaigne. Definition of essay / blogspot.com/ September 2004
3 Bilingual Onix Dictionary / San Martin and Dominguez editors, SC / 2001
Bibliographic references:
1 Gómez José Luis, Theory of the Essay / Blogspot.com / February 2008
2 Michel de Montaigne. Definition of essay / blogspot.com/ September 2004
3 Bilingual Onix Dictionary / San Martin and Dominguez editors, SC / 2001
History Camp 2015 - Decoding and Applying Common Core for Public Historians: ...Mark Gardner
In this session, Western Rhode Island Civic Historical Society archivist and American History teacher Mark Kenneth Gardner (@HistoryGardner) will walk everyone through several hands-on exercises designed to familiarize the museum and historical society folks with the vernacular of the Common Core, in particular close reading, lenses, and response to informational text. Using primary source materials not too different than what many public history institutions already have in great abundance, we will learn how “speak the language” and better understand how we can connect to what high school teachers and students are doing in the classrooms. Mark is the archivist at the Western Rhode Island Civic Historical Society (headquartered at the Paine House Museum in Coventry RI) and serves on the board of directors at the Pettaquamscutt Historical Society in Kingston, RI. He also teaches US History and AP US Government and Politics and is state co-coordinator for Rhode Island Model Legislature. He has been teaching high school social studies and history since 1988.
Lesson Plan: Deconstructing Utopia and The Once and Future KingEric Gal
Dear Reader,
Enjoy my lesson plan. I designed it to teach 9th grade students about utopia and dystopia by looking at The Once and Future King. We will deconstruct the idea of a utopia, or perfect world/society, by using textual evidence to complicate the idea of Camelot as a utopia. Students will discuss the effectiveness of Arthur’s Right-over-Might policy, what some of the consequences were for establishing this rule, and how the society was ultimately destroyed. Students will also write a character journal in which they write their character’s opinion of Arthur’s policy, using the text as a source. Students will also discuss author intent as well as relate utopian concepts to modern societies and ways of thinking. I put a lot of work into this lesson plan. It meets many NCSOS requirements for English I dealing with reading and responding to texts, as well as studying and making arguments based on textual evidence.
Thanks,
Eric Gal
Embracing GenAI - A Strategic ImperativePeter 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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
2. Topics
• Reader, culture and text
• a text’s meaning is determined by the reader and by the cultural context
• the reader and producer’s cultural identity or identities, age, gender, social
status, the historical and cultural setting of the text and its production, aspects of
language and translation.
• Power and privilege
• how and why social groups are represented in texts in particular ways.
• who is excluded from or marginalised in a text, or whose views are silenced
• Text and genre
• Certain textual features belong to a particular genre and can be identified by a
particular reader or audience. Writers make use of, or deviate from, particular
conventions of genre in order to achieve particular effects.
3. Challenges you may have
• finding and defining a sufficiently narrow focus for the word count (800-1000 words).
• Answering in a way that relies on factual knowledge, rather than pure supposition, even when being
asked to identify an imaginary reader and/or audience.
• Avoiding oversimplifications and stereotyping when exploring the potential responses of different
readers to texts or the effects on the texts if set in a different time or place or written in a different
language.
• Demonstrating knowledge of the original text under discussion, even when writing about the
imagination of a different one (see previous point).
• Allowing for social complexities in the discussion of the representation of social groups.
• Being able to read against the grain in order to recognise the ‘gaps’, ‘marginalisation’ or ‘silences’ in
narrative representations and being able to explain, without oversimplification, the contextual
reasons for these.
• Knowing enough about genres and their conventions to be able to discuss how these are used or
breached and why.
• Having enough general and literary knowledge to recognise and be able to discuss the function of
allusions, references, or traditions in texts.
• Choosing texts that provide a suitable focus of inquiry for the question chosen.
4. Outline
This outline must be completed in class time and
must include:
• the prescribed question that has been chosen
• the title of the text(s) for analysis
• the part of the course to which the task refers
• three or four key points that explain the particular
focus of the task.
5. Written Task 2
• Where appropriate, task 2 must reference, in a bibliography, the
relevant support documentation such as
• the newspaper article or magazine advertisement on which it is based.
• Where a complete shorter text is chosen (for example, a newspaper
article or an advertisement from a
• magazine) students may refer to other texts to support their response.
• The critical response is in the style of a formal essay and must be
clearly structured with an introduction,
• clearly developed ideas or arguments and a conclusion.