In this book of self-help, Stamateas (2008) provides a thorough examination of a wide range of negative behaviours in the people around us, which may hinder our path towards reaching our full potential. Written in a conversational tone, the book is divided into fifteen chapters, independent from one another , allowing the reader to select them at his or her own will without fear of losing its leitmotif . Pages almost seem to turn over by themselves as different kinds of personalities are accurately depicted. The author supplements each chapter with reflections on his research in the field of psychology and stresses the importance of self knowledge for the acquisition of tools to fight against the effects of the negative personalities which he refers to as toxic people. The last two chapters, fourteen and fifteen, contain a remarkably clear tutorial on how to lead a healthy life.
All in all, I would strongly recommend this book, especially to those who envisage making a positive change in their existence.
References
Stamateas, B. (2008). Gente Tóxica : Cómo identificar y tratar a las personas que te complican la vida para relacionarte sanamente. Bs.As, ARG. Javier Vergara
Feb 16, 2010
Annotated Bibliography on the Critical Incident Technique (CIT)
Flanagan, J.C. (1954).The Critical Incident Technique. Psychological Bulletin, 51(4)
This article by Flanagan (1954) starts with the origins and history of The Critical Incident Technique (CIT) thoroughly describing the developmental stages of the method. It presents studies using this technique, which is reviewed and considered for future use in academic contexts. The author explains the procedure in its present form, including different methods for collecting direct observations of people´s behavior in order to facilitate their usefulness in the solution of real practical problems. He also provides a detailed and comprehensive treatment of the subject as regards the applicability of CIT in a wide variety of fields. The author concludes his article by expressing his hope that CIT will have a positive influence on the different procedures in psychology.
References
Flanagan, J.C. (1954).The Critical Incident Technique. Psychological Bulletin, 51(4)
Retrieved October 3, 2009, from http://caece.campusuniversidad.com.ar/caece. /resource/view.php?id=2724
This article by Flanagan (1954) starts with the origins and history of The Critical Incident Technique (CIT) thoroughly describing the developmental stages of the method. It presents studies using this technique, which is reviewed and considered for future use in academic contexts. The author explains the procedure in its present form, including different methods for collecting direct observations of people´s behavior in order to facilitate their usefulness in the solution of real practical problems. He also provides a detailed and comprehensive treatment of the subject as regards the applicability of CIT in a wide variety of fields. The author concludes his article by expressing his hope that CIT will have a positive influence on the different procedures in psychology.
References
Flanagan, J.C. (1954).The Critical Incident Technique. Psychological Bulletin, 51(4)
Retrieved October 3, 2009, from http://caece.campusuniversidad.com.ar/caece. /resource/view.php?id=2724
Academic writing features
The mastery of academic writing conventions is indispensable in order to participate in the discourse community of professional teachers. According to Pintos (2008), “by analyzing vocabulary, grammar, construction of sentences, and paragraphs (. . .) we will be able to enter and participate in an academic discourse community of teachers and researchers” (p.6). In this paper, some aspects of academic writing present in the article by Myles (2002) dealing with research on the writing process and error analysis in student texts will be analyzed.
In almost all paragraphs, ideas are supported with in text citations. Most of the citations start with the source beginning with the phrase “According to” followed by the main idea. In the majority of citations there is use of inverted commas. There are a few cases of citations without inverted commas, which means that the citation has been paraphrased from the original version.
As regards the reporting verbs used in the citations the most frequent are: argue, state, claim observe, criticize and assume. Regarding introductory phrases, the utterance “according to” is widely used for the citations, whereas for other purposes such as expressing addition, contrast, enumeration or exemplification , a huge number of discourse markers are used . Some of them are: In short, as previously mentioned, as a result, on the other hand, additionally, consequently, needless to say.
There are only two cases of insertion in the article by Myles (2002). Both of them are capitalizations at the beginning of a new paragraph. The first case is the capitalization of the “l” (para.7) and the second insertion is the capitalization of “a” (para.2). Omissions, either of whole paragraphs or parts of them, are not evidenced in the text.
All things considered, it can be affirmed that the analysis of the constituent aspects of academic writing provides the foundations for productive pieces, so that the writers belong to the discourse community of professional teachers and researchers.
References
Miles, J. (2002). Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts. TESEL-EJ, 6, 2, 2002. Queen'sUniversity. Retrieved from UNIVERSIDAD CAECE, Buenos Aires, ARG.
Pintos, V. (2008). Unit 3. Academic Writing. Lengua Especializada I. UNIVERSIDAD CAECE, Bs As, ARG. Retrieved August 30, 2009, from http://caece.campusuniversidad.com.ar/ mod/resource/view.php?id=2725
In almost all paragraphs, ideas are supported with in text citations. Most of the citations start with the source beginning with the phrase “According to” followed by the main idea. In the majority of citations there is use of inverted commas. There are a few cases of citations without inverted commas, which means that the citation has been paraphrased from the original version.
As regards the reporting verbs used in the citations the most frequent are: argue, state, claim observe, criticize and assume. Regarding introductory phrases, the utterance “according to” is widely used for the citations, whereas for other purposes such as expressing addition, contrast, enumeration or exemplification , a huge number of discourse markers are used . Some of them are: In short, as previously mentioned, as a result, on the other hand, additionally, consequently, needless to say.
There are only two cases of insertion in the article by Myles (2002). Both of them are capitalizations at the beginning of a new paragraph. The first case is the capitalization of the “l” (para.7) and the second insertion is the capitalization of “a” (para.2). Omissions, either of whole paragraphs or parts of them, are not evidenced in the text.
All things considered, it can be affirmed that the analysis of the constituent aspects of academic writing provides the foundations for productive pieces, so that the writers belong to the discourse community of professional teachers and researchers.
References
Miles, J. (2002). Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts. TESEL-EJ, 6, 2, 2002. Queen'sUniversity. Retrieved from UNIVERSIDAD CAECE, Buenos Aires, ARG.
Pintos, V. (2008). Unit 3. Academic Writing. Lengua Especializada I. UNIVERSIDAD CAECE, Bs As, ARG. Retrieved August 30, 2009, from http://caece.campusuniversidad.com.ar/ mod/resource/view.php?id=2725
Academic writing: summaries
Academic writing plays a prominent role in the discourse community of professional teachers and researchers. Any good piece of academic writing should evidence three distinct parts that provide the framework to the composition : an introduction, a body and a conclusion. In this paper, two aspects regarding summary writing will be analyzed. In the first place, a summary written by a student will be considered. In the second place, a single sentence summary for three paragraphs in Unit 3 (Pintos, 2008) will be provided.
The summary written by the student reads as follows:
“ In her book The Process of Paragraph Writing, Reid (1994, as cited in Pintos, 2008)describes the main characteristics of a summary. The author claims that the general purpose of a summary is to give a limited amount of information to a specific audience. However, summary writing is not an easy task. In order to write an accurate summary, you not only have to extract the main ideas but you also have to be capable of expressing these main ideas, trying to avoid repeating the exact phrases of the original material. Moreover, good summaries are clear and balanced. That is to say, the reader should not find difficulties in understanding the main ideas of the material” (p.20).
The introductory phrase “In her book The Process of Paragraph Writing” provides the reference to Reid´s (1994) description. The body can be well identified, starting with the connector “however” introducing an argument against the last sentence in the introduction. The second sentence in the introduction starts with “The author”. This reference may help the reader understand that the topic of the sentence will be an enlargement on the previous statement. The connectors used in the body, “However” and “ Moreover”, appear at the beginning of the first and second sentences. The third connector “That is to say” is included as a reformulation of the previous sentence . These connectors foster smooth reading of the text, avoiding fragmentation of ideas.
The conclusion, where there should have been a restatement of the introduction, is missing. In order to complete the information in the summary, the student should have included the main characteristics of a summary. This point seems to be incomplete in the student´s assignment.
Regarding the second activity referred to earlier in this paper, it can be stated that the summary lines for each paragraph chosen from Unit 3 (Pintos , 2008) reflect the fact that academic writing is an activity leading to the construction of knowledge and thought ( para. 1, p.7). The activity can be characterized by certain distinctive features such as: academic register, a formal style, proficient language use, integration of information from other sources and types of academic genre (para.2, p.7). Therefore, if students want to become academic writers, they must learn the technical and academic uses of the target language. (para. 3, pp.7-8). It is fundamental that academic writers go through the selected paragraphs in order to ensure that their writing will fulfill academic standards.
All things considered, effective practice of the summary skills needed to meet the requirements of the EAP (English for Academic Purposes) class has been presented and discussed in this assignment.
References
Pintos, V. (2008). Academic Writing. Unit 3. Lengua Especializada I .UNIVERSIDAD CAECE. Retrieved August 29, 2009, from http://caece.campusuniversidad.com.ar/ mod/resource/view.php?id=2725
The summary written by the student reads as follows:
“ In her book The Process of Paragraph Writing, Reid (1994, as cited in Pintos, 2008)describes the main characteristics of a summary. The author claims that the general purpose of a summary is to give a limited amount of information to a specific audience. However, summary writing is not an easy task. In order to write an accurate summary, you not only have to extract the main ideas but you also have to be capable of expressing these main ideas, trying to avoid repeating the exact phrases of the original material. Moreover, good summaries are clear and balanced. That is to say, the reader should not find difficulties in understanding the main ideas of the material” (p.20).
The introductory phrase “In her book The Process of Paragraph Writing” provides the reference to Reid´s (1994) description. The body can be well identified, starting with the connector “however” introducing an argument against the last sentence in the introduction. The second sentence in the introduction starts with “The author”. This reference may help the reader understand that the topic of the sentence will be an enlargement on the previous statement. The connectors used in the body, “However” and “ Moreover”, appear at the beginning of the first and second sentences. The third connector “That is to say” is included as a reformulation of the previous sentence . These connectors foster smooth reading of the text, avoiding fragmentation of ideas.
The conclusion, where there should have been a restatement of the introduction, is missing. In order to complete the information in the summary, the student should have included the main characteristics of a summary. This point seems to be incomplete in the student´s assignment.
Regarding the second activity referred to earlier in this paper, it can be stated that the summary lines for each paragraph chosen from Unit 3 (Pintos , 2008) reflect the fact that academic writing is an activity leading to the construction of knowledge and thought ( para. 1, p.7). The activity can be characterized by certain distinctive features such as: academic register, a formal style, proficient language use, integration of information from other sources and types of academic genre (para.2, p.7). Therefore, if students want to become academic writers, they must learn the technical and academic uses of the target language. (para. 3, pp.7-8). It is fundamental that academic writers go through the selected paragraphs in order to ensure that their writing will fulfill academic standards.
All things considered, effective practice of the summary skills needed to meet the requirements of the EAP (English for Academic Purposes) class has been presented and discussed in this assignment.
References
Pintos, V. (2008). Academic Writing. Unit 3. Lengua Especializada I .UNIVERSIDAD CAECE. Retrieved August 29, 2009, from http://caece.campusuniversidad.com.ar/ mod/resource/view.php?id=2725
A living proof of hope
Jobs,S. (2005) opened the commencement ceremony on June 12th, 2005 at Stanford University with a retelling of three personal stories.
In his first story, Jobs (2005) makes reference to his first years as a college student and gives reasons for his dropout. His second story deals with the themes of love and loss. The third story covers his last traumatic experience, when he was detected a very rare type of pancreatic cancer.
Jobs´ speech revolves around three key issues: reflecting upon past causes for the present moments, finding what one loves and being the maker of one´s destiny.
References
Jobs,S.(2005). Stanford commencement address [Video file].Palo Alto, CA, USA . Retrieved September 16, 2009, from http://www.youtube.com/watch?v=UF8uR6Z6KLc
In his first story, Jobs (2005) makes reference to his first years as a college student and gives reasons for his dropout. His second story deals with the themes of love and loss. The third story covers his last traumatic experience, when he was detected a very rare type of pancreatic cancer.
Jobs´ speech revolves around three key issues: reflecting upon past causes for the present moments, finding what one loves and being the maker of one´s destiny.
References
Jobs,S.(2005). Stanford commencement address [Video file].Palo Alto, CA, USA . Retrieved September 16, 2009, from http://www.youtube.com/watch?v=UF8uR6Z6KLc
Critical Incidents (CI) analysis : A new valuable tool for educators
The article by Fernandez Gonzalez , J. , Elórtegui Escartín, N. ,& Medina Perez, M. (2003) deals with the issue of using the critical incidents as a strategy for continual teaching development as well as for integrating theory and practice in Teaching English as a Foreign Language(TEFL) college. The term critical incidents (CI) mainly refers to the conflicting situations that take place within the classroom environment. The strategy previously mentioned is structured in four steps (a) description of context, (b) problem, (c) causes and (d) possible solutions. As the critical incidents analyzed in the article belong to some teachers´ real life experiences, they are taken as case studies.
After analyzing the article I believe that working with critical incidents is a valuable tool, which Methodology teachers at the TEFL college should make use of. They should lead case study debates in order to train future teachers for their practice not limiting it to the theoretical knowledge of the subject . In the real teaching practice, there are many situations a teacher must face that go beyond the knowledge of content. Life has become more difficult in the last years, with parents working endless hours and children being left too much on their own. This situation inevitably takes its toll on the students’ behavior and attitude towards teachers and adults in general. If teachers are prepared with these critical incident strategies, they will surely be in a better position to deal with the difficulties that may, eventually, arise.
I also find it a very useful resource for departmental meetings at schools. Heads at schools should devote some time to the discussion of real critical incidents that may have taken place at that school. Some teachers would also tell the rest of their colleagues how they managed the situation, and thus, the whole staff would profit from the experience. In my case, I always discuss these issues with the rest of the teachers at the staffroom during breaks and I generally listen to my senior colleagues’ advice.
To conclude, I must say that to be able to work with case studies is a great advance in Education. I know that it has been a technique applied in other courses of studies like Business Administration or Medicine but, before attending English for Academic Purposes (EAP), I did not know it could also be implemented in my field.
References
Fernandez Gonzalez , J. , Elórtegui Escartín, N. ,& Medina Perez, M. (2003) Los incidentes críticos en la Formación y Perfeccionamiento del Profesorado de Secundaria de Ciencias de la Naturaleza . Revista Interuniversitaria de Formación de Profesorado , vol.17, número 001 , Universidad de Zaragoza, España . pp. 101-112.
After analyzing the article I believe that working with critical incidents is a valuable tool, which Methodology teachers at the TEFL college should make use of. They should lead case study debates in order to train future teachers for their practice not limiting it to the theoretical knowledge of the subject . In the real teaching practice, there are many situations a teacher must face that go beyond the knowledge of content. Life has become more difficult in the last years, with parents working endless hours and children being left too much on their own. This situation inevitably takes its toll on the students’ behavior and attitude towards teachers and adults in general. If teachers are prepared with these critical incident strategies, they will surely be in a better position to deal with the difficulties that may, eventually, arise.
I also find it a very useful resource for departmental meetings at schools. Heads at schools should devote some time to the discussion of real critical incidents that may have taken place at that school. Some teachers would also tell the rest of their colleagues how they managed the situation, and thus, the whole staff would profit from the experience. In my case, I always discuss these issues with the rest of the teachers at the staffroom during breaks and I generally listen to my senior colleagues’ advice.
To conclude, I must say that to be able to work with case studies is a great advance in Education. I know that it has been a technique applied in other courses of studies like Business Administration or Medicine but, before attending English for Academic Purposes (EAP), I did not know it could also be implemented in my field.
References
Fernandez Gonzalez , J. , Elórtegui Escartín, N. ,& Medina Perez, M. (2003) Los incidentes críticos en la Formación y Perfeccionamiento del Profesorado de Secundaria de Ciencias de la Naturaleza . Revista Interuniversitaria de Formación de Profesorado , vol.17, número 001 , Universidad de Zaragoza, España . pp. 101-112.
Using paraphrasing techniques : The Critical Incident Technique (CIT)
The Critical Incident Technique is a method developed by Flanagan(1954) with the aid of some collaborators for the collection of observations of human behavior. According to Flanagan (1954), at the close of World War II some of the psychologists who had participated in the United States of America Air Force (USAAF) Aviation Psychology Program established the American Institute for Research, a nonprofit scientific and educational organization. The aim of this organization was the systematic study of human behavior through a coordinated program of scientific research that followed the same general principles developed in the Aviation Psychology Program. It was in connection with the first two studies undertaken by the Institute in the spring of 1947 that the critical incident technique was more formally developed and given its present name. Paraphrasing techniques providing answers to a questionnaire based on Flanagan (1954)´s article will be practised in this paper.
Flanagan describes the CIT as a collection of procedural direct observations of human behavior which have proved useful to solve problems or incidents in a specific environment. Incident is any complete activity that can be evidenced which allows the observer to infer or predict upon. For the incident to be considered critical, the limits of the situation have to have a clear boundary, where consequences and effects can be easily detected. In this procedure, objectivity in the observer is required.
Objectivity is the impartial judgement based on observable behavior independent of thoughts and feelings. The CIT “does not consist of a single rigid set of rules” (p.9). This means that these procedural statements can be modified or adapted to meet the requirements of the specific environment in consideration. In order to work with CIT it is important to formulate general aims because they will provide the framework for the application of the CIT. The General Aims (GA) are the enumeration and description of the objectives that will lead to the planning of activities and further evaluation . The people in charge of defining the GA are generally those in supervisory positions or other authorities in the field. They carry out interviews among themselves to establish the purpose of the activity,its description and scope . After defining GA , the next step concerns the development of plans and specifications. Critical Incidents are effective for obtaining data because they use and analyze the extremes of behavior , which provide the easiest identification. There are four components needed to collect data : the situations observed, the relevance to the GA, extent of effect on the GA and the persons to make the observations . The first component makes reference to the setting of place, persons, conditions and activities involved in the analysis. The second component deals with the degree of significance that the behavior bears in relation to the GA. The third component focuses on the impact of the observed incident on the GA. The last component deals with the observers, those people in charge of judging the participants in the study.
There are different ways to collect the data. According to Flanagan (1954) some of those procedures are individual interviews, group interviews , questionnaires and record forms . In the educational field any of the four procedures would be appropriate for the application of CIT. The success of one procedure over another does not relate itself to the field as much as to the variable conditions of the groups, such as predisposition or quantity of students, to be applied to.
After the collection of data, the next phase is its analysis . At this stage,the purpose aims at the summary and efficient description of the data so that it can be given practical uses. The CIT has a wide range of areas of application , such as, psychology, education, dentistry, aviation , physics, chemistry, Human Resources, Mechanics, the Air Force and the Army. Flanagan (1954) believes there are some advantages of using critical incidents in the study of operating procedures because they provide the basis for the indispensable systematic analysis to make operations more effective and efficient . The CIT also helps in improving equipment design. In the educational field , one could carry out a study to elucidate the leading factors that make students repeat years in secondary school. With the help of psychopedagogists, teachers would implement new strategies to avoid failures from the very beginning of the courses. According to Flanagan (1954),CIT can help in the study of motivation and leadership because it “ provides a supplementary tool for the study of attitudes” (p.28). As the latest trends in Education adhere to the crucial role of motivation in the process of L2 learning/acquisition , it would be of great usefulness to carry out CIT studies to learn more about problematic issues in students´ motivation .
It is believed that, as time goes by, the CIT will enlarge its range of application, to embrace different areas and to promote the acquisition of proficiency in the different fields of study.
References
Flanagan, J. ( July,1954) The Critical Incident Technique. Psychological Bulletin . Vol. 51, Nº 4. American Institute for Research. Pittsburgh University. U.S.A. Retrieved August 22, 2009,from http://caece.campusuniversidad.com.ar
Flanagan describes the CIT as a collection of procedural direct observations of human behavior which have proved useful to solve problems or incidents in a specific environment. Incident is any complete activity that can be evidenced which allows the observer to infer or predict upon. For the incident to be considered critical, the limits of the situation have to have a clear boundary, where consequences and effects can be easily detected. In this procedure, objectivity in the observer is required.
Objectivity is the impartial judgement based on observable behavior independent of thoughts and feelings. The CIT “does not consist of a single rigid set of rules” (p.9). This means that these procedural statements can be modified or adapted to meet the requirements of the specific environment in consideration. In order to work with CIT it is important to formulate general aims because they will provide the framework for the application of the CIT. The General Aims (GA) are the enumeration and description of the objectives that will lead to the planning of activities and further evaluation . The people in charge of defining the GA are generally those in supervisory positions or other authorities in the field. They carry out interviews among themselves to establish the purpose of the activity,its description and scope . After defining GA , the next step concerns the development of plans and specifications. Critical Incidents are effective for obtaining data because they use and analyze the extremes of behavior , which provide the easiest identification. There are four components needed to collect data : the situations observed, the relevance to the GA, extent of effect on the GA and the persons to make the observations . The first component makes reference to the setting of place, persons, conditions and activities involved in the analysis. The second component deals with the degree of significance that the behavior bears in relation to the GA. The third component focuses on the impact of the observed incident on the GA. The last component deals with the observers, those people in charge of judging the participants in the study.
There are different ways to collect the data. According to Flanagan (1954) some of those procedures are individual interviews, group interviews , questionnaires and record forms . In the educational field any of the four procedures would be appropriate for the application of CIT. The success of one procedure over another does not relate itself to the field as much as to the variable conditions of the groups, such as predisposition or quantity of students, to be applied to.
After the collection of data, the next phase is its analysis . At this stage,the purpose aims at the summary and efficient description of the data so that it can be given practical uses. The CIT has a wide range of areas of application , such as, psychology, education, dentistry, aviation , physics, chemistry, Human Resources, Mechanics, the Air Force and the Army. Flanagan (1954) believes there are some advantages of using critical incidents in the study of operating procedures because they provide the basis for the indispensable systematic analysis to make operations more effective and efficient . The CIT also helps in improving equipment design. In the educational field , one could carry out a study to elucidate the leading factors that make students repeat years in secondary school. With the help of psychopedagogists, teachers would implement new strategies to avoid failures from the very beginning of the courses. According to Flanagan (1954),CIT can help in the study of motivation and leadership because it “ provides a supplementary tool for the study of attitudes” (p.28). As the latest trends in Education adhere to the crucial role of motivation in the process of L2 learning/acquisition , it would be of great usefulness to carry out CIT studies to learn more about problematic issues in students´ motivation .
It is believed that, as time goes by, the CIT will enlarge its range of application, to embrace different areas and to promote the acquisition of proficiency in the different fields of study.
References
Flanagan, J. ( July,1954) The Critical Incident Technique. Psychological Bulletin . Vol. 51, Nº 4. American Institute for Research. Pittsburgh University. U.S.A. Retrieved August 22, 2009,from http://caece.campusuniversidad.com.ar
Writing practices in advanced literacy . Reading and Writing connections in advanced literacy
Outline
Purpose : To show understanding of the concepts of parallelism, subordination and coordination . To express the relationship and similarities between Reading and Writing. To provide a general view of the importance of Academic Writing
Audience : EAP discourse community, EAP students and teachers.
Thesis Statement : Reading and Writing are closely connected, and there are similarities between them in how they are practised to develop advanced literacy. Advanced literacy requires the use of specific academic vocabulary.
1.0.Vocabulary
1.1. Carter (1987, as cited in Pintos, 2008)
1.1.1 Need of more advanced words.
1.2 Sinclair & Renouf (1998, as cited in Pintos, 2008)
1.2.1. Determining criteria for selection
1.2.2. Teaching of core vocabulary
1.2.2.1. common word forms
1.2.2.2. central patterns of usage
1.2.2.3. possible collocations
1.3 Martin (1976, as cited in Pintos, 2008)
1.3.1. Research process words
1.3.1.1. types of words
1.3.1.1.1 . verbs
1.3.1.1.2 nouns
1.3.1.2. in-context presentation
1.3.2 Vocabulary of analysis
1.3.2.1. types of words
1.3.2.1.1 high frequency verbs
1.3.2.2. use
1.3.2.2.1. presentation of information
1.3.3. Vocabulary of evaluation
1.3.3.1. types of words
1.3.3.1.1. frequent adjectives
1.3.3.1.2. frequent adverbs
1.3.3.2. occurrence
1.3.3.2.1. critiques
1.3.3.2.2. reviews
1.3.3.2.3. reports
1.4.0. Nuttal (1996, as cited in Pintos, 2008)
1.4.1.prerequisite
1.4.1.1 share of = code.
1.4.2.difficulties
1.4.2.1 amount of previous knowledge
1.4.2.1.1. vocabulary
1.4.3. solution
1.4.3.1. activation of L1 schemata
1.4.3.1.1 brainstorming
1.4.3.1.2. debate
1.4.4. result
1.4.4.1. effective approach to texts.
2.0 Learning
2.1 . reading for writing
2.1.1. usage of written lg.
2.2. writing for reading
2.2.1. effective reading
3.0. Reading
3.1 opportunities
3.1.1.acquisition & study
3.2 proposed activities
3.2.1.analysis of vocabulary, grammar and constructions
3.3. purpose
3.3.1.introduction of texts
3.3.2. stimulation of discussion
3.3.3. creative responses
3.3.4. challenge of capacities
3.3.5. construction od general knowledge
3.4. Achievement – Academic texts
3.4.1. advanced literacy
3.4.2. motivation for meaningful writing
3.4.3. development of reading capacities.
References
Pintos, V. (2008). Unit 1: Building up a community of teachers and prospective researchers . UNIVERSIDAD CAECE: Bs As, ARG. Retrieved August 15, 2009 from http://caece.campusuniversidad.com.ar/ mod/resource /view.php?id=2730
Purpose : To show understanding of the concepts of parallelism, subordination and coordination . To express the relationship and similarities between Reading and Writing. To provide a general view of the importance of Academic Writing
Audience : EAP discourse community, EAP students and teachers.
Thesis Statement : Reading and Writing are closely connected, and there are similarities between them in how they are practised to develop advanced literacy. Advanced literacy requires the use of specific academic vocabulary.
1.0.Vocabulary
1.1. Carter (1987, as cited in Pintos, 2008)
1.1.1 Need of more advanced words.
1.2 Sinclair & Renouf (1998, as cited in Pintos, 2008)
1.2.1. Determining criteria for selection
1.2.2. Teaching of core vocabulary
1.2.2.1. common word forms
1.2.2.2. central patterns of usage
1.2.2.3. possible collocations
1.3 Martin (1976, as cited in Pintos, 2008)
1.3.1. Research process words
1.3.1.1. types of words
1.3.1.1.1 . verbs
1.3.1.1.2 nouns
1.3.1.2. in-context presentation
1.3.2 Vocabulary of analysis
1.3.2.1. types of words
1.3.2.1.1 high frequency verbs
1.3.2.2. use
1.3.2.2.1. presentation of information
1.3.3. Vocabulary of evaluation
1.3.3.1. types of words
1.3.3.1.1. frequent adjectives
1.3.3.1.2. frequent adverbs
1.3.3.2. occurrence
1.3.3.2.1. critiques
1.3.3.2.2. reviews
1.3.3.2.3. reports
1.4.0. Nuttal (1996, as cited in Pintos, 2008)
1.4.1.prerequisite
1.4.1.1 share of = code.
1.4.2.difficulties
1.4.2.1 amount of previous knowledge
1.4.2.1.1. vocabulary
1.4.3. solution
1.4.3.1. activation of L1 schemata
1.4.3.1.1 brainstorming
1.4.3.1.2. debate
1.4.4. result
1.4.4.1. effective approach to texts.
2.0 Learning
2.1 . reading for writing
2.1.1. usage of written lg.
2.2. writing for reading
2.2.1. effective reading
3.0. Reading
3.1 opportunities
3.1.1.acquisition & study
3.2 proposed activities
3.2.1.analysis of vocabulary, grammar and constructions
3.3. purpose
3.3.1.introduction of texts
3.3.2. stimulation of discussion
3.3.3. creative responses
3.3.4. challenge of capacities
3.3.5. construction od general knowledge
3.4. Achievement – Academic texts
3.4.1. advanced literacy
3.4.2. motivation for meaningful writing
3.4.3. development of reading capacities.
References
Pintos, V. (2008). Unit 1: Building up a community of teachers and prospective researchers . UNIVERSIDAD CAECE: Bs As, ARG. Retrieved August 15, 2009 from http://caece.campusuniversidad.com.ar/ mod/resource /view.php?id=2730
Reading and Writing connections in advanced literacy
Academic writing is the usual means of communication in an advanced literate environment. Many researchers like Ferris ( 1998), Hedgecock (1998) , and Jordan ( 1997) argue in favour of a strong connection between reading and writing skills. In addtion to this bond , Bloor (1985) reinforces the idea by providing four approaches to academic reading , the Psychological approach , the Linguistic approach , the Content –oriented approach and the Pedagogically –oriented approach .The aim of this paper is to illustrate with real - life examples each of Bloor´s approaches.
A clear example of the Psychological and Linguistic approaches assembled in one task is the assignment that students attending EAP in the Distance Learning Program for teachers of English have had to upload for the class . Students were supposed to read an article from Howley & Howley (2005) and analyze two paragraphs in the article providing explanation or paraphrasis of certain words highlighted by the tutors . Undoubtedly, when designing the task , they followed the Psychological approach. In the same assignment students had to focus on the discourse markers used throughout the text. In choosing this activity the tutors must have expected learners to apply the Linguistic approach.
An example of the content–oriented approach can be found in students who are reading specific material to prepare their final paper at the end of any university course of studies. Students are supposed to write about a specific area of interest , and , in this way, reading is stimulated by the students´ own choice .
In my opinion , the pedagogically oriented approach occurs in the teaching profession mainly, because this profession requires that teachers should be constantly reflecting on the learning theories and deciding how their assumptions on learning will affect their practice. Generally, coordinators at schools follow out the pedagogically oriented approach when they lead the departmental meetings . Staff meetings are devoted to speaking about how teaching is carried on, what adjustments should be made, and in some cases, teachers are given some bibliography to enlarge their knowledge when their practice does not fit the institutional requirements.
To sum up, it can be said that regardless of the approach chosen to provide writing instruction, an academic writer should start by being an academic reader, although it cannot be taken for granted that an academic reader is,or will ever [emphasis added] be, an academic writer. Bidirectionality closely depends on the reader´s willingness to participate actively in the community .
References:
Bloor, (1985) (as cited in UNIT 1 EAP). Retrieved August 15, from
http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2730
Howley, A., Howley, C.(2005) . High quality teaching: providing for rural teachers' professional development. Retrieved August 22, 2009, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2809
A clear example of the Psychological and Linguistic approaches assembled in one task is the assignment that students attending EAP in the Distance Learning Program for teachers of English have had to upload for the class . Students were supposed to read an article from Howley & Howley (2005) and analyze two paragraphs in the article providing explanation or paraphrasis of certain words highlighted by the tutors . Undoubtedly, when designing the task , they followed the Psychological approach. In the same assignment students had to focus on the discourse markers used throughout the text. In choosing this activity the tutors must have expected learners to apply the Linguistic approach.
An example of the content–oriented approach can be found in students who are reading specific material to prepare their final paper at the end of any university course of studies. Students are supposed to write about a specific area of interest , and , in this way, reading is stimulated by the students´ own choice .
In my opinion , the pedagogically oriented approach occurs in the teaching profession mainly, because this profession requires that teachers should be constantly reflecting on the learning theories and deciding how their assumptions on learning will affect their practice. Generally, coordinators at schools follow out the pedagogically oriented approach when they lead the departmental meetings . Staff meetings are devoted to speaking about how teaching is carried on, what adjustments should be made, and in some cases, teachers are given some bibliography to enlarge their knowledge when their practice does not fit the institutional requirements.
To sum up, it can be said that regardless of the approach chosen to provide writing instruction, an academic writer should start by being an academic reader, although it cannot be taken for granted that an academic reader is,or will ever [emphasis added] be, an academic writer. Bidirectionality closely depends on the reader´s willingness to participate actively in the community .
References:
Bloor, (1985) (as cited in UNIT 1 EAP). Retrieved August 15, from
http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2730
Howley, A., Howley, C.(2005) . High quality teaching: providing for rural teachers' professional development. Retrieved August 22, 2009, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2809
English for Academic Purposes (EAP) and Study Skills
Outline
Purpose : To show use of the concepts of parallelism, subordination and coordination. To provide an in depth outlook of English for Academic Purposes (EAP)
Audience : Tutors at a distance learning program and other students attending EAP class or interested in EAP topics
Thesis Statement : EAP is concerned with certain study skills and requirements which are essential for study purposes..
1. 0. EAP
1.1. Definition
1.1.1. communication skills in English required for study purposes (ETIC 1975 , as cited in Jordan ,1997 p.1 )
1.2 History
1.1.1.first recorded use of the term - 1974
1.3. Range of settings:
1.3.1 EAP students´needs – higher education studies.
1.3.2 EAP students´use – pre departure courses
1.3.3. EAP courses
1.3.3.1. pre sessional
1.3.3.1.1. before an academic course
1.3.3.1.2 .full time course
1.3.3.2 in sessional
1.3.3.2.1 during an academic term or semester
1.3.3.2.2 – part time course
1.3.4. EAP scope of courses
1.3.4.1. formal teaching programs
1.3.4.2. self-access situations
1.3.4.3. distance learning materials
1.3.4.4 . CALL (Computer Assisted Language Learning )
1.4 Coverage:
1.4.1. TENOR = Teaching of English for No Obvious Reason.
1.4.1.1 synonym – EGP = English for General Purposes
1.4.2 . ESP – two main strands
1.4.2.1 EOP/EVP/EPP = English for Occupational / Vocational /
Professional Purposes
1.4.2..2 EAP = English for Academic Purposes
1.5. Divisions :
1.5.1. EGAP = common core / study skills
1.5.2. ESAP = subject specific
1.5.2.1. language needed for a particular academic subject
1.5.2.1.1. language structure
1.5.2.1.2. vocabulary
1.5.2.1.3 . particular skills needed for the subject
1.5.2.1.4. appropriate academic conventions
2. 0. EAP core element
2.1. Study Skills
2.1.1. Definition – “Abilities, techniques and strategies which are used when reading, writing or listening for study purposes” (Richards, Platt and Platt, (1992, as cited in Jordan, 1997 p.6)
References
Jordan, R (1997). English for Academic Purposes. A guide and resource book for teachers . Cambridge , UK : CUP
Purpose : To show use of the concepts of parallelism, subordination and coordination. To provide an in depth outlook of English for Academic Purposes (EAP)
Audience : Tutors at a distance learning program and other students attending EAP class or interested in EAP topics
Thesis Statement : EAP is concerned with certain study skills and requirements which are essential for study purposes..
1. 0. EAP
1.1. Definition
1.1.1. communication skills in English required for study purposes (ETIC 1975 , as cited in Jordan ,1997 p.1 )
1.2 History
1.1.1.first recorded use of the term - 1974
1.3. Range of settings:
1.3.1 EAP students´needs – higher education studies.
1.3.2 EAP students´use – pre departure courses
1.3.3. EAP courses
1.3.3.1. pre sessional
1.3.3.1.1. before an academic course
1.3.3.1.2 .full time course
1.3.3.2 in sessional
1.3.3.2.1 during an academic term or semester
1.3.3.2.2 – part time course
1.3.4. EAP scope of courses
1.3.4.1. formal teaching programs
1.3.4.2. self-access situations
1.3.4.3. distance learning materials
1.3.4.4 . CALL (Computer Assisted Language Learning )
1.4 Coverage:
1.4.1. TENOR = Teaching of English for No Obvious Reason.
1.4.1.1 synonym – EGP = English for General Purposes
1.4.2 . ESP – two main strands
1.4.2.1 EOP/EVP/EPP = English for Occupational / Vocational /
Professional Purposes
1.4.2..2 EAP = English for Academic Purposes
1.5. Divisions :
1.5.1. EGAP = common core / study skills
1.5.2. ESAP = subject specific
1.5.2.1. language needed for a particular academic subject
1.5.2.1.1. language structure
1.5.2.1.2. vocabulary
1.5.2.1.3 . particular skills needed for the subject
1.5.2.1.4. appropriate academic conventions
2. 0. EAP core element
2.1. Study Skills
2.1.1. Definition – “Abilities, techniques and strategies which are used when reading, writing or listening for study purposes” (Richards, Platt and Platt, (1992, as cited in Jordan, 1997 p.6)
References
Jordan, R (1997). English for Academic Purposes. A guide and resource book for teachers . Cambridge , UK : CUP
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