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Academic Writing in English A process-based approach

Academic Writing in English A process-based approach. A brief introduction. Kevin Haines. Starting points. Target Group(s): a growing heterogeneous group of students studying at Dutch universities /hogescholen BA/MA ( wholly / mostly / partly ) through English

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Academic Writing in English A process-based approach

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  1. AcademicWriting in EnglishA process-basedapproach A brief introduction Kevin Haines

  2. Starting points • Target Group(s): a growingheterogeneousgroup of studentsstudying at Dutch universities/hogescholen BA/MA (wholly/mostly/partly) through English • Level B2 to C1 (relative comfort) • Temporary support with English for Academic Purposes • Provide foundation forfutureautonomousdevelopment of English in context

  3. The WritingProcess Readings confirmedour belief that a process-based approach couldbestructuredto guide flexible support forindividuallearningpaths. Badger & White (2000): A process genre approach to teaching writing. ELT Journal 54/2 April 2000. pp. 153-160. Seow (2002): The writing process and process writing. In: J.C. Richards & W. Redandya (Eds.), Methodology in language teaching: An anthology of current practice (pp.315-320). CUP. Haas, S (2009): Writers’ groups for MA ESOL students: Collaboratively constructing a model of the writing process. ELTED, 12, pp. 23-30. Our aim was to increase learner independence and autonomy during the writing of one or more text(s) .

  4. AcademicWriting in EnglishA process-basedapproach Structuring flexibility Arnoud Thussand Kevin Haines

  5. Flexibility • Selective routes through the book • Combinations with other books and resources • Duration and students (customizing) • Examples

  6. Flexibility: selective routes • Process: • linear (chapter by chapter) or recursive (more texts?) • targeting of specific stages of the writing process according to students’ needs • Level: • scaffoldedto the needs of students (wing system) • Category: task variety • structure, style, vocabulary and coherence (content) • scaffolding (orientation, peer review etc.)

  7. Stages in the writing process • Chapter 1 Introduction to academic writing • Chapter 2 Pre-writing and the rhetorical situation • Chapter 3 Planning • Chapter 4 Drafting • Chapter 5 Revising • Chapter 6 Fine tuning • Chapter 7 Editing

  8. The wing system (based on Neuner)

  9. One Wing tasks:receptive tasks for reading and listening comprehension

  10. Two Wing tasks: strongly guided productive and reproductive tasks

  11. Three wing tasks: less guided productive tasks

  12. Four wing tasks / Developing your text:fully communicative tasks / skill application

  13. Flexibility: duration and students Customization: • Short courses • Long courses • University • Vocational education

  14. Example 1: Short course • Hanzehogeschool Groningen – Human Technology • Place in curriculum: end of second year • Programme: 4 weeks, 2 hours/wk • First introduction to academic writing • Focus: • Organization principles • Argumentation • Academic vocabulary • Formality • Linking

  15. Example 1 • Only part of the book is used (same book used in year 4), focus on 1-3 wing tasks • Tasks are adapted to Human Technology domain if possible, long term assignment (end of chapters) is not used • Final assignment: 750 word descriptive essay in pairs

  16. Example 2: Long course • University of Groningen – prep course Publishing in English • Place in curriculum: PhD (post Masters) • Programme: 12 weeks, 2 hrs/wk • Preparing for writing scientific publications + remediation • Focus: • Grammatical correctness (additionally: Grammar in Use) • Academic vocabulary and style • Linking • Precision and conciseness

  17. Example 2: Long course • All chapters are used, focus on 3 and 4 wing tasks • Using long term assignment at the end of each chapter • Final assignment: Individual scientific article or report about topic of their specialisation (most students: review article), 1500 words. Two versions (draft + final)

  18. Flexibility: combination Combine with other books and resources to produce an integrated design. Examples: • Hannay & LachlanMackenzie, EffectiveWriting in English: a sourcebook (Coutinho) • Kirszner& Mandell, The Wadsworth Handbook • Murphy, Grammar in Use (CUP) • McCarthy & O’Dell, Academic Vocabulary in Use (CUP) • Combine with a surround or scaffold, such as a ToolBox/Journal provided through an Electronic Learning Environment such as Blackboard.

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