Cry Freedom Critique
Cry Freedom, set in 1975 in the South-East of South Africa, was Briley’s (1997) most successful non-fiction book. Through this impressive, true-telling story Briley (1997), remarkably describes the risk of fighting against political injustice in South Africa. Donald Woods, the white editor who narrates the chronicle of Steve Biko – the South African black consciousness movement leader-, hears about a police raid in the black township crossroads in Cape Town. Woods does not believe in the demands of black people but, he can not accept police cruelty. Especially noteworthy is the harsh decision the editor takes. He is determined to act against brutality.
The style of the book is extraordinarily detailed and striking pictured. Briley’s (1997) book wouldn’t have been more persuasive even if had omitted certain facts. In this breathtaking and moving book the reader learns about the motives of those who collaborated with South Africa violent political system of the time. Images as well as dialogues are very convincing and poignant.
By reading this remarkable chronicle the reader will experience and learn about the truth story of thousand of innocent people who died in Africa just because they were black. Undeniably, Briley’s (1997) masterpiece is impossible not to be read.
Reference
Briley, J. (1997). Cry Freedom. Penguin Readers.
Thursday, December 10, 2009
Language Analysis
Language analysis
Writing academically involves language proficiency, strategy and language skill development. Therefore, composing is also required. This issue entails the ability to report and/or transform information and knowledge into new coherent pieces. Unquestionably, composing is one of the most challenging skills to be developed at academic level. To facilitate and improve academic writing skills formal instruction, understanding and acquisition of the fundamentals are required.
This assignment aims at examining Myles’ (2002) article to analyze and provide examples some of the different language conventions and fundamentals at advance literacy level.
Concerning quotations, two dissimilar types were found. One described as short quotation including the name of the author, year of publication and the page number for the reference, a signal phrase that includes the author’s last name followed by the date of publication in parentheses should be added. Quotations marks, which quote the exact words of the author, are also present in these types of quotations. For example, according to Ellis (1985), it is through analyzing learning errors that we elevate “the status of errors dorm undesirability of a guide to the inner working of the language learning process” (p.53).
Another type of quotation is referred as a long one where quotation marks are omitted and a different type of layout is used. It starts with an introductory phrase, followed by a longer quotation done in a new line. For example: as Yau (1991) points out:
[A]lthough we should not cripple our students’ interest in writing through undue stress or grammatical correctness, the influence of second language factors on writing performance is something we have to reckon with and not pretend that concentrating on the process would automatically resolve the difficulty caused by these factors.
Omission is another aspect to take into account when analyzing a text. There are several sorts of omissions: an omission of less than a sentence could be found in the text, indicated by the use of dots.
By comparing skilled and less-skilled writers, the emphasis is placed on “students´ strategic knowledge and the ability of students to transform information . . . to meet rhetorically constrained purposes” (Grabe & Kaplan, 1996, p.116).
Insertion of can be used when changing a part of a word in a quotation, for example from an upper case to a lower case letter. The letter that has been changed can be identified through the use of square brackets, as for example:
“[L]earners lack the necessary information in the second language or the capacity to activate the appropriate second-language routine. But such an account says little about why certain linguistic forms transfer and others do not.”
Introductory phrases, in text citations and use of reporting verbs are all strongly related. Accordingly examples can be analyzed together. Introductory phrases could have different layouts, being the source and the main idea paramount issues. In addition, the main idea is sometimes introduced by a reporting verb. Examples of reporting verbs found are: analyze, propose, and argue.
Accordingly, writing at academic level requires not only understanding of language conventions but also formal instruction, practice and experience to develop cognitive strategies and skills needed.
Reference
Myles, J. (2002). Second Language Writing and Research: The Writing Process and Error Analysis in Students Texts. TESL-EJ Magazine, 6, (2). Retrieved September 2008, from www-writing.berkeley.edu/TESl-Ej/ej22/a1.html
Writing academically involves language proficiency, strategy and language skill development. Therefore, composing is also required. This issue entails the ability to report and/or transform information and knowledge into new coherent pieces. Unquestionably, composing is one of the most challenging skills to be developed at academic level. To facilitate and improve academic writing skills formal instruction, understanding and acquisition of the fundamentals are required.
This assignment aims at examining Myles’ (2002) article to analyze and provide examples some of the different language conventions and fundamentals at advance literacy level.
Concerning quotations, two dissimilar types were found. One described as short quotation including the name of the author, year of publication and the page number for the reference, a signal phrase that includes the author’s last name followed by the date of publication in parentheses should be added. Quotations marks, which quote the exact words of the author, are also present in these types of quotations. For example, according to Ellis (1985), it is through analyzing learning errors that we elevate “the status of errors dorm undesirability of a guide to the inner working of the language learning process” (p.53).
Another type of quotation is referred as a long one where quotation marks are omitted and a different type of layout is used. It starts with an introductory phrase, followed by a longer quotation done in a new line. For example: as Yau (1991) points out:
[A]lthough we should not cripple our students’ interest in writing through undue stress or grammatical correctness, the influence of second language factors on writing performance is something we have to reckon with and not pretend that concentrating on the process would automatically resolve the difficulty caused by these factors.
Omission is another aspect to take into account when analyzing a text. There are several sorts of omissions: an omission of less than a sentence could be found in the text, indicated by the use of dots.
By comparing skilled and less-skilled writers, the emphasis is placed on “students´ strategic knowledge and the ability of students to transform information . . . to meet rhetorically constrained purposes” (Grabe & Kaplan, 1996, p.116).
Insertion of can be used when changing a part of a word in a quotation, for example from an upper case to a lower case letter. The letter that has been changed can be identified through the use of square brackets, as for example:
“[L]earners lack the necessary information in the second language or the capacity to activate the appropriate second-language routine. But such an account says little about why certain linguistic forms transfer and others do not.”
Introductory phrases, in text citations and use of reporting verbs are all strongly related. Accordingly examples can be analyzed together. Introductory phrases could have different layouts, being the source and the main idea paramount issues. In addition, the main idea is sometimes introduced by a reporting verb. Examples of reporting verbs found are: analyze, propose, and argue.
Accordingly, writing at academic level requires not only understanding of language conventions but also formal instruction, practice and experience to develop cognitive strategies and skills needed.
Reference
Myles, J. (2002). Second Language Writing and Research: The Writing Process and Error Analysis in Students Texts. TESL-EJ Magazine, 6, (2). Retrieved September 2008, from www-writing.berkeley.edu/TESl-Ej/ej22/a1.html
Critical Incident Technique
Critical Incident Technique
Flanagan, J. (1954). Psychological Bulletin: The critical Incident Technique. University of Pittsburgh. Retrieve August 2009, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2962
Flanagan (1954) illustrates the development of a technique of examining activity requirements known as the critical incident technique (CIT). Five steps are included in the procedure: setting up the general objective of the study of analysis, development and designing of criteria for the collection of the incidents, alternative for the collection of data, the analysis of such information and the interpretation and informational feedback of the statements of the prerequisites of the activity. Accordingly, CIT basically consists of a set of techniques for gathering data of human deeds in specified contexts. The results obtained would provide the foundations for the analysis and reflection of future human actions in similar situations.
Flanagan, J. (1954). Psychological Bulletin: The critical Incident Technique. University of Pittsburgh. Retrieve August 2009, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2962
Flanagan (1954) illustrates the development of a technique of examining activity requirements known as the critical incident technique (CIT). Five steps are included in the procedure: setting up the general objective of the study of analysis, development and designing of criteria for the collection of the incidents, alternative for the collection of data, the analysis of such information and the interpretation and informational feedback of the statements of the prerequisites of the activity. Accordingly, CIT basically consists of a set of techniques for gathering data of human deeds in specified contexts. The results obtained would provide the foundations for the analysis and reflection of future human actions in similar situations.
Sunday, December 6, 2009
Summary analysis
Summary analysis
Reid (1994) 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.
According to Pintos (2008), the above summary partially fulfils the requirements needed. The introductory phrase “[i]n her book (. . .) Reid (1994) describes the main characteristics of a summary” (as cited in Pintos, 2008, p.20), contains the two essentials required: the source and the main idea. However, a supporting sentence, which underscores the general purpose of the summary, is not properly developed. Although summary writing seems a challenging task, the use of appropriate connectors will direct the reader to the understanding of the main idea developed in the body of the summary. Moreover, these linking devices balance and clarify the information provided. That is to say, if the above mentioned data is well- balanced, accurate and clear, the reader will not face any difficulty in understanding the core of this summary. Academic writing implies the use and understanding of certain specific formal elements.
Pintos (2008), comments that by analyzing grammatical and discourse competences, as well as by constructing knowledge, learners will be able to become members of a discourse community. However, this will be accomplished by reading and writing texts that promote advanced literacy. To be precise, being a writer at academic level implies becoming proficient in language use and developing reading and writing skills.
Reference
Pintos, V. (2008) Unit 3: Academic Writing. Universidad CAECE: Buenos Aires, Argentina. Retrieved August, 2009 from
http://caece.campus universidad.com.ar/mod/resource/view.php?id=273
Reid (1994) 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.
According to Pintos (2008), the above summary partially fulfils the requirements needed. The introductory phrase “[i]n her book (. . .) Reid (1994) describes the main characteristics of a summary” (as cited in Pintos, 2008, p.20), contains the two essentials required: the source and the main idea. However, a supporting sentence, which underscores the general purpose of the summary, is not properly developed. Although summary writing seems a challenging task, the use of appropriate connectors will direct the reader to the understanding of the main idea developed in the body of the summary. Moreover, these linking devices balance and clarify the information provided. That is to say, if the above mentioned data is well- balanced, accurate and clear, the reader will not face any difficulty in understanding the core of this summary. Academic writing implies the use and understanding of certain specific formal elements.
Pintos (2008), comments that by analyzing grammatical and discourse competences, as well as by constructing knowledge, learners will be able to become members of a discourse community. However, this will be accomplished by reading and writing texts that promote advanced literacy. To be precise, being a writer at academic level implies becoming proficient in language use and developing reading and writing skills.
Reference
Pintos, V. (2008) Unit 3: Academic Writing. Universidad CAECE: Buenos Aires, Argentina. Retrieved August, 2009 from
http://caece.campus universidad.com.ar/mod/resource/view.php?id=273
Connecting dots
Connecting dots
In 2005, Stanford University graduates listened to Jobs’ (2005) Commencement address. Jobs’ (2005) speech dealt with three stories. The first one was about connecting dots – trivial experiences that later would become significant. The second focused on love and loss. Being fired from his company he decided to begin another one. The last story dealt with death. Diagnosed with cancer, he learnt another lesson: “Remembering that you are going to die is the best way (. . .) to avoid the trap of thinking you have something to lose”. Jobs’ (2005) speech finished with a straightforward advice “Stay Hungry. Stay Foolish.”
Reference
Jobs, S. (2005), Steve Jobs’ 2005 Stanford Commencement address. USA: Stanford University. Retrieved June 2007, from http:youtube.com/watch?v=UF8R6Z6KLc
In 2005, Stanford University graduates listened to Jobs’ (2005) Commencement address. Jobs’ (2005) speech dealt with three stories. The first one was about connecting dots – trivial experiences that later would become significant. The second focused on love and loss. Being fired from his company he decided to begin another one. The last story dealt with death. Diagnosed with cancer, he learnt another lesson: “Remembering that you are going to die is the best way (. . .) to avoid the trap of thinking you have something to lose”. Jobs’ (2005) speech finished with a straightforward advice “Stay Hungry. Stay Foolish.”
Reference
Jobs, S. (2005), Steve Jobs’ 2005 Stanford Commencement address. USA: Stanford University. Retrieved June 2007, from http:youtube.com/watch?v=UF8R6Z6KLc
Sunday, November 29, 2009
My first teaching experience at kindrgarten
My first teaching experience at kindergarten
Almost twenty years has gone by since the first time I entered a kindergarten classroom as a teacher. Currently, I can proudly admit that nearly everything I learned about teaching young learners, I learned it in that room among twenty eight 4-and- 5-year-old children. I can also confess that through listening and sharing experiences and knowledge with colleagues and acquaintances I survived those first in-service years. As Gil (1991) and Torre (1997), comment not only knowledge is required for teaching. Unquestionably, it was really not trouble-free to put into practice everything I had read fin books, booklets, set of copies and ideal lesson- plan designs.
My first in-service experience was truly breathtaking and dreadful at the same time. I had logically planned all the tasks for the lesson and I paid very much attention to timing because as Harmer (1991) points out Young Learners (YL) have limited span of attention so they can not concentrate for longer than 5 to 10 minutes. And that was exactly what I cared about. I prepared plenty of activities to keep YL active.
Unfortunately, neither did I have the opportunity to share my material or ideas with any single experienced teacher nor did I experience or analyze any sole critical incident before I went into the classroom, as suggested in Gonzalez et. al. (2003). Therefore, I courageously embarked upon the adventure.
I thought of running away from the very first minute I entered the room. They were too many, too young and so noisy that it was really difficult even to open the lesson. The lovely plan I had organized had the slightest trace of meaning and value at that moment. Each and every class management technique I read about was far from being handy. I survived the first day, anyway. But after that day there came another fearsome day.
I knew I needed some help and advice and I was definitely open to suggestions. Later that same afternoon I met some colleagues and shared my first day at kindergarten. It was there, at that very moment that I realized how valuable gathering together to grow is. I noticed that there were so many things to learn from the others and that I was really learning from experience that I decided to keep meeting my partners and reflecting upon our divergent classroom situations.
Presently, I know that my decision at that moment deeply influenced my practice and my understanding towards what really implies to grow professionally. Consequently, from that moment on I accepted peer observation and informational feedback. Sometimes I help others and share my experiences as well. I keep receiving feedback and not only form partners at work but from my own students. This really helps me monitor, self assess and adapt my every day learning and teaching experience.
References
Fernández González, J., Elortegui Escartin, N. & Medina Pérez, M. (2003). Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista universitaria de formación de profesorado, 17- 001. Zaragoza, España: Universidad de Zaragoza. Retrieved December 2007, from http://redayc.uaemex.mx/redalyc/scr/inicio/ArtPdfRed.jsp?iCve=27417107
Harmer, J., (1991). The practice of English Language Teaching. (New ed.) New York: Longman Group.
Almost twenty years has gone by since the first time I entered a kindergarten classroom as a teacher. Currently, I can proudly admit that nearly everything I learned about teaching young learners, I learned it in that room among twenty eight 4-and- 5-year-old children. I can also confess that through listening and sharing experiences and knowledge with colleagues and acquaintances I survived those first in-service years. As Gil (1991) and Torre (1997), comment not only knowledge is required for teaching. Unquestionably, it was really not trouble-free to put into practice everything I had read fin books, booklets, set of copies and ideal lesson- plan designs.
My first in-service experience was truly breathtaking and dreadful at the same time. I had logically planned all the tasks for the lesson and I paid very much attention to timing because as Harmer (1991) points out Young Learners (YL) have limited span of attention so they can not concentrate for longer than 5 to 10 minutes. And that was exactly what I cared about. I prepared plenty of activities to keep YL active.
Unfortunately, neither did I have the opportunity to share my material or ideas with any single experienced teacher nor did I experience or analyze any sole critical incident before I went into the classroom, as suggested in Gonzalez et. al. (2003). Therefore, I courageously embarked upon the adventure.
I thought of running away from the very first minute I entered the room. They were too many, too young and so noisy that it was really difficult even to open the lesson. The lovely plan I had organized had the slightest trace of meaning and value at that moment. Each and every class management technique I read about was far from being handy. I survived the first day, anyway. But after that day there came another fearsome day.
I knew I needed some help and advice and I was definitely open to suggestions. Later that same afternoon I met some colleagues and shared my first day at kindergarten. It was there, at that very moment that I realized how valuable gathering together to grow is. I noticed that there were so many things to learn from the others and that I was really learning from experience that I decided to keep meeting my partners and reflecting upon our divergent classroom situations.
Presently, I know that my decision at that moment deeply influenced my practice and my understanding towards what really implies to grow professionally. Consequently, from that moment on I accepted peer observation and informational feedback. Sometimes I help others and share my experiences as well. I keep receiving feedback and not only form partners at work but from my own students. This really helps me monitor, self assess and adapt my every day learning and teaching experience.
References
Fernández González, J., Elortegui Escartin, N. & Medina Pérez, M. (2003). Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista universitaria de formación de profesorado, 17- 001. Zaragoza, España: Universidad de Zaragoza. Retrieved December 2007, from http://redayc.uaemex.mx/redalyc/scr/inicio/ArtPdfRed.jsp?iCve=27417107
Harmer, J., (1991). The practice of English Language Teaching. (New ed.) New York: Longman Group.
Saturday, November 28, 2009
Gathering data within the Critical Incident technique
Gathering data within the Critical Incident Technique
Rahilly and Saroyan (1997), claim that the Critical Incident Technique (CIT) “shows people’s meaningful experiences up and this (. . .) allows to collect quantitative and qualitative data” (as cited in Pintos, 2008, p. 8). These records might be valuable in designing new strategies for future actions. According to these experts, CIT was shaped in 1954 by Flanagan.
Flanagan (1954) acknowledges the critical incident technique as a process of gathering data on the basis of observation upon human performance. The aim of this procedure is to gain major facts so as to improve the behaviour of those involved is the study.
Nevertheless, not every human action can be considered a critical incident. Thus, only evident and relevant deed, which takes place in a particular situation, can be measured as critical, especially if it accomplishes the aims of the study being carried out.
For the technique to be effective, significant and valid, the reports obtained from the collection of data should not be influenced by personal opinions or beliefs but rather by objectivity. Thus, if different observers are carrying out the investigation, the results should be similar in their contents. Hence, the focus would be on the facts and not on the individuals’ bias.
As mentioned before, CIT is based on observation done in particular settings and following certain human practices. These practices are specific experiences which are constantly modified by the context. Therefore, Flanagan (1954), states that CIT is a flexible set of techniques influenced by the situation under study.
Critical technique effectiveness depends on the clarity and validity of the general statement of objective. If the observer does not know what to pursue, the report will be unreliable. Nonetheless, there are no correct or accurate general aims. However, it is important that the settled objectives be precise and appropriate to the specific situation and context. Concerning the people in charge of developing and selecting those objectives, it is suggested that experts in the field, or individual with background experience, participate in the drawing of such prerequisites.
Flanagan (1954) points out that while deciding and organizing the general objectives, and before collecting data, certain aspects need revising. Firstly, there is a need of information about the place and the working condition where the investigation is going to be developed as well as characteristic about the people involved. Then, the experts need to analyze the different behaviours and decide whether they are acceptable or not depending on the aims. Besides, they also need to focus on the usefulness of the data. Another relevant factor is the selection and training of the observers. If all the above aspects are fully considered, then data will be noteworthy.
Four different procedures to collect data are suggested. The research can be done via interviews, group interviews, questionnaires or written records. Considering the educational field, group interview procedure can facilitate the recollection of meaningful data, especially because of the opportunity of sharing experiences in small groups. Though, if we consider divergent working timetables and the different teaching modalities, written reports can also be suitable to measure success.
Concluding, it is essential to underscore that the outcome of data analysis is to focus on effectiveness by discovering flaws in human endeavours. This data is based on different areas, which aim at improving efficacy and proficiency. The results obtained would guide teachers, for example, to reflect upon their practices and to incorporate new operations, suitable not only for personal and professional growth but also to promote an efficient and affective learning environment.
Reference
Flanagan, J. (1954). Psychological Bulletin: The critical Incident Technique. University of Pittsburgh. Retrieve August 2009, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2962
Pintos, V. (2008) Unit 2: Personal narratives in teaching. Universidad CAECE: Buenos Aires, Argentina.
Rahilly and Saroyan (1997), claim that the Critical Incident Technique (CIT) “shows people’s meaningful experiences up and this (. . .) allows to collect quantitative and qualitative data” (as cited in Pintos, 2008, p. 8). These records might be valuable in designing new strategies for future actions. According to these experts, CIT was shaped in 1954 by Flanagan.
Flanagan (1954) acknowledges the critical incident technique as a process of gathering data on the basis of observation upon human performance. The aim of this procedure is to gain major facts so as to improve the behaviour of those involved is the study.
Nevertheless, not every human action can be considered a critical incident. Thus, only evident and relevant deed, which takes place in a particular situation, can be measured as critical, especially if it accomplishes the aims of the study being carried out.
For the technique to be effective, significant and valid, the reports obtained from the collection of data should not be influenced by personal opinions or beliefs but rather by objectivity. Thus, if different observers are carrying out the investigation, the results should be similar in their contents. Hence, the focus would be on the facts and not on the individuals’ bias.
As mentioned before, CIT is based on observation done in particular settings and following certain human practices. These practices are specific experiences which are constantly modified by the context. Therefore, Flanagan (1954), states that CIT is a flexible set of techniques influenced by the situation under study.
Critical technique effectiveness depends on the clarity and validity of the general statement of objective. If the observer does not know what to pursue, the report will be unreliable. Nonetheless, there are no correct or accurate general aims. However, it is important that the settled objectives be precise and appropriate to the specific situation and context. Concerning the people in charge of developing and selecting those objectives, it is suggested that experts in the field, or individual with background experience, participate in the drawing of such prerequisites.
Flanagan (1954) points out that while deciding and organizing the general objectives, and before collecting data, certain aspects need revising. Firstly, there is a need of information about the place and the working condition where the investigation is going to be developed as well as characteristic about the people involved. Then, the experts need to analyze the different behaviours and decide whether they are acceptable or not depending on the aims. Besides, they also need to focus on the usefulness of the data. Another relevant factor is the selection and training of the observers. If all the above aspects are fully considered, then data will be noteworthy.
Four different procedures to collect data are suggested. The research can be done via interviews, group interviews, questionnaires or written records. Considering the educational field, group interview procedure can facilitate the recollection of meaningful data, especially because of the opportunity of sharing experiences in small groups. Though, if we consider divergent working timetables and the different teaching modalities, written reports can also be suitable to measure success.
Concluding, it is essential to underscore that the outcome of data analysis is to focus on effectiveness by discovering flaws in human endeavours. This data is based on different areas, which aim at improving efficacy and proficiency. The results obtained would guide teachers, for example, to reflect upon their practices and to incorporate new operations, suitable not only for personal and professional growth but also to promote an efficient and affective learning environment.
Reference
Flanagan, J. (1954). Psychological Bulletin: The critical Incident Technique. University of Pittsburgh. Retrieve August 2009, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2962
Pintos, V. (2008) Unit 2: Personal narratives in teaching. Universidad CAECE: Buenos Aires, Argentina.
Reading and Writing Interplay
Reading and Writing Interplay
According to Jordan (1997), reading and writing skills are interconnected (as cited in Pintos, 2008, p. 33). Although reading tasks are likely to develop comprehension skills, the core of these activities generally involves writing practice. Therefore, learning how to read effectively contributes substantially to the development of writing academically. Bloor (1985) suggests four different procedures to approach reading at academic level (as cited in Pintos, 2008, p.33).
The psychological approach highlights the importance of the social and cognitive aspects involved in the process of reading. Thus, learners would basically be focused on reading strategies and skills. A clear example of this orientation might be when working on predictions, or dealing with key concepts to favour interpretation of texts.
The linguistic approach is concerned with the analysis of genre and style. Mainly, it aims at drawing learners’ attention and awareness to grammatical and discourse competences. This would be evident when analysing different types of texts and their layouts.
Third Bloor’s (1985) content-oriented approach focuses on the learners’ necessities and interests. Therefore, the outcome of this approach would be to provide meaningful and precise reasons for reading. Hence, students’ interest in reading would be enthused.
Lastly, the pedagogical-oriented approach refers to the awareness of students’ learning style. An essential issue within this orientation would be to underscore the significance of learning theories. Thus, once learners are faced with self-access resources they would be able to manipulate that material at their own pace and rate.
All things considered, writing academically should involve the use of the four above mentioned approaches to reading. Consequently, learners at academic level would not only be motivated and engaged in reading, but also accomplish academic writing.
References
Pintos, V, (2008) Unit 1: Building up a community of teachers and prospective researchers. Universidad CAECE: Buenos Aires, Argentina. Retrieved August, 2009 from http://caece.campus universidad.com.ar/mod/resource/view.php?id=273
According to Jordan (1997), reading and writing skills are interconnected (as cited in Pintos, 2008, p. 33). Although reading tasks are likely to develop comprehension skills, the core of these activities generally involves writing practice. Therefore, learning how to read effectively contributes substantially to the development of writing academically. Bloor (1985) suggests four different procedures to approach reading at academic level (as cited in Pintos, 2008, p.33).
The psychological approach highlights the importance of the social and cognitive aspects involved in the process of reading. Thus, learners would basically be focused on reading strategies and skills. A clear example of this orientation might be when working on predictions, or dealing with key concepts to favour interpretation of texts.
The linguistic approach is concerned with the analysis of genre and style. Mainly, it aims at drawing learners’ attention and awareness to grammatical and discourse competences. This would be evident when analysing different types of texts and their layouts.
Third Bloor’s (1985) content-oriented approach focuses on the learners’ necessities and interests. Therefore, the outcome of this approach would be to provide meaningful and precise reasons for reading. Hence, students’ interest in reading would be enthused.
Lastly, the pedagogical-oriented approach refers to the awareness of students’ learning style. An essential issue within this orientation would be to underscore the significance of learning theories. Thus, once learners are faced with self-access resources they would be able to manipulate that material at their own pace and rate.
All things considered, writing academically should involve the use of the four above mentioned approaches to reading. Consequently, learners at academic level would not only be motivated and engaged in reading, but also accomplish academic writing.
References
Pintos, V, (2008) Unit 1: Building up a community of teachers and prospective researchers. Universidad CAECE: Buenos Aires, Argentina. Retrieved August, 2009 from http://caece.campus universidad.com.ar/mod/resource/view.php?id=273
Sunday, September 20, 2009
Advance Literacy
Advanced literacy
Purpose: To provide a general overview of the importance of Academic Vocabulary within Advanced Literacy.
Thesis: The level of vocabulary needed for advanced literacy should be academic.
Audience: EAP (English for Academic Purpose) Discourse Community, EAP teachers and students.
1. Reading and writing connections in advanced literacy
1.1 Vocabulary required for Advanced Literacy
1.2 Academic vocabulary – three categories
1.2.1 The Research – process vocabulary – presented in context
1.2.2 The vocabulary of analysis – needed to present information
1.2.3 The vocabulary of evaluation – required for writing critiques, reviews and reports
1.3 Academic vocabulary difficulties and solutions
1.4 Academic students’ needs
1.4.1 Learning to read and write
1.4.2 Writing to learn
1.5 Academic Reading connections in advanced Literacy
1.5.1 Language and Acquisition
1.5.2 Language study
Reference
Pintos, V, (2008) Unit 1: Building up a community of teachers and prospective researchers. Universidad CAECE: Buenos Aires, Argentina.
Purpose: To provide a general overview of the importance of Academic Vocabulary within Advanced Literacy.
Thesis: The level of vocabulary needed for advanced literacy should be academic.
Audience: EAP (English for Academic Purpose) Discourse Community, EAP teachers and students.
1. Reading and writing connections in advanced literacy
1.1 Vocabulary required for Advanced Literacy
1.2 Academic vocabulary – three categories
1.2.1 The Research – process vocabulary – presented in context
1.2.2 The vocabulary of analysis – needed to present information
1.2.3 The vocabulary of evaluation – required for writing critiques, reviews and reports
1.3 Academic vocabulary difficulties and solutions
1.4 Academic students’ needs
1.4.1 Learning to read and write
1.4.2 Writing to learn
1.5 Academic Reading connections in advanced Literacy
1.5.1 Language and Acquisition
1.5.2 Language study
Reference
Pintos, V, (2008) Unit 1: Building up a community of teachers and prospective researchers. Universidad CAECE: Buenos Aires, Argentina.
Teachers' Professional Growth
Teachers’ professional growth
Professional development is one of the paramount features of study and investigation within the educational field. This assignment aims at analysing Howley, A. and Howley, C. (2005) viewpoint on this issue. Besides, specific use of discourse markers included in the article is examined.
According to Howley & Howley (2005) policymakers and educators agree that professional development is needed for a better learning and teaching situation. However, there is no positive evidence of practical and meaningful changes within the classrooms after participating in professional development. Thus, an appropriate selection of the correct type of professional Development is suggested to benefit not only teachers’ growth but also students’ success.
As regards discourse markers and their functions included in Howley & Howley’s (2005) text, we can mention the following:
• But / and: connective conjunction
• (even)Though / Despite: conjunction used to emphasise contrast
• In addition / Furthermore / Moreover: connectors used to add relevant information
• However: conjunctive adverb to introduce / connect clauses
• So: conjunctive
• Nevertheless: Conjunctive adverb to connect clauses
• As a result / therefore: connectors to show consequence/ reason.
• That: subordinating conjunction to join and independent clause and a dependent one.
• Because (of): subordinating conjunction to join an independent and a dependent one.
Concerning Teachers’ enrichment, Howley & Howley (2005) claim that focusing on some TQM (Total Quality Management) techniques, strategies and / or skills there has been some kind of improvement as regards the setting of criterion for teachers’ performance continuous assessment. This orientation favours professional development. An eminent example of this would be The Malcolm Baldrige program.
Reference
Howley, A, & Howley C. B. (2005). High-Quality Teaching: Providing for Rural Teacher’s Professional Development. The Rural Educator.
Professional development is one of the paramount features of study and investigation within the educational field. This assignment aims at analysing Howley, A. and Howley, C. (2005) viewpoint on this issue. Besides, specific use of discourse markers included in the article is examined.
According to Howley & Howley (2005) policymakers and educators agree that professional development is needed for a better learning and teaching situation. However, there is no positive evidence of practical and meaningful changes within the classrooms after participating in professional development. Thus, an appropriate selection of the correct type of professional Development is suggested to benefit not only teachers’ growth but also students’ success.
As regards discourse markers and their functions included in Howley & Howley’s (2005) text, we can mention the following:
• But / and: connective conjunction
• (even)Though / Despite: conjunction used to emphasise contrast
• In addition / Furthermore / Moreover: connectors used to add relevant information
• However: conjunctive adverb to introduce / connect clauses
• So: conjunctive
• Nevertheless: Conjunctive adverb to connect clauses
• As a result / therefore: connectors to show consequence/ reason.
• That: subordinating conjunction to join and independent clause and a dependent one.
• Because (of): subordinating conjunction to join an independent and a dependent one.
Concerning Teachers’ enrichment, Howley & Howley (2005) claim that focusing on some TQM (Total Quality Management) techniques, strategies and / or skills there has been some kind of improvement as regards the setting of criterion for teachers’ performance continuous assessment. This orientation favours professional development. An eminent example of this would be The Malcolm Baldrige program.
Reference
Howley, A, & Howley C. B. (2005). High-Quality Teaching: Providing for Rural Teacher’s Professional Development. The Rural Educator.
EAP and study skills
English for Academic Purposes and study skills
Purpose: To provide an in-depth outlook of English for Academic Purposes (EAP).
Thesis: EAP is concerned with certain study skills and requirements which are essential for study purposes.
Audience: EAP Discourse Community, EAP students and teachers.
1. EAP & Study Skills
1.1 EAP background
1.1. A EAP setting and contexts
2. EAP Students’ needs
2.1 Students and higher education
2.2 Students and pre-departure courses
3. EAP courses
3.1 Pre-sessional full-time course
3.2 In-sessional part-time course
3.3 EAP courses components
4. EAP Coverage
4.1 EGP or Tenor –English for General Purposes
4.2 ESP two main strands
4.2. A English for Occupational/Vocational/ Professional Purposes
4.2. B English for Academic Purposes
5. EAP two divisions
5.1 EGAP- Common or Study Skill
5.2 ESAP – Subject Specific
5.2. A language needed for a Particular Academic Subject
6. EAP Core Element
6.1 Study Skill
Purpose: To provide an in-depth outlook of English for Academic Purposes (EAP).
Thesis: EAP is concerned with certain study skills and requirements which are essential for study purposes.
Audience: EAP Discourse Community, EAP students and teachers.
1. EAP & Study Skills
1.1 EAP background
1.1. A EAP setting and contexts
2. EAP Students’ needs
2.1 Students and higher education
2.2 Students and pre-departure courses
3. EAP courses
3.1 Pre-sessional full-time course
3.2 In-sessional part-time course
3.3 EAP courses components
4. EAP Coverage
4.1 EGP or Tenor –English for General Purposes
4.2 ESP two main strands
4.2. A English for Occupational/Vocational/ Professional Purposes
4.2. B English for Academic Purposes
5. EAP two divisions
5.1 EGAP- Common or Study Skill
5.2 ESAP – Subject Specific
5.2. A language needed for a Particular Academic Subject
6. EAP Core Element
6.1 Study Skill
Reference
Jordan, R. (1997) English for academic purposes: A guide and resource book for teachers. Cambridge, UK: Cambridge University Press.
Discourse Community
Discourse community
This assignment aims at providing evidence to support Swales (1990) theory regarding Discourse Community and its six central requirements.
The American linguist (1990) describes a Discourse Community as a group of people who share the same culture, language, beliefs and social conventions. Nonetheless, for such community to be recognised, certain distinguishing characteristics should be accomplished.
The first requirement highlights the importance of having common goals and particular interests. Bizzell (1992) defines a discourse community as a “group of people who share certain language-using practices…that can be seen conventionalized” (as cited in Kelly-Kleese; 2004). Additionally, Kurtz (1997) claims that within a discourse community “Its members have, over time, developed a common discourse that involves shared knowledge, common purposes, common relationships, similar attitudes and values, (…) and achieve their shared purposes and a flow of discourse that has a particular structure and style” (p.200).
The second prerequisite deals with the importance of members’ participation to provide information and feedback. As suggested in Wenzlaff & Wieseman (2004) teachers should be situated in other contexts where they can work in cohorts so as to share experiences, learn from each other and grow professionally.
The third condition points out that members of a discourse community should be intercommunicated otherwise such community will not survive. According to Clark’s (1994) “the members of a discourse community are more or less equally politically, that they have equal access to and equal influence upon the discourse that determines the beliefs and purposes they will share. But, in fact, these communities tend to minimize or exclude the participation of some people as they establish the dominance of the others” (as cited in Kelly-Kleese, 2001, power and Influence in a Discourse Community section, para. 1).
Regarding the fourth requirement, the participants within a given discourse community make use of a particular genre which defines their membership. As noted in Kelly–Kleese (2004) such members develop a common communicative competence – specific genre and style- and an understanding about how to communicate certain shared knowledge.
The fifth precondition identifies the use of specialized terminology among the group. Bowers (1987) indicates that “individuals and groups with greater skill in using and manipulating the language system will exercise the power in naming and controlling how others will view social reality”. Besides, Kurtz (1997) acknowledges speech communities in terms of the words used, how they are pronounced, the subjects talked about, who gets to talk and answer questions, what is stated and what implications might be brought about. (Kelly-Kleese, 2004)
Lastly, the sixth characteristic implies a high level of academic knowledge. As cited in Kelly-Kleese (2004) “only those qualified by some social institutionalized agency may engage in such discourse and be taken seriously (…)” (Power and Influence in a Discourse Community section, para. 3) .In addition, Kurtz (1997) states the importance of communicative competence, he defines it as “what one must know in order to use language appropriately in particular discourse communities”. (Communicative Competence and Boundaries section, para. 1)
Accordingly, and considering the above mentioned prerequisites, we EAP -English for academic purposes- students are becoming part of an e-learning discourse community since common objectives and share specific knowledge are pursued. Besides, we are also involved in sharing informational feedback and consequently, we are beginning to use academic terminology and developing discourse competence.
References
Hoffman-Kipp, P Artiles, A. J, & Lopez Torres, L. (2003). Beyond reflection: teacher learning as praxis. Theory into Practice.
Kelly-Kleese, C. (2001). Editor's Choice: An Open Memo to Community College Faculty and Administrators. Community College Review.
Wenzlaff, T. L & Wieseman, K. C. (2004). Teachers Need Teachers To Grow. Teacher Education Quarterly.
Kelly-Kleese, C. (2004). UCLA community college review: community college scholarship and discourse. Community College Review.
This assignment aims at providing evidence to support Swales (1990) theory regarding Discourse Community and its six central requirements.
The American linguist (1990) describes a Discourse Community as a group of people who share the same culture, language, beliefs and social conventions. Nonetheless, for such community to be recognised, certain distinguishing characteristics should be accomplished.
The first requirement highlights the importance of having common goals and particular interests. Bizzell (1992) defines a discourse community as a “group of people who share certain language-using practices…that can be seen conventionalized” (as cited in Kelly-Kleese; 2004). Additionally, Kurtz (1997) claims that within a discourse community “Its members have, over time, developed a common discourse that involves shared knowledge, common purposes, common relationships, similar attitudes and values, (…) and achieve their shared purposes and a flow of discourse that has a particular structure and style” (p.200).
The second prerequisite deals with the importance of members’ participation to provide information and feedback. As suggested in Wenzlaff & Wieseman (2004) teachers should be situated in other contexts where they can work in cohorts so as to share experiences, learn from each other and grow professionally.
The third condition points out that members of a discourse community should be intercommunicated otherwise such community will not survive. According to Clark’s (1994) “the members of a discourse community are more or less equally politically, that they have equal access to and equal influence upon the discourse that determines the beliefs and purposes they will share. But, in fact, these communities tend to minimize or exclude the participation of some people as they establish the dominance of the others” (as cited in Kelly-Kleese, 2001, power and Influence in a Discourse Community section, para. 1).
Regarding the fourth requirement, the participants within a given discourse community make use of a particular genre which defines their membership. As noted in Kelly–Kleese (2004) such members develop a common communicative competence – specific genre and style- and an understanding about how to communicate certain shared knowledge.
The fifth precondition identifies the use of specialized terminology among the group. Bowers (1987) indicates that “individuals and groups with greater skill in using and manipulating the language system will exercise the power in naming and controlling how others will view social reality”. Besides, Kurtz (1997) acknowledges speech communities in terms of the words used, how they are pronounced, the subjects talked about, who gets to talk and answer questions, what is stated and what implications might be brought about. (Kelly-Kleese, 2004)
Lastly, the sixth characteristic implies a high level of academic knowledge. As cited in Kelly-Kleese (2004) “only those qualified by some social institutionalized agency may engage in such discourse and be taken seriously (…)” (Power and Influence in a Discourse Community section, para. 3) .In addition, Kurtz (1997) states the importance of communicative competence, he defines it as “what one must know in order to use language appropriately in particular discourse communities”. (Communicative Competence and Boundaries section, para. 1)
Accordingly, and considering the above mentioned prerequisites, we EAP -English for academic purposes- students are becoming part of an e-learning discourse community since common objectives and share specific knowledge are pursued. Besides, we are also involved in sharing informational feedback and consequently, we are beginning to use academic terminology and developing discourse competence.
References
Hoffman-Kipp, P Artiles, A. J, & Lopez Torres, L. (2003). Beyond reflection: teacher learning as praxis. Theory into Practice.
Kelly-Kleese, C. (2001). Editor's Choice: An Open Memo to Community College Faculty and Administrators. Community College Review.
Wenzlaff, T. L & Wieseman, K. C. (2004). Teachers Need Teachers To Grow. Teacher Education Quarterly.
Kelly-Kleese, C. (2004). UCLA community college review: community college scholarship and discourse. Community College Review.
Sunday, September 6, 2009
Welcome to My EAP Entries
I have decided to share some heart-rending words with you. I rely on them whenever drained or exhausted. They give me support and encouragement, especially at this time of the year, when the only think we dream about is holiday or when we decide to embark upon a new experience such as EAP!
“We were born to fly and we have an obligation to attempt to soar again and again. I can tell you that I have crashed and broken apart many times. But I persist. When you feel you are collapsing, that you are falling into faintness between splinters and bones, between flames of sand and showers of glass, beat your wings. And up again.”
Jesus Quintero
Welcome to Myeapentries!
“We were born to fly and we have an obligation to attempt to soar again and again. I can tell you that I have crashed and broken apart many times. But I persist. When you feel you are collapsing, that you are falling into faintness between splinters and bones, between flames of sand and showers of glass, beat your wings. And up again.”
Jesus Quintero
Welcome to Myeapentries!
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