A Book Critique

A Critique on Bailey’s (2006) Academic Writing Book

In his book, Academic writing: A handbook for international students (2ed.) published by Routledge, Bailey (2006) provides a successful, thorough account of what writing at academic levels implies together with useful moments of practice. However, it might need exploratory explanations in two crucial aspects that these types of writings require: pre-writing techniques and documenting sources.

The author states that the book aims at “those students who are not native speakers of English (who) often find the written demands of their courses very challenging. In addition to learning academic English, they need to adopt new conventions of style, referencing and layout.” (Bailey, 2006, p. 8). Throughout its 272 pages, these topics are developed in four parts covering the different aspects of this demanding process. Besides, it allows students to have extra practice with supplementary tests as well as offering a source reference and the answers to the exercises presented.

According to the author, part 1 of his book copes with the first steps that writing as a process demands. Although the while and post stages are clearly described, there is a remarkable flaw as none of the pre-writing techniques is presented. As the book can be used for self-study, it would have been more clarifying and assertive if different strategies had been mentioned in order not only to make learners aware of the existence of those techniques, but also to permit students to find out the one that suits their learning styles best.

Particularly important is the emphasis given to the avoidance of plagiarism by the writer. There is a significant reference to this vital aspect in part 1 as regards title and plagiarism; in part 2 regarding citations, and in part 3 concerning abbreviations and punctuation. Even though the necessity of a documenting system is commented, it would have been more satisfactory if Bailey (2006) had provided more information about it. In no case does the author offer a careful explanation about the different systems and their complexity.

In short, the author makes an impressive attempt at describing the process of writing for academic purposes. What the reader must be aware of is the lack of information as regards the pre-stage of the process as well as the existence of documenting systems meant to avoid plagiarism and to set writing conventions.

 

 

References

Bailey, S. (2006). Academic Writing: A handbook for international students (2^nd ed.).  Taylor & Francis e-library. Retrieved from http://npu.edu.ua/!ebook/book/djvu/A/iif_kgpm_t27.pdf

An Academic Summary on Emerging Technologies

Summary on Godwin-Jones’ (2012) Emerging Technologies

In the light of learning management systems taking place as a resource in language learning environments, Godwin-Jones (2012) depicts the “embedded pedagogical and cultural values” (p.4) these systems have through the analysis of underlying learning theories and how they are approached.

The author highlights the traditional teacher-centred pedagogy the first systems reflect, being cognitivism the learning theory conceived. With the arising of Moodle, constructivism has taken place in the virtual learning; the incorporation of tools such as forums and wikis provide learners with a number of opportunities to be in charge of their own learning needs.

Taking into account learners’ “styles/aptitudes to function fully in a multicultural, multilingual world” (p. 6), the writer emphasizes the non neutral nature of the systems used. For that reason, diversity becomes a crucial issue when dealing with any type of learning resources – technology cannot be excluded.

 Sharing becomes another important feature which should be considered in any kind of learning situation. Not only are materials acknowledged, but also interaction between students from both inside and outside the classroom. These exchanges help to promote cultural awareness and availability of materials.

In conclusion, Godwin-Jones (2012) illustrates emerging technologies as language tools in learning environments. His research demonstrates that these resources respond to a certain implied pedagogy and culture.

 

References

Godwin-Jones, R. (2008). Emerging Technologies Challenging hegemonies in online learning. Language Learning & Technology, 16 (12), 4 – 13.  Retrieved from http://llt.msu.edu/issues/june2012/emerging.pdf

An Outline on Mobile Language Learning

Technological Advances on Language Learning: Ballance’s (2012) Commentary

Purpose: To summarize Ballance’s (2012) commentary on Stockwell’s (2012) article about technological – assisted language learning.

Audience: English for Academic Purposes tutors and mates at a distance learning program.

Thesis statement: Mobile Phones as the preferred tool for language learning.

I-    Technological innovation for learning

a.       Computer Assisted Language Learning (CALL) roots

b.      Mobile Assisted Language Learning (MALL) arisen

c.       MALL over CALL preference

II-  Mobile Assisted Language Learning activities

a-      Dead time

b-      Learning activities suitability

References

Ballance O. J. (2012). Mobile language learning: More than just “the platform”. Language            Learning & Technology, 16 (3), 21 – 23. University of Nottingham Ningbo. Retrieved from   http://llt.msu.edu/issues/october2012/ballance.pdf       

Introduction to Academic Writing

Introduction to Academic Writing: Tardy’s Example(2010)

          In Tardy’s (2010) article, the author depicts a lesson in which students are introduced to academic writing. Doing research, summarizing, paraphrasing, citing and using impersonal formal style are some of the academic literacy skills required to become an expert while avoiding plagiarism. As being a multiple linguistic resourcer encounters many challenges, this lesson shows how those skills may be approached.

          The writer explains that the choice of Wikipedia as a starting point has many advantages to introduce students in the academic world. Not only does Wikipedia offer collaborative writing, but it also aims at a real audience. Furthermore, the website provides many samples in order to meet and be aware of its own requirements such as the number of words or how sources must be cited.

           Once students have been acquainted with the wiki world as well as the genre conventions, collecting information comes first. Summarizing and paraphrasing become crucial skills at the outlining stage, therefore, plagiarism is prevented. Drafting and revising follow - being collaborative writing crucial at this stage.

          The next step involves quoting; in-text citations as well as a reference list are required so that students need to be aware of their conventions. One feature of Wikipedia texts is the use of wiki links; this implies looking for words that may need further clarification and link them with the corresponding article within Wikipedia. After proofreading, the publishing stage finally arrives.

          To conclude, the writer has presented a description of how to initiate learners in academic writing taking into account both the multiple skills required for these types of genres as well as the process-based and genre-based approaches to writing.

 

 

References

Tardy, C. M. (2010). Writing for the world: Wikipedia as an introduction to
     academic writing. Retrieved from  English Teaching Forum,1, pp. 12-19, 27.

 

 

Discourse Communities

Requirements of a Discourse Community

       Swales (1990) presents a list of basic criteria which comprises six main concepts that should be met by any discourse community. The aim of this paper is to provide evidence in order to support Swales’ characterization.

      Kelly-Kleese (2001) identifies the common goals a discourse community may have; she states that it is essential to maintain a strong presence in higher education, therefore, communicative competence increases and professionals move to positions of legitimate power. Hoffman-Kipp, Artiles, Lopez-Torres (2003) state that this community focused on the individual and their quest for emancipation has reflection as a vital tool to achieve that emancipation.

       As cited in Wenzlaff & Wieseman (2004), “a discourse community cannot exist in the absence of a collaborative culture and an environment that supports risk-taking (McLaughlin & Talbert, 1993) and reflection” (p. 9). For that reason, participatory mechanisms are vital in discourse communities apart from being intrinsically related to the information exchange requirement. Much evidence can be found in the four articles analyzed to support these two crucial requirements. For instance, according to Wenzlaff & Wieseman (2004), “group work may be a key to meaningful, effective, sustained professional development and a necessary component of adult learning” (p. 2). Kelly-Kleese (2004) also contributes by stating that “opportunities to share knowledge, to create policy, and to redefine the language and reality of higher education abound in the university--engaging in scholarship is a well-developed aspect of the culture of this discourse community” (p. 3).

       As regards community-specific genre, highly specialized terminology, and high level of expertise, the following quotation synthesizes what Swales meant by these three last characteristics:

           “All human activities are culturally mediated and entail the use and transformation of artifacts. From this perspective, culture itself mediates human actions in the sense that it is a system of shared meanings or social inheritances embodied in the artifacts of a given social structure (Cole, 1999). Teachers also mediate their labor through cognitive mechanisms as they learn scientific concepts (i.e., systems of interconnected constructs that explain a domain of study) (John-Steiner & Mahn, 1996), such as theories of learning, pedagogical models, and theories of racial minorities' underachievement…This way, learning as praxis that involves reflection and action can be based on a "double-move" (Hedegaard, 1998) between (a) personal experience (e.g., in classrooms) and (b) theoretical sense-making (through journal writing or in teacher study group discussions). In such a view, the movement between experience (action) and reflection (theoretical sense-making) remains in dialectical tension, thus, building cycles of critical praxis. Key to the life of these tertiary artifacts is the development of a collective identity in which teachers strive to acquire and continually transform a social language. A social language is "a discourse peculiar to a specific [societal group--e.g., professional or ethnic group] at a given time" (Holquist & Emerson, as cited in Wertsch, 1991, p. 57). As teachers summon a social language, they reveal the values and beliefs of the social group in which they are participating.” (as cited in Hoffman-Kipp, Artiles, Lopez-Torres, 2003, p.5)

       To conclude, in the light of the papers published by the four authors cited, it can be asserted that Swales (1990) has provided us with a thorough set of principles characterizing a discourse community.

 

 

References

Hoffman-Kipp, P., Artiles, A. J., & Lopez Torres, L. (2003). Beyond reflection: teacher learning as praxis. Theory into Practice. Retrieved from http://findarticles.com/p/articles/mi_m0NQM/is_3_42/ai_108442653

 

Kelly-Kleese, C. (2001). Editor’s Choice: An Open Memo to Community College Faculty and Administrators. Community College Review. Retrieved from   http://findarticles.com/p/articles/mi_m0HCZ/is_1_29/ai_77481463

 

Kelly-Kleese, C. (2004). UCLA community college review: community college scholarship and discourse. Community College Review. Retrieved from  http://findarticles.com/p/articles/mi_m0HCZ/is_1_32/ai_n6361541

 

Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge, UK: Cambridge University Press

 

 Wenzlaff, T. L., & Wieseman, K. C. (2004). Teachers Need Teachers To Grow. Teacher Education Quarterly. Retrieved from http://findarticles.com/p/articles/mi_qa3960/is_200404/ai_n9349405

 

 

   

Welcome to my blog!

 Learning is a treasure that will follow its owner everywhere.

Dear all,

First of all, I would like to thank you all for visiting my blog. I hope you'll find it interesting.

My name is Carla Testa and I'm from Chascomús - a small city in the province of Buenos Aires. I am married and have a daughter.

Regards my career, I work at Nuestra Señora de Luján school and at a private institute. I teach not only kids but also teens. What I really enjoy about my profession is that teachers face a challenge every day, so it's impossible to get bored! :)

As sharing and working collaboratively are key features of  a Discourse Community, this blog aims at the development  of the skills required for academic writing to grow professionally.

Although I am absolutely excited about all this, I must confess that I have felt a bit overwhelmed.

Looking forward to getting down to work.

Carla