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