In cold blood is alleged to be one of the first non-fiction books ever written. Truman Capote`s remarkable police-like investigations lead to an interesting book based on the real story of the Clutter family. Two main topics are developed, the psychological relationship between the two murders, and the impact of the quadruple murder in the village and the murderers` lives.
The style of the book is tremendously detailed, and stating to be a real story, some information is deficient in authenticity. Capote´s book would have been more convincing if he had related his findings to only real and checked information. Some impressive dialogues from the book have a very strong impact on the reader. One of the most famous quotes comes from the voice of Perry, the Clutter`s family murder. Perry: It doesn't make sense. I mean what happened. It had nothing to do with the Clutters. They never hurt me. They just happened to be there. I thought Mr. Clutter was a very nice gentleman... I thought so right up to the time I cut his throat (Capote, 1996, p 95).
Reading In cold blood will make the reader dive into the lives of two rotted men who took the lives of four innocent people without any reason. As taken from a real story, the plot is well-known, so no suspense is achieved, though the development of the story is interesting and complex. No personal opinion is being made by Capote and facts are just facts. The reader is left with reality to process and come up with their own conclusions. Reading In Cold Blood is a must to detective stories followers.
Reference
Capote, T. (1996). In Cold Blood. United States. Vintage.
12/16/2009
Flanagan`s annotated bibliography
Flanagan, J. C. (1954, July). The Critical Incident Technique. Psychological Bulletin, 51 (4). Pittsburgh.
A review of the development of a method of studying activity requirements called the critical incident technique. Main analysis include: background and early developments, developmental studies at the American institute of research, studies carried out at the University of Pittsburgh, the procedure in its present form, uses of the critical incident technique, summary and conclusions. People have been making observations on other people for centuries. The critical incident technique (CIT) consists of a set of procedures for collecting direct observations of human behaviour to facilitate their potential usefulness in solving practical problems and developing broad psychological principles. It has been concluded that the CIT do not provide solutions to problems. However, it has been discovered to be a paramount tool for establishing standards determining requirements and evaluating results.
A review of the development of a method of studying activity requirements called the critical incident technique. Main analysis include: background and early developments, developmental studies at the American institute of research, studies carried out at the University of Pittsburgh, the procedure in its present form, uses of the critical incident technique, summary and conclusions. People have been making observations on other people for centuries. The critical incident technique (CIT) consists of a set of procedures for collecting direct observations of human behaviour to facilitate their potential usefulness in solving practical problems and developing broad psychological principles. It has been concluded that the CIT do not provide solutions to problems. However, it has been discovered to be a paramount tool for establishing standards determining requirements and evaluating results.
Analyzing different aspects of language
After working with the article by Myles (2002) Second Language Writing and Research: The Writing Process and Error Analysis in Students Texts, several aspects could be analyzed referring to language conventions.
Regarding quotations, two different types were found. The first type of quotation is defined as short quotation and the name of the author, year of publication and the page number for the reference should be included. Moreover, a signal phrase that includes the author`s last name followed by the date of publication in parentheses. Quotations marks are also present in these types of quotations. Two clear examples of short quotations can be found in the article:
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).
According to Bialystok (1998), any definition of language proficiency is deeply entangled in theoretical attitude. On the one hand, there is the formalist approach, which attempts to explain language as code. According to this perspective, “language profiency is an ultimately unknowable abstraction that reflects the universal competence of native speakers” (p. 502).
A second type of quotation referred as long quotation could also be found. In this case, 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. An example of long quotations could be found in the article:
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. (p.268).
Omissions are also another aspect to consider when analyzing a text. There are several types of omissions. In this respect, an omission of less than a sentence could be found in the text, being indicated by the use of dots.
By comparing skilled and less-skilled writers, the emphasis here 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 letters is also an important aspect to be analyzed 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. Two examples could be found in the text:
According to McLaughlin, transfer errors can occur because:
[L]earners lack the necessary information in the second language or the attentional capacity to activate the appropriate second-language routine. But such an account says little about why certain linguistic forms transfer and others do not. (1998, p.50).
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. (p.268).
Introductory phrases, in text citations and use of reporting verbs are all closely related and the examples found in the text were analyzed together. Introductory phrases could have different layouts, being the source and the main idea key factors to be analyzed. In this respect the main idea is sometimes introduced by a reporting verb. This reporting verb will carry a specific meaning, that is why, the choice of a reporting verb is crucial when citing an author and his or her ideas. In the examples above, different reporting verbs were found (focus, analyze, propose, observe, argue), leading to different connotations. Moreover, different introductory phrases structures could also be noticed.
According to Bialystok (1998), any definition of language proficiency is deeply
entangled in theoretical attitude. According to X (year of publication).
The Flower and Hayes (1980, 1981) model focuses on what writers do when they compose. X (year of publication) focuses on….
Flower and her colleagues (1990) analyze the academic task of reading-to-write to establish the interaction of context and cognition in performing a particular writing task. X (year of publication) analyze….
Bereiter and Scardamalia (1987) also propose a model that suggests reasons for differences in writing ability between skilled and less-skilled writers. X (year of publication) propose….
Silva (1993) observes that learners revise at a superficial level. X (year of publication) observes….
Schumann (1998) argues that affect may influence cognition through its role in framing a problem and in adopting processing strategies. X (year of publication) argues that….
Concluding, after analyzing different aspects of language it can be stated that writing in academic standards not only requires a know-how on the language, but also a certain amount of practice and critical thinking when writing.
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
Regarding quotations, two different types were found. The first type of quotation is defined as short quotation and the name of the author, year of publication and the page number for the reference should be included. Moreover, a signal phrase that includes the author`s last name followed by the date of publication in parentheses. Quotations marks are also present in these types of quotations. Two clear examples of short quotations can be found in the article:
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).
According to Bialystok (1998), any definition of language proficiency is deeply entangled in theoretical attitude. On the one hand, there is the formalist approach, which attempts to explain language as code. According to this perspective, “language profiency is an ultimately unknowable abstraction that reflects the universal competence of native speakers” (p. 502).
A second type of quotation referred as long quotation could also be found. In this case, 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. An example of long quotations could be found in the article:
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. (p.268).
Omissions are also another aspect to consider when analyzing a text. There are several types of omissions. In this respect, an omission of less than a sentence could be found in the text, being indicated by the use of dots.
By comparing skilled and less-skilled writers, the emphasis here 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 letters is also an important aspect to be analyzed 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. Two examples could be found in the text:
According to McLaughlin, transfer errors can occur because:
[L]earners lack the necessary information in the second language or the attentional capacity to activate the appropriate second-language routine. But such an account says little about why certain linguistic forms transfer and others do not. (1998, p.50).
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. (p.268).
Introductory phrases, in text citations and use of reporting verbs are all closely related and the examples found in the text were analyzed together. Introductory phrases could have different layouts, being the source and the main idea key factors to be analyzed. In this respect the main idea is sometimes introduced by a reporting verb. This reporting verb will carry a specific meaning, that is why, the choice of a reporting verb is crucial when citing an author and his or her ideas. In the examples above, different reporting verbs were found (focus, analyze, propose, observe, argue), leading to different connotations. Moreover, different introductory phrases structures could also be noticed.
According to Bialystok (1998), any definition of language proficiency is deeply
entangled in theoretical attitude. According to X (year of publication).
The Flower and Hayes (1980, 1981) model focuses on what writers do when they compose. X (year of publication) focuses on….
Flower and her colleagues (1990) analyze the academic task of reading-to-write to establish the interaction of context and cognition in performing a particular writing task. X (year of publication) analyze….
Bereiter and Scardamalia (1987) also propose a model that suggests reasons for differences in writing ability between skilled and less-skilled writers. X (year of publication) propose….
Silva (1993) observes that learners revise at a superficial level. X (year of publication) observes….
Schumann (1998) argues that affect may influence cognition through its role in framing a problem and in adopting processing strategies. X (year of publication) argues that….
Concluding, after analyzing different aspects of language it can be stated that writing in academic standards not only requires a know-how on the language, but also a certain amount of practice and critical thinking when writing.
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
Working with summaries
In her book “The Process of Paragraph Writing”, 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.
After reading Reid´s (1994) summary writing definition (as cited in Pintos. 2008, p 15), the body of the summary can easily be found. Paraphrasing techniques as well as connectors are used. The information is clearly stated and organized. However, there is no evidence of a concluding sentence. It seems there is no conclusion at all. Up to the very last sentence of this summary new and relevant information is being acknowledged. Conclusions should provide a feeling of rounding off.
In the introductory paragraph, on the other hand, the second sentence helps direct the reader narrowing the options, purposes and audience of a summary. Connectors provide an organizational framework and help the reader understand the connection among the ideas stated in the summary.
Several questions could be asked to the author of the summary to clarify some unclear aspects. When referring to “clear and balanced” (Reid, 1994), though it is certainly a summary, these two concepts should be developed in a more detailed way, in order to understand and produce a successful summary. Moreover, when “trying to avoid repeating the exact phrases of the original material” (Reid, 1994), no information is shared on how this should be done.
According to Pintos (2008) one of the major roles of academic writing is to generate knowledge. Knowledge transformation is driven by two different functions: “knowledge telling and transforming” (Pintos, 2008).
However, some academically delimitations have to be defined in order to produce an accurate writing. The most relevant delimitations are considered to be: register, style, language, sources and genre. Not only the characteristics mentioned before are crucial, but also the type of audience and the purpose of the writing are important when dealing with academic writing.
All in all, academic writing aims at composing for knowledge transforming following certain delimitations which will guide and provide a framework not only to the writing but also to the reader.
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
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.
After reading Reid´s (1994) summary writing definition (as cited in Pintos. 2008, p 15), the body of the summary can easily be found. Paraphrasing techniques as well as connectors are used. The information is clearly stated and organized. However, there is no evidence of a concluding sentence. It seems there is no conclusion at all. Up to the very last sentence of this summary new and relevant information is being acknowledged. Conclusions should provide a feeling of rounding off.
In the introductory paragraph, on the other hand, the second sentence helps direct the reader narrowing the options, purposes and audience of a summary. Connectors provide an organizational framework and help the reader understand the connection among the ideas stated in the summary.
Several questions could be asked to the author of the summary to clarify some unclear aspects. When referring to “clear and balanced” (Reid, 1994), though it is certainly a summary, these two concepts should be developed in a more detailed way, in order to understand and produce a successful summary. Moreover, when “trying to avoid repeating the exact phrases of the original material” (Reid, 1994), no information is shared on how this should be done.
According to Pintos (2008) one of the major roles of academic writing is to generate knowledge. Knowledge transformation is driven by two different functions: “knowledge telling and transforming” (Pintos, 2008).
However, some academically delimitations have to be defined in order to produce an accurate writing. The most relevant delimitations are considered to be: register, style, language, sources and genre. Not only the characteristics mentioned before are crucial, but also the type of audience and the purpose of the writing are important when dealing with academic writing.
All in all, academic writing aims at composing for knowledge transforming following certain delimitations which will guide and provide a framework not only to the writing but also to the reader.
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
Steve Jobs` commencement address speech
Steve Jobs (2005), CEO of Apple and Pixar, delivered a commencement address speech at Stanford University on June 14th, 2005. It was aimed at addressing three different personal stories that would leave a message on newly graduates. The first story was about: “connecting the dots” (Jobs, 2005). Actions that being performed or not in life would have an impact in the present and even future. The second story was about “love and loss” (Jobs, 2005). Never lose faith in doing what you really love, no matter what other people may think. The last story was about death and how life is so precious and unique. Living an exciting life and always remembering it will end. This commencement address finalizes with a message of hope for graduates. “Stay Hungry. Stay Foolish” (Jobs, 2005).
Reference
Jobs, S. (2009), Steve Jobs`2005 Stanford Commencement Address. USA: Stanford University. Retrieved from: http://www.youtube.com/watch?v=D1R-jKKp3NA.
Reference
Jobs, S. (2009), Steve Jobs`2005 Stanford Commencement Address. USA: Stanford University. Retrieved from: http://www.youtube.com/watch?v=D1R-jKKp3NA.
My teaching experiences
Throughout the first years of my professional career, I did little introspection about my teaching practices. According to González, Escartín & Pérez (2003), teachers not only have to be language experts, but they also have to be able to interpret and reflect upon the topics that are being taught and the possible problems that a classroom may have. Though I have always been very critical regarding my job and others as well, I have never stopped to think why I did the things in a certain method and not differently. Being part of a TEFL (Teaching English as a Foreign Language) College was an exciting adventure, where colleagues and teachers gave their opinion about my performance.
Gonzalez, Escartín & Pérez (2003) states that the teaching-learning process has changed throughout the years, being now much more collaborative than in the past. It was at that time when I realized how my actions impacted on others. Moreover, deep observations of my classes by other teachers started to make me wonder if I was doing things correctly. Was there another way of reaching students? Was I giving my best? External observations and feedback opened my mind in such a way that I discovered different activities and approaches. Just now I could finally put a name to the processes I had been going through for so long.
Facing classroom problems were, are and will be a real challenge, however, there is always light at the end of the tunnel. Asking for help to colleagues, peers and even students shows deep understating of the teaching practice. I always resource to more experienced teachers when I feel at a loss. Gonzalez, Escartín & Pérez (2003) affirms that critical incidents help teachers become more critical about their and others teaching practices. I have come to realize how the perception of my teaching practices has changed during the years. I can now state I have been part of some critical incident processes, in which I learnt how to be a better teacher.
Reference
Fernández González, F; Elórtegui Escartín, N; Medina Pérez, Mercedes (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
Gonzalez, Escartín & Pérez (2003) states that the teaching-learning process has changed throughout the years, being now much more collaborative than in the past. It was at that time when I realized how my actions impacted on others. Moreover, deep observations of my classes by other teachers started to make me wonder if I was doing things correctly. Was there another way of reaching students? Was I giving my best? External observations and feedback opened my mind in such a way that I discovered different activities and approaches. Just now I could finally put a name to the processes I had been going through for so long.
Facing classroom problems were, are and will be a real challenge, however, there is always light at the end of the tunnel. Asking for help to colleagues, peers and even students shows deep understating of the teaching practice. I always resource to more experienced teachers when I feel at a loss. Gonzalez, Escartín & Pérez (2003) affirms that critical incidents help teachers become more critical about their and others teaching practices. I have come to realize how the perception of my teaching practices has changed during the years. I can now state I have been part of some critical incident processes, in which I learnt how to be a better teacher.
Reference
Fernández González, F; Elórtegui Escartín, N; Medina Pérez, Mercedes (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
An insight into the Critical Incident Technique
The critical incident technique (CIT) is, according to Flanagan (1954), a group of steps aimed at observing how humans behave in different contexts and following different instructions. The main purpose of this technique is to link behavior with specific actions and outline a certain kind of criterion. This criterion will help to solve and improve some human behaviors.
The technique is based in two principles, incident and critical. The former is defined as human actions that can be understood and analyzed by the act in itself. The latter aims at discarding doubt among participants. That is to say, the person who performs the action and the observer should understand the situation clearly leading to transparent conclusions. Moreover, the observer of the action performed needs to be objective. Objectivity is reached when more than one observer can lead to the same conclusion.
The technique is based on steps. These steps follow certain rules; however, rules are adapted according to the situation that is being observed. There is not a set of unchangeable rules. Furthermore, general aims should be stated to create a common basis to all participants. By general aim, Flanagan (1954) states that authorities are the ones to write the outlines to follow; though, it is very difficult to assign a specific person to this role. They will be in charge of listing what actions should or should not be done during the process. There are some steps to follow when designing general aims. The first one consists of classifying the critical incidents. The second one consists on improving performance based on the incidents observed.
After defining general aims, data collecting should be started. For this to happen, several components are needed: the context, the relevance, the impact and the observers. Without these four elements, the critical incident technique cannot be done. There are also procedures to follow when collecting data. These are: personal or group interviews, questionnaires and record forms. Once the data has been collected, the analyzing stage begins by summarizing the actions that can be used for additional studies and practical purposes.
The critical incident technique can have several uses. Measuring performance is used to observe every day actions while proficiency is used to observe end of training courses. Moreover, the CIT can be used for training purposes to establish specific requirements to specific actions. It can also be used to select and classify different actions and their consequences.
Some other uses of the CIT can be related to the teaching practices, its actions and impacts. Operating procedures with either negative or positive results can be used to improve the usefulness and good organization of operations. This technique can also be applied to material design. After collecting a certain amount of information, conclusions about the most relevant material to use can be inferred. Relating this to the teaching practice, teachers collect information by using different material in class (readers, songs and certain kind of exercises); by analyzing students ´reactions to these materials a list of successful material can be done. Furthermore, the CIT can be related to teaching practices when talking about choices and attitudes, helping teachers understand the reason of certain actions and leading to positive and relevant conclusions.
To conclude, the CIT demonstrated how important the act of reflecting about past, present and future actions is. The critical incident technique is a very valuable instrument for improving procedures. The role of an external observer is crucial to have an objective feedback of the actions being performed. It has also been stated how these actions can also be affected by different contexts and objectives. All in all, this paper demonstrated the CIT can be applied to the teaching and learning fields, proving to be a very useful procedure to take into account.
Reference
Flanagan, J. (1954). Psychological Bulletin: The critical Incident Technique. University of Pittsburgh. Retrieved August 2009, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2962
The technique is based in two principles, incident and critical. The former is defined as human actions that can be understood and analyzed by the act in itself. The latter aims at discarding doubt among participants. That is to say, the person who performs the action and the observer should understand the situation clearly leading to transparent conclusions. Moreover, the observer of the action performed needs to be objective. Objectivity is reached when more than one observer can lead to the same conclusion.
The technique is based on steps. These steps follow certain rules; however, rules are adapted according to the situation that is being observed. There is not a set of unchangeable rules. Furthermore, general aims should be stated to create a common basis to all participants. By general aim, Flanagan (1954) states that authorities are the ones to write the outlines to follow; though, it is very difficult to assign a specific person to this role. They will be in charge of listing what actions should or should not be done during the process. There are some steps to follow when designing general aims. The first one consists of classifying the critical incidents. The second one consists on improving performance based on the incidents observed.
After defining general aims, data collecting should be started. For this to happen, several components are needed: the context, the relevance, the impact and the observers. Without these four elements, the critical incident technique cannot be done. There are also procedures to follow when collecting data. These are: personal or group interviews, questionnaires and record forms. Once the data has been collected, the analyzing stage begins by summarizing the actions that can be used for additional studies and practical purposes.
The critical incident technique can have several uses. Measuring performance is used to observe every day actions while proficiency is used to observe end of training courses. Moreover, the CIT can be used for training purposes to establish specific requirements to specific actions. It can also be used to select and classify different actions and their consequences.
Some other uses of the CIT can be related to the teaching practices, its actions and impacts. Operating procedures with either negative or positive results can be used to improve the usefulness and good organization of operations. This technique can also be applied to material design. After collecting a certain amount of information, conclusions about the most relevant material to use can be inferred. Relating this to the teaching practice, teachers collect information by using different material in class (readers, songs and certain kind of exercises); by analyzing students ´reactions to these materials a list of successful material can be done. Furthermore, the CIT can be related to teaching practices when talking about choices and attitudes, helping teachers understand the reason of certain actions and leading to positive and relevant conclusions.
To conclude, the CIT demonstrated how important the act of reflecting about past, present and future actions is. The critical incident technique is a very valuable instrument for improving procedures. The role of an external observer is crucial to have an objective feedback of the actions being performed. It has also been stated how these actions can also be affected by different contexts and objectives. All in all, this paper demonstrated the CIT can be applied to the teaching and learning fields, proving to be a very useful procedure to take into account.
Reference
Flanagan, J. (1954). Psychological Bulletin: The critical Incident Technique. University of Pittsburgh. Retrieved August 2009, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2962
Advanced literacy
Purpose: To analyze how the acquisition of vocabulary helps the reading and writing processes.
Thesis: Specific vocabulary for academic purposes, through reading as well as writing should be taught.
Audience: Advanced literacy communities. English for academic purposes teachers and students.
I. Academic Vocabulary
A. The Research-Process Vocabulary
1. Nouns, verbs in context
B. Vocabulary of Analysis
1. High frequency verbs to present information
C. Vocabulary of Evaluation
1. Adjectives and adverbs in critiques, reviews and reports.
II. Core Vocabulary
A. Main difficulty
1. Previous Knowledge
B. Solution
2. L1 Schemata Activation
a. Brainstorming
b. Debating
III. Reading Strategies
A. Language Acquisition
B. Language Study
1. Vocabulary Analysis
2. Grammar
3. Sentence Construction
4. Paragraph Construction
5. Text Construction
C. Interest Introduction
1. Discussion Stimulus
2. Creative and Imaginative Response
3. General Knowledge Construction
IV. Academic Texts
A. Advanced Literacy
B. Meaningful writing
C. Reading Capacities
D. Target Community Overall
Reference
Pintos, V. (2008) Unit 1: Building up a community of teachers and prospective researchers. Universidad CAECE: Buenos Aires, Argentina.
Thesis: Specific vocabulary for academic purposes, through reading as well as writing should be taught.
Audience: Advanced literacy communities. English for academic purposes teachers and students.
I. Academic Vocabulary
A. The Research-Process Vocabulary
1. Nouns, verbs in context
B. Vocabulary of Analysis
1. High frequency verbs to present information
C. Vocabulary of Evaluation
1. Adjectives and adverbs in critiques, reviews and reports.
II. Core Vocabulary
A. Main difficulty
1. Previous Knowledge
B. Solution
2. L1 Schemata Activation
a. Brainstorming
b. Debating
III. Reading Strategies
A. Language Acquisition
B. Language Study
1. Vocabulary Analysis
2. Grammar
3. Sentence Construction
4. Paragraph Construction
5. Text Construction
C. Interest Introduction
1. Discussion Stimulus
2. Creative and Imaginative Response
3. General Knowledge Construction
IV. Academic Texts
A. Advanced Literacy
B. Meaningful writing
C. Reading Capacities
D. Target Community Overall
Reference
Pintos, V. (2008) Unit 1: Building up a community of teachers and prospective researchers. Universidad CAECE: Buenos Aires, Argentina.
Bloor´s approaches in real life experiences
Bloor´s approaches are divided in four categories and lie in the assumption that in order to develop reading skills, written activities should be done to foster comprehension, acquire vocabulary, etc. (as cited in Pintos, 2008, p. 33). This paper will aim at outlining the main characteristics of each approach and relating them with real-life examples.
The Psychological approach is, according to Bloor, (1985) “related to students’ interpretations”. A good example could be, a for and against reading activity, in which each student has to choose a side and stand for it. Another example could be related to a reading task, which triggers debates and discussions.
The Linguistic approach “draws the aim to students´ attention to the words and sentences of a given text”. (Bloor, 1985). One example could be related to the activity in which the teacher provides different texts: e-mails, faxes, memos; and students analyze the texts as objects; finding differences among the three and highlighting singular expressions in each text.
The Content-oriented approach is “closely related to student`s needs and interests”, (Bloor, 1985). Real examples could be found when teachers provide texts related to computers and technology (fotologs, the Sims, etc) to teenagers, or a real article from the Financial Times to students working in a finance department.
The Pedagogically-oriented approach takes into account the students’ learning styles giving each student the possibility to organize their own reading pace, according to Bloor, (1985). One example could be related to a short story or novel reading activity in which the teacher provides the possibility of reading the novel at home. Another option could be giving the possibility of choosing the book, story, novel, etc.
When teaching academic writing and reading, ideally Bloor`s (1985) four approaches should be taken into consideration because these two skills are closely related and interact one with the other.
Reference
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
The Psychological approach is, according to Bloor, (1985) “related to students’ interpretations”. A good example could be, a for and against reading activity, in which each student has to choose a side and stand for it. Another example could be related to a reading task, which triggers debates and discussions.
The Linguistic approach “draws the aim to students´ attention to the words and sentences of a given text”. (Bloor, 1985). One example could be related to the activity in which the teacher provides different texts: e-mails, faxes, memos; and students analyze the texts as objects; finding differences among the three and highlighting singular expressions in each text.
The Content-oriented approach is “closely related to student`s needs and interests”, (Bloor, 1985). Real examples could be found when teachers provide texts related to computers and technology (fotologs, the Sims, etc) to teenagers, or a real article from the Financial Times to students working in a finance department.
The Pedagogically-oriented approach takes into account the students’ learning styles giving each student the possibility to organize their own reading pace, according to Bloor, (1985). One example could be related to a short story or novel reading activity in which the teacher provides the possibility of reading the novel at home. Another option could be giving the possibility of choosing the book, story, novel, etc.
When teaching academic writing and reading, ideally Bloor`s (1985) four approaches should be taken into consideration because these two skills are closely related and interact one with the other.
Reference
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
Professional development leading to better students’ achievement
The aim of this work is to analyze the work done by Howley & Howley (2005), and draw some personal conclusions. It is believed that professional development is closely linked to students’ achievement, thought little evidence about this relation exists. It has also been assumed that teachers deliver classes mastering the subject matter they are aim at teaching. This assumption is not always true, opening a gap between teachers performance and students outcome. Teachers who train and improve their professional development, either by peer coaching, critical friend`s group, working on the work, preservice course work, etc; will improve classroom instruction helping students develop higher achievements. Policymakers and educators have a major role in the construction of professional development. The former by guiding and deciding on standards and benchmarks, the latter by actively participating in the daily development.
Throughout the text these discourse markers can be found:
- “This work was sponsored wholly…” Howley A., Howley B. C, (2005). The deictic expression THIS works as a discourse proximal marker.
- “Policymakers and educators see professional development as a way to improve quality of instruction in the classroom across a nation, but the empirical literature linking professional development...” Howley A., Howley B. C, (2005). The connective conjunction BUT works as a contrasting discourse marker.
- “Logically, though, it would seem that the right kinds of professional development would improve instruction …” .Howley, A., Howley, B. C., (2005). This referring expression has an anaphoric reference based on what the speaker assumes the listener or reader already knows.
- “Furthermore, an accumulation body research…” Howley A., Howley B. C, (2005). This connector is used to add relevant information and works as a discourse marker.
- “Because so little education research exists, we turn to recent organizational…”. Howley & Howley (2005, p. 1). The discourse marker WE functions as a personal deixis, exclusive “we”, not taking into account the reader as part of the group. Because functions as a subordinating conjunction to join an independent and a dependent clause.
After analysing the paragraph, it can be concluded that management approaches help teachers develop better professional skills. The Total Quality Management approach helps teachers in the awareness of quality processes, not only by planning, organizing and directing their teaching, but also by creating a reflexive thinking about their outcome. In business contexts the outcome is strongly related with the product; in educational contexts the outcome is connected to classes and/or students. The Baldrige National Quality Program aims at aligning the strategies based on actions. Teachers have a main role creating the benchmarks and criterias in order to assess and change teaching processes and outcomes.
Reference
Howley, A, & Howley C. B. (2005). High-Quality Teaching: Providing for Rural Teacher’s Professional Development. The Rural Educator. Retrieved October 2007, from http://findarticle.com/p/articles/mi_qa4126/is_200501/ai_n13591361
Throughout the text these discourse markers can be found:
- “This work was sponsored wholly…” Howley A., Howley B. C, (2005). The deictic expression THIS works as a discourse proximal marker.
- “Policymakers and educators see professional development as a way to improve quality of instruction in the classroom across a nation, but the empirical literature linking professional development...” Howley A., Howley B. C, (2005). The connective conjunction BUT works as a contrasting discourse marker.
- “Logically, though, it would seem that the right kinds of professional development would improve instruction …” .Howley, A., Howley, B. C., (2005). This referring expression has an anaphoric reference based on what the speaker assumes the listener or reader already knows.
- “Furthermore, an accumulation body research…” Howley A., Howley B. C, (2005). This connector is used to add relevant information and works as a discourse marker.
- “Because so little education research exists, we turn to recent organizational…”. Howley & Howley (2005, p. 1). The discourse marker WE functions as a personal deixis, exclusive “we”, not taking into account the reader as part of the group. Because functions as a subordinating conjunction to join an independent and a dependent clause.
After analysing the paragraph, it can be concluded that management approaches help teachers develop better professional skills. The Total Quality Management approach helps teachers in the awareness of quality processes, not only by planning, organizing and directing their teaching, but also by creating a reflexive thinking about their outcome. In business contexts the outcome is strongly related with the product; in educational contexts the outcome is connected to classes and/or students. The Baldrige National Quality Program aims at aligning the strategies based on actions. Teachers have a main role creating the benchmarks and criterias in order to assess and change teaching processes and outcomes.
Reference
Howley, A, & Howley C. B. (2005). High-Quality Teaching: Providing for Rural Teacher’s Professional Development. The Rural Educator. Retrieved October 2007, from http://findarticle.com/p/articles/mi_qa4126/is_200501/ai_n13591361
English for academic purposes outline
Purpose: To provide a general overview of English for Academic Purposes and study skills.
Thesis: EAP is concerned with certain study skills required for study purposes.
Audience: EAP discourse community, EAP teachers, EAP students.
I. EAP Definition
A. Concerned with communication skills in English
B. Required for study purposes in formal education systems
II. EAP Range of settings
A. Needed EAP for
1. Higher education studies
B. Used EAP for
2. Pre-departure courses
C. Courses
1. Pre-Sessional
a. before beginning of academic course
b. full time
2. In- Sessional
a. during an academic term or semester
b. part time
3. Formal teaching program
4. Self access situations
5. Distance- learning material
6. Computer Assisted Language Learning
III. EAP Coverage
A. EGP
1. Teaching English for no obvious reason
B. ESP
1. English for Occupational/Vocational/Professional Purposes
2. English for Academic Purposes
C. EAP
1. Common core study/Study skills: EGAP
a. Study skills defined as abilities, techniques & strategies.
2. Subject Specific: ESAP
a. Language needed for a particular academic subject.
Reference
Jordan, R. (1997). English for Academic Purposes – A guide and resource book for teachers. Cambridge UK: CUP.
Thesis: EAP is concerned with certain study skills required for study purposes.
Audience: EAP discourse community, EAP teachers, EAP students.
I. EAP Definition
A. Concerned with communication skills in English
B. Required for study purposes in formal education systems
II. EAP Range of settings
A. Needed EAP for
1. Higher education studies
B. Used EAP for
2. Pre-departure courses
C. Courses
1. Pre-Sessional
a. before beginning of academic course
b. full time
2. In- Sessional
a. during an academic term or semester
b. part time
3. Formal teaching program
4. Self access situations
5. Distance- learning material
6. Computer Assisted Language Learning
III. EAP Coverage
A. EGP
1. Teaching English for no obvious reason
B. ESP
1. English for Occupational/Vocational/Professional Purposes
2. English for Academic Purposes
C. EAP
1. Common core study/Study skills: EGAP
a. Study skills defined as abilities, techniques & strategies.
2. Subject Specific: ESAP
a. Language needed for a particular academic subject.
Reference
Jordan, R. (1997). English for Academic Purposes – A guide and resource book for teachers. Cambridge UK: CUP.
Defining discourse community
The aim of this work is to find evidence to support Swales´ theory concerning a discourse community and its components. A discourse community can be easily described as a group of people with common goals that share the same culture, language and beliefs. According to Swales (1990) there are six main characteristics to be part of a discourse community:The first characteristic aims at achieving certain objectives and having specific interests.
Swales deals with the concept of membership in which all participants should know the general aims of the community. Kutz states “The discourse community developed a common discourse that involves shared knowledge, common purposes, common relationships, similar attitudes and values, shared understanding about how to communicate their knowledge and achieve their shared purposes, and a flow of discourse that has a particular structure and style” (Kelly-Kleese, Editor´s choice: An Open Memo To Community Faculty and Administrators).
The second characteristic states the group should participate by providing information and feedback. “In order to connect theory to practice the teachers learned best -by doing- meaning they learned best by having authentic experiences and practical course assignments, reflecting on their –doing-, and having input on graduate design and content” (Wenzlaff & Wiesman, Teachers need teachers to grow).
Third Swales´ characteristic states the group should be intercommunicated. Swales affirms there is a peripheral way of participating in which experts lead the community and peripheral teachers learn and familiarize with the aims, genre, jargon, etc. Clark states: “The discourse community tends to minimize or exclude the participation of some people as they establish the dominance of others”. (Kelly-Kleese, Editor´s choice: An Open Memo To Community Faculty and Administrators).
The fourth characteristic says the group should have a common genre that defines their associations. This characteristic is strongly bond with conversations of the discipline in
which students produce texts that respond to a particular discourse community. The fifth characteristic states the group should use specialized terminology. Kutz defines speech communities in terms of the words that are used, the ways they are pronounced, he subjects talked about, who gets to ask and answer questions, what is stated explicitly, and what implications might be understood (Kelly-Kleese´s, Editor´s choice: An Open Memo To Community Faculty and Administrators).
The last characteristic affirms the group should achieve a certain level of knowledge. Zito states that “within a discourse community only those qualified by some socially institutionalized agency may engage in such discourse and be taken seriously. The academic turf is a battleground for the right to speak with authority”. (Kelly.Kleese, UCLA community college review)
There are many requirements to belong to a discourse community; we, as part of this e-learning programme are already building up a specific discourse community with common aims, genre, etc.
Reference
Hoffman-Kipp, P., Artiles, A. J., & Lopez Torres, L. (2003). Beyond reflection: teacher learning as praxis. Theory into Practice. Retrieved October 2007, from http://findarticles.com/p/articles/mi_mONQM/is_3_42/ai_108442653
Kelly-Kleese, C. (2001). Editor`s Choice: An Open Memo to Community College Faculty and Adninistrators. Community College Review. Retrieved October 2007, from http://findarticles.com/p/articles/mi_mOHCZ/is_1_29/ai_77481463
Kelly-Kleese, C. (2004). UCLA community college review: community college scholarship and discourse. Community College Review. Retrieved October 2007, from http://findarticles.com/p/articles/mi_mOHCZ/is_1_32/ai_n6361541
Wenzlaff, T. L., & Wieseman, K. C. (2004). Teachers Need Teachers To Grow. Teacher Education Quarterly. Retrieved October 2007, from http://findarticles.com/p/articles/mi_qa3960/is_200404/ai_n9349405
9/07/2009
Welcome to my EAP Writings Blog!
Virtual Classes, Forums, and now.... Blogs! This is a wonderful technological experience and I´m very glad to now I`m not alone in the cyber space!!!!
Subscribe to:
Comments (Atom)
