Universidade de São Paulo

Slides:



Advertisements
Similar presentations
5 th International Teachers Conference Singapore October 2009 Teaching Science and Languages English as a Second Language.
Advertisements

When Students Can’t Read…
Principles and Standards for Learning English as a Foreign Language in Israel Schools ENGLISH Curriculum for all Grades.
ASSESSMENT 101 Preparing Future Faculty (PFF) Workshop Spring 2011 Facilitators: Dr. Kara Penfield, Director of Academic Assessment; Isis Artze-Vega, PFF.
Dr. Dana Ferris University of California, Davis PREPARING TEACHERS TO TREAT ERRORS IN THE K-12 CLASSROOM.
CA 2012 ELD Standards Appendix B
Studying for N5 and N4 English ENGLISH DEPARTMENT Prestwick Academy Mrs Hay.
TEKS : Write multiple brief responses to teacher-provided, open-ended questions to make connections within and across genres (e.g., literary-literary,
Objective Develop an understanding of Appendix B: CA ELD Standards Part II: Learning About How English Works.
Chapter 6 Database Design
Facilitator Training Program
E-Program Portfolio Let’s Begin Department of Reading and Language Arts Program Portfolio Central Connecticut State University Name: Date Submitted: Program.
1 The Development of Language Arts Apr By Dannikia Davis Heather Howard Kim Krachinsky
Section VI: Comprehension Teaching Reading Sourcebook 2 nd edition.
Career and College Readiness (CCR) NGSS, CCSS ELA/Literacy, CCSS Mathematics, MMC K-12 Science Framework and NGSS Review in Terms of CCR 1.
Presentation slide 1.1 Aims of the literacy module – the main features and teaching strategies used during English lessons – the role of the TA in supporting.
ALL TEACHERS OF ELLS NEED TO USE THESE TEN KEY STRATEGIES FOR TEACHING ELLS.
Reading Literature to Write Analysis: Fiction in the Composition Classroom Karen McLeer, Ph.D. Associate Professor of English UW-Richland Thank you to.
Faculty Senate Writing Skills Committee Scott Lazerus, ChairChristy Jespersen Jessica YoungJoAnn Arai-Brown Nancy GaussAnne Ryter Julie LukengaCourtney.
The 6 Principles of Second language learning (DEECD,2000) Beliefs and Understandings Assessment Principle Responsibility Principle Immersion Principle.
Communicative Language Teaching
Michigan Common Core Standards
14: THE TEACHING OF GRAMMAR  Should grammar be taught?  When? How? Why?  Grammar teaching: Any strategies conducted in order to help learners understand,
Educator’s Guide Using Instructables With Your Students.
SIOP: Sheltered Instruction Observation Protocol Dr. Kelly Bikle Winter 2007.
Model Performance Indicators.
General Considerations for Implementation
Language Objectives. Planning Teachers should write both content and language objectives Content objectives are drawn from the subject area standards.
ADDIE Instructional Design Model
Bank of Performance Assessment Tasks in English
ENGLISH PRIMARY BENCHMARK COMPONENTS AND WEIGHTINGS SPEAKING – carrying 20% of the global mark (prepared by the Benchmark board and administered.
Proficiency Approach in Teaching Chinese
DEVELOPMENT AND ASSESSMENT OF TRANSVERSAL KEY COMPETENCES IN THE DEGREE OF FOOD SCIENCE AND TECHNOLOGY M.D. Rivero-Pérez*, M.L. González-SanJosé, P. Muñíz,
TOM TORLAKSON State Superintendent of Public Instruction CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Next.
Chapter 7 Foregrounding Written Communication. Teaching Interactive Second Language Writing in Content- Based Classes Teachers should include a wide range.
NSW Curriculum and Learning Innovation Centre Draft Senior Secondary Curriculum ENGLISH May, 2012.
1 Making sound teacher judgments and moderating them Moderation for Primary Teachers Owhata School Staff meeting 26 September 2011.
Zolkower-SELL 1. 2 By the end of today’s class, you will be able to:  Describe the connection between language, culture and identity.  Articulate the.
Week 4 Lecture Part 3 of 3 Database Design Samuel ConnSamuel Conn, Faculty Suggestions for using the Lecture Slides.
STUDENTS’ PERCEPTION ON ABSTRACT SELF ASSESSMENT USING SYSTEMIC AND FUNCTIONAL GRAMMAR By Didi Sukyadi (Indonesia Education University) Fiftinova (University.
ELA Common Core Shifts. Shift 1 Balancing Informational & Literary Text.
ESL STANDARDS TExES - Texas Examination of Educator Standards NBPT - National Board of Professional Teaching TESOL - Teaching of English to Speakers of.
GRAMMAR That nasty little part of writing…... What is it? Grammar is the study of the structure of language including its: Syntactic structures Patterns.
Assessing Writing Writing skill at least at rudimentary levels, is a necessary condition for achieving employment in many walks of life and is simply taken.
Academic Needs of L2/Bilingual Learners
Supplementary materials
SAC 1 Informal Discourse Comparative Analysis. Analytical Commentary SAC 1: Analytical Commentary What is it? Linguistic analysis. Articulate your understanding.
DVC Essay #2. The Essay  Read the following six California Standards for Teachers.  Discuss each standard and the elements that follow them  Choose.
Integrating Outcomes Teaching Writing Intensive LSICs.
LESSON PLANNING What? Why? And How?. Goals of this session Participants will be able to identify and explain: 1.What is a lesson plan and how to develop.
The California ELD Standards Part 2 Rowland Unified School District Presented by Annabel Dannemann and Danielle Caro.
Anchor Standards ELA Standards marked with this symbol represent Kansas’s 15%
The Writing Process: Expository Writing Susan E. Kennedy Valdosta State University Summer 2005.
Teaching Writing Skills Writing is a communicative skill to send, store and retrieve messages with the help of written symbols.
Implementing the Common Core State Standards Monday, January 23rd - 4pm EST Deconstructing the Common Core Standards: Analyzing for Content, Level of Cognition.
COURSE AND SYLLABUS DESIGN
1 Instructing the English Language Learner (ELL) in the Regular Classroom.
School of something FACULTY OF OTHER It’s not just about language: the Leeds content-based pre-sessional Jane Brearley, Language Centre Elaine Lopez,
Introduction to Reviewing Writing. What is Reviewing? Reviewing is the third phase of the writing process, following prewriting and drafting. It is the.
What do we know from research on:. Key points Digital games for learning have some distinctive features (see slide 3) Digital games for learning can have.
Design Evaluation Overview Introduction Model for Interface Design Evaluation Types of Evaluation –Conceptual Design –Usability –Learning Outcome.
Lesson One Title: Course Outline Term 1 Mr. Farley Chavez Augustine.
Some basic considerations a.The age and level of the learners who will be using the materials. b.The extent to which any adopted methodology meets the.
What do these mean? Your time is up Ready for anything (Red E)
Architecture Components
Chapter 6 Database Design
Communicative Language Teaching
TEACHING READING Indawan Syahri 12/8/2018 indawansyahri.
REPORTING.
Presentation transcript:

Universidade de São Paulo How to Learn the Many Unwritten “Rules of the Game” of the Academic Discourse: A Hybrid Approach Based on Critiques and Cases to Support Scientific Writing Sandra Aluísio, Iris Barcelos, Jander Sampaio and Osvaldo N. Oliveira Jr. NILC Universidade de São Paulo BRAZIL

Facts Academics must write in English – lingua franca of Science. The need to write scientific papers in English represents a considerable barrier for non-native English authors. ICALT'2001

The main difficulties faced by Brazilian writers Lexical Misuse of false cognates and homophone words; lack or misuse of idioms and other collocations employed in scientific texts. Syntactic Use of grammatical constructions from mother language; word by word translation; over-long/over-complex sentences. Textual Use of rhetorical structures or strategies of the mother language; misuse of logical relations between sentences or phases; lack of references. ICALT'2001

First Draft? Books and software tools provide help for text post-edition or hints on how to write a paper. But normally fail to provide a “hands on” approach that helps the author in producing a first draft. To write scientific papers in English it may not be enough: To be fluent in English in another text genre To know the global structure of papers in the mother tongue Software tools as speeling, grammar and style checkers (The English of scientific papers is highly conventionalized) (Texts in different languages can vary not only in sentence structure, but also in text structure and content selection) ICALT'2001

Resources & Tools in AMADEUS Authoring Writing Learning Assessing Processes Reference Tool Support Tool Critiquing Tool CAPTEAP Module Control Tools To cope with this problem we have developed an environment, named AMADEUS, which is mainly based on the reuse of linguistic material extracted from well-written texts, which are categorised according to their function in the scientific discourse. Standard expressions and chunks of texts Schematic structures Strategies to write paragraphs Critiques based on criteria for papers submission Question items Resources ICALT'2001

Reference Tool Works as a lexical database consultation of canned expressions and sentences from well-written texts which are annotated according to the schemactic structure of paper sections. Aimed at (1) researchers who are familiar with the academic writing but still need some feedback (2) proficient or near-proficient English users who need to write under the constraint of time Limitation failed to help less experienced writers, mainly because such users had difficulties in localizing expressions, collocations and cohesive links appropriate to their needs. ICALT'2001

Support Tool Implemented as a case-based system which works in co-operation with the user through a three-step procedure: i) gathering of features of a paper section ii) selection of the best-match case, following case recovery by the system iii) revision on the selected case in order to insert the user’s own text. Effective in helping users to ensure cohesion and coherence of small chunks of text. Limitation failed to present feedback to the user choices ICALT'2001

CAPTEAP Module Computer Assessment System which may function as a self-assessment tool, allowing users to monitor their progress as a summative tool for English proficiency tests (EPTs) Devised to assess skills novice researchers really need: (1) to understand and produce technical writing in English, (2) to recognise the schemata for the academic discourse. ICALT'2001

Critiquing Tool Works collaboratively in cycles Effective the user presents a product to the system and the system gives feedback through critiques for improving the product. Effective in indicating the most appropriate sequences of the schematic components, suited for a particular audience and purpose, in the various sections of a paper. as a teaching resource for practitioners working with EAP Community chosen researchers from Computer-Human Interaction the annotated papers came from the CHI’96 short papers session ICALT'2001

Theoretical Background Critiquing Systems comprises agents, generally one computer and one user, working in collaboration. Research in EAP focused on the nature of success in writing writing is considered a social act that can take place only within a specific context and audience ICALT'2001

Architecture USER COMPUTER Acquisition/Identification of the objects Objective Guidelines Case Base Product Analytic Analyzer Differential Analyzer USER COMPUTER Critiquing Strategies Presentation Analysis Modifications Critique ICALT'2001

Schematic Components of an Introduction Critiques ICALT'2001

Specific Components of an Introduction ICALT'2001

Case Recovered ICALT'2001

Reusing the Tool in New Domains 1.Perform corpus analysis of papers from a given scientific community and annotate the corpus according to the components identified. The corpus is to be used by the Differential Analyzer recover similar cases. 2. Rewrite guidelines from the Call for Papers or Instructions for Authors sections in the form of rules, which are to be employed by the Analytic Analyzer. 3. Employ the shell of the collaborative tool to obtain the interface and appropriate interaction mode. 4. Test the tool, now including new knowledge, in terms of the communication with the user. ICALT'2001

Download from http://nilc.icmc.sc.usp.br/projects.html#AMADEUS Final Remarks We described AMADEUS – suite of tools for distinct types of users, with different needs Hybrid Approach to develop the Critiquing Tool (critiques + cases) Advantages of a Collaborative Paradigm Learner as an actor Learner chooses when to access the tool Interaction encouraged Final aim is to help novice writers to achieve a cohesive paper structure, in a collaborative environment Further research is to extend to other research areas/communities and evaluate efficacy. Download from http://nilc.icmc.sc.usp.br/projects.html#AMADEUS ICALT'2001