Developing graphical literacy in L2 Svetlana Petrovskaya Plekhanov Russian University of Economics

Issues & Limitations  L2 Writing skills  Graphicacy (H. Wainer, 1992)  Analytical thinking/ Scientific reasoning skills  Academic literacy  Culture-based challenges / Ethno style  Learner autonomy  Other?

The Hayes-Flower writing model The knowledge-transforming model

AWT1 Comprehending information Content knowledge Content knowledge demands Academic thinking skills Re-presenting information Task awareness Self-awareness Task management skills Organizational /socio-linguistic competence

Content knowledge demands Prior knowledge / experience in graph reading Knowledge of conventions High density information with stimulus including: non-graphic info; numerical; symbolic; tabular; spatial; visual Ability to describe/characterize: trends, sequences, proportions, correlations, relationships, stages Demand for analytical thinking and critical reasoning skills Cognitive demands: pattern-recognition process of decoding / encoding information (interpretive / integrative process)

To re-present information in a continuous written discourse Students need: Task awareness (content, marking criteria) Self-awareness / self-evaluation Task management skills: - managing the process from start to finish -meeting given criteria (assessment brief, marking criteria, word-limit, time-limit) -following the appropriate protocols/algorithms Organizational /socio-linguistic competence

Graphical Literacy Communicative competence Academic literacyGraphicacy Graphical competence Socio-linguistic competence Discourse competence

.Yu, P. Rea-Dickins, R.Kiely model ???

Problem StrategySolutions for students Inadequate writing skills: describing visual input  Introduce and develop task management skills  Develop graphicacy  Instill the basic steps of writing an assignment :  Planning  Drafting  Editing  Proofreading  Focus on checklists Learn to understand non-graphic text instructions Learn about conventions in presenting graphical / visual information Practice understanding and interpreting the components of the visual input in your own words Study examples /sample answers comparing and analyzing them Plan throughout! Practice writing step by step Include key points and data First write in class Develop your own procedure for describing visuals Write! Write! Write! Check!

Problem StrategySolutions for students Inadequate writing skills: Language and style  Further development of language skills  Raising awareness of the academic style requirements Study examples /sample answers comparing and analyzing them Follow formal conventions of presenting graphical and visual information Use appropriate vocabulary and cohesive devices Use hedging, generalizations Use objective language Write! Write! Write!

Algorithm for dealing with visual input 1. Analyzing non-graphic info: What the rubric says? Who? What? Where? When? 2. Taking in visual input: What the line graphs / bars / segments / numbers / percentages / symbols etc relate to? 3. What kind of trend /proportion / relationship is evident? (similarities, differences, other; positive / negative correlations) 4. What 2-3 key features can be highlighted? 5. What supporting details /specific information should be noted? 6. Group info in paragraphs 7. Make a sweeping statement restating / generalizing the main features (Overall…, In summary…)

Dos and Don'ts for AWT1 Dos: Use formal style, impersonal structures (the graph indicates, it can be observed, it is worth noting, etc.) Paraphrase given statements of the rubric Indicate 2-3 main features + figures Give supporting details + figures Write using paragraphs Check what you’ve written Edit / correct if necessary (logical fallacy, grammar, spelling, etc) Don’ts: No explanation No personal comments

References Authentic Examination Papers, IELTS 8, 9, 10, CUP 2011, 2013, 2015 Guy Brook-Hart and Vanessa Jakeman Complete IELTS. Bands , CUP 2013 Stella Cottrell The Study Skills Handbook, Palgrave Macmillan 4 th ed Pauline Cullen, Amanda French, Vanessa Jakeman The Official Cambridge Guide to IELTS,CUP 2014 Liz Hamp-Lyons, Ben Heasley Study Writing. A course in writing skills for academic purposes, CUP 2006 Louise Hashemi, Barbara Thomas Cambridge IELTS Trainer, CUP 2011 Sara Cushing Weigle Assessing Writing, CUP 2011 Howard Wainer Understanding graphs and tables// Educational Researcher vol no1 pp Anneli Williams Writing for IELTS, Collins 2011 Guoxing Yu, Pauline Rea-Dickins, Richard Kiely The cognitive processes of taking IELTS Academic Writing Task 1 // IELTS Research Reports Volume 11, Report 6, Sydney, IELTS Australia, 2007

THANK YOU FOR YOUR ATTENTION! Svetlana Petrovskaya