Final 13 ways discourse analysis can improve tesol 2011
- 1. 13 Ways Discourse Analysis Can Improve Second Language Writer Skill Susan Olmstead-Wang, PhD TESOL 2011 New Orleans March 18, 2011
- 2. Discourse analysis Speech Text Genre Analysis Positioning “Rhetorical consciousness raising” (p. 4) Swales, J.M. & Feak, C.B. (2004). Academic Writing for Graduate Students. Ann Arbor: University of Michigan .
- 3. Versatile skill Here applied mostly to ESP Higher Ed Disciplinary Trans-disciplinary See many kinds of funnel
- 4. A way in to new territory Enter Community of Practice Approach—make the implicit explicit* Map, blueprint This top down, global to local * Lovitts, B.E. (2007). Making the implicit explicit . Stylus: Sterling,Virginia
- 5. #13 Moves Writers Make How to identify what it is writers do to achieve rhetorical purpose How to operationalize skill to create intended effect What and how Title from Raymond, J. Moves writers make .
- 6. #12 Identify a good sample Identify a sample that has a similar audience, target, type Discern what makes it effective Learn how to use a recognizable pattern Leverage the power of conventional academic writing structure in new ways Carry new information load
- 7. #12 Good samples Research journal article Dissertation GRE argument and opinion essays iBT TOEFL essay Other: Adult ELL writing demands Older adolescent learner needs
- 8. #11 External Situatedness Situation, nestedness of the text Where is it? What is it for? Who is it for? What does that mean to the writer and to the facilitator?
- 9. #10 Leverage text type info Title ToC Parts Sections Chapter Titles
- 10. #9 Fly over for birds eye view Inside chapter Headings Bolds, font levels Reverse outlining See funnel shape, how stated purpose inheres in the text
- 11. #8 Distinguish HOC and LOC Higher Order Concerns Read, write for “large bones” Lower/Later Order Concerns Polish only “survivor sentences”
- 12. #7 Headings: 5 levels EXPERIMENT 1: A QUALITATIVE STUDY External Validation Method Participants Sleep-deprived group. Publication Manual of the American Psychological Association , (2001). 5 th Ed. p. 114
- 13. #6 Recognize discourse markers Discourse markers Linking words & phrases Furthermore Despite the fact Therefore That is . . . In contrast See E. Hinkel, J Swales & C. Feak
- 14. #5 Linkages between sections Global markers Cohesion/ coherence Forecasting Summarizing briefly Focal statements
- 15. #4 Links within sections “Glocal” markers Signal logical connection Signpost “flow”
- 16. #3 Links within paragraphs Dependent and independent clauses “Because of this pressure, dams must be built with careful thought.” Clear referents—pronoun, this and that Logical sequence; statement + example; vocab linking; punctuation
- 17. #2 Sentence level Words/work of others: Reporting and working from sources Findings/conclusions of your work: Hedging; strategic situating Degree of certainty Strength of claim
- 18. #1 Precise diction Consistency in naming Synonyms, metaphors Precise repeated terminology Talk the talk How do others in your field “talk”? Community of Practice (CoP)
- 19. Discourse Analysis “Start with the end in mind”* Provides approach strategy Creates skills-based confidence Functions as a generalizable skill To other kinds of analysis, problem-solving * S. Covey, 7 Habits of Highly Effective People
Editor's Notes
- #3: AWG says it well, “ . . . Approach is analytical and rhetorical: users are asked to apply their analytical skills to the discourses of their chosen disciplines and to explore how effective academic writing is achieved” (p. 2)
- #4: “ Disciplinary and transdiciplinary implications” (Lovitts 2007) Funnel = from the broad “everything” to the focus of the present study; paragraph, sentence
- #5: Skip beyond “guess my rule”, “socialized into the culture of the assignment and its performance expectations” p. xi explicit = explicating the rules, “performance expectations used formatively, not (only) summatively” For the many L2 writers who were taught bottom up (bits of grammar, vocabulary words up) local to global
- #11: APA (or other) font and style guides
- #13: Here: Levels numbered 5, 4, 3, 2, 1 from CAPS down to italics