How to write academically: an example in context

Writing is a skill widely practiced by cultures all over the world. At school and university people learn to write academically respecting established conventions and procedures. Consequently when reaching the English lessons the learners have previous writing experiences on their own mother tongue. However, writing academically, in English as a second or foreign language, is not a simple task as some writing conventions differ from those acquired when learning to write formally in the student's native language. As cited in Myles (2002), Kern (2000) states that "[k]nowing how to write a "summary" or "analysis" in Mandarin or Spanish does not necessarily mean that students will be able to do these things in English" (p. 2).

Throughout his article on writing processes Myles (2002) cites different authors. For this purpose she utilizes quotations, omissions and insertion of letters. For example, when making a citation in the first paragraph on page 7 the author composes and ellipsis, though the stops are not placed in brackets, as exemplified in Pintos and Crimi (2010). Following APA (American Psychological Association) formalities, when inserting a letter or showing a change in a word it appears between square brackets. These alterations are made in order to give coherence and cohesion to the text.

Citing authors in academic writings is a way of supporting or exemplifying your views on a specific topic. Thus Myles (2002) makes use of varied in-text citations and introductory phrases. In-text citations include parenthetical citations, for example, on page 1 paragraph 2 we can find the following citation: "a two-way interaction between continuously developing knowledge and continuously developing text" (Bereiter & Scardamalia, 1987, p.12). Paraphrased citations are also present, on page 2 paragraph 4 we can observe one of these: "[a]lthough L2 writing is strategically, rhetorically, and linguistically different in many ways from L1 writing (Silva, 1993)". Block quotations are used on pages 7 and 12. Regarding the structure most used for introductory phrases they are several as well as the reporting verbs employed. For example, X (year of publication) states/ argues that…, and X's (year of publication) paper on/ model….

All in all, the use of academic conventions make papers proficient, coherent and difficult to refute since each view is adequately supported and/ or exemplified. Respecting conventions helps the writer to avoid plagiarism. Moreover, anyone wanting to corroborate its veracity can do it so by just checking at the listed sources. However, success is not only attained by following APA rules and procedures. "Learners' attitudes, motivation, and goals can explain why some L2 writers perform better than others." (Myles, 2002, p. 5)

 

 

 

 

 

 

 

 

 

References

Myles, J. (2002) Second language writing and research: the writing process and error analysis in student texts. Teaching English as a second or foreign language, 6 (2). Retrieved November 2010, from: http://www-writing.berkeley.edu/TESl-EJ/ej22/a1.html

Pintos, V., & Crimi Y. (2010). Unit 3: Academic writing.
Buenos Aires, Argentina: Retrieved November 2010, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=7392

Learning to be better at teaching

Many people would agree that if you master a subject of knowledge you are highly qualified to teach it to those less knowledgeable. However, qualified teachers are the ones with the proper preparation to be educators. "[P]uede parecer que para enseñar basta con saber (Gil, 1991 & Torre, 1997; cited in Fernández, 2003, p. 102)… [Pero] además de ser buenos conocedores de su materia, [se debe ser capaz] de observar el aula, reflexionar… [y] aplicar decisiones idóneas" (Marcelo, 1996 & Day, 1994; cited in Fernández, 2003, p. 102). Reflection seems to be a key step into growth. Thus teachers and trainees integrate theory and practice reflecting upon critical incidents.

I remember that when I was studying to be a teacher of English, we did not study critical incidents as formal cases to be discussed in a lesson but we shared our experiences as learners or our families and friends'. It would have been much more useful and enriching to have studied critical incidents formally. However, those talks helped me to understand the importance of a teacher's professional growth and reflection.

Later, when I became a teacher, I learnt that reflection is a powerful instrument. Reflecting by myself or with colleagues prevented me from being a bossy or routine teacher. I have found this sharing with other teaching professionals of great importance as it has helped improve my teaching practices. In this search for professional development, I consider flexibility to be my greatest achievement. Thus I do not expect every single student to learn at the same pace or to be challenged by the same activities.

For Fernández González, Elórtegui Escartín and Medina Pérez (2003) considering teaching as transmitting information does not contemplate learning processes. Having this in mind and thinking of my own experience, I emphasize the fact that analyzing varied teaching experiences, or critical incidents, helps us both, the teacher and teacher-to-be, to develop and implement numerous teaching strategies.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Fernández González, J., Elórtegui Escarlín, N., & Medina Pérez, M. (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 September 2010, from

http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=274 17107

 

 

 

 

 

 

 

 

 

 

 

 

 

Teaching is learning how to help others

In March, 2010, I started teaching a 4^th grade group at a state-run school in a small city situated in the North-West of Buenos Aires province. There are 28 pupils in the class. They live in a small community where most of them have been classmates since kindergarten.

Learning environment

It is the first time they have English lessons. Just two or three of them go to private school of English and some pupils have many absences during each term or they do not do their homework. Consequently, I try to make every lesson unique and highly motivating. Varying resources, materials and activities engage them to take new risks and try out the foreign language as much as possible. There is a collaborative atmosphere and most learners seem to be eager to help each other in order to improve.

Something changed

Approximately a month ago, one of the boys, who has been a very good student, started to be more and more isolated during the break time. He stands up in the same corner of the play ground and remains looking at the walls and humming. When another boy or girl tries to talk to him or invites him to play, he cannot utter a single word. He looks frightened and hums in response. Back in the classroom he behaves normally. Though I have noticed that when there is a change in the classroom, too much noise or classmates staring at him, it makes him feel uncomfortable. As a result, he starts making sounds as he does during the break time.

 

 

Possible causes

At school, things seem to be working as usual. The boy has had no problem with the subjects, classmates or teachers. Unfortunately, as the school does not have the required number of students necessary to have a pedagogic department we cannot do much for him. More experienced teachers think that something must have happened at home or he must be suffering from a mental illness like psychosis.

Solutions taken

In the first place, the headmistress and the teachers have spoken to the boy's family. But it is hard for the mother to accept the problem. She thinks her boy is shy. However, his grandmother agrees with the teachers' point of view. She has noticed changes in his grandson's behavior. She looks concerned and she is determined to take him to see a doctor. Last week he was taken to a neurologist. Now, we have to wait for the professionals' diagnosis. Until then, the teachers have talked to his classmates and asked them to be polite and kind with him. As for me, I have consulted some colleagues for advice and they concur that we should try not to let him disconnect during the break time.

 

 

 

Discourse community characteristics

Discourse community characteristics

Communities share interests, believes, ideologies, and a spoken and written language. But not any community having the same speech on a particular subject can be considered a discourse community. There are basic requirements for a discourse community to be considered one. For Swales (1990) a discourse community should meet six requisites. Thus, having common goals, participatory mechanisms, information exchange, community-specific genres, highly specialized terminology and a high general level of expertise prove to be essential elements of this type of community.

There is evidence to prove that the members of a discourse community share their goals. As stated by Kutz (1997), when pointing a community college as a discourse one, "its members have, over time, developed a common discourse that involves shared knowledge, common purposes … and a flow of discourse that has a particular structure" (as cited in Kelly-Kleese, 2001, para. 4).Thus, the use of highly specialized terminologies becomes vital within the community. Wenzlaff and Wieseman (2004), make use of acronyms when describing a survey, made to a group of teachers, aimed to draw conclusions on learning processes: "…absolutely true (AT) to mostly true (MT) …" (para. 20)

Kelly-Kleese (2004) focuses on teachers' learning needs and points out that there is a need to share with other teachers in order to improve and grow as professionals. Consequently, there is a demand of a high level of expertise, information exchange and participatory mechanism. As embodied through an excerpt taken from a case study:

I do individual research …I'm adding to the discipline… (I share) at conferences and through articles and essays I've written. I'll also take that information and apply it to the classroom, with the students. So, I'm not just sharing it with the ivory tower individuals, but I'm also using that information to enhance what I teach in the classroom. (para. 35)

Community specific genres are also indispensable for a discourse community to be valued as such. Therefore Blanton, Simmons, and Warner (2001) maintain that "journals or virtual systems of communication can be used to mediate teacher learning so they can recall, share and respond to one another's experiences" (as cited by Hoffman-Kipp, Artiles & Lopez Torres, 2003, para. 20). Also, in Kelly-Kleese (2004) there is confirmation that a community college membership shares academic standards:

The key to the legitimization of community college scholarship is in its assessment. In order to have their work deemed worthy, community college faculty and administrators must understand the convention of writing and the standards by which their work will be judge. (para.31)

All things considered, as stated by Swales (1990), and supported by the authors cited, not any association can be rated as a discourse community. Since such communities should have common objectives, participatory mechanisms, information exchange and community-specific genres. Moreover, the terminology used by its scholars is specialized as a consequence of their high level of expertise. These vital requisites confirm that an association works as a discourse community.

 

 

References

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_m0NQM/ is_3_42/ai_108442653

Kelly-Kleese, C. (2001). Editor's Choice: An Open Memo to Community College Faculty and Administrators. Community College Review. Retrieved October 2007, from http://findarticles.com/p/articles/mi_m0HCZ/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_m0HCZ/is_1_32/ai_n6361541

Pintos, V., & Crimi Y. (2010). Unit 1: Building up a community of teachers and prospective researchers.
Buenos Aires, Argentina: Retrieved August 2010, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=6856

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

 

 

 

 

Introduction

How do you feel when teaching a group of learners? Do you feel challenged? Do you think that teaching goes beyond grammar rules and vocabulary lists? Well, I feel so. I strongly believe that a courteous working atmosphere and  the teacher's support and positive feedback engage learners in  taking new risks in the use of a foreign language.  So, I invite you to reflect upon my views and leave you some food for thought: "They may forget what you said but they will never forget how you made them feel." Carol Buchner