Here’s a short video I made last week at the Symposium of Second Language Writing at Purdue introducing Grammar Choices for Graduate and Professional Writers and explaining how and I why I cross-referenced my book with the new edition of Academic Writing for Graduate Students, both from the University of Michigan Press.
And yes, the piece of paper on the table was my cheat sheet (I don’t get a teleprompter!). It was actually quite easy to tie my book into AWGS because Swales & Feak’s approach to writing is inextricably linked to language (grammar and vocabulary), and they were already using a somewhat functional approach to grammar. In fact, the third edition has a wonderful expanded discussion of old-new information patterns, which I develop in the last unit of Grammar Choices (my students’ favorite part of the book, usually).
We put a lot of thought into how much new terminology to introduce in Grammar Choices, and on the advice of Chris Feak (as in Swales & Feak) and our mutual editor, Kelly Sippell, I tried to stick to terms (technically, a metalanguage) that would be familiar at least to North American readers and especially to those using AWGS. I also wrote an expanded introduction which explains concepts that are a little less frequently used here, as well as a glossary. I was greatly encouraged at the recent Genre 2012 conference to hear Jim Martin, no less, of Sydney University endorse teaching materials that simplify systemic functional grammar’s daunting metalanguage into familiar terms, so hopefully my attempt to use functional principles with more “traditional” (structuralist) terminology will help writers benefit from the major insights of functional grammar without me having to explain it or them having to learn it!
I welcome feedback from users or reviewers of Grammar Choices. You can leave a comment below or on the Michigan ELT blog or contact me directly. Exam/review/desk copies are available now from the publisher, and you and your students can buy the book directly from the Press, from amazon.com, or in class sets from your university bookstore.
While I was working at the University of North Carolina, I made a series of online workshops for ESL students who didn’t have time to attend the face-to-face sessions we offered. (I call them the bobble-head videos, for reasons which will be obvious if you watch one!) Since then, the Writing Center has reorganized their website (looks slick, guys!), and many of the links I’ve posted on the blog previously don’t work. So, here are the direct links to all the videos:
Update 1/22/13: The video links are not working — either there’s a problem with the server, or UNC has canceled its account with Panopto. I’m working on a solution, but in the meantime, please use the PDFs, and you can just imagine my talking head …
- Paraphrasing and plagiarism 1: Using sources (video) (pdf)
- Paraphrasing and plagiarism 2: Preparing a paraphrase (video) (pdf)
- Paraphrasing and plagiarism 3: Writing a summary (video) (pdf)
- Ten principles for writing email (video) (pdf)
- Corpus tools part 1 (video) (pdf)
- Corpus tools part 2 (video) (pdf)
- Vocabulary development strategies (video)
- Academic Word List introduction (video) (pdf)
- Making the most of your learner’s dictionary (video) (pdf)
- Using a thesaurus (video) (pdf)
- Culture shock (video) (pfd)
Please feel free to use and share these with students and colleagues. Please note that the links mentioned in the workshops might not still be active.
I thoroughly enjoyed Ray Salazar’s blog post featured in today’s NCTE In-Box, “If you teach or write 5-paragraph essays … stop it!” on the Chicago Now blog. Ray is a public school teacher in the great city of Chicago, and he knows his stuff!
It’s bad writing. It’s always been bad writing.
I couldn’t agree more.
If you’re in the great city of Philadelphia for TESOL 2012, please join me for two presentations on teaching graduate writing:
- Making Grammar Choices in Advanced Academic Writing (introducing my new textbook, Grammar Choices for Graduate and Professional Writers from the University of Michigan Press). Thursday, 4pm, room 118B.
- Preparing for Excellence: Strategies for Teaching Graduate Writing with Chris Feak, Grace Canseco, and Jennifer Greer. Friday, 10am, Marriot Independence Ballroom I.
Handouts, PowerPoints, and bibliographies available here.
UPDATED 3/25/12: Steve Simpson, Anne Zanzucchi, Christine Feak, and I closed down the Conference on College Composition and Communication (literally, we were the last session!) with our panel, Preparing and Supporting Graduate Student Writers across the Curriculum. In our session, we talked about a dissertation boot camp, joint construction in the language classroom, the use of peer review with native and non-native speakers, and the benefits of genre-based pedagogy as we considered how our universities can help all graduate students turn from novice writers into proficient writers and may even expert writers.
Our handouts and PowerPoints are available here.
Comments, responses, and questions are welcomed! You can reply to this post, and I’ll be sure to share your feedback with the other speakers. You can also send me a private message.
I spoke today at Penn-TESOL-East’s fall conference on the beautiful campus of Penn State-Abington. My presentation was titled “Discovering Writing with the Teaching-Learning Cycle” and it followed on from my earlier campaigns “beyond the five-paragraph essay.”
>> Here are my materials: PowerPoint slides and handout
I was running against the clock, so I wasn’t able to do justice to this powerful technique for teaching writing. Continue reading “The Teaching-Learning Cycle”
I just got back from the Penn-TESOL-East 2010 Fall conference on the beautiful campus of Penn State-Abington, where I presented the latest version of my anti-5-paragraph-essay crusade: “Real Writers Don’t Do It in Five Paragraphs: Content-First Approaches to Academic Writing.” That’s what happens if you don’t give a word limit for presentation titles!
You can view and download my PowerPoint slides and handouts from this page. (Yes, those would be the PowerPoint slides I couldn’t show because my laptop died.) If you were there, I hope you enjoyed this demonstration of the dangers of using technology in conference presentations. Where are my OHP pens …?
Feel free to leave a comment about the session or the materials!
We are now settling in to our new home in Wilmington, Delaware, and they sent us a free copy of the News Journal last week to encourage us to subscribe. One of the cartoons — Tina’s Groove — was surprisingly relevant.
[picapp align=”left” wrap=”true” link=”term=dictionary&iid=1643938″ src=”3/2/3/7/Miami_Schools_Teach_b363.jpg?adImageId=12975402&imageId=1643938″ width=”234″ height=”156″ /] A mother is saying to her daughter: “If you want to get a more comprehensive meaning of the word ‘plagiarism,’ look it up in this dictionary … and then look it up in this dictionary published two years later … almost word for word!”
This raises some interesting questions, which I can’t fully answer:
- Do lexicographers (dictionary writers/editors) ever get accused of plagiarism?
- How close can a definition be to one in another dictionary before it’s considered plagiarism?
- Are there examples of the phenomenon that Tina describes? — that is, identical (word for word) definitions in competing dictionaries?
- In other academic disciplines, can you be accused of plagiarizing the definition of a common term, or does this fall under the category of common knowledge? (A graduate student in Nursing at UNC once told me that there aren’t many ways to define osteoarthritis!)
I address some of these questions in my online videos on paraphrasing and plagiarism, but I’d love to hear your thoughts on these problems!
Yesterday, I was excited to receive my copies of the new TESOL publication, Effective Second Language Writing (in the Classroom Practices series), which opens with my chapter: “Beyond the Five-Paragraph Essay: A Content-First Approach.”
In my essay — which is far longer than five paragraphs! — I set out the arguments against teaching (only) the five-paragraph essay/theme form, which I have been making for several years along with my former colleagues Andy McCullough and Ruelaine Stokes at Michigan State’s English Language Center. I then describe the sustained content-based writing course Andy and I developed at MSU for the advanced level of the IEP. (Another article we all wrote together appears in this month’s Second Language Writing Interest Section newsletter.)
The volume was edited with remarkable thoroughness and patience by Susan Kasten, and includes a total of 18 chapters on different aspects of second-language writing from around the world. I’m looking forward to reading the rest of it. Come to think of it, it’s so long since I wrote my chapter, I should probably re-read that, too, and see what I said. (This project was launched at TESOL 3 years ago!)
I’m glad that I saved the current issue of one of my alumni magazines, The Penn Gazette*, from the recycling bin long enough to read Denise Scott Brown’s essay “From Words to Buildings: What good is language to an architect?”
[picapp align=”left” wrap=”true” link=”term=chicago+bean&iid=3364983″ src=”d/2/9/7/Snow_Blankets_The_b291.jpg?adImageId=11079764&imageId=3364983″ width=”234″ height=”141″ /] (* I am an alum of Penn’s Graduate School of Education, but they keep sending me the magazine anyway, presumably in the faint hope that I might eventually make enough money to give some of it to the school …)
Scott Brown argues that language plays a critical role in the visual arts:
The client’s brief—a verbal statement—and the building’s social and visual context come first. They may provide merely a schedule of accommodations and relationships, or add qualitative instructions on character, performance, and context. Either way, they raise the problem of creating the physical from the verbal.
I find this especially interesting because this is basically the opposite of most research writing, in which the words come after the research and are an attempt to reconstruct the study for the reader. In architecture, writing appears to be primary: it is the source of the architect’s work, not the report of it.
This again points to the importance of knowing how writing functions in particular professions before trying to teach it to future professionals.