Students Writing as a Resource to Inform Practitioners

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Students’ Writing as a Resource to Inform Practitioners on the Redesigning of EAP Course

Students’ Writing as a Resource to Inform Practitioners on the Redesigning of EAP Course Materials (source) with focus on connectors. Dr Usha Mani and Chris Jannetta, University of Dundee St. Andrew’s University EAP Conference Saturday 9 th March 2019

“Education is not achieved unless transfer occurs” (Perkins and Salomon, 1988). “I know what

“Education is not achieved unless transfer occurs” (Perkins and Salomon, 1988). “I know what I should do, but I don’t know how to do it!” (Alcelik, 2018).

Context An analysis of knowledge transfer from the EAP Pre-sessional Business to the Business

Context An analysis of knowledge transfer from the EAP Pre-sessional Business to the Business Module. Profile of Sample Set IELTS – Applicants with scores as low as 5. 5 were enrolled Conversion degree – UG field of study different from Masters All Chinese L 1 Different specialisations on the Business modules

Terminology Cohesive devices Opposition relations (Yang and Sun, 2012) (Kuzborska and Soden, 2018) Categorised

Terminology Cohesive devices Opposition relations (Yang and Sun, 2012) (Kuzborska and Soden, 2018) Categorised into: Reference, conjunction, substitution, ellipsis, and lexical cohesion Contrastive, concessive and corrective markers. Contrastive – but, however, by contrast, on the other hand, etc. Concessive – although, despite, notwithstanding. Corrective – instead, rather etc. … However* could be used as both contrastive and concessive.

Correlation between use of cohesive devices and writing quality in L 1 Chinese learners

Correlation between use of cohesive devices and writing quality in L 1 Chinese learners of English Yang and Sun (2012) found a positive correlation. Liu and Braine (2005, cited in Crossley et. al. , 2016) noted only a ‘moderate correlation’. Alarcon and Morales (2011, cited in Kuzborska, 2018) did not find any ‘significant correlation’ between use of cohesive devices and writing scores.

Aims and Methodology Aims: To analyse knowledge transfer of the correct use of connectors

Aims and Methodology Aims: To analyse knowledge transfer of the correct use of connectors in academic writing To assess how use of connectors affects quality of writing Intended Outcome How the findings of this research could inform future material design and delivery Methodology: Adopting an inclusive approach in curriculum design Student surveys Student interviews Analysis of final exam scripts Peer tutor consultation

Writing Tests: Pre-sessional and Business Module Time allowed: 1 hour 23 -point scale Task:

Writing Tests: Pre-sessional and Business Module Time allowed: 1 hour 23 -point scale Task: Write an essay 350 words Do not have to include a reference list Must include Harvard citations from two academic articles

PS Handout (Unity and Coherence) Usage Connectors To list ideas in time order first

PS Handout (Unity and Coherence) Usage Connectors To list ideas in time order first (second, etc. ) or order of importance first of all then next after that finally To add another idea furthermore also in addition finally moreover besides and To add an opposite idea on the other hand however but although even though To add a similar idea similarly likewise also and Usage To give an example To give a cause (or reason) To give an effect (or result) To add a conclusion Connectors for example for instance for because since as therefore so thus consequently as a result in brief all indeed in other words in short in the end

Preliminary Findings from the Survey 50% of respondents knew the connectors taught on the

Preliminary Findings from the Survey 50% of respondents knew the connectors taught on the pre-sessional BEFORE enrolling on the course Almost 64% learned ‘in brief’ DURING the pre-sessional Avoiding Plagiarism – BEFORE pre-sessional – 9% ‘very good’ AFTER pre-sessional – 70% ‘very good’ Paragraph Structure BEFORE pre-sessional – 25% ‘very good’ AFTER pre-sessional – 36% ‘very good’ Building an Argument BEFORE pre-sessional – 18% ‘very good’ AFTER pre-sessional – 40% ‘very good’

Strategies for Improvement Percentage of Students Which methods could help improve your academic writing?

Strategies for Improvement Percentage of Students Which methods could help improve your academic writing? 91 83 67 57 54. 5 45. 5 0 reading academic texts 0 17 writing in class 27 25 8 writing out of class 0 9 immediate tutor feedback Learning Strategies completely disagree partially agree completely agree 18 peer feedback

Summary of Student Interviews Student Suggestions to Writing Practice Name Tutors Peer Feedback New

Summary of Student Interviews Student Suggestions to Writing Practice Name Tutors Peer Feedback New Knowledge Andy More in-class writing to reinforce the use of connectors. Homework - Not useful as peers Learnt about paraphrasing effective - themselves are not clear on which helped in the module. immediate feedback. the use of connectors. Wendy Force students to More in class writing Not effective as they are not use unfamiliar & immediate knowledgeable enough on connectors. feedback to be the subject. given. Learnt new connectors- besides, in other words, in brief, consequently etc. , but always used familiar ones. Rita Immediate feedback to be given by tutor. Use of quotations while writing and choosing the correct tense in writing. More in class and out of class writing. Peer feedback is better if given in Chinese to be understood correctly.

Student Suggestions to Name Tutors Writing Practice Student Peer Feedback Kirsty More examples from

Student Suggestions to Name Tutors Writing Practice Student Peer Feedback Kirsty More examples from tutors. In-class collaborative writing can improve writing and speaking. Feedback from tutors is clearer than from peers. Wim Tutors need to show us Using connectors makes A way of receiving how to use them more. it easier for my readers. different ideas. First give students a model with no gaps, then one with gaps. Zuber Learning connectors is helpful because without them I have to use long quotations. New Knowledge After the presessional I notice connectors more.

Analysis of Final Exam Scripts Number of Connectors Used by Total Sample Set pre-sessional

Analysis of Final Exam Scripts Number of Connectors Used by Total Sample Set pre-sessional – 178 Business module – 166 Effective use of Connectors Used by Total Sample Set pre-sessional – 88. 2% Business module – 87. 95%

Key References Alcelik, H. , ‘I know what I should do, but I don’t

Key References Alcelik, H. , ‘I know what I should do, but I don’t know how to do it!’. Students perspectives on applying what they learn about argument and critical evaluation. EAP Conference 2018 No Innocent Bystanders: Stance and Engagement in Academic Discourse, St. Andrew’s University, February 2018. Crossley, S. , Kyle, K. , and Mc. Namara, D. , 2016, The development and use of cohesive devices in L 2 writing and their relations to judgements of essay quality, Journal of Second Language Writing, 32, pp. 1 -16. Kuzborska, I. , and Soden, B. , 2018, ‘The Construction of Opposition Relations in High-, Middle-, and Low-Rated Postgraduate ESL Chinese Students’ Essays. ’ Journal of English for Academic Purposes, vol. 34, pp. 68– 85. Perkins, D. N. , and Salomon, G. , 2012, Knowledge to Go: A Motivational and Dispositional View of Transfer, Educational Psychologist, 47(3), 248 -258. Yang, W. , and Sun, Y. , 2012, The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels, Linguistics and Education, 23, pp. 31 -48.

Discussion How similar/different is this from your students? Do you have any suggestions on

Discussion How similar/different is this from your students? Do you have any suggestions on how to apply knowledge of connectors from the pre-sessional courses to Masters degree modules? How do we facilitate the teaching of cohesive devices? Do we present exemplars of competent students’ writing/BAWE corpus to our pre-sessional students?