course introduction writing iv 2016 (week 1)
TRANSCRIPT
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Goals for the week
• Reflect on and question current beliefs about academic writing
• Gain a fresh understanding of the nature of (academic writing)
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Today’s agenda
• Present some highlights from class survey• Explore your beliefs and current knowledge on
academic writing• Consider dialogism in writing, and the notion
of “correct”• Introduce next week’s homework
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‘Other’
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(Optional) What other activities would you like to do in this class?
“I would like to practice writing parts of essays separately. For example, how to write a good introduction, how to conclude an essay written or prepared by someone else, etc.”
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Please rate the likelihood of the following happening sometime in the future.
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Online: Beliefs about academic writing
• Activity is meant to guide reflection on current beliefs you hold on academic written discourse.
• Meant to be collaborative (i.e. generate discussion in pairs), but answers should be submitted individually. Ideally, discuss each question first, then provide your answer.
• When finished, you may take a break.
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OK, let’s go over your results!
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Grammar and Vocabulary as a matter of “choice” (not “correct”)
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Examples of journal article structure
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Examples of journal article structure
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Examples of journal article structure
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“Subtext” video
Discuss in pairs:
• Can you relate?• What insights does it provide (if any) into the
nature of the writing process itself?• Bonus: How was he able to choose his words?
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User comments on “Subtext” video
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User comments on “Subtext” video
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Some “Subtext” insights• Lev (the writer) has a specific “agenda” in mind
before he begins writing.• The whole process of writing involves him trying
to maximize the effect of his discourse to achieve that agenda.
• The writing process is “dialogic”: in dialogue with himself, in dialogue with the intended reader.
• Lev is (painfully) aware that word choice is of paramount importance; the right choice of words can mean the difference between his “goal” and flat-out rejection.
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Lexical Priming (Hoey, 2005)
“As a word is acquired through encounters with it in speech and writing, it becomes cumulatively loaded with the contexts and co-texts in which it is encountered, and our knowledge of it includes the fact that it co-occurs with other words in certain kinds of context.” (p. 8)
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Summary for Week 1• In the context of genre, language is about choice, not
necessarily “right” and “wrong”.• Academic writing is laden with a number of
institutionalized conventions (e.g., journal article structure, academic abbrevations, referencing), and these conventions can actually be of help to non-native (of English) writers.
• Especially in argumentative-type essays (the most common academic genre), it is the author’s “position” that drives the discourse. Before anything else, this is the sine qua non of the writing process.
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HOMEWORK FOR NEXT CLASS (MON.
MARCH 14)
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Homework
• (If you haven’t done so already) Please read the “They Say/I Say” chapter (“I take your point”);
• Read Chapter 1 (“They Say”);• Complete grammar worksheet, “The Grammar
of Introductions” (online), print, and bring to class Monday.
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Read the two articles online
1. Read the New York Times article on Zika first2. Then read the article written by a Brazilian3. When finished, discuss the different points of
view with 2 other classmates. For example, are there points that you disagree with? Points that you especially agree with?