Ray Carey and colleagues are "compiling a corpus of these English-language examiners’ statements submitted in 2011 & 2012 to six University of Helsinki faculties. We finished this task last month, ending up with 402,0135 words of text (the WrELFA corpus overall has passed 800,000 words since my last update). During that process, Ruut compiled figures from each of the faculties on how many examiners’ statements were submitted and what language they were written in. This post looks at where English stands in the examination process of one of the top research universities in Europe."
The Journal of Academic Writing is an international, peer-reviewed journal that focuses on the teaching, tutoring, researching, administration and development of academic writing in higher education in Europe.
Steve Kirk's insight:
Vol 3, No1 of the The Journal of Academic Writing (produced by EATAW) is a special issue on the area of 'integrating content and language in higher education (ICLHE)', with a focus on student learning and academic writing. The journal is open source and thus available to all.
"English Only? Exploring the Importance of Academic Writing Across Languages" Paul Kei Matsuda (27.06.2013)
Steve Kirk's insight:
This is the opening keynote address at the EATAW conference in Hungary, held 26-29 June 2013. In an antidote to the omnipresence of ENGLISH for Academic Purposes in most of what we read (and perhaps think), Paul Kei Matsuda considers the importance of other languages for academic purposes.
This is an online corpus that has been hand-annotated for all metaphorical language use. It covers four broad registers: academic texts, fiction, newspaper texts, and conversation - and can be used to generate tables and concordances by genre. The corpus is creative commons licensed, so open to use. The underlying work is presented in the book, Steen et al (2010) 'A Method for Linguistic Metaphor Identification' (John Benjamins - here: http://bit.ly/16dGCEB).
Metaphor is everywhere and it perhaps underexploited in EAP teaching and learning. Might this be a useful tool for the EAP practitioner?
This is a panel discussion on the history of EAP and of BALEAP, organized and chaired by Richard Smith. Panellists: John Swales, Andy Gillett and Meriel Bloor. The discussion was held at the Biennial BALEAP Conference (‘The Janus Moment in EAP: Revisiting the Past and Building the Future’), University of Nottingham, 20 April 2013.
You can listen to an audio-recording of the panel discussion (1hr 25 min) by clicking on the photo on the website.
My talk from the Janus Moment BALEAP conference in Nottingham, UK (20.04.13). I argue that we need a more refined way of recognising and thinking about how 'teacher talk' in EAP functions to mediate student learning. I re-purpose a model from cognitive apprenticeship to suggest what the beginnings of this might look like.
EAP should, in principle, always be 'demand high'. Here Jim Scrivener talks about the Demand High 'meme' for ELT generally. I think it's a really useful 'crystaliser' of things we already do in the EAP classroom, but perhaps need to think about more. EAP classroom practice has, in my experience, inherited from EFL an over-reliance on the procedural delivery of materials. EAP, given its often high-stakes nature, cannot afford to be this. We need to get down and messy with our students' (mis)understandings of content, texts and language. Demand High ELT gives us, I think, some useful food for thought. I've also posted some (early) thoughts on 'demand high EAP' here: http://bit.ly/Uxsh1j
The International Student Experience Journal is a peer-reviewed online publication for those involved in the field of researching, teaching and providing services to international students in the UK and other English speaking countries. The Journal links the everyday concerns of university staff including academics, researchers and EAP practitioners with insights gained from related academic disciplines such as applied linguistics, education, psychology, and sociology"
A 14 minute video of Hilary Nesi talking about her work with Sheena Gardner into genres across the disciplines. Based on their book, Nesi, H. & Gardner, S. (2012). Genres across the Disciplines Student writing in higher education. CUP.
"Genre is a concept and construct that crosses disciplinary, national, methodological, conceptual, and pedagogical borders. The aim of "Genre across Borders" (GXB) is to advance genre theory and research by helping scholars and students cross these borders through access and scholarly contribution to reference guides and online networking"
Creative writers are accustomed to the idea that their writing must go through several drafts. However, much of the advice on offer to academic writers proceeds as if all they have to do is produce...
Steve Kirk's insight:
Don't edit. Don't edit. Don't edit. Revise. A great post from one of my favourite bloggers. If, like me, you're struggling with your own academic writing, this will come as a wake-up call. As EAP teachers also, however, how might we best bring our international students to an awareness of this essential facet of good writing?
English Communication for Scientists is a brief guide on how to communicate more effectively in English, no matter how much previous experience you have.
Steve Kirk's insight:
A six-unit online course in science-oriented writing. There are some interesting tips here for speakers of different languages...but no differentiation by academic discipline. Some generalisations do, of course, hold, however, and so there is some useful material here - if taken critically. See what you think.
Illustrations here and there by the Times Higher Education cartoonist, Jorge Cham.
Thanks to @annehodg for bringing this to my attention.
"Challenging Loss: Language, Culture, and the Future of Academic Writing Research and Teaching" Christiane Donohue, EATAW Plenary Workshop
Steve Kirk's insight:
"This workshop drew on the work of 2013 conference presenters as well as examples of research in French contexts to bring out specific traditions of research and teaching of academic or scientific writing and writing institution in contexts of "home" or primary institutional languages across Europe."
This is a great collection of learning resources, designed by Andy Gillet (@UEfAP | http://www.uefap.com/) for the British Council. The resources draw on the BAWE corpus work done by Hilary Nesi and Sheila Gardner, published as Genres across the Disciplines: Student Writing in Higher Education (CUP). Students (and teachers) can learn about the 13 genre families identified and their relevance to UK university study. The website materials are ESRC funded - and free for all to use.
A good read. This is a collection of ten short and personal research-oriented narratives from professionals working within EAP. Areas of focus range from assessment to teacher beliefs to programme management.
Academic Reading Circles (ARC)is an approach to assigning roles to EAP students for improvement of comprehension and engagement with texts. It's something Tyson (@seburnt) speaks and writes about widely.Check out his website and blog for more if you're interested - http://fourc.ca
This is the dedicated website for EULEAP's one day confererence, The Future of EAP, taking place in Berlin on 4th May 2013. Varied programme of speakers. Panel discussion. Free entry...but limited to 100 participants, so sign up quick :-)
EAP conference in Berlin, Saturday 4th May. A variety of talks on offer, from critical thinking and alternative assessment in EAP, to writing for research and EAP teacher training. My own offering will be on taking the 'A" in EAP seriously and (among other things) using this to re-think EAP for ELF contexts.
Queen Mary's University, London, have now made available for free a set of online EAP resources for supplementary study. These were previously developed and only made availablje internally to QMUL students. The task bank is now open access.
This is the recording of a seminar by Dr Julio Gimenez, of University of Nottingham. The seminar explores the role of disciplinary epistemologies in academic writing in the HE context. It draws on recent research in a number of disciplines and in four countries -- UK, Spain, Australia, and Argentina -- to examine how epistemology determines what is 'acceptable' academic writing, and the challenges this poses for student writers. Julio also critiques current approaches to teaching academic writing.