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2http://www.warwick.ac.uk/2http://www.warwick.ac.uk/p*http://www.rdg.ac.uk/*http://www.rdg.ac.uk/2http://www.brookes.ac.uk/2http://www.brookes.ac.uk/2mailto:BAWE@warwick.ac.uk2mailto:BAWE@warwick.ac.uk* Chart Excel.Chart.80*Microsoft Excel Chart+ Chart Excel.Chart.80*Microsoft Excel Chart, Chart Excel.Chart.80*Microsoft Excel Chart- Chart Excel.Chart.80*Microsoft Excel Chart. Chart Excel.Chart.80*Microsoft Excel Chart/ Chart Excel.Chart.80*Microsoft Excel Chart0xC:\Documents and Settings\Laura Powell\Desktop\History 2.wav1 Chart Excel.Chart.80*Microsoft Excel Chart2 Chart Excel.Chart.80*Microsoft Excel Chart/ 00DArialngsRomanwx: 0DArial Blackmanwx: 0" DTimes New Romanwx: 00DWingdingsRomanwx: 0@ .  @n?" dd@  @@``   p O5*W< 8LG=MOR ()      n o uvz{~      <b$"ba`&4|b$G}3 ņgb$H+֊!Jb$ @ +Dxn kb$=Ej4{՝|l "$tM qNɢ "$ 9Z8C&"$ȏ60Hlw"$hzvsc{{"$2gՓʔ%V*EZ"b$~ad_x"$Va/-}E`wח}"$@Ԯ:u^6Ty 0AA@8AB]ʚ;ʚ;g4HdHd0x: 02ppp@ <4dddd\ 0v g4<d<d80x: 0p@ pp9___PPT10 pp6___PPT9B?D? %O  =0:>6?7@8Current Researchers   Hilary Nesi, Sheena Gardner, Jasper Holmes, Sian Alsop, Laura Powell, CELTE, Warwick Paul Thompson, Alois Heuboeck SLALS, Reading Paul Wickens, Signe Ebeling, Maria Leedham ICELS, Oxford BrookesHZZZZ+ZZ  *  "    0              X 0 Project Aims   Develop a Corpus of British Academic Written English (BAWE) Characterise proficient student writing across disciplines and years  $  BAWE Corpus Grid ^DThe probable 28 disciplines  *$Planned Corpus Size  YBFour Research Strands  tCorpus development Discourse community perspectives Multidimensional analysis of register SFL analysis of genres "ult  u ZA1. Corpus Development   q Collect assignments Tag files and prepare for submission to Oxford Text Archive Develop interfaces for end users(qq  r _EAccess to the Corpus    ?Full texts available from the Oxford Text Archive ?On-line search engine to allow for concordancing with limited co-text ?Shared portal with BASE, MICASE, MICUSP  &Y   @ G=2. Discourse Community   i a. Departmental documentation b. Tutor interviews c. Student interviews d. Assignment submission forms ji j T>&3. Multidimensional Register Analysis'' '    U?4. Systemic Functional Genres   School history genres Analytical exposition: (Background)^ Thesis^ Arguments^ Thesis Reinforcement Analytical discussion: (Background)^ Issue^ Arguments^ Position Challenge: (Background)^ Arguments^ Anti-ThesisZlZ7lZlZ*lZ lZ%lZ7*   %    cGTutor Interviews  What role does assignment writing play in your department? What different types of written assignment do you set your students? What are the main differences between these types? In what ways does student writing progress? What do you value / dislike in student writing?~;ZZEZZ3ZZ,ZZ0Z  dUEssays  bAll assign essays  Essay has many meanings& .  2 eKEssays have a basic structure  Introduction, body, conclusion (Biological Sciences) Introduction, logical sequence of argument, conclusion (Medicine) Argument, counter-argument, conclusion (Hospitality & Tourism)^  : ,  fL"Compared to other assignment types## # jThe structure of essays is less prescribed (Theatre Studies) Greater scope .. in terms of what they re writing about (Engineering) An essay is generally more  rangy , with a freer structure (Law) Essays have more flexibility than practical reports, and may address only a subset of the classic RA (Psychology)\6Z+8;e  6 gM Essays involve critical thinking !  A chance to show .. that you can think deeply about a subject (Anthropology) Give more scope for originality (Psychology)  The traditional Law essay would probably take the form of a critical discussion    }ZEngineering assignments:  Essays Laboratory reports Project reports Reflective journals Posters (e.g. for transport museum) Summaries of analysis + recommendations Site investigation reports (both factual and interpretative) Funding proposals Business plansZ  \Published Academic Research   Over time, student writing should approximate ever more closely to the writing that academics submit for publication in learned/scientific journals (Economics). student writing should conform to  the style you d expect in a research paper -  publishable in style, but not in content ( Food Sciences) Biology students are advised to  write in the style of current opinion journals . Physics expects students  to write a scientific paper  as might be published in a scientific journal for an audience of their peers .  P   ]Professional Writing  Publishing project proposals and letters to authors, in the persona of a publisher. Case reports (patient description + management plan) assess competence to progress as a medical practitioner. Demonstration and analysis of computer coding ( preparing students for real life )  problem questions apply the law  rather as barristers and solicitors have to do . nZn n _Disciplinary differences:  R education is a value in itself, and it s part of a person s development of selfhood & & it depresses me when students view it as a kind of grim vocationalism (Theatre Studies) there is  little point in writing academic essays in some modules, as Publishing is a vocational degree and assignments  try to replicate what goes on .(Z&     ~YFor some, the essay is limiting    The fact that essays are still used as the only mode by the majority of English literature assessors seems to me very limiting (English Studies)  We are a traditional department and we still use mainly essays and we re very conscious that we would like to, and perhaps need to, do something about that (Sociology).Q \ ] aa) Creative writing  iCrime fiction (Sociology) dramatic dissertation: playscript of the facts or trial of a legal case (Law) *Oj$&2   . ^b) Reflective writing  dStudents produce original work and then evaluate it (Computing, English Studies, Theatre Studies) Students write reflectively about their experiences during group work (Engineering, Hospitality & Tourism) Students write reflectively about the educational value of a practical task (Anthropology) Students reflect on past personal experiences (Medicine)JbZZZZ9Ze e bc) Empathy Writing  pwriting for school children, friends, museums, or newspapers (Physics, Biology, Mathematics and Engineering)  ql$  q `d) New Technologies  Blogs Website evaluations (Medicine, Theatre Studies) Web-page design (Publishing) Powerpoint presentations (Business and others)4 O   % hUndergraduate Research Project:2 /// >Centre for English Language Teacher Education * Laura Powelld?.1 -  %> iAims0  jklm nop qrs  tu rI cater my essays to the first-marker English Literature 3nd year It s easier to know what they want and write to them when you ve read their papers and interests Chemistry 4th year (&a&$ a"  v  No, it doesn t vary from marker to marker. They have to follow a very specific set of marking guidelines, you see. .zy(y w x  It s taken a year of trial and error and I still don t have an inkling of an idea what they want. We need guidance. It s insufficient. .(, yg   / Questions? Your possible use of the corpus?  0 /,HLMPQ R S V W [\`apqrs#$%&'()*+,12   0` ̙3ff3ff` ff723f` ___WW-|` 3U33ff` f3f` ff33fCK` S vi3f3` LLff3ff` QVV3Y` .]\̙̙B` ff723f` ff723f` ff723f` ff723f` ff723f` f723f>?" dd@!?lFd@ "   @ `  n?" dd@   @@``PT !   @ ` `)p>> 4, (    6 "P   X Click to edit Master title style!! (  0 "  RClick to edit Master text styles Second level Third level Fourth level Fifth level!    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S 8 6}8 _P  8 X*  8 6<8 _  8 Z* H 8 0޽h ? 3380___PPT10.[[ 0(d(  d d 0/ P   9 `*    d 0/    / b*    d 6$R9 _P  / `*    d 6V9 _  9 b*   H d 0޽h ? 3380___PPT10.Gwf  0  <(  <b < BDQOS,  Annual one-day seminar Research, scholarship and practice in the area of Academic Literacies Friday 30 June 2006 University of Westminster The Centre for Higher Education Research, the Educational Initiative Centre, Polylang EAP and the Academic Writing Centre  ((F(((((*#-(,U &H < 0޽h ? 33___PPT10i.q^1+D=' 9= @B +6  0 ME@(  @ @ <&W LAn Investigation of Genres of Assessed Writing in British Higher Education "ML   @ s <Awarwick 'v  X 0  @ s 4Ardg  v X 0  @ s <Abrookes I X 0  @ 6ܰQc   |&Warwick - Reading - Oxford Brookes'& &   @ <PQ'X  ?RES-000-23-0800V @ S .Alogo_1z \H @ 0޽h ? 33___PPT10i.qqA+D=' 9= @B +0   0  H0(  Hx H c $QP   Q x H c $Q Q H H 0޽h ? 3380___PPT10.s0  0 @0(  x  c $@QP   Q x  c $Q Q H  0޽h ? 3380___PPT10.Zӊj]  0 tlP(4(  ~  s *زPP   P F   4 #"&  P  < P?6   T  @`  <P? 6  T  @`  <ԶP?   T  @`  <xP?  T  @`  <P?  qSocial Sciences  @`   <ԛP?6   T  @`   <P? 6  T  @`   <P?    T  @`   <DQ?   T  @`   <8 Q?  sPhysical Sciences  @`  <Q?6=  T  @`  <Q?=6  T  @`  <l"Q? =  T  @`  <*Q? =   T  @`  <3Q?=   o Life Sciences   @`  <t,Q?6v= T  @`  <DQ?v6= T  @`  <LQ? v= T  @`  <>Q? v = T  @`  <8VQ?v = sArts & Humanities  @`  <`_Q?6v c4  @`  <oQ?6v c3  @`  <LxQ? v c2  @`  <Q?  v c1  @`  <\Q? v T  @``B  0o ?ZB  s *1 ?vvZB  s *1 ?==ZB   s *1 ?  ZB ! s *1 ?  `B " 0o ?  `B # 0o ? ZB $ s *1 ?  ZB % s *1 ?  ZB & s *1 ? ZB ' s *1 ?66 `B ( 0o ? H  0޽h ? ̙3ff3ff___PPT10i. B+D=' 9= @B +  0 8M(  8~ 8 s *QPP  P v  8# #""|||| 8 <`P?$ VNF___PPT9(  jAnthropology, Business, Economics, Hospitality, Leisure and Tourism Management, Law, Publishing, Sociology2k " dj# @`G 8 <jP?$ VNF___PPT9(  uSocial Sciences4 " d# @` 8 <0vP? $ VNF___PPT9(  rArchitecture, Chemistry, Computer Science, Cybernetics & Electronic Engineering, Engineering, Mathematics, Physics2s " dr# @`I 8 <TP? $ VNF___PPT9(  wPhysical Sciences4 " d# @` 8 <܋P?, VNF___PPT9(  ~Agriculture, Biochemistry, Food Science and Technology, Health and Social Care, Medical Science, Plant Biosciences, Psychology2 " d~# @`E  8 <zP?, VNF___PPT9(  s Life Sciences4 " d # @`  8 <(P?,VNF___PPT9(  oApplied Linguistics, Archaeology, Classics, Comparative American Studies, English Studies, History, Philosophy2p " do# @`K  8 <P?,VNF___PPT9(  yArts and Humanities4 " d# @`ZB  8 s *1 ?ZB  8 s *1 ?ZB 8 s *1 ?ZB 8 s *1 ?ZB 8 s *1 ?,,ZB 8 s *1 ?ZB 8 s *1 ?  ZB 8 s *1 ?$ $ H 8 0޽h ? ̙33___PPT10i.3+D=' 9= @B +F  0 KF(  x " c $JPP   P |  ` K #" *  ` P  B,QP? ` Hfrom 28 disciplines from each of 4  years 6-8 instances of 4 different assignments = 3000+ assignments, An estimated 10 million words(")HB  C  `HB  C  `HB  C   HB  C ``H  0޽h ? 3380___PPT10.rF  0 (F(  (x ( c $l=PP   P  ( c $BP P "tXHPpH ( 0޽h ? f723f3380___PPT10.w`Y0  0  0(   x   c $5PP   P x   c $`6P P H   0޽h ? f723f3380___PPT10.x  0  @0(  @x @ c $-PP   P x @ c $.P P H @ 0޽h ? f723f33___PPT10i.zp#M+D=' 9= @B +$  0 P$(  r  S %PP   P r  S &P P H  0޽h ? f723f3380___PPT10.{[   0  (  r  S ,PP   P r  S P P V  HO1D1D' XBiber s dimensions; lexico-grammatical features Feature analysis of the academic corpus search for clusters of distinctive features by <level, <disc, <discGroup and <type,0| 6   H  0޽h ? f723f3380___PPT10.T:   0 0 :(   r   S $ PP   P    S hP P "tXHPpH   0޽h ? f723f3380___PPT10.   0 0 L<(  L~ L s *pOP   O ~ L s *HO O H L 0޽h ? 33___PPT10i.r+D=' 9= @B +$ * 0  $(  r  S OP   O r  S O O H  0޽h ? f723f3380___PPT10.  0  l<(  l~ l s *tOP   O ~ l s *8O O H l 0޽h ? 33___PPT10i.1NJ+D=' 9= @B +  0  t<(  t~ t s *OP   O ~ t s *xO O H t 0޽h ? 33___PPT10i.1^Ψ+D=' 9= @B +  0  |<(  |~ | s *4OP   O ~ | s * O O H | 0޽h ? 33___PPT10i.5+D=' 9= @B + $ 0 p <(  ~  s *HOP   O ~  s *O O H  0޽h ? 33y___PPT10Y+D=' 9= @B +$ % 0  $(  r  S OP   O r  S ܣO O H  0޽h ? f723f3380___PPT10.v$ + 0  $(  r  S OP   O r  S tO O H  0޽h ? f723f3380___PPT10.p$ ' 0  $(  r  S ؂OP   O r  S O O H  0޽h ? f723f3380___PPT10. I5 # 0 P <(  ~  s *,sOP   O ~  s *tO O H  0޽h ? 33___PPT10i.?U+D=' 9= @B +0 , 0 p 0(  x  c $_OP   O x  c $mO O H  0޽h ? f723f3380___PPT10.`G & 0  <(  ~  s *DVOP   O ~  s *WO O H  0޽h ? 33___PPT10i.nM+D=' 9= @B +$ ) 0   $(   r   S POP   O r   S QO O H   0޽h ? f723f3380___PPT10.г"$ ( 0 @ $(  r  S 4IOP   O r  S IO O H  0޽h ? f723f3380___PPT10.Y 2 0 .& h(  h h ZA EssayPen O h  6H:O "`  O  h  6:O "`TP O T j  h "j " h B=OGR o"j  H0 hB h s *DԔ"55H h 0޽h ? f723f33___PPT10i.SP+D=' 9= @B +k  0 D<  p(  p p ZA EssayPen O p  NO "`W  O  p 6O ] ~ & Objectives@H 0   p 0!O  BZ  p 0%O<,$D 0 lStudent attitudes towards different genres of academic writing Eg, Essays, Lab Reports, Case Studies, Creative Sketches How does the student know what is expected? t@! 29 2.! 2@(9,(.@  d T j  p "j " p BH2OGR o"j  H0 hB  p s *DԔ"55H p 0޽h ? f723f33___PPT10.+ bD{' = @B D6' = @BA?%,( < +O%,( < +D' =%(D' =%(DG' =4@BBB B%(D' =1:Bvisible*o3>+#.<*p@y%(D' =-6B'blinds(horizontal)*<3<*p@yDn' =%(D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+#.<*py%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*pyD' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*py+  0 , $  t(  tR t C *AEssayPen t 6TG , _Interview 36 students0   t 0GmgT > 2  t 0xG@B   d (2 2! 2((  t 6DO @  2Physical Sciences Physics Chemistry Engineering :3,0! 3  t 6$O W  Arts English History Philosophy: ,0   t 6 O O7  &Social Sciences Law Business Sociology:',0 ' T j   t "q'"  t BOGR o"j  H0 hB  t s *DԔ"55  t 6O *  5Life Sciences Medicine Psychology Biological Sciences:6 ,0( 6 H t 0޽h ? f723f33___PPT10i.@+D=' 9= @B + 0  xr(  x x ZA EssayPen G x 6G , D0  x 6pG 7  8What is the most important feature of an academic essay?99B 9 H x 0޽h ? f723f33___PPT10i.j{+D=' 9= @B +#  0 : 2 | (  | |0 NA *? ?#\V * G | 0G  TTI 2  | 0@G` G SB 2  | 0G< m TCL 2  | 0\GS SA 2  | 0GK)2 SS 2  | 0G SR 2   | 0dGY @ TEX 2   | 0GY TCR 2 XB  |@ 0D>  | 04GPY7 TPR 2 XB  | 0D>O | 6G 9q+ B0  | 6`G ?' 8What is the most important feature of an academic essay?99 9 H | 0޽h ? f723f33___PPT10i.`C+D=' 9= @B +  0 qi (   0 NA +? ?JH +$  0 G 0 NA ,? ?IB2H ,$  0 G 0 NA -? ?  - G  0ĕGqc ,$  0 gPhysical Sciences 20   0GP$ ,$  0 eSocial Sciences 20   0G]   ZArts 20  0 NA .? ?H .$  0 G   0G.>,$  0 c Life Sciences 2,  H  0޽h ? f723f33F>10.-+<D' 9= @B Du' = @BA?%,( < +O%,( < +D4' =%(D' =%(D>' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-m6Bbox(in)*<3<*D>' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-m6Bbox(in)*<3<*D4' =%(D' =%(D>' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-m6Bbox(in)*<3<*D>' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-m6Bbox(in)*<3<*D4' =%(D' =%(D>' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-m6Bbox(in)*<3<*D>' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<* %(D' =-m6Bbox(in)*<3<* +8+(+ 0+G+(+ 0+G+0+0 ++0+0 ++(+ 0+G+0+ 0 +- 0 D<(    ZA EssayPen GT j   "j "  BPGGR o"j  H0 hB  s *DԔ"55  NlG "`W YTrigger Questions0  a  0' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-m6Bbox(in)*<3<*D2' =%(D' =%(D<' =A@BBBB0B%(D' =-m6Bbox(in)*<3<*D' =1:Bhidden*o3>+#.<*%(D>' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<* %(D' =-m6Bbox(in)*<3<* D' =%(D' =%(D<' =A@BBBB0B%(D' =-m6Bbox(in)*<3<* D' =1:Bhidden*o3>+#.<* %(D4' =%(D' =%(D>' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<* %(D' =-m6Bbox(in)*<3<* D>' =A@BBBB0B%(D' =1:Bvisible*o3>+#.<*%(D' =-m6Bbox(in)*<3<*+P+0+0 ++0+0 ++0+0 ++0+ 0 ++0+ 0 ++0+ 0 +  0 0 7(    ZA EssayPen G 0 NA /? ?`=  / GXB  0D>  6   0>GwNP ~ eSocial Sciences 20   0CGc Tj*  Structure B 2 +##    0IGl ` S  SB 2   0MGCt*  SR 2    0QGt SA 2    0OG  TEX 2    0XGP  TCL 2 H  0޽h ? f723f33___PPT10i.;d[+D=' 9= @B +} 0 @$(     <X%G?   Just argue for and against the title to provide as balanced a view as possible and to cover the subject matter in enough depth. 4,,,,, T j   "j "  Bd0GGR o"j  H0 hB  s *DԔ"55  N3G "` 'Structural Flexibility and Creativity 4(%,*0 (   NL8G "`) cg  mLaw, First Year.  H  0޽h ? f723f33___PPT10i.+D=' 9= @B + 0 PI(  T j   "j "  BdGGR o"j  H0 hB  s *DԔ"55  0Gw > 2   <G   . It s a means to an end. We have x-points and x-answer. It s just a case of getting there really. >kb0   N0G "`) cg  rPhysics, Second Year.    N| G "` 'Structural Flexibility and Creativity 4(%,*0 ( H  0޽h ? f723f33___PPT10i.@0*s+D=' 9= @B ++  0 B:`(    3 A  X 0$ 0X 0H  0޽h ? f723f33___PPT10i.vG+t},GD=' 9= @B D' = @BA?%,( < +O%,( < +D' =%(D' =%(D=' =4@BBBB%(D' =2y;BplayFrom(0.0)*<3<*D:'  = B`B?<*%(/%,( < +/%,( < +/%,( < +)?+  0 p }(    ZA EssayPen   N` "`  kHow do you know? *00  RB  s *D  N "`} 9 g Feedback . 00  RB @ s *D~ V   N "` q kCourse Handbooks *00    N< "` 3  fWebsite . 00  RB   s *D RB   s *D    NG "`k g A-Levels . 00  RB  @ s *D    NG "` g Intuition. 00  H  0޽h ? f723f33___PPT10i.?/+D=' 9= @B +-  0 D<(  T j   "j "  BDGR o"j  H0 hB  s *DԔ"55  0  > 2    N "`] *Marker s Subjectivity&00    0x , > 2   <P T  H  0޽h ? f723f33___PPT10i.9pjY+D=' 9= @B +  0 (  T j   "j "  BGR o"j  H0 hB  s *DԔ"55   N "`] *Marker s Subjectivity&00    < T    N "` 6 eLaw, First Year&  H  0޽h ? f723f33___PPT10i.:xKq+D=' 9= @B +  0 8(   0 NA 1? ?Z\%  1  0 NA 2? ?#L 2   N "`wZ = ` First Year& **    N$ "`< \ I&D    N "`?q _ Finalists& **  H  0޽h ? f723f33___PPT10i.@ +D=' 9= @B +t  0  (    B4 r   T j   "j "  BTGR o"j  H0 hB  s *DԔ"55  Np "`T] eStandardisation&00    N "` c ` First Year& 0    NP "`& I&,     NT "`6 a Second Year& 0     B< &F  h1st year, Philosophy 2 H  0޽h ? f723f33___PPT10i.)If+D=' 9= @B + 0  (    0q*'Y  @ To get beyond a 2:1, individuality is key.  This is what I want to say and that s how I will say it. If we curb subjectivity, how would we deserve the marks? 0 2(  T j   "j "  ByGR o"j  H0 hB  s *DԔ"55  Nh} "`T] eStandardisation&00    N "` c ` First Year& 0    N "`6 a Second Year& 0     N< "`& I&,     B &~  h2nd year, Philosophy 2 H  0޽h ? f723f33___PPT10.)`i+DA' 9= @B D' = @BA?%,( < +O%,( < +D3' =%(D ' =%(D<' =A@BBBB0B%(D' =-m6Bbox(in)*<3<*D' =1:Bhidden*o3>+#.<*%(D<' =A@BBBB0B%(D' =-m6Bbox(in)*<3<*D' =1:Bhidden*o3>+#.<*%(D<' =A@BBBB0B%(D' =-m6Bbox(in)*<3<* D' =1:Bhidden*o3>+#.<* %(D<' =A@BBBB0B%(D' =-m6Bbox(in)*<3<*D' =1:Bhidden*o3>+#.<*%(D/' =4@BBBB%(D' =-m6Bbox(in)*<3<*D' =1:Bhidden*o3>+#.<*%(D<' =A@BBBB0B%(D' =-m6Bbox(in)*<3<* D' =1:Bhidden*o3>+#.<* %(++0+0 ++0+0 ++0+0 ++0+ 0 ++0+ 0 +$ 1 0  8$(  8r 8 S kP    r 8 S k  H 8 0޽h ? f723f3380___PPT10.-= 0 `X`(  X  C 8   8X  S 88 0  8 The aim in this second strand of the research is to characterise the genres of assessed writing from emic perspectives, from the perspectives of those in the discourse communities, by looking at departmental documentation, and interviewing tutors and students. I shall talk more about tutor interviews in a minute, and then Laura will talk about student interviews. Before that, just an outline of the other two research strands&e  H H  0޽h ? 3380___PPT10.{=$ 0  (  X  C 8   8  S @88 0  8 " H  0޽h ? 3380___PPT10.{PV 0 f(  X  C 8   8  S 88 0  8 h By 4  years - roughly 1st, 2nd and 3rd yr undergraduate and taught masters coursework. 4 disciplinary groupings HyP y H  0޽h ? 3380___PPT10.{`Hv 0 "(  X  C 8   8  S 88 0  8 The corpus will be a corpus of assessed student writing  we are interested in student assignments. We will include only  good student writing And only assignments that are mostly writing.   H  0޽h ? 3380___PPT10.~r 8 0    (  X  C 8   8   S 88 0  8  Educational linguist& From an academic literacies perspective, at university my first degree at St Andrews was in Linguistics & logic & metaphysics, with some French, German, and Maths in there too. I then went to the States and contextualised this with psycolinguistic, soicolinguistic, and anthropological linguistics. My doctorate was in theoretical, functional linguistics, but when linguistics departments were axed in the UK, I moved into EAP, taught EAP to biochemists, medical students, and science in general in Scotland and then Sudan. Moved to Canada and worked with all aspects of ESL from admissions, to programs for refugees, to teacher education for ESL in the schools. Set up a writing programme with several initial modules followed by writing across the disciplines  involved working with professors across disciplines. And am now at Warwick coordinating our BA programme and MA in ESP. So I have worked in different capacities across the disciplines. Laura is a second year undergraduate student of English literature. She is one of 24 undergraduate research scholars at Warwick doing a project which is linked to a staff research project. So she s coming from one of the disciplines with which I have little first hand experience. ZZ(        H  0޽h ? 3380___PPT10.~bx7 0 (  X  C 8   8  S 088 0  8 b This is an ESRC funded project for 2004-2007, so we re over half way through and happy to have this opportunity to share what we re doing and get some feedback at this stage.   H  0޽h ? 3380___PPT10.~`\6 0  (  X  C 8   8  S 88 0  8 " H  0޽h ? 3380___PPT10.~V > 0 ^ V @(  X  C 8   8V  S 88 0  8 PBiber s dimensions differentiated, for instance, conversational English, newspaper English and academic written English along dimensions such as narrative; orality; contextualisation etc. By looking at the lexico-grammatical features that cluster in such registers. e.g. Stance dimension  pick out all the stance nouns, verbs, adverbs, etc. and chart how much evaluation or stance there is by year, discipine, etc. 1. Modal and semi-modal verbs (See LGSWE, pp. 483ff.) 2. Stance adverbs (See LGSWE, pp. 557-8; 853-74) Epistemic: Certainty: actually, always, certainly, definitely, indeed, inevitably, Likelihood: apparently, evidently, kind of, most cases, Attitude: amazingly, astonishingly, conveniently, curiously, disturbingly, Style: accordingly, according to, confidentially, figuratively, frankly, 3. Complement clauses controlled by stance verbs, adjectives, or nouns Zh   ,       H  0޽h ? 3380___PPT10.(~*? 0 P:(  X  C 8   /  S /8 0  / < In this strand we plan a detailed analysis of certain genres, based on the Australian genre work, which looks for generic stages, and their purpose, together with the moves and lexico-grammatical features that typify them. This is from work by Coffin, e.g. Veel and Coffin, Unsworth, & So for school history, for instance, Coffin identified 3 argumentative genres: which are differentiated by purpose  to challenge or discuss for instance  and by stages. So that s a project overview. I d now like to turn to the tutor interviews. Unless you d like five minutes of questions now on this part? Z  M     E H  0޽h ? 3380___PPT10.е=A 0 JB$(  $^ $ S 8   /< $ c $X!/8 0  / tFirst collect the assignments  not as easy as it sounds.. And we have devised many diverse strategies for this - Then mark up the files - Eberling and Heuboeck (2006) describes the process and some of the issues involved. Ideas for interfaces and access to the corpus at present are: (see next slide) @     H $ 0޽h ? 3380___PPT10.{ WB 0 f^,(  ,^ , S 8   /X , c $t88 0  / I ll outline what each of these involves, so that you undestand the scope of the project, then Laura and I will report on findings from tutor and student interviews, and then we ll open the floor for discussion. &6    H , 0޽h ? 3380___PPT10.}D/D 0 <?(  <^ < S 8   / < c $/8 0  / 5=A 60-page pdf document on JACS can be found via the UCAS website: Http://www.ucas.ac.uk/higher/courses/coding.html CodeDisciplinary GroupingJACS letters AH Arts & Humanities Q, R, T, V, W, (X?) ML Medicine & Life Sciences A, B, C, D PS Physical Sciences & Engineering F, G, H, J, K SS Social Studies L, M, N, P, (X?) $>r'   4  )       X 0ArH < 0޽h ? 3380___PPT10.{`xznE 0  D~(  D^ D S 8   / D c $>/8 0  / t?Full texts available as pdf files from the Oxford Text Archive Probably to named researchers  you d have to register/ specifically request, and state what uses you wanted to make of the files etc. ?On-line search engine to allow for concordancing with limited co-text Currently exploring Sketchengine for BASE, but there will be a widely available facility to search the corpus in this way. Hilary has been talking with Michigan about developing at least a shared portal with the parallel American English corpora, and possibly more. No firm decisions here yet. So that s on the Corpus Development strand nm Z     *   : H D 0޽h ? 3380___PPT10.{0+G 0 @ P(  P^ P S 8   / P c $R/8 0  / l We conducted semi-structured interviews so far with 55 academics from Warwick and Brookes, usually starting with a director of studies who could give us an overview of assignments in their department, then moving to tutors of at least one core module, and of another module we were collecting from. The findings will probably not surprise many of you here:  m H P 0޽h ? 3380___PPT10.cDK 0  p(  p^ p S 8   / p c $h[/8 0  / ` They have a basic structure, but this structure differs across assignments and disciplines.  a H p 0޽h ? 3380___PPT10.2 zL 0  x(  x^ x S 8   / x c $le/8 0  / *More open-ended, less structured investigation (Hospitality) Notice that for Psychology, an essay may take the shape of a classic Research Article  by which is meant with Introduction  Methods  Results and Discussion. IMRD Remember these are tutor labels, not ours. &/    H x 0޽h ? 3380___PPT10.2` RM 0  b(  ^  S 8   /  c $r/8 0  / X An essay has got to be an argument of some sort ... not simply reportage or narrative (Theatre Studies) So essays are set in all disciplines where we interviewed, and they are predominant in some  for instance, English, History and Philosophy  where they may vary in length from 800 to 8000 words In other disciplines, they are set alongside different assignment types For instance, in Engineering many different types are set which allowed tutors to more easily explain the differences between them. $X   H  0޽h ? 3380___PPT10.6p%TY 0 ` d(  ^  S 8   /  c $s/8 0  / Z Or similarly from Psychology:  It has been the convention to use essays. I would like to break away from that (Psychology) We observed four trends in the nature of assignments, from the perspective of the tutors we interviewed: $    H  0޽h ? 3380___PPT10.a Z 0    (  ^  S 8   /   c $/8 0  / P Essays and lab reports are written for essentially pedagogic purposes  to demonstrate and extend student learning Project reports on group projects may involve original research and are written up as academic articles. Reflective journals on the process of doing the group project are designed to encourage self-awareness and now forms part of the PDP requirements. Posters are examples of writing for lay audiences  such as children in a transport museum The remaining assignment types are written as professional genres  in interpreting site investigation details, students have to be aware of the legal aspects of writing any recommendations made to clients. Funding proposals have to be written to persuade funders of the value of the projects, and so on. Table 2 on the handout gives examples of the spread of assignments by disciplines  using the departmental labels. As we have seen, these labels can be misleading, and our interviews suggested that assignments could be grouped according to their general pedagogic purpose, the extent to which they imitate research academic articles, and the extent to which they imitate professional writing. So many essays and lab reports would be examples of pedagogic genres written for broadly educational purposes of demonstrating learning and thinking. &  S H  0޽h ? 3380___PPT10.  \ 0  (  X  C 8   /  S /8 0  /  We have already seen that Psychology expects student essays to imitate the classic RA structure, One tutor said that in Psychology practical reports, project reports and essays are all to be written in the (IMRD) style of the classic research article, and must adhere to the conventions of a publishable scientific paper. Similar emphasis on moving towards producing publishable academic-research writing are found in other disciplines (read quotes). This last comment from physics suggests that the aim is not generally for students to publish, only a minority of undergraduate students reach publication standard (psychology) although  many year three essays are of publishable quality . (Biochemistry) But rather that published academic research articles are good models for students to approximate. The third main group we observed are professional. &eZx  e H  0޽h ? 3380___PPT10.y1^ 0  A(  ^  S 8   /  c $/8 0  / 7 I have a feeling that when we come to analyse these assignments, we will find great variety in the nature and assessment of what we have loosely here called reflective writing Nevertheless, the trend is clear, and has been picked up in the national PDP initiatives.   H  0޽h ? 3380___PPT10.oR _ 0  (  X  C 8   /  S /8 0  /  Not all professional or vocational disciplines follow Publishing, Tutors of Hospitality and Tourism, an  emergent discipline (Baynham 2000), seemed more concerned to emphasize the academic respectability of their programme, commenting on the need for students to grasp the link between practice and theory. Perhaps it is concerns of transferable skills, and relevance, or perhaps it is as Evans and Abbott (1998) suggest a consequence of the rise of the staff development industry at universities (since 1991), They point out that innovation has often been promoted without any clear justification  much of the published material on alternative approaches to teaching and learning is not, they claim, based on findings from empirical research (1998:17). In our interviews, there seems to be a growing feeling that essays are not enough and some innovation is needed: &   H  0޽h ? 3380___PPT10. H"` 0 P &(  X  C 8   /  S /8 0  / (I have mentioned blogs, I think earlier, as one mode of assessed writing. Assessed writing may also be about multimodal texts  for instance evaluations of websites, which is a development from the book review genre, requiring different criteria. In terms of producing assingments, tutors in publishing pointed out that Web-page design (Publishing) involves different skills (than traditional essays), and reportedly appeals to students who feel less comfortable with academic essay writing. So these assignment types may well favour different types of student. Hilary and I have written up these findings from tutor interviews in the paper listed at  forthcoming on your handout. We now turn to the student perspectives. & . @      H  0޽h ? 3380___PPT10.b 0 `X $(  $X $ C 8   9X $ S 98 0  9 Lea and Street (2000:39) have coined the term  empathy writing for such new ways of communicating disciplines outside the academic community. A rationale for such assignments is given by a philosophy tutor:  if they can explain the essence of a debate to a fellow student in the hall of residence who is not studying Philosophy, they have understood what they have read , Tutors in the sciences also pointed out that this is the kind of writing many physics or mathematics graduates will be doing in their working lives - so again  the eye on preparing for future working lives. $Py  P H $ 0޽h ? 3380___PPT10.eU 0 UM D(  DX D C 8   9M D S 98 0  9  All tutors we interviewed said their department regularly assigned essays, all except Physics, who stopped assigning essays last year. Some of their characterisations of essays are:   H D 0޽h ? 3380___PPT10.&К~D] 0 0 LT(  LX L C 8   9 L S x(98 0  9 V We have not included  professional academic writing here, because the issues raised seemed rather different. In this professional writing, students are positioned as professionals in their writing. The rhetoric and structure have to be as they would be in professional contexts and they are assessed, at least partially, from professional perspectives  although here too there is variation in the extent to which the content is expected to be at professional standards. As Lea and Stierer (2000:9) point out, there is inherent tension between the discourse requirements of the professional and the academic communities. Thus the role of theoretical / academic respectability vs practical relevance also becomes an issue. The two extremes are shown here:@    N H L 0޽h ? 3380___PPT10.(ta 0 VN@ P(  PX P C 8   9N P S >98 0  9  There has not only been a perceived increase in the  academic respectability of creative writing within English and Theatre Studies, for instance, but we have also found this spreading to other disciplines. For instance, in Crime and Deviance modules, students may write a short story that should also illustrate their understanding of crime and deviance. 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