ࡱ> wC(  r z(h.nesi@warwick.ac.uk6mailto:h.nesi@warwick.ac.uk`http://www.ucas.ac.uk/higher/courses/coding.html`http://www.ucas.ac.uk/higher/courses/coding.html`/ 0DArialngs0ux: 0DWingdings0ux: 0@ .  @n?" dd@  @@`` x4N15. G*W<  !"#$%&()+*'-/./01234789:;<=?ABCEFGHIJKLM 0AA@ʚ;ʚ;g4jdjd@0x: 0ppp@ <4dddd\ 0hu g4>d>d0x: 0vp@ pp<4BdBd\ 0hu80___PPT10 pp?% lBAAL Bristol 17/05O  =8Variation in disciplinary culture: university tutors views on assessed writing tasks6W$$$4$= 6Hilary Nesi, h.nesi@warwick.ac.uk with Sheena Gardner$ X 0" Paper Outline  _1. The Larger Research Project 2. Findings from our interview data 3. Applications to BAWE ` Some existing corpora  The TOEFL 2000 Spoken and Written Academic Language Corpus  the full range of spoken and written registers used at US universities (Biber et al. 2002). The Lucy Corpus, used to track children s progress from spoken fluency to written literacy. The Louvain Corpus of Native English Essays (exam scripts and general essays by British and American university and A level students). The Cambridge Syndicate Examination corpus (A-level General Studies scripts).PP]PPPPNP6aO+^* `"M { L  The diversity of assessed genres!!( ! Ganobcsik-Williams survey of student writing in three disciplines (2001) : 64 varieties, including business plans, websites, scientific posters and written material to support visual work. Lv   Our Project    An investigation of genres of assessed student writing in higher education. Comparisons across disciplines Comparisons across years P9   The BAWE Grid    The departmental grid  $The sampling grid (= 3072):_    Three strands  1. The Discourse Community Genres 2. Register Analysis: Biber s multidimensional analysis 3. SFL Genre Analysis&;  4  From the discourse community  X a. Department documentation b. Tutor interviews & surveys c. Student submission formsYX Y (Current interview data  *Interview questions  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  +2The variety of genres: an example from Engineering 3 Essays Site investigation reports (both factual and interpretative) Laboratory reports Project reports Reflective journals Posters Summaries of analysis + recommendations Funding proposals Business plansP   Some other genres  BAppeals (Law) Book / play reviews (History, Sociology, Theatre Studies) Case notes (Law) Crime fiction (Sociology) Critical evaluations of own work (English, Computing) Literature reviews (History) Field studies (Sociology) Marketing plans (Cultural Policy Studies) Blogs (Theatre Studies) Patient case reports (Medicine) CZC&   4 . The essay  Used by all departments in sample Perceived as  standard and  traditional  too much so for some  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)  It has been the convention to use essays. I would like to break away from that (Psychology)  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)zePPPSP PP Pe  0"Essays have a very basic structure##( # Introduction, body, conclusion (Biological Sciences) Introduction, logical sequence of argument, conclusion (Medicine) Argument, counter-argument, conclusion (Hospitality & Tourism)@7 '  1&Essays have few structural constraints''( ' The structure of essays is less prescribed (Theatre Studies) Essays have more flexibility than practical reports, and may address only a subset of the classic RA (Psychology) More open-ended, less structured investigation (Hospitality) Greater scope than other assignment types in terms of what they re writing about (Engineering) An essay is generally more  rangy , with a freer structure (Law) ~PP+e /Q;  4 Essays involve critical thinking ! n An essay has got to be an argument of some sort ... not simply reportage or narrative (Theatre Studies)  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 H8X@ R 8 6HProgression is marked by an increasingly original and critical response IG ( I  Aim to transform A level students who write  mini-encyclopaedia articles . Good students  develop a genuine personal voice (Theatre Studies) Students become  more critical in the final stages (Hospitality & Tourism) Masters level students are expected to write  a good critical document (Warwick Manufacturing) First year writing should be accurate, concise, explicit, but by the third year  originality should be added to the mixture (Psychology)  >!Reflective writing is encouraged  " Students are asked to produce original work and then evaluate it (Computing, English Studies, Theatre Studies) Students are asked to write reflectively about their experiences during group work (Engineering, Hospitality & Tourism) Students are asked to write reflectively about the educational value of a practical task (Anthropology) Students are asked to reflect on past personal experiences (Medicine)JoPPPPFP  7Disciplinary variation   Preparing the professional for the workplace Preparing the  professional academic Rejecting  grim vocationalism (&I~&n    @ AAssignments modelled on professional non-academic writing tasks: B@ ( B ~Some interviewees referred to students future needs, eg: Engineering reports (the legal implications of making recommendations) Demonstration and analysis of computer coding ( preparing students for real life ) Case notes and appeals ( common forms of legal writing ) Business plans, marketing plans, funding proposals (but applied subjects such as Hospitality & Tourism also use writing tasks as a means  to get students focused on theory ) l;ZGZZZZZ;&6   B!=Assignments modelled on professional academic writing tasks: >< ( >  Psychology aims to cultivate the writing style of the research article published in a respected learned journal.  the great bulk of written work is in the form of essays modelled on the classic psychology RA FPPP  D".Assignments aimed at educating the individual://  / b  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 8&    9(What do tutors value in student writing?))( ) Coherent structure 11 / 21 Originality / Creativity 11 / 21 Succinct expression 7 / 21 Adherence to academic conventions 5 / 21 Engagement / Enthusiasm 5 / 21 Application / Relevance 5 / 21 Understanding / Insight 5 / 21  / !# % ) ,-/235:;=?ACE   0` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғ3y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> $(    6č  `}  T Click to edit Master title style! !  0 Ǎ  `  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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The Lucy Corpus, (Sampson 2003) 33,000 words of young adult writing, but only 19 short extracts from 1st year UG assignments. 305,000 word Louvain Corpus of Native English Essays. The control corpus for ICLE contains examination scripts and general essays by British and American university students and British A level students. Although these were all produced as part of assessed work the grades they received are not recorded, there is little information about the context in which they were written the Cambridge Syndicate Examination corpus. Used in studies involving the HKUST corpus, a control corpus of A-level General Studies scripts has been used. The tasks did not require subject-specific knowledge, nor were they typical of those set in university departments.<xV$'JILjc^ u H  0޽h ? 3380___PPT10.  0  (  X  C 8   +  S %+8 0  + " H  0޽h ? 3380___PPT10.  0   (  X  C 8   +  S ++8 0  + " H  0޽h ? 3380___PPT10. 㥨 0 0 (  X  C 8   +  S 0+8 0  + " H  0޽h ? 3380___PPT10. 㥨  0 @.(  X  C 8   +  S 6+8 0  + 0812 target departments/schools per university  3 in each disciplinary grouping. The idea isn t to exclude assignments from other areas, but to target our initial efforts on contacting people in these departments/schools. 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 0!RH  0޽h ? 3380___PPT10. T  0 P (  X  C 8   +  S H+8 0  + " H  0޽h ? 3380___PPT10. T 0 ` (  X  C 8   +  S :+8 0  + " H  0޽h ? 3380___PPT10. T 0  (  X  C 8   +  S `T+8 0  + " H  0޽h ? 3380___PPT10.  0 D(  j  s * ?8   +  0(Z+ 8 0  + " B  s *޽h ? ̙33> 0 N(  ^  S 8   +  c $dB+8 0  + D22 interviews 12 departments  H  0޽h ? 3380___PPT10. T 0  (  X  C 8   +  S pd+8 0  + " H  0޽h ? 3380___PPT10.cD 0  (  ^  S 8   +  c $`j+8 0  + ^Site investigation report informs the client about the site so that client can decide what sort of buildings to plan. Factual reports are interpreted by the client, Interpretative reports include recommendations (for which the writer may be legally accountable). Engineers must become aware of the implications of producing different kinds of report. _ H  0޽h ? 3380___PPT10. X 0 @h(  X  C 8   +  S t+8 0  + jInterviewees construct an identity for themselves (viz Goffman)  maybe want to be seen as innovators. Professional development programmes in higher education seem to be encouraging greater diversity of genres. The were few real criticisms of the essay, however. It was generally portrayed as a very flexible genre which encouraged the expression of the originality and critical thinking.@3    J H  0޽h ? 3380___PPT10.a 0 `X(  X  C 8   +X  S +8 0  + Descriptions of essay structure at a very high level of generality  allow for considerable variation f H  0޽h ? 3380___PPT10.2  0  (  X  C 8   +  S l+8 0  + " H  0޽h ? 3380___PPT10.2`  0  (  X  C 8   +  S 4+8 0  + " H  0޽h ? 3380___PPT10.6p%Z 0  j(  X  C 8   +  S p+8 0  + l*8 out of 12 departments mentioned the importance of personal and/or critical response to the subject in the final year or at Masters level. (not History, and Anthropology  but Sociology  critique is crucial , Medicine not so easy to note progression, but personal response encouraged) Comments about evaluation, critical thinking, were as common in the Sciences as in the Arts  eg, Computing students were expected to become more critical of their own work in the final year Biology students were supposed to develop  increasing critical faculty Psychology students should be more critical of research and  develop independence of thought by year three. &~   H  0޽h ? 3380___PPT10.7' 0 0  (   X   C 8   +   S ȡ+8 0  + " H   0޽h ? 3380___PPT10.7' 0 P(  X  C 8   +  S +8 0  + oOriginality / creativity in Computing, Hospitality, History, English, Theatre Studies, Psychology, Engineering p H  0޽h ? 3380___PPT10.7 0 p(  X  C 8   +  S +8 0  + D Assessed reflective writing tasks seemed to be quite focused  students were asked to write about a specific piece of work they had produced (in terms of their educational experience, the quality of the work) or they were asked to draw on their own past experiences in discussion. Interviewee reported that Medical students had difficulty with an essay genre that required them to draw on their own experiences (Health and Community)  part of the problem here seemed to be that students were not used to discussing, they liked to express scientific certainties. In Cultural Policy Studies one student wrote a novel in Spanish and then wrote a reflective report on the process. Engineering uses reflective journals or blogs for PDP (personal development planning), but these are not assessed. @     I H  0޽h ? 3380___PPT10.oR,  0 $<(  $X $ C 8   + $ S +8 0  + >Applied subjects tended to prepare students for the genres of writing they would encounter in the professions. Interviewees could often provide a very clear account of generic structure and purpose. Hospitality & Tourism interviewees also regarded written tasks as a means of getting students to think about theory, rather than practice. Perhaps in the very applied subjects students will already be tuned in to the world of work, and will need more support preparing academic genres? $f  H $ 0޽h ? 3380___PPT10.v]$! 0 ,4(  ,^ , S 8   + , c $$+8 0  + *   H , 0޽h ? 3380___PPT10.v]" 0 |t4 (  4X 4 C 8   +t 4 S <+8 0  + All applied subjects set some tasks that mirrored real-life professional writing Most  pure subjects seemed concerned with the general educational development of their students but did not relate this to any particular professional activity  H 4 0޽h ? 3380___PPT10.paErpyMCCXZWbd B Y#ȿ0SM]_sb z #0(!T#l%(5T.<1?T390l5<=>IsAS J=NiiPmTE yOh+'0 `hx  Slide 1 Computing Services57Microsoft Office PowerPoint@ }@0Lp[@)5FGg  mE  y--$xx--'@Arial-. E2 qK)BAAL ."System7-@Arial-. 2 uF Bristol 17/05.-@Arial-. .2 +Variation in disciplinary .-@Arial-. 2 +qculture:.-@Arial-. !2 5university tutorse.-@Arial-.  2 5H.-@Arial-. "2 5Mviews on assessed .-@Arial-. 2 ?; writing tasks.-@Arial-. 2 K> Hilary Nesi,.-@Arial-. %2 V.h.nesi@warwick.ac.uk.--V.Vu-@Arial-. $2 ^/with Sheena Gardnerk.-՜.+,D՜.+,d    On-screen Show brookvale roadU5 Arial WingdingsDefault DesignWVariation in disciplinary culture: university tutors views on assessed writing tasksPaper OutlineSome existing corpora!The diversity of assessed genres Our Project The BAWE GridThe departmental gridThe sampling grid (= 3072):Three strandsFrom the discourse communityCurrent interview dataInterview questions3The variety of genres: an example from EngineeringSome other genres The essay#Essays have a very basic structure'Essays have few structural constraints!Essays involve critical thinkingIProgression is marked by an increasingly original and critical response "Reflective writing is encouraged Disciplinary variationBAssignments modelled on professional non-academic writing tasks: >Assignments modelled on professional academic writing tasks: /Assignments aimed at educating the individual:)What do tutors value in student writing?  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