A Critique of: Academic Writing a Handbook for International Students (Bailey, 2006)

An Academic Writing Foundation Course Embracing Practical and Theoretical Training

Bailey (2006) acknowledges the importance of the use of academic writing when international students embark on university course of studies. Not only does the book provide the possibility of learning different styles of writings, but also of using the material with various levels and groups.

Another interesting characteristic is that this book can be used either with a teacher or individually on the grounds that “the structure of the book has been made as simple as possible” (Bailey, 2006, p.7) .

In this traditional book, Bailey (2006) divides his work into four parts which are intrinsically connected with simple and basic characteristics of academic writing. Part one and two help the students to understand the format, layout and important skills of academic writing. Then, part three and four deal with grammatical issues and some limited writing models. Towards the end of the book, there is a small section devoted to writing tests which are connected with some of the aspects of the units.

After working with this book, the students might feel they have acquired useful academic writing tools- in other words; the learners would be able to recognize and use the fundamental elements of academic papers. However, Bailey’s (2006) would have been more appealing if he would have added further writing models such as book reviews, book critiques and annotated bibliography.

            In addition to this, the book encompasses some flaws related to specific aspects of academic writings. For instance, it would have been better if Bailey (2006) had added more detailed information as regards the different types of in text citations and references. Besides, in no case does Bailey (2006) provides data concerned with the various academic styles, for instance, APA(American Psychological Association) and MLA (Modern Language Association) styles.

In this academic writing book, Bailey (2006) explores the most significant features of academic writing consequently, it could be claimed that this book is suitable for elementary levels. Nevertheless, Bailey (2006) fails to delve into various useful and important academic topics which are of paramount importance for advanced and proficiency levels.

References

Bailey, S. (2006). Academic Writing: A handbook for International Students (2nd ed.).Retrieved October 2012 , from Taylor & Francis e-library:http://npu.edu.ua/!e-book/book/djvu/A/iif_kgpm_t27.pdf. 

Mobile Learning Constraints considering Ballance (2012) Comments: An Annotated Bibliography

Stockwell, G. (2012). Working with constraints in mobile learning: a response to Ballance.

Language Learning and Technology, 16 (3), 24-31. Retrieved October 2012, from http://llt.msu.edu/issues/october2012/stockwell.pdf

Argued that Ballance (2012) remarks fail “ to consider the ways in which learners engaged in the activities and their views towards mobile learning in general” (p.24). Summarised and replied to Ballance claims and misconceptions as regards vocabulary activities and obsolete finding related to smart phones. Explained teachers should adapt to technological changes without disregarding pedagogical approaches and students’ needs.

References

Stockwell, G. (2012). Working with constraints in mobile learning: a response to Ballance. Language Learning and Technology, 16 (3), 24-31. Retrieved October 2012, from http://llt.msu.edu/issues/october2012/stockwell.pdf

Ballance, O.J. (2012). Mobile language learning: more than just “the platform”. Language Learning and Technology, 16(3),21-23. Retrieved October 2012, from

 http://llt.msu.edu/issues/october2012/ballance.pdf

Mobile Language Learning Platform and its Obsolete Effects Outline

Purpose: To provide a general overview of Stockwell’s (as cited in Ballance, 2012) article about the obsolete effects of using mobile phones for vocabulary activities.

Thesis: The data shows that Stockwell’s findings are limited in various terms.

Audience:  Teachers , Researchers, Students.

I. Electronic platforms

            A. Computer assisted language learning (CALL)

                        1. Development

            B. Mobile assisted language learning (MALL)

                        1. Obsolet effects

                                   a. technology and devices

                                   b. computer and mobile phones software platforms

                                   c. potential of the activities used

                                   d. environment  

II. Conclusion

 References

Ballance, O.J. (2012). Mobile language learning: more than just “the platform”. Language Learning and Technology, 16(3),21-23. Retrieved October 2012, from

 http://llt.msu.edu/issues/october2012/ballance.pdf   

Stockwell, G. (2012). Working with constraints in mobile learning: a response to Ballance. Language Learning and Technology, 16 (3), 24-31. Retrieved October 2012, from http://llt.msu.edu/issues/october2012/stockwell.pdf

Developing Academic Literary Skills through On Line Research Projects Academic Summary

 “Writing for the World: Wikipedia as an Introduction to Academic Writing” (Tardy, 2010) is an article on the use of a free encyclopaedia to facilitate an understanding of academic writing rules. Writing academic texts involves facing various challenges as not only do the learners have to acquire the ability to use the community specific jargon, but also the particular genre. Therefore, Tardy (2010) notes that using a well-known website, at school, would encourage the students to begin utilizing academic literacy skills.

Tardy (2010) defines the term wiki as “a collaborative web-based spaced that can be modified by any users” (p.13) thus, enabling the students to publish their tasks. When dealing with the assignment, the learners can choose topics related to their interests while getting to know the format and characteristics of the site. Then, the students have the opportunity of following certain stages which are similar to those of academic writing. For instance, the learners have to do research, outline and paraphrase the projects, organize their writing, revise citations and references and finally, check word choice and spelling.

All things considered, it could be claimed that Wikipedia can be seen as an empowering tool to lead the students into the academic field. This web site allows for a progressive learning of the academic skills in a collaborative way.  Finally, Tardy (2010) points out that carrying out this assignment is a rewarding activity on the grounds that the students have the possibility of sharing their reports in a virtual community.

References

Tardy, C. M. (2010). Writing for the world: Wikipedia as an introduction to academic

 writing. English Teaching Forum, 1, 12-27. Retrieved from http://exchanges.state.gov/englishteaching/forum/archives/docs/10-48-1-c.pdf

Evidence Underpinning Swales’ Conceptualization of Discourse Community

            Swales (1990) maintains that, for procedural purposes, it is necessary to define the term discourse community and even better to offer a set of criteria sufficiently narrow in order to eliminate many of the marginal, blurred and controversial contenders . Therefore, he proposes six characteristics that will be sufficient to identify a group of individuals as a discourse community. After analyzing different sources, it could be said that these defining features are displayed throughout various articles.

            To begin with, the fact, that a discourse community has common public goals, has been supported by Kutz.(1997) He claims that the members of a discourse community have developed a common discourse that involves common purposes and shared understandings about how to communicate their knowledge and achieve their shared purposes . 

Besides this, a discourse community has mechanisms of intercommunication among its members. Hoffman-Kipp, Artiles and Lopez-Torres (2003) share the view that “teachers interact with colleagues in goal-directed activities that require communication and the exchange of ideas” (p3). For instance, the writers’ article points out the importance of a team discussing their beliefs and practices within the routines of their daily work.

Furthermore, a discourse community relies on participatory mechanisms to provide information and feedback .Wenzlaff and Wieseman(2004) demonstrate that a collaborative culture of teachers, from different levels of schooling and content areas, can help each other to broaden their perspectives about teaching and learning and educational systems. This is possible due to the various tools that are used to communicate, for example, they have to write assignments, reflecting on their "doing."

In addition to this, a discourse community holds one or more genres. It is of major importance to define the term genre. Swales (1990) explains that genres are types of texts which developed in response to rhetorical needs. This is illustrated by the fact that Kelly Kleese (2004)states that community college discourse most often takes the form of oral dialogue or text  such as e-mail, electronic mailing lists, and discussion forums on the Web.

Another important characteristic is the one that depicts a discourse community as having some specific lexis. For instance, in the university discourse community , the term nontraditional is widely used to describe traditional students (Kelly-Kleese,2001).

Finally, a discourse community has members with a suitable degree of relevant content and discoursal expertise. In this light, Wenzlaff and Wieseman (2004) conclude that “for the learning to have long-standing impact, teachers need teachers to grow with in a discourse community”(p.9).

On the whole, it may be concluded that the writers of the articles analised the concept developed by Swales(1990). This theory portrays discourse community as a group of people who share goals, mechanisms, genres, specialized terminology and high general level of expertise .

References

Swales, J. M. (1990).  Genre analysis: English in academic and research settings.

Cambridge, UK: Cambridge University Press.

Kelly-Kleese, C. (2004). UCLA community college review: community college

scholarship and discourse.  Community College Review. Retrieved October 2007,

from  http://findarticles.com/p/articles/mi_m0HCZ/is_1_32/ai_n6361541

Wenzlaff, T. L., & Wieseman, K. C. (2004). Teachers need teachers to grow.     

 Teacher Education Quarterly. Retrieved October 2007, from

http://findarticles.com/p/articles/mi_qa3960/is_200404/ai_n9349405

Kelly-Kleese, C. (2001). Editor’s choice: An open memo to Community College

Faculty and Administrators.  Community College Review. Retrieved October 2007,

from  http://findarticles.com/p/articles/mi_m0HCZ/is_1_29/ai_77481463

Hoffman-Kipp, P., Artiles, A. J., & Lopez Torres, L. (2003). Beyond reflection:

teacher learning as praxis. Theory into Practice. Retrieved October 2007, from 

http://findarticles.com/p/articles/mi_m0NQM/is_3_42/ai_108442653

Kutz, E. (1997). Language and literacy: Studying discourse in communities and

classrooms. Portsmouth, NH: Boynton/Cook Publishers.

Dear all,Welcome to my EAP blog! Let me introduce myself, I'm Liliana Carrizo and I'm very pleased to meet you. Last year, I graduated as a teacher of English from ISFD n 24 in Bernal  and this year I decided to embark on this postgraduate course of studies.As regards my experience , I've worked at language schools, bilingual schools and state run schools.Currently, I'm teaching at State-run schools , I teach children, teenagers and adults. I feel  this class can arouse a lot of interest in discourse analysis and creative thinking . I hope this can be a virtual place where we can do reasearch into EAP and share ideas and suggestions !