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viernes, 16 de noviembre de 2012

Task 3: A Review Academic Writing: A handbook for International Students



A Review Academic Writing: A handbook for International Students
    
     Bailey’s (2006) Academic Writing: A Handbook for International Students is a self-study book, which is intended to aid and guide learners when performing written tasks at university.  According to the author, his work caters to the different needs learners may have at the moment of facing the challenge of writing academic pieces of narrative.
     Divided into for main sections, Bailey’s (2006) work begins with a detailed introduction in which the author clearly states the aim of his book. The first section: The Writing Process, supplies learners with activities that range from note taking to proof-reading. The following section called Elements of Writing deal with all the necessary elements that should be taken into account to meet the demands of academic writing, such as cohesion and style. The third section: Accuracy in Writing provides practice in areas of language in which from the author’s perspective learners have difficulties. The last section entitled Writing Models, offers samples of different pieces of writing such as letters, Cv’s and essays.
     In addition to the four sections that are at the same time sub-divided into sixty units, there is also a section devoted to tests in which students can check their own progress. At the end of the book, students are able to find the answers for the tasks as well as the sources consulted that enabled the author to design the activities.
     All in all, Bailey’s (2006)  work definitely contains many of the tools international students may need so as to face the challenge of writing academically. This well-organized handbook is a practical supplementary resource from which students can undoubtedly profit. All the aspects covered by Academic Writing by Stephen Bailey (2006) make it highly recommendable to all those learners who are taking their firsts steps into academic writing.
References:
Bailey, S. (2006). Academic Writing: A handbook for International Students (2nd ed.).Retrieved October 2012 ,from Taylor & Francis elibrary:http://npu.edu.ua/!ebook/book/djvu/A/iif_kgpm_t27.pdf.

viernes, 2 de noviembre de 2012

Task 1: Towards an Accurate Definition of a Discourse Community



Orellano Carina
Draft 1
Towards an Accurate Definition of a Discourse Community
     According to Swales (1990), in order to be regarded as members of a Discourse Community, its participants should meet some requirements such as common goals, interactive mechanisms, information exchange, community-specific genres, specialized terminology and a high level of expertise. 
      The purpose of this paper is to analyze different articles and identify evidence to support Swales' theory.
     In relation to the requirement of shared objectives and interests, Kelly-Kleese (2001) states that the community college can be regarded as a discourse community as its participants “have developed a common discourse that involves shared knowledge, common purposes, common relationships and similar attitudes and values”. (p.4)
     As regards the interactive mechanisms proposed by Swales, Kelly-Kleese (2001) also states that “Participating in the discourse of their disciplines and of higher education in general is an expectation of university faculty; it is part of the conceptual scheme of their discourse community” (p.13)
     In relation to shared goals and information exchange, Hoffman-Kipp, Artiles and Lopez-Torres (1990) sustain that “teachers interact with colleagues in goal-directed activities goal-directed activities that require communication and the exchange of ideas…” (p.13). They also suggest that “teacher reflection in social context occurs as teachers engage in and share their reflections in diverse ways” (p.18)
     Discourse communities develop through the use of community-specific genres. In relation to this, Blanton, Simmons and Warner (2001) claim that “journals or virtual systems of communication can be used to mediate teacher learning so they can recall, share and respond to one another’s experiences (as cited by Hoffman-Kipp, Artiles &Lopez-Torres, 2003, p. 20).      
     A discourse community is characterized as utilizing specialized terminology. Kelly–Kleese (2001) has suggested that the community members share their knowledge and interpretations and hence, create policy and redefine language. Besides, Wenzlaff and Wiezeman (2004) conducted a survey in order to obtain information related to the learning processes and reported the results by means of acronyms: “ teachers rated themselves using a Likert scale, ranging from absolutely true (AT) to mostly true (MT)…” (p.20)
    To conclude, the articles analyzed provided arguments to support Swales (1990) theory. It can be established that the author has provided an accurate definition of discourse community. The six requirements help to analyze and determine whether a group of people can be considered a discourse community or not.








   References

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

Kelly-Kleese, C. (2001). Editor’s Choice: An Open Memo to Community College Faculty and Administrators. Community College Review. Retrieved October 2007, from

Kelly-Kleese, C. (2004). UCLA community college review: community college scholarship and discourse. Community College Review. Retrieved October 2007, from

Pintos, V., & Crimi Y. (2012). Unit 1: Building up a community of teachers and prospective researchers.  Buenos Aires, Argentina: Retrieved August 2012 from EAP-CAECE.

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