Defining Discourse Community[YC1] 

A discourse community is a group of what? whose members share knowledge. According to

Bizzel (1992) and Harris (1989), the group is bound together by their acquisition of

specific lexis and is regulated by stylistic and canonical  conventions[v2]  (as cited in

Pintos & Crimi, 2010, p. 14[YC3] [YC4] ).

In accordance, Kutz (1997) applies the term speech communities, from which

discourse community borrows  its concept,  to professional communities that

converse through writing but notes that “ the more inclusive term discourse

community, covering both spoken and written discourse, is usually used to refer

to such contexts” (cited in Kelly-Kleese, 2004[YC5] ).

An example of this[YC6]  are the studies mentioned by Flowerdew (cited in Pintos &

Crimi, 2010), which demonstrate[YC7]  how students produce texts that respond to

a particular discourse community. Students also tend to change from using the

informal style they bring with them to write in a more formal register as required by

the community[YC8] .

EAP

Mid-term exam

González Allende, M.F.

References

Kelly-Kleese, C., (2004) Community College Review, Summer,2004[YC9] .

Pintos & Crimi, (2010) Unit 1: Building up a Community of Teachers and Prospective Researchers, Lengua Inglesa Especializada I, Licenciatura en Enseñanza del Idioma Ingles.[YC10] 

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 [YC1]Why all in capital letters?

 [v2]Copied-pasted…

 [YC3]As regards format, do not press double enter. Go to Parrafo/ Formato/Interlineado/Doble.

 [YC4]Do not include page numbers except if you are citing the authors’ exact words.

 [YC5]Careful: one sentence paragraph.

 [YC6]Not clear referent.

 [YC7]Not used in education.

 [YC8]Final concluding paragraph?

 [YC9]Some info is missing,

 [YC10]Check APA style. 

Defining  Critical Incidents

[YC1] 

A critical incident is a method of reflective practice (Kennedy & Wyrick, 1990, cited in

Pintos & Crimi, 2010).  This involves the narration of a successful or unsuccessful

event , whose evidence might help in designing new strategies for future practices ( Pintos

& Crimi, 2010, p. 27[YC2] ).

In this regard, a critical incident provides a source of reflection, as the event allows the

teacher to obtain data on which to rethink his or her practice ( Rahilly and Saroyan, 1997,

 cited in Pintos & Crimi, 2010, p. 9).

[YC3] In the example cited in Pintos andCrimi (2010, p. 11), it is possible to acknowledge the

importance of  analysing a critical incident in the light of the need for reflection. Two

novice teachers practicing in a difficult environment and how they finally succeeded in

making the students work and respect them[YC4] , provide data for the reader to understand this.

EAP

Mid-term exam

González Allende, M.F.

References

Pintos & Crimi, (2010), Unit 2: Personal Narratives in Teaching, Lengua Inglesa

Especializada I, Licenciatura en la Enseñanza del Idioma Ingles.

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 [YC1]Idem previous comments.

 [YC2]Check APA style to see when in text citations take numbers.

 [YC3]Idem.

Careful: one sentence paragraph.

 [YC4]Reparase. 

Maria Florencia,

You need to work on academic aspects. We expect you to know how to include a header and work on APA style by the time of the mid-term exam.

Please, get ready for the make-up test.

Your mark is 2 (two)

Summary Writing

In her article about summary writing, Reid (1994) describes the main points to take into consideration in order to produce a successful piece of work of this kind. According to the author, the main aim of a summary is “to inform, to persuade the reader, to give a limited amount of information, etc.” (cited in Pintos & Crimi, 2010).

 Reid states that it is crucial to consider the audience and purposes before writing a summary. For this matter, the author advises the writers to read the original source several times and to make notes based on the main points. Another significant aspect is the length and the amount of information that will be provided in the summary; as they are brief descriptions, the information should be “clear, neutral and balanced” (Pintos & Crimi, 2010).

The organization of the summary is also very important; Reid (1994) believes that a well-balanced summary should have an introduction, a body and a final conclusion.  Important information about the text and author is presented in the introduction, by the use of clear introductory phrases. Then, the body will contain the main ideas of the original text, respecting the order in which they appeared and linked by the use of connectors. It is advisable to paraphrase and quote instead of copying from the original and pasting . The conclusion, at the end, should not include any personal opinions on the subject matter, as this is an objective piece of writing.

References

Reid, J.M. (1994). The Process of Paragraph Writing (2^nd edition). Englewood

Cliffs, NJ: Prentice Regents.

Academic writing[YAC1] 

Academic[YAC2]  writing is what guides members of a discourse community not only to advanced literacy, but also to develop thinking strategies and new ideas within the community of knowledge. However, academic writing involves specific characteristics which are regulated by general academic register, a formal style, a proficiency in language use, the ability to integrate information from other sources, and the type of genres academic writing deals with (Mac Donald[YAC3] , as cited in Pintos & Crimi, p.10).

By achieving advanced literacy and mastery in academic writing, members of a discourse community have the possibility to put into practice the scientific basis of knowledge and be competent in the performance of socially useful tasks.  As stated by Banfi (1997), to claim to be professionals people should, among others, have had a “long period of specialized training” and provide a “social service” (as cited in Pintos & Crimi, p.28).

Professionalism[YAC4] 

A professional is a person who, as stated above, has had specific training and has developed intellectual skills which allow them to provide a service to the demands of society. The development of these skills comes from seeking progress through reflection on practice, constant updating and sharing knowledge with other professionals.

In order to understand professional development, Wallace (1991) suggests three models of development which can be analyzed by teachers who wish to achieve professional competence. As stated by Banfi (1997), “professional development comprises those activities in which professionals are engaged for the purpose of achieving professional competence” (as cited in Pintos & Crimi, p.28[YAC5] [YAC6] ).

Example

In my own experience [YAC7] as a teacher and now a student, academic writing has implied facing many new challenges; to think about writing in a different way, and to pay attention to the scientific basis of academic writin[YAC8] g. Therefore, as my purpose is to become a better professional in this field, I try to keep reflecting and updating by learning and sharing from my peers and my tutors[YAC9] .

References? Remember that your references are of upmost importance. I do not know why when I paste the rubrics it turns into black (this may be due to the fact that your paper has been saved in docx and it may not be compatible with my PC.

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 [YAC1]Dear Florencia,

You had to relate both terms. That is, make only one paper relating to both chosen terms.

 [YAC2]Why not starting with a brief but general intro?

 [YAC3]Year of publication.

 [YAC4]You should have related the terms…

 [YAC5]Overused pattern of citation.

 [YAC6]So far, I cannot see the relation between both terms.

 [YAC7]Not academic.

 [YAC8]Look for a near synonym.

 [YAC9]Final conclusión? 

Dear Ma. Florencia,

We can see you have improved if we compare this production to your previous one (the one in the  mid-term exam). However, there are some very important issues you cannot forget. One of those is a reference list. Besides, your production does not fully fulfill the task. We asked you to write about two terms and relate them. We cannot see such relation in your writing. Please, work on these issues. Compare your productions. Read our comments on the sides and at the end of every single paper. You will have one more opportunity to sit for this mid-term exam, on the first call for final exams in December.

Best,

Yanina and Veronica

Assignment 4 first draft: Defining Critical Incidents

Defining  Critical Incidents

[YC1] 

A critical incident is a method of reflective practice (Kennedy & Wyrick, 1990, cited in

Pintos & Crimi, 2010).  This involves the narration of a successful or unsuccessful

event , whose evidence might help in designing new strategies for future practices ( Pintos

& Crimi, 2010, p. 27[YC2] ).

In this regard, a critical incident provides a source of reflection, as the event allows the

teacher to obtain data on which to rethink his or her practice ( Rahilly and Saroyan, 1997,

 cited in Pintos & Crimi, 2010, p. 9).

[YC3] In the example cited in Pintos andCrimi (2010, p. 11), it is possible to acknowledge the

importance of  analysing a critical incident in the light of the need for reflection. Two

novice teachers practicing in a difficult environment and how they finally succeeded in

making the students work and respect them[YC4] , provide data for the reader to understand this.

---

 [YC1]Idem previous comments.

 [YC2]Check APA style to see when in text citations take numbers.

 [YC3]Idem.

Careful: one sentence paragraph.

 [YC4]Reparase. 

Assignment 3 first draft and corrections: Analysis of Second Language Writing and Research: The Writing Process and Error Analysis in Student

Analysis of Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts

In the article analyzed, the use of quotations is a frequent device; many authors are quoted in order to provide a clear idea of the topic of second language writing and research. As an example, two authors are quoted when referring to the writer’s task: By putting together concepts and solving problems, the writer engages in "a two-way interaction between continuously developing knowledge and continuously developing text" (Bereiter & Scardamalia, 1987, p. 12, as cited in Myles,…).When mentioning the difficulty writing in a second language presents to the learners, other authors are quoted, narrowing the degree of difficulty  , "particularly those who bring with them a set of conventions that are at odds with those of the academic world they are entering" (Kutz, Groden & Zamel, 1993, p. 30, as cited in Myles,……). Also, the concept of discourse community is mentioned in this article, supported by Swales (1990, p. 4) who states that writing "should not be viewed solely as an individually-oriented, inner-directed cognitive process, but as much as an acquired response to the discourse conventions . . . within particular communities" (as cited in Myles,….). Related to this, Bereiter and Scardamalia (1987), criticize formal schooling that encourages the more passive kind of cognition by "continually telling students what to do," rather than encouraging them "to follow their spontaneous interests and impulses . . . and assume responsibility for what becomes of their minds" (p. 361, as cited in Myles….).

Some quotations present omissions, for example when Schuman (1998) is cited in relation to the role of feelings in learning (as cited in Myles,….) Introducing the quote two reporting verbs are used, on what he argues and states on the topic. In this case, part of the sentence has been omitted in order to focus on the parts of the text that matter for the purpose. When reporting verbs are used, these are repeated: argue, advocate and state are the most frequent ones. Regarding insertions, there is one example of an insertion of a capital letter when Mc Laughlin (1988)is quoted on the possible sources of transfer errors ( as cited in Myles,…..). In the introduction of this quote, the author is cited using the typical structure of reporting verb, source and main idea.

Another usual device in this article is the use of in-text citations. These present a paraphrase of the author’s words. In some cases, the author’s name is included in the signal phrase, in which case only the date of publication is in parentheses. An example of this is: According to Ellis (1985), it is through…” (as cited in Myles…). In other cases, a study by an author is mentioned, in which case both author and date of publication are in parentheses, as when Cumming’s (1989),White’s (1994) and Zamel’s (1987) works are cited in reference to the use of instruction and response. The use of in-text citations is frequent and this is due to the need for sources from academic writing specialists, as well as from other fields related to second-language learning.

References

Myles, Johanne (              ) Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts, retrieved from http:/www-writing.berkeley.edu/TESl-Ej/ej22/a1.html

Pintos, V., revised with Crimi, Y., Units 1, 2 and 3, EAP, retrieved from CAECE, August and September, 2010.

Analysis of Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts[YAC1] 

In the article analyzed[YAC2] , the use of quotations is a frequent device; many authors are quoted in order to provide a clear idea of the topic of second language writing and research. As an example, two authors are quoted [YAC3] when referring to the writer’s task[YAC4] : By putting together concepts and solving problems, the writer[YAC5]  engages in "a two-way interaction between continuously developing knowledge and continuously developing text" (Bereiter & Scardamalia, 1987, as cited in Myles[YAC6] [YAC7] ,…).When mentioning the difficulty writing in a second language presents to the learners, other authors are quoted, narrowing the degree of difficulty  , "particularly those who bring with them a set of conventions that are at odds with those of the academic world they are entering" (Kutz, Groden & Zamel, 1993, p. 30, as cited in Myles[YAC8] ,……). Also, the concept of discourse community is mentioned in this article, supported by Swales (1990 p. 4) who states that writing "should not be viewed solely as an individually-oriented, inner-directed cognitive process, but as much as an acquired response to the discourse conventions . . . within particular communities" (as cited in Myles,….). Related to this, Bereiter and Scardamalia (1987), criticize formal schooling that encourages the more passive kind of cognition by "continually telling students what to do," rather than encouraging them "to follow their spontaneous interests and impulses . . . and assume responsibility for what becomes of their minds" (p. 361, as cited in Myles[YAC9] ….).

Some quotations present omissions[YAC10] , for example [YAC11] when Schuman (1998) is cited in relation to the role of feelings in learning ([YAC12] as cited in Myles,….) Introducing the quote two reporting verbs are used, on what he argues and states on the topic. In this case, part of the sentence has been omitted in order to [YAC13] focus on the parts of the text that matter for the purpose. When reporting verbs are used, these are repeated: argue, advocate and state are the most frequent ones[YAC14] . Regarding insertions, there is one example of an insertion of a capital letter when Mc Laughlin (1988) is quoted on the possible sources of transfer errors ( as cited in Myles,…..). In the introduction of this quote, the author is cited using the typical structure of reporting verb, source and main idea[YAC15] .

Another usual device[YAC16]  in this article is the use of in-text citations. These present [YAC17] a paraphrase of the author’s words. In some cases, the author’s name is included in the signal phrase, in which case only the date of publication is in parentheses. An example of this is: According to Ellis (1985), it is through…” (as cited in Myles…). In other cases, a study by an author is mentioned, in which case both author and date of publication are in parentheses, as when Cumming’s (1989),White’s (1994) and Zamel’s (1987) works are cited in reference to the use of instruction and response. The use of in-text citations is frequent and this is due to the need for sources from academic writing specialists, as well as from other fields related to second-language learning[YAC18] .

References

Myles, Johanne (              ) Second Language Writing and Research: The Writing Process and Error Analysis in Student Texts, retrieved [YAC19] from http:/www-writing.berkeley.edu/TESl-Ej/ej22/a1.html

Pintos, V., revised with Crimi, Y., Units 1, 2 and 3, EAP, retrieved from CAECE, August and September, 2010.

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 [YAC1]This is not the correct format for titles according to APA/.

 [YAC2]Which article? Does your audience know what you are referring to? Start with a general intro about papers format in general and then, state the purpose of this paper.

 [YAC3]Too repeated in such a short couple of lines.

 [YAC4]Who? What task?

 [YAC5]Not very academic.

 [YAC6]Why have you included colours?

 [YAC7]You should cite Myles’page.

 [YAC8]Check omissions, please.

 [YAC9]This paragraph is too long. Work on paragraph length.

 [YAC10]What are omissions? Doe syour audience know?

 [YAC11]Use a synonym.

 [YAC12]Work on in text citations.

 [YAC13]Are you 100% sure? Use modal verbs or verbs like appear/seem.

 [YAC14]So, what is the analysis? What happens if we repeat the same terminology?

 [YAC15]So far, you are describing the paper. You have to go deeper into your analysis.

 [YAC16]Word Choice.

 [YAC17]Grammar.

 [YAC18]Final conclusion? Work on paragraph length. You have to analyse the article to state whether it follows APA style or if it fulfills academic requirements.

 [YAC19]Not APA style.