Much of the research on academic writing has been based on specific features that the concept arises. According to this issue, Mac Donald (1994) asserts that “a general academic register, a formal style, a proficiency in language use, the ability to integrate information from other sources, and [knowledge of] the types of genres academic writing deals with” (as citied in Pintos & Crimi, 2010, p 10) are key characteristics to acknowledge academic writing.
In particular, journal entries, critical incidents, journal articles and vignettes among others, can be cited as examples of academic writing when they follow the conventions previously mentioned. Different types of expository texts in formal writing can be found in a variety of contexts, such as the Internet, books, magazines and so forth.
The role of citations is believed to perform a significant part as well. “[O]riginal ideas and expressions are the acknowledged property of their creators (as is the case with a patent for an invention).” (p. 125) (as cited in Pintos & Crimi, 2010, p. 18). Not only plagiarism is avoided but also ideas are supported by other author’s words, conferring value and status to thoughts and opinions.
Academic writing is closely related to professional growth. As Pintos and Crimi (2010) state, this type of writing is considered as a construction rather than a translation processs in which knowledge is generated and created through new concepts and ideas. Interaction between new specific content and formal schemas of academic discourse is a significant process to help people grow in their professions.
Reference
Pintos, V., & Crimi, Y. (2010). Unit 3: Academic writing. Retrieved September 2010, from
http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=7392
martes, 30 de noviembre de 2010
Reflections on discourse communities
Broadly speaking, a discourse community is a group of people who share distinguishing features. Kutz (1997) argues that “its members agree on a particular knowledge, equal purposes, common relationships and similar attitudes and ideas” (cited in Kelly-Kleese, 2001, p.1). In this line of thought, Bizzel (1992) states that a discourse community “is a group of people who share certain language-using practices [that] can be seen as conventionalized”(as cited in Kelly-Kleese, 2001, p.1).
Community colleges can be an example of a discourse community. At this point, Kelly Kleese (2004) outlines that “members of a two-year college discourse communities share understandings about how to communicate knowledge and achieve shared purposes, and they exhibit a flow of discourse that has a particular structure and style (. . .)” (p.2). Specifically, students in a community college share a communicative competence in terms of language, knowledge and skills.
Discourse communities are often described as “little ecosystems” as Porter (1992) named them (as cited in Kelly Kelly-Kleese, 2001, p. 2). If this particular type of community were isolated, people would not be able to interact with other communities which is one of its main characteristics. Likewise, there are not any limits but permeable boundaries that make discourse communities flexible and constituted to coexist within the society.
References
Kelly-Kleese, C.(2001) Editor’s choice: An open memo to Community College Faculty and Administrators. Community College review. Retrieved September 2010, from
http://findarticles.com/p/articles/ mi_m0HCZ/is_1_29/ai_77481463
Kelly-Kleese, C. (2004). UCLA Community College Review: Community college scholarship and discourse. Community College review. Retrieved September 2010, from
http://findarticles.com/p/articles/ mi_m0HCZ/is_1_32/ai_n6361541
Academic writing
Community colleges can be an example of a discourse community. At this point, Kelly Kleese (2004) outlines that “members of a two-year college discourse communities share understandings about how to communicate knowledge and achieve shared purposes, and they exhibit a flow of discourse that has a particular structure and style (. . .)” (p.2). Specifically, students in a community college share a communicative competence in terms of language, knowledge and skills.
Discourse communities are often described as “little ecosystems” as Porter (1992) named them (as cited in Kelly Kelly-Kleese, 2001, p. 2). If this particular type of community were isolated, people would not be able to interact with other communities which is one of its main characteristics. Likewise, there are not any limits but permeable boundaries that make discourse communities flexible and constituted to coexist within the society.
References
Kelly-Kleese, C.(2001) Editor’s choice: An open memo to Community College Faculty and Administrators. Community College review. Retrieved September 2010, from
http://findarticles.com/p/articles/ mi_m0HCZ/is_1_29/ai_77481463
Kelly-Kleese, C. (2004). UCLA Community College Review: Community college scholarship and discourse. Community College review. Retrieved September 2010, from
http://findarticles.com/p/articles/ mi_m0HCZ/is_1_32/ai_n6361541
Academic writing
lunes, 29 de noviembre de 2010
Outlines of academic writing
Academic writing issues are sometimes disregarded by some discourse communities which need to apply academic conventions in intellectual contexts. As Myles (2002) argues, “[a]cademic writing requires conscious effort and much practice in composing, developing and analyzing ideas”(p. 1). As a result, writing of this type must be fostered and trained agreeing on one the possible writing styles. In this article, the American Psychological Association (APA) style will be used to research some of the key aspects of academic writing.
The use of quotations is an extremely important resource so as to show a substantial level of research as well as a great deal of credibility. Analysing Myles (2002), it seems that direct quotations reveal different perspectives and voices to the reader. For instance, when citing Kutz, Groden & Zamel (1993), Myles (2002) states that the nature of academic writing often confuses students, “particularly those who bring with them a set of conventions that are at odds with those of the academic world they are entering” (p. 2).
Omissions and insertions are also considered useful techniques of acknowledging sources. When it is a need to adapt other authors’ voices to the context in which new ideas are developed, omissions and insertions of paragraphs, words or letters play a fundamental role. According to Pintos & Crimi (2010), an omission is “used in writing to indicate that a part of the original text has been omitted within a quoted passage” (p. 22). To cite an example, in Myles’s (2002) article, an omission is appreciated when she cites Mc Laughlin (1988) commenting that transfer errors can occur because “[L]earners lack the necessary information in the second language or the attentional capacity to activate the appropriate second-language routine” (p. 7).
Taking into consideration different structures of introductory phrases is also a key point in examining linguistic aspects of academic writing. Particularly, Pintos & Crimi (2010) define introductory phrases as “expressions composed by the source and the main idea.” (p. 21). Therefore, if Myles´s (2002) article is considered, it is possible to cite a variety of structures such as “The Flower and Hayes (1980, 1981) model focuses on (...)” (p. 2); “According to the researchers (...)” (p. 3) and “Schumann (1998) argues that (...)” (p.7) among other examples.
In-text citations cannot be ignored when studying academic writing features. Short and block quotations either using direct or indirect writing are found throughout Myles’ s (2002) article. For instance, an example of a short paraphrased quotation could be “[i]n structuring information, the writer uses various types of knowledge, including discourse knowledge, understanding of audience, and sociolinguistic rules (O’Malley & Chamot, 1990)”( p. 6). Although there is a considerable variety of quotations, paraphrasing seems to be the most common since Myles’s (2002) attention is not focused on years of publication or authors, but on valuable ideas.
Similarly, the use of reporting verbs show a management of the diverse academic writing strategies that Myles (2002) uses so as to depict a detailed picture of her own ideas. Thus, she utilizes diverse verbs in structures such as “ In fact, Bereiter and Scardamalia criticize (...)” (p. 3); “[t]he authors discuss (...) (p.3) as well as “O’Malley and Chamot have differentiated (...)” (p.7). As previously mentioned, through Myles’s (2002) writing, it can be noticed her unambiguous concepts and fluency of ideas through varied language.
Broadly speaking, Myles’s (2002) work seems to show a clear scenario of an interesting piece of writing following academic conventions. Scrutinising her article may motivate the correct understanding of APA style so as to improve academic writing in the context of different fields. All in all, the fact of analysing and developing ideas should be organised neatly and orderly for the correct interpretation of messages in a variety of discourse communities.
Reference
Myles, J. (2002). Second language writing and research: The writing process and error analysis in student texts. TESL-EJ, 6, 2, 2002. Queen’s University. Retrieved October 2010, from
from http://www-writing.berkeley.edu/TESl-EJ/ej22/a1.html.
Pintos, V., & Crimi, Y. (2010). Unit 3: Academic writing. Retrieved September 2010, from
http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=7392
The use of quotations is an extremely important resource so as to show a substantial level of research as well as a great deal of credibility. Analysing Myles (2002), it seems that direct quotations reveal different perspectives and voices to the reader. For instance, when citing Kutz, Groden & Zamel (1993), Myles (2002) states that the nature of academic writing often confuses students, “particularly those who bring with them a set of conventions that are at odds with those of the academic world they are entering” (p. 2).
Omissions and insertions are also considered useful techniques of acknowledging sources. When it is a need to adapt other authors’ voices to the context in which new ideas are developed, omissions and insertions of paragraphs, words or letters play a fundamental role. According to Pintos & Crimi (2010), an omission is “used in writing to indicate that a part of the original text has been omitted within a quoted passage” (p. 22). To cite an example, in Myles’s (2002) article, an omission is appreciated when she cites Mc Laughlin (1988) commenting that transfer errors can occur because “[L]earners lack the necessary information in the second language or the attentional capacity to activate the appropriate second-language routine” (p. 7).
Taking into consideration different structures of introductory phrases is also a key point in examining linguistic aspects of academic writing. Particularly, Pintos & Crimi (2010) define introductory phrases as “expressions composed by the source and the main idea.” (p. 21). Therefore, if Myles´s (2002) article is considered, it is possible to cite a variety of structures such as “The Flower and Hayes (1980, 1981) model focuses on (...)” (p. 2); “According to the researchers (...)” (p. 3) and “Schumann (1998) argues that (...)” (p.7) among other examples.
In-text citations cannot be ignored when studying academic writing features. Short and block quotations either using direct or indirect writing are found throughout Myles’ s (2002) article. For instance, an example of a short paraphrased quotation could be “[i]n structuring information, the writer uses various types of knowledge, including discourse knowledge, understanding of audience, and sociolinguistic rules (O’Malley & Chamot, 1990)”( p. 6). Although there is a considerable variety of quotations, paraphrasing seems to be the most common since Myles’s (2002) attention is not focused on years of publication or authors, but on valuable ideas.
Similarly, the use of reporting verbs show a management of the diverse academic writing strategies that Myles (2002) uses so as to depict a detailed picture of her own ideas. Thus, she utilizes diverse verbs in structures such as “ In fact, Bereiter and Scardamalia criticize (...)” (p. 3); “[t]he authors discuss (...) (p.3) as well as “O’Malley and Chamot have differentiated (...)” (p.7). As previously mentioned, through Myles’s (2002) writing, it can be noticed her unambiguous concepts and fluency of ideas through varied language.
Broadly speaking, Myles’s (2002) work seems to show a clear scenario of an interesting piece of writing following academic conventions. Scrutinising her article may motivate the correct understanding of APA style so as to improve academic writing in the context of different fields. All in all, the fact of analysing and developing ideas should be organised neatly and orderly for the correct interpretation of messages in a variety of discourse communities.
Reference
Myles, J. (2002). Second language writing and research: The writing process and error analysis in student texts. TESL-EJ, 6, 2, 2002. Queen’s University. Retrieved October 2010, from
from http://www-writing.berkeley.edu/TESl-EJ/ej22/a1.html.
Pintos, V., & Crimi, Y. (2010). Unit 3: Academic writing. Retrieved September 2010, from
http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=7392
sábado, 16 de octubre de 2010
Learning how to teach
While I was attending classes at the Teaching English as a Foreign Language College, I was already working in some state-run schools as a substitute teacher. I was 19 years old and I decided to take up the challenge to gain some experience before the practice period and to be able to afford my studies since there were no graduated teachers in my town willing to be substitutes. One of my first jobs was in a primary state-run school in a seventh year. There were about twenty students in the course, so having talked to the teacher in charge of the class, I supposed I knew what I had to do.
Although my classes were extremely dull at that time, one of the girls in the group was truly interested in the subject. Despite the fact that vocabulary and grammar were the perfect allies in my tedious lessons, she participated and was eager to learn English. The girl did not have a book to work with, but she always tried hard to do her homework and study for the tests. I was really proud of her and as I thought that imparting knowledge was the key function of school, I felt she was absolutely going on the right track.
One day, the girl started arriving late at school. Even though our English period lasted from eight to ten, she arrived at nine or later. The headmistress began telling her off because she did not give any reason for her absence in the first hour. I also asked her what was happening but I did not get any answer. Her performance was not the same once this incident began being repetitive. She was not the same girl I had met, I knew there was something wrong that made her feel unhappy.
Lessons passed by until one Friday morning she burst into tears. I asked her what the problem was but she did not reply. As she could not calm down, the teacher came and took her to another room to talk quietly. When I was about to leave, the teacher told me the student’s story. The girl was working as a newspaper street vendor because her mother was ill and she had to get an important and expensive surgery. I felt terribly miserable while listening to the story but I immediately resolved to help somehow. After some days, the teacher and I decided to collect some money among the staff to help the girl’s mum and to avoid the student’s working.
I consider this incident one of the most memorable situations I have ever lived in my profession. Obviously, I was the one who learnt the lesson: a lecture about life more than about expertise. There is a social function which is served by schools that I was not aware of until that moment. Even though imparting knowledge is a key feature of schools, the purpose of socializing in terms of helping each other makes us more teachers when teaching and of course, more humans to our societies.
Although my classes were extremely dull at that time, one of the girls in the group was truly interested in the subject. Despite the fact that vocabulary and grammar were the perfect allies in my tedious lessons, she participated and was eager to learn English. The girl did not have a book to work with, but she always tried hard to do her homework and study for the tests. I was really proud of her and as I thought that imparting knowledge was the key function of school, I felt she was absolutely going on the right track.
One day, the girl started arriving late at school. Even though our English period lasted from eight to ten, she arrived at nine or later. The headmistress began telling her off because she did not give any reason for her absence in the first hour. I also asked her what was happening but I did not get any answer. Her performance was not the same once this incident began being repetitive. She was not the same girl I had met, I knew there was something wrong that made her feel unhappy.
Lessons passed by until one Friday morning she burst into tears. I asked her what the problem was but she did not reply. As she could not calm down, the teacher came and took her to another room to talk quietly. When I was about to leave, the teacher told me the student’s story. The girl was working as a newspaper street vendor because her mother was ill and she had to get an important and expensive surgery. I felt terribly miserable while listening to the story but I immediately resolved to help somehow. After some days, the teacher and I decided to collect some money among the staff to help the girl’s mum and to avoid the student’s working.
I consider this incident one of the most memorable situations I have ever lived in my profession. Obviously, I was the one who learnt the lesson: a lecture about life more than about expertise. There is a social function which is served by schools that I was not aware of until that moment. Even though imparting knowledge is a key feature of schools, the purpose of socializing in terms of helping each other makes us more teachers when teaching and of course, more humans to our societies.
Teachers as lifelong learners
The idea of developing critical incidents to improve teachers’performance is not new (Fernandez & Fernandez, 1994; Tejada, 2000). As Fernandez, Elortegui & Medina state, critical incidents are described as pre-service and in-service teacher education strategies to integrate theory and practice having diversity of teachers and different reflexive analysis as the main features (2003). Unfortunately, this type of methodology is not included in Teaching English as a Foreign Language Colleges or in In-service Education and Training days (INSET) when teachers are already working. This absence of reflection leads to disorganization and poor range of strategies at the time of solving problems at school.
Thinking about personal experiences, I remember being in TEFL College whereas working in state-run schools as a substitute teacher. I used to believe that students would learn the language in the same way I had done, so my interest was focused on imparting knowledge, no matter how. I was going to teach a 5th grade of fifteen children in a primary school. I introduced myself and asked what they had been doing in previous classes. As soon as I started explaining some grammar items, I found in students’folders, two of them began fighting in the middle of the class. They accused one another of not being their father’s child, but somebody else’s. I tried to stop the quarrel, but I could not. A teacher who heard the shouting, came and helped me to stop the scrap. I was really shocked. Not only did I realize that I was not ready to deal with conflicts in groups but also I woke up to the fact that one’s reality was not everyone’s.
Examples such as these are abundant in our contexts. Teachers- to-be without enough tools already teaching at schools because there are vacant posts that nobody covers, among other facts that are connected to absence of analysis, experience and reflection. As previously stated, the introduction of critical incidents in TEFL Colleges and in schools themselves is almost non-existant, leading to unsuccessful and unfruitful practices. The contribution of critical incidents is a key topic to encourage teachers to reflect upon their own perfomance, creating an atmosphere of working collectively within the teaching community.
All in all, the analysis of critical incidents should be included as part of a subject at TEFL Colleges and also as a teacher’s daily rehearsal. As well as the elaboration of new material and the introduction of latest ideas to the classrooms, this activity can be shared with all the colleagues at work, bettering our jobs and widening our perspectives. Learning from experience is part of our task as teachers; not only do we grow in our profession and vocation but also as individuals with the openness, candour and integrity enough to be called teachers proudly.
References
Fernandez González, J., Elórtegui Escartín, N. & Medina Pérez, M. (2003). Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista universitaria de Formación de Profesorado, 17- 001. Zaragoza, España: Universidad de Zaragoza. Retrieved September 2010, from
http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=27417107
Thinking about personal experiences, I remember being in TEFL College whereas working in state-run schools as a substitute teacher. I used to believe that students would learn the language in the same way I had done, so my interest was focused on imparting knowledge, no matter how. I was going to teach a 5th grade of fifteen children in a primary school. I introduced myself and asked what they had been doing in previous classes. As soon as I started explaining some grammar items, I found in students’folders, two of them began fighting in the middle of the class. They accused one another of not being their father’s child, but somebody else’s. I tried to stop the quarrel, but I could not. A teacher who heard the shouting, came and helped me to stop the scrap. I was really shocked. Not only did I realize that I was not ready to deal with conflicts in groups but also I woke up to the fact that one’s reality was not everyone’s.
Examples such as these are abundant in our contexts. Teachers- to-be without enough tools already teaching at schools because there are vacant posts that nobody covers, among other facts that are connected to absence of analysis, experience and reflection. As previously stated, the introduction of critical incidents in TEFL Colleges and in schools themselves is almost non-existant, leading to unsuccessful and unfruitful practices. The contribution of critical incidents is a key topic to encourage teachers to reflect upon their own perfomance, creating an atmosphere of working collectively within the teaching community.
All in all, the analysis of critical incidents should be included as part of a subject at TEFL Colleges and also as a teacher’s daily rehearsal. As well as the elaboration of new material and the introduction of latest ideas to the classrooms, this activity can be shared with all the colleagues at work, bettering our jobs and widening our perspectives. Learning from experience is part of our task as teachers; not only do we grow in our profession and vocation but also as individuals with the openness, candour and integrity enough to be called teachers proudly.
References
Fernandez González, J., Elórtegui Escartín, N. & Medina Pérez, M. (2003). Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista universitaria de Formación de Profesorado, 17- 001. Zaragoza, España: Universidad de Zaragoza. Retrieved September 2010, from
http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=27417107
sábado, 11 de septiembre de 2010
The nature of discourse communities
Countless definitions of discourse communities have been known throughout the years ( Kelly Kleese, 2001; Hoffman-Kipp, Artiles & Torres, 2003; Kelly Kleese 2004; Wenzlaff & Wieseman, 2004). However, Swales (1990) was one of the most cited when discussing about this particular topic. This author argues that a discourse community is composed of a few expert members and a larger number of apprentices who develop and use systems of speech and writing that are specific to a certain community’s needs and goals. In this line of thought, he establishes some basic criteria in order to identify the characteristics of discourse communities: common goals, participatory mechanisms, information exchange, community-specific genres, highly specialized terminology and high general level of expertise ( Pintos & Crimi, 2010, p13).
Regarding the aims of these communities, Kutz (1997) states: “Its members have, over time, developed a common discourse that involves shared knowledge, common purposes, common relationships, similar attitudes and values, shared understandings about how to communicate their knowledge and achieve their shared purposes (...)” (Kelly Kleese, 2001, p.1). Thus, people belonging to discourse communities should state their objectives clearly and have certain interests in common so as to strengthen the idea of membership awareness introduced by Swales (1990).
Participatory mechanisms shared by communities are of great significance as well. Not only are people going to pool information within the group but also they will reflect on specific topics considered as tools for learning. “As teachers participate in the practices of the community and use strategies and artifacts according to the institutional requierements of their school communities, reflection itself becomes constrained or supported in particular ways.” (Hoffman-Kipp, Artiles & Lopez-Torres, 2007, p 2).
Another requirement for discourse communities is the information exchange, which makes reference to the communication of all the members within the group and also with other communities. As Porter (1992) has stated, they “may operate like little ecosystems [that] inevitably interact with systems abutting them”(p. 86). Without communication and interaction among people, it would be impossible to forge bonds so as to achieve the desirable goals.
Concerning genres, it is required to choose one at least to be representative of that particular group. In view of this, Bizzell (1992) assumes that primarily, a discourse community is bound together by its use of language (...) ( Kelly-Kleese, 2004, p.2). These type of communities, she adds, “ are a group of people who share certain language-using practices [that] can be seen as conventionalized (...)”. Precisely, it is essential to define a certain genre as the target model to follow in order to employ the correct variety of language.
It is worth mentioning the fact that highly specialized terminology and high general level of expertise are needed at the time of characterizing these communities. Ideas such as the previous ones can be related to what is named communicative competence, which is defined as what a person must know to use the language appropriately in different contexts (Kutz, 1997) (Kelly-Kleese, 2001, p 2). In other words, it implies that “individuals and groups with greater skill in using (and manipulating) language the language system will exercise power in naming and thus controlling how others will view social reality”(Bowers, 1987) (Kelly-Kleese, 2001, p 2).
On account of all the previous premises, Swales’ (1990) theory seems to provide the guidelines to analize the features of discourse communities. Despite the fact that each of them is ennumerated as an isolated category, they are flexible and permeable enough to mix and coexist within the same community.
Reference
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
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
Swales, J.M.(1990).Genre analysis: English in academic and research settings. Cambridge, UK: Cambridge University Press.
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
Regarding the aims of these communities, Kutz (1997) states: “Its members have, over time, developed a common discourse that involves shared knowledge, common purposes, common relationships, similar attitudes and values, shared understandings about how to communicate their knowledge and achieve their shared purposes (...)” (Kelly Kleese, 2001, p.1). Thus, people belonging to discourse communities should state their objectives clearly and have certain interests in common so as to strengthen the idea of membership awareness introduced by Swales (1990).
Participatory mechanisms shared by communities are of great significance as well. Not only are people going to pool information within the group but also they will reflect on specific topics considered as tools for learning. “As teachers participate in the practices of the community and use strategies and artifacts according to the institutional requierements of their school communities, reflection itself becomes constrained or supported in particular ways.” (Hoffman-Kipp, Artiles & Lopez-Torres, 2007, p 2).
Another requirement for discourse communities is the information exchange, which makes reference to the communication of all the members within the group and also with other communities. As Porter (1992) has stated, they “may operate like little ecosystems [that] inevitably interact with systems abutting them”(p. 86). Without communication and interaction among people, it would be impossible to forge bonds so as to achieve the desirable goals.
Concerning genres, it is required to choose one at least to be representative of that particular group. In view of this, Bizzell (1992) assumes that primarily, a discourse community is bound together by its use of language (...) ( Kelly-Kleese, 2004, p.2). These type of communities, she adds, “ are a group of people who share certain language-using practices [that] can be seen as conventionalized (...)”. Precisely, it is essential to define a certain genre as the target model to follow in order to employ the correct variety of language.
It is worth mentioning the fact that highly specialized terminology and high general level of expertise are needed at the time of characterizing these communities. Ideas such as the previous ones can be related to what is named communicative competence, which is defined as what a person must know to use the language appropriately in different contexts (Kutz, 1997) (Kelly-Kleese, 2001, p 2). In other words, it implies that “individuals and groups with greater skill in using (and manipulating) language the language system will exercise power in naming and thus controlling how others will view social reality”(Bowers, 1987) (Kelly-Kleese, 2001, p 2).
On account of all the previous premises, Swales’ (1990) theory seems to provide the guidelines to analize the features of discourse communities. Despite the fact that each of them is ennumerated as an isolated category, they are flexible and permeable enough to mix and coexist within the same community.
Reference
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
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
Swales, J.M.(1990).Genre analysis: English in academic and research settings. Cambridge, UK: Cambridge University Press.
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
jueves, 9 de septiembre de 2010
This blog was created as an assignment of one of the classes I am currently taking called "English for Academic Purposes". This class is part of a whole programme of studies named "Licenciatura en Enseñanza del Idioma Inglés". In this blog you will be able to find different works carried out throrought this semester with the purpose of improving on productions of writing.
As the name of the blog suggests, the idea is sharing how it is attempted to write academic language to finally be able to do it accurately.
I hope we can work collaboratively to create a learning community that helps all of us!
Read you around...
Ma. de los Angeles
As the name of the blog suggests, the idea is sharing how it is attempted to write academic language to finally be able to do it accurately.
I hope we can work collaboratively to create a learning community that helps all of us!
Read you around...
Ma. de los Angeles
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