I receive a lot of mail, but have never felt the volume of mail from EATAW was excessive, no matter what the topic. More often, the list feels too quiet. I welcome discussion on the list. Like Diane, I delete when feeling overly busy.
Linda Mcphee
http://www.lindamcpheeconsulting.com
On 19 Feb 2010, at 09:59, Diane Pecorari wrote:
> I agree with John, and would point out that another way to deal with the problem is simply to click away anything with an irrelevant header when you check your mail. I followed this discussion with great interest at the beginning, then had a couple of intense days when I siimply had to hit the 'delete' button. It just takes a second.
>
> This discussion hasn't been frivolous or personal; it's been about a topic which many (most? all?) writing teachers are concerned with, and lots of people have clearly found it fruitful. Those who don't, don't have to follow it. Those who can't stand to receive incoming e-mails that aren't of direct and immediate relevance to them probably shouldn't subscribe to an e-mail list. (But it would be greatly appreciated if those of you who *don't* want to subscribe any more could send a command to the server to unsubscribe, rather than sending tetchy-sounding mails to the whole list!)
>
> Cheers,
>
> Diane
>
>
> Diane Pecorari
>
> Reader in English Linguistics
> Coordinator, English Studies
> School of Education, Culture and Communication
> Mälardalen University
>
> Box 883
> 721 23 Västerås
>
> +46 21 151702
>
> http://www.mdh.se/ihu/personal/dpi/
> ________________________________________
> From: European Association for the Teaching of Academic Writing - discussions [[log in to unmask]] On Behalf Of John Harbord [[log in to unmask]]
> Sent: 19 February 2010 09:50
> To: [log in to unmask]
> Subject: Re: The purpose of academic citation: a request for help
>
> If I may respond to Martin Davies suggestion as a former list organiser,
> when the EATAW list was hosted in Copenhagen, we had the same discussion
> about mailboxes being flooded and we set up the EATAW-discuss list as a
> second, discussion list. The list was never really much used, some
> people posted official announcements there that should have been posted
> to the main list and most people continued posting their discussion
> topics to the main list. By the time we moved the list to the UK
> recently, the board members were unanimous that the experiment of two
> lists had been a failure.
>
> One easy way to deal with mail from lists is to set up a rule (nearly
> all mail programmes let you do this) that diverts EATAW mails into a
> folder set up for that purpose. I do this with wcenter, the US writing
> centers list which generates about 40 mails a day at times - I can then
> leave them, read them at my leisure, and delete all those which are on a
> thread I'm not interested in without opening them and they don't
> interfere with my incoming mail.
>
> Hope this helps,
>
> John
>
>>>> Martin Davies <[log in to unmask]> 18/2/10 23:26 >>>
> Not everyone wishes to read these essentially personal exchanges
> between individuals. However, some of us don’t want to leave the list
> either as it does have some useful announcements.
>
> The list organisers might wish to adopt the practice of routinely
> moving conversational topics to a website forum as done for the AALL
> list: http://aall.org.au/forum
>
> Topics start on an email list and are quickly migrated to the Forum
> leaving the list for announcements and other useful things.
> When a topic is migrated to the forum the list manager notifies members
> with a link to the topic.
>
> ____________________
>
> Dr Martin Davies I Acting Director, Teaching and Learning Unit I
> Business and Economics I University of Melbourne
> Level 6, 198 Berkeley Street, Parkville 3010 I
> P: 8344 5727 I F: 8344 8597 I M: 042 574 6523
> Institutional 'web: http://tlu.ecom.unimelb.edu.au/
> Personal 'web: http://tlu.ecom.unimelb.edu.au/about_us/martin.html
> http://unimelb.academia.edu/MartinDavies
>
> Associate Editor: Higher Education Research and Development
> Guest Editor: Critical Thinking in Higher Education (due for
> publication in 2010)
> ____________________
>
> -----Original Message-----
> From: European Association for the Teaching of Academic Writing -
> discussions [mailto:[log in to unmask]] On Behalf Of Linda
> McCloud-Bondoc
> Sent: Friday, 19 February 2010 3:43 AM
> To: [log in to unmask]
> Subject: Re: The purpose of academic citation: a request for help
>
> Hi Russ,
>
> I'd agree with part of your statement. For students, an additional
> purpose is to learn about all the other reasons mentioned here, and in
> effect, be socialized into the community of researchers in a particular
> discipline. Of course, students who don't learn those norms tend to get
> poor grades, so in that sense, I think you're right.
>
> Linda McCloud-Bondoc
> Write Site Coordinator
> Office of the Vice President Academic
>
> Athabasca University
> 1 University Drive
> Athabasca, AB.
> Canada T9S 3A3
> 1-866-603-9521
>
> ----- Original Message -----
> From: "Russell Kent" <[log in to unmask]>
> To: [log in to unmask]
> Sent: Thursday, February 18, 2010 4:38:10 AM GMT -07:00 US/Canada
> Mountain
> Subject: Re: The purpose of academic citation: a request for help
>
> Surely, the purpose of citation depends on whether you are a student or
> not.
>
> If you are a student, then the purpose of citation is so the professor
> does not fail your paper.
>
> If you are not a student, then all the previous reasons are valid.
>
> Cheers,
>
> Russ Kent
>
> -----Original Message-----
> From: European Association for the Teaching of Academic Writing -
> discussions [mailto:[log in to unmask]] On Behalf Of
> [log in to unmask]
> Sent: 18 February 2010 10:06
> To: [log in to unmask]
> Subject: Re: The purpose of academic citation: a request for help
>
> Hi,
> This was one of the issues that I stuided during my PhD Dissertation,
> within the framework of genre analysis. I am quoting a few paragraphs
> from my dissertation below. I hope it will help you.
>
> "Citations serve multiple purposes in scientific texts that contain
> unique
> works such as research papers. These purposes include, but are not
> limited
> to connecting new information to information that already exists in
> the
> field, structuring of new information by the interaction of the writer
> and
> reader, recognition of novelty of the information (Berkenkotter and
> Huckin, 1995; Hyland, 1999), putting forth the attitude of the new
> information towards the old (Charles, 2006). Citations, because of
> such
> functions, are viewed as one of the founding components of academic
> texts.
> In other words, citation is ‘sine qua non’ in the genre of
> scientific text
> (Bazerman, 1988; Swales, 1990; Berkenkotter and Huckin, 1995; Hyland,
> 1999; 2000; Charles, 2006).
>
> Using citations to refer to former texts in a new text, that is; to
> ‘explicitly’ put inter-text relationships into code (Fairclough
> 1992),
> helps justify the new information in the practices of research
> society.
> Therefore new information conveyed via a new text becomes dependent on
> contextual information.
>
> Explicit references to certain texts, which demonstrate how prior
> studies
> are described and perceived, are accepted by many to be significant
> clues
> as to how writers structure the information using this particular
> communicative method in the course of academic communication. Writers
> in
> search of a position in the field for their work and the information
> they
> will present often resort to discourse-oriented functions such as
> contextualising, starting field-based discussions and informativity.
> These
> functions are coded in the surface structure of the text by the use of
> citations. These discourse functions are in fact society and
> information-oriented tools to implicate the existence of the writer in
> the
> surface structure of the text."
>
> <<Fidan, Özden (2008)GENRE ANALYSIS OF INTRODUCTION SECTIONS IN
> STUDENTS’
> RESEARCH ARTICLES IN THE FIELD OF LINGUISTICS IN TURKEY, Unpublished
> Doctoral Thesis>>
>
> Hello Gavin,
>> Â
>> This is an issue I touch upon in my undergraduate academic writing
>> course. What I usually tell my students is that the purpose of
> academic
>> citation is to avoid plagiarism and draw the line between the
> writer's
>> original ideas and those borrowed from othersor the "not" question I
> would
>> say the purpose is not to decorate a paper with lots of expert names
>> whether or not they are relevant to one's paper.
>> Â
>> Good luck with your book.
>> When it is published I would like to have a look at it.
>> Â
>> Assoc. Prof. Elif Demirel
>> Blacksea Technical University
>> English Language and Literature Department
>> [log in to unmask]
>> Â
>> Â
>> Â
>> Â
>>
>>
>>
>> --- On Sun, 2/14/10, Curry, Mary Jane <[log in to unmask]>
>> wrote:
>>
>>
>> From: Curry, Mary Jane <[log in to unmask]>
>> Subject: Re: The purpose of academic citation: a request for help
>> To: [log in to unmask]
>> Date: Sunday, February 14, 2010, 6:08 PM
>>
>>
>>
>>
>>
>>
>>
>>
>> Can the replies go privately to Gavin please?
>> Â
>>
>> Mary Jane Curry
>> Associate Professor, Language Education
>> Margaret Warner Graduate School of Education & Human Development
>> PO Box 270425, Dewey Hall 1-160G
>> University of Rochester
>> Rochester, NY 14627
>> 585.273.5934
>> FAX 585.473.7598
>> www.rochester.edu/warner/faculty
>> Â
>>
>>
>>
>>
>> From: European Association for the Teaching of Academic Writing -
>> discussions [mailto:[log in to unmask]] On Behalf Of Millie Baker
>> Sent: Saturday, February 13, 2010 12:33 PM
>> To: [log in to unmask]
>> Subject: Re: The purpose of academic citation: a request for help
>> Â
>>
>> Hello Gavin,
>> thanks for asking - I enjoyed thinking about this. I'm still usure
> how to
>> approach the 'not' question, though, so I'm leaving that out for
> now.
>> The purpose of academic citation is to make visible one's position
> within
>> and relationship to a discourse, to draw on the energy of other
> people's
>> work and reflect back, in its mirror, one's own contribution.
>> Millie
>> Â
>>
>> Â
>>
>>
>>
>>
>> Von: "Fairbairn, Gavin"
>> Gesendet: 13.02.2010 13:41:13
>> An: [log in to unmask]
>> Betreff: The purpose of academic citation: a request for help
>>
>> Â
>>
>> Â
>>
>> Â
>> Dear colleagues,
>> Â
>> Â
>> I am currently completing work on the third edition of my book with
> Chris
>> Winch, Reading, Writing and Reasoning: a guide for students, and
> working
>> on the section about academic citation. Thinking about how one can
> best
>> state, as simply as possible, the purpose of academic citation, I
> have
>> been asking colleagues from a range of academic disciplines, for
> their
>> views, which are surprisingly diverse. Then it occurred to me that
> it
>> would be interesting to gather some views from EATAW members, to see
>> whether their views are also varied. I would therefore, be grateful
> if you
>> would tell me what you think.
>> Â
>> Â
>> If you are willing to help me in this way, please complete the
> following
>> two statements:
>> Â
>> Â
>> ·       The purpose of academic citation isâ€|
>> Â
>> Â
>> ·       The purpose of academic citation isn’tâ€|
>> Â
>> Â
>> Having done so, please send them back to me at
> [log in to unmask],
>> rather than circulating your view to everyone on the list. It would
> be
>> interesting, at the same time, if you also shared your disciplinary
>> background, because it would be helpful in reflecting on whether
> this
>> makes a difference to views of the place of citation in academic
> writing.
>> Â
>> Â
>> Â Â My expectation is that most people will complete these
> statements in
>> the space of one sentence, but if you want to write more, please feel
> free
>> to do so.
>> Â
>> Â
>> Â Â After a couple of weeks I shall collate the responses I receive
> (if I
>> receive any) and mail them round to everyone who has been willing to
> help
>> me in this way, and has managed to find a few minutes to do so. Of
> course,
>> I shan’t be identifying who said what, either in the collated list,
> or
>> if I decide to use what you say, in anything else I write.
>> Â
>> Â
>> Â
>> Â Â With grateful thanks, in anticipation.
>> Â
>> Â
>> Â
>> Â Â Best wishes,
>> Â
>> Â
>> Â
>> Â
>> Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Gavin J. Fairbairn
>> Â
>> Â
>>
>> Â
>>
>> Â
>>
>>
>> Gavin J. Fairbairn
>> Professor of Ethics and Language
>> Leeds Metropolitan University
>> The Grange
>> Headingley Campus
>> Beckett Park
>> Leeds Met University
>> LS6 3QS
>> Â
>> Â
>>
>> Â
>>
>>
>>
>>
>> From: European Association for the Teaching of Academic Writing -
>> discussions on behalf of Zulfiqar Ahmed Qureshi
>> Sent: Tue 09/02/2010 00:11
>> To: [log in to unmask]
>> Subject: Re: Writing conferences as a method of feedback on academic
>> writing
>>
>>
>> Â
>>
>> Â
>>
>> Thx for this Fiona - great to here from Australia - I didn't realise
> that
>> EATAW reached that far!
>> Â
>>
>> Â
>> Â
>>
>> May I ask - what's the no. 1/2 journal out there for EFL/EAP research
> by
>> the way?
>> Â
>>
>> Â
>> Â
>>
>> Z
>>
>>
>> Â
>>
>> Mr Zulfi Qureshi
>> Senior Lecturer in English Language
>> Course Leader for International Foundation Programme
>> Tel: +44 (0) 1772 89 3677
>> E-mail: [log in to unmask]
>>
>>
>>>>> Fiona Henderson 07/02/10 2:59 AM >>>
>>
>> Dear Zulfi,
>> Â
>>
>>
>> Â Â
>> Â
>>
>> I'll start this to see if it creates an Australian conversation for
> you.Â
>> Â
>>
>>
>> Â Â
>> Â
>>
>> I would say many of us here use spoken feedback as well as written
>> commentary in one to one writing conferences. For me, it would
> mostly be
>> doing one or more of three things. Often I will commence a f2f by
> asking
>> the student to outline his/her overall document plan, often I will
> ask a
>> student to explain orally a particular paragraph and the point that
> is
>> being made (as I cannot understand the written version) and often as
> part
>> of the paraphrasing process, I will ask them to orally give me the
>> writer's idea.Â
>> Â
>>
>>
>> Â Â
>> Â
>>
>> Of course there is also spoken interaction as part of the process of
>> clarifying any written commentary.
>> Â
>>
>>
>> Â Â
>> Â
>>
>> Regards,
>> Â
>>
>> Fiona
>> Â
>>
>> Fiona Henderson
>> Â
>>
>> Lecturer
>> Â
>>
>> Language and Learning Portfolio
>> Â
>>
>> Victoria University
>> Â
>>
>> Australia
>> Â
>>
>> ph 61 3 9919 4972
>> Â
>>
>> http://vuoffshoresotlresearch.wikispaces.com/Â
>> Â
>>
>> http://tls.vu.edu.au/altc/studentresources.cfm
>> Â
>>
>> Â
>> Â
>>
>> Â
>>
>>
>>
>>
>> From: European Association for the Teaching of Academic Writing -
>> discussions [mailto:[log in to unmask]] On Behalf Of Zulfiqar
> Ahmed
>> Qureshi
>> Sent: Sunday, 7 February 2010 12:44 PM
>> To: [log in to unmask]
>> Subject: Writing conferences as a method of feedback on academic
> writing
>>
>>
>> Â
>>
>> Â
>>
>> Dear colleagues,
>> Â
>>
>> Â
>> Â
>>
>> I am currently investigating the use of spoken feedback with
> international
>> students in one to one writing conferences on their academic essay
> drafts
>> (on a foundation/pre-UG course) and wish to ask the following of you
> all:
>> Â
>>
>> Â
>> Â
>>
>> 1) How many of you use such conferences with your EFL sts to discuss
> essay
>> writing drafts? Is it a common feature of feedback methods employed
> by
>> UK/European universities on such courses (in addition to the default
>> 'written commentary')?
>> Â
>>
>> Â
>> Â
>>
>> 2) Does anyone know of any studies conducted at UK/European
> universities
>> on this area as most are US based.
>> Â
>>
>> Â
>> Â
>>
>> Many thanks for any help/responses you may be able to offer.
>> Â
>>
>> Â
>> Â
>>
>> Zulfi
>> Â
>>
>> Mr Zulfi Qureshi
>> Senior Lecturer in English Language
>> Course Leader for International Foundation Programme
>> Tel: +44 (0) 1772 89 3677
>> E-mail: [log in to unmask]
>> Â
>>
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