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Subject:

Re: Masters in Education - Academic Writing Module?

From:

Peter M Wilson <[log in to unmask]>

Reply-To:

European Association for the Teaching of Academic Writing - discussions <[log in to unmask]>

Date:

Tue, 2 Nov 2010 13:43:19 -0000

Content-Type:

multipart/mixed

Parts/Attachments:

Parts/Attachments

text/plain (191 lines) , text/plain (4 lines)

Thanks, Lyn

Peter


-----Original Message-----
From: European Association for the Teaching of Academic Writing - discussions on behalf of Lynn P. Nygaard
Sent: Tue 02/11/2010 13:16
To: [log in to unmask]
Subject: Re: Masters in Education - Academic Writing Module?
 
"Track" in this sense means "path". If you are on tenure track, you are
on the path towards tenure. If you are not on tenure track, you have
different aims. So "non-tenure track faculty teaching skills" are
teaching skills for faculty that are not on the track to tenure. 

You'll probably get a more official answer from the more senior experts
on this list, but this is at least a first attempt at explaining!

Best,

Lynn Nygaard

-----Original Message-----
From: European Association for the Teaching of Academic Writing -
discussions [mailto:[log in to unmask]] On Behalf Of Peter M Wilson
Sent: 2. november 2010 14:08
To: [log in to unmask]
Subject: Re: Masters in Education - Academic Writing Module?

Dear Adam

Thanks for your note about language of 'module' and 'course' - a
potential confusion of which I, in the UK, was not aware.  (You can find
my website on the details of writing academic English for Higher
Education students in the UK at hull.ac.uk/awe.)

Can I ask another linguistic question?  What does "non-tenure track
faculty teaching skills" mean?  I get 'tenure/non-tenure'; but to me
'track' is half the US name for what I grew up calling 'athletics' (I am
retired, being over 65.)

(I'm copying this to the List in the interests of linguistic
curiosities.)

Peter

Peter Wilson
quondam Academic Writing and Study Skills adviser formerly of Study
Advice Service University of Hull  [log in to unmask]



-----Original Message-----
From: European Association for the Teaching of Academic Writing -
discussions on behalf of Adam Turner
Sent: Fri 29/10/2010 03:42
To: [log in to unmask]
Subject: Re: Masters in Education - Academic Writing Module?
 
I forgot to mention that in the US some writing centers have sponsored
writing groups for both grad students and faculty and even "boot camps"
for summer dissertation writing--whether writing in L1 or L2. I think
these approaches may also be worth looking into because postgrad
students may have more maturity to make these work as long as there is a
minimal framework and support in place.

This also seems to be a good model where you get a critical mass of
expertise and and institutional knowledge of best practices that can be
passed on rather than just one off courses.
http://web.ceu.hu/writing/sfaccess.html

Anyone interested in sharing materials for use with non-native speaking
postgraduate students is welcome to email me at [log in to unmask]
(not this email I am sending from)  I am teaching both social sciences
and engineering research writing in English classes in Korea.

As non-tenure track faculty teaching skills, I would like to see all
this research on research writing that is coming out lately actually
result in more usable materials like Swales and Feak have written,
rather than even more research about how research writing is difficult
for non-native speakers, an issue that has been discussed in technical
communication and mainstream science journals since the 80s, and is
well-known to us working "on the ground."

It seems that tenure track faculty only get rewarded for journal
articles but have little incentive in they way they are evaluated to
make good materials and sometimes don't teach the writing skills they
research. Yet non-tenure track faculty often have materials and are
doing this kind of work but are often invisible as we don't easily
appear in reference lists as much of our material is unpublished. I
think the field of ESP/EAP has some structural problems on this issue.

An alternative would be more research like the "Write like a Chemist"
project:
http://www.oup.com/us/companion.websites/9780195305074/about_book/?view=
usa

where they have researched the field, published about the process,
piloted and evaluated (and published about this too), and made a usable
textbook and where I seem to remember content faculty and composition
specialists working together as they do at MIT. At MIT  they build the
communication requirements into the curriculum as well (mostly at
undergrad but some grad courses too)
 http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=12155
rather than separate out composition/ESL support often with a disconnect
to the curriculum which is a common criticism of both EAP and
composition.

I admit that this approach is not easy to organize and takes resources
and a specialized staff but small steps can be taken as I have done with
minimal resources (reduced teaching load and a part-time assistant).

Making materials is a lot of work so another approach could be if
different institutions developed units on different skills and then
traded them and edited them for their local context. I am working on
materials for teaching paraphrase and using references in the sciences
and engineering as I found the traditional approach to teaching direct
quotation, paraphrase, and summary
http://owl.english.purdue.edu/owl/resource/563/1/
to not really reflect how science writing is really done or the
complexity of how to use references in postgraduate study. I would like
to get materials on describing data that are more detailed than what you
might find in an IELTS book on common line graphs.

If one is not going to publish an entire textbook commercially, then we
would have much to gain and little to lose by trading materials. See
creative commons  permissions.
http://creativecommons.org/about/licenses/

A final interesting cultural note. The word "module" is common in the UK
to mean postgraduate "course" in a North American context. However, in
North America, the term "module" is often used to refer to parts of an
online course. Therefore, in the context of this discussion, it could be
confusing!
I wonder how these words are used in other countries.

Adam
[log in to unmask]




On Tue, Oct 26, 2010 at 9:24 PM, Sandra Sinfield
<[log in to unmask]
> wrote:

> Dear All,
> Currently our university recruits many international and other 
> 'non-traditional' students - it is one of our many great strengths and

> virtues! I am interested in offering a Masters Module in Academic 
> Writing for those students who want to develop their ability to write 
> fluently, authorially, authoritatively and elegantly in their topic 
> (and in good academic English). As a great believer in re-purposing 
> material that is already successful rather than always starting from 
> scratch, I wondered if anyone out there already had a module along 
> those lines that they might like to share with the list - or just with
me...
> I am really happy to share any eventual Module that I develop with the

> rest of the list.
> Thanking you in advance,
> Best,
>
> --
> Sandra Sinfield
> Co-ordinator (North) Learning Development LC213, Learning Centre 
> London Metropolitan University Holloway Road London N7 6PP
> 020.7133.4045
>
>
>
> Companies Act 2006 : http://www.londonmet.ac.uk/companyinfo
>



--
Adam Turner

Director
English Writing Lab
Hanyang University
Center for Teaching and Learning
Seoul, Korea
http://ctl.hanyang.ac.kr/writing/
http://www.hanyangowl.org




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