Argumentation 1 am (week 3)
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Transcript of Argumentation 1 am (week 3)
Goals for the week
• Develop an awareness of how arguments are built (e.g. through “dialogue”with a “reader-in-the-text”);
• Consider argumentation in the context of the introductions you sent me;
• Start developing your own written arguments.
Today’s agenda
• Re-visit PTE-A essays (and phrase clusters);• Discuss Thompson (2001) reading;• Try building arguments;• Talk about library resources.
Online
1. Look at the sample essays and decide the score.
2. Be prepared to justify your answers.3. When finished, compare your answers with a
partner.
PTE-A essays
“reader-in-the-text”
“hypothetical-real” and “concession”
UFPR / CAPES
The “Truscott” debates
Fig. 1 Effectiveness of written corrective feedback over time.
John Bitchener , Ute Knoch
Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback
Journal of Second Language Writing, Volume 19, Issue 4, 2010, 207 - 217
http://dx.doi.org/10.1016/j.jslw.2010.10.002
from Sommers (1982) “Responding to student writing”
What to do now?
1. Watch the video to understand the comments and suggested tracked changes.
2. Make changes (if you want), preferably on the original draft, and send them back to me via email ([email protected]). I will then send you your grade. (Your grade takes into account both your original draft and changes made.)
Homework (from Monday)
• Read “Argument!” (online);• Finish writing a mini-argument based on worksheet;• Complete the worksheet, “Arguing with the reader”:
Quantifying the burden of writing research articles in a second language;
• Webquest (find and download the articles): • a) What can Goffman’s “stigma” tell us about
scholarly writers? b)Is there a differing point of view?
Your essays and R.E.L.s
examples of engagement
How do you feel about these activities?
Rank Activity
1 Grammar correction on essays
2 Academic vocabulary development
3 Reading of academic articles
4 Take-home essays
5 Reading magazine and newspaper articles
6 Reading during class
7 Group discussion
8 Grammar exercises
9 In-class essays
10 Pair work
11 Students reviewing and correcting each other’s writing
“hypothetical-real” and “concession”
HIDDEN “POSITION”
“hypothetical-real” and “concession”
Concession
Which “point” does this belong to?
from Wingate (2012)
from the homework…
Speaking of which…
To be continued…
Homework (from Monday)
• Read “Argument!” (online);• Finish writing a mini-argument based on worksheet;• Complete the worksheet, “Arguing with the reader”:
Quantifying the burden of writing research articles in a second language;
• Webquest (find and download the articles): • a) What can Goffman’s “stigma” tell us about
scholarly writers? b)Is there a differing point of view?
Webquest
Do for homework, bring to classFlowerdew’s position (+ arguments)
Casanave’s position (+ arguments)
Flowerdew’s responses to Casanave
How that whole debate relates to the Hanauer and Englander (“Mexican Scientists”) paper
YOURPOSITION(Try to state in one or two sentences max.)
Do for homework, bring to classFlowerdew’s position (+ arguments)
Casanave’s position (+ arguments)
Flowerdew’s responses to Casanave
How that whole debate relates to the Hanauer and Englander (“Mexican Scientists”) paper
YOURPOSITION(Try to state in one or two sentences max.)
Now you try (using your homework)
WEEKEND HOMEWORK
By Sunday
1. Email me your “essay” – see “Rubrics” online2. Write (or paste) your essay on the “Essay
Submission Form” (online)3. Do Reading Engagement Log for Wingate
(2012) (“Argument!”)4. Do argument/position analysis of Flowerdew-
Casanave debate, arrive at your own position. (Bring to class.)
Summary for Week 3
• A good academic writer engages with – even argues against -- a kind of “reader-in-the-text”
• One way in which a writer engages with the reader-in-the-text is in anticipating questions such as “What is the consequence of what you have just told me?”
• Once again, what drives the discourse is the writer’s position.• Positions are supported by arguments, and those arguments
are constructed in a kind of dialogue – dialogue with the reader-in-the-text (e.g. concession), and dialogue with existing literature and theory. (Which itself is in dialogue, or argument, within itself.)
BEFORE YOU GO…
Please take 3 minutes to complete mini-questionnaire (online).
Thank you!!
