Date post: | 12-Jan-2016 |
Category: |
Documents |
Upload: | madeline-pitts |
View: | 212 times |
Download: | 0 times |
Graphical Anchoring of Second Language Writing Task
Lawrie HunterKochi University of Technologyhttp://www.core.kochi-tech.ac.jp/hunter/
Dimensions of Media Object Compehensibility
Lawrie HunterKochi University of Technologyhttp://www.core.kochi-tech.ac.jp/hunter/
KUT
Island of Shikoku
Kochi
Nagoya
Osaka
1. INTRO to Mohan’s knowledge structures
2. INTRO to Hunter’s knowledge structure curriculum
3. SURVEY of graphical anchor types
4. INTRO to Hunter’s knowledge structure maps
5. INTRO to pattern languages
6. SEARCH for useful parameters of anchor types
OUTLINE for today
Arguably important direction
"Tomorrow's literacies... need to be process and systems literacies.”
-John Thackara,
In the Bubble: Designing in a complex world.MIT Press 2005.
The Japanese undergraduate engineering student
-emerging non-native writer* of technical English
-attempting a multi-level orchestration of
-rhetorical moves-information elements-cohesion/readability devices.
*(NNW)
Constraint: L2 technical English
Non-native writing carries a considerable cognitive load.
It requires the writer to hold in conscious mind several types of linguistic representation:
-rhetorical structure-information structure-information-grammar/lexical unit knowledge
Cognitive load
Non-native writing carries a considerable cognitive load.
It requires the writer to hold in conscious mind several types of linguistic representation:
-rhetorical structure-information structure-information-grammar/lexical unit knowledge
If* some of these representation types can be encoded graphically, cognitive load** will be reduced.
*observation suggests**or the load placed on Baddeley's working memory
Cognitive load reduction
Survey: graphical anchors
Today: several load-reducing graphical representations currently in use in the curriculum and materials designed by the author.
These representations provide writing task 'anchors' for
(a) information structures*(b) prescribed sentence patterns (c) rhetorical structures**(d) cohesion devices***
Today: several load-reducing graphical representations currently in use in the curriculum and materials designed by the author.
These representations provide writing task 'anchors' for
(a) information structures*(b) prescribed sentence patterns (c) rhetorical structures**(d) cohesion devices***
Even if the learner's main writing strategy is the lexical and structural mimicry of model texts, the above forms of graphical scaffolding can provide an external 'hands on the controls' work space.
*a variation on Mohan's (1986) knowledge structures**as seen in Mann's rhetorical structure theory (http://www.sfu.ca/rst/)***(Gopen and Swan, 1990).
Survey: graphical anchors
Rhetoricalstructures
Knowledgestructures
Cohesiondevices
Grammar(sentence surface structure)
Background
Extension
DiversionsTrain of argument
This is thedomain oftexturedown here.
This is thedomain ofstructuresup here. Functional
structures
Systems view of writing
Word orderrules
Evocativerhetoric
Rhetoricalstructures
Knowledgestructures
Cohesiondevices
Grammar(sentence surface structure)
Background
Extension
DiversionsTrain of argument
Falsehierarchy:the trainstops here.
This is thedomain oftexturedown here.
This is thedomain ofstructuresup here.
Rhetorical structure theory,systemic functional linguistics and knowledge structure mapping form a hierarchy of structures, whereas grammar and sentence diagrams reflect rules for texture management.
Functionalstructures
Systems view of writing
Systems view of writing
Grammar
stagingInformation orchestration
Rhetoric, flow
Sentence levelPrescriptive order charts (linear);
sentence diagrams
Knowledge structure maps
Topic/stress and subject-verb distance
gizmos
Paragraph level Readability chartsKnowledge structure maps
Old/new and topic/stress
gizmos
Document levelReadability outlines
Knowledge structure maps
Old/new and topic/stress
gizmos
Anchor: Sentence diagramming
Moutoux, E.R. Sentence Diagrams:One Way of Learning English Grammar. http://www.geocities.com/gene_moutoux/diagrams.htm
Anchor: Sentence diagramming
Moutoux, E.R. Sentence Diagrams:One Way of Learning English Grammar. http://www.geocities.com/gene_moutoux/diagrams.htm
Every year on the afternoon of December 24, you, a Christmas procrastinator, loaded down with sacks and boxes, walk from store to store, but you concentrateon Mom.
Mohan's (1986) knowledge structures
Classification Principle Evaluation
Description Process Choice
Hunter’s ‘knowledge structures’ ... reflect information types (Mohan's (1986) knowledge structures)
rather than speech act types such as SFL's text types.
hunter’stools
GENRES REGISTERS MOVES
Classification Principle Evaluation
Description Process Choice
At KUT, we have built our curriculumaround these genres:
DescriptionClassificationComparisonSequenceCause-effect
+ inferencePro-con
-a composite genre
Hunter’s ‘knowledge structures’
Critical ThinkingAsahi Press 20012nd year textbook6 units (6 genres)
in 2 quarters
At KUT, we have built our curriculumaround these genres:
DescriptionClassificationComparisonSequenceCause-effect
+ inferencePro-con
-a composite genre
Hunter’s ‘knowledge structures’
Critical ThinkingAsahi Press 20012nd year textbook6 units (6 genres)
in 2 quarters
The learning process used in this bookEach of the 6 units in this book follows the same teaching/learning pattern:
INPUT
USAGE PRACTICE
AUTHENTIC TASK
EXPRESSION
Hunter’s ‘knowledge structures’
hunter’stools
GENRES REGISTERS MOVES
Critical ThinkingAsahi Press 20012nd year textbook6 units (6 genres)
in 2 quarters
The learning process used in this bookEach of the 6 units in this book follows the same teaching/learning pattern:
INPUT: the learners are exposed to the target vocabulary and phrases required for expression of the ideas which are basic to the genre in the unit. For input, the learners listen to explanations of the genre by the teacher, practice speaking and listening to sentences from the genre, and read various explanations of the genres language and language structure
USAGE PRACTICE: in each unit there are a succession of activities and tasks which allow the learner to practice using the language required for the genre. It is important to emphasize to the learners that the activities and exercises are necessary to prepare the students for the final large task at the end of each unit. The activities and tasks may be performed in several different modes: for example, as in-class activities (individual or group) or as written homework. This flexibility is important for the teacher, allowing for a variety of timings and paces.
AUTHENTIC TASK: the tasks at the end of the units are designed to be non-linguistic tasks, based in the real world. In some chapters the learners are asked to arrange information in certain structures; in other chapters the learners are asked to solve real-world type problems. These tasks may be done individually or in groups of 2, 3 or 4 learners.
EXPRESSION: the language aspect of the authentic tasks lies in the expression of the product of the task. In this book the tasks are written tasks, but they may also be done as pair or group presentations. The presentation approach is explained in detail in the teacher's guide .
Readthis on
Hunter's website.
Hunter’s ‘knowledge structures’
Critical ThinkingAsahi Press 20012nd year textbook6 units (6 genres)
in 2 quarters
Thinking in EnglishKUT Press 2004
A mapping workbook,companion to CT6 units (6 genres)
Extends CT to 4 quarters
Hunter’s ‘knowledge structures’
INPUT
USAGE PRACTICE
AUTHENTIC TASK
EXPRESSION
Hunter's knowledge structures curriculum:
DescriptionClassificationComparisonSequenceCause-effect InferencePro-con
Example: sequence
•Unit 2: Sequence
• Input: listening and speaking: Giving directions and telling a story
• Input: instructions and narration: Giving directions and telling a story
•Usage practice: sequencing: The steps for making an omelette
• Usage practice: giving instructions: Telling how to _______
• Input: narration: Mr. Nakamura’s Day: Dictation
• Usage practice: writing: Mr. Nakamura's Sunday
• Authentic task: narration: Putting a story in order
• Usage practice: sequence words: Making a story better
• Input: comparing instructions and narration: finding verbs and signal words
• Authentic task: Get the gold!
• Expression: Unit 2 final report: how Kenji and Junichi Got the Gold
Example: sequence Hunter's knowledge structures curriculum
InputUsage practiceAuthentic task
Expression
InputSequence structure signals
FirstTo begin
ThenNextAfter that
Finally At lastIn the end
While + clause A, clause BAfter + clause A, clause BAs + clause A, clause BWhen + clause A, clause BIf + clause A, clause B
Example: sequence Hunter's knowledge structures curriculum
InputUsage practiceAuthentic task
Expression
InputSequence structure signalsProcessing input containing signals
1. First I got up and then I went to the bathroom
and had a shower.After that I got dressed
and went to the kitchen.
2. First I took the milkout of the fridge.
Then I went to the cupboardand got a glass.
Finally I poured myself a glass of milkand drank it.
Example: sequence Hunter's knowledge structures curriculum
InputUsage practiceAuthentic task
Expression
Sequence structure signalsHunter's knowledge structures curriculum
InputUsage practiceAuthentic task
Expression
Usage practiceGraphics from sentences
Example: sequence Hunter's knowledge structures curriculum
InputUsage practiceAuthentic task
Expression
Usage practiceSentencesfrom graphics
Example: sequence Hunter's knowledge structures curriculum
InputUsage practiceAuthentic task
Expression
Sentences from graphics
Hunter's knowledge structures curriculum
InputUsage practiceAuthentic task
Expression
Usage practiceOrderinginformation
Example: sequence Hunter's knowledge structures curriculum
InputUsage practiceAuthentic task
Expression
Usage practiceCombiningsentences
Example: sequence Hunter's knowledge structures curriculum
InputUsage practiceAuthentic task
Expression
Input:registerFindingstructure signalsand otherlexicalitems
Example: sequence Hunter's knowledge structures curriculum
InputUsage practiceAuthentic task
Expression
Authentic taskReal-world problem
Example: sequence Hunter's knowledge structures curriculum
Sentence level anchoring
Putting things in places
Anchoring types
Sentence level anchoring
Putting things in places
Anchoring types
Sentence level anchoring
Putting things in places
Anchoring types
Sentence level anchoring
Putting things in places
Anchoring types
Sentence level pattern anchoring
Putting things in places
Anchoring types
Sentence level pattern anchoring
Putting things in places
Anchoring types
Textual anchoring
Putting things in places
Anchoring types
Perceptual anchoring
Putting things in places
Anchoring types
Sentence level anchoring
Putting things in places
Anchoring types
Lexical anchoring
Putting things in places
Anchoring types
Lexical anchoring
Putting things in places
Anchoring types
Sentence level anchoring
Putting things in places
Anchoring types
Discourse level anchoring
Putting things in places
Anchoring types
Discourse level anchoring
Putting things in places
Anchoring types
Discourse level anchoring
Putting things in places
Anchoring types
Page gestalt anchoring
Putting things in places
Anchoring types
Page gestalt anchoring
Putting things in places
Anchoring types
Page gestalt anchoring
Putting things in places
Anchoring types
Moves anchoring
Putting things in places
Anchoring types
Register anchoring
Putting things in places
Anchoring types
Pragmatic anchoring (next slide)Putting things in places
Anchoring types
weightlessness
the need to develop a better method of ensuring oral hygiene for those who spend long periods
in space
placed a mouse in an airplane and checked the rate of growth of
streptococcus mutans….. in the mouse's mouth… at different levels
of gravity.
in zero gravity bacteria grew 40 to 50 times faster than
on Earth
increase in the growth rate of the bacteria that cause cavities
the flow of saliva changes in a state of
weightlessness
less saliva is secreted in
space…
other bacteria in the mouth may afflict some
space travelers with infectious diseases
develop a toothbrush that will ooze toothpaste from the tips of the bristles and reabsorb it while the user is
brushing his or her teeth
use of water is
restricted in space,
astronauts swallow toothpaste after
brushing their teeth
increased chance of bacteria remaining
on teeth
Communication moves
PROPOSAL
PROCEDURE
CLAIMWhat?The proposal is a distractor from the topic, a CLAIM.
hunter systems
Pragm
atics anchoring
EXERCISE:Please identify the communication move for each minimap and write it in the corresponding box.Then write names of the relations between minimaps in the spaces between boxes.
LIST of some moves:circumstance/backgroundcondition/extensionelaboration/supportsequence/procedure/listobservation/resultspeculation/projectioncomparison/contrastneed/objectiveapplication/enablementcause/resultsummary
http://www.sfu.ca/rst/01intro/intro.html
EXTENSION
Research supporting claim
CLAIM (fact: ‘according to”)
LINK? (No rhet signal)
Anchoring types
Do humans have aGRAPHIC THOUGHT FACILITY?
The knowledge structure map is a matrix (confluence) for the situated learner* and the situated mentor to confirm context and the nature of "stolen property."**
*Jean Lave**Duguid and Brown
<$$$
!
Hunter’s infomaps stem fromMohan's (1986) knowledge structures
Classification Principle Evaluation
Description Process Choice
<good
Hunter’s infomaps
<big
Description Classification
Degreecomparison
Attributecomparison
Sequence
Contrast
!hunter systems
Hunter Graphical Anchoring of
Second Language Writing TaskHunter’s infomaps
Hunter’s infomap links
My friend
CanadianEnglishteacher
57
DESCRIPTION
Hunter’s infomap links
CLASSIFICATION
Cars
sedans stationwagonscoupe
s
Hunter’s infomap links
<big
old
COMPARISON (relative)
TokyoCalcutta
Hunter’s infomap links
COMPARISON (by attribute)
red
M’s car K’s car
white
3 years old
new
Hunter’s infomap links
SEQUENCE
find ATM
insert
bank card
follow
directions
Hunter’s infomap links
SEQUENCE structure signals
ThenFirst and
find ATM
insert
bank card
follow
directions
Hunter’s infomap links
SEQUENCE
slice a tomato
toast two slices of bread
ThenFirst andtear
some lettuce
Hunter’s infomap links
CAUSE-EFFECT
rainbe late
for school
bus cancelled
Learner taskswith info mapping
mappingtext
writingfrommaps
summarizing controllingnavigation
hunter systems
HunterThinking in English:
task support with graphics and varied processingHunter’s infomaps
Infomaps for content controlHunter
the style dossier approachSTRUCTURE
Writing from Hunter's information maps
Hunterthe style dossier approach
STRUCTURE
Writing from Hunter's information maps
Infomaps for content control
Hunterthe style dossier approach
STRUCTURE
Writing from Hunter's information maps
Infomaps for content control
Hunterthe style dossier approach
STRUCTURE
Writing from Hunter's information maps
Infomaps for content control
Infomaps and perception
Massive diversity in learner perception of knowledge structures.Below: maps of the same content:
Massive diversity in learner perception of knowledge structures.
Infomaps and perception
2006~ new layer: READABILITY
The missing link in technical academic writing:
Gopen’s readability-subject-verb distance-topic position / stress position-old/new information placement
Readability work
In the design of traditional high-text language learning materials, readability is a prominent concern.Reading difficulty has for some time been seen as depending on
-word length-sentence length-text length-number of sentences per paragraph-vocabulary ‘difficulty’
More recent work has extended this list to include -subject-verb distance -adherence to old/new position conventions-topic position/stress position conventions
Treated extensively inHunter L. (1998) Text Nouveau: Visible Structure in Text Presentation. Computer Assisted Language Learning 11(4) pp. 363-379.
2006~ new layer: READABILITY
Hunter’s newTAW syllabus:assume grammar
Page
1 Readability and cohesion
Topic / stress positions Old / new information Subject-verb separation Logic gaps Ambiguity
2 Usage Dictionaries, guides, corpus and concordance
3 Registers Formal academic Informal academic Casual
4 Abstracts and introductions
The structure of a paper Outlining Summarizing
5 Organization of information
Situation-problem-solution-evaluation General-Specif ic
6
Information structures, information mapping
Description Classif ication Comparison, including pie and bar graphs Sequence, including line and bar graphs Cause-Effect Inference (deduction/induction) Pro and Con
7 Rhetoric vs. information
Background information / new content
8 English models
The Style Dossier: model language selection / evaluation Mimicry skills Plagiarism avoidance
9 Data commentaries
10 Appendix: language features
TAW -related grammar points Usage points
2006~ new layer: READABILITY Page
1 Readability and cohesion
Topic / stress positions Old / new information Subject-verb separation Logic gaps Ambiguity
2 Usage Dictionaries, guides, corpus and concordance
3 Registers Formal academic Informal academic Casual
4 Abstracts and introductions
The structure of a paper Outlining Summarizing
5 Organization of information
Situation-problem-solution-evaluation General-Specif ic
6
Information structures, information mapping
Description Classif ication Comparison, including pie and bar graphs Sequence, including line and bar graphs Cause-Effect Inference (deduction/induction) Pro and Con
7 Rhetoric vs. information
Background information / new content
8 English models
The Style Dossier: model language selection / evaluation Mimicry skills Plagiarism avoidance
9 Data commentaries
10 Appendix: language features
TAW -related grammar points Usage points
Textural Structural
Grammar Lexical patterns
Register Knowledge structures
Cohesion Coherence/readability
Functional grammar Information organization
Rhetorical device Rhetorical structure
Readability anchoring
Putting things in places
Creating a PATTERN LANGUAGE
A pattern language?
...our lives consist mainly of patterns of events, and that architecture which supports these patterns helps us feel more “alive” and “whole.”
Christopher Alexander
…The language, and the processes which stem from it, merely release the fundamental order which is native to us. They do not teach us, they only remind us of what we know already, and of what we shall discover time and time again, when we give up our ideas and opinions, and do exactly what emerges from ourselves.
-Christopher Alexander, The Timeless Way of Building
Creating a PATTERN LANGUAGE
“A pattern language is really nothing more than a precise way of describing someone’s experience of a building.”
Christopher Alexander
Creating a PATTERN LANGUAGE
“A pattern language is really nothing more than a precise way of describing someone’s experience of communicating.”
Lawrie Hunter
Creating a PATTERN LANGUAGE
Exploratory framework
Symbolic-metaphoric
Metaphoric
Zoom-out map (scaled image)
Image (superimposable)
Language complexity
Graphic type
Atomic [word level]
Molecular [lexical unit
level]
Compound [sentence
level]
Complex [text Level]
Mini-world [genrelevel]
Exploratory framework [2]
Major genres
Sentence clusters[niche genres, e.g. report]
Sentences
Word clusters[lists, groups]
Sentence ordering support
Writing support type
Language scale
Lexicalunit support
Function array
support
Genre array
support
Alexander, C., Ishikawa, S., & Silverstein, M. (1997) A pattern language: towns, buildings, construction. New York: Oxford University Press.Baddeley, A. D. (1986). Working memory. New York: Oxford University Press. Baddeley, A. D. & Hitch, G. (2001). Working memory in perspective: Foreword. In J. Andrade (Ed.), Working memory in perspective (pp. xv-xix). Hove: Psychology Press.Chandler, P. and J. Sweller (1992) The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology 62: 233-246.Goldman, S. R., & Rakestraw, Jr., J. A. Structural aspects of constructing meaning from text. In M. L. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. xx-xx). Mahwah, NJ: Erlbaum.Gopen, G.D. and Swan, J.A. (1990) The Science of Scientific Writing. American Scientist (Nov-Dec 1990), Volume 78, 550-558. Downloadable as a pdf from http://www.amstat.org/publications/jcgs/sci.pdfHorn, R. E. (1998) Visual Language: Global Communication for the 21st Century. Bainbridge Island, WA: MacroVU Press. http://www.macrovu.comHunter, L. (1998) Text nouveau, visible structure in text presentation. Computer Assisted Language Learning 11 (4) October 1998.Hunter, L. (2002) Information structure diagrams as link icons. Learning Technology 4(3) July 2002. ISSN 1438-0625. 2002. http://lttf.ieee.org/learn_tech/issues/july2002/index.html#1Mann, William C. and Sandra A. Thompson (1988). Rhetorical structure theory: Toward a functional theory of text organization." Text 8 (3): 243-281.Mohan, B.A. (1986) Language and content. Addison-Wesley.Moutoux, E.R. Sentence Diagrams: One Way of Learning English Grammar. http://www.geocities.com/gene_moutoux/diagrams.htmOlive, Thierry (2004) Working memory in writing: Empirical evidence from the dual-task technique. European psychologist 9(1), pp. 32-42. Working paper downloaded from http://cat.inist.fr/?aModele=afficheN&cpsidt=15431008Schriver, K.A. (1997). Dynamics in Document Design. New York: John Wiley & Sons. Tufte, E.R. (1990) Envisioning information. Cheshire, CONN: Graphics Press.Shannon, C.E., & Weaver, W. (1949). The mathematical theory of communication. Urbana: University of Illinois Press. Explained at http://www.tcw.utwente.nl/theorieenoverzicht/Theory%20clusters/Communication%20and%20Information%20Technology/Information_Theory.doc/
and http://www.cultsock.ndirect.co.uk/MUHome/cshtml/introductory/sw.html
Swales, C. and Feak, C. (2004) Academic Writing for Graduate Students. 2nd edition. University of Michigan Press.
Thank you for your kind attention.
Don’t hesitate to write to me.
Lawrie HunterKochi University of Technology
http://www.core.kochi-tech.ac.jp/hunter