No need to take notes :^o

You can download this powerpoint(and many more)

from

http://www.core.kochi-tech.ac.jp/hunter/or

http://www.slideshare.net/rolenzo

3

Dimensions of Media Object Compehensibility

Lawrie HunterKochi University of Technologyhttp://www.core.kochi-tech.ac.jp/hunter/

KUT

Island of Shikoku

4

KUT TAW scenario

Since 2002: - Japanese government scholarships

- for foreign students - in technical doctoral programmes.

! Graduation requirements:

- 2+ refereed papers in top journals- dissertation in English

Further L2 acquisition to the point of near-independence during the study period is NOT a realistic strategy.

SCENARIO

ESPESP

EAPEAP

EAPHUMANITIES

EAPHUMANITIESTAWTAW

EXEX EYEY EZEZ

English for specific purposesEnglish for academic purposesTechnical academic writing

7

TAW best practice

Niche languageacquisition to near-independencein TAW

Writing workfocusing on argument andinfo-structures

Training in use of language models:Style Dossier

Preparationfor work withan editor

Preparationfor work witha mentor

Obstacles to technical EAP learning and skills development Academic English writing typically presents serious difficulties for East Asian students in PhD engineering programs. 

1. Weak skills in writing everyday English make a fragile foundation for the learning of formal academic English (FAE). 

2. The development of foundation grammar and syntax knowledge does not lead naturally or smoothly to FAE writing knowledge and skill.

3.  For students from most East Asian cultures, articulate argument is new cultural territory. 

9

Using a text-based charting approach, the subjects successfully separated persuasive from information-bearing text.

Of course the mapping approach is not essential to the acquisition of that skill.

Previous study: using Cmap constraint to constrain text analysis

10

Possible view of TAW:1. Process

obey usage conventionsobey other conventions

Possible TAW teaching approaches: 1. Parallel process

research design/results

argument supporting claim

document format

usage/convention

grammar/surface features

grammar/surface features

usage/convention

document format

argumentsupporting claim

12

Possible teaching approaches2. layer view

research design/results

grammar/surface features

usage/convention

document format

argumentsupporting claim

13

Possible TAW teaching approaches2. layer view

research design/results

most TAW writers start writing here

(simulacrum of argument)

RP language generation should start here

most TAWprograms work here

Task type: infer research design from casual register report

In an exercise aimed at developing awareness of argument and research design issues, students were required to 

infer the details of the research design of a study from a popular-science report of that study.

Problem 1:

Writing task focus: isolation of argument

How to get the learner to isolate argument?

Trial pre-task: Text-based task Using a text-based, genre conversion approach, few of the control group students could produce complete, logically structured abstact summaries.

Question:

Writing task focus: isolation of argument

How to constrain text analysis

-to get the learner to isolate argument?

Citation as subject Results as subject Claim as subject

claims (that)

proposes (that)

implies (that)

suggests (that)

infers (that)

observes (that)

reveals (that)

demonstrates (that)

indicates (that) disproves

proves (that)

implies (that)

is supported by

is contradicted by

is in agreement with

is in opposition to

assumes (that)

Answer:Limit verb choice in writingto some distinguishing lexical units of the meta-discourse of the scientific method (or engineering research design)

Citation as subject Results as subject Claim as subject

claims (that)

proposes (that)

implies (that)

suggests (that)

infers (that)

observes (that)

reveals (that)

demonstrates (that)

indicates (that) disproves

proves (that)

implies (that)

is supported by

is contradicted by

is in agreement with

is in opposition to

assumes (that)

Task 1:Subjects were asked to write summaries of the imagined abstract of a casual register article,using only the verbs below.

Task 1 results:

Most students' summary abstracts -were structurally flawed, -had sequencing problems and -had missing links in rhetorical chains.

Problem 2:

What other-medium intervention will bring about improved structure and chain completeness in learner writing?

Trial: use graphical media-e.g. Novakian mapping

Background: depending on the link type, there are 3 main kinds of maps:

1. Associational (mind maps)2. Directed link (Inspiration maps)3. Textured directed link

1. Text labels on links (Novakian)2. Non-verbal links (e.g. ISmaps

Joseph Novak: Concept mapping

INVERTEBRATE

ANIMALS

VERTEBRATE

can be

MARINETERRESTRIAL

e.g. crabs, lobsters

e.g. beetles,flies

FEATHERSFUR

e.g. robins, penguins

e.g. sheep,cats

MORE

SPECIFIC

COLDBLOODED

ARTHROPODS WARMBLOODED

can be insulated with

aremostly can be

This slide courtesy of Ian Kinchin

When is a map Novakian?“The basic Novakian concept map... usually starts with a general concept at the top of the map, and then works its way down ... to more specific concepts.

Abrams, R. An Overview of Concept Mapping. In Meaningful Learning: A Collaborative Literature Review of Concept Mapping. Retrieved March 18, 2008 at http://www2.ucsc.edu/mlrg/clr-conceptmapping.html

When is a map Novakian?

Abrams, R. An Overview of Concept Mapping. In Meaningful Learning: A Collaborative Literature Review of Concept Mapping. Retrieved March 18, 2008 at http://www2.ucsc.edu/mlrg/clr-conceptmapping.html

Concepts are placed in [boxes]...

“The basic Novakian concept map... usually starts with a general concept at the top of the map, and then works its way down ... to more specific concepts.

When is a map Novakian?

Abrams, R. An Overview of Concept Mapping. In Meaningful Learning: A Collaborative Literature Review of Concept Mapping. Retrieved March 18, 2008 at http://www2.ucsc.edu/mlrg/clr-conceptmapping.html

Concepts are placed in [boxes]... Lines are drawn from a concept to a linking word to a concept.

“The basic Novakian concept map... usually starts with a general concept at the top of the map, and then works its way down ... to more specific concepts.

When is a map Novakian?

Abrams, R. An Overview of Concept Mapping. In Meaningful Learning: A Collaborative Literature Review of Concept Mapping. Retrieved March 18, 2008 at http://www2.ucsc.edu/mlrg/clr-conceptmapping.html

Concepts are placed in [boxes]... Lines are drawn from a concept to a linking word to a concept. Sequences of concepts and linking words do not always form grammatically correct sentences.”

“The basic Novakian concept map... usually starts with a general concept at the top of the map, and then works its way down ... to more specific concepts.

Making Novakian mapshttp://cmap.ihmc.us/

Novakian maps (Novak & Cañas, 2006) can be used at any level of abstraction.

Argument mapping

Information structure mapping

Syntactic mapping

Grammatical mapping (pseudo)

Association mapping

Novakian links:

-verbs (concept maps)

-logical connectors (ISmaps)

-communication moves (rhetoric maps)

-argument communication moves (argument maps)

So then, problem 2:

What other-medium intervention will bring about improved structure and chain completeness in learner writing?

Trial: use graphical media-e.g. Novakian mapping-somehow constrain map structure. -somehow constrain map content.

Task 2:Experimental task: Pre-writing step As a pre-writing step, constrained-link Novakian concept maps were used to express the content of the source article.

Subjects were asked to create Novakian maps summarizing the imagined abstract of a casual register article,using only the listed lexical units as link relations.

Citation as subject Results as subject Claim as subject

claims (that)

proposes (that)

implies (that)

suggests (that)

infers (that)

observes (that)

reveals (that)

demonstrates (that)

indicates (that) disproves

proves (that)

implies (that)

is supported by

is contradicted by

is in agreement with

is in opposition to

assumes (that)

Task 2:Mapping task (with constraints) 1. Map link relations were restricted to those in the provided verb list.

2. Number of nodes was constrained (max 10).

3. Top-down visual metaphor was imposed. 

Task 2:Mapping task with constraints 1. Map link relations were restricted to those in the provided verb list.

2. Number of nodes was constrained (max 10).

3. Top-down visual metaphor was imposed. 

Task 2:Experimental task: writing step Subjects were asked to write summaries of the content of the source article, working from their constrained-link Novakian concept maps.

Task 2 observations:

Most experimental group students were successful in generating;

(a) an accurate detailed graphical characterization of the study; and

(b) a FAE written expression of that characterization. 

37

Mapping abstract vs text abstract

1 MappingSubjects 13Dyads 6.9/subjectDyads with non-list labels 0.8/subjectMisuses of linking phrases 2.85/subject

2 TextSubjects 9Sentences 3.55/subjectSentences with non-list relations 0.44/subjectMisuses of linking phrases 0.77/subject

Task 2 observations Most experimental group students were successful in generating 

(a) an accurate detailed graphical characterization of the study; and(b) a FAE written expression of that characterization. 

Here concept maps appear to constitute an instance of what Tifi (2010) calls a plane of greater generality.

39

Conclusions

The value of the mapping approach in argument analysis:

1. visual accessibility of the representation of text structure

2. forced articulation of relations between argument elements

3. faster performance (lower cognitive load?) than in text approach

40

Conclusions

Informal observation of learner behavior in constrained-link scenarios suggests that

Constraining link content can lead TAW learners to accurate, minimal summarization of the arguments in TAW text WITHOUT INSTRUCTION.

Parallel case: Tifi (2010)

A problem in a frame, and the need to move to a different frame where the problem could be solved with the students' inner resources – 

it is necessary to transit through a 'plane of higher generality' to get from the impeding frame to the enabling one.

Problem Xnot solvablein frame A 

Parallel case: Tifi (2010)

A problem in a frame, and the need to move to a different frame where the problem could be solved with the students' inner resources – 

it is necessary to transit through a 'plane of higher generality' to get from the impeding frame to the enabling one.

Problem Xnot solvablein frame A 

Problem Xsolvable

in frame B 

43

noaccess<-----> 

Parallel case: Tifi (2010)

A problem in a frame, and the need to move to a different frame where the problem could be solved with the students' inner resources – 

it is necessary to transit through a 'plane of higher generality' to get from the impeding frame to the enabling one.

Problem Xnot solvablein frame A 

Problem Xsolvable

in frame B 

44

Parallel case: Tifi (2010)

A problem in a frame, and the need to move to a different frame where the problem could be solved with the students' inner resources – 

it is necessary to transit through a 'plane of higher generality' to get from the impeding frame to the enabling one.

Problem Xnot solvablein frame A 

Problem Xsolvable

in frame B 

Plane ofhigher

generality 

45

Speculation re Tifi (2010):Then in Hunter's 

'infer the argument of a poorly reported study' exercise:

1 the challenge: to pinpoint the specs of the study

2 the output: to write those specs in FAE 

3 the catch: only when the specs are couched in FAE can the students pinpoint them, since they lack grounding in research design/scientific method

46

Speculation re Tifi (2010):Then in Hunter's 

'infer the argument of a poorly reported study' exercise:

4 the plane of greater generality: the concept map of the research design and results. If lean enough, this map will embody the specs - and the students can in fact arrive at a consensus as to how the map must look.

Is it true then that the visual (more abstract/non-syntactic) representation is somehow supporting thought that text work does not readily support?

47

Speculation:RE: the success of mapping as an inroad to analysis of argument.

Does constrained mapping constitute what Tifi (2010) calls“a plane of higher generality” -linking the structure of the argument tothe structure of the abstract?

ARGUMENTin study A,implied in narrative M 

ConstrainedCmap 

ARGUMENTin study A,explicit in summary S 

Task 2 interpretation

Some sources that may provide an interpretive scaffolding that can in turn to some extent account for the success of this use of constrained Novakian maps.

49

Leading the learner to create an abstract argument analysis.

Why?: does using Cmap constraint enable argument analysis?

Argument mapping

Information structure mapping

Syntactic mapping

Grammatical mapping (pseudo)

Association mapping

Findings of Vancouver study

reaction timedecision errors

reaction to video of tennis strokes

reaction to videoof tennis strokes

random noise

at time of stroke

<

Vancouver study

play video clips

tennisstrokesto right or left

tennis strokesto right or left

subjects quicklydecide

measurereaction time,correctness

randomnoisewith

stroke

ISmaps with rhetorical frames:argument in Sinnett (2010)

Background

complaints aboutgrunting

in pro tennis

study of response

time in tennis

hunter systems

Target behavior?

GroundsGrounds ModalityModality Claim

WarrantWarrant

BackingBacking

since

on account of

Toulmin model of argument

Target behavior?

GroundsGrounds ModalityModality Claim

WarrantWarrant

BackingBacking

RebuttalRebuttal

since

on account of

unless

Enhanced Toulmin model of argument

Target behavior?

Receiver makes more errors and is 

slowersince

 because

unlessWhite noise in video caused reaction error and slowness

Server grunts during service 

in tennis

Video reaction is not 

equivalent to tennis  reactionWhite noise 

has the same effect as grunting

It is highly likely that

Toulmin model of argument in Sinnett (2010)

Target behavior?

Citation as subject Results as subject Claim as subject

claims (that)

proposes (that)

implies (that)

suggests (that)

infers (that)

observes (that)

reveals (that)

demonstrates (that)

indicates (that) disproves

proves (that)

implies (that)

is supported by

is contradicted by

is in agreement with

is in opposition to

assumes (that)

Novakian map links constrained to confine map content to argument  discourse 

Sinnett (2010)Sinnett (2010)

claims that

is supported by

assumes that

White noise is equivalent to 

grunts

Server grunts during service in tennis cause 

receiver slowness and 

error

Video reaction is equivalent to 

tennis  reaction

Subject error and slowness in video 

response with white noise bursts

Constrained Novakian

rhetoric map of argument in

Sinnett (2010)

Target behavior

56

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.

57

Zoom out: future hegemonies in the expression of argument?

1 The transient mashup (database/new media, Manovich )

The end of the hegemony of narrative? (enter the hegemony of neutrality of data?)

2 Ontology based research writing (Robot Scientist)

58

Recent shifts in journal convention

For decades: -document structure as a simulacrum of argument

-depersonalization as rigor in argument

-recently: the return of first person narrative

Shifting sands: return to narrative

 References/sources

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.CmapTools. Institute for Human & Machine Cognition. http://cmap.ihmc.us/

Novak, J. D. (1990). Concept maps and Vee diagrams: Two metacognitive tools for science and mathematics education. Instructional Science, 19, 29-52. Tifi, A. (2010) The long way to deep understanding. In Concept maps: Making learning meaningful. Proc. of 4th Int. Conference on Concept Mapping. Key words: technical academic writing, EAP, argument, summarization, concept mapping, Novakian mapping

 Constrained-link concept mapping as an inroad to abstract writing Academic English writing typically presents serious difficulties for East Asian students in PhD engineering programs. Weak skills in writing everyday English make a fragile foundation for the learning of formal academic English (FAE). As well, for students from most East Asian cultures, formal argument is new cultural territory. The development of foundation grammar and syntax knowledge does not lead naturally or smoothly to FAE writing knowledge and skill. In an exercise aimed at developing awareness of argument and research design issues, students were required to infer the details of a research design of a given study from a popular-science report of that study. Using a text-based, genre conversion approach, few of the control group students could produce complete, logically structured inferences. When, in a pre-writing step, constrained-link Novakian concept maps were used to express the content of the source article, most experimental group students were successful in generating (a) an accurate detailed graphical characterization of the study; and (b) a FAE expression of that characterization. Here concept maps appear to constitute an instance of what Tifi (2010) calls a plane of greater generality. The set of relations used to constrain the Novakian maps of the content of an imagined study were the distinguishing lexical units of the discourse of the scientific method (or research design). This paper examines some sources that may provide an interpretive scaffolding that can in turn to some extent account for the success of this use of constrained Novakian maps.

 Secondary references Cañas, A. J., & Novak, J.D. (2006) Re-examining the foundations for effective use of concept maps. In Cañas, A. J., & Novak, J.D. (Eds.), Concept Maps: Theory, Methodology, Technology. Proceedings of the Second International Conference on Concept Mapping. 494-502.Dansereau, D.F. (2005) Node-Link Mapping Principles for Visualizing Knowledge and Information. In Tergan, S. and Keller, T. (Eds.) Node-Link Mapping Principles for Visualizing Knowledge and Information. Springer.  61-81.Horn, R. E. (2001) Knowledge mapping for complex social messes. A presentation to the “Foundations in the Knowledge Economy” at the David and Lucile Packard Foundation, July 16, 2001. Downloaded April 8, 2008 from http://www.stanford.edu/~rhorn/a/recent/spchKnwldgPACKARD.pdfHunter, 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#1Jonassen, D.H., Cernusca, D., Ionas, I.G. (2006). Constructivism and instructional design: The emergence of the learning sciences and design research. In R. Reiser & J. Dempsey (Eds.), Trends and issues in instructional design and technology. Columbus, OH: Merrill/Prentice-Hall.Moffett, J. (1992). Detecting growth in language. New Hampshire: Boynton/Cook.Mohan, B.A. (1986) Language and content. Addison-Wesley.

RegisterRegister FAEFAE

UsageUsage

DossierDossier

AbstractAbstractNominalizationNominalization

ParallelismParallelism

Readability

Readability

Communication moves

Communication moves

HedgingHedging

ClaimClaim

ArgumentArgument

ArgumentArgument

CitationCitation

ParaphrasingParaphrasing

PlagiarismPlagiarism

SummarySummary

CohesionCohesion

ConjunctionsConjunctions

Logic linksLogic links

CoherenceCoherence