"Thinking in English" information structures task array

Thinking in Englishinformation structures

task array

JACET ESP, Toyo University, December 19, 2015

Lawrie Hunterlawriehunter.com

lawriehunter@gmail.com

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 anchoringPutting things in places

Anchoring types

Sentence level anchoringPutting things in places

Anchoring types

Sentence level anchoringPutting things in places

Anchoring types

Sentence level anchoringPutting things in places

Anchoring types

Sentence level pattern anchoringPutting things in places

Anchoring types

Sentence level pattern anchoringPutting things in places

Anchoring types

Textual anchoringPutting things in places

Anchoring types

Perceptual anchoringPutting things in places

Anchoring types

Sentence level anchoringPutting things in places

Anchoring types

Lexical anchoringPutting things in places

Anchoring types

Lexical anchoringPutting things in places

Anchoring types

Sentence level anchoringPutting things in places

Anchoring types

Discourse level anchoringPutting things in places

Anchoring types

Discourse level anchoringPutting things in places

Anchoring types

Discourse level anchoringPutting things in places

Anchoring types

Page gestalt anchoringPutting things in places

Anchoring types

Page gestalt anchoringPutting things in places

Anchoring types

Page gestalt anchoringPutting things in places

Anchoring types

Moves anchoringPutting things in places

Anchoring types

Register anchoringPutting things in places

Anchoring types

Pragmatics 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

Readability anchoring

Putting things in places

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.Brown, J.S. & Duguid, P. (2000) The social life of information. Harvard Business School 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#1Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University

Press.Mann, 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.htmlSwales, C. and Feak, C. (2004) Academic Writing for Graduate Students. 2nd edition. University of Michigan Press.

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Lawrie Hunterlawriehunter.com

lawriehunter@gmail.com