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Thinking in Englishinformation structures
task array
JACET ESP, Toyo University, December 19, 2015
Lawrie Hunterlawriehunter.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