Graphical Anchoring of Second Language Writing Task

1. Graphical Anchoring of Second Language Writing Task Lawrie Hunter Kochi University of Technology http://www.core.kochi-tech.ac.jp/hunter/ lawrie_hunter@kochi-tech.ac.jp

2. Dimensions of Media Object Compehensibility Island of Shikoku Lawrie Hunter Kochi University of Technology http://www.core.kochi-tech.ac.jp/hunter/ KUT

3. Nagoya Osaka Kochi

4. Constraint: L2 technical English 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)

5. 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

6. Cognitive load reduction 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

7. Today: 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 • information structures* • prescribed sentence patterns • rhetorical structures** • cohesion devices***

8. Today: 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 • information structures* • prescribed sentence patterns • rhetorical structures** • 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).

9. 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.

10. Systems view of writing Train of argument Diversions Rhetorical structures This is the domain of structures up here. Extension Functional structures Background Knowledge structures Evocative rhetoric Cohesion devices This is the domain of texture down here. Word order rules Grammar (sentence surface structure)

11. Systems view of writing Train of argument Diversions Rhetorical structures This is the domain of structures up here. Extension Functional structures Background Knowledge structures False hierarchy: the train stops here. Cohesion devices 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. This is the domain of texture down here. Grammar (sentence surface structure)

12. Systems view of writing

13. Sentence diagramming Moutoux, E.R. Sentence Diagrams:One Way of Learning English Grammar. http://www.geocities.com/gene_moutoux/diagrams.htm

14. Sentence diagramming 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 concentrate on Mom. Moutoux, E.R. Sentence Diagrams:One Way of Learning English Grammar. http://www.geocities.com/gene_moutoux/diagrams.htm

15. Mohan's (1986) knowledge structures

16. hunter’s tools GENRES REGISTERS MOVES Hunter’s ‘genres’ ... reflect information types (Mohan's (1986) knowledge structures) rather than speech act types such as SFL's text types.

17. hunter’s tools GENRES REGISTERS MOVES Hunter’s ‘genres’ At KUT, we have built our curriculum around these genres: Description Classification Comparison Sequence Cause-effect + inference Pro-con -a composite genre

18. hunter’s tools GENRES REGISTERS MOVES Hunter’s ‘genres’ At KUT, we have built our curriculum around these genres: Description Classification Comparison Sequence Cause-effect + inference Pro-con -a composite genre Critical Thinking Asahi Press 2001 2nd year textbook 6 units (6 genres) in 2 quarters

19. hunter’s tools GENRES REGISTERS MOVES Hunter’s ‘genres’ The learning process used in this book Each of the 6 units in this book follows the same teaching/learning pattern: Critical Thinking Asahi Press 2001 2nd year textbook 6 units (6 genres) in 2 quarters INPUT USAGE PRACTICE AUTHENTIC TASK EXPRESSION

20. hunter’s tools GENRES REGISTERS MOVES Hunter’s ‘genres’ The learning process used in this book Each 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. Read this on Hunter's website. Critical Thinking Asahi Press 2001 2nd year textbook 6 units (6 genres) in 2 quarters

21. hunter’s tools GENRES REGISTERS MOVES Hunter’s ‘genres’ Critical Thinking Asahi Press 2001 2nd year textbook 6 units (6 genres) in 2 quarters Thinking in English KUT Press 2004 A mapping workbook, companion to CT 6 units (6 genres) Extends CT to 4 quarters

22. Example: sequence Hunter's genres: Description Classification Comparison Sequence Cause-effect Inference Pro-con INPUT USAGE PRACTICE AUTHENTIC TASK EXPRESSION

23. 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

24. Input Usage practice Authentic task Expression Example: sequence Input Decide sequence structure signals Then Next After that Finally At last In the end First To begin While + clause A, clause B After + clause A, clause B As + clause A, clause B When + clause A, clause B If + clause A, clause B

25. Input Usage practice Authentic task Expression Example: sequence Input Sequence structure signals Processing 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 milk out of the fridge. Then I went to the cupboard and got a glass. Finally I poured myself a glass of milk and drank it.

26. Sequence structure signals Input Usage practice Authentic task Expression

27. Input Usage practice Authentic task Expression Example: sequence Usage practice Graphics from sentences

28. Input Usage practice Authentic task Expression Example: sequence Usage practice Sentences from graphics

29. Input Usage practice Authentic task Expression Sentences from graphics

30. Input Usage practice Authentic task Expression Example: sequence Usage practice Ordering information

31. Input Usage practice Authentic task Expression Example: sequence Usage practice Combining sentences

32. Input Usage practice Authentic task Expression Example: sequence Input: register Finding structure signals and other lexical items

33. Input Usage practice Authentic task Expression Example: sequence Authentic task Real-world problem

34. Example: sequence Sentence level anchoring Putting things in places

35. Example: sequence Sentence level anchoring Putting things in places

36. Example: sequence Sentence level anchoring Putting things in places

37. Example: sequence Sentence level anchoring Putting things in places

38. Example: sequence Sentence level pattern anchoring Putting things in places

39. Example: sequence Sentence level pattern anchoring Putting things in places

40. Example: inference Textual anchoring Putting things in places

41. Example: inference Perceptual anchoring Putting things in places

42. Example: inference Sentence level anchoring Putting things in places

43. Example: inference Lexical anchoring Putting things in places

44. Example: inference Lexical anchoring Putting things in places

45. Example: inference Sentence level anchoring Putting things in places

46. Example: cause-effect Discourse level anchoring Putting things in places

47. Example: cause-effect Discourse level anchoring Putting things in places

48. Example: cause-effect Discourse level anchoring Putting things in places

49. Example: comparison Page gestalt anchoring Putting things in places

50. Example: comparison Page gestalt anchoring Putting things in places