Invisible structures of technical writing
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The invisible structures of technical writing:
Pattern recognition for learner executive mode
Lawrie Hunter
http://lawriehunter.comhttp://slideshare.net/rolenzo
JACET ESP, Toyo University, December 19, 2015
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The invisible structures of technical writing:Pattern recognition for learner executive modeA set of syllabus design tools for a non-grammar (pattern recognition) approach to the development of EFL technical writing skills: 1.Sentence-level information structures
-FRAMEWORK for an entry-level 'critical thinking' syllabus.-DEMO of application to syllabus/materials design.
2. Information organization structures -FOR CONTROL of rhetorical flow.
3. A 'processing' heuristic -FOR CREATING FERTILE VARIATION in language learning activities.
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No need to write!
Download ev.e.ry.thingfrom
lawriehunter.comor
lawrie's slideshareslideshare.net/rolenzo
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Thanks to: Earl Stevick
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Premise 1
The instructor
is the servant
of the learner
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The instructor
is the witting servant
of the learner
Premise 1
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The instructor
is the witting servant
of the witting learner
Premise 1
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Premise 2
L2 learning
is best done
subliminally
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Premise 2
L2 learning
is best done
when otherwise occupied
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Premise 3
Humans think
with structures.
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Premise 4
Grammar
is not a structure.
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Premise 4
Grammar
is not a structure,
it’s a texture.
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Premise 5
Information
has structure.
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Premise 5
Information
has various structures.
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だからどうした?
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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.
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Systems view of writing
Grammarstaging
Information orchestration Rhetoric, flow
Sentence levelPrescriptive order charts (linear);sentence diagrams
Knowledge structure maps
Topic/stress and subject-verb distance gizmos
Paragraph level Readability charts Knowledge structure maps
Old/new and topic/stress gizmos
Document level Readability outlines
Knowledge structure maps
Old/new and topic/stress gizmos
-don’t you have one?
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1. Sentence-level information structures
-FRAMEWORK for an entry-level 'critical thinking' syllabus.
-DEMO of application to syllabus/materials design.
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Structures invariant across languages
Classification Cause-effect Value
Description Sequence Choice
Mohan, B.A. (1986) Language and Content. Addison and Wesley.
Mohan's 'knowledge structures' Argument
Information organization
Information structures
Syntax structures
Grammar structures
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Structures invariant across languages
Classification Cause-effect Value
Description Sequence Choice
Mohan's 'knowledge structures' Argument
Information organization
Information structures
Syntax structures
Grammar structures
Comparison Pro-Con
Classification Cause-effect
Description Sequence
Hunter’s ‘information structures'
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Structures invariant across languages
Argument
Information organization
Information structures
Syntax structures
Grammar structures
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Do humans have aGRAPHIC THOUGHT FACILITY?
Hunter: 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."**
*Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Periperal Participation. Cambridge, UK: Cambridge University Press.
**Brown, J.S. & Duguid, P. (2000) The social life of information. Harvard Business School Press.
<$$$
!
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Information structures based curriculum
Critical ThinkingAsahi Press 2001
A writing and presentation workbook,
6 units (6 genres) in 30 lessons
Say What You MeanKUT Press 2006A writing and mapping workbook,5 units (5 genres) in 30 lessons
Thinking in EnglishCengage 2007A writing and presentationmapping text/workbook,5 units (5 genres) in 30 lessons
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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
Learning process
- don’t you have one?
Critical ThinkingAsahi Press 2001
A writing and presentation workbook,
6 units (6 genres) in 30 lessons
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Info-structure graphicsembody language features
In terms of language,this mapping symbolicallyconstrains link content to
DESCRIPTION CLASSIFICATION COMPARISON SEQUENCE CAUSE-EFFECT Pro-Con
is + ADJ is a kind of is ___er than then so Clause-whereas-clause
is used to can be classified as has more ___ than after that is a result of Arg 1 – That’s true
but – Counterarg 1
is made of is one type of has x% more ___ than finally leads to If – Premise 1 (past)
– Arg 1 (would)
etc. etc. etc. etc. etc. etc.
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Hunter’s ‘information structures’ ... reflect information types (Mohan's (1986) knowledge structures)
rather than speech act types such as SFL's text types.
Classification Principle Evaluation
Description Process Choice
DescriptionClassificationComparisonSequenceCause-effect
+ inferencePro-con
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Go to
TIE Tasks
ppt
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2. Information organization structures
-FOR CONTROL of rhetorical flow.
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2. Information organization structures G-S (general to specific)
SPSE (situation-problem-solution-evalution)
IMRAD
4-box
ARGUMENT
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1. Sentence-level information structures 2. Information organization “structures”
IMRADSPSEG-S 4-box* ARGUMENT(Toulmin)
Description Comparison ClassificationSequence Cause-effect Inference
Pro-Con
* http://citizenjournalismworkshop.blogspot.jp/2008/03/four-boxes.html
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1. Sentence-level information structures 2. Information organization “structures”
IMRADSPSEG-S 4-box* ARGUMENT(Toulmin)
Description Comparison ClassificationSequence Cause-effect Inference
Pro-Con
* http://citizenjournalismworkshop.blogspot.jp/2008/03/four-boxes.html
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1. Sentence-level information structures 2. Information organization structures
IntroMethodResultsAnalysis
Discsussion
SituationProblem Solution
Evaluation
Anecdotal lead
Cosmic paragraph
Motley middle
Kicker
GroundsModality
CLAIMWarrantBacking
General
Specific
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1. Sentence-level information structures 2. Information organization structures
IntroMethodResultsAnalysis
Discsussion
SituationProblem Solution
Evaluation
Anecdotal lead
Cosmic paragraph
Motley middle
Kicker
GroundsModality
CLAIMWarrantBacking
General
Specific Some other time!
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3. A 'processing' heuristic
-FOR CREATING FERTILE VARIATION in language learning activities.
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Go to
‘Processing’
ppt
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Thank you for your kind attention.
Don’t hesitate to write to me.I share!
Lawrie Hunterlawriehunter.com
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Bio Lawrie Hunter is currently working in the Center for Professional Communication at GRIPS in Roppongi. He was a member of the founding team of Kochi University of Technology, and before that he created the intercultural communication program for Kochi University. He has worked as a mathematics teacher and counsellor in Canadian high schools and as a mathematics teacher trainer in Papua New Guinea. His main research themes are document design for education; computer assisted language learning; information structures as a framework for EFL curricula; non-grammar approaches to academic writing; and concept/argument mapping for low text representation of complex ideas.Textbook publications: Critical Thinking (Asahi); Thinking in English (Cengage); How Academic Writing Works (Minaminokaze).Lawrie is now active in the Tokyo poetry scene.