What Is the Value of Connecting Reading and Writing? Reading Education Report No
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Exploring the Dynamics of Second Language Writing
CY147/Kroll-FM CY147/Kroll 0 521 82292 0 January 15, 2003 12:46 Char Count= 0 Exploring the Dynamics of Second Language Writing Edited by Barbara Kroll California State University, Northridge v CY147/Kroll-FM CY147/Kroll 0 521 82292 0 January 15, 2003 12:46 Char Count= 0 published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge, United Kingdom cambridge university press The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011-4211, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarcon´ 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org C Cambridge University Press 2003 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2003 Printed in the United States of America Typefaces Sabon 10.5/12 pt. and Arial System LATEX2ε [TB] A catalog record for this book is available from the British Library. Library of Congress Cataloging in Publication data Exploring the dynamics of second language writing / edited by Barbara Kroll. p. cm. – (The Cambridge applied linguistics series) Includes bibliographical references and index. ISBN 0-521-82292-0 (hardback) – ISBN 0-521-52983-2 (pbk.) 1. Language and languages – Study and teaching. 2. Composition (Language arts) 3. Rhetoric – Study and teaching. I. Kroll, -
Digital Rhetoric: Toward an Integrated Theory
TECHNICAL COMMUNICATION QUARTERLY, 14(3), 319–325 Copyright © 2005, Lawrence Erlbaum Associates, Inc. Digital Rhetoric: Toward an Integrated Theory James P. Zappen Rensselaer Polytechnic Institute This article surveys the literature on digital rhetoric, which encompasses a wide range of issues, including novel strategies of self-expression and collaboration, the characteristics, affordances, and constraints of the new digital media, and the forma- tion of identities and communities in digital spaces. It notes the current disparate na- ture of the field and calls for an integrated theory of digital rhetoric that charts new di- rections for rhetorical studies in general and the rhetoric of science and technology in particular. Theconceptofadigitalrhetoricisatonceexcitingandtroublesome.Itisexcitingbe- causeitholdspromiseofopeningnewvistasofopportunityforrhetoricalstudiesand troublesome because it reveals the difficulties and the challenges of adapting a rhe- torical tradition more than 2,000 years old to the conditions and constraints of the new digital media. Explorations of this concept show how traditional rhetorical strategies function in digital spaces and suggest how these strategies are being reconceived and reconfiguredDo within Not these Copy spaces (Fogg; Gurak, Persuasion; Warnick; Welch). Studies of the new digital media explore their basic characteris- tics, affordances, and constraints (Fagerjord; Gurak, Cyberliteracy; Manovich), their opportunities for creating individual identities (Johnson-Eilola; Miller; Turkle), and their potential for building social communities (Arnold, Gibbs, and Wright; Blanchard; Matei and Ball-Rokeach; Quan-Haase and Wellman). Collec- tively, these studies suggest how traditional rhetoric might be extended and trans- formed into a comprehensive theory of digital rhetoric and how such a theory might contribute to the larger body of rhetorical theory and criticism and the rhetoric of sci- ence and technology in particular. -
Writing Systems Reading and Spelling
Writing systems Reading and spelling Writing systems LING 200: Introduction to the Study of Language Hadas Kotek February 2016 Hadas Kotek Writing systems Writing systems Reading and spelling Outline 1 Writing systems 2 Reading and spelling Spelling How we read Slides credit: David Pesetsky, Richard Sproat, Janice Fon Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems What is writing? Writing is not language, but merely a way of recording language by visible marks. –Leonard Bloomfield, Language (1933) Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems Writing and speech Until the 1800s, writing, not spoken language, was what linguists studied. Speech was often ignored. However, writing is secondary to spoken language in at least 3 ways: Children naturally acquire language without being taught, independently of intelligence or education levels. µ Many people struggle to learn to read. All human groups ever encountered possess spoken language. All are equal; no language is more “sophisticated” or “expressive” than others. µ Many languages have no written form. Humans have probably been speaking for as long as there have been anatomically modern Homo Sapiens in the world. µ Writing is a much younger phenomenon. Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems (Possibly) Independent Inventions of Writing Sumeria: ca. 3,200 BC Egypt: ca. 3,200 BC Indus Valley: ca. 2,500 BC China: ca. 1,500 BC Central America: ca. 250 BC (Olmecs, Mayans, Zapotecs) Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems Writing and pictures Let’s define the distinction between pictures and true writing. -
Writing Systems: Their Properties and Implications for Reading
Writing Systems: Their Properties and Implications for Reading Brett Kessler and Rebecca Treiman doi:10.1093/oxfordhb/9780199324576.013.1 Draft of a chapter to appear in: The Oxford Handbook of Reading, ed. by Alexander Pollatsek and Rebecca Treiman. ISBN 9780199324576. Abstract An understanding of the nature of writing is an important foundation for studies of how people read and how they learn to read. This chapter discusses the characteristics of modern writing systems with a view toward providing that foundation. We consider both the appearance of writing systems and how they function. All writing represents the words of a language according to a set of rules. However, important properties of a language often go unrepresented in writing. Change and variation in the spoken language result in complex links to speech. Redundancies in language and writing mean that readers can often get by without taking in all of the visual information. These redundancies also mean that readers must often supplement the visual information that they do take in with knowledge about the language and about the world. Keywords: writing systems, script, alphabet, syllabary, logography, semasiography, glottography, underrepresentation, conservatism, graphotactics The goal of this chapter is to examine the characteristics of writing systems that are in use today and to consider the implications of these characteristics for how people read. As we will see, a broad understanding of writing systems and how they work can place some important constraints on our conceptualization of the nature of the reading process. It can also constrain our theories about how children learn to read and about how they should be taught to do so. -
Application of Coh-Metrix to Determine the Readability Level of Comprehension Texts a Case Study
APPLICATION OF COH-METRIX TO DETERMINE THE READABILITY LEVEL OF COMPREHENSION TEXTS A CASE STUDY 1BOITSHOKO E. OTLHOMILE, 2TSAONA S. MOKGWATHI, 3BENJAMIN M. MOGOTSI Department of Social Sciences & Academic Literacy, Department of Social Sciences & Academic Literacy, Department of Social Sciences & Academic Literacy Botswana International University of Science & Technology, Botswana International University of Science & Technology, Botswana International University of Science& Technology E-mail: [email protected], [email protected], [email protected] Abstract - This paper discusses how the Coh-Metrix system was used to measurereadability levelsof comprehension texts used by the teachers of English for classroom instruction at a junior secondary school. The researchers wanted to determine if the comprehension texts match the readability level of students at this level of education. This is important because all the students atthe school are not native speakers of English. Therefore, they are learning English as a Second Language (ESL). However, the authors of the majority of the English textbooks used in schools are native speakers of English.The study was qualitative in design and five (5) comprehension passages used by English Language teachers for assessment purposes were selected for this study. The data derived were analysed qualitatively. The results showed that random selection of English Language comprehension texts without subjecting them to a readability test such as the Coh-Metrix may compromise the quality of learning. The results also showed that the readability level of textbooks may contribute to the poor performance of ESL learnersand other subject areas. Index Terms - Coh-Metrix, Readability, Classroom Instruction, English as a Second Language I. -
Investigating the Reading-To-Write Construct
Journal of English for Academic Purposes 7 (2008) 140e150 www.elsevier.com/locate/jeap Investigating the reading-to-write construct Yuly Asencio´n Delaney* Modern Languages Department, Northern Arizona University, Babbit Academic Annex, Office 202, Flagstaff, AZ 86011-6004, USA Abstract This study explored the extent to which the reading-to-write construct is the sum of one’s reading and writing abilities or an inde- pendent construct. The investigation included an analysis of (a) test tasks, (b) the relationship of test task scores and scores on reading and writing measures, and (c) the effects of proficiency level and educational level on reading-to-write performance. A sample of 139 participants performed two reading-to-write tasksda summary and a response essaydbased on the same source text. Results indicate that the test tasks were different dimensions of the reading-to-write ability, and that the reading-to-write ability seems to be a unique construct weakly associated with reading for comprehension and disassociated from writing an essay without background reading sup- port. In addition, it was found that language proficiency and educational level had a modest effect on the performance of the tasks. Ó 2008 Elsevier Ltd. All rights reserved. Keywords: L2 reading-to-write; L2 writing; L2 summary writing; L2 reading; EAP 1. Investigating the reading-to-write construct One of the primary tenets of communicative language learning has been the importance of integrative language tasks. This view has been reinforced by English for Specific Purposes (ESP) surveys showing that reading-to-write tasks are common in university settings (Bridgeman & Carson, 1983; Hale et al., 1996; Rosenfeld, Leung, & Oltman, 2001). -
Communication Models and the CMAPP Analysis
CHAPTER 2 Communication Models and the CMAPP Analysis f you want to find out the effect on Vancouver of a two-foot rise in sea level, you wouldn’t try to melt the polar ice cap and then visit ICanada. You’d try to find a computer model that would predict the likely consequences. Similarly, when we study technical communication, we use a model. Transactional Communication Models Various communication models have been developed over the years. Figure 2.1 on the next page shows a simple transactional model, so called to reflect the two-way nature of communication. The model, which in principle works for all types of oral and written communication, has the following characteristics: 1. The originator of the communication (the sender) conveys (trans- mits) it to someone else (the receiver). 2. The transmission vehicle might be face-to-face speech, correspon- dence, telephone, fax, or e-mail. 3. The receiver’s reaction (e.g., body language, verbal or written response)—the feedback—can have an effect on the sender, who may then modify any further communication accordingly. 16 Chapter 2 FIGURE 2.1 A Simple Transactional Model As an example, think of a face-to-face conversation with a friend. As sender, you mention what you think is a funny comment made by another student named Maria. (Note that the basic transmission vehicle here is the sound waves that carry your voice.) As you refer to her, you see your friend’s (the receiver’s) face begin to cloud over, and you remember that your friend and Maria strongly dislike each other. -
Abdul-Hakim, I
African American English Bibliography A Abdul-Hakim, I. (2002). Florida preservice teachers' attitudes toward African-American Vernacular English. (Doctoral dissertation, The Florida State University, 2002), Dissertation Abstracts International 64(10). (AAT 3109259) Abrahams, R. D. (1962). Playing the dozens. Journal of American Folklore, 75, 209-218. Abrahams, R. D. (1964). Deep down in the jungle...: Negro narrative folklore from the streets of Philadelphia. Hatboro, PA: Folklore Associates. Abrahams, R. D. (1970). Rapping and capping: Black talk as art. In J. F. Szwed (Ed.), Black American (pp. 132-142). New York: Basic Books, Inc. Abrahams, R. D. (1972). Joking: The training of the man of words in talking broad. In T. Kochman (Ed.), Rappin' and stylin' out: Communication in black America (pp. 215-240). Urbana, IL: University of Illinois Press. Abrahams, R. D. (1974). Black talking on the streets. In R. Bauman & J. Sherzer (Eds.), Explorations in the ethnography of speaking (pp. 240-262). London: Cambridge University Press. Abrahams, R. D. (1975). Negotiating respect: Patterns of presentation among black women. In C. R. Farrer (Ed.), Women and folklore (pp. 58-80). Austin: University of Texas Press. Abrahams, R. D. (1976). Talking black. Rowley, MA: Newbury House. Abrahams, R. D. (1993). Black talking on the streets. In L. M. Cleary & M. D. Linn (Eds.), Linguistics for teachers (pp. 173-198). New York: McGraw-Hill. Adams, T. M., & Fuller, D. B. (2006). The words have changed but the ideology remains the same: Misogynistic lyrics in rap music. Journal of Black Studies, 36(6), 938- 957. Adger, C. T. (1994). Enhancing the delivery of services to black special education students from non-standard English backgrounds. -
Learning to Write and Writing to Learn
Chapter 6 in: Hougen, M.C. (2013). Fundamentals of Literacy Instruction & Assessment: 6-12. Baltimore: Paul H. Brookes. In publication. Learning to Write and Writing to Learn By Joan Sedita Classroom Scenario In a middle school history class, the students are writing about several pieces of text that include a primary source, a textbook section, and a history magazine article. The writing assignment is to answer an extended response question by synthesizing information and using text evidence from the three sources. The teacher has given the students a set of guidelines that describes the purpose and type of the writing, the suggested length of the piece, and specific requirements such as how many main ideas should be included. The teacher has differentiated the assignment to meet the needs of students with a variety of writing skills. Scaffolds such as a pre-writing template have been provided for students who struggle with planning strategies. The teacher has provided models of good writing samples and has also provided opportunities for students to collaborate at various stages of the writing process. This is a classroom where the teacher is teaching students to write and also using writing to help them learn content. Unfortunately, classrooms like this are rare. Along with reading comprehension, writing skill is a predictor of academic achievement and essential for success in post-secondary education. Students need and use writing for many purposes (e.g., to communicate and share knowledge, to support comprehension and learning, to explore feelings and beliefs). Writing skill is also becoming a more necessary skill for success in a number of occupations. -
DOCUMENT RESUME Ruetz, Nancy Effective Communication. Improving
DOCUMENT RESUME ED 424 385 CE 077 295 AUTHOR Ruetz, Nancy TITLE Effective Communication. Improving Reading, Writing, Speaking, and Listening Skills in the Workplace. Instructor's Guide. Workplace Education. Project ALERT. INSTITUTION Wayne State Univ., Detroit, MI. Coll. of Education. SPONS AGENCY Office of Vocational and Adult Education (ED), Washington, DC. National Workplace Literacy Program. PUB DATE 1997-00-00 NOTE 115p.; For other "Project ALERT" reports, see CE 077 287-302. CONTRACT V198A40082-95 AVAILABLE FROM Workplace Education: Project ALERT, Wayne State University, 373 College of Education, Detroit, MI 48202 ($40 plus $5 shipping). PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Adult Basic Education; Basic Skills; Communication Skills; Instructional Materials; Learning Activities; *Listening Skills; *Reading Skills; *Speech Skills; Staff Development; Teaching Guides; Transfer of Training; *Workplace Literacy; *Writing Skills ABSTRACT This instructor's guide contains materials for a 30-hour course that focuses on reading, writing, speaking, and listening and targets ways to improve these skills on the job. The course description lists target audience, general objective, and typical results observed. The next section gives instructors basic information related to providing successful educational programs in a workplace setting, an instructor's lexicon of strategies and principles that can be used in teaching, instructor's role and responsibilities, and course objectives. An explanation of lesson format lists six parts of the template used to design the lessons--understanding/outcome, materials, demonstration, exercise/engagement, workplace application, and evaluation/comments. A sample template and explanation of each part follows. A section on planning and scheduling deals with time requirements, class size, expected outcomes, prerequisites, and suggested timing for each lesson. -
Writing Language
Writing language Linguists generally agree with the following statement by one of the founders of the modern science of language. Writing is not language, but merely a way of recording language by visible marks. Leonard Bloomfield, Language (1933) Some version of this is clearly true, as we can see by looking at the history of the human species and of each human individual. In both regards, spoken language precedes written language. Speech Writing Present in every society Present only in some societies, and only rather recently Learned before writing Learned after speech is acquired Learned by all children in normal Learned only by instruction, and often not circumstances, without instruction learned at all Human evolution has made speaking Evolution has not specifically favored easier writing Another way to express Bloomfield's point is to say that writing is "parasitic" on speech, expressing some but not all of the things that speech expresses. Specifically, writing systems convey the sequence of known words or other elements of a language in a real or hypothetical utterance, and indicate (usually somewhat less well) the pronunciation of words not already known to the reader. Aspects of speech that writing leaves out can include emphasis, intonation, tone of voice, accent or dialect, and individual characteristics. Some caveats are in order. In the first place, writing is usually not used for "recording language" in the sense of transcribing speech. Writing may substitute for speech, as in a letter, or may deploy the expressive resources of spoken language in visual structures (such as tables) that can't easily be replicated in spoken form at all. -
Writing Linguistics Abstracts Maggie Tallerman
Writing linguistics abstracts Maggie Tallerman An abstract is a one- (or occasionally two-) page summary of a paper intended for presentation at an academic conference. The abstract is sent to the programme committee responsible for choosing papers to be presented at the conference. The committee evaluates your abstract alongside other submissions, and decides entirely on the basis of the abstract whether or not your paper should be accepted. Sometimes the committee will evaluate papers from all (or any) subfields covered by the conference; alternatively, your abstract may be sent out to a specialist in that particular subfield. The likelihood is that a number of abstracts submitted to any given conference will be rejected: for instance, the rejection rate for the two most general linguistics conferences in the UK and the USA (respectively the Linguistics Association of Great Britain and the Linguistic Society of America) is around 50%. Obviously, the rejection rate at a postgraduate conference may be lower, but this does not mean that all abstracts will be accepted. Abstracts are typically submitted anonymously, that is with a title but not the author’s name or institution, although a version including the author’s name may subsequently be printed in the book of abstracts for the meeting in question. The abstract is your first chance to promote your work to the linguistic public. It should be a short summary of a paper you are (or will soon be) prepared to give in public. The abstract is intended to cover both the main point(s) and conclusion(s) of the paper, and the arguments used to reach these conclusions.