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to be or not to be or to not be: an exploration of corpora and viscera
one more thanksgiving lesson: four skills and synthesis writing
comparing stories of the first thanksgiving – a lesson in understanding author perspective
what does “intensive” mean in “intensive english programs”?
arc priming: a quick idea for getting students started with academic reading circles
the coming war in eap (writing)
research bites now has its own site!
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to be or not to be or to not be: an exploration of corpora and viscera http://www.anthonyteacher.com/blog/to-be-or-not-to-be-or-to-not-be
one more thanksgiving lesson: four skills and synthesis writing http://www.anthonyteacher.com/blog/one-more-thanksgiving-lesson-four-skills-and-synthesis-writing
comparing stories of the first thanksgiving – a lesson in understanding author perspective http://www.anthonyteacher.com/blog/comparing-stories-of-the-first-thanksgiving-a-lesson-in-understand-author-perspective
what does “intensive” mean in “intensive english programs”? http://www.anthonyteacher.com/blog/what-does-intensive-mean-in-intensive-english-programs
arc priming: a quick idea for getting students started with academic reading circles http://www.anthonyteacher.com/blog/arc-priming-a-quick-idea-for-getting-students-started-with-academic-reading-circles
the coming war in eap (writing) http://www.anthonyteacher.com/blog/the-coming-war-in-eap-writing
research bites now has its own site! http://www.anthonyteacher.com/blog/researchbites/research-bites-now-has-its-own-site
academic reading circles in the university classroom http://www.anthonyteacher.com/blog/academic-reading-circles-in-the-university-classroom
research bites: a pedagogical approach to note-taking instruction http://www.anthonyteacher.com/blog/researchbites/research-bites-a-pedagogical-approach-to-note-taking-instruction
research bites: speech perception, speech production, and corrective feedback http://www.anthonyteacher.com/blog/researchbites/research-bites-speech-perception-speech-production-and-corrective-feedback
- http://www.anthonyteacher.com/blog/to-be-or-not-to-be-or-to-not-be
to be or not to be or to not be: an exploration of corpora and viscera http://www.anthonyteacher.com/blog/to-be-or-not-to-be-or-to-not-be
- http://www.anthonyteacher.com/wp-content/uploads/2016/12/tonotgooglengram.jpg
transformed the google n-gram corpus into a pos-tagged database http://googlebooks.byu.edu/x.asp
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the placement of “not” does not necessarily imply emphasis https://corpling4efl.wordpress.com/2016/12/07/to-not-mention-it-just-feels-right/
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- http://www.anthonyteacher.com/blog/one-more-thanksgiving-lesson-four-skills-and-synthesis-writing
one more thanksgiving lesson: four skills and synthesis writing http://www.anthonyteacher.com/blog/one-more-thanksgiving-lesson-four-skills-and-synthesis-writing
newsela provided the source material https://newsela.com/articles/smi-first-thanksgiving-meal/id/23661/
similar to my previous thanksgiving post http://www.anthonyteacher.com/blog/comparing-stories-of-the-first-thanksgiving-a-lesson-in-understand-author-perspective
my adapted version can be downloaded here http://www.anthonyteacher.com/wp-content/uploads/2016/11/thanksgiving.pdf
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- http://www.anthonyteacher.com/blog/comparing-stories-of-the-first-thanksgiving-a-lesson-in-understand-author-perspective
comparing stories of the first thanksgiving – a lesson in understanding author perspective http://www.anthonyteacher.com/blog/comparing-stories-of-the-first-thanksgiving-a-lesson-in-understand-author-perspective
crash course http://youtube.com/crashcourse
teach a us history-themed course http://www.anthonyteacher.com/blog/on-teaching-history
the new york times called “what really happened? comparing stories of the first thanksgiving http://learning.blogs.nytimes.com/2010/11/23/what-really-happened-comparing-stories-of-the-first-thanksgiving/?_r=0
you can see the articles i used here http://www.anthonyteacher.com/wp-content/uploads/2016/11/thanksgiving-jigsaw.pdf
the first thanksgiving http://kids.nationalgeographic.com/kids/stories/history/first-thanksgiving/
the real first thanksgiving https://www.manataka.org/page269.html
the real meaning of thanksgiving http://www.aier.org/research/briefs/819-the-real-meaning-of-thanksgiving-the-triumph-of-capitalism-over-collectivism
something that is explained more in this new york times article http://www.nytimes.com/2010/11/21/weekinreview/21zernike.html
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- http://www.anthonyteacher.com/blog/what-does-intensive-mean-in-intensive-english-programs
what does “intensive” mean in “intensive english programs”? http://www.anthonyteacher.com/blog/what-does-intensive-mean-in-intensive-english-programs
englishusa http://www.englishusa.org/about-english-usa/standards
uciep http://www.uciep.org/
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arc priming: a quick idea for getting students started with academic reading circles http://www.anthonyteacher.com/blog/arc-priming-a-quick-idea-for-getting-students-started-with-academic-reading-circles
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- http://www.anthonyteacher.com/blog/the-coming-war-in-eap-writing
the coming war in eap (writing) http://www.anthonyteacher.com/blog/the-coming-war-in-eap-writing
elt research bites http://www.eltresearchbites.com
there is no best method http://www.anthonyteacher.com/blog/researchbites/research-bites-there-is-no-best-method-why
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research bites now has its own site! http://www.anthonyteacher.com/blog/researchbites/research-bites-now-has-its-own-site
www.eltresearchbites.com http://www.eltresearchbites.com
mura nava of efl notes https://eflnotes.wordpress.com/
clare fielder https://clareseltcompendium.wordpress.com/
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http://www.anthonyteacher.com/page/2
to be or not to be or to not be: an exploration of corpora and viscera http://www.anthonyteacher.com/blog/to-be-or-not-to-be-or-to-not-be
one more thanksgiving lesson: four skills and synthesis writing http://www.anthonyteacher.com/blog/one-more-thanksgiving-lesson-four-skills-and-synthesis-writing
comparing stories of the first thanksgiving – a lesson in understanding author perspective http://www.anthonyteacher.com/blog/comparing-stories-of-the-first-thanksgiving-a-lesson-in-understand-author-perspective
what does “intensive” mean in “intensive english programs”? http://www.anthonyteacher.com/blog/what-does-intensive-mean-in-intensive-english-programs
arc priming: a quick idea for getting students started with academic reading circles http://www.anthonyteacher.com/blog/arc-priming-a-quick-idea-for-getting-students-started-with-academic-reading-circles
the coming war in eap (writing) http://www.anthonyteacher.com/blog/the-coming-war-in-eap-writing
research bites now has its own site! http://www.anthonyteacher.com/blog/researchbites/research-bites-now-has-its-own-site
academic reading circles in the university classroom http://www.anthonyteacher.com/blog/academic-reading-circles-in-the-university-classroom
research bites: a pedagogical approach to note-taking instruction http://www.anthonyteacher.com/blog/researchbites/research-bites-a-pedagogical-approach-to-note-taking-instruction
research bites: speech perception, speech production, and corrective feedback http://www.anthonyteacher.com/blog/researchbites/research-bites-speech-perception-speech-production-and-corrective-feedback
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welcome to anthony teacher.com menu widgets social links search skip to content home blog topics activity anthony assessment board code course books ddl autonomy eap google grammar ice breakers ideas learning styles linguistics listening ma tesol materials mobile learning music professional development pronunciation rant reading reflections research resumes reviews rubrics self-study tools video vocabulary website writing research bites principled washback more listening resources elt job interview question database student work contact facebook twitter recent posts to be or not to be or to not be: an exploration of corpora and viscera one more thanksgiving lesson: four skills and synthesis writing comparing stories of the first thanksgiving – a lesson in understanding author perspective what does “intensive” mean in “intensive english programs”? arc priming: a quick idea for getting students started with academic reading circles the coming war in eap (writing) research bites now has its own site! academic reading circles in the university classroom research bites: a pedagogical approach to note-taking instruction research bites: speech perception, speech production, and corrective feedback subscribe to blog via email enter your email address to subscribe to this blog and receive notifications of new posts by email. join 95 other subscribers email address @twittermy tweets search for: to be or not to be or to not be: an exploration of corpora and viscera the sentence was “learn personal safety techniques, but i urge you to not buy a gun.” this was on a proofreading exercise looking for errors in gerund and infinitive usage. though i had not taught it, many students highlighted the “to not buy” part and corrected it as “not to buy”. i told one of my students that either is acceptable and he said to me, “that feels weird”. this made me think of two things. this student has internalized a grammatical structure to the point where it had a sense of visceralness on par with “native speakers”. the other thought was, am i wrong? in this blog post, i will mostly focus on the latter thought, but i will come back to the more philosophical implications of the former. to me, the placement of “not” in regards to an infinitive is fluid. it feels right to me in either place, though coming right before the verb does also have a feeling of emphasis as opposed to coming before “to”. i have been corrected on this before by a well-respected colleague i work with (one who i really enjoy getting into playful language tiffs with), but i always feel many of their corrections come down to prescriptivism and style rather that straight up grammar (we sti’ll argue about singular “they”). so, in order to answer my question of whether “to not” or “not to” is correct, i turned to my friends google and coca. a google n-gram search for “not to, to not” returned the following: hmm…maybe i am wrong. “to not” barely lifts its head in recognition. but, what’s this? “not to” seems to be falling with a slight upward tilt at around the same time “to not” makes an appearance. is one trying to assert its dominance? that is probably a different story. “to not” exists, but may not be as common as thought, at least in books, edited by those who follow style guides what about coca? well, before drinking a cup of coca, i noticed that the great corpus gods at brigham young have transformed the google n-gram corpus into a pos-tagged database, which could give me a better look at the above search. a search for “not to [vv0*]”, that is, “not to” + base verb form gave me the following… …and “to not [vv0*]” gave me… while the actual tokens are still worlds less for “to not” than “not to,” the increase has been almost double from 1990 to 2000 while “not to” has clearly been on a slow decline. interesting. six years later, this trend is likely continuing time to do some lines of coca: “not to” “to not” coca mirrors the rise of “to not” from google, especially in spoken english, though it is not absent in academic english. in fact, here are some kwic examples of “to not” in academic english: all of this data tells me several things. first, “to not” is on the rise, most likely due to the fact that the ability to separate an infinitive has become more accepted and “to not” has probably rolled in through a snowball effect. second, the placement of “not” does not necessarily imply emphasis, as can be seen in the sentences above. third, while my speech may make some of the older generations shake their first with anger, possibly telling me i am killing english, i can now reply confidently that my speech is the vanguard of an english where “not” is as placement-fluid as “they” is gender-fluid. my speech may be a speech that is likely to boldly go where few have gone before. or to not boldly go, because language change is really unpredictable, and this is just a tiny thing. of course, i wouldn’t actually say any of this. i’m neither a grammar pedant nor an in-your-face defender of anything goes linguistic descriptivism. however, the last thing it tells me is that grammar is not correct because of writers, style guides, or lines of random sentences. no, grammar correctness, and what is “correct” to a “native speaker” is something visceral. it is what “feels” right. language is not a set of rules but a shared set of feelings about how we communicate, passed on as naturally to us as other concepts, such as love or morality. that is, we begin learning these things at or before birth from family, friends, and our environment. of course, as second language students, language gets internalized later and in different ways, but at some point, things do get internalized. students begin to develop gut feelings about the language based on prior experiences, whether or not we consider them correct. language is the internal made external, and what comes out is never based on a set of rules, but what “feels” right and has felt right since we began listening to our first sounds of the language. so, to me, both forms feel right and i am correct. to my student, one form feels right and they are correct. to teach or prescribe otherwise would be to not follow the spirit of communication and to deny the very “feeling” of being a speaker of a language. (updated and edited for typos and clarity.) share this:facebooktwittergoogleemaillike this:like loading... december 6, 2016anthony schmidt corpus, ddl, rant, reflections leave a comment one more thanksgiving lesson: four skills and synthesis writing what do you do when you have finished a project the day before and there is one more day before a 4-day holiday? games? party? how about some reading and writing? i love games and fun days “off” from teaching in the classroom, but i wanted to gives students some context and substance for the day they might be celebrating – one which seems like a big deal to many americans: thanksgiving. newsela provided the source material, which i adapted into a jigsaw, similar to my previous thanksgiving post. i began the lesson by asking students about the food they have heard about or eaten for thanskgiving. i showed a picture of a thanksgiving spread and went through some of the common foods: turkey, stuffing, potatoes, salad, pumpkin pie, etc. i then asked them why we eat these foods and had them recall the story of thanksgiving. there were vague notions of harvests and thanking the land. i gave a very brief overview of the story of thanksgiving, including explaining who pilgrims and native americans are. then, i introduced the activity for the day. we were going to answer the question: did the colonists eat the same foods in 1621 that we eat today? i explained we would read some information, share it with each other, and then write about it. reading i showed the introduction to the article on the screen so that everyone had the same background. we read and discussed it together. i then gave students each a different section of the article to read. my adapted version can be downloaded here. in my adapted version, there were four sections: what about turkey?, please pass the eels, no pie?, and modern thanksgiving. after reading it for five minutes and me helping students with unknown vocab or concepts, i put students together in groups, jigsaw-style, so that each group member had read a different article. speaking and listening students had to share what they had learned from their article. while listening, students had to take notes. i gave about 10 minutes for this activity. students worked to give their information, clarify (for example, the difference between clams and mussels), and finally, ask me any questions. writing finally, for the remaining 15-20 minutes, i told students they would need to describe, in writing and using both their article and their notes, the foods eaten during the first thanksgiving and why our modern thanksgiving menu is different. i reminded students about writing a clear topic sentence and gave a model outline, though students were free to organize their writing in any way they wanted. i gave feedback as they wrote. reflection i was actually very surprised at the quality of the work. they were able to incorporate many of their partners’ details and most write in a very logical way. i felt, though i did not explain, that this was good practice for synthesizing information, and i think i could use this similar framework for teaching synthesis in the future. i wish students had more time to write, but given the brevity of the class, what they turned in (about a paragraph) seemed very good. i will give some general feedback and return their papers in december. this activity also gave me a chance for informal assessment of writing organization, grammar, mechanics, etc., which i will definitely incorporate into our final weeks together. like my previous thanksgiving lesson, this one was not “fun” in the traditional sense, but was received as very interesting and, as i explained, would make a great conversation topic for anyone sitting down to a thanksgiving feast. share this:facebooktwittergoogleemaillike this:like loading... november 23, 2016anthony schmidt ideas, reading, writing leave a comment comparing stories of the first thanksgiving – a lesson in understanding author perspective i’m no historian, but i am a fan of history. i have binge watched crash course, attended local history events, enjoy reading history books for fun, and from time to time, teach a us history-themed course. whenever i can, i inject us history into my classes, not as a form of patriotism, but because it provides a great platform for critical thinking and contextual / cultural understanding. thanksgiving is in several days and i was inspired to do something related to the holiday in my reading class, where most of my critical thinking instruction happens. i found a great lesson plan from the new york times called “what really happened? comparing stories of the first thanksgiving“. in this lesson, students are supposed to investigate competing stories of the first thanksgiving and by doing so consider evidence and author perspective. they link to several general articles about thanksgiving, several articles written from a native american perspective, and several from a more conservative or right-wing perspective. the articles they link to are great, but are written in a way that is very inaccessible to english language learners, even at advanced level. furthermore, the lesson plan as they described it would likely take several hours or class sessions. given that my learners are advanced but still would struggle with the readings, and that i simply wanted to do a one-off pre-thanksgiving lesson, i heavily adapted their suggestions and did the following in jigsaw reading lesson in class: i found three suitable articles, one from each perspective, and simplified the language so that they were short (could be read in less than 10 minutes) and relatively easy to understand. you can see the articles i used here. i divided the class into three groups and gave each group copies of their respective articles. they had 10 minutes to read the article. students then discussed the article in their groups. they had to answer the following questions: what were the main events of the article? what was interesting or surprising about the article? who wrote the article? why do you think they wrote it? after about 10 minutes, i broke the students up into new groups, where 1 student from each article came together to form a group of students who read different articles. i then gave them the final discussion question: briefly summarize your article. what differences exist between the stories? why do you think the stories are different? i walked around, monitored and facilitated student discussions, hinting at them to check the article’s authors to help answer the last two questions. finally, we came together as a whole class and i asked them about the last question. we talked about perspective and the need to understand who the author is and why they may be writing something. we then briefly review each article and why they were written. i frame this debriefing discussion in terms of “myths” and explain how all countries have them, and that the story of thanksgiving is an important founding myth of out country. “the first thanksgiving” from national geographic kids is the typical story of thanksgiving, but it is simplified story missing many details. this is due to the general audience, trying to take a neutral stance, and the fact that kids should probably not be exposed to violence. we talked about what a neutral stance means and the fact that this may be the only story americans are exposed to. “the real first thanksgiving” is told from the native american perspective. it is described as one event in a long series of injustices against the native people, and it is mostly historically accurate. i reviewed briefly how squanto and the wampanoags are treated in these first two stories. (note: despite its unprofessional look, the website contains information that is very accurate – i checked them against several other sources). “the real meaning of thanksgiving” is told from a conservative, right-wing political perspective. students generally have little background on what this means in the american context, so this needs a brief explanation. i also point out that the article focuses on individualism, capitalism, and american values, but it has debatable accuracy (something that is explained more in this new york times article). by the end of this lesson (which, by the way, i taught for the first time), students were shocked by the details of thanksgiving, but they also really enjoyed seeing a story from multiple perspectives and they told me they realized how important it is to not only judge an article based on where it was published, but also on who wrote it, and that this may actually have an effect on how something is interpreted. this is a lesson i will definitely reuse again, as it was very timely and interesting for the students, and introduced a powerful lens of critical thinking. hopefully, next time i can take more time and get students to do deeper reads on this and similar topics. share this:facebooktwittergoogleemaillike this:like loading... november 22, 2016anthony schmidt ideas, reading 1 comment what does “intensive” mean in “intensive english programs”? i’ve worked in several contexts that have been called “intensive”. most recently, i have spent the last three years teaching in one full-time – an “intensive english program,” or iep. despite knowing the pedagogy and politics of these programs, i have always wondered what the word “intensive” really means, and how teacher’s and administrator’s (and maybe student’s) interpretation of this word effects instruction. based on iep organizations such as englishusa and uciep, and communication with colleagues at other ieps, it seems that there is a lot of variety in terms of how a program is structured, but there are also some common features.. common features typically include 8-week terms, a minimum of 18-hours of instruction per week (required for f-1 visa holders and therefore a staple of ieps), multiple levels of instruction per skills-based course (e.g. reading, grammar, listening), faculty with a minimum of master’s degrees, being part of or associated with a university, and being accredited by an outside organization. they also share the word “intensive” despite this word not being defined by any standards or mission statement i have seen. what does the word “intensive” means in terms of language stud? maybe i’m being obtuse, but, to me, this word seems to have two important definitions that, when applied to pedagogy, are at odds with each other: thorough, rigorous, in-depth, concentrated fast, accelerated, vigorous an intense workout can be rigorous, in that it works out multiple areas of your body thoroughly. it can also mean a fast-paced workout that hits key areas of your body. despite being described by the same word, the exercise takes on different forms and likely has different results. applied to language learning, i’m not sure the second definition, the one that focuses on speed, is apt. or, at least it shouldn’t be. yes, 8-weeks is an accelerated period in which to learn language, but that is not the i’m talking about. students are not expected to master english after 8-weeks. eight weeks are the period in which they can hopefully improve key skills which can put them on a trajectory towards their ultimate goal of entering the university. the speed i’m talking about is in the sense of covering multiple units, hitting multiple curricular goals, addressing a bunch of grammar points or reading skills, or churning out essay after essay each week. i’ve seen colleagues do this. by the way published coursebooks like to cram so many units into a single book, they expect us to do this, too. however, to me, language is not learned by rushing through it. i like to take my time when i teach, being as detailed as possible and working with language from multiple cognitive and linguistic aspects. in almost all my classes currently, we are only on the second unit after one month of instruction. adaptation and supplementation, assessment and reteaching really slow things down – but in a good way. most terms, i feel bad because only a portion of the coursebook actually gets used (another charge against the notion that we even need coursebooks!). in my writing classes, students spent the first several weeks on research, planning, subskills, and drafting, and now they are doing it again. we’ll be feeling time pressure at the end of the term when trying to finish our third paper. yet, i know some instructors who try to get an essay done each week. i’m not sure how they do it! the adage of “quality over quantity” comes to mind. the meaning of intensity as rigor and not speed was brought home to me the other day by an observer in my class who commented that my class seemed “intense in the sense that [my students had to] do/accomplish a lot during the class hour.” this was interesting. we really only had two or three activities, but those activities demanded a lot of students. it was a lesson based on reading, and this lesson involved them in vocabulary review, re-reading and highlighting, discussion, and critical thinking questions. this may seem like a lot, but we took are time and moved naturally from activity to activity, doing about three-quarters of what i had planned. they did accomplish a lot, but they also worked with a text in-depth, from multiple angles, and were challenged on both linguistic and cognitive levels. to me, this fits the very definition of intensive: thorough, rigorous, and in-depth. as teachers – language or otherwise – time is always against us, and in that sense, there is always some element of speed to our teaching. however, it should not be a defining element of pedagogy, and it certainly should not be seen as a key aspect of intensive english programs. share this:facebooktwittergoogleemaillike this:like loading... november 18, 2016anthony schmidt rant, reflections leave a comment arc priming: a quick idea for getting students started with academic reading circles if you are a reader of my blog or a follower on twitter, you will probably note that i am a big fan of academic reading circles. i have convinced at least one other faculty member to use them regularly, and i have given several presentations about arcs. i own the e-book, but hope to get the paper edition one day, signed by tyson himself. anyway, i am always trying to find new ways of tweaking arcs to fit student levels, class needs, and in general, improve the quality of the work students do. sometimes, the biggest struggle is getting students to analyze texts in-depth from the different perspectives (roles). it’s not uncommon for students to ask superficial questions as the leader, choose irrelevant vocabulary as the highlighter, or unimportant references as the contextualizer. a lot of this comes down to introducing and scaffolding arcs in the right way. we typically build an abbreviated version of arc handouts together as a class, working with all roles. i also get students of the same role to work together during their first arc so that they can work together to build knowledge of their role, and so i can easily give feedback. we also work on the different microskills that arcs encourage throughout the term, such as working with contextual references during non-arc readings. however, i have also found one other idea to be very effective at introducing and maintaining arc perspectives: priming articles with guiding questions. i believe tyson has mentioned this before, but i’m not sure where – i don’t think in his book. what i mean by priming is giving students articles that are annotated with a few questions meant to get them thinking and reading through the lens they have been assigned. i always provide printed copies of the articles and add line numbers for ease of discussion. i also provide comments in the margins that ask different roles questions. i have found that this priming is effective at getting students in the right mindset, assuring deeper analysis, and, in turn, a quality discussion. check out my example below: a recent “primed” article given to students for an upcoming arc. share this:facebooktwittergoogleemaillike this:like loading... november 16, 2016anthony schmidt arc, reading 12 comments the coming war in eap (writing) i write this post at a time where donald trump has just won the 2016 presidential election and the future of international education is uncertain. perhaps this has got me thinking in terms of politics and political metaphors, but the war i am talking about is more detached and niche from the current state of american politics, and even international education. in fact, the notion of a “war” itself comes from one of christopher tribble’s (2016) latest articles in the journal of english for academic purposes, called “elfa vs. genre: a new paradigm war in eap writing instruction?”. it deals with the current tensions within english for academic purposes writing instruction (eapwi, or what we could call #eapacrwri for cool hashtag purposes). the article has a particular emphasis on the native vs. non-native speaker dichotomy and its (mis)application to eapwi, but i will save that for a future elt research bites post. in his article, tribble outlines four major eapwi paradigms that are now being placed at odds against each other: intellectual/rhetorical, based on north americans freshman comp classes, process writing, and the “essayist” tradition. think your typical 3.5 paragraph essay. social/genre, based on genre analysis, reading exemplar texts, and writing based on disciplinary conventions of moves and stages. academic literacies / critical eap, based on challenging existing power structures (e.g. professor vs student, university vs student), “subversive discourse” (see bensch, 2009), and assuming “alternative identities” (see canagarajah, 2009). english as a lingua franca academic (elfa), based on the rejection the unequal power structure in which students are forced to conform to native-speaker norms. while reading the descriptions of these, i couldn’t help but notice loose parallels to major political ideologies in america. for example, the intellectual/rhetorical approach seems to share similar ideas to libertarianism, where individual rights are priority and only minor interventions from government are tolerated. in terms of writing, as tribble argues (p. 31), the intellectual/rhetorical tradition favors “individual inventiveness” in the essayist tradition, and follows rhetorical conventions without concern for discipline (read: greater society). the social/genre approach seems to be aligned with conservatism, favoring tradition (i.e. genre conventions) over individual inventiveness. however, it also promotes analysis, emphasis on audience, and eventually challenged , mirroring more liberal and democratic socialist approaches. the critical eap approach is akin to social activism or marxism, focusing on and challenging power structures. finally, the efla approach parallels anarchism, the absence of authority. here, all native-speakers and their linguistic products are seen as overly authoritative, and any english that is to flourish must do so without any authority. again, these are loose parallels drawn while reading with the previous election season still burning in the back of my mind. where social activism/anarchism and these eapwi paradigms really depart is in, as tribble points out, critical eap and efla having made little to no impact on pedagogy and instruction (unlike these approaches, social activism and anarchism have made important impacts on society). in fact, he wonders whether it is even worthwhile to critique from the context of pedagogy such approaches that may exist solely to raise issues rather than to be instructional. however, as elf is making some (and what tribble considers positive) effects on pronunciation instruction, it must mean efla is trying to affect pedagogy in some way. how it is doing so is unclear at this point. tribbles explains that jenkins has put these approaches into a hierarchy, where the intellectual/rhetorical and social/genre approaches are seen as conforming and therefore lowest on the hierarchy and easiest to negate; critical eap is seen as challenging but worthy of the top-tier (tribbles muses it may be because challenge is doomed to fail), and elfa is at the pinnacle, seen as a paradigm shift even though, as tribble points out, it offers no pedagogical applications, and, therefore, what paradigms are actually to be changed is quite opaque. so, elfa is setting itself up as the ultimate challenger and is hoping to cause disruptions in other (conformist, challenging) writing approaches. this is mostly achieved by focusing on dichotomies, especially the native vs non-native dichotomy. tribble does a great job taking apart this notion of native vs. non-native dichotomies in eapwi. while this is something i will write about in a future post on elt research bites, i’d like to shift back to the “paradigm war” that tribble refers to. elfa is not a sign of a coming war; the war has already been waging for years. the real war here is that the war between the intellectual/rhetorical (i/r) and the social/genre (s/g) approaches that have been raging for quite some time. not only is the i/r approach winning in terms of published materials (most major eap writing coursebooks follow the process writing and i/r approach), but they are still the dominant approach in many university-based english language programs and esl courses (perhaps because of the coursebooks?). what’s interesting is that the very foundation of the i/r approach, that is, freshman composition, is actually moving away from essayism and a focus on literature, and instead moving towards the genre-approach. i recently attended a talk by christine tardy from the university of arizona. she talked about the rise of the genre analysis approach in freshman comp, and what is preventing it from flourishing. the subtitle of her talk, based on her research with graduate students teaching english courses, sums it up: “it’s complicated and nuanced, and it takes a lot of time.” how do you teach genre awareness and genre-based writing if students do not know their major, are from vastly different majors, will have to write in a variety of genres during the beginning of their academic career, or have issues in their language skills that may be better addressed by more traditional approaches to writing? is the i/r approach more generalizable than the s/g approach? some research has pointed to the inadequacy of the i/r tradition for preparing students for academic writing. however, s/g may not effectively address these concerns. critical eap and elf (but not elfa) have raised valid issues, but don’t seem to be offering anything in the way of real solutions or pedagogical implications. as tribble points out, “it is necessary to adopt paradigms that will help to meet the needs of our students, rather than attempting to introduce new paradigms which do not appear to be premised on an understanding of how academic written communication differs from speaking” (p. 40). as the new war wages in the distance, mostly in academic journals, the old war still burns bright in the hearts and minds (and hands) of teachers and students, reminding us that the search continues for the best method, even if there is no best method. references benesch, s. (2009). theorizing and practicing critical english for academic purposes. journal of english for academic purposes, 8(2), 81-85. canagarajah, s. (2004). subversive identities, pedagogical safe houses, and critical learning. in b. norton, & k. toohey (eds.), critical pedagogies and language learning (pp. 116-137). cambridge: cambridge university press. tribble, c. (2017). elfa vs. genre: a new paradigm war in eap writing instruction?. journal of english for academic purposes, 25, 30-44. share this:facebooktwittergoogleemaillike this:like loading... november 11, 2016anthony schmidt eap, elf, rant, writing leave a comment research bites now has its own site! research bites, a series i started on this blog in order to share concise and teacher-friendly summaries of elt research, now has its own site: www.eltresearchbites.com. the new elt research bites is a collaborative effort between myself, mura nava of efl notes, clare fielder, and others based on twitter and around the elt blogosphere. while i will still be writing research-based posts on this website, anthonyteacher.com (is it time for a new name? suggestions welcome!), posts dealing specifically with summarizing single articles of research will be found on elt research bites. however, the research bites posts i have already made will remain on this site permanently. i look forward to contributing to elt research bites, reading work by other contributors, and sharing interesting research with all those interested in language and elt! share this:facebooktwittergoogleemaillike this:like loading... november 8, 2016anthony schmidt 2 comments posts navigation ← welcome welcome to my blog, where i share my reflections, feelings, thoughts, research and experiences about english language teaching. recent posts to be or not to be or to not be: an exploration of corpora and viscera one more thanksgiving lesson: four skills and synthesis writing comparing stories of the first thanksgiving – a lesson in understanding author perspective what does “intensive” mean in “intensive english programs”? arc priming: a quick idea for getting students started with academic reading circles the coming war in eap (writing) research bites now has its own site! academic reading circles in the university classroom research bites: a pedagogical approach to note-taking instruction research bites: speech perception, speech production, and corrective feedback subscribe to blog via email enter your email address to subscribe to this blog and receive notifications of new posts by email. join 95 other subscribers email address @twittermy tweets © 2009-2016 anthony schmidt | proudly powered by wordpress | theme: sorbet by automattic. the thoughts expressed on this site are my own and do not represent any other institution. email me *name: *email: subject: *message: send cancel anthony teacher.com proudly powered by wordpress theme: sorbet child. send to email address your name your email address cancel post was not sent - check your email addresses! email check failed, please try again sorry, your blog cannot share posts by email. %d bloggers like this:


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