Using the research article as a model for teaching laboratory report writing provides opportunities for development of genre awareness and adoption of new literacy practices

Kelly-Laubscher, Roisin; Muna, Natashia; Merwe, Mathilde van der

doi:10.1016/j.esp.2017.05.002

Cited by 18 publications

(22 citation statements)

References 32 publications

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“…A number of factors can compound teaching and learning within the biology classroom even further. These factors include the abstract nature of biological concepts, the overloaded syllabus, unfamiliarity with examples sourced from international textbooks, students not seeing the relevance of the content within the context of everyday life, and foreign terminology (Kelly-Laubscher, Muna & van der Merwe, 2017). Even so, literature by e.g.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

Dukhan

Brenner

Cameron

2019

African Journal of Research in Mathematics, Science and Technol

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Learning within first-year biology is about inquiry, but in this content-heavy science students can easily fall into the trap of parrot-fashion learning. This study investigates the influence of lecturers' expectation of students in meaning making on the nature of their slides and the quality of students' note-making. Data were collected by classroom observations, video-recordings, a questionnaire for students and interviews with lecturers and students. The quantity and quality of students' notes were analysed for four lectures. The analysis of data resulted in three categories of lecturers: 'student-centred', 'student-directed' and 'teacher-centred'. The student-centred lecturers provided key points on their slides, anticipated that students would build on their class notes and focused on the development of the students' criticalthinking ability. The student-directed and teacher-centred lecturers aimed to complete the syllabus and emphasised the provision of detailed slides that first-years needed to learn. In addition, student-directed lecturers stated that they attempted to simplify topics that they knew students found challenging. When undergraduates perceived that the lecturers' slides did not provide sufficient content for assessments, they reported that they captured more notes during and after the lecture, but analysis revealed that the first-years' notes were usually a close reflection of lecture slides. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

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Section: Introductionmentioning

confidence: 99%

The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

Dukhan

Brenner

Cameron

2019

African Journal of Research in Mathematics, Science and Technol

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“…The majority of research on the linguistic features in laboratories has focused on analysis of written texts, such as genre analyses of student laboratory reports (see, for example, Kelly-Laubscher, Muna, & van der Merwe, 2017;Parkinson, 2017). To the best of our knowledge, only one study (Tapper,1994) has focused on the spoken aspect of laboratories.…”

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confidence: 99%

Single and multi-word unit vocabulary in university tutorials and laboratories: Evidence from corpora and textbooks

Coxhead

Dang

Mukai

2017

Journal of English for Academic Purposes

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Single and multi-word unit vocabulary in university tutorials and laboratories: Evidence from corpora and textbooks Small-group academic interactions, such as tutorials and laboratory sessions, do not often feature in vocabulary or English for Academic Purposes (EAP) research. Yet across many disciplines in tertiary education, students are required to attend and participate in these speaking and listening events. EAP students need to be prepared for them, and their textbooks should help them prepare also. The present study included interview data from lecturers and students which identified specific issues with speaking in small groups in university; corpus-based analysis of tutorials and laboratory sessions which showed large amounts of high frequency vocabulary; and an EAP/ESP textbook analysis showed little focus on vocabulary in tutorials and nothing on laboratories. A total of 176 phrases were suggested in three textbooks as being useful for expressions for speaking in small groups. An analysis of these phrases in the corpus showed that three quarters of these phrases did not appear in the laboratory corpus and two thirds did not appear in the tutorial corpus. Finally, lexical patterns from the corpus were identified and categorised in the same way as existing lists of multiword units in spoken academic English. Implications for pedagogy and materials design are followed by suggestions for future research. 1.Introduction English for Academic Purposes (EAP) research has focused predominantly on writing for the university (Skyrme, 2010), with some attention in terms of academic speaking focused mostly on lectures (Feak, 2013), particularly with regard to discourse in lectures (Jordan, 1997) and student problems with understanding content in lectures (Basturkmen, 2016; Crawford Camiciottoli, 2010). Student presentations have been the focus of some research (e.g., Hincks, 2003), and are an area of concern for second language speakers of English (Kim, 2006). Lectures and student presentations are mostly one-way, in that one speaker tends to hold the floor. Basturkmen (2016) notes that there is limited research into academic speaking which involves interaction between speakers, such as between lecturers and students or students and students. This form of 'dialogic

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“…The current study also follows the classroom methods of Kelly-Laubscher et al (2017), who use a moves-based genre approach for teaching laboratory report writing to biology students, by facilitating the writing of several drafts with structured peer-review tasks along the way. Common with all of these studies is the idea that "the combination of genre and task can create a crucial pedagogical link between socially situated writing performance and choices of language use" (Yasuda, 2011, p.127).…”

Section: Genre Approaches In the Context Of This Studymentioning

confidence: 99%

“…While subjective interpretations and opinions of the situation and the data are likely to appear, two of the researcher/authors involved were not teaching these students and were able to evaluate aspects of the teaching and interpret the data from outside the classroom. This investigation has also arisen out of the need to evaluate genre approaches that are not aimed at native English speakers working in their first language (as with Martin, 2009;Martin & Rose, 2008;Kelly-Laubscher et al, 2017) or at foreign language students with a high level of proficiency in the target language (as found in Cheng, 2007;Wang, 2017). Moreover, unlike other studies in the area of genre-based pedagogies, our students are not a homogenous group from the same field of study, but instead come from a range of science and technology backgrounds.…”

Section: Introductionmentioning

confidence: 99%

Action Research for Exploring Genre Approaches to Writing in Real-World ESP Classrooms

Rajagopalan¹,

Griffin²,

Trimarco³

2021

IJE

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This paper investigates how action research can be used to develop genre-approaches to teaching using a case study of teaching research article (RA) abstract writing on a course in Japan for science and technology students. This study involved two pedagogies placed within genre-awareness approaches, with moves being taught at different stages for each classroom. In addition to the teacher’s observations and a questionnaire to evaluate students’ perceptions, written drafts from both groups were analysed at two stages. Our analysis reveals that earlier intervention in teaching moves helped students to better construct their abstracts and that language-based activities played a role in improving students’ abstract writing without moves-based instruction. Moreover, the exercise of conducting this study in an action research framework highlighted the advantages of using a cyclic framework which allows for timely intervention based on teacher observation and critical evaluation of the teaching and learning context as the task progresses.

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Using the research article as a model for teaching laboratory report writing provides opportunities for development of genre awareness and adoption of new literacy practices

Cited by 18 publications

References 32 publications

The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

Single and multi-word unit vocabulary in university tutorials and laboratories: Evidence from corpora and textbooks

Action Research for Exploring Genre Approaches to Writing in Real-World ESP Classrooms

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