Thanks Natasha! I'm getting a lot of really interesting responses to my query and I think I'll have a really rich presentation by March.
Doug
Doug Brent
Department of Communication, Media and Film
University of Calgary
Visiting Professor (2014-2015)
Department of English
Old Dominion University
Norfolk, Virginia
On Feb 9, 2015, at 6:44 PM, Natasha Artemeva <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hi Doug,
Below you will see another example of Inkshedding, this time taken up by our graduate students in the context of a Brown Bag lunch session, organized by a PhD student for MA and PhD students in our program in the School of Linguistics and Language Studies (SLaLS)
An invitation to a Brown Bag lunch session:
You are invited to the next SLaLS Graduate Student Brown Bag Seminar. It is a special Inkshedding edition, so bring your pens and some paper with you. If you are unfamiliar with inkshedding further details will be provided at the seminar.
Also, bring your lunch and come hear about some of the exciting research that SLaLS graduate students are conducting.
Talks:
A Discourse Analysis of Edward Snowden
Speaker: xxxxx, MA student
Using interviews, articles and youtube comments, my thesis strives to understand the discursive construction of Edward Snowden. In essence, I ask how a theoretical understanding of discourse provides a framework for understanding the discourse of Snowden. I argue that if language has meaning, what kinds of meanings are being attributed to Snowden through discourse? Why have these meanings arisen, and what kinds of actions are being performed with language?
An Investigation of the Role of Focused Instruction of Formulaic Sequences in Upgrading English for Academic Purposes (EAP) Students’ Performance in Academic Contexts
Presenter: xxxx, PhD student
This research study is intended to investigate how focused instruction of formulaic sequences, defined as prefabricated chunks (e.g. on the other hand) that are stored in and retrieved from the memory as wholes (Wray, 2002), can enhance their acquisition and internalization into EAP students’ linguistic repertoires and, hence, upgrade EAP students’ performance in academic contexts. More specifically, it is an attempt to investigate how the mastery of a number of formulaic sequences can positively influence EAP students’ comprehension and production in academic contexts. With this in mind, this research study will first explore the effects of focused instruction of formulaic sequences in enhancing their successful acquisition. Second, it will identify any improvements in the participants’ receptive skills, particularly reading comprehension. Third, it will highlight any improvement in the participants’ productive skills, i.e., academic writing. Fourth, it will compare the participants’ lexical and grammatical accuracy before and after the focused instruction. Last but not least, it will triangulate quantitative results qualitatively.
Wray, A. (2002). Formulaic language and the lexicon. Cambridge: Cambridge UniversityPress.
Natasha
--
Natasha Artemeva
Associate Professor
Graduate Supervisor
School of Linguistics and Language Studies
Carleton University, Ottawa, ON,Canada
K1S 5B6
Tel. +(613) 520-2600 ext. 7452
Fax +(613) 520-6641
Sent from my iPad
On Feb 7, 2015, at 7:42 PM, Douglas Allan Brent <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Thanks Theresa. This is really useful. I'm compiling a very rich picture of the various ways that inkshedding can be used. I think I'll have a lot to share at the conference in March.
Doug Brent
Department of Communication, Film and Media
University of Calgary
Visiting Professor (2014-2015)
Department of English
Old Dominion University
Norfolk, Virginia
On Feb 2, 2015, at 1:37 PM, Theresa Hyland <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hi Doug! What an interesting discussion. My use of inkshedding is a rather traditional one, but in an untraditional setting.
I use inkshedding with my senior international students who are in the second term of their academic writing course. Reading academic papers for these students is often a challenge. They are so engaged in what the text says that they find it difficult to think critically about the text. They start the first term with journaling and freewriting, but these forms often produce rote answers that say more about what the students think I want them to say than about what they really think about a text or an issue. In the second term, the students are placed in groups to do presentations on academic readings from the course, so each semester there are between 6 and 7 presentations. I use the inkshedding as a means of getting the students who are not doing the presentation engaged, and reflecting on the topic. While I am giving the presenters feedback, the other students do the inkshedding. They are asked to think about not only what the students presented, but which aspects of the paper (which they have read), were illuminated by the presenters, and which aspects could be better explained. When they are finished, they hand the papers around for discussion and marking up. The presenters go around to the groups to see what they have written. That way, the presenters get feedback not just about their performance, but also reactions from the students about the topic, which is usually directly related to life and culture in Canada. For example, one of the readings might be a research paper on undergraduate students' drinking habits. Obviously the students have a lot to say about that topic! Do the students like it? Well, the only mark they get for this exercise is for showing up and writing. I don't mark the inkshedding, but I do go around and sample some of the ideas that they express, and I also underline and comment on these. I find that the students do participate, and their comments are usually very perceptive. When they are given permission to critique, they do so and with gusto! It helps them understand the underlying issues of the reading, as well as why and how the research can be read critically. I did try this same technique once with my Canadian students, and it wasn't nearly so successful. Theresa.
On 01/30/15, Douglas Allan Brent <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hi all,
I am planning to make an informal presentation to a local writing conference here in Virginia on using Inkshedding in the classroom. I know that some dedicated Inkshedders have made this switch from a conference tool to a classroom tool, and I’d really appreciate it if you could share your stories of what you did with it. Specifically, I’d be interested in hearing:
· Which courses did you used it and how much?
· What makes you think it’s more valuable than old standbys like journaling, freewriting, etc.?
· How have you adapted the basic formula of listening to a few presentations, writing comments by hand and throwing them in a pile, trading them around, and eventually publishing excerpts? Have you tried it in electronic environments, for instance?
· Have you received any feedback from students?
· Are you aware of any potential drawbacks to this practice? How have you worked around them?
· If you tried it and stopped, what made you stop? In what ways did Inkshedding fail to live up to your expectations?
And of course, anything else that you think might be helpful for others to know about Inkshedding. If you’re aware of others who have written about the subject, that would be really helpful too – I have Russ Hunt’s well-known piece “What Is Inkshedding,” but I’m sure there have been others buried in the Inkshed newsletter archives and other places.
Thanks in advance,
Doug
Dr. Doug Brent
Professor, Department of Communication, Media and Film
University of Calgary
Visiting Professor (August 2014-May 2015)
Department of English
Old Dominion University
Norfolk, Virginia
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Theresa Hyland, MA, EdD
Director, Writing and Cross-cultural Services
Huron University College
1349 Western Rd.
London ON N6G 1H3
t 519-438-7224519-438-7224 Ext. 317
f 519-438-4338
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