PPT-Recycling writing: learning from a corpus of student-genera

Megan Bruce Durham University Foundation Centre January 2013 Supported by Durham University and HEA UKCISA grants Overview Aims of the Foundation Centre Type of student What students study Students language needs. Jodi Versaw. jversaw@iecminnesota.org. Opening questions. What do you remember about learning to write?. What do you remember about learning to write in a foreign language?. Learning to write. Learning to write…. Professional Growth Goals & Student Growth Goals. Planning & Processes. Jenny Ray, Presenter. Reflecting on our last meeting…. Initial self-reflection on the Kentucky Framework for Teaching (all components). Kwanjira Chatpunnarangsee. Corpus/Corpora: A collection of written texts or transcriptions of spoken language stored electronically, and can be analyzed using a . concordancer. .. Collocation: A pair or group of words that are often used together e.g. fast car, fast food, a quick glance, a quick meal, make an effort, keep to/stick to the rules, etc.. learning from a corpus of . student-generated texts. Megan Bruce & Simon Rees. Durham University Foundation Centre. March 2013. Supported by Durham University and HEA UKCISA grants. Overview. Departmental profile. Special recognition: University of Florida. Participants will be able to:. Articulate specifications for learning outcomes. Classify learning outcomes using Bloom’s taxonomy. Write (or evaluate) student learning outcomes for your course. Ken Lau. Going from Prescriptive to Descriptive. Prescriptive grammar has their origins in 18. th. and 19. th. century Europe where grammar was connected to the idea that there was a relationship between ‘. “We do not learn so much from experience as we do from reflecting on our experience.” . – John Dewey. PPT provided by Alan Olson and available for use as needed.. Theresa Lillis, Maria . Leedham. and Alison Twiner. The Open University, UK. . Presentation of work in progress at Applied Linguistics and Professional . Practice Conference. , Copenhagen, November 2016. Special recognition: University of Florida. Participants will be able to:. Articulate specifications for learning outcomes. Classify learning outcomes using Bloom’s taxonomy. Write (or evaluate) student learning outcomes for your course. Waveform and spectrogram views are supported.. User-configurable montages and filtering.. Scrolling by time or by next event.. Channel-dependent scaling.. Events can be viewed per channel, per epoch, or selectively filtered.. and processing a sizeable EAP corpus in a (relatively) resource-poor context . Priya Mathew, Hilary Nesi & Benet Vincent . Types of DIY corpus:. Expert writing collected by students.. Student writing collected by lecturers. . AnalysisHilaryNesi Coventry University UK and Sheena Gardner Coventry University UK The British Academic Written English BAWE corpus contains about 65 million words of proficient university student wr DOI 101016/jasw201806005-2935 Publisher Elsevier NOTCE thithe authors version of a worthaThe BAWE Corpus and Genre Families Classification of Assessed Student WritingAuthors Hilary Nesi and Sheena Gar by Chinese and Finnish EAP students. . Nicole Keng. University of Vaasa. Simon Smith. Coventry University. Outline. Background. Motivation for corpus construction. Research questions. UK study. Finland study.