{"id":1089,"date":"2020-09-30T13:55:25","date_gmt":"2020-09-30T13:55:25","guid":{"rendered":"http:\/\/blogs.cardiff.ac.uk\/clcrseminars\/?page_id=1089"},"modified":"2020-09-30T13:55:26","modified_gmt":"2020-09-30T13:55:26","slug":"4-november-2020","status":"publish","type":"page","link":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/4-november-2020\/","title":{"rendered":"4 November 2020"},"content":{"rendered":"\n

The Invisible Process of Drafting Made Visible: Modelling and Joint Construction in Higher Education<\/em><\/strong><\/h2>\n\n\n\n

Gail Forey<\/strong><\/h3>\n\n\n\n

In recent years, a tremendous amount of\nresearch has been carried out in the area of English for Academic Purposes\n(EAP). Much of the EAP research focuses on analyzing research papers or students\u2019\noutput as a model for students to write. Limited research has been carried out\nin the Higher Education (HE) classroom that investigates classroom interaction where\nthe teacher explicitly scaffolds and apprentices students into writing advanced\nacademic texts. Grounded within systemic functional linguistic research, in\nthis paper I outline a curriculum map of common genres found in education and a\npedagogic model, the Teaching and Learning Cycle (TLC) that can be used to\nsupport advanced academic literacy. The TLC has been influential in Australian,\nBritish and USA primary and secondary schools (Forey 2020; Gebhard 2019; Humphrey\n2017; Rose & Martin 2012). I discuss how the TLC can be applied in the HE\nclassroom to support writing and the student\u2019s feedback on engaging in joint construction.<\/p>\n\n\n\n

This paper focuses on written argumentative\nassessment tasks and joint construction. Through a focus on classroom\ninteraction, I discuss how the teacher supports learners and prepares them for\nsuccess when writing an assignment. Drawing on data collected from a Hong Kong and\nBritish university, I discuss how the four stages of the TLC, namely (i)\nsetting the context, (ii) modeling and deconstruction and (iii) joint\nconstruction, can pave the way for successful (iv) independent construction.\nThe data involves video observations of joint construction in the HE classroom,\nas well as interviews and questionnaire feedback responses from the students. The\nfindings shed light on classroom interaction, and illustrate how the invisible\nprocess of drafting can be made visible and used to support writing. The practical\napplication of the TLC in the HE classroom, can help develop academic writing\nand act as a model to illustrate and inform advances in HE pedagogy.<\/p>\n\n\n\n

References<\/strong><\/p>\n\n\n\n

Forey, G.\n(2020) A whole school approach to SFL metalanguage and the explicit teaching of\nlanguage for curriculum learning. Journal\nof English for Academic Purposes<\/em>. Vol. 44.<\/p>\n\n\n\n

Gebhard,\nM. (2019). Teaching and researching ELL’s\ndisciplinary literacies: Systemic functional linguistics in action in the\ncontext of U.S. School reform<\/em>. NY: Routledge.<\/p>\n\n\n\n

Humphrey,\nS. (2017). Academic literacies in the\nmiddle years: A framework for enhancing teacher knowledge & student\nachievement<\/em>. New York: Routledge.<\/p>\n\n\n\n

Rose, D. & Martin, J.R. (2012) Learning to Write\/Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School: Scaffolding Democracy in Literacy Classrooms.<\/em> London: Equinox.<\/p>\n\n\n\n

\"\"
Dr Gail Forey is a Senior Lecturer in the Department of Education at the University of Bath.<\/figcaption><\/figure>\n","protected":false},"excerpt":{"rendered":"The Invisible Process of Drafting Made Visible: Modelling and Joint Construction in Higher Education Gail Forey In recent years, a tremendous amount of research has been carried out in the […]","protected":false},"author":1864,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1089","page","type-page","status-publish","hentry"],"meta_box":[],"_links":{"self":[{"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/pages\/1089","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/users\/1864"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/comments?post=1089"}],"version-history":[{"count":1,"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/pages\/1089\/revisions"}],"predecessor-version":[{"id":1090,"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/pages\/1089\/revisions\/1090"}],"wp:attachment":[{"href":"https:\/\/blogs.cardiff.ac.uk\/clcrseminars\/wp-json\/wp\/v2\/media?parent=1089"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}