9) developing oral/writting presentational communication Flashcards
Explain the difference between:
1) descriptive presentations
2) narratives
3) demonstrations
4) explanatory presentations
5) transformative presentations
1) describe someone/thing (experiences/feelings/ppl/places/things)
2) tell a story or describe an event
3) show understanding of HOW something works or instructions
4) create understanding through evidence/justification
5) persuade audience to adopt P.O.V. or rethink an idea
Explain the “presentational” mode of communication.
- one person produces a message in oral/written form for an audience of listeners, viewers or readers.
- communication is one-way: unlike interpersonal communication, no opportunity exists for the negotiation of meaning to occur between the presenter and those who read, listen to, or view
- prepared in advance and may require research and planning
What is the difference between ‘process’ and ‘product?’
process: steps involved in producing a written text
product: written text itself
Explain the 3 steps to the comprehensive problem-solving model for the writing process by Flower and Hayes (1980s).
1) task environment (rhetorical problem, drafts providing direction)
2) writer’s long-term memory
3) writing processes (planning, translating thoughts/ideas to written language, reviewing, monitoring)
In the context of a task environment, what is a ‘rhetorical problem?’
- writing situation/exigency: situation that sparks need to write
- topic
- audience
- writer’s goals
Summarize the processes in which writers and speakers engage:
1) generating ideas. KEY PHASE: do Ss have lexicon for their work?
2) drafting. 1st step to combining ideas into connected discourse
3) obtaining feedback from instructor/peers (improve accuracy)
4) revising. promote clarity of ideas when can’t negotiate meaning
5) publishing. keep focus on real-world performance/audience
What are some key findings from the research on teaching presentational writing?
1) explicit grammar instruction has little/no effect on grammatical accuracy of a written product
2) technology/typing can improve fluency, word count, accuracy
3) the task elicits the type of text students produce
4) type of writing prompt has an effect (bare vs vocab vs prose)
5) training in strategy use can have an effect on writing–increase in self-monitoring and reflecting on writing throughout process
6) process approach prompts Ss to write more w/more organization
Explain the difference between these types of writing prompts: 1) bare prompt 2) vocabulary prompt 3) prose model prompt Which is the most effective and why?
1) BARE: simple explanation of task, presented in English only
2) VOCAB: bare + helpful words/expressions w/Eng definitions
3) PROSE: wording from bare + sample letter w/necessary content and grammatical structures used in context
VOCAB better than BARE; but PROSE had best overall quality, fluency, syntactic complexity an accuracy
What are the research-based instructional practices encouraged for presentational writing in the FL classroom?
1) plenty of in/outside class practice; discuss L1/2 writing process
2) teach ab FL writing process (pre-writing, esp. for ideas and vocab; drafting; sharing/responding; revision; editing; publishing)
3) teach Ss to self-monitor and self-reflect
4) design writing tasks to reflect authentic purposes and genres
5) provide focused practice on syntax
6) distinguish b/n writing for comm vs as an academic exercise
7) combine reading and writing
8) design writing tasks carefully
9) redefine creative writing: create personal meaning in TL
10) integrate a writing conference into instructional approach
Idea-generating is the toughest part of writing in the TL for Ss because of vocabulary and grammatical limitations in comparison to the native language. How can teachers help their students?
1) provide topics that are familiar and personal to them
2) encourage them to recall words and expressions in the TL associated w/the topic
3) provide enough direction to help them focus on the TL while generating ideas
What three things must teachers consider when they are teaching the writing process? (think Flower and Hayes)
1) rhetorical problem
2) knowledge of topic
3) vocabulary, grammar and syntax needed to write effectively
Explain “reading to write” steps and why it is so effective.
1) synthesizing served to design a framework or plan
2) monitoring served to check for accuracy of information and to collect relevant information from the literary text
3) structuring served to select relevant information from the literary text and structure it according to the writer’s intent
4) elaborating served to generate/evaluate/judge ideas
* higher level critical thinking skills along w/higher vocab acquisition
When it comes to idea generation, explain the difference between:
1) semantic mapping / thematic clustering
2) semantic clustering
1) grouping words by any number of parts of speech around a thematic topic (ex: frog, green , pond, hopping, swim, slippery)
2) words of a similar syntactical or semantic nature being grouped together (ex: apricot, peach, plum, nectarine, pear)
In relation to presentational communication, what are “cohesive devices?”
List 5 types of cohesive devices.
a semantic relation between an element in a text and some other element that is crucial to the interpretation of it
1) reference (ex: pronouns such as ‘he’ or ‘it’ for known nouns)
2) substitution (ex: pronouns such as ‘ones’ for known nouns)
3) ellipsis or deletion of repeated words when referent is known
4) conjunctions (idea connectors)
5) lexical cohesion/repetition of a word/synonym to help meaning
Appropriate use of cohesive devices leads to higher coherence of texts. What is “coherence” and what are the four conditions of it?
- organization of ideas within a text
1) development (presentation of ideas = orderly, sense of direction)
2) continuity (consistency of facts/opinions/perspective/relevancy)
3) balance (relative emphasis if an idea is a main idea or supportive)
4) completeness (ideas provide a sufficiently thorough discussion)
