Critical Thinking in EAP. Louis Rogers, co-author of the new Oxford EAP series, looks at the much-debated topic of teaching critical thinking in Academic English (EAP) courses.
Louis hosted a webinar on this topic on the 1st February 2013. Critical Thinking has been a buzz term in recent years within EAP and is not without its controversies. The one thing that most people would agree on is that it is integral to academia no matter what country, culture, institution or course the students are based in. However, what much of the discussion of critical thinking revolves around is: What is critical thinking? Who is responsible for teaching it? Critical thinking is one of those terms, like culture, that can have numerous definitions as it means so many things to different people. Cambridge ConversationsCambridge Conversations.
In her previous post for Cambridge Conversations, Unlock author Carolyn Westbrook introduced the basics of teaching Critical Thinking in ELT.
Today, she explores Bloom’s Taxonomy. Bloom’s Taxonomy of Learning Objectives classifies a number of skills which can be used to teach critical thinking. The six skills are often depicted as a triangle, as above. However, representing the skills like this gives the impression of a hierarchical approach to critical thinking.
It seems to suggest that the Lower Order Thinking Skills (remember, understand and apply) must be acquired before the Higher Order Thinking Skills (analyze, evaluate and create) can be learnt. This is not necessarily the case, however. Journey to Senior Fellow of the HEA. I was awarded recognition of the HEA Senior Fellowship in August 2014.
I was pleased that after two years of preparation and information gathering, I received recognition from my prepared claim and inclusion into the Academy. This journey was filled with a mix of emotion, experience and narrative. A collection of experiences, reflections, resources and rants. Education on Air. Free learning resources for teachers.
OER Commons. Welcome to HumBox - HumBox. Welcome to LORO - LORO. Text Structure Worksheets. Academic Discourse and Literacies and the Teaching of Academic Writing « Teaching EAP. It is interesting to see that one of the recurring key themes in the Journal of English for Academic Purposes (2010-11) as well as BALEAP PIMs (November 2000 and November 2011) has been academic discourse and literacies and EAP discipline-specific teaching methods.
If we also look at the summary of competency statements in the BALEAP Competency Framework for Teaching of English for Academic Purposes, we can see that an EAP practitioner is expected: To be able to recognize and explore disciplinary differences and how they influence the way knowledge is expanded and communicated, and have a high level of systemic language knowledge including knowledge of discourse analysis. (BALEAP, 2008) The authors of a recent publication, based on the British Academic Written English (BAWE) Corpus, point out that the starting point of their research study into student writing across disciplines was not the texts themselves but their disciplinary contexts (Nesi and Gardner 2012).
References: Bhatia, V. Google. Sentence Errors: Comma Splices, Run-ons, and Frag. Writing Lab PowerPoints Each of the above PowerPoints covers the same rules.
Rules for Comma Splices A comma splice is the unjustifiable use of only a comma to combine two separate sentences. (One should use either a period, a semicolon, or a coordinating conjunction and a comma to separate the two statements.) Comma splice: Wearing a seatbelt is not just a good idea, it's the law. Revision: Wearing a seatbelt is not just a good idea; it's the law. Both run-on sentences and comma splices may be corrected in any of the following ways: Run-on: Tevon won the award he had the highest score. Comma splice: Tevon won the award, he had the highest score. 1. Example: Tevon won the award. 2. Example: Tevon won the award, for he had the highest score. 3. Example: Tevon won the award; he had the highest score. NOTE: If a conjunctive adverb like therefore, however, then, or consequently separates the two sentences, use a semicolon also. Example: I was unwilling to testify; however, I did it anyway.
Fragments-and-Run-ons-The-Writing-Center.pdf. Research Techniques and Tools. Getting started with e-portfolios. 03 March 2015 Discover how e-portfolios can help your students E-portfolios are becoming increasingly popular at the University of Bath.
They are a powerful tool which enables students to reflect on their own learning, highlighting the improvement of skills which students are developing over time. Their use has already had a significant impact in a number of departments, as they not only help to build students' confidence in the new skills that they have learnt, but employers are becoming increasingly interested in students' competencies beyond degree attainment, which e-portfolios can help to illustrate.
If you're interested in how the use of e-portfolios can be used to support your students in their learning, then please do come along to hear more at an hour long workshop on Tuesday 21 April 2015 at 10.15am hosted by the e-learning team. For any queries about the session or to register your interest, please contact Dan White at D.J.White@bath.ac.uk.