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ERIC Number: ED401751
Record Type: Non-Journal
Publication Date: 1996-Sep-21
Pages: 13
Abstractor: N/A
Reference Count: N/A
Designing English Writing Instruction for Students in the Science and Technologies: Research, Results, and Applications. Technical Report 96-5-001.
Orr, Thomas
College teachers of English for Science and Technology (EST) are encouraged to conduct research in preparation for designing appropriate writing instruction. Specific recommendations are made for creating such a program, providing adequate support, and organizing its content, with examples offered from the program in computer science writing at the University of Aizu (Japan). An EST writing program should offer student discipline-related knowledge, knowledge of writing in the discipline, and instructional activities tailored to specific skill levels and student needs. At the University of Aizu, instructional design research began with a survey of 87 computer science faculty, a review of professional literature, and computerized analyses of English grammatical constructions and vocabulary used most frequently in computer science discourse. The last analysis revealed 22 different kinds of writing within the field with four primary functions: to obtain approval or resources; organize information for efficient access; generate new information; and disseminate new information. Relevant writing genres for these functions were selected, including dialogues, object descriptions, narratives, process descriptions, and abstracts and bibliographies. Specialist, non-specialist, and high-frequency vocabulary and problematic grammatical constructions in computer science were also identified. Instructional activities were constructed using this information. (MSE)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Aizu Univ., Aizuwakamatsu (Japan). Center for Language Research.