ESP and Writing
Prepared by:Ashly Serrano Diana de León Laura Aparicio Celmar Acosta Angie Carrazco
"You should write because you love the shape of stories and sentences and the creation of different words on a page. Writing comes from reading, and reading is the finest teacher of how to write."
--Annie Proulx
Table of contents
1. Introduction
The challenge of ESP writing
2. ESP conceptions of writing
3. ESP Approaches to Writing Research
Textual Studies
Contextual studies
Critical studies
4. Research in ESP writing
5. Specific purposes
6. Looking to the future
7. Conclusion
8. Reference
Introduction
The challenge of ESP writing
Writing is perhaps the central activity of institutions. Complex social activities like educating students, keeping records, engaging with customers, selling products, demonstrating learning and disseminating ideas largely depend on it.
ESP AND WRITING
Why are these experieces extremely challenging?
Their experience
It cannot be regarded as an homogeneous and transferable skill.
Students ’ prior writing experiences do not prepare them correctly for the things they are going to face in their professional lives.
ESP conceptions of writing
Conceptions
Teachers do not simply “ teach writing ” but teach particular kinds of writing.
The esp literature
We cannot view writing as simply the medium through which
students present what they have learned.
The ESP difficulties students experience with writing are because the different strands of their learning
interacting with each other.
The academic literacies position state that it is a crucial process by
which students make sense of the subject knowledge, and also how they can make it mean something.
ESP Approaches to Writing Research
A genre approach to writing looks beyond
the struggles of individual writers.
Textual studies
The writer is seen as having certain goals and intentions.
Genres in ESP are usually regarded as staged, structured events.
Genre approaches in ESP therefore attempt to explicate the lexico - grammatical
and discursive patterns.
The move structure of auditors ’ reports
Contextual Studies
Frequently accompanied in ESP research by more qualitative investigations to fill out the context in which the particular genre is created
and used
Ethnographic studies have been used to explore writing
contexts and to take professional practices more seriously.
Ethnographic research has also been conducted into professional workplaces..
Critical Studies
CDA views language as a form of social practice.
CDA links language
to different activities , focussing on how social relations, identity, knowledge and power are constructed through written texts.
SFL offers CDA a sophisticated way of analyzing the relations
between language and social contexts.
CDA typically looks at features such as:
• Vocabulary • Transitivity • Nominalization and passivization • Mood and modality • Theme • Text structure • Intertextuality and interdiscursivity
Research in ESP Writing
Written Genres Studied in ESP Research
The great majority of this research, however, has focused on academic genres with much less attention being paid to professional or workplace genres.
Five Broad Findings
These studies help capture something of the ways language is used in the academy and workplace, producing a rich vein of findings.
Specific Purposes Writing Instruction
Specific Purposes Writing Instruction
ESP practitioners have made considerable use of these findings to determine what is to be learned and to organize instruction around the genres that learners need and the social contexts in which they will operate.
Successful Writing
It does not occur in a vacuum but depends on an understanding of a professional context.
- Legal field
- Medical field
- Technical field
- Business field
The ESP's Focus
This seeks to ensure that learning to write is related to the genres that students will confront and the contexts in which they will confront them: it is the means of establishing the how and what of a course.
How and What to Teach
Considerations are implemented in specific purposes programs by focussing on both the purposes for which people are learning a language and the kinds of language performance that are necessary to meet those purposes.
Consciousness - raising Approach
Content - based Syllabus
Text - base Syllabuses
An explicit attempt to avoid simplistic and formulaic approaches to writing specialist texts and the prescriptive teaching of target genres.
Focusses on subject content as a carrier of language rather than a focus on language itself.
Organize instruction around the genres that learners need and the social contexts in which they will operate
Looking to the future
Potential developments in the coming years.
First, it is likely that the expansion of studies into new specialist professional
fields and written genres will continue. There are numerous genres that we know
little about and others that are emergent and described only superficially.
Second, it is also clear that much remains to be learnt and considerable research undertaken before we are able to identify more precisely the notion of “ community ” and how it relates to the professions and the discoursal conventions that they routinely employ in written texts.
Third, ESP conceptions of literacy and writing instruction need to come to terms
with the challenges posed by critical perspectives of literacy and teaching. Long -
standing debates in the fi eld have failed to resolve the issue of pragmatism versus
criticality.
A fourth broad area is that of understanding the increasing role of multimodal and electronic texts in professional contexts. Scientifi c and technical texts have always been multimodal, but reports, brochures, publicity materials and research papers are now far more heavily infl uenced by graphic design.
Fifth, ESP writing instruction needs to pay greater attention to the contexts of
professional writing and the ways in which writers collaborate to produce corporate documents of various kinds.
Conclusion
Reference
Paltridge, B., Starfield, S., Hylland, K. (2013). ESP and Writing. In The Handbook of English for Specific Purposes (pp. 95–109). Wiley.
Thank You!
ESP and Writing
DIANA DE LEON
Created on September 7, 2021
Prepared by: Ashly Serrano, Diana de León, Laura Aparicio, Celmar Acosta, and Angie Carrazco.
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Transcript
ESP and Writing
Prepared by:Ashly Serrano Diana de León Laura Aparicio Celmar Acosta Angie Carrazco
"You should write because you love the shape of stories and sentences and the creation of different words on a page. Writing comes from reading, and reading is the finest teacher of how to write."
--Annie Proulx
Table of contents
1. Introduction
The challenge of ESP writing
2. ESP conceptions of writing
3. ESP Approaches to Writing Research
Textual Studies
Contextual studies
Critical studies
4. Research in ESP writing
5. Specific purposes
6. Looking to the future
7. Conclusion
8. Reference
Introduction
The challenge of ESP writing
Writing is perhaps the central activity of institutions. Complex social activities like educating students, keeping records, engaging with customers, selling products, demonstrating learning and disseminating ideas largely depend on it.
ESP AND WRITING
Why are these experieces extremely challenging?
Their experience
It cannot be regarded as an homogeneous and transferable skill.
Students ’ prior writing experiences do not prepare them correctly for the things they are going to face in their professional lives.
ESP conceptions of writing
Conceptions
Teachers do not simply “ teach writing ” but teach particular kinds of writing.
The esp literature
We cannot view writing as simply the medium through which students present what they have learned.
The ESP difficulties students experience with writing are because the different strands of their learning interacting with each other.
The academic literacies position state that it is a crucial process by which students make sense of the subject knowledge, and also how they can make it mean something.
ESP Approaches to Writing Research
A genre approach to writing looks beyond the struggles of individual writers.
Textual studies
The writer is seen as having certain goals and intentions.
Genres in ESP are usually regarded as staged, structured events.
Genre approaches in ESP therefore attempt to explicate the lexico - grammatical and discursive patterns.
The move structure of auditors ’ reports
Contextual Studies
Frequently accompanied in ESP research by more qualitative investigations to fill out the context in which the particular genre is created and used
Ethnographic studies have been used to explore writing contexts and to take professional practices more seriously.
Ethnographic research has also been conducted into professional workplaces..
Critical Studies
CDA views language as a form of social practice.
CDA links language to different activities , focussing on how social relations, identity, knowledge and power are constructed through written texts.
SFL offers CDA a sophisticated way of analyzing the relations between language and social contexts.
CDA typically looks at features such as:
• Vocabulary • Transitivity • Nominalization and passivization • Mood and modality • Theme • Text structure • Intertextuality and interdiscursivity
Research in ESP Writing
Written Genres Studied in ESP Research
The great majority of this research, however, has focused on academic genres with much less attention being paid to professional or workplace genres.
Five Broad Findings
These studies help capture something of the ways language is used in the academy and workplace, producing a rich vein of findings.
Specific Purposes Writing Instruction
Specific Purposes Writing Instruction
ESP practitioners have made considerable use of these findings to determine what is to be learned and to organize instruction around the genres that learners need and the social contexts in which they will operate.
Successful Writing
It does not occur in a vacuum but depends on an understanding of a professional context.
The ESP's Focus
This seeks to ensure that learning to write is related to the genres that students will confront and the contexts in which they will confront them: it is the means of establishing the how and what of a course.
How and What to Teach
Considerations are implemented in specific purposes programs by focussing on both the purposes for which people are learning a language and the kinds of language performance that are necessary to meet those purposes.
Consciousness - raising Approach
Content - based Syllabus
Text - base Syllabuses
An explicit attempt to avoid simplistic and formulaic approaches to writing specialist texts and the prescriptive teaching of target genres.
Focusses on subject content as a carrier of language rather than a focus on language itself.
Organize instruction around the genres that learners need and the social contexts in which they will operate
Looking to the future
Potential developments in the coming years.
First, it is likely that the expansion of studies into new specialist professional fields and written genres will continue. There are numerous genres that we know little about and others that are emergent and described only superficially.
Second, it is also clear that much remains to be learnt and considerable research undertaken before we are able to identify more precisely the notion of “ community ” and how it relates to the professions and the discoursal conventions that they routinely employ in written texts.
Third, ESP conceptions of literacy and writing instruction need to come to terms with the challenges posed by critical perspectives of literacy and teaching. Long - standing debates in the fi eld have failed to resolve the issue of pragmatism versus criticality.
A fourth broad area is that of understanding the increasing role of multimodal and electronic texts in professional contexts. Scientifi c and technical texts have always been multimodal, but reports, brochures, publicity materials and research papers are now far more heavily infl uenced by graphic design.
Fifth, ESP writing instruction needs to pay greater attention to the contexts of professional writing and the ways in which writers collaborate to produce corporate documents of various kinds.
Conclusion
Reference
Paltridge, B., Starfield, S., Hylland, K. (2013). ESP and Writing. In The Handbook of English for Specific Purposes (pp. 95–109). Wiley.
Thank You!