Using Corpus-Based Instruction to Explore Writing Variation across the Disciplines: A Case History in a Graduate-Level Technical Editing Course

Autor/in	Boettger, Ryan K.
Titel	Using Corpus-Based Instruction to Explore Writing Variation across the Disciplines: A Case History in a Graduate-Level Technical Editing Course
Quelle	In: Across the Disciplines, 13 (2016) 1, (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-8244
Schlagwörter	Editing; Technical Writing; Writing Instruction; Case Studies; Computational Linguistics; Academic Discourse; Language Patterns; Barriers; Teaching Methods; STEM Education; English (Second Language); Second Language Learning; Language Proficiency; Graduate Students; Metalinguistics; Semantics; Suprasegmentals; Student Projects; Phrase Structure; Student Surveys; Student Attitudes + Suchen Sie Ihr Suchwort? Redaktion; Textbearbeitung; Technical documentation; Technische Dokumentation; Schreibunterricht; Case study; Fallstudie; Case Study; Linguistics; Computerlinguistik; Discourse; Diskurs; Sprachmodell; Sprachstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Metalanguage; Metasprache; Semantik; Schulprojekt; Phrasenstruktur; Schülerbefragung; Schülerverhalten
Abstract	Understanding the linguistic and rhetorical patterns of an academic discipline strengthens students' abilities to write in professional settings. Data-driven learning and corpus-linguistic methods can increase this understanding and should be considered valuable contributors to any writing curriculum. In this paper, I present a case history on integrating corpora in a graduate-level technical editing course to teach students about writing variation. Students applied this knowledge to edit research-based texts for non-native English speakers within the STEM disciplines. Though this case history focuses on corpora in a technical editing course, the approaches I describe transfer to any course with a writing component as well as across grade levels and student proficiencies. I conclude by addressing the barriers associated with integrating corpus-based learning into the classroom. (As Provided).
Anmerkungen	WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01