Coherence And Cohesion In EAP Discourse
Go with the Flow:Coherence and Cohesionin EAP discourse
WelcomeWelcome to the 7th EAP Conference at the University of St Andrews. We are absolutely delightedthat so many of you continue to join us from across the UK and the EU, and indeed, the US. Longmay it continue!We are especially pleased to welcome Nigel Caplan, known to many of you as the author ofGrammar Choices for Graduate and Professional Writers, as our plenary speaker. Nigel willbe talking about cohesion from a functional perspective and explaining why cohesion is notorganisation but the outcome of a complex set of language choices.We hope that you find our programme both coherent and cohesive and that our wide range of talksall “go with the flow.”As always, huge thanks are due to Kerry Tavakoli, who once again has masterminded this eventso effectively, and who, together with Dinorah Imrie, has dealt with the people, the processes andthe (increasingly small amount of) paper needed to make this conference happen.We look forward to seeing you and hope that you will have a rewarding, stimulating and usefulday, knowing too that the St Andrews conference marks the end of winter, and a sure sign thatSpring is on its way – Storm Doris permitting!Jane MageeHead of English Language TeachingUniversity of St AndrewsEAP Conference 2017 Go with the Flow: Coherence and Cohesion in EAP discourse2
Pre-conference workshopGenres That Workin the Writing ClassroomFriday 24 February 2017from 16:00 in Seminar Room 1 in theMedical and Biological Sciences Building(same venue as conference)In this interactive workshop, Nigel Caplan will discuss theadvantages of organising a writing curriculum around genresrather than rhetorical modes. He will then demonstrate theTeaching/Learning Cycle (Martin, 2009; Rothery, 1996),a highly scaffolded approach to teaching written genres.Together, we will go through the stages of Deconstruction(analysis of models), Joint Construction (collaborativewriting), and Independent Construction.This is a free eventVenue: Seminar Room 1 in the Medical and Biological Sciences Building (School of Medicine)University of St AndrewsNorth Haugh, St Andrews, Fife, KY16 9TFConferenceGo with the Flow:Coherence and Cohesionin EAP discourseSaturday 25 February 2017from 9:15 to 17:30Registration starts at 9:15at the Entrance HallVenue: Medical and Biological Sciences Building (School of Medicine)University of St AndrewsNorth Haugh, St Andrews, Fife, KY16 9TFEAP Conference 2017 Go with the Flow: Coherence and Cohesion in EAP discourse3
Publishers’ displaysEAP Conference 2017 Go with the Flow: Coherence and Cohesion in EAP discourse4
TimetableEntrance Hall9:15 - 9:45Registration and Publishers’ Stands10:00 - 11:00Plenary Speaker, Nigel CaplanTricks of the Academic Writer’s Trade: The Language of Cohesion9:45 - 10:0011:05 - 11:3511:35 - 11:5512:00 - 12:3012:35 - 13:0513:05 - 14:1514:15 - 14:4514:50 - 15:2015:25 - 16:0516:05 - 16:30Lecture TheatreWelcomeLecture TheatreJulie Moore, IndependentScholarMaking words work together:vocabulary teaching andlexical cohesionCoffee breakSeminar 1Neil Allison, University ofGlasgowExperimenting on students’written coherence:experimenting an end in itself?***Sponsored by Telc***Lecture TheatreSeminar 2Steve Jorgensen-Corfield,Cardiff UniversityA suggested ‘tool-kit’ forenhancing our students’competence in their‘apprenticeship’ within EAPEntrance HallLecture TheatreSeminar 1Seminar 2Lecture TheatreSeminar 1Seminar 2Norbert Schmitt, NottinghamUniversityCoherence and cohesion inacademic discourse: the roleof vocabularyAndrew Drummond, King’sCollege LondonAn investigation of nounfrequencies in cohesivenominal groupsLunchKinga Maior, GlasgowInternational College (Kaplan)Teaching cohesion in writtenEAP discourse through blendedlearningJoe Franklin, University ofSouthamptonCultivating coherent writersin the Southampton WritingCentreJenifer Spencer, FreelanceThe source of the flow:Approaching coherence atclassroom levelMaxine Gillway, University ofBristolFeedback: the missing linkEntrance HallLecture TheatreSeminar 1Seminar 2Lecture TheatreSeminar 1Seminar 2Lecture TheatreSeminar 1Seminar 2Jennifer MacDougall, TrinityCollege LondonThe impact of assessment:construct, coherence, cohesion and co-constructionJill S. Haldane, University ofEdinburghPostgraduate Chinesestudents’ response toacademic discourse in presessional EAPAnne Vicary, University ofReading‘Upping the game’ – applyingan SFL framework to insessional teachingTea breakThom Jones, TelcFlowing together: coherenceand cohesion in EAPpresentationsChris Nelson, INTO NewcastleThere’s no Business like FlowBusiness – cohesion in IMS’academic writingWalter Nowlan, CarlaGrimley, Laura Manzie,Nottingham Trent UniversityHyperNew as a paragraphlevel cohesive device inargumentative essays***Sponsored by Telc***Jane Bottomley, University ofManchesterAt the risk of repeatingmyself, Xuanhong Guo, University ofDurhamLexical Cohesion: ComparingChinese postgraduate writtenassignments in UK universitiesBegoña Bellés Fortuño,Universitat Jaume IUsing spoken academiccorpora for teacher trainingcourses: an EMI caseEntrance Hall16:30 - 17:20Panel Discussion, led by Nigel Caplan, Jim Donohue, Maxine Gillway and Diane SchmittLecture Theatre17:20 - 17:30Closing remarks and raffle prizesLecture TheatreEAP Conference 2017 Go with the Flow: Coherence and Cohesion in EAP discourse5
AbstractsPlenarySpeaker10:00 - 11:00Nigel CaplanLecture TheatreUniversity of DelawareTricks of the AcademicWriter’s Trade:The Language of CohesionSummaryThe plenary talk is entitled “Tricks of the Academic Writer’s Trade: The Language of Cohesion”.From a functional perspective, cohesion is not just a tool for organization but the outcome of acomplex set of language choices. In this plenary talk, Nigel will show how teaching students to usethe resources of Theme, grammatical metaphor, and reference can result in academic writing that“goes with the flow.”BiodataNigel Caplan is an assistant professor at the University of Delaware English Language Institutein the United States, where he teaches EAP classes to students preparing for undergraduate andgraduate degrees as well as MA TESL courses for pre-service and in-service teachers.Nigel is the author of several textbooks including Grammar Choices for Graduate Writers (University of Michigan Press) and Inside Writing (Oxford). He recently completed his PhD dissertation,and his work has been published in English for Specific Purposes, The Journal of Second Language Writing, and TESOL Journal. Currently, he is the co-chair of the Consortium on GraduateCommunication and the incoming chair of TESOL’s Second Language Writing Interest Section.Nigel blogs sporadically at http://nigelteacher.wordpress.comEAP Conference 2017 Go with the Flow: Coherence and Cohesion in EAP discourse6
Speakers11:05 - 11:35Julie MooreNeil AllisonSteven Jorgensen-CorfieldEAP Conference 2017 Go with the Flow: Coherence and Cohesion in EAP discourse7
Julie MooreIndependent ScholarLecture Theatre11:05 - 11:35Making words work together: vocabulary teaching and lexical cohesionSummaryVocabulary teaching often seems to consist of lists of words; picked out from a reading text,around a theme or maybe from the academic word list. Being a successful academic writer thoughis about more than just having a stock of words and throwing them at the page. Creating a textthat guides the reader smoothly through your ideas requires lexical cohesion; choosing words thathang together and create threads of meaning.In this session, we’ll explore three ways of helping student writers create lexical cohesion:Whilst students may arrive on an EAP course with a stock of favourite discourse markers (besides,on the other hand, etc.), they are often limited and not always appropriately used. Broadening therange of signposting language that students have at their disposal and getting them to really thinkabout how the ideas they want to link are related can be a first step towards creating cohesion intheir writing.How often have you come across a student text that repeats a handful of key words and phrasesover and over making the writing feel clunky and repetitive? Understanding how to vary theirlanguage through the use of appropriate synonyms can help students produce more interesting,readable texts.Cohesion in a text is built up through clear chains of reference. This might include the use ofsynonyms and pronouns, but also importantly, the use of superordinate terms to refer to a wholecategory or concept. These superordinates are a key tool for any student writer.We’ll see examples of activities from the new Oxford Academic Vocabulary Practice books whichdeal with each of these specific lexical skills, not just aiming to add more words to the student’spassive lexicon, but instead to focus on how they can make words work more effectively together.BiodataJulie Moore is a freelance writer, corpus researcher and lexicographer with a special interest inEAP vocabulary. She worked on the Oxford Learner’s Dictionary of Academic English (OUP) andshe has most recently authored the two new Oxford Academic Vocabulary Practice titles (OUP).EAP Conference 2017 Go with the Flow: Coherence and Cohesion in EAP discourse8
Neil AllisonUniversity of GlasgowSeminar 111:05 - 11:35Experimenting on students’ written coherence: experimenting an end initself?SummaryHave you ever considered conducting experiments on your students? Does that sound unethical?Going further, what about conducting experiments as an end in itself? Could it actually improveyour student experience and your own experience in unexpected ways?The background to this seminar involved attempts to improve the teaching of written coherenceto international pre-sessional students at IELTS 5.5/6, with particular interest in Chinese students.I will share my experience of collaborating with students in experimental contexts and tasks;the aim of the experimenting was for me to learn how to explain coherence more effectively andefficiently and find out what caused incoherent texts. However, what became more interestingwas the seeming value of experimentation in itself. This seminar will refer briefly to literature oncoherence with a focus on Chinese writing but will spend most time covering my methodology ofexperimentation and what students felt. Going further, what were the unexpected boons for themand for me?Outline:1. The context: pre-sessional Chinese essay writing2. The process: attempting to design tasks with controlled and independent variables tomonitor the dependent variable ‘coherence’3. The outcomes for students’ writing4. Observations on student outcomes5. Observations on teacher outcomes6. Relating observations to the literature on action research and on Chinese Englishcoherence in writing.BiodataNeil Allison is EAP Teacher at the University of Glasgow School of Modern Languages. He hasover 6 years’ experience teaching academic writing and for that time has taught general EAP andalso in-sessional EAP classes to post-graduate law students. Prior to teaching he was 4 years inlegal practice and 2 years in legal publishing.EAP Conference 2017 Go with the Flow: Coherence and Cohesion in EAP discourse9
Steve Jorgensen-CorfieldCardiff UniversitySeminar 211:05 - 11:35A suggested ‘tool-kit’ for enhancing our students’ competence in their‘apprenticeship’ within EAPSummaryA session on practical ideas to aid EAP classroom delivery on the teaching of cohesion andcoherence for written production. These ideas seek to marry the teaching of ‘knowledge and‘skills’. These ideas are a response to recent approaches which seek to go beyond measuringand evaluating student success in completing a task to mutually explore between tutor andstudent the type of strategies they have employed in order to try and achieve it. As such, thetutor can address writing both as ‘product’ and ‘process’. In addition, these ideas seek to engagestudents more successfully in developing a ‘voice’ and addressing both the purpose behind thewritten task, and its intended audience.BiodataThe current Pre-sessional Manager at Cardiff University, with fifteen years’ experience ofstruggling to produce students with greater confidence in their ability to construct coherent andstructured arguments within academic text.EAP Conference 2017 Go with the Flow: Coherence and Cohesion in EAP discourse10
Speakers12:00 - 12:30Norbert SchmittKinga MaiorJenifer SpencerEAP Conference 2017 Go with the Flow: Coherence and Cohesion in EAP discourse11
Norbert SchmittNottingham UniversityLecture Theatre12:00 - 12:30Coherence and cohesion in academic discourse: the role of vocabularySummaryMany things contribute to creating coherence and cohesion in academic discourse. Thispresentation will consider the role of vocabulary in this. It will review some of the ideas of MichaelMcCarthy on lexical chains. These are the exact repetitions of words/phrases, use of synonyms,and the use of super-ordinates/co-ordinates/sub-ordinates to develop a web of related meaningswhich flow through the discourse and connect it. McCarthy introduced the idea of lexical chainsin general discourse, but the notion is also pertinent in academic discourse. The presenter willillustrate these chains in expert academic writing, and then explore the degree to which learneracademic assignments have this chaining. The presentation will conclude with a discussion ofwhether the degree of lexical chaining might be describable with enough precision that it could beadded as a criterion of overall discourse cohesion.BiodataNorbert Schmitt is interested in all aspects of second language vocabulary. He published sixbook of vocabulary and applied linguistics, and two vocabulary textbooks. He has also publishedmore than 100 articles, book chapters, and other outputs. He has not considered lexical cohesionin depth before, so welcomes the chance to expand his knowledge of this area before hispresentation.EAP Conference 2017 Go with the Flow: Coherence and Cohesion in EAP discourse12
Kinga MaiorGlasgow International College (Kaplan)Seminar 112:00 - 12:30Teaching cohesion in written EAP discourse through blended learningSummaryThere is an on-going process of higher education institutions moving towards the incorporation ofblended learning into their teaching methods. Due to this, and in combination with the continualevolution of the preferences and expectations of international students studying at Britishuniversities, this presentation explores the viability of two distinct online platforms (Padlet andSocrative) for the teaching of cohesion in written EAP discourse. For this purpose, from the fivemain classes of “cohesive ties”: reference, substitution, ellipsis, conjunction and lexical cohesionas defined by Halliday and Hasan (1976), endophoric reference will be addressed in more detailvia Padlet and Socrative through exercises designed by the presenter, followed by a practical 3-4minute demonstration with the participation of the audience.The exercises are crafted with the presumptions that class sizes do not exceed 20, students areaccustomed to a more teacher-centred, deductive approach and their level of English is at IELTS5.5 or above. Based on the trial exercises designed for this presentation, the different featuresof the two platforms, and the presenter’s previous experience of applying them in the EAPclassroom, it is recommended that Padlet be utilized to present and explain, then practise andproduce short texts with endophoric reference either individually or in pairs, both in class and athome. Socrative, on the other hand, can be used to test individual students and affirm their newlyacquired knowledge in an informal way.The presentation concludes that a combination of the two platforms offers a convenient andpractical method to engage students in active learning, while encouraging them to share their ownwriting among peers in order to facilitate mutual improvement.BiodataMy teaching experience comprises of EFL, Business English and EAP courses at a variety oflanguage schools and higher education institutions in Hungary, Romania, Italy and the UK. Atthe moment, I am a tutor at Glasgow International College (Kaplan) and teach academic skillsand language, as well as theory and projects centred on research. I am currently interestedin: incidental vocabulary acquisition from multi-player computer games and online ELT coursedesign.EAP Conference 2017 Go with the Flow: Coherence and Cohesion in EAP discourse13
Jenifer SpencerFreelanceSeminar 212:00 - 12:30The source of the flow: Approaching coherence at classroom levelSummaryCoherence is often approached in a retrospective way, at the point of assessment, when studentsare told that their work is incoherent. In the classroom there is usually more focus on cohesion,with its easily identifiable linguistic features of discourse markers, shell nouns, and lexical chains.It seems to be assumed that students’ ability to write coherent texts will be developed in parallelthrough the study and practice of cohesion.This task-based presentation questions the extent to which this is likely to happen and asks whatfeatures and principles of coherence can be presented to EAP students to actively encouragethem to consciously develop their ability to conceive and construct coherent texts.BiodataJenifer Spencer formerly taught both pre-sessional and in-sessional and embedded EAPcourses at Heriot-Watt University, and has developed and delivered EAP teacher induction anddevelopment courses at Heriot-Watt and other universities. She has been involved in materialsdevelopment and writing for a range of EAP courses at Heriot-Watt, St Andrews and otheruniversities and institutions, and is a co-author of EAP Essentials: a teacher’s guide to principlesand practice (Alexander, Argent and Spencer: Garnet Education).EAP Conference 2017 Go with the Flow: Coherence and Cohesion in EAP discourse14
Speakers12:35 - 13:05Andrew DrummondJoe FranklinMaxine GillwayEAP Conference 2017 Go with the Flow: Coherence and Cohesion in EAP discourse15
Andrew DrummondKing’s College LondonLecture Theatre12:35 - 13:05An investigation of noun frequencies in cohesive nominal groupsSummaryGeneral purpose academic word lists, such as Coxhead’s (2000), are widely used in the teachingEnglish for Academic purposes. However, word frequencies in some micro-level aspects ofacademic discourse are yet to be determined. This study has generated knowledge of nounfrequencies in sentence transitions containing anaphoric lexical references to the precedingsentence. Investigating a corpus of approximately 5.6 million words of academic texts from theSocial Sciences and Humanities has led to a list of 71 nouns most frequently used in cohesivenominal groups in these areas. This list was compiled with Antconc by examining eight syntacticstructures containing an anaphoric determiner and noun. The list can be used alongside moregeneral purpose lists to support L2 academic writing development. As well as the main list, twosignificant sub-lists have been identified: a list of items particularly useful for anaphoric referencesto a citation and a group of nouns that nominalise processes. Four frequently occurring nouns inthe data have been identified as forming partitive constructions with a cohesive aspect enablingthe writer to narrow or broaden the range of analysis in the writing. In addition, there is a proposedorder in which the eight cohesive structures investigated could be introduced within an EAPsyllabus.In addition, I will bring sample classroom materials and show how teachers can instruct studentsto use internet-based corpora to generate in class more subject-specific lists of nouns used forlexical cohesion.BiodataI am an EAP tutor at King’s College London, having also taught EAP in South Africa and EFL inMacedonia and Hungary. I investigated cohesion in the acade
EAP vocabulary. She worked on the Oxford Learner’s Dictionary of Academic English (OUP) and she has most recently authored the two new Oxford Academic Vocabulary Practice titles (OUP). EAP Conference 2017 Go with the Flow: Coherence and
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