Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Teaching Academic Writing: On the advantages and disadvantages of developing a writing course for students in a ‚blended learning‘ environment. Birgit Huemer, Markus Rheindorf, Helmut Gruber

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Introduction Previous Research: Academic Writing at the University (1999/2000, University of Economics Vienna, Department of Slavic Languages and Literatures, and Department of Linguistics – both University of Vienna, funded by the Austrian National Bank) Genre, Habitus and academic Writing ( , University of Vienna, Department of Linguistics, funded by the Austrian National Bank and the Austrian Science Foundation) –Theoretical background: Academic literacies and Writing in the Disciplines approach Current Research Project: Developing a Writing Course for Austrian Students ( , University of Vienna, Department of Linguistics, funded by the Austrian Science Foundation as project L179-G03,

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Introduction Overview: Background Information Overall course design Entrance Modul Modul 1 Modul 2 Didactic concept: ‘blended learning’ Advantages and disadvantages of ‘blended learning’

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Data 34 student term papers written in four academic disciplines –Business studies –Business Psychology –Linguistics –Social and Economic History Interviews & questionnaires with staff (3) and students (34) Participant observation of 3 seminars - notes and audio- recordings Peer feedback given by student groups (1) Written staff comments and feedback during or after their grading

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Research method Previous project –Qualitative analysis of selected linguistic features (generic macro-structure, rhetorical structure, metacommunication, argumentation, intertextuality, modality, lexis/terminology) –Quantitative analysis for all categories and subcategories, cross tabulating each category with discipline and grade received Current project –Qualitative analysis (detailled), selection of prototypes –Didactic concept –Developing course material, designing website –Teaching two courses at the department of Lingustics and the department of Social and Economic History –Evaluating courses and material used –Redesign

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Theoretical basis Textanalysis –SFL approach of genres in academic discourse (Martin 1992, 1997, 1999, Eggins & Martin 1997, Veel 1997, Levin, Fine & Young 2001): generic macro-structure –Rhetorical Structure Theory (Mann & Thompson 1986, 1987, 1988, Mann, Matthiessen & Thompson 1992) –Argumentation (Kelly & Bazermann 2003, Graefen 2002) –Intertextuality (Jacobs 1999) –Metacommunication (Hyland 1997, 1998a+b, 1999, Fandrych & Graefen 1999, Graefen, 2000) –Modality (Hyland 1998a, Butler 1990, Halliday 1993, 1994) –Lexis/terminology (Ehlich 1995, 2000; Ehlich & Steets, 2003b) Academic literacies approach (Jones et al., 1999; Lea & Street, 1998; Lillis, 2000): social theory of literacy (social practices, domains of lifes, power relationships, cultural practices) Writing across the curriculum (WAC) & Writing in the disciplines (WID) (Russel, 2002)

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Didactics: Newly formulated didactic domains General criteria of academic writing Differences between everyday language and the language of science/academia Structure/make-up of a seminar paper Connecting text segments Perspective (quoting, paraphrasing, summarizing, referencing, evaluating) Explication and argumentation

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Linguistic FeaturesDidactic categories Generic macro-structure, rhetorical structure The structure of a seminar paper, connecting text-segments, argumentation MetacommunicationThe structure of a seminar paper, connecting text-segments, general criteria of academic writing IntertextualityPerspective (quotation, reference, etc.) ArgumentationExplication and argumentation ModalityDifference between the language of everyday life and scientific language, argumentation LexisDifference between the language of everyday life and scientific language Didactics: Reconceptualising analytical categories

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Didactics: Building a modular course design Entrance module Module 1 Module 2 Evaluation Writing Basics, Differences between everyday language and the language of science, general criteria of writing process / web-based Focus on writing: discipline-specific aspects of text structure, quotation and reference, argumentation / face-to-face and web-based exercises, online forum, i.e. blended learning

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Entrance Modul Content Basic knowledge of academic writing and the writing process Design Implementation: e-learning platform of Vienna university (Bb-Vista) Test module Open questions Multiple choice questions Short assignments Text sample (introduction) Duration: about 1 hour Purpose Evaluation of students’ previous writing experiences and competence Recommendation of specific parts of Module 1 in case of shortcomings

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Entrance Modul

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Modul 1: Website Content Basic knowledge of academic writing: (General criteria of academic writing, difference between the language of everyday life and scientific language, the structure of a seminar paper, connecting text- segments, quotation and reference, explication and argumentation) Aimed at students from the faculty of Arts and Humanities Design Hypertext (Html, no flash) Independent of e-learning platform (Bb Vista) but integrated Structured by topics Three page-levels (each with a prototypical page concept) Focus on written language, framed short paragraphs Pictures are just illustrative (main page and first level) Functional Icons: Functional grapics, tables Text examples from authentic students‘ texts, no exercises

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Website Modul 1: main page

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Website Modul 1: first sub-level

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Website Modul 1: second sub-level

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Website Modul 1: third sub-level

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Website Modul 1: third sub-level

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Website Modul 1: third sub-level

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Website Modul 1: third sub-level

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Modul 2: ‚blended learning‘ Content Discipline specific writing course: Difference between the language of everyday life and scientific language, the structure of a seminar paper, connecting text-segments, quotation and reference, explication and argumentation Concept Face to face + online exercises: 5 sessions of face-to-face teaching (every two weeks), web-based tasks in the intervals between sessions Design e-learning platform of the University of Vienna (Bb Vista)

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft The e-learning platform Bb Vista

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Online exercises Type of activities Describing, detecting, modifying, classifying, grading and sequencing, writing, rewriting, discussing, giving feedback Available tools Assignment tool Wiki Discussion Forum

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Assignment tool

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Wiki

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Online Forum

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Advantages Collaborative work on texts (tracking text versions) Peer groups One forum for each topic Learning to give feedback Learning to write drafts – rewriting Anonymous feedback possible Available 24 hours Integration of external links (Website Modul 1)

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Disadvantages Assignment tool for all exercises: writing, copy and paste, no drag and drop, no other tools for exercises available Few text formating possibilities WIKI tool: unclear structure No video upload Unclear navigation structure Scholars can only use the tools the lecturer has selected Back-button does not work Additional workload for lecturer: , moderation of online forum

Helmut Gruber Birgit Huemer Markus Rheindorf Institut für Sprachwissenschaft Thank you