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Academic clickbait: The arcane art of research article titling
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In: Australian Universities' Review, Vol. 62, no. 1 (2020), pp. 54-56 (2020)
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Genre and disciplinarity
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In: Australian Review of Applied Linguistics, Vol. 41, no. 2 (Dec 2018), pp. 127-129 (2018)
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The embedding challenge: Developing students’ understandings of 'theory' and 'critique' on a Sociology writing program
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In: Australian Review of Applied Linguistics, Vol. 41, no. 2 (Dec 2018), pp. 130-156 (2018)
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Wither disciplinarity? A retrospective review of 'Literacy by Degrees' thirty years on (Book review)
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In: Australian Review of Applied Linguistics, Vol. 41, no. 2 (Dec 2018), pp. 240-246 (2018)
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Novice and expert writing in the medical sciences: report of a program of language assistance for a PhD medical student ...
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Name games and automobiles: a very informal study of car model nomenclature ...
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| 8 |
Theorise this! Developing students understanding of 'Theory' and 'Critique' on a sociology writing program
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In: 2017 conference of the American Association for Applied Linguistics (AAAL), Portland, Oregon, United States, 18-21 March 2017 (2017)
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On the teaching of critical thinking in English for academic purposes
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In: Essential competencies for English-medium university teaching / Ruth Breeze and Carmen Sancho Guinda (eds.), Chapter 1, pp. 19-35 (2017)
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Abstract:
The teaching of critical thinking is seen as a key component of many English for Academic Purposes programmes. There is a degree of uncertainty and confusion, however, first about how critical thinking is best understood, and then how our conceptualizations of it might translate into coherent programmes for students. The chapter identifies three distinct strands of thinking about critical thinking in the literature: a skills approach, an ethics approach, and a “language of evaluation” approach. A critical discussion of these approaches is provided, alongside some recent empirical research into critical practices across a range of discipline areas. It is suggested that the framing of critical thinking curricula needs to be guided by a number of broad principles arising from this research, namely: that critical thinking typically takes in a variety of discursive practices; that the types of critical judgements students need to make are subject to a good deal of variation; that the quality of these critical judgements is strongly related to the degree of knowledge students have of the entities they need to consider. The chapter concludes with some practical advice about how these principles might be given effect in the design of English for Academic Purposes programmes, both in pre-sessional and concurrent contexts.
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URL: https://doi.org/10.1007/978-3-319-40956-6_2
http://hdl.handle.net/1959.3/433519
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| 10 |
Academic discourse, professional discourse and the question of authentic assessment
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In: Transforming Learning Conference, Swinburne University of Technology, Melbourne, Australia, 13 – 14 September 2016 (2016)
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| 11 |
The PELA idea: non-maleficence and the quest for educational relevance
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In: ALAA/ALANZ/ALTAANZ 2015 Conference, Adelaide, Australia, 30 November - 2 December 2015, article no. 199 (2015)
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| 12 |
Developing and assessing employability within and outside the curriculum
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In: Transforming Learning Conference, Swinburne University of Technology, Melbourne, Australia, 14 - 15 September 2015 (2015)
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| 13 |
Wittgenstein, Williams and the terminologies of higher education: a case study of the term 'critical'
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In: Journal of Academic Language and Learning, Vol. 8, no. 1 (2014), article no. 314 (2014)
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| 14 |
Student language development in Australia’s universities:developing an institutional approach
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| 15 |
An imperfect vocabulary: Raymond Williams’ Keywords and its relevance to the terminologies of higher education: the case of the word 'critical'
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In: Key thinkers, Key theories: The contribution of theory to ALL practice Symposium, Lilydale, Victoria, Australia, 22-23 November 2012 (2012)
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| 16 |
Evolution or intelligent design:Australian universities’ approaches to the development of student English language proficiency
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| 17 |
The 'processes' of learning: on the uses of Halliday's transitivity in academic skills advising
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In: Applied linguistics methods: a reader: systemic functional linguistics, critical discourse analysis and ethnography / Caroline Coffin, Theresa Lillis and Kieran OHalloran (eds.) (2010)
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| 18 |
Words within worlds: theorising simulation, role play and genre in university assessment
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In: Assessment: Sustainability, Diversity and Innovation, ATN Assessment Conference, Sydney, Australia, 18-19 November 2010 (2010)
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What is critical thinking? Or shewing the fly out of the fly bottle
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In: Higher education in a changing world, 28th HERDSA Annual Conference, Sydney, New South Wales, Australia, 03-06 July 2005 (2005)
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