12:00 pm | Clark Hall Room 206
Language and writing instruction, even with the best intentions, is often vulnerable to instructional and assessment pressures that prioritize the production of texts (and forms) rather than changes in how learners make decisions and orient towards writing tasks. Likewise, learners themselves are often tempted or pressured to take up example features and constructions as formulas, rather than instantiations of complex, situated sociocognitive contemplation that reflect the social activity of writing. In his talk, Xixin Qiu, Lecturer in the Writing Program, will outline and exemplify the Concept- and Genre-Based Writing Pedagogy, grounded in Vygotskian sociocultural theory and genre studies, for empowering student writers to be more agentive, aware, and strategic in their writing. Using student examples from his virtual tutoring of effective communication in Mechanical Engineering research article writing to five Chinese graduate students, he will show an analysis of learner development as an illustration of the framework.
An informal lunch will be provided.
Registration requested. Register HERE.