IATEFL 2018 - Brighton

1. bit.ly/annotatethis

2. My skin is the deep brown of a well-worn penny. My
eyes are the same shade as my complexion, but they
light up amber in the sun, like a glass of whiskey. …
White people often go out of their way to say they
don’t see colour when they look at me—in those
moments, I’m tempted to recommend an
optometrist. I know they’re just expressing a desire
for equality, but I don’t want to be erased in the
process. When I walk down the street, I find myself
imagining that strangers view me with suspicion and
fear. This phenomenon is what the African-American
writer and activist W. E. B. Du Bois described as
“double-consciousness”... . Source: Cole (2015, April
12)
• Problematisation
in context
• Overview of ARC
roles for guiding
questions
• Use of Google docs
• by teacher to
embed
questions
• by students to
answer
questions in
discussion
• by students to
highlight
academic
lexical features
-difficulty
What does Cole mean when he suggests that
he doesn’t “want to be erased”?

3. National identification is most tractable
when the meaning of the nation
becomes an object of symbolic struggle
(as in research on commemoration),
when national membership is reinscribed
through collective ritual (as in research
on festivals and holidays), and when
nationhood-as-usual is punctuated by
unexpected events (as in studies of
terrorist attacks or natural disasters)
(Brubaker 1996). Source: Bonikowski (2016)
• Problematisation
in context
• Overview of ARC
roles for guiding
questions
• Use of Google docs
• by teacher to
embed
questions
• by students to
answer
questions in
discussion
• by students to
highlight
academic
lexical features
-difficulty
What three ways does Bonikowski mention
here?

4. • Problematisation in
context
• Overview of ARC
for guiding
• Use of Google docs
• by teacher to
embed
• by students to
answer
in discussion
• by students to
highlight
academic
features
difficulty
How is Lou feeling about her new dress?

5. • Problematisation in
context
• Overview of ARC
for guiding
• Use of Google docs
• by teacher to
embed
• by students to
answer
in discussion
• by students to
highlight
academic
features
difficulty
How does Bonikowski’s mention of the German
regime contribute to a nationalism through security
issue?

6. Context
Lexical, contextual, and
intentional density
Initial encounter with lengthier
English texts
Text comprehension for use in
writing
Awareness and reproduction of
academic lexical features
• Problematisation in
context
• Overview of ARC
roles for guiding
questions
• Use of Google docs
• by teacher to
embed
questions
• by students to
answer
questions in
discussion
• by students to
highlight
academic
lexical
features

7. • Problematisation in
context
• Overview of ARC roles
roles for guiding
questions
• Use of Google docs
• by teacher to
embed questions
• by students to
answer questions
in discussion
• by students to
highlight
academic lexical
features
Focus on
lexical features
Focus on main
ideas
Focus on
visual
interpretations
Focus on
contextual
references
Focus on
bridging
unfamiliar and
familiar
arc.fourc.ca

8. • Open text into MicrosoftWord / Google docs
• Identify specific areas of the text
• where comprehension could be facilitated
• where students may tend to overlook/skipover
because of assumed understanding or difficulty
• Determine ARC role that facilitates a
particular type of meaning
• AnnotateTHIS AREA specifically with a
guiding question by ARC role
• Learners use questions during in-group
discussion of text meaning
• Teachers can give live or asynchronous
feedback on learner answers BEFORE they
use in written assignments
• Problematisation in
context
• Overview of ARC roles
for guiding questions
• Use of Google docs
• by teacher to
embed
questions
• by students to
answer questions
in discussion
• by students to
highlight
academic lexical
features
..Annotate this

9. Text 1: Cole (2015)
bit.ly/cole-ARCword
• Problematisation in
context
• Overview of ARC roles
for guiding questions
• Use of Google docs
• by teacher to
embed
questions
• by students to
answer questions
in discussion
• by students to
highlight
academic lexical
features
..Annotate this
Text 2: Go (2016)
bit.ly/go-ARCgdoc

10. • Problematisation in
context
• Overview of ARC roles
for guiding questions
• Use of Google docs
• by teacher to
embed questions
• by students to
answer questions
in discussion
• by students to
highlight
academic lexical
lexical features
features
..Identify:
National identification is most tractable when the meaning of the
nation becomes an object of symbolic struggle (as in research on
commemoration), when national membership is reinscribed through
collective ritual (as in research on festivals and holidays), and when
nationhood-as-usual is punctuated by unexpected events (as in
studies of terrorist attacks or natural disasters) (Brubaker 1996).
While such moments of relative unsettlement represent deviations
from routine practice, they are analytically useful, much like
breaching experiments in ethnomethodology, for bringing into relief
otherwise latent cultural processes (Swidler 1986). Even outside of
such episodes, however, scholars have been able to examine
people’s national dispositions by analyzing routine symbolic
practices, by observing the use of national frames in interaction, and
by directly eliciting responses in interviews, focus groups, and
surveys. Source: Bonikowski, 2016
Group 1: 3-word nominalized phrases
Group 2: 2-word nominalized phrases + preposition
Group 3: Cohesive devices (i.e. connectors)
Group 4: Dependent clauses
Group 5: Parallelism of 3 list items

11. • Problematisation in
context
• Overview of ARC roles
for guiding questions
• Use of Google docs
• by teacher to
embed questions
• by students to
answer questions
in discussion
• by students to
highlight
academic lexical
lexical features
features
..Identify:
National identification is most tractable when the meaning of the
nation becomes an object of symbolic struggle (as in research on
commemoration), when national membership is reinscribed through
collective ritual (as in research on festivals and holidays), and when
nationhood-as-usual is punctuated by unexpected events (as in
studies of terrorist attacks or natural disasters) (Brubaker 1996).
While such moments of relative unsettlement represent deviations
from routine practice, they are analytically useful, much like
breaching experiments in ethnomethodology, for bringing into relief
otherwise latent cultural processes (Swidler 1986). Even outside of
such episodes, however, scholars have been able to examine
people’s national dispositions by analyzing routine symbolic
practices, by observing the use of national frames in interaction, and
by directly eliciting responses in interviews, focus groups, and
surveys. Source: Bonikowski, 2016
Group 1: 3-word nominalized phrases
Group 2: 2-word nominalized phrases + preposition
Group 3: Cohesive devices (i.e. connectors)
Group 4: Dependent clauses
Group 5: Parallelism of 3 list items

12. • Problematisation in
context
• Overview of ARC roles
for guiding questions
• Use of Google docs
• by teacher to
embed questions
• by students to
answer questions
in discussion
• by students to
highlight
academic lexical
lexical features
features
..Identify:
National identification is most tractable when the meaning of the
nation becomes an object of symbolic struggle (as in research on
commemoration), when national membership is reinscribed through
collective ritual (as in research on festivals and holidays), and when
nationhood-as-usual is punctuated by unexpected events (as in
studies of terrorist attacks or natural disasters) (Brubaker 1996).
While such moments of relative unsettlement represent deviations
from routine practice, they are analytically useful, much like
breaching experiments in ethnomethodology, for bringing into relief
otherwise latent cultural processes (Swidler 1986). Even outside of
such episodes, however, scholars have been able to examine
people’s national dispositions by analyzing routine symbolic
practices, by observing the use of national frames in interaction, and
by directly eliciting responses in interviews, focus groups, and
surveys. Source: Bonikowski, 2016
Group 1: 3-word noun phrases
Group 2: 2-word noun phrases + preposition
Group 3: Cohesive devices (i.e. connectors)
Group 4: Dependent clauses
Group 5: Parallelism of 3 list items

13. • Problematisation in
context
• Overview of ARC roles
for guiding questions
• Use of Google docs
• by teacher to
embed questions
• by students to
answer questions
in discussion
• by students to
highlight
academic lexical
lexical features
features
..Identify:
National identification is most tractable when the meaning of the
nation becomes an object of symbolic struggle (as in research on
commemoration), when national membership is reinscribed through
collective ritual (as in research on festivals and holidays), and when
nationhood-as-usual is punctuated by unexpected events (as in
studies of terrorist attacks or natural disasters) (Brubaker 1996).
While such moments of relative unsettlement represent deviations
from routine practice, they are analytically useful, much like
breaching experiments in ethnomethodology, for bringing into relief
otherwise latent cultural processes (Swidler 1986). Even outside of
such episodes, however, scholars have been able to examine
people’s national dispositions by analyzing routine symbolic
practices, by observing the use of national frames in interaction, and
by directly eliciting responses in interviews, focus groups, and
surveys. Source: Bonikowski, 2016
Group 1: 3-word noun phrases
Group 2: 2-word noun phrases + preposition
Group 3: Cohesive devices (i.e. connectors)
Group 4: Dependent clauses
Group 5: Parallelism of 3 list items

14. • Problematisation in
context
• Overview of ARC roles
for guiding questions
• Use of Google docs
• by teacher to
embed questions
• by students to
answer questions
in discussion
• by students to
highlight
academic lexical
lexical features
features
..Identify:
National identification is most tractable when the meaning of the
nation becomes an object of symbolic struggle (as in research on
commemoration), when national membership is reinscribed through
collective ritual (as in research on festivals and holidays), and when
nationhood-as-usual is punctuated by unexpected events (as in
studies of terrorist attacks or natural disasters) (Brubaker 1996).
While such moments of relative unsettlement represent deviations
from routine practice, they are analytically useful, much like
breaching experiments in ethnomethodology, for bringing into relief
otherwise latent cultural processes (Swidler 1986). Even outside of
such episodes, however, scholars have been able to examine
people’s national dispositions by analyzing routine symbolic
practices, by observing the use of national frames in interaction, and
by directly eliciting responses in interviews, focus groups, and
surveys. Source: Bonikowski, 2016
Group 1: 3-word noun phrases
Group 2: 2-word noun phrases + preposition
Group 3: Cohesive devices (i.e. connectors)
Group 4: Dependent clauses
Group 5: Parallelism of 3 list items

15. • Problematisation in
context
• Overview of ARC roles
for guiding questions
• Use of Google docs
• by teacher to
embed questions
• by students to
answer questions
in discussion
• by students to
highlight
academic lexical
lexical features
features
..Identify:
National identification is most tractable when the meaning of the
nation becomes an object of symbolic struggle (as in research on
commemoration), when national membership is reinscribed through
collective ritual (as in research on festivals and holidays), AND when
nationhood-as-usual is punctuated by unexpected events (as in
studies of terrorist attacks or natural disasters) (Brubaker 1996).
While such moments of relative unsettlement represent deviations
from routine practice, they are analytically useful, much like
breaching experiments in ethnomethodology, for bringing into relief
otherwise latent cultural processes (Swidler 1986). Even outside of
such episodes, however, scholars have been able to examine
people’s national dispositions by analyzing routine symbolic
practices, by observing the use of national frames in interaction,
AND by directly eliciting responses in interviews, focus groups, AND
surveys. Source: Bonikowski, 2016
Group 1: 3-word noun phrases
Group 2: 2-word noun phrases + preposition
Group 3: Cohesive devices (i.e. connectors)
Group 4: Dependent clauses
Group 5: Parallelism of 3 list items

16. • Problematisation in
context
• Overview of ARC roles
for guiding questions
• Use of Google docs
• by teacher to
embed questions
• by students to
answer questions
in discussion
• by students to
highlight
academic lexical
lexical features
features
..Annotate this
Text 3: Bonikowski (2016)
bit.ly/bonikowski-ARCgdoc

17. Some extra effort on the part of
teacher
Points learners to specific areas of
the text to gain further insight
into author meaning
Breaks up lengthier texts into
manageable chunks for meaning
Increases learner awareness of
lexical features in academic
writing
Allows learners to work together
on text during discussion & T to
give feedback on comprehension
easily
• Problematisation in
context
• Overview of ARC
roles for guiding
questions
• Use of Google docs
• by teacher to
embed
questions
• by students to
answer
questions in
discussion
• by students to
highlight
academic
lexical
features

18. bit.ly/annotatethis