La utilización de herramientas digitales para la comunicación profesional se ha convertido en un hecho habitual para la mayoría de los investigadores y docentes universitarios. No en vano, las nuevas tecnologías aplicadas a la industria de la lengua se han desarrollado de forma exponencial en la última década. Tal ha sido este crecimiento que en la actualidad ni siquiera somos conscientes de que la mayoría de servicios web utilizan diferentes técnicas de procesado de lenguaje natural que estaban en ciernes hace tres lustros.
Existen en la actualidad una amplia gama de servicios web y aplicaciones de escritorio que facilitan la comunicación y la producción escrita en entornos académicos tanto para usuarios noveles como para aquellos más avanzados. Entre los primeros podemos destacar las últimas generaciones de diccionarios en línea; entre los últimos, herramientas de exploración lingüística basadas en la interfaz léxico-gramatical (strings, neighbour words, concordancers,etc.), así como herramientas para la escritura asistida por ordenador. La utilización de estas herramientas contribuye a la reflexión sobre el uso del inglés en contextos académicos mediante un análisis guiado de los (1) diferentes registros en los que utilizamos la lengua, (2) las propiedades combinatorias de las unidades de análisis lingüístico y (3) la integración de estos servicios y aplicaciones en el proceso de escritura académica.
Referencias básicas para la escritura científica en lengua inglesa
Bem, D. J. 1987. Writing the empirical journal article. In M. P. Zanna & J. M. Darley (Eds.), The compleat academic: A practical guide for the beginning social scientist (pp. 171-201). New York: Random House. (PDF)
Glasman-Deal, H. 2009. Science Research Writing: A Guide for Non-Native Speakers of English. London: Imperial College.
Writing for the masses. A practical introduction to writing scientific -academic English in blogs – September 8
Dissemination and impact of our research have become as important as research itself in many ways. Doing science in the 21st century cannot be understood as a practice that is situated exclusively in highly specialised journals. Writing for the ‘public’ out there is absolutely essential these days to make sure our research is both visible and, most importantly, fundable. However, blog writing is rarely discussed as a soft skill. In this workshop we will use ad-hoc blog data to discuss the differences between research article writing and blog writing. Particularly, we will look at stance-making and positioning in blogs. During this session, students will write their own posts.
Pascual Pérez-Paredes is a Professor in Applied Linguistics and Linguistics, U. Murcia, Lecturer in Research in Second Language Education at the University of Cambridge and Salvador de Madariaga Research Fellow, NAU, US. His main research interests are learner language variation, the use of corpora in language education and corpus-assisted discourse analysis. He has published extensively in journals such as CALL, Discourse & Society, English for Specific Purposes, Journal of Pragmatics, Language, Learning & Technology, System, ReCALL and the International Journal of Corpus Linguistics. He was the Overall Coordinator of the MEd Research Methods Strand at the University of Cambridge. He is an Official Translator, Intérprete Jurado, appointed by the Ministerio de Asuntos Exteriores de España. He is the Assistant Editor of Cambridge University Press ReCALL (Q1 31 out of 187 in Linguistics).
Niall Curry is a Lecturer in Academic Writing at the Centre for Academic Writing at Coventry University. His research is interdisciplinary and centres on language pedagogy and the application of corpus linguistic approaches to different areas of applied linguistics. Among these areas is a focus on corpus-based studies of academic writing and metadiscourse in English, French, and Spanish, corpus-based contrastive linguistics, corpus-based studies of English language and language change, and corpus linguistics for TESOL and language teaching materials development. For further details on his background, areas of interest, projects, and current research, see his website.
Conference and paper abstracts – September 8
This session will be devoted to present what abstracts in general are, how abstracts are organised from the point of view of genre analysis, paying special attention to the organization in moves and steps. Next, we will focus on how the language can help as a tool to identify their different parts. We will analyse different types of abstracts, such as structured and non-structured abstracts. Our last step will bring us to study in detail how conference abstracts are organised and written. We will also study examples of conference abstracts and will propose ways to improve them to be successful.
Pilar Aguado-Jiménez joined the English Department at the University of Murcia in 1990. She taught business English (1990/99) and general English (1990/–). She took her PhD in 1997. She has been a language advisor for the CAGE Panel, Cambridge University Press (2003/05). Her main current areas of research are TEFL, and ESP. She has been involved in several international projects as TELLOP (Erasmus+ 2020), VGCLIL and VGCLIL for Migrants.
The research article: the literature review – September 9
In the first part of the session, the structure of the research paper will be analysed in detail considering the perspective of genre analysis, as the analysis of language accounts for, not only the way a text is constructed, but also for the way it is likely to be interpreted, used and exploited in specific contexts to achieve specific goals. Within this genre perspective particular attention will be paid to the steps or “moves” that perform a particular communicative function associated with the writer’s purpose. This “move” perspective will be applied to all sections of the research paper. In the second part, an analysis of the different “moves” or steps will be carried out in the Literature Review. A theoretical and practical approach Will be combined in the two sessions.
Purificación Sánchez is a Lecturer at the Department of English Studies, Faculty of Humanities, University of Murcia. Her main areas of research are corpus-assisted discourse analysis and English for Specific Purposes. She has published in RESLA, Ibérica, System, English Text Construction, Higher Education in Europe and Discourse & Society.
How to write good academic /scientific English using corpora – September 9
This workshop centres on the construction and analysis of academic writing corpora using AntCorGen, TagAnt, and AntConc. Initially, we will focus on academic writing with the intention to highlight practices and foci within the field. Next, we will consider academic writing corpora, highlighting corpus construction considerations and tagging processes necessary for effective corpus-based analyses of academic writing. Using a bespoke academic corpus, we will analyse both untagged and tagged corpus data to learn more about writing and disciplinary conventions. The workshop will close with a brief analysis of what is called metadiscourse in academic writing with participants having the opportunity to present key insights they have gleaned from their own analyses.
Niall Curry is a Lecturer in Academic Writing at the Centre for Academic Writing at Coventry University. His research is interdisciplinary and centres on language pedagogy and the application of corpus linguistic approaches to different areas of applied linguistics. Among these areas is a focus on corpus-based studies of academic writing and metadiscourse in English, French, and Spanish, corpus-based contrastive linguistics, corpus-based studies of English language and language change, and corpus linguistics for TESOL and language teaching materials development. For further details on his background, areas of interest, projects, and current research, see his website.
The research article: results and discussion – September 10
This session is designed for multilingual students who grew up speaking a language other than English. It will help you develop your ability to express the results and discussion of your research effectively. You will become aware of your most troublesome aspects and learn strategies for improving vocabulary use, discourse options, paragraph format and organization. In academic English, your research results and discussion will be assessed by readers by your control of certain conventions, which may change depending on your audience and purpose. In this sense, this course will give you some tips to improve the way to express results and comment data. This course is divided into 4 units which deal with the written characteristics of the results and discussion of academic English. At the end of every unit you will have to do a compulsory test as part of the evaluation of this course.
María Luisa Carrió-Pastor is a Professor of English language at Universitat Politècnica de València, Spain. Currently she is the head of the Department of Applied Linguistics and the coordinator of the Doctorate degree “Languages, Literature, Culture and, their applications”. Her research areas are contrastive linguistics, pragmatics and the study of academic and professional discourse both for second language acquisition and discourse analysis
Writing for the reader – September 10
This workshops puts the reader at the centre of writing. We’ll look at signposting, use of headings, consistency, formatting, style, referencing. We’ll identify what you can do before you start, while you’re in the different draft stages of your writing and how to polish your final piece with detailed editing and proof-reading.
Geraldine Mark has over 30 years’ experience as editor and author researcher, and lecturer, drawn from applied linguistics, language teaching and learning, language analysis and materials development. Principal interests in corpus linguistics and its pedagogical applications.
Writing grant proposals – September 11
Grant proposals have a great impact on the scientific and academic community, since getting funding is paramount for our scientific progress and social development. Thus, knowing the essentials of a grant proposal may help applicants to succeed in their goal. The current course will give a general picture of what we understand by grant proposals and the types of grant proposals we might find. I will also provide participants with some resources to work autonomously on their future grant proposals. Some course materials include Pandadoc template grant proposals, research Grants on Education Spencer Foundation
Recommended book: Carlson M. and O’Neal-Elrath, T. (2002) Winning grants Step by Step. John Wiley and Sons, New York: USA.
Begoña Bellés Fortuño, PhD, is a senior lecturer in the Department of English Studies at Universitat Jaume I, Spain, where she lectures English Studies degree students as well as in the degree of Medicine: She also supervises MA projects in the Secondary Education, Vocational Training and Language Teaching Master degree. She is currently the Director of the Interuniversity Institute of Modern Applied Languages (IULMA) at Universitat Jaume I. She is the Editor-In-Chief of Language Value journal and one of the executive directors of IBERICA journal. She has reviewed articles for JEAP, System or Language andCommunication among other journals.
Writing for an international audience: the anglo tradition – September 11
It is a fact that the best science is ‘heavily biased’ toward journals published in English from English-speaking countries (Lillis and Curry 2010), which requires that all authors master the craft of writing in such contexts. The Saxonic intellectual style (Galtum, 1985) is characterized by an intensive use of data typically in ‘what is often a team effort’. This style is interested in hypothesis generation, actively engages in ‘dialogue with their peers and seeks to smooth out divergences of opinion’. Other styles use radically different angles to approach writing and reading science. In what is described here as the anglo tradition, reader orientation and essay form is actually of utmost importance to academic culture (Hermanns, 1985). In this session we will examine the fundamental tenets of this tradition: criticality, development of argument, rhetorical transfer and clarity.
Pascual Pérez-Paredes is a Professor in Applied Linguistics and Linguistics, U. Murcia, Lecturer in Research in Second Language Education at the University of Cambridge and Salvador de Madariaga Research Fellow, NAU, US. His main research interests are learner language variation, the use of corpora in language education and corpus-assisted discourse analysis. He has published extensively in journals such as CALL, Discourse & Society, English for Specific Purposes, Journal of Pragmatics, Language, Learning & Technology, System, ReCALL and the International Journal of Corpus Linguistics. He was the Overall Coordinator of the MEd Research Methods Strand at the University of Cambridge. He is an Official Translator, Intérprete Jurado, appointed by the Ministerio de Asuntos Exteriores de España. He is the Assistant Editor of Cambridge University Press ReCALL (Q1 31 out of 187 in Linguistics).
Dr Pilar Aguado. Directora del Departamento de Filología Inglesa de la Universidad de Murcia. Diseño de materiales para la enseñanza de EFL; investigación a través de corpus lingüísticos en oralidad, representación ideológica en lenguajes de especialidad, uso de dispositivos móviles para el aprendizaje del inglés, y lenguajes profesionales, en particular el Business English; formación del profesorado en el uso de recursos de enseñanza abierta y apps.
Begoña Bellés Fortuño, PhD, is a senior lecturer in the Department of English Studies at Universitat Jaume I. She is currently the Director of the Interuniversity Institute of Modern Applied Languages (IULMA) at Universitat Jaume I. Her research interests are focused on Discourse Analysis, and more concretely, academic discourse both written and spoken, as well as on Discourse of Medicine and clinical setting communication encounters. She was a Morley Scholar in the ELI (English Language Institute) at the University of Michigan (Ann Arbor, USA). She has published articles in RESLA (Revista Española de Lingüística Aplicada), Verbeia, System or Languages in Contrast. Recent publications include the article Multimodality in medicine: How university medical students approach informative leaflets, SYSTEM. Vol. 77. (2018) or the chapter Popular Science Articles vs Scientific Articles: A Tool for Medical Education in Ordoñez-Lopez, P. & Edo-Marzá, N. (2016) Medical Discourse in Professional, Academic and Popular Settings, Multilingual Matters.
Prof María Luisa Carrió Pastores es catedrática de lengua inglesa en el Departamento de Lingüística Aplicada de la Universidad Politécnica de Valencia. Es Directora de este Departamento. Su investigación se centra en el análisis de la escritura del inglés para fines específicos, la lingüística contrastiva y el análisis de las pautas del discurso académico y profesional que permitan mejorar la enseñanza-aprendizaje de una segunda lengua.
Niall Curryis a Senior ELT Research Manager at Cambridge University Press and conducts research on language and language pedagogy to inform materials development with a focus on how we can use research from fields like corpus linguistics to better inform language learning. He is also completing his PhD at the University of Limerick, Ireland on corpus-based contrastive linguistics of academic writing in English, French and Spanish.
Dr Pascual Pérez-Paredes, Profesor Titular F. Inglesa U. Murcia, is a Lecturer in Research in Second Language Education at the Faculty of Education, University of Cambridge. His main research interests are learner language variation, the use of corpora in language education and corpus-assisted discourse analysis. He has published research in journals such as CALL, Discourse & Society, English for Specific Purposes, Journal of Pragmatics, Language, Learning & Technology, System, ReCALL and the International Journal of Corpus Linguistics. He is the Overall Coordinator of the MEd Research Methods Strand at the Faculty of Education, University of Cambridge.
Dr Purificación Sánchez Hernández es Profesora del Departamento de Filología Inglesa de la Universidad de Murcia. Su docencia e investigación se centran en Inglés para Fines Específicos, especialmente la lengua de la ciencia y la tecnología, traducción y análisis del discurso a través de corpus. Ha publicado en revistas de prestigio internacional como Resla, System, English Text Construction, Higher Education in Europe and Discourse and Society, entre otras.
Dr Debra Westall is an Associate Professor at the Universitat Politècnica de València (UPV). Her research focuses on language contact and American English loanwords in contemporary peninsular Spanish, as well as discourse analysis related to health and wellness issues in the Spanish press. During the past twenty years she has also edited and proofread over 200 scientific and technical articles written in English by researchers at the UPV and published in high impact journals. This experience has given her keen insight into the publication process as well as the errors made by non-native writers of English.
Giving a conference paper is daunting. Dealing with questions can be even worse, if you face a deluge of condescending statements, rambling monologues and thinly veiled attempts to show off superior knowledge.
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Universidad Internacional del Mar
Cursos de Verano de la Universidad de Murcia
Edificio Luis Vives, 3ª planta
30100 Campus de Espinardo (Murcia)
9-11:45 Características generales de la redacción científica
Dra. Purificación Sánchez, Universidad de Murcia
12-14:45 Writing good conference abstracts
Dra. Pilar Aguado, Universidad de Murcia
17-20:00 Successful communication with a Journal editor.
Dra. Rosa María Manchón, Universidad de Murcia
Jueves 16 julio
9-11:45
Workshop 1: re-writing our science. Frequent mistakes by Spanish native speakers
Debra Lynne Westall Pixton, Universidad Politécnica de Valencia
12-14:45
Workshop 2: re-writing our science. Frequent mistakes by Spanish native speakers
Dra. Marisa Carrió, Universidad Politécnica de Valencia
17:00-20:00
Workshop: Writing grant proposals.
Dra. Begoña Bellés Universitat Jaume I
Viernes 17 julio
9-11:45
Succesful science: Project summaries in
ERC – Starting grants in the life sciences and in the humanities and social sciences (1)
Dr. Pascual Pérez-Paredes,
Universidad de Murcia
12-14:45
Succesful science: Project summaries in
ERC – Starting grants in the life sciences and in the humanities and social sciences (2)
Dr. Pascual Pérez-Paredes
Academic staff
Dr. Pilar Aguado joined the English Department at the University of Murcia in 1990. She took her PhD in 1997 (Shakespeare’s Stage Directions: F1 and Editorial Intervention in the 18th Century) and got her permanent position as a Senior lecturer in 2004. Her main teaching and research interests are Teaching English as a Foreign Language, ICTs, Materials Design and ESP. She has been a Language Advisor for CAGE Panel, Cambridge University Press (2003/05), has been involved in several research projects on Learner Corpora and Orality, and collaborates as a referee in some international journals in the field of English Studies. She is now involved in a National Project on Legal Language based on corpora.
Begoña Bellés Fortuño is a tenured lecturer in English Language and Linguistics in the English Studies department at Universitat Jaume I. She currently lectures English Studies degree students as well as in the degrees of Medicine and Nursing. She also teaches English courses for future Erasmus students and for graduate students within the frame of the Erasmus + Programme for internships. She currently coordinates the International Programmes Exchange for the English Studies degree students. Her research interests are focused on Discourse Analysis, and more concretely, academic discourse both written and spoken, as well as on Contrastive and Corpus Linguistics, as her latest national and international publications show. She has published articles such as Spoken academic discourse: an approach to research on lectures (2005) in RESLA (Revista Española de Lingüística Aplicada), she has a co-authorship of the book Hablar inglés en la universidad: Docencia e Investigación (Septem ediciones 2008), she has also co-edited the book Corpus-Based Approaches to English Language Teaching (2010, Bloomsbury) among other publications.
María Luisa Carrió-Pastor is a senior lecturer of English language at the Department of Applied Linguistics (Universitat Politècnica de València). She is the head of the Department and the director of the Master Languages and Technology. Her research areas are contrastive linguistics and the study of academic and professional discourse both for second language acquisition and for discourse analysis. She has also supervised doctoral dissertations in the PhD programme Languages and Technology. Her publications include papers in several journals such as RESLA, ITL-International Journal of Applied Linguistics, Journal of English for Academic Purposes, Sky, Journal of Linguistics, Signos, Ibérica, etc. She has also been the editor of several books and co-author of books for learners of English for specific purposes.
Rosa M. Manchón is Professor of Applied Linguistics at the University of Murcia, where she teaches undergraduate courses in applied linguistics and second language acquisition (SLA) as well as postgraduate courses in research methodology, language teaching methodology and SLA. Her research interests and publications focus on cognitive aspects of SLA and SLA-oriented L2 writing. She has published articles in journals such as Communication and Cognition, Learning and Instruction, International Journal of English Studies, Journal of Second Language Writing, Language Learning, and The Modern Language Journal. She has edited several guest edited issues in IRAL (2008, with Jasone Cenoz), International Journal of English Studies (2001, 2007), Journal of Second Language Writing (2008, with Pieter de Haan) and AILA Review (2014) as well as several books: Writing in Foreign Language Contexts: Learning, Teaching and Research (Multilingual Matters, 2009), Learning-to-Write and Writing-to-Learn in an Additional Language (John Benjamins, 2011), L2 Writing Development: Multiple Perspectives (De Gruyter Mouton, 2012),Task-based L2 Language Learning: Insights from and for L2 Writing (with H. Byrnes. John Benjamins, 2014), and The Handbook of Second and Foreign Language Writing (with Paul Patsuda, 2016). She serves on several editorial borads (including both prestigious journal and book series). She is past AILA Publications Coordinator (2011-2014) and Co-Editor of The Journal of Second Language Writing (2007-2014). In the last ten years she has been the head researcher of 7 long-term, publicly financed research projects.
Dr. Pascual Pérez-Paredes is a qualified Official Translator (Traductor Jurado) appointed by the Spanish Ministry of Foreign Affairs and a senior lecturer with the Department of English at the University of Murcia . His main interests are quantitative research of register variation, the compilation and use of language corpora and the implementation of Information and Communication Technologies in Foreign Language Teaching/Learning. He has been project coordinator of a MINERVA initiative funded by the European Commission SACODEYL; coordinator in Spain of Corpora for Content & Language Integrated Learning, a LLP K2 Transversal programme, responsable for the Spanish EFL component of the Louvain International Database of Spoken English Interlanguage (UCL) and research member of the The International Corpus of Crosslinguistic Interlanguage (TUFS, Japan). Some of his most recent publications include research papers on JCR-indexed journals such as International Journal of Corpus Linguistics, System, Language, Learning and Technology or CALL, all of them dealing with the interplay of language corpora, language analysis and language education. In 2009 and 2010, he was a Research Fellow with the English Department in Northern Arizona University, developing research with Douglas Biber and Randi Reppen. Pascual Pérez-paredes is the Principal Investigator (PI) for Languages for specific purposes, language corpora, and English linguistics applied to knowledge engineering at UM. He has co-edited a special issue for ReCALL journal (Cambridge University Press) entitled “Researching new uses of corpora for language teaching and learning”.
Dr. Purificación Sánchez Hernández is a senior lecturer in the Department of English at the University of Murcia where she teaches undergraduate and master courses on English for Specific Purposes: Science and Technology and Applied Linguistics. Her major research interests comprise scientific discourse, analysis of the language of Biology and the compilation and use of language corpora. Some of his most recent publications include Researching Specilized Languages, co-edited with V. Bhatia and P. Pérez-Paredes, John Benjamins and the co-edition of Software-aided analysis of language, with Mike Scott and P. Pérez-Paredes In the last 3 years she has been the head researcher in an European funded project. She has been a professional translator in the field of science and has taught several courses on Writing research papers for novice teachers in the University of Murcia.
Dr. Debra Westall has been a member of the teaching and research staff at the Department of Applied Lin guistics (Universitat Politècnica de València) (UPV) since 1996 and is Associate Professor of English for Specific Purposes. Her current research interests are language contact between American English and Peninsular Spanish, Spanish nutritional discourse and health reporting on childhood obesity. She is co-author of three books for learners of English for academic purposes. Her decade of experience as a linguistic consultant and scientific editor has also allowed her to explore how UPV researchers write for publication in high-impact journals.
