Teaching poster by using genre approach to science and technology students of A Japanese university

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Citation (Scopus)

Abstract

Science and technology students require the specialized skill of making poster and the explicit teaching of which is lacking in the curricula of general Japanese English tertiary education. This paper considers posters as an expanded form of abstracts and reports teaching of posters to 20 third-year students of an undergraduate ESP course at a Japanese university of science and engineering. First, students were taught to write an abstract using genre theory which required teaching of the generic moves of an abstract of a research article (RA). Teaching of the abstract involved the explicit teaching of the basic moves of background, purpose, methods, results and summary that are needed to construct RA abstract. Following that, students deconstructed abstracts taken from authentic research articles selected by both the teacher and the student themselves into moves. Having understood the moves, a democratic choice of several topics from the experiments done as part of the subject curriculum was chosen for constructing abstracts. The abstract drafts were peer evaluated with checklists, followed by teacher's comments based on which the students submitted a final draft. Next, with the final draft, the students expanded the abstract to construct a poster. This task involved writing the contents of each of the moves in the abstract to detailed content expanding each of the sections, Introduction, Methods, Results and Summary. Contents of all the sections except for the Results were prepared in groups of three or four with each member being responsible for each section. Although group members constructed the contents through discussion, poster making and presentation were done individually. Though there were some overlaps in the contents, the current project was found to empower the students with the required poster making and presentation skills which was also shown from the post survey.

Original languageEnglish
Title of host publication2015 International Conference on Advanced Mechatronic Systems, ICAMechS 2015
PublisherIEEE Computer Society
Pages179-184
Number of pages6
Volume2015-October
ISBN (Electronic)9781467379960
DOIs
Publication statusPublished - 2015 Oct 1
Externally publishedYes
EventInternational Conference on Advanced Mechatronic Systems, ICAMechS 2015 - Beijing, China
Duration: 2015 Aug 222015 Aug 24

Other

OtherInternational Conference on Advanced Mechatronic Systems, ICAMechS 2015
CountryChina
CityBeijing
Period15/8/2215/8/24

Fingerprint

Teaching
Students
Curricula
Education
Experiments

Keywords

  • abstract
  • Genre Apporach
  • moves
  • Poster presentation
  • Research Article

ASJC Scopus subject areas

  • Electrical and Electronic Engineering
  • Mechanical Engineering

Cite this

Umamaheswari, R., & Shi, J. (2015). Teaching poster by using genre approach to science and technology students of A Japanese university. In 2015 International Conference on Advanced Mechatronic Systems, ICAMechS 2015 (Vol. 2015-October, pp. 179-184). [7287105] IEEE Computer Society. https://doi.org/10.1109/ICAMechS.2015.7287105

Teaching poster by using genre approach to science and technology students of A Japanese university. / Umamaheswari, Rajagopalan; Shi, Jie.

2015 International Conference on Advanced Mechatronic Systems, ICAMechS 2015. Vol. 2015-October IEEE Computer Society, 2015. p. 179-184 7287105.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Umamaheswari, R & Shi, J 2015, Teaching poster by using genre approach to science and technology students of A Japanese university. in 2015 International Conference on Advanced Mechatronic Systems, ICAMechS 2015. vol. 2015-October, 7287105, IEEE Computer Society, pp. 179-184, International Conference on Advanced Mechatronic Systems, ICAMechS 2015, Beijing, China, 15/8/22. https://doi.org/10.1109/ICAMechS.2015.7287105
Umamaheswari R, Shi J. Teaching poster by using genre approach to science and technology students of A Japanese university. In 2015 International Conference on Advanced Mechatronic Systems, ICAMechS 2015. Vol. 2015-October. IEEE Computer Society. 2015. p. 179-184. 7287105 https://doi.org/10.1109/ICAMechS.2015.7287105
Umamaheswari, Rajagopalan ; Shi, Jie. / Teaching poster by using genre approach to science and technology students of A Japanese university. 2015 International Conference on Advanced Mechatronic Systems, ICAMechS 2015. Vol. 2015-October IEEE Computer Society, 2015. pp. 179-184
@inproceedings{243f059c504b48a785b7ca95e578d602,
title = "Teaching poster by using genre approach to science and technology students of A Japanese university",
abstract = "Science and technology students require the specialized skill of making poster and the explicit teaching of which is lacking in the curricula of general Japanese English tertiary education. This paper considers posters as an expanded form of abstracts and reports teaching of posters to 20 third-year students of an undergraduate ESP course at a Japanese university of science and engineering. First, students were taught to write an abstract using genre theory which required teaching of the generic moves of an abstract of a research article (RA). Teaching of the abstract involved the explicit teaching of the basic moves of background, purpose, methods, results and summary that are needed to construct RA abstract. Following that, students deconstructed abstracts taken from authentic research articles selected by both the teacher and the student themselves into moves. Having understood the moves, a democratic choice of several topics from the experiments done as part of the subject curriculum was chosen for constructing abstracts. The abstract drafts were peer evaluated with checklists, followed by teacher's comments based on which the students submitted a final draft. Next, with the final draft, the students expanded the abstract to construct a poster. This task involved writing the contents of each of the moves in the abstract to detailed content expanding each of the sections, Introduction, Methods, Results and Summary. Contents of all the sections except for the Results were prepared in groups of three or four with each member being responsible for each section. Although group members constructed the contents through discussion, poster making and presentation were done individually. Though there were some overlaps in the contents, the current project was found to empower the students with the required poster making and presentation skills which was also shown from the post survey.",
keywords = "abstract, Genre Apporach, moves, Poster presentation, Research Article",
author = "Rajagopalan Umamaheswari and Jie Shi",
year = "2015",
month = "10",
day = "1",
doi = "10.1109/ICAMechS.2015.7287105",
language = "English",
volume = "2015-October",
pages = "179--184",
booktitle = "2015 International Conference on Advanced Mechatronic Systems, ICAMechS 2015",
publisher = "IEEE Computer Society",

}

TY - GEN

T1 - Teaching poster by using genre approach to science and technology students of A Japanese university

AU - Umamaheswari, Rajagopalan

AU - Shi, Jie

PY - 2015/10/1

Y1 - 2015/10/1

N2 - Science and technology students require the specialized skill of making poster and the explicit teaching of which is lacking in the curricula of general Japanese English tertiary education. This paper considers posters as an expanded form of abstracts and reports teaching of posters to 20 third-year students of an undergraduate ESP course at a Japanese university of science and engineering. First, students were taught to write an abstract using genre theory which required teaching of the generic moves of an abstract of a research article (RA). Teaching of the abstract involved the explicit teaching of the basic moves of background, purpose, methods, results and summary that are needed to construct RA abstract. Following that, students deconstructed abstracts taken from authentic research articles selected by both the teacher and the student themselves into moves. Having understood the moves, a democratic choice of several topics from the experiments done as part of the subject curriculum was chosen for constructing abstracts. The abstract drafts were peer evaluated with checklists, followed by teacher's comments based on which the students submitted a final draft. Next, with the final draft, the students expanded the abstract to construct a poster. This task involved writing the contents of each of the moves in the abstract to detailed content expanding each of the sections, Introduction, Methods, Results and Summary. Contents of all the sections except for the Results were prepared in groups of three or four with each member being responsible for each section. Although group members constructed the contents through discussion, poster making and presentation were done individually. Though there were some overlaps in the contents, the current project was found to empower the students with the required poster making and presentation skills which was also shown from the post survey.

AB - Science and technology students require the specialized skill of making poster and the explicit teaching of which is lacking in the curricula of general Japanese English tertiary education. This paper considers posters as an expanded form of abstracts and reports teaching of posters to 20 third-year students of an undergraduate ESP course at a Japanese university of science and engineering. First, students were taught to write an abstract using genre theory which required teaching of the generic moves of an abstract of a research article (RA). Teaching of the abstract involved the explicit teaching of the basic moves of background, purpose, methods, results and summary that are needed to construct RA abstract. Following that, students deconstructed abstracts taken from authentic research articles selected by both the teacher and the student themselves into moves. Having understood the moves, a democratic choice of several topics from the experiments done as part of the subject curriculum was chosen for constructing abstracts. The abstract drafts were peer evaluated with checklists, followed by teacher's comments based on which the students submitted a final draft. Next, with the final draft, the students expanded the abstract to construct a poster. This task involved writing the contents of each of the moves in the abstract to detailed content expanding each of the sections, Introduction, Methods, Results and Summary. Contents of all the sections except for the Results were prepared in groups of three or four with each member being responsible for each section. Although group members constructed the contents through discussion, poster making and presentation were done individually. Though there were some overlaps in the contents, the current project was found to empower the students with the required poster making and presentation skills which was also shown from the post survey.

KW - abstract

KW - Genre Apporach

KW - moves

KW - Poster presentation

KW - Research Article

UR - http://www.scopus.com/inward/record.url?scp=84959274808&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84959274808&partnerID=8YFLogxK

U2 - 10.1109/ICAMechS.2015.7287105

DO - 10.1109/ICAMechS.2015.7287105

M3 - Conference contribution

AN - SCOPUS:84959274808

VL - 2015-October

SP - 179

EP - 184

BT - 2015 International Conference on Advanced Mechatronic Systems, ICAMechS 2015

PB - IEEE Computer Society

ER -