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Dr' AliAsghar Aghbar
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Title: Dr' AliAsghar Aghbar
1
Dr. Ali-Asghar Aghbar
- Serving the Composition and
- TESOL Students at
- Indiana University of Pennsylvania
- By Ryan Costanzo
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This presentation is intended to provide the
Composition and TESOL student with a basic
understanding of Professor Aghbars teaching
duties and scholarship. Included are sections on
his formal education, academic appointments,
major contributions, and selected publications.
This presentation was created following a
personal interview and an examination of
Professor Aghbars vita and selected scholarly
publications.
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Formal Education
- Undergraduate in English from the University of
Mashad in Iran - MA in English from Kent State University and MS
in Linguistics from Georgetown - Doctorate from Georgetown, where he studied
applied linguistics, theoretical linguistics, and
English - Instructors included Walter Cook and Richard
Tucker (personal interview) - At Georgetown, Aghbar was awarded a Distinction
in PhD Comprehensives and a Distinction in PhD
Dissertation - Source vita, unless otherwise indicated
4
Academic Appointments
- Currently appointed Professor of English at IUP
- After Georgetown, worked as ESL Instructor and
Testing and Research Coordinator at George Mason
University, where he would also serve as
Assistant Director for the English Language
Institute - Taught English as a Foreign Language at the
University of Mashad - Source vita
5
Contributions to the Field of Literacy and
Linguistics
- Fascinated by collocations (personal interview),
which are defined in his research as two words
that are linked together in our memory (Fixed
Expressions, 1990, p. 2) - Other interests include second language writing
and testing and linguistics (personal interview) - Has held the office of Vice-President and
President with Three Rivers TESOL (vita) - Teaches the following graduate courses American
English Grammar, Linguistics and the English
Teacher, Second Language Acquisition, TEFL/TESL
Methodology, and ESL/EFL Media and Materials
(vita)
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Selected Publications
- Fixed Expressions in Written Texts Implications
for Assessing Writing Sophistication (1990) - Grices Maxims as Applied to the Translation of
Fiction (1995) - Partial Credit Scoring of Cloze-Type Items
(1991) - When Theory and Intuition Meet An Approach to
Composition Instruction (1985)
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Fixed Expressions in Written Texts Implications
for Assessing Writing Sophistication (1990)
- Addresses the knowledge of collocations and other
formulaic language (p. 1) as a key factor in
English fluency - Contains statistical analysis of data from IUP
faculty, American students, and ESL students - Concludes that the proper use of the proper
registers of formulaic language is an important
aspect of language ability and writing
sophistication (p. 7) - Very practical research piece
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Grices Maxims as Applied to the Translation of
Fiction (1995)
- Appears in Studies in the Humanities
- Applies Maxims of Quality, Quantity, Relevance,
and Manner to a short story by Bernard Malamud
that appeared in a Persian translation - Theoretical yet comprehendible
- Should be examined by any student interested in
translation studies or the relationship between
linguistics and the literary text
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Partial Credit Scoring of Cloze-Type Items
(1991)
- Timely and relevant All educators are focused on
evaluation and assessment - Aghbar and Tang build on the notion that
Native-like fluency depends heavily on the
mastery of fixed expressions (p. 2) - Includes a complex analysis of students
responses scored on both the partial credit
scale . . . And a dichotomous scale following the
conventional procedure of assigning a score of 1
to the best answer and a score of 0 to all other
answers (p. 4) - Authors explain that computer applications hold
great potential for the open-ended testing of ESL
students (p. 15)
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When Theory and Intuition Meet An Approach to
Composition Instruction (1985)
- Aghbar and Trump tried to show how composition
instructors can use . . . knowledge of the
writing process to make their classrooms more
conducive to good writing (pp. 36-37) - Aghbars personal experience as a second language
learner adds a special touch - Monolingual educators will benefit from this
article
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Conclusion Professor Aghbars dedication to IUP
Composition and TESOL students
- Commitment to scholarship demonstrated by his
active involvement as a dissertation director,
and also by his numerous conference presentations
and publications (see vita) - Enjoys teaching all of his classes at IUP,
especially American English Grammar - Scholarly interests are a balanced combination of
the theoretical and the practical
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References
- Aghbar, A. A. (1990). Fixed expressions in
written texts Implications for assessing
writing sophistication. (ERIC Document
Reproduction Service No. ED329125) - Aghbar, A. A. (1995). Grices Maxims as applied
to the translation of fiction. Studies in the
Humanities 22(1-2), 76-85. - Aghbar, A. A., Tang, H. (1991). Partial credit
scoring of Cloze- Type items. (ERIC Document
Reproduction Service No. ED339201) - Aghbar, A. A. Vita.
- Aghbar, A. A., Trump, K. (1985). When theory
and intuition meet An approach to composition
instruction. (ERIC Document Reproduction Service
No. ED267587) - ProQuest Digital Dissertations. Accessed November
11, 2003, from http//wwwlib.umi.com/dissertation
s/results?set_num3
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