CLASS 4 LAURA CONNOR Academic Writing Mustresearch.weebly.com.

CLASS 4LAURA CONNOR

Academic Writing

Mustresearch.weebly.com

OBJECTIVES

SWBAT create expanded sentencesSWBAT analyze research articlesSWBAT organize their literature sources

Laura Connor, English Language Fellow 2013

As a result/however

Consequently/therefore

WARM UP: Use the following words in a sentence

REVIEW: EXPANDED SENTENCE

YOUR TURN! :WHO?DID WHAT?WHEN?WHERE?WHY?HOW?

COMPLEX ENTENCE:

REVIEW: EXPANDED SENTENCE

YOUR TURN! :WHO?DID WHAT?WHEN?WHERE?WHY?HOW?

COMPLEX ENTENCE:

How to Choose a Research Article

What do you need to support your research? 1. Create a list of topics that will help you defend your opinion or create the necessary background knowledge for your research paper.

2. Search for those topics in search engines: ERIC / JSTOR / Google ScholarYou may also find a site that has article specific to your field (ex: Cambridge & TESOL have many English journal articles)

3. Decide if that piece of literature is worth reading/will help to truly support your thesis.- Look at abstract/introduction/resource list

4. Add to your Literature Review Chart

Example: My Research

Topic: EFL in Colleges Abroad: Best PracticesTh.St.: College level English language learners will receive

better English instruction when lessons become more rigorous by using higher level texts and activities and by challenging students to use ‘real world’ language, rather than rote learning.

Topics I will Research: Special Note: EFL is also known as ESL/ELL/TESOL/TOEFL, so

when I search, I need to substitute words if nothing relevant is coming up

EFL in developing countries

I SEARCH “EFL”… But Why is this NOT Relevant?

Is this Article Relevant? Why or Why not?

Important Details

Writing Mini Lesson: Supporting Details

What is the thesis? What are the most relevant details that

support that thesis? How can those details support your thesis?

Using a quick outline

T.S. (Topic Sentence):

AUTHOR

SOURCE TITLE GENRE

Where & When Published

Summary & Additional Details

McKay, Sandra Lee

Example: Teaching English as an International Language: An introduction to the role of English as an international language and its implications for language teaching.

Book London, Britain: March 2002

Describes the spread of English worldwide and its practical and educational consequences

Discusses the problem of how we define standards when the notion of a single 'standard' form of English is no longer valid

Explores the critical role of culture in language teaching

Looks at the implications of English as an international language for current teaching methods

Suitable for trainee and practising teachers and other ELT professionals, especially curriculum and materials developers.

Curry, Mary Jane

Critical Thinking: Origins, Applications, and Limitations for Postsecondary Students of English as a Second Language

Article

Montreal, Canada: April 1999

This paper explores the similarities, overlaps, and differencesin the multiple meanings of critical thinking, looking at the origins of thefield, its uses in the educational enterprise, its limitations, includingcultural and feminist critiques, and issues that arise in including criticalthinking in curricula for postsecondary ESL students

Independent Work:

1.Complete your thesis statement2.Email me your Introduction3.Find Research Articles4.Fill in Literature Review Organizer5.Begin your reference list

HOMEWORK

Writing skills packet: expanded sentences/using conjunctions

SW complete Literature Review Organizer with information for 4 resources to be discussed in their literature review. 

(2 from previous week, 2 new resources)

Extra Practice: Clause Punctuation

Clause punctuation practice