Writing (cô Hoa) week 2


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Writing (cô Hoa) week 2

  1. 1. Suggested topics: <ul><li>Students of FLF with self-study </li></ul><ul><li>Forms of self-study among students </li></ul><ul><li>Improving students’ self-study through evaluation </li></ul><ul><li>Effects of students’ home preparation on their understanding lecturers in class </li></ul><ul><li>Effects of reading on students’ speaking proficiency </li></ul><ul><li>Influences of part-time work on study ability of students FLF </li></ul>
  2. 2. <ul><li>Genders and abilities of making presentations of FLF students </li></ul><ul><li>The relationship between vocabulary knowledge and students’ reading proficiency </li></ul><ul><li>Influences of vocabulary knowledge on students’ listening comprehension </li></ul><ul><li>University students’ speaking and listening abilities- problems and solutions </li></ul><ul><li>Efficient ways to study business terms for second-year students of banking university </li></ul>
  3. 3. What to include in a working bibliography <ul><li>For books, record : </li></ul><ul><li>author (last name first) </li></ul><ul><li>title </li></ul><ul><li>publication information (city, publisher, year) </li></ul><ul><li>For periodical articles, record : </li></ul><ul><li>author (last name first) </li></ul><ul><li>title of article </li></ul><ul><li>title of periodical </li></ul><ul><li>date </li></ul><ul><li>volume and issue number </li></ul><ul><li>page numbers </li></ul>
  4. 4. <ul><li>For Internet and other electronic documents, record : </li></ul><ul><li>author (last name first) </li></ul><ul><li>title of document </li></ul><ul><li>internet address </li></ul><ul><li>date of most recent revision </li></ul><ul><li>date of access </li></ul>
  5. 5. Bibliography card for a book <ul><li>Hiskes, Ann L., and Richard I. Hiskes. Science, Technology, and Policy Decisions . Boulder, CO: Westview, 2006. </li></ul>
  6. 6. Bibliography card for a periodical <ul><li>Kalette, Denise. “Voice Mail Taps Wrath of Callers.” USA Today, 2 Mar. 2007: 2A-2B. </li></ul>
  7. 7. Bibliography of an Internet source <ul><li>Asseo, Laurie. “Too Young to Be Executed?” Nando Times, Apr. 2005. 12 Jan. 2007 < http://www.nando.net/newsroom/ntn/voices/042498/voices5_17067_body.html .> </li></ul>
  8. 8. <ul><li>Some people learn best in a teacher-guided, formal learning situation, while others prefer a self-directed, informal or independent study approach. </li></ul>
  9. 9. <ul><li>Proper research and note-taking procedure begins with a statement of thesis and a tentative outline . While reading, the student must check his preliminary outline for possible revision. </li></ul><ul><li>Formulate a statement of thesis from: </li></ul><ul><ul><ul><ul><ul><li>preliminary reading </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>examination of the sources in the preparation of the working bibliography. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>discussing the topic with the instructor </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>thinking about the subject </li></ul></ul></ul></ul></ul>
  10. 10. <ul><li>The thesis statement is stated in the form of a problem that the researcher hopes to resolve through his research. </li></ul><ul><li>The thesis statement will be the guide which will enable him to focus his research and help him in the outlining of the R.P. </li></ul>
  11. 11. Preliminary outline : <ul><li>The outline is not pertinent until the paper has been written. </li></ul><ul><li>Care exercised in the preparation of this tentative outline will require a minimum of changes later, and the fewer changes, the less time spent in needless reading, note-taking and revising. </li></ul><ul><li>Preliminary outlining is an organizational process. </li></ul>
  12. 12. <ul><li>Headings of the outline should be written using at least major and minor headings, with the levels of headings numerically distinguished, e.g. </li></ul><ul><li>The Title of the Topic </li></ul><ul><li>Preliminary Outline </li></ul><ul><li>Statement of Thesis:………………………… </li></ul><ul><li>1 </li></ul><ul><li>1.1 </li></ul><ul><li>1.1.1 </li></ul>
  13. 13. <ul><li>Follow a chronological, emphatic, logical, or cause and effect order, comparison and contrast, description, classification, process order,… </li></ul><ul><li>Always keeping the thesis statement of thesis before him, the researcher should list those topics that he thinks should be discussed in his paper. </li></ul><ul><li>After listing all possible topics, the researcher should check each one against his thesis statement, asking himself, “Will this help to prove my thesis ?” </li></ul>
  14. 14. <ul><li>The preliminary outline is: </li></ul><ul><ul><ul><ul><ul><li>to be used as a guide . </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>tentative </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>continually subject to revision </li></ul></ul></ul></ul></ul>
  15. 15. This is an example of a tentative outline. <ul><li>Topic: The Effects of Reading on Students’ Writing proficiency </li></ul><ul><li>Statement of thesis : There is evidence to support the hypothesis that reading positively influences students’ writing proficiency. </li></ul><ul><li>Introduction </li></ul><ul><li>1.1 The problem </li></ul><ul><li>1.2 The objective(s) of the study </li></ul>
  16. 16. <ul><li>II. Background to the study </li></ul><ul><li>III. Literature Review </li></ul><ul><li>3.1 Theoretical background to the research </li></ul><ul><li>3.1.1 A historical background of the reading / writing connection </li></ul><ul><li>3.1.2 The nature of writing </li></ul><ul><li> Writing: a highly recursive process </li></ul><ul><li> Writing and grammar </li></ul><ul><li>3.1.3 The effects of reading on writing proficiency </li></ul><ul><li> Providing ideas – the heart of the piece </li></ul><ul><li> Improving the craft of writing </li></ul>
  17. 17. <ul><li>3.2 Previous studies examining the influence of reading upon writing </li></ul><ul><li>3.2.1 The influence of L1 reading on L1 writing proficiency </li></ul><ul><li>3.2.2 The influence of both L1 and L2 reading on L2 writing proficiency </li></ul><ul><li>IV. Research Methodology </li></ul><ul><li>4.1 Research questions </li></ul><ul><li>4.2 Research design </li></ul><ul><li>4.2.1 Subjects to study </li></ul><ul><li>4.2.2 Research instruments: questionnaires </li></ul><ul><li>4.2.3 Data collection procedures </li></ul>
  18. 18. <ul><li>V. Data analysis and findings </li></ul><ul><li>5.1 Responses to survey questionnaires </li></ul><ul><li>5.2 Analysis using the scores </li></ul><ul><li>5.3 Findings </li></ul><ul><li>VI. Implications and recommendations </li></ul><ul><li>6.1 Implications </li></ul><ul><li>6.2 Recommendations </li></ul><ul><li>6.2.1 Extensive reading </li></ul><ul><li>6.2.2 Reading like a writer </li></ul><ul><li>6.2.3 Writing exercises </li></ul><ul><li>VII. Conclusion </li></ul>