Conference proposalwritingworkshoptesol2010


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  • - Note that the process is not necessarily linear: It may be more circular, and the writer may prefer to start with the actual 300-word session description, then extract an abstract from that, then compose a title…
  • You will be asked to indicate presentation type during the submission process What are the differences between these different sessions?
  • Suggestions: Clarify any acronyms State workshop, paper, demonstration, etc. Note types of tips, and which kinds of teachers
  • Solicit contributions Encourage participants to join/attend specific interest section presentations and speak with respective IS members; review recent literature; go to exhibit hall and speak with publishers’ representatives, examine new books on display
  • This is more for a presentation of a research study How might this be different for a teaching-related presentation?
  • There may be no difference among your goals, objectives, or participant outcomes Your central goal is to share your work, but this doesn’t mean that participants will “do” something with it -- so how can you move them toward this? Participants might discuss, learn, share their own experiences, receive concrete suggestions and/or materials, etc. - highlight this “bonus” from your presentation
  • - Some proposals would be better served at a different conference
  • - It can be useful to address how your presentation relates to the particular convention’s theme
  • Distribute the line-numbered model abstract to participants Could be eliminated if time is running out!
  • - PPT available at:
  • Conference proposalwritingworkshoptesol2010

    1. 1. Conference Proposal Writing Workshop: “Tricks of the Trade” Karen L. Newman, Ohio State University Robert B. Griffin, Oklahoma City University
    2. 2. Introductions <ul><li>Presenters </li></ul><ul><li>Participants </li></ul>
    3. 3. Questions <ul><li>Q: Who is attending their first TESOL convention? </li></ul><ul><ul><li>Welcome, new members! </li></ul></ul><ul><li>Q: Who has written a conference proposal or abstract before? </li></ul><ul><li>Q: Who has been successful with having their conference proposals accepted? </li></ul><ul><li>Q: To what do you credit your success? </li></ul><ul><li>Q: To what do you credit a lack of success? </li></ul>
    4. 4. Our Goals Today <ul><li>To share information about submitting presentation proposals to TESOL </li></ul><ul><li>To share tips for writing successful TESOL proposals </li></ul><ul><li>To begin working on a proposal for TESOL 2011 with you </li></ul><ul><li>To encourage you to submit your proposal to TESOL! </li></ul>
    5. 5. Intended Audience <ul><li>First-time TESOL conference attendees </li></ul><ul><li>First-time presenters </li></ul><ul><li>Potential first-time presenters </li></ul><ul><li>Presenters who’d like to boost their proposal acceptance rates </li></ul><ul><li>Graduate students </li></ul><ul><li>Teachers </li></ul><ul><li>Program staff and directors </li></ul><ul><li>Novice faculty members </li></ul><ul><li>Researchers </li></ul><ul><li>Other? </li></ul>
    6. 6. Proposal FAQs <ul><li>Why should I submit a proposal? </li></ul><ul><li>Does it cost anything to submit a proposal? </li></ul><ul><li>How long does it take to write a proposal? </li></ul><ul><li>What is the acceptance rate for TESOL proposals? </li></ul><ul><li>Are professors preferred over students and teachers when it comes to getting proposals accepted? </li></ul><ul><li>When do I submit proposals? </li></ul><ul><li>Can I submit multiple proposals? </li></ul><ul><li>If my proposal is accepted, does TESOL pay me to present my paper? </li></ul><ul><li>What if I can’t afford to attend the conference to present my paper? (see p. 22 - TESOL Awards!) </li></ul>
    7. 7. Proposal FAQs <ul><li>What is the difference between a proposal and abstract? </li></ul><ul><li>Are all conference proposals the “same”? </li></ul><ul><li>What are the differences between the presentation formats? </li></ul><ul><li>Is one format “better” than another? </li></ul><ul><li>Which interest section should I submit my proposal to? </li></ul><ul><li>Does my study or project have to be “finished” before I submit my proposal? </li></ul>
    8. 8. Proposal FAQs <ul><li>Can I submit the same proposal to multiple conferences? </li></ul><ul><li>What happens if my proposal gets rejected? Accepted? </li></ul><ul><li>Who reads the proposals? </li></ul><ul><li>What is the turnaround time for proposal review? </li></ul><ul><li>Do I get specific feedback on my proposal? </li></ul><ul><li>What qualities make a strong proposal? </li></ul>
    9. 9. What Qualities Make a Strong Proposal? <ul><li>“ Genre” with distinctive “moves” </li></ul><ul><ul><li>See Swales & Feak (2009), Abstracts and the writing of abstracts </li></ul></ul><ul><li>Formulaic writing (not “creative writing”) </li></ul><ul><li>Specific “rules” govern proposal writing </li></ul><ul><ul><li>Premise: These rules can be learned! </li></ul></ul><ul><li>Crucial: Adhere to the conference’s stated criteria and directions (or else!) </li></ul>
    10. 10. TESOL 2011 New Orleans: Proposals <ul><li>“ TESOL 2011 Call for Proposals” info now available online at TESOL homepage, www.tesol. org </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li>See p. 5-6 for proposal evaluation criteria </li></ul></ul><ul><ul><li>Link to online proposal submission system also available </li></ul></ul><ul><li>Deadline: June 1, 2010, 5 p.m. </li></ul><ul><ul><li>No late submissions accepted </li></ul></ul><ul><ul><li>Online submission only </li></ul></ul><ul><ul><li>Three Interest Section adjudicators (volunteer peers) blind-review submissions </li></ul></ul><ul><ul><li>Acceptance or rejection notification via email, early October 2010 </li></ul></ul><ul><li>Follow submission directions precisely </li></ul>
    11. 11. TESOL Proposal Submission Process <ul><li>Select appropriate Interest Section (IS) </li></ul><ul><ul><ul><li>Applied Linguistics </li></ul></ul></ul><ul><ul><ul><li>English as a Foreign Language </li></ul></ul></ul><ul><ul><ul><li>English for Specific Purposes </li></ul></ul></ul><ul><ul><ul><li>Bilingual Education </li></ul></ul></ul><ul><ul><ul><li>Higher Education </li></ul></ul></ul><ul><ul><ul><li>Intensive English Programs </li></ul></ul></ul><ul><ul><ul><li>Intercultural Communication </li></ul></ul></ul><ul><ul><ul><li>Computer Assisted Language Learning </li></ul></ul></ul><ul><ul><ul><li>Secondary Schools </li></ul></ul></ul><ul><ul><ul><li>Adult Education </li></ul></ul></ul><ul><ul><ul><li>Elementary Education </li></ul></ul></ul><ul><ul><ul><li>International Teaching Assistants </li></ul></ul></ul><ul><ul><ul><li>Teacher Education </li></ul></ul></ul><ul><ul><ul><li>Non-native English Speaking Teachers </li></ul></ul></ul><ul><ul><ul><li>Material Writers </li></ul></ul></ul><ul><ul><ul><li>Program Administration </li></ul></ul></ul><ul><ul><ul><li>Refugee Concerns </li></ul></ul></ul><ul><ul><ul><li>Second Language Writing </li></ul></ul></ul><ul><ul><ul><li>Social Responsibility </li></ul></ul></ul><ul><ul><ul><li>Speech/Listening/Pronunciation </li></ul></ul></ul><ul><ul><ul><li>Video Digital Media </li></ul></ul></ul>
    12. 12. Elements of the Proposal <ul><li>The proposal consists of: </li></ul><ul><ul><li>Title (max. 10 words) </li></ul></ul><ul><ul><li>Abstract (max. 50 words) </li></ul></ul><ul><ul><li>Summary (max. 300 words) </li></ul></ul><ul><li>Carefully address each of the 6 stated Proposal Evaluation Criteria </li></ul><ul><ul><li>Total possible score of 30 pts. </li></ul></ul>
    13. 13. Proposal Evaluation Criteria (5 pts. each) <ul><li>Proposal Title </li></ul><ul><li>Purpose & Session Type </li></ul><ul><li>Currency, Importance, and Appropriateness of Topic to the Field and the Interest Section </li></ul><ul><li>Focus and Organization of Content (based on the proposal type) </li></ul><ul><li>Clarity of Proposal & Participant Outcomes </li></ul><ul><li>Theory, Practice, and/or Research Contribution to the Convention and/or the Field or Interest Section </li></ul>
    14. 14. 1. Proposal Title <ul><li>Rate the following titles using the Proposal Rating Rubric and be ready to defend your score </li></ul><ul><li>If you gave a title low score, suggest a stronger title </li></ul><ul><li>ESL for Children </li></ul><ul><li>Changing Attitudes Toward ELLs </li></ul><ul><li>Uses of Digital Media with EFL Learners in Asia </li></ul><ul><li>An Awakening in In-Service Teacher Training for English Language Learners </li></ul><ul><li>How I use my District’s ESL Textbook </li></ul><ul><li>Deconstructing Online Identity: A Self-Study of Three TESOL Professors </li></ul><ul><li>Hot Tips for Tired Teachers: Developing Effective Picture Files </li></ul>
    15. 15. 1. Proposal Title <ul><li>Create a title for your TESOL 2011 Proposal </li></ul><ul><li>Consider: </li></ul><ul><ul><li>A current [research] project(s) you’re working on, and/or </li></ul></ul><ul><ul><li>Your current teaching or employment context: </li></ul></ul><ul><ul><ul><li>A technique, tool, material(s), etc. to share with fellow teachers, and/or </li></ul></ul></ul><ul><ul><ul><li>An interesting “problem” you have encountered in your current teaching or work, and how you addressed/solved the issue </li></ul></ul></ul><ul><ul><li>Other? </li></ul></ul><ul><li>Share with 2 partners and solicit suggestions </li></ul>
    16. 16. 2. Purpose and Session Type <ul><li>Write responses to the following: </li></ul><ul><ul><li>What are your goals/objectives for your presentation? </li></ul></ul><ul><ul><li>What do you want participants to “do” or learn? </li></ul></ul><ul><ul><li>What will you share, and how will you share it? </li></ul></ul><ul><ul><li>How will you make your content compelling? </li></ul></ul>
    17. 17. Choose Your Presentation Type <ul><li>Which format would be most appropriate for your intended audience? </li></ul>Presentation Length Colloquium 1 hour 45 minutes Discussion Group 45 minutes Hot Topic 20 minutes Poster Session 1 hour 15 minutes Practice-oriented Presentation 45 minutes Research-oriented Presentation 45 minutes Teaching Tip 20 minutes Video and Digital Media Theater 45 minutes Workshop 1 hour 45 minutes
    18. 18. 2. Purpose and Session Type <ul><li>Discuss with a partner: How could you revise the following sentence to make its purpose clearer and link it to a session type? </li></ul><ul><li>We will share some tips to help teachers learn about working with ELLs. </li></ul>
    19. 19. 3. Currency, Importance, and Appropriateness of Topic to Field and Interest Section <ul><li>What are current “hot topics” in your area? </li></ul><ul><ul><li>How do you find out what’s “current” in a particular area? </li></ul></ul><ul><li>What are “older” topics that may not be of direct interest to contemporary audiences? </li></ul><ul><ul><li>Does this invalidate those topics for possible presentation? </li></ul></ul><ul><li>How can you “position” your topic to show its currency and importance? </li></ul><ul><ul><li>Write 1-2 sentences to demonstrate this for your topic </li></ul></ul>
    20. 20. 4. Focus and Organization of Content <ul><li>Logical progression is essential: </li></ul><ul><li>Move 1: Background, introduction, problematization, outline </li></ul><ul><ul><li>Topic, “problem,” or issue, and what others have said/done about it </li></ul></ul><ul><li>Move 2: Justifying present research/purpose </li></ul><ul><ul><li>How your “slant” is new or unique, or replicates previous work, or contributes to knowledge </li></ul></ul><ul><li>Move 3: Methods, materials, procedures </li></ul><ul><li>Move 4: Results, main findings </li></ul><ul><li>Move 5: Highlighting the outcomes, results </li></ul><ul><li>Move 6: Implications, limitations, applications, etc. </li></ul><ul><ul><li>Concludes with real-world relevance and/or applicability of topic </li></ul></ul><ul><li>Now, write Moves 3-6 for your topic and share with a partner </li></ul><ul><li>(Adapted from Swales & Feak, 2009) </li></ul>
    21. 21. 5. Clarity of Proposal & Participant Outcomes <ul><li>Important: grammar, spelling, syntax, overall presentation, etc. </li></ul><ul><ul><li>Always have someone proofread your proposal! </li></ul></ul><ul><li>Explicit statement about what participants will gain from attending presentation </li></ul><ul><ul><li>How is this different from your “goal” or objective? </li></ul></ul><ul><li>Write one sentence about your outcomes for participants </li></ul><ul><ul><li>Begin the sentence with “Participants will…” </li></ul></ul>
    22. 22. 6. Theory, Practice, and/or Research Contribution to the Convention and/or the Field or Interest Section <ul><li>Is this presentation relevant to TESOL? </li></ul><ul><li>Have you related your work to existing theory/research? </li></ul><ul><li>Is there an application to actual practice? </li></ul><ul><li>Is there a clear, “new,” or useful contribution that the presentation makes? </li></ul><ul><li>Does the topic relate to a particular IS or the convention theme? </li></ul><ul><ul><li>Q: What is TESOL 2011’s convention theme? </li></ul></ul>
    23. 23. 6. Theory, Practice, and/or Research Contribution to the Convention and/or the Field or Interest Section <ul><li>A: “Examining the “E” in TESOL </li></ul><ul><ul><li>What does this mean?! </li></ul></ul><ul><li>“ In today’s world where E nglish has become the primary language of business, education, science and technology, it has evolved and changed to meet these and other global and local or glocal needs. What implications does this glocalization of English have for TESOL and for you? This year, as we continue to re-imagine TESOL, we invite you to consider what E means in your contexts and to examine what E we teach, for what purposes, how, to whom, and with what results. We invite you to examine the E in TESOL in a context where e-communication, easy travel, and e-pedagogy are changing the English language and effecting current approaches to the learning and teaching of the language; where these changes are influencing our experience, expertise, and evaluation of the field; and where issues of equity, excellence, and effectiveness have taken center stage. In such a context, it is essential for us to understand what it is that we teach and how that understanding can influence our actions, theories, and practices.” (TESOL 2011 Call for Proposals PDF from Website) </li></ul>
    24. 24. Activity <ul><li>Cite the line(s) in the sample proposal where each of the following criteria are addressed, and </li></ul><ul><li>Rate them on the scoring rubric </li></ul><ul><ul><li>Proposal Title </li></ul></ul><ul><ul><li>Purpose & Session Type </li></ul></ul><ul><ul><li>Currency, Importance, and Appropriateness of Topic to the Field and the Interest Section </li></ul></ul><ul><ul><li>Focus and Organization of Content (based on the proposal type) </li></ul></ul><ul><ul><li>Clarity of Proposal & Participant Outcomes </li></ul></ul><ul><ul><li>Theory, Practice, and/or Research Contribution to the Convention and/or the Field or Interest Section </li></ul></ul>
    25. 25. Writing the Abstract, Summary, Title: Suggestions <ul><li>Because writing is not necessarily a linear process, you may find it helpful to </li></ul><ul><ul><li>Write your summary first, then borrow from it to compose the abstract </li></ul></ul><ul><ul><li>Create a catchy title after writing the summary and abstract </li></ul></ul>
    26. 26. Resources for Proposals <ul><li>See for suggestions </li></ul><ul><li>See informative TESOL Convention 2010 “Presentation Tips” PPT from the TESOL website (click on “Presentation Tips): </li></ul><ul><ul><li> </li></ul></ul><ul><li>Swales, J. M & Feak, C. B. (2009). Abstracts and the writing of abstracts . Ann Arbor: University of Michigan Press. </li></ul>
    27. 27. Q & A <ul><li>Questions? Comments? </li></ul><ul><li>Individual assistance with proposals </li></ul>