Findings & discussion


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Findings & discussion

  1. 1. INTENTO Present and illustrate your findings. Make this section a completely objective report of the results,O Contrast or confirm your results with other studies or with what authors say about your study.
  2. 2. Remember!O 6 findings. At least 2 data per findingO Data= triangulation (methods or participants)O Discussion and findings : same chapter.O Discussion up to date - varied (depending on the topic 10 years).O Use past tense in findings
  3. 3. Title(interpretive) Description of the title Data- evidence Interpretation Discussion (with one author) LAYOUT
  4. 4. What is this?O Form of the text as an influential element in reading comprehensionO Student’s language abilities challenged by the CT tasks.O Participants broadened their theoretical foundations on ESP
  5. 5. What is this?
  6. 6. What is this?O As aforementioned, the nexus of critical tasks and the syllabus of the course was crucial for the design of materials and sessions. The fact that this study took place in an upper-intermediate class of English made it possible that tasks were fairly challenging so that they fit in relation to the language competences that students were supposed to develop by the end of the course.
  7. 7. What is this?O Because students chose most of the topics, they resulted attracting and encouraged the learners to mire in controversial discussions proving the objectiveness and different points of view of the individuals, all of these, opportunities for undergraduates to use the target language and compromise their HOTS so as to attain the goals of the tasks.
  8. 8. What is this?O Luisa: […] cuando estamos en los niveles más abajo […] a uno siempre lo ponen es del libro, entonces cuando tú haces una lectura es solamente sobre ese tema y tú te basas en tus respuestas de lo que leíste del tema y se acabó o el profesor dice lo correcto y se acabó, en cambio cuando hicimos la discusión tú tienes que buscar la manera de hacerte entender ante los demás, tú opinión, no solamente basado en lo que tú leíste, si no en tus vivencias, en lo posible, entonces eso lo forza a uno más todavía para expresarse con los demás.
  9. 9. What is this?ET1: when you say appropriate what does it mean? Inthis specific context because sometimes we can teachsomething that our students don’t needET1: I totally agree ‘cause when you say proficient that isa big word we’re not even proficient in our field ofknowledge
  10. 10. What is this?O This extract of a motion paper exposes how a student’s writing skill was challenged by the task, the student had to be objective and the text had to contain a well elaborated structure.
  11. 11. What is this?O Provided that criticality is in its nature dependant on content for it to take place, cited in Kabilan (2000) from Mirman and Tishman (1998); there must be a link made to the subject matter, which in this study was the teaching/learning of English as a foreign language, for instance the content and tasks that were set to activate higher order thinking skills in the learners followed the aims of the upper-intermediate English course; the curricular goals and linguistic competence were addressed successfully as the essential objectives of the sessions.
  12. 12. Function and strength Example verbsNEUTRAL: verbs used to describe, show, reveal, study,say what the writer describesdemonstate, note, point out,in factual terms, indicate, report, observe,demonstrates, refers to, and assume, take intodiscusses, and verbs used to consideration, examine, goexplain his/her methodology. on to say that, state, believe (unless this is a strong belief), mention, etc.TENTATIVE: verbs used to suggest, speculate, intimate,say what the writer suggests hypothesise, moot, imply,or speculates on (without propose, recommend, positbeing absolutely certain). the view that, question the view that, postulate, etc.STRONG: verbs used to say argue, claim, emphasise,what the writer makes strong contend, maintain, assert,arguments and claims for. theorize, support the view that, deny, negate, refute, reject, challenge, strongly believe that, counter the view/argument that, etc.
  13. 13. no introduction to the The titles are notfindings interpretive Do not respondsection is too long research questionsData do not evidence Authors are givenwhat the finding more relevanceintends to revealData is not present the sameinterpreted data more than once.Provides suggestions Discussion andor recommendations finding do not match