This document provides an introduction to academic writing and summarizes various writing techniques. It discusses freewriting as a brainstorming activity to generate ideas without judgment. It also covers the process approach to writing, which focuses on planning, revising, and thinking through the writing process. Finally, it provides tips for taking effective lecture notes, such as writing down important information without trying to write everything verbatim.
Any student in a high level institution will be usually required to write a variety of dissertations, papers and essays throughout the whole period of their studies.
These writing tasks and assignments will cover a myriad of goals, objectives and purposes.
Any student in a high level institution will be usually required to write a variety of dissertations, papers and essays throughout the whole period of their studies.
These writing tasks and assignments will cover a myriad of goals, objectives and purposes.
Reading Techniques, Extensive and Intensive ReadingTariq Amin
The lecture is about reading techniques i.e. extensive reading and intensive reading. These reading techniques can be applied to different texts in accordance with the purpose of reading.
Paraphrasing is a restatement of the meaning of a text using other words (instead of original words) Summarizing means taking the main ideas from a text and rewriting them in your own words in a brief manner.
a simple description of what a paragraph is, its features, and some guidelines on writing paragraphs.
useful to teach students of any age group the art of writing paragraphs.
Corpus Approaches to the Language of Literature 2008Martin Wynne
An overview of current approaches to the study of literature which make use of the techniques, tools and resources of corpus linguistics. Written and presented in 2008.
Reading Techniques, Extensive and Intensive ReadingTariq Amin
The lecture is about reading techniques i.e. extensive reading and intensive reading. These reading techniques can be applied to different texts in accordance with the purpose of reading.
Paraphrasing is a restatement of the meaning of a text using other words (instead of original words) Summarizing means taking the main ideas from a text and rewriting them in your own words in a brief manner.
a simple description of what a paragraph is, its features, and some guidelines on writing paragraphs.
useful to teach students of any age group the art of writing paragraphs.
Corpus Approaches to the Language of Literature 2008Martin Wynne
An overview of current approaches to the study of literature which make use of the techniques, tools and resources of corpus linguistics. Written and presented in 2008.
UGPTI communications coordinator Tom Jirik discussed guidelines, issues and concerns related to academic writing at the Fall 2015 orientation for students in the NDSU Transportation and Logistics Program. Enrico Sassi, director of the NDSU Graduate Center for Writers, provided an overview of the center’s services and discussed ways to avoid plagiarism.
A great e-book to help develop your basic English language skills, especially if you are a student, working professional, job-seeker.
This e-book covers the following important topics:
- Parts of speech.
- Punctuation.
- Commonly confused words and phrases.
- Tips for filling in a college registration form.
- Learning how to summarise.
- Tips for completing written assignments.
- How to answer exam questions.
- How to write a cover letter when applying for a job.
- How to write a resignation letter.
- How to write e-mails.
ESSAY ASSIGNMENT SHEET HISTORY 319A SEMESTER 1402Choose one of.docxYASHU40
ESSAY ASSIGNMENT SHEET HISTORY 319A SEMESTER 1402
Choose one of the questions below and write an essay of 7-9 pages. Make sure to use correct citations (Chicago Manual of Style citation method). Cite all ideas, whether quotes or paraphrases, you get from journals and books (avoid Internet resources). Materials derived from the UMUC library computer database for scholarly articles are not Internet resources, thus they are acceptable. You should use JSTOR for your six sources from outside of class. Remember, I have placed documents on WebTycho to assist in writing the essay by providing clear grammar/style rules in addition to proper footnote formatting. You are required to use them before you submit the essay. Be well acquainted with the documents as I will be using them to determine in large part your grade for the essays. This essay requires the use of a minimum of six scholarly sources in addition to class materials. Use class sources too, but an additional six scholarly sources. I will not accept any essays with Internet sources, so no websites. Do not use encyclopedias or dictionaries eithers.
The essay is due at 6:00 pm eastern time on Sunday, 20 April 2014. I will not accept a late essay except for extenuating circumstances (as I determine them). Additionally, all students are encouraged to submit a full, rough draft of the essay no later than 6:00 pm eastern time, Sunday, 13 April 2014.
Your paper must have a clear thesis (answer to the question) and a clear method (how you are answering the question) in the introduction. It must utilize analysis based on scholarly evidence to prove the thesis. The paper must be typed, double-spaced with one-inch margins and no cover page. Do not use more than three quotes and none should be longer than three lines. Follow this rule closely.
I will base your grade on the essay’s clarity (an explicit thesis and method are critical), logic, effectiveness of argumentation, grammar/style/correct citation format (assimilate the writing guide and footnote guide on WebTycho), the use of at least 6 sources not from class in addition to class sources, and use of evidence. I strongly recommend submitting a rough draft at least one week prior to its due date.
NOTE: I WILL DEDUCT ONE POINT FROM YOUR ESSAY’S GRADE FOR EVERY STYLISTIC/GRAMMATICAL ERROR THAT I LISTED ON THE WRITING GUIDE ON ECOMPANION IN ADDITION TO DEDUCTING ONE POINT FOR EVERY ERROR MADE ON FOOTNOTES. IT IS ESSENTIAL THAT YOU FOLLOW THE INSTRUCTIONS ON THESE ISSUES AS CORRECT FORMATTING OF YOUR WORK IMPROVES YOUR ESSAY. FEEL FREE TO SEND A ROUGH DRAFT TO ME.
1. How have definitions of terrorism varied since 1968? In what ways have they changed and why? Answer all parts of this prompt.
2. In what ways do state terrorism and groups/individual terrorism differ and in what ways are they similar? Select one example of each and compare and contrast.
3. Identify two causes of and factors correlated to) terrorism in the world? Why have these causes an ...
This presentation provides English language grammar tips to the students enrolled in the English for Academic Purposes course EAP1001 during teaching week . This feedback is based on observations during teaching week 1.
Autobiography and Research Synthesis Paper InstructionsRatio.docxcelenarouzie
Autobiography and Research Synthesis Paper Instructions
Rationale:
The Autobiography and Research Synthesis Paper is the course benchmark assignment. It is to reflect
(1)
influences on your life
that led you to become a teacher,
(2) key thoughts
about the teaching field, and
(3) research
related to your key thoughts. You will focus on your development as a learner and your decisions to choose teaching as a career. Ensure that context is relevant to the topic and does not digress from these topics. As an academic paper, it is to be supported and illustrated by the body of knowledge in the field, which is to include references to the literature on educational topics.
Alignment with Measurable Learning Outcomes:
This assignment aligns with the following outcomes:
· MLO: A – Demonstrate skills in writing in that incorporate biblical worldview principles.
· MLO: C – Apply information from the knowledge base on teaching and learning to your own teaching and learning experiences.
· MLO: E – As you convey your personal experiences, analyze them in light of principles related to individual differences.
Specific Guidelines
Current APA:
The paper is to be formatted in current APA.
Number of Sources:
Cite at least
3
sources throughout the paper and list them on the reference page.
One of your sources must be the Sousa and Tomlinson (2018) textbook.
The other 2 sources are to be research articles from
academic journals
. At least one of these two articles must be an article you have not used in a previous assignment for this or any other course. The other article(s) may be ones you have used in other assignments, such as the previous Research Article Review assignment that you have already submitted. All articles must have been published within the past five years.
Length:
This paper must be
4–5 pages
from the introductory paragraph to the conclusion, which does not count the title page or reference page. Per current APA, font is at 12 points, and the manuscript is to be double spaced without any additional space/lines between headings and paragraphs.
Structure:
The structure and headings of your paper should align with the rubric and also with the description below.
1.
Title Page
Pagination:
In current APA, all pages are numbered. The title page should be page 1.
Running Head:
The running head on the title page is different than the others. It should be left-justified, capitalized, and worded as shown here:
Running head: ABBREVIATED ALL-CAPS TITLE
Note that the words “Running head” are inserted before the all-caps abbreviated title and that it is followed by a colon. Also, the “h” in the word “head” is not capitalized.
Title:
The title should
not
be the name of the assignment (i.e., Autobiography-Research Synthesis). Instead, it should be a phrase drawn from the thesis statement in the introductory paragraph. It should provide the reader a hint of the topi.
Similar to Academic English Skills: Introduction to Academic Writing Skills (20)
Transformasi Pendidikan Guru Indonesia, Transformasi LPTKIwan Syahril
Pendidikan Guru menentukan kualitas guru. Semakin baik pendidikan guru dalam sebuah sistem pendidikan, maka akan semakin baik pula kualitas guru-gurunya. Pendidikan Guru harus dilihat secara komprehensif, dari hulu ke hilir. Pendidikan Guru harus dilihat secara integratif, berkaitan dengan semua komponen dalam sistem pendidikan.
Dalam presentasi ini, saya merekomendasikan beberapa usulan untuk transformasi LPTK (Lembaga Pendidikan Tenaga Kependidikan) sebagai institusi utama dalam pendidikan guru di Indonesia. Ada 5 hal yang saya sorot, yaitu:
1. Visi Kualitas untuk Guru Indonesia dan Pendidikan Guru Indonesia sesuai Kodrat Zaman
2. Rencana Pengembangan Pendidikan Guru Indonesia Jangka Panjang berdasarkan visi kualitas dan konstruksi keilmuan terkini dan relevan
3. Disposisi LPTK dan komunitas LPTK menjadi berorientasi ilmiah-profesional, menjauhi feodalistik dan mentalitas PNS
4. Fokus pada pengembangan kapasitas secara berkelanjutan (bukan pada akuntabilitas regulasi berorientasi “compliance”) dilandasi komitmen dan kerja keras untuk terus menerus belajar
5. Kolaborasi antara universitas, calon guru/guru, dan sekolah dalam pendidikan calon guru dan guru
How Can ESL/EFL Teacher Education Improve the Education Quality of, and Trans...Iwan Syahril
The quality of teachers cannot exceed the quality of their teacher education programs and their teacher educators! We should start from teacher education when we want to improve teacher and teaching quality. In the International Conference on Language and Language Teaching 2018, I propose the idea of interdisciplinary teacher education initiated by Second/Foreign Language Teacher Education. With its strong emphasis on English language mastery and the recent development in multiliteracies and Content and Language Integrated Learning, L2/EFL Teacher Education can be the pioneers for interdisciplinary teacher education especially in developing nations. Teachers in this program can have the qualifications to teach not only English, but also other subjects such as science, social studies, math, arts, or technology, etc. Teachers educated in an interdisciplinary way will much more likely to have the capacity to think and teach in an interdisciplinary way too. It is what we need for the 21st century society. Education and educators must rise with the occasion!
Teacher Professional Development in Indonesia: What Have Learned So Far?Iwan Syahril
This brief presentation describes what we have learned about teacher professional development in Indonesia from a literature review. After that using the key findings in the body of knowledge of teacher education, I situate 5 cases of teacher professional development programs in Indonesia. These key findings about what makes a good and effective professional development highlights not only the key features but also the importance of having a clear PD pedagogy (theory of action). Some suggestions are proposed towards the end about how to conduct teacher professional development in Indonesian context.
Sejarah Guru dan Pendidikan Guru di Indonesia dari Zaman ke ZamanIwan Syahril
Pendidikan guru menentukan kualitas guru. Semakin baik pendidikan guru sebuah sistem, semakin baik kualitas guru-gurunya. Fondasi pendidikan guru di awal kemerdekaan Indonesia lebih kuat untuk guru sekolah dasar dibanding sekolah menengah. Sejumlah orang Indonesia, walaupun jumlahnya sangat kecil, mendapat pendidikan guru SD yang sangat baik di zaman Belanda. Namun hampir tdk ada yg mendapat pendidikan guru utk menjadi guru di sekolah menengah. Karena itu di awal kemerdekaan, Indonesia membentuk fondasi pendidikan guru utk sekolah menengah dengan visi yg sangat progresif untuk masa itu: pendidikan guru setingkat universitas. Berdirilah Perguruan Tinggi Pendidikan Guru (PTPG) tahun 1954.
Sayangnya, pendidikan guru terganggu dinamika politik, baik di masa Orde Lama & Orde Baru. Di masa Orde Lama, seperti halnya organisasi guru, pendidikan guru pun terpengaruh dinamika pro & anti komunis, sehingga terpecah dua. IKIP (Institut Keguruan dan Ilmu Pendidikan) adalah hasil kesepakatan penyatuan 2 aliran lembaga pendidikan guru tsb, yg difasilitasi oleh Presiden Sukarno. Data statistik menunjukkan sekitar 50% atau lebih sekolah guru beserta siswa & gurunya hilang karena revolusi 1960an. Akibatnya, di awal Orde Baru terjadi kekurangan guru & pendidik guru yg signifikan.
Di masa Orde Baru, Presiden Suharto melakukan depolitisasi dan menuntut mono-loyalitas semua guru & pendidik di sekolah guru. Semuanya harus masuk partai pemerintah Golongan Karya. Budaya PNS mulai menggantikan budaya profesional, sehingga terjadi de-profesionalisasi guru & pendidikan guru. Selain itu, pendidikan guru dilakukan serba darurat, super cepat utk memenuhi pemesanan rekrutmen massal ratusan ribu guru di sekolah dasar & sekolah menengah. Mutu pun semakin menurun, semakin menjauh dr budaya profesional dan budaya intelektual. Ini diperparah dengan proliferasi lembaga pendidikan guru swasta yg umumnya tdk bermutu baik.
Ketika SPG dihapus th 1989, menurut saya, terjadi pemutusan keahlian & legasi tradisi pendidikan keguruan yg baik dari zaman Belanda. Guru-guru SPG tdk langsung mendapat tempat di IKIP karena kualifikasi pendidikan mereka blm bisa menjadi dosen.
Sementara itu banyak kalangan menyangsikan kualitas lulusan IKIP terutama karena mereka tdk dianggap menguasai ilmu pelajaran yang diampunya. Sekolah pendidikan guru jg banyak menerapkan “kurikulum fleksibel” sejak tahun 1980an karena hanya 50%-60% lulusannya yg terserap menjadi guru. Di akhir tahun 1990an, mulailah IKIP menjadi universitas, dg harapan terjadi penguatan penguasaan konten dari calon-calon guru di IKIP. Sayangnya hingga sekarang, masalah ini tampaknya belum terselesaikan.
Orde reformasi dg desentralisasinya menuntut penataan ulang pengelolaan guru & pendidikan guru, & hingga saat ini masih perlu penyempurnaan di sana sini. Sertifikasi guru, sebuah terobosan masif & mahal utk peningkatan kualitas guru & pendidikan guru Indonesia, belum terlihat dampaknya terhadap kualitas pendidikan Indonesia.
A workshop on writing "Rencana Pembelajaran Semester" (RPS) and "Satuan Acara...Iwan Syahril
Workshop ini bertujuan untuk mempelajari komponen-komponen dalam learning outcomes dalam penyusunan kurikulum program studi di perguruan tinggi dan mengaplikasikannya dalam penulisan silabus (Rencana Pembelajaran Semester - RPS) dan lesson plan (Satuan Acara Pembelajaran - SAP).
Filsafat Pendidikan, Pengajaran, dan Kebudayaan Ki Hajar DewantaraIwan Syahril
Ki Hajar Dewantara, Bapak Pendidikan Indonesia, memiliki banyak pemikiran tentang masalah-masalah pendidikan, pengajaran dan kebudayaan. DI presentasi ini saya mencoba menelaah secara filosofis dan mencari benang merah percikan-percikan pemikiran Ki Hajar Dewantara dari teks-teks yang langsung ditulis oleh beliau semasa hidupnya. Ada 3 kerangka utama yang saya tangkap yang mewarnai keseluruhan pemikiran Ki Hajar Dewantara, yaitu: 1) Kodrat Keadaan (Alam & Zaman); 2) Asas Tri-Kon - kontinuitet, konvergensi, konsentris; 3) Budi Pekerti (bulatnya cipta-rasa-karsa yang menghasilkan tenaga). Jika diperas lagi, esensi filosofi pemikiran beliau, menurut saya dari bacaan teks-teks tulisan beliau, adalah perubahan yang dinamis, yang dinamikanya ibarat sistem tata surya.
Pembelajaran, Tanggung Jawab, & Profesionalisme: Sebuah Rekomendasi Kebijakan...Iwan Syahril
Narasi tanggung jawab (akuntablitas) dalam pendidikan Indonesia didominasi oleh narasi tata kelola yang baik (good governance), seperti: transparansi, partisipasi publik, dan mekanisme pertanggungjawaban. Narasi ini melupakan hal yang paling utama dalam sistem pendidikan apa saja: pembelajaran dan pengajaran di dalam kelas. Seolah-olah, dengan tata kelola yang baik, otomatis akan terjadi pembelajaran dan pengajaran yang baik. Makalah yang saya sampaikan (ada di Academic.edu dan Research Gate) memaparkan kompleksitas akuntablitas, termasuk paradoks akuntabilitas dan pelajaran berharga tentang penerapan kebijakan akuntablitas di konteks internasional. Yang paling utama, pembelajaran dan pengajaran yang berkualitas harus menjadi tujuan utama dalam sebuah sistem akuntablitas apapun. Hal ini hanya akan tercapai jika semua pemangku kepentingan berkomitmen menjalankan model akuntabiltas profesional (professional accountability). Untuk makalah presentasi, silahkan email: iwan.syahril@sampoernauniversity.ac.id
A case study of preservice teacher development using korthagen's three level ...Iwan Syahril
Using Korthagen’s (2010) three-level teacher learning model, I conducted a qualitative study addressing a central question: What factors contribute to preservice teacher development of knowledge about teaching during field experiences? Data were collected through interviews, supplemented by observation videos and document analysis. The findings show that participants showed some progress in their knowledge about teaching, which could be attributed to the opportunity to reflect on practice in their university-based courses during their field experience program. Moreover, there seemed to be a difference in the level of the development of knowledge about teaching between the two study participants. This difference could be attributed to subject matter mastery, good instructional support, having more diverse coursework, and having a disposition to focus on students. This study suggests that teacher education should provide experiences in which needs and Gestalts are triggered and elaborated, and preservice teachers are given opportunities to reflect on those experiences.
Computational Thinking in Teaching and LearningIwan Syahril
In a nutshell, computational thinking is a way of solving problems, designing systems, and understanding human behavior. Drawing on concepts fundamental to computer science, computational thinking is a way to reimagine education, learning, and teaching. It is still at a developing stage, and starting to gain popularity in STEM education.
At its very core, writing is a technology to extend our communication to the future. With the advancement of technology, including the digital one, it does not mean writing is getting any easier. Still, to write well, one needs to be good at: determining the purpose, understanding the audience, writing clear content, and obtaining credibility. Still, with digital tools, the "process writing approach" is relevant. This is true for communicative and academic writing, either at elementary, intermediate, or advanced level.
Key Elements in An Accountability SystemIwan Syahril
The four key elements in education accountability are: meaningful learning, professional accountability, resource accountability, and continuous improvement. The implications for an education system are:
1) A common vision of learning must be agreed upon;
2) A political commitment is needed to deliver this vision to ALL students;
3) All elements in the education system must be designed, aligned, and/or modified, based on this vision of learning.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. What is freewriting?
✤ “Freewriting is a brainstorming activity in which you write freely
about a topic because you are looking for a specific focus” (Oshima &
Hogue, 1999, p. 6).
✤ The purpose of freewriting is to generate as many ideas as possible.
So, the more we freewrite, the more ideas we have.
3. How to freewrite?
✤ Choose the topic that you want to freewrite. Write it at the top of a
clean sheet of paper.
✤ Write about the topic without stopping for about 10 minutes. This
means that you should be writing constantly, or you should NOT
STOP.
➡ Write down everything that comes to your mind.
➡ Do not judge your ideas.
➡ Do not worry about spelling or grammar.
➡ If you run out of things to say, continue writing whatever comes to
mind.
5. Questions
✤ What difficulties do you usually find when you write?
Some answers may include:
- writer’s cramp (mental blocks)
- high level of anxiety.
- the pressure of being judged.
- no chance for revision.
✤ How do great writers write?
6. Process Approach toWriting
✤ Writing is indeed a thinking process.
✤ Unlike conversations, the nature of
writing is that it can be planned and
given an unlimited number of
revisions before its “release”.
✤ The process approach is an attempt
to take advantage of the nature of the
written code to think as they write.
7. Process Approach toWriting
✤ Focuses on the process of writing that leads to the final product.
✤ Helps student writers to understand their composing process.
✤ Helps build repertoires of strategies.
✤ Gives time to write and rewrite.
✤ Places central importance on the process of revision.
✤ Lets students discover what they want to say as they write.
✤ Gives feedback in the composing process, not just the final product.
✤ Encourages feedback from both instructors and peers.
8. Now, let’s
practice.
For your reflection paper (the 1st
assignment) you will be responding to the
question:
“Who am I as a learner?”
Please take out your journal and start
freewrite about this topic. You have 5
minutes.
10. Questions
✤ How do you take notes?
✤ Is there any difference when you take notes in Indonesian
and in English? Explain.
11. Taking Lecture
Notes
• Take notes. Don’t just listen. You won’t
remember the information later.
• Don’t try to write everything. Note
taking is not dictation.
• Write important information.
Source: Blass, L., & Hartmann, P. (2007). Quest 1: Listening
and speaking. New York: McGraw-Hill.
12. So, what does
this mean?
Let’s do some practice. Look at the
handout and listen to the lectures.
13. 2 SPECIAL SKILLS
✤ There are 2 special skills you can focus on to improve your note-
taking ability.
Improving Speed.
★ Practice rapid writing.
★ Using abbreviations.
Increasing Listening Efficiency.
15. IELL 3:Academic English Skills
EDITING YOUR WRITING: FOCUSING ON SENTENCE GRAMMAR
November 13, 2009.
16. Simple Sentences
✤ Every subject must have a verb, and every verb must have a subject.
✤ A sentence with a subject and a verb is called a simple sentence.
✤ A subject tells who or what the sentence is about.
✤ A verb tells what the subject is or does.
✤ A simple sentence can have more than one subject or verb.
๏ Every morning, her mother and father wake up at six o’clock.
๏ She never gets up of speaks to anyone before nine o’clock.
17. Correct or incorrect?
Does every sentence have a subject and a verb?
✤ Night is the best for me.
✤ In the evening.
✤ I call my friends.
✤ We go to a club.
✤ And have a good time.
✤ Everything silent, serene, and perfect.
19. Fragments
✤ If a sentence does not have a subject or a verb it is called a fragment.
✤ There are three problems a fragment can have:
๏ No subject. Also loves to follow my teenage brother around.
๏ No verb. He short for his age and a little heavy.
๏ No subject and verb. And big brown eyes.
21. Run-on sentences
✤ A run-on sentence happens when two simple sentences are run
together without correct punctuation to correct them.
✤ Run-on sentences: Adam is a sweet boy he really loves animals.
Adam is a sweet boy, he really loves animals.
✤ Correct sentences: Adam is a sweet boy. He really loves animals.
24. What is paraphrasing?
✤ Paraphrasing is a writing skill in which you “rephrase” (rewrite)
information from an outside source in your own words without
changing its meaning.
✤ Avoid writing paraphrasing that is too similar to the original. A
paraphrase is unacceptable when it contains the same vocabulary and
sentence structure as the original.
✤ Tips: 1) Find synonyms - use thesaurus; 2) Change the grammar.
25. ✤ Example:
Language is the main means of communication
between peoples.
➡ Humans communicate through language.
27. ✤ PARAPHRASE THIS!
So many different languages have developed that
language has often been a barrier rather than an aid to
understanding among peoples.
28. ✤ Original sentence:
So many different languages have developed that
language has often been a barrier rather than an aid to
understanding among peoples.
✤ A possible answer:
Because there are so many languages in the world, language
is an obstacle rather than an aid to communication.
29. ✤ PARAPHRASE THIS!
For many years, people have dreamed of setting up an
international, universal language which all people
could speak and understand.
30. ✤ Original sentence:
For many years, people have dreamed of setting up an
international, universal language which all people
could speak and understand.
✤ A possible answer:
For a long time, people have wished for an international
language that speakers all over the world could undertsnd
31. ✤ PARAPHRASE THIS!
If all people spoke the same tongue, cultural and
economic ties might be much closer, and good will
might increase between countries.
32. ✤ Original sentence:
If all people spoke the same tongue, cultural and
economic ties might be much closer, and good will
might increase between countries.
✤ A possible answer:
A universal language would certainly build cultural and
economic bonds. It would also create better feelings among
countries.
34. What &Why APA?
✤ APA is a writing style described in the Publication Manual of the
American Psychological Association.
✤ APA style describe rules for the preparation for manuscripts for
writers and students.
✤ APA style is not only used in Psychology, but also in other fields such
as Sociology, Business, Economics, Nursing, Social Work, and
Criminology.
✤ Using APA style will make it easier for readers to follow your writing
because it is a format that is commonly used internationally.
35. What should my paper look like?
✤ Paper is typed and double-spaced on a standard paper (8.5 x 11 inches).
✤ Margins are set to 1 inch on all sides.
✤ Paper should include a title page.
✤ A running manuscript head appears in the upper right-hand corner of
each page showing the short version of the title and a page number.
✤ Papers are numbered consecutively beginning with the title page in the
upper right-hand corner of each page.
36. Title Page
✤ The title of your paper.
➡ about 10-12 words long, centered in the middle of the page.
✤ The author’s name and institutional affiliation.
➡ centered, directly below the title.
✤ A running head.
➡ A short version of your title, no more than 50 characters (including spaces &
punctuation).
➡ It is left-justified, and also appear at the top right-hand of the page.
✤ A page number
➡ It is placed at the upper right-hand corner after the running head.
37. Headings
✤ ONE LEVEL
Centered Uppercase and Lowercase Heading
✤ TWO LEVELS
Centered Uppercase and Lowercase Heading
Flush Left, Italicized, Uppercase and Lowercase Heading
• THREE LEVELS
Centered Uppercase and Lowercase Heading
Flush Left, Italicized, Uppercase and Lowercase Heading
Indented, italicized, lowercase paragraph heading, ending with a period, with
the following text on the same line.
38. ✤ FOUR LEVELS
Centered Uppercase and Lowercase Heading
Centered, Italicized, Uppercase and Lowercase Heading
Flush Left, Italicized, Uppercase and Lowercase Heading
Indented, italicized, lowercase paragraph heading, ending with a period, with
the following text on the same line.
✤ FIVE LEVELS
CENTERED UPPERCASE HEADING
Centered Uppercase and Lowercase Heading
Centered, Italicized, Uppercase and Lowercase Heading
Flush Left, Italicized, Uppercase and Lowercase Heading
Indented, italicized, lowercase paragraph heading, ending with a period, with
the following text on the same line.
39. You need to cite a reference when:
Quoting – when you repeat another source word for word.
Summarizing – when you use or refer to facts or ideas, and
condense the material from another source using your own
words.
Paraphrasing – when you use or refer to ideas from another
source but put them into your own words.
InText Citations
40. ✤ The basic format is to give the author surname, year of
publication, and sometimes the page number.
✤ For subsequent references to the same study within the same
paragraph you do not need to repeat the year.
For example:
Chan (1996) referred to the effects of… Chen also outlines..
InText Citations
41. ✤ When a work has two authors, always cite both names every time
the reference occurs in text. Note: “and” is used in text, and “&”
is used within parentheses.
Example:
Bachman and Palmer (1996) argue that it is much more useful to
see language use being realized as learners performing specific
language use tasks.
It may be more useful to see language use being realized through
the performance of specific tasks (Bachman & Palmer, 1996).
Two Authors
42. Three, four, or five authors
✤ Cite all authors the first time the reference occurs in the text.
In subsequent citations, include only the surname of the first
author followed by “et al.”
Example:
As discussed in the previous chapter, Dunkel et al. (1993) do not
agree with this perspective.
As discussed in the previous chapter, there is an alternative
perspective (e.g., Dunkel et al., 1993).
43. Six or more authors
✤ Cite only the surname of the first author followed by “et al.”
Note: in the reference list, cite the first six authors in full, and
then shorten the remainder to “et al.”
44. Order in a citation in the same
parentheses - same author
✤ Arrange two or more works by the same authors by year
of publication.
Example:
Past research (Gogel, 1984, 1990) has shown intuitions to
be incorrect.
45. Two or more works by different
authors
✤ List in alphabetical order by the first author’s surname.
Separate the citations by semicolons.
Example:
Several studies (Balda, 1980, 2005; Kamil, 1978; Pepperberg &
Funk, 1990) come to the same conclusions.
46. Secondary Source
The original work is called the primary source.
The textbook is called the secondary source.
Name the original work in the text and its date, the secondary
source, and the date of the secondary source.
Example:
Supporting data appear in a study by Wong (1962, as cited in
Marconi & Hamblen, 1990).
47. Citations of source for a quote or
paraphrase
✤ Give author last name, publication date, and page number in
parentheses.
Examples:
๏ (Cheek & Buss, 1981, p. 332)
๏ (Shimamura, 1989, chap. 3)
๏ Cobb (1994) suggests that interventions work because “the
third party can alter persons’ discursive positions and, in the
process, generate a new pattern of interaction, a new
interdependence” (p. 58).
48. Quotations
1) Fewer than 40 words; 2) More than 40 words;
3) More than 500 words
Make sure your quotation is accurate, i.e., the same as the
original in wording, spelling, and interior punctuation.
49. Quotations - fewer than 40 words
➡ Put the quotation into the text, and enclose with double
quotation marks.
➡ Use single quotation marks within double quotation marks to set
off material in the original source that was enclosed in double
quotation marks.
Example:
She stated, “The ‘placebo effect’… disappeared when behaviors
were studied in this manner” (Miele, 1993, p. 276), but she did
not clarify which behaviors were studied.
50. Quotations more than 40 words
Use a block quotation, i.e., a freestanding block with no
quotation marks, not right justified, start on a new line, indent
0.5 inches from the left margin (same as for a new paragraph).
✤ Quotations – more than 500 words
You should probably obtain permission from the copyright
holder.
51. The Reference List
✤ Every citation in your reference list should be in the text/
body of your paper.
Unlike a bibliography, the reference list does not cite
works for background or for further reading.
52. Layout of the Reference List
✤ New page at the end of your paper.
Type the word References in upper and lowercase letters,
centered, at the top of the page.
Generally double-spaced (exception for student papers).
Entries should have a half-inch hanging indent.
The basic information that needs to be included is author
surname and initials, year of publication, title, and publishing
data. Separate each part with a period and a single space.
53. References
Brenneis, D., & Lein, L. (1977). ‘You fruithead’: A sociolinguistic approach to children’s dispute
settlement. In S. Ervin-Trip & C. Mitchell-Kernan (Eds.), Child discourse (pp. 49-65). New York:
Academic Press.
Dersley, I., & Wootton, A. J. (2000). Complaint sequences within antagonistic argument. Research
in Language and Social Interaction, 33(2), 20-46.
Doe, B., & Doe, S. (Eds.). (1994). Stressful life events: Their nature and effects. Nashville, TN:
Bodem Books.
Henry, W. A. (1990, April 9). Making the grade. Time, 135, 28-31.
New drug appears to sharply cut risk of death from heart failure. (1993, July 15). The
Washington Post, p. A12.
Research and Training Center on Independent Living. (1993). Guidelines for reporting and writing
about people with disabilities (4th ed.) [Brochure]. Lawrence, KS: Author.
54. General forms - Non-perodicals
Author, A. A. (pub date). Title of book. Location: Publisher.
Example:
Doe, B., & Doe, S. (1994). Stressful life events: Their nature
and effects. Nashville, TN: Bodem Books.
55. General forms -Periodicals
✤ Author, A. A., Author, B. B., & Author, C. C. (pub date).
Title of article. Title of Periodical, xx, xxx-xxx.
Example:
Garcia, A. (1991). Resolution without disputing: How the
interactional organization of hearings minimizes
argument. American Sociological Review, 56, 818-835.
56. General forms - Part of a
nonperiodical
✤ Author, A. A., & Author, B. B. (pub date). Title of chapter.
In A. Editor, B. Editor, & C. Editor (Eds.), Title of book (pp.
xxx- xxx). Location: Publisher.
Example:
Brenneis, D., & Lein, L. (1977). You fruithead: A
sociolinguistic approach to children’s dispute settlement.
In S. Ervin-Trip & C. Mitchell-Kernan (Eds.), Child
discourse (pp. 49-65). New York: Academic Press.
57. Electronic Media -
InText Citations
Give author surname, publication date
If no page numbers, give paragraph number and use ¶ symbol or para.
If no paragraph number, give heading and number of ¶ following it.
Example:
(Myers, 2000, para. 5)
(Beutler, 2000, Conclusion section, para. 1)
✤ If you cite an entire website in your text, give the electronic address in the
text. Do not cite in the reference list.
Example:
The APA’s website provides answers to frequently asked questions about
style (http://www.apa.org).
58. There are two main guidelines:
1.Direct readers as closely as possible to the information
being cited (i.e., the specific document instead of the
homepage).
2.Make sure the address works! Check that you have
transcribed it correctly. The best way is to copy it
directly from the address window in the browser and
paste it into your paper. Also, test the address regularly.
Electronic Media -
Reference Citations
59. Electronic Media - Reference List
General Forms
✤ The basic information that needs to be included is the author (if possible),
the document title or description, an address and a date (of publication or
retrieval).
Here are the general forms:
Online periodical
Author, A. A., Author, B. B., & Author, C. C. (2004). Title of article. Title of
Periodical, xx, xxx-xxx. Retrieved month day, year, from source.
Online document
Author, A. A., Author, B. B., & Author, C. C. (2004). Title of work. Retrieved
month day, year, from source.
60. Electronic Media - Reference List
General Forms
If the retrieval element is an internet address, DO NOT end
with a period.
Example:
Article in an Internet-only journal
Fredrickson, B. L. (1999, March 7). Cultivating positive
emotions to optimize health and well-being. Prevention &
Treatment, 3, Article 0001a. Retrieved November 20, 2000, from
http://journals.apa.org/prevention/volume3/
pre0030001a.html