This document provides an overview of approaches to academic writing and analyzing journal articles. It discusses four principal types of academic papers: literature reviews, policy reviews, research papers, and position papers. It describes the components that should typically be included in research papers and position papers. It also describes an activity where participants analyzed examples of a position paper and research paper in groups. The document provides guidance on writing structure, coherence, clarity, and arguments for academic writing. It discusses stating the purpose and editing written work.
Emergence of Criticality in Effective MA Students’ Research Papers: Appraisal...Lok Ming Eric Cheung
Abstract
Academic writing in English, especially construction of successful or effective academic papers, at a graduate level can be extremely demanding. Writing effective research papers requires “a critical perspective… that questions and evaluates knowledge” (Hood, 2004a, p. 5). According to a recent study in 2009/10, MA students in the Department of English at Hong Kong Polytechnic University expressed concerns about the challenges of writing research papers. This motivated the present study which aims to support academic literacy and to help students be “adequately inducted into the expectations of their academic community” (Hood, 2004b, p. 24).
This focus in this study is on the lexico-grammatical features in the “successful” MA research-based papers graded B+ or above. Evaluation and persuasion were found to be some of the key factors in these successful papers. In orders to analyse persuasion we draw on ATTITUDE from the Appraisal System (Martin & White, 2005) as a framework to situation successful academic writing. We have data from 26 MA research-based papers. We identify expressions of ATTITUDE, either explicitly or implicitly coded, in the effective papers, and discuss the difference in distribution of the attitudinal values across the generic stages.
The aim of the study is to support the students’ needs in the requirement to successfully employ academic literacy, particularly expressions of evaluative stance through effective attitudinal lexical choices. We aim to shed light on what is meant by the term “critical thinking” in tertiary education. We will present an online pedagogic resource, with materials on staging, grammatical metaphor, information flow, etc., which has been developed as a result of the present study.
Keywords:
References
Hood, S. (2004a). Managing attitude in undergraduate academic writing: a focus on the introductions to research reports. In L.J. Ravelli & R.A. Ellis (Eds.), Analysing academic writing (pp. 24-44). London: Continuum.
Hood, S. (2004b). Appraising Research: Taking a stance in academic writing (Doctoral dissertation). University of Technology, Sydney.
Hood, S. (2010). Appraising Research: Evaluation in Academic Writing. London: Palgrave MacMillan.
Martin, J. & White, P.R.R. (2005). The Language of Evaluation: appraisal in English. London, Palgrave.
Emergence of Criticality in Effective MA Students’ Research Papers: Appraisal...Lok Ming Eric Cheung
Abstract
Academic writing in English, especially construction of successful or effective academic papers, at a graduate level can be extremely demanding. Writing effective research papers requires “a critical perspective… that questions and evaluates knowledge” (Hood, 2004a, p. 5). According to a recent study in 2009/10, MA students in the Department of English at Hong Kong Polytechnic University expressed concerns about the challenges of writing research papers. This motivated the present study which aims to support academic literacy and to help students be “adequately inducted into the expectations of their academic community” (Hood, 2004b, p. 24).
This focus in this study is on the lexico-grammatical features in the “successful” MA research-based papers graded B+ or above. Evaluation and persuasion were found to be some of the key factors in these successful papers. In orders to analyse persuasion we draw on ATTITUDE from the Appraisal System (Martin & White, 2005) as a framework to situation successful academic writing. We have data from 26 MA research-based papers. We identify expressions of ATTITUDE, either explicitly or implicitly coded, in the effective papers, and discuss the difference in distribution of the attitudinal values across the generic stages.
The aim of the study is to support the students’ needs in the requirement to successfully employ academic literacy, particularly expressions of evaluative stance through effective attitudinal lexical choices. We aim to shed light on what is meant by the term “critical thinking” in tertiary education. We will present an online pedagogic resource, with materials on staging, grammatical metaphor, information flow, etc., which has been developed as a result of the present study.
Keywords:
References
Hood, S. (2004a). Managing attitude in undergraduate academic writing: a focus on the introductions to research reports. In L.J. Ravelli & R.A. Ellis (Eds.), Analysing academic writing (pp. 24-44). London: Continuum.
Hood, S. (2004b). Appraising Research: Taking a stance in academic writing (Doctoral dissertation). University of Technology, Sydney.
Hood, S. (2010). Appraising Research: Evaluation in Academic Writing. London: Palgrave MacMillan.
Martin, J. & White, P.R.R. (2005). The Language of Evaluation: appraisal in English. London, Palgrave.
The Intersection between Professor Expectations and Student Interpretations ...Melanie Parlette-Stewart
Presented at the 2016 Teaching and Learning Innovations (TLI) Conference at the University of Guelph on April 26, 2016
As academic support staff, we provide front-line support to students and witness, first-hand, the challenges in student skill development.
We have recognized that the skills students require for higher education not only cross disciplinary boundaries but also are applicable to their writing, learning and research. Through a collaborative, cross-unit research project funded by the University of Guelph's Scholarship of Teaching and Learning research grant, we have identified, in the teaching of and learning in third year university courses, a series of disconnects
a) between the learning, writing and information literacy skills professors expect students to possess and the skills students think they possess when they enter the course;
b) between professor expectations of student skill requirements and student interpretation of skill requirements from the course outline; and
c) between professor and student understandings of where students should develop these skills (i.e. in class or outside of class).
By conducting and disseminating research on the gap between professor communication of expectations and student interpretation of those expectations, we can contribute to graduate attribute research that thoroughly explores student skill development.
This gap has implications on assessment when students are evaluated on skill sets that are not explicitly stated on the course syllabi due to variations in syllabi design or a lack of understanding of where those skills should be taught (i.e. in class or outside of class time). Also, by conducting collaborative research across different units, we believe we can identify gaps in the service delivery of academic support staff, and can recommend and establish more opportunities for academic support staff to communicate with faculty regarding skill support, thereby encouraging collaborations across units that support teaching and learning.
Throughout this showcase, we will present a brief introduction to our research project and offer initial interpretations of our data. We will also demonstrate the implications of our research for those who support faculty in communicating and teaching required skill sets. After a brief presentation of the research project, participants will be invited to comment on or ask questions about our initial findings and proposed recommendations.
The Intersection between Professor Expectations and Student Interpretations ...Melanie Parlette-Stewart
Presented at the 2016 Teaching and Learning Innovations (TLI) Conference at the University of Guelph on April 26, 2016
As academic support staff, we provide front-line support to students and witness, first-hand, the challenges in student skill development.
We have recognized that the skills students require for higher education not only cross disciplinary boundaries but also are applicable to their writing, learning and research. Through a collaborative, cross-unit research project funded by the University of Guelph's Scholarship of Teaching and Learning research grant, we have identified, in the teaching of and learning in third year university courses, a series of disconnects
a) between the learning, writing and information literacy skills professors expect students to possess and the skills students think they possess when they enter the course;
b) between professor expectations of student skill requirements and student interpretation of skill requirements from the course outline; and
c) between professor and student understandings of where students should develop these skills (i.e. in class or outside of class).
By conducting and disseminating research on the gap between professor communication of expectations and student interpretation of those expectations, we can contribute to graduate attribute research that thoroughly explores student skill development.
This gap has implications on assessment when students are evaluated on skill sets that are not explicitly stated on the course syllabi due to variations in syllabi design or a lack of understanding of where those skills should be taught (i.e. in class or outside of class time). Also, by conducting collaborative research across different units, we believe we can identify gaps in the service delivery of academic support staff, and can recommend and establish more opportunities for academic support staff to communicate with faculty regarding skill support, thereby encouraging collaborations across units that support teaching and learning.
Throughout this showcase, we will present a brief introduction to our research project and offer initial interpretations of our data. We will also demonstrate the implications of our research for those who support faculty in communicating and teaching required skill sets. After a brief presentation of the research project, participants will be invited to comment on or ask questions about our initial findings and proposed recommendations.
Working with the shadows: a misplaced attempt to control in education - Presentation exploring some initial thoughts on an alternative approach to education
Measuring the effectiveness of library information literacy instructionElise Wong
Measuring the effectiveness of library information literacy instruction / Elise Y. Wong, Sharon Radcliff, Gina Kessler Lee, and Suellen Cox, Librarians at Saint Mary’s College of California.
Our project aimed to strengthen the connection between English Composition courses and library instruction sessions to achieve information literacy learning goals. To this end, SMC librarians compared two versions of library instruction in ENGL5 “Argument & Research” sections to measure the effectiveness of embedding the “information evaluation and research practices” and “critical thinking” learning outcomes into our library instruction.
Sessió 4 grup de treball per a l’elaboració de materials llengua anglesa educ...Joe Planas
Presentació de la quarta sessió del grup de treball per elaborar materials de llengua anglesa a l'educació d'adults.
La programació i l'avaluació competencial.
Are you an EFL/ESL teacher who wants to improve your classroom dynamics? An action research can empower teachers and engage unmotivated students. This PPT highlights the ease and benefits of conducting an action research in an English classroom.
Assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes
Presentation given at LILAC (Librarian's Information Literacy Annual Conference) 2010 in Limerick, Ireland
Presenters: Sara D. Miller, Assistant Library Instruction Coordinator, and Nancy DeJoy, Director of First Year Writing, Michigan State University
Final slides for the Narrative Matters conference looking at how process philosophy might present a new way of understanding the complexities and flow/fluidity of narratives
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Objectives
• Reflect on approaches to academic writing
• Read and analyse some ‘typical’ journal articles (pre-advised)
• Prepare for the challenges of academic writing
4. Types of paper
• academic journal articles vary
• four principal types?
• ‘usual’ characteristics
• overlaps so neat division not always possible
5. Academic papers: literature and policy
• literature review papers (critical review of the
literature on a topic e.g. French 2003 on teaching
assistants in the US; Black & Wiliam, 1999, Inside the
Black Box: raising standards through classroom
assessment)
• policy reviews (critical analysis of an educational
policy) e.g. Dearing, R. 2008. ‘Perspectives on Policy’,
Action on the Languages Review. Language Learning
Journal 36(1), 97–100.
6. Academic papers: position and research
• research papers (presenting the findings from a
research project) e.g. McCall, Ian (2011): Score in
French: motivating boys with football in Key Stage 3,
Language Learning Journal, 39(1),5-18.
• position papers (critical analysis of current position
with presentation of alternative; or, arguing in
support of a theory or policy; or presentation of a
model to fill a perceived gap. Examples of position
papers might include: John, P. D. (2006)
7. Position papers
Five possible guide questions:
1. What is the status quo/position scrutinised?
2. What alternative approach(es) are proposed?
3. What evidence is drawn on in support of an
alternative?
4. What recommendations result from this?
5. How convincing do you find the argument(s)?
8. Research papers
You should find:
• Broad aims (of the study/research)
• Where study was done
• Previous studies/literature: research tradition that underpins the work
• Subjects of study (number, gender, age, background) or objects (e.g. documents)
• Research question(s)/hypothesis(es) or FOCUS
• Research design
• Type of study (e.g. survey/description/evaluation/trial/case study))
• Methods of data collection
• Methods of data analysis
• Results: what the research revealed
• Conclusions (and their relevance to classroom)
Then, you can engage in:
• Evaluation: extent to which the conclusions are trustworthy
9. Reviewing papers; importance of critical
and systematic reading
• Hargreaves, Eleanore (2005) Assessment for
learning? Thinking outside the (black) box,
Cambridge Journal of Education, 35:2, 213-224.
10. Abstract
This article draws on a survey of 83 teachers, to explore the concepts of
‘assessment for learning’, ‘assessment’ and ‘learning’. ‘Assessment for learning’ is
categorized as meaning: monitoring pupils’ performance against targets or
objectives; using assessment to inform next steps in teaching and learning;
teachers giving feedback for improvement; (teachers) learning about children’s
learning; children taking some control of their own learning and assessment; and
turning assessment into a learning event. Conceptions of assessment include
assessment-as-measurement and assessment-as-inquiry. These conceptions are
related to two conceptions of learning: learning-as-attaining-objectives and
learning-as-the-construction-of-knowledge. The conceptions of assessment-as-measurement
and learning-as-attaining-objectives are dominant in English
educational policy today. The article suggests that these conceptions need to be
challenged and expanded, since conceptions held by those who have power in
education determine what sort of assessment and learning happen in the
classroom, and therefore the quality of the student’s learning processes and
products.
11. • ‘Drawing on my contacts with teachers and head
teachers on various assessment projects, I invited 83
teachers and head teachers to take part in a survey
of how different people understand the phrase
‘assessment for learning’. Each person wrote down,
without conferring with others, what ‘assessment
for learning’ meant to them. They submitted their
responses anonymously.’ (p. 214)
• ‘These responses provide a basis for the discussion
presented in this paper. Later in the paper, I also give
some illustrative examples of assessment for
learning from a selection of the 83 teachers’
classrooms, which I visited during research
projects.’ (p. 214)
Survey
where/
how?
Please
remember
this
12. Within my interpretations of assessment for learning
described above, two distinct meanings for assessment can
be extrapolated: assessment as measurement, and
assessment as inquiry.
In the first evident meaning of assessment, where
assessment is equated with measurement, measurement
refers to the act or process of determining or estimating the
amount, extent or level of a student’s ‘learning’, often using
tests as the means of doing so. Nitko (1995) has stressed
that reporting is an essential aspect of measuring………
Marking, checking, identifying, showing a level, monitoring:
these were all verbs used by the 83 teachers as they
described assessment in assessment for learning, within
this measurement paradigm.(p. 218)
13. In the second meaning of assessment that was
evident in the 83 teachers’ definitions, assessment
was equated with inquiry. Inquiry means making a
search or investigation. For many definitions in our
sample, the concept of inquiry seemed key to
assessment: verbs teachers used included
reflecting, reviewing, finding out, discovering,
diagnosing, learning about, examining, looking
at, engaging with, understanding. All of these
suggest an exploratory and sensitive venture, with
no clear endpoints except a heightened awareness
of current developments. (p. 218)
14. Classrooms?
• Jill (primary, we can infer)
• Nadia (?)
• Remy (primary)
• Melina (secondary)
• Ben (Romans?)
• Mia (?)
• Were there more? What was done in visits? How?
Why? What was/were the RQs?
15. Nadia
An example of this paradigm of assessment includes Nadia’s
classroom (another from among the 83 teachers’ classrooms), in
which students are encouraged to investigate their learning
processes during the day. Then they are given 30 minutes to
describe their reflections in learning journals, which can remain
private to the students if they wish. Students’ comments have
included:
Learning, I think, is all about experiencing new things and
exploring new topics.
I find learning is life. I don’t think learning is just about
school. You learn everywhere you go.
I think you know when you’ve learnt something because
you can explain it to someone else.
16. Transparency
• How does the writer analyse the data?
• How were observations conducted?
• When?
• Were they recorded?
• How were they analysed?
• How many schools visited?
• How many heads? How many teachers?
• Primary? Secondary?
17. What should be in a paper?
• Context
• Clarity
• Coherence
• Effective transitions
• Transparency
• Sound evidence
• Well-supported claims
18. Article analysis
Groups 1
Position paper (John, 2006): work in groups of four to
complete the analysis as rapidly as you can extracting data
from the paper (scanning and extracting)
Groups 2
Research paper (Ylonen and Norwich, 2012): work in
groups of four to complete the grid as fully as possible,
sharing out tasks
In each case, arrive at as detailed an analysis as
possible (20 minutes each?), then two 1s present your
findings to two 2s and vice versa (10 minutes)
Would you modify the two things you like/dislike
following this task?
19. John, 2006: Plenary
1. Old position: The linear model of planning (minimalist
information-processing view)
2. New: Dialogical model of lesson planning (p. 491)
3. Support: Pages 492-3: flexible; mimics processes of
expert practitioner; recognises diversity of learners
etc. Allows for student teacher development;
practical
4. Use: Suggestions for teaching practice on p. 492-493
(in terms of use near top of p. 492).
5. Convincing: The ideas in this paper remain speculative
(p. 495)
23. Know what is required
• length?
• Layout/organisation
• structure (e.g abstract, introduction; literature
review; research design; presentation of data;
analysis; discussion of findings; conclusions)
• referencing requirements?
• how it is assessed?
24. Present the question or the topic
• working title, later refined,
• as precise as possible
a) Does explicit error correction assist the development
of second language writing? A review of the research
evidence and a case study of … (empirical)
b) Grammar in the Curriculum: an investigation of the
impact of explicit instruction about grammar on the
writing of a class of 14 year-olds in …… (empirical)
c) Support staff in schools: their roles and contributions
to academic engagement in …….
25. Writing advice
• See handout for detailed advice (plus activities)
• General advice
• Toolkit
• Activities: references; improving text (introduction
and main body)
26. Stating the purpose
The aim of this study was to firstly, establish using the
current guidelines given by course providers using the
following questions:
How do teachers feel currently about exploring ethical
and moral issues in the classroom?
Currently, how often are ethical and moral issues used
in learning?
What skills and training do teachers need to have in
order to explore ethical issues such as IVF in the
classroom?
What resources do teachers currently have to support
the exploration of ethical/moral issues with pupils?
What is the value of using ethical and moral issues in
learning?
27. Editing?
The aim of this study was to firstly, establish using the
current guidelines given by course providers using the
following questions:
How do teachers feel currently about exploring ethical and
moral issues in the classroom?
Currently, how often are ethical and moral issues used in
learning?
What skills and training do teachers need to have in order to
explore ethical issues such as IVF in the classroom?
What resources do teachers currently have to support the
exploration of ethical/moral issues with pupils?
What is the value of using ethical and moral issues in
learning?
28. Editing
The aim of this study was to explore the extent to which (a
group of) teachers (in one school) make use of the current
guidelines given by course providers (DCSF, 2008). The
study will focus on seeking answers to the following:
• How teachers feel about exploring ethical and moral
issues in the classroom;
• How often ethical and moral issues are used in learning;
• Skills and training teachers need to have in order to
explore ethical issues such as IVF in the classroom;
• The resources teachers have to support the exploration of
ethical/moral issues with pupils;
• Teachers’ beliefs about the value of using ethical and
moral issues in learning.
29. Referencing and avoiding plagiarism
• References - use Harvard system
• Do not use footnotes
• Refer to the annotated guidance sheet issued in this
session
• Refer to additional support on Blackboard
• Reference list at end of assignment: this must only
list the texts you have referred to in your assignment
not all those you have read in preparation
30. References: consistency!!!!!
ABC order
Author surname + initial
Title in italics or underlined (usually book or journal
title)
Page numbers for journal articles, as well as volume
and issue, e.g. 41/3: 213-225 or 41(3), 213-225
Place and name of publisher e.g. Milton Keynes:
Open University Press or London, Routledge.
Tickle, L. (1994) The Induction of New Teachers.
London, Cassell.
31. Example written by Sue Dymoke
(in Dymoke & Harrison, 2008, 91)
• In England and Wales, the National Literacy Strategy was
introduced by a government intent on pushing up
standards and developing a more literate young
workforce that would be equipped for entering a
‘fulfilling adult life’ (DfEE, 1998: 1). The Strategy’s
Framework for Teaching English in Years 7, 8 and 9
(DfEE, 2001) was introduced to all schools though a pilot
project and before its evaluation was complete (Furlong
et al., 2001). Although a non-statutory document, the
‘policing of Key Stage Three teaching’ (Fleming and
Stevens, 2004: 19) through OfSTED and Strategy team
consultants has ensured its widespread adoption in
schools.
32. References
Department for Education and Employment (DfEE) (1998) National
Literacy Strategy: Framework for Teaching. London, DfEE
Publications.
Department for Education and Employment (DfEE) (2001) Framework
for Teaching English in Years 7, 8 and 9. London, DfEE Publications.
Fleming, M. and Stevens, D. (2004) English Teaching in the Secondary
School, 2nd edn. London, David Fulton.
Furlong, T., Venkatakrishnan, H. and Brown, M. (2001) Key Stage 3
National Strategy: An Evaluation of the Strategies for Literacy and
Mathematics Interim Report. London, ATL.
Hennessey., Ruthven, K. & Brindley, S. (2003) Teacher perspectives on
integrating ICT into subject teaching: commitment, constraints,
caution and change. Journal of Curriculum Studies, 37(2), 155-192.
Qualifications and Curriculum Authority (QCA) (2007) Programme of
Study: Mathematics Key Stage 3. www.qca.org.uk/qca_12195.aspx
(accessed 14 October 2008).
33. Writing an assignment: lit review
1. What is group work? (reasons for interest in this topic; a
problem or question). Questions used to analyse literature.
2. What is the value of group work?
3. What are the principles of effective group work? (review of
non-statutory advice on group work; review of research on
the value of group work)
4. Controversies about group work:
advantages/disadvantages/challenges
1. Evaluation of your review of literature on group work in
relation to KS4 teaching of science (or other subjects)
2. Implications and conclusions.
34. Research-based assignment
Introduction
Literature Review
Method (incl. how ethics observed)
Results (findings)
Discussion
Implications and Conclusion
See SCITT Toolkit for advice
35. Introduction
• This assignment is based on a curriculum investigation into the
effectiveness of recommended teaching strategies for students
for whom English is an additional language (EAL). It is based on
a case-study of one Year Seven English class. I will be examining
several lessons that I have taught which have incorporated EAL
strategies, and evaluating their effectiveness. I will also include
information obtained from observations from other teachers
watching these lessons and from interviews taken from the
person responsible for the Ethic Minority Achievement Grant
(EMAG). I will examine the way that students interact with four
teachers in total, including myself. My lessons follow the
suggested structure of Cummins’ quadrant (2000, cited in DFES:
2006, p.30). In brief, I hope to support students through the
journey of an EAL learner, resulting in assessment pieces that
require more independent learning skills.
36. Literature review
Discussion and critical analysis of existing and other
literature on your topic.
Establish your ‘theoretical framework’, e.g. if you are doing
classroom interaction analysis you let the reader know
what the major, or most relevant, approaches are and why
you have chosen to use a particular one (or a combination
or adaptation perhaps).
You introduce, define, and explain key issues, terms, and
concepts in this section.
In summary, this is where you establish what the issues are
and that you have expertise in the area of your topic.
The research questions may emerge naturally from the
discussion of the literature review.
37. Defining key terms
So, what exactly do we mean by literature from
different cultures and traditions, and why is it
important that we include these in the education of
children in England? ‘Literature from different
cultures’ refers to works written in English, but that
are about places, people, and traditions which are
different to our own. The National Curriculum
(QCDA, 2007) states:
‘Students should be taught to …
(continues)
• Can you improve on this?
38. Methods
If you have done empirical research, this is where you
explain:
what you did, and why, justifying the approach,
how you did it, and why,
who was involved, and why.
39. Presenting and discussing findings
Analyse and discuss the results at the same time
as you are presenting them (one approach)
Analyse critically but also try and show links with
the literature you discussed in the literature review
(coherence).
If you have asked research questions, you try to
answer them here.
Make sure that you have fulfilled the purpose you
set out in the introduction
40. Implications and Conclusions
Implications
Often merged with Conclusions into Implications & Conclusions: implications
for your context and perhaps speculate briefly about wider implications. NO
claims without evidence for them, but with sufficient caution you can make
tentative suggestions.
Exemplify/illustrate any recommendations you might make, e.g. for
classroom practice, policy etc.
Conclusions
Draw together the main points you have made in the paper – no new
information in this section.
Evaluate what you have done, e.g. the limitations of your research, or what
its contribution might be, and look ahead in terms of the new for future
research or policy changes etc.
41. Conclusion: example
• ‘What can we therefore derive from this analysis of the teaching
of literature from different cultures at GCSE? I will start with the
students themselves, as it is they who should always be the
main focus. My personal investigations into this area of teaching
seem to suggest that students are failing to engage with these
texts as both those determining the curriculum and those
delivering it hoped they would. The pupils in the school where I
conducted my research found it difficult from the outset to
connect with the poems in the Anthology and they persisted in
viewing the subject matter and themes as being far removed
from their own lives and experiences, despite the change in
wording from “other” to “different”. Any connections that they
made between the poems were considered at a surface level
only, as …….’
• Can you improve on this?
42. Any queries?
• Look at SCITT Toolkit
• Reading a key to improving writing
• Critical reader support?
• Thank you