teaching research presentation

8/7/2019 Teaching Research Presentation

1/21

Teaching Research Writing to

Advanced ESL Students

by

Tamara Hankiewicz and Cheryl Jones


2/21

Why Teach Research Writing? It prepares students for academic writing in

college classes.

Students learn to research a topic by findingrelevant sources.

They gain a deeper understanding of aspecific topic.


3/21

What is a Research Paper? According to Writing a Research Paper

(Menasche, 1984), there are two types of

papers:

Report research paper

Argumentative research paper


4/21

Choosing a Topic Interesting & Relevant

Students must be able to form aresearch question using this topic. Topic

Research Question

Thesis Statement


5/21

Finding Sources University or local library resources

The OWL at Purdue website:

http://owl.english.purdue.edu/owl

Google scholar

Websites ending in .edu, .gov., and .org

Michigan eLibrary: www.mel.org


6/21

Formatting Styles

MLA Liberal Arts and Humanities

Chicago History and Humanities

APA Social Science


7/21

How to Take Notes Read with a pen and paper in hand.

Look for the main idea of every paragraph.

For specific ideas/thoughts, students should

use a paraphrase in the notes so they will notinadvertently plagiarize.


8/21

How to Take Notes Use a separate note card for each source

(include all citation information at the top).

Note cards are also easier to use fororganizing the paper and finding each source

quickly.


9/21


10/21

Outlining This skill helps students organize and make

connections between their ideas and research

findings leading to new ideas.

Students discover how different ideas in their

research overlap.

Use the basic outline format


11/21

Quoting & Paraphrasing When using direct quotes, use quotation

marks around the quote.

Three steps to a perfect paraphrase:

Use synonyms

Restructure the sentence Change the word forms (noun to a verb)


12/21

Steps to ParaphrasingOriginal Text:

There are many instances in which a second language learnerdoes not feel an affinity with the target language community(Gass & Selinker, 2001).

Key Words and Phrases with Synonyms:instances = circumstancessecond language learner = ESL studentsaffinity = attractiontarget language = new language

Possible Paraphrase:The student of another language must feel some attractiontoward the new language, but many times this is not thecircumstance (Gass & Selinker, 2001).


13/21

Example of a Bad ParaphraseOriginal Text:

There are many instances in which a second

language learner does not feel an affinity with thetarget language community (Gass & Selinker, 2001).

Bad paraphrase:

There are many circumstances in which an ESLstudent does not feel an affection with the targetlanguage community.


14/21

Summarizing Students practice putting the main ideas and

main points of a text into their own words.

It provides support to their position.

This is great practice for avoiding plagiarism.


15/21

Practicing Summarizing Students can read an article and see an

example summary, quotation, and

paraphrase on the OWLs website:http://owl.english.purdue.edu/owl/resource/563/03/


16/21

Writing a Reference Page Students use the APA citations from their

note cards and put them into the reference

page. Attention to detail is extremely important!

Good resources include APA manuals, KnightCite (www.calvin.edu/library/knightcite), orwww.apastyle.org


17/21

Practice with Reference PageUseful websites include:

http://www.dianahacker.com/resdoc/p04_c09_s2.html#directory http://owl.english.purdue.edu/owl/resource/560/01/

http://www.apastyle.org/

Writing a Research Paper has a few goodexercises where students can practiceproper formatting of a reference.


18/21

In-Text Citations Begin by reviewing reported speech and verbs, such

as states, posits, suggests, maintains, etc.

APA style uses the authors last name and the date ofpublication.

Good online references for writing in-text citationsinclude: http://www.dianahacker.com/resdoc/p04_c09_s1.html

http://owl.english.purdue.edu/owl/resource/560/02/

http://owl.english.purdue.edu/owl/resource/560/03/


19/21

EditingWhen editing your research paper, look for:

the thesis statement

organization of the text

format (margins, in-text citations, linespacing, title page, etc)

grammar


20/21

Works CitedAPA Style (2009). Retrieved September 10, 2009, from http://www.apastyle.org/Brinton, D., Frodesen, J., Holten, C., Jensen, L., & Repath-Martos, L. (1997).

Insights 2: A content-based approach to academic preparation. New York:Longman.

Dianahacker.com. Retrieved September 10, 2009, fromhttp://www.dianahacker.comGass, S. & Selinker, L. (2001). Second language acquisition: An introductory course

(2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.Hacker, D. (2000). A pocket style manual (3rd ed.). Boston: Bedford/St. Martins.KnightCite (2009). Retrieved September 10, 2009, from

http://www.calvin.edu/library/knightcite/index.phpMenasche, L. (1984). Writing a research paper. Ann Arbor, MI: University of

Michigan Press.Michigan eLibrary (2009). Retrieved September 10, 2009, from http://www.mel.orgThe OWL at Purdue. (2009). Retrieved September 10, 2009, from

http://owl.english.purdue.edu/owl/Publication manual of the American Psychological Association (5th ed.). (2001).

Washington D.C.: American Psychological Association.


21/21

Contact Information

Tamara Hankiewicz [email protected]

Cheryl Jones [email protected]

teaching research presentation

Documents