1)
Overall Coherence and Clarity
The language is clear, easy to understand, and consistent. Transitions are used where appropriate,
and the tone of the paper is (relatively) formal:
YES
NO
NOT SURE
COMMENTS:
I think the style, tone, and clarity of your writing is quite good. There are places where you are a
bit informal (for example, in a formal research paper, it’s a little problematic to say something is
“pretty much” true, because that sort of statement doesn’t really mean anything in ‘scientific’ terms.
Check basic punctuation (like capitalizing words at the beginning of a sentence)
The paper is formatted according to APA guidelines:
AUTHOR’S NAME/TITLE:
SECTION HEADINGS:
IN-TEXT CITATIONS:
REFERENCE SECTION:
YES
YES
YES
YES
NO
NOT SURE
NO
NOT SURE
NO
NOT SURE
NO
NOT SURE
This is not formatted according to APA guidelines. Please check our website for instructions and
guidelines on how to create proper in-text citations, how to create a Reference section, and how to
formal a paper.
2)
Introduction
The introduction is clearly labeled with a heading:
YES
NO
NOT SURE
COMMENTS:
Please create a “heading” for each section in the paper (“Introduction”, “Literature Review”, etc.). You
can use the paper we read by Trent (“Oral Participation”) as a model. That paper includes almost all
the same section headings that you should use
The introduction explains the topic of the paper and why it is a topic that is worth researching:
YES
NO
NOT SURE
COMMENTS:
As I said above, your writing is quite clear and quite engaging. You give a nice ‘real-world’
explanation of why this is a good topic to research
The introduction includes a short summary of the entire research project:
YES
NO
NOT SURE
COMMENTS:
Be sure that the reader knows which section is the ‘Introduction’, ‘Literature Review’ and so on. This
will make it easer to see exactly where you summarize your work. The introduction should include
a short summary of all sections in the paper
3)
Literature Review
The literature review is clearly labeled with a HEADING:
YES
NO
NOT SURE
COMMENTS:
It’s important to label each section of the paper so the reader knows the function of each idea that
you write about
The literature review includes two to three THEMES that are based on prior research on this topic:
YES
NO
NOT SURE
COMMENTS:
You provide some nice ideas about culture and ‘the classroom’, but I don’t see any clear explanation
of how one idea relates to another. Can you find any author’s who have disagreements or different
ideas about ‘culture’, what it means for classroom practice, and what teachers and/or students can
do about difficulties in cross-cultural situations?
The literature review includes at least three to five sources that are accurately cited and summarized:
YES
NO
NOT SURE
COMMENTS:
The literature review includes a clearly stated and effective RESEARCH QUESTION:
YES
NO
NOT SURE
COMMENTS:
Please create a research question right before you explain your methodology
4)
Methodology
The methodology section is clearly labeled with a HEADING:
YES
NO
NOT SURE
COMMENTS:
The methodology explains what kind of research that is used (Experimental; Naturalistic; Elicitation,
etc.)
YES
NO
NOT SURE
COMMENTS:
You didn’t clearly explain what kind of research you’re doing, what kind of data you collected. You
said you were doing ‘interviews with IUP students’, but you never gave any details that we discussed
in class regarding a methodology section
The methodology describes the PARTICIPANTS, how they were recruited, and why they are suitable
for this research:
[If the study included participants]
YES
NO
NOT SURE
COMMENTS:
How did you choose the specific individuals that you interviewed?
The methodology explains the RESEARCH SITE (where the data collection took place:
YES
NO
NOT SURE
COMMENTS:
Where did you do these interviews? When?
The methodology explains the data source (interviews, questionnaires, websites…) and how that
data was collected and recorded:
YES
NO
NOT SURE
COMMENTS:
How did you record the interviews? How did you choose the questions you used in the interviews?
5)
Results
The results section is clearly labeled with a HEADING:
YES
NO
NOT SURE
COMMENTS:
Without a clear methodology (above), it’s hard to see what your results are. So please create a
separate section for results and include samples from your data as we discussed.
The results present two to three THEMES based on an analysis of data:
YES
NO
NOT SURE
COMMENTS:
It looks like you just write your participants’ responses to your questions. A ‘Results’ section is a
place where you can sort your participants’ answers into categories and explain how the different
answers you got related to one another. This is the most common way to attempt to answer a
research question. This is something we discussed in class.
Each THEME described in the Results is defined or explained:
YES
NO
NOT SURE
COMMENTS:
Each paragraph in the results section includes examples from the data and the author’s explanation
of the data:
YES
NO
NOT SURE
COMMENTS:
6)
Conclusion
The conclusion section is clearly labeled with a HEADING:
YES
NO
NOT SURE
COMMENTS:
The conclusion section offers a response or an answer to the RESEARCH QUESTION:
YES
NO
NOT SURE
COMMENTS:
You never gave any conclusion at all. Please provide some comments on what your participants’
answer means, how they help you understand the themes in your literature review in more detail,
and how they give us an answer or response to your research question
The conclusion includes citations or references to ideas (or articles) from the literature review:
YES
NO
NOT SURE
COMMENTS:
If you make your research question clear (at the end of your literature review), then it will be easier
to make the answer to this question very clear in your conclusion paragraph
It should be about respect in the classroom
And how we sometimes disrespect people in from outside OF US
AND THAT IS MY INTERVIEW IT SHOULD BE FIT SOMEWHERE
So, I interviewed 3 people in the library and I ask them the similar questions and I was surprised
because I got different answers and a smiler answer
Undergrad College Student: Matthew Cellucci
What you think of diversity in the class?
It’s cool I like it
Have you ever considered of being racist towards some international student?
Not at all most of my friends are international I feel they are interesting.
Have you ever disrespected international student in classroom and u got no idea about it? I
don’t know it’s hard to tell but maybe I did
International graded student: Ahmed-Ismail
What you think of diversity in the class? I like it so much man, but as you know we don’t have
that much of international students right here
Have you ever faced any racism from American students?
Yes, I faced a lot because I was in IUP since 2014 they were mocking me about my height and
the fact I’m brown
Have you ever disrespected students in classroom and u got no idea about it? Nah man I don’t
think so I know my rules and my limits, and I don’t cross them ❤️
Professor: ....
What you think of diversity in the class ?
I like it so much, but I found it struggle sometimes
Because most of them don’t understand English very well so it’s kind of hard sometimes but
ai love them they are friendly
Have you ever considered of being racist towards some international student?
Yes, it happens with me but it was because we are from different culture so he was late and
knock the door and i find disrespectful for me and we had a little bit argument but then he told
me that’s how to show the teacher respect if you are late Then I realized we are just from
different culture but after that we became friends
Have you ever disrespected students in classroom and u got no idea about it?
Yes, I did but I don’t want to talk about it
So I collect all these data and there is something I was missing which is people are
different no one is the same that is why I got different answers
Engl 202mlw: 1
Finding Our Findings
May 2, 2019
Reminders:
A “draft” of your final paper will be due in class next Thursday (May 9)
On Thursday, May 9 we will conduct a peer assessment, and I will provide feedback on your draft
Your final paper will be due on Monday, May 13 at 9:00am in my IUP email: cporter@iup.edu
Please attach your final paper as a .doc or .docx file (a Word document)
Be sure to write “202 Final Paper” in the Subject heading
Be sure to include your name in the file that you attach: (ex: curtfinalpaper.doc)
Be sure that your paper follows APA formatting guidelines
Be sure to include all sections of a research paper as we have discussed them
*(Our notes from April 30 include information on the requirements of the final paper and links to APA resources)
If you would like to meet one-to-one with me to discuss your paper or to receive individual feedback, you
may fill your name in on the Wiki called “Meeting Requests for Tuesday, May 7” (this is not required)
Your Results Section and Conclusion Section
Your Results section:
Explains the different categories and relationships your found in your data
Presents the most important themes or categories
Your Conclusion section:
Explains the meaning or the significance of your results
Connects your results to the research question and the literature review
Results (What happened?)
85% of students said they enjoyed their Engl 101
course
47% of students said they enjoy writing
Basic Steps in a Data Analysis:
Sorting: Separate all the important pieces of your data
Conclusions (Why is this interesting?)
Enjoying Engl 101 does not mean that students
enjoy writing.
Students can enjoy a course even if they don’t
enjoy the contents or the topic of that course. We
should consider how factors other contents or
subject can lead to students’ enjoyment of a course.
Engl 202mlw: 2
Comparing: Finding relationships in your data
Sorting:
Process of creating ‘categories’ of data
Kinds of categories?
Behaviors
Events
Strategies
States of mind; Emotional states
Beliefs
Settings/Contexts
Relationships
Examples
Seeking help; Going out with friends; Doing homework;
Drinking
Moving to the U.S.; Beginning college; First time going hunting;
Studying all night to get an ‘A’; Contacting a professor in order
to get help; Buying flowers for someone in order to get a date
Hopelessness (“I’ll never get an ‘A’”)
Optimism (“If I keep working hard I’m sure I’ll find a good job”)
“If we get rid of guns there will be no more violence”
“I think music is dangerous”
Home; Classroom; Hometown; In a park; In a restaurant
“I’m different from most professors”
“I disagree with most people who fight for gun rights”
Comparing:
Try to find how different categories of data relate to other categories
Behaviors- Studying English for 10 years in public schools
States of MindFrustrated (“I didn’t enjoy English and I wanted to spend more time playing music”)
Proud (“I could speak English better than most of my classmates”)
Burned out (“I studied English for so long and I’m too tired to keep studying it”)
Behaviors: Working a private tutor
States of Mind:
Appreciation (“My tutor worked so hard to help me understand English.”)
Guilt (“My parents payed so much money for me to learn”)
Goal for your Results section:
Show the reader the 2 to 3 most important ‘themes’ in your data
Explain the meaning or definition of each theme
Give examples of data to support your theme
Deciding how to present this data to your reader
By Theme?
Engl 202mlw: 3
By Participants?
Chronologically?
(see our notes from April 30 for more detail)
Your results section will probably contain 3 to 4 paragraphs
Each paragraph will present one of the themes or ideas that you found in your data
Each paragraph will define one theme; give examples from your data to support your theme
Goal for your Conclusion section:
Your conclusion will be 1 to 2 paragraphs one and should do the following:
Explain how your ‘results’ (your three themes) answer your research question
Summarize your main argument or main idea about your results
Show how your research agrees with or disagrees with citations you made in your literature review
Make recommendations for future research
Engl 202: 1
The Literature Review
March 26, 2019
Goals:
Understand the purpose and the basic format of a Literature Review
Understand and identify techniques common in literature reviews
Begin connecting sources for your literature review
Create a basic outline for your Literature Review following a sample
The following terms will guide you as you prepare to write your own literature:
Summary:
Synthesis:
Transition:
Theme:
Paraphrase:
Direct Quotation:
PARAGRAPH 1:
This section reviews the reasons for the apparent reticence of second language learners that have been
identified by previous research. One approach to the investigation of learner reticence locates the alleged
problem at the level of the individual student or teacher. Horwitz et al (1996) maintain that learners of
foreign languages frequently fear speaking in class, are concerned about being seen as less competent
than their peers and are apprehensive about making mistakes in the target language. Other investigations
foreground the language proficiency of learners. Cheng (2000) believes that “if Asian students have fewer
problems with language, both in perception and production, they are more likely to take active roles in
the class” (p. 444). Tsui’s (1996) survey of secondary English language teachers in Hong Kong reveals the
widespread presence of reticence as the result of the low English language proficiency of students, a fear
amongst learners of making mistakes, the teachers’ dislike of silence in the classroom and tendency to ask
questions of brighter students, as well as the inability of students to comprehend the instructions and
questions of their teachers. Jackson (2002) examined participation by undergraduates of Business Studies
in classroom discussion at one EMI university in Hong Kong. The most reticent students argued that
their lack of participation reflected a fear of making mistakes, a lack of confidence and the language
barrier. Business studies instructors concurred, maintaining that student participation in classroom
discussion is constrained partly by the learners’ limited English language proficiency and by their fear of
speaking. More recently, Evans and Green (2007) report the results of a questionnaire survey of 4932
undergraduates across all departments at one English medium university in Hong Kong. Sixty percent of
students indicated that they experienced difficulty in speaking accurately in English, while 40% suggested
that communicating ideas fluently is difficult. Evans and Green (2007) conclude that “inadequate basic
language competence results in a lack of confidence as students struggle to accomplish macro-linguistic
tasks of a complex nature” (P. 15).
PARAGRAPH 2:
Moving beyond the level of the individual learner or teacher, other explanations of reticence address the
role of cultural factors (Cortazzi & Jin, 1996; Flowerdew & Miller, 1995; Ferris and Tagg, 1996; Jones,
1999). Jones (1999), for instance, argues that compared to language proficiency, “cultural background is
Engl 202: 2
an equal and possibly more important cause of NNS (non-native speaker) reticence or silence” (p. 257).
Cultural variables that are thought to underpin the alleged reticence of Chinese students include a
collectivist culture in Chinese society, the traditional roles assigned to teachers and students (Cortazzi &
Jin, 1996), the need to maintain face and a learning style that traditionally values memorization and rote
learning (Flowerdew & Miller, 1995).
PARAGRAPH 3:
The perception of Chinese learners as reticent in the classroom has however been challenged by other
research. Kember (2000), for instance, reports on the introduction of alternative teaching and learning
methods, including problem-based learning, group projects and peer teaching, across eight universities
and colleges in Hong Kong. Evaluation of the project, through questionnaires and interviews with
participants, indicated strong student support. Kember (2000) concludes that “the impression that Hong
Kong students prefer passive learning and resist teaching innovations can have little or no foundation”
(p. 110). Lee (1999) reaches a similar conclusion in her study of tutorial discussions at one higher
education institution in Hong Kong. Based upon interviews with 22 Chinese undergraduate students
enrolled in a variety of disciplines, Lee (1999) reports that learners expect to participate equally with their
tutor in discussions and are aware of the need to give opinions and to respond to others. Lee (1999)
believes that these results cast “some light on the misperception in the literature that ‘Chinese students
do not participate in discussion’” (p. 263). Kennedy (2002) notes that Chinese learners might be
regarded as reflective rather than passive, with much interaction between teacher and student taking
place outside the classroom. However as these studies rely primarily on interviews, questionnaires and
surveys of previous research, there is potential for discrepancy between what students report about their
involvement in classroom discussion and what takes place within the classroom itself. To address this
concern, the study reported here undertook empirical research within language classrooms to better
understand how one group of Chinese learners participated in discussion activities. To investigate the
alleged reticence of Chinese learners in the classroom and how one group of students met the need for
oral participation in the classroom, the data collection and analysis was guided by the following research
question:
How can participation by Chinese second language learners in undergraduate
classroom discussion be promoted at EMI tertiary institutions?
What does a Literature Review do?
A literature review gives an overview of sources you have explored while researching your topic.
It provides a description, summary, and critical evaluation of these works in relation to the research
problem being investigated.
Engl 202: 3
Your literature review should show the reader why your original research project is necessary and how it will
add new knowledge about your research topic. It is common to conclude a literature review with the
questions that you plan to answer with your original research.
(adapted from Fink, 2014)
Format
For this paper, your Literature Review should be 3–4 paragraphs in length
(probably 1 and a half to 2 pages double-spaced pages)
Your literature review can follow the format in Trent’s (2009) study
PARAGRAPH #1
Summary sentence and Purpose of the entire literature review
Summary sentence for paragraph 1
A synthesis of 2 to 4 sources clearly linked to your first theme
Concluding/summary sentence for paragraph 1
PARAGRAPH #2
Transition from paragraph 1 and summary sentence for paragraph 2
A synthesis of 2 to 4 sources clearly linked to your second theme
Concluding/summary sentence for paragraph 2
PARAGRAPH #3
Transition from paragraph 3 and summary sentence for paragraph 3
A synthesis of 2 to 4 sources clearly linked to your third theme
Concluding/summary sentence for paragraph 3
Present your research problem or research question
A Few Tips
➢ Do not make a laundry list
o Be sure to keep your voice (use very few direct quotes)
o Any study that you cite should be accompanied by your own explanation (your own words)
and an explanation of why it is important for your research project
o Synthesize information (provide transitions between your descriptions of various studies)
*For further information, see: http://libguides.usc.edu/writingguide/literaturereview
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