1. CLASS 4 LAURA CONNOR Academic Writing Mustresearch.weebly.com

2. OBJECTIVES SWBAT create expanded sentences SWBAT analyze research articles SWBAT organize their literature sources

3. As a result/however Consequently/therefore Laura Connor, English Language Fellow 2013 WARM UP: Use the following words in a sentence

4. REVIEW: EXPANDED SENTENCE YOUR TURN! : WHO? DID WHAT? WHEN? WHERE? WHY? HOW? COMPLEX ENTENCE:

5. REVIEW: EXPANDED SENTENCE YOUR TURN! : WHO? DID WHAT? WHEN? WHERE? WHY? HOW? COMPLEX ENTENCE:

6. How to Choose a Research Article What do you need to support your research? 1. Create a list of topics that will help you defend your opinion or create the necessary background knowledge for your research paper. 2. Search for those topics in search engines: ERIC / JSTOR / Google Scholar You may also find a site that has article specific to your field (ex: Cambridge & TESOL have many English journal articles) 3. Decide if that piece of literature is worth reading/will help to truly support your thesis. - Look at abstract/introduction/resource list 4. Add to your Literature Review Chart

7. Example: My Research Topic: EFL in Colleges Abroad: Best Practices Th.St.: College level English language learners will receive better English instruction when lessons become more rigorous by using higher level texts and activities and by challenging students to use ‘real world’ language, rather than rote learning. Topics I will Research:  Special Note: EFL is also known as ESL/ELL/TESOL/TOEFL, so when I search, I need to substitute words if nothing relevant is coming up  EFL in developing countries

8. I SEARCH “EFL”… But Why is this NOT Relevant?

9. Is this Article Relevant? Why or Why not?

10. Important Details

11. Writing Mini Lesson: Supporting Details What is the thesis? What are the most relevant details that support that thesis? How can those details support your thesis?

13. T.S. (Topic Sentence):

15. AUTHORSOURCE TITLE GENR E Where & When Published Summary & Additional Details McKay, Sandra Lee Example: Teaching English as an International Language: An introduction to the role of English as an international language and its implications for language teaching. Book London, Britain: March 2002  Describes the spread of English worldwide and its practical and educational consequences  Discusses the problem of how we define standards when the notion of a single 'standard' form of English is no longer valid  Explores the critical role of culture in language teaching  Looks at the implications of English as an international language for current teaching methods  Suitable for trainee and practising teachers and other ELT professionals, especially curriculum and materials developers. Curry, Mary Jane Critical Thinking: Origins, Applications, and Limitations for Postsecondary Students of English as a Second Language ArticleMontreal, Canada: April 1999 This paper explores the similarities, overlaps, and differences in the multiple meanings of critical thinking, looking at the origins of the field, its uses in the educational enterprise, its limitations, including cultural and feminist critiques, and issues that arise in including critical thinking in curricula for postsecondary ESL students

16. Independent Work: 1.Complete your thesis statement 2.Email me your Introduction 3.Find Research Articles 4.Fill in Literature Review Organizer 5.Begin your reference list

17. HOMEWORK Writing skills packet: expanded sentences/using conjunctions SW complete Literature Review Organizer with information for 4 resources to be discussed in their literature review. (2 from previous week, 2 new resources)

18. Extra Practice: Clause Punctuation Clause punctuation practice