Marco gallegos/academic writing notes

Brainstorming literature review
Students have problems interacting with grammar for sentences. interactive activities necessary to learn grammar Why students need to have interaction? why not?

Problem Statement
Teachers using interactive activities to teach grammar (sentences)

Purpose Statement
To develop a study that shows what kind of activities are more interactive for students to learn grammar (Sentences).

Research Questions
1.How do students interact grammar activities using internet?

2.How can internet helps a student to develop his grammar?

3.How does the teacher´s perspective influence the use of internet to learn grammar?

Annotated Bibliography
Fearn, L. & Farnan, N. (2007). When is a verb? Using functional grammar to teach writing. Journal of Basic Writing. Vol. 26, No. 1.

Leif Fearn and Nancy Farnan are professors of teacher education at San Diego State University, where they teach in M.A. and Ph.D. programs. The audience would be teachers that are interested in grammar for writing purposes. This work adds value to my bibliography because it mentions issues that are presented when teaching grammar specifically in writing as well as grammar instructions that are helpful for my project.

Piriyasilpa, Y. (2009). Periodicity and Its Use in Language Teaching. TESL-EJ. Volume 12, Number 4.

Yupaporn Piriyasilpa teaches English at Rajamangala University of Technology Isan, Khon Kaen Campus, Thailand. She completed her PhD in Linguistics at Macquarie University, Sydney, Australia. The article is directed to teachers because it mentions how the students need to be trained to take perspectives in their writing skill. This work adds value to my bibliography because my research is about the interaction that the teacher creates to teach grammar in a classroom and the article mentions about different techniques to apply in order to teach students how to write better.

Huang, J. (2010). Grammar Instruction for Adult English Language Learners: A Task-Based Learning Framework. Journal of Adult Education. Vol. 39.

Jiuhan Huang is an assistant professor of the TESOL Program in the School of Education. Assistant Professor, Regent University. The article is directed to teachers giving a historical perspective of the grammar instruction. This article adds value to my bibliography because of its historical perspective of the grammar instruction and also because its focused in grammar instruction for adults involving responses to ten principles.

Ellis, R. (1985). Understanding second language acquisition. Oxford, New York. Oxford university press.

Rod Ellis is a Professor in the Department of Applied language studies and Linguistics at University of Auckland, New Zealand. In addition Professor Ellis is a TESOL Professor and Chair of the Graduate School of Education at Anaheim University in Anaheim, California where he teaches various online courses in the Master of Arts in TESOL. The reading is directed to teachers and students of Second Language Acquisition where he manages different key issues in second language acquisition. This passage from his book adds value to my bibliography because it explains various points of the role of the input which means the role of the teacher and the learner processes helping me in my research.

Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford, New York. Oxford University Press.

Diane Larsen-Freeman is professor of education, professor of linguistics, and research scientist at the English language institute. The audience would be teachers and students of teaching techniques because the book manages different teaching techniques that a teacher can implement in a classroom. The reading adds value to my bibliography because it talks about the grammar translation method and it answers different questions about the role of the teacher and the role of students using this method.

Carter, R. & Nunan, D. (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge, UK. Cambridge university press.

Ronald Carter & David Nunan has published books on language teaching curriculum development, discourse analysis, second language teacher education, language teaching methodology, and research methods in applied linguistics. The reading is directed to teachers and students of Second Language Teaching because it talks about grammar and its multiple meanings by analyzing the use of grammar. The reading from the book adds value to my bibliography because it talks about how to help L2 learners to acquire grammar and the issues that it involves.

Celce-Murcia, M. (2001). Teaching English as a second or foreign language. Boston, MA. Heinle & Heinle.

Marianne Celce-Murcia has published widely in the areas of language teaching methodology, the teaching of pronunciation, and pedagogical grammar. The reading is directed to teachers and students of Second language acquisition. This reading adds value to my bibliography because it explains the grammar framework and discloses the grammar by form, meaning and use, this helps my research about the interactive activities in grammar.

Azar, B. (2006, March).In understanding and using grammar: interactive. Retrieved November 2, 2010, from http://tesl-ej.org/ej36/m0.pdf.

Betty Azar is a teacher and the author of several English grammar workbooks that are a staple in the ESL teaching industry. The reading is directed to users of his CD-ROM program called understanding and using grammar and also to teachers interested in the explanation of reasons that the CD-ROM is designed that way: interactive. The reading adds value to my bibliography because it explains how teaching grammar should be instead of teaching as “rules” teach grammar as how English works.

Seung Hee, N. (2005). Teaching English grammar in a communicative approach. Retieved November 2, 2010 from http://www.docstoc.com/docs/20149823/Teaching-English-Grammar-in-a-Communicative-Approach.

Seung Hee, Nho, Saint Michael´s college, Vermont, USA. The reading is directed to teachers because it explains the grammar communicative approach and how it is used. This page adds value to my bibliography because it explains how the communicative input is extremely limited and how the students do not have the real world communicative input. This helps to my research of interactive grammar activities used by a teacher in the classroom.

Gil Silvers, S. (2005). Materials design for teaching English at the Junior High Level. Retieved November 2, 2010 from http://rle.ucpel.tche.br/php/edicoes/v8n1/silvers.pdf

APA
for the annotated bibliography:

References according to APA

Then we write a small paragraph


 * 1) Evaluate the background of the person
 * 2) Who is the audience?
 * 3) Compare and contrast this work with another author.
 * 4) Explain how this work help you to prove your point.

Literature Review
Write the title of your literature review:

Interactive Activitiesd for grammar (Sentences)

2What is the purpose? (Why is important?) The purpose is to analyze the different difficulties in grammar when someone is writing sentences for basic level.

3Problem (What is the problem?) Students can't find interactive activities to learn grammar in books

4Research question:
 * 1) How do students interact grammar activities using internet?
 * 2) How can internet helps a student to develop his grammar?
 * 3) How does the teacher´s perspective influence the use of internet to learn grammar?

6Literature review (Answer your research questions)

Sections of an Academic Paper
Title page (university, title of the paper, author´s name, date)Running head also.

After the title page the Abstract goes next. (120 words at least)(the abstract is not indented)

All the text is left justified.

All lines are double space.

Abstract tells you the whole article, the reader can know more about the reading. Page 3 Table of contents.

New page: Literature review. The heading is the title of your paper.

Every paragraph is indented. (when start working with word you can change the rulers, change to inches instead of cm, and put it in 0.5 inch).

The next section is Method.

The next sections is the Results or Findings section.

After the results Conclusion is next, is not longer than one page, no more thatn 250 words. Finally, in a new page, it goes the References.

Headings in general in bold.

CONTENTS OF A RESEARCH PAPER
Title page

Abstract

Literature review (background information)

Method (participants’ description, instruments

Results section

Discussion section (analysis)

Conclusion

References

Appendix

Sometimes the results and the discussion section can go together. Do not use the word Bibliography instead of References

Citation And Reference
If we used a quotation from web page we have to do it in the following way:

Ericksen (1978) mentions "Effective learning in the classroom depends on the teacher's ability ... to maintain the interest that brought students to the course in the first place" (as cited in Davies, 1999).

And the reference we have to write it in the next way:

References:

Davies, B. (1999). Movitating Students (italicize). Retrieved on September 7, 2010 from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/motiv.htm

Journal Reference Last name, firs inicial. year of the article. title of the article non italicize First word capitalice. Name of the journal italicize volume, section. page numbers and the DOI.

Books References Last name, First inicial (year of the article). Title of the book italicize. Publish country: Publisher. Book references: Give the title, edition, city of publication, and publisher.

where ther is not date we put (n.d) If we have not author we start with the name of the article

Feedback
Mark, you were asked to add to your notes page last week. Contact me if you have questions. --Benjamin Stewart 02:21, 12 October 2010 (UTC)