Article Review. Annotated Example of an Article Review

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Article Review. Annotated Example of an Article Review"

Transcription

1 Article Review The purpose of an article review is to provide a summary and evaluation of a piece of writing. When a lecturer reads an article review written by a student, they want to see evidence that the student has not only understood the topic of the article, but is able to evaluate the article in relation to their own knowledge of the topic and other relevant knowledge in the field. The annotated example below provides useful guidance on how to organise information within your article review and how to select and use language strategies which help make your writing more evaluative. Annotated Example of an Article Review This is an authentic example of student writing. Therefore you should not view this as a model while it contains many attributes of a successful article review, it is not a perfect piece of writing. The comments on the right hand side draw your attention to both strengths and weaknesses in the review, but are not comprehensive and as such you should not assume that sections of the article review which do not have comments are without problems. Please not that the language in this article review is not without grammatical errors. Functional elements Article Review: Introduction Language Citation: tells the reader which article you are reviewing and provides referencing details Overview: summarises for the reader the main points and goals of the article (this is important your marker wants to see that you are able to identify these things) Overview of critical assessment: tells the reader about your overall assessment of Fabricius (2002), in her article Ongoing change in Modern RP: Evidence for the disappearing stigma of t glottalling, focuses on the replacement of the /t/ at the end of words/syllables with the glottal stop / / in Received Pronunciation (RP), a prestigious sociolect in Britain typically ascribed to the royal family and the BBC. This feature is traditionally associated with more localised varieties of British English (e.g. Scots, Cockney). The author aims to highlight the changing nature of both RP itself and also attitudes towards whether the inclusion of phonetic variations such as t glottalling can still entail acceptable RP. This article is significant given that studies of sociolects Reporting verb carefully selected to add more specific meaning (compare focuses on with discusses in this sentence) Verb group carefully selected to signpost the student s identification of the goals of the article Semi technical terminology shows familiarity with Page 1 of 1

2 the article (here the student evaluates the article in terms of significance and accessibility ) deemed to be of a higher status than others (predominantly as a result of speakers higher socioeconomic profile) are relatively rare. 1 However as a result of the highly technical nature of its analysis and somewhat abstract implications, the article would perhaps only be of interest to relevant experts well versed in sociolinguistic theory and statistical processes. important concepts within the discipline conjunction used to link the positive and negative aspects of the assessment Modal term used to reduce the strength of assessment of the article 1Your marker wants to see that you can relate the content of the article to other knowledge within the discipline in this case the student s negative evaluation is too general to demonstrate this type of understanding. Functional elements Article Review: Body Language Summary of an aspect: reader an aspect of the article (the methodological approach) Evaluation of this aspect: evaluates this aspect of the article (here the student evaluates the originality, rigour and credibility of the methodological approach) 2 After a detailed background review of both RP itself and the numerous studies of it, the author turns her attention to the main focus of the study: an original quantitative analysis of glottalling in RP. The data is taken from 24 interviews conducted amongst university students, all of whom were deemed of a similar, higher social class, categorised thus by the application of the Cambridge Scale to their parents occupations coupled with their educational background. As well as social class, the interviewees linguistic profile was evaluated by professional positive assessment of the rigour and originality of the approach Implicit positive evaluation of the credibility/rigour of the methodological approach is conveyed through mention of the Cambridge Scale/professional phoneticians 2 Note how the student has integrated summary and evaluation through the use of (sometimes implicitly) evaluative terms and phrases, such as detailed and evaluated by professional phoneticians to summarise this aspect of the article. Good critical writing often does this. Page 2 of 2

3 phoneticians who deemed those included to be RP speakers. Summary of an aspect: reader an aspect of the article (the findings of the study) Evaluation of this aspect: evaluates this aspect of the article (here the student evaluates the validity and significance of the findings ) Using a variety of statistical methods the author demonstrates a number of interesting findings. A frequency analysis shows that t glottalling occurs more readily in natural speech than in formal reading, revealing an element of style shifting in RP dependent on the situation perceived by the speaker. A regional cross tabulation shows how speakers from London and the South East of England are more prone to t glottalling, 3 confirming hypotheses on the diffusion of this feature from its historical epicentre (London) made by University College London professor of phonetics JC Wells and cited by the article s author. Additionally, an ANOVA ( analysis of variance ) test on participants reactions to two identical bodies of speech, differing in the level and varieties of t glottalling contained within each one, reveals that certain usages of t glottalling are more acceptably RP than others. 4 While these findings are certainly of interest, the author s somewhat overbearing attention to detail in outlining the minutiae of her study was exacting positive evaluation of the validity/credibility/si gnificance of the findings (for example compare shows to suggests in this context) Implicit positive evaluation of the validity of the findings is conveyed by mention of similar credible findings conjunction used to link the positive and negative aspects of the assessment Modal term used to reduce the strength of Page 3 of 3 3 Note how the student has related the findings in the original article to other findings in the field. This allows them to demonstrate knowledge of the field and its concerns and use this knowledge to support their evaluations. The more evidence you use to back up your evaluations the better. 4 When you are evaluating an aspect of an article you need to use terms of evaluation that are both specific to the discipline and its concerns and objective. The use of general and personally loaded terms such as overbearing attention to detail and point of distraction detracts from the validity of the student s evaluation.

4 almost to the point of distraction. For instance, the inclusion of the make and model number of her Dictaphone used to record and transcribe the interviews, an unnecessary detail extraneous to the interest of the reader. While an element of thoroughness in the review, methodological considerations and exposition of results is of course essential in any research, and particularly academic research, it must not go so far as to distract from the individual findings and their overall implications, as was certainly the case here. the negative evaluation the student s negative assessment of the degree of detail included in the article Page 4 of 4

5 Functional elements Article Review: Conclusion Language Summary of evaluation: reader the main points made in the Review stage in terms of your evaluation of each aspect In conclusion, Fabricius article provides a comprehensive review of past research into RP and presents interesting findings from the author s own thorough study of the changing nature of RP and attitudes towards this change with regards to the replacement of the /t/ sound at the ends of words/syllables with the / / glottal stop. However, the author s failure to explain findings in simple terms and provide real world examples renders this research inaccessible to lay audiences who are nevertheless stakeholders in the status of RP (e.g. media commentators, those in the dramatic arts). positive assessment of the rigour and significance of the study and negative assessment of the degree of detail and lack of focus conjunction used to link the positive and negative aspects of the assessment Overall assessment: tells the reader what your overall assessment of the article is (here positive assessment in terms of the rigour and significance and negative assessment in terms of accessibility) The relevance of this otherwise comprehensive and contemporary study is therefore 5 somewhat compromised by its relatively restricted accessibility. Modal term used to reduce the strength of the negative evaluation 5 The use of modal terms and tempering vocabulary is important as by reducing the strength of your claims and evaluations you leave less room for your reader to dispute your claims and evaluations. Page 5 of 5

Reading Listening and speaking Writing. Reading Listening and speaking Writing. Grammar in context: present Identifying the relevance of

Reading Listening and speaking Writing. Reading Listening and speaking Writing. Grammar in context: present Identifying the relevance of Acknowledgements Page 3 Introduction Page 8 Academic orientation Page 10 Setting study goals in academic English Focusing on academic study Reading and writing in academic English Attending lectures Studying

More information

BURSTED WOOD PRIMARY SCHOOL

BURSTED WOOD PRIMARY SCHOOL BURSTED WOOD PRIMARY SCHOOL Year 6 English Medium Term Plans Reading Word Objectives apply their growing knowledge of root words prefixes and suffixes (morphology and etymology), as listed under the spelling

More information

Teaching English Grammar in Bangladesh: Status of CLT Method. Antara Basak. Daffodil International University

Teaching English Grammar in Bangladesh: Status of CLT Method. Antara Basak. Daffodil International University 1 Running Head: Teaching English Grammar in Bangladesh Teaching English Grammar in Bangladesh: Status of CLT Method Antara Basak Daffodil International University 2 Abstract Bangladeshi students study

More information

ESOL 94S- Ford Section 3.1 & 3.2: Input Analysis

ESOL 94S- Ford Section 3.1 & 3.2: Input Analysis ESOL 94S- Ford Section 3.1 & 3.2: Input Analysis 3.1: Variation in Language The English language, a phrase heard very frequently, gives the impression that English is one uniform system of communication

More information

Persuasive analytical essay

Persuasive analytical essay Persuasive analytical essay The purpose of a persuasive analytical essay is to present and argue for a particular position on a topic/issue which is under debate. When a lecturer reads a persuasive analytical

More information

Cambridge English: Proficiency (CPE) Frequently Asked Questions (FAQs)

Cambridge English: Proficiency (CPE) Frequently Asked Questions (FAQs) Cambridge English: Proficiency (CPE) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: Proficiency exams? No. Examinations that are at CEFR Level B2 (independent user), or above

More information

The validity of the Linguistic Fingerprint in forensic investigation Rebecca Crankshaw (Linguistics)

The validity of the Linguistic Fingerprint in forensic investigation Rebecca Crankshaw (Linguistics) The validity of the Linguistic Fingerprint in forensic investigation Rebecca Crankshaw (Linguistics) Abstract This article is concerned with the definition and validity of a linguistic fingerprint, a relatively

More information

Subject principles for GCSE Welsh Language

Subject principles for GCSE Welsh Language Subject principles for GCSE Welsh Language October 2014 Information Information document no: 160/2014 Date of issue: October 2014 Replaces information document no: 151/2014 Subject principles for GCSE

More information

The Common European Framework and New Inside Out

The Common European Framework and New Inside Out The Common European Framework and New Inside Out The Common European Framework for language learning Introduction The Common European Framework (CEF) is a widely used standard created by the Council of

More information

GCE AS and A level subject criteria for English language

GCE AS and A level subject criteria for English language GCE AS and A level subject criteria for English language September 2006 QCA/06/2849 Contents 1. Introduction 3 2. Aims 3 3. Subject content 3 4. Key skills 5 5. Assessment objectives 5 6. Scheme of assessment

More information

English for Teaching 3 course and modules description

English for Teaching 3 course and modules description English for Teaching 3 course and modules description English for Teaching 3 is a comprehensive training course for in-service L2 teachers of English who need to further develop their English language

More information

Basic Spelling Rules: Learn the four basic spelling rules and techniques for studying hard-to-spell words. Practice spelling from dictation.

Basic Spelling Rules: Learn the four basic spelling rules and techniques for studying hard-to-spell words. Practice spelling from dictation. CLAD Grammar & Writing Workshops Adjective Clauses This workshop includes: review of the rules for choice of adjective pronouns oral practice sentence combining practice practice correcting errors in adjective

More information

Functional Skills Criteria for English

Functional Skills Criteria for English Entry 1, Entry 2, Entry 3, Level 1 and Level 2 September 2011 Ofqual/11/4950 Contents The criteria... 2 Introduction... 2 Speaking, listening and communication... 2 Reading... 3 Writing... 3 Skill standards

More information

The Harvard style. Reference with confidence. (2012 Edition)

The Harvard style. Reference with confidence. (2012 Edition) Reference with confidence: The Harvard style 1 Reference with confidence The Harvard style (2012 Edition) As used in: Archaeology Biochemistry (as well as Vancouver) Biology (as well as Vancouver) Economics

More information

Thai Language Self Assessment

Thai Language Self Assessment The following are can do statements in four skills: Listening, Speaking, Reading and Writing. Put a in front of each description that applies to your current Thai proficiency (.i.e. what you can do with

More information

The University of Adelaide Business School

The University of Adelaide Business School The University of Adelaide Business School MBA Projects Introduction There are TWO types of project which may be undertaken by an individual student OR a team of up to 5 students. This outline presents

More information

A GUIDE TO UNDERSTANDING TOEFL IBT SCORES

A GUIDE TO UNDERSTANDING TOEFL IBT SCORES A GUIDE TO UNDERSTANDING TOEFL IBT SCORES READING SKILLS HIGH (22 30) INTERMEDIATE (15 21) LOW (0 14) Test takers who receive a score at the HIGH level typically understand academic texts in English that

More information

Critical Practice: Graphics and Illustration (GRAP 2022) Critical reading and writing

Critical Practice: Graphics and Illustration (GRAP 2022) Critical reading and writing Critical Practice: Graphics and Illustration (GRAP 2022) Critical reading and writing Rita Frangiosa Language and Learning Adviser (EASS) Learning and Teaching Unit Aims of session Overview of assignment

More information

National Quali cations EXEMPLAR PAPER ONLY

National Quali cations EXEMPLAR PAPER ONLY H National Quali cations EXEMPLAR PAPER ONLY EP42/H/02 Mark Spanish Directed Writing FOR OFFICIAL USE Date Not applicable Duration 1 hour and 40 minutes *EP42H02* Fill in these boxes and read what is printed

More information

7 critical reading strategies and activities to do with students to encourage and develop critical reading ability

7 critical reading strategies and activities to do with students to encourage and develop critical reading ability 7 critical reading strategies and activities to do with students to encourage and develop critical reading ability This text has been adapted from and extends on a text written by Salisbury University

More information

Practicing Pronunciation for Higher Scores in Standardized English Tests (TOEFL/IELTS)

Practicing Pronunciation for Higher Scores in Standardized English Tests (TOEFL/IELTS) SAUNDZ Practicing Pronunciation for Higher Scores in Standardized English Tests (TOEFL/IELTS) A White Paper Saundz Research 11/5/2014 The paper discusses pronunciation assessment methods on standardized

More information

C. Why slip into 1 st person writing?

C. Why slip into 1 st person writing? Academic Writing in practice: writing in the 3 rd person ; 1 st person versus 3 rd person writing Contents: Introduction A. Understanding 1 st and 3 rd person forms of writing B. Why write in the 3 rd

More information

Listening and Reading Scores Descriptors and European CEFR levels

Listening and Reading Scores Descriptors and European CEFR levels Listening and Reading Scores Descriptors and European CEFR levels 11 2 3 Identify the TOTAL minimum score nearest the achieved score Convert the achieved score into the corresponding European CEFR level*

More information

BSBMKG408B Conduct market research

BSBMKG408B Conduct market research BSBMKG408B Conduct market research Revision Number: 1 BSBMKG408B Conduct market research Modification History Not applicable. Unit Descriptor Unit descriptor This unit describes the performance outcomes,

More information

Class contents and exam requirements Code ( 20421) English Language, First and Second language B2 business

Class contents and exam requirements Code ( 20421) English Language, First and Second language B2 business a.y. 2013 2014 Class contents and exam requirements Code 20365 20371 ( 20421) English Language, First and Second language B2 business Program Degree course Master of Science M, MM, AFC, CLAPI, CLEFIN FINANCE,

More information

Paraphrasing and Summarising

Paraphrasing and Summarising Paraphrasing This section will help you to get on top of paraphrasing by examining what, why and how to paraphrase. What is paraphrasing? Paraphrasing is not producing a direct copy of another persons

More information

9 The Difficulties Of Secondary Students In Written English

9 The Difficulties Of Secondary Students In Written English 9 The Difficulties Of Secondary Students In Written English Abdullah Mohammed Al-Abri Senior English Teacher, Dakhiliya Region 1 INTRODUCTION Writing is frequently accepted as being the last language skill

More information

ESL Reading & Writing SLO Assessments. A brief history and a look ahead...

ESL Reading & Writing SLO Assessments. A brief history and a look ahead... ESL Reading & Writing SLO Assessments A brief history and a look ahead... Background: 2008-2011 Highlights Discussion of consistency of standards for passing/failing students Development of rubrics for

More information

THE UNIFIED EXAMINATION (JUNIOR MIDDLE LEVEL) MALAYSIAN INDEPENDENT CHINESE SECONDARY SCHOOLS ENGLISH LANGUAGE SYLLABUS.

THE UNIFIED EXAMINATION (JUNIOR MIDDLE LEVEL) MALAYSIAN INDEPENDENT CHINESE SECONDARY SCHOOLS ENGLISH LANGUAGE SYLLABUS. (JY03) THE UNIFIED EXAMINATION (JUNIOR MIDDLE LEVEL) MALAYSIAN INDEPENDENT CHINESE SECONDARY SCHOOLS ENGLISH LANGUAGE SYLLABUS Ⅰ Test Description The UEC Junior level English Language examination is intended

More information

C EN TE R FOR WRITING AND SPEAK ING HAN D OU T S Complete List of Titles and Categories

C EN TE R FOR WRITING AND SPEAK ING HAN D OU T S Complete List of Titles and Categories C EN TE R FOR WRITING AND SPEAK ING HAN D OU T S Complete List of Titles and Categories Across the Curriculum Describing Art: Writing a Formal Analysis How to Introduce a Speaker Qualitative Presentations

More information

ISO 9001:2008 and ISO 9001:2015 Compared

ISO 9001:2008 and ISO 9001:2015 Compared NSF 703 and Compared AN NSI GUIDE FOR APPROVED COMPANIES Introduction: 1 Summary of the principal changes between and 1 Key changes approved companies do not need to make 2 NSI recommended changes 3 1:

More information

ACTFL Oral Proficiency Interview (OPI) Answers to Frequently Asked Questions

ACTFL Oral Proficiency Interview (OPI) Answers to Frequently Asked Questions ACTFL Oral Proficiency Interview (OPI) Answers to Frequently Asked Questions What is the ACTFL Oral Proficiency Interview? The ACTFL Oral Proficiency Interview (OPI) is a test that measures how well you

More information

Skills for Effective Business Communication: Efficiency, Collaboration, and Success

Skills for Effective Business Communication: Efficiency, Collaboration, and Success Skills for Effective Business Communication: Efficiency, Collaboration, and Success Michael Shorenstein Center for Communication Kennedy School of Government Harvard University September 30, 2014 I: Introduction

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com The fourth grade student: Reading uses text features to predict content and monitor comprehension (for example,

More information

COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3

COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3 COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: ENG101 English Composition I Students study a variety of short fiction for story structure and write

More information

English Portfolio: writing General assessment information

English Portfolio: writing General assessment information English Portfolio: writing General assessment information This pack contains general assessment information for centres preparing candidates for the Portfolio component of National 5 English Course assessment.

More information

Why are thesis proposals necessary? The Purpose of having thesis proposals is threefold. First, it is to ensure that you are prepared to undertake the

Why are thesis proposals necessary? The Purpose of having thesis proposals is threefold. First, it is to ensure that you are prepared to undertake the Guidelines for writing a successful MSc Thesis Proposal Prof. Dr. Afaf El-Ansary Biochemistry department King Saud University Why are thesis proposals necessary? The Purpose of having thesis proposals

More information

A Guide to Cambridge English: Preliminary

A Guide to Cambridge English: Preliminary Cambridge English: Preliminary, also known as the Preliminary English Test (PET), is part of a comprehensive range of exams developed by Cambridge English Language Assessment. Cambridge English exams have

More information

Cambridge Secondary 1 English as a Second Language Curriculum Framework

Cambridge Secondary 1 English as a Second Language Curriculum Framework Cambridge Secondary 1 English as a Second Language Curriculum Framework Contents Introduction Stage 7...2 Stage 8...6 Stage 9... 10 Welcome to the Cambridge Secondary 1 English as a Second Language curriculum

More information

Virginia English Standards of Learning Grade 8

Virginia English Standards of Learning Grade 8 A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation

More information

IoLET Level 2 Certificate in Languages for Business (QCF) Handbook for Candidates. Specification September 2014

IoLET Level 2 Certificate in Languages for Business (QCF) Handbook for Candidates. Specification September 2014 IoLET Level 2 Certificate in Languages for Business (QCF) Handbook for Candidates Specification September 2014 This specification supersedes any previous editions. Centres, candidates and teaching staff

More information

Information for candidates

Information for candidates Achieve your ambitions in international business Information for candidates Business English Certificates (BEC) www.cambridgeenglish.org/bec-vantage How to use this guide You can print this document if

More information

Grade 1- Third Trimester

Grade 1- Third Trimester Grade 1- Third Trimester English Language Arts- Reading Below Expectations Approaching Expectations Meeting Expectations Foundational Skills Demonstrates phonological awareness to blend and segment sounds

More information

Straightforward Advanced CEF Checklists

Straightforward Advanced CEF Checklists Straightforward Advanced CEF Checklists Choose from 0 5 for each statement to express how well you can carry out the following skills practised in Straightforward Advanced. 0 = I can t do this at all.

More information

Post FE Dyslexia Support: A comparison between Inclusion of dyslexia in Higher Education (HE) and the workplace

Post FE Dyslexia Support: A comparison between Inclusion of dyslexia in Higher Education (HE) and the workplace Post FE Dyslexia Support: A comparison between Inclusion of dyslexia in Higher Education (HE) and the workplace Presentation Outline Stimulus behind the investigation Aim and objectives of the investigation

More information

Rubric for Classroom Discussion Task Description: (Teacher may explain specific assignment in this space.)

Rubric for Classroom Discussion Task Description: (Teacher may explain specific assignment in this space.) Rubric for Classroom Discussion Task Description: (Teacher may explain specific assignment in this space.) Criteria weigh t Exemplary Effective Minimal Unsatisfactory Level of Engagement 50% Contributes

More information

stress, intonation and pauses and pronounce English sounds correctly. (b) To speak accurately to the listener(s) about one s thoughts and feelings,

stress, intonation and pauses and pronounce English sounds correctly. (b) To speak accurately to the listener(s) about one s thoughts and feelings, Section 9 Foreign Languages I. OVERALL OBJECTIVE To develop students basic communication abilities such as listening, speaking, reading and writing, deepening their understanding of language and culture

More information

Academic Standards for Reading, Writing, Speaking, and Listening

Academic Standards for Reading, Writing, Speaking, and Listening Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania

More information

ELS. Effective Learning Service. Report Writing. For appointments contact: els@qmu.ac.uk or elsinternational@qmu.ac.uk web: www.qmu.ac.

ELS. Effective Learning Service. Report Writing. For appointments contact: els@qmu.ac.uk or elsinternational@qmu.ac.uk web: www.qmu.ac. ELS Effective Learning Service Report Writing For appointments contact: els@qmu.ac.uk or elsinternational@qmu.ac.uk web: www.qmu.ac.uk/els PLEASE NOTE The type of report described in this leaflet is a

More information

Proofreading an Essay or Report

Proofreading an Essay or Report 5 In Chapter 1, the importance of proofreading in the final stages of writing was mentioned. Despite its importance, there is no one clear definition of proofreading. Some people treat proofreading as

More information

Progress Report Spring 20XX

Progress Report Spring 20XX Progress Report Spring 20XX Client: XX C.A.: 7 years Date of Birth: January 1, 19XX Address: Somewhere Phone 555-555-5555 Referral Source: UUUU Graduate Clinician: XX, B.A. Clinical Faculty: XX, M.S.,

More information

AN ANALYSIS TYPES OF SENTENCES USED BY THE STUDENTS ESSAY WRITING AT THE THIRD SEMESTER OF IAIN TULUNGAGUNG IN THE 2013/2014 ACADEMIC YEARS

AN ANALYSIS TYPES OF SENTENCES USED BY THE STUDENTS ESSAY WRITING AT THE THIRD SEMESTER OF IAIN TULUNGAGUNG IN THE 2013/2014 ACADEMIC YEARS AN ANALYSIS TYPES OF SENTENCES USED BY THE STUDENTS ESSAY WRITING AT THE THIRD SEMESTER OF IAIN TULUNGAGUNG IN THE 2013/2014 ACADEMIC YEARS Anis Ernawati IAIN Tulungagung, East Java Abstract : A sentence

More information

Be in the present tense Singular/plural forms of regular nouns Parts of speech

Be in the present tense Singular/plural forms of regular nouns Parts of speech Students at the ELI need to demonstrate in class that they have met the following objectives for each skill and level listed below. If students demonstrate to their teacher that they have learned these

More information

Communication Arts: 1.2 A. In group communication, Communication techniques

Communication Arts: 1.2 A. In group communication, Communication techniques Communication Arts: Grade Level: 9 Content Standards Communication Arts Content Standard 1 Speaking and Listening Students know and understand the role of the communication process and demonstrate effective

More information

Contemporary Linguistics: An Introduction, 5 th edition, Chapter 7: Semantic change, 1

Contemporary Linguistics: An Introduction, 5 th edition, Chapter 7: Semantic change, 1 Contemporary Linguistics: An Introduction, 5 th edition, Chapter 7: Semantic change, 1 Semantic change Although changes in word meaning take place continually in all languages, words rarely jump from one

More information

Standards and Accents. Australian English. Received Pronunciation. Standard Filipino English

Standards and Accents. Australian English. Received Pronunciation. Standard Filipino English Australian English Received Pronunciation Standard Filipino English - Julie-Ann Magtarayo - Jan-Michael Stiegelmeier - Christina Walters 1. Australian English Short Introduction General Features Varieties

More information

CRITICAL WRITING WORKSHOP

CRITICAL WRITING WORKSHOP CRITICAL WRITING WORKSHOP Purpose of a Critical Review The critical review is a writing task that asks you to summarise and evaluate a text. The critical review can be of a book, a chapter, or a journal

More information

Afterword. Reflecting on Interaction and English Grammar. Now that you have finished this look at how interaction affects English grammar,

Afterword. Reflecting on Interaction and English Grammar. Now that you have finished this look at how interaction affects English grammar, 330 Afterword Reflecting on Interaction and English Grammar Now that you have finished this look at how interaction affects English grammar, what are the new insights that you have about how English works?

More information

ELPS TELPAS. Proficiency Level Descriptors

ELPS TELPAS. Proficiency Level Descriptors ELPS TELPAS Proficiency Level Descriptors Permission to copy the ELPS TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining

More information

Speaking for IELTS. About Speaking for IELTS. Vocabulary. Grammar. Pronunciation. Exam technique. English for Exams.

Speaking for IELTS. About Speaking for IELTS. Vocabulary. Grammar. Pronunciation. Exam technique. English for Exams. About Collins series has been designed to be easy to use, whether by learners studying at home on their own or in a classroom with a teacher: Instructions are easy to follow Exercises are carefully arranged

More information

A discourse approach to teaching modal verbs of deduction. Michael Howard, London Metropolitan University. Background

A discourse approach to teaching modal verbs of deduction. Michael Howard, London Metropolitan University. Background A discourse approach to teaching modal verbs of deduction Michael Howard, London Metropolitan University Background Despite the current emphasis on Communicative Language Teaching, many recently published

More information

Vocabulary and Its Importance in Language Learning

Vocabulary and Its Importance in Language Learning 1 Vocabulary and Its Importance in Language Learning This book is about vocabulary teaching, but it is necessary first to establish what vocabulary means to focus on teaching it. This introductory chapter

More information

CELTA. Syllabus and Assessment Guidelines. Fourth Edition. Certificate in Teaching English to Speakers of Other Languages

CELTA. Syllabus and Assessment Guidelines. Fourth Edition. Certificate in Teaching English to Speakers of Other Languages CELTA Certificate in Teaching English to Speakers of Other Languages Syllabus and Assessment Guidelines Fourth Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is regulated

More information

English language. GCSE subject content and assessment objectives

English language. GCSE subject content and assessment objectives English language GCSE subject content and assessment objectives Contents Introduction 3 Subject content 4 Assessment objectives 6 2 Introduction GCSE subject criteria set out the knowledge, understanding,

More information

Elementary (A1) Group Course

Elementary (A1) Group Course COURSE DETAILS Elementary (A1) Group Course 45 hours Two 90-minute lessons per week Study Centre/homework 2 hours per week (recommended minimum) A1(Elementary) min 6 max 8 people Price per person 650,00

More information

CHAPTER 5: Implications

CHAPTER 5: Implications CHAPTER 5: Implications This chapter will provide a brief summary of the study, relate the findings to prior research, and suggest possible directions for future studies. Summary of the study The goal

More information

Section 2. Assessing students writing achievements. Section 2. What is assessment?

Section 2. Assessing students writing achievements. Section 2. What is assessment? Assessing students writing achievements What is assessment? Assessing is the process of collecting, analysing and recording information about student progress towards achievement of syllabus outcomes.

More information

Comparison of the Cambridge Exams main suite, IELTS and TOEFL

Comparison of the Cambridge Exams main suite, IELTS and TOEFL Comparison of the Cambridge Exams main suite, IELTS and TOEFL This guide is intended to help teachers and consultants advise students on which exam to take by making a side-by-side comparison. Before getting

More information

ASSESSMENT STRATEGIES SESSION 5 EFFECTIVE COMMUNICATION: TEACHING, LEARNING AND ASSESSMENT STRATEGIES

ASSESSMENT STRATEGIES SESSION 5 EFFECTIVE COMMUNICATION: TEACHING, LEARNING AND ASSESSMENT STRATEGIES ASSESSMENT STRATEGIES SESSION 5 EFFECTIVE COMMUNICATION: TEACHING, LEARNING AND ASSESSMENT STRATEGIES OVERVIEW Classroom assessment techniques (REVIEW) Formal assessment tasks Instructions Criteria (GOAL)

More information

TELL ME MORE Step by Step ACTIVITY GUIDE

TELL ME MORE Step by Step ACTIVITY GUIDE TELL ME MORE Step by Step ACTIVITY GUIDE The following are the main components for each activity in this guide: ACTIVITY TITLE Activity's title as it appears in TELL ME MORE. Activity type and explanation

More information

C. T. Bauer College of Business Example Rubrics

C. T. Bauer College of Business Example Rubrics Program: BBA Learning Goal: Communication Method: The Business Writing Examination (BWE). 4 The writing sample stands out as particularly effective or sophisticated with respect to the development and

More information

The Michigan State University - Certificate of English Language Proficiency (MSU- CELP)

The Michigan State University - Certificate of English Language Proficiency (MSU- CELP) The Michigan State University - Certificate of English Language Proficiency (MSU- CELP) The Certificate of English Language Proficiency Examination from Michigan State University is a four-section test

More information

Step 1: Review WIDA Writing Rubric criteria and corresponding Glossary of Terms.

Step 1: Review WIDA Writing Rubric criteria and corresponding Glossary of Terms. Formative Assessment for English Language Learners: In addition to formatively assessing mastery of content, ELL students should be formatively assessed for their language growth, as well. In order to

More information

Public places are full of opportunities to learn English. The English printed on shop windows can help you improve your English.

Public places are full of opportunities to learn English. The English printed on shop windows can help you improve your English. Activity 1 Check the box beside each statement that is true. See the Answer Key to check your answers. Public places are full of opportunities to learn English. A doctor will teach you English, if you

More information

A GUIDE TO LABORATORY REPORT WRITING ILLINOIS INSTITUTE OF TECHNOLOGY THE COLLEGE WRITING PROGRAM

A GUIDE TO LABORATORY REPORT WRITING ILLINOIS INSTITUTE OF TECHNOLOGY THE COLLEGE WRITING PROGRAM AT THE ILLINOIS INSTITUTE OF TECHNOLOGY THE COLLEGE WRITING PROGRAM www.iit.edu/~writer writer@charlie.cns.iit.edu FALL 1999 Table of Contents Table of Contents... 2 Introduction... 3 Need for Report Writing...

More information

A Quick Guide to Developing English Language Skills

A Quick Guide to Developing English Language Skills Good Practice Principles in Practice: Teaching Across Cultures A Quick Guide to Developing English Language Skills October 2013 Supported by English Language skills Good Practice Principles in Practice

More information

Online Pre-Employment Testing. ExamIn Assessment Library

Online Pre-Employment Testing. ExamIn Assessment Library Online Pre-Employment Testing ExamIn Assessment Library The Biddle Consulting Group, Inc. (BCG) ExamIn Assessment Library was developed by BCG s team of industry measurement experts and it designed to

More information

How to Write an Intelligence Product in the Bottom Line Up Front (BLUF) Format

How to Write an Intelligence Product in the Bottom Line Up Front (BLUF) Format How to Write an Intelligence Product in the Bottom Line Up Front (BLUF) Format This exercise will demonstrate how to write an intelligence product in the BLUF format, using an intelligence assessment produced

More information

Syllabus for Swedish Tuition for Immigrants

Syllabus for Swedish Tuition for Immigrants Syllabus for Swedish Tuition for Immigrants ENGELSKA Aim of the education Swedish Tuition for Immigrants is advanced language instruction aiming to give adult immigrants basic of the Swedish language.

More information

This Unit may also be delivered discretely as an introduction to the style and formats used in the communication of scientific information.

This Unit may also be delivered discretely as an introduction to the style and formats used in the communication of scientific information. Higher National Unit Specification General information for centres Unit title: Presentation Skills in Science Unit code: DG70 34 Unit purpose: This Unit is designed to develop transferable skills in the

More information

Guide to Prospectus Writing

Guide to Prospectus Writing Guide to Prospectus Writing Dean Wheeler 2009 This brief guide is provided to aid my graduate students in writing the M.S. or Ph.D. prospectus required by the BYU Chemical Engineering Department. It supplements

More information

Guide to Understanding Scores on the English Language Development Assessment (ELDA)

Guide to Understanding Scores on the English Language Development Assessment (ELDA) Guide to Understanding Scores on the English Language Development Assessment (ELDA) In the spring of 2007, your students took the English Language Development Assessment (ELDA). The enclosed score reports

More information

LATIN. The characteristics of the program include:

LATIN. The characteristics of the program include: LATIN This program is intended for beginning students of Latin at the senior high school level and consists of three sequential courses Latin 10, 20 and 30. The characteristics of the program include:

More information

DRAFT. Grade 8 English Language Arts Item Specifications

DRAFT. Grade 8 English Language Arts Item Specifications DRAFT Grade 8 English Language Arts Item Specifications The draft (FSA) Test Item Specifications (Specifications) are based upon the Florida Standards and the Florida Course Descriptions as provided in

More information

Common European Framework of Reference for Languages: learning, teaching, assessment. Table 1. Common Reference Levels: global scale

Common European Framework of Reference for Languages: learning, teaching, assessment. Table 1. Common Reference Levels: global scale Common European Framework of Reference for Languages: learning, teaching, assessment Table 1. Common Reference Levels: global scale C2 Can understand with ease virtually everything heard or read. Can summarise

More information

Cambridge International Examinations Cambridge International General Certificate of Secondary Education

Cambridge International Examinations Cambridge International General Certificate of Secondary Education Cambridge International Examinations Cambridge International General Certificate of Secondary Education FIRST LANGUAGE ENGLISH 0522/03 Paper 3 Directed Writing and Composition For Examination from 2015

More information

The University of Adelaide Business School

The University of Adelaide Business School The University of Adelaide Business School MBA Projects Introduction There are TWO types of project which may be undertaken by an individual student OR a team of up to 5 students. This outline presents

More information

Glossary of key terms and guide to methods of language analysis AS and A-level English Language (7701 and 7702)

Glossary of key terms and guide to methods of language analysis AS and A-level English Language (7701 and 7702) Glossary of key terms and guide to methods of language analysis AS and A-level English Language (7701 and 7702) Introduction This document offers guidance on content that students might typically explore

More information

History Speaking Listening Reading Writing Translation

History Speaking Listening Reading Writing Translation History Speaking Listening Reading Writing Translation The following descriptions of proficiency levels 0, 1, 2, 3, 4, and 5 characterize spoken-language use. Each higher level implies control of the previous

More information

ELPS-TELPAS. Proficiency Level Descriptors

ELPS-TELPAS. Proficiency Level Descriptors ELPS-TELPAS Proficiency Level Descriptors Permission to copy the ELPS-TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining

More information

Neil Murray University of South Australia April 2011

Neil Murray University of South Australia April 2011 Introduction When it comes to writing, academic disciplines particularly those within the humanities and social sciences have a good deal in common and, for the most part, they share very similar expectations

More information

FINAL YEAR PROJECT A HAND BOOK

FINAL YEAR PROJECT A HAND BOOK FINAL YEAR PROJECT A HAND BOOK The Importance of Final Year Projects The final year project is one of the most important aspects of engineering degree. To see why, let s look at a definition of engineering,

More information

Black and Minority Ethnic Groups and Alcohol

Black and Minority Ethnic Groups and Alcohol Summary of Findings Black and Minority Ethnic Groups and Alcohol A scoping and consultation study Betsy Thom 1, Charlie Lloyd 2, Rachel Hurcombe 1, Mariana Bayley 1, Katie Stone 1, Anthony Thickett 1 and

More information

Interpersonal skills in the Canadian cultural context. understand the nuances involved in getting others to respond positively to them.

Interpersonal skills in the Canadian cultural context. understand the nuances involved in getting others to respond positively to them. Interpersonal skills in the Canadian cultural context Teaching ESL presents a variety of challenges, not least of which is helping learners understand the nuances involved in getting others to respond

More information

Listening Speaking Reading Writing

Listening Speaking Reading Writing Advanced CB 21 A One level Assess descriptions and narrations of factual and technical materials. Discriminate for accurate information while taking notes of a complex discourse. Assess the essential message

More information

Curriculum 2014 Writing Programme of Study by Strand. Ros Wilson. Andrell Education Ltd Raising Standards in Education.

Curriculum 2014 Writing Programme of Study by Strand. Ros Wilson. Andrell Education Ltd Raising Standards in Education. Curriculum 2014 Writing Programme of Study by Strand Ros Wilson Tel: 01924 229380 @RosBigWriting = statutory = non-statutory Spelling Learn words containing each of the 40 + phonemes already taught / common

More information

EGPS (ENGLISH, GRAMMAR, PUNCTUATION AND SPELLING) Town Farm Primary School

EGPS (ENGLISH, GRAMMAR, PUNCTUATION AND SPELLING) Town Farm Primary School EGPS (ENGLISH, GRAMMAR, PUNCTUATION AND SPELLING) Town Farm Primary School AIMS OF THE SESSION To talk about the new EGPS curriculum and expectations and provide information on the topic. To look at the

More information

Level 4 Certificate in English for Business

Level 4 Certificate in English for Business Level 4 Certificate in English for Business LCCI International Qualifications Syllabus Effective from January 2006 For further information contact us: Tel. +44 (0) 8707 202909 Email. enquiries@ediplc.com

More information

Introduction to Dissertations. Learning Enhancement Team LET@mdx.ac.uk

Introduction to Dissertations. Learning Enhancement Team LET@mdx.ac.uk Introduction to Dissertations Learning Enhancement Team LET@mdx.ac.uk Variety is the Spice of Life! Different Schools.Different Rules Can you use I in an academic text? Should an essay have section headings?

More information