2010년 4월 25일 일요일
2010년 4월 18일 일요일
Daniel’s Response to Swales & Feak(Unit Two)
With regard to writing general-specific texts
Generally speaking, writing a serious paper is considered a process to follow certain steps required in the academic field. To my interest, I found through this article that writing general-specific texts is a fantastic way of presenting an idea, moving from broader concepts to narrower ones (Swales & Feak, 1994, p33). The reason why I acclaim this way of writing is that it is thought to be very effective for drawing and maintaining the attention of the audience at the same time. In fact, this way of writing a text is a little bit different from the routine procedure that most of us are familiar with that mostly consists of an introduction, a main body, and a conclusion separately. I do not know which one is more effective in terms of the effectiveness for carrying an intended message. But I think academic writers can use both approaches flexibly, depending on the context given. Another thing that strikes me is that there are many grammar rules to keep in mind for academic writings so that writers can show their knowledge of academic vocabulary and how to use it as well as the complexities in the field. Comparative, contrastive and extended definitions can also be taken very useful for academic writings. However, as to the questions such as whether I should begin with a definition or with a generalization to write an academic text and what difference my choice can make, I think I need more time to answer myself.
Generally speaking, writing a serious paper is considered a process to follow certain steps required in the academic field. To my interest, I found through this article that writing general-specific texts is a fantastic way of presenting an idea, moving from broader concepts to narrower ones (Swales & Feak, 1994, p33). The reason why I acclaim this way of writing is that it is thought to be very effective for drawing and maintaining the attention of the audience at the same time. In fact, this way of writing a text is a little bit different from the routine procedure that most of us are familiar with that mostly consists of an introduction, a main body, and a conclusion separately. I do not know which one is more effective in terms of the effectiveness for carrying an intended message. But I think academic writers can use both approaches flexibly, depending on the context given. Another thing that strikes me is that there are many grammar rules to keep in mind for academic writings so that writers can show their knowledge of academic vocabulary and how to use it as well as the complexities in the field. Comparative, contrastive and extended definitions can also be taken very useful for academic writings. However, as to the questions such as whether I should begin with a definition or with a generalization to write an academic text and what difference my choice can make, I think I need more time to answer myself.
2010년 4월 17일 토요일
Response to Anderson & Kanuka (2003)
Daniel’s Response to Anderson & Kanuka (2003)
The Literature review is a process of reporting published material based on existing conceptual frameworks, theories, and previous research related to the topic under investigation (Anderson, T. & Kanuka, H., 2003, p39). The literature review, even in the time of e-research era, is more carefully implemented for the sake of accessibility for other e-researchers. They contact the information given or other related information with the assurance that the information provided is reliable and authorized.
This article’s contribution is to make us think about a part of the theses writing: literature review. Even though literature review may sound a bit unfamiliar to non-thesis writers, it is an essential part in the process of writing MA thesis. Most of all, it shows why some of the literature is noteworthy and which literature has made important theoretical contributions to the field being studied (Anderson, T. & Kanuka, H., 2003, p39).
An excellent literature review includes the statements of the theory that guides the research and helps to frame the research question; the methodology used, including the development of technique and tools used for analyzing and interpreting the results; and the means by which the results are disseminated. (Anderson, T. & Kanuka, H., 2003, p40). There are five basic elements of information sources for literature review such as accessibility, timeliness, readability, relevance, and authority. (Anderson, T. & Kanuka, H., 2003, p40). Being able to evaluate and authenticate net-based information properly guarantees reliability and credibility of the information. Skills of critical thinking are required to present a quality literature review. Especially because no information is unbiased (Anderson, T. & Kanuka, H., 2003, p44), MA theses writers need to review literature from a critical perspective.
E-researcher use not only formal online sources but also informal online sources for their legitimate writing. Therefore, citing net-based resources in the literature review is an important skill to acquire for academic theses writers. Concerning plagiarism, academic theses writers also need have skills for direct quotations from the works of others to lend authenticity to the literature review and enhance the readability of the literature review. (Anderson, T. & Kanuka, H., 2003, p51).
In a nut shell, this chapter provides useful tips and suggestions for maximizing the effectiveness of the literature review process. The ability to integrate available information for relevant literature leads to improvements to the quality of the research paper. In order to put into practice what we obtained as useful knowledge from this article, though, a lot of consistent practice of presenting information, analyzed and based on the reliable sources, needs to be made.
The Literature review is a process of reporting published material based on existing conceptual frameworks, theories, and previous research related to the topic under investigation (Anderson, T. & Kanuka, H., 2003, p39). The literature review, even in the time of e-research era, is more carefully implemented for the sake of accessibility for other e-researchers. They contact the information given or other related information with the assurance that the information provided is reliable and authorized.
This article’s contribution is to make us think about a part of the theses writing: literature review. Even though literature review may sound a bit unfamiliar to non-thesis writers, it is an essential part in the process of writing MA thesis. Most of all, it shows why some of the literature is noteworthy and which literature has made important theoretical contributions to the field being studied (Anderson, T. & Kanuka, H., 2003, p39).
An excellent literature review includes the statements of the theory that guides the research and helps to frame the research question; the methodology used, including the development of technique and tools used for analyzing and interpreting the results; and the means by which the results are disseminated. (Anderson, T. & Kanuka, H., 2003, p40). There are five basic elements of information sources for literature review such as accessibility, timeliness, readability, relevance, and authority. (Anderson, T. & Kanuka, H., 2003, p40). Being able to evaluate and authenticate net-based information properly guarantees reliability and credibility of the information. Skills of critical thinking are required to present a quality literature review. Especially because no information is unbiased (Anderson, T. & Kanuka, H., 2003, p44), MA theses writers need to review literature from a critical perspective.
E-researcher use not only formal online sources but also informal online sources for their legitimate writing. Therefore, citing net-based resources in the literature review is an important skill to acquire for academic theses writers. Concerning plagiarism, academic theses writers also need have skills for direct quotations from the works of others to lend authenticity to the literature review and enhance the readability of the literature review. (Anderson, T. & Kanuka, H., 2003, p51).
In a nut shell, this chapter provides useful tips and suggestions for maximizing the effectiveness of the literature review process. The ability to integrate available information for relevant literature leads to improvements to the quality of the research paper. In order to put into practice what we obtained as useful knowledge from this article, though, a lot of consistent practice of presenting information, analyzed and based on the reliable sources, needs to be made.
2010년 4월 16일 금요일
Daniel’s Response to Swales & Feak (Unit Four)
Daniel’s Response to Swales & Feak (Unit Four)
Throughout Swale’s article, the importance of being able to read and interpret data as critically and objectively as possible has been emphasized. To be able to show the art for a good writing, candidates for MA theses or doctoral dissertation are expected to learn to be “confidentially uncertain” (Swales & Feak, 1994, p86) whatever they write. Considering the likely inconvenience of the audiences in the academic fields when they are exposed to academic writings written in an inappropriate way, keeping the commentary rules for data can never be too emphasized.
With regard to a way of offering a good data documentary, Swales & Feak article suggests that a good data documentary should use present tense consistently to make it a formal written text, with some exceptional cases for other tenses (Swales & Feak, 1994, p80). And when using voices, the more natural combination of both passive and active voices should be able to be used. (Swales & Feak, 1994, p80)
Concerning vital elements for the data commentary, location elements or summary statements are to be mentioned fist of all. Writers’ ability to use verbs appropriately in both indicative and informative summaries needs to be enhanced. The second part to consider is highlighting of statements. Here is the place where theses writers can show off their good judgment and intelligence in relation to the topic. To be accepted as a professional writer, they should be able to draw out regularities and appropriate claims based on the evidence, if possible, rather than just their own idea. (Swales & Feak, 1994, p95) Apart from that, they also need to be critical and confidently uncertain so that they can maintain distance, express probability, use generalization. Lastly, discussions of implications, problems, exceptions can also be added.
Although the actions to take to be a good MA thesis writer are not likely to be easy, strenuous efforts to maintain a right strength of claim for the data (Swales & Feak, 1994, p77) should be made, not only for the theses writer who are to present himself or herself as a professional in the academic field but also for the audiences who are expected to read it with critical point of view. And at the same time, objective and critical viewpoints from the thesis writer’s side are also required to make his or her claim for the data more persuasive and acceptable, thoroughly based on relevant and legitimate evidence or rationale.
Throughout Swale’s article, the importance of being able to read and interpret data as critically and objectively as possible has been emphasized. To be able to show the art for a good writing, candidates for MA theses or doctoral dissertation are expected to learn to be “confidentially uncertain” (Swales & Feak, 1994, p86) whatever they write. Considering the likely inconvenience of the audiences in the academic fields when they are exposed to academic writings written in an inappropriate way, keeping the commentary rules for data can never be too emphasized.
With regard to a way of offering a good data documentary, Swales & Feak article suggests that a good data documentary should use present tense consistently to make it a formal written text, with some exceptional cases for other tenses (Swales & Feak, 1994, p80). And when using voices, the more natural combination of both passive and active voices should be able to be used. (Swales & Feak, 1994, p80)
Concerning vital elements for the data commentary, location elements or summary statements are to be mentioned fist of all. Writers’ ability to use verbs appropriately in both indicative and informative summaries needs to be enhanced. The second part to consider is highlighting of statements. Here is the place where theses writers can show off their good judgment and intelligence in relation to the topic. To be accepted as a professional writer, they should be able to draw out regularities and appropriate claims based on the evidence, if possible, rather than just their own idea. (Swales & Feak, 1994, p95) Apart from that, they also need to be critical and confidently uncertain so that they can maintain distance, express probability, use generalization. Lastly, discussions of implications, problems, exceptions can also be added.
Although the actions to take to be a good MA thesis writer are not likely to be easy, strenuous efforts to maintain a right strength of claim for the data (Swales & Feak, 1994, p77) should be made, not only for the theses writer who are to present himself or herself as a professional in the academic field but also for the audiences who are expected to read it with critical point of view. And at the same time, objective and critical viewpoints from the thesis writer’s side are also required to make his or her claim for the data more persuasive and acceptable, thoroughly based on relevant and legitimate evidence or rationale.
2010년 3월 28일 일요일
Title for my thesis
Title: Perspectives on Obstacles to SLA among High School Graduates in South Korea
Subtopics(five)
1. The position of English in schools in Korea
(The Attitudes of Students towards Non-native English teachers)
2. Obstacles to Linguistic Competence: What makes it really difficult?
3. Glocalization of English
4. Analyzing exam discourse in Korea: the relationship between KSAT and SLA in Korea
5. English as a Lingua Franca(or EIL) in South Korea
Subtopics(five)
1. The position of English in schools in Korea
(The Attitudes of Students towards Non-native English teachers)
2. Obstacles to Linguistic Competence: What makes it really difficult?
3. Glocalization of English
4. Analyzing exam discourse in Korea: the relationship between KSAT and SLA in Korea
5. English as a Lingua Franca(or EIL) in South Korea
2010년 3월 21일 일요일
An interesting topics in English teaching for your TESOL-MALL study
Perspectives on Obstacles to SLA among High School Graduates in South Korea
: Why is it still difficult for Korean students to acquire English as a Second Language?
In this globalized world it seems quite possible for high school graduates to acquire English as second language after graduation from high schools in Korea considering such huge amount of time and efforts both from them and from their parents. But in reality it looks like there is such a long way to go until Korean students have the command of English. Most of them find it difficult to use English for daily uses. It is not because they do not study hard enough or because their teachers do not teach them with passion and dedication.
In this article, first of all, we are going to look inside the position of English both in Korea and in the world, in the past and now. Second, we will discuss the reasons why we are left behind in terms of the ability to communicate with others in English compared with other English speaking countries where they use English as a second language or foreign language. In particular, we will look into the matter of the exam structure, especially CSAT, which has a great influence on other secondary mid-term and final exams. Finally, I am going to suggest some ideas with which we can open up a new era of English education in Korea for the generations to come, which means the radical and immediate change in the current exam format. Without the change, I insist that there would not be much progress in terms of so-called communicative competence of high school graduates in Korea.
: Why is it still difficult for Korean students to acquire English as a Second Language?
In this globalized world it seems quite possible for high school graduates to acquire English as second language after graduation from high schools in Korea considering such huge amount of time and efforts both from them and from their parents. But in reality it looks like there is such a long way to go until Korean students have the command of English. Most of them find it difficult to use English for daily uses. It is not because they do not study hard enough or because their teachers do not teach them with passion and dedication.
In this article, first of all, we are going to look inside the position of English both in Korea and in the world, in the past and now. Second, we will discuss the reasons why we are left behind in terms of the ability to communicate with others in English compared with other English speaking countries where they use English as a second language or foreign language. In particular, we will look into the matter of the exam structure, especially CSAT, which has a great influence on other secondary mid-term and final exams. Finally, I am going to suggest some ideas with which we can open up a new era of English education in Korea for the generations to come, which means the radical and immediate change in the current exam format. Without the change, I insist that there would not be much progress in terms of so-called communicative competence of high school graduates in Korea.
Response to the Swales Reading
Before reading the Swales reading, I have not much thought about such details necessary for academic writing. In other words, I thought keeping grammar rules while maintaining the basic format of an introduction, a main body and a conclusion would be enough to form a good writing. I did not consider it as an approach to academic writing to include such elements as audience, purpose, organization, style, flow, and presentation. (p.7)
However, while reading the article, I began to realize how important those elements are. Especially, among the considerations, my understanding of audience reminds me of the fact that when I write I should know whom I am writing an article for and that depending on the target group the way I write should be shifted. Secondly, the purpose of academic writing is not to show how deeply my emotion or passion is involved but to display familiarity, expertise and intelligence. (p.8)Thirdly, the article insists that we should be able to organize information following problem-solving process. The four steps of the process are expected to make the presentation more persuasive. (p.12) Fourth, the importance of style was also stressed because academic writing is a formal presentation. For example, as attending a funeral service or a wedding ceremony without wearing a formal suit is considered inappropriate, informal presentation with common phrasal or prepositional verbs, for example, is naturally considered nonacademic.(p.15) Finally, in terms of flow and presentation I agree that it is important to maintain a natural flow throughout the whole writing process and to avoid simple mistakes such as incorrect homophone, basic grammar errors, and misspelled words since they make the presentation less acceptable to the audience. (p.29)
In short, the overall description of an appropriate academic writing is considered very useful, informative and practical. With the understanding of the explanation, I think I should be more careful when I write in order to make the writing more academic and knowledge-based.
However, while reading the article, I began to realize how important those elements are. Especially, among the considerations, my understanding of audience reminds me of the fact that when I write I should know whom I am writing an article for and that depending on the target group the way I write should be shifted. Secondly, the purpose of academic writing is not to show how deeply my emotion or passion is involved but to display familiarity, expertise and intelligence. (p.8)Thirdly, the article insists that we should be able to organize information following problem-solving process. The four steps of the process are expected to make the presentation more persuasive. (p.12) Fourth, the importance of style was also stressed because academic writing is a formal presentation. For example, as attending a funeral service or a wedding ceremony without wearing a formal suit is considered inappropriate, informal presentation with common phrasal or prepositional verbs, for example, is naturally considered nonacademic.(p.15) Finally, in terms of flow and presentation I agree that it is important to maintain a natural flow throughout the whole writing process and to avoid simple mistakes such as incorrect homophone, basic grammar errors, and misspelled words since they make the presentation less acceptable to the audience. (p.29)
In short, the overall description of an appropriate academic writing is considered very useful, informative and practical. With the understanding of the explanation, I think I should be more careful when I write in order to make the writing more academic and knowledge-based.
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