WRITING RESEARCH PAPERS 2 Presenting Your Research This unit discusses research presentations. ‘The students are introduced to the idea that it is common to present research. Students discuss preparing short presentations and using notes during presentations. They also prepare to be ideal audience members when others are presenting. They prepare for and deliver an oral presentation about their research. Students also put the finishing touches to their papers by learning how to format an APA-style title page and developing an APA-style Works Cited page. Finally, students submit their final research papers. Ask students to think about the title of the unit. Start a discussion about whether they like or dislike presenting and share reasons for their answers. Explain that presenting academic papers is a common practice in academic settings. 1 Have students work in small groups to discuss the questions and the picture. Remind students there are no right or wrong answers and encourage them to be open and honest Circulate to offer input as needed. Call on volunteers to summarize their discussion. Preparing a short presentation Tell students that presenting may make some people nervous, but they should be proud of their research and want to share it. Presenting proves that they did good research and know a lot about their topic. Presentations only cover the main points of the research and a good presenter outlines those in advance. Ask students to follow along as you read the information and sample. Answer any questions before students begin the exercise. Extension activity Show a short presentation from an online presentation site such as TED talks (www.ted.com). Ask students to take notes on the main points. Thon have students write a short evaluation about the presentation and the presenter. Ask them to comment on what they liked and disliked about the presenters material and style. If you use a rubric to evaluate presentations in class, consider having students rate the speakers using the same rubric. Then have students compare their evaluations or present them to the class. 2. Ask students to refer to their outlines while they work with a partner on Exercise 2. Have thom work together to select the main ideas that they feel aro relevant for the presentation. Remind them that it is very important to consider their poer’s feedback because they know what will be interesting to someone who didn’t do the research. Listening to peers helps avoid a very bored audience. Have students develop a list of points they want to present. Circulate to help out as needed. Answers Answers will vary. Using notes in a presentation Survey students to see who uses notes and what methods they use (paper, notecards, etc.). Have students follow along as you read the information about using notes. Draw attention to the box and remind students to be prepared if they intend to use visual aids. 3. Have students work alone to complete their checklist. When everyone is finished, have them form groups to compare answers. Remind students there is no one right answer. Encourage them to talk about presentations where they've seen these behaviors end what thoy liked or disliked about each of them Answers Answers will vary PRESENTING YOUR RESEARCH 149WRITING RESEARCH PAPERS, Audience participation Explain that being an audience member is just as important as being a presenter. Ask students how they know when someone is not listening, Elicit answers such as checking their phone, doodling on paper, looking down, sleeping, or staring straight ahead. Ask students what they can do to be a good active listener. Elicit answers such es pay attention, make eye contact, nod head, take notes, smile, use facial expressions, or ask questions. Have students follow elong as you read the information in the book 4. Have students work in pairs to check what they feel are appropriate questions and comments after a presentation. Remind them that some of their answers may vary. Encourage them to discuss why some were not appropriate and have them rewrite those to present to the class. Circulate to help as needed. Allow class time for students to summarize their discussion and to read their revised questions Answers Answers will vary. If you haven't already, announce dates for oral presentations in class. Preparing the final draft Announce that it is time to prepare the final version of the research papers. Students can still make any final changes and edit for grammar and other finer issues, but they also need to concentrate on two issues: adding a title page and developing a references page. Title page Tell students thet a title page is usually clean and inviting. It should make readers want to open the paper. Let them know there is an APA style for title pages. Draw their attention to the sample title page in the book. Ask if there are any questions and let students know a title page is a required part of their final research paper. 150 PRESENTING YOUR RESEARCH References Remind students this important section is necessary in part to avoid plagiarism. Any source they referenced should be included. Lot students know that this is tedious but necessary. Have them follow along as you read the information in the book. 5 Tell students that they should follow APA style to create their references. Have them work in pairs to identify the major aspects of each source. Go over the answers with the whole class. Answers Arighi: A, G, D, N, M Bourdieu: A, A,G,D,C,N,M Caruso: A, A, A,G,E,D,J,L Fairclough: A, G,E, B, D, L, N,M Hedges: A, H, B,D, 1,0 Extension activity Have students write a bibliographic entry for the textbook and one other source they have with them. 6 Have students work alone to read the source types and sample bibliographic entry for each type. Give them time to look at each of their sources and decide what type of source it is and prepare a bibliographic entry for it. Allow them to consult with classmates or with you if they have questions Answers Answer s will vary. ! |Put it together Explain that students now need to prepare their final papers for submission and a final grade. Consider having students hold a workshop period at the end of class to get started before completing the other steps at home. Let them know when their final drafts are due. a Have students think of a good title that is indicative of the content and interesting to the reader. Remind them that a title page is required. b Have students insert a running head at the top of each page and to number the pages. Remind them that the abstract should immediately follow the title page. Have them add the body and the reference page. ¢ Encourage them to conduct a thorough final check using the bulleted list of points in the book. Tell them this is their last chance to make any changes d Ask them to carefully check the references they wrote in class and type a formal References page for their paper. Remind them that every source they used should be listed and not just those that have in-text citations. Tell them the style requires the sources to be listed in alphabetical order. € After collecting papers, ask students to work in small groups to discuss the questions, Encourage them to be detailed so they can learn how to make the writing experience a positive one every time they write. Allow time for groups to summarize their discussions with the whole class Congratulate the students on a job well done! WRITING RESEARCH PAPERS PRESENTING YOUR RESEARCH 151Writing survey . Answer the questions. a. What types of writing do you do in your native language at least once a month? Add to the list. letters Olists Oemail O blog { Ocompositions 0 O.. 0 b. Whet type of writing is the most enjoyable? What type is the least enjoyable? Why? c. How often do you write in English? Whet do you write in English? 4. Will you write in English in the future? What kinds of things will you write? e. When you write: yes no Do you write with pencil and paper? aoa Do you use a computer? aoa Do you use a dictionary? aoa i Do you make notes before you write? oa { Do you write your paper in your native language first? = 0 Do you write your paper more than once? og £. How easy are these things when you write in English? Circlo the most appropriate number (1 = very easy, 2 = somewhat easy, 3 = somewhat challenging, 4 = very challenging) | grammar 102 3 4 expressing myself 192 3 4 i vocabulary / finding the right word eee getting ideas 102 3 4 | writing something interesting 102 3 4 8 What do you hope to learn from this class? 2, Share your answers with a partner or small group. > } Oy 152 WRITING SURVEY ' %y © Macmillan Publishors Limited, 2011. This page may be photocopied and used within the class.Macmillan Education 4 Crinan Street London Ni XW A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN 978-0-290-41544-7 Text © Dorothy E. Zemach, Lisa A. Ghulldu, Carlos Islam, Robyn Brinks Lockwood 2011 Design and illustration © Macmillan Publishers Limited 2011 First published 2011 First edition published: Sentence Writing (Writing Sentences) 2000 Paragraph Writing (Writing Paragraphs) 2005 College Writing (Writing Essays) 2003 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers, Note to Teachers Photocopies may be made, for classroom use, of pages 45-46, 111 and 152 without the prior varitten permission of Macmillan Publishers Limited. However, please note that the copyright law, which does not normally permit multiple copying of published material, applies to the rest of this book. Designed by xen Cover design by xen Authors’ acknowledgements Dorothy . Zomach thanks students in the Academic English for International Students writing course at the University of Oregon, who tried out many of the exercises in the book and provided valuable ‘comments and suggestions. Special thanks to Lewis Lansford and David Williamson. Carlos Islam & Dorothy E. Zemach thank Kensaku Isagawa and other students in the Intensive English Institute at the University of Maine, who kindly helped pilot many of the exercises in the book and provided comments and suggestions. Special thanks to Tony Garside, Helon Holwill, and David Williamson Lisa A. Ghulldu thanks Lisa con Reichbauer, instructor in the English Language Institute at Central Michigan University, and the students in the Intensive English program who kindly helped pilot many of the exercises in the book and provided helpful comments and suggestions. Special thanks to Lewis Lansford and David Williamson. Robyn Brinks Lockwood thanks her parents and husband, who are teachers, for sharing their classroom techniques, and her brother and sister-in-law for giving her nephews who love school and remind her there is much to be learned. She thanks the many students who have piloted ideas and activities. She offers thanks to Carole Hughes for her careful editing, She also thanks the team at Macmillan and Dorothy Zemach, author of the Student Book, for asking her to bo part of this great series of texte ‘The publishers would like to thank Jim Chou, Kevin Cleary, Concordia Language Villages, Chris Cottam, Liz, Hlunt, Richard J. Kelly, Kyung-se0 Koo, Jessie Liao, Camella Lieske, Michael McCollister, Troy ‘McConachy David Parker, Lesley Riley, Gordon Robson, Maria-Luiza Santos, Glen Swafford, Linda Szu-wei Wu, Yi-ling Wa. ‘These materials may contain links for third party websites, We have no control over, and are not responsible for, the contents of such third party websites. Pleaso uso care when accessing them. Although we have tried to trace and contact copyright holders before publication, in some cases this has not been possible. If contacted we will be pleased to rectify any errors or omissions at the earliest opportunity. Printed and bound in Thailand 2020 2019 2018 2017 419121 10987