Into Academic Literacy Gonzlez Allende, M.F.

Portfolio 1 Universidad CAECE Licenciatura en la Enseanza del Idioma Ingls English for Specific Purposes Into Academic Literacy Gonzlez Allende, M. F. Portfolio 2011

Tutors: Lic. Yanina Crimi and Veronica Pintos

December 8th. , 2011

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

2 Dear tutors, I am writing this letter to tell you that in the portfolio I have included the first draft, and your feedback, and the midterm test and its feedback as well. These works show the improvement of the writing skills during the term. As with English for Academic Purposes, this class was a challenge for me all through the term; I have had to rethink many of the concepts about writing in English, and more than once I found it extremely difficult to achieve the standards you expected from me. This was not my first time in a licenciatura, but the aims and objectives were different. Therefore, I had to adapt my learning strategies to this class. Regardless of this, and the constraint of the little time I had for reading and studying, I believe I have improved my academic writing skills, and above all, I now feel more confident with them. I am conscious of the need of dedication and time in order to become an expert in the field of academic literacy, and I would like to thank you deeply for your patience and understanding along the class, as these have helped me enormously. Yours, Mara Florencia Gonzlez Allende

Into Academic Literacy Gonzlez Allende, M.F. Portfolio 3 Task 1 (late submission- no feedback)

Research articles: clear and concise Researchers may have a great deal of knowledge, experience and confidence in their field; however, when they want to inform or persuade the members of their discourse community they need to organize their ideas within a model for text organization in order to be heard. Pintos and Crimi (2011) suggest organizing informational writing in a general-specific pattern, moving from general ideas to specific details and closing your text with general ideas, again. It is the purpose of this work to compare two researches; one from the medicine field and the other from education. Oanh and Hienn (2006) and Green, Anderson, Ralston, Catz, Fishman and Cook (2011) have similar organizational frameworks. Both consist of an abstract, an introduction, methods and results. The former is a research article about education and the latter is a research article about medicine. If we consider the introduction, both pieces of writings state the relevance of the study. Oanh and Hienn (2006) inquire whether memorization is a learning strategy and they also inquire students beliefs and attitudes towards memorization in learning EFL. Green et al. (2011) sustain that the internet may help to monitor patients suffering from blood pressure and the results of their work will provide a context for engaging participation in and designing future Web-based interventions that lead to improved health outcomes for all populations. These studies are successful at both attracting readers attention while setting a general background and providing a rationale for their investigation. There is a difference between the structure of Oanh and Hienn (2006) and Green et al. studies (2011); whereas the former has a special section devoted to a literature review, the latter does not revise previous findings. Despite that, it can be appreciated that Green et al. (2011) uses a wide variety of sources which give a solid foundation to their work. These sources are acknowledged through endnotes in a reference section. Unlike Green et al. (2011), Oanh and Hienn (2006) have a literature review which includes first a definition of memorization, but no authors personal definition is provided. Second, some definitions of EFL learning strategies are explained; besides the authors position is pointed out.

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

4 In Green et al. (2011) the methods section is made up of three components: study setting, recruitment, measures and statistical analysis. The study setting details when, where and the means used to accomplish the study; the recruitment describes the participant involved in the research. The measures explain the variables in technology infrastructure and human resources. The last component is the statistical analysis which illustrates the models used to analyze and evaluate the data collected. Despite labeling the sections in a different fashion to Green et al. (2011), the information dealt within methods in Oanh and Hienn (2006) is similar. They depict the participants, materials and analysis. As regards the participants the real names were not provided, only pseudonyms. The materials included appendices at the end of the work. The analysis explains how the data was collected and categorized. There is a coincidence in both works: they present the results supported by sources they acknowledge. In Green et al. (2011) not only the findings and conclusions are supplied, but the weaknesses and strengths as well. What is different in Oanh and Hienn (2006) is that they do not account for the strengths and weaknesses in their work. On the other hand, it is important to notice how the use of tables helps the readers achieve a clear understanding of the results. Other elements included in both articles are references and copyright. While in Green et al. (2011) the references are part of an endnote as it was already mentioned, in Oanh and Hienn (2006) the references relate to in-text citations where the author and year of publication are stated. In the former the readers may explore the text more easily; nevertheless, the latter gives a faster point of reference. All points considered, we may read both texts straightforwardly. A last point to be analyzed is the use of tenses. In Oanh and Hienn (2006) the use of and in Green et al. (2011) it can be seen the use of tentative language in the abstract to set a background for the research. In order to describe the methods they use passive voice and simple past. The results are expressed through simple past. If we consider the conclusion, Green et al. (2011) use simple past and passive voice to point out what will be required, while Oanh and Hienn (2006) use should to suggest what is advisable taking into account their findings.

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

5 In conclusion, Green et al. (2011) Oanh and Hienn (2006) have coincidences and differences in the structure they follow to organize their research articles. It may also be noticed that despite belonging to different discourse communities they follow similar rules: they respect copyrights acknowledging the sources revised; they also adhere to the same tense usage. What is more, they achieve their goals: they not only convince the readers but also provide important, reliable and detailed information through a simple and concise style.

References Green, B. B., Anderson, M. L., Ralston, J. D., Catz, S., PhD; Fishman, P. A. & Cook, A. J. (2011). Patient ability and willingness to participate in a web-based intervention to improve hypertension control. Journal of Medical Internet Research, 13, 1, 2011. Retrieved April 2011, from http://www.jmir.org/2011/1/e1/

Oanh, D., Hien, N. (2006). Memorization and EFL students' strategies at university level in Vietnam. Teaching English as a Second and a Foreign Language. 10, 2. September 2006. Retrieved April 2011, from http://www.cc.kyoto-su.ac.jp/information/tesl-ej/ej38/a4.html

Pintos, V. & Crimi, Y. (2011). Unit 2 The research article: introduction, literature review and methods sections. Universidad CAECE. Buenos Aires. Retrieved April 2011, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=8517

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

6 Task 2 Discourse Communities: Comparative Analysis Introduction The present paper will analyze two examples of research articles, one from the field of education and one from the field of medicine. The former is a case study in which experienced teachers were asked to reflect upon their first years as teacher, regarding the dynamics and interpretation of work-related information. The latter case study deals with the use of antioxidants for ovarian cancer. As each of these deals with completely strange issues, the intention of this comparative analysis is to focus on the similarities and differences between two such distant discourse communities. It will be noted how each article presents its results, discussions and conclusions, and what sort of lexis and verb tenses are used to convey the intended meaning to the intended audience. Analysis Both papers present an introduction to the topic they will deal with. In Drisku, Chapman & Hunters (2003), this introduction presents a detailed description of ovarian cancer supported by estimate numbers of diagnosed and dying women, as well as

Into Academic Literacy Gonzlez Allende, M.F. Portfolio 7 percentages related to the use of alternative medicine. Numbers are introduced by terms that reinforce the idea of estimation. Also there are two tables, each one referring to a case, both describing the results of statistical analysis or pertinent qualitative data. (as cited in Pintos & Crimi, 2011). The introduction concludes with a clear indication in favor of the use of antioxidants for ovarian cancer. In Kim & Roths (2011) example the introduction presents the intention of the research, by explaining the reality that novice teachers find in the schools. It makes use of teaching-related lexicon, as this article is meant to be read by this specific audience. The introduction also states the importance of having the necessary information as novice teachers, in order to perform the tasks typically related to their job. This part of the article does not provide tables or figures, but cites authors related to the field of education, which supports the purpose of the study. Drisko, Chapman and Hunter (2003) have displayed the methods section immediately after the introduction. In this part, the two case studies are developed in separate sections, each of them providing a clear description of the patients condition and characteristics of the case. The article follows the conventions of academic writing specific to this community, as there are several references to medical terms and the writers set themselves

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

8 at a neutral position through the use of passive voice. Along the case studies, past tenses are used, together with specific terminology and references to table 1. In the second Research Article (RA), the methods section is also presented after the introduction and the information deals with the setting of the study, the sources of data and a detailed description of the main source which were interviews to experienced teachers. This part uses past tenses and specific lexis. It also presents a table (Table 1), which illustrates the participants basic information. However, this table does not follow all the requirements of The American Psychological Association (APA): It is not on a separate page, vertical lines are used and there are no general or specific notes (APA, 2007, as cited in Pintos & Crimi, 2011). As well as this, in most of the section the writer does not set himself at a distance, as he frequently uses the personal pronoun I. Drisko, Chapman & Hunter (2003) present the results and discussion sections separately, which agrees with the conventions of academic writing: RA writers may opt to write first the results or describe the results and discuss them (Pintos & Crimi, 2011, p.20). The results section comes first, and is factual by nature, which can be seen in the use of specific language of the community genre. The tenses used are mainly past ones, with a minimum use of present tenses in the reference to the present condition of both patients.

Into Academic Literacy Gonzlez Allende, M.F. Portfolio 9 Kim and Roth (2011), do not present a clear division of the results section from the discussion: The body of the RA is longer than the introduction and discussion sections. The title of the main body refers to the analysis of data, with different subtitles presented in a sequence that allows the reader to understand the different steps of the research process. According to Swales (1998, as cited in Pintos & Crimi, 2011), Researchers do not present the raw dataThis text should be logically ordered The results section has been integrated in this part of the RA, at the end. Following the APA conventions, it uses mainly past tenses to present the results, but when it summarizes the results present tenses are used, as well as phrases such as these common thematic findings are representative and In summary (Kim & Roth, p.22). The final part of Drisku, Chapman & Hunter s paper (2003) is the discussion section. It is introduced with a general statement: The use of antioxidants during chemotherapy remains a matter of controversy (p.121). Along this part, less factual language is used, in order to convey the intention of it: modal verbs, present tenses and terms such as suggest, the prevailing opinion, apparently, and likely open the path to further research and discussion on the topic. The conclusion is presented at the end of the discussion, and introduced with a summary of the research, which as stated by Pintos & Crimi,(2011) should show the researchers ability to summarize, show a problem and its solution (p.21).

Into Academic Literacy Gonzlez Allende, M.F. Portfolio 10 The second RA analyzed concludes with a section entitled Discussion, Concluding Thoughts and Suggestions for Future Research. This part of the article provides clear evidence for the results of the case in question, as stated in Pintos & Crimi (2011). Modal verbs are used in the discussion, such as may and can, in order to state the findings as possible but not as facts. There is a reference to outcomes found by other authors, which serve the purpose of comparison. At the end of this section the conclusion and suggestions sections can be found; the former is introduced with a summary of the study, using present tenses and short sentences, thus being a one-paragraph section. The suggestions for further research uses modal verbs, and expressions such as recommended, encouraged so as to frame the intentionof it, as proposed in Pintos & Crimi (2011), What needs to be done next and why it is important is described in the conclusions section (p. 20). Conclusion Academic writing is genre-specific in nature; as stated by Bizzel (1992) and Harris (1989), The group is bound together by their acquisition of specific lexis and is regulated by stylistic and canonical conventions (as cited in Pintos & Crimi, 2010). The two research articles analyzed generally conform to this statement, as each of them presents lexis related to its field, and the style and conventions are respected along most of the paper. In Drisku, Chapman & Hunter (2003), it can be said that conventions of the medicine research article are strictly respected, and it can be clearly seen that it belongs to

Into Academic Literacy Gonzlez Allende, M.F. Portfolio 11 academia; references to medical terms and cancer-related lexis cannot be fully comprehended by an audience out of this community. In Kim & Roth (2011), most of the rules of academic writing have been respected, with some exceptions, such as the table mentioned above, the use of the first person personal pronoun and redundancy of expressions in the suggestions section.

References Drisko, Chapman & Hunter (2003). The Use of Antioxidants with First-Line Chemotherapy in Two Cases of Ovarian Cancer. Journal of the American College Nutrition, Vol. 22, No. 2, 118-123 (2003). Retrieved from http://www.jacn.org/content/22/2/118.abstract

Kim, K. & Roth, G.(2011). Novice Teachers and Their Acquisition of Work-Related Information. Current Issues in Education, 14 (1). Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/viewFile/268/152

Pintos & Crimi,(2010). Unit 1: Building up a Community of Teachers and Prospective Researchers. Universidad CAECE. Buenos Aires, Argentina. Retrieved August 2010 from

Pintos & Crimi(2011). Unit 3: The Research Article: Results, Discussions and Conclusions.

Into Academic Literacy Gonzlez Allende, M.F. Portfolio 12 Universidad CAECE. Buenos Aires, Argentina. Retrieved April 2011 from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=8526

Discourse Communities: Comparative Analysis Introduction The present paper will analyze two examples of research articles, one from the field of education and one from the field of medicine. The former is a case study in which experienced teachers were asked to reflect upon their first years as teacher, regarding the dynamics and interpretation of work-related information. The latter case study deals with the use of antioxidants for ovarian cancer. As each of these deals with completely strange issues, the intention of this comparative analysis is to focus on the similarities and differences between two such distant discourse communities. It will be noted how each article presents its results, discussions and conclusions, and what sort of lexis and verb tenses are used to convey the intended meaning to the intended audience. Analysis Both papers present an introduction to the topic they will deal with. In Drisku, Chapman & Hunters (2003), this introduction presents a detailed description of ovarian cancer supported by estimate numbers of diagnosed and dying women, as well as percentages related to the use of alternative medicine. Numbers are introduced by terms that reinforce the idea of estimation. Also there are two tables, each one referring to a case,

Into Academic Literacy Gonzlez Allende, M.F. Portfolio 13 both describing the results of statistical analysis or pertinent qualitative data (as cited in Pintos & Crimi, 2011). The introduction concludes with a clear indication in favor of the use of antioxidants for ovarian cancer. In Kim & Roths (2011) example the introduction presents the intention of the research, by explaining the reality that novice teachers find in the schools. It makes use of teaching-related lexicon, as this article is meant to be read by this specific audience. The introduction also states the importance of having the necessary information as novice teachers, in order to perform the tasks typically related to their job. This part of the article does not provide tables or figures, but cites authors related to the field of education, which supports the purpose of the study. Drisko, Chapman and Hunter (2003) have displayed the methods section immediately after the introduction. In this part, the two case studies are developed in separate sections, each of them providing a clear description of the patients condition and characteristics of the case. The article follows the conventions of academic writing specific to this community, as there are several references to medical terms and the writers set themselves at a neutral position through the use of passive voice. Along the case studies, past tenses are used together with specific terminology and references to table 1. In the second Research Article (RA), the methods section is also presented after the introduction and the information deals with the setting of the study, the sources of data and a detailed description of the main source which were interviews to experienced teachers. This part uses past tenses and specific lexis. It also presents a table (Table 1), which illustrates the participants basic information. However, this table does not follow all the requirements of The American Psychological Association (APA): It is not on a separate page, vertical lines are used and there are no general or specific notes (APA, 2007, as cited

Into Academic Literacy Gonzlez Allende, M.F. Portfolio 14 in Pintos & Crimi, 2011). As well as this, in most of the section the writer does not set himself at a distance, as he frequently uses the personal pronoun I. Drisko, Chapman & Hunter (2003) present the results and discussion sections separately, which agrees with the conventions of academic writing: RA writers may opt to write first the results or describe the results and discuss them (Pintos & Crimi, 2011, p .20). The results section comes first, and is factual by nature, which can be seen in the use of specific language of the community genre. The tenses used are mainly past ones, with a minimum use of present tenses in the reference to the present condition of both patients. Kim and Roth (2011) , do not present a clear division of the results section from the discussion: The body of the RA is longer than the introduction and discussion sections. The title of the main body refers to the analysis of data, with different subtitles presented in a sequence that allows the reader to understand the different steps of the research process. According to Swales (1998, as cited in Pintos & Crimi, 2011), Researchers do not present the raw dataThis text should be logically ordered The results section has been integrated in this part of the RA, at the end. Following the APA conventions, it uses mainly past tenses to present the results, but when it summarizes the results present tenses are used, as well as phrases such as these common thematic findings are representative and In summary (Kim & Roth, p.22). The final part of Drisku, Chapman & Hunter s paper (2003) is the discussion section. It is introduced with a general statement: The use of antioxidants during chemotherapy remains a matter of controversy (p.121). Along this part, less factual language is used, in order to convey the intention of it: modal verbs, present tenses and terms such as suggest, the prevailing opinion, apparently, and likely open the path to further research and

Into Academic Literacy Gonzlez Allende, M.F. Portfolio 15 discussion on the topic. The conclusion is presented at the end of the discussion, and introduced with a summary of the research, which as stated by Pintos & Crimi, (2011) should show the researchers ability to summarize, show a problem and its solution (p. 21). The second RA analyzed concludes with a section entitled Discussion, Concluding Thoughts and Suggestions for Future Research. This part of the article provides clear evidence for the results of the case in question, as stated in Pintos & Crimi (2011). Modal verbs are used in the discussion, such as may and can, in order to state the findings as possible but not as facts. There is a reference to outcomes found by other authors, which serve the purpose of comparison. At the end of this section the conclusion and suggestions sections can be found; the former is introduced with a summary of the study, using present tenses and short sentences, thus being a one-paragraph section. The suggestions for further research uses modal verbs, and expressions such as recommended, encouraged so as to frame the intention of it, as proposed in Pintos & Crimi (2011), What needs to be done next and why it is important is described in the conclusions section (p. 20). Conclusion Academic writing is genre-specific in nature; as stated by Bizzel (1992) and Harris (1989), The group is bound together by their acquisition of specific lexis and is regulated by stylistic and canonical conventions (as cited in Pintos & Crimi, 2010). The two research articles analyzed generally conform to this statement, as each of them presents lexis related to its field, and the style and conventions are respected along most of the paper. In Drisku, Chapman & Hunter (2003), it can be said that conventions of the medicine research article are strictly respected, and it can be clearly seen that it belongs to academia; references to medical terms and cancer-related lexis cannot be fully

Into Academic Literacy Gonzlez Allende, M.F. Portfolio 16 comprehended by an audience out of this community. In Kim & Roth (2011), most of the rules of academic writing have been respected, with some exceptions, such as the table mentioned above, the use of the first person personal pronoun and redundancy of expressions in the suggestions section.

References Drisko, Chapman & Hunter (2003). The Use of Antioxidants with First-Line Chemotherapy in Two Cases of Ovarian Cancer. Journal of the American College Nutrition, Vol. 22, No. 2, 118-123 (2003). Retrieved from http://www.jacn.org/content/22/2/118.abstract

Kim, K. & Roth, G. (2011). Novice Teachers and Their Acquisition of Work-Related Information. Current Issues in Education, 14 (1). Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/viewFile/268/152

Pintos & Crimi (2010). Unit 1: Building up a Community of Teachers and Prospective Researchers. Universidad CAECE. Buenos Aires, Argentina. Retrieved August 2010 from http//caece.campusuniversidad.com.ar/mod/resource/view.php?id=6435

Into Academic Literacy Gonzlez Allende, M.F. Portfolio 17 Pintos & Crimi(2011). Unit 3: The Research Article: Results, Discussions and Conclusions. Universidad CAECE. Buenos Aires, Argentina. Retrieved April 2011 from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=8526

Papers Analysis (APA 6th ed)

Name and Surname: Topic:

Draft # Dimension LAYOUT 1

Date:

Title: Criteria 2 3
Header and page numbers included. Spacing problems. Inappropriate font.

Points 4
Clear papers presentation. There are page numbers. Respected margins. Correct spacing and type & size of font. 1.5 or double interlining. Included. Precise info is given. Well balanced.

(5 to 20)

Format

No headers, no page numbers, no clear margins. Spacing problems. Inappropriate font.

No Header included. Page numbers absence. Spacing problems.

Header

Not included.

Included. Too much information. Or some info missing.

Included. Not well balanced.

Not included.

Included. Not suitable. Underlined, highlighted or italicized.

Included. Appealing. Underlined, highlighted or italicized.

2
Included. Appealing. Centered. Upper &

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

lower cases. Mentioned vaguely. Not on a new sheet of paper.
Not clear use of references or erroneous sources acknowledgement Not clear use of references or erroneous sources acknowledgeme nt.

Not mentioned. References Plagiarism.

Sources cited clearly in a reference list at the end of the paper. APA style.

2
Not included. In-text citations Plagiarism. Little use of intext citations. Incorrect use of required style. Included. Not well balanced. Repeated pattern. (e.g. too many quotes, only paraphrasing, etc). Included. Well balanced. Different techniques applied. It is read smoothly. APA 6th ed. applied.

CONTENT

1
Not clear analysis. Relationships & comparisons cannot be followed. Too descriptive.

2
Brief. Not substantial. Some connections can be followed. Too descriptive.

3
Clear. Good analysis. No evidence presented. Inversion. Hedging. Conditionals.

4
Very good. Clear analysis. Comparisons can be established. Evidence is provided. Inversion. Hedging & conditionals. Legible terminology. New terms clarification. Effective vocabulary. Good use of connectors. Academic style.

(10 to 40)

Data analysis

Terminology/ Word choice

Difficult to follow. Not understandable. Imprecise language. No acronyms clarification. Full of errors. Unreadable.

Inappropriate terminology. Little clarification. Some terms are not academic.

Legible terminology. Clarification. More academic style. Effective. Few errors. Readable.

Spelling Sentence variety

Many errors. Some parts unreadable.

Some sentence fragments. Same

All words are spelled correctly.

Many sentence fragments. Same pattern

Most sentences are complete and

Complete sentences in a variety of patterns

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

and length.
pattern & length.

varied in pattern & length. Connected ideas. Clear purpose. Marked transitions. One of the three parts is not clear or too long.

and lengths.

Organization

Vague ideas. Long & confusing intro. Unrelated development. Blurred conclusion.

Some ideas connected to each other. Purpose established. No transitions. Main point presented. Two of the three parts are not clear or too long.

Connected ideas: supporting the main topic. Clear and concise introduction. Clear development: good clarification of major points. Clear conclusion.

Punctuation

Frequent and major errors that obscure meaning.

Some frequent or major errors: Readers confusion.

A few errors.

No punctuation errors.

Paragraph content & paragraph length

Not balanced: too long & too short paragraphs are presented.

Some paragraphs relate to the topic. Not balanced: too long or too short paragraphs are presented.

Most paragraphs are related to the topic. Well balanced.

Paragraph length has been respected & achieved. Smooth. Clear and precise.

Grammar

Grammar choices are confusing. Mixture of tenses.

Some grammar mistakes. Grammar choices sometimes confuse the readers.

Appropriate grammar choice. No meaning interference.

Completely appropriate grammar choice: Help readers understand meaning.

Details

No or little details (such as explanations, examples, etc) to support & explain the topic.

Some accurate details. Do not always support topic.

Accurate info that supports the topic.

Accurate and relevant info that fully support the topic.

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

Tone & audience

Unclear & inappropriate tone. Audience not considered.

Inconsistent tone. Incomplete idea of audience.

Appropriate tone. Audience is considered.

Appropriate & consistent tone. Audience correctly identified.

Total

38/60

Comments:

Dear Girls, You have to work on our comments and academic skills. Your paper shows you have worked hard but you have to improve your analytical skills. Take into account everything marked, improve this version and upload it to your blogs. Remember that academic writing takes time. Keep on working hard. BTW, respect submission requirements. You have to include both surnames in the body of your paper and when you save it. Your mark is 4 (four).

20 Mid-term test Methods The teaching of sciences at school is regarded as a main issue in education, and the permanent efforts on this matter have been the object of this study. In order to find the

Into Academic Literacy Gonzlez Allende, M.F. Portfolio possible differences between curricular regulations and teachers practices on this field is that the nature of science teaching and science learning were identified. The sample consisted of a non-representative group of science teachers, and the study was framed within a theoretical reference: Los docentes sostienen concepciones y creencias, implcitas o explcitas, sobre su trabajo, los estudiantes, la material que imparten, sus roles y responsabilidades. Estas concepciones son, en general, un constructo difuso y difcil de operacionalizar. (Pajares, 1992, as cited in Carvajal Cantillo and Gmez Vallarta, 2002). Teachers hold conceptions and beliefs, either implicit or explicit, about their work, learners, the subject, their roles and responsibilities. These conceptions are in general vague and difficult to put into operation. (Pajares, 1992). My translation. This theoretical reference was presented within a specially designed questionnaire and later, interviews to a selected group of representatives of the sample. Subjects The sample consisted of 66 teachers of physics, chemistry and biology at the secondary and tertiary levels. The purpose of taking these two groups as a sample was to find similarities 21 and differences among them, and if the conceptions of these teachers are compared, those which present a better possibility for categorization and classification were selected. Selection

Into Academic Literacy Gonzlez Allende, M.F. Portfolio Of the 66 teachers selected for the sample, seven were chosen for a deeper interview, in order to explore some of the topics of the study. Especial attention was devoted to the practice and training of teachers and these issues are presented in the discussion section. Results Although the present study presents a variety of possible reasons for the stances teachers of science adopt that allow us to identify their conceptions, some generalizations were established. These might be useful frames of reference in order to categorize and classify the stances: the main issues of empiricism, conductism and constructivism were used to be compared with the findings of this study.

22 Reference

Carvajal Cantillo, E., & Gmez Vallarta, M. R. (2002). Concepcionesy representaciones de los maestros de secundaria y bachillerato sobre lanaturaleza, el aprendizaje y la enseanza de las ciencias. Revista Mexicana de Investigacin Educativa 7, (16), 577579. RetrievedMay 14th from redalyc.uaemex.mx/pdf/140/14001607.pdf

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

Method Section Name and Surname:

Topic:

Draft # Date: Title: Dimension Criteria LAYOUT 1 Points 2 3 4 (5 to 20) Clear papers presentation. There are page numbers. Respected margins. _______ Correct spacing and type & size of font. 1.5 or double interlining. Included. Precise info is _______ given. Well balanced. Included. Appealing. Centered. ____ Sources cited clearly in a reference list _______ at the end of the paper. APA style. Included. Well _______ balanced. Different techniques

Format

No headers, no page numbers, Header included. no clear margins. Page numbers Spacing absence. Spacing problems. problems. Inappropriate font.

Header and page numbers included. Spacing problems. Inappropriate font.

Header

Not included.

Included. Too Included. Not well much information. balanced. Included. Not appealing. Underlined, highlighted or italicized. Included. Appealing. Underlined, highlighted or italicized.

Main Not included. Title

Not mentioned. References Plagiarism.

In-text citations

Not included. Plagiarism.

Mentioned vaguely. Not on a new sheet of Not clear use of paper. references or erroneous sources Not clear use of acknowledgement. references or erroneous sources acknowledgement Little use of in-text Included. Not well citations. Incorrect balanced. use of required Repeated pattern. style. (e.g. too many

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

quotes, only applied. It is paraphrasing, etc). read smoothly. CONTENT (7 to 40) Very good. Clear analysis. Clear. Good Not clear Comparisons analysis. No analysis. Brief. Not can be evidence Data Relationships & substantial. Some presented. established. _______ analysis comparisons connections can Inversion. Hedging. Evidence is cannot be be followed. provided. followed. Inversion. Conditionals. Hedging & conditionals. Legible Difficult to follow. Inappropriate terminology. Legible Not New terms terminology. terminology. understandable. clarification. Terminology/ Imprecise Effective Little clarification. Clarification. _______ Word choice language. vocabulary. Good use of Some terms are More academic connectors. No acronyms not academic. style. Effective. Academic clarification. style. All words are Full of errors. Many errors. Some Few errors. Spelling spelled _______ Unreadable. parts unreadable. Readable. correctly. Complete Many sentence Most sentences Some sentence sentences in a Sentence fragments. Same are complete and fragments. Same variety of _______ variety pattern and varied in pattern & pattern & length. patterns and length. length. lengths. Organization Vague ideas. Some ideas Connected ideas. Connected ______ Long & connected to each Clear purpose. ideas: confusing intro. other. Purpose Marked transitions. supporting the ______ Unrelated established. No One of the three main topic. development. transitions. parts is not clear or Clear and Punctuation ______ Blurred too long. concise conclusion. introduction. Main point ______ Clear presented. Two of A few errors. development: Frequent and the three parts are Paragraph ______ major errors that not clear or too Most paragraphs good length obscure long. are related to the clarification of major points. ______ meaning. topic. Well Some frequent or balanced. Clear Few or no major errors: Grammar conclusion. paragraphs Readers Appropriate relate to the confusion. grammar choice.

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

Details

Tone & audience

Methods Section

Some paragraphs relate to the topic. Not balanced: too topic. Not long or too short balanced: too paragraphs are long & too short presented. paragraphs are presented. Grammar choices sometimes Grammar confuse the choices are readers. confusing. Mixture of Some accurate tenses. details. Do not always support No or little details topic. (such as explanations, examples, etc) to Inconsistent tone. Incomplete idea of support & explain the topic. audience.

No meaning interference.

No punctuation errors.

Accurate info that supports the topic. Paragraph length has Appropriate tone. been respected & Audience is achieved. considered. P arts of Methods sections: developed: Participants, Design, Materials, & Procedure. Smooth. Clear and precise.

Completely appropriate Purpose of grammar Methods section: choice: Help achieved readers (explaining what understand P arts of Methods you did and how). meaning. Unclear & sections: not fully Information inappropriate presented. Accurate and tone. Audience developed: Purpose of relevant info not considered. Methods section: Amount of info: that fully scarcely achieved relevant. support the P arts of Amount of info: topic. Methods irrelevant or too Tenses respected . sections: not little. Appropriate & developed. Good use of level consistent Purpose of Tenses vaguely tone. of headings. Methods section: respected . Audience not achieved. correctly Amount of info: Use of level of identified. irrelevant or too headings: little. inappropriate. Parts of Methods Tenses not sections: Fully respected . developed: Participants, Use of level of Design, headings: Materials, & inappropriate. Procedure. (Can have different

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

names). Purpose of Methods section: Fully achieved (explaining what you did and how). Information clearly presented. Amount of info: relevant, neat and simple. Tenses fully respected. Level of headings: appropriate and respecting format.

Total

27 Methods The teaching of sciences at school is regarded as a main issue in education, and the permanent efforts on this matter have been the object of this study. In order to find the possible differences between curricular regulations and teachers practices on this field is that the nature of science teaching and science learning were identified. The sample

Into Academic Literacy Gonzlez Allende, M.F. Portfolio consisted of a non-representative group of science teachers, and the study was framed within a theoretical reference: Los docentes sostienen concepciones y creencias, implcitas o explcitas, sobre su trabajo, los estudiantes, la material que imparten, sus roles y responsabilidades. Estas concepciones son, en general, un constructo difuso y difcil de operacionalizar. (Pajares, 1992, as cited in Carvajal Cantillo and Gmez Vallarta, 2002). Teachers hold conceptions and beliefs, either implicit or explicit, about their work, learners, the subject, their roles and responsibilities. These conceptions are in general vague and difficult to put into operation. (Pajares, 1992). My translation. This theoretical reference was presented within a specially designed questionnaire and later, interviews to a selected group of representatives of the sample. Subjects The sample consisted of 66 teachers of physics, chemistry and biology at the secondary and tertiary levels. The purpose of taking these two groups as a sample was to find similarities 28 and differences among them, and if the conceptions of these teachers are compared, those which present a better possibility for categorization and classification were selected. Selection

Into Academic Literacy Gonzlez Allende, M.F. Portfolio Of the 66 teachers selected for the sample, seven were chosen for a deeper interview, in order to explore some of the topics of the study. Especial attention was devoted to the practice and training of teachers and these issues are presented in the discussion section. Results Although the present study presents a variety of possible reasons for the stances teachers of science adopt that allow us to identify their conceptions, some generalizations were established. These might be useful frames of reference in order to categorize and classify the stances: the main issues of empiricism, conductism and constructivism were used to be compared with the findings of this study. 344 words. References have not been included: a serious mistake. There are some things to work on. Your mark is 4 (four)
Task 3. Rubric.

Method Section
Name and Surname: Topic:

Draft # Dimension LAYOUT 1

Date:

Title: Criteria 2
Header included. Page numbers absence.

Points 4
Clear papers presentation. There are page numbers. Respected margins. Correct spacing and type & size of

3
Header and page numbers included. Spacing problems. Inappropriate font.

(5 to 20)

No headers, no page numbers, no clear margins. Spacing problems.

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

Format Inappropriate font. Spacing problems. font. 1.5 or double interlining.

_______
Included. Too much information.

Header

Not included.

Included. Not well balanced.

Included. Precise info is given. Well balanced.

4 _______

Main Title

Not included.

Included. Not appealing. Underlined, highlighted or italicized.

Included. Appealing. Underlined, highlighted or italicized.

4
Included. Appealing. Centered.

_______
Mentioned vaguely. Not on a new sheet of paper.
Not clear use of references or erroneous sources acknowledgeme nt Not clear use of references or erroneous sources acknowledgement.

Not mentioned. References Plagiarism.

Sources cited clearly in a reference list at the end of the paper. APA style.

_______

Not included. In-text citations Plagiarism.

Little use of intext citations. Incorrect use of required style.

Included. Not well balanced. Repeated pattern. (e.g. too many quotes, only paraphrasing, etc).

Included. Well balanced. Different techniques applied. It is read smoothly.

_______

CONTENT
Not clear analysis. Relationships & comparisons cannot be followed.
Brief. Not substantial. Some connections can be followed. Clear. Good analysis. No evidence presented. Inversion. Hedging. Conditionals.

(7 to 40)
Very good. Clear analysis. Comparisons can be established. Evidence is provided. Inversion. Hedging & conditionals.

2 _______ 3

Data analysis

Difficult to follow. Not understandable. Imprecise language.

Inappropriate terminology. Little

Legible terminology.

Legible terminology. New terms clarification. Effective vocabulary. Good use of

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

Terminology/ Word choice No acronyms clarification.
clarification. Some terms are not academic.

Clarification. More academic style. Effective. Few errors. Readable.

connectors. Academic style.

_______
All words are spelled correctly.

Spelling Sentence variety

Full of errors. Unreadable.

Many errors. Some parts unreadable.

Some sentence fragments. Same pattern & length.

4 _______

Many sentence fragments. Same pattern and length.

Most sentences are complete and varied in pattern & length. Connected ideas. Clear purpose. Marked transitions. One of the three parts is not clear or too long.

Complete sentences in a variety of patterns and lengths.

3 _______

Organization

Vague ideas. Long & confusing intro. Unrelated development. Blurred conclusion.

Some ideas connected to each other. Purpose established. No transitions. Main point presented. Two of the three parts are not clear or too long.

Connected ideas: supporting the main topic. Clear and concise introduction. Clear development: good clarification of major points. Clear conclusion.

______

Punctuation

Frequent and major errors that obscure meaning.

Some frequent or major errors: Readers confusion.

A few errors.

No punctuation errors.

3 ______

Few or no paragraphs relate to the topic. Not balanced: too long & too short paragraphs are presented. Paragraph length

Some paragraphs relate to the topic. Not balanced: too long or too short paragraphs are presented.

Most paragraphs are related to the topic. Well balanced.

Paragraph length has been respected & achieved. Smooth. Clear and precise.

______

Grammar choices are confusing. Mixture of

Grammar choices sometimes confuse the

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

tenses.
readers.

Grammar
No or little details (such as explanations, examples, etc) to support & explain the topic.

Some accurate details. Do not always support topic.

Appropriate grammar choice. No meaning interference.

Completely appropriate grammar choice: Help readers understand meaning.

______

Details

Unclear & inappropriate tone. Audience not considered.

Inconsistent tone. Incomplete idea of audience.

Accurate info that supports the topic.

Accurate and relevant info that fully support the topic.

3 ___

Tone & audience

Parts of Methods sections: not developed. Purpose of Methods section: not achieved. Amount of info: irrelevant or too little.
Tenses not respected. Use of level of headings: inappropriate.

Parts of Methods
sections: not fully developed: Purpose of Methods section: scarcely achieved Amount of info: irrelevant or too little. Tenses vaguely respected. Use of level of headings: inappropriate.

Appropriate tone. Audience is considered.

Appropriate & consistent tone. Audience correctly identified.

Methods Section

Parts of Methods
sections: developed: Participants, Design, Materials, & Procedure. Purpose of Methods section: achieved (explaining what you did and how). Information presented. Amount of info: relevant. Tenses respected.

Parts of Methods sections: Fully developed: Participants, Design, Materials, & Procedure. (Can have different names). Purpose of Methods section: Fully achieved (explaining what you did and how). Information clearly presented. Amount of info: relevant, neat and simple. Tenses fully respected. Level of headings: appropriate

__

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

Good use of level of headings.

and respecting format.

Total

47/64__ __

Reference

Carvajal Cantillo, E., & Gmez Vallarta, M. R. (2002). Concepcionesy representaciones de los maestros de secundaria y bachillerato sobre lanaturaleza, el aprendizaje y la enseanza de las ciencias. Revista Mexicana de Investigacin Educativa 7, (16), 577579. RetrievedMay 14th from redalyc.uaemex.mx/pdf/140/14001607.pdf

33 Task 3 Abstracts: format and linguistic features Academic writing requires critical thinking and some rhetorical devices to convince the audience. According to Hubbuch (1996), research papers in the hard and soft sciences (. . .) have a fairly distinctive format (p. 9). One of the key elements in a Research Paper (RP) is the abstract which is either a summary of the data or a brief account of what the researcher has done (Swales & Feak, 1994). Generally speaking, structured abstracts following the IMRAD format are used in the medicine field and now [are] appearing in many social science articles [and] can be adapted for most normal purposes (as cited in Hartley, 2008

Into Academic Literacy Gonzlez Allende, M.F. Portfolio p.31). It is the purpose of this paper to compare and analyze the format and linguistic devices of four abstracts, two from articles which belong to medicine and two from education. There are some coincidences and differences, as well, between the two abstracts from the medicine articles. Becket, Peters, Fletcher, Staessen, Dumitrascu, Liu, (. . .) Bulpitt (2008) conducted a research about hypertension; the other study by Jorgensen, Zahl and Gotzseche (2009) dealt with breast cancer. Both abstracts are structured, result driven, and indicative as they provide a summary of the data. However, the former is easier to read, the reader may have an overview of the whole article at a first glimpse. It follows the IMRAD format. Despite dealing with the same kind of data, the latter seems to demand the reader more concentration in order to scan it as it presents the same information through seven headings: Objectives, Setting; Design, Participants, Main outcome measures, Results and Conclusion. If we assume that readers know what each section of the abstracts consists of, Becket et al.s abstract could be rearranged: Objectives and Setting would provide the Background; Design, Participants and Main outcome measures would suit the Methods and Results. 34 As regards the linguistic features, Becket et al. (2008) meet the requirements of scientific prose as they utilize impersonal passive to show detachment, also in the use of full sentences. In the background section, the abstract acquires contemporary relevance through the present perfect and present simple (Swales and Feak, 1994, p. 212). Jorgensen, Zahl and Gotzseche (2009) make use of the imperative to introduce each section; another feature to be noticed is the third person we, possibly in order to make this abstract shorter and, thus, give it more pace (p. 212). In spite of these devices, the imperatives and the third person, Jorgensen, Zahl and Gotzseches abstract (2009) would require more attention to be

Into Academic Literacy Gonzlez Allende, M.F. Portfolio analyzed in detail. Therefore, format seems to help writers to make their abstracts map[s] in prose (Hubbuch, 1996).
In the case of the abstracts in the articles about education King (2002) and Kokonis (1993) offer

their points of view about technology in the classroom: the DVD and the video. Both abstracts are unstructured and informative as their introductions state the present situation of the
matters in question (cited in Swales & Feak, 1994, p.81). In King (2002), the abstract layout consists of a long unbroken paragraph of ten lines. It explains what has been done by the use of present perfect simple, in order to give this statement contemporary relevance (Swales & Feak, 1994, p.212). Kokonis (1993) abstract is laid out by the use of a long unbroken paragraph of about twenty-three lines. It starts by stating the suggestions of the paper, and its purpose. This is done through the use of present tenses, with a similar intention as that of Kings (2002), that is, to give this section contemporary relevance (Swales & Feak, p.212).

Kokoni (1993) continues with a description of the main characteristics and possible uses of the video in the classroom. This is achieved through the use of present simple tense and full sentences. There are no abbreviations and specific vocabulary is used. There is also an extended description of narrative analysis, explained through the use of present simple and present passive voice. King (2002) states the purpose of the article with the use of present 35 impersonal passive voice. The other sentences summarize the advantages of using this pedagogical tool, the approaches, and the importance of selection criteria. By comparing these two abstracts and in contrast with the structured ones, it could be argued that in some traditional abstracts the reader has the feeling that something is missing (cited in Hartley, 2008, p.32). This is what may be perceived by reading Kokonis (1993), where no results or conclusion may be identified.

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

Even though there are differences between the two abstracts from medicine and also between those about education, the four abstracts analyzed share the formal detached style for writing. The kind of research conducted may influence the choice of the format. Regardless the field they belong to, it is necessary that abstracts from research papers provide a brief comprehensive summary of the contents of the article; [in order to] allow the reader to survey the contents of an article quickly (as cited in APA, 2008, p. 12). In the hard sciences it is important to state the introductions, methods, results and conclusions, regardless of the order, as these sciences do empirical studies where the sections mentioned may not be left out. What is more, it is also important for abstracts from the social sciences to introduce the topic, making the objectives explicit, and arriving at a conclusion so that the reader may acquire the whole panorama in a quick view. Although King (2002) and Becket et al. (2008) are from different field of studies, they offer clear examples of well developed ideas in a brief and organized fashion.

36
References Becket, N.; Peters, R.; Fletcher, A.; Staessen, J.; Liu, L.; Dumitrascu, D. ; Stoyanovsky, V.; Antikainen, R.; Nikitin, Y.; Anderson C.; Belhani, A.; Forette, F.; Rajkumar, C. ; Thijs, L.; Banya, W. & Bulpitt, C. (2008). Treatment of hypertension in patients 80 years of age or older. The New England Journal of Medicine, 358, 18. Retrieved from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=8534

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

Jorgensen, K.; Zahl, P. & Gotzseche, P. (2009). Breast cancer mortality in organized mammography screening in Denmark: comparative study. BMJ. Retrieved from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=8532 King, J. (2002). Using DVD feature films in the EFL classroom [Abstract]. The weekly column. Retrieved from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=10417 Kokonis, M. (1993). The video in the classroom: Agatha Christies Evil under the sun and the teaching of narratology through film [Abstract]. Retrieved from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=10415

Hartley, J. (2008). Academic Writing and publishing. Routledge. Hubbuch, S. M. (1996). Writing research papers across the curriculum (4th ed.). Harcourt Brace: Fort Worth, TX. Swales, J. M., & Feak, C. B. (1994). Academic writing for graduate students. Essential tasks and skills. Ann Harbor, MI: The University of Michigan Press.

37

Abstracts: Format and linguistic features Academic writing requires critical thinking and some rhetorical devices to convince the audience. According to Hubbuch (1996), research papers in the hard and soft sciences (. . .) have a fairly distinctive format (p. 9). One of the key elements in a Research Paper (RP) is the abstract which is either a summary of the data or a brief account of what the researcher

Into Academic Literacy Gonzlez Allende, M.F. Portfolio has done (Swales & Feak, 1994). Generally speaking, structured abstracts following the IMRAD format are used in the medicine field and now [are] appearing in many social science articles [and] can be adapted for most normal purposes (as cited in Hartley, 2008 p.31). It is the purpose of this paper to compare and analyze the format and linguistic devices of four abstracts, two from articles which belong to medicine and two from education. There are some coincidences and differences, as well, between the two abstracts from the medicine articles. Becket, Peters, Fletcher, Staessen, Dumitrascu, Liu, (. . .) Bulpitt (2008) conducted a research about hypertension; the other study by Jorgensen, Zahl and Gotzseche (2009) dealt with breast cancer. Both abstracts are structured, result driven, and indicative as they provide a summary of the data. However, the former is easier to read, the reader may have an overview of the whole article at a first glimpse. It follows the IMRAD format. Despite dealing with the same kind of data, the latter seems to demand the reader more concentration in order to scan it as it presents the same information through seven headings: Objectives, Setting; Design, Participants, Main outcome measures, Results and Conclusion. If we assume that readers know what each section of the abstracts consists of, Becket et al.s abstract could be rearranged: Objectives and Setting would provide the Background; Design, Participants and Main outcome measures would suit the Methods and Results. 38 As regards the linguistic features, Becket et al. (2008) meet the requirements of scientific prose as they utilize impersonal passive to show detachment, also in the use of full sentences. In the background section, the abstract acquires contemporary relevance through the present perfect and present simple (Swales and Feak, 1994, p. 212). Jorgensen, Zahl and Gotzseche (2009) make use of the imperative to introduce each section; another feature to be noticed is the third person we, possibly in order to make this abstract shorter and,

Into Academic Literacy Gonzlez Allende, M.F. Portfolio thus, give it more pace (p. 212). In spite of these devices, the imperatives and the third person, Jorgensen, Zahl and Gotzseches abstract (2009) would require more attention to be analyzed in detail. Therefore, format seems to help writers to make their abstracts map[s] in prose (Hubbuch, 1996).
In the case of the abstracts in the articles about education King (2002) and Kokonis (1993) offer

their points of view about technology in the classroom: the DVD and the video. Both abstracts are unstructured and informative as their introductions state the present situation of the
matters in question (cited in Swales & Feak, 1994, p.81). In King (2002), the abstract layout consists of a long unbroken paragraph of ten lines. It explains what has been done by the use of present perfect simple, in order to give this statement contemporary relevance (Swales & Feak, 1994, p.212). Kokonis (1993) abstract is laid out by the use of a long unbroken paragraph of about twenty-three lines. It starts by stating the suggestions of the paper, and its purpose. This is done through the use of present tenses, with a similar intention as that of Kings (2002), that is, to give this section contemporary relevance (Swales & Feak, p.212).

Kokoni (1993) continues with a description of the main characteristics and possible uses of the video in the classroom. This is achieved through the use of present simple tense and full sentences. There are no abbreviations and specific vocabulary is used. There is also an extended description of narrative analysis, explained through the use of present simple and present passive voice. King (2002) states the purpose of the article with the use of present 39 impersonal passive voice. The other sentences summarize the advantages of using this pedagogical tool, the approaches, and the importance of selection criteria. By comparing these two abstracts and in contrast with the structured ones, it could be argued that in some traditional abstracts the reader has the feeling that something is missing (cited in Hartley, 2008, p.32). This is what may be perceived by reading Kokonis (1993), where no results or conclusion may be identified.

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

Even though there are differences between the two abstracts from medicine and also between those about education, the four abstracts analyzed share the formal detached style for writing. The kind of research conducted may influence the choice of the format. Regardless the field they belong to, it is necessary that abstracts from research papers provide a brief comprehensive summary of the contents of the article; [in order to] allow the reader to survey the contents of an article quickly (as cited in APA, 2008, p. 12). In the hard sciences it is important to state the introductions, methods, results and conclusions, regardless of the order, as these sciences do empirical studies where the sections mentioned may not be left out. What is more, it is also important for abstracts from the social sciences to introduce the topic, making the objectives explicit, and arriving at a conclusion so that the reader may acquire the whole panorama in a quick view. Although King (2002) and Becket et al. (2008) are from different field of studies, they offer clear examples of well developed ideas in a brief and organized fashion.

Much better. There are some issues to work on yet. Polish your paper and upload it to your blogs. Your mark is 7 (seven).

40
References Becket, N.; Peters, R.; Fletcher, A.; Staessen, J.; Liu, L.; Dumitrascu, D. ; Stoyanovsky, V.; Antikainen, R.; Nikitin, Y.; Anderson C.; Belhani, A.; Forette, F.; Rajkumar, C. ; Thijs, L.; Banya, W. & Bulpitt, C. (2008). Treatment of hypertension in patients 80 years of age or older. The New England Journal of Medicine, 358, 18. Retrieved from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=8534 Jorgensen, K.; Zahl, P. & Gotzseche, P. (2009). Breast cancer mortality in organized mammography screening in Denmark: comparative study. BMJ. Retrieved from

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=8532 King, J. (2002). Using DVD feature films in the EFL classroom [Abstract]. The weekly column. Retrieved from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=10417 Kokonis, M. (1993). The video in the classroom: Agatha Christies Evil under the sun and the teaching of narratology through film [Abstract]. Retrieved from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=10415

Hartley, J. (2008). Academic Writing and publishing. Routledge. Hubbuch, S. M. (1996). Writing research papers across the curriculum (4th ed.). Harcourt Brace: Fort Worth, TX. Swales, J. M., & Feak, C. B. (1994). Academic writing for graduate students. Essential tasks and skills. Ann Harbor, MI: The University of Michigan Press.

Papers Analysis (APA 6th ed)

Name and Surname: Topic:

Draft # Dimension LAYOUT 1

Date:

Title: Criteria 2 3
Header and page numbers included. Spacing problems. Inappropriate font.

Points 4
Clear papers presentation. There are page numbers. Respected margins. Correct spacing and type & size of font. 1.5 or double interlining.

(5 to 20)

Format

No headers, no page numbers, no clear margins. Spacing problems. Inappropriate font.

No Header included. Page numbers absence. Spacing problems.

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

Included. Too much information. Or some info missing.

Header

Not included.

Included. Not well balanced.

Included. Precise info is given. Well balanced.

Main Title

Not included.

Included. Not suitable. Underlined, highlighted or italicized. Mentioned vaguely. Not on a new sheet of paper.
Not clear use of references or erroneous sources acknowledgement

Included. Appealing. Underlined, highlighted or italicized.

Not clear use of references or erroneous sources acknowledgeme nt.

3
Included. Appealing. Centered. Upper & lower cases. Sources cited clearly in a reference list at the end of the paper. APA style.

Not mentioned. References Plagiarism.

3
Not included. In-text citations Plagiarism. Little use of intext citations. Incorrect use of required style. Included. Not well balanced. Repeated pattern. (e.g. too many quotes, only paraphrasing, etc). Included. Well balanced. Different techniques applied. It is read smoothly. APA 6th ed. applied.

CONTENT

1
Not clear analysis. Relationships & comparisons cannot be followed. Too descriptive.

2
Brief. Not substantial. Some connections can be followed. Too descriptive.

3
Clear. Good analysis. No evidence presented. Inversion. Hedging. Conditionals.

4
Very good. Clear analysis. Comparisons can be established. Evidence is provided. Inversion. Hedging & conditionals. Legible terminology. New terms clarification. Effective vocabulary. Good use of connectors.

(10 to 40)

Data analysis

Terminology/ Word choice

Difficult to follow. Not understandable. Imprecise language.

Inappropriate terminology. Little clarification. Some terms are not academic.

Legible terminology. Clarification. More academic

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

No acronyms clarification. Full of errors. Unreadable. Many errors. Some parts unreadable.
Some sentence fragments. Same pattern & length.

style. Effective. Few errors. Readable.

Academic style.

Spelling Sentence variety

All words are spelled correctly.

Many sentence fragments. Same pattern and length.

Most sentences are complete and varied in pattern & length. Connected ideas. Clear purpose. Marked transitions. One of the three parts is not clear or too long.

Complete sentences in a variety of patterns and lengths.

Organization

Vague ideas. Long & confusing intro. Unrelated development. Blurred conclusion.

Some ideas connected to each other. Purpose established. No transitions. Main point presented. Two of the three parts are not clear or too long.

Connected ideas: supporting the main topic. Clear and concise introduction. Clear development: good clarification of major points. Clear conclusion.

Punctuation

Frequent and major errors that obscure meaning.

Some frequent or major errors: Readers confusion.

A few errors.

No punctuation errors.

Paragraph content & paragraph length

Not balanced: too long & too short paragraphs are presented.

Some paragraphs relate to the topic. Not balanced: too long or too short paragraphs are presented.

Most paragraphs are related to the topic. Well balanced.

Paragraph length has been respected & achieved. Smooth. Clear and precise.

Grammar

Grammar choices are confusing. Mixture of tenses.

Some grammar mistakes. Grammar choices sometimes confuse the

Appropriate grammar choice. No meaning

Completely appropriate grammar choice: Help readers understand

Into Academic Literacy Gonzlez Allende, M.F. Portfolio

readers.

interference.

meaning.

Details

No or little details (such as explanations, examples, etc) to support & explain the topic.

Some accurate details. Do not always support topic.

Accurate info that supports the topic.

Accurate and relevant info that fully support the topic.

Tone & audience

Unclear & inappropriate tone. Audience not considered.

Inconsistent tone. Incomplete idea of audience.

Appropriate tone. Audience is considered.

Appropriate & consistent tone. Audience correctly identified.

Total

47/60

42

Into Academic Literacy Gonzlez Allende, M.F. Portfolio