You are on page 1of 57

2012

A special thanks to the late Dr. Lisa Barlow, former Proposals Chair of TESOL Arabia

What kind of topics are encouraged?


Those focusing on the conference theme
TESOL Arabia 2012 theme: Achieving Excellence through Life Skills Educations

Related to the future of the TESOL profession & professional development From all settings, but note the audience for whom you will be writing your proposal Presentations that:
use interactive formats engage the audience focus on classroom practice

The process
Read the directions:
Follow the Call for Participation form (http://tesolarabia.org/conference/proposals)

Designate the appropriate content area Prepare your title, abstract, summary and presenter s biographical information before hand. Submit your proposal by the deadline. Proposals are distributed to the adjudicators. The conference chair and organizing committee allocate sessions to topic areas taking into account interest, need and quality.

Content Areas for TESOL Arabia


Applied Linguistics CALL Critical Issues in the Profession Curriculum / Materials Development EAP / Content-Based Instruction ESP Grammar Leadership Young Learners Learner Independence Listening / Speaking Reading Research Sociolinguistics / Culture Teacher Development Testing / Assessment Vocabulary Writing Content and Language Integrated Learning (CLIL)

The Final Steps


The chair/committee discuss borderline proposals and other critical factors regarding scheduling. The chair notifies presenters regarding acceptances and rejections.

Presenters finalize preparations for their presentations.


Presenters deliver their presentations at the conference.

Type of Proposal
Choose the correct type of proposal (typical time) Paper (45 min.) Computer Workshop Beginner (45 min.) Computer Workshop Beginner (90 min.) Computer Workshop Intermediate (45 min.) Computer Workshop Intermediate (90 min.) Poster Session (45 min.) Discussion Group (45 min.)

Follow the Proposal Guidelines!


Most accepted proposals have one important component in common: they conform to the guidelines!

Many proposals are rejected because


they DONT conform to the guidelines.

Follow the Proposal Guidelines!


The following sections are often problematic: Abstract (50 words/TESOL Arabia) Title (7 word maximum) Summary (250 words TESOL Arabia) If you need help writing these sections, contact the proposals team or someone who has successfully submitted.

Abstracts
Suggested Format:
one/two general sentence(s) relating your topic to importance in the field, theory and/or research one/two sentence(s) describing what youre going to do last item stating what participants will get out of the session

Write in 3rd person present or future tense


The presenters will describe. (NOT always a requirement, but good practice anyway)

Spell out acronyms used Dont include citations Do a word count at the end! 50 words max (TA)!

Abstract
Good example or bad example?

Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract
One or two general sentence(s) relating your topic to importance in the field, theory and/or research?

Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract
One or two general sentence(s) relating your topic to importance in the field, theory and/or research? YES

Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract
One/two sentence(s) describing what youre going to do?

Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract
One/two sentence(s) describing what youre going to do? YES

Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract
Last item stating what participants will get out of the session?

Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract
Last item stating what participants will get out of the session? YES

Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract
Written in 3rd person? Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract
Written in 3rd person? YES Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract
Length? Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract
Length? 39 words!!! Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract
Acronyms? Citations? Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract
Acronyms? Citations? None here! Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract
Good example or bad example?

Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract
Good example

Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Same Abstract
Good example or bad example? We are going to review lots of problems (Algren, Coombe and Hoelker, 2004, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract
One or two general sentence(s) relating your topic to importance in the field, theory and/or research? We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract
One or two general sentence(s) relating your topic to importance in the field, theory and/or research?
SORTA, BUT WHICH PROBLEMS AND CONCERNS? UNRELIABLE STUDENT PARTICIPATION? HIGH DROP-OUT RATES?

We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract
One/two sentence(s) describing what youre going to do? We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract
One/two sentence(s) describing what youre going to do? SORTA: top-down review no discussion; no interaction; no exchange of ideas? We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract
Last item stating what participants will get out of the session? We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract
Last item stating what participants will get out of the session? NOT BAD We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract
Length?

We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract
Length? 55 words

We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract
Length? 55 words TOO LONG!!! We are going to review lots of problems (Algren, Coombe and Hoelker, 2004, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract
Citations? Acronyms?

We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract
Citations? OOPS!

We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract
Written in 3rd person?

We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract
Written in 3rd person? OOPS!

We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

A Sample Abstract
Good abstract or bad abstract? According to testing literature, multiple-choice questions (MCQs) are the most difficult to develop. Although MCQs are tremendously popular, teachers lack experience in writing valid and reliable items. This workshop provides guidelines and experience in writing, critiquing and analyzing multiple-choice items. Why do you say so? Think of at least 2 reasons to support your answer!

A Sample Abstract

According to testing literature, multiple-choice questions (MCQs) are the most difficult to develop. Although MCQs are tremendously popular, teachers lack experience in writing valid and reliable items. This workshop provides guidelines and experience in writing, critiquing and analyzing multiple-choice items.

Another version
Good abstract or bad abstract?
Good MCQs are the most difficult formats to develop (Coombe et al., 2009) and everyone needs to learn about making good ones. Although they are still the most popular sort of item, all teachers lack training. You will have hands-on experience in writing, critiquing and analyzing MCQs and getting handouts to take home. Why do you say so? Think of at least 2 reasons to support your answer!

Another version

Good MCQs are the most difficult formats to develop (Coombe et al, 2009) and everyone needs to learn about making good ones. Although they are still the most popular sort of item, all teachers lack training. You will have hands-on experience in writing, critiquing and analyzing MCQs and getting handouts to take home.

Titles
Good titles attract people to your session
Compare and contrast these titles Rate from 1 to 5 for . . .

Title (7 words max!)


make sure it matches your abstract should accurately reflect the content of your presentation try to make it eye catching & interesting avoid gimmicky titles each part of hyphenated or slashed words counts as one word And NO colons!

What would be a good title for the sample abstract?

Titles
Rate the following titles:
Good? Needs improvement?

Rationale?

Sample Titles
Teaching grammar Silenced voices speak out Grandpa and grammar Daring to lead your students to grammar Grammar: The right way to teach it Activating the passive voice 15 sure-fire warm-ups Can grammar classes promote communication and interaction? Surviving and thriving in new cultures Tactile grammar for all ages

Checklist
Make sure it matches your abstract. It should accurately reflect the content of your presentation. Try to make it eye catching and interesting. Avoid gimmicky titles. Each part of hyphenated or slashed words counts as one word

Summaries
Summary (250 words max) This document is crucial because its the sole document that the review teams sees. Summaries should
have a clearly stated rationale contain evidence of current practice and/or research include supporting details and examples be carefully edited and proofread demonstrate that presenter has chosen correct type of presentation.

Checklist for Better Summaries


Meet the technical requirements (word count, verb tense, etc.) It illustrates its importance to the field, based on theory and/or research? It is clear who the intended audience is Describes what the presenters intend to do Describes how the audience will benefit

Improving Your Description


Get feedback from others who have had their proposals accepted. Volunteer to read proposals for your Interest Section (IS), Special Interest Group (SIG) or other group Get involved in an IS, SIG or other group
Network and learn what topics the interest section would like to see on the convention program Read this (or last) years program book for great ideas (and see samples of winning abstracts and content!

Factors Affecting Selection


An important factor for the proposals team is balance.
Too many proposals on the same topic can not all be accepted

Proposals that target certain demographics have a good chance of being selected.
There is a lack of good presentation content at the primary and secondary school level

Well-written proposal summaries have a better chance of being accepted than poorly written ones.

Factors Disqualifying a Proposal


It promotes commercial interests. It doesnt conform to the proposal guidelines. It is not received before the deadline. The same proposal is submitted more than once under different titles. The same proposal is submitted every year under different titles, and conference! Being a no-show at a prior conference.

What the Review Team says..


Good proposals identify the anticipated outcomes relate theory to practice address issues of current, local and global relevance are anchored in a historical context are not narrowly focused draw on research, theory and practice from one or more disciplines are well written and free of typos/grammar mistakes

Reviewing
Peer reviewers will blind review all proposal submissions and (for TESOL Arabia) will have the opportunity to provide comments, but the reviewers identities will remain confidential. For TESOL Arabia, all proposal reviewers will use evaluation criteria and a scoring rubric. Total possible score is based on a scale of 5 points.

Rubric for TESOL Arabia


4 or 5 paper (first round acceptance):
Interesting topic Relevant to a wide audience Presenter seems dynamic Up-to-date topic which presents new information Appears to be knowledgable about research relating to the topic Incorporates AV and technological support effectively Offers something that participants can take away with them Incorporates audience participation and/or hands-on approach

Rubric for TESOL Arabia


3 paper (waiting list):
Partially relevant to TESOL Arabia membership Interesting, but does not present new ideas Level seems either too high or too low Proposal seems too theoretical or gimmicky

Rubric for TESOL Arabia


1 or 2 paper (rejected):
Irrelevant topic Does not meet standard of other proposals Not enough information about the content of the presentation Summary is full of spelling and grammatical mistakes Culturally inappropriate Level is out of reach to attendees Paper only represents theory; no pratical element included Paper is going to be read Paper doesnt seem to have a wide range of interest Paper appears to be promotional (i.e. promoting a specific textbook or program)

What Have You Learned?


Follow the instructions Get help if you need it Find a good topic Write a good summary Write a good abstract Write a good title

Follow the instructions!

What Do You Do Now?

Go to:
http://tesolarabia.org/conference/proposals

and submit your proposal th before November 15 !