ilt writing centre - ku leuven · ilt writing centre. marek kiczkowiak, instituut voor levende...
TRANSCRIPT
Need help with a writing assignment?
Looking for tips on academic style and structure?
We can assist you with various writing issues at any
stage of the writing process.
Register for a FREE individual tutoring session at
https://ilt.kuleuven.be/english/writingcentre/
ILT KULeuven - Leuven Language Institute1
ILT Writing Centre
Marek Kiczkowiak, Instituut voor Levende Talen
Ten top tips to boost your
academic writing skills
Tip 1: Introduce each chapter or
big section
Marek Kiczkowiak – Instituut voor Levende Talen3
In this chapter the data collected from the study is presented and analysed. Since this project uses a MMR approach (see 3.2), both quantitative and qualitative tools were utilised to gather data on each of the five RQs. In addition, the data was gathered from three distinct groups of participants, namely teachers, students and recruiters (see 3.3.3). Consequently, for reasons of clarity, and to highlight how the data from quantitative and qualitative strands complements each other, it seems appropriate to divide this chapter into five sections, each of which corresponds to individual RQs.
Hence, the chapter is organised as follows. First, data on students’, teachers’ and recruiters’ definitions of who a ‘native speaker’ is are presented (RQ1). This is followed by results on the participants’ attitudes to and preference for ‘native speaker’ teachers (RQ2). Next, the reasons the three cohorts give for their preference of one or the other group of teachers are shown (RQ3). The following section focuses on the qualities and skills of effective English teachers as identified by the three groups of participants (RQ4). Finally, the importance of these skills and qualities is compared to the importance of being a ‘native speaker’ (RQ5).
Marek Kiczkowiak – Instituut voor Levende Talen4
Tip 1: Introduce each chapter
3.2 Research Approach: Definition, Advantages and Justification for MMR
As pointed out above (see 3.1.1), Mixed Methods Research (MMR) offers a
possibility to reconcile postpositivism and constructivism. It has also been
successfully utilised by other researchers to investigate native speakerism and
English as a Lingua Franca (ELF), and hence seems to be an appropriate choice of
research paradigm for this project. However, a different research design to that
applied in most previous studies is used here, combining exploratory qualitative,
explanatory quantitative and explanatory qualitative strands. Before the research
design is presented in more detail, though, it is necessary to first define MMR.
Secondly, this section outlines the advantages of using this approach, and ends by
providing justification for employing MMR in this project.
3.2.1 Definition of MMR
Marek Kiczkowiak – Instituut voor Levende Talen5
Tip 1: Introduce each big section
Tip 2: Provide links between
sections
Marek Kiczkowiak – Instituut voor Levende Talen6
a) The last definition might suggest that someone born in a non-English-speaking country could also be considered a ‘native speaker’ if the majority of their linguistic life is conducted in English. This proposition is explored further in the following section.
b) However, as one participant pointed out, “there are a lot of grey areas in between what we normally think as a ‘native speaker’ and a ‘non-native speaker’” [T5]. One such possible grey area is someone born and raised in a non-English-speaking country in a bilingual household. This situation is explored in the next section.
c) Having presented the results concerning the definition of a ‘native speaker’, the following section focuses on participants’ attitudes to and perceptions of English teachers who are ‘native’ and ‘non-native speakers’.
Marek Kiczkowiak – Instituut voor Levende Talen7
Tip 2: Provide links between sections
a) Similarly to the preceding section, both quantitative and qualitative tools were used to gather data on RQ 2. This section is divided into four main parts, each of which begins with a presentation of the quantitative data, which is then supported by the qualitative results. In the first part, […]
b) Another possible reason for a preference for ‘native speaker’ teachers might be a belief that only a ‘native speaker’ can teach correct English, while the student will learn bad English from a ‘non-native speaker’ teacher. Hence, the participants were asked to […]
c) Having looked at respondents’ attitudes to the use of English only and L1 in class, this section focuses on their beliefs about the English language itself to explore whether the participants recognise its global status. More specifically, the respondents […]
Marek Kiczkowiak – Instituut voor Levende Talen8
Tip 2: Provide links between sections
Tip 3: Provide links between
paragraphs
Marek Kiczkowiak – Instituut voor Levende Talen9
[…] Stern (op.cit.) argued that good language learners are characterized by positive learning strategies, among which he included experimenting, planning, developing the new language into an ordered system, revising progressively, searching for meaning, practising, using the language in real communication, self-monitoring, developing the target language into a separate reference system, and learning to think in the target language.
Consequently, Rubin (1975: 42) further argued that we needed to learn about what good language learners do so that “we might be able to teach these strategies to poorer learners to enhance their success record”. However, the early optimism that merely teaching about strategies would enable all learners to learn a language successfully and effortlessly has proven to be overly simplistic […][Adapted from Griffiths, C. 2015. What have we learnt from good language learners? ELT Journal Volume 69/4 October 2015; doi:10.1093/elt/ccv040 425]
Marek Kiczkowiak – Instituut voor Levende Talen10
Tip 3: Provide links between paragraphs
The relationship between strategies and successful learning has also been hotly disputed. Although Rubin (1975) recommended learning strategies as a means to promote successful learning, in fact this relationship has proven to be not so straightforward. Porte (1988), for instance, discovered that his unsuccessful learners frequently used a large number of strategies, although their choices were not always appropriate, and they did not always coordinate (orchestrate) their strategy repertoires effectively.
________________________________________________________________________________________________________________________________________
Green and Oxford (1995), for instance, during a study of 374 students at the University of Puerto Rico, found a significant relationship between language proficiency and learning strategy use, indicating that the more proficient students used strategies more frequently than the lower-level students.[From Griffiths, C. 2015. What have we learnt from good language learners? ELT Journal Volume 69/4 October 2015; doi:10.1093/elt/ccv040 425]
Marek Kiczkowiak – Instituut voor Levende Talen11
Tip 3: Provide links between paragraphs
The relationship between strategies and successful learning has also been hotly disputed. Although Rubin (1975) recommended learning strategies as a means to promote successful learning, in fact this relationship has proven to be not so straightforward. Porte (1988), for instance, discovered that his unsuccessful learners frequently used a large number of strategies, although their choices were not always appropriate, and they did not always coordinate (orchestrate) their strategy repertoires effectively.
Other researchers, however, have discovered a positive relationship between strategy use and successful learning. Green and Oxford (1995), for instance, during a study of 374 students at the University of Puerto Rico, found a significant relationship between language proficiency and learning strategy use, indicating that the more proficient students used strategies more frequently than the lower-level students.
[From Griffiths, C. 2015. What have we learnt from good language learners? ELT Journal Volume 69/4 October 2015; doi:10.1093/elt/ccv040 425]
Marek Kiczkowiak – Instituut voor Levende Talen12
Tip 3: Provide links between paragraphs
Tip 4: Provide links between
sentences
Marek Kiczkowiak – Instituut voor Levende Talen13
The current difficulty in obtaining a permanent contract means that jobs
previously sought after because of their associated security are now less
attractive, which is particularly evident in the teaching profession. In the past,
teachers, even if they were low paid, usually earned more than people in either
clerical occupations or manual employment and they enjoyed higher prestige.
Although this was partly due to their educated status, it was also partly because
their profession held more responsibility. Over the past thirty years or so,
however, the need for skilled blue collar workers has risen above that of
educators. Furthermore, a general increase in educational opportunity has
meant that the job market is saturated with overqualified graduates.
Consequently, graduates are becoming even more qualified, which is ironically
devaluing higher degrees such as doctorates.
Marek Kiczkowiak – Instituut voor Levende Talen14
Tip 4: Provide links between sentences
The current difficulty in obtaining a permanent contract means that jobs
previously sought after because of their associated security are now less
attractive, which is particularly evident in the teaching profession. In the past,
teachers, even if they were low paid, usually earned more than people in either
clerical occupations or manual employment and they enjoyed higher prestige.
Although this was partly due to their educated status, it was also partly
because their profession held more responsibility. Over the past thirty years or
so, however, the need for skilled blue collar workers has risen above that of
educators. Furthermore, a general increase in educational opportunity has
meant that the job market is saturated with overqualified graduates.
Consequently, graduates are becoming even more qualified, which is ironically
devaluing higher degrees such as doctorates.
Marek Kiczkowiak – Instituut voor Levende Talen15
Tip 4: Provide links between sentences
Marek Kiczkowiak – Instituut voor Levende Talen16
Tip 4: Provide links between sentences
In the past a newspaper was the most commonly used medium to keep readers informed. Online news blogs have started to present considerable competition to newspapers. It might be useful to consider the advantages and disadvantages of this ‘new’ medium. It is much easier to keep up to date by reading blogs. They can be updated more quickly. Blogs allow more interaction between readers. Most blogs have a discussion board where readers can share their opinions. Blogs are not as accessible to everyone as newspapers. They cannot be read everywhere. Readers need an internet connection. Most blogs are less objective. They often only present the views of one person. Both news blogs and traditional newspapers have their strengths. They complement each other well and should continue to co-exist.
Marek Kiczkowiak – Instituut voor Levende Talen17
Tip 4: Provide links between sentencesWhile in the past a newspaper was the most commonly used medium to
keep readers informed, online news blogs have started to present
considerable competition to newspapers. It might hence be useful to
consider the advantages and disadvantages of this ‘new’ medium. First, it is
much easier to keep up to date by reading blogs as they can be updated
more quickly. In addition, blogs allow more interaction between readers
thanks to a discussion board where they can share their opinions.
Nevertheless, blogs are not as accessible to everyone as newspapers since
they cannot be read everywhere. For example, readers need an internet
connection. Moreover, most blogs are less objective, often only presenting
the views of one person. To sum up, due to the fact that both news blogs
and traditional newspapers have their strengths, they complement each other
well and should continue to co-exist.
Tip 5: Build logical paragraphs
Marek Kiczkowiak – Instituut voor Levende Talen18
Marek Kiczkowiak – Instituut voor Levende Talen19
Tip 5: Build logical paragraphsIt could be argued that a duothenographic approach might introduce a
fundamental bias into the data. Nevertheless, as with other constructivist
approaches, the conclusions and results do not purport to be universally true,
objective or replicable, but rather tentative and suggestive (Creswell, 2013). In
other words, participants’ recollections retrieved through a duoethnographic
dialogue do not aim to accurately reflect or represent one true external reality (if
such exists), but rather the subjective lived experiences of the researchers.
Furthermore, duoethnography acknowledges that beliefs are not static and
distinct entities (as postpositivist researchers might claim), but fluid, changeable
and often emerge from social interaction and are influenced by the sociocultural
and geographic context (Dufva, 2003; Kalaja & Barcelos, 2003). Hence, through
dialogue, duoethnographers aim to question and reconceptualise their own
subjective beliefs which form the topic of the research (Sawyer & Norris, 2013).
[extracts from Lowe, R. and Kiczkowiak, M. 2017. Native-speakerism and the complexity of personal experience: A duoethnographic study.
Cogent Education 3, p.1-16; retrieved from: https://www.cogentoa.com/article/10.1080/2331186X.2016.1264171]
Marek Kiczkowiak – Instituut voor Levende Talen21
An ideal topic sentence
1. Post-secondary education in Belgium
2. Earnings for anyone with a post-secondary education are on
average 20 percent higher.
3. A post-secondary education can have positive effects.
Post-secondary education in Belgium has been found to
have very positive effects on income and employment.
_______________________________________________________________________
___________________________________________________________
For example, both quantitative and qualitative researchers use empirical observations to
address research questions. Furthermore, Sechrest and Sidani (1995, p. 78) point out
that both methodologies "describe their data, construct explanatory arguments from their
data, and speculate about why the outcomes they observed happened as they did."
Additionally, both sets of researchers incorporate safeguards into their inquiries in order to
minimize confirmation bias and other sources of in-validity (or lack of trustworthiness) that
have the potential to exist in every research study (Sandelowski, 1986). Consequently,
despite the differences between them, quantitative and qualitative methodologies also
share important similarities.
[adapted from Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33(7), 14–26.]
Although there are many important paradigmatic differences between qualitative
and quantitative research, there are also some similarities between them that are
sometimes overlooked. For example, both quantitative and qualitative researchers use
empirical observations to address research questions. Furthermore, Sechrest and Sidani
(1995, p. 78) point out that both methodologies "describe their data, construct explanatory
arguments from their data, and speculate about why the outcomes they observed
happened as they did." Additionally, both sets of researchers incorporate safeguards into
their inquiries in order to minimize confirmation bias and other sources of in-validity (or
lack of trustworthiness) that have the potential to exist in every research study
(Sandelowski, 1986). Consequently, despite the differences between them, quantitative
and qualitative methodologies also share important similarities.
[adapted from Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33(7), 14–26.]
Tip 6: Avoid ‘I’ or ‘we’
Marek Kiczkowiak – Instituut voor Levende Talen24
Marek Kiczkowiak – Instituut voor Levende Talen25
Tip 6: Avoid ‘I’ or ‘we’
This project attempts to use quantitative and qualitative methods in a manner
that complements the strengths and minimises the weaknesses of each of the
two approaches. As pointed out above (see 3.1.2), this research is rooted in
pragmatist worldview, mixing the postpositivist and constructivist paradigms with
the aim of arriving at a fuller picture of the studied phenomena. On the
continuum of methods referred to above, it relies more on the quantitative
approach, and therefore could be classified as quantitative mixed (see 3.3.4).
Nevertheless, scholars caution that MMR should not be used for its own sake,
but rather only if there is a need for a more mixed approach. Consequently, the
choice of methodology is justified in the following section, by outlining some of
the advantages of MMR, as well as by highlighting how these allow to answer
the RQs (see 3.3.2) more fully than if either qualitative or quantitative method
was used on its own.
Marek Kiczkowiak – Instituut voor Levende Talen26
Tip 6: Avoid ‘I’ or ‘we’
This project attempts to use quantitative and qualitative methods in a manner
that complements the strengths and minimises the weaknesses of each of the
two approaches. As pointed out above (see 3.1.2), this research is rooted in
pragmatist worldview, mixing the postpositivist and constructivist paradigms with
the aim of arriving at a fuller picture of the studied phenomena. On the
continuum of methods referred to above, it relies more on the quantitative
approach, and therefore could be classified as quantitative mixed (see 3.3.4).
Nevertheless, scholars caution that MMR should not be used for its own sake,
but rather only if there is a need for a more mixed approach. Consequently, the
choice of methodology is justified in the following section, by outlining some of
the advantages of MMR, as well as by highlighting how these allow to answer
the RQs (see 3.3.2) more fully than if either qualitative or quantitative method
was used on its own.
Marek Kiczkowiak – Instituut voor Levende Talen27
Tip 6: Avoid ‘I’ or ‘we’
1. Use the passive voice
• We conducted the study The study was conducted
2. Use ‘it’ structures
• We can observe that It can be observed that (it + modal verb +
be + 3rd form)
• We think it is evident that It is evident that (it + is + adjective +
that)
• We think it is important to clarify It is important to clarify (it + is
+ adjective + to + verb)
Tip 7: Hedge your bets
Marek Kiczkowiak – Instituut voor Levende Talen28
Marek Kiczkowiak – Instituut voor Levende Talen29
Tip 7: Hedge your bets
1. Consumers have less confidence in the economy.
2. These exit criteria are not specified with sufficient precision.
3. All participants portray themselves in a socially desirable manner.
4. It is argued that other goals are best achieved as part of a general policy.
5. These results correspond well with our earlier findings.
6. 20th century warming has contributed significantly to the observed sea level
rise.
Marek Kiczkowiak – Instituut voor Levende Talen30
Tip 7: Hedge your bets
1. A maj…………… of consumers have less confidence in the economy.
2. In mo…… cases these exit criteria are not specified with sufficient precision.
3. All participants te…………. to portray themselves in a socially desirable
manner.
4. It ________ be argued that other goals are best achieved as part of a
general policy.
5. These results se………… to correspond r_____ well with our earlier
findings.
6. It is very lik…………. that 20th century warming has contributed significantly
to the observed sea level rise.
Tip 8: Use words from
Latin and French
Marek Kiczkowiak – Instituut voor Levende Talen31
Marek Kiczkowiak – Instituut voor Levende Talen32
Tip 8: Words from Latin and French
1. Expert Systems can help out the user in the diagnosis of problems.
2. The government has enough progress in solving environmental problems.
3. We got the results by analysing the conversations with the participants.
4. The results of the experiments have been good.
5. The study was done in a remote rural area of Japan.
6. There are lots of problems with this approach.
7. Jones’ (1999) results are wrong due to an error in calculations.
Marek Kiczkowiak – Instituut voor Levende Talen33
Tip 8: Words from Latin and French
1. Expert Systems can assist the user in the diagnosis of problems.
2. The government has sufficient progress in solving environmental problems.
3. We obtained the results by analysing the conversations with the
participants.
4. The results of the experiments have been promising/convincing.
5. The study was conducted in a remote rural area of Japan.
6. There are numerous/multiple problems with this approach.
7. Jones’ (1999) results are incorrect due to an error in calculations.
Tip 9: On-line sources
Marek Kiczkowiak – Instituut voor Levende Talen34
Faculty, department, unit ... 35
Faculty, department, unit ... 36
Tip 10: Come to the Writing
Centre
Marek Kiczkowiak – Instituut voor Levende Talen37
ILT KULeuven - Leuven Language Institute38
Register for a FREE tutorial today
https://ilt.kuleuven.be/english/writingcentre/
ILT KULeuven - Leuven Language Institute39
ILT KULeuven - Leuven Language Institute40
ILT KULeuven - Leuven Language Institute41
ILT KULeuven - Leuven Language Institute42
Real students. Real results
Gabriel
The session at the Writing Center was incredibly helpful. The tutor gave
me excellent tips on good techniques for academic texts and papers. I
believe that my English writing skills were greatly improved and I would
recommend the Writing Center to everyone who wishes to become a
better writer
ILT KULeuven - Leuven Language Institute43
Real students. Real results
Buruk
Writing English articles was a daunting task for me. I didn’t know the
supporting websites to improve my writing skill. ILT Writing Centre individual
guidance program helped me to know supporting websites, and issues to be
considered during writing. Taking this program boosted my confidence in
writing English articles.
ILT KULeuven - Leuven Language Institute44
Register for a FREE tutorial today
https://ilt.kuleuven.be/english/writingcentre/