Getting Ready for the presentations

1. Getting Ready for the presentations “Researching Colegio”

4. Plagiarism Alert • Barbara Fine Clouse (2008)- • “Plagiarism is a serious form of academic dishonesty that occurs if you intentionally or unintentionally pass off someone else’s words or ideas as your own”. • “When you use the Internet t find ideas, never download material and paste it into your paper so it appears to be your original thoughts.”

5. Citing Sources • “If you do use information, facts, opinions, or statistics from the Internet, be sure to give credit to your source.” • Follow MLA format: • Barney Berlin and Robert Cienkus explain that “very small districts have the resourses- equipment and staff- to do as good job as larger districs” (229). • Jim Fanning reports, “You can reduce your … cost by increasing the size of the [school] facility” (Fanning).

6. MLA Format • Follow MLA format: • Barney Berlin and Robert Cienkus explain that “very small districts have the resources- equipment and staff- to do as good job as larger districts” (229). • Jim Fanning reports, “You can reduce your … cost by increasing the size of the [school] facility” (Fanning).

7. Sample presentation Researching Colegio

8. Empowering Writing in the Classroom

9. Purpose of Study • The purpose of our research project is to Empower Writing. • Our main goal is to develop lesson plans that will encourage our students to see writing as a “fun activity”. • In addition, we also want students to see writing as something that is important in their lives.

10. Research Questions • What writing techniques or activities can a teacher use in order to motivate ESL college students to write in English? • Does a student prefer to write about topics that they can identify with? What topics do they prefer to write about? • What creative writing activities do they enjoy? • Do the students like to create writing pieces for invented audiences? • What are the opinions of students regarding outdoor writing experiences?

11. Literature Reviews • Before conducting our project, we decided to investigate other studies that related to our research. • Graham and Authur (2007) argued that: • “A great merit of the process approach has been to put emphasis in classroom conditions that can make writing attractive to students: student freedom to select topics on which to write, attention on the writing process rather than its product, student collaboration and teacher- student conference”.

12. Literature Reviews • Hanna (1992) talks about extracurricular activities. • If teachers work together they can organize fieldtrips and they will be able to overcome any barrier. • Besides, teachers can even change the setting of the classroom just by giving a class in the yard or even by re-arranging the student’s desks.

13. Analysis of Results • “Research- it was very interesting and help you on your career” (instrumentalist point of view of writing) • Another student said that her favorite activity was the one of the “draw and present it”. (creative writing activity) **

14. Analysis of results • “I enjoy get outside the class and have a class outside the classroom, also the movie that we so. And all the things we do in classroom is very dynamic”.

15. Pedagogical Implications • This study will contribute and benefit scholars, researchers, teachers and students • One of the main contributions of this investigation is to accomplish students to be able to think critically and write in English. • Our research will improve teaching practices, it will make recommendations to the pedagogy field.

16. Lesson Plans • Lesson Plan • Date:March 26, 2009 Teachers:Francheska Cruz & Yolanda PadillaCourse:ENGL 3201 Theme- Writing • Strategies- ___Cooperative Learning ___ ECA ___ Others:__________Materials: Paper and pencil. • Operational Objective- After listening to the instructions and a sample poem, the students will write their own poem where they have to create images through words. • Initial Activities- Attendance. The students will go to the yard of the university. Then they will review the elements of poetry and how they can create images through words. They will also explain the difference between “showing not telling”. They will listen to a sample poem that the teacher will read. Then they have to look around and try to guess what was been describe in the poem. • Developmental Activity- The students will listen to the instructions of the activity. They will play a game called “Guess Who, guess what! Show not tell”. The students will look around and choose something (it might be a leaf, building, a sound…). They will describe what they chose in a poem where they have to use the elements of poetry without saying what is that they are describing. (showing not telling). Then the students will read their poems out laud to see if their classmates can guess what they were describing. • Closing Activity- The students will reflect and analyze what they learned in the activity. For example, they can compare the different interpretations that they had towards the objects.