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Introduction

1. Ice-breaking

2. Course Introduction
 Aims
 Key contents
 Teaching + learning
 Assessment

3. Features of Academic Writing

4. Diagnostic paper

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Ice-breakers?

Think– Pair – Square – Share!

Task-based approach!

What’s your favourite number?

Aims

Key contents

Teaching + learning strategies
 Direct instruction (lectures)
 Interactive instruction (discussions, pair/group work)
 Independent study (readings, essays)
 Experiential learning (research projects)

Assessment

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A
S

Attendance and participation (10%)
S

Writing Portfolio (40%)
E

Final paper (50%)
S
S
M
E
N
T

A
S

Weekly papers
 Original work + revised work based on peer S
feedback E

Reflection paper S
 300-500 words
 Portfolio content + evaluation of your own
S
experience and performance M

Assessment criteria E
 Number of entries or regularity of entries (15%);
N
 Presentation and legibility (15%);
 Content and language use (50%)
T
 Evidence of reflective thinking (20%);

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Reflection

Reflection means: consciously thinking about and analysing

+ what you have done, what you are doing and why;
+ what you have learned through that process; and
+ what you will do to improve your practice.

Description
A
S
What happened? S
Action
Feelings
plan E
What will you do differently What were you
S
next time? What areas need
developing/planning?
thinking and feeling? S
M
Conclusion
Evaluation
E
N
What have you
learned? What
What was good and
bad about the
T
else could you Analysis
experience?
have done?
What contributed to
your judgments?

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A
S

Discussion paper
S
OR
E

Research-based paper
S
 Approx. 3,000 words
S
 APA referencing style M
E
N
T

Discussion paper Research paper

I. Introduction I. Introduction

II. Literature Review

II. Literature Review
Read extensively + critically III. Methodology

IV. Findings
III. Discussion
Reflect on one’s own V. Discussion
experiences/observations

IV. Conclusion VI. Conclusion

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• Provide background information A

• Briefly define the key terms
Introduction • Highlight the significance of the topic S
• Indicate the paper organization and the thesis statement
S
• Compile the research by recognized researchers E
Literature • Put the topic into a historical perspective
Review • Organize the citations thematically S
• Describe the relationship of the citations
S
• Interpret/explain the findings/trends from the literature M
• Relate those findings to personal
Discussion experiences/observations E
• Offer practical recommendations
N
• Summarize the main points
T
Conclusion • Restate the thesis statement
• Provide general implications or future directions

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Language – Grammar – Content – Ideas -

Conventions Organization
Formality Coherence/cohesion
Concision/conciseness Explicitness
Variety Unity
Complexity Specificity
Objectivity
Precision (figures/data) Reliability (evidence)
Proper citations Critical reflection

Education -
National K-12
curriculum

Top-of-mind issue?
1. Curriculum innovations
2. In-service teacher training
3. Theory VS practice
4. Quantity VS quality
5. Teacher-centered VS student-
centered
6. Exam-oriented
7. …

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What are the current problems in the EFL

curriculum in Vietnam?
OR

What would you like to change the most in
the current EFL curriculum in Vietnam?

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SYMBOL MEANING Example

T Tense She studied at UTS next year.
VF Verb form We like go to the library.
VA Sub/Verb He like listening to music.
Agreement
A/P Active/passive The Uni built in 1985.
N Singular/plural He lived in NZ for two year.
(un)countable She makes a lot of moneys.
Prep. Preposition He lived at Australia for 2 years.
WW Wrong word I like hearing to music.
WF Word form The produce of sugar is complex.
A Article I like going to library.
WO Word order I enjoy to listening music.
Sp Spelling Paragraphs have seperate main ideas.
P Punctuation I like music, she likes reading books.
X Unnecessary word My friend she is from America.
ICS Incomplete Because it is very hot.
sentence
 Good