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Academic Writing presentation-HCM City Open University
Academic Writing presentation-HCM City Open University
GROUP 10:
Tn Ti
Thy Vn
Tho Thun
Hong Linh
1
I
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Introduction
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& Literature
II
2
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Methodology
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III
1
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Findings
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& Discussion
Title
2
IV
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Conclusion
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1
I
Click
Introduction
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& Literature review
1.
1. Introduction
Introduction
Wennerstorm (2006)
approach
Warschauer et al (1996)
Warschauer (2002)
(2006)
2.
2. Literature
Literature review
review
2.1. Writing quality in CMC environment
2.2. Comments and Effects of E-peer
Response on revision
2.3. Literature gap in employing CMC for
peer response
2.4. Rationale for the study
2.5. Research questions
2.1.
2.1. Writing
Writing quality
quality on
on CMC
CMC
Researchers
Sullivan and Pratt
Results
(1996)
Braine (1997)
Braine (2001)
improve
in the
computer-assisted classroom.
2.2.
2.2. Comments
Comments and
and Effects
Effects of
of
E-peer
E-peer Response
Response on
on revision
revision
Researchers
Rodriguez
(2003)
Tuzi (2004)
Results
Min (2005)
2.3.
2.3. Literature
Literature gap
gap in
in employing
employing
CMC
CMC for
for peer
peer response
response
In the world
Researchers
Li (1999)
Rodrigez (2003);
Lightfoot (2006)
Sullivan and Pratt (1996)
Braine (1997 & 2001)
Jones (2006)
Tools of technologies
Email to assess students
writing and interactions
2.3.
2.3. Literature
Literature gap
gap in
in employing
employing
CMC
CMC for
for peer
peer respone
respone
However
Very few studies examined the use of
blogs
2.3.
2.3. Literature
Literature gap
gap in
in employing
employing
CMC
CMC for
for peer
peer respone
respone
According to
Researchers or
Results
organizations
The blog search site
Technorati (2006)
Gartner (2007)
Vnexpress (2006)
Tuoitre (2007)
Thanhnien (2005)
2.4.
2.4. Rationale
Rationale for
for the
the study
study
Product-based
Tran, 2000; Nguyen,
Not process-based
2002; Nguyen,
2004; Lien, 2006
Students to write:
on a topic only once
in limited time
Tran (2000)
2.5.
2.5. Research
Research questions
questions
Methodology
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1
II Click
Participants & Setting
Procedure
Academic writing
skills
Participants
Participants &
& Settings
Settings
Academic writing
skills
Procedures
Procedures
Students
Course
duration: 15 weeks
Academic writing
skills
Procedures
Procedures
a. Peer Response training: consisted of two phases:
+ In- class training
+ One- on- one student- teacher conferences
b. Inter- rater training:
+ Rating students essay training
+ Coding comment training
Academic writing
skills
Procedures
Procedures
c. Data collection procedure:
d. Semi-structure interviews:
e. Data analysis
f. Coding procedure
Academic writing
skills
Findings
to add
& Discussion
Title
III
1 Click
Question
Question 1:
1:
What types of comments are most frequently produced by the
students during the peer response activities?
1
4
2
3
Draft 1
Question
Question 1:
1:
2
3
Draft 2
Question
Question 2:
2:
improved
in
content,
Question
Question 3:
3:
What attitudes did students express on the use of
blog-based peer response?
Question
Question 3:
3:
Academic writing
skills
IV
1
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Conclusions
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IV
1
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Conclusions
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IV
1
The
limitation
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Conclusions
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of
this
study:
small
number
of