EXERCISE: Read the following essay and then answer the questions below.

THE CASE FOR RESEARCH ESSAYS Introduction Research essays are a type of paper that gives students a period of time to investigate a topic in depth and produce an extended answer. The fact that they often take the place of final exams has made them somewhat controversial. hile there are some disadvantages with using such essays as an assessment tool! there are sound educational purposes underpinning this practice. This essay first considers the case against using research essays in lieu of final exams and then examines the reasons why such examines are ultimately beneficial for student learning. EXERCISE: Introduction. ". hat kind of essay will this be# $xpository! analytical! or argumentative# %. hat does the first sentence do# &. hat does the second sentence do# '. hat does the third sentence do# (. hat does the fourth sentence do# ). *s this a funnel introduction#

MORE INTRODUCTIONS +elow are two more introductions. These are taken from professional ,ournals. Read both and then answer the following questions: ". -re these funnel introductions# %. -re these intros written for expository! analytic or argumentative essays# &. hat will the first article be about# hat will the second article be about# '. +oth introductions set out a problem! and then propose to solve the problem. Rhetorically speaking! how do they describe the problem# (. *n the first introduction: do we know what the organi.ation of the paper will be# ). *n the second introduction: do we know what the organi.ation of the paper will be# /. The first introduction has no citations! and the second one does. hy do you think the authors made these decisions# 0. hich of these introductions do you think is better# Teaching ES Student! to "Notice" #ra$$ar 1rancis 2. 3oonan *** 4any teachers are confused about how to teach grammar. The strictly grammar5based instruction of traditional methods produced students that knew a lot about a language but could not apply what they knew to spontaneous speech. 6onversely! the lack of grammar instruction in the 6ommunicative -pproach has often produced students who communicate well but lack grammatical competency. *s it possible to teach grammar in a way that will help students develop grammatical competency! even in spontaneous speech# This article explores a possible answer to this dilemma! the theory of noticing! and its application to the classroom. The %o&er o' Stor( in the ES C)a!!roo$ +onnie 2. 3icholas! 4arian 2. Rossiter! and 4arilyn 7. -bbott 8eople are 9storytelling organisms who! individually and collectively! lead storied lives ... and tell stories of those lives: ;6onnelly < 6landinin! "==>! p. %?. 1rom the ubiquitous 9tell me about yourself: of a ,ob interview to children imploring someone to 9please tell me a story: to the captivating nature of 9let me tell you a story!: we are surrounded by stories in our everyday lives. @tory and narrative are also prevalent in language learning ;2ones! %>>"?. Rinvolucri ;%>>0? described storytelling as the oldest technique in second language ;7%? learningA however! $ggins and @lade ;"==/! as cited in Bilmore! %>>/? reported that! although over '>C of casual conversation consists of storytelling! it is 9largely unrepresented in language teaching materials: ;p. ">%?. hile there is substantial research that has examined the use of literature in the 7% classroom ;see 8aran! %>>0! for a summary?! less research has focused on the approaches! benefits! and challenges of using learners: stories in the language classroom.

EXERCISE 3ow analy.e the following student paragraphs and give each of them a grade. 2ustify your grade by providing comments on the paragraph:s strengths and weaknesses. 1. Stephen Krashen is a linguist expert of the University of California. In the 70s and 80s, his theories hanged language tea hing. !e has pu"lished over #$0 papers and "oo%s and his &or% has helped fields li%e se ond language a 'uisition, "ilingual edu ation, and reading. (ne of his "oo%s is Principles and practice in second language acquisition ) in this "oo% he suggested five *ain theories of language a 'uisition+ the a 'uisition,learning hypothesis, the *onitor hypothesis, natural order hypothesis, input hypothesis, and the affe tive filter hypothesis. -. .esson plans *ay "e only a *ental list of things to do in lass, or they *ay "e a detailed and lear do u*ent to follo& for others. /hile for so*e "eginning tea hers the lesson plan is an essential tool to *anage and rea h the o"0e tives in lass, for other tea hers &ith *ore experien e it is not also a resour e, "ut also a histori al and refle tive do u*ent. 1 ording to 2ensen .. 3-0014 there are three "asi points to ta%e into a ount &hen &e plan. /hy do &e plan5 /hen and ho& do &e plan5 and /hat does a .esson plan loo% li%e5 &. *n language teaching and learning the concept of independent learning has been the fundamental matter. *n the year "=/=! Denri Dolec published his book -utonomy and 1oreign 7anguage 7earningA in this edition! he accounted that the ability to learn isnEt innate but acquired through natural or formal instruction. The decisions an autonomous learner takes are the base of an independent learningA since the result of making the right resolutions will turn into motivation. Those decisions will be related towards not only about time and type of activity! but also about materials to be used. @tudents who are successful are those who take some responsibility for their own learning ;7owes and Target! "==0?. 4. Teachers use all kinds of tools to help students with learning problems. All of them use one or another technique according to the learning disabilities presented among new approaches to deal with the learning situations in the students there are many useful techniques which are very popular and effective; in the 19 !"s a revolutionary technique was developed. The new technique is called #rain $ym. #rain $ym %#$& is the application of natural and specific movement e'periences to facilitate the learning process of various academic skills %(.).T. *!! &.

HOME*OR+ ,8lease rewrite your introductions taking into account my comments and suggestions and also the information we:ve discussed here. -t the top of your homework! please submit your ORI#INA INTRODUCTION. +elow the original introduction! please submit your RE.ISED INTRODUCTION. To quote a famous phrase about the rewriting process! don:t be afraid to kill your babiesF

AR#UMENTATI.E ESSAYS
Read the following essay and then answer the questions below. THE CASE FOR RESEARCH ESSAYS Research essays are a type of paper that gives students a period of time to investigate a topic in depth and produce an extended answer. The fact that they often take the place of final exams has made them somewhat controversial. hile there are some disadvantages with using such essays as an assessment tool! there are sound educational purposes underpinning this practice. This essay first considers the case against using research essays instead of final exams and then examines the reasons why such examines are ultimately beneficial for student learning. 6ritics of research essays point out that as an assessment tool! research essays have some disadvantages for lecturers and students ;@ankey and 7iger! %>>(A Romney! %>"%?. *t has been found that research essays consume a great deal of staff time and money to mark and student time to prepare ;@ankey < 7iger! %>>(! p. "=%?. - consequence of this is that feedback to students is frequently delayed! and this is much less useful to students than rapid feedback ;p. %='?. *t is partly because of these disadvantages of time and expense that other assessments such as multiple5 choice tests and short answer questions have an enduring place in the tertiary learning environment. Gn balance! however! research essays assist students in developing mastery of their sub,ect. 1irstly! research tasks enhance understandings about sub,ect matter. Hang and +aker ;%>>(? reason that Ito master your learning materials and extend your understandings! you need to write about the meanings you gain from your researchI ;p. "?. @econdly! research ;2inx! %>>'A Japper! %>>)? clearly demonstrates that students learn the writing conventions of a sub,ect area while they are researching! reading and writing in their discipline. This activity helps them to Icrack the codeI of the discipline ;+loggs! %>>&! p. ''?. Ksing research essays for assessment supports student learning better than the traditional examination system. *t is considered that essays focused on course5work can lessen the extreme stress experienced by some students over Lsudden5deathL end5of5semester examinations: *f we insist that all students write about everything they have learned in their study courses at the same time and in the same place ;e.g. in examinations?! we are not giving all of our students equal opportunities. @ome students are not daunted by the exam experience while others suffer Lexam nervesL and perform at the lowest level of their capabilities. ; onder Kniversity! %>>)! p. '? -dditionally! 2ones et al. ;%>>'! pp. &)5&/? propose that research essays can be used to assess student learning mid5course and so provide them with helpful feedback before they are sub,ected to the exam experience. $xams only provide students with a mark rather than specific feedback on their progress. Therefore! setting research essays for a substantial part of student assessment is a much fairer approach than one5off examination testing. To conclude! it seems that research essays continue to have a prominent role in tertiary education as an assessment tool. This is mainly because they are very effective in developing knowledge and writing skills for sub,ect areas. -lso! research essays can be less stressful than examinations as they allow students to show their understanding of content in less pressured circumstances. Gn the other hand! the time consuming nature of writing and marking essays points to some disadvantages that also need to be considered. The weight of evidence! however! supports the writing of research essays for student assessment because this approach has such positive and proven effects for improved student learning. /UESTIONS: ". Moes the essay follow the organi.ational plan presented in the introduction# %. hat is the purpose of the second paragraph# &. hat are the three reasons the gives for why research essays are useful# '. hat is the purpose of the final paragraph#