Read the original sentences below and using your own words paraphrase the

extracts
1. Mendenhall and Osland (2002a, b) categorized the global leadership literature as

exhibiting six core dimensions of competencies, with numerous facets within each
dimension. When they subsequently compared the dimensions of global leadership and
attendant competencies to the literature of expatriate effectiveness, they found
significant overlap between three of the competency domains of global leadership that
relate specifically to intercultural effectiveness and competencies that are important to
living and working in a foreign country as an expatriate (Jokinen, 2005; Mendenhall, 2001;
Mendenhall and Osland, 2002a, b; Osland

et al. , 2006; Osland, 2008).

Mendenhall and Osland (2002a, b) classified the worldwide initiative writing as displaying
six center units, with various features inside every unit. When comparing the different units
of global leadership and orderly abilities to the writing of exile adequacy, they discovered
critical cover between three of the competency focuses of global leadership that relate
particularly to intercultural viability and capabilities that are imperative to living and working
in an outside nation as an ostracize (Jokinen, 2005; Mendenhall, 2001; Mendenhall and
Osland, 2002a, b; Osland et al. , 2006; Osland, 2008).

2. In their review of literature, Chen and Starosta (1996) point out that it is often
described as involving affective, cognitive and behavioral perspectives. Leiba-O'Sullivan
(1999) further distinguishes between stable and dynamic competencies, noting that the
former are stable and enduring, while the latter are more susceptible to development
through training. Dynamic competencies are also highly context- and task-dependent.

Chen and Starosta (1996) writes in their review that affective, cognitive and behavioral
perspectives is regularly depicted in literature. Leiba-O'Sullivan (1999) additionally
recognizes stable and dynamic capabilities, taking note of that the previous are stable and
continuing, while the last are postponed to improvement through exercise. Dynamic skills are
also context- and task-dependent.
The introduction below contains 5 spelling or grammar errors. Underline them in the
text below and write the corrections underneath.
Introduction
Institutions, educators, and students in higher education, are increasingly challenged by
governments to contribute to national economic achievement. One aspect of this
challenge is a drive to improve student success, understood as increasing or widening
participation, achieving high levels of course completion and attaining a passport to

employment with a positive attitude to lifelong learning (Yorke, 2006). How students
engage on their studies and what they, institutions and educators can do to improve
engagement has been well researched since the 1990s. Some researchers highlight the way
educaters practise and relate to their students (Kuh, 2001; Umbach and Wawrzynski, 2005)
and the roles of institutional structures and cultures (Porter, 2006). Yet others spotlight
the socio-political context in which education and engagement take place, (McInnis, 2003;
McMahon and Portelli, 2004; Yorke, 2006) and the impact on students of environmental
factors such as; family background and economical status (Law, 2005; Miliszewska and
Horwood, 2004).
Student engagement, then, is a far reaching construct that can be variously defined.
Chapman (2003) offers the possible definition students cognitive investment in, active
participation, in and emotional commitment to their learning. When synthesis, these
research perspectives allow a multifaceted lens to be placed on student engagement. This
article synthesizes literature from a variety of research perspectives. .
Corrections:
1. S
tudents success / Student successes
2. I n
3. E
ducators
4. R
emove then
5. investment in active participation and emotional

Referencing: Use the information below to write a bibliography in accordance

with the Harvard Referencing System.

Novice teachers perceptions of their preparedness and efficacy in the classroom was
published online at www.TESOL.org. in TESOL teacher Education in 2012. It was written by
Alexander Faez and F.Valeo, and accessed August 22nd 2013

FAEZ, A. and F. VALEO, 2012. Novice teachers perceptions of their preparedness and
efficacy in the classroom. TESOL teacher Education, www.TESOL.org August 22nd 2013
C. Meskill et al published an article in 2002 in the journal Language Learning and Technology.
It was called Expert and noviceteachers talking technology: Precepts, concepts, and
misconcepts.. It appeared in issue 6 of volume 3 on pages 46-57.

GOODFELLOW,

R. and M.N. LAMY, 2009. Learning Cultures in online education. New

York: Continuum Books

Richard Goodfellow and Mark Norman Lamy edited a book called Learning Cultures in online
education in 2009. It was published in New York by Continuum Books.

MESKILL, C., 2002. Expert and noviceteachers talking technology: Precepts, concepts, and
misconcepts.. Language Learning and Technology, 3(6), 46-57