Meeting 10

What should be there?

Introduction Briefly explain what the chapter (chapter 4) is going to discuss Descriptive Statistic Tabulate your data in a general way (frequency, mean score, standards deviation, mode etc). The Differences between the Experimental and the

Control Groups
Tabulate the data based on the experimental and the

control group

What should be there?

The effectiveness of the experiment Present the results of the t-test

Descriptive statistic
Score Range > 50 (1) 51 60 (2) 61 70 (3) 71 80 (4) 81 90 (5) < 90 (6) Frequency (%) Pretest Posttest 10 (20%) 7 (15%) 30 (50%)

Descriptive statistic
Mean Score Pretest Posttest Standards Mode Deviation

The differences between the Experimental and the Control Groups

Score Range Frequency (%) of Pretest
Experime Control ntal group group

Frequency (%) of Posttest

Experime Control ntal group group

> 50 51 60
61 - 70 71 - 80 81 - 90 < 90

7 (30%)

10 (40%)

The Differences between the Experimental and the Control Groups

Group Mean Score Standards Mode Deviation

Pre Exp. 67 group Control 65 group

Post 79
70

Pre

Post Pre

Post

The effectiveness of the experiment

Describe the results of the t-test
Draw conclusions

How to develop your paragraph(s)?

Keep one idea (topic sentence) to one paragraph and

add relevant supporting ideas (unity) Use examples and illustration Cite data (facts, statistics, evidence etc.) Compare and contrast Evaluate causes and reasons Examine effects and consequences Offer a chronology of an event (time segments) Aim for three to five (or more) sentences per paragraph Make your paragraphs proportional to your chapter Make your paragraph(s) coherent (easily understood) by creating logical and verbal bridges (links)

Coherence

Logical bridges the same idea of a topic is carried over from sentence to sentence Successive sentences can be constructed in parallel form Verbal bridges Key words can be repeated in several sentences Synonymous words can be repeated in several sentences Pronouns can refer to nouns in previous sentences Transition words: to show the relationship between ideas, between sentences, between paragraphs

Transition words
Similarity/addition Likewise, furthermore, moreover, further, additiona-lly, also, as well etc. Qualification : adding a condition to the idea; setting a

limit/boundaries for the idea

For the most part, ordinarily, usually, sometimes, rarely,

considering, admittedly etc.

Introduction : bringing an idea into the discussion Firstly, to begin, initially, with regard to etc. Emphasis: placing more importance on the idea;

drawing the readers focus

Specifically, notably, more/most importantly, certainly

Transition words
Contrast: establishing an opposition between ideas Although, conversely, nevertheless, however, whereas, while, yet, on the other hand etc. Sequence and causation: establishing an order for ideas;

showing how one idea follows from another

First, second, third Thus, therefore, hence, then, because

Conclusion: showing that the discussion of an idea is

complete
Finally, ultimately, therefore, to conclude, in summary, in

short, to sum up etc.

Exemplification: introducing an example of a previous idea To illustrate, for instance, such as, in this case, to demonstrate