Academic Writing - Sahadadi.pdf

8/18/2019 Academic Writing - Sahadadi.pdf

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Writers

SahadadiAmin Siswadi

Reviewer

SukirmanMaria A

Hj. Yunita KaryawettiGerry Yunida


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i

PREFACE

Training has been inseperable part from the entire effort of education quality

improvement through professional development programs in upgrading

teachers’ and education personnel competence. Therefore, learning in training

programs, especially in regard to teaching materials should be developed and

implemented as a form of adult education. It is essential to upgrade teachers’

performance and reform strategies, approaches and models of learning in order

to improve the quality of education.

Center for Development and Empowerment of Language Teachers and

Education Personnel (CDELTP) or Pusat Pengembangan dan Pemberdayaan

Pendidik dan Tenaga Kependidikan (PPPPTK) Bahasa is in charge ofpromoting the quality of language teachers, school principals, school

supervisors and so forth. Hence, PPPPTK Bahasa takes part actively in the

project of Better Education Through Reformed Management and Universal

Teacher Upgrading (BERMUTU) in order to multiply their competencies and

professionalism .

As a professional institution, PPPPTK Bahasa provides teaching materials to be

applied by Indonesian Language Teachers and English Teachers in training

activities at Teachers’ Working Group (KKG)/Teachers Subject Association

(MGMP) as a means of achieving the required competencies.

Finally, constructive criticisms for futher materials improvement are welcome

and can be sent to PPPPTK Bahasa, Jalan Gardu, Srengseng Sawah,

Jagakarsa, Jakarta 12640; Telephone: (021) 7271034, Facsimile: (021)

7271032, and email: [email protected].

Jakarta, July 2011Kepala Pusat,

Dra. Hj. Teriska R. Setiawan, M.Ed.NIP 19531118 198110 2 001


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ii

TABLE OF CONTENT

PREFACE ........................................................................................................... i

TABLE OF CONTENT ....................................................................................... ii HOW TO USE THIS MODULE .......................................................................... iii MAPPING OF COMPETENCE ......................................................................... iv INTRODUCTION ................................................................................................ v

ACTIVITY 1 ........................................................................................................ 1 A. Lead in .................................................................................................................. 1 B. Competence and Indicators ............................................................................... 1 C. Learning Activities ............................................................................................... 2 D. Assessment ......................................................................................................... 5

E.

Suggested Resources ......................................................................................... 6

ACTIVITY 2 ........................................................................................................ 7 A. Lead in .................................................................................................................. 7 B. Competence and Indicators ............................................................................... 7 C. Learning Activities ............................................................................................... 8 D. Assessment ....................................................................................................... 13 E. Suggested Resources ....................................................................................... 14

ACTIVITY 3 ...................................................................................................... 15 A. Lead in ................................................................................................................ 15

B.

Competence and Indicators ............................................................................. 15

C. Learning Activities ............................................................................................. 16 D. Assessment ....................................................................................................... 22 E. Suggested Resources ....................................................................................... 22

ACTIVITY 4 ...................................................................................................... 23 A. Lead in ................................................................................................................ 23 B. Competence and Indicators ............................................................................. 23 C. Learning Activities ............................................................................................. 24 D. Assessment ....................................................................................................... 27 E. Suggested Resources ....................................................................................... 27

ACTIVITY 5 ...................................................................................................... 28 A. Lead in ................................................................................................................ 28 B. Competence and Indicators ............................................................................. 28 C. Learning Activities ............................................................................................. 29 D. Assessment ....................................................................................................... 31 E. Suggested Resources ....................................................................................... 31

CLOSING REMARK ........................................................................................ 32 REFERENCES ................................................................................................. 33


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iii

HOW TO USE THIS MODULE

For learning materials in BERMUTU program, there are three types of

materials. The first materials is called ”Bahan Belajar Mandiri” which is used

mainly for the 16 sessions/meetings during the training in MGMP or KKG. This

type of materials is mostly related to how to conduct Classroom Action

Research. The second material is called as ”Modul Suplemen Umum” (General

Modul) which is focused on supporting the participants with any general

knowledge in finishing and submiting all the BERMUTU assignment. Then, the

supplementary modules from PPPTK are the third type.

The supplementary modules from PPPPTK Bahasa aim to provide a learning

resources of theories, concepts, techniques as well as any other learning

materials related to language teaching and learning. In addition, it also

supports the teachers who are joining BERMUTU program in fulfilling their

assignment. Therefore, this modul is mainly focused on discussing about the

subject matter in which the teachers are expected to improve for their

pedagogic as well as professional competence.


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iv

MAPPING OF COMPETENCE

Teacher Competence TopicActivitie

F2F StructureD. Professional

20.3 Mastering English both spokenand written including all ofcommunication aspect

Selecting Topic Brainstorming

Discussion

Reflection

Assessment

Group Disc

Collecting Supporting Details Brainstorming

Discussion

Reflection

Assessment

Group Disc

DraftingBrainstormingDiscussion

Reflection

Assessment

Group Disc

Revising Brainstorming

Discussion

ReflectionAssessment

Group Disc

Writing The New One Brainstorming

Discussion

Reflection

Assessment

Group Disc


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v

INTRODUCTION

Academic writing for teacher nowadays is a must. The teachers must havecompetences in writing. English teachers demanded not only able to teach, butalso to write. Writing an article is the starting point to write the other academicwriting such as writing paper, writing report, writing journal, etc.

Writing is a productive skill. Different from receptive skill, writing needs at leastinvolving 3 aspects among other cognitive, affective and psychomotor.Cognitive aspect involves knowledge about writing, what to write, and how towrite.

Writing Articles in English for secondary teachers probably becomes afrigthening activities. Speaking in English becomes the daily activity in deliveringthe English subject. It is a fact that someone who is able to speak English verywell does not guarantee that he or she is reliable in writing. National data showsthat teacher prefessional development in writing is very low. They commonlyhave problem in academic writing.

This Module tries to provide simple explanation for secondary English teachersas a handout when they want to write an academic writing. This Modulecontains how to select a good topic, how to collect supporting details, how towrite a draft, how to revise and how to re write the new one. By studying thismodule teachers are encouraged to write an academic writing.

This modules consists of 5 Activities that might help teacher to write anacademic writing.


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Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 1

ACTIVITY 1

A. Lead in

Selecting topic is the first step of sequences writing process. This step is

the starting point to make a composition, then followed by the the next

activity such as collecting supporting data, drafting, revising, and then

writing the new one.

B. Competence and Indicators

Competence Indicators

The teachers are able to selectgood topics 1. Teachers know the criteria of agood topic2. Teachers are able to find out a

topic sentence

Topic : Selecting TopicTime allocation : 5 x 45 minutes (F2F)


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3. Discussion 1:

Selecting the topic

Selecting topic is the first step in academic writing process. This step isdone to make the writing process more interesting and meaningful. To

make the academic writing process more meaningful and more interesting

not only for the writers but also for the readers, the writing should be

based on the following:

a. Writing that fits the assignments. This writing is very limited. The

writer is assigned to write based on the assignments given.

b. Writing for practicality. This writing is done to consider the

available time and the published resources. Because the writer has a

limited time to work in, he or she must be sure that they have

adequate information and information resource to support their

writing.

c. Writing that suits the writer’s interests. This writing is given a free

of choice of topics and can write about something the writer is

interested in. Additionally, understand that your paper should be of

interest to other students and scholars. Remember that academic

writing must be more than personal response. You must write

something that your readers will find useful. In other words, you will

want to write something that helps your reader to better understand

your topic, or to see it in a new way.

Task 1

Works individually! Choose one topic that you think you areinterested in.


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4. Discussion 2:

Narrowing the topic/theme

After selecting the topic, the next step is narrowing the topic. Sometimesthe topic you choose is too large or too general. The point is, you must

narrow the subject of our writing to a specific focus so that you can write

about it more clearly and completely. Take an example: the writer is

interested in a topic about “entertainmen”, it is impossible to cover such a

big topic in writing. To make it more clearly, we have to narrow the topic to

perhaps “music” based on the writer’s interest. “Music”, however, is still too

broad a topic for writing, the writer might even further narrow the topic to atype of music, such as pop song. It can continue until the topic that the

writer chooses more specific.

To make it more clearly, the following diagram is shown to illustrate the

process of narrowing a general topic to a specific one.

E N T E R T A I N M E N T

M U S I C

P O P S O N G

It is important that you can think of three main ideas that you want to

discuss in the essay. If you cannot think of three specific ideas to discuss,

then the topic is too narrow.

If your chosen topic is too narrow, choose a slightly broader topic so

specific ideas or details can be listed. For example, if you planned to write


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about football field goals and couldn't list many details about it, choose

something like scoring points in football.

D. Assessment

1. To what aspects are considered to a good topic?

2. Do you think any topics are good to develop?

TASK 2

Discuss with your partner why do you think the topic you choose isgood.

Reflection Sheet Activity 1

Name:1. In Activity 1 I have learnt about

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. The concepts and practice that I have understood throughmy learning on activity 1 are…………………...........................…………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………

3. After I have learnt the concepts and practice in Activity 1, Ineed to improve myself in………………………………………..………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

4. My plans for my classroom related to the concept andpractices in activity 1 are……………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………..


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3. Individually, narrow each of the following general topics to be specific

and good topic!

Education

Sport

Food

Agriculture

Tehnology

4. Compare the two topics in each of the following pairs. Which one is

narrower?

(1). a. Modern architecture in Indonesia

b. The beginning of modern architecture in Indonesia.

(2). a. Traditional dances in Indonesia

b. Dances in Indonesia

(3). a. The importance of examination

b. The importance of final national exam.

(4). a The problems of learning English words

b. The problems of learning English

E. Suggested Resources

1. Academic writing idge / http: Cambidge University Press

2. Harmer, J. (2007). How to teach English. Harlow, Essex: Pearson

3. Oshima A. And Ann Hogue. 1998. Writing Academic English. Pearson

Education.


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ACTIVITY 2

A. Lead in

To write a good composition you have to know the topic to write. After

knowing the topic you should administer or collect supporting details.

Without knowing the supporting details your composition will be weak and

very limited information to expose. Knowing the supporting data as detailed

as possible will make your composition make a sense and everyone will

believe in your writing.

To support topic sentence, we have to collect information about the the

topic as detailed as possible. More information you can get, more things we

can inform to the reader toward your writing.



Participants are able to collectsupporting data

1. Teachers are able to find out asmany details as possible.

2. Teachers are able to classifydetails.

Topic : Collecting Supporting Details

Time allocation : 4 x 45 minutes (F2F)


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composition, the topic that the writer chooses must be supported by the

data or ideas. This step is conducted to generate the ideas. This is done

by a process called brainstorming. Brainstorming can get the writer

started writing more quickly and save time in the writing process. There

are 3 (three) useful brainstorming techniques: listing, freewriting, and

clustering . Learn how to do each of them and then decide which is the

most productive for you as a writer.

Listing

The first way to collect supporting details is by listing. Listing is abrainstorming technique in which the writer thinks about the topic and

quickly makes a list of whatever words or phrases come into his or her

mind. Listing is used to produce as many ideas as possible.

Below are the steps for doing the listing:

1). Write down the general topic on the top of your paper.

2). Make a list of every idea that comes into your mind/the

writer’s mind. Keep the ideas flowing. Try to stay on the

general topic. Don’t worry about the ideas which are out of

the topic. They can be deleted later.

3). Use words, phrases, or sentences, and don’t worry about

spelling or grammar.

TASK 1

Brainstorm by listing ideas or information on one of the following topics.Follow the steps of listing.

How notebook is a learning tool

My favourite leisure-time activity

The characteristics of a good teacher


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4. Discussion 2 :

Free writing

The second way to collect supporting data is by freewriting. In this case,freewriting is a brainstorming technique in which the writer writes freely

about a topic because he or she is looking for a specific focus. Like

listing, freewriting is used to generate ideas as many as possible in the

form of a paragraph. Write sentences as many as possible, not to worry

about appropriateness, grammar, spelling, logic, and organization.

Below are the techniques for doing the freewriting:

1). Write the topic at the top of the paper

2). Write as much as you can, based on the topic until you

run out of ideas. Include the supporting items, such as:

facts, details, and examples that into your mind.

3). Reread the paper and circle the main ideas that you would

like to develop or elaborate.

4).Take the main ideas and freewrite again

5. Discussion 3 :

Clustering

The last way of collecting data is by clustering. Clustering is a

brainstorming technique in which you can writes freely about a topic. Like

listing or freewriting, clustering is used to generate ideas as many as

TASK 2

Brainstorm by freewriting on one of the following topics. Follow the

techniques of freewriting.

Problems with learning English at my school

The effect of global warming

The effect of using internet


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6. Discussion 4:

Taking Notes

The aims:

1. To record information

2. To help you understand ideas or information

3. To develop your own ideas about your topic

Types of Notes:

(a) Direct quotation (indicated by quotation marks)

(b) Sum-up (Taking only important points)(c) Paraphrase (using your own words and sentences)

(d) Combination direct quotation and paraphrase

Look at an example of taking notes:

Original text

TOEFL TEST (Boardman and Frydenberg 2002, 7)

To succeed on the TOEFL test, which is one type of standardized test,it is important to keep certain points in mind. First, you must know thesubject area well. For example, to do well on the TOEFL test, you mustbe fairly fluent in English. That is, you cannot learn English just tosucceed on the test. Second, you should learn the format and test-taking strategies used in the TOEFL test. The goal of the test is toweed out nonfluent speakers, so some of the questions are tricky. Ifyou learn the tricks, you can do better on these types of questions.Finally, it is a good idea to be rested and alert when you take the test.It means that cramming all night before the test usually doesn’t help.You should arrive at the test awake and clear-headed.

(TOEFL TEST) (Boardman and Frydenberg 2002, 7)

a. Direct Quotation

“To succeed on the TOEFL test, which is one type of standardized

test, it is important to keep certain points in mind.”

b. Summary

There are three important things to do in order to succeed taking


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TOEFL test: knowing the subject well, learning the format andtest-taking strategy and being relaxed when taking the test.

(TOEFL TEST) (Boardman and Frydenberg 2002, 7)

c. Direct quotation and Summary

“To succeed on the TOEFL test, which is one type of standardizedtest, it is important to keep certain points in mind …. First, you mustknow the subject area well …. Second, you should learn the formatand test-taking strategies used in the TOEFL test …. Finally, it is agood idea to be rested and alert when you take the test ….”

Four ellipsis points (. . . .) show omission of words betweensentences.

D. ParaphraseUnderstanding the subject matter, being familiar with the format andtest-taking strategies, and being relaxed and attentive whentaking the test are the key success in taking the TOEFLtest.

D. Assessment

1. What do you think about brainstorming?

2. Write the three techniques of brainstorming?

TASK 4

“Teachers in the new learning setting are expected to become reflective

researchers who evaluate and rethink their approaches, attitudes, and

methods of presenting new subject matter to students, at every stage in the

teaching/learning process. They are no longer the only decision maker in this

process since learners share and become partners in the process; teachers,

however, have a new and very important role to play by becoming personal

mentors for individual students, coaching and guiding them to become

autonomous learners.”

From the text above, take a note some information based on the text by

direct quotation, sum-up, paraphrase, and combination


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3. How do you use the technique of listing?

4. How do you use the technique of freewriting?

5. How do you use the technique of clustering?

6. Brainstorm the following topics based on the technique you

choose! The topics:

a. The effect of watching television to the students’ learning

achievement

b. The problems of Final National Examination.


1. Academic writing idge/http: Cambidge University Press


3. Oshima A. And Ann Hogue. 1998. Writing Academic English.

Pearson Education.


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ACTIVITY 3

A. Lead in

After writer selecting a topic, then knowing many information he or she has

to start writing a draft. This step is called drafting. Drafting is the first writing

and need to read again and again to know what should be reduced or

added.

Drafting is the third step of sequences in a writing process. This step is the

the first writing activity to arrange the into sentences. This draft should be

read again and discus with the partners in group to know the weaknesses

and to add more exposure in our writing.

To make a good composition it is impposible to write at once. First writing

should be read and check again and again to know the weaknessess.



Participant are able to make adraft of a composition

1. Make the first draft

2. Make presentation the draft in

group

Topic : DraftingTime allocation : 4 x 45 minutes (F2F)


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C. Learning Activities

1. Learning Scenario

2. Brainstorming

3. Discussion 1 :

Drafting is the third step in the process of academic writing. It is done after

the writer has collected the supporting details. In this respect, the writer

organizes the data or ideas he or she generated by brainstorming into an

outline.

Lead in (10 minutes)

Explanation about objective

and competence in the target

topic

Brainstorming (20

minutes)

Brainstorming about

activities that teachers

usually do for starting

and finishing a lesson

Discussions and Task

(90 minutes)

Discussion about some

concepts or practices in

teacher talk and group

Presentation ( 45

minutes)

Participants present the

result of their discussion ongroup task

Assessment (45 minutes)

Participants doassessment on Activity 1 Conclusion and feedback

(15 minutes)

Conclusion and feedbackabout the whole discussion inActivity 1 as well as to link to

the next Activity 2.

Brainstorming

1. List any instructions that you usually use while you are teachingEnglish.

2. Do you always give instructions in English? Why or why not?


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Below are the techniques for doing an outline:

a. Making Sublists

Making sublists is the first way to divide the data or ideas to list further

into sublists and to cross out any items that don’t belong or aren’t

useable.

b. Writing the Topic Sentence or Thesis Statement

Topic sentence in a simple paragraph or a thesis statement in an essay

is the most general thing and they express the central focus of the

paragraph or essay. Topic sentence briefly indicates what the

paragraph is going to discuss. There are three important points to

remember about a topic sentence:

- A topic sentence is a complete sentence, that is; it contains a

subject, a verb, and (usually) a complement.

- A topic sentence contains both a topic and a controlling idea.

- A topic sentence only contains one main idea. It does not give any

specific details.- The position of topic sentence may be the first or last sentence in a

paragraph.

- Here is an example of a good topic sentence:

Learning English is very important now.

Topic controlling idea

Thesis Statement is the main idea for the whole essay. It shows

directly or indirectly the number and the content of the body paragraphs

of the essay. Essay consists of three parts: introductory paragraph,

body paragraph, and concluding paragraph. Thesis statement is stated

in introductory paragraph. There are three important points to

remember about a thesis Statement:

- A thesis statement must be a statement, not a question.

- A thesis statement must be a complete sentence. This means that it

must have a subject and a verb.


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- A thesis statement is an opinion, it cannot be a simple fact.

- Thesis Statement has three main parts: the topic, one controlling

idea, and the predictor (subtopics).

The topic is the subject of the essay. What the essay is about. The

controlling idea is what you are going to limit the topic and to talk

about in the body paragraphs. The predictor tells the reader how

many bodies of paragraphs there will be in the essay and what their

content will be. . For example of a good thesis statement:

EFL students are not fluent in speaking due to three main factors:

lack of exposure, a large class, and less motivation.

(a) EFL Students = the topic

(b) not fluent in speaking due to three main factors =

the controlling idea

(c) lack of exposure, a large class, less motivation =

predictors/subtopics

- An example of thesis statement in an introductory paragraph:

Lesson Plan

Language teachers may ask themselves why they should bother

writing plans for every lesson. Some teachers write down elaborate

daily plans: others do the planning inside their heads. Whatever the

questions may arise, the essential thing to understand is that there

are internal and external reasons for planning lessons .

c. Writing a body paragraph

Body Paragraphs should cover concrete facts, examples, data, and

statistics. These are used to support the thesis statement.

d. Writing a concluding paragraph

A concluding paragraph should provide a clear understanding of what

the point of your essay is. It can consist of: a final comment, a


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restatement, or a summary. The concluding paragraph should never

introduce new information.

Task1

1. Choose and write an interesting topic after you have

selected and narrowed it.

2. Write a good topic sentence to express the central focus of

the paragraph.

3. Label each of the following according to the type of topic or

thesis statement that it expressses. Use the following

abbreviations:

General Topic – GT

Narrowed Topic – NT

Thesis Statement – TS

Example:

Good nutrition, balanced diet, and exercise are important for

good health. TS____

a. Radio programs are an important form of entertainmentfor many people. __________

b. The importance of education ___________

c. Ship as one of sea transportation __________

d. Sport for health _________

e. Jogging is one form of healthy exercise ________

4. From the following topics, create the thesis statements.

a. Electronic mail

b. Discipline of children

c. Students punishments

d. Democracy


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4. Discussion 2 :

a. Outlining

An outline is a formal plan for a paragraph or an essay. In an outline,

the writer writes down the main points and subpoints in the order in

which the writer plans to write about them. With an outline, it should be

relatively easy to write a paragraph, an essay, or a composition.

An outline is like an architect’s plan for a house. An outline is useful as

a plan for a paragraph. In general, Learning to outline will improve your

writing for three reasons:

1. It will help you organize your ideas.

2. It will help you write more quickly

3. It will improve your grammar.

Here is the example of an outline for writing a composition.

OUTLINE

1. Introductory Paragraph : Thesis Statement

2. Body Paragraph 1: Topic Sentence3. Body Paragraph 2: Topic Sentence

4. Body Paragraph 3: Topic sentence

5. Concluding paragraph: Restatement/Summary

Note:

The number of body paragraph depends on the thesis statement.

b. Writing Draft of Composition

Writing a draft from an outline is the next step. Remember that no piece

of writing is ever perfect for the first time.


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……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. The concepts and practice that I have understoodthrough my learning on activity 3are…………………...........................

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. After I have learnt the concepts and practice in Activity3, I need to improve myself in……………………………..………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

4. My plans for my classroom related to the concept andpractices in activity3 are……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

Task 2

Write a good and complete outline based on the topic you

choose. It must have a title, introductory paragraph, body

paragraphs, and concluding paragraph


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D. Assessment

1. What should the writers do to organize the data or ideas they have?

2. What is the function of making a topic sentence or a thesis statement

in a writing process?

3. How is a good topic sentence?

4. How is a good thesis statement?

5. What is an outline?

6. What is the function of making an outline in a writing process?

7. Write a good outline based on the topic you choose.

8. Write a draft of a good composition or essay based on the outline you

have made in question number 6.




3. Oshima A. And Ann Hogue. 1998. Writing AcademicEnglish. Pearson Education.

4. Articles at www.teachingenglish.org.uk


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ACTIVITY 4

A. Lead in

After presenting the draft in group, you know the things which are relevant

and which are not relevant. Then we think again to revise our draft. This

step is called revising.

This topic is the next sequence from the previous process of writing. From

the discussion and presentation we coollect information and suggesstion,

this become a point to make a revision to our writing.

To improve our writing, like or dislike you have to make revision based on

the suggesstion from the audience when the writer presenting the dratf.


Competence Indicators:

Participants are able torevise the draft

1. Teachers are able to discuss the

suggestion from the audience

2. Teachers are able to revise thedraft

Topic : RevisingTime allocation : 4 x 45 minutes (F2F)


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2. Brainstorming

a. What is the meaning of revising in a process of academic writing?

b. What is the function of revising?

c. How is revising done?

3. Discussion 1: Revising

After the writer writes the rough draft, the next step is to revise it. Revising

means to change what the writer has written in order to improve it. There

are two steps in revising the composition: the first and the second revision.




topic

Brainstorming (20

minutes)

Brainstorming about

activities that teachers

usually do for starting

and finishing a lesson


(90 minutes)

Discussion about some

concepts or practices in

teacher talk and group

Presentation ( 45

minutes)


result of their discussion ongroup task


Participants doassessment on Activity 1 Conclusion and feedback

(15 minutes)

Conclusion and feedbackabout the whole discussion inActivity 1 as well as to link to

the next Activity 2.


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The first revision

The first revision focuses mainly on content and organization of the writing

or composition. The following is how to proceed:

1). Read for a general overview.

2). Check for general logic and coherence

3). Check to make sure that your paragraph has a topic

sentence or your essay has a thesis statement

4). Check for unity. Cross out any sentence that does not

support the topic sentence or thesis statement.

5). Check to make sure that the topic sentence is developed

With sufficient supporting details and the thesis statement

Is developed with sufficient supporting body of paragraph.

6). Check the transition signals

7). Does your paragraph have a concluding sentence? Or

does your essay have a concluding paragraph?

4. Discusion 2 :

The second revision

The second revision is called proofreading. This revision focuses to

correct grammar, sentence structure, spelling, or punctuation. The

following is how to proceed:

1). Check for correctness and completeness: no fragments,

Task 1.

After writing a draft in activity 3, your task is to revise your draft of

writing based on the 7 (seven) criteria of revising a writing above.


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and no choppy or run-on sentences.

2). Check for a subject and a verb, subject-verb agreement,

correct verb tenses.

3). Check the mechanics: punctuation, spelling, capitalization,

typing errors, etc.

Task 2

After finishing the first revision, your task is to revise your draft of

writing on the second revision or proofreading. Use the three

criteria of the second revision above.



…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………2. The concepts and practice that I have understood through

my learning on activity4 are…………………...........................…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. After I have learnt the concepts and practice in Activity 4, Ineed to improve myself in………………………………………..………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

4. My plans for my classroom related to the concept andpractices in activity 4 are………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..


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D. Assessment

1. What is the meaning of revising in a process of academic writing?

2. What is the function of revising?

3. How is the first revising done?

4. How is the second revising done?




3. Oshima A. And Ann Hogue. 1998. Writing Academic

English. Pearson Education.


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ACTIVITY 5

A. Lead in

After revising and discussing the first draft, you should think again to write

the new one. Forget the first draft and then write the new one based on

the suggestion and new information.

The final copy to be handed in is expected to be written neatly and legibly

in ink or typed.

Be sure that the writer makes all the correction or revision that we noted

on the draft.



Participants are able to write thenew composition

1. Teachers are able to producenew writing based on thesuggestion;

Topic : Writing the new one

Time allocation : 4 x 45 minutes (F2F)


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2. Brainstorming

3. Discussion : Writing the New One

Writing a new one or a final copy is the last step in the process of academic

writing. It is done after the writer feels sure that he or she has made all

How does the writer of academic writing do after finishing writing

the draft?




topic

Brainstorming (20

minutes)

Brainstorming about

how to write the new

one


(90 minutes)

Write and discuss the

new composition

Presentation ( 45

minutes)


result of their writing


Participants doassessment Conclusion and feedback

(15 minutes)

Conclusion and feedback


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D. Assessment

1. You are going to teach class year VII a reading text about the

danger of boxing as sport. Think of a suitable ”social chat” for your

student which can link the students to the target topic in the reading

text. Give example of questions that you will ask to direct the

students to your social chat.

2. Suggest closure strategies that might be appropriate for these kinds

of lesson:

a. Focusing on writing a descriptive text

b. A speaking lesson focusing on expressing agreement

And disagreement.


1. Academic writing idge/http : Cambidge University Press

2. Harmer, J. (2007). How to teach English. Harlow, Essex:

Pearson

3. Oshima A. And Ann Hogue. 1998. Writing Academic

English. Pearson Education.


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REFERENCES

Brown, HD. (2001). Teaching By Principles: An Interactive Approach to Language

Pedagogy . 2nd second edition. New York: Addison Wesley Longman.

Edge, J. (1993).essential of English Language Teaching. London: Longman.

Ellis, R. (1985). Understanding Second language Acquisition. Shanghai: ShanghaiLanguage Education Press.

Harmer, J. (2007). How to Teach English. Harlow, Essex: Pearson.

Heaton, JB. (1985). Using English In the Classroom. Singapore: Longman.

Parrot, M. (1993). Tasks for Language Teachers . Melbourne; Cambridge UniversityPress.

Richards, JC. and Lockhart, C. (2004). Reflective Teaching in Language Learning . 10th edition. Cambridge: Cambridge University Press.

Ur, P. (2006). A Course in Language Teaching. 13th edition. New York: CambridgeUniversity Press.


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Documents

Academic Writing - Sahadadi.pdf