Task 3

ESP

Unit 4 final task

Comparative Analysis of four Abstract in specialized journals

Carrizo Liliana

Consoli, Claudia

Comparing Abstracts from Assorted Perspectives

The American Psychological Association (APA, 2008) determines that an “abstract is a brief, comprehensive summary of the contents of the article; it allows readers to survey the contents of an article quickly (…)” (p.12).  According to Swales and Feaks(1994),abstracts usually consist of a single paragraph containing from about  four to ten full sentences and it is generally more important to the reader than the writer. This paper consists of a comparative analysis of four abstracts from different research articles concerning the medical and educational fields. This study will imply delving into the various parts and characteristics of this valuable section of a research article.When analysing and comparing the various abstracts, we will make use of the APA conventions to abstract writing.

On the one hand, the two medical articles are written in a structure form which includes bolded headings.Each heading identifies some of the sections of the Introduction, Methods, Results and Discussion (IMRAD) formula. Both papers could be classified under the informative type of abstract. As regards linguistics characteristics, both papers make use of the past tense and the present and passive voice. The approach to writing is in both cases a summary.

On the other hand, the two educational papers present numerous differences between each other and the medical papers as well.

The abstract on the use of DVD is a short unstructured paragraph not following the IMRAD formula at all. It only provides the reader with a brief description of what the paper will deal with. It is an informative text which approach to writing is a summary. The writing style though rather simple is capable of engaging the reader into continuing reading. It is mainly written using the present tense and the present perfect tense.

The abstract on the use of video in the classroom is quite different. To begin with , it is longer and more detailed. It contains in paragraph form an attempt to the IMRAD formula. Nevertheless, it lacks the ¨Results¨ and ¨Conclusion¨ .It provides the reader with some definitions to unknown words and a general idea of the way of work. This text starts in the present tense moving between past tense, and passive voice accordingly. The approach to writing is also a summary but it also works as the blueprint of the paper ahead.

            All in all, it is noticeable that the medical and educational articles follow contrasting abstract features and parameters. The Medical papers provide a clear understanding of the research articles whereas the educational articles cannot shed light on all the reports’ sections. If writers wish their work to be accepted within their corresponding discourse community, they will have to adhere very strictly to the established principles for each field. Therefore, It could be concluded that the medical research articles abstracts hold the necessary parts and characteristics that are determined by the academic writing community. The papers seem to reflect the qualities of each field: the medical papers, precision of data and a clear format ; the articles on education, creativity and reader friendly characteristics to approach the classroom teacher as well as other researchers.

References

American Psychological Association (2008).Publication Manual (5th ed.). Washington, DC: British Library Cataloguing-in-Publication Data.

King,J. (2002) .Using DVD feature films in the EFL classroom . The weekly column, 88 (1). Abstract retrieved  from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=24130

Kokonis,M (1993) .The video in the classroom: Agatha  Christie’s ‘Evil Under the Sun’ and the teaching of narratology through film . Educational Resources Information Center. Abstract  retrieved from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=24128

Martinez, C., LAssimes,T., Mines,D.,Dell’Aniello,S, Suissa,S (2009). Use of venlafaxine compared with other antidepressants and the risk of sudden cardiac death or near death: a nested case-control study . British Medical Journal. 2010;340,c249doi:10.1136/bmj.c249 . Abstract retrieved from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=24124

Swales, J.M., &Feak, C.B. (1994).Academic writing for graduate students: Essential tasks and skills. Ann Harbor, MI: The University of Michigan Press.

Wijeysundera,D., Beattie,W. Elliot,R.F., Austin,P. Hux,J.Lapaucis,A.(2009) . Non-invasive cardiac stress testing before elective major non-cardiac surgery: population based cohort study. British Medical Journal. 2010;340:b5526doi:10.1136/bmj.b5526 . Abstract retrieved from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=24126

Mid-term exam

ESP

Mid-term Exam

Consoli , Claudia

May 4^th 2013

Modes of Professional Development: An Analysis

Writing a  research paper implies not only a deep understanding  of the content to be presented, explored, or discussed  but  of the format required by the discourse community in which such paper will be presented. Bennett, Braund, Lubben and Mason (2011)have written a interesting paper to be analysed. Such is the objective of this piece of writing.

According to the American Psychological Association standards a research paper must contain: a title, author’s name, abstract, introduction, method, results, discussions, references, and appendices. (APA 2010 pp. 23-38).

The authors of this paper have met most of the specific standards but they have not included an abstract. The APA(2010) states that an abstract is a brief, comprehensive summary of the contents of the article.

Swales and Feak (1994) describe the layout of the introduction in three moves. The first move should establish the territory by stating the relevance, and importance of the research. It could also introduce and review previous research in the area. It can be said that this paper complies with all of them.

The first move starts in the first paragraph of the article. This paragraph shows the importance of providing continuing professional development at the National Network of Science Learning Centres region and nationwide. It also reviews previous studies and their evaluation and action plan. The authors briefly specify that they collect data mainly through a system of feedback and evaluation from its participants (Bennett et al 2011).

The second move is short as expected and it establishes the niche for the research carried out. In this case it is the necessity to establish a research and analysis team to increase capacity for research and provide research intelligence across the network. (Bennett et al 2011).

The third move occupies the niche by outlining what has been done. The authors describe that two studies were commissioned and who was in charge of each study. Therefore they state the nature of their work and indicate the structure of work (Swales and Feak 1994). A brief literary review is included almost at the end of the introduction.

On balance, although the paper seems to comply with all the necessary standards some other considerations could have been taken into account. For example this seems to be a qualitative and quantitative analytical paper using case studies and primary sources to support its content. If the authors had included this information in the abstract the readers would have had a better and possibly quicker understanding of the paper.

The language used in each of the moves is also an item to be considered. The authors favoured the use of past tense and the present passive voice. The use of the present perfect to refer to their areas of inquires and clearer definitions to make the language less obscure could have help the reader into a better understanding of the writers’ ideas. All in all, the paper seems sound and worth reading.

References

American Psychological Association. (2010). Publication Manual (6th ed.). British Library Cataloguing-in-Publication Data: Washington, DC.

Bennett, J., Braund, M., Lubben, F., & Mason, Y. (2011). Modes of Professional Development: An evaluation of the impact of different course modes operated across the National Network of Science Learning Centres. Report commissioned by the National Science Learning Centre, York: University of York, Department of Education.

Swales, J.M., & Feak, C.B. (1994). Academic writing for graduate students: Essential tasks and skills. Ann Harbor, MI: The University of Michigan Press.

Task 2

ESP

Research Article Analysis

Integrative Task 2

Consoli Claudia

Carrizo Liliana

A Comparative Analysis of  Medical and Educational Research Articles

A Research Article (RA) is a written paper that illustrates an outcome of scientific research with supporting clinical data.  Researchers write these articles for the purpose of making specific findings known to the scientific community at large. In fact, rather than appearing in a consumer or industry publication, a research article is found exclusively in a peer-reviewed scientific or medical journal such as the Language Learning and Technology and the British Medical Journal.As with any type of targeted writing, it could be claimed that these journals should follow a protocol in terms of layout (Robert,1994). Considering this, there are three important aspects of a research articles that could be analysed, compared and studied.

In the first place, Swales (1994) specifies that the results section should hold a summary of the figures, data with text and tables. In addition to this, the text ought to be logically ordered, and refer the readers to a table where they can see the information. It is also stated that this section describes the outcomes that are related to the hypothesis of the paper and that this is done by means of past tenses.

On the one hand, the educational article contains two parts within the results section; the first and the second period of action research. These two parts are well developed and they follow the same order. Besides, the result section makes use of the past simple tense. Additionally, not only are there tables which reflect all the data and figure, but also samples of the dialogues which are part of this research. On the other hand, the medical paper holds one result section which deals with different topics of the research and this section is described using the past tense. Furthermore, this medical journal article contains charts which show detailed figures of the study. Considering this, the two papers seem to follow the same characteristics in the results area; however, it is of utmost importance to mention that the American Psychological Association (APA) (2010) states that graphs are good at conveying relationships like comparison and distribution. Consequently, it could be claimed that the medical paper’s graphs might help the readers to acquire a better global understanding of the results.

Secondly, when dealing with the discussions and conclusions, the writers might choose to separate the sections or blend them into one section. The discussion part should evaluate whether the problem has been solved .On the other hand, the conclusion should state what is needed to be done next and the reason why this further study should be carried out.

The article belonging to the educational field includes limitations and the discussion seems to be included in the conclusion. The conclusion contains specific implications and clear need for a further research. The medical paper writer acknowledges the importance of the three sections of the last part of the project: discussion, limitations and conclusion. Although the discussion provides information about the key findings, the conclusion does not appear to possess the necessary information to state the reasons for a further research. Furthermore, the conclusion does not present sound arguments that might persuade the reader that his/her conclusions are utterly important. When dealing with conclusions, the educational article shows arguments that would summarize the study without leaving important details aside.  Nevertheless, the medical paper leaves the reader with the sense that there was more to say in the conclusion; it would have been better if the writer had included sound arguments to organize his/her conclusion.

On balance, a writer should be aware of the fact that there are patterns of a research article which are of paramount importance when developing his/her work. Although the educational and the medical journal belong to distinct fields, they seem to follow the same research settings of this genre analysis. In spite of this, after analysing both materials, it might be assumed that the educational paper writer has produced a more suitable argumentative conclusion that may lead the readers into a better understanding of the writer’s goals.

References

Robert S. Day (1994), How to Write and Publish a Scientific Paper, 4th edition, Oryx Press, Phoenix.

Swales, J.M., &Feak, C.B. (1994).Academic writing for graduate students: Essential tasks and skills. Ann Harbor, MI: The University of Michigan Press.

            Barrs, K.(2012) “Fostering computer-mediated L2 interaction beyond the classroom.” Language Learning & Technology, vol 16,1,pp. 10-25

Retrived April 2013 from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=24095

           Di Angelantonio, E. Chowdhury, R.  Sarwar,N. Aspelund,T. Danesh,J. Gudnason,V. “Chronic kidney disease and risk of major cardiovasculardisease and non-vascular mortality: prospective population based cohort study.” BMJ. Retrieved April 2013 from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=24096

            American Psychological Association (2010). APA formatting and style guide. Retrieved from http://owl.english.purdue.edu/owl/resource/560/01/

Task 1

Consoli, Claudia

Carrizo, Liliana

ESP Unit 2  final task final draft

Academic Conventions in RA

Introductions and Methods

APRIL 2013

Academic Conventions in Research Articles: A Deep Analysis

Research articles were born with the idea of reporting results of an original research contributing in that way to the body of knowledge of a particular field. Scientific research should be systematic. (   )

 The purpose of this paper is to compare and contrast an article from the educational field and one from the medicine field; concentrating on their introductions and methods sections to show that even though academic styles could be different the general format is consistent in both papers.

For researchers and writers in general the introduction to an article or paper should be utmost importance. Swales and Feak (1994) confirm that the writing of introductions is a time-consuming and vexing process. Introductions are not only the selling point of a research article but they also contain organizational patterns called moves.  Swales’s model includes three basic moves in research article introductions writing. The  first move is called establishing a territory (introduces the general topic) the second move is  called establishing the niche (identifies the more specific areas that require further investigation) and  the third move is called occupying the niche (introduces the current research study in the context established previously)

On the one hand, the article from the medical field concentrates on violence and the risk to medical practitioners and general public alike in crowed emergency rooms. The introduction to the paper holds expert, brief and concise language which establishes the importance of the research (this being the first move). Moving seamlessly into showing the need for this research and announces the principal findings (these constituting moves 2 and 3).

On the other hand, the educational paper, presents a short abstract  naming the basic purpose of the article but there is no proper introduction. Thus, creating an understanding difficulty for the readers. Following Swales’s Create A Research Space (CARS) model not only organises the text and helps the writer communicate his ideas with ease but also provides the reader with the necessary context to fully understand the paper.

As regards Methods the first article is more than complete. It specifies the place of study and its participants, the duration of such study and the study design, a statistical analysis, ethical issues, and finally the results. Moreover , such results are illustrated in charts and tables. The educational paper starts defining  learning disabilities ( the point of the study) and suggest possible ways of dealing with them in the classroom. However, there are no titles or subtitles determining the parts of the article nor participants, materials or procedures are not mentioned.

All in all, the papers selected present numerous differences between them. Stemming from the fact that each of them belongs to a different field and that they are both written with a dissimilar purpose in mind. The medical paper tries to show and analyze violence in the emergency room. It depicts its origins and reports their findings. The educational paper concentrates on defining learning disabilities and providing a list of suggestions for the classroom use.  Although the educational paper seems to be less scientific than the medical one, it could be claimed  that both papers reach their target audience clearly and convincingly.

References

Eroglu.S, Ozge O, Sağıroğlu E., Denizbasi, A., Akoglu, A. (2013) Analysis of Violence in a Crowded Emergency

Room. British Journal of Medicine & Medical Research 3(4): 1208-1221. Retrieved from: http://www.sciencedomain.org/abstract.php?iid=205&id=12&aid=1182#.UWF0k6KkxX5

Root, C.(1994) A Guide to Learning Disabilities for the ESL Classroom Practitioner.Teaching English as a Second or Foreign Language.1 (1).Retrieved from: http://www.cc.kyoto-su.ac.jp/information/tesl-ej/ej01/a.4.html

Swales, J.M., & Feak, C.B. (1994). Academic writing for graduate students: Essential tasks and skills. Ann Harbor, MI: The University of Michigan Press.

Welcome friends,
to a new year of  writing and sharing.
this year the pieces of writing you see on the blog are co-authored by Liliana Carrizo and I.
read you around
hope to hear from you soon
claudia

Assignment 3 Book Critique

Consoli Claudia

Book Critique

EAP

November 2012

Academic Writing

a Handbook for International Students

by Stephen Bailey

Routledge 2006 (2^nd edition)

ISBN13 : 9-78-0-415-38420-9 (ppb)

A Review of : Academic Writing a Handbook for International Students

College and university writing has always posed a challenge for students. Non native speakers of English present a twofold problem when faced with academic assignments or tests. They have to meet the standards of the subject under study in the established academic style and they have to do it in a foreign language. Bailey (2006) offers a variety of suggestions to help beginner writers enter the world of academia.

His book is exactly what the title and subtitle suggest: A handbook for overseas students delving into the waters of academic writing. The book presents a clear four-part organization. The author has attempted a holistic vision to the world of academic writing. Each of the parts, subdivided in smaller chapters take the novice writer from the background of writing, through the complete process of writing(planning, organizing, editing and proofreading) to actual model pieces to help comprehension on what is expected of them in  the academic world.

Part 1 and Part 2 of the book explain and exemplify the relevant standards regarding the writing process and the elements of writing.  While Part 3 contains excellent practical grammatical  exercises, this is not a grammar book per se. Part 4 contains models including formal letters, Curriculum Vitae (CVs) and comparison and discussion essays.

By the end of the book, the reader will have a clear understanding of how to structure a variety of writing pieces and which criteria the pieces need to conform to. As Bailey(2006) states in the introduction ‘this practical book thoroughly explains the writing process and covers all the key writing skills.’(p. ii)

The book’s drawbacks stem from its advantages. The fact that such a wide range of issues is covered inevitably leads to reduced depth. More experienced writers would find the book lacking in more specific items such as text variety. These more advanced students would need more models including for instance research papers. It would also have been better if the author had contemplated different academic styles such as American Psychological Association( APA), Modern Language Association (MLA) and the like.

Overall, academic writing involves an understanding of writing genres, styles and layout. This book examines all of these aspects and, as such, may be interesting to freshmen students, native and non native alike. For these reasons, it is ideal as an addition to beginner writing courses.

References

Bailey, S. (2006). Academic Writing: A handbook for International Students (2nd ed.).Retrieved October 2012 ,from Taylor & Francis elibrary:http://npu.edu.ua/!ebook/book/djvu/A/iif_kgpm_t27.pdf.

Mid Term Annotated Bibliography

Stockwell, G (October 2012). Working with  Constrains in Mobile  Learning : A Response  to Ballance. Language Learning & Technology. 16, (3), 24–31 Retrieved October 2012 ,from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=20171

Mobile Assisted Language Learning (MALL) Is Here to Stay

Stockwell finds several areas of concern in Ballance’s(2012)  words. To begin with, Stockell (2012)declares that Ballance has preconceived ideas in his claim that MALL activities should not replicate pen a paper ones.  He goes on to explain that ‘the activities were developed as part of an intelligent system that kept detailed records of what learners knew based on the performance in [for example] the vocabulary activities’ Stockwell(2012 p 25).

In addition to that, Stockwell defines the complexity of the system of the activities for the mobile phones. This system included push and pull models, a variety of gradable interactive activities to cater to different learning styles and much more. What is more Stockwell refutes Ballance negative idea of replicating pen a paper activity types on MALL technology. Alluding that many mobile phone users incorporated traditional handwriting activities such as schedules, and calendars into mobile phones.

Furthermore Stockwell continues defying Ballance’s opinion about the impact of smart phone and their apps. Ballance has claimed that the new smart phones will instantly solve the technical disadvantages of Stockwell activities. Stockwell answers clearly that even though smart phones present some commendable advantages such as bigger screens and the mobile applications. This two supposed improvements could also be detrimental.

To conclude Stockwell proposed   that   teachers should move with the times and create and adapt activities to provide their students with the best possible type of learning resources considering the speed technology moves at.

References

Ballance, O (October 2012). Mobile Language  Learning: More Than Just “The Platform”. Language Learning & Technology. 16 (3), 21–23. Retrieved October 2012, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=20170

Stockwell, G (October 2012). Working with  Constrains in Mobile  Learning : A Response  to Ballance. Language Learning & Technology. 16, (3), 24–31 Retrieved October 2012 ,from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=20171