The code, “APA” is used to indicate any errors related to APA. Some errors related to APA can lead to plagiarism (refer to Plagiarism and UAA Plagiarism Policy ELT 2023 if a UAA student). ## APA Summary Creating an extensive guide to writing academic texts according to APA (American Psychological Association) conventions involves covering several key aspects. APA style is widely used in the social sciences, and it is essential for ensuring clarity, precision, and consistency in scholarly writing. Here’s a comprehensive guide: ### 1. General Format
•Paper Size and Margins: Use
standard-sized paper (8.5 x 11 inches). Margins should be 1 inch on all sides.
•Font and Size: Times New Roman 12-point
font is the most commonly used, but other readable fonts like Arial (11-point)
or Calibri (11-point) are also acceptable.
•Spacing: The entire document should be
double-spaced, including the reference list.
•Alignment and Indentation: Text should be
left-aligned with a 1/2 inch first-line indent for each paragraph.
•Page Numbers: Include a page number in
the top right corner of every page.
•Paper Title: Place the title in the upper
half of the page, centered, in bold, and in title case.
•Author Name(s) and Affiliation: Below the
title, include the author’s name and institutional affiliation.
•Course Name and Number, Instructor, and Due
Date: These are optional depending on assignment requirements.
•Running Head: An abbreviated title, in
uppercase, flush left on the title page. However, this is no longer required
for student papers. ### 3. Abstract
•Length: Typically around 250 words.
•Placement: On a new page following the
title page.
•Content: A concise summary of the key
points of your paper, including the research topic, research questions,
methods, results, conclusions, and implications. ### 4. Main Body
•Headings: Use headings to organize the
paper. APA style has five levels of headings, ranging from level 1 (centered,
bold, title case) to level 5 (indented, bold, italic, sentence case, ending
with a period).
•Citations: Use in-text citations to
acknowledge sources. The basic format is (Author, year). ### 5. In-Text
Citations
•Quotations - Use sparingly: For direct
quotes, include the page number or paragraph number.
•Paraphrasing: When paraphrasing, a page
number is not required but can be included.
•Multiple Authors: Use ‘et al.’ for works
with three or more authors.
When writing
a thesis paper, there are three different types of paragraphs to consider: an Introduction
paragraph), a body
paragraph, a Transitional paragraph, and a conclusion paragraph. When writing a typical
five-paragraph essay, the same types of paragraphs apply except for the
transitional paragraph. An introductory paragraph, transitional paragraph, and
conclusion paragraph all include a thesis statement or the main idea of the
entire thesis.
Writing
effective evidence sentences within a body paragraph using the MEAL plan (Main
idea, Evidence, Analysis, Linking) involves several key steps. The MEAL plan is
a structured approach to constructing paragraphs that clearly communicate your
arguments and analysis. Let’s break down how to write good evidence sentences:
•Purpose: Provide factual details, data,
examples, quotations, or paraphrased information to support the main idea.
•How to Write Good Evidence Sentences:
–Relevance: Ensure that the evidence
directly supports the main idea of the paragraph.
–Credibility: Use evidence from credible
and authoritative sources.
–Specificity: Choose evidence that is
specific and detailed to make a strong case.
–Integration: Introduce evidence in a way
that flows naturally from the main idea. Use phrases like “For instance,”
“According to [source],” or “A study by [researcher] found that…”
–Balance: Provide enough evidence to be
convincing but avoid overloading the paragraph with too many details.
–Citation: Always give proper credit to
the original sources of your evidence, following the appropriate citation
style.
1.Main Idea: Increasing physical activity
in daily routines can significantly improve mental health.
2.Evidence: A 2020 study by the University
of Oxford found that participants who engaged in moderate to vigorous physical
activity for at least 150 minutes per week reported a 30% decrease in symptoms
of depression. Additionally, a survey conducted by the World Health
Organization revealed that regular physical activity enhances cognitive
function and reduces anxiety.
3.Analysis: These findings highlight the
dual benefits of physical exercise, not only in alleviating depressive symptoms
but also in enhancing cognitive abilities and managing anxiety. The reduction
in depressive symptoms can be attributed to the release of endorphins during
exercise, known for their mood-boosting properties.
4.Linking: Understanding the multifaceted
benefits of physical activity can guide public health policies aimed at
improving mental health outcomes.
In summary, effective
evidence sentences are integral to supporting the main idea in your paragraph.
They should be relevant, credible, specific, well-integrated, balanced, and
properly cited. The MEAL plan provides a structured way to organize your paragraph,
ensuring that your argument is presented clearly and persuasively. # Body
Paragraph (BP) Development
Like an essay or
literature review, a BP has a beginning, middle, and end. Think of a BP as a
“mini essay”. Each paragraph should develop one main idea, describing what,
how, why, when, where, with whom, etc. about a single main idea. A section
of a literature review contains a series of main ideas that is organized in a
logical fashion: topical, categorical, process, etc. (See Developing an argument).
Thus, BPs are organized within each of the two-four sections of a (2,250-word)
literature review in a way that builds an argument related to the section title
(level II heading) that relates directly to the thesis statement (or the main
idea of the entire essay).
Consider the acronym,
M.E.A.L., as in MEAL plan, when developing a body paragraph. The MEAL Plan does
not apply to an introduction paragraph, transitional paragraph, or conclusion
paragraph.
Main Idea (Original
idea-no citation): When developing a body paragraph (BP), each sentence
serves a particular purpose. A BP typically begins with the main idea of the
paragraph, called, “the topic sentence”. A reader should be able to get the
gist of the meaning of the text by reading only the topic sentence of each BP.
It’s common for English language learning writers to find it challenging to
develop a topic sentence to begin each BP. Sometimes a topic sentence can be
determined before developing the BP, while at other times, the topic sentence
is unclear until the entire BP has been written. Either way, a topic sentence
should begin each BP and express clearly the one idea (or claim - See A claim defined
and Toulmin Method in Developing
an argument.
When developing a topic
sentence (the main idea of the BP), there are a few things to keep in mind. 1)
Try to avoid using copula
verbs, the most common being
the verb “to be”. As stated earlier, the topic sentence is a claim, a position,
an assertion, a proposition, an opinion, etc. that represents one idea. Avoid
expressing facts as a topic sentence. 2) A topic sentence should not be too
general nor too specific. A topic sentence should be more specific than the
thesis statement and section title (level II heading) and more general than the
evidence sentences within the paragraph that express examples, details, facts,
statistics, etc. To make a topic sentence more specific add prepositional
phrases, relative (adjective) clauses, and subordinating (adverbial) clauses.
3) Avoid using personal pronouns in the topic sentence and instead (re)state
its antecedent (i.e., the noun the personal pronoun represents). 4) Avoid
questions and imperatives when writing a topic sentence. As a general rule,
avoid all rhetorical questions throughout your text with the exception of
perhaps an essential question in the Introductory
Paragraph. 5) Avoid transitions to
begin a topic sentence: introductory phrases, sentence connectors, and
beginning a sentence with a subordinating clause.
Evidence (Not
an original idea: citation required): When developing a literature review,
the evidence (sentences) will be the citations used to support the writer’s
original ideas. When developing the results and discussion section of a paper,
the evidence will be the findings that result from having analyzed collected
data. A good rule of thumb is to present the evidence immediately after the
main idea of the paragraph (i.e., the topic sentence); that is, the second
sentence of the BP. After presenting the first piece of evidence in a BP, then
it’s at the discretion of the writer how evidence sentences and analysis
sentences are to be stated.
Analysis (Original
idea-no citation): The role of an analysis sentence is to connect the
evidence to the main idea of the BP. As the writer, ask yourself the following:
1.What is the importance of the evidence as it
relates to the topic sentence (main idea of the paragraph)?
2.What does the evidence mean to the reader of
your text?
3.How do you as the writer interpret the evidence
as it relates to the main idea?
4.How should the reader interpret the evidence in
lieu of the main idea from the topic sentence?
Think of the analysis
sentences as a comment, explanation, compare-and-contrast, synthesis, etc.,
using the writer’s critical thinking skills to interpret and express the point
of the evidence as it relates to the main idea of the BP. Analysis sentences can
also be used to connect ideas to other parts of the thesis paper that have
already been discussed. It’s the writer’s responsibility to express why the
evidence relates back to the main idea. An analysis sentence should always come
after the evidence it is mentioning. Stated another way, evidence sentences
should always precede an analysis sentence.
Link (Original idea-no
citation): The linking sentence connects the main idea of the current
paragraph (i.e., topic sentence) with the main idea of the next body paragraph
and should be the last sentence of the BP. Properly including linking sentences
provides flow and connects ideas throughout the section. For this reason, it’s
recommended to avoid transitions to begin topic sentences as stated earlier. As
an alternative, the final sentence of a BP could also serve as a summary,
especially in cases when a BP concludes a section.
Since
each BP sentence serves a particular purpose, the organization of how each
sentence is stated can be the difference between a coherent and incoherent
paragraph. Here are a few examples of BPs according to the MEAL plan (*
indicate incoherent BPs) - click on the comments to see further explanations: MEEAAL
ok, MEEEEAL Not ok; MEEAAAL ok; EMEAL Not ok; MEAAAL
Not ok; MEEAEAL ok; MEAEAL ok; MEAEL Not ok; MEAELA
Not ok
Avoid
using any one type of transition (e.g., sentence connectors). Instead, mix it
up a bit and include Introductory phrases and subordinating
clauses (See Dependent clauses) to begin sentences
within a paragraph. Avoid transitions to begin a paragraph, however.
Think of
paragraph length in terms of sentences first. Typically, BPs with five-eight
well-constructed sentences will have a proper length. If a paragraph has 225
words or more then, it might be necessary to separate it into two or more
paragraphs.
Compare how to write a
body paragraph with how to write an Introduction paragraph and Conclusion paragraph. As a general rule, it’s usually best to develop
first your body paragraphs (beginning with the easiest paragraph), and then
develop the introduction and conclusion paragraphs. The introduction paragraph
(after the hook and before the thesis statement) is dedicated to the context of
the problem (refer to the Problem statement).
In this episode I share a teaching and learning experience from last week in terms of task-based learning. Eight different instructional-learning episodes are also covered in our discussions.
How do you currently implement task-based learning in your teaching practice?
Deliberate practice differs from the prior view of practice… that working at a skill until one reaches automaticity… because individuals engage in deliberate practice tend to resist automaticity (p. 6).
Whereas flow experiences are motivating and pleasant (from Mihaly Csikszentmihaly), “deliberate practice requires effort and is not inherently enjoyable (p. 6).
Deliberate practice takes a large amount of time… is acquired over a very long period of time… at least a decade… the “10-year rule” (p. 7).
John Carroll (1963)... considers reflective practice an interplay between aptitude (how long it
takes a person to learn something), perseverance (how long a person is willing to spend with a subject, and opportunity (how much time a person is allowed for learning something (p. 7).
The lesson study model: a group of teachers (usually from a range of grade levels) sets goals for specific subject areas, units, and lessons, and then writes a research lesson to help students meet those goals. One member of the group presents the research lesson to his or her class while other group members observe. Afterward, the group analyzes the lesson, examine evidence it collected regarding “students’ engagement, persistence, emotional reactions, quality of discussion within small-groups, including of group-mates, and degree of interest in the task” (Mast & Ginsburg, 2010, p. 258; as cited in Marzano, 2012, p. 7).
ALACT (action, looking back, awareness, creating alternative methods, trial) model as a structure for teacher reflection -
Thomas Farrell (1999, 2004): teacher reflection framework that includes working individually, in pairs, or in teams (2004, p. 36). Must include four components:
Ground rules: for meetings, classroom observations, journal writing, and critical friend relationships.
Categories of time: allocate time to engage in reflective activities, individual reflection, skill development, and group reflection
External input: from other people’s observations, reflections, or theories, or from the research and literature on teaching practice.
Affective states: protocols that alleviate anxiety or embarrassment during reflection
Jennifer York-Barr et al. (2006) - reflective practice spiral that “embeds reflective practices as a cultural norm in school” (p. 19) - a transition from individual to larger communities of practice:
PAR practitioners make a concerted effort to integrate three basic aspects of their work: participation (life in society and democracy), action (engagement with experience and history), and research (soundness in thought and the growth of knowledge).[2] "Action unites, organically, with research" and collective processes of self-investigation.[
In the above video, My Reaction to the Kavanaugh Hearings || Mayim Bialik, Mayim lists various points about the Kavanaugh hearings. One of the main purposes of this channel seems to be for Mayim to express freely her ideas, thoughts, opinions, etc. to the public. At 1:49, she posts the heading, My editor made me remove Point #2 - with no further explanation (at the time of this writing). The following philosophical analysis relates to what this statement means within this particular linguistic context (#linguistics, #sociolinguistics).
Having an editor remove "point #2" means that the editor must then approve all other points shared in this video as well as any ideas expressed in all prior videos. Perhaps Mayim has disclosed who this editor is and their relationship, but it is not clear if one simply refers to this one video. It could also mean that Mayim plans to disclose point #2 at a later date, after the need of having an editor is no longer warranted. I can't help but wonder now how Mayim's (unedited - original) thoughts get the "green light" before being published for public consumption. It's no one's business why she decided not to reveal point #2 or who the editor happens to be, but it does seem to hamper the level of authenticity that exists with those ideas that are being shared. The appeal of having a channel like this is that there is no editor.
Question: Is it better to reveal that one of several ideas was not allowed to be shared or is it better to just not mention it for fear that it might discredit the other ideas that are being shared? Can one remain open and honest if ideas first must go through an editor?
This classroom experience takes the (English language) learner from the process of brainstorming to transforming the outline from key words, developing sentences, to finally an organizational outline.
Today concludes the 25th Anniversary of the BA in ELT at the Universidad Autónoma de Aguascalientes. I am sharing the two presentations from the conference that focus on personal learning networks and professional learning and the importance of performance tasks.
Seldom do Teachers Become Lifelong Learners by Accident - September 10, 2018
The purpose of creating an educational manifesto is to attempt to collect and organize a set of ideas I hold true related to teaching and learning. The rationale for sharing such an endeavor is to encourage others to think about the same and offer feedback that will continue to shape my opinions on my own educational philosophy and current teaching practice.
A manifesto is a published verbal declaration of the intentions, motives, or views of the issuer, be it an individual, group, political party or government. A manifesto usually accepts a previously published opinion or public consensus or promotes a new idea with prescriptive notions for carrying out changes the author believes should be made.
Here, a manifesto is a written declaration of my intentions, motives, and views about teaching and learning, a personal education manifesto shared with the masses if you will. I first thought about writing my own manifesto after having read, The 27 Principles to Teaching Yourself Anything (ScribdScoopit, Blog - in the works at the time of this writing). But what motivates me, even more, are my learners. My intention is to present this manifesto the first day of class next semester (August 13, 2018) in hopes that it presents a personal philosophy and expectations that ultimately can compare with learners' expectations they have for the class. Secondly, having an education philosophy will serve as a basis for an upcoming talk I have in September regarding strategies successful learners employ to get the most out of their studies and throughout their professional careers as English language educators. Although this manifesto addresses education in general, the intended audience are those interested in the teaching and learning of an additional language.
I use the acronym DOCS to categorize ideas around an education manifesto that I feel currently represents how teaching and learning emerge in both formal and informal education. DOCS begins as a variation of The 27 Principles... because the bulk of any educative experience primarily has to do with what the individual learner does while the educator's job is to facilitate the process. I conclude by offering a slightly more nuanced viewpoint by expanding on disposition, orientation, cognition, and socialness.
DOCS as a Variant of the 27 Principles...
Disposition
Having a good disposition is the most important tenet of DOCS since it relates to one's overall attitude. Attitude relates to character and the will one has to keep an open mind, learn, and take action. To this end, having appreciation for what one has means not taking anything for granted. I would group the following three of the 27 principles as follows: 1) everything is a lesson, 2) nothing is certain, and 3) it never ends.
Orientation
Orientation relates to metacognition, or learning how to learn. Orientation relates to how a learner recognizes where they have been, where they are currently, and where they want to be in the future as it pertains to their own learning journey. I group the following five of the 27 principles as follows: 1) learn who you are, 2) learn what you love, 3) learn what you hate, 4) don't assume anything, 5) what if everyone had it backwards.
Cognition
Cognition refers to how one makes relationships between theory (what others say about the topic) and practice (what you have to say about the topic). Relying solely on what others say or ignoring what others say superficially frames cognition as shallow thinking or the opposite of critical thinking. Thus, to think critically in a way that recognizes theory and practice as being at opposite ends of a single continuum is to distinguish between the abstract and concrete; analysis and synthesis; compare and contrast; logical and illogical arguments; persuasion and compliance, dissuasion, etc.; and the ability to resolve and ignore cognitive conflict. I reluctantly group only one of the 27 principles in this category since it places more emphasis on practical application: theory is optional, practical application is mandatory. Theory does not exist without practice and practice does not exist without theory.
Socialness
Socialness relates to how one recognizes the impact human relationships have on a personal learning network (PLN). From a professional standpoint, the ability to recognize the value in connecting with others will depend on the type of engagement: 1) uni vs. bidirectional communication, 2) frequency, and 3) quality. Understanding social networking terms like prestige, centrality, and influence will also provide ways to evaluating the quality of the connections one has. Based on this personal awareness, one can then make better decisions in paving a way to better educative experiences. I loosely place the following 17 out of 27 principles in this category:
showing up is just the beginning,
put yourself in situations where learning is required to survive and thrive,
teach others,
build things,
break things,
make money,
record everything,
analyze every investment,
efficient is not the same as effective,
explore,
try every medium,
get in arguments,
seek out different ways of doing things,
be careful who you learn from,
connections are EVERYTHING,
find people who think you are crazy,
most education happens outside of the classroom.
To understand any one of the four tenets of this education manifesto - disposition, orientation, cognition, and socialness - requires a level of understanding of the other three as they all are causes and effects of each other. Context will determine which of the four tenets provide the best "entry point" into a necessary nuanced discussion and reflective action pertaining to how these four collectively relate to the educative experience. A teacher's role is to use this understanding of the four tenets to facilitate effective, efficient, and engaging educative experiences for each learner.
I have purposefully left this post short, realizing that further explanation of disposition, orientation, cognition, and socialness is necessary; for now, just wanted to present these ideas in hopes that others might offer feedback.
Does this education manifesto resonate with you? What's missing?
