Basic English Writing

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1. Basic English Writing
2. Research Paper Writing

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• I. Basic English Writing
• A. Topic sentence
• B. Paragraph
• C. Essay
• D. Outline
• E. Transitional words

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• II. Research Paper Writing
• A. Choose a topic
• B. Search information in the library
• C. APA style
• D. Literature review
• E. Survey research
• F. Qualitative methods
• F. Sampling
• G. Data collection
• H. Data analysis, interpretation, and
  reporting

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• ????

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• ????????
• ?????????

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• ????????? (?????????)
• A. ????
• 1. ????????????????????
• ?????????????
• 2. ??????????????????,?
• ????????,???????????
• ???????????????

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• B. ????
• 1. ???????????????????
• ??
• 2. ????????????????????
• ??????,?????
• 3. ????????????????,???
• ?????????
• 4. ???????????????????,
• ?????????

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• C. ????
• 1. ???????,????????????
• ???,????????????,???
• ????
• 2. ????????????,???????
• ???????????
• 3. ??????????,???????,?
• ??????

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• D. ????
• 1. ??????????,????????,
• ??????????
• 2. ?????????????,??????
• ?????
• 3. ????????????,???????
• ???

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• E. ????
• 1. ?????????????,???
• ?????????????????
• 2. ??????????,????????
• ?,???????????????
• ????????,??????????
• ??
• 3. ???????????,??????
• ??(the researcher),???????

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• ???????????(APA Style)
• A. ????????,????,????
• (???????????????)?
• B. ????????????????????
• ?,??????????????????
• ??????
• C. ??????????,?????????
• ??
• D. ??????????????,?????
• ???,??????????????

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• ???
• Author, A. A., Author, B. B., Author, C. C.
  
• (year). Title of article. Title of
  periodical, xx(x),
• xxx-xxx.
• Ex.
• Kernis, M. H., Cornell, D. P., Berry, A.,
  Harlow,
• T. (1993). Theres more to self-esteem
  than
• whether it is high or low The
  importance of
• stability of self-esteem. Journal of
  Personality
• and Social Psychology, 65(1), 1190-1204.

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• ?????
• Author, A. A., Author, B. B., Author, C. C.
• (year). Title of article. Title of
  periodical, xx,
• xxx-xxx. Retrieved month day, year, from
  
• source.
• Ex.
• VandenBos, G., Knapp, S., Doe, J. (2001).
  Role
• of reference elements in the selection
  of
• resources by psychology undergraduates.
• Journal of Bibliographic Research, 5,
  117-123.
• Retrieved October 13, 2001, from
• http//jbr.org/articles.html

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• ???
• Author, A. A. (year). Title of work.
  Location
• Publisher.
• Ex.
• Robinson, D. N. (1992). Social discourse and
  moral
• judgment. San Diego, CA Academic
  Press.

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• ??? (e.g., book chapter)
• Author, A. A., Author, B. B. (year). Title
  of
• chapter. In A. Editor, B. Editor, C.
  Editor
• (Eds.), Title of book (pp. xxx-xxx).
  Location
• Publisher.
• Ex.
• ONeil, J. M., Egan, J. (1992). Mens and
• womens gender role journeys Metaphor
  for
• healing, transition, and transformation.
  In B. R.
• Wainrib (Ed.), Gender issues across the
  life
• cycle (pp. 107-123). New York Springer.

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• ??? (No author or editor)
• Merriam-Websters Collegiate Dictionary (10th
  
• ed.). (1993). Springfield, MA Merriam-
• Webster.

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• ??????

Cynx, J., Williams, H., Nottebohm, F. (1992).
Hemispheric differences in avian song
discrimination. Proceedings of the National
Academy of Sciences, USA, 89, 1372-1375.

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• ??????(Unpublished)
• Lanktree, C., Briere, J. (1991, January).
  Early
• data on the Trauma Symptom Checklist for
  
• Children (TSC-C). Paper presented at the
  
• meeting of the American Professional
  Society
• on the Abuse of Children, San Diego, CA.

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• ??????
• Zuckerman, M., Kieffer, S. C. (in press). Race
  
• differences in face-ism Does facial
  prominence
• imply dominance? Journal of Personality and
  
• Social Psychology, 32.

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• ??????
• Stinson, C., Milbrath, C., Reidbord, S., Bucci,
  W.
• (1992). Thematic segmentation of
  psychotherapy
• transcripts for convergent analyses.
  Unpublished
• manuscript.

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• ????
• 1. Weinberg (1988)?????
• Weinbergs (1988) study indicated that ..
• Weinberg and Beckers (1988) study indicated
  .
• A study done by Weinberg (1988) showed that
  .
• A study done by Weinberg and Becker (1988)
  indicated that

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• 2. ????(Becker, 1978)?????
• A researchers (Becker, 1978) study
  demonstrated that
• In a recent study of reaction times (Becker,
  1978)

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• 3. ????????,??????? ??,????? ,
• ?????(Locke Katcher, 1978)???

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• 4. ?????????,???????????
• ?,?????????????????"
• ?,???? ,
• ?????(Locke, Mento, Katcher, 1978)???
• The SIOP used as a model for curriculum
  designing and implementation of high quality
  sheltered instruction has been shown to be a
  valid and reliable measure of sheltered
  instruction (Echevarria, et al, 2001).

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• 5. ??????,??????????? ????????????,???????????????
  ???,??? ??
• Ex. ??????(Becker, 1978 Erez, 1977
• Fowler, 1978)??????
• Many researchers (Becker, 1978 Chen,
  1999
• Shang, 2004 Wang, 2007) studies
  demonstrated
• that

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• 6. ?35??????,?????????????????????,??????????,???
  et al. ??
• Wasserstein, Zappulla, Rosen, Gerstman, and
  Rock (1994) found Use as first citation in
  text
• Wasserstein et al. (1994) found .. Use as
  subsequent first citation
• Wasserstein et al. found Omit year from
  subsequent citations after first citation within
  a paragraph

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• 7. When a work has six or more authors, cite only
  the surname of the first author followed by et
  al.
• 8. ????????????????,?????????
• Past research (Edeline Weinberger, 1991,
  1993) .

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• ??
• ?????????,???????????????????????,????????
  ???????????????????????????????????,??????????????
  ???????????

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• ?? ?????????
• ?? (Introduction)
• ???? (Literature Review)
• ???? (Methodology)
• ????? (Results and Discussions)
• ????? (Conclusion and Suggestions)

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• ???????????????????????????
• A. ????
• 1. ????????????????,??
• ????????????????
• 2. ???????????????????
• ???????????????????
• ????????

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• B. ???????????????
• ??
• The purpose of the study was to examine
  the effect of self-questioning strategy use on
  EFL reading development.
• ???????????????????
• ??????????

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• C. ????
• ?????????????????????????????????????????????
  ???????????,??????????????????????
• ??
• 1. ?????????,??????????
• ?????????
• 2. ???????????,????????
• ??????
• 3. ??????????????????

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• D. ????
• ??????????????????
• (Conceptual) ????(Operational)????
• ??
• English Proficiency Level
• The division of students English
  proficiency
• levels is based on the scores of stimulated TOEFL
• reading test. Thirty-six subjects (35) whose
  scores
• ranged from 50 to 82 were labeled high 33
• subjects (33) with scores from 38 to 48 were
• labeled intermediate, and 32 subjects (32)
  with
• scores from 10 to 36 were labeled low.

Conceptual
Operational
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• B. ????????????
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• D. ??????,??????????
• E. ???????????,????????
• ??????
• F. ??????????????(????
• ?)??????????????????
• ??

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• ????????????????
• ????(?????)????????????
• A. ????(Subjects)
• 1. ?????
• 2. ??(????? ?????????????
• ???????)
• 3. ???????(?????????????
• ????????????)
• 4. ?????(????????????????
• ???)?

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• B. ???? (Research design)????????
• ??????????

Figure 1 The Hypothesis Path Diagram of
Discussion, Correction, Confidence, and Reading
Enhancement
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• C. ???? (Procedure)
• ??????????,???????????,??????????????

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Figure 2. The procedures of conducting the study
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• D. ???? (Instrumentation)
• 1. ????????????????????
• 2. ???????????????
• 3. ???????????????,????
• ??????????????
• 4. ?????????????,??????
• ???????????(????????
• ?,??????????????,???
• ????????)?

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• E. ???? (Data analysis)
• 1. ?????????????????,??
• ????????????????????
• 2. ??????????,?????????
• ???,???????????????
• ?????????,??????????
• ???????????

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• Data Analysis
• Both quantitative and qualitative approaches
  were applied to
• evaluate four research questions (1) Can the
  application of
• content-based instruction enhance students
  general English
• reading comprehension? (2) Can the application of
  content-based
• instruction enhance students academic English
  reading
• comprehension? (3) Is there a significant
  difference among
• students with different proficiency levels on the
  improvement of
• general English reading ability? (4) What are
  students attitudes
• toward CBLI? To investigate the research results,
  a paired-
• sample t-test was used to compare the difference
  between pre- and
• post-tests of the general reading comprehension
  tests and the
• academic reading comprehension tests after the
  use of CBLI.
• The .05 level of confidence was used as the
  criterion level to
• determine the significant difference. Then,
  one-way analysis of
• variance (ANOVA) was employed to examine whether
  students
• different proficiency levels have significant
  differences on their
• general English reading outcomes after employing
  CBLI. Finally,
• the semi-standardized interview was conducted to
  transcribe,

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• ?????
• 1. ???????????,????????
• ???
• 2. ??????????????,?????
• ???????????????,????
• ??????
• 3. ????????????????????
• ??????????????????
• ??????????????

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• 4. ??????????,?????????? ????????????????,????????
  ?????????
• 5. ????????,??????????,?????????
• 6. ????????,????????????????,???????????

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Table 2 Pair-sample t-test Results for
Students General English Reading Performance
Reading Performance M SD t p
Pre-test 43.9 13.8 - 6.5 .000 - 6.5 .000
Post-test 56.2 12.6 - 6.5 .000 - 6.5 .000
Note p lt .05, N101
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• Research question 1 Can the application of
  content-based
• instruction enhance students general English
  reading
• comprehension?
• To examine the effect of CBLI on students
  general English
• reading comprehension, a paired-sample t-test
  was employed
• to investigate if there is a significant
  difference between the
• pre- and post-test administered in this study. As
  shown in
• Table 2, the mean score of the pre-test was 43.9
  (SD 13.8).
• After 14-week instruction, the mean increased to
  56.2 (SD
• 12.6). The results demonstrate that there was a
  statistically
• significant difference between the pre- and
  post-test (p lt .05).
• In other words, the t-test result shows that the
  subjects general
• English reading comprehension scored
  significantly higher in
• the post-test than that in the pretest. It is
  suggested that CBLI
• had a prominent effect in increasing students
  general English
• reading comprehension.

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• 7. ???????,????????????????????????????????,??????
  ????????????
• 8. ???????????????????????

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• Regarding the differences among high,
  intermediate, and
• low students on general English reading
  comprehension, the
• finding of this study demonstrates that students
  with the low
• reading ability have the greatest improvement
  compared with
• high proficient level students. Such result
  supports the
• previous study (Glenn, 2005), indicating that
  poor readers
• benefit more in reading improvement than good
  readers. One
• reason to this effect could be explained that
  students with high
• reading ability were already good at using these
  reading
• strategies therefore, they might not benefit a
  lot via the
• teaching of explicit reading comprehension
  strategies.
• However, students with low reading ability
  benefit more from
• CBLI because such an instruction might evoke
  students
• awareness of using appropriate strategies in
  reading process
• and further improve their reading comprehension
  (Dole, Duffy,
• Roehler, Pearson, 1991).

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• 9. ??????????????(Limitations of the Study)
  ????????????????????,????????????????????????????
  ??????????????????????????????????,???????????????
  ?????,??????????????????

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• Ex.
• This study was conducted over a short period
  of time, so
• the findings may be different from those of a
  similar study
• carried out over a long period. It is suggested
  that future
• research can be undertaken to examine the long
  effects of
• CBLI on EFL students reading improvement and
  other
• reading genres, in order to evaluate whether CBLI
  has a
• different impact on students reading
  performance. Finally,
• to obtain a more complete picture of the effect
  of CBLI on
• EFL students reading performance, a control
  group
• (traditional instruction) and an experiment group
  (content-
• based language instruction) should be designed
  properly to
• analyze their performance differences.

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• ?????
• A. ????????????????,??
• ???????????????????
• ????

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• B. ???????
• 1. ???????(????????) ???
• ?????????????(???????
• ?????)???(??????)??
• 2. ???????????????????
• ??,?????????????????
• ?????????

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Thanks for listening