Taking on the Challenge of Academic Writing

In the present paper, the article Beyond Reflection: Teacher Learning as Praxis by  Hoffman-Kipp, Artiles and López-Torres (2003) will be analyzed in the light of the American Psychological Association’s (APA, 20O2) style. The American Psychological Association provides a set framework for academic writing in which in-text citations and reference lists are accounted for. This analysis will be focused on how the authors made use of in-text citations and compiled a reference list as stated in the APA style.  Regarding in-text citations, the authors have applied both paraphrased and direct quotes in an accurate manner. In most direct quotations, inverted commas as well as page numbers are included along with the author's last name, for example, ‘”can come to constitute a relative autonomous world” (Cole, 1996, p. 121)’ (Hoffman-Kipp, Artiles & López-Torres, 2003, p. 252). Punctuation is also well developed throughout the paper.  Considering paraphrased citations, it has ...

  Routledge. (n.d.) The Theory and Practice of Online Teaching and Learning: A Guide  for Academic Professionals. Retrieved from: https://www.routledge.com/education? utm_campaign=SBU2_EAL_4MX_8CM_2EDU_CMG15_FBI-1405  In the first chapter, Teaching Online: The Basics it is established the differences between traditional teaching versus online teaching and instructors are provided  with practical  tips to enhance their teaching online. The second chapter,  Orientation  to Online Teaching and Learning , states how questions related to  timing, preparation and maintenance influence designing and teaching online. The  third chapter, called E-tivities for Active Online Learning , introduces to what  Salmon (2013) defines as e-tivities , that is, the settings which allow interactive  online teaching and learning. The fourth chapter, The Varied Terrain of Online  Learning ,  offers a classification of online teaching methods co...

  Outline of the book: Routledge (n.d.) The Theory and Practice of Online Teaching  and Learning: A Guide for Academic Professionals.   Retrieved from:  https://www.routledge.com/education?utm_campaign=SBU2_EAL_4MX_8CM_2EDU_CMG15_FBI-1405   Purpose: To provide an overview of a series of books aimed to analyse the evolving field of online education blended with technology. Thesis statement: Many educators can get good profit of technology to enhance their teaching practice. Audience: L2 academic professionals, ESL teachers, ESL trainee teachers. I.    Table of contents II.    Introduction             A.   Usage of the book: overview of different books.             B.  Chapters descriptions and authors’ information . III.   Teaching online: The basics.             A.  Considerations of teaching online in contrast t...

  The present analysis is about the book The Theory and Practice of Online Teaching and  Learning: A Guide for Academic Professionals published by Routledge.com/education.   The  purpose of this book is to provide an insight of teaching online benefits  through an  inspection  of a series of books covering all the issues on teaching development  along with  digital tools.  Considering that getting acquainted with teaching online development  highly  contributes to  enhance the learning process and the growing demand of this issue, this  book provides the  basics and the opportunities to go beyond the subject matter by providing  explicit sources to  aim at within quite a readable format that incites readers to delve into it.  The introduction presents an overview of the six chapters which deal with the main topics  of the books together with the authors’ biography. Much less expected this str...

  It is another warm wet morning in a small cramped classroom in a countryside school of Misiones Province. The space is divided by a blackboard to be shared on both sides with another class, Biology. This is an English lesson in first year of a technical secondary school, the class consists of twelve students. The teacher’s plan is to present a new topic today; in order to do that, she starts retrieving previous knowledge from the last topic so as to make a smooth transition. They have been dealing with tools vocabulary, thus the teacher asks them to call the tools names after she shows different flashcards Then she presents a big poster of a workshop and introduces the new structure: there is/there are. Some pupils are paying a lot of attention showing high interest in the topic and ask the teacher to take them to the school workshop to see if there are the tools they have seen in the picture. On the contrary, some other students cannot focus since the noise coming from the immed...

Dolk, M & Den Hertog, J. (2008)  Narratives in teacher education ,  Interactive Learning Environments , 16:3, 215-229, DOI: 10.1080/10494820802113970   Purpose: To provide an account of the arguments in favour of a narrative approach. Thesis statement: Student teachers can construct learning by reflection on real educational contexts. Audience: L2 writing experts, EFL  teachers. I. Introduction II. Description of Mile  III. Narratives IV. Research method.           A.    Narrative knowledge in teacher education.                     1.     Everybody has stories about education.                     2.     Stories about a collective experience are verifiable.                     3.     S...

    Dolk, M & Den Hertog, J. (2008) Narratives in teacher education , Interactive Learning Environments , 16:3, 215-229, DOI: 10.1080/10494820802113970  In this article, Dolk and Den Hertog first reflect on the constraints prospective teachers find in connecting theory and practice. Thus, they consider it is essential to gain experience in real contexts and take reflection as an upmost condition for learning. In this account, they reveal how teacher trainees develop narratives of pragmatic classroom experiences in primary teacher education using a digital environment, i.e. observing and analysing footage evidence recorded in the classroom (Maths lessons). The authors give evidence on the student teachers’ motivation and the different perspectives they acquire all along the process by means of perceiving every occurrence during the classes, which influences on the trainees’ impressions and on the way they report on every event of each recording. This approach has bee...

  Rakovic, M., Marzouk, Z., Chang, D., Winne P. (2019, March). Towards knowledge-transforming in  writing argumentative essays multiple sources: A methodological approach. Companion Proceedings  9th International Conference on Learning Analytics & Knowledge (LAK19), pp. 1-7.ResearchGate.  Retrieved from https://www.researchgate.net/publication/333680138 .  In this paper, Rakovic, Marzouk, Chang and Wine (2019) delve into the challenges post-secondary  students face from knowledge telling to achieve knowledge transforming in academic writing. In this  analysis, they introduce a methodological approach with coded argumentation schemes based on the  linguistic model which establishes the difference between the features of writing as knowledge telling  and writing as knowledge transformation. Furthermore, Bloom’s taxonomy of the cognitive domain,  Sadker & Sadker (2006) is used to develop a computational tool in order to generate wri...