Academic Writing matters

The relevance of APA in academic texts As it is known, borrowing ideas without giving the authors any credit results in plagiarism. Swales and Feak (1994) express that plagiarism is closely related to the concept of property and they suggest that unacknowledged use of somebody else’s words can be considered disrespectful. In order to avoid plagiarism, in-text citations are utilized in academic writing texts, following a set of conventions agreed by the academia and thoroughly described in the American Psychological Association (APA) manual. Moreover, authors are supposed to include a list of these sources at the end of their work for their readers to be able to consult them.  The purpose of this analysis is to discuss in-text citations and the reference list in the article  Beyond Reflection: Teacher Learning as Praxis  (Hoffman-Kipp, Artiles & López-Torres, 2003) according to the rules present in the APA manual (2002).  In-text citations are used to inclu...

Cameron, L. (2001).  Teaching languages to young learners . Cambridge: Cambridge University Press.  Outline Purpose: To summarize the most important points to bear in mind while planning units of work for young learners. Thesis statement: When planning a unit of work, EFL teachers should have a student-centered approach towards learning, accompanied by a communicative perspective on language, to make their teaching more effective. Audience: EFL teachers I. Preface II. Presentation of learning and language acquisition theories       A. Piaget's active learner       B. Vygotsky's zone of proximal development       C. Bruner's scaffold       D. Language acquisition theories III. Task-based learning IV. Meaning in language learning  V. Learning words      A. Connected networks      B. Recycling of words VI. Learning grammar VII. Learning literacy skills...

Fifteen first form students are sitting in front of the board. It is a language class in which the teacher wants to work on “The neighbourhood” and the different shops that can be found there. During the first part of the lesson, Silvia, the teacher, brings different flashcards to activate the vocabulary and she encourages students to describe the shops. However, the children do not seem to be familiar with the vocabulary. Some of her students start drawing on the table, others start talking and standing up. The teacher asks for silence repeatedly. She invites the students who usually participate actively to do so, and they can give some answers. After describing all the pictures, she invites the children to predict which shops are going to appear in the video she is going to show them. They provide some of the vocabulary items they described in the previous activity but none of those words are mentioned in the video. The teacher then asks the students to draw their own neighbourhood. ...