![Paraphrasing and quoting(cont.)
• If a quote is more than three lines of text, indent the quote
and this is a form of longer quotations which are indented: eg.
• Several studies have been written in this field of research
methodology and it has been argued that:
• …evaluation is an essential part of qualitative
research and should be considered before the researcher
begins to undertaken their fieldwork. Moreover, it is a crucial
stage in the process (Patton, 1995, p. 6).
• Sic is used in quotations to indicate that any strange aspects of
a piece of text, such as errors in of grammar,
• Interpolation: is used to indicate an error[sic], correct an
error[ ] and show further explanation[ ]](https://image.slidesharecdn.com/advancedwritingii-250106205649-e1540c57/85/Advanced-Writing-II-pptx-rwvbbhhhhhhhhhh-15-320.jpg)
Advanced Writing II.pptx rwvbbhhhhhhhhhh
- 1. Advanced Writing II. Course Code: En La304 A short brief note
- 2. Summarization • Text summarization is the creation of a short, accurate, and fluent summary of a longer text document. • Types of summary: narrative, informative, executive, abstract, critical, thematic, descriptive, evaluative, synoptic/synthesis etc
- 3. Stags of summarization systems • 1.Topic identification Cue phrase indicator criteria (a text may contain some words unusually frequently stated. Query(inquiry) and title overlap criteria: (Searching for desirable words which are part of, for example, the text’s title or headings.) Discourse structure criteria (analyzing discourse structure of the text )
- 4. 2. Interpretation • Do we interpret during summarization? Interpretation
- 5. Interpretation(cont.) • In many genres, humans’ summaries reflect their own interpretation: fusion of concepts, evaluation, and other processing.
- 6. 3. Generation • Generation requires the techniques of natural language generation/production. • Generation may simply mean ‘smoothing’ the extracted pieces into a coherent, densely phrased, text.
- 7. Evaluating summaries • Most existing evaluations of summarization systems are intrinsic. • Some evaluators use more than one ideal per test text, and average the score of the system across the set of ideals. A second intrinsic method is to have evaluators rate systems’ summaries according to some scale (readability; in formativeness; fluency; coverage). After classification, the agreement between the classifications of texts and their corresponding summaries is measured; the greater the agreement, the better the summary captures that which causes the full text to be classified as it is.
- 8. Basic measures of summary • Compression Ratio: CR = (length S) / (length T) • Retention Ratio: RR = (info in S) / (info in T) • S=summary • T=text • We can say that a good summary is one in which CR is small (tending to zero) while RR is large (tending to unity).
- 9. Reviewing • Reasons for reviewing • Helps to an expert opinion on the area • Gives understanding of research methodology • Makes improvements on the area • Gains insights on the existing topic and creates debate • familiarizes the reader with the issue and prevent duplication of what had already been done.
- 10. Writing reactions and reflections • A reaction or response article or essay requires the writer to analyze a text, then develop commentary related to it. • It is a popular academic assignment because it requires thoughtful reading, research, and writing. The purpose of a reaction essay is to express your personal response to the text, but it's not purely an opinion piece. • In writing a reaction article, the best rule of thumb is to ask yourself the following points:
- 11. Writing reactions(cont.) Be sure that you understand the thesis, main ideas, and supporting ideas in the piece you're writing about. In doing so, identify the following basic questions, including: the author of the piece, the title of the piece, the title of the book or journal the author's purpose or motive for writing the piece the author's thesis statement the author's primary supporting ideas. What are the strengths and weaknesses of the piece? Be able to understand what the author does well and what he or she does not Was the piece convincing? Are the sources the author uses reputable? Did the author overlook or leave out anything important? Did the author overemphasize or over-privilege anything? Is the author subjective or one-sided/presented a balanced view? How do I react to the piece on a personal level? Did the piece bother or annoy you? Share your own impressions and your own experiences with readers. What would you ask, or tell, the author of the piece if you could? Gather evidence-based documents
- 12. Writing reflections • Types of reflections Experiential Reflection Reading Reflection • Active reflection/ “Reflection-in-action“/ Reflective practice/Reflective teacher/
- 13. A Report: • A Report: is a structured and systematic method of conveying information and explaining observation, actions taken, or investigations conducted. • Types of report: there are different types of report and the following are some: research report, project report, analytical report, financial report, evaluation report, annual report, event report, periodic report, audit report, formal/informal report, sales report and the like.
- 14. Paraphrasing and quoting • Quotation • Know when to paraphrase and when to use direct quotations. • Use three full stops to indicate any omitted text but be careful not to change the meaning • Quotation could be long and short quotation • If you use a direct quotation from an author, you should make this clear with quotation marks. You should include the page number/s • Patton (1995, p. 6) believes that “…evaluation is an essential part of qualitative research” and this could be argued to form the basis of his work.
- 15. Paraphrasing and quoting(cont.) • If a quote is more than three lines of text, indent the quote and this is a form of longer quotations which are indented: eg. • Several studies have been written in this field of research methodology and it has been argued that: • …evaluation is an essential part of qualitative research and should be considered before the researcher begins to undertaken their fieldwork. Moreover, it is a crucial stage in the process (Patton, 1995, p. 6). • Sic is used in quotations to indicate that any strange aspects of a piece of text, such as errors in of grammar, • Interpolation: is used to indicate an error[sic], correct an error[ ] and show further explanation[ ]
- 16. Paraphrasing and quoting(cont.) • Cited sources need to be: academic journals, conference proceedings, dissertations, government reports, policy reports, publications of international organizations, books, etc. must be tapped
- 17. Structures or Elements of Business Letters • Heading. • Date: • Reference: displays the file number of the letter. • Inside address: states the full address of the person or the firm you are writing to. • Attention note: refers to the name of a particular officer who is going to receive the letter. • Salutation: Dear Sirs/Madams. • Subject line: discloses what the message is all about. "subject" or "sub" or "Re" (a Latin segment meaning "in the matter of ") • Body: represents the paragraph that conveys the details of the message. • Complimentary close: denotes some forms of polite or courteous • Signatures: • Identification marks: is located on the left bottom margin of the page and it informs the name of the officer who dictates the letter. • Enclosure • Carbon copy/CC
- 18. Styles of Business Letters • Indented style: each new element of business letters is indented two or more spaces. • Complete/full block style: all the elements of the letter except the heading are arranged on the left margin. • Block style: date, reference, complimentary close and signature are set with the right margin. • Hanging-indented style: is also like block style with the exception that the first line of every paragraph is set with the left margin. •
- 19. Qualities of a Business Letter • Courtesy and Appropriateness Send me your catalogue within two days(discourteous) The meeting was a waste of time You are forced to respond to our letter • Appropriateness Anyone removing any company property without authorization shall be liable to instant dismissal. Anyone removing any company property without authorization may be liable to instant dismissal • Clarity It would have been a great pleasure for us had things been otherwise. • Directness- refers to the selection and economical use of language. • Avoid using figurative languages, slangs, jargons
- 20. Memo • The memo (short for- memorandum) is the most widely used form of writing. • Formats of a memo • The title line: shows the memo as an internal document within an organization. This line informs the reader that the memo is for in-house business and should not be shared with people outside the firm/organization. • The sender line: identifies the writer of the memo. • The receiver line: identifies the intended recipient of the composition. such as ‘’ To: all employees’’ may be used. • The date line: identifies the date of the writing. • The subject line: may consist of the letters ‘’Re (for about) instead of ‘’ Subject’’, provides a brief summary of the topic and the purpose of the memo.
- 21. Types of memos • Persuasive memos: can accomplish different persuasive purposes such as asking for cooperation or support, motivating people to carry out a duty. • Documentary memos: are forms of self- protection for some employees who want to ensure that verbal agreements are written down and can be verified • Informative memos • Circular memos • The quick-response memo
- 22. Memorandum To: Everyone in the Office From: The Director’s Office Date: September 20, 2010 Subject: Meeting I am writing to organize our next meeting to reassess our current marketing strategy for the physical year of 2010/2011. Please let me know as soon as possible if these dates are convenient.
- 24. Information transfer(cont.) • As shown in the Figure, a significant majority of the subjects (94%) believed that assessment goes beyond mere testing. Additionally, most respondents (16% + 17%) viewed assessment as being more than just administering tests. These findings indicate that the majority of the instructors possess a solid understanding of the concept of assessment in general and continuous assessment in particular.
- 25. Information transfer(cont.) No Statements M SD 1 Continuous assessment (CA) is as merely giving paper/pencil tests 2.37 1.18 2 CA enables learners to master the contents of the lesson. 3.90 0.98 3 CA offers better reliable and valid information than terminal assessment 3.99 0.86 4 CA is able to provide on-going picture of how individual student develops 4.14 0.84 5 CA arouse students’ desire for attention and concentration while in class 4.11 0.73 6 CA gives early warnings of which students are having problems with a course 4.01. 0.92 7 CA is beyond testing 4.01 0.94 8 CA helps learners to evaluate themselves. 4.08 0.86
- 26. Information transfer(cont.) • As shown in Table above, teachers' perceptions of the statements regarding continuous assessment indicated a range of views. The first statement, "Continuous assessment (CA) is as merely giving paper/pencil tests," has a low mean score and high standard deviation (M=2.37,SD=1.18). This indicates a strong disagreement among participants regarding the perception of CA as merely traditional testing, suggesting that some participants may hold this view while others do not. However, statements 4, 5, 6, 7 and 8 have high mean scores (ranging from 4.01 to 4.14) and relatively low standard deviations (0.73 to 0.94) which suggest a strong consensus among participants that CA provides valuable insights into student development, encourages engagement, and helps learners evaluate themselves.
- 27. Information transfer(cont.) • Statements 2 and 3 have moderate mean scores (3.90 and 3.99) with low standard deviations (0.86 and 0.98). This indicates that participants generally agree that CA helps learners master content and provides reliable information compared to terminal assessments though there is slightly less consensus than in the previous group. Overall, the findings in this regard reveal a clear distinction in perceptions of continuous assessment. While there is a strong agreement on the positive aspects and benefits of CA, there is significant disagreement regarding the notion that CA is merely traditional testing.