1. Wuzzles i
slept
Rent

2. High Chair
Standing Ovation

3. ENG1377
February 3, 2016
Introducing other voices and perspectives through attribution
Countering a proposition with concessive conjunctions or connectives

4. Mid-Course Feedback Your thoughts, ideas, suggestions
SO… I can make the course better for YOU

5. Today’s FOCUS #1
Attribution

6. Others’ voices
Why refer to other authors/researchers when writing an academic paper?
Citations (references to other people's work) are an integral part of academic writing. An essay with few or no citations will be a cause of concern for lecturers.
They are likely to think straight away that the student has done insufficient reading for the essay; or, worse, that the student has plagiarised material, intentionally or not.
They are likely to think straight away that the student has done insufficient reading for the essay; or, worse, that the student has plagiarised material, intentionally or not.

7. Attribution Attribution is a nominalization. What is the verb?
What others say or think about a certain topic and this is known as ‘attribution.’
Attribution is a nominalization. What is the verb?
You attribute the idea to another. It is not your own idea so you give credit where credit is due.
Good referencing technique also demonstrates your skills as a researcher. 

8. When? What? Direct quotes from another source
What types of information need attribution? When do you need to attribute information to another source?
Direct quotes from another source
If you rewrite the original text in your own words
If you summarize the argument or data of another author
Common knowledge is information that a reader can reasonably be expected to know.
Common knowledge including personal opinion

9. When? What?
What types of information need attribution? When do you need to attribute information to another source?
Attribute all second-hand information, criticisms, statements about controversial issues, (other’s) opinions, and all direct and indirect quotations.

10. When? What?
You should provide references to both ideas and information:
data
statistics
tables
direct quotes
the opinions and ideas of other researchers.

11. When? What?
You do not have to reference what is known as 'common knowledge'.
You also don't need to reference an idea or words (phrases or sentences) which are totally your own.
But if you haven't referenced a particular point, the implication is that you are claiming the idea as your own.

12. What should you do with quotes longer than 40 words?
Placement
QUESTION!
What should you do with quotes longer than 40 words?
Put the attribution at or near the beginning of a long quotation. Readers need to know who is saying what in a long quotation.
Ellis (2008: 6–7) defines implicit and explicit knowledge in the following way:
Implicit knowledge is intuitive, procedural, systematically variable, and automatic and thus available for use in fluent unplanned language use. It is not verbalizable. According to some theorists, it is only learnable before learners reach a critical age (e.g. puberty).
Explicit knowledge is conscious, declarative, anomalous, and inconsistent (. . .) and is only accessible through controlled processing in planned language use. It is verbalizable, in which case it entails semi-technical or technical metalanguage. Like any type of factual knowledge, it is potentially learnable at any age.

13. Placement Read the following 2 examples: Is the information different?
According to Peters (1983) evidence from first language acquisition indicates that lexical phrases are learnt first as unanalysed lexical chunks.
Evidence from first language acquisition indicating that lexical phrases are learnt first as unanalysed lexical chunks was given by Peters (1983).

14. Placement Read the following: Is the information different? NO
According to Peters (1983) evidence from first language acquisition indicates that lexical phrases are learnt first as unanalysed lexical chunks.
Evidence from first language acquisition indicating that lexical phrases are learnt first as unanalysed lexical chunks was given by Peters (1983).

15. Compare: What is different in the following?
According to Peters (1983) evidence from first language acquisition indicates that lexical phrases are learnt first as unanalysed lexical chunks.
Evidence from first language acquisition (Peters, 1983) indicates that lexical phrases are learnt first as unanalysed lexical chunks.

16. Swales, 1990, p. 148 INTEGRAL Non-Integral
Evidence from first language acquisition indicating that lexical phrases are learnt first as unanalysed lexical chunks was given by Peters (1983). According to Peters (1983) evidence from first language acquisition indicates that lexical phrases are learnt first as unanalysed lexical chunks.
Non-Integral
Lexical phrases are learnt first as unanalysed lexical chunks (Peters, 1983).
Evidence from first language acquisition (Peters, 1983) indicates that lexical phrases are learnt first as unanalysed lexical chunks.

17. According to Peters (1983, p. 56) evidence from first language acquisition indicates that lexical phrases are learnt first as unanalysed lexical chunks.
Use this type (integral) if you want to refer to a particular part of the source.
You want to highlight the author(s) and make reference to them as part of the main sentence—not only in parentheses.

18. Activity: Find the Attribution
Is it a direct quote?
Are specific page references given?

19. Find the attribution: Highlight direct quotes and page numbers
The dominant view of L2 learning at the moment is that it is ‘a developmental process which is not subject to the learner’s conscious control’ (Willis and Willis 2007: 18). That is, language learning is not about accumulating grammar rules and through practice becoming more and more proficient at deploying them.
And as VanPatten (2004: 11) says, ‘increased
comprehensibility results in increased likelihood of a form being processed in the input’.
The type of instruction they were exposed to could be described as the weak version of communicative language teaching (Howatt 1984: 279): this roughly means systematic and explicit treatment of English grammar combined with a variety of practice and communicative activities.
The rules/explanations given by the learners were evaluated independently by both of the researchers. The marking criteria for rules generally followed those used by Green and Hecht (1992: 171–2)

20. Find the attribution
The dominant view of L2 learning at the moment is that it is ‘a developmental process which is not subject to the learner’s conscious control’ (Willis and Willis 2007: 18). That is, language learning is not about accumulating grammar rules and through practice becoming more and more proficient at deploying them
And as VanPatten (2004: 11) says, ‘increased
comprehensibility results in increased likelihood of a form being processed in the input’.
The type of instruction they were exposed to could be described as the weak version of communicative language teaching (Howatt 1984: 279): this roughly means systematic and explicit treatment of English grammar combined with a variety of practice and communicative activities
The rules/explanations given by the learners were evaluated independently by both of the researchers. The marking criteria for rules generally followed those used by Green and Hecht (1992: 171–2)

21. Reference List Which version is correct (for HKIEd)?
Peters, A. (1983). The units of language acquisition. Cambridge: Cambridge University Press.
Alan, Peters. (1983). The units of language acquisition. Cambridge: Cambridge University Press.
Alan, Peters. (1983). The units of language acquisition. Cambridge: Cambridge University Press.
Alan, Peters. The units of language acquisition. Cambridge: Cambridge University Press. 1983
Alan, Peters. The units of language acquisition. Cambridge: Cambridge University Press. 1983

22. Referencing Checklist
Have you made it as easy as possible for the reader to locate your source?
Have you supplied all the necessary details?
Is your referencing consistent and accurate?
Does the referencing style you are using conform to the standards of your discipline?
Have you acknowledged all words and ideas that you have drawn on?
Have you compiled a bibliography or list of references?
Does every in-text citation correspond to a specific reference in the bibliography/list of references?

23. Countering a Proposition
Today’s FOCUS #1
Countering a Proposition

24. Countering a proposition with concessive conjunctions or connectives

25. Implicit Explicit grammar teaching
What are the writers’ view?
What is the opposing view?
How did the author’s address the opposing view?
Grammatical resources of concession?

26. Rules of Use
Your own examples? (e.g. notwithstanding, nevertheless, having said that, albeit, yet, much as, etc)
Introduce a NP
Introduce a DC
Introduce a IC
Introduce a sentence
Your own examples? (e.g. notwithstanding, nevertheless, having said that, albeit, yet, much as, etc)
Introduce a NP
Despite, Regardless of
Introduce a Dependent C
Even if, whereas, although, while,
Introduce a Independent C
But (For And Nor But Or Yet So)
Introduce a sentence
However
Have the authors used “besides”? “On the other hand?” “Last but not least”?

27. Common Errors

28. Common Errors: What errors do you notice?
According to Ellis (2003), he thinks ‘task’ is a desirable choice when designing communicative language learning activities.
Where the learners did not know the relevant grammar rules, they often resorted to their knowledge of L1 to explain the structures they used. Despite they relied on their L1 in their explanation, they succeeded in offering correct explanation most of the time.

29. Common Errors
According to Ellis (2003), he thinks ‘task’ is a desirable choice when designing communicative language learning activities.
THE POINT: Task is a desirable choice…..
Options:
Task is a desirable choice… (Ellis, 2003).
Task is a desirable choice…according to Ellis (2003).
ADJUNCT
According to Ellis (2003), task is…

30. Common Errors
Where the learners did not know the relevant grammar rules, they often resorted to their knowledge of L1 to explain the structures they used. *Despite they relied on their L1 in their explanation, they succeeded in offering correct explanations most of the time.
Even though they relied on….
Despite the fact that they relied on….
Even though/ despite the fact that

31. QUESTIONS?

32. The time is YOURS Work on your Poster/ Presentations Ask me questions
Give me answers
Take a very long break….until Feb 16!

33. CHINESE NEW YEAR QUIZ #1 POSTERS DRAFT Research Proposal DUE 5pm
Attribution
Mid course evaluation
CHINESE NEW YEAR
Research Proposal
POSTERS
DRAFT
DUE
5pm
In-class Prep
Feedback
Prep for QUIZ
In-class study; feedback
QUIZ #1

34. No Class Collect Your Data Writing Workshops NO CLASS QUIZ #2
Discussion & Findings; Conclusion
NO CLASS
QUIZ #2
Writing Workshops
Grammar focus
Last Class

35. Consultations by appointment
DRAFT
DUE
5pm
Consultations by appointment
FINAL DUE

36. I’m here if you need me!
Buh Bye