1. How are these connected?
Wood Tick - Leech – Mosquito
They are all blood suckers
Yawning - Laughter – Influenza
They are all contagious
Sheep - Watch - Seeing-Eye
They are all dogs

2. Results Discussion/Findings March 8
ENG1377
Results
Discussion/Findings
March 8

3. Example: Scheffler & Cinciata Section: Results/Findings
Table 1 contains the following data concerning each of the 20 subjects: the success rate for the selection of correct sentences and the success rate for the provision of correct rules. Table 2 presents the percentages for various associations of rules and sentences. That is, the calculations are based on all the 179 pairs of sentences used in the entire test.
References to the Tables which follow with brief description
Tense Modality Evaluative language Useful words

4. Writing Guidelines: Results
The results section of the report clearly describes the findings of the study.
It is usually presented both in diagrams and text.
The interpretation of the results comes in the discussion section.
What do the results mean?
How do they answer my research questions?

5. Results: Flow chart introduction to the results ↓
statement showing where the results can be found
statement presenting the most important findings
statement commenting on the results this may include:
summary of the results
re-organisation of the results to show trends and tendencies
conclusion from the results

6. Use Of A Writing Web-Site By Pre-Masters Students On An English for Academic Purposes Course.
1Two groups of Students in Higher Education - Group A and Group B - on a one-year Pre-Masters English for Academic Purposes course, each comprising 50 students were taught academic writing by different methods and compared. 2Figure 3  displays the mean percentile scores on the five subsections of the academic writing test. 3Students in Group B, which used the computer assisted facilities, performed considerably better than their non computer-assisted peers on all five subsections of the test by more than two to one in terms of scores attained in each of the subcategories. 4For example, in the task achievement subcategory, Group A scored an average of 80 percent, while Group B students scored an average of 14 percent.
Introduction
Where results can be found
Statement of most important findings
Statement commenting on the results

7. Discussion

8. Discussions
The discussion section of the report takes a broad view of the research and puts it in a wider context.
The discussion section moves from the narrow specific focus of the research to a more general view.
It must clearly show how the results found lead to the conclusions being drawn (findings) and therefore how these conclusions should be understood. This should include any limitations that might cause problems with any claims being made as well as any possible explanations for these results.

9. Flow of Discussion Section:
a reference to the main purpose of the study ↓
a generalised review of the most important findings - summary of results
possible explanations for the findings in general
comparison with expected results and other studies
limitations of the overall study that restrict the extent to which the findings can be generalised

10. Sample Text
Use of a Writing Web-Site by Pre-Masters Students On An English for Academic Purposes Course
J. Gillett, University of Hertfordshire
Discussion
1The purpose of the study was to investigate whether Students in Higher Education on an EAP writing course would benefit from computer assisted instruction. 2The findings clearly suggest that they do. 3The students who took part in the computer assisted element of the writing course outperformed those who followed the traditional course in every aspect as shown by their performance on the University of Hertfordshire Writing test. 4They showed particular strengths in the task achievement element of the assessment, suggesting that the computer assisted materials really help the students to understand and focus on the purpose of their writing.   5It also seems to be the case that the individually directed nature of the on-line materials helps the students to focus on their own specific needs as well as allowing them to access their materials in their own time. 
6Another reason for the success of the materials may be that it allows students to spend more time on the course than is normally the case in a classroom based programme.   7This supports and adds to the findings of Jones & Smith (1997) and Harris (2002), who showed similar results for an on-line grammar course. 8This study has taken a step in the direction of justifying the inclusion of web-based materials in EAP writing courses for post-graduates on English language preparation course. 9It did however look at a narrow range of subject areas -  mainly business, computer science, engineering life-sciences  and law - taken by students from only a few countries - particularly China, Japan , Korea and Thailand. 10It may be the case that students from other countries intending to study different subjects - for example, medicine or humanities  - would not benefit in the same way. 11It is also not clear whether younger students such as students preparing for undergraduate programmes would succeed to the same extent. 12The approach outlined in this study should be replicated with other students in other subject areas, as well as at other levels in order to be able to recommend the use of on-line materials for all students in all subject areas.

11. a reference to the main purpose of the study
The purpose of the study was to investigate whether Students in Higher Education on an EAP writing course would benefit from computer assisted instruction. 2The findings clearly suggest that they do. 3The students who took part in the computer assisted element of the writing course outperformed those who followed the traditional course in every aspect as shown by their performance on the University of Hertfordshire Writing test. 4They showed particular strengths in the task achievement element of the assessment, suggesting that the computer assisted materials really help the students to understand and focus on the purpose of their writing.   5It also seems to be the case that the individually directed nature of the on-line materials helps the students to focus on their own specific needs as well as allowing them to access their materials in their own time. 6Another reason for the success of the materials may be that it allows students to spend more time on the course than is normally the case in a classroom based programme.   7This supports and adds to the findings of Jones & Smith (1997) and Harris (2002), who showed similar results for an on-line grammar course. 8This study has taken a step in the direction of justifying the inclusion of web-based materials in EAP writing courses for post-graduates on English language preparation course. 9It did however look at a narrow range of subject areas -  mainly business, computer science, engineering life-sciences  and law - taken by students from only a few countries - particularly China, Japan , Korea and Thailand. 10It may be the case that students from other countries intending to study different subjects - for example, medicine or humanities  - would not benefit in the same way. 11It is also not clear whether younger students such as students preparing for undergraduate programmes would succeed to the same extent. 12The approach outlined in this study should be replicated with other students in other subject areas, as well as at other levels in order to be able to recommend the use of on-line materials for all students in all subject areas.

12. a generalised review of the most important findings general to specific
The purpose of the study was to investigate whether Students in Higher Education on an EAP writing course would benefit from computer assisted instruction. 2The findings clearly suggest that they do. 3The students who took part in the computer assisted element of the writing course outperformed those who followed the traditional course in every aspect as shown by their performance on the University of Hertfordshire Writing test. 4They showed particular strengths in the task achievement element of the assessment, suggesting that the computer assisted materials really help the students to understand and focus on the purpose of their writing.   5It also seems to be the case that the individually directed nature of the on-line materials helps the students to focus on their own specific needs as well as allowing them to access their materials in their own time. 6Another reason for the success of the materials may be that it allows students to spend more time on the course than is normally the case in a classroom based programme.   7This supports and adds to the findings of Jones & Smith (1997) and Harris (2002), who showed similar results for an on-line grammar course. 8This study has taken a step in the direction of justifying the inclusion of web-based materials in EAP writing courses for post-graduates on English language preparation course. 9It did however look at a narrow range of subject areas -  mainly business, computer science, engineering life-sciences  and law - taken by students from only a few countries - particularly China, Japan , Korea and Thailand. 10It may be the case that students from other countries intending to study different subjects - for example, medicine or humanities  - would not benefit in the same way. 11It is also not clear whether younger students such as students preparing for undergraduate programmes would succeed to the same extent. 12The approach outlined in this study should be replicated with other students in other subject areas, as well as at other levels in order to be able to recommend the use of on-line materials for all students in all subject areas.

13. possible explanations for the findings in general
The purpose of the study was to investigate whether Students in Higher Education on an EAP writing course would benefit from computer assisted instruction. 2The findings clearly suggest that they do. 3The students who took part in the computer assisted element of the writing course outperformed those who followed the traditional course in every aspect as shown by their performance on the University of Hertfordshire Writing test. 4They showed particular strengths in the task achievement element of the assessment, suggesting that the computer assisted materials really help the students to understand and focus on the purpose of their writing.   5It also seems to be the case that the individually directed nature of the on-line materials helps the students to focus on their own specific needs as well as allowing them to access their materials in their own time. 6Another reason for the success of the materials may be that it allows students to spend more time on the course than is normally the case in a classroom based programme.   7This supports and adds to the findings of Jones & Smith (1997) and Harris (2002), who showed similar results for an on-line grammar course. 8This study has taken a step in the direction of justifying the inclusion of web-based materials in EAP writing courses for post-graduates on English language preparation course. 9It did however look at a narrow range of subject areas -  mainly business, computer science, engineering life-sciences  and law - taken by students from only a few countries - particularly China, Japan , Korea and Thailand. 10It may be the case that students from other countries intending to study different subjects - for example, medicine or humanities  - would not benefit in the same way. 11It is also not clear whether younger students such as students preparing for undergraduate programmes would succeed to the same extent. 12The approach outlined in this study should be replicated with other students in other subject areas, as well as at other levels in order to be able to recommend the use of on-line materials for all students in all subject areas.

14. comparison with expected results and other studies
The purpose of the study was to investigate whether Students in Higher Education on an EAP writing course would benefit from computer assisted instruction. 2The findings clearly suggest that they do. 3The students who took part in the computer assisted element of the writing course outperformed those who followed the traditional course in every aspect as shown by their performance on the University of Hertfordshire Writing test. 4They showed particular strengths in the task achievement element of the assessment, suggesting that the computer assisted materials really help the students to understand and focus on the purpose of their writing.   5It also seems to be the case that the individually directed nature of the on-line materials helps the students to focus on their own specific needs as well as allowing them to access their materials in their own time. 6Another reason for the success of the materials may be that it allows students to spend more time on the course than is normally the case in a classroom based programme.   7This supports and adds to the findings of Jones & Smith (1997) and Harris (2002), who showed similar results for an on-line grammar course. 8This study has taken a step in the direction of justifying the inclusion of web-based materials in EAP writing courses for post-graduates on English language preparation course. 9It did however look at a narrow range of subject areas -  mainly business, computer science, engineering life-sciences  and law - taken by students from only a few countries - particularly China, Japan , Korea and Thailand. 10It may be the case that students from other countries intending to study different subjects - for example, medicine or humanities  - would not benefit in the same way. 11It is also not clear whether younger students such as students preparing for undergraduate programmes would succeed to the same extent. 12The approach outlined in this study should be replicated with other students in other subject areas, as well as at other levels in order to be able to recommend the use of on-line materials for all students in all subject areas.

15. limitations of the overall study that restrict the extent to which the findings can be generalised
The purpose of the study was to investigate whether Students in Higher Education on an EAP writing course would benefit from computer assisted instruction. 2The findings clearly suggest that they do. 3The students who took part in the computer assisted element of the writing course outperformed those who followed the traditional course in every aspect as shown by their performance on the University of Hertfordshire Writing test. 4They showed particular strengths in the task achievement element of the assessment, suggesting that the computer assisted materials really help the students to understand and focus on the purpose of their writing.   5It also seems to be the case that the individually directed nature of the on-line materials helps the students to focus on their own specific needs as well as allowing them to access their materials in their own time. 6Another reason for the success of the materials may be that it allows students to spend more time on the course than is normally the case in a classroom based programme.   7This supports and adds to the findings of Jones & Smith (1997) and Harris (2002), who showed similar results for an on-line grammar course. 8This study has taken a step in the direction of justifying the inclusion of web-based materials in EAP writing courses for post-graduates on English language preparation course. 9It did however look at a narrow range of subject areas -  mainly business, computer science, engineering life-sciences  and law - taken by students from only a few countries - particularly China, Japan , Korea and Thailand. 10It may be the case that students from other countries intending to study different subjects - for example, medicine or humanities  - would not benefit in the same way. 11It is also not clear whether younger students such as students preparing for undergraduate programmes would succeed to the same extent. 12The approach outlined in this study should be replicated with other students in other subject areas, as well as at other levels in order to be able to recommend the use of on-line materials for all students in all subject areas.

16. Need for further research
The purpose of the study was to investigate whether Students in Higher Education on an EAP writing course would benefit from computer assisted instruction. 2The findings clearly suggest that they do. 3The students who took part in the computer assisted element of the writing course outperformed those who followed the traditional course in every aspect as shown by their performance on the University of Hertfordshire Writing test. 4They showed particular strengths in the task achievement element of the assessment, suggesting that the computer assisted materials really help the students to understand and focus on the purpose of their writing.   5It also seems to be the case that the individually directed nature of the on-line materials helps the students to focus on their own specific needs as well as allowing them to access their materials in their own time. 6Another reason for the success of the materials may be that it allows students to spend more time on the course than is normally the case in a classroom based programme.   7This supports and adds to the findings of Jones & Smith (1997) and Harris (2002), who showed similar results for an on-line grammar course. 8This study has taken a step in the direction of justifying the inclusion of web-based materials in EAP writing courses for post-graduates on English language preparation course. 9It did however look at a narrow range of subject areas -  mainly business, computer science, engineering life-sciences  and law - taken by students from only a few countries - particularly China, Japan , Korea and Thailand. 10It may be the case that students from other countries intending to study different subjects - for example, medicine or humanities  - would not benefit in the same way. 11It is also not clear whether younger students such as students preparing for undergraduate programmes would succeed to the same extent. 12The approach outlined in this study should be replicated with other students in other subject areas, as well as at other levels in order to be able to recommend the use of on-line materials for all students in all subject areas.

17. Language Choices
1The purpose of the study was to investigate whether Students in Higher Education on an EAP writing course would benefit from computer assisted instruction. 2The findings clearly suggest that they do. 3The students who took part in the computer assisted element of the writing course outperformed those who followed the traditional course in every aspect as shown by their performance on the University of Hertfordshire Writing test. 4They showed particular strengths in the task achievement element of the assessment, suggesting that the computer assisted materials really help the students to understand and focus on the purpose of their writing.   5It also seems to be the case that the individually directed nature of the on-line materials helps the students to focus on their own specific needs as well as allowing them to access their materials in their own time. 
Tense Modality Evaluative language Useful words

18. Language Choices
6Another reason for the success of the materials may be that it allows students to spend more time on the course than is normally the case in a classroom based programme.   7This supports and adds to the findings of Jones & Smith (1997) and Harris (2002), who showed similar results for an on-line grammar course. 8This study has taken a step in the direction of justifying the inclusion of web-based materials in EAP writing courses for post-graduates on English language preparation course. 9It did however look at a narrow range of subject areas -  mainly business, computer science, engineering life-sciences  and law - taken by students from only a few countries - particularly China, Japan , Korea and Thailand. 10It may be the case that students from other countries intending to study different subjects - for example, medicine or humanities  - would not benefit in the same way. 11It is also not clear whether younger students such as students preparing for undergraduate programmes would succeed to the same extent. 12The approach outlined in this study should be replicated with other students in other subject areas, as well as at other levels in order to be able to recommend the use of on-line materials for all students in all subject areas.
Tense Modality Evaluative language Useful words

19. 12 minutes
After the break: Activity

20. Explicit grammar rules and L2 acquisition

21. Second Language Acquisition
Answers
Second Language Acquisition
What does SLA stand for? _______________
The authors argue that teaching grammar explicitly can be advantageous to second language learners. T or F
Implicit Knowledge is…
.. used in spontaneous communication
..intuitive
..automatically acquired
..conscious—the learners are aware of the process of acquisition

22. Answers Explicit Knowledge is..
..declarative knowledge
..factual
..based on the learner’s instincts
..learnable at any age
What is the “dominant view” of current L2 learning?
Learning is mainly about a learner’s conscious control of the language.
L2 learning is about learning and practicing grammar rules in context resulting in fluency.
L2 is about following an internal syllabus and as a result the learner will acquire the language when developmentally ready.

23. GROUP TASK: Part 1 Your group will be given a short research article.
You will be responsible to identify the following:
The overall organization of the article
What are the headings of the article (stages)?
The first sentence of each section/stage
What process type is used?
You will be given specific focus-tasks for each section:
Introduction
Methodology
Results/Findings
Discussion
Conclusions
Your insights will be added to large posters for a comparison of language used across all 4 models of research reports.

24. SAVE THESE
Bring them back tomorrow.

25. “Feedback: Read it or Hear it?”
Homework
“Feedback: Read it or Hear it?”

26. No Class Collect Your Data Writing Workshops QUIZ #2 NO CLASS
Discussion & Findings; conclusion
Study for quiz
NO CLASS
QUIZ #2
Writing Workshops
Grammar focus
LAST CLASS

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

28. Buh Bye