iLMS知識社群(Sites)師生部落格(Blogs)朝陽首頁(Homepage)TronClass教學平台Login
Thesis Writing & Publishing I-- Seminar--Trista's Presentation (1-05-2011)
by 徐碧霙 2011-01-05 15:48:28, Reply(16), Views(1492)
 
 
 
Reply(16)

Comments for Trista’s Presentation

Strength

1. You look so “Yummy” today!!!!

2. PowerPoint design perfectly.

3. Use your own words to explain and easy to understand.

4. Bravo baby!!!

Weakness

1. Except time control and nervous, everything is perfect!!

Question

About slide 12, what is “post-intermediate ”?

Comments for Trista’s Presentation

Strength

1.      The charts of the ppt are well-presented, especially the arrows in slide 19 and 20. Excellent!

2.      The concept of the slide 8 is very clear.

3.      You try your best to explain the concepts of the study. Well-prepared.

4.      Good eye contact.

5.      Impressive outlook today.

Weakness

1.      Stage fright at first.

2.      Some words in the ppt are too small for the audience to read, such as in slide 5, 6, 7, 10, 13, 14 and 23.

3.       Typing errors:

In slide 6, question mark is missing.

    In slide 8, the circle is not coordinate.

In slide 9, is it suitable to put a comma following Dear John?

In slide 19 and 20, the period is missing.

4.      The right part of the slide 19 and 20 is not clear.

Question

Could you explain the third sentence in slide 14, “Each participant was given 45 minutes to write about what they have been doing since a friend left 6 months ago.” What’s the purpose to take this writing task?

My dear Eleanor,
 
Like usual...You always offer effective and detailed comments to the presenters.
You are such a JOY in this class.
 
Love you...
 
 
Teresa

Trista

 

Strength

Clear logic

Clear explanation to make me well understand your topic

Clear PPT

In research diagram, very clear and good explanation

 

Weakness

I can tell your nervousness from your gesture and face.

Standing posture can be straight a little.

Keep shaking your body to show your nervousness.

 

Question

Actually, I really do not have question to ask you, because you already explained a lot in your presentation.

But, I was wondering that what if you do the research in your future study, would you also conduct the writing techniques from students, or other aspects?

Comments for Trista’s Presentation

Strength

lIn the slide 2, you identified the debate, it’s very comprehensive.

lAbout the literature review especially the slide 8, you explained in your word and pointed out the key words, it’s very clear chart.

lIn the slide 9, you interacted with audience; it was a good way to let people pay attention.

lIn the slide 13 and 19-22, about the design and result, it’s very clear and easy understands.

lMore confident and look so beautiful today, like “JOLIN”!!

Weakness

lTry to overcome the nervousness and I am trying too!!

Question

Are these writing tasks corrected by the same teacher?

Comments for Trista’s Presentation

Strength

l   Good clear graphical illustrations and layout

l   Well prepared and spoken, you know your slide well.

l   A very interesting topic

Weakness

l   Perhaps use more signposting in your talk.

Question

l   Why “word choice” and “missing words” are untreatable?

Comments for Trista’s Presentation

Strength

1.          good formal dress

2.          body language

3.          good PPT design

4.          well-prepare the presentation

Weakness

1.          little nervous

2.          maybe it’s not appropriate for laughing

3.          time controlling

Question

In slide 13, the three groups of the participants are different, would it affect the findings?

Comments for Trista!
 
Strength:1.Good PPT design
                 2.Use your own words to explain the issues for us
                 3.Good body language
 
Weakness: Too nervous
                    
 
Question: In your opinion, how to make good outside class time control?

Comments for Trista’s Presentation

Strength

1. Interactive: You asked a question to the audiences.
2. The results chart is very organized and put animation on it.

Weakness

1. You are a bit nervous to pause in the biggnning of the presentation.

Question

As you mentioned in slide 4, some researchers approve error correction, but some against it. How about your opinion? 

Presenters

Trista

Strength

You look very beautiful dear!

Use gestures

Eye contact

With smile

Show confident

Totally understand the paper

Give us examples (ex: slide 9)

The ppt is very professional

Weakness

A little bit nervous

On slide 6, “corrective” but you said correction

On slide 22, “written” but you said writing

The color on slide 8, a little bit too dark on the hand out.

Question

Could you give us more details about the 5-minutes conference of group 1 on the slide 23?

Presenter

                 Trista         2011/1/5

Strength

In slide 4, it was very simply and clearly to let me understand.

In slide 9, it was a good design to show an example of feedback strategies.

For overall of PPT, it was a well-designed.   

Weakness

Trista was nervous.

Question

What do you think about feedback strategies after writing? Does it really help students enhancing writing skill?  

Strength

Dress up

Good PPT design

Eyes contact

Weakness

A little bit nervous

Question

In slide 14, the first state shows that each participant completed four 250 word writing tasks during the 12week period, staged at week 2, 4, 8 and 12. How about week 6 and 10?

 

Strength

1.      You are so professional speaker today!

2.      Great PPT design.

Weakness

Too nervous and move around always and show embarrassed face sometime!

Question

In slide 4, what would you prefer use if you were a ESL teacher?

Trista

Strength:

1.      Good ppt designed

2.      Looking good and confident

3.      Slide 9.12.13 very clearly

Weakness:

A brief pause when presenting slide4

Question:

Could you explain what post-intermediate is ?

Strength

Nice suit!

Great PPT

You use gestures and eye contact

Weakness

You look nervous

Question

In your opinion, will feedback improve student’s writing skill?

Thank you for all your comments and questions.

To Alice:

In the article, the authors did not give much detail about post-intermediate learners. From my point of view, I think post-intermediate might be the second section program of the intermediate level.

 

To Eleanor:

The purpose of these writing tasks was to give participants opportunities to use the targeted linguistic forms, such as past simple tense. They had to describe what they did after a friend left, and wrote about it to his/her friend.

 

To Catherine:

I would conduct the writing linguistic error from students. Because it would more relate to students’ writing skill. I could easily know that what are the most frequently errors that the participants would make.

 

To Joanna:

This is a good point; the authors did not actually tell who corrected those mistakes. Therefore, I think the correction might be given by the teacher, but not the researcher.

 

To Clement:

According to the article, the authors indicated that word choice and missing words are idiosyncratic and so require learners to utilize acquired knowledge of the language to correct the error. Hence, the word choice and missing words are categorized into untreatable errors.

 

To Allen:

In my opinion, the different group design would definitely affect the findings. Otherwise, three groups of participants had various class time, the results might not be significant.

 

To Peter:

If I were researcher, I would design a questionnaire for the participants’ background information. Questions like if they have touring at home, or if he/she is going to a cram school, and how many hours a week and so on.

 

To Gary:

I personally agree that grammatical correction shouldn’t be abandoned. As a second language learner, I do not think we can acquire a second language without grammar. However, there are many elements would affect us to learn a second language, for example strategies what we use, how frequently we use the language, and what the purpose of learning a second language. Grammar is just one of the element we need to consider.

 

To Emily:

The 5-minute conference was given by one of the researcher. The researcher asked the student which corrections he or she did not understand or wanted further examples of. The researcher drew particular attention to errors that were made in different linguistic environments, not just on the targeted linguistic errors of the study.

 

To Sabina:

I will not say the writing feedback would definitely improve students writing, because not every student will fit in one kind of feedback strategy. Besides, we need to know what a student needs, not just one way to give them what we want them to know about.

 

To Livia:

I think the researchers conducted the writing tasks in this way was wanted to know if there was a significant interaction between time and writing performance. If they staged the task every two weeks, they would not know students’ improvement were influence by the frequency of the writing tasks, or they really know the usages of the targeted linguistics categories after receiving the feedback.

 

To Mindy:

I personally agree that grammatical correction shouldn’t be abandoned. As a second language learner, I do not think we can acquire a second language without grammar. However, there are many elements would affect us to learn a second language, for example strategies what we use, how frequently we use the language, and what the purpose of learning a second language. Grammar is just one of the element we need to consider.

 

To Eunice:

In the article, the authors did not give much detail about post-intermediate learners. From my point of view, I think post-intermediate might be the second section program of the intermediate level.

 

 

To LuLu:

I will not say the writing feedback would definitely improve students writing, because not every student will fit in one kind of feedback strategy. Besides, we need to know what a student needs, not just one way to give them what we want them to know about.
Reply