How can non -native speakers develop confident in their writing ?
For your Project III presentations, you’ll be discussing your 3 sources with the class. These in-class presentations are worth 5% of your final grade. You can use PowerPoint, Prezi or other presentation software to help focus and guide the presentation. You should plan on presenting to the class for 5 minutes.
Below you’ll find more detailed guidelines for putting together the presentation.
1. Decide on a focused purpose for your presentation.
Your presentation will need a purpose – a clearly narrowed topic and 3 sources that offer us different perspectives or takes on this narrowed topic. What do you want to tell the class about your topic based on the research you’ve found?
2. Select your sources based on your narrowed topic:
You’ll want to consider each source’s context, significance, extensiveness, and appropriateness.
• What is the source’s context? Where was it published? Is it peer-reviewed/scholarly? Who is the author? What are the author’s credentials?
• How significant is the source? In what ways does the make a new point or contribute to what we know about the topic?
• How extensive is the source? Does it delve into depth and detail about the topic over several pages or more?
• How appropriate is the source? Does it directly address your focused purpose or angle, or does it address a related but less central aspect of your general topic? Does it contribute to your understanding of your narrow topic, or does it inform you of the broader context or a related but more tangential aspect of the topic?
3. Decide on an organizational strategy for the presentation.
You might want to present the major aspects of the topic, bringing in the sources as they become relevant to your discussion. Or you might move through the sources one by one, discussing their relevance to your purpose as you touch on each one. Remember that either way you’ll want to keep us focused on your focused purpose/angle throughout the presentation, and you’ll want to bring each source into the discussion at least once.
4. Put together the materials for the presentation.
You’ll want to decide what kinds of materials will best support your presentation. However, keep in mind that you’ll want to include only brief amounts of text to keep us focused. You’ll want to speak more at length about the sources in your own words. You can certainly use notes to help you out, but you should be familiar enough with the sources and topic that you can discuss them on your own. (I’d be happy to make copies of a handout for the class; I’ll need it at least 24 hours in advance.)
Hint: If you want to use images (which can really help bring your ideas to life), you can take them from the Creative Commons, but don’t forget to give credit! You can also use your own images if you’d like, but still give the photographer credit. DON’T FORGET TO CITE YOUR SOURCES WITHIN YOUR PRESNETATION!
subject
How can non -native speakers develop confident in their writing ?
First source
1- Hennebry, Mairin, et al. “Differing Perspectives of Non-Native Speaker Students’ Linguistic Experiences on Higher Degree Courses.” Oxford Review of Education, vol. 38, no. 2, Routledge, 2012, pp. 209–30, https://doi.org/10.1080/03054985.2011.651312.
A report on a small-scale study investigating the perceptions of postgraduate students who are non-native speakers of English and those of academic staff with regard to those students. Previous research has focused only on the former and identified a number of linguistic and cultural challenges these students face in adapting to Anglophone institution environments. A sample of 43 students in one department at a Russell Group university were surveyed and a sub-sample interviewed. Six members of academic staff were interviewed and some observed in their teaching. Findings suggest that, despite the high linguistic admission requirements set by the university, this group of students faced a range of difficulties in all four language skills but particularly in skills needed for oral interaction in seminars. Students and staff provided differing accounts of the source of these difficulties and students expressed a desire for better integration with native speaker students. There were also differing accounts regarding the amount of linguistic support students should receive, particularly with regard to proofreading written work. The study suggests a need for further research of this comparative kind potentially leading to recommendations for additional support for students and staff development.
secound source
Rayner, Gerry, et al. “Comparing the Self-Efficacy and Writing-Related Abilities of Native and Non-Native English-Speaking Students.” Cogent Education, vol. 3, no. 1, Cogent, 2016, p. 1179164–, https://doi.org/10.1080/2331186X.2016.1179164
third source
– Dorsey, Carrie S. Students’ Perceptions of Effective Teaching Strategies in a Developmental Writing Course. ProQuest Dissertations Publishing, 2014
This dissertation explores student perceptions of effective teaching strategies in a developmental writing course and their perspectives of how well the course prepared them for the freshman college composition course. Three research questions guided the study. Research Question 1 asked which teaching strategies developmental writing students found most effective and why, Research Question 2 asked how confident students were about their writing abilities after completing the developmental writing course and why, and Research Question 3 asked what recommendations former developmental students had for improvement of the developmental writing course?
