Reading: Reading efficiently: Journal article: Activity

Efficient reading of journal articles: making connections between the parts

Excerpt from an education journal article DISCUSSION section

The project focussed on using writing checklists with English for Further Study students. The results suggest that teachers and students can benefit from extending the DSP teaching/learning cycle to include writing checklists. However, the checklists need to be written in a way which is accessible to students. That is, the students and teacher must share a classroom language to talk about language, and this should be the language of the writing checklists.

Excerpt from Woodward-Kron, R. (1994) The role of writing checklists in the teaching-learning cycle: Developing English for further study students as writers and text analyists. M.A. (TESOL) thesis. University of Technology, Sydney.

Given the conclusion reached in the discussion of this research article and your previous assessment of the information contained in the method section, what type of information is likely to have been presented in the INTRODUCTION section of this journal article?

An interpretation of what the results about the use and non-use of writing checklists and the presence of an appropriate 'language to talk about language' actually mean in terms of the field and the original hypothesis.

Information explaining what writing checklists and DSP teaching/learning cycles are, any previous research of relevance to this area and a rationale for the investigation of the use and non-use of writing checklists as well as a statement of what exactly the study aims to do.

Criteria defining English of Further Study students and the numbers used in the study as well as any further students this research may apply to.

How the use and non-use of writing checklists was investigated in this study and the results of the comparison.

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