Paper Writing A Module of Practical Writing for Student

PAPER WRITING:

A MODULE OF PRACTICAL WRITING FOR STUDENT

By:

Drs. Suparlan, M. Ed

Lecturer of the Faculty of Teacher Training and Education Tama University, Jagakarsa, Jakarta Selatan

PREFACE

This module is written as a preparation for students to study how to write paper. Paper writing is an advancement of writing course of study that given to the students in previous semester. So, if in the writing course of study is more theoretical approach, this paper writing course of study is more practical approach. This practical approach is very important for the students, as a practical preparation of research writing and thesis writing in the final step to complete their study in the university.

This paper writing module explains especially 8 (eight) steps of paper writing skills. Every steps of paper writing will explain the practical skills in paper writing, from how to choose and define a title of paper up to the final writing of the paper that the student have to write. This paper writing is focused on academic writing rather than a universal writing. So, the using data and information collection process is the main characteristics of the paper writing.

I do hope that the students will have a strong motivation to study paper writing, and to practice how to write their paper. Remember this important quotation. “The pen is mightier than the sword” (Edward Bulwer – Lytton (1803 – 1873).

TABLE OF CONTENT

PREFACE...i

TABLE OF CONTENT...ii

MODULE 1: INTRODUCTION...3

MODULE 2: STEP I CHOOSE A TOPIC AND DEVELOP THE TOPIC TO A TITLE OF THE PAPER...3

MODULE 3: EXERCISE OF CHOOSING A TOPIC...5

MODULE 4: STEP II FIND INFORMATION...6

MODULE 5: EXERCISE ON FINDING INFORMATION...8

MODULE 6: STATE YOUR THESIS...9

MODULE 7: EXERCISE ON STATING THESIS STATEMENT...14

MODULE 8: MID-SEMESTE EXAMINATION...15

MODULE 9: STEP IV. MAKE A TENTATIVE OUTLINE...16

MODULE 10: EXERCISE IN MAKING A TENTATIVE OUTLINE...17

MODULE 11: STEP V ORGANIZE YOUR NOTES...18

MODULE 12: EXERCISE ON ORGANIZING YOUR NOTES...19

MODULE 13: STEP VI. WRITE YOUR FIRST DRAFT...20

MODULE 14: STEP VII REVISE YOUR OUTLINE AND DRAFT...21

MODULE 15: STEP VIII TYPE FINAL PAPER...23

MODULE 16: FINAL-SEMESTER EXAMINATION...24

CLOSURE...25

REFERENCES...26

MODULE 1: INTRODUCTION

This module of paper writing is a practical step of writing course of study. This module is the development of the writing modules that was already given in the semesters before. These writing courses of study are the basic concept to develop writing competences for the students.

For this semester, all this paper writing materials can be divided as the table below.

Module Learning Activities

I Introduction

II Step I: Choose a Topic III Exercise of Choosing aTopic IV Step II: Find Information

V Exercise of Finding Information VI Step III: State Your Thesis VII Exercise of Stating Your Thesis VIII MSE (Mid-semester Examination) IX Step IV: Make a Tentative Outline X Exercise of Making a Tentative Outline XI Step V: Write The First Draft

XII Exercise of Writing The First Draft XIII Step VI: Revise Draft

XIV Step VII: Type the Final Paper

XV Step VIII: Proofreading the Final Paper XVI FSE (Final Semester Examination)

From the table above, the student understand that there are 16 (sixteen) modules, includes 2 (two) modules for preparation of mid-semester examination (module VIII) and final-semester examination (module XVI).

There are some important things that must be paid attention by the students in order to accomplish this paper writing modules:

The first one is please read this module carefully. Ask to your lecturer if you find the difficult concepts, or there is a difficult to practice the concepts.

Second, please practice or finish your exercises to practice step by step of this mudules. Third, submit your exercise to your lecturer as soon as possible based of the limit time given to your class.

MODULE 2: STEP I CHOOSE A TOPIC AND DEVELOP

THE TOPIC TO A TITLE OF THE PAPER

The students have to choose a topic which interests and challenges the students. You can find many examples of topic from internet or other sources. After choosing a topic, the student have to define a title for the topic.

To choose a topic, please focus on a limited aspect. If the student are from the faculty of teacher training and education, especially from English Department, the student have to narrow the topic to a specific topic. For instance, narrow it down from "Education" to "Childhood Education" to "English Education for Child“. Obtain teacher approval for your topic before embarking on a full-scale research. If you are uncertain as to what is expected of you in completing the assignment or project, re-read your assignment sheet carefully or ASK your lecturers.

After finding the topic for your paper writing, then please develop the topic to the title. Here are ten examples of thesis titles from the internet.

20 EXAMPLES OF THESIS TITLES

1. Developing the Students Ability in Writing Paragraph Through Quick writing at The Third Year Students of Madrasah Aliyah Syekh Yusuf Sungguminasa

(Supriadi L.)

2. Improving The Student Ability in Mastering Vocabulary Trough Word wish Game at The Fourth Year Student of Romang Polong Gowa (Islamiyah)

3. Improving Students Reading Comprehension Through Reading, Encoding, Annotiating, Pondering (REAP Technique) (A study at The Second Year Students of MA Madani Pao-Pao (Zevilia Rosita)

4. The Application of Personal Vocabulary Notes (PVN) Technique to Develop Students Vocabulary at The Second Year Students of SMA Muhammadiyah Kalosi Enrekang (Hariani)

5. The Effectiveness of Based Problem Learning Strategy in Improving Students Speaking Skill at The Third Year Students of MA Bukit Hidayah Islamic Boarding School of Malino (Syafruddin Ishak)

6. Application of Exposition Strategy in Improving The Reading Comprehension of The Second Year Students of SMU Muhammadiyah Sungguminasa Gowa (Sunarti Pridayani)

7. Improving The Students Ability To Translate Texts Book Through Sentence Component Identification (Muh. Ikhsan)

8. Improving The Second Year Students Vocabulary of Madrasah Aliyah (MA) Madani Pao-Pao by Using Preview in Context (Rini Apri Susanti)

9. The Use of Guided Writing Procedures in Improving The English Writing

Proficiency of The Second Year Student of SMA 1 Campalagian Polman Regency

10. The Effectiveness of English Technique As a Local Content at Elementary School (Study in Kec. Pitu Riawa Kab. Sidrap Academic Year 2007/ 2008 ) (Satrina)

11. The Effectiveness of Using English Song in Improving The Students Ability in Writing An Essay At The Second Year of SMAN 1 Bupon Kab. Luwu (Risqa)

12. Sing Incidental Vocabulary Acquisition Method to Improve Students Vocabulary Mastery at The Second Year Students of SLTP Negeri 2 Pinrang (Rahmiati)

13. Improving The First Year Students Achievement Through Recitation Techniques At MTs. DDI Majene (Mardiah)

14. Reducing Students Anxiety to Speak English Through Tense – Free Class

Environment (A Study of The Third Year Students of MAN 1 Sinjai Utara, Sinjai)

(Sudarmi)

15. Improving the Second Year Student English Speaking Ability Through Self Talk Strategy at MA Perguruan Islam Syekh Yusuf Sungguminasa Gowa (Muhammad)

16. The Implementation of Porto Polio Assessment in English Learning of SMUN 1 Pare-Pare (Zulkarnaen Sultan)

17. The Use of Start Simple Stories (SSS) Extensive Reading Method to Make The English Reading Learning Effective at The Second Year Students of MAN Model Makassar (Sutrismi)

18. Improving Students Reading Comprehension of The Second Year Students of MAN 2 Pare-Pare Through PSQSR (Tina Hastuti)

19. Improving The Second Year Students Listening Comprehension Skill Through The Application of JIGSAW Techniques at MAN 1 Makassar (Kartikawati)

20. The Correlation Between The Students Prior Knowledge and Their Writing Achievement of The Third Year Student of MA Madani Alauddin Pao-Pao

(Mardiana)

Please pay attention to the 20 examples of thesis titles. The examples are quoted from internet. The student can study the examples and develop their own title of paper writing by comparing the thesis titles.

MODULE 3: EXERCISE OF CHOOSING A TOPIC

EXERCISE 1 Name of student : ……….

NPM : ……….

No. Questions Answer

1 What is your faculty? 2 What is your department?

3 What is your main topic that you are very interested to write?

A. Education

B. Formal education C. Non-formal education D. Informal education 4 If your main topic is in education,

what is your specific component of education that you want to write?

A. Component of student B. Component of teacher C. Component of curriculum

D. Component of educational facility E. Component of educational process or

teaching and learning process

F. Component of educational environment G. Component of out put and out come of

education 5 If your specific topic is in

teaching and learning process, what is your sub component?

A. Method of teaching B. Material of teaching

C. Teaching and learning media and materials

D. ……… 6 How many alternative title?

7 Now, please write your alternative title!

MODULE 4: STEP II FIND INFORMATION

First of all, for general information, check out www.google.com, to get many information for paper writing activities. The student also has to pay attention to course of study on educational research.

For this information, the student has to pay attention to domain name extensions, e.g., edu (educational institution), .gov (government), or .org (non-profit organization). These sites represent institutions and tend to be more reliable, but be watchful of possible political bias in some government sites. Be selective of .com (commercial) sites. Many .com sites are excellent; however, a large number of them contain advertisements for products and nothing else. Network Solutions provides a link where you can find out what some of the other extensions stand for. Be wary of the millions of personal home pages on the Net. The quality of these personal homepages vary greatly. Learning how to evaluate websites critically and to search effectively on the Internet can help you eliminate irrelevant sites and waste less of your time.

The recent arrival of a variety of domain name extensions such as .biz (commercial

businesses), .pro, .info (info on products / organizations), .name, .ws (WebSite), .cc (Cocos Island) or .sh (St. Helena) or .tv (Tuvalu) may create some confusion as you would not be able to tell whether a .cc or .sh or .tv site is in reality a .com, a .edu, a .gov, a .net, or a .org site. Many of the new extensions have no registration restrictions and are available to anyone who wishes to register a distinct domain name that has not already been taken. For instance, if Books.com is unavailable, you can register as Books.ws or Books.info via a service agent such as Register.com.

To find books in the Library use the OPAC (Online Public Access Catalog). Check out other print materials available in the Library:

 Almanacs, Atlases, AV Catalogs  Encyclopedias and Dictionaries

 Government Publications, Guides, Reports  Magazines, Newspapers

 Vertical Files

 Yellow Pages, Zip or Postal Code and Telephone Directories

Check out online resources, Web based information services, or special resource materials on CDs:

 Online reference materials (including databases, e.g. SIRS, ProQuest, eLibrary, etc.)

 Index to Periodicals and Newspapers (e.g. MagPortal.com, OnlineNewspapers.com, etc.)

 Answers.com - an online dictionary and encyclopedia all-in-one resource that you can install on your computer free of charge and find one-click answers quickly.  Encyclopedias (e.g.Britannica, Canadian Encyclopedia, etc.)

 Magazines and Journals (e.g. Time, National Geographic, Maclean's, Newsweek, etc.)

 Newspapers (national and international, e.g. Kompas, Republika, Jawa Pos, Los Angeles Times, New York Times, USA Today, The Toronto Star, Vancouver Sun, etc.)

 Subject Specific software (e.g. discovering authors, exploring Shakespeare, etc.) Check out public and university libraries, businesses, government agencies, as well as contact knowledgeable people in your community.

Read and evaluate. Bookmark your favorite Internet sites. Printout, photocopy, and take notes of relevant information.

As you gather your resources, jot down full bibliographical information (author, title, place of publication, publisher, date of publication, page numbers, URLs, creation or modification dates on Web pages, and your date of access) on your work sheet, printout, or enter the information on your laptop or desktop computer for later retrieval. If printing from the Internet, it is wise to set up the browser to print the URL and date of access for every page. Remember that an article without bibliographical information is useless since you cannot cite its source.

In Indonesia, the student must familiar with the important websites, such as:  www.indonesia.go.id

 www.detik.com  www.depdikbud.go.id  www.dikdasmen.com  www.setneg.go.id

 www.kemenhumkan.go.id

MODULE 5: EXERCISE ON FINDING INFORMATION

Name of student : ………

NPM : ………

No. Questions Answer

1 Dou you know ICT? 2 Do you usually use

internet?

3 Do you have e-mail? Please write your e-mail? 4 What is the site that you

usually open to find information?

5 What is the educational sites that you usually open to find information about education?

6 Dou you usually find educational articles from internet?

7. What are the educational articles? Please write the titles?

MODULE 6: STATE YOUR THESIS

Based on your experiences and information from many sources, the students have to try to state their thesis statement. In this step, the students have to try to write some alternatives of the thesis statement. Based on some alternatives of the thesis titles in the first step, the students have to write the thesis statements. What is the thesis statement?

Etimologically, thesis from the Greek ‘to put’. Thesis is the main idea of an essay or report, sometimes written as a single declarative sentence. In one source, thesis statement is explained as below:

“THESIS STATEMENT IS THAT SENTENCE OR TWO IN YOUR TEXT that contains the

focus of your essay and tells your reader what the essay is going to be about. Although it is certainly possible to write a good essay without a thesis statement (many narrative essays, for example, contain only an implied thesis statement), the lack of a thesis statement may well be a symptom of an essay beset by a lack of focus. Many writers think of a thesis statement as an umbrella: everything that you carry along in your essay has to fit under this umbrella, and if you try to take on packages that don't fit, you will either have to get a bigger umbrella or something's going to get wet (http://grammar.ccc.commnet.edu/)

Let’s look at some of the examples from the Statement of Purpose tip sheet and turn them into some possible thesis statements.

Statement of Purpose Possible thesis statement “I want to learn about what has

influenced the music of 50 cent.”

The music of 50 cent has been heavily influenced by (you fill in the blank).

“I want to find out some ways to stop teen gang activity.”

Teen gang activity in the United States can be stopped by a combined approach which consists of supervised youth programs, more job availability, and closer family

relationships.

or

Teenage gang activity can only be stopped with early education in the public school systems.

“I want to know how close we are to a cure for AIDS.”

Although much research has gone into finding a cure for the AIDS virus, we are no closer to a real cure than we were when the disease first became known.

or

After years of research , scientists are on the verge of discovering a cure for the AIDS virus.

“I want to know why Christians and Muslims fought so hard with each other during the middle ages.”

Even though Christians and Muslims were supposedly fighting for religious dominance in the medieval world, their motives were strongly affected by the desire for land and economic power.

or

Medieval Christians and Muslims were fighting exclusively for deeply held religious beliefs.

You can see that there is more than one way to write a thesis statement, depending on what you find out in your research and what your opinion is.

Here is an example of article on a thesis statement.

Forming a Thesis Statement By Geraldine Woods

You've got a subject ("human-bear interactions") and a topic ("the relationship between Goldilocks and the three bears"). Now it's time to come up with a thesis statement — the point that you want to make about Goldie and the furry guys. A couple of possibilities occur to you — "bears that hang around people end up eating porridge and sleeping in beds," "both blonds and baby bears like medium-firm mattresses," and "humans and bears share forest resources." As you tease out a few more ideas, you search for the middle ground, avoiding a thesis statement that is too broad or too narrow. You want one that, like Goldilocks's porridge, is "just right."

As soon as you've got a chunk of research, a deck of index cards, or a few files on the computer, take a few moments to reread your material. Think about what you might prove with all those facts and quotations. A couple of techniques will help you decide.

Ask questions

As you review your notes, do any questions occur to you? Is your curiosity piqued by anything you've written? If not, check out the next sections, "If only," "I recommend," and "Relationships," or go back to note taking and try again later.

Any questions that pop into your mind arise from issues that are relevant to your topic, and issues are the breeding ground for theses. For example, suppose you're doing a psych paper on parental influence — specifically, how parental discipline affects children's behavior. You've read a ton of studies that attempt to describe the relationship between

parents' actions and children's reactions. As you review your notes, you may find yourself wondering:

 Do children of very strict parents behave better?

 Does a child's reaction to strict parental rules change as the child grows older?

 Does spanking affect children's self-esteem?

 Does inconsistent discipline have a negative effect on children's behavior? Not one of these questions is a thesis, but each is a possible starting point. Possible

because you can't cover them all in one paper. You have to choose. Right now, suppose that you select the second sample question.

If the question of age interests you the most, read your notes again with question two in mind. Look closely at every note concerned with discipline, age, and rules. Put little check marks next to information about children's behavior — the behavior of those children identified as having trouble in school or with the law, perhaps. If necessary, go back to the library or the Internet for more research on the relationship between discipline techniques, age, and children's behavior. If you can, do some statistical analysis to see which factors matter and which are simply coincidence.

After you've finished those tasks, you're probably ready to take a stand. Express that stand in a single sentence, perhaps this one:

Children of very strict parents follow the rules diligently until adolescence, but not during the teen years.

Now you've got the basis for your paper: the thesis statement. (By the way, the preceding paragraphs are just an example, not necessarily a psychological truth!)

If only

Another way to hunt for a thesis is to consider the "if only" spots in your paper. This method is particularly helpful for history projects. Again, start by rereading your notes. Look for moments when the entire course of historical events might have changed, if only

one decision or one detail had been different. For example, suppose you're writing about a famous incident involving Humpty Dumpty. You've read eyewitness accounts, historians' analysis of the events, and doctors' descriptions of the injuries Mr. Dumpty suffered. Now you're ready to make a thesis statement.

Victim: Humpty Dumpty, male egg

Physical description: Round but delicate build, oval face, pale complexion Age: Fresh

Date of incident: Nineteenth century Place: King's walled courtyard

Description of incident: Victim had a great fall from a wall approximately ten feet high. Bystanders called 911 immediately. King's horses and king's men arrived within ten minutes. Entire battalion of horses and men worked on the victim for 45 minutes, but could not put him back together again.

After reviewing all your material, you think

 If only the top of the wall had been shaped like an egg crate, giving Humpty Dumpty more stability

 If only Humpty Dumpty had eaten a calcium-rich, shell-strengthening diet

 If only the king's men had had more training in re-gluing than in military maneuvers

The last "if only" in the preceding list gives you an idea for a thesis, which you turn into a sentence:

The emphasis on militarism in the training of the king's men led to the tragic demise of Humpty Dumpty.

I recommend

Depending upon your topic, another road to a thesis statement comes from the phrase "I recommend." This road is especially helpful if you're writing about science, social science, technology, or any area that looks toward the future. Review your notes and ask yourself what improvements you'd like to see in the situation or conditions. Then ask yourself what should be changed to bring about those improvements.

Here's this method in action. Suppose you're writing about fatal accidents. One of your sources is the Humpty Dumpty incident, described in the preceding section, "If only." As you scan your notes, think about the improvements that you would like to see — perhaps the prevention of shattering injuries caused by falls. What should be changed to bring about that improvement? The addition of calcium supplements to the water supply, a change in the design of palace architecture, additional training in egg gluing for

emergency medical personnel, or something else? One of those ideas becomes your thesis statement:

To prevent serious injury, architects should design safer walls. Relationships

Another thesis catcher is the relationship question, especially helpful when you're writing about literature. As you're poring over your notes, look for events or ideas that belong together in one of these ways: cause and effect, contrast, or similarity. For example, suppose you're writing about the murder of the king in a modern drama, Macbeth Revisited (not a real play). You delve into English politics during the Thatcher era and decide that the factions portrayed in the play reflect the conflict between contemporary English political parties. Now you've got a "relationship" thesis.

The strife between the Googrubs and the McAgues in Macbeth Revisited mirrors the conflict between the Labor and Tory parties in the late twentieth century.

Or, suppose you're writing about energy and pollution. You contrast fossil fuels with solar power, deciding on this thesis statement:

Solar energy is less harmful to the environment than fossil fuels.

Read more: http://www.dummies.com/how-to/content/forming-a-thesis-statement.html#ixzz0uSbpamQn

MODULE 7: EXERCISE ON STATING THESIS

STATEMENT

Name of student : ………

NPM : ………

No. Questions Answer

1 How many thesis statement you want to study?

2 What is your thesis statement?

MODULE 8: MID-SEMESTE EXAMINATION

Please do study 7 (seven) modules before you follow the mid-semester examination! Do you still remember the seven modules? There are:

1. Introduction.

2. Choosing a topic and develop the topic to title.

3. Exercise how to practice choosing a topic and develop the topic to title. 4. Finding information

5. Exercise how to find information 6. Writing thesis statement

7. Exercise how to write thesis statement

If you already study the seven modules, you will follow this mid-semester examination, and you will get A from this examination. Best regards for you.

MODULE 9: STEP IV. MAKE A TENTATIVE OUTLINE

The purpose of an outline is to help you think through your topic carefully and organize it logically before you start writing. A good outline is the most important step in writing a good paper. Check your outline to make sure that the points covered flow logically from one to the other. Include in your outline an INTRODUCTION, a BODY, and a CONCLUSION. Make the first outline tentative.

INTRODUCTION - State your thesis and the purpose of your research paper clearly. What is the chief reason you are writing the paper? State also how you plan to approach your topic. Is this a factual report, a book review, a comparison, or an analysis of a problem? Explain briefly the major points you plan to cover in your paper and why readers should be interested in your topic.

BODY - This is where you present your arguments to support your thesis statement. Remember the Rule of 3, i.e. find 3 supporting arguments for each position you take. Begin with a strong argument, then use a stronger one, and end with the strongest argument for your final point.

CONCLUSION - Restate or reword your thesis. Summarize your arguments. Explain why you have come to this particular conclusion.

Here is an example of an outline of research paper: Abstract

Introduction

Statement of the Problem Review of Related Literature Statement of the Hypothesis Method

Subjects Instrument

Experimental Design Procedure

Results Discussion References

MODULE 10: EXERCISE IN MAKING A TENTATIVE

OUTLINE

Name of student : ………

NPM : ………

No. Questions Answer

1 What is your final title of your paper?

2 Please do make a tentative outline of your title!

MODULE 11: STEP V ORGANIZE YOUR NOTES

Organize all the information you have gathered according to your outline. Critically analyze your research data. Using the best available sources, check for accuracy and verify that the information is factual, up-to-date, and correct. Opposing views should also be noted if they help to support your thesis. This is the most important stage in writing a research paper. Here you will analyze, synthesize, sort, and digest the information you have gathered and hopefully learn something about your topic which is the real purpose of doing a research paper in the first place. You must also be able to effectively communicate your thoughts, ideas, insights, and research findings to others through written words as in a report, an essay, a research or term paper, or through spoken words as in an oral or multimedia presentation with audio-visual aids.

Do not include any information that is not relevant to your topic, and do not include information that you do not understand. Make sure the information that you have noted is carefully recorded and in your own words, if possible. Plagiarism is definitely out of the question. Document all ideas borrowed or quotes used very accurately. As you organize your notes, jot down detailed bibliographical information for each cited paragraph and have it ready to transfer to your Works Cited page.

Devise your own method to organize your notes. One method may be to mark with a different color ink or use a hi-liter to identify sections in your outline, e.g., IA3b - meaning that the item "Accessing WWW" belongs in the following location of your outline:

I. Understanding the Internet A. What is the Internet 3. How to "Surf the Net" b. Accessing WWW

Group your notes following the outline codes you have assigned to your notes, e.g., IA2, IA3, IA4, etc. This method will enable you to quickly put all your resources in the right place as you organize your notes according to your outline.

MODULE 12: EXERCISE ON ORGANIZING YOUR NOTES

Name of student : ………

NPM : ………

No. Questions Answer

1 Again, what is your final title of you paper

2 Please do organize your introduction! What do you want to write in the introduction? What are the sub-chapter?

3 You have a body of you paper. What are the sub-chapter?

4. What is your conclusion? What are the sub-chapter in this conclusion of you paper?

MODULE 13: STEP VI. WRITE YOUR FIRST DRAFT

Start with the first topic in your outline. Read all the relevant notes you have gathered that have been marked, e.g. with the capital Roman numeral I.

Summarize, paraphrase or quote directly for each idea you plan to use in your essay. Use a technique that suits you, e.g. write summaries, paraphrases or quotations on note cards, or separate sheets of lined paper. Mark each card or sheet of paper clearly with your outline code or reference, e.g., IB2a or IIC, etc.

Put all your note cards or paper in the order of your outline, e.g. IA, IB, IC. If using a word processor, create meaningful filenames that match your outline codes for easy cut and paste as you type up your final paper, e.g. cut first Introduction paragraph and paste it to IA. Before you know it, you have a well organized term paper completed exactly as outlined.

If it is helpful to you, use a symbol such as "#" to mark the spot where you would like to check back later to edit a paragraph. The unusual symbol will make it easy for you to find the exact location again. Delete the symbol once editing is completed.

MODULE 14: STEP VII REVISE YOUR OUTLINE AND

DRAFT

Read your paper for any content errors. Double check the facts and figures. Arrange and rearrange ideas to follow your outline. Reorganize your outline if necessary, but always keep the purpose of your paper and your readers in mind.

CHECKLIST ONE:

1. Is my thesis statement concise and clear? 2. Did I follow my outline? Did I miss anything? 3. Are my arguments presented in a logical sequence?

4. Are all sources properly cited to ensure that I am not plagiarizing? 5. Have I proved my thesis with strong supporting arguments? 6. Have I made my intentions and points clear in the essay?

Re-read your paper for grammatical errors. Use a dictionary or a thesaurus as needed. Do a spell check. Correct all errors that you can spot and improve the overall quality of the paper to the best of your ability. Get someone else to read it over. Sometimes a second pair of eyes can see mistakes that you missed.

CHECKLIST TWO:

1. Did I begin each paragraph with a proper topic sentence?

2. Have I supported my arguments with documented proof or examples? 3. Any run-on or unfinished sentences?

4. Any unnecessary or repetitious words? 5. Varying lengths of sentences?

6. Does one paragraph or idea flow smoothly into the next? 7. Any spelling or grammatical errors?

8. Quotes accurate in source, spelling, and punctuation? 9. Are all my citations accurate and in correct format?

10. Did I avoid using contractions? Use "cannot" instead of "can't", "do not" instead of "don't"?

11. Did I use third person as much as possible? Avoid using phrases such as "I think", "I guess", "I suppose"

12. Have I made my points clear and interesting but remained objective? 13. Did I leave a sense of completion for my reader(s) at the end of the paper?

The Elements of Style, Fourth Edition, by William Strunk, Jr.

For an excellent source on English composition, check out this classic book by William Strunk, Jr. on the Elements of Style. Contents include: Elementary Rules of Usage, Elementary Principles of Composition, Words & Expressions Commonly Misused, An Approach to Style with a List of Reminders: Place yourself in the background, Revise and rewrite, Avoid fancy words, Be clear, Do not inject opinion, Do not take shortcuts at the cost of clarity, ... and much more. Details of The Elements of Style by William Strunk, Jr. partially available online at Bartleby.com. Note: William Strunk, Jr. (1869–1946). The Elements of Style was first published in 1918.

MODULE 15: STEP VIII TYPE FINAL PAPER

All formal reports or essays should be typewritten and printed, preferably on a good quality printer.

Read the assignment sheet again to be sure that you understand fully what is expected of you, and that your essay meets the requirements as specified by your teacher. Know how your essay will be evaluated.

Proofread final paper carefully for spelling, punctuation, missing or duplicated words. Make the effort to ensure that your final paper is clean, tidy, neat, and attractive.

Aim to have your final paper ready a day or two before the deadline. This gives you peace of mind and a chance to triple check. Before handing in your assignment for marking, ask yourself: "Is this the VERY BEST that I can do?"

MODULE 16: FINAL-SEMESTER EXAMINATION

If in the mid-semester the students have to study seven modules, then in this final-semester the students have to study fourteen modules, before the students follow the final-semester examination.

CLOSURE

This the time I have to thank to your attention to write your paper. This paper is very important as a partial fulfillment of the requirements for finishing your study. Good luck. In the final-semester examination, at least there are three types of test:

1. True-false test. For this type, the student just choose the true alternative answer for the test;

Example:

(1) The writing module is developed to improve student’s competences in writing.

(2) Paper writing module is given to student to practice the student’s competences in actual writing.

2. Easy test. The students have to answer the questions shortly. Example:

(1) What is the first step of paper writing? What is that? (2) There are eight steps of paper writing. What are there? 3. Practice. The student have to practice how to write paper writing.

Example:

(1) Please write your title!

REFERENCES

Cooper, James M, Cs. 1986. Classroom Teaching Skills. Third Edition. Toronto: D.C. Heath And Company.

Gay, L. R. 1992. Educational Research, Competencies for Analysis and Application. Second Edition. New Yersey: Prentice Hall, Inc.

Henrichsen, Alice C. Park Lynn E. 1980. Sentence Construction, Writing and Combining Standard English Sentences. Book I, Massachusettts: Newbury House Publishers, Inc.

APPENDIX

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS TAMA JAGAKARSA

Jalan Letjen TB Simatupang Nomor 152

Tanjung Barat, Jakarta Selatan 12530

Telepon: (021) 7890965, 7829919, 78831838, 7890634

Fax: (021) 7890966

UJIAN AKHIR SEMESTER TAHUN 2010

LEMBAR SOAL

Mata Kuliah : Paper Writing Waktu : 90 menit

I.

True False

1. Paper writing is a course of study to study how to write the final task for student as a partial fulfillment of the requirement of the completion study in the university.

2. Paper writing course of study is more theoretical rather than practical. 3. All beginning of paper writing is usually difficult for students.

4. The first step of paper writing is making a conclusion. 5. The last step of paper writing is proofreading of final draft.

6. The most important competence for the students is using computer in writing.

II.

Short Answer

1. What is the third step of paper writing? 2. What is the meaning of thesis statement?

3. What is the relationship between a topic and a title of paper writing? 4. What is the purpose of outline of paper?

III.

Practice

1. Please write your tentative title for your paper! 2. Please write you thesis statement!

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS UTAMA JAGAKARSA

Jalan Letjen TB Simatupang Nomor 152

Tanjung Barat, Jakarta Selatan 12530

Telepon: (021) 7890965, 7829919, 78831838, 7890634

Fax: (021) 7890966

UJIAN AKHIR SEMESTER TAHUN 2008

LEMBAR JAWABAN

Nama : ………..

NIM : ………..

I. Petunjuk: Beri tanda silang (X) pada kolom yang telah disediakan

II. Tulis jawaban secara singkat dan jelas 1.

2.

3.

4.

No. Jawaban

Benar (B) Salah (S) 1

2 3 4 5

No. Jawaban

Benar (B) Salah (S) 6

7 8 9 10

5.

Program Studi Pendidikan Bahasa Inggris, Universitas Tama Jagakarsa

SATUAN ACARA PERKULIAHAN (SAP)

Jurusan : Pendidikan Bahasa Inggris

Mata Kuliah : Paper Writing

Bobot : 3 SKS

Kode Mata Kuliah :

Tujuan Pembelajaran : _ Student able to understand the important of paper as part of fulfillment of requirement of the completion study in the university

 Student able to improve their competencies in writing paper.  Student able to practice the eight steps of paper writing No Temu

Ke

Pokok Bahasan Deskripsi Materi Waktu Metode Buku Sumber

1 I Introduction Giving information on 8 steps of paper writing and the schedule to follow every step.

1 x 100 Short lecture, question and answer

Cooper, James M, Cs. 1986.

Classroom Teaching Skills. Third Edition. Toronto: D.C. Heath And Company. Gay, L. R. 1992.

Educational Research,

Competencies for Analysis and Application. 2 II Step I: Choose a Topic

First step of paper writing is choosing a topic and develop the topic to title.

1 x 100 Short lecture, brainstorming 3 III Exercise of Choosing

a Topic Student practice to define a topic and develop to title.

1 x 100 Exercise 4 IV Step II: Find

Information Giving information how to find information by using many sources, includes internet and other sources, such as book and mass media.

1 x 100 Short lecture, question and answer

Second Edition. New Yersey: Prentice Hall, Inc. Henrichsen, Alice C.

Park Lynn E. 1980. Sentence Construction, Writing and Combining Standard English Sentences. Book I, Massachusettts: Newbury House Publishers, Inc. 5 V Exercise of Finding

Information Students exercise to find information.

1 x 100 6 VI Step III: State Your

Thesis Giving information about thesis statement 1 x 100 Practice 7 VII Exercise of Stating

Your Thesis Student exercise to write thesis statement 1 x 100 8 VIII MSE (Mid-semester

Examination)

MSE -

-9 IX Step IV: Make a Tentative Outline

Giving example on outline of paper. Explain the purpose of outline in writing

paper 1 x 100

Short lecture, question and answer 10 X Exercise of Making a

Tentative Outline

Students exercise to write outline based on their title.

1 x 100 Practice 11 XI Step V: Write The

First Draft Giving motivation to student to begin in writing the first draft of paper

1 x 100 Short lecture, question and answer 12 XII Exercise of Writing

The First Draft

Students try to write the first draft of paper 1 x 100 Practice 13 XIII Step VI: Revise Draft Lecturer revise the first draft 1 x 100 Short lecture,

question and answer 14 XIV Step VII: Type the

Final Paper

Giving the final paper 1 x 100 s.d.a

15 XV Step VIII:

Proofreading the Final Paper

Lecturer proofread the final paper. 1 x 100 s.d.a 16 XVI FSE (Final Semester

Examination)

FSE -

-Jakarta, July 2010 Lecturer

PAPER WRITING LESSON PLANNING

BY

SUPARLAN

LESSON PLANNING

Meeting : 1

Day/date/month : Tuesday, August 26, 2010

Topic : Introduction

Aim

Student was given general information about paper writing course of study in this semester. Instructional process will be in 16 meetings, include MSE and FSE. Student was given also a paper writing module

Here is the modules for 16 meetings in the semester.

Module Learning Activities

I Introduction

II Step I: Choose a Topic III Exercise of Choosing aTopic IV Step II: Find Information

V Exercise of Finding Information VI Step III: State Your Thesis VII Exercise of Stating Your Thesis VIII MSE (Mid-semester Examination) IX Step IV: Make a Tentative Outline X Exercise of Making a Tentative Outline XI Step V: Write The First Draft

XII Exercise of Writing The First Draft XIII Step VI: Revise Draft

XIV Step VII: Type the Final Paper

XV Step VIII: Proofreading the Final Paper XVI FSE (Final Semester Examination) Learning outcomes

By the end of the lesson the learners should be able to:

1) have general information on 16 meeting of paper writing in this semester 2) describe the 16 modules of paper writing in this semester.

Methodology

Lecturer gives modules to students to make them understand about 16 modules for this semester. The students have to prepare for every meeting of instruction, not only in theory but also in practice of writing.

Resources

Module of paper writing and another sources of paper writing. Assessment

Pre lesson – Asking about what is the meaning about paper writing? Post lesson – Student preparation to write their paper.

Evaluation

Lesson Evaluation

Do the students have another source on paper writing? Student evaluation

Do the students have difficulties on paper writing? Teacher evaluation

LESSON PLANNING

Meeting : 2

Day/date/month : Tuesday, September 2, 2010

Topic : Choose a Topic

Aim

The student understand how to choose and list many topics on English Education, or in any aspect of English instruction process in class or out class activities.

Learning outcomes

By the end of the lesson the learners should be able to: Have knowledge of…

State that…..

Demonstrate understanding of…. Explain….

Describe….. Recall….. Record….. Reflect upon….. Methodology

Approach. How are you going to structure the session?

Teaching and learning strategies? Types of activity? Sequence of activities? Role of students and teacher?

Produce as a programme with times and activities (who is doing what) and resources required.

Resources

What resources will you use? List them:

Books ;journal articles; worksheets/handouts; TV/Video; CD-ROM/Internet resources; PCs; slides/OHTs

Assessment

Pre lesson – What methods are you going to use, informal/formal? Post lesson – Were learning outcomes achieved? By whom? Evaluation

Lesson Evaluation

Was the lesson paced well? Good activities? Why? Were activities in logical and effective sequence? Good variety of resources? Good use of resources? What have you learned about teaching and learning? How would you approach this lesson the next time? How could you improve the lesson?

Student evaluation

Who achieved? Why? Why not? Did they find it too difficult? Or too easy? Why? Were learners motivated? Why? Why not? Did they appear to enjoy lesson?

Mitigating circumstances? Distracted? Badly behaved? What have you learned? How would you respond next time?

Teacher evaluation

Your input. Clearly structured lesson? Teaching strategies? Student behaviour managed? In what ways? How well? Student interest contained? How? Effective questioning/discussion? What have you learned? How would you amend/improve your input?

LESSON PLANNING

Meeting : 2

Day/date/month : Tuesday, September 2, 2010

Topic : Choose a Topic

Aim

The student understand how to choose and list many topics on English Education, or in any aspect of English instruction process in class or out class activities.

Learning outcomes

By the end of the lesson the learners should be able to: Have knowledge of…

State that…..

Demonstrate understanding of…. Explain….

Describe….. Recall….. Record….. Reflect upon….. Methodology

Approach. How are you going to structure the session?

Teaching and learning strategies? Types of activity? Sequence of activities? Role of students and teacher?

Produce as a programme with times and activities (who is doing what) and resources required.

Resources

What resources will you use? List them:

Books ;journal articles; worksheets/handouts; TV/Video; CD-ROM/Internet resources; PCs; slides/OHTs

Assessment

Pre lesson – What methods are you going to use, informal/formal? Post lesson – Were learning outcomes achieved? By whom? Evaluation

Lesson Evaluation

Did the lesson flow? Did it fit into the unit/module/course/programme?

Was the lesson paced well? Good activities? Why? Were activities in logical and effective sequence? Good variety of resources? Good use of resources? What have you learned about teaching and learning? How would you approach this lesson the next time? How could you improve the lesson?

Student evaluation

Who achieved? Why? Why not? Did they find it too difficult? Or too easy? Why? Were learners motivated? Why? Why not? Did they appear to enjoy lesson?

Mitigating circumstances? Distracted? Badly behaved? What have you learned? How would you respond next time?

Teacher evaluation

Your input. Clearly structured lesson? Teaching strategies? Student behaviour managed? In what ways? How well? Student interest contained? How? Effective questioning/discussion? What have you learned? How would you amend/improve your input?

LESSON PLANNING

Meeting : 2

Day/date/month : Tuesday, September 2, 2010

Topic : Choose a Topic

Aim

The student understand how to choose and list many topics on English Education, or in any aspect of English instruction process in class or out class activities.

Learning outcomes

By the end of the lesson the learners should be able to: Have knowledge of…

State that…..

Demonstrate understanding of…. Explain….

Describe….. Recall….. Record….. Reflect upon….. Methodology

Approach. How are you going to structure the session?

Teaching and learning strategies? Types of activity? Sequence of activities? Role of students and teacher?

Produce as a programme with times and activities (who is doing what) and resources required.

Resources

What resources will you use? List them:

Books ;journal articles; worksheets/handouts; TV/Video; CD-ROM/Internet resources; PCs; slides/OHTs

Assessment

Pre lesson – What methods are you going to use, informal/formal? Post lesson – Were learning outcomes achieved? By whom?

Evaluation

Lesson Evaluation

Did the lesson flow? Did it fit into the unit/module/course/programme?

Was the lesson paced well? Good activities? Why? Were activities in logical and effective sequence? Good variety of resources? Good use of resources? What have you learned about teaching and learning? How would you approach this lesson the next time? How could you improve the lesson?

Student evaluation

Who achieved? Why? Why not? Did they find it too difficult? Or too easy? Why? Were learners motivated? Why? Why not? Did they appear to enjoy lesson?

Mitigating circumstances? Distracted? Badly behaved? What have you learned? How would you respond next time?

Teacher evaluation

Your input. Clearly structured lesson? Teaching strategies? Student behaviour managed? In what ways? How well? Student interest contained? How? Effective questioning/discussion? What have you learned? How would you amend/improve your input?

LESSON PLANNING

Meeting : 2

Day/date/month : Tuesday, September 2, 2010

Topic : Choose a Topic

Aim

The student understand how to choose and list many topics on English Education, or in any aspect of English instruction process in class or out class activities.

Learning outcomes

By the end of the lesson the learners should be able to: Have knowledge of…

State that…..

Demonstrate understanding of…. Explain….

Describe….. Recall….. Record….. Reflect upon….. Methodology

Approach. How are you going to structure the session?

Teaching and learning strategies? Types of activity? Sequence of activities? Role of students and teacher?

Produce as a programme with times and activities (who is doing what) and resources required.

Resources

What resources will you use? List them:

Books ;journal articles; worksheets/handouts; TV/Video; CD-ROM/Internet resources; PCs; slides/OHTs

Assessment

Pre lesson – What methods are you going to use, informal/formal? Post lesson – Were learning outcomes achieved? By whom?

Evaluation

Lesson Evaluation

Did the lesson flow? Did it fit into the unit/module/course/programme?

Was the lesson paced well? Good activities? Why? Were activities in logical and effective sequence? Good variety of resources? Good use of resources? What have you learned about teaching and learning? How would you approach this lesson the next time? How could you improve the lesson?

Student evaluation

Who achieved? Why? Why not? Did they find it too difficult? Or too easy? Why? Were learners motivated? Why? Why not? Did they appear to enjoy lesson?

Mitigating circumstances? Distracted? Badly behaved? What have you learned? How would you respond next time?

Teacher evaluation

Your input. Clearly structured lesson? Teaching strategies? Student behaviour managed? In what ways? How well? Student interest contained? How? Effective questioning/discussion? What have you learned? How would you amend/improve your input?

LESSON PLANNING

Meeting : 2

Day/date/month : Tuesday, September 2, 2010

Topic : Choose a Topic

Aim

The student understand how to choose and list many topics on English Education, or in any aspect of English instruction process in class or out class activities.

Learning outcomes

By the end of the lesson the learners should be able to: Have knowledge of…

State that…..

Demonstrate understanding of…. Explain….

Describe….. Recall….. Record….. Reflect upon….. Methodology

Approach. How are you going to structure the session?

Teaching and learning strategies? Types of activity? Sequence of activities? Role of students and teacher?

Produce as a programme with times and activities (who is doing what) and resources required.

Resources

What resources will you use? List them:

Books ;journal articles; worksheets/handouts; TV/Video; CD-ROM/Internet resources; PCs; slides/OHTs

Assessment

Post lesson – Were learning outcomes achieved? By whom? Evaluation

Lesson Evaluation

Did the lesson flow? Did it fit into the unit/module/course/programme?

Was the lesson paced well? Good activities? Why? Were activities in logical and effective sequence? Good variety of resources? Good use of resources? What have you learned about teaching and learning? How would you approach this lesson the next time? How could you improve the lesson?

Student evaluation

Who achieved? Why? Why not? Did they find it too difficult? Or too easy? Why? Were learners motivated? Why? Why not? Did they appear to enjoy lesson?

Mitigating circumstances? Distracted? Badly behaved? What have you learned? How would you respond next time?

Teacher evaluation

Your input. Clearly structured lesson? Teaching strategies? Student behaviour managed? In what ways? How well? Student interest contained? How? Effective questioning/discussion? What have you learned? How would you amend/improve your input?

LESSON PLANNING

Meeting : 2

Day/date/month : Tuesday, September 2, 2010

Topic : Choose a Topic

Aim

The student understand how to choose and list many topics on English Education, or in any aspect of English instruction process in class or out class activities.

Learning outcomes

By the end of the lesson the learners should be able to: Have knowledge of…

State that…..

Demonstrate understanding of…. Explain….

Describe….. Recall….. Record….. Reflect upon….. Methodology

Approach. How are you going to structure the session?

Teaching and learning strategies? Types of activity? Sequence of activities? Role of students and teacher?

Produce as a programme with times and activities (who is doing what) and resources required.

Resources

What resources will you use? List them:

Books ;journal articles; worksheets/handouts; TV/Video; CD-ROM/Internet resources; PCs; slides/OHTs

Pre lesson – What methods are you going to use, informal/formal? Post lesson – Were learning outcomes achieved? By whom? Evaluation

Lesson Evaluation

Did the lesson flow? Did it fit into the unit/module/course/programme?

Was the lesson paced well? Good activities? Why? Were activities in logical and effective sequence? Good variety of resources? Good use of resources? What have you learned about teaching and learning? How would you approach this lesson the next time? How could you improve the lesson?

Student evaluation

Who achieved? Why? Why not? Did they find it too difficult? Or too easy? Why? Were learners motivated? Why? Why not? Did they appear to enjoy lesson?

Mitigating circumstances? Distracted? Badly behaved? What have you learned? How would you respond next time?

Teacher evaluation

Your input. Clearly structured lesson? Teaching strategies? Student behaviour managed? In what ways? How well? Student interest contained? How? Effective questioning/discussion? What have you learned? How would you amend/improve your input?

LESSON PLANNING

Meeting : 2

Day/date/month : Tuesday, September 2, 2010

Topic : Choose a Topic

Aim

The student understand how to choose and list many topics on English Education, or in any aspect of English instruction process in class or out class activities.

Learning outcomes

By the end of the lesson the learners should be able to: Have knowledge of…

State that…..

Demonstrate understanding of…. Explain….

Describe….. Recall….. Record….. Reflect upon….. Methodology

Approach. How are you going to structure the session?

Teaching and learning strategies? Types of activity? Sequence of activities? Role of students and teacher?

Produce as a programme with times and activities (who is doing what) and resources required.

Resources

What resources will you use? List them:

Books ;journal articles; worksheets/handouts; TV/Video; CD-ROM/Internet resources; PCs; slides/OHTs

Assessment

Pre lesson – What methods are you going to use, informal/formal? Post lesson – Were learning outcomes achieved? By whom? Evaluation

Lesson Evaluation

Did the lesson flow? Did it fit into the unit/module/course/programme?

Was the lesson paced well? Good activities? Why? Were activities in logical and effective sequence? Good variety of resources? Good use of resources? What have you learned about teaching and learning? How would you approach this lesson the next time? How could you improve the lesson?

Student evaluation

Who achieved? Why? Why not? Did they find it too difficult? Or too easy? Why? Were learners motivated? Why? Why not? Did they appear to enjoy lesson?

Mitigating circumstances? Distracted? Badly behaved? What have you learned? How would you respond next time?

Teacher evaluation

Your input. Clearly structured lesson? Teaching strategies? Student behaviour managed? In what ways? How well? Student interest contained? How? Effective questioning/discussion? What have you learned? How would you amend/improve your input?

LESSON PLANNING

Meeting : 2

Day/date/month : Tuesday, September 2, 2010

Topic : Choose a Topic

Aim

The student understand how to choose and list many topics on English Education, or in any aspect of English instruction process in class or out class activities.

Learning outcomes

By the end of the lesson the learners should be able to: Have knowledge of…

State that…..

Demonstrate understanding of…. Explain….

Describe….. Recall….. Record….. Reflect upon….. Methodology

Approach. How are you going to structure the session?

Teaching and learning strategies? Types of activity? Sequence of activities? Role of students and teacher?

Produce as a programme with times and activities (who is doing what) and resources required.

Resources

What resources will you use? List them:

Books ;journal articles; worksheets/handouts; TV/Video; CD-ROM/Internet resources; PCs; slides/OHTs

Assessment

Pre lesson – What methods are you going to use, informal/formal? Post lesson – Were learning outcomes achieved? By whom? Evaluation

Lesson Evaluation

Did the lesson flow? Did it fit into the unit/module/course/programme?

Was the lesson paced well? Good activities? Why? Were activities in logical and effective sequence? Good variety of resources? Good use of resources? What have you learned about teaching and learning? How would you approach this lesson the next time? How could you improve the lesson?

Student evaluation

Who achieved? Why? Why not? Did they find it too difficult? Or too easy? Why? Were learners motivated? Why? Why not? Did they appear to enjoy lesson?

Mitigating circumstances? Distracted? Badly behaved? What have you learned? How would you respond next time?

Teacher evaluation

Your input. Clearly structured lesson? Teaching strategies? Student behaviour managed? In what ways? How well? Student interest contained? How? Effective questioning/discussion? What have you learned? How would you amend/improve your input?

LESSON PLANNING

Meeting : 2

Day/date/month : Tuesday, September 2, 2010

Topic : Choose a Topic

Aim

The student understand how to choose and list many topics on English Education, or in any aspect of English instruction process in class or out class activities.

Learning outcomes

By the end of the lesson the learners should be able to:

Have knowledge of… State that…..

Demonstrate understanding of…. Explain….

Describe….. Recall….. Record….. Reflect upon….. Methodology

Approach. How are you going to structure the session?

Teaching and learning strategies? Types of activity? Sequence of activities? Role of students and teacher?

Produce as a programme with times and activities (who is doing what) and resources required.

Resources

What resources will you use? List them:

Books ;journal articles; worksheets/handouts; TV/Video; CD-ROM/Internet resources; PCs; slides/OHTs

effective sequence? Good variety of resources? Good use of resources? What have you learned about teaching and learning? How would you approach this lesson the next time? How could you improve the lesson?

Student evaluation

Who achieved? Why? Why not? Did they find it too difficult? Or too easy? Why? Were learners motivated? Why? Why not? Did they appear to enjoy lesson?

Mitigating circumstances? Distracted? Badly behaved? What have you learned? How would you respond next time?

Teacher evaluation

Your input. Clearly structured lesson? Teaching strategies? Student behaviour managed? In what ways? How well? Student interest contained? How? Effective questioning/discussion? What have you learned? How would you amend/improve your input?

LESSON PLANNING

Meeting : 2

Day/date/month : Tuesday, September 2, 2010

Topic : Choose a Topic

Aim

The student understand how to choose and list many topics on English Education, or in any aspect of English instruction process in class or out class activities.

Learning outcomes

By the end of the lesson the learners should be able to:

Have knowledge of… State that…..

Demonstrate understanding of…. Explain….

Describe….. Recall….. Record….. Reflect upon….. Methodology

Approach. How are you going to structure the session?

Teaching and learning strategies? Types of activity? Sequence of activities? Role of students and teacher?

Produce as a programme with times and activities (who is doing what) and resources required.

Resources

What resources will you use? List them:

Books ;journal articles; worksheets/handouts; TV/Video; CD-ROM/Internet resources; PCs; slides/OHTs

Was the lesson paced well? Good activities? Why? Were activities in logical and effective sequence? Good variety of resources? Good use of resources? What have you learned about teaching and learning? How would you approach this lesson the next time? How could you improve the lesson?

Student evaluation

Who achieved? Why? Why not? Did they find it too difficult? Or too easy? Why? Were learners motivated? Why? Why not? Did they appear to enjoy lesson?

Mitigating circumstances? Distracted? Badly behaved? What have you learned? How would you respond next time?

Teacher evaluation

Your input. Clearly structured lesson? Teaching strategies? Student behaviour managed? In what ways? How well? Student interest contained? How? Effective questioning/discussion? What have you learned? How would you amend/improve your input?

LESSON PLANNING

Meeting : 2

Day/date/month : Tuesday, September 2, 2010

Topic : Choose a Topic

Aim

The student understand how to choose and list many topics on English Education, or in any aspect of English instruction process in class or out class activities.

Learning outcomes

By the end of the lesson the learners should be able to:

Have knowledge of… State that…..

Demonstrate understanding of…. Explain….

Describe….. Recall….. Record….. Reflect upon….. Methodology

Approach. How are you going to structure the session?

Teaching and learning strategies? Types of activity? Sequence of activities? Role of students and teacher?

Produce as a programme with times and activities (who is doing what) and resources required.

Resources

What resources will you use? List them:

Books ;journal articles; worksheets/handouts; TV/Video; CD-ROM/Internet resources; PCs; slides/OHTs

Was the lesson paced well? Good activities? Why? Were activities in logical and effective sequence? Good variety of resources? Good use of resources? What have you learned about teaching and learning? How would you approach this lesson the next time? How could you improve the lesson?

Student evaluation

Who achieved? Why? Why not? Did they find it too difficult? Or too easy? Why? Were learners motivated? Why? Why not? Did they appear to enjoy lesson?

Mitigating circumstances? Distracted? Badly behaved? What have you learned? How would you respond next time?

Teacher evaluation

Your input. Clearly structured lesson? Teaching strategies? Student behaviour managed? In what ways? How well? Student interest contained? How? Effective questioning/discussion? What have you learned? How would you amend/improve your input?