Beth Witt, TESOL 1994 Baltimore and TESOL 2002 Salt Lake City Mark Algren, TESOL 2003 Baltimore

Beth Witt, TESOL 1994 Baltimore andBeth Witt, TESOL 1994 Baltimore andTESOL 2002 Salt Lake CityTESOL 2002 Salt Lake City

Mark Algren, TESOL 2003 BaltimoreMark Algren, TESOL 2003 BaltimoreEric Dwyer, TESOL 2004 Long BeachEric Dwyer, TESOL 2004 Long Beach

Bill Eggington, TESOL 2005 San AntonioBill Eggington, TESOL 2005 San AntonioChristine Coombe, TESOL 2006TampaChristine Coombe, TESOL 2006TampaSuzanne Panferov, TESOL 2007 SeattleSuzanne Panferov, TESOL 2007 Seattle

Valerie Jakar, TESOL 2008 New YorkValerie Jakar, TESOL 2008 New YorkGertrude Tinker-Sachs, TESOL 2009 DenverGertrude Tinker-Sachs, TESOL 2009 Denver

Diane Carter, TESOL 2010 BostonDiane Carter, TESOL 2010 BostonAhmar Mahboob, TESOL 2010 New OrleansAhmar Mahboob, TESOL 2010 New OrleansMashael Al-Hamly, TESOL 2012 PhiladelphiaMashael Al-Hamly, TESOL 2012 Philadelphia

Beth Witt, TESOL 1994 Baltimore andBeth Witt, TESOL 1994 Baltimore andTESOL 2002 Salt Lake CityTESOL 2002 Salt Lake City

Mark Algren, TESOL 2003 BaltimoreMark Algren, TESOL 2003 BaltimoreEric Dwyer, TESOL 2004 Long BeachEric Dwyer, TESOL 2004 Long Beach

Bill Eggington, TESOL 2005 San AntonioBill Eggington, TESOL 2005 San AntonioChristine Coombe, TESOL 2006TampaChristine Coombe, TESOL 2006TampaSuzanne Panferov, TESOL 2007 SeattleSuzanne Panferov, TESOL 2007 Seattle

Valerie Jakar, TESOL 2008 New YorkValerie Jakar, TESOL 2008 New YorkGertrude Tinker-Sachs, TESOL 2009 DenverGertrude Tinker-Sachs, TESOL 2009 Denver

Diane Carter, TESOL 2010 BostonDiane Carter, TESOL 2010 BostonAhmar Mahboob, TESOL 2010 New OrleansAhmar Mahboob, TESOL 2010 New OrleansMashael Al-Hamly, TESOL 2012 PhiladelphiaMashael Al-Hamly, TESOL 2012 Philadelphia

Presented atTESOL 2011 New Orleans

What kind of topics are encouraged?• Those focusing on the conference theme

– TESOL 2012 Philadelphia theme:

A Declaration of Excellence• Related to the future of the TESOL profession &

professional development• From all settings, but note the audience for whom

you will be writing your proposal• Presentations that

– use interactive formats– engage the audience– focus on classroom practice

The Process• Read the directions:

– Follow the “Call for Participation” form.– http://www.tesol.org– Click on “Convention”– Then click on “Call for Participation 2012.”

• Designate the appropriate Interest Section (IS) or content area.

• Submit your proposal by the deadline.• Proposals are distributed to the adjudicators.• The conference chair and organizing committee

allocate sessions to topic areas taking into account interest, need and quality.

The Interest Section (IS) Process

• Each Interest Section (IS) selects its adjudicators.• Each Interest Section (IS) distributes the

proposals to its adjudicators.• Adjudicators decide which proposals to accept,

based on a rubric.• Adjudicators notify Interest Section (IS) leaders

of their results and decisions.• Interest Section (IS) leaders notify the chair of

which proposals have been accepted.• Chair/committee schedule sessions.

The Final Steps

• The chair/committee discuss borderline proposals and other critical factors regarding scheduling.

• The chair notifies presenters regarding acceptances and rejections.

• Presenters finalize preparations for their presentations.

• Presenters deliver their presentations at the annual convention.

Type of ProposalChoose the correct type of proposal (typical time)

Presentation Length

Colloquium 1 hour 45 minutes

Discussion Group 45 minutes

Hot Topic 20 minutes

Poster Session 1 hour 15 minutes

Practice-oriented Presentation 45 minutes

Research-oriented Presentation 45 minutes

Teaching Tip 20 minutes

Video and Digital Media Theater 45 minutes

Workshop 1 hour 45 minutes

Type of Proposal

Choose the correct type of proposal (typical time)Presentation Length

Colloquium 1 hour 45 minutes

Discussion Group 45 minutes

Hot Topic 20 minutes

Poster Session 1 hour 15 minutes

Practice-oriented Presentation 45 minutes

Research-oriented Presentation 45 minutes

Teaching Tip 20 minutes

Video and Digital Media Theater 45 minutes

Workshop 1 hour 45 minutes

Follow the Proposal Guidelines!

• Most accepted proposals have one important component in common: that they conform to the guidelines

• Many rejected proposals have one important component in common: that they don’t conform to the guidelines.

• The following sections are often problematic:– Abstract– Title– Summary

• If you need help writing these sections, contact the proposals team.

Follow the Proposal Guidelines!

Abstracts

• Suggested Format:– one/two general sentence(s) relating your topic

to importance in the field, theory and/or research

– one/two sentence(s) describing what you’re going to do

– last item stating what participants will get out of the session

• Spell out acronyms used • Don’t include citations• Do a word count at the end! 50 words max!

Abstracts

– Please make sure that the email address you use when you submit your proposal will be valid from June 1, 2010 to March 29, 2012.

– Please make sure you have added conventions@tesol.org to your safe list or unblock it from your firewall. For information on how to add or unblock an email address, please contact your internet service provider’s technical support department.

Abstract

Good example or bad example?

Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

Abstract

One or two general sentence(s) relating your topic to importance in the field, theory and/or research?

Abstract

One or two general sentence(s) relating your topic to importance in the field, theory and/or research?YES

Abstract

One or two sentence(s) describing what you’re going to do?

Abstract

One or two sentence(s) describing what you’re going to do?YES

Abstract

Last item stating what participants will get out of the session?

Abstract

Length?

Abstract

Length?39 words

Abstract

Acronyms? Citations?

Abstract

Acronyms? Citations?Nope! We’re OK!

Abstract

Good example!

Same Abstract

We are going to review lots of problems (Algren, Al-Hamly, Carter, Coombe, Dwyer, Eggington, Jakar, Mahboob, Panferov, Tinker-Sachs, and Witt, 2010, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

Same Abstract

One or two general sentence(s) relating your topic to importance in the field, theory and/or research?

Same Abstract

One or two general sentence(s) relating your topic to importance in the field, theory and/or research?SORTA

Same Abstract

One or two general sentence(s) relating your topic to importance in the field, theory and/or research?Which problems and concerns?

Same Abstract

One or two general sentence(s) relating your topic to importance in the field, theory and/or research?Unreliable student participation?

Same Abstract

One or two general sentence(s) relating your topic to importance in the field, theory and/or research?High drop-out rates?

Same Abstract

SORTA: Top-down review

Same Abstract

SORTA: no interaction; no discussion

Same Abstract

SORTA: no exchange of ideas

Same Abstract

Last item stating what participants will get out of the session?NOT BAD

Same AbstractLength?

Same AbstractLength?60 words

Same AbstractLength?60 words – way, way, way too long!

Same Abstract

Citations? Acronyms?

Same AbstractCitations? Acronyms?Oops!

Same AbstractCitations? Acronyms?Oops!Besides, why on Earth would we cite them?

A Sample Abstract

Good abstract or bad abstract?

Discuss your decision with your colleagues.

According to testing literature, multiple-choice questions (MCQs) are the most difficult to develop. Although MCQs are tremendously popular, teachers lack experience in writing valid and reliable items. This workshop provides guidelines and experience in writing, critiquing and analyzing multiple-choice items.

A Sample Abstract

An amazingly good proposal by Christine!

According to testing literature, multiple-choice questions (MCQs) are the most difficult to develop. Although MCQs are tremendously popular, teachers lack experience in writing valid and reliable items. This workshop provides guidelines and experience in writing, critiquing and analyzing multiple-choice items.

Another version

Good MCQs are the most difficult formats to develop (Coombe et al, 2011) and everyone needs to learn about making good ones. Although they are still the most popular sort of item, all teachers lack training. You will have hands-on experience in writing, critiquing and analyzing MCQs and getting handouts to take home.

Good abstract or bad abstract?

Discuss your decision with your colleagues.

Another version

A really bad abstract never ever, not in a zillion years, written by Christine!

Another versionPerhaps Mark or Eric would write such junk! Bill

might have, as well.Good MCQs are the most difficult formats to develop (Coombe et al, 2011) and everyone needs to learn about making good ones. Although they are still the most popular sort of item, all teachers lack training. You will have hands-on experience in writing, critiquing and analyzing MCQs and getting handouts to take home.

Another versionBut never Christine, or even Mashael

Another versionBeth, Suzanne, or Diane? Perhaps, but only on a

really bad day!Good MCQs are the most difficult formats to develop (Coombe et al, 2011) and everyone needs to learn about making good ones. Although they are still the most popular sort of item, all teachers lack training. You will have hands-on experience in writing, critiquing and analyzing MCQs and getting handouts to take home.

Another versionBut never Christine! Or even Valerie or

Gertrude. They just wouldn’t.Good MCQs are the most difficult formats to develop (Coombe et al, 2011) and everyone needs to learn about making good ones. Although they are still the most popular sort of item, all teachers lack training. You will have hands-on experience in writing, critiquing and analyzing MCQs and getting handouts to take home.

Another versionAh! You know what? I think Ahmar wrote this.

Titles• Good titles attract people to your session

– Compare and contrast these titles– Rate from 1 to 5 for . . .

• Title (10 words max!)– make sure it matches your abstract– should accurately reflect the content of your

presentation– try to make it eye catching & interesting– avoid gimmicky titles– each part of hyphenated or slashed words

counts as one word– colons: OK to use

• What would be a good title for the sample abstract?

Titles

• Rate the following titles:

– Good?

– Needs improvement?

• Rationale?

Sample Titles• Teaching grammar• Silenced voices speak out• Grandpa and grammar• A Declaration of Excellent

Grammar• Grammar: The right way to teach it• Activating the passive voice• 15 sure-fire warm-ups• Can grammar classes promote

communication and interaction?• Surviving and thriving in new

cultures• Tactile grammar for all ages

Checklist

Make sure it matches your abstract.It should accurately reflect the content of your presentation.Try to make it eye catching and interesting.Avoid gimmicky titles.Each part of hyphenated or slashed words counts as one word

Summaries• Summary (300 words max)

– This document is crucial because it’s the sole document that the review teams sees.

• Summaries should– have a clearly stated rationale– contain evidence of current practice and/or

research• Note: Be sure to note whether the

presentation is research related or not.– include supporting details and examples– be carefully edited and proofread– demonstrate that presenter has chosen correct

type of presentation.

Checklist for Summaries

• Meet the technical requirements (word count, verb tense, etc.)

• It illustrates its importance to the field, based on theory and/or research?

• It is clear who the intended audience is– In other words, it is sent to the correct

Interest Section (IS)• Describes what the presenters intend to do• Describes how the audience will benefit

Improving Your Description

• Get feedback from others who have had their proposals accepted.

• Volunteer to read proposals for your Interest Section (IS)

• Get involved in a Interest Section (IS)– Network and learn what topics the

interest section would like to see on the convention program

Factors Affecting Selection

• An important factor for the proposals team is balance.– Too many proposals on the same topic

cannot all be accepted• Proposals targeting certain demographics

have a good chance of being selected.– There is a lack of good presentation

content at the primary and secondary school level

Factors Affecting Selection

• Well-written proposal summaries have a better chance of being accepted than poorly written ones

• Proposals by duos, groups, and teams of colleagues may take priority over those of showcasing only one person.

Factors Disqualifying a Proposal• It promotes commercial interests.• It doesn’t conform to the proposal guidelines.• It contains clear reference to names of presenters.• It is not received before the deadline.

• All proposals: Wednesday, June 1• Video materials: Tuesday, August 2• 5:00 pm – Washington, DC time

• The same proposal is submitted to more than one Interest Section (IS) or more than once.

• The same proposal is submitted every year under different titles.

• The proposal was faxed or mailed.• Being a no-show at a prior conference.

What the Review Team says…..

• Good proposals– identify the anticipated outcomes– relate theory to practice– address issues of current, local

and global relevance

What the Review Team says…..

• Good proposals– are anchored in a historical context– are not narrowly focused – draw on research, theory and practice

from one or more disciplines– are well written and free of

typos/grammar mistakes– have significance for an intended

audience– exhibit high standards or research or

practice

Reviewing

• Three peer reviewers will blind review all proposal submissions and will have the opportunity to provide comments to the submitting author, but the reviewers’ identities will remain confidential.

• All proposal reviewers will use evaluation criteria and a scoring rubric.

• Total possible score is based on a scale of 30 points.

Rubric for TESOL• Scored 1-5 for each of the following:

– Does the proposal title clearly describe the session?

– Is the proposed topic timely and/or appropriate?

– Is the session based on best/recommended practice within the EF/SL field?

– Is the proposal abstract clearly written?– Will this session positively contribute to

the convention and the EF/SL field?• Total potential score: 5-30

Criterion Excellent5

Satisfactory3

1. Proposal title The title gains the reader’s interest; describes the session.

The title clearly describes the session.

The title generally describes what the session will be about

The title has some indication of the session’s content.

The title gives little information about the session’s content.

2. Purpose and session type

The proposal matches the session type. The objective is clear (stated or implied); there are specifics that make the reader want to learn more.

The proposal is appropriate for the session type. The objective is clear (stated or implied), and it is clear how the presenter will attain it.

The proposal is generally appropriate for the session type. The objective is stated or implied, but how it will be achieved is not explained.

The proposal may be appropriate for the session type. The objective is too general and how it will be achieves is not explained.

The proposal is inappropriate for the session type, or the objective is not stated, implied, or clear.

3. Currency, importance, and appropriateness of topic to the field and interest section (IS)

The topic is current, immediately relevant, or important to the field and the IS. I would definitely attend or recommend this session.

The topic is current and appropriate to the field and/or the IS. I would probably attend this session.

The topic may not be current but focuses on issues appropriate to the field and the IS. I may attend this session.

The topic is somewhat related to issues in the field and the IS. I would probably not attend this session.

The topic is not current or not appropriate to the field or IS. I would not attend this session.

Criterion Excellent5

Satisfactory3

4. Focus and organization of content (based on proposal type)

The proposal is well-focused. It previews the topic, presents the materials in an interesting way, and shows how it will be included.

The proposal is focused and explains how the presenter will introduce and present the material in a comprehensible way.

The organization may be understandable to the audience, but the proposal could be more focused and better organized.

The topic’s focus is too narrow or too general. The proposal shows some organization, but it may not provide sufficient guidance for the audience.

The topic is not focused or there is little or no organization to the proposal.

5. Clarity of proposal and participant outcomes

The proposal abstract is well written and provides an explicit statement of participant outcomes and how they will be achieved.

The proposal abstract is clearly written and provides a general statement of participant outcomes and how these will be achieved.

The proposal abstract is adequately written and includes a statement of participant outcomes, but it needs more detail.

The abstract gives some ideas about outcomes but needs to specify how they will be reached during the presentation.

The proposal abstract needs work on sentence structure. It also fails to give outcomes.

6. Theory, practice, and/or research contribution to the convention and/or to the Field or IS

The abstract refers to the theory, practice, and/or research on which the presentation is based and clearly shows how it is connected to the presentation in a relevant and useful way.

The abstract refers to the theory, practice, and/or research on which the presentation is based in an understandable way and relates it to the presentation.

The abstract refers to theory, practice, and/or research on which the presentation is based and relates it to the presentation to some extent.

The abstract mentions that some theory, practice, and/or research was used, but the abstract is not specific or does not relate it to the presentation.

The abstract does not mention theory, practice, or research.

the good andthe not quite as good

Name the good!

Name the not quite as good!

From the Proposal to the Presentation

• What makes a good presentation?– Make sure your presentation

matches your summary/abstract– Be familiar with the current

literature--know your stuff– Be Prepared!

Project a positive image!AttitudeToneKnowledge

From the Proposal to the Presentation

Before the Presentation

• Practice with the same materials and equipment you will have, within the time allotted with an audience.

• Videotape yourself if possible (then look at it)

• Do a trial run at a PD session or small conference

Before the Presentation

• Prepare enough handouts

– It’s the one thing you have control over!

• Check out room/equipment upon arrival at the venue — have phone numbers or know who to contact for technical problems.

During the Presentation

• First impressions count!– Audience forms an opinion of you

within the first 7 seconds.– Build credibility from the moment

they see you.

• Do’s and Don’ts– Do make and keep eye contact– Do keep on topic and respect time– Do think on your feet — make

decisions quickly

• Do’s and Don’ts– Don’t rely too heavily on

technology• the Tech Gods are evil

– Don’t read your presentation– Don’t do “death by PowerPoint”

Beth Witt, TESOL 1994 Baltimore and TESOL 2002 Salt Lake City Mark Algren, TESOL 2003 Baltimore

Documents

5 Salim€¦ · Opening keynote speech delivered at TESOL 2016 International Convention & English Language Expo, 5-8 April, Baltimore, MA. Alptekin, C. (2002). Towards intercultural

Jozef - TESOL

ALGREN-El Hombre Del Brazo de Oro (1949)

Culminating Experience (3 units required) TESOL 596 TESOL ...hss.fullerton.edu/mll/_resources/pdf/TESOL MS and Graduate TESOL... · Why should I study TESOL? ... After completing

Nelson Algren: An American Outsider

THE LAST SAMURAI by John Logan Revisions by - Daily · PDF file THE LAST SAMURAI by ... staring into the middle distance. ALGREN ... Algren is filled with emotion,

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Jodi Crandall University of Maryland Baltimore County … · WATESOL & TESOL Looking back and Thinking forward Jodi Crandall University of Maryland Baltimore County crandall@umbc.edu

TESOL – 2003 - Baltimore, Maryland Session #2313 Convention Center, Room 320

The Power of Writing: The Importance of Writing in EFL Dr. JoAnn (Jodi) Crandall University of Maryland Baltimore County (UMBC) crandall@umbc.edu TESOL

Sounds - TESOL

Principles of Vocabulary Instruction LTP TESOL Certificate TESOL 5

Race Tesol

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Adam Algren, MD Medical Toxicology Fellow Georgia Poison Center Clinical Instructor

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Konflik Batin Nathan Algren (Analisis Semiotik Tentang Konflik Batin Pada Tokoh Nathan Algren Dalam Film “The Last Samurai”)