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7/28/2019 Tips for Writing Successful Conference Proposals
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A special thanks to the late Dr. Lisa Barlow, former Proposals Chair of TESOL Arabia
2012
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What kind of topics are encouraged?
Those focusing on the conference theme TESOL Arabia 2012 theme: Achieving Excellence through
Life Skills Educations
Related to the future of the TESOL profession &professional development
From all settings, but note the audience for whomyou will be writing your proposal
Presentations that: use interactive formats engage the audience
focus on classroom practice
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The process
Read the directions: Follow the Call for Participation form
(http://tesolarabia.org/conference/proposals)
Designate the appropriate content area
Prepare your title, abstract, summary and presentersbiographical information before hand.
Submit your proposal by the deadline.
Proposals are distributed to the adjudicators.
The conference chair and organizing committeeallocate sessions to topic areas taking into accountinterest, need and quality.
http://tesolarabia.org/conference/proposalshttp://tesolarabia.org/conference/proposals7/28/2019 Tips for Writing Successful Conference Proposals
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Content Areas for TESOL Arabia
Applied Linguistics
CALL
Critical Issues in the Profession
Curriculum / MaterialsDevelopment
EAP / Content-Based Instruction
ESP
Grammar Leadership
Young Learners
Learner Independence
Listening / Speaking
Reading
Research
Sociolinguistics / Culture
Teacher Development
Testing / Assessment
Vocabulary
Writing
Content and Language
Integrated Learning (CLIL)
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The Final Steps
The chair/committee discuss borderline proposalsand other critical factors regarding scheduling.
The chair notifies presenters regarding acceptancesand rejections.
Presenters finalize preparations for theirpresentations.
Presenters deliver their presentations at theconference.
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Type of Proposal
Choose the correct type of proposal (typical time)
Paper (45 min.)
Computer Workshop Beginner (45 min.) Computer Workshop Beginner (90 min.)
Computer Workshop Intermediate (45 min.)
Computer Workshop Intermediate (90 min.)
Poster Session (45 min.)
Discussion Group (45 min.)
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Follow the Proposal Guidelines!
Most accepted proposals have one
important component in common:
they conform to the guidelines!
Many proposals are rejected because
they DONT conform to the guidelines.
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Follow the Proposal Guidelines!
The following sections are oftenproblematic:
Abstract (50 words/TESOL Arabia) Title (7 word maximum)
Summary (250 words TESOL Arabia)
If you need help writing these sections,contact the proposals team or someonewho has successfully submitted.
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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 thesession
Write in 3rd person present or future tense The presenters will describe. (NOT always a
requirement, but good practice anyway) Spell out acronyms used
Dont include citations
Do a word count at the end! 50 words max (TA)!
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Abstract
Good examp le or bad example?
Online teaching issues include unreliablestudent participation and high dropout. The
presenters will review these and other issues
to online instructors, discussing tips and
online tools available for producing effectivecourses that keep interest high and
participation steady.
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Abstract
One or two general sentence(s) relating your topicto importance in the field, theory and/or research?
Online teaching issues include unreliablestudent participation and high dropout. Thepresenters will review these and other issuesto online instructors, discussing tips and
online tools available for producing effectivecourses that keep interest high andparticipation steady.
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Abstract
One or two general sentence(s) relating your topicto importance in the field, theory and/or research?
YES
Online teaching issues include unreliablestudent participation and high dropout.Thepresenters will review these and other issuesto online instructors, discussing tips and
online tools available for producing effectivecourses that keep interest high andparticipation steady.
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Abstract
One/two sentence(s) describing what youre goingto do?
Online teaching issues include unreliablestudent participation and high dropout. Thepresenters will review these and other issuesto online instructors, discussing tips and
online tools available for producing effectivecourses that keep interest high andparticipation steady.
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Abstract
One/two sentence(s) describing what youre goingto do?
YES
Online teaching issues include unreliablestudent participation and high dropout.Thepresenters will review these and other issuesto online instructors, discussing tips and
online toolsavailable for producing effectivecourses that keep interest high andparticipation steady.
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Abstract
Last item stating what participants will get out ofthe session?
Online teaching issues include unreliablestudent participation and high dropout. Thepresenters will review these and other issuesto online instructors, discussing tips andonline tools available for producing effectivecourses that keep interest high andparticipation steady.
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Abstract
Last item stating what participants will get out ofthe session?
YES
Online teaching issues include unreliablestudent participation and high dropout. Thepresenters will review these and other issuesto online instructors, discussingtips and
online tools available for producing effectivecourses that keep interest high andparticipation steady.
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Abstract
Written in 3rd person?
Online teaching issues include unreliablestudent participation and high dropout. Thepresenters will review these and other issuesto online instructors, discussing tips and
online tools available for producing effectivecourses that keep interest high andparticipation steady.
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Abstract
Written in 3rd person?YES
Online teaching issues include unreliablestudent participation and high dropout.Thepresenterswill review these and other issuesto online instructors, discussing tips and
online tools available for producing effectivecourses that keep interest high andparticipation steady.
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Abstract
Length?
Online teaching issues include unreliablestudent participation and high dropout. The
presenters will review these and other issues
to online instructors, discussing tips and
online tools available for producing effectivecourses that keep interest high and
participation steady.
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Abstract
Length? 39 words!!!
Online teaching issues include unreliablestudent participation and high dropout. The
presenters will review these and other issues
to online instructors, discussing tips and
online tools available for producing effectivecourses that keep interest high and
participation steady.
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Abstract
Acronyms? Citations?
Online teaching issues include unreliablestudent 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.
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Abstract
Good example or bad example?
Online teaching issues include unreliablestudent participation and high dropout. Thepresenters will review these and other issuesto online instructors, discussing tips andonline tools available for producing effectivecourses that keep interest high andparticipation steady.
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Abstract
Good example
Online teaching issues include unreliablestudent participation and high dropout. Thepresenters will review these and other issuesto online instructors, discussing tips andonline tools available for producing effectivecourses that keep interest high andparticipation steady.
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Same Abstract
Good example or bad example?
We are going to review lots of problems(Algren, Coombe and Hoelker, 2004, p. 19)
with online teaching and other areas of
concern to instructors who teach them, and
then you will get tips and online toolsavailable for producing things that keep
student interest high and participation steady
in your class.
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Same Abstract
One or two general sentence(s) relating yourtopic to importance in the field, theoryand/or research?
We are going to review lots of problems(Algren, Coombe and Hoelker, 2005, p. 19)with online teaching and other areas ofconcern to instructors who teach them, and
then you will get tips and online toolsavailable for producing things that keepstudent interest high and participation steadyin your class.
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Same Abstract
One or two general sentence(s) relating your topicto importance in the field, theory and/or research? SORTA, BUT WHICH PROBLEMS AND CONCERNS?
UNRELIABLE STUDENT PARTICIPATION? HIGH DROP-OUT RATES?
We are going to review lots of problems (Algren,Coombe and Hoelker, 2005, p. 19)with onlineteachingandother areas of concernto instructors
who teach them, and then you will get tips and onlinetools available for producing things that keep studentinterest high and participation steady in your class.
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Same Abstract
One/two sentence(s) describing what youregoing to do?
We are going to review lots of problems(Algren, Coombe and Hoelker, 2005, p. 19)with online teaching and other areas ofconcern to instructors who teach them, andthen you will get tips and online toolsavailable for producing things that keepstudent interest high and participation steadyin your class.
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Same Abstract
One/two sentence(s) describing what youre goingto do?
SORTA: top-down review
no discussion; no interaction;no exchange of ideas?
We aregoing to reviewlots of problems (Algren,Coombe and Hoelker, 2005, p. 19) with online
teaching and other areas of concern to instructorswho teach them, and thenyou will get tips and onlinetoolsavailable for producing things that keep studentinterest high and participation steady in your class.
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Same Abstract
Last item stating what participants will get out of
the session?
We are going to review lots of problems (Algren,
Coombe and Hoelker, 2005, 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 studentinterest high and participation steady in your class.
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Same Abstract
Last item stating what participants will get out of
the session?
NOT BAD
We are going to review lots of problems (Algren,
Coombe and Hoelker, 2005, p. 19) with online
teaching and other areas of concern to instructors
who teach them, and then you will get tips andonline
tools available for producing things that keep student
interest high and participation steady in your class.
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Same Abstract
Length?
We are going to review lots of problems (Algren,
Coombe and Hoelker, 2005, p. 19) with onlineteaching and other areas of concern to instructorswho teach them, and then you will get tips and onlinetools available for producing things that keep studentinterest high and participation steady in your class.
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Same Abstract
Length? 55 words
We are going to review lots of problems (Algren,
Coombe and Hoelker, 2005, p. 19) with onlineteaching and other areas of concern to instructorswho teach them, and then you will get tips and onlinetools available for producing things that keep studentinterest high and participation steady in your class.
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Same Abstract
Length? 55 words
TOO LONG!!!
We are going to review lots of problems (Algren,Coombe and Hoelker, 2004, p. 19) with onlineteaching and other areas of concern to instructorswho teach them, and then you will get tips and onlinetools available for producing things that keep studentinterest high and participation steady in your class.
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Same Abstract
Citations? Acronyms?
We are going to review lots of problems (Algren,
Coombe and Hoelker, 2005, p. 19) with onlineteaching and other areas of concern to instructorswho teach them, and then you will get tips and onlinetools available for producing things that keep studentinterest high and participation steady in your class.
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Same Abstract
Citations? OOPS!
We are going to review lots of problems(Algren,
Coombe and Hoelker, 2005, p. 19)with onlineteaching and other areas of concern to instructorswho teach them, and then you will get tips and onlinetools available for producing things that keep studentinterest high and participation steady in your class.
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Same Abstract
Written in 3rd person?
We are going to review lots of problems (Algren,
Coombe and Hoelker, 2005, p. 19) with onlineteaching and other areas of concern to instructorswho teach them, and then you will get tips and onlinetools available for producing things that keep studentinterest high and participation steady in your class.
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Same Abstract
Written in 3rd person? OOPS!
We are goingto review lots of problems (Algren,
Coombe and Hoelker, 2005, p. 19) with onlineteaching and other areas of concern to instructorswho teach them, and thenyou will gettips and onlinetools available for producing things that keep studentinterest high and participation steady in your class.
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A Sample Abstract
Good abstract or bad abstract?
According to testing literature, multiple-choice questions
(MCQs) are the most difficult to develop. Although MCQsare 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.
Why do you say so?
Think of at least 2 reasons to su ppo rt you r answer!
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A Sample Abstract
According to testing literature, multiple-choice questions
(MCQs) are the most difficult to develop. Although MCQs
are tremendously popular, teachers lack experience inwriting valid and reliable items. This workshop provides
guidelines and experience in writing, critiquing and
analyzing multiple-choice items.
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Another version
Good abstract or b ad abstract?
Good MCQs are the most difficult formats to develop
(Coombe et al., 2009) and everyone needs to learnabout 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.
Why do you say so ? Think of at least 2 reasons to
suppor t your answ er!
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Another version
Good MCQs are the most difficult formats to develop
(Coombe et al, 2009) 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.
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Titles
Good titles attract people to your session Compare and contrast these titles
Rate from 1 to 5 for . . .
Title (7 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 oneword
And NO colons!
What would be a good title for the sample abstract?
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Titles
Rate the following titles:
Good?
Needs improvement?
Rationale?
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Sample Titles
Teaching grammar
Silenced voices speak out
Grandpa and grammar
Daring to lead your students to
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 newcultures
Tactile grammar for all ages
Checkl is t
Make sure it matchesyour abstract.
It should accuratelyreflect the content ofyour presentation.
Try to make it eyecatching andinteresting.
Avoid gimmicky titles.
Each part ofhyphenated or slashedwords counts as oneword
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Summaries
Summary (250 words max)
This document is crucial because its the soledocument that the review teams sees.
Summaries should have a clearly stated rationale
contain evidence of current practice and/or research
include supporting details and examples
be carefully edited and proofread
demonstrate that presenter has chosen correct type ofpresentation.
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Checklist for Better Summaries
Meet the technical requirements (wordcount, verb tense, etc.)
It illustrates its importance to the field, basedon theory and/or research?
It is clear who the intended audience is
Describes what the presenters intend to do
Describes how the audience will benefit
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Improving Your Description
Get feedback from others who have had their
proposals accepted.
Volunteer to read proposals for your Interest Section
(IS), Special Interest Group (SIG) or other group
Get involved in an IS, SIG or other group
Network and learn what topics the interest section would like
to see on the convention program
Read this (or last) years program book for great ideas(and see samples ofwinning abstracts and content!
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Factors Affecting Selection
An important factor for the proposals team isbalance.
Too many proposals on the same topic can not all
be accepted
Proposals that target certain demographics havea good chance of being selected.
There is a lack of good presentation content at the
primary and secondary school level
Well-written proposal summaries have a betterchance of being accepted than poorly writtenones.
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Factors Disqualifying a Proposal
It promotes commercial interests.
It doesnt conform to the proposal guidelines.
It is not received before the deadline.
The same proposal is submitted more than onceunder different titles.
The same proposal is submitted every year underdifferent titles, and conference!
Being a no-show at a prior conference.
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What the Review Team says..
Good proposals
identify the anticipated outcomes
relate theory to practice
address issues of current, local and globalrelevance
are anchored in a historical context
are not narrowly focused
draw on research, theory and practice from one ormore disciplines
are well written and free of typos/grammarmistakes
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Reviewing
Peer reviewers will blind review all proposal
submissions and (for TESOL Arabia) will
have the opportunity to provide comments,
but the reviewers identities will remain
confidential.
For TESOL Arabia, all proposal reviewers willuse evaluation criteria and a scoring
rubric. Total possible score is based on a
scale of 5 points.
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Rubric for TESOL Arabia
4 or 5 paper (first round acceptance): Interesting topic
Relevant to a wide audience
Presenter seems dynamic Up-to-date topic which presents new information
Appears to be knowledgable about research relating tothe topic
Incorporates AV and technological support effectively
Offers something that participants can take away withthem
Incorporates audience participation and/or hands-onapproach
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Rubric for TESOL Arabia
3 paper (waiting list): Partially relevant to TESOL Arabia membership
Interesting, but does not present new ideas
Level seems either too high or too low Proposal seems too theoretical orgimmicky
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Rubric for TESOL Arabia
1 or 2 paper (rejected): Irrelevant topic
Does not meet standard of other proposals
Not enough information about the content of the presentation
Summary is full of spelling and grammatical mistakes
Culturally inappropriate
Level is out of reach to attendees
Paper only represents theory; no pratical element included
Paper is going to be read Paper doesnt seem to have a wide range of interest
Paper appears to be promotional (i.e. promoting a specifictextbook or program)
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What Have You Learned?
Follow the instructions
Get help if you need it
Find a good topic Write a good summary
Write a good abstract
Write a good title
Follow the instructions!
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What Do You Do Now?
Go to:
http://tesolarabia.org/conference/proposals
and submit your proposalbefore November 15th!
http://tesolarabia.org/conference/proposalshttp://tesolarabia.org/conference/proposalshttp://tesolarabia.org/conference/proposalsRecommended