Guidance on Writing Conference Abstracts and Doing the Presentation

So, how do proposals to MEXTESOL get chosen?Araceli SalasCo-head of the Mextesol Academic Committee Benemrita Universidad Autnoma de PueblaTESOL AFFILIATE NEWSMEXTESOL EXPANDING ITS HORIZONSUlrich Schrader, MEXTESOLTESOL Liaison, Mexico City, Mexicohttp://newsmanager.commpartners.com/tesolalc/issues/2015-03-16/6.htmlAlso recognized for their outstanding contribution to MEXTESOL conventions academic programs of the last 13 years were Dr. Connie Rae Johnson of the Universidad de las Americas in Puebla and Dr. Louisa Greathouse Amador of the Benemerita Universidad Autnoma de Puebla (BUAP). Both have now retired from the academic committee of MEXTESOL. The new academic team will be headed by Araceli Salas, also from the BUAP. To see some snippets of our 41st convention, you can check out a video of the event on our website.FB: April 1, 2015

So, how do proposals to MEXTESOL get chosen?IWHAT THE ACADEMIC READERS LOOK FOR IN AN ACCEPTABLE ABSTRACT

IIWHAT THE AUDIENCE LOOKS FOR IN A GOOD PRESENTATION IN A CONFERENCEAraceli SalasCo-head of the Mextesol Academic Committee Benemrita Universidad Autnoma de PueblaMEXTESOL Can Cun November 4-8, 2015http://mextesol.org.mx/

Submitting a Proposal To enhance your proposal:Submit a first-time presentation at a MEXTESOL International Convention.Complete your Proposal Form carefully.State your topic and point of view clearly.Select the best format (paper, demonstration, workshop, etc.).Plan to use a variety of presentation techniques (activities, visuals, etc.).Include supporting details and examples.Allot sufficient time to cover the material outlined.Show familiarity with current practices and/or research.Use a title that correctly reflects the content.Prepare a program summary that will draw the most appropriate audience to your presentation.Edit and proofread the abstract carefully. Submit the proposal in Word (font Arial 12). Please do not write in all capital letters, use bold letters or any other special features.Only capitalize the first word of the title or proper nouns. All other words must be in lower case in the title and summary.

Disqualifying FactorsThe Academic Committee may disqualify a proposal known to have been given previously at a MEXTESOL International Convention.The Academic Demonstration, Academic In-Progress Session, Academic Paper, Academic Workshop or Poster Session promotes commercial interests.The Proposal was not completed according to the guidelines on this Call for Participation.The Proposal involves extensive use of expensive audiovisual equipment, making the cost of presenting the session prohibitive.The Proposal was not received at the MEXTESOL Office by the deadline. A note about multiple proposals: Participants may submit more than one proposal. However, depending on the total number of proposals received a maximum of two Proposals per speaker may be chosen. The Committee asks that participants accept MEXTESOL's invitation to be primarily responsible (main presenter) for a maximum of two sessions on the program and to limit their participation to one other session given with another presenter.

More Considerations Description of Types of PresentationsAcademic In-Progress Session (25 minutes). An opportunity for research graduate students, administrators, teacher trainers, classroom teachers, or any other interested person to report on research, programs, textbooks or techniques that are "in progress" and to meet others interested in the topic. Two in-progress sessions will be programmed within the same 50-minute block. Each talk should be no longer than 20 minutes with an additional 5 minutes for questions.Academic Paper (50 minutes). An oral summary. The presenter discusses and describes something the presenter is doing or has done in relation to either theory or practice. The presenter often has handouts and may also use audiovisual aids.Academic Demonstration (50 minutes). An academic presentation used for showing, rather than telling, a technique for teaching or testing.Academic Workshop (1 hour 20 minutes). Very little lecturing by the leader; the emphasis is, rather, on the participants' activity, which is carefully structured by the leader. The leader works with a group, helping participants solve a problem or develop a specific teaching or research technique.Poster Session (1 hour). A poster session allows for short, informal discussions with other participants during the time period that the self-explanatory exhibit is on display. The exhibit is presented on a large (120 cm x 150 cm--approximately 4 feet x 5 feet) display board that includes a title; the name and institutional affiliation of the presenter(s); and a brief text with clearly labeled photos, drawings, graphs, or charts. The presenter is responsible for setting up and dismantling the poster at the times designated by the Program Committee. The presenter must also be on hand during the designated time(s) the actual poster session(s) take(s) place. Exhibitors Session (50 minutes). Presented by book publishers, authors, editors, distributors, manufacturers, and others whose goods or services have significance for EFL/ESL students and educators.

Scoring Guidelines for Papers/DemonstrationsAbstract for a 50 minute Academic Paper/Demonstration # _________SCALE: +2 (strongly agree), +1 (agree), -1 (disagree), -2 (strongly disagree)Circle one of the numbers1. The authors topic is original and new+2 +1 0 -1 -22. The authors purpose is clear+2 +1 0 -1 -23. The paper/demonstration is appropriate for the intended Mextesol audience+2 +1 0 -1 -24. The writing is comprehensible and without errors+2 +1 0 -1 -25. The abstract gives a list of sub-topics (main points) the presentation will cover+2 +1 0 -1 -26. The amount of material outlined can be covered adequatelyin the time allotted (50 minutes)+2 +1 0 -1 -27. The author was concise and stayed within the recommended length ( 1 page, 350 words maximum) of an abstract+2 +1 0 -1 -29. The topic is of current significance for the audience+2 +1 0 -1 -210. The assumptions or premises upon which this paper/demonstration is based are sound and, if applicable, the abstractrefers to an adequate number of appropriate bibliographicalsources+2 +1 0 -1 -2TOTAL ___________________NAME OF THE READER __________________________________

As the academic reader, would you recommend this presentation?YesMaybe No

Workshop scoring guidelines Abstract for a 1 hour and 20 minute Workshop # _________SCALE: +2 (strongly agree), +1 (agree), -1 (disagree), -2 (strongly disagree)

Circle one of the numbers1. The authors topic is original and new+2 +1 0 -1 -2

2. The authors purpose is clear+2 +1 0 -1 -23. The workshop is appropriate for the intended Mextesol +2 +1 0 -1 -2audience4. The writing is comprehensible and without errors+2 +1 0 -1 -25. The abstract gives a list of sub-topics (main points) the presentation will cover+2 +1 0 -1 -26. The amount of material outlined can be covered adequatelyin the time allotted (1 hour 20 minutes)+2 +1 0 -1 -27. The author was concise and stayed within the recommended length ( 1 page, 350 words maximum) of an abstract+2 +1 0 -1 -29. The topic is of current significance for the audience+2 +1 0 -1 -210. The assumptions or premises upon which this workshop is based are sound and, if applicable, the abstractrefers to an adequate number of appropriate bibliographicalsources+2 +1 0 -1 -2TOTAL ___________________NAME OF THE READER __________________________________As the academic reader, would you recommend this presentation?Yes Maybe No

Selection process

Ulrich Schraeder receives all the proposalsNames are removed from abstractsAbstracts are sent to Academic ReadersEach abstract is sent to two Readers Each abstract gets an average score from the two ReadersRooms and time slots available are assigned, starting with highest average scoresStand by proposals are necessary, in case there are last minute changes.Abstracts whose scores are low are eliminated from the listCongratulations to accepted proposals!! They deserve it!!

Sample Abstracts (good and poor)ABSTRACT #1How the other half lives: An attempt at letting the left hand know what the right hand is doing(50 minute paper)Most ESL programs operate for and by themselves. As a result they are isolated from the innovative approaches and techniques of other programs approaches and techniques which could be of great use to them.

The authors will attempt in their presentation to let the left hand know what the right hand is doing by surveying the innovative approaches and techniques used in Thailand. It is the thesis of this paper that whats sauce for the goose is sauce for the gander, and that an exploration of cross-insemination of ideas in Thailand will prove useful in any country where ESL programs operate in isolation.Sample abstract #2The bi-dialectal Paradox: Is bi-dialectalism really possible?(50 minute paper)With the current emphasis in the United State on programs which contribute to students positive self-image, the question of bi-dialectalism has assumed considerable importance. In this presentation theoretical issues concerning the value of bi-dialectalism to the individual, the degree and amount of code-switching involved, and the question of proficiency in to one but two dialects are explored. The problems of implementing, developing materials for and staffing such a program will be discussed. The considerations of the feasibility of such a program will include a survey of the phonological and socio-linguistic issues involved; and a brief run-down on bi-dialectal programs currently operating in the United States, Canada and India will be included. Time permitting, a case history of the 5 year program instituted in Panguitch, Utah in 2001 will be presented. Abstract #3 Testing in the English classroom (workshop for 1 hour and 20 minutes)

The best way to learn English is to be immersed in it. The communicative approach says language is not learned in isolation but through active use. Thus, the emphasis is on communication and language is acquired and not learned. In the EFL class students need to be exposed to English which they learn quickly to understand and respond with the help of visual aids so they can participate actively in EFL activities. Abstract #4Criterion-based composition grading(workshop for one and a half hour)When language teachers grade student compositions, they face two major problems. First, decide what the criteria are for grading and how heavily to weight each one. While there area already a number of grading scales for compositions by native speakers (Diederich, 1999; Braddock, 2000; Cohen, 2003), they are not properly weighted for evaluating non-native speakers compositions because they emphasize style and editing over communication.The presenters have developed a criterion-based composition grading grid for compositions by students in different levels. The system was developed specifically for non-native English speakers and has three features: 1) it equates to the most widely used scale (The Michigan Test for Compositions); 2) it not only establishes criteria but quantifies the grading, and 3) it is easy to learn and grading takes no more time than by wholistic grading.The workshop will cover the following: 1) a discussion of the problem of grading compositions, 2) a presentation the grading scale and the criteria for each area; and 3) practice in grading sample compositions using the criterion-based scale being presented.Are there any question about writing an abstract??? Now Louisa will present important points concerning the actual presentation if your abstract is accepted. However, one last thought, if you are accepted please have the respect to plan the Convention dates in advance and be sure to come. We (MEXTESOL) have many problems with unprofessional people who are accepted and when it is time to pay the presenters fee, write to tell us that for personal (?) reasons, they cannot attend. Thinking about your audienceAs with any act of communication, we should place the needs and interests of our audience at the center of our considerations. What do they already know about the topic? What will they be interested in learning? Will they be able to manage abstract general concepts, or require lots of concrete examples to understand?

Getting startedTry to begin with something light - a joke, anecdote, cartoon, etc. This can relax your audience, but more importantly you, too. Look for opportunities to use humor to highlight points you're making, it can make them very memorable.

Setting out the nature and scope of your talk Provide the general structure of your talk, setting out some of the key concepts and issues you're going to talk about. This provides a mental map for your audience and allows them to see the broader picture from the beginning. Put up an outline of the scope of the talkDivide up content and provide signposting and linkingPresent information in digestible chunks, separate out points you want to make. Make use of pauses and brief periods of silence to allow the audience time to consider the points you make.

Signposting refers to expressions we use to indicate transitions and developments. This is a chance for you to communicate with your audience in a more personal manner. (Next we will, After this we will look at, Now I want to talk about, In conclusion.)

Conference PresentationsGuidance on giving a presentation1. Audience: take the audience into account2. Start with something light to relax you and your audience and to capture their attention. 3. Set out the scope - give audience an idea of where you're going to take them in your presentation, a map.4. Divide up content, signposting and linking. Avoid producing an endless stream of talk. Present information in digestible chunks. Insert pauses and moments of silence -these can help make a point more emphatic.5. Do not read the whole paper (like reading a script) instead talking about, or talk through your theme/topic OR combine reading a little, maybe with an accompanying slide, and talking through it a little too.

More tips6. Visuals: Used to show tables, charts, diagrams, etc., to enhance the presentation yet some presenters put up a whole long pages of text and then apologize that it can't be seen or they fail to talk about them etc. Each visual should generate approx 3 minutes of talk

7. Provide review of key points: This is a chance to establish more direct contact with audience. 8. Allow for questions

How to Deliver a SpeechNERVOUSNESSAccept itReduce it * Know your material well * Practice it out loud3. Use it Let your nervous energy contribute to you talkSOME ASPECTS OF VERBAL COMMUNICATION Rate Dont go too fastVolume Compensate for interferencePauses for -- Emphasis, After a question, Ending a thoughtEYE CONTACT: Direct the speech to the audience: * Conveys sincerity and confidence * Provides valuable feedback * Reduces nervousness

These points and suggestions are brief and meant for guidance only; they are not exhaustive, but we hope that they have given you some helpful ideas, and generated confidence, so that you will submit proposals for MEXTESOL and other professional conferences.

This is all for our part. We would like to thank you on behalf of Mextesol for attending this conference. Hopefully it will help you to submit an abstract for a presentation at one of the many Mextesol Academic Saturday Chapter meetings and also to the XXXXII International Mextesol Convention in 2015 IN CANCUN!!! YEAH!. If you have any questions or comments, we would be happy to try to answer them now if there is sufficient time, or write us.

So, how do proposals to MEXTESOL get chosen?

Thank you!Araceli SalasCo-head of the Mextesol Academic Committee Benemrita Universidad Autnoma de Puebla