Responding of Swales #5-----Writing Summaries

Understanding the text shoud be prior to writing summaries. But it is not easy task to display my understanding of some material (Swales #5) with other languages.

I will keep in mind these three things: balanced coverage of the original,in a neutral fashion,and condense the source material and presented in the summary writer's own words.

In Swales reading, I like to learn some Phrases in 'Language Focus' part. I really want to use these basic structures to enrich patterns of sentences in my writing.

In pg 121, 'The author goes on to say that...' 'The article further states that...' 'Goodman goes on to say...' , are useful phrases. Linking words such as additionally, furthermore, moreover are not frequently used in EFL students writings.

Responding to Swales chapter4

This unit is about Data commentaries which is displayed in a table, graph, figure, or some other kind of nonverbal illustration (Swales ch4)in academic writing. I have never used data commentaries in my writing there is need from now on. I desire to use it to make my writing richer and more informative to readers when I read this article.
It is very tricky to distinguise the little different meaning with expressions such as probability, distance Grneralization, weaker Verbs and Combined Qualifications as TESOLER.
Especially, I would like to deal with Graphs after learning some computer program in summer.

blog post #3 -My Thesis Topic

I would like to write " New benchmark Book Leveling System for Korean Students".
I will research for various standard book leveling guidelines in U.S and read those books to Korean students and select for right book for right ages with considering both cognitively and cuturally.
1. Preschooler: read to stage
2. Kindrgarten; divide into two groups ( English kindergarten : read with
Korean kindergarten : read to )
3. Elementary: divide into two groups( 1~3 grade : read to & read with
4~6 grade: read with & read alone)
Most target group is 4~6 grade Read with group because their cognitive development has already developed but English level is low. they are not interested in low level English book at all. I would like to READ ALOUD strategies and keep tracking their reaction to books that I choose for them. And I want to make book list that those Korean students are intereated with.

Respond to the Swales Reading

This article is very useful for me to write academic writing in this TESOL- Mall graduate course which makes me very embarrased with lots of reading and writing tasks. I did not have many chances to write English in my life. Even worse, academic style of writing is more difficult to take course now.
Especially, Linking words and phrases in pg22-23 Table 1 is just what I need in my writing because I have trouble with making my ideas connected together in sentences. I will keep in mind that I have to consider 6 factors: Audience, Purpose, Organization, Style, Flow, and Presentation until finishing TESOL program.

Interesting Topics in TESOL

I am interested in Leveled Reading System. I researched that there are various benchmark book leveling systems such as Grade Level,Lexile level,Fountas& Pinnell Level, DRA, Word Numbers etc.
Among these, only Grade level is popular in Korea EFL storybook market now. Parents can recognized with what American grade level of books their children can read which is students' English level. For example, Harry Potter is Grade 5 English language level book.
I would like to study other book leveling system and what kind of books in each level are suitable for what grade of Korean students are. So I would like to make new list of English story books for korean students who are not match with their cognitive development and English language ability. I want to find a proper instruction with this list that I make for each Korean ages.

I think that novice writer like me need to be taught how to avoid plagiarism. I've never learn any guidelines on plagiarism when I was in school.
I often made whole copy of storybooks in class even though I feel guilty whenever I do this. but I lose competition with other language schools if I ask parents to buy so many expensive storybooks and textbooks.
There increased rapidly imported English storybooks and EFL textbooks within 6-7 years in Korea. The problem is that making CD with these storybooks need writer's authorization. One that I know has been staying in U.S to get sign with storybooks from writers for two years. However most of people make CD without permission. More worst situation happen in Internet site. It is getting popular to check student's comprehension after reading storybooks in computer. The companies illegally copy these questions from some English sites. There's urgent need to make systematic regulation law with increasing EFL books and materials market in Korea.

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