The Graduate School Kasetsart University

1. Academic Writing - An Interactive Workshop by Ben Parslew The Graduate School Kasetsart University

2. Yes No ? Course Overview • “Academic writing”: English for journals/theses • “Interactive workshop”: Everybody joins in! Zzzz...ZzzZZ...... Bla Bla Bla Bla Bla…

3. Course Overview • *QUICK INTERACTIVE QUIZ* • The course will be taught in English • Morning classes are 9a.m. to 11a.m. • Afternoon classes are 1p.m. to 3p.m. • Please bring a pen and some paper • You may be given some homework • The instructor’s name is Ben Parslew • Contact him at benparslew@gmail.com

4. Course Topics

5. Introductions -What is an introduction? “why am I doing this research?” -Where is an introduction? At the beginning

6. Introductions- five parts 1.Background information - set the scene 2.References to other work/literature review 3.Significance of your work - why is it important? 4.Uniqueness of your work - how is it different? 5.Objectives - exact aims *look for these 5 parts in the text*

7. Introductions- five parts Over the past two decades, teaching English as a foreign language (TEFL) has become one of the most common ways for Canadians to work overseas. The qualifications required for this branch of teaching can be obtained over a relatively short training period, and are sometimes not even requested when applying for jobs. It is believed that approximately 2 million Canadians are currently working in foreign countries as English teachers or teachers’ assistants, without necessary qualifications as stated by the governments of those countries. Greene (2002) suggested that unsuitably qualified teachers in schools in Malaysia actually had a detrimental effect on the level of spoken English in high schools. Similarly, Futenet al. (2001) argued that the lack of expertise portrayed by foreign teachers has set a bad example to native teachers, which has resulted in an overall reduction in quality of English teaching. In 2003, a survey was conducted by the Ministry of Education in Singapore to determine the level of improvement in English grammar of secondary-level students (Xiu, 2003). This study’s results showed that the majority of students showed clear improvement during their secondary education, however, this did not correlate to the employment of native English speakers in schools. A similar study was performed since January to June, 2007, in the Philippines, and similar results were obtained; thus the decision of the government was to employ fewer foreigners (Costa, 2007). This study aims to follow a similar path to determining the significance of native-speakers as English teachers, but will focus on the broader region of Thailand, Cambodia and Vietnam. Until now, no such studies exist in this region in southeast Asia, and this will be the first investigation of English language proficiency in Cambodia. This work will add to the foundations of education in the specified region, which will in turn increase the overall proficiency of English speakers in Thailand, Cambodia and Vietnam. This work has three specific aims: to conduct surveys in five major cities to determine people’s proficiency in spoken English; to analyze the collected data using an appropriate set of statistical tools; and to compile a summary report of the study findings which can be supplied to the education authorities in the respected regions. Background References Uniqueness Significance Objectives

8. Introductions- “of” “this study’s results” “results of this study” first noun not a person, animal, country, organization or living group – use “of”

9. Introductions- “of” “this study’s results” “results of this study” first noun is a person, animal, country, organization or living group – use ‘s “the boy’s ear” “ear of the boy”

10. Introductions- “of” “the woman’s husband” “the woman over there’s husband” “the woman who is standing of there’s husband” “the husband of the woman who is standing over there” - “of” used if noun phrase is very long

11. Introductions- “of” “The train’s arrival...” “The arrival of the train...” “The Earth’s gravitational force...” “The gravitational force of the Earth...” “The report’s significance...” “The significance of the report...” Rules don’t always apply!

12. Introductions-literature review -An analysis of what has already been done. “Smith (2001) failed to solve the problem...” -Logical order – not always chronological. A(2001)B(2000)C(2002) -Identify the gap in current literature “Currently, there is no information on...” “Only the simple 2D case has been solved...”

13. Introductions INTRODUCTION The fig (Ficuscarica L., Moraceae family) is native to western Asia and has been cultivated for thousands of years in Mediterranean countries of Europe and North Africa (Manago, 2006). Today the cultivation of the fig is extensive, particularly in Spain, Turkey and Italy, but more limited in the United States. Figs are an especially good source of fibre which aids in the body’s elimination process, with fresh figs containing 1.2 % and dried ones 5.6 % (Smathe, 2004). The increased interest in the nutritional aspects of foods should result in more information being obtained for figs (Nagy and Shaw, 1980). Nowadays, Thai consumer demand for dried figs has resulted in significant imports from USA, Turkey and other countries (Juls, 2006). Although dried figs are available throughout the year, their the unique taste and texture makes fresh figs highly desirable. In tropical areas, figs can thrive at elevation levels between 800 and 1,800 m and tolerate 10 – 20 °C of frost in favourable sites (Morton, 1987). However, the inhibition of growth, as with other temperate-climate fruits, was found when fig plants were placed at low temperatures (Watson, 1988). In Thailand, the research on figs as a replacement crop for opium poppies was carried out more than 20 years ago under the Royal Project Foundation (Prunsri and Thongtham, 1983). The study was conducted on the morphology and growth of some fig cultivars and focused on their adaptability and yield in the environment of highland areas at that time. While the results were useful for the specific conditions analysed, they did not extend to other possible regions of cultivation, and did not forecast any difficulties that may occur with changing conditions in the future. The data collected were useful for cultivation of figs over the following ten years, but were insufficient to develop appropriate methods of cultivation in the present day. We found no study focusing on the influence of vegetative characteristics that might permit further optimization of hardwood cutting propagation to increase the number of plants. No data are available on the propagation of figs by hardwood cuttings in tropical highland areas, including the north of Thailand, which are cool throughout the year. Furthermore, there is no information on the influence of using artificial growth containers for rapid increase in the number of fig plants. Under the recent marketing situation of fresh figs, the objective of this study was to improve the propagation of figs with, or without, the use of small plastic pavilions. Objectives

14. Introductions-objectives (example) “...improve the propagation of figs with, or without, the use of small plastic pavilions.” general -a brief outline of the purpose -useful to the reader “analyze current methods of propagation” “study the quality of figs produced” “evaluate the benefits of small plastic pavilions” specific -can be measured

15. Introductions-objectives

16. Introductions-objectives (example) “...improve the propagation of figs with, or without, the use of small plastic pavilions.” general -a brief outline of the purpose -useful to the reader “analyze current methods of propagation” “study the quality of figs produced” “evaluate the benefits of small plastic pavilions” specific -can be measured

17. Introductions-objective verbs analyze assess confirm determine establish explore investigate review evaluate survey demonstrate examine verbs

18. Introductions- your objectives Write down the general objective of your research and three specific objectives* -Consider the reader -Give sufficient information -Please ask me any questions 