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Conference Proposal Writing and Presentation Skills

Learn the necessary skills to write and present a successful conference proposal. This session will provide tips and guidelines to help you create a compelling proposal that engages the audience and focuses on classroom practice.

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Conference Proposal Writing and Presentation Skills

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  1. CONFERENCE PROPOSAL WRITINGAND PRESENTATION SKILLS Beth Witt, TESOL 1994 Baltimore and TESOL 2002 Salt Lake City Mark Algren, TESOL 2003 Baltimore Eric Dwyer, TESOL 2004 Long Beach Bill Eggington, TESOL 2005 San Antonio Christine Coombe, TESOL 2006Tampa Suzanne Panferov, TESOL 2007 Seattle Valerie Jakar, TESOL 2008 New York Gertrude Tinker-Sachs, TESOL 2009 Denver Diane Carter, TESOL 2010 Boston Ahmar Mahboob, TESOL 2010 New Orleans Mashael Al-Hamly, TESOL 2012 Philadelphia

  2. Presented atTESOL 2011 New Orleans

  3. 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

  4. 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.

  5. 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.

  6. 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.

  7. Type of Proposal • Choose the correct type of proposal (typical time)

  8. Follow the Proposal Guidelines! Type of Proposal • Choose the correct type of proposal (typical time) • 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.

  9. Follow the Proposal Guidelines! • The following sections are often problematic: • Abstract • Title • Summary • If you need help writing these sections, contact the proposals team.

  10. 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!

  11. 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.

  12. 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.

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

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

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

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

  17. Abstract • Last item stating what participants will get out of the session? 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.

  18. Abstract Last item stating what participants will get out of the session? YES 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.

  19. Abstract • Length? 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.

  20. Abstract • Length? • 39 words 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.

  21. Abstract • Acronyms? Citations? 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.

  22. Abstract • Acronyms? Citations? • Nope! We’re OK! 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.

  23. 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.

  24. Abstract • Good 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.

  25. Same Abstract • Good example or bad example? 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.

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

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

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

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

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

  31. Same Abstract • One or two sentence(s) describing what you’re going to do? 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.

  32. Same Abstract One or two sentence(s) describing what you’re going to do? SORTA: Top-down review 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.

  33. Same Abstract One or two sentence(s) describing what you’re going to do? SORTA: no interaction; no discussion 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.

  34. Same Abstract One or two sentence(s) describing what you’re going to do? SORTA: no exchange of ideas 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.

  35. Same Abstract • Last item stating what participants will get out of the session? 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.

  36. Same Abstract • Last item stating what participants will get out of the session? • NOT BAD 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.

  37. Same Abstract Length? 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.

  38. Same Abstract Length? 60 words 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.

  39. Same Abstract Length? 60 words – way, way, way too long! 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.

  40. Same Abstract Citations? Acronyms? 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.

  41. Same Abstract Citations? Acronyms? Oops! 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.

  42. Same Abstract Citations? Acronyms? Oops! Besides, why on Earth would we cite them? 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.

  43. 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.

  44. 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.

  45. Another version Good abstract or bad abstract? Discuss your decision with your colleagues. 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.

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

  47. Another version Perhaps 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.

  48. Another version But never Christine, or even Mashael 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.

  49. Another version Beth, 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.

  50. Another version But 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.

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