Problem, process, and solution part 1
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The document discusses problem-solution texts and their underlying structure in academic writing. Problem-solution texts follow a typical pattern: they describe a situation, identify a problem within that situation, then propose and evaluate a solution to the problem. The document provides an example of this structure, showing how a situation introduces a problem that is then addressed by a proposed solution and evaluated. It also discusses how teacher education courses can be structured to help teachers become more research-active by including awareness-raising activities and opportunities to develop their ideas.
Problem, process, and solution part 1
- 2. Problem-solution texts The structure of problem-solution texts Language focus: Midposition adverbs Process
- 3. •problem-to-solution movement underlying structure in academic writing •frequently used in introductions and critiques
- 4. •procedure and process often components in problem-solution structure •procedure: steps required to solve a problem •process: description of sequence of events, e.g. how a problem emerges
- 5. •problem-to-solution texts usually argumentative and evaluative •researcher perceptive and questioning
- 7. THE PROBLEM
- 8. THE SOLUTION
- 11. There are various benefits that student-teachers can accrue from researching their own practice as they focus THE SITUATION their intellects, academic knowledge, and personal experience on conducting classroom-based research (Steinberg and Kincheloe 1998).
- 12. Unfortunately, however, many teachers rarely engage in research THE PROBLEM unless encouraged to do so by teacher education (Borg 2009a).
- 13. To help teachers become research active, Borg (2009b) suggests that teacher education courses can be organized and structured in certain ways. For example, they can include THE SOLUTION awareness-raising activities (….) Teachers may thus be empowered, pedagogically, cognitively, and politically (Steinberg and Kincheloe op.cit.), to become more active in supporting learning.
- 14. However, notwithstanding the work of Atay (op.cit.), writing in a Turkish THE EVALUATION context, little of this supporting evidence comes from the field of ELT (Borg 2009a).
- 15. In addition, with sufficient space and time, participating teachers may more easily develop their ideas. Teachers may thus be empowered, pedagogically, cognitively, and politically (Steinberg and Kincheloe op.cit.), to become more active in supporting learning.
- 16. The provisions of the law must be applied with care. The provisions of the law must carefully be applied. In chapter 10, Ellis describes in only a couple of paragraphs seven theories of SLA. In chapter 10, Ellis briefly describes seven theories of SLA.
- 17. Figure 1 illustrates the interaction of acquisition and learning in adult second language production. Fig.1. Model for adult second language performance
- 18. Krashen, S. (1981). Second language acquisition and second language learning. Pergamon Press: University of Carolina (First internet edition 2002) Retrieved from: http://sdkrashen.com/SL_Acquisition_and_Learn ing/SL_Acquisition_and_Learning.pdf Swales, J.M. and Feak, C.B. (1994). Academic writing for graduate students. Essential tasks and skills (2nd Edition). The University of Michigan Press: Michigan. Wyatt, M. (2011). Teachers researching their own practice. ELT Journal 65/4, p. 417-425.