academic writing for teacher

Writers
Sahadadi
Amin Siswadi
Reviewer
Sukirman
Maria A
Hj. Yunita Karyawetti
Gerry Yunida
i
PREFACE
Training has been inseperable part from the entire effort of education quality
improvement through professional development programs in upgrading
teachers’ and education personnel competence. Therefore, learning in training
programs, especially in regard to teaching materials should be developed and
implemented as a form of adult education. It is essential to upgrade teachers’
performance and reform strategies, approaches and models of learning in order
to improve the quality of education.
Center for Development and Empowerment of Language Teachers and
Education Personnel (CDELTP) or Pusat Pengembangan dan Pemberdayaan
Pendidik dan Tenaga Kependidikan (PPPPTK) Bahasa is in charge of
promoting the quality of language teachers, school principals, school
supervisors and so forth. Hence, PPPPTK Bahasa takes part actively in the
project of Better Education Through Reformed Management and Universal
Teacher Upgrading (BERMUTU) in order to multiply their competencies and
professionalism .
As a professional institution, PPPPTK Bahasa provides teaching materials to be
applied by Indonesian Language Teachers and English Teachers in training
activities at Teachers’ Working Group (KKG)/Teachers Subject Association
(MGMP) as a means of achieving the required competencies.
Finally, constructive criticisms for futher materials improvement are welcome
and can be sent to PPPPTK Bahasa, Jalan Gardu, Srengseng Sawah,
Jagakarsa, Jakarta 12640; Telephone: (021) 7271034, Facsimile: (021)
7271032, and email: admin@pppptkbahasa.net.
Jakarta, July 2011
Kepala Pusat,
Dra. Hj. Teriska R. Setiawan, M.Ed.
NIP 19531118 198110 2 001
ii
TABLE OF CONTENT
PREFACE ........................................................................................................... i
TABLE OF CONTENT ....................................................................................... ii
HOW TO USE THIS MODULE .......................................................................... iii
MAPPING OF COMPETENCE ......................................................................... iv
INTRODUCTION ................................................................................................ v
ACTIVITY 1 ........................................................................................................ 1
A. Lead in .................................................................................................................. 1
B. Competence and Indicators ............................................................................... 1
C. Learning Activities ............................................................................................... 2
D. Assessment ......................................................................................................... 5
E. Suggested Resources ......................................................................................... 6
ACTIVITY 2 ........................................................................................................ 7
A. Lead in .................................................................................................................. 7
B. Competence and Indicators ............................................................................... 7
C. Learning Activities ............................................................................................... 8
D. Assessment ....................................................................................................... 13
E. Suggested Resources ....................................................................................... 14
ACTIVITY 3 ...................................................................................................... 15
A. Lead in ................................................................................................................ 15
B. Competence and Indicators ............................................................................. 15
C. Learning Activities ............................................................................................. 16
D. Assessment ....................................................................................................... 22
E. Suggested Resources ....................................................................................... 22
ACTIVITY 4 ...................................................................................................... 23
A. Lead in ................................................................................................................ 23
B. Competence and Indicators ............................................................................. 23
C. Learning Activities ............................................................................................. 24
D. Assessment ....................................................................................................... 27
E. Suggested Resources ....................................................................................... 27
ACTIVITY 5 ...................................................................................................... 28
A. Lead in ................................................................................................................ 28
B. Competence and Indicators ............................................................................. 28
C. Learning Activities ............................................................................................. 29
D. Assessment ....................................................................................................... 31
E. Suggested Resources ....................................................................................... 31
CLOSING REMARK ........................................................................................ 32
REFERENCES ................................................................................................. 33
iii
HOW TO USE THIS MODULE
For learning materials in BERMUTU program, there are three types of
materials. The first materials is called ”Bahan Belajar Mandiri” which is used
mainly for the 16 sessions/meetings during the training in MGMP or KKG. This
type of materials is mostly related to how to conduct Classroom Action
Research. The second material is called as ”Modul Suplemen Umum” (General
Modul) which is focused on supporting the participants with any general
knowledge in finishing and submiting all the BERMUTU assignment. Then, the
supplementary modules from PPPTK are the third type.
The supplementary modules from PPPPTK Bahasa aim to provide a learning
resources of theories, concepts, techniques as well as any other learning
materials related to language teaching and learning. In addition, it also
supports the teachers who are joining BERMUTU program in fulfilling their
assignment. Therefore, this modul is mainly focused on discussing about the
subject matter in which the teachers are expected to improve for their
pedagogic as well as professional competence.
iv
MAPPING OF COMPETENCE
Teacher Competence Topic
Activities
F2F Structured Task Independent Task
D. Professional
20.3 Mastering English both spoken
and written including all of
communication aspect
Selecting Topic · Brainstorming
· Discussion
· Reflection
· Assessment
Group Discussion Individual Task
Collecting Supporting Details · Brainstorming
· Discussion
· Reflection
· Assessment
Group Discussion Individual Task
Drafting · Brainstorming
· Discussion
· Reflection
· Assessment
Group Discussion Individual Task
Revising · Brainstorming
· Discussion
· Reflection
Assessment
Group Discussion Individual Task
Writing The New One · Brainstorming
· Discussion
· Reflection
· Assessment
Group Discussion Individual Task
v
INTRODUCTION
Academic writing for teacher nowadays is a must. The teachers must have
competences in writing. English teachers demanded not only able to teach, but
also to write. Writing an article is the starting point to write the other academic
writing such as writing paper, writing report, writing journal, etc.
Writing is a productive skill. Different from receptive skill, writing needs at least
involving 3 aspects among other cognitive, affective and psychomotor.
Cognitive aspect involves knowledge about writing, what to write, and how to
write.
Writing Articles in English for secondary teachers probably becomes a
frigthening activities. Speaking in English becomes the daily activity in delivering
the English subject. It is a fact that someone who is able to speak English very
well does not guarantee that he or she is reliable in writing. National data shows
that teacher prefessional development in writing is very low. They commonly
have problem in academic writing.
This Module tries to provide simple explanation for secondary English teachers
as a handout when they want to write an academic writing. This Module
contains how to select a good topic, how to collect supporting details, how to
write a draft, how to revise and how to re write the new one. By studying this
module teachers are encouraged to write an academic writing.
This modules consists of 5 Activities that might help teacher to write an
academic writing.
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 1
ACTIVITY 1
A. Lead in
Selecting topic is the first step of sequences writing process. This step is
the starting point to make a composition, then followed by the the next
activity such as collecting supporting data, drafting, revising, and then
writing the new one.
B. Competence and Indicators
Competence Indicators
The teachers are able to select
good topics
1. Teachers know the criteria of a
good topic
2. Teachers are able to find out a
topic sentence
Topic : Selecting Topic
Time allocation : 5 x 45 minutes (F2F)
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 2
C. Learning Activities
1. Learning Scenario
2. Brainstorming
Work in pairs!
Think what a good topic is!
Lead in (10 minutes)
Explanation about objective
and competence in the target
topic
Brainstorming (20
minutes)
Brainstorming about
selecting topic
Discussions and Task
(90 minutes)
Discussion about how to
select a good topic
Presentation ( 45
minutes)
Participants present the
result of their discussion on
group
Assessment (45 minutes)
Participants do
assessment on Activity 1 Conclusion and feedback
(15 minutes)
Conclusion and feedback
about the whole discussion in
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 3
3. Discussion 1:
Selecting the topic
Selecting topic is the first step in academic writing process. This step is
done to make the writing process more interesting and meaningful. To
make the academic writing process more meaningful and more interesting
not only for the writers but also for the readers, the writing should be
based on the following:
a. Writing that fits the assignments. This writing is very limited. The
writer is assigned to write based on the assignments given.
b. Writing for practicality. This writing is done to consider the
available time and the published resources. Because the writer has a
limited time to work in, he or she must be sure that they have
adequate information and information resource to support their
writing.
c. Writing that suits the writer’s interests. This writing is given a free
of choice of topics and can write about something the writer is
interested in. Additionally, understand that your paper should be of
interest to other students and scholars. Remember that academic
writing must be more than personal response. You must write
something that your readers will find useful. In other words, you will
want to write something that helps your reader to better understand
your topic, or to see it in a new way.
Task 1
Works individually! Choose one topic that you think you are
interested in.
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 4
4. Discussion 2:
Narrowing the topic/theme
After selecting the topic, the next step is narrowing the topic. Sometimes
the topic you choose is too large or too general. The point is, you must
narrow the subject of our writing to a specific focus so that you can write
about it more clearly and completely. Take an example: the writer is
interested in a topic about “entertainmen”, it is impossible to cover such a
big topic in writing. To make it more clearly, we have to narrow the topic to
perhaps “music” based on the writer’s interest. “Music”, however, is still too
broad a topic for writing, the writer might even further narrow the topic to a
type of music, such as pop song. It can continue until the topic that the
writer chooses more specific.
To make it more clearly, the following diagram is shown to illustrate the
process of narrowing a general topic to a specific one.
E N T E R T A I N M E N T
M U S I C
P O P S O N G
It is important that you can think of three main ideas that you want to
discuss in the essay. If you cannot think of three specific ideas to discuss,
then the topic is too narrow.
If your chosen topic is too narrow, choose a slightly broader topic so
specific ideas or details can be listed. For example, if you planned to write
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 5
about football field goals and couldn't list many details about it, choose
something like scoring points in football.
D. Assessment
1. To what aspects are considered to a good topic?
2. Do you think any topics are good to develop?
TASK 2
Discuss with your partner why do you think the topic you choose is
good.
Reflection Sheet Activity 1
Name:
1. In Activity 1 I have learnt about
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
………………………………………………
2. The concepts and practice that I have understood through
my learning on activity 1 are…………………...........................
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
…………………………………………………………………
3. After I have learnt the concepts and practice in Activity 1, I
need to improve myself in………………………………………..
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
………………………………………………………………..
4. My plans for my classroom related to the concept and
practices in activity 1 are…………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………..
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 6
3. Individually, narrow each of the following general topics to be specific
and good topic!
Education
Sport
Food
Agriculture
Tehnology
4. Compare the two topics in each of the following pairs. Which one is
narrower?
(1). a. Modern architecture in Indonesia
b. The beginning of modern architecture in Indonesia.
(2). a. Traditional dances in Indonesia
b. Dances in Indonesia
(3). a. The importance of examination
b. The importance of final national exam.
(4). a The problems of learning English words
b. The problems of learning English
E. Suggested Resources
1. Academic writing idge / http: Cambidge University Press
2. Harmer, J. (2007). How to teach English. Harlow, Essex: Pearson
3. Oshima A. And Ann Hogue. 1998. Writing Academic English. Pearson
Education.
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 7
ACTIVITY 2
A. Lead in
To write a good composition you have to know the topic to write. After
knowing the topic you should administer or collect supporting details.
Without knowing the supporting details your composition will be weak and
very limited information to expose. Knowing the supporting data as detailed
as possible will make your composition make a sense and everyone will
believe in your writing.
To support topic sentence, we have to collect information about the the
topic as detailed as possible. More information you can get, more things we
can inform to the reader toward your writing.
B. Competence and Indicators
Competence Indicators
Participants are able to collect
supporting data
1. Teachers are able to find out as
many details as possible.
2. Teachers are able to classify
details.
Topic : Collecting Supporting Details
Time allocation : 4 x 45 minutes (F2F)
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 8
C. Learning Activities
1. Learning Scenario
2. Brainstorming
3. Discussion 1 : Collecting supporting details
Collecting supporting details is the second step in the process of academic
writing. It can be done after you have chosen a topic and narrowed it to a
specific focus. Collecting supporting details or gathering information and
ideas is the important steps in academic writing. To get a good
1. What do you do to make the topic have a sense?
2. How is developing the topic we choose?
Lead in (10 minutes)
Explanation about objective
and competence in the target
topic
Brainstorming (20
minutes)
Brainstorming about
collecting supporting
data
Task (90 minutes)
Participant collecting
supporting data in line
with the topic they
choose
Discussion ( 45 minutes)
Participants present and
discuss their tasks
Assessment (45 minutes)
Participants do
assessment Conclusion and feedback
(15 minutes)
Conclusion and feedback
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 9
composition, the topic that the writer chooses must be supported by the
data or ideas. This step is conducted to generate the ideas. This is done
by a process called brainstorming. Brainstorming can get the writer
started writing more quickly and save time in the writing process. There
are 3 (three) useful brainstorming techniques: listing, freewriting, and
clustering. Learn how to do each of them and then decide which is the
most productive for you as a writer.
Listing
The first way to collect supporting details is by listing. Listing is a
brainstorming technique in which the writer thinks about the topic and
quickly makes a list of whatever words or phrases come into his or her
mind. Listing is used to produce as many ideas as possible.
Below are the steps for doing the listing:
1). Write down the general topic on the top of your paper.
2). Make a list of every idea that comes into your mind/the
writer’s mind. Keep the ideas flowing. Try to stay on the
general topic. Don’t worry about the ideas which are out of
the topic. They can be deleted later.
3). Use words, phrases, or sentences, and don’t worry about
spelling or grammar.
TASK 1
Brainstorm by listing ideas or information on one of the following topics.
Follow the steps of listing.
How notebook is a learning tool
My favourite leisure-time activity
The characteristics of a good teacher
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 10
4. Discussion 2 :
Free writing
The second way to collect supporting data is by freewriting. In this case,
freewriting is a brainstorming technique in which the writer writes freely
about a topic because he or she is looking for a specific focus. Like
listing, freewriting is used to generate ideas as many as possible in the
form of a paragraph. Write sentences as many as possible, not to worry
about appropriateness, grammar, spelling, logic, and organization.
Below are the techniques for doing the freewriting:
1). Write the topic at the top of the paper
2). Write as much as you can, based on the topic until you
run out of ideas. Include the supporting items, such as:
facts, details, and examples that into your mind.
3). Reread the paper and circle the main ideas that you would
like to develop or elaborate.
4).Take the main ideas and freewrite again
5. Discussion 3 :
Clustering
The last way of collecting data is by clustering. Clustering is a
brainstorming technique in which you can writes freely about a topic. Like
listing or freewriting, clustering is used to generate ideas as many as
TASK 2
Brainstorm by freewriting on one of the following topics. Follow the
techniques of freewriting.
Problems with learning English at my school
The effect of global warming
The effect of using internet
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 11
possible in the form of a cluster. In the center of the paper, write your topic
and draw ‘a balloon’ around it. Then write whatever ideas come to you in
balloons around the core.
TASK 3
Brainstorm by clustering the following information. Follow the technique
on how is clustering.
A member of my family
Reflection Sheet Activity 2
Name:
1. In Activity 2 I have learnt about
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………
2. The concepts and practice that I have understood through my
learning on activity 2 are…………………...........................
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………
3. After I have learnt the concepts and practice in Activity 1, I need
to improve myself in………………………………………..
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
………………………………………………..
4. My plans for my classroom related to the concept and practices
in activity 2 are…………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………..
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 12
6. Discussion 4:
Taking Notes
The aims:
1. To record information
2. To help you understand ideas or information
3. To develop your own ideas about your topic
Types of Notes:
(a) Direct quotation (indicated by quotation marks)
(b) Sum-up (Taking only important points)
(c) Paraphrase (using your own words and sentences)
(d) Combination direct quotation and paraphrase
Look at an example of taking notes:
Original text
TOEFL TEST (Boardman and Frydenberg 2002, 7)
To succeed on the TOEFL test, which is one type of standardized test,
it is important to keep certain points in mind. First, you must know the
subject area well. For example, to do well on the TOEFL test, you must
be fairly fluent in English. That is, you cannot learn English just to
succeed on the test. Second, you should learn the format and testtaking
strategies used in the TOEFL test. The goal of the test is to
weed out nonfluent speakers, so some of the questions are tricky. If
you learn the tricks, you can do better on these types of questions.
Finally, it is a good idea to be rested and alert when you take the test.
It means that cramming all night before the test usually doesn’t help.
You should arrive at the test awake and clear-headed.
(TOEFL TEST) (Boardman and Frydenberg 2002, 7)
a. Direct Quotation
“To succeed on the TOEFL test, which is one type of standardized
test, it is important to keep certain points in mind.”
b. Summary
There are three important things to do in order to succeed taking
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 13
TOEFL test: knowing the subject well, learning the format and
test-taking strategy and being relaxed when taking the test.
(TOEFL TEST) (Boardman and Frydenberg 2002, 7)
c. Direct quotation and Summary
“To succeed on the TOEFL test, which is one type of standardized
test, it is important to keep certain points in mind …. First, you must
know the subject area well …. Second, you should learn the format
and test-taking strategies used in the TOEFL test …. Finally, it is a
good idea to be rested and alert when you take the test ….”
Four ellipsis points (. . . .) show omission of words between
sentences.
D. Paraphrase
Understanding the subject matter, being familiar with the format and
test-taking strategies, and being relaxed and attentive when
taking the test are the key success in taking the TOEFL
test.
D. Assessment
1. What do you think about brainstorming?
2. Write the three techniques of brainstorming?
TASK 4
“Teachers in the new learning setting are expected to become reflective
researchers who evaluate and rethink their approaches, attitudes, and
methods of presenting new subject matter to students, at every stage in the
teaching/learning process. They are no longer the only decision maker in this
process since learners share and become partners in the process; teachers,
however, have a new and very important role to play by becoming personal
mentors for individual students, coaching and guiding them to become
autonomous learners.”
From the text above, take a note some information based on the text by
direct quotation, sum-up, paraphrase, and combination
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 14
3. How do you use the technique of listing?
4. How do you use the technique of freewriting?
5. How do you use the technique of clustering?
6. Brainstorm the following topics based on the technique you
choose! The topics:
a. The effect of watching television to the students’ learning
achievement
b. The problems of Final National Examination.
E. Suggested Resources
1. Academic writing idge/http: Cambidge University Press
2. Harmer, J. (2007). How to teach English. Harlow, Essex: Pearson
3. Oshima A. And Ann Hogue. 1998. Writing Academic English.
Pearson Education.
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 15
ACTIVITY 3
A. Lead in
After writer selecting a topic, then knowing many information he or she has
to start writing a draft. This step is called drafting. Drafting is the first writing
and need to read again and again to know what should be reduced or
added.
Drafting is the third step of sequences in a writing process. This step is the
the first writing activity to arrange the into sentences. This draft should be
read again and discus with the partners in group to know the weaknesses
and to add more exposure in our writing.
To make a good composition it is impposible to write at once. First writing
should be read and check again and again to know the weaknessess.
B. Competence and Indicators
Competence Indicators
Participant are able to make a
draft of a composition
1. Make the first draft
2. Make presentation the draft in
group
Topic : Drafting
Time allocation : 4 x 45 minutes (F2F)
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 16
C. Learning Activities
1. Learning Scenario
2. Brainstorming
3. Discussion 1 :
Drafting is the third step in the process of academic writing. It is done after
the writer has collected the supporting details. In this respect, the writer
organizes the data or ideas he or she generated by brainstorming into an
outline.
Lead in (10 minutes)
Explanation about objective
and competence in the target
topic
Brainstorming (20
minutes)
Brainstorming about
activities that teachers
usually do for starting
and finishing a lesson
Discussions and Task
(90 minutes)
Discussion about some
concepts or practices in
teacher talk and group
Presentation ( 45
minutes)
Participants present the
result of their discussion on
group task
Assessment (45 minutes)
Participants do
assessment on Activity 1 Conclusion and feedback
(15 minutes)
Conclusion and feedback
about the whole discussion in
Activity 1 as well as to link to
the next Activity 2.
Brainstorming
1. List any instructions that you usually use while you are teaching
English.
2. Do you always give instructions in English? Why or why not?
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 17
Below are the techniques for doing an outline:
a. Making Sublists
Making sublists is the first way to divide the data or ideas to list further
into sublists and to cross out any items that don’t belong or aren’t
useable.
b. Writing the Topic Sentence or Thesis Statement
Topic sentence in a simple paragraph or a thesis statement in an essay
is the most general thing and they express the central focus of the
paragraph or essay. Topic sentence briefly indicates what the
paragraph is going to discuss. There are three important points to
remember about a topic sentence:
- A topic sentence is a complete sentence, that is; it contains a
subject, a verb, and (usually) a complement.
- A topic sentence contains both a topic and a controlling idea.
- A topic sentence only contains one main idea. It does not give any
specific details.
- The position of topic sentence may be the first or last sentence in a
paragraph.
- Here is an example of a good topic sentence:
Learning English is very important now.
Topic controlling idea
Thesis Statement is the main idea for the whole essay. It shows
directly or indirectly the number and the content of the body paragraphs
of the essay. Essay consists of three parts: introductory paragraph,
body paragraph, and concluding paragraph. Thesis statement is stated
in introductory paragraph. There are three important points to
remember about a thesis Statement:
- A thesis statement must be a statement, not a question.
- A thesis statement must be a complete sentence. This means that it
must have a subject and a verb.
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 18
- A thesis statement is an opinion, it cannot be a simple fact.
- Thesis Statement has three main parts: the topic, one controlling
idea, and the predictor (subtopics).
The topic is the subject of the essay. What the essay is about. The
controlling idea is what you are going to limit the topic and to talk
about in the body paragraphs. The predictor tells the reader how
many bodies of paragraphs there will be in the essay and what their
content will be. . For example of a good thesis statement:
EFL students are not fluent in speaking due to three main factors:
lack of exposure, a large class, and less motivation.
(a) EFL Students = the topic
(b) not fluent in speaking due to three main factors =
the controlling idea
(c) lack of exposure, a large class, less motivation =
predictors/subtopics
- An example of thesis statement in an introductory paragraph:
Lesson Plan
Language teachers may ask themselves why they should bother
writing plans for every lesson. Some teachers write down elaborate
daily plans: others do the planning inside their heads. Whatever the
questions may arise, the essential thing to understand is that there
are internal and external reasons for planning lessons.
c. Writing a body paragraph
Body Paragraphs should cover concrete facts, examples, data, and
statistics. These are used to support the thesis statement.
d. Writing a concluding paragraph
A concluding paragraph should provide a clear understanding of what
the point of your essay is. It can consist of: a final comment, a
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 19
restatement, or a summary. The concluding paragraph should never
introduce new information.
Task1
1. Choose and write an interesting topic after you have
selected and narrowed it.
2. Write a good topic sentence to express the central focus of
the paragraph.
3. Label each of the following according to the type of topic or
thesis statement that it expressses. Use the following
abbreviations:
General Topic – GT
Narrowed Topic – NT
Thesis Statement – TS
Example:
Good nutrition, balanced diet, and exercise are important for
good health. TS____
a. Radio programs are an important form of entertainment
for many people. __________
b. The importance of education ___________
c. Ship as one of sea transportation __________
d. Sport for health _________
e. Jogging is one form of healthy exercise ________
4. From the following topics, create the thesis statements.
a. Electronic mail
b. Discipline of children
c. Students punishments
d. Democracy
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 20
4. Discussion 2 :
a. Outlining
An outline is a formal plan for a paragraph or an essay. In an outline,
the writer writes down the main points and subpoints in the order in
which the writer plans to write about them. With an outline, it should be
relatively easy to write a paragraph, an essay, or a composition.
An outline is like an architect’s plan for a house. An outline is useful as
a plan for a paragraph. In general, Learning to outline will improve your
writing for three reasons:
1. It will help you organize your ideas.
2. It will help you write more quickly
3. It will improve your grammar.
Here is the example of an outline for writing a composition.
OUTLINE
1. Introductory Paragraph : Thesis Statement
2. Body Paragraph 1: Topic Sentence
3. Body Paragraph 2: Topic Sentence
4. Body Paragraph 3: Topic sentence
5. Concluding paragraph: Restatement/Summary
Note:
The number of body paragraph depends on the thesis statement.
b. Writing Draft of Composition
Writing a draft from an outline is the next step. Remember that no piece
of writing is ever perfect for the first time.
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 21
Reflection Sheet Activity 3
Name:
1. In Activity 3 I have learnt about
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
…………
2. The concepts and practice that I have understood
through my learning on activity 3
are…………………...........................
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
……………………
3. After I have learnt the concepts and practice in Activity
3, I need to improve myself in……………………………..
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
…………………..
4. My plans for my classroom related to the concept and
practices in activity3 are………………………………………
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
………………..
Task 2
Write a good and complete outline based on the topic you
choose. It must have a title, introductory paragraph, body
paragraphs, and concluding paragraph
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 22
D. Assessment
1. What should the writers do to organize the data or ideas they have?
2. What is the function of making a topic sentence or a thesis statement
in a writing process?
3. How is a good topic sentence?
4. How is a good thesis statement?
5. What is an outline?
6. What is the function of making an outline in a writing process?
7. Write a good outline based on the topic you choose.
8. Write a draft of a good composition or essay based on the outline you
have made in question number 6.
E. Suggested Resources
1. Academic writing idge/http: Cambidge University Press
2. Harmer, J. (2007). How to teach English. Harlow, Essex: Pearson
3. Oshima A. And Ann Hogue. 1998. Writing Academic
English. Pearson Education.
4. Articles at www.teachingenglish.org.uk
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 23
ACTIVITY 4
A. Lead in
After presenting the draft in group, you know the things which are relevant
and which are not relevant. Then we think again to revise our draft. This
step is called revising.
This topic is the next sequence from the previous process of writing. From
the discussion and presentation we coollect information and suggesstion,
this become a point to make a revision to our writing.
To improve our writing, like or dislike you have to make revision based on
the suggesstion from the audience when the writer presenting the dratf.
B. Competence and Indicators
Competence Indicators:
Participants are able to
revise the draft
1. Teachers are able to discuss the
suggestion from the audience
2. Teachers are able to revise the
draft
Topic : Revising
Time allocation : 4 x 45 minutes (F2F)
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 24
C. Learning Activities
1. Learning Scenario
2. Brainstorming
a. What is the meaning of revising in a process of academic writing?
b. What is the function of revising?
c. How is revising done?
3. Discussion 1: Revising
After the writer writes the rough draft, the next step is to revise it. Revising
means to change what the writer has written in order to improve it. There
are two steps in revising the composition: the first and the second revision.
Lead in (10 minutes)
Explanation about objective
and competence in the target
topic
Brainstorming (20
minutes)
Brainstorming about
activities that teachers
usually do for starting
and finishing a lesson
Discussions and Task
(90 minutes)
Discussion about some
concepts or practices in
teacher talk and group
Presentation ( 45
minutes)
Participants present the
result of their discussion on
group task
Assessment (45 minutes)
Participants do
assessment on Activity 1 Conclusion and feedback
(15 minutes)
Conclusion and feedback
about the whole discussion in
Activity 1 as well as to link to
the next Activity 2.
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 25
The first revision
The first revision focuses mainly on content and organization of the writing
or composition. The following is how to proceed:
1). Read for a general overview.
2). Check for general logic and coherence
3). Check to make sure that your paragraph has a topic
sentence or your essay has a thesis statement
4). Check for unity. Cross out any sentence that does not
support the topic sentence or thesis statement.
5). Check to make sure that the topic sentence is developed
With sufficient supporting details and the thesis statement
Is developed with sufficient supporting body of paragraph.
6). Check the transition signals
7). Does your paragraph have a concluding sentence? Or
does your essay have a concluding paragraph?
4. Discusion 2 :
The second revision
The second revision is called proofreading. This revision focuses to
correct grammar, sentence structure, spelling, or punctuation. The
following is how to proceed:
1). Check for correctness and completeness: no fragments,
Task 1.
After writing a draft in activity 3, your task is to revise your draft of
writing based on the 7 (seven) criteria of revising a writing above.
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 26
and no choppy or run-on sentences.
2). Check for a subject and a verb, subject-verb agreement,
correct verb tenses.
3). Check the mechanics: punctuation, spelling, capitalization,
typing errors, etc.
Task 2
After finishing the first revision, your task is to revise your draft of
writing on the second revision or proofreading. Use the three
criteria of the second revision above.
Reflection Sheet Activity 4
Name:
1. In Activity 4 I have learnt about
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………
2. The concepts and practice that I have understood through
my learning on activity4 are…………………...........................
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
3. After I have learnt the concepts and practice in Activity 4, I
need to improve myself in………………………………………..
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………………..
4. My plans for my classroom related to the concept and
practices in activity 4 are…………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………………………………………………………..
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 27
D. Assessment
1. What is the meaning of revising in a process of academic writing?
2. What is the function of revising?
3. How is the first revising done?
4. How is the second revising done?
E. Suggested Resources
1. Academic writing idge/http: Cambidge University Press
2. Harmer, J. (2007). How to teach English. Harlow, Essex: Pearson
3. Oshima A. And Ann Hogue. 1998. Writing Academic
English. Pearson Education.
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 28
ACTIVITY 5
A. Lead in
After revising and discussing the first draft, you should think again to write
the new one. Forget the first draft and then write the new one based on
the suggestion and new information.
The final copy to be handed in is expected to be written neatly and legibly
in ink or typed.
Be sure that the writer makes all the correction or revision that we noted
on the draft.
B. Competence and Indicators
Competence Indicators
Participants are able to write the
new composition
1. Teachers are able to produce
new writing based on the
suggestion;
Topic : Writing the new one
Time allocation : 4 x 45 minutes (F2F)
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 29
C. Learning Activities
1. Learning Scenario
2. Brainstorming
3. Discussion : Writing the New One
Writing a new one or a final copy is the last step in the process of academic
writing. It is done after the writer feels sure that he or she has made all
How does the writer of academic writing do after finishing writing
the draft?
Lead in (10 minutes)
Explanation about objective
and competence in the target
topic
Brainstorming (20
minutes)
Brainstorming about
how to write the new
one
Discussions and Task
(90 minutes)
Write and discuss the
new composition
Presentation ( 45
minutes)
Participants present the
result of their writing
Assessment (45 minutes)
Participants do
assessment Conclusion and feedback
(15 minutes)
Conclusion and feedback
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 30
corrections that they noted on the second draft. In this respect, the writer
will get the best composition.
After rereading the final copy or the new one, don’t be surprised that the
writer usually still makes a few minor or even major changes.
Remember that writing is a continuous writing and rewriting until the writer
feels satiesfied with the final product.
TASK 1
Write a new composition based on the suggestion and revision.
Reflection Sheet Activity 5
Name:
1. In Activity 1 I have learnt about
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
………………………………………………
2. The concepts and practice that I have understood through my
learning on activity 1 are…………………...........................
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
…………………………………………………………………
3. After I have learnt the concepts and practice in Activity 1, I
need to improve myself in………………………………………..
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
………………………………………………………………..
4. My plans for my classroom related to the concept and
practices in activity 1 are…………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………..
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 31
D. Assessment
1. You are going to teach class year VII a reading text about the
danger of boxing as sport. Think of a suitable ”social chat” for your
student which can link the students to the target topic in the reading
text. Give example of questions that you will ask to direct the
students to your social chat.
2. Suggest closure strategies that might be appropriate for these kinds
of lesson:
a. Focusing on writing a descriptive text
b. A speaking lesson focusing on expressing agreement
And disagreement.
E. Suggested Resources
1. Academic writing idge/http : Cambidge University Press
2. Harmer, J. (2007). How to teach English. Harlow, Essex:
Pearson
3. Oshima A. And Ann Hogue. 1998. Writing Academic
English. Pearson Education.
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 32
CLOSING REMARK
Realizing that academic writing for teachers nowadays is very important, we try
to provide a simple module hopefully this module can help and encourage
teachers to write in English.
This module that consist of 5 activities probably can lead teacher from very
beginning in writing. In this module has provided simple explanation and
example for secondary English teachers as a handout when they want to write
an academic writing.
Activity in academic writing probably difficult to start, but when we have involved
in it, it will be very interesting activity.
Academic Writing for Teacher – BERMUTU Bahasa Inggris MGMP 33
REFERENCES
Brown, HD. (2001). Teaching By Principles: An Interactive Approach to Language
Pedagogy. 2nd second edition. New York: Addison Wesley Longman.
Edge, J. (1993).essential of English Language Teaching. London: Longman.
Ellis, R. (1985). Understanding Second language Acquisition. Shanghai: Shanghai
Language Education Press.
Harmer, J. (2007). How to Teach English. Harlow, Essex: Pearson.
Heaton, JB. (1985). Using English In the Classroom. Singapore: Longman.
Parrot, M. (1993). Tasks for Language Teachers. Melbourne; Cambridge University
Press.
Richards, JC. and Lockhart, C. (2004). Reflective Teaching in Language Learning. 10th
edition. Cambridge: Cambridge University Press.
Ur, P. (2006). A Course in Language Teaching. 13th edition. New York: Cambridge
University Press.