Students interested in this course might also be interested in understanding the arts: literature and cinema. A two course curricular option for students interested in developing their ability to write an argumentative essay and sharpening their academic and critical reading skills in order to meet the demands of advanced study in high school and college. The process of writing is emphasized as students learn to write through a building block approach which concentrates on how relatively simple meaning relationships and rhetorical strategies within an essay combine to yield intricate and sophisticated results.

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Attention is paid to developing skills in grammar, diction, usage, syntax, and punctuation. Analyzing fiction and nonfiction trains students to identify and critically respond to the messages conveyed by different kinds of writing. Emphasis is placed on understanding how formal characteristics such as rhetorical strategy, point of view, and diction condition the reader's perception of content. As students learn to read critically, they also acquire techniques for effective study and research. Study skill sessions and tutorials teach practical skills in note taking, outlining, summarizing, preparing for examinations, managing time, and using research tools.

The method describes the steps that you followed in conducting your study and the materials you used in each step. The method describes the steps that you followed in conducting your study and the materials you used in each step. The methods section of the report clearly describes these materials and procedures. It should show your reader that your reserach has been carried out appropriately and, therefore, that the results can be believed. The elements included in the method section and the order in which they are presented may differ from department to department.

However, the list in the following box is typical and provides you with a good model weissberg amp s. Read the following example of a method section from the field of computer assisted language learning and teaching. The study investigated the use of the world wide web for teaching writing in a british university. Use of a writing web site by pre masters students on an english for academic purposes course. Gillett, university of hertfordshire 1 the aim of the research was to compare the success of students using on line teaching compared to students taught in the traditional classroom context. 2 this experimental approach adopted a positivist position by collecting primary quantitative data from the students’ performance on an objective test taken after the teaching process has ended.

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3 it then compare the observed results and came to conclusions regarding the effectiveness of on line teaching. 4 two groups of international students on a one year pre masters english for academic purposes course, each comprising 50 students were taught academic writing by different methods and compared. 5 in each group there were 50 students from five different academic departments computer science, business, engineering, life sciences and law. 6 the subjects were selected from the second semester semester b of the university of hertfordshire international bridging programme in the 2004 2005 academic year.

7 this programme accepts only students from a narrow english language proficiency band ielts 5.00 5.5. 9 the subjects were selected from the 250 students on the international bridging programme on the basis of performance at a satisfactory level in the semester a examination. 10 students who had performed below the minimum level on the semester a examination were excluded. 11 this criterion was employed to ensure competent understanding of the tasks and adequate motivation. 12 one group group a studied english writing in the traditional way in a class with a teacher.

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13 this class met for 2 hours each week in a classroom for 12 weeks and was supplemented with written homework assignments given by the teacher each week. 14 the second group group b met together in a class with a teacher for one hour per week for 12 weeks and were assigned a homework task of spending one hour per week doing exercises from the uefap web site gillett, 2005. 15 the test instrument employed in this study was a revised version of the university of hertfordshire english language writing test roberts, 1997 , which permits the assessment of academic written language performance. 16 it consists of an academic reading text and comprehension questions, followed by a discursive essay on the subject of the reading text. 17 both groups a and b were given the same written examination at the end of the semester.