If I make a claim, then support it with evidence that has been exemplified from the person I have read. Especially when I’ve looked at the findings. Contest what was said for my own context.
Making a claim, backing it up from the researcher. Convince the reader of the claim I’m making, make is less anecdotal and more scholarly.
Drawing on previous knowledge from English, working out meaning from new texts.
A key concept is drawing in what you already know to help you.
Bruner (spiralling) and Ellis’ book
Look at the reading list that I’ve been given. In all of the them they have developing literature skills. Use literature to look at what I could have developed.
Macaro, Erla and Waugh (chapter of reading for literacy , check Aîne’s email)
If quoting from article put in quotation marks.
Raise levels of confidence in my learners so that when they encounter new words or vocabulary, they have the reading skills and encourage them to use the skills that will enable them to work out new words and working out the gist and the details.
Look at the claims that I have made and to what extent do those claims ring true with the pupil evidence.
Look at a couple of examples in my appendix and direct the reader
To what extent did they show did they understood cognates.
Skimming and scanning. What did I do in those intervention lesson to improve
Reading for gist, looking at the grammar
Dialogic approach to teaching – bruner
How interactive were the lessons.
To what extent was there collaboration with what happens in English. Look at what is said about English and reading in National Curriculum and where is that reflected in my assignment.
No criticality in the essay.
Use past exam papers for reading ?
After my findings, mention what I’d do in the future.
Critique my own practice. Less description and more analytical.
Make clear my understanding of the word “authentic”
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