TESL 560
TESL 560: Writing and Research in TESOL
Fall 2015
Dates:
Day and Time:
Location:
Instructor:
Office Hours:
Contact information:
September 2 – December 14, 2015
Wednesdays, 5:30-8:00 pm
Battelle T48
Sarah Young
M, W, Th 3:00-5:00pm and by appointment (MGC 300)
syoung@american.edu
Course Description
This course will explore academic literacies and research in the fields of TESOL and applied
linguistics, laying the foundation for further graduate coursework in the TESOL program. While
students are developing academic research and writing skills specific to the field of TESOL, they
engage with scholarly literature and various approaches to researching second language teaching
and learning. As a foundational course, it requires an extensive amount of self-study and active
participation in course activities. Course participants will complete weekly “apprenticeship
tasks” to prepare them for interacting with peers and professors, searching for and evaluating
academic sources, writing a variety of academic and professional products, and designing a
pathway for ongoing professional development. MA TESOL students in their first semester in
the program are required to take this course.
Expected Learning Outcomes
By the end of the course, students will be able to:
 Self-assess their strengths and potential areas for improvement in their graduate
coursework.
 Plan for and participate thoughtfully in class discussions and in group work tasks.
 Identify and critique key types (and sources) of academic publications in TESOL and
applied linguistics.
 Search efficiently and effectively for high-quality academic publications in TESOL
and applied linguistics, using appropriate methods for referencing and citing research
in their own written work.
 Employ academic reading and writing strategies to engage with and utilize academic
texts for graduate-level coursework.
 Connect academic literature with their own experiences in teaching and learning
additional languages.
Course Texts
Required:
Bell, N. (2009). A student's guide to the MA TESOL. Palgrave MacMillan.
Feak, C., & Swales, J. (2009). Telling a research story: Writing a literature review. Ann Arbor,
MI: University of Michigan Press/ELT.
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TESL 560
Additional required readings can be found on Blackboard.
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Attendance and Participation Requirements
Attendance and active class participation are both key for course success. Active class
participation includes completing all readings before class; bringing insightful comments,
brilliant insights, and incisive questions about the readings and class topic to our discussions;
and engaging your classmates in our professional learning community in-person and online.
You will be responsible for supporting and responding to your classmates during class
activities and presentations. Please be considerate of your classmates by arriving on time and
silencing cell phones. It is also considered inappropriate to text or use social media during
class time. Please let me know in advance if you will be absent from class. You are
responsible for all material covered during any absence.
In an average week, you should expect to spend at least six hours on course readings and
assignments for this course. You are required to complete all assigned readings before class.
Assignments have varying due dates as described below. All work must be submitted on
Blackboard in the Assignments folder (unless otherwise stated) by the due dates established;
late work may receive a grade reduction. Electronic files should be saved using this format:
“Assignment (Lastname)”. In all of your assignments, make your best effort to incorporate
information from the readings, class discussions, and your TESOL classroom and tutoring
experiences.
Please let me know as soon as possible if you have a problem with an assignment
submission. You are strongly encouraged to meet with me during scheduled office hours to
discuss any questions or ideas you have.
Academic Integrity
You are subject to the Academic Integrity Code of American University. Please carefully read
the guidelines at http://www.american.edu/academics/integrity/. All work you submit must be
your own or must be properly documented. In addition, collaborative work and work submitted
for another class must be approved in advance by the instructor.
Writing Center and Academic Support and Access Center
The Writing Center offers free, one-on-one coaching for all AU students at any stage of their
writing process. Writing consultants focus on supporting the writer rather than producing a
product. They do not prepare papers for students; they prepare students for papers. Students are
encouraged to call for an appointment (ext. 2991)—sessions begin on the hour and usually last
about 45 minutes at Battelle-Tompkins 228. You must have a writing assignment sheet with you
at the time of your appointment. For more information, refer to the site:
http://www.american.edu/cas/writing/index.cfm. The Academic Support and Access Center
offers study skills workshops, individual instruction, tutor referrals, and services for students
with learning disabilities. For more information concerning these services, please see
http://www.american.edu/ocl/asac/index.cfm.
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TESL 560
Assignment Descriptions
Please see the ‘Assignments’ folder on Blackboard (Bb) for additional guidelines.
Completion of ‘MATESOL Apprenticeship’ tasks
(15%)
Every week throughout the semester, you will be responsible for completing and tracking tasks
that will support your knowledge and skills related to the week’s topic. See the ‘Apprenticeship
Tasks’ folder on Bb and use the checklist there to indicate when you have completed each task.
For some tasks, you will be asked to bring your work to class. For other tasks, you will not turn
anything in but will be asked to share what you learned in class. The task list is an integral and
required component of your coursework, and must be completed by the due dates listed on Bb.
‘Journal of the Week’ presentation
(5%)
You will choose a journal from a list of high quality peer-reviewed journals in applied linguistics
and TESOL (provided on Bb). In class, you will briefly present (@ 5minutes) an overview of the
journal, following the template on Bb. Due: Varies (sign-up)
Comparative analysis: Practitioner vs. researcher articles
(20%)
For this paper, you will read a practitioner-oriented article and a researcher-oriented article on
the same topic. You will then analyze the two articles based on how they address the topic, and
provide a critique on what can be learned from each type of article. Due: 10/18/2015
Article report presentation
(15%)
You will choose and present an empirical research article in class, using PowerPoint or Prezi to
support your oral presentation (@ 8-10 minutes). Due: 11/18/2015 or 12/2/2015 (sign-up)
Reflection essay
(15%)
You will write a personal essay reflecting on your own key “lessons learned” during this course
and anticipating how these lessons will impact your future graduate studies.
Final exam
(30%)
The final exam will be performance-based, requiring you to successfully complete tasks
associated with academic reading, writing, and research skills in TESOL.
Grading Scale for All Assignments:
94-100
90-93
87-89
84-86
80-83
77-79
74-76
70-73
65-69
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AB+
B
BC+
C
CD
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MATESOL Apprenticeship Tasks
Checklist
Note: Each week’s tasks should be completed before the following class meeting. For example,
Week 1’s task, ‘Study TESOL acronyms,’ should be completed before class on Wednesday,
September 9. You can always work ahead and complete tasks ahead of their due dates!

Week 1: Welcome to TESOL! (Sept. 2-8)
o Study TESOL acronyms in preparation for quiz on 9/9 (see Bell (2009, pp. 133134) and other sources).
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Week 2: Interacting with professors, peers, and other partners (Sept. 9-15)
o Asking for Advice: Talk to a current (not new) or former MA TESOL student
about his/her experiences in graduate school, and ask them for a few words of
advice for success in the MATESOL program.
o Email a Professor: Email one of your current professors with a brief question or a
comment related to the course content.

Week 3: Participating in academic literacies (Sept. 16-22)
o Citation Managers: Read the library’s webpage on citations at
http://subjectguides.library.american.edu/citation and then click on the “Which
Program Should I Use? link to learn about the library’s supported citation
managers (EndNote, Zotero, and Mendeley). Choose one of these programs to use
this semester to manage your academic readings and resources.
o Sample Portfolio: Read through a sample MA TESOL program portfolio (AU
Office, MGC 300).
o Portfolio Requirements: Read the MA TESOL portfolio requirements (see the
TESOL Student Handbook).
o Personal Schedule: Set up a school/work/life time management plan (schedule)
for the semester.
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Week 4: Academic sources in TESOL and applied linguistics (Sept. 23-29)
o Scavenger Hunt: Complete the TESOL/Applied Linguistics Resources Scavenger
Hunt (online and at Bender Library).
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Week 5: Searching academic sources in TESOL (Sept. 30-Oct. 6)
o Develop a keyword list and a results list for the assigned topic, and bring to class
to compare with a classmate.
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Week 6: Effective academic reading strategies in TESOL and applied linguistics
(Oct. 7-13)
o Complete and submit the outlining/synthesis activity.
o Find (and post) an online resource that gives advice on how to read academic
papers in graduate school.
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
Week 7: Critically reading and evaluating sources in TESOL and applied linguistics
(Oct. 14-20)
o Evaluate and compare sources: Research-based and teacher-based
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Week 8: American academic writing discourses (Oct. 21-27)
o Visit the Writing Center with a writing assignment you’re currently working on.
o Complete the APA activity.
o Read AU’s Academic Integrity Policy.
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Week 9: Structuring and evaluating academic papers in TESOL (Oct. 28-Nov. 3)
o Evaluate a research paper using the rubric given (bring your score to next class).
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Week 10: Tying your research, experiences, and readings to your writing (Nov. 410)
o Draft your teaching philosophy (submit to me and share with a peer for feedback).
o Find an informal teacher narrative online (e.g., a blog) and read it.
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Week 11: Bridging research and practice in TESOL (Nov. 11-17)
o Read the TESOL 2015 Research Agenda and post a response to it on the
discussion board (see prompts).
o Find and share one language teaching research resource (see Borg’s blog).
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Week 12: Embracing action research (Nov. 18-24)
o Brainstorm research questions and ideas for an action research project, then bring
them to next class.
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Week 13: No class (Thanksgiving)
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Week 14: Developing as reflective teachers (Dec. 2-8)
o Read http://www.tesol.org/enhance-your-career/career-development and identify
three ideas/resources to pursue next semester.
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Course Schedule
Wk
Date
Topics
Readings (done before that
day’s class)
1
Assignments due (for
that day’s class,
unless otherwise
noted)
Part 1: Introduction to TESOL and Applied Linguistics
9/2
Welcome to TESOL!
Bell: Ch. 1
Silvia (2007, pp. 11-28)
2
9/9
Interacting with
professors, peers, and
other partners
Bell: Ch. 4 (pp. 75-85)
Croxall (2010)
3
9/16
Participating in
academic literacies
Bell: Ch. 4 (pp. 85-93)
Morita (2000)
Casanave (2008)
Quiz on TESOL
acronyms (in-class)
Part 2: Being an Effective Reader and Consumer of Research
4
9/23
Academic sources in
TESOL and applied
linguistics
5
9/30
6
10/7
7
10/14
Searching academic
sources in TESOL
and applied
linguistics
Effective academic
reading strategies in
TESOL and applied
linguistics
Critically reading and
evaluating sources in
TESOL and applied
linguistics
Bell: Ch. 5, pp. 95-105
Perry (2005) Chap. 1 and App
C
Sweeney (2012)
TIRF bibliographies
Perry (2005) Ch. 2 & 3
Brown (1991)
Perry (2005) Ch. 7, pp. 147162
Bartels (2003)
Comparative analysis
Perry (2005) Ch. 8
due: Practitioner vs.
Feak & Swales (2009) pp. 1-22 researcher articles
(Due: 10/18)
Part 3: Being an Effective Writer
8
10/21
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American academic
writing discourses
Casanave (2002) excerpt (pp.
92-132)
Swales & Feak (2012) excerpt
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10/28
Structuring and
evaluating academic
papers in TESOL
10
11/4
Tying your research, Canagarajah (2012)
experiences, and
Carter (2008)
readings to your
writing
Part 4: Being a TESOL Professional
11
11/11
Bridging research and Bell: Ch 5. (pp. 105-114)
practice in TESOL
Borg (2009)
Nassaji (2012)
12
11/18
Embracing action
research
13
11/25 NO CLASS (Thanksgiving)
14
12/2
15
12/9
16
Developing as
reflective teachers
Feak & Swales (2009), pp. 7795
Perry (2005) App A
Bitchener (2010) Appendix
Burns (2010, pp. 1-21)
TESOL (2008, pp. 139-143)
Bell: Ch. 6
Tsui (2003) Ch. 4
Bring draft philosophy
of teaching to class
Article presentations
(Group 1)
Reflection essay due
Article presentations
(Group 2)
NO CLASS (study
day)
12/14 Final Exam
Course Bibliography
Bartels, N. (2003). How teachers and researchers read academic articles. Teaching and Teacher
Education, 19, 737–753.
Bitchener, J. (2010). Writing an applied linguistics thesis or dissertation: A guide to presenting
empirical research. New York: Palgrave Macmillan.
Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3),
358-388.
Brown, J.D. (1991). Statistics as a foreign language: Part 1: What to look for in reading statistical
language studies. TESOL Quarterly, 25(4), 569-586.
Burns, A. (2010). Doing action research in English language teaching: A guide for
practitioners. New York: Routledge.
Canagarajah, A. S. (2012). Teacher development in a global profession: An autoethnography.
TESOL Quarterly, 46(2), 258–279.
Carter, B. (2008). Teacher-learners’ voices: Not the same old song. Innovation in Language
Learning and Teaching, 2(1), 33-46.
Casanave, C. (2002). Stepping into the profession: Writing games in masters programs. In C.
Casanave (Ed.), Writing games: Multicultural case studies of academic literacy practices
in higher education (pp. 82-133). Mahwah, NJ: Lawrence Erlbaum.
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TESL 560
Casanave, C. (2008). Learning participatory practices in graduate school: Some perspectivetaking by a mainstream educator. In C. Casanave & X. Li (Eds.), Learning the literacy
practices of graduate school: Insiders’ reflections on academic enculturation (pp. 14-31).
Ann Arbor, MI: University of Michigan Press.
Croxall, B. (2010, August 19). An open letter to new graduate students. [Web log post].
Retrieved from http://chronicle.com/blogs/profhacker/an-open-letter-to-new-graduatestudents/26326
Feak, C., & Swales, J. (2009). Telling a research story: Writing a literature review. Ann Arbor,
MI: University of Michigan Press.
Morita, N. (2000). Discourse socialization through oral classroom activities in a TESL graduate
program. TESOL Quarterly, 34(2), 279-310.
Nassaji, H. (2012). The relationship between SLA research and language pedagogy: Teachers’
perspectives. Language Teaching Research, 16(3), 337 –365.
Perry, F. (2005). Research in applied linguistics: Becoming a discerning consumer. Mahwah,
NJ: Lawrence Erlbaum.
Silvia, P. (2007). How to write a lot: A practical guide to productive academic writing.
Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and
skills (3rd ed.). Ann Arbor, MI: University of Michigan Press.
Sweeney, M. (2012, June 20). How to read for grad school [Web log post]. Retrieved from
http://miriamsweeney.net/2012/06/20/readforgradschool/
TESOL. (2008). Standards for ESL/EFL teachers of adults. Alexandria, VA: TESOL.
Tsui, A. (2003). Understanding expertise in teaching: Case studies of second language teachers.
New York: Cambridge University Press.
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