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Welcome to our class page! This is an open course ([|OCW]) for any English language learner interested in improving academic writing skills. To get started, do the following:
 * Read [|about this site], and [|open authorship].
 * Create an account in [|Collaborative Understandings].
 * Join the [|Thesis Seminar Group].

Course Description
[|This course] is designed for eighth-semester, pre-service, English language educators as part of a bachelor's degree in English language teaching/training; it officially begins as a face-to-face class in January 24, 2011. Credit-seeking students will submit their work as a subpage to this wiki and all learners (i.e., credit and noncredit-seeking students) are encouraged to view and contribute to the work of others.

Desired Results
The pre/in-service English language teacher will write a 5000-to-6000-word thesis ([|see boilerplate]) integrating their understandings of some issue related to applied linguistics.

Evidence of Understanding
Several milestones for this capstone project include the completion of a literature review, instrument design, data collection, final write up (rhetoric), and oral defense. Finally, weekly logs will provide evidence of a reflective researcher.

Learning Progression

 * Narrowing topic, problem, purpose, and research questions
 * Literature review
 * Instrument design
 * Data collection
 * Results, analysis, and discussion
 * Mock presentations
 * Oral defense

Writing Conventions
Writing conventions will adhere to the [|Publication Manual of the American Psychological Association].

Getting Started
[|Create a wiki page] |

A thesis boilerpate is available in order to help organize your work.

Credit-seeking, preservice, English language educators' theses:
Viridiana | Maricarmen | Aaron | David | Alby | Edgar | Ruth | Cecilia | Tere | Mariana | Susana | Thesis 12 | Thesis 13 | Thesis 14

Noncredit-seeking students theses (add link below):
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