jueves, 14 de mayo de 2009
ANNOTATION *CORRECTIONS*
David J. Burns carries out a fairly interesting research on students’ expectations. He focuses on factors such as previous performance on the course, grade expectations, as well as constraining impediments like: self-handicapping and anxiety, among others. He intends to determine to what extent those factors could influence students’ predictions of failure or success when facing their final exam. Despite the fact that this examination provides suggestions for teachers, it lacks the necessary supporting evidence to follow it devotedly. It doesn’t offer new ideas therefore; it doesn’t break new grounds on this topic. The study is based on a 353 student marketing class, which confirms that its foundations are poorly researched. Moreover, his conclusions corroborate that his methods to obtain information fell short. That is why there is a need for deeper examination related to students’ expectations to be conducted, so as to give more valuable insight on how teachers can improve students’ tests scores.
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((Where is the MLA citation that should begin this annotation?)) David J. Burns carries out a fairly interesting research on students’ expectations. He focuses on factors such as previous performance *in* the course *and* grade expectations, as well as constraining impediments *such as*: self-handicapping *practices* and anxiety, (among others). He intends to determine *the extent to which* those factors (could) influence students’ predictions of failure or success when facing their final exam. Despite the fact that this examination provides suggestions for teachers ((does it? where?)), it lacks the necessary supporting evidence to follow it ((to what does "it" refer to here?)) devotedly WW. It doesn’t offer new ideas therefore; it doesn’t break new ground* on this topic. ((This is a really strong thing to say, so why don't you offer explanation. Why does his failure to prove his hypothesis mean that he raises no new ideas?)) The study is based on a 353 student marketing class, which confirms that its foundations are poorly researched ((how so, exactly?)). Moreover, his conclusions corroborate that his methods to obtain information fell short. That is why there is a need for deeper examination related to students’ expectations to be conducted* so as to give more valuable insight on how teachers can improve students’ tests scores.
ResponderEliminarGood. I would end with a final sentence about how the article might be incorporated into a particular research project about how to improve students' test scores.