BUS100 Assignment 2 – Group Presentations

BUS100 Assignment 2 – Group Presentations

You are to form a group consisting of four (4) fellow students (minimum) and deliver a class presentation on your chosen topic based on: “Identify and present a topic which can help students improve /develop their English Writing skills.”

You will be required to identify issues of concern or interest on this topic within your group, which also aids in furthering your critical thinking abilities. You are to then outline an approach you might take that aims to promote, prevent or adopt an intervention approach into your chosen topic.

Each group is then required to present an oral presentation to be held during class time. This will allow each group to hear what other groups are doing and help ensure groups have thought about and formed opinions concerning their chosen topic. This presentation should be formal, with PowerPoint (or other presentation technology) being used to support your group’s presentation.

Paper For Above instruction

The assignment involves forming a group of three to four students to investigate and present on a specific issue related to improving English academic writing skills among non-native speakers. The objective is to choose a topic that addresses a particular challenge or opportunity in developing English writing abilities and to explore strategies or interventions that could assist students in overcoming difficulties or enhancing their skills. The presentation must include a clear identification of the issue, a rationale explaining its significance, an exploration of the appropriateness for ESL students based on existing research, and identification of potential beneficiaries of the findings. Additionally, the project encourages the use of relevant resources and visual aids, and emphasizes effective communication skills, including clear delivery, confident handling of questions, and proper writing mechanics in the presentation materials.

Addressing this task will not only improve students’ understanding of language learning issues but also prepare them for professional settings where presentation skills are essential. The assessment addresses key learning objectives, including developing effective academic arguments, enhancing speaking and listening skills, and applying communication techniques in debates and discussions.

The grading criteria focus on organization, subject knowledge, use of visual aids, delivery clarity, non-verbal communication, question handling, and quality of writing in the presentation. It is imperative that all team members contribute equitably, and the team ensures clear division of tasks. Effective teamwork and preparation are crucial to achieving a successful presentation and receiving a good grade.

Topic Selection and Guidance

The core topic for the presentation is: “Identify and present a topic which can help students improve /develop their English Writing skills.” The group should pinpoint a specific issue or challenge faced by ESL students in developing academic writing abilities, justify its importance, review relevant research, and propose intervention strategies. The presentation must be well-structured, evidence-based, engaging, and supported by visual aids, demonstrating thorough understanding and critical analysis.

Conclusion

This assignment provides an opportunity for students to engage with real-world language development issues and develop essential communication and teamwork skills. Successful presentations will showcase critical thinking, research proficiency, effective communication, and a comprehensive understanding of strategies to improve English writing among second-language learners.

References

• Cohen, A. D. (2014). Strategies in learning and using a second language. Routledge.
• Ellis, R. (2008). The study of second language acquisition. Oxford University Press.
• Hyland, K. (2009). Teaching and researching writing. Longman.
• Leki, I. (1992). Understanding ESL writers: A guide for teachers. Heinemann.
• Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157-172.
• Connor, U. (2008). Classroom disputes and interactional features: Teaching academic writing. Journal of Second Language Writing, 17(2), 144-161.
• Hyland, K., & Hamp-Lyons, L. (2002). EAP: Issues and directions in teaching academic writing. Journal of English for Academic Purposes, 1(1), 1-12.
• Endo, K., & Schmitt, N. (2021). Explicit teaching of writing skills to English language learners. Language Teaching Research, 25(4), 422-441.
• Knoch, U., & Plakans, L. (2015). Form-focused instruction and task design for writing instruction. Language Teaching, 48(4), 506-522.
• Nunan, D. (1999). Second language teaching and learning. Heinle & Heinle.