A special thanks to the late Dr. Lisa Barlow, former Proposals Chair of TESOL Arabia

1. 2012 A special thanks to the late Dr. Lisa Barlow, former Proposals Chair of TESOL Arabia

2. What kind of topics are encouraged? • Those focusing on the conference theme • TESOL Arabia 2012 theme: Achieving Excellence through Life Skills Educations • Related to the future of the TESOL profession & professional development • From all settings, but note the audience for whom you will be writing your proposal • Presentations that: • use interactive formats • engage the audience • focus on classroom practice

3. The process • Read the directions: • Follow the “Call for Participation” form(http://tesolarabia.org/conference/proposals)‏ • Designate the appropriate content area • Prepare your title, abstract, summary and presenter’s biographical information before hand. • Submit your proposal by the deadline. • Proposals are distributed to the adjudicators. • The conference chair and organizing committee allocate sessions to topic areas taking into account interest, need and quality.

4. Content Areas for TESOL Arabia • Applied Linguistics • CALL • Critical Issues in the Profession • Curriculum / Materials Development • EAP / Content-Based Instruction • ESP • Grammar • Leadership • Young Learners • Learner Independence • Listening / Speaking • Reading • Research • Sociolinguistics / Culture • Teacher Development • Testing / Assessment • Vocabulary • Writing • Content and Language Integrated Learning (CLIL)

5. The Final Steps • The chair/committee discuss borderline proposals and other critical factors regarding scheduling. • The chair notifies presenters regarding acceptances and rejections. • Presenters finalize preparations for their presentations. • Presenters deliver their presentations at the conference.

6. Type of Proposal • Choose the correct type of proposal (typical time)‏ • Paper (45 min.)‏ • Computer Workshop – Beginner (45 min.)‏ • Computer Workshop – Beginner (90 min.)‏ • Computer Workshop – Intermediate (45 min.)‏ • Computer Workshop – Intermediate (90 min.)‏ • Poster Session (45 min.)‏ • Discussion Group (45 min.)‏

7. Follow the Proposal Guidelines! • Most accepted proposals have one important component in common: they conform to the guidelines! • Many proposals are rejected because they DON’T conform to the guidelines.

8. Follow the Proposal Guidelines! • The following sections are often problematic: • Abstract (50 words/TESOL Arabia) • Title (7 word maximum) • Summary (250 words TESOL Arabia) • If you need help writing these sections, contact the proposals team or someone who has successfully submitted.

9. Abstracts • Suggested Format: • one/two general sentence(s) relating your topic to importance in the field, theory and/or research • one/two sentence(s) describing what you’re going to do • last item stating what participants will get out of the session • Write in 3rd person present or future tense • “The presenters will describe…….” (NOT always a requirement, but good practice anyway)‏ • Spell out acronyms used • Don’t include citations • Do a word count at the end! 50 words max (TA)!

10. Abstract • Good example or bad example? Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

11. Abstract • One or two general sentence(s) relating your topic to importance in the field, theory and/or research? • Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

12. Abstract • One or two general sentence(s) relating your topic to importance in the field, theory and/or research? YES • Online teaching issues include unreliable student participation and high dropout.The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

13. Abstract • One/two sentence(s) describing what you’re going to do? • Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

14. Abstract • One/two sentence(s) describing what you’re going to do? YES • Online teaching issues include unreliable student participation and high dropout.The presenters will review these and other issues to online instructors, discussing tips and online toolsavailable for producing effective courses that keep interest high and participation steady.

15. Abstract • Last item stating what participants will get out of the session? • Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

16. Abstract • Last item stating what participants will get out of the session? YES • Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussingtips and online tools available for producing effective courses that keep interest high and participation steady.

17. Abstract • Written in 3rd person? • Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

18. Abstract • Written in 3rd person? YES • Online teaching issues include unreliable student participation and high dropout.The presenterswill review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

19. Abstract • Length? • Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

20. Abstract • Length? 39 words!!! • Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

21. Abstract • Acronyms? Citations? • Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

22. Abstract • Acronyms? Citations? None here! • Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

23. Abstract • Good example or bad example? • Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

24. Abstract • Good example • Online teaching issues include unreliable student participation and high dropout. The presenters will review these and other issues to online instructors, discussing tips and online tools available for producing effective courses that keep interest high and participation steady.

25. Same Abstract • Good example or bad example? • We are going to review lots of problems (Algren, Coombe and Hoelker, 2004, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

26. Same Abstract • One or two general sentence(s) relating your topic to importance in the field, theory and/or research? • We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

27. Same Abstract • One or two general sentence(s) relating your topic to importance in the field, theory and/or research? • SORTA, BUT WHICH PROBLEMS AND CONCERNS? • UNRELIABLE STUDENT PARTICIPATION? • HIGH DROP-OUT RATES? We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19)with online teachingandother areas of concernto instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

28. Same Abstract • One/two sentence(s) describing what you’re going to do? We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

29. Same Abstract • One/two sentence(s) describing what you’re going to do? SORTA: top-down review no discussion; no interaction; no exchange of ideas? We aregoing to reviewlots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and thenyou will get tips and online toolsavailable for producing things that keep student interest high and participation steady in your class.

30. Same Abstract • Last item stating what participants will get out of the session? We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

31. Same Abstract • Last item stating what participants will get out of the session? NOT BAD We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips andonline tools available for producing things that keep student interest high and participation steady in your class.

32. Same Abstract • Length? • We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

33. Same Abstract • Length? 55 words • We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

34. Same Abstract • Length? 55 words TOO LONG!!! • We are going to review lots of problems (Algren, Coombe and Hoelker, 2004, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

35. Same Abstract • Citations? Acronyms? • We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

36. Same Abstract • Citations? OOPS! • We are going to review lots of problems(Algren, Coombe and Hoelker, 2005, p. 19)with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

37. Same Abstract • Written in 3rd person? • We are going to review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and then you will get tips and online tools available for producing things that keep student interest high and participation steady in your class.

38. Same Abstract • Written in 3rd person? OOPS! • We are goingto review lots of problems (Algren, Coombe and Hoelker, 2005, p. 19) with online teaching and other areas of concern to instructors who teach them, and thenyou will gettips and online tools available for producing things that keep student interest high and participation steady in your class.

39. A Sample Abstract Good abstract or bad abstract? According to testing literature, multiple-choice questions (MCQs) are the most difficult to develop. Although MCQs are tremendously popular, teachers lack experience in writing valid and reliable items. This workshop provides guidelines and experience in writing, critiquing and analyzing multiple-choice items. Why do you say so? Think of at least 2 reasons to support your answer!

40. A Sample Abstract According to testing literature, multiple-choice questions (MCQs) are the most difficult to develop. Although MCQs are tremendously popular, teachers lack experience in writing valid and reliable items. This workshop provides guidelines and experience in writing, critiquing and analyzing multiple-choice items.

41. Another version Good abstract or bad abstract? Good MCQs are the most difficult formats to develop (Coombe et al., 2009) and everyone needs to learn about making good ones. Although they are still the most popular sort of item, all teachers lack training. You will have hands-on experience in writing, critiquing and analyzing MCQs and getting handouts to take home. Why do you say so? Think of at least 2 reasons to support your answer!

42. Another version Good MCQs are the most difficult formats to develop (Coombe et al, 2009) and everyone needs to learn about making good ones. Although they are still the most popular sort of item, all teachers lack training. You will have hands-on experience in writing, critiquing and analyzing MCQs and getting handouts to take home.

43. Titles • Good titles attract people to your session • Compare and contrast these titles • Rate from 1 to 5 for . . . • Title (7 words max!)‏ • make sure it matches your abstract • should accurately reflect the content of your presentation • try to make it eye catching & interesting • avoid gimmicky titles • each part of hyphenated or slashed words counts as one word • And NO colons! • What would be a good title for the sample abstract?

44. Titles • Rate the following titles: • Good? • Needs improvement? • Rationale?

45. Sample Titles • Teaching grammar • Silenced voices speak out • Grandpa and grammar • Daring to lead your students to grammar • Grammar: The right way to teach it • Activating the passive voice • 15 sure-fire warm-ups • Can grammar classes promote communication and interaction? • Surviving and thriving in new cultures • Tactile grammar for all ages Checklist Make sure it matches your abstract. It should accurately reflect the content of your presentation. Try to make it eye catching and interesting. Avoid gimmicky titles. Each part of hyphenated or slashed words counts as one word

46. Summaries • Summary (250 words max)‏ • This document is crucial because it’s the sole document that the review teams sees. • Summaries should • have a clearly stated rationale • contain evidence of current practice and/or research • include supporting details and examples • be carefully edited and proofread • demonstrate that presenter has chosen correct type of presentation.

47. Checklist for Better Summaries • Meet the technical requirements (word count, verb tense, etc.)‏ • It illustrates its importance to the field, based on theory and/or research? • It is clear who the intended audience is • Describes what the presenters intend to do • Describes how the audience will benefit

48. Improving Your Description • Get feedback from others who have had their proposals accepted. • Volunteer to read proposals for your Interest Section (IS), Special Interest Group (SIG) or other group • Get involved in an IS, SIG or other group • Network and learn what topics the interest section would like to see on the convention program • Read this (or last) year’s program book for great ideas (and see samples of “winning” abstracts and content!

49. Factors Affecting Selection • An important factor for the proposals team is balance. • Too many proposals on the same topic can not all be accepted • Proposals that target certain demographics have a good chance of being selected. • There is a lack of good presentation content at the primary and secondary school level • Well-written proposal summaries have a better chance of being accepted than poorly written ones.

50. Factors Disqualifying a Proposal • It promotes commercial interests. • It doesn’t conform to the proposal guidelines. • It is not received before the deadline. • The same proposal is submitted more than once under different titles. • The same proposal is submitted every year under different titles, and conference! • Being a no-show at a prior conference.