Burns, David. "Will I do as well on the final exam as I expect? An examination of students' expectations". Journal of the scholarship of teaching and learning. 8.3 (2008). Burns states that students' expectations play an important role when they anticipate results before a test. Throughout the article, we can find detailed information that indicates that many factors are related to test results. Thus, we find important aspects, such as that this behavior could probably have an impact on the amount of effort or that the absences during the semester. These students, when they begin a course, tend to bring previous expectations on how good they are going to do. But if they get bad grades, at the end, they will have low expectations on the final exams, due to the fact that they think it reflects on what they did from the beginning. On the other hand, we find that there are some Hindrances which are: self-handicapping, test anxiety, time spent studying and absences. These hindrances are not detected by students realize but they are going to be reflected on the preparation and results on final exams. As a consequence, the results and the information of this article, can be useful for the research objective because it helps us to be aware of that there are other factors - self-handicapping, test anxiety, time spent studying and absences- that directly affect the improvement of test scores, therefore it is a suitable article to be considered in our research. Finally, the author came up with privileged information that might help to think about the implication of the results, which showed that expectations and factors such as anxiety or self-steem can be an influence which is evident in results they get.
3 comentarios:
1- The summary is a simple description of some points. It contains an overview about the article, which is not oriented to the final results of the research project.
2- It has an introduction which does not reflect author’s results in terms of how those factors have not a direct relation with students’ results.
3- This annotation is disperse because contains reiterations and it is not so well supported by author’s evidence and results.
4- This annotation is not oriented to give us a clear critique about the research. It has explanations but it does not contain supported critiques to help us to analyze the main points of the paper.
5- It respects MLA style in the whole writing.
Just to make sure you know, you were supposed to have already been through one grammar correction with a peer and posted a revised draft of this review... When you miss class, you really need to check with someone about what we did so you don't miss out on the review process (or daily grades.)
Burns, David. "Will I do as well on the final exam as I expect? An examination of students' expectations". Journal of the scholarship L of teaching L and learning L (.) 8.3 (2008) SM. Burns states that students' expectations play an important role when they anticipate results before a test. *The article outlines* many factors (are) related to test *results, such as* (that) *the amount of effort or (that) the absences during the semester.* ((I suggest deleting a lot of statements here because they were vague and wordy.)) These students ((what students?))), when they begin a course, tend to bring previous expectations *of* how good they are going to do. But if they get bad grades, at the end, they will have low expectations on the final exams, due to the fact that they think it reflects on what they did from the beginning. On the other hand, ((To what does this "on the other hand" refer? It seems to me you are simply offering more information.))) we find that there are some Hindrances ((hindrances to what?))which are: self-handicapping, test anxiety, time spent studying and absences. These hindrances are not *consciously* detected by students, (realize) but they are going to be reflected *in* the preparation and results on final exams. (As a consequence,) The results and the information of this article(,) can be useful for the research objective ((what research objective?))) because it helps us to be aware (of) that there are other factors - self-handicapping *behaviors* (, test anxiety, time spent studying and absences)- that directly affect the improvement of test scores. *Therefore it is a suitable article to be considered in our research. ((Tell us exactly how it fits into the research.)) Finally, the author came up with privileged information ((why privileged?))) that might help *teachers consider* the implication of the results, which showed that expectations and factors such as anxiety or self-steem SP can be an influence which is evident in results they get. ((Actually, he was not able to prove this, and you should say so!)))
This is a detailed annotation, and I like how you highlight specific student handicaps that relate to how teachers could help them improve test scores. However, you should watch out for repeating yourself and summarizing the main idea incorrectly--the author did not prove that there is a connection between expectations and test results. The main things to work on would be: state the main idea correctly and reduce the word count to 150-200.
marco:
I really like your annotated bibliography. it is concized, understandable and interesting. I like how you developed the ideas from the text, however, I feel the critique is a little bit weak for me. I do not agree in some points with the first comment but it does not matter, everybody has his/her point of view.
hugs
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