2. INTENT
O Present and illustrate your findings. Make
this section a completely objective report
of the results,
O Contrast or confirm your results with other
studies or with what authors say about
your study.

3. Remember!
O 6 findings. At least 2 data per finding
O Data= triangulation (methods or participants)
O Discussion and findings : same chapter.
O Discussion up to date - varied (depending on
the topic 10 years).
O Use past tense in findings

4. Title
(interpretive)
Description
of the title
Data-
evidence
Interpretation
Discussion
(with one
author)
LAYOUT

5. What is this?
O Form of the text as an influential element
in reading comprehension
O Student’s language abilities challenged by
the CT tasks.
O Participants broadened their theoretical
foundations on ESP

6. What is this?

7. What is this?
O As aforementioned, the nexus of critical tasks and
the syllabus of the course was crucial for the
design of materials and sessions. The fact that this
study took place in an upper-intermediate class of
English made it possible that tasks were fairly
challenging so that they fit in relation to the
language competences that students were
supposed to develop by the end of the course.

8. What is this?
O Because students chose most of the topics,
they resulted attracting and encouraged the
learners to mire in controversial discussions
proving the objectiveness and different points
of view of the individuals, all of these,
opportunities for undergraduates to use the
target language and compromise their HOTS
so as to attain the goals of the tasks.

9. What is this?
O Luisa: […] cuando estamos en los niveles más abajo […] a uno
siempre lo ponen es del libro, entonces cuando tú haces una
lectura es solamente sobre ese tema y tú te basas en tus
respuestas de lo que leíste del tema y se acabó o el profesor dice
lo correcto y se acabó, en cambio cuando hicimos la discusión tú
tienes que buscar la manera de hacerte entender ante los demás,
tú opinión, no solamente basado en lo que tú leíste, si no en tus
vivencias, en lo posible, entonces eso lo forza a uno más todavía
para expresarse con los demás.

10. What is this?
ET1: when you say appropriate what does it mean? In
this specific context because sometimes we can teach
something that our students don’t need
ET1: I totally agree ‘cause when you say proficient that is
a big word we’re not even proficient in our field of
knowledge

11. What is this?
O This extract of a motion paper exposes
how a student’s writing skill was
challenged by the task, the student had to
be objective and the text had to contain a
well elaborated structure.

12. What is this?
O Provided that criticality is in its nature dependant on content for
it to take place, cited in Kabilan (2000) from Mirman and
Tishman (1998); there must be a link made to the subject
matter, which in this study was the teaching/learning of English
as a foreign language, for instance the content and tasks that
were set to activate higher order thinking skills in the learners
followed the aims of the upper-intermediate English course;
the curricular goals and linguistic competence were addressed
successfully as the essential objectives of the sessions.

13. Function and strength Example verbs
NEUTRAL: verbs used to describe, show, reveal, study,
say what the writer describesdemonstate, note, point out,
in factual terms, indicate, report, observe,
demonstrates, refers to, and assume, take into
discusses, and verbs used to consideration, examine, go
explain his/her methodology. on to say that, state, believe
(unless this is a strong
belief), mention, etc.
TENTATIVE: verbs used to suggest, speculate, intimate,
say what the writer suggests hypothesise, moot, imply,
or speculates on (without propose, recommend, posit
being absolutely certain). the view that, question the
view that, postulate, etc.
STRONG: verbs used to say argue, claim, emphasise,
what the writer makes strong contend, maintain, assert,
arguments and claims for. theorize, support the view
that, deny, negate, refute,
reject, challenge, strongly
believe that, counter the
view/argument that, etc.

15. no introduction to the The titles are not
findings interpretive
Do not respond
section is too long
research questions
Data do not evidence
Authors are given
what the finding
more relevance
intends to reveal
Data is not present the same
interpreted data more than once.
Provides suggestions Discussion and
or recommendations finding do not match