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These are the authors of the project as well as the designers of the materials.

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In this section you will find all the on-line sources used for the class. This sources were used as didactic material for the class as well as research content for the class design.

They are grammar and language input which helped with the design and procedure of the class.

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This the introductory video of the class. It provides students with a real-life and contextualized example of the task they will have to perform at the end of the semester.

This video was used to make students aware of not only, the genre they will have to create, but also the effects that the lack of formal speech features (covered in this class) have on the information and the speaker´s performance, making it very engaging and fun.

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Chris Krohn Santa Cruz City Council Candidate

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Santa Cruz City Council Testimony 5/13/08

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Many California cities have public comment sessions regarding current issues.

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This video was used in 3 of the 4 stations as input. This video fulfills two main purposes. On the one hand it provides students with even more knowledge on sustainable cities and city problems ( the unit´s main topic).

On the other hand , it contains a large number of nominalized words, parallel structures and signposting, thus providing contextualized examples of the topics studied in each section.

The video was not shown in it its full length, but each section showed a portion of the video which best suited the learning objective.

The video was both a topic input, a language input and a grammatical input .

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Alessandra Orofino: It’s our city. Let’s fix it

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This is an example of the web pages used as research material by the authors. Although me we already had great understanding of signposting, it was important to re-visit the contents in order to teach it.

This was not shown to the students, since it´s not engaging and contains too much information to be processed. The content was selected by the author to fit the learninf objectives.

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Writing Development Centre - University Library - Newcastle University

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The Writing Development Centre offers advice and guidance on writing for assessment and other study skills. Our team of tutors works with students across all subjects, from first year undergraduate to PhD.

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This web-page is an example of the sources used as research in the Nominalization section. Since this was one of the most complex features to cover, it was necessary to do extra research on the subject.

This was not shown to the students, since it does not provide an engaging, contextualized and inductive way to approach Nominalization, it was only used as research.

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In English grammar, nominalization is a type of word formation in which a verb or an adjective (or other part of speech) is used as (or transformed into) a noun. Verb: nominalize. Also called nouning.

In transformational grammar, nominalization refers to the derivation of a noun phrase from an underlying clause. In this sense, an "example of nominalization is the the destruction of the city, where the noun destruction corresponds to the main verb of a clause and the city to its object" (Geoffrey Leech, A Glossary of English Grammar, 2006).

Alternate Spellings: nominalisation (UK)

Examples and Observations

"English is truly impressive . . . in the way it lets you construct nouns from verbs, adjectives, and other nouns; blogger and blogosphere are examples. All you have to do is add one of an assortment of suffixes: -acy (democracy), -age (patronage), -al (refusal), -ama (panorama), -ana (Americana), -ance (variance), -ant (deodorant), -dom (freedom), -edge (knowledge), -ee (lessee), -eer (engineer), -er (painter), -ery (slavery), -ese (Lebanese), -ess (laundress), -ette (launderette), -fest (lovefest), -ful (basketful), -hood (motherhood), -iac (maniac), -ian (Italian), -ie or -y (foodie, smoothy), -ion (tension, operation), -ism (progressivism), -ist (idealist), -ite (Israelite), -itude (decripitude), -ity (stupidity), -ium (tedium), -let (leaflet), -ling (earthling), -man or -woman (Frenchman), -mania (Beatlemania), -ment (government), -ness (happiness), -o (weirdo), -or (vendor), -ship (stewardship), -th (length), and -tude (gratitude).

. . .

"At the present moment, everybody seems to be going a bit nuts with noun creation. Journalists and bloggers seem to believe that a sign of being ironic and hip is to coin nouns with such suffixes as -fest (Google 'baconfest' and behold what you find), -athon, -head (Deadhead, Parrothead, gearhead), -oid, -orama, and -palooza." (Ben Yagoda, When You Catch an Adjective, Kill It.

Broadway, 2007)

Nominalization in Scientific and Technical Writing

"The forces which operate to encourage nominalization are understandable. Dealing continually in concepts, scientific and technical writers tend to isolate activities such as 'experimenting,' 'measuring,' and 'analysing' as abstract conceptual units in their minds. They are also pushed towards passive constructions, both by tradition and by their own desire to step aside and allow their work to speak for itself. These forces produce characteristic constructions such as:

A similar experiment was carried out using the material . . .
'Sigma' preparation was carried out as described . . .

So common has 'carried out' become as a general purpose verb that it is a recognized marker of 'scientific' reporting, and television news bulletins commonly adopt the construction when reporting scientific work. . . .
"Once recognized, nominalization is easy to correct. Whenever you see general-purpose verbs such as 'carry out,' 'perform,' 'undertake,' or 'conduct' look for the word which names the action. Turning the name of the activity back into a verb (preferably active) will undo the nominalization, and make the sentence more direct and easier to read."
(Christopher Turk and Alfred John Kirkman, Effective Writing: Improving Scientific, Technical, and Business Communication, 2nd ed.

Chapman & Hall, 1989)

The Dark Side of Nominalization

"It's not just that nominalization can sap the vitality of one's speech or prose; it can also eliminate context and mask any sense of agency. Furthermore, it can make something that is nebulous or fuzzy seem stable, mechanical and precisely defined. . . .
"Nominalizations give priority to actions rather than to the people responsible for them. Sometimes this is apt, perhaps because we don't know who is responsible or because responsibility isn't relevant. But often they conceal power relationships and reduce our sense of what's truly involved in a transaction. As such, they are an instrument of manipulation, in politics and in business. They emphasize products and results, rather than the processes by which products and results are achieved." (Henry Hitchings, "The Dark Side of Verbs-as-Nouns." The New York Times, April 5, 2013)

Types of Nominalization

"Nominalization types differ according to the level of organization at which the nominalization takes place (see also Langacker 1991). . . . [T]hree types of nominalizations can be distinguished: nominalizations at the level of the word (e.g. teacher, Sam's washing of the windows), nominalizations which nominalize a structure that lies in between a verb and a full clause (e.g. Sam's washing the windows) and, finally, nominalizations consisting of full clauses (e.g. that Sam washed the windows). The latter two types deviate from the 'normal' rank scale of units in that they represent nominals or phrases which consist of clausal or clause-like structures. They have therefore been regarded as problematic, and it has even be claimed that that-structures are not nominalizations (e.g., Dik 1997; McGregor 1997)." (Liesbet Heyvaert, A Cognitive-Functional Approach to Nominalization in English. Mouton de Gruyter, 2003)

"Nominalizations properly refer to third-order entities, e.g. 'Cooking involves irreversible chemical changes,' in which cooking refers to the process as a generic type, 'abstracted' from a particular token instance at a specific time. A second kind of nominalization involves reference to second-order entities. Here reference is to particular countable tokens of processes, e.g. 'The cooking took five hours.' The third kind of nominalization has been called improper (Vendler 1968). This refers to first-order entities, things with physical substance and often extended in space, e.g. 'I like John's cooking,' which refers to the food which results from the cooking, (the RESULT OF ACTION AS ACTION metonymy)." (Andrew Goatly, Washing the Brain: Metaphor and Hidden Ideology.

John Benjamins, 2007)

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In English grammar, nominalization is a type of word formation in which a verb or an adjective (or other part of speech) is used as (or transformed into) a noun. Verb: nominalize. Also called nouning. In transformational grammar, nominalization refers to the derivation of a noun phrase from an underlying clause.

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This is an example of the web-pages used to research on parallelism. It was used by the authors to refresh the contents so as to teach them in an informed manner.

This was not shown to the students since it provides de-contextualized examples of parallelism, it was only used as research.

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This in an example of the web-sources used as research to develop the structure and rhetorical situation section. The web page contains information on topic, audiance and purpose.

This was not shown to the students since it does nor provide contextualized examples, it was used as research by the authors.

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In this section you will find the materials used in class, including the materials for the introduction, for each one of the sections and for the wrap up activity.

These materials were designed by the authors to engage and foster the understanding of the contents as well as to facilitate the teachers´work

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This PPT was used at the engaging section to: (1) explain the objectives, (2( the class procedure and (3) to present the introductory video to spark the dicussion on the future task.

This was shown on the board for everyone to see.

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This PPT contains the video link as well as the instructions of the activity. It is designed so as to first, provide examples; then a inductively cover nominalization and finally provide examples for the practice section.

This was shown to each student on their personal computer for them to watch the video individually.

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This is the worksheet used in the nominalization station. It contains a transcript of the speech with some words in bold which students have to analyze so as to conclude on the importance of nominalized words.

The second part of the worksheet contains sentences for the second activity of the station ( for further explanation, go to lesson plan).

This as given in a paper form for students to write on it and take notes. it is also less tedious to read and more firndly than placijg it on a PPT slide

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This PPT was used in the structure and Rhetorical situation section.

It explains the steps necessary in the construction of the speech as well as instructions for the practice section.

This was shown in one computer for all the students in the section , since it needed of constant discussion, inquiring and collaboration to carry out the presentation of the contents

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This is the worksheet used for the practice part in the structure and rhetorical situation section. This is a real-life speech, but it was modified so as to serve the purpose of identifying the audience, topic and purpose as well as the parts of the speech.

This was handed to each students in paper form so as to provide a tangible source fro m where to identify from. Moreover it aids in the comprehension of the speech and facilitates the analysis.

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Once the video was shown ( see sources), students where provided with worksheet containing a transcript the section of the video seen. Once students understood parallels structures they were asked to identify faulty parallel forms in a purposely wrongly modified transcrip.

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This is the PPT shown in the signposting section. This PPT was shown to each student individually on their computers.

This material provides a complete, yet concise review of signposting devices used the speakers when delivering a speech. It is comprised of examples and useful tips to put into practice.

This PPT, combined with the video shown ( go to sources) made students aware of the importance of siungposting

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The last material designed for the class is this meta cognitive which students had to complete at the end of the class. This also worked as a wrap up activity.

This gave the students the opportunity to reflect on what they had learned so far , what are their strong and weak points and how prepared they felt for the final task.

This serves as a homework, since what they mark as "very negatively" is what needs to be reinforced at home, so as to create a complete and quality speech.

The meta cognitive chart includes an self-assesment on general knoeledge, specific knoeledge and personal knoeldge

This activity suited perfectly the class since it aids students to improve their performance on the final task

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Reflection Room for Improvement Professional

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Reflection Room for Improvement Professional disposition Challenges Since our first approach towards the lesson development, we met up with Ms. Noble to discuss about her students, her methodology and materials that she implements as to get familiar with the context from the teacher's perspective.

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In this section you will find 3 sets of materials designed during the course of the class using innovative and engaging web and computer tools to develop activities.

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9. Screencast 1 (Jing): How the Grinch Stole Christmas  

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9. Screencast 1 (Jing): How the Grinch Stole Christmas  

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10. Screencast 2 (Jing): Brave New World

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10. Screencast 2 (Jing): Brave New World

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Alessandra Orofino: It's our city. Let's fix it

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Edpuzzle assignment. Make video delivery an interactive experience. Students watch the lesson while answering the quizzes. The teacher gets the powerful hassle-free analytics.

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This on-line portfolio was created by Javier Cáceres, Constanza Catrilef, Isabella Poggi and Carolina Yubini using the web tool Padlet for the EFL Materials Analysis class. which is taught for fourth year students during the second semester of 2015 in the EFL teaching program at PUCV, and is in charge of Professor Jannett Fonseca.

This piece of work was created during the month of December of the year 2015 and will become public from the 17th of the same month.

The information provided in this piece of work must be used for professional purposes only.

December 17th, 2015.