So, how do proposals

to MEXTESOL get
chosen?
Araceli Salas
Co-head of the
Mextesol Academic Committee
Benemrita Universidad Autnoma de Puebla

TESOL AFFILIATE NEWS

MEXTESOL EXPANDING ITS HORIZONS
Ulrich Schrader, MEXTESOLTESOL Liaison, Mexico City, Mexico
http://newsmanager.commpartners.com/tesolalc/issues/2015-0
3-16/6.html
Also recognized for their outstanding contribution to
MEXTESOL conventions academic programs of the last 13
years were Dr. Connie Rae Johnson of the Universidad de las
Americas in Puebla and Dr. Louisa Greathouse Amador of the
Benemerita Universidad Autnoma de Puebla (BUAP). Both
have now retired from the academic committee of MEXTESOL.
The new academic team will be headed by Araceli Salas, also
from the BUAP. To see some snippets of our 41st convention,
you can check out a video of the event on our website.
FB: April 1, 2015

So, how do proposals to

MEXTESOL get chosen?
I WHAT THE ACADEMIC READERS LOOK FOR IN
AN

ACCEPTABLE ABSTRACT

II WHAT THE AUDIENCE LOOKS FOR IN A GOOD

PRESENTATION IN A CONFERENCE

Araceli Salas
Co-head of the
Mextesol Academic Committee
Benemrita Universidad Autnoma de Puebla
MEXTESOL Can Cun November 4-8, 2015
http://mextesol.org.mx/

Submitting a Proposal

To enhance your proposal:

Submit a first-time presentation at a MEXTESOL International Convention.
Complete your Proposal Form carefully.
State your topic and point of view clearly.
Select the best format (paper, demonstration, workshop, etc.).
Plan to use a variety of presentation techniques (activities, visuals, etc.).
Include supporting details and examples.
Allot sufficient time to cover the material outlined.
Show familiarity with current practices and/or research.
Use a title that correctly reflects the content.
Prepare a program summary that will draw the most appropriate audience to your
presentation.
Edit and proofread the abstract carefully.
Submit the proposal in Word (font Arial 12). Please do not write in all capital letters, use bold
letters or any other special features.
Only capitalize the first word of the title or proper nouns. All other words must be in lower
case in the title and summary.

Disqualifying Factors
The Academic Committee may disqualify a proposal known to have been given previously at a MEXTESOL International Convention.
The Academic Demonstration, Academic In-Progress Session, Academic Paper, Academic Workshop or Poster Session promotes commercial interests.
The Proposal was not completed according to the guidelines on this Call for Participation.
The Proposal involves extensive use of expensive audiovisual equipment, making the cost of presenting the session prohibitive.
The Proposal was not received at the MEXTESOL Office by the deadline.
A note about multiple proposals: Participants may submit more than one proposal. However, depending on the total number of proposals received a maximum of
two Proposals per speaker may be chosen. The Committee asks that participants accept MEXTESOL's invitation to be primarily responsible (main presenter) for a
maximum of two sessions on the program and to limit their participation to one other session given with another presenter.

More Considerations

Description of Types of Presentations

Academic In-Progress Session (25 minutes). An opportunity for research graduate students, administrators,
teacher trainers, classroom teachers, or any other interested person to report on research, programs, textbooks or
techniques that are "in progress" and to meet others interested in the topic. Two in-progress sessions will be
programmed within the same 50-minute block. Each talk should be no longer than 20 minutes with an additional 5
minutes for questions.

Academic Paper (50 minutes). An oral summary. The presenter discusses and describes something the presenter
is doing or has done in relation to either theory or practice. The presenter often has handouts and may also use
audiovisual aids.

Academic Demonstration (50 minutes). An academic presentation used for showing, rather than telling, a
technique for teaching or testing.

Academic Workshop (1 hour 20 minutes). Very little lecturing by the leader; the emphasis is, rather, on the
participants' activity, which is carefully structured by the leader. The leader works with a group, helping participants
solve a problem or develop a specific teaching or research technique.

Poster Session (1 hour). A poster session allows for short, informal discussions with other participants during the
time period that the self-explanatory exhibit is on display. The exhibit is presented on a large (120 cm x 150 cm-approximately 4 feet x 5 feet) display board that includes a title; the name and institutional affiliation of the
presenter(s); and a brief text with clearly labeled photos, drawings, graphs, or charts. The presenter is responsible
for setting up and dismantling the poster at the times designated by the Program Committee. The presenter must
also be on hand during the designated time(s) the actual poster session(s) take(s) place.

Exhibitors Session (50 minutes). Presented by book publishers, authors, editors, distributors, manufacturers,
and others whose goods or services have significance for EFL/ESL students and educators.

Scoring Guidelines for Papers/Demonstrations

Abstract for a 50 minute Academic Paper/Demonstration

# _________

SCALE: +2 (strongly agree), +1 (agree), -1 (disagree), -2 (strongly disagree)

Circle one of the numbers

1. The authors topic is original and new +2 +1 0 -1 -2

2. The authors purpose is clear +2

+1 0 -1 -2

3. The paper/demonstration is appropriate for the intended

Mextesol audience +2
+1 0 -1 -2

4. The writing is comprehensible and without errors +2 +1 0 -1

5. The abstract gives a list of sub-topics (main points)

the presentation will cover +2 +1 0 -1 -2

6. The amount of material outlined can be covered adequately

in the time allotted (50 minutes) +2 +1 0 -1 -2

7. The author was concise and stayed within the recommended

length ( 1 page, 350 words maximum) of an abstract +2 +1 0

-2

-1

-2

9. The topic is of current significance for the audience +2

+1

-1

-2

10. The assumptions or premises upon which this paper/demonstration

is based are sound and, if applicable, the abstract
refers to an adequate number of appropriate bibliographical
sources +2 +1 0 -1 -2

TOTAL ___________________
NAME OF THE READER __________________________________

As the academic reader, would you recommend this presentation? Yes Maybe

No

Workshop scoring guidelines

Abstract for a 1 hour and 20 minute Workshop

# _________

SCALE: +2 (strongly agree), +1 (agree), -1 (disagree), -2 (strongly disagree)

Circle one of the numbers

1. The authors topic is original and new +2

2. The authors purpose is clear

+2

+1 0

+1 0

-1

-1

-2

-2

3. The workshop is appropriate for the intended Mextesol +2

+1 0 -1 -2
audience

4. The writing is comprehensible and without errors

+2 +1
0 -1 -2

5. The abstract gives a list of sub-topics (main points)

the presentation will cover
+2 +1 0 -1 -2

6. The amount of material outlined can be covered adequately

in the time allotted (1 hour 20 minutes) +2 +1 0 -1 -2

7. The author was concise and stayed within the recommended

length ( 1 page, 350 words maximum) of an abstract +2 +1 0 -1 -2

9. The topic is of current significance for the audience +2 +1 0

-1 -2

10. The assumptions or premises upon which this workshop

is based are sound and, if applicable, the abstract
refers to an adequate number of appropriate bibliographical
sources +2 +1
0 -1 -2

TOTAL ___________________
NAME OF THE READER __________________________________

As the academic reader, would you recommend this presentation? Yes

Maybe

No

Selection process

Ulrich Schraeder receives all the proposals

Names are removed from abstracts
Abstracts are sent to Academic Readers
Each abstract is sent to two Readers
Each abstract gets an average score from the two Readers
Rooms and time slots available are assigned, starting with
highest average scores
Stand by proposals are necessary, in case there are last
minute changes.
Abstracts whose scores are low are eliminated from the list
Congratulations to accepted proposals!! They deserve it!!

Sample Abstracts (good and poor)

ABSTRACT #1

How the other half lives:

An attempt at letting the left hand know what the right
hand is doing
(50 minute paper)
Most ESL programs operate for and by themselves. As a
result they are isolated from the innovative approaches and
techniques of other programs approaches and techniques
which could be of great use to them.
The authors will attempt in their presentation to let the left
hand know what the right hand is doing by surveying the
innovative approaches and techniques used in Thailand. It is
the thesis of this paper that whats sauce for the goose is
sauce for the gander, and that an exploration of crossinsemination of ideas in Thailand will prove useful in any
country where ESL programs operate in isolation.

Sample abstract #2
The bi-dialectal Paradox: Is bi-dialectalism really
possible?
(50 minute paper)
With the current emphasis in the United State on
programs which contribute to students positive selfimage, the question of bi-dialectalism has assumed
considerable importance. In this presentation theoretical
issues concerning the value of bi-dialectalism to the
individual, the degree and amount of code-switching
involved, and the question of proficiency in to one but two
dialects are explored. The problems of implementing,
developing materials for and staffing such a program will
be discussed. The considerations of the feasibility of such
a program will include a survey of the phonological and
socio-linguistic issues involved; and a brief run-down on
bi-dialectal programs currently operating in the United

Abstract #3
Testing in the English classroom
(workshop for 1 hour and 20 minutes)
The best way to learn English is to be immersed in it.
The communicative approach says language is not
learned in isolation but through active use. Thus, the
emphasis is on communication and language is
acquired and not learned. In the EFL class students
need to be exposed to English which they learn
quickly to understand and respond with the help of
visual aids so they can participate actively in EFL
activities.

Abstract #4
Criterion-based composition grading
(workshop for one and a half hour)
When language teachers grade student compositions, they face two
major problems. First, decide what the criteria are for grading and how
heavily to weight each one. While there area already a number of
grading scales for compositions by native speakers (Diederich, 1999;
Braddock, 2000; Cohen, 2003), they are not properly weighted for
evaluating non-native speakers compositions because they emphasize
style and editing over communication.
The presenters have developed a criterion-based composition grading
grid for compositions by students in different levels. The system was
developed specifically for non-native English speakers and has three
features: 1) it equates to the most widely used scale (The Michigan Test
for Compositions); 2) it not only establishes criteria but quantifies the
grading, and 3) it is easy to learn and grading takes no more time than
by wholistic grading.
The workshop will cover the following: 1) a discussion of the problem of
grading compositions, 2) a presentation the grading scale and the
criteria for each area; and 3) practice in grading sample compositions
using the criterion-based scale being presented.

Are there any question about writing an

abstract???

Now Louisa will present important points

concerning the actual presentation if
your abstract is accepted. However, one
last thought, if you are accepted please
have the respect to plan the Convention
dates in advance and be sure to come.
We (MEXTESOL) have many problems
with unprofessional people who are
accepted and when it is time to pay the
presenters fee, write to tell us that for
personal (?) reasons, they cannot attend.

Thinking about your audience

As with any act of communication, we should place the
needs and interests of our audience at the center of
our considerations. What do they already know about the
topic? What will they be interested in learning? Will they
be able to manage abstract general concepts, or require
lots of concrete examples to understand?

Getting started
Try to begin with something light - a joke, anecdote,
cartoon, etc. This can relax your audience, but more
importantly you, too. Look for opportunities to use
humor to highlight points you're making, it can make
them very memorable.

Setting out the nature and scope of

your talk
Provide the general structure of your talk, setting
out some of the key concepts and issues you're
going to talk about. This provides a mental map
for your audience and allows them to see the
broader picture from the beginning. Put up an
outline of the scope of the talk
Divide up content and provide signposting and
linking
Present information in digestible chunks,
separate out points you want to make. Make use
of pauses and brief periods of silence to allow the
audience time to consider the points you make.

Signposting refers to expressions

we use to indicate transitions and
developments. This is a chance for
you to communicate with your
audience in a more personal manner.
(Next we will, After this we will
look at, Now I want to talk about,
In conclusion.)

Conference Presentations
Guidance on giving a presentation

1. Audience: take the audience into account

2. Start with something light to relax you and your
audience and to capture their attention.
3. Set out the scope - give audience an idea of where
you're going to take them in your presentation, a map.
4. Divide up content, signposting and linking. Avoid
producing an endless stream of talk. Present information
in digestible chunks. Insert pauses and moments of
silence -these can help make a point more emphatic.
5. Do not read the whole paper (like reading a script)
instead talking about, or talk through your theme/topic
OR combine reading a little, maybe with an
accompanying slide, and talking through it a little too.

More tips
6. Visuals: Used to show tables, charts, diagrams, etc.,
to enhance the presentation yet some presenters put up
a whole long pages of text and then apologize that it
can't be seen or they fail to talk about them etc. Each
visual should generate approx 3 minutes of talk

7. Provide review of key points: This is a chance to

establish more direct contact with audience.
8.
Allow for questions

How to Deliver a Speech

1.
2.
3.
1.
2.
3.

NERVOUSNESS
Accept it
Reduce it * Know your material well
* Practice it out loud
Use it Let your nervous energy contribute to you talk
SOME ASPECTS OF VERBAL COMMUNICATION
Rate Dont go too fast
Volume Compensate for interference
Pauses for -- Emphasis, After a question, Ending a
thought
EYE CONTACT: Direct the speech to the audience:
* Conveys sincerity and confidence
* Provides valuable feedback
* Reduces nervousness

These points and suggestions

are brief and meant for
guidance only; they are not
exhaustive, but we hope that
they have given you some
helpful ideas, and generated
confidence, so that you will
submit proposals for MEXTESOL
and other professional

This is all for our part. We would like to

thank you on behalf of Mextesol for
attending this conference. Hopefully it will
help you to submit an abstract for a
presentation at one of the many Mextesol
Academic Saturday Chapter meetings and
also to the XXXXII International Mextesol
Convention in 2015 IN CANCUN!!! YEAH!.
If you have any questions or comments, we
would be happy to try to answer them now if
there is sufficient time, or write us.

So, how do proposals to

MEXTESOL get chosen?
Thank you!
Araceli Salas
Co-head of the
Mextesol Academic Committee
Benemrita Universidad Autnoma de Puebla