1. Stefan Rathert

2.  Problem-solution texts
 The structure of
problem-solution texts
 Language focus:
Midposition adverbs
 Process

3. •problem-to-solution movement
underlying structure in academic
writing
•frequently used in introductions
and critiques

4. •procedure and process often
components in problem-solution
structure
•procedure: steps required to solve a
problem
•process: description of sequence of
events, e.g. how a problem emerges

5. •problem-to-solution texts usually
argumentative and evaluative
•researcher perceptive and
questioning

6. THE SITUATION

7. THE PROBLEM

8. THE SOLUTION

9. THE EVALUATION

10. SITUATION
PROBLEM
SOLUTION
EVALUATION

11. There are various benefits
that student-teachers can
accrue from researching their
own practice as they focus THE SITUATION
their intellects, academic
knowledge, and personal
experience on conducting
classroom-based research
(Steinberg and Kincheloe
1998).

12. Unfortunately,
however, many
teachers rarely
engage in research THE PROBLEM
unless encouraged
to do so by teacher
education (Borg
2009a).

13. To help teachers become
research active, Borg (2009b)
suggests that teacher education
courses can be organized and
structured in certain ways. For
example, they can include THE SOLUTION
awareness-raising activities (….)
Teachers may thus be
empowered, pedagogically,
cognitively, and politically
(Steinberg and Kincheloe
op.cit.), to become more active
in supporting learning.

14. However,
notwithstanding the
work of Atay (op.cit.),
writing in a Turkish THE EVALUATION
context, little of this
supporting evidence
comes from the field of
ELT (Borg 2009a).

15. In addition, with sufficient space and time,
participating teachers may more easily develop
their ideas.
Teachers may thus be empowered, pedagogically,
cognitively, and politically (Steinberg and
Kincheloe op.cit.), to become more active in
supporting learning.

16. The provisions of the law must be applied with care.
The provisions of the law must carefully be applied.
In chapter 10, Ellis describes in only a couple of
paragraphs seven theories of SLA.
In chapter 10, Ellis briefly describes seven theories of
SLA.

17.  Figure 1 illustrates the interaction of
acquisition and learning in adult second
language production.
 Fig.1. Model for adult second language performance

18.  Krashen, S. (1981). Second language acquisition and
second language learning. Pergamon Press:
University of Carolina (First internet edition 2002)
Retrieved from:
http://sdkrashen.com/SL_Acquisition_and_Learn
ing/SL_Acquisition_and_Learning.pdf
 Swales, J.M. and Feak, C.B. (1994). Academic writing
for graduate students. Essential tasks and skills (2nd
Edition). The University of Michigan Press:
Michigan.
 Wyatt, M. (2011). Teachers researching their own
practice. ELT Journal 65/4, p. 417-425.