Proofreading a paper

Title missing

After reading the material[DA1] , I found the following evidence to support Swales’s theory[DA2] ; “a discourse community is a group of people who share certain language using practises that can be seen as conventionalised” (year of publication and page number missing) by social interactions within the group and in its dealing with outsiders. It[DA3]  is “bound together primarily by its uses of language, although bounds, perhaps, by other ties as well, geographical, socio-economic, ethnic, professional, and so on[DA4] ” (source acknowledgement missing).

All human activities are culturally mediated. Culture itself mediates human actions in the sense that it is a system of shared meanings or social inheritance embodied in the artefacts of a given social structure. “A discourse community can not be isolated from other discourse communities and can not exist in the absence of a collaborative environment that supports risk-taking and reflection.” (Kelly-Kleese, 2001, p. #).[DA5] 

The discourse community must coexist with the dialectical union of reflection and actions. Reflection is understood as a process that is embedded in every day activities situated in school cultures that are social in nature, where interactions with others are an important medium in which reflection occurs. Teachers interact with colleagues in goal directed activities that require communication and exchange of ideas where reflection itself is not contained wholly in the mind of the individual but is distributed through signs systems and artefacts that are embedded in the social activity of the school community[DA6] .

As teachers participate in the practices of the community and use strategies and artefacts according to the institutional requirements of their school community, reflection itself becomes constrained or supported in particular ways. In the text Theory into Practice by Hoffman–Kipp and et al, it can be seen that discourse communities assert that teachers’ critical reflection without participation is as impossible as thought without language.[DA7] 

Paragraphs shouldn’t be justified.

References

Hoffman-Kipp, P., Artiles, A. J., & Lopez Torres, L. (2003). Beyond Reflection: Teacher Learning as Praxis. Theory into Practice. Retrieved August 2011, from http://findarticles.com/p/articles/mi_m0NQM/is_3_42/ai_108442653

Kelly-Kleese, C. (2001). Editor’s Choice: An Open Memo to Community College Faculty and Administrators. Community College Review. Retrieved August 2011, from http://findarticles.com/p/articles/mi_m0HCZ/is_1_29/ai_77481463

Swales, J. M. (1990). Genre Analysis: English in Academic Research Settings. Cambridge, UK: Cambridge University Press.

Comments: Careful with paragraph length. Papers should be acknowledged. Your name should be included, please. 

Some comments: .

Remember not to justify papers, they should be left aligned.

Your choice of font is not appropriate; remember to use Arial or Times New Roman size 12.

You should leave double space to signal the beginning of a new paragraph.

Remember that your paper needs a header.  Here are some instructions:  Insert a header, inside it, write a shorter version of the title of your paper.  Leave five spaces and write the page number.  In the line below, specify the assignment and draft number, and finally write your surname and name.  Everything needs to be placed in top right corner and right aligned

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 [DA1]Do you think that this phrase is correct? There is no need to say that, you should show evidence of your reading.

 [DA2]Why did you start a new paragraph?

 [DA3]Not clear reference

 [DA4]Not academic

 [DA5]You are using an in-text citation but you have changed the author’s actual words.

 [DA6]Where did you take this information from? 

 [DA7]These are the author’s actual words, so you need to quote them or paraphrase them.