Professional Article 04 | English Teaching Aids in Uzbekistan

Strengths:

1. The writer has given some background to the topic at the beginning of the article.
2. Mitigation has, overall, been used effectively in this article despite some issues with overly strong language in several statements, e.g., surely, it is obvious that, etc.
3. The writer has integrated the in-text citations in different ways, i.e., by using the authors’ names at the beginning of the sentence followed by reporting verbs, e.g., Schoenbach, Greenleaf, and Murphy (2012) define…as well as in parentheses at the end of the sentence, e.g., (Duke & Pearson, 2008), which is good academic style.
4. The writer has used evidence from up-to-date and generally reliable sources of information.

Weaknesses:

1. The abstract is written as two short paragraphs while it normally appears as one single paragraph. Additionally, the writer has not stated the purpose and scope of the paper.
2. The article contains a number of short underdeveloped one or two-sentence long paragraphs, which need to be expanded upon with some research-based evidence and discussion of that evidence.
3. The article contains too many direct quotations, which should have been paraphrased or summarised. Additionally, the direct quotations often appear one after another without any discussion or explanation.
4. There is lack of cohesion in the article. The writer should have used more linking words and phrases within and between paragraphs.

Plain Text Essay
Annotated Essay

Professional Article Four:

Reading Comprehension: Need for Development

The foreign language education system in Uzbekistan has been reformed comparatively recently. The 2012 presidential decree number 1875, “On Measures for Further Improvement of Foreign Language Learning System” has been implemented throughout Uzbekistan. During this reform, a great deal of responsibility for improving the quality of language education rests upon teachers.
Teachers of primary, secondary and higher educational institutions are the ones who can contribute a lot to enhancement of foreign language teaching by collaborating, researching and sharing methods and approaches in teaching. Every teacher is supposed to keep in mind that here it is important to continuously develop students’ knowledge of foreign language from school through university. Of four skills being taught reading deserves a significant portion of attention and effort on the part of the teacher. Students may not need to speak or write in English in their future career but they surely may have to deal with information in English as most of it is accessible in English on the Internet.

Keywords:???

In this case it doesn’t matter in which field they work, specialists in every sphere can learn, research, apply and bring something new to their working environment. And all this can’t be accomplished without raising students’ reading abilities. For example, if we take English admission test for university the goal of which is to evaluate whether and to what extent the students can communicate and comprehend information in English, we can observe that even students with good English grammar skills face difficulties answering reading comprehension questions that constitute 30 % of the English admission tests for the higher educational institutions in Uzbekistan. As we mentioned above, students are likely to use this skill in order to access information on the Internet, to read materials in their field of study for academic or professional purposes, or to succeed in their future career. Consequently reading comprehension is one of the skills which need to be improved as it is a matter of great concern for our country’s development. The report prepared by World Bank staff describes the urgent need for enhancement of study skills by young population: “The empirical evidence for Uzbekistan clearly shows that stronger cognitive and non-cognitive skills enable workers to obtain better jobs. Therefore, improving skills is a key policy objective for Uzbekistan’s development plans. While the country has achieved universal access to general education and completion rates are good, policy makers also need to improve the quality of education, which also implies improving the cognitive and non-cognitive skills gained through schooling. Higher quality education will yield better problem-solvers, more critical thinkers, better communicators, and effective team players—in short, a better workforce” (Ajwad et al, 2014). Aiming at this, material designers, linguists and teachers are trying to create textbooks that will meet the needs of Uzbekistan students. Scale Up can serve as a good example of such materials which would be applicable to English learning context in universities if the level of language knowledge were closer to B 2. However, it would be desirable to develop educational materials from which students can benefit more taking into account their low level of foreign language.

Nowadays when choosing material for reading most teachers prefer using authentic texts. So what do we mean by authentic text? Researchers provided various definitions of the term authentic text. For example, in his book Materials Development in Language Teaching Tomlinson defines it as “a text which is not written or spoken for language-teaching purposes.” He continues that a newspaper article, a rock song, a novel, a radio interview, instructions on how to play a game and a traditional fairy story are examples of authentic texts (Tomlinson, 2011). Edward de Chazal, another expert in the field in his article “Using Authentic Texts in the EAP Classrooms” explains it in the following way:
“An authentic text is usually taken to mean a text which was not written for the language classroom, and which hasn’t been messed with – it retains its original vocabulary and grammar, and bits of the text have not been cut out” (De Chazal, 2014).

In dealing with reading comprehension strategies teacher and students take to comprehend the information have good effect on development of readers’ proficiency. Ediger interprets strategies in relation to approaches and skills: “The term strategies is used to describe a variety of different notions in reading and reading instruction (both for L1 and L2), ranging from using it to describe broad approaches to learning or using the L2; to the specific, automatic reading skills readers use; and even to various techniques that teachers can use to help students develop aspects of reading they find difficult” (Ediger, 2006). Tankersley puts this simply, “Strategies are what we provide to the learner to help him organize and make meaning as he is reading” (Tankersley, 2002).

Reading is one of the most important skills along with listening, writing and speaking and it can be a bridge to other skills by playing an integral part in independent learning. Schoenbach, Greenleaf, & Murphy (2012) define reading as actually a complex problem-solving process that readers can learn.

Other researchers Schoenbach, Greenleaf, & Murphy report that the following key habits of good readers are recognized by literacy researchers: “Good readers are mentally engaged; motivated to read and to learn; persistent in the face of challenge; socially active around reading tasks; strategic in monitoring the interactive processes that assist in comprehension…” (Schoenbach, Greenleaf, & Murphy, 2012).

Why do researchers need to define these characteristics of proficient readers? It is obvious that through examining habits of good readers they look critically into attitudes of less experienced readers to the reading comprehension process and try to search for deep effective reading strategies, approaches and ways to solve the problem.

Duke and Pearson claim that it is not enough to present good reading instruction. Several features of good reading instruction should be presented; otherwise this area will not develop. These features reveal what conditions are to be provided in order to facilitate reading comprehension. Time allocated to reading as well as a lot of practice is vital in the development of comprehension. By experiencing reading for real purposes, Duke and Pearson mean that students should have purpose for reading which can be different depending on the tasks and goals teacher aims at. In the meantime the students should be experienced in text genres which promote their comprehension process. Vocabulary discussion helps most low level readers to conceive the meanings of unknown words and phrases and contributes to enrichment of their vocabulary. Reading fluency which includes accurate and automatic decoding is not the least of the factors improving reading skills. Also students should have the opportunity to take lots of time to comprehend and talk about the text (Duke & Pearson, 2008).

Of course, perhaps most teachers are aware of these features, but the main point is trying to organize reading process based on them without undermining any of them because each takes a significant part in reading instruction.
References

Ajwad, M.I., Abdulloev, I., Audy, R., Hut, S., De Laat J., Kheyfets, I., Larrison, J., Nikoloski, Z., & Torracchi, F. 2014. “The Skills Road: Skills for Employability in
Uzbekistan.” World Bank. Washington, DC.
De Chazal, E. (2014). Using authentic texts in the EAP classroom. Oxford University press ELT. Retrieved from https://oupeltglobalblog.com/tag/authentic-texts/
Duke, N., & Pearson, D. (2008). Effective Practices for Developing Reading Comprehension. The Journal of Education, 189 (1/2), 107-122. Retrieved from
http://www.jstor.org.vlib.interchange.at/stable/42748663
Duke N., Pearson, D., Strachan, S. (2011). Essential elements of fostering and teaching reading comprehension. In What Research Has to Say: What Research Has to
Say About Reading Instruction (4). (pp. 51-93). Newark, US: International Reading Association. Retrieved from http://www.ebrary.com
Ediger, A. M. (2006). Developing L2 readers… by reading for authentic purposes. (2006). In Usó-Juan, E., & Martínez-Flor, A. (Eds.) Studies on Language Acquisition
[SOLA] : Current Trends in the Development and Teaching of the four Language Skills. (pp. 303-328). Berlin/Boston, DE: De Gruyter Mouton. Retrieved from
http://www.ebrary.com
Schoenbach, R., Greenleaf, C., & Murphy, L. (2012). The reading apprenticeship framework. In Reading for Understanding: How Reading Apprenticeship Improves
Disciplinary Learning in Secondary and College Classrooms (2). (pp. 17-53). Hoboken, US: Jossey-Bass. Retrieved from http://www.ebrary.com
Tankersley, K. (2002). Comprehension. In Threads of Reading. (pp. 90-115). Alexandria, US: Association for Supervision & Curriculum Development (ASCD). Retrieved
from http://www.ebrary.com
Tomlinson, B. (2011). Glossary of basic terms for materials development in language teaching. In B.Tomlinson (Ed.), Materials Development in Language Teaching. (pp.
9-18). Cambridge University Press.

Professional Article Four:

Reading Comprehension: Need for Development

Legend:

Idea Development Academic Style Grammatical Accuracy Lexical Appropriacy Source Use Macrostructure Spelling Accuracy Punctuation Accuracy

The foreign language education system in Uzbekistan has been reformed comparatively recently. The 2012 presidential decree number 1875,Issue No. 1: The abstract should appear as one paragraph rather than be divided into two shorter paragraphs. “On Measures for Further Improvement of Foreign Language Learning SystemIssue No. 2: The source should have been included in the References at the end of the article.
Click here for Referencing issue
Issue No. 3: The comma needs to be added after the interrupter phrase in the middle of the sentence.” has been implemented throughout Uzbekistan. During this reform, a great deal of responsibility for improving the quality of language education rests upon teachers.
Teachers of primary, secondary and higher educational institutions are the ones who can contribute a lot to enhancement of foreign language teaching by collaborating, researching and sharing methods and approaches in teaching. Every teacher is supposed to keep in mind that hereIssue No. 4: It is not entirely clear what the writer refers to when using the pronoun here in the sentence. They need to be more precise. it is important to continuously develop students’ knowledge of foreign language from school throughIssue No. 5: The preposition to should be used in this sentence. university. Of four skills being taughtIssue No. 6: The comma needs to be added after the prepositional phrase at the beginning of the sentence.
Click here for Comma issue reading deserves a significant portion of attention and effort on the part of the teacher. Students may not need to speak or write in English in their future career but they surelyIssue No. 7: The use of strong emotive language should be avoided in academic writing. may have to deal with information in English as most of it is accessible in English on the Internet.Issue No. 8: The abstract is incomplete because it fails to include a clear purpose and route map.

Keywords:???Issue No. 9: At least two or three keywords should have been included at the end of the abstract.

In this caseIssue No. 10: It is not entirely clear what the writer refers to when using the phrase In this case at the beginning of the article. They need to be more precise. it doesn’tIssue No. 11: The full form of the verb does not needs to be used because contractions must be avoided in academic writing. matter in which field they work, specialists in every sphere can learn, research, apply and bring something new to their working environment. AndIssue No. 12: The use of the conjunction And should be avoided at the beginning of the sentence. all this can’tIssue No. 14: The full form of the verb cannot needs to be used because contractions must be avoided in academic writing. be accomplished without raisingIssue No. 13: A more appropriate verb improving or enhancing should be used in this sentence. students’ reading abilities. For example, if weIssue No. 15: The first person pronoun we should be avoided in academic writing. take English admission test for university the goal of which is to evaluate whether and to what extent the students can communicate and comprehend information in English, we can observe that even students with good English grammar skills face difficulties answering reading comprehension questions that constitute 30 % of the English admission tests for the higher educational institutions in Uzbekistan.Issue No. 16: The sentence needs to be divided into two shorter sentences to avoid having a run-on sentence.
Click here for Run-on Sentence issue
Issue No. 17: The claim needs to be backed up by some research-based evidence in the form of an in-text citation.
Click here for Evidence issue
As weIssue No. 18: The first person pronoun we should be avoided in academic writing. mentioned above, students are likely to use this skill in order to access information on the Internet, to read materials in their field of study for academic or professional purposes, or to succeed in their future career. ConsequentlyIssue No. 19: The comma needs to be used after the introductory word Consequently at the beginning of the sentence.
Click here for Comma issue reading comprehension is one of the skills which need to be improved as it is a matter of great concern for our country’s development. The report prepared by World BankIssue No. 20: The definite article the needs to be used before World Bank.
Click here for Definite Article issue staffIssue No. 21:
Click here for Redundancy issue describes the urgent need for enhancement of study skills by young population: “The empirical evidence for Uzbekistan clearly shows that stronger cognitive and non-cognitive skills enable workers to obtain better jobs. Therefore, improving skills is a key policy objective for Uzbekistan’s development plans. While the country has achieved universal access to general education and completion rates are good, policy makers also need to improve the quality of education, which also implies improving the cognitive and non-cognitive skills gained through schooling. Higher quality education will yield better problem-solvers, more critical thinkers, better communicators, and effective team players—in short, a better workforce”Issue No. 22: A very long direct quotation, which is longer than three lines or 50 words, needs to be either indented or paraphrased in writer’s own words.
Click here for In-text Citations issue (Ajwad et al, 2014). Aiming at thisIssue No. 23: It is not entirely clear what the writer refers to when saying Aiming at this… They need to be more precise., material designers, linguists and teachers are trying to create textbooks that will meet the needs of Uzbekistan studentsIssue No. 24: The sentence should be phrased as …students in Uzbekistan.. Scale Up can serve as a good example of such materials which would be applicable to English learning context in universities if the level of language knowledge were closer to B 2.Issue No. 25: The claim needs to be backed up by some research-based evidence in the form of an in-text citation.
Click here for In-text Citations issue However, it would be desirable to develop educational materials from which students can benefit more taking into account their low level of foreign languageIssue No. 26: The word proficiency needs to be added to make the phrase more complete..

NowadaysIssue No. 27: A more appropriate pronoun Currently or phrase At present time should be used in academic writing. when choosing material for readingIssue No. 28: The comma needs to be used after a dependent clause at the beginning of the sentence. most teachers prefer using authentic texts. So what do we mean by authentic text?Issue No. 29: Rhetorical questions should be avoided in academic writing. Researchers provided various definitions of the term authentic text. For example, in his book Materials Development in Language TeachingIssue No. 30: The comma is needed after the prepositional phrase at the beginning of the sentence.
Click here for Comma issue TomlinsonIssue No. 31: The year of publication needs to appear after the author’s name in text.
Click here for In-text Citations issue defines it as “a text which is not written or spoken for language-teaching purposes.”Issue No. 32: The page number(s) should be given when a direct quotation is used.
Click here for In-text Citations issue He continues that a newspaper article, a rock song, a novel, a radio interview, instructions on how to play a game and a traditional fairy story are examples of authentic texts (Tomlinson, 2011). Edward de ChazalIssue No. 34: The author’s name should not appear twice in the same sentence. The writer should have either put it at the beginning or at the end of the sentence. Additionally, the author’s first name should not appear in text.
Click here for In-text Citations issue, another expert in the field in his article “Using Authentic Texts in the EAP Classrooms”Issue No. 33: The title of the article should not appear in text. It needs to be included only in the References at the end of the article.
Click here for In-text Citations issue explains it in the following way:
“An authentic text is usually taken to mean a text which was not written for the language classroom, and which hasn’t been messed with – it retains its original vocabulary and grammar, and bits of the text have not been cut out”Issue No. 35: Too many direct quotations have been used one after another. The writer should have paraphrased or summarised some quotations instead of using them word for word.
Click here for In-text Citations issue (De Chazal, 2014).

In dealing with reading comprehension strategies teacher and students take to comprehend the information have good effect on development of readers’ proficiency.Issue No. 36: It is not entirely clear what the writer intends to say in this sentence. It needs to be made more precise and clear.
Ediger interprets strategies in relation to approaches and skills: “The term strategies is used to describe a variety of different notions in reading and reading instruction (both for L1 and L2), ranging from using it to describe broad approaches to learning or using the L2; to the specific, automatic reading skills readers use; and even to various techniques that teachers can use to help students develop aspects of reading they find difficult”Issue No. 37: A long direct quotation, which is longer than three lines should either be indented or paraphrased.
Click here for In-text Citations issue
Issue No. 38: The full form of L1 and L2 should have been used before using the abbreviated forms. (EdigerIssue No. 39: The author’s name should not appear twice in the same sentence. The writer should have either put it at the beginning or at the end of the sentence.
Click here for In-text Citations issue, 2006). TankersleyIssue No. 40: The author’s name should not appear twice in the same sentence. The writer should have either put it at the beginning or at the end of the sentence.
Click here for In-text Citations issue puts this simply, “Strategies are what we provide to the learner to help him organize and make meaning as he is reading” (Tankersley, 2002).

Reading is one of the most important skills along with listening, writing andIssue No. 41: The comma needs to be used before the conjunction and in a compound sentence. speaking and it can be a bridge to other skills by playing an integral part in independent learning. Schoenbach, Greenleaf, &Issue No. 42: The conjunction and needs to be used instead of the ampersand (&) when the source appears at the beginning of the sentence. Murphy (2012) define reading as actuallyIssue No. 43: The adverb actually should not appear in this sentence. a complex problem-solving process that readers can learn.Issue No. 44: Short underdeveloped paragraphs consisting of one or two sentences should be avoided in academic writing.

Reading comprehension performance in L2 acquisition has long been studied by researchers but studies were undertaken in various contexts emphasizing peculiarities of reading comprehension in different ways.
Reading comprehension as a process and as a skill is not that simple, it needs persistent effort, motivation, dedication to reading in a broad range of areas besides knowledge of language and its structure.Issue No. 45: The run-on sentence needs to be revised.
Click here for Run-on Sentence issue Skilled readers are more capable at model building than less skilled readers. They process text while recognizing words and reading them fluently altogether with applying skills and strategies to construct meaning. Skilled readers have great scope of language knowledge (grammar, vocabulary, etc.Issue No. 46: The use of etc. should be avoided in academic writing.) and world knowledge (disciplinary and interpersonal)Issue No. 47: The claim needs to be backed up by some research-based evidence in the form of an in-text citation.
Click here for Evidence issue. Skilled readers integrate details of the text base with their knowledge to build a situation model which is “the coherent mental representation of the events, actions, and conditions in the text that represent the integration of the text base with relevant prior knowledge from readers’ store of knowledge in long-term memory”Issue No. 48: Too many direct quotations have been used in this article. The writer should have attempted to paraphrase this quotation instead.
Click here for In-text Citations issue (Duke, Pearson, Strachan, & Billman, 2011)Issue No. 49: Short underdeveloped paragraphs consisting of one or two sentences should be avoided in academic writing. The writer should have put these two paragraphs together because they refer to the same main idea. .

Other researchers Schoenbach, Greenleaf, & MurphyIssue No. 50: The conjunction and needs to be used instead of the ampersand (&) when the source appears at the beginning of the sentence.
Issue No. 51: The author’s name should not appear twice in the same sentence. The writer should have either put it at the beginning or at the end of the sentence.
Click here for In-text Citations issue report that the following key habits of good readers are recognized by literacy researchers: “Good readers are mentally engaged; motivated to read and to learn; persistent in the face of challenge; socially active around reading tasks; strategic in monitoring the interactive processes that assist in comprehension…” (Schoenbach, Greenleaf, & Murphy, 2012).Issue No. 52: The writer should have included some interpretation or explanation of the citation they have used at the end of the paragraph. A paragraph should not end with a citation, especially with a direct quotation.

Why do researchers need to define these characteristics of proficient readers?Issue No. 53: Rhetorical questions should be avoided in academic writing. It is obvious thatIssue No. 54: The writer should have mitigated the claim instead of using overly strong language.
Click here for Hedging issue through examining habits of good readersIssue No. 55: The comma needs to be used after a dependent clause at the beginning of the sentence.
Click here for Comma issue they look critically into attitudes of less experienced readers to the reading comprehension process and try to search forIssue No. 56: Short underdeveloped paragraphs consisting of one or two sentences should be avoided in academic writing. deepIssue No. 57: The adjective deep is inappropriate in this context. effective reading strategies, approaches and ways to solve the problem.

Duke and PearsonIssue No. 58: The year of publication needs to appear after the author’s name in text.
Click here for In-text Citations issue claim that it is not enough to present good reading instruction. Several features of good reading instruction should be presented; otherwise this area will not develop.Issue No. 59: These two sentences should be combined and need some revision. These features reveal what conditions are to be provided in order to facilitate reading comprehension.Issue No. 60: It is not entirely clear what the writer meant to say in this sentence. Time allocated to reading as well as a lot of practice is vitalIssue No. 61: The preposition for needs to be used after the adjective vital in this sentence. in the development of comprehension. By experiencing reading for real purposes, Duke and PearsonIssue No. 62: The year of publication needs to appear after the author’s name in text.
Click here for In-text Citations issue mean that students should have purpose for reading which can be different depending on the tasks and goals teacherIssue No. 63: The indefinite article a needs to be used before the singular noun teacher in the sentence.
Click here for Indefinite Article issue aims at. In the meantimeIssue No. 64: The comma needs to be used after the introductory expression In the meantime at the beginning of the sentence.
Click here for Comma issue the students should be experienced in text genres which promote their comprehension process. Vocabulary discussion helps most low level readers to conceive the meanings of unknown words and phrases and contributes to enrichment of their vocabulary. Reading fluency which includes accurate and automatic decoding is not the least of the factors improving reading skills. AlsoIssue No. 65: The cohesive expression Additionally needs to be used in this sentence.
Issue No. 66: The Introductory word Additionally needs to be set off by the comma at the beginning of the sentence.
Click here for Comma issue students should have the opportunity to take lots of timeIssue No. 67: A more academic expression as much time as necessary should be used in this sentence. to comprehend and talk about the text (Duke & Pearson, 2008).

Of courseIssue No. 68: The use of strong emotive language like of course should be avoided in academic writing.
Click here for Emotive Language issue, perhaps most teachers are aware of these featuresIssue No. 69: It is not entirely clear what the writer intended to say when using the phrase these features in the sentence., but the main point is trying to organize reading process based on them without undermining any of them because each takes a significant part in reading instruction.Issue No. 70: Short underdeveloped paragraphs consisting of one or two sentences should be avoided in academic writing. The writer should have put these two paragraphs together because they refer to the same main idea.

ReferencesIssue No. 71: The following observations with referencing have been identified in this article: 1. References from various current and reliable academic sources have been used in this article, including books, academic journals and websites. 2. All references have been arranged alphabetically in accordance with the authors’ last names and indented throughout. 3. There is some lack of consistency in referencing conventions in this article. First, in one of the sources that has more than one author, i.e., Duke N., Pearson, D., Strachan, S. (2011), the ampersand (&) is missing before the last author’s name, i.e., Duke N., Pearson, D., & Strachan, S. (2011). Second, in one of the sources, i.e., Ajwad, M.I., Abdulloev, I., Audy, R., Hut, S., De Laat J., Kheyfets, I., Larrison, J., Nikoloski, Z., & Torracchi, F. 2014., the year of publication does not appear within parentheses unlike in all other references in this article, e.g., De Chazal, E. (2014).Finally, there is some inconsistency in capitalisation of the article and book titles. While in some sources, all words in the title are capitalised, e.g., Effective Practices for Developing Reading Comprehension in Duke, N., & Pearson, D. (2008), in other sources, only the first word in the title is capitalised, e.g., The reading apprenticeship framework in Schoenbach, R., Greenleaf, C., & Murphy, L. (2012). 4. The place of publication is missing in some of the book references, e.g., De Chazal, E. (2014) and Tomlinson, B. (2011).

Activities:

Question 1:
Which information (if any) is missing in the abstract of the article?

A: Nothing is missing; the abstract is brief and clearIncorrect: The abstract is not complete. It is missing a clear purpose and scope of the article.

B: The use of evidence is missing in the abstractIncorrect: The abstract is not supposed to contain any research-based evidence. It is normally given in the body of the article.

C: The statement of purpose is missing in the abstractCorrect: This abstract needs to contain a clear statement of purpose and scope of the article.

Question 2:
What is the main issue with the organisation of the paragraph starting with “Language learning (LL) is still the area which…”?

A: The paragraph is overly longCorrect: The paragraph extends for approximately two pages, which is too long for academic writing or, indeed, general comprehension. The writer should have divided it into several shorter paragraphs each focusing one specific aspect of the problem.

B: The paragraph contains too many in-text citationsIncorrect: This is not a problem since the use of in-text citations helps to back up the claims made in the article.

C: The paragraph has no concluding sentenceIncorrect: This is not an issue with this paragraph since it has a brief concluding sentence at the end.

Question 3:
Which of the sources that the writer cites in the article gives the definition of figurative language?

A: Schiffrin (2004)Incorrect: Schiffrin (2004) talks about discourse analysis in their study.

B: Roberts & Kreuz (1994)Correct: Roberts & Kreuz (1994) give a clear definition of figurative language.

C: The Macmillan dictionary (2008)Incorrect: The Macmillan dictionary (2008) contains the definition of discourse, but not of the figurative language.

Question 4:
Identify the problem(s) with the in-text citation from Schiffrin (2004)?

A: The names of the two co-authors of the article are missing in textIncorrect: The name of the two co-authors, i.e., Tannen & Hamilton are missing in-text; however, this is not the only problem with this citation.

B: The year of publication does not match with the year of publication that appears in the ReferencesIncorrect: The year of publication given in-text, i.e., (2004), does not match with the year of publication in the References, i.e., (2001); however, this is not the only problem with this citation.

C: Both 1 and 2 problemsCorrect: Both the names of the co-authors are missing in-text, i.e., Tannen & Hamilton, and the year of publication given in-text, i.e., (2004), does not match with the year of publication in the References, i.e., (2001).