Course D UG ProjectEnglish Language Teaching Unit Contents

ContentsCourse D UG Project 1 Special Features of Academic Writing.........................................................................3

Course D UG Project 2 Academic Style........................................................................................................... 4

Homework: Assignment 1...............................................................................................................................11

Course D UG Project 3 Different Types of University Writing........................................................................12

Course D UG Project 4 Planning and Organisation.......................................................................................17

Course D UG Project 5 Effective Introductions.............................................................................................23

Homework: Assignment 2:..............................................................................................................................31

Course DUG Project 6 A Sample Essay......................................................................................................... 32

Course D UG Project 7 Reference and Plagiarism.........................................................................................41

Homework Assignment A3: ............................................................................................................................48

Course D UG Project 8 Writing Tutorials...................................................................................................... 52

Course D UG Project 9 The Research Cycle...................................................................................................53

Course D UG Project 10 Finding Sources...................................................................................................... 58

Course D UG Project 11 Conclusions............................................................................................................ 66

Course D UG Project 12 Planning For Essays – Small Group Tutorials............................................................72

Course D UG Project 13 Reference and Bibliography....................................................................................77

Signing off reading lists............................................................................................................................... 78

Signing off project plans.............................................................................................................................. 78

Course D UG Project Session 14 Teacher’s Choice........................................................................................84

Course D UG Project 15 What makes a good presentation?.........................................................................85

Assignment A5: Assessed presentation...........................................................................................................94

Course D UG Project 16 Planning and Organising presentations...................................................................95

Course D UG Project 17 Deadline A4 Draft...................................................................................................99

Course D UG Project 18 Visual Aids............................................................................................................ 101

Course D UG Project 19 and 20 A4 Draft Tutorials......................................................................................103

Course D UG Project 21 and 22 Assessed Presentation A5..........................................................................105

Course D UG Project 23 Deadline A4 final..................................................................................................106

Deadline for A4 final draft......................................................................................................................... 107

Assignment Four....................................................................................................................................... 108

Homework Assignment 4..............................................................................................................................109

UG Project First Draft................................................................................................................................ 111

DUG Project A4 Final Draft........................................................................................................................ 113

Plagiarism: regulations for ELTU students..................................................................................................114

Course D UG ProjectEnglish Language Teaching Unit Contents

Plagiarism regulations: guidance for ELTU Staff.........................................................................................115

A4 Project Descriptors............................................................................................................................... 120

A4 project marking sheet...................................................................................................................... 124

DUG Presentation Descriptors................................................................................................................... 126

Course D UG Project 1English Language Teaching Unit Special features of Academic Writing

Course D UG Project 1 Special Features of Academic Writing

MaterialsClick here to enter text.

NotesClick here to enter text.

Course linksLesson 2 looks at academic style.

Don’t forget… Click here to enter text.

Course D UG Project 2English Language Teaching Unit Academic Style

Course D UG Project 2 Academic Style Last update: 23.06.2015

Materials Homework Assignment 1

Notes This lesson tries to move students away from General English or IELTS model of

writing style. It’s hard.

The course also tries to promote ‘Critical Thinking’. ‘What are the factors?’ is a key question for CT.

There are many blogs on the internet where UGs talk through their experiences.

CORE ITEMS: Task 4 and 5 and homework A1 set up.

The self-study box is optional for students. It is provided to help support students who want to do extra study.

Course linksThe AM classes will look at style again in Week 6

Wednesday’s lecture featured style as one of the key features of academic texts.

Don’t forget… Students may not have IT accounts or Blackboard by the deadline. Students should

preferably supply hard copies, but if not possible you may have to accept handwritten submissions.

All material is copyright cleared or creative commons.

Course D UG Project 2English Language Teaching Unit Academic Style

Academic Style Academic Style

Critical Thinking

Task 1: Critical thinking – identifying factors

The following people are going to live in a foreign country. How well will they cope with living abroad?

Sun Hwang (21 years’ old) from Hong Kong: He’s going to spend a year in Singapore studying hydro-engineering. His friend Lee Cheong-Yee went there last year, and told him all about it. His girlfriend Yun-Ping will stay behind.

Sophie Dahl (19) from London: She’s going to spend a year in Shanghai studying Mathematics. She’s really brilliant at Maths. She studied Chinese for one year at school. She’s going to live with a Chinese family who speak very good English.

Monica O’Brien (26) from Ireland: She’s going to spend a year in Australia looking for work. She doesn’t have anywhere to stay, and she has enough money for one month.

Irfan Master (14) and his brother Shoaib (16) from Pakistan: They’re going to study in a boarding school in the UK. They speak good English. At home, their lessons consisted of repeating after the teacher, and memorising texts.

What problems might each person have? What advantages does each person have?

What are the factors which affect study abroad? Make a list:

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Course D UG Project 2English Language Teaching Unit Academic Style

Task 2: Different types of writing

Work with a partner. Match the sentences a-e with the types of writing 1-5.

How did you decide? What are the special features of each sentence?

Which texts use academic style?

What do you think makes them academic?

Text Sentence

1. Newspaper a. Bohanson (1992) considers that there are three main types of new media.

2. SMS b. I’ve spent all my time in the library this week.

3. Student Essay c. After each run, observations were taken with the Voltmeter.

4. Student Lab report d. cn u mt me l8er?

5. Blog e. Today’s market rates have recovered slightly on last week.

Course D UG Project 2English Language Teaching Unit Academic Style

Task 3: Reading

The University Blog is a website where Martin, a first-year undergraduate Economics student, discusses the issues he and his friends have at university.

In this post, he discusses some common complaints from students. Read the complaints below. What do you think about them?

1. “I pay the same tuition fees as someone who does a science subject, yet I have less than half the contact hours.”

2. “I could have learnt most of the syllabus content by spending a few days in the library and using a good search engine online.”

Read the two blog extracts Blog 1 and Blog 2. Do you agree with his main points? Why/why not?

“The University Blog” “The University Blog”

Blog 1:

“I pay the same tuition fees as someone who does a science subject, yet I have less than half the contact hours.”

Contact hours are not important.

Seriously!

At least, not important in the context of making university (and its cost) worthwhile. Contact hours aren’t a measure of worth or a measure of quality. What matters is ensuring you have enough contact time with academics.

If you don’t think you’re getting reasonable access to your tutors, have a friendly chat with them at first and see what you can get out of it.

Blog 2:

“I could have learnt most of the syllabus content by spending a few days in the library and using a good

search engine online.”

My last post looked at taking a 4-year degree in a single year. Some of the top Unis put entire courses online for the public. You really could learn most of the syllabus content pretty quickly.

And that’s the point. I like to think of lectures and reading lists as starting points. Taking the analogy one step further, you’re given sign posts in these lectures so you don’t get hopelessly lost.

Anyway, if learning the syllabus is easy, why are essays so hard?

Course D UG Project 2English Language Teaching Unit Academic Style

Task 4 Analysing Academic style

There are a number of examples in the blog of language and style that are not academic.

Look at Blogs 1 and 2 again. Fill in the table below with examples of language that are not academic.

Language features Examples

Imprecise/vague language

Informal language

Personal

Grammar

Lack of caution/Subjective

Punctuation

Course D UG Project 2English Language Teaching Unit Academic Style

Task 5: Comparing informal and academic style

In these exercises, you will compare The University Blog” with “A Handbook for Students” by Charles Linn (2012)

Look at Blog 1. Compare it to Handbook 1 below. Is the meaning or message in Blog 1 the same or different to the meaning or message in Handbook 1?

What similarities and differences do you notice in the language used? Use the headings below to help you

Cohesion Personalization Contractions Vocabulary Caution

Look at the following items from Blog 1, and write the academic example from Handbook 1.

Blog Style Academic Style

1. I pay the same tuition fees Despite the fact that fees are similar

2. not important in the context of making university (and its cost) worthwhile

3. If you don’t think you’re getting reasonable access to your tutors

4. have a friendly chat with them

5. see what you can get out of it

“A handbook for students”. By Charles Linn (2012) ACA University Press

Handbook 1:

Despite the fact that fees are similar, university students may notice the difference in contact hours tends to vary between courses. However, the number of contact hours in a degree course is not significant for the quality or value of the course. In fact, the most important issue is probably the amount of contact time with academic staff. If access to tutors is considered inadequate, this should be raised with academic staff to see if the matter can be resolved.

Course D UG Project 2English Language Teaching Unit Academic Style

Look at Blog 2 and Handbook 2. Find examples of changes from Blog Style to Academic Style.

Handbook 2:A common issue among students is that the syllabus content of a course may appear to be limited, and easily acquired by research in the library and online. It is true that the best universities publish their syllabuses, and it may be possible to learn the content in a short time using online resources.

However, this is precisely the way a university course should be approached. Lectures and reading lists are starting points for study. The lectures also offer some guidance to assist with independent research.

Finally, the challenging nature of trying to write good essays makes it clear that the syllabus is only part of the course.

Blog Style Academic Style

Course D UG Project 2English Language Teaching Unit Academic Style

Homework: Assignment 1

In academic style, answer this question “Why is a degree from a UK university a good thing to have?” (Write 150 words).

You must

Use 12 point Times New Roman font, or 12 point Arial font.

Write double-spaced

Hand in two copies to Project Class on Monday at 2.30.

Remember:

Impersonality

Cohesion

Formality

Caution

Course D UG Project 3English Language Teaching Unit Different Types of University Writing

Course D UG Project 3 Different Types of University WritingUpdated : 23/6/2016

Materials It’s useful to take in examples of different literature sources – a textbook, a journal,

an anthology etc.

Notes This lesson is about text types that students will read and write at university.

Find out your students’ disciplines before the class

CORE ITEM: Outlines of different types of writing – lexis for talking about writing [literature review, implications, executive summary, references]

KNOW YOUR LINKERS! Task 4 is particularly challenging

Course links Students will be planning their own essays in week 4. This lesson should help to justify why

essay writing is useful for all students on Course D, even Engineering/ Science.

Don’t forget… Collect Assignment 1 essays at 2.30.

Marking Homework Assignment 1

1. Make 8 corrections

a) Mistakes in academic style – underline and mark ‘Style’.

b) Other language errors - using the correction code

2. Comment on the success of the task response

3. Suggest one area of language the student should work on

4. Highlight something the student did well. This could be in their use of language or something else.

5. Collect any ‘interesting’ errors for treatment in class

6. Return homework on Thursday. Then, students will make corrections and you can check them in writing tutorials.

Course D UG Project 3English Language Teaching Unit Different Types of University Writing

Different Types of University Writing Find out about the organisation of different texts

Practise doing classifications

Task 1: Different kinds of text

What kinds of text will you have to read and write at University? Mark each one R and/or W

Accounts and Statements

Journal Article

Essay

Lab report

Text book

Exercises

Anthology

Executive report

Critical review

Project or Dissertation

Product analysis

Task 2: Essays and Reports

What’s the difference between an essay and a report? Match the type with the description.

Type of writing Description [and approximate word limits]

1. Essay a. Evaluation of an article or book. [1000 – 2000 words.]

2. Executive report b. Discussion of the planning, procedure and results of your investigation. [3000 words.]

3. Lab report c. Balanced discussion of an issue to reach a conclusion or solve a problem. [1000 – 3000 words.]

4. Critical Review d. Write up of experiment or test or trial. [500 – 1000 words.]

5. Project or dissertation e. Investigation of a case and recommendations. [1000-2000 words.]

More about writing at University

Tutors sometimes create interesting new writing tasks for students. For example ‘Write a manual for high school students’ or ‘Write a diary of your media consumption for one week’.

Course D UG Project 3English Language Teaching Unit Different Types of University Writing

Task 3: SectionsAll written work can be divided into Introduction, Main Body and Conclusion. But each type of text commonly has its own set of sections:

Example:

What sections would you expect in the following? Pick from the list of possible sections below. (Some sections appear in both).

Essay:

1.______________________________

2.______________________________

3.______________________________

4.______________________________

5.______________________________

6.______________________________

Lab Report

1.______________________________

2.______________________________

3.______________________________

4.______________________________

5.______________________________

6.______________________________

7.______________________________

Possible Sections:

Argument/ discussion Conclusion Discussion of results Findings Implications Introduction - why this area is important List of References

Literature Review

More about writing at UniversityLonger pieces of academic work include features of both essays and lab reports.For example, Engineering projects and Media dissertations are both investigative research, and contain extended literature reviews, a discussion of different types of method, a procedure and findings.Executive Reports involve the investigation of a particular case such as a failing company. They are like essays, however the literature review and argument focus on problems and possible solutions, and it finishes with recommendations rather than implications.

Critical Review:

1. Introduction

2. Summary of target article or book

3. Key issues and responses from other literature

4. Evaluation of success of target article or book

Course D UG Project 3English Language Teaching Unit Different Types of University Writing

Method/Procedure

Task 4: Outline PlanningA common way of organising an essay is by using outline planning.

Example:

Stress and Strain

Introduction

Main Body:

1. Literature Review1.1 Stress and Strain Equations1.2 Methods for testing stress and strain

1.2.1 Hogmark’s method1.2.2 Svensson and Swain’s experiment1.2.3 Darius’s computer model for types of steel

2. Method2.1 Equipment2.2 Procedure

3. Findings4. Discussion

4.1 chart4.2 main correlations4.3 anomalous results

Conclusion

Course D UG Project 3English Language Teaching Unit Different Types of University Writing

More about writing at University

Classifications are useful in different sections. For example, they can be used in the introduction to narrow down the topic, in the literature review to group different sources, or in the Findings to group types of results.

Outline plans are only one way to make writing plans.

Course D UG Project 3English Language Teaching Unit Different Types of University Writing

Task 5: ClassificationRead the summary.

Summary:

Academic texts 1. ______________ many different types of reading and writing. Writing texts for

students 2. ______________ Essays, Lab reports, Executive reports, Critical reviews and Projects or

Dissertations. Reading texts 3.___________ anthologies and online journal articles, 4. __________.

There are three main 5. __________ books, which are textbooks, books, and anthologies. A book has

a single author, 6. ___________ each chapter in a textbook or anthology may have a different author.

Electronic sources 7. __________ online journal articles and e-books. There are many other useful

online sources such as blogs, which can help students to understand issues. 8. __________, references

to these sources should generally not be included in students’ written work.

For each space, choose one option, A, B or C that best fits each space:

1. A. can be classified into B. are consisted of C. are included

2. A. divide of B. consist of C. include of

3. A. divide B. consist of C. include

4. A. such as B. for example C. instance

5. A. sections of B. parts of C. types of

6. A. despite B. whereas C. although

7. A. divide into B. can be divided into C. divided into

8. A. However B. Whereas C. Though

Task 6: Critical Thinking – ClassificationMake an outline classification of any of the following topics:

The British Isles [include: UK, Ireland, Great Britain, Scotland, Midlands]

Pollution [include: air, noise, water, factories]

Mass Media [include: print, blogs, billboards]

With a partner, write up your classification. Use language from Task 5.

Self-studyIdentifying different types of textVSAC -> EAP toolkit -> Reading -> Identifying text typesVSAC -> Online Resources -> Writing -> Advice on Academic Writing (Uni of Toronto) -> Specific Types of WritingClassification vocabularyVSAC -> EAP Toolkit -> Vocabulary for Academic Purposes -> Language for Classifying

Course D UG Project 4English Language Teaching Unit Planning and Organisation

Course D UG Project 4 Planning and Organisation Last updated: 23.06.2016

MaterialsClick here to enter text.

Notes This lesson demonstrates two useful coherence frameworks for organising paragraphs,

sections, or essays.

Also covers comparison and contrast language, and linking words

CORE ITEMS: Task 3 Awareness of Horizontal and Vertical patterns; Task 5 making the plan is essential for tomorrow’s lesson.

Course links The need for cohesion and coherence is mentioned in Session 2

Example of outline plan in Session 3: Part 2 ‘Stress and Strain’

Session 5: Homework Assignment 2 is based on the essay plan which students make today.

Urban migration topic is revisited in Session 7

Don’t forget… Library Talk for students on Wednesday (Tomorrow) at 2.00

Texts and photographs are copyright free.

Course D UG Project 4English Language Teaching Unit Planning and Organisation

Planning and Organisation Making Vertical and Horizontal plans

Comparison and Contrast

Task 1: Comparing

Find two similarities and differences between these pictures.

Similarities Differences Reasons

both

too

neither

same

unlike

while

however

because

because of

in that

Course D UG Project 4English Language Teaching Unit Planning and Organisation

Task 2: Critical thinking - Generalizing

In order to compare and contrast effectively, it is important to be able to generalize categories for comparing.

Look at the items below. Add categories for comparing and contrasting.

Tip: Categories should be nouns

Item Group Categories for comparison

Cars size, weight, top speed, comfort, economy, cost

Cities size, location, economy...

Mobile phones

Pets

Countries

Task 3: Vertical and Horizontal patterns

Read Text A. Fill each space with one word.

Read the text again. Do you find any of your categories from Task 2?

Text A:

The most common pets in the UK are ______ and ______. _______ are often, but not

always larger. In addition, they eat more, and they are carnivores, although they will

eat vegetables. Finally, ______ need a lot of looking after, but they can be a good

friend.

________, on the other hand, are smaller and eat only what they need. They are purely

carnivores. Their diet includes fish but unlike _______ they don’t like vegetables.

Furthermore, _________ are independent. This means they need less looking after, but

also they can be less faithful companions.

Course D UG Project 4English Language Teaching Unit Planning and Organisation

Now read Text B. What is the main difference between A and B? Can you identify the categories in Text B? Why is it easier?

Text B

Pets such as dogs and cats can be compared in various categories. For example, in

terms of size, dogs are generally larger than cats. Dogs generally eat more than cats,

although their diet can include vegetables whereas cats are exclusively carnivores. As

far as care is concerned, dogs require a lot of looking after, while cats clean and look

after themselves. Dogs can be faithful and make good companions, whereas cats are

more independent.

Paragraph A is organised using a vertical pattern. Fill in the gaps with the categories used in Paragraph A

Paragraph B uses a horizontal pattern.

Dogs and cats: Size

Horizontal patterns are better when the categories are clearer and both items fill most of the categories.

Horizontal and vertical patterns can be used in comparison and contrast. They can also be used in cause and effect, problem and solution and so on.

Horizontal and vertical patterns can be used to organise paragraphs, sections, and whole essays. They can be combined: for example, two vertical paragraphs used in a horizontal section.

Cats:

e)__________

f)__________

g)__________

h)__________

Dogs:

a)__________

b)__________

c)_________

d)__________

Dogs and cats: What they eat

Dogs and cats: How much looking after they need

Course D UG Project 4English Language Teaching Unit Planning and Organisation

Dogs and cats: Type of companion

Course D UG Project 4English Language Teaching Unit Planning and Organisation

Task 4: Language

Find the useful language in Text A and Text B. Can you add any more links and signposts of your own?

Useful Language for vertical comparisons Useful Language for horizontal comparisons

Linking words Linking words

Signposts for introducing categories:

Rewrite each sentence using the words given in brackets.

1. New York has many islands, whereas London does not.

__Unlike London, New York has many islands____(unlike)

2. Mobile phones are frequently used for texting. They are also used for accessing the internet.

__________________________________________ (in addition)

3. In terms of cost, an ipad is more expensive than an HTC.

________________________________________________(as far as)

4. Although architecture in cities can be modern, buildings are often classical in style.

____________________________________________________(however)

Course D UG Project 4English Language Teaching Unit Planning and Organisation

Task 5: Making a plan

Make a plan for the essay title:

Compare life in urban and rural environments. (1000 words).

1. Brainstorm ideas

2. Organise your ideas into an outline plan.

Self-study

Compare and contrast languageVSAC -> Online Resources -> Writing -> Academic Phrasebank (University of Manchester) -> Compare and ContrastEssay structureVSAC -> Online Resources -> Writing -> The Write Site -> Module 3: StructureVSAC -> Online Resources -> Writing -> Academic Writing – UEfAP -> Organisation

Course D UG Project 5 English Language Teaching Unit A2

Course D UG Project 5 Effective IntroductionsLast updated 27.06.15

Materials1. Worksheet 1 (Tasks 1-4) 3 pages

Notes2. This lesson develops a 3-stage introduction structure which can be used in a wide variety of

essays, reports and tests.

3. You may need to show students how to submit through Turnitin.

Course links4. Homework task builds on the essay plans developed in Tuesday’s session.

5. The introduction pattern here can be used in short form in the writing test.

6. CORE ITEM: Task 3 and 4: the 3-stage introduction structure; planning for Homework assignment 2

Don’t forget…7. Return Assignment 1 to students. Ask them to correct all the correction code items by

Monday (week3) - As these will have been typed, not handwritten, students should bring you a NEW corrected version (i.e. don’t allow them to/accept just scribble something over the original copy by hand).

Course D UG Project 5 English Language Teaching Unit A2

Effective Introductions How to write an effective introduction

Task 1: Critical thinking – brainstorming

What are the advantages and disadvantages of mobile phones?

Discuss with a group. Classify and organise your ideas. Take notes as you will have to report to the class later.

Key Vocabulary for Reading text:

Intrinsically Disturbing Exemplify Adverse Wave(length)

Course D UG Project 5 English Language Teaching Unit A2

Task 2: ReadingRead the three introductions.

Do they mention any of your ideas?

Which academic field do they come from?

Introduction A:

Benson (2011) states that “cell phones are damaging the brains of our children”. A mobile phone is a communications device that can be used anywhere. Everybody should have one if they want to keep in touch with their friends. Like lots of new technology, there are people who do not like mobile phones. It is clear that some people criticise new technology because they are afraid of it, or because they do not understand it. Of course, there can be problems with new technology if it is used badly, for example to commit crimes. Mobile phones may be used by criminals, but that does not mean that mobile phones are intrinsically bad. This essay will discuss the negative physical effects of mobile phones, and show how they can be used safely.Introduction B:

New developments in the field of communications technology are reported every day in the news. The developments have generally been welcomed by consumers. The increasing usage of mobile phones is particularly dramatic; in Australia, for example, the number of mobile phone connections has increased from 10 million in 2000 to 23 million in 2010 (ACMA, 2010). At the same time, there has been an increase in the volume of microwaves, which are a type of radiation, in the atmosphere. Recently, however, there have been a number of disturbing reports concerning the dangers of mobile phones, particularly for children. This essay looks at the research into the effects of microwaves on the human brain, and tries to establish whether the widespread use of mobile phones by the young should be a worry.

Introduction C:

Microwaves are radio waves with wavelengths ranging from as long as one meter to as short as one millimetre, or equivalently, with frequencies between 300 MHz (0.3 GHz) and 300 GHz. This broad definition includes both UHF and EHF (millimeter waves), and various sources use different boundaries (Hedges 2010). In all cases, microwave includes the entire SHF band (3 to 30 GHz, or 10 to 1 cm) at minimum, with RF engineering often putting the lower boundary at 1 GHz (30 cm), and the upper around 100 GHz (3 mm).

Microwaves do not contain sufficient energy to chemically change substances by ionization, and so exemplify non-ionizing radiation. It has not been shown conclusively that microwaves (or other non-ionizing electromagnetic radiation) have significant adverse biological effects at low levels.

Which introduction do you prefer? Why?

Course D UG Project 5 English Language Teaching Unit A2

Task 3: Introduction organisation

Introduction B follows a common pattern:

1 Background statement How important is this topic? Why is it important to the reader?

2 Definition Explain any important but technical or uncommon words. What does the phrase mean?

3 Focus statement What is the problem? What is the gap? What is the key issue?

4 Guide statement What is the question you want to answer? How are you going to find the answer?

Look back at Introduction B. Put a line [|] between 1, 2, 3 and 4.

Task 4: Language

1) Look at introductions A and B. Find and underline the guide statements. Which tenses are used to write the guide statements? Why do you think these tenses have been used?

_________________________________________________________________________________

2) Just look at introduction B. Read the focus statement again. What tense is it written in? Why do you think this tense is used?

________________________________________________________________________________

Starting an introduction

Course D UG Project 5 English Language Teaching Unit A2

3) Your first sentence in an introduction should be general but precise. Compare these two sentences below.

Which do you think is too general?

A) Nowadays, more and more students are travelling abroad to study at university.

B) Last year saw an increase in the number of international students coming to a UK university.

4) Tick the phrases you think are acceptable in the introduction of an academic essay.

Nowadays,

In recent years,

Currently,

X is a heated discussion…

X is a controversial topic…

Often the background sentences in an introduction include a time phrase to show how important the subject is.

Time phrase Topic Development

In the last two decades,

the number of children using mobile phones in schools

has resulted in conflict between teachers and parents.

Since 2010, the number of mobile phones being sold

has increased dramatically.

Time phrase Development Topic

Recently, there has been a growing interest in the effects of microwaves on humans.

In the last 10 years,

teachers have become increasing angry at

the number of students using their mobile phones in class.

Course D UG Project 5 English Language Teaching Unit A2

5) Write a background sentence for the following essay title. Use the structures given in the table.

“What are some of the advantages and disadvantages of using a mobile phone to learn English?”

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Definitions

6) Look at this sentence from introduction B.

At the same time, there has been an increase in the volume of microwaves, which are a type of radiation, in the atmosphere.

a) Which word is being explained/defined?

b) Underline the definition.

c) Is this definition: A noun phrase

A relative clause

A sentence

A synonym

Look at this definition.

Microwaves are a type of radiation.

Is this definition: A noun phrase

A relative clause

A sentence

A synonym

Course D UG Project 5 English Language Teaching Unit A2

Focus statement

7) Look at the following phrases that can be used as a focus statement. Each phrase has a mistake. Rewrite the phrase correcting the mistake. (Some phrases have more than one mistake.)

1. The research has tended to focus in XXX, rather than in XXXX.

2. Much studies have been content to look at XXXX.

3. These researches have emphasised the effects on XXXX, as opposed to the effects of XXX.

4. The previous research in XXX has concentrated in its use with XXXX.

Course D UG Project 5 English Language Teaching Unit A2

Guide statement

8) Below are some phrases that can be used to introduce a guide statement. Match the start and the end of these phrases.

A) The purpose 1) argue that…

B) This essay will 2) argues that…

C) This essay 3) this paper is to…

D) The aim of 4) on the results obtained

E) This paper reports 5) of this essay is to…

Task 5: Planning an introduction

Look back at your plan for the essay from Session 4. Work with a group. Make a plan for an introduction.

1. Background statement

2. Definition

3. Focus statement

4. Guide statement

Self-study

IntroductionsVSAC -> Online Resources -> Writing -> The Write Site -> Module 3: Structure -> Introductions and ConclusionsVSAC-> EAP Toolkit -> Academic writing -> Introductions and conclusions VSAC-> EAP Toolkit -> Academic writing -> The role of the introduction

Course D UG Project 5 English Language Teaching Unit A2

Homework: Assignment 2:

Write up the introduction you planned in the previous lesson[150 words]

Write in academic style

Use 12pt Times New Roman or Arial font

Write double spaced

Submit your introduction A2 to Turnitin by 9.00 am on Monday

Bring two printed copies to next Monday’s (Week 3) lesson

Read the comments and corrections your teacher has made to your first assignment. Rewrite your A1 making the corrections suggested by your tutor and hand in this updated version on Monday Week 3.

Course D UG Project 6English Language Teaching Unit A Sample Essay

Course DUG Project 6 A Sample Essay Last updated 27.06.13

MaterialsSample Essay – four pages

Notes This is largely a reading lesson. It’s an economics text and contains some micro-economic

theory which can be difficult for non-economists. But remember, after the skim activity, you should focus on certain parts for close reading – you don’t have to look too closely at the equations!

It’s a chance to review the course learning so far.

The sample essay is short for A4, but does include all the features we’d like to see.

CORE ITEM: citation verbs

If you have time, you can look at the cohesion in the essay. Ss can underline links or signposts, students can write down three expressions they would like to use in their own essay and so on.

Course links PUGB1L7 has more on reference and plagiarism

There’s more on Economics in the ‘Work’ unit in the morning.

Don’t forget… Collect A2. You need to have A2 marked by Thursday’s tutorials

Collect A1 corrections. If you can mark them in class when sts are doing Tasks 1 and 2 great. Otherwise return them to students in tomorrow’s lesson.

Marking A2 You’re looking primarily for 3-part organisation.

Mark up to 8 language corrections using the correction code.

Don’t forget to look for errors in academic style

Since large firms enjoy EOS, they are therefore

more efficient and should be welcomed by

society. Do you agree? [2000 words]

Course D UG Project 6English Language Teaching Unit A Sample Essay

A Sample Essay Read a model essay

Learn about reporting verbs

Task 1: Pre-reading Discussion

a. Look at the company logos. How much do you know about these companies?

How could you find out more about them?

b. Here is an undergraduate economics question:

c. Do some key word analysis:

Key word Meaning Examples

EOS economy of scale

if you produce a larger quantity, the cost per item is cheaper

a printing press has the same cost for few or many books printed

if you buy more supply, you can negotiate a cheaper price

Large firm

Efficiency

d. Read the question again. What are the instruction words?

Course D UG Project 6English Language Teaching Unit A Sample Essay

Task 2: Reading

Read the sample essay. Find the ideas from the key word analysis

Task 3: Organisation

Read the text again. Identify the sections.

Introduction. [Paragraphs 1 to ..........]

What is efficiency? [Paragraphs .......... to .........]

Advantages of large firms. [Paragraphs .......... to .........]

Disadvantages of large firms. [Paragraphs .......... to .........]

Conclusion. [Paragraphs .......... to .........]

Task 4: Evaluation.

What do you think of the introduction? Can you find the three stages we talked about in the last lesson?

What do you think of the style? Is it academic? [Have a special look at paragraph 15].

How is the essay organised? Is it vertical or horizontal?

What other good and bad points does the essay have?

Course D UG Project 6English Language Teaching Unit A Sample Essay

Task 5: References and Citations

In your writing for your academic course, will you include references to:

Data

Other books and articles

Diagrams

Equations

Find the references in the essay.

Reference type Paragraph Language used

a. Data

b. Other books and articles

c. Diagrams 18 In figure 2, this is where...

d. Equations

What is the connection between the essay and the section called ‘References’?

Why do we need to include references in our academic essays?

a) to show what the we have read.

b) to support ideas with data or evidence.

c) to support ideas with the opinions of qualified writers.

d) to show which writers we agree and disagree with.

e) to show where the reader can find more information about the topic.

Course D UG Project 6English Language Teaching Unit A Sample Essay

Task 6: Reporting verbs

There are a variety of ways to cite a source. This is one of the most common structures that is used:

Author’s name and (year)

citation verb that clause

Markovits (2008)

says that productive efficiency refers to the least cost method of production

Look at the following citation verbs. They can all be followed by a that clause. But they all have different meaning.

claims disagrees emphasises maintains notes

What you write What you mean

1.

Brie(1987) _claims___ that the Moon is made of cheese. a) Brie said it, I didn’t.

2.

Stilton (1992) _____________ that Brie’s theory is correct.

b) But most people think Brie is wrong.

3.

Stilton (1992) _____________ that the moon hasn’t been visited since 1971.

c) He says it, but it’s not his main point.

4.

Brie (1987) ___________ that the cheese theory is very old.

d) He thinks that this is very important.

5.

Marble (1987) _____________ that the Moon can be made of cheese.

e) He doesn’t believe the theory.

Find examples of these citation verbs in the text.

Self-study Essay titlesVSAC -> Online Resources -> Writing -> Academic Phrasebank (University of Manchester) -> Referring to sourcesVSAC -> Online Resources -> Writing -> The Write Site -> Module 2: Sources -> Reporting evidence

Course D UG Project 6English Language Teaching Unit A Sample Essay

Sample EssaySince large firms enjoy EOS, they are therefore more efficient and should be welcomed by society. Do you agree?

1. Coca Cola, Nike, Toyota and Microsoft are large companies. These companies have enormous production, and employ large numbers of people. For example, Coca-Cola sells more than 50 billion drinks a day (Coca Cola 2007). These companies make products that many people want to buy, and they make them at a price that many people can afford. They make big profits for their shareholders, and they pay big taxes to their governments.

2. It seems that these companies bring us so many benefits. However Markovits (2008) disagrees with this idea. Markovits (2008) maintains that these companies are inefficient, and society would be richer or better off without them. In this essay, I will try to examine the idea of efficiency, and test to see if large firms are a benefit or a disadvantage to society.

3. First then, the concept of efficiency should be examined. To be economically efficient a firm has to achieve productive and allocative efficiency. Markovits (2008) says that productive efficiency refers to the least cost method of production. That is, there is no cheaper method. It can be seen that new technology brings cheaper methods, for example a new process or a new machine. But also, change in quantity can change the cost per unit. For example, a printing press can make many books in a day. If it makes 100 or 200 books, the cost of the machine is the same. So, the average cost of each book is cheaper if the press makes 200.

4. Allocative efficiency on the other hand, occurs when the right amount of the right kind of goods are being produced. This occurs when the marginal cost of producing a good is equal to the marginal benefit (MC=MB). In this situation, if a firm produces just one more unit, the firm loses just a little more than it wins. When the whole economy is considered, all society’s costs and benefits must be included. In this case, marginal social costs (everyone’s spending, but also factors like pollution) must equal marginal social benefits (total incomes, but also valuable benefits like education). If a society is efficient, an increase in production of one unit would bring some workers incomes and education, but also the same ‘amount’ of expenditure and pollution. As Markovits (2008) claims, MSC = MSB.

5. On top of that, Pareto efficiency also has to be achieved. Pareto efficiency is when it is no longer possible to change the allocation of resources such that it makes at least one individual better off without making any other individual worse off (Markovits 2008). This idea of efficiency results in a Production Possibility Frontier (see figure 1). This represents all the choices of production in an economy which are Pareto efficient.

Figure 1: Production Possibility frontier for Guns and Butter.

Course D UG Project 6English Language Teaching Unit A Sample Essay

6. One of the most obvious advantages of a large firm is that they can enjoy Economies of Scale (EOS). This means the cost savings from large quantity production. Markowits (2008) classifies EOS as internal or external. If the average costs decrease due to the increase in the production of the firm itself, the firm experiences internal EOS, whereas external EOS benefit many firms at once. For example, the invention of railways brought external EOS for many firms in the USA and the UK, because transport of materials and distribution were cheaper than before, with horses or boats.

7. Internal and external EOS reduce the cost of production. Therefore, the firm increases productive efficiency, as mentioned above.

8. A large firm can enjoy internal economies of scale through marketing economies. This occurs when a firm gets bigger and it buys inputs such as raw materials in big quantities. Suppliers will often offer a discount because the order is big. This lowers the firm’s cost of production. Also, a firm can enjoy marketing economies when it can spread its costs. For example, since a bigger firm produces more output, its total advertising cost is spread over a large output, and unit cost is reduced. Another EOS is financial economies. For instance larger firms may be able to obtain financial loans at lower interest rates due to more credit security and more assets. It can also raise funds in the capital market by issuing shares to member of the public.

9. Finally, when a firm expands, it is able to hire professionals to specialize in different areas of work. Different departments can be set up, each led by an expert in the field. There can be a specialist accountant, or a specialist marketing manager. This may not be possible in a small two-man software programming company, for example. In this case, the owners who have skills in producing software have to stop doing their best job, in order to do accounts or marketing. This is known as managerial economies of scale.

10. So, large firms tend to be more efficient because of EOS. This might eventually result in cost savings passed on to consumers in the form of lower prices for the goods and services. Larger production means more availability, so more people can enjoy the goods and services. Social cost falls, but social benefit increases. Allocative efficiency increases. In conclusion, the large firm is a benefit to society.

11. There are three main problems with this conclusion. Firstly, the power of the firm may prevent real efficiency. Secondly, size can bring diseconomies of scale, or disEOS. Last but not least, efficiency is not the same as fairness; large firms may be efficient, but they may make society more unequal.

12. Firstly, the essay will consider why the large firm might not be efficient. The largest firms are usually classified as oligopolistic or monopolistic firms. An oligopolistic market occurs where the industry is dominated by a few large firms which control a large proportion of the industry’s output. These firms have a large share of market power. Similarly, in a monopolistic market, there is market dominance because a single firm controls the whole supply of a product which has no close substitutes. On one hand, these firms have large EOS. But on the other hand, through heavy advertising and brand awareness, these firms can reduce free competition. Firms with cheaper production methods cannot be successful,

Course D UG Project 6English Language Teaching Unit A Sample Essay

because for example they do not have the brand awareness. Even if Coca Cola’s production technology is old, people still prefer Coca Cola. A new cola with cheaper production cannot compete strongly with Coca Cola. Without competition, production cost remains high.

13. Oligopoly and monopoly firms can also use unfair competition methods to stay successful but inefficient. Sen (1994) notes that big supermarkets like TESCO use strategies such as dumping or price cutting to kill a new competitor with better production efficiency. When the competitor is gone, the price can rise again.

14. A natural monopoly occurs when a huge amount of capital investment is needed to produce a product or service. This leads to very large EOS and there will only be one firm in the market. This huge capital requirement means that total fixed costs make up a very large part of the total cost. Examples of a natural monopoly include producers for utilities such as gas, water and telecommunications.

15. In the case of Singapore, the telecommunication lines are monopolized by Singtel. A new firm would have to put new telecommunications systems next to Singtel’s, which is called duplication. Until the new company reached nearly the same size as Singtel, I would prefer Singtel, because it has a bigger network. The new firm may be cheap, but customers can only connect with a few other guys. The natural monopoly exists!

16. In the case of Singtel, the government prevents new competitors by law. People accept this because the new competitors will always fail, and the waste of resources means social costs. Singtel may be inefficient, but the social benefit of the monopoly is valuable.

17. Furthermore, monopolists do not want to produce at the allocative efficient quantity. Sen (1993) emphasises that monopolists want to maximise profit. Figure 2 shows the price and quantity of a good or service in a monopoly situation. It can be seen that the monopolist produces the quantity where MC=MR. This is logical. The monopolist only wants to produce an extra unit if it gets extra income (MC=MR). At this quantity (Qm), the price can be calculated from the Demand curve as Pm.

18. However, in a competitive market, the firms produce extra units if they do not lose money. So they produce where price equals marginal cost (P=MC). In figure 2, this is where Pc = MC. The quantity produced is Qc. Qc is much more than Qm, so it can be seen that the monopolist is producing less than the efficient quantity.

Figure 2: The monopolist produces where profit is largest (QM), not where production is most efficient (QC).

QC

Course D UG Project 6English Language Teaching Unit A Sample Essay

19. The second problem with large firms is diseconomies of scale (disEOS). Internal diseconomies of scale are the disadvantages a firm experiences as it increases its quantity of production. (See figure 3). When a firm gets bigger, there are EOS and average cost per unit falls. When a firm becomes too large, its average cost of production rises as its scale of production increases. (Begg et al. 1997).

20. Internal disEOS are largely managerial inefficiencies. This can arise from the increasing complexity in management and greater difficulty in co-ordination in a large organization. A firm grows so large that it becomes more difficult to manage. It becomes more bureaucratic and decision-making processes are slow. Workers spend more time on paperwork and less on production, which results in low productivity and higher unit cost. Big companies become spread out, and communication and travel costs increase. It becomes increasingly more difficult and expensive for top management to co-ordinate and monitor all operations. This also increases unit cost. The firm is inefficient.

Figure 3. Long Run Average Cost. EOS and disEOS.

21. Finally, it should be considered if the efficient allocation of disadvantages and benefits is fair. Pareto efficiency shows us that many different allocations can be efficient. For allocative efficiency, MSC=MSB. However, a small cost for a large number of people can equal a large benefit for a few. In a country like the UK, shareholders are usually richer people from the middle class. The large number of people on low incomes are not interested in shareholding. An economy can be efficient if the monopoly can keep prices high. If a cellphone monopolist makes supernormal profits, these profits will go to a few shareholders. The higher prices will be paid by the large number of consumers, usually low income earners. This can be efficient, but it is not fair for a few rich people to become richer, while poor people stay poor.

22. In conclusion, large firms with EOS are beneficial in the economy but if they are too large or too powerful the benefits will disappear. In fact, the very large firms will eventually cause inequality and inefficiency. Sometimes governments must create new regulations and taxation to control the monopoly power of large firms, or control the operations of natural monopolies.

References:

Markovits, Richard (2008). Truth or Economics. New Haven: Yale University Press

Sen, A. (1993). Markets and freedom: Achievements and limitations of the market mechanism in promoting individual freedoms. Oxford Economic Papers, 45(4), 519–541.

Begg, D., Fischer, S. and Dornbusch, R. (2005). Economics. Maidenhead: McGraw-Hill Education.

Coca Cola Company Form 10-K 2005. SEC. [Access date: May 11, 2011].

Course D UG Project 7English Language Teaching Unit Reference and Plagiarism

Course D UG Project 7 Reference and PlagiarismLast updated 23.06.15

Materials Tutorial preparation form

Tutorial timetable template

Notes This session builds on Session 6, with further work on the purpose and type of references,

and identification of plagiarism.

You may need to include the Turnitin demonstration in this lesson (again)

Course links Citation, reference and bibliography systems will be dealt with in block 2.

CORE ITEM: Task 3 and 4: Students must be aware of relationship between citation, paraphrase and avoiding plagiarism.

Don’t forget… Set Homework Assignment 3

For tomorrow: Hand out Tutorial prep Sheet for tomorrow’s session

Hand out Tutorial Schedule for tomorrow’s session. Divide the 120 minutes available by the number of your students to work out the intervals. You can put the tutorial schedule on Bb for your group also.

Check you have marked homework A2 and checked revisions for homework A 1

Course D UG Project 7English Language Teaching Unit Reference and Plagiarism

Reference and Plagiarism Learn about citations, quotations, summaries

Learn about plagiarism

Task 1Why do people move from the countryside into cities?

Course D UG Project 7English Language Teaching Unit Reference and Plagiarism

Task 2: Adding sources to your essayYou are going to read a paragraph from one academic explaining one of the reasons he thinks people migrate.

1. In your own words, what does he say is a significant reason why people migrate to cities?2. Do you agree with him?

3. Are these statements true or false?

a) The paragraph is mostly from the point of view of rural people.

b) Du Toit (1992) believes that urban life is more secure than rural life.

Economic security can have an important part to play in urban migration. Even with the most

careful planning, it is extremely difficult for subsistence farmers to predict their harvests, due to

insect pests, crop or livestock diseases and poor weather. At the same time, a growing industrial

economy can offer jobs in the city factories with the same wages week after week, month after

month. In the long-term, economic crisis or large numbers of migrants may mean unemployment

and insecurity, but people may not be aware of this; certainly, the images of city life promoted by

factory owners do not suggest these potential problems. So, they leave their farms and travel to

the cities to work in factories.

Du Toit (1992) “Supercities: social revolution in the developing world” London: AUP (pp16-17)

Course D UG Project 7English Language Teaching Unit Reference and Plagiarism

2. The following paragraphs from student essays are based on the paragraph from Du Toit. Evaluate the way they use the source. Which of the two paragraphs is better. Why?

Paragraph A

Economic security is a significant factor in the move from countryside to city. In many rural

situations, people grow their own food, and this is unpredictable because of ‘insect pests, crop or

livestock diseases and poor weather’. However, a growing industrial economy can offer jobs in

factories which may appear to offer long term security for workers and their families. Therefore,

people are encouraged to leave their farms and travel to the cities.

Paragraph B

Du Toit (2003: p16) states that “economic security can have an important part to play in

urban migration.” He adds that in many rural situations, people grow their own food, and

despite attempts to plan, this is unpredictable because of environmental factors.

However, in a healthy economy, jobs in factories can offer apparent security for workers

and their families (Du Toit, 2003: p16). Therefore, migration to the cities is encouraged

(Du Toit, 2003: p17).

Identify the examples of plagiarism in Paragraph A. Underline them.

To plagiarise: To use another person’s idea or part of their work and pretend that it is your own.

Cambridge Dictionaries Online

Course D UG Project 7English Language Teaching Unit Reference and Plagiarism

Task 3: Strategies for paraphrase:It is important to remember that paraphrasing involves putting into your own words the meaning of the original sentence or paragraph.

1. It involves a combination of different strategies, for example:

1. Paraphrase

2. Summary

use synonyms change word class change word order

identify main points

issue: problem, question, argument, topicnoun to verb, verb to nounsubject to object, object to subject

rewrite using strategies above

The first stage is to make sure you understand the meaning. If you don’t understand the original, you can’t put it into your own words.

a) Stage 1: Identify the main subject, the main verb and the main object or agent in this sentence.

Unlike traditional societies, sudden urbanisation can lead to a breakdown in community support.

Bora, (2012)

__________________________________________________________________________________

b) Stage 2: Find synonyms for the words in italics:

As cities develop, the effects can include a dramatic increase and change in costs. Bora, (2012)

c) Stage 3: Make changes to the word class of the words in italics, then rewrite the sentence:

Councils recently developing inner cities mean that new arrivals no longer necessarily settle in the centre. Bora, M. (2012)

Doing this will help you identify the main meaning of the sentence.

Course D UG Project 7English Language Teaching Unit Reference and Plagiarism

d) Stage 4: Change word or sentence order of the following sentence:

As more and more people leave villages and farms to live in cities, urban growth results.

Bora,. (2012)

e) Now try combining the techniques to paraphrase the following:

Identify the main subject, verb and object Find synonyms Make changes to word class Change word/sentence order

Young men are forced to leave their children and wives at home as they travel hundreds of miles in search of work because the economy in their rural homes can no longer support them. Bora, M (2012)

__________________________________________________________________________________

In some developed regions, the reverse effect, originally called counter urbanization has occurred, with cities losing population to rural areas, and this is particularly common for families with more money. It has been possible because of improved communications, and has been caused by factors such people being frightened of crime and poor urban environments. Bora, M. (2012)

__________________________________________________________________________________

Now check your paraphrases. Although you have used different words and different sentence structure is the meaning the same as the original?

Course D UG Project 7English Language Teaching Unit Reference and Plagiarism

2. How much referencing is ideal?

Self-studyParaphrasingVSAC ->Online resources ->Writing ->Academic Writing –UEfAP -> Reporting -> ParaphraseVSAC -> Online resources -> Writing ->The Write Site ->Module 2: SourcesVSAC -> Online resources -> Writing ->The Write Site -> Unit 3 Quoting and paraphrasingVSAC -> EAP Toolkit -> Academic Writing -> Introduction to quoting and paraphrasingVSAC -> EAP Toolkit -> Academic Writing -> Using paraphrase in writing

No sources One source Some sources ‘Only’ sources

Unsupported argumentWriter hasn’t researched the topicPlagiarism?

One-sided or limited argumentNot enough research

Argument integrated with sourcesArgument based on research

No original thinkingPlagiarism?

For more information on what plagiarism is and on how to avoid it, see the “Plagiarism: regulations for ELTU students” section at the back of this book.

Course D UG Project 7English Language Teaching Unit Reference and Plagiarism

Homework Assignment A3: Read the extracts from Du Toit (1994), Jefferson (1990) and Cobb (2001).

Write your own paragraph explaining the factors that contribute to urban population change [150 words]. Use some or all three of the sources.

Include a quotation, an indirect quotation and a summary.

Use 12pt Times New Roman or Arial font

Write double spaced

Submit your paragraph to Turnitin by 900am on Monday

Bring two printed copies to next Monday’s lesson

In more developed or developing countries the government may consider the relocation of businesses, factories and warehouses to rural areas. This can exploit brownfield sites in the countryside, which are developed as business parks. Policies of industrial relocation have been successful in Canada and the UK where industrial expansion of cities has been halted in the last 50 years. In both these countries, urban populations have fallen. However, people are not willing to leave the cities unless they are guaranteed better housing, schools and transport facilities, so long term investment in these areas is crucial. Furthermore, such projects are disputed by environmentalists, who see these developments as a threat to the eco-balance of the countryside.

Cobb, J. (2001) “The Environment and the People in Cities” New York: Harper (p 126).

Bangkok’s resettlement programmes had two main aims. Firstly, planners wanted to move people from high density to low density areas, and also it would be easier to build underlying infrastructure in new sites rather than existing, densely occupied ones. Resettlement initiatives have been both involuntary or voluntary. The huge involuntary slum clearance project of the 1980s evicted over 15,000 inhabitants, but the many small resettlement initiatives of the 1990s were largely voluntary. The involuntary programmes tended to be less successful. They had significant negative impact on the re-settlers, including loss of community support and cohesion, to increased unemployment and drug abuse. Where they were successful, these programmes brought measurable

Course D UG Project 7English Language Teaching Unit Reference and Plagiarism

improvement in living conditions for the re-settlers. Also, for the city they have promoted long term social development, political stability, and economic benefits for the construction industry and the service sector.

Du Toit, J (1992) “Supercities: social revolution in the developing world” London: AUP (pp16-17)

In economic terms, the issue of urban population may be seen as a simple one of supply and demand. Where supply of labour outstrips demand, the price of labour will be driven down until no new labour is supplied. In real terms, this means that salaries and wages will fall until people feel they are better off staying in the countryside. On the other hand, if demand for labour grows, then the price of labour can rise, and people will be attracted to the city for jobs with higher salaries.However, this view is too simplistic. It ignores the fact that an equilibrium can be reached where demand is growing and supply are both growing. In this case, the economic conditions are stable, but the urban population, and the cost in terms of human misery, are increasing.

Jefferson, T. (1990) “The Economics of Growth and Decline” Luton: JML. (p 33)

Course D UG Project 7English Language Teaching Unit Tutorial

Tutorial Preparation Form:

For each of the following, tick the box to show how confident you are.

1 = very confident

2 = quite confident

3 = not confident

4 = I don’t know what this is

I understand:

1 2 3 4

The features of academic style

The sections needed for an academic essay

How to write an introduction

Why I need to make references

The difference between direct and indirect quotations

What plagiarism is

I’d like to know more about:

Areas I have done some self-study on are:

For your teacher:

My grammar point to work on:

Course D UG Project 7English Language Teaching Unit Tutorial

Writing Tutorials:

Room:

Tutor:

Time Student Attended

Course D UG Project 8English Language Teaching Unit Writing Tutorials

Course D UG Project 8 Writing TutorialsLast updated 23.06.14

Materials

Register to mark tutorial attendance

Task 2 to hand back to students

Student will bring tutorial preparation form

Notes

You have one piece of work to return –Task 2

Focus on writing issues – at least one grammar area to improve

Course links

Students had am tutorials this week to deal with course and pastoral issues

You handed out tutorial preparation form on Tuesday

You gave out a tutorial schedule on Tuesday

Students must make corrections to A2 and return them to you on Monday Week 4.

Don’t forget…

Put tutorial schedule in your register.

Block 2 (Long Essay) begins on Monday.

Do students understand:

Features of Academic Style

Sections needed for an academic essay

How to write an introduction

How to make references in the appropriate system for their department

What plagiarism is

Students should go away with one grammar issue for self-study

Course D UG Project 9English Language Teaching Unit The Research Cycle

Course D UG Project 9 The Research CycleLast updated: 08.07.2014

MaterialsInternational student’s guide to finding sources Booklet one for every student

Notes This session begins Block 2.

Course methodology changes – from teacher-led classes, everyone working together on the same thing, to more student oriented workshops, with different groups having different discussions.

CORE ITEM: must have read the assignment brief and had the opportunity to ask questions before they leave the room.

Course links DUGB1L2 (the blog) talks about research led learning at UG level.

Next lesson will show students how to find sources for research.

Don’t forget… Collect A3.

Collect A 2 corrections

Course D UG Project 9English Language Teaching Unit The Research Cycle

The Research Cycle Finding out about the Essay Writing process

Task 1: What do you know?a) What do you think of when you think of ‘research’?

b) Read the following text. Does it mention any of your ideas from Task 1?

Professors, lecturers, master’s degree students and undergrads all have to do research projects. The type of projects varies; literature research involves reading about a topic, survey-based research involves questionnaires,

interviews, while experimental research involves laboratory work in both computer or traditional science labs. In fact, all three types of research share many features. The results of academic research projects are presented in different ways; through essays, posters and presentations. Again, these share many features. For example, all require references and a literature review, where the researcher discusses the background reading they did before they started.Third year electronic engineering students do their projects in groups. They choose their topic at the end of year 2. Working in teams of 8 to 10 students, they develop the project for the whole year. However, each student produces their own individual report at the end.BSc students usually do one large experimental research project in their third year. Before that, they usually do lab reports, exercises and tests. These include many of the same sections and skills as research essays, but usually not all of them. On the other hand, BA students do many short literature research projects at university, with a larger project in the third year. This may be survey or literature-based.

EDITING

Course D UG Project 9English Language Teaching Unit The Research Cycle

c) Add any new information to your ideas in a).

Task 2: The Research Cycle

We can think of research as a repeating process, or cycle. Each stage in the cycle involves different skills. It is important to master all the skills to be a successful student.

1. Fill in the numbered headings (1-4) in figure 1.

2. Each stage consists of a number of steps. Fill in the sub-headings in figure 1.

Figure 1: The Research Cycle

RESEARCHDRAFTINGPLANNING

Course D UG Project 9English Language Teaching Unit The Research Cycle

SUBHEADINGS

a) Read and make notes

b) Check format is correct for

your department

c) Decide what to include

d) Check your language for

mistakes

e) Understand the title or task

f) Check your references

g) Choose the logical order of

your argument

h) Get books and resources

i) Make a plan – headings and

sections

j) Read and revise your

argument

k) Think about what you already

know

l) Write paragraphs

Task 3 Critical thinking: identifying sources of information

Do you know the answers to the following issues? If you don’t know, how can you find out?

Question Answer Sources for research

What’s the best mobile tariff in the UK?

Don’t know – maybe Three?

Online – moneysupermarket.comAsk Siri, he has been here for a yearAsk teacher ColinGo to Carphone Warehouse, get brochures

How is my main course assessed in the first year?

1. _________1.1 ___1.2 ___1.3 ___1.4 ___

2. _________2.1 ___2.2 ___2.3 ___

3. _________3.1 ___

4. _________4.1 ___4.2 ___4.3 ___4.4 ___

Course D UG Project 9English Language Teaching Unit The Research Cycle

Where can I find information about Management styles?

Task 4: Appropriate sources

Which of the following do you think are important when you decide if a source is suitable or not?

Yes No

1. The writer is an expert

2. The source is in English

3. The source is up to date

4. The writer uses a lot of academic vocabulary

5. The source is available in the library

6. It is possible to contact the source

You will have a small group tutorial with your tutor and other students later in the course to discuss your A4 project. You must bring at least ONE source with you to the tutorial and be prepared to talk about it in your group.

Course D UG Project 9English Language Teaching Unit The Research Cycle

Task 5: Homework: Finding Sources

The International Student’s Guide to Finding Sources is a step-by-step guide to help you find journals, books and other sources in the library. Use the guide to answer the following questions.

1) Find three things you can do if the book you want to read at the library is on loan.

2) Can you use Wikipedia as a reference for your project?

3) The book you want is somewhere in the library. What information do you need to write down to help you find where in

the library the book is?

4) Can you use books written in another language?

Self-study: Critical ThinkingVSAC->EAP Toolkit -> Academic reading and Critical Thinking -> Reading and Critical Skills

Don’t forget to reread your Assignment 4 task sheet, which you received in Week 1. Make sure you understand it. Ask your tutor about anything you’re not sure of.

Course D UG 10English Language Teaching Unit Finding Sources

Course D UG Project 10 Finding SourcesLast updated: 15.07.2014

Materials Powerpoint Slideshow – Available on Blackboard

A4 Question list for every student

Reading list grid for every student

Notes You will show students how to use the Library search page and Google more effectively.

Discussion of what are suitable sources for literature research.

CORE ITEM: task 3 shows students how to look for sources.

CORE ITEM: every student should leave the class with an analysed question and key words to search for.

Course links There was a library talk in week 2

You had a library induction session in the induction programme

Question analysis frames were introduced in session 6.

Don’t forget… Deadline for the project plan and reading list is Monday week 6 (8th Aug). They should have

completed a lot of reading by then.

Ss must print electronic sources, and bring hard copies of all sources to class on Monday Week 6 (8th Aug).

Course D UG 10English Language Teaching Unit Finding Sources

Finding Sources Understanding questions

How to find sources for research

What is a suitable source

Task 1: Question analysisLook at this question: Evaluate the impact globalisation has had on traditional gender roles in the work place.

Identify the instruction words and the key content words in the question.

Analyse the question using the frame below.

Key word Meaning Similar words Examples

gender Male and female role

Identity

sex

Male

Female

Feminine

Masculine

Magazines can be aimed at one gender

Different genders may have different jobs or aims

role

traditional

Work place

Content words Instruction words

Course D UG 10English Language Teaching Unit Finding Sources

b. Copy the frame above into your notebook and then analyse two questions from the list your teacher will give you.

c. The words below are instruction words and are in the Assignment 4 questions. In pairs, match each instruction word with the definition.

1. compare A The writer must discuss how true something is.

2. evaluate B The writer has to provide a detailed and exact explanation of an idea or principle or a set of reasons for a situation or attitude

3. to what extent is X C write an answer that contains a summary of all the available information about a subject.

4. discuss D Set items side by side and show similarities and differences. A balanced answer is expected.

5. examine E Look at the details and establish the important facts around the issue.

6. outline F Give an opinion on how true something is .Providing evidence which agrees and disagrees with your opinion.

7. explain G This requires the writer to decide how great, valuable or important something is. This conclusion should be backed by a discussion of the evidence.

8. critically … H To explain something and give details about it with examples, points for and against and explanations for the facts. It is important to give both sides of an argument and then come to a conclusion.

d. What other question/instruction words do you know?

Course D UG 10English Language Teaching Unit Finding Sources

Task 2: Critical thinking: BrainstormFor research, what are the advantages and disadvantages of the following:

Books

Journal articles

Web page

Building a Reading List

A wide variety of sources are available for the modern researcher. 1). __________ the academic library is still the key place for source literature, the internet has given more people access to a wider range of material than ever before.

In general, academic sources 2).__________ books, journals and reports. The main advantage of books is that they cover a wide area, the authors are known to be experts and the publishers must keep their reputation – so they check the material to make sure it is accurate.

However, books soon become dated. 3).__________ regular new editions every two year or so, books cannot be as up to date as journal articles. The latter represent the most cutting-edge research in the field. 4).__________ books, journals are printed several times a year, and always consist of primary research. It is important to note that journal articles have 5).__________ academic authority as books. The authors are often known to be experts, but most importantly journal articles are peer-reviewed. In other words, before they are published they must be checked by well-known experts.

In order to learn more about a subject, most students and staff begin by trying to build a reading list. 6).__________ identifying books and articles to read before beginning the first draft. One of the key skills is the ability to use search engines – both library search tools as well as internet applications like Google.

At the same time, the researcher will discover that many resources are available online. Membership of a university library gives access to electronic versions of books and articles.7).__________ , some journals are only published online (e-journals). However, the researcher will discover that a key word search will return results that include many other sources, such as Wikipedia entries, blog pages, and company websites. Whilst 8).__________ may have useful information for the researcher, it is clear that many of these sources lack credibility and authority.9).__________ , the authors are not necessarily experts; it is highly debatable whether their arguments or research have been checked; and flawed and false comments do not have to be retracted or changed.

a) although

b) as much

c) can be divided into

d) despite

e) indeed

f) that is

g) these

h) this means

i) unlike

Fill the gaps using one phrase from the box on the right. Use each phrase once only.

Course D UG 10English Language Teaching Unit Finding Sources

Task 3: Search Skills

Watch the demonstration of two searches and take notes.

Homework

• Do some searches. Get some sources. • Fill in the Reading List table. Bring it to class on Monday week 6. • You must use English language sources for your A4 Project. You must bring copies of your sources to class on Monday week 6.• You must bring copies of sources to class for your small group tutorial Prepare for your small group tutorial.

Self-studyAnalysing the questionVSAC -> Online resources ->Writing -> Academic Writing –> UEfAP -> QuestionsVSAC -> EAP Toolkit -> Academic Writing - > Understanding Essay TitlesVSAC -> Online resources -> Essay and Assignment Writing -> Essay and Assignment Writing -> Answering Assignment Questions

Course D UG 10English Language Teaching Unit Finding Sources

Task 1 Possible answers:

Key word Meaning Similar words Examples

gender Male and female roleIdentitysex

Male,Female,Feminine,Masculine

Magazines can be aimed at one genderDifferent genders may have different jobs or aims

role The part you play in life FunctionJobpart

A teacher’s roleA male roleA role model

traditional

Work place

Course D UG 10English Language Teaching Unit Finding Sources

PROJECT: BooklistAuthor Year Title Publisher Location in the library OR

Website address (URL)

What is this good for/ Useful page numbers

Priority

//

1

2

3

4

5

Course D UG 10English Language Teaching Unit Finding Sources

Author Year Title Publisher Location in the library OR

Website address (URL)

What is this good for/ Useful page numbers

Priority

//

6

7

8

9

Course D UG 11 English Language Teaching Unit P11 Conclusions

Course D UG Project 11 ConclusionsLast updated 08/06/2015

Don’t Forget

• Return A3

Notes

This lesson introduces some of the key features in an academic conclusion and its structure.

It introduces some key language that can be used in an introduction. Ask students complete corrections for A3 by Monday Week 5.

Course links

They will do a revision session on conclusions in week 9 in the morning classes The topic on culture shock was covered in the morning classes in weeks 1 and 2

Course D UG 11 English Language Teaching Unit P11 Conclusions

Conclusions Information included in an academic conclusion Structure of an academic conclusion Useful language

Task 1: Conclusions – What’s in a conclusion?Which of these things do you think could be included in an essay conclusion?

At least one new idea that will be interesting to the reader that is not mentioned in the main body.

A general statement about the topic. A summary of all the main points included in the main body. A paraphrase of the guide statement in the introduction. Information about why this topic is important. Implications of your argument. Suggestions for the future. A prediction about the future. A solution or answer to the essay question.

(Not every conclusion will contain all these points. Some may contain only a few of them.)

Task 2: Conclusions – Sections of a conclusionLook at the essay question below and the example conclusion given. Which of the points that you ticked are included in the conclusion?

Essay question:

Science and engineering are more important than history and politics in today’s society. – Discuss

1It is clear that the study of both science and engineering and history and politics have a role 2to play in society. As discussed, not all students have the skills needed to study a scientific 3subject and studying a subject like history can help us understand problems we have today. 4This essay has shown that the arts can provide the community with useful insights into 5human nature that is not possible through just the study of science. But if funding is 6transferred away from the sciences to support the arts this could be detrimental to society 7as it is unlikely that we will progress quickly enough in fields of medicine and health or travel and 8transport. Therefore, while both are necessary the study of scientific subjects is more 9beneficial to society than the study of subjects such as history and politics. Governments 10should ensure that new students are encouraged to take up these subjects and that there is 11always sufficient funding.

Course D UG 11 English Language Teaching Unit P11 Conclusions

Task 3: Languagea) Look at the conclusion again. Underline examples of signposting language used when

introducing the summary.

b) What tenses or verbs does the writer use to: talk about suggestions for the future? give a summary? give a general statement about the topic?

Task 4 – Conclusion structure

a) Look at the essay title below about culture shock. What ideas or main points might you make if you were given this essay title?

The internationalisation of education means universities now have to support students suffering from culture shock. Evaluate the different ways universities can help students deal with this.

b) Below is a conclusion one student wrote for their essay. The sentences are in the wrong order. Read them and put them in the correct order.

A. Research has shown that universities that have successful policies to support students as soon as they start studying have generally happier students who perform better in exams.

B. Universities should share the support that works best with each other, so that all students in every university can be helped to overcome culture shock.

C. In conclusion, while culture shock is a significant issue for universities and students it can be effectively managed if universities take the problem seriously and implement meaningful strategies to deal with it.

D. To sum up, there is no doubt that more and more university students are suffering from culture shock.

E. Students deal with this in different ways. Some can become extremely depressed, while others experience minor unhappiness.

Course D UG 11 English Language Teaching Unit P11 Conclusions

Task 5: Key language Use the words/phrases in the box to complete these useful phrases that can be used in conclusions.

on this basis figures it given this data widely deducedmayx2 be results that information arguedx2

Table 1

Therefore

__________

__________

it

can

____________ be

concluded

___________

___________that

Table 2

From the

table

_________

_________

_________

___________

can

__________ __________

seen

shown

estimated

calculated

that

Table 3It is generally

________________acceptedbelieved_______________

_______________

Task 6: Writing a conclusiona) Look at the essay title below. What do you think? Why do you think this?

Every child should learn at least one other language at school. How much do you agree or disagree with this point? Why?

Course D UG 11 English Language Teaching Unit P11 Conclusions

b) Imagine you had to write an essay on the question. Use your ideas above to write your conclusion.

_________________________________________________________________________________________

_________________________________________________________________________________________

________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Homework. Read the comments and corrections your tutor has made to your A3. Rewrite your A3 making the corrections suggested by your tutor and hand in this updated version on Monday Week 5.

Self-study:ConclusionsVSAC -> EAP Toolkit ->Academic Writing -> Introduction to writing conclusionsVSAC -> EAP Toolkit ->Academic Writing -> Writing an effective conclusionVSAC -> Online resources -> Academic writing UEfAP-> Organisation -> Organisation -> Writing Conclusions

Course D UG 11 English Language Teaching Unit P11 Conclusions

Preparing for a Small Group Tutorial

In a Small Group Tutorial you are expected to discuss your A4 project question with other students in your group

and to talk about the research you have already done.

You should talk to each other (not your tutor) about any problems you’ve had with your assignment so far and

you should be prepared to talk about what you think your question means and what the key points in your essay

are going to be.

To participate in the small group tutorial you must bring at least one source with you that you’ve found and read.

Questions to think about and be prepared to answer before you come to the small group tutorial include:

1. What do you think your question means?

2. What do you think are the main points/issues that you’ll include in your essay?

3. What resources have you found?

4. What useful information have you found from reading the resource?

5. What information do you need to try and find next?

6. Where have you looked to find academic texts?

7. What problems have you had:

a) finding texts?

b) understanding texts?

c) managing your time?

8 Are you confident that your resources and your academic?

Self studyVSAC -> EAP Toolkit-> Communication Skills -> Communicating in SeminarsVSAC -> EAP Toolkit-> Communication Skills -> Listening and Speaking in Seminars

Course D UG Project 12English Language Teaching Unit Reference and Bibliography

Course D UG Project 12 Planning For Essays – Small Group TutorialsLast updated: 24.07.2015

Materials Worksheet 1 (one page)

2 plans to evaluate

A3 sheets for the student to plan on

Tutorial Schedule for Small Group Tutorials

Notes 50m for planning activities.

50m for small group tutorials.

Collect in their A3 corrections – If possible mark during the small group tutorials.

Course links This stage (planning) is mentioned in the research cycle.

Don’t forget…

The guidelines for students state that they should not show their drafts to each other.

Take blank A3 paper to class

Small group tutorials (SGT)

Divide the class into three or four groups. Three groups = 20 minutes per group. Four groups = 15 minutes per group. You can give students the schedule in the lesson. The others can go to café area until their tutorial.

The aim of these tutorials is for students to get together to talk about their projects, describe what they are doing and ask each other questions. Each student should bring in at least ONE source that they’ve found in the library and looked at to the SGT with them. They must be prepared to talk about this source with each other.

They could discuss what they’ve found most useful and/or what their key points are. They may want to talk through their plans

Course D UG Project 12English Language Teaching Unit Reference and Bibliography

If you have a group where everyone is doing a different questions/topic students should describe their subject to the other students. Explaining what it means and any key points/issues. The other students should be encouraged to ask questions.

A. Guidance on project plans1. Project plans should be SIMPLE. 2. Students shouldn't 'recommend' solutions. They should present solutions as 'suggested by

[source]', and evaluate their strengths and weaknesses, effectiveness and shortcomingsLook for:

1. Clear vertical or horizontal plans, involving all of, some of, or a mixture of:

advantages/disadvantages

comparison/contrast

cause/effect

SPSE (situation-problem-solution-evaluation)

2. General to specific progression e.g.

theory description into practical application

global analysis to local analysis

B. SGTs – strategies for tutorsIn a successful SGT, teacher should talk very little. If you find that you are talking, something has gone wrong; and reinforced many students’ views that they should shut up and listen,

not talk and think.

1. Try to prompt discussion:

“Horace, tell us what resources you have found.

“Andy, ask one question.

“Mandy, tell us what you did in the library.

What information are you going to try and find out about next?

2. Try to deflect answers:

“Andy, can you answer that?

“Mandy, what do you think?

3. Return to the question analysis:

You talked about the definition. But what about the uses?

4. Try and concretise abstract ideas:

Why/where/how is it important? Who will benefit?

Course D UG Project 12English Language Teaching Unit Reference and Bibliography

Planning for Essays Try different ways of planning Practise planning

Task 1:

How do you make essay and presentation plans? Why do you make a plan?

Task 2:

Here are two types of plan. What are the advantages and disadvantages of each?

a. Mind map

b. Outline plan

Task 3:Work with students who are answering the same essay as you.

a. Tackling the question:

How many parts to the question are there? What are you asked to do?

b. Make a plan together.

Your tutor will give you a plan worksheet. You must make a plan. Bring it to class on Monday Week 6.

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

_______________________________________________________________________________________

Self-studyEssay structureVSAC -> EAP Toolkit -> Academic Writing -> Structuring your writing

Course D UG Project 12English Language Teaching Unit Reference and Bibliography

D UG A4 Project PlanStudent name: _______________________________________

Morning Group: ________________ Project Group: __________

Title

Introduction

Main Body

Course D UG Project 12English Language Teaching Unit Reference and Bibliography

Conclusion

Tutor’s signature: ________________Date: ____________

Course D UG Project 13English Language Teaching Unit Reference and Bibliography

Course D UG Project 13 Reference and BibliographyLast updated: 10.07.2014

Materials Students own resources – books etc.

Notes 50m on References, 50m Small Group Tutorials.

CORE ITEM: Students should have some of their references written in Harvard style.

Students will check their booklist references

In L10 (Finding sources in week 4) students were given the International Student’s Guide to Finding Sources. You may want to ask students to bring this with them, or remind them that they have it. Section 5 in that guide gives some tips designed to help students identify the surname from the first name.

Course links Citation lesson mentions list of references.

Model essay has a list of references at the end.

Don’t forget… Students are handing in plans and reading lists for sign offs

Small group Tutorials

As before, encourage sharing of resources and ideas. Don’t talk – facilitate!

Course D UG Project 13English Language Teaching Unit Reference and Bibliography

PROJECT A4

Signing off reading lists Has the student provided an adequate number of sources (minimum 3)?

Are the sources appropriately academic?

Is the subject directly relevant to the essay?

Can the student justify them/show what is useful about them?

Are the sources up to date?

Are they in English?

Is the reading list written in pen not pencil?

If you are happy with the reading list, sign and date the bottom of the form. If not, ask the

student to go away and think about how to improve it and bring the revised form to project

class on Tuesday. If they want a clean reading list, this can be downloaded from student

blackboard (Session 10).

Signing off project plans Does the essay have a clear structure?

Does the student demonstrate an understanding of the three parts of the essay, and

what they should contain?

Does the introduction follow the guidelines from Session 5?

Is there a focus statement in the introduction?

Does the conclusion relate back to the focus statement?

Is there clear evidence of the student’s ideas regarding content?

A good essay plan is extremely important for the student. If they are unclear on what they

are writing about or how to organise it, they will struggle. Point out how important this part

of the research cycle is and give them some guidance. Only sign the plan when you are

happy that the student will be able to work from it. They should bring a revised plan by

Session 15 (Thursday).

It maybe helpful to direct them to www.uefap.com or

http://www2.warwick.ac.uk/fac/soc/al/learning_english/leap/writing/moreinfo/

Course D UG Project 13English Language Teaching Unit Reference and Bibliography

Project plan check listUse this checklist to help assess the student’s plan

Things to look for in a project plan.

Is there a clear guide statement in the introduction?

Do each of the paragraphs have a clear point that is relevant to the question?

Does each paragraph contain at least one reference?

Do the references contain an author, year and PAGE NUMBER?

Do the paragraphs follow a logical order?

Is there evidence of a range of sources in the plan?

Course D UG Project 13English Language Teaching Unit Reference and Bibliography

L13 Reference and Bibliography Find out what is in a References section

Find out how to reference the most common sources

Task 1:Think of the different types of text you may use to research information for your essay.

True or False?

A: The references section is a list of:1) Everything you read when you were preparing the essay2) Everything on the reading list that you should have read for the essay3) Everything you cite or mention in the essay.

B: Items in the references section1) Show how much reading you have done2) Show the reader where they can find more information about the subject3) Show where you found an idea, so you aren’t plagiarising.

Task 2: What do references look like?

Here is the References section of the sample essay in Session 6.

Which reference is:1. A book with more than one author?2. A journal article?3. A web page?4. A book with one author?5. A report with no author?

Academic articles, conference speeches, presentations, books and essays all have a section at the end called ‘References’.

References:

Begg, D., Fischer, S. and Dornbusch, R., (2005) Economics Maidenhead: McGraw-Hill Education.

Coca Cola (2005) Coca Cola Company Form 10-K 2005. SEC. [Online] https://secure.coca-cola.co.uk/about-us/contact-form.html [Access date: May 11, 2011].

Markovits, R (2008) Truth of Economics New Haven: Yale, University Press

Sen, A (1993) ‘Markets and Freedom: Achievements and Limitations of the Market Mechanism in Promoting Individual Freedoms’. Oxford Economic Papers 45(5) pg. 516 – 541

Course D UG Project 13English Language Teaching Unit Reference and Bibliography

Task 3: Reference styleIdentify the different sections of a reference.

Markovits, R (2008). Truth or Economics. New Haven: Yale University Press

Sen, A. (1993). ‘Markets and freedom: Achievements and limitations of the market mechanism in promoting individual freedoms’. Oxford Economic Papers, 45(4), 519–541.

Coca Cola (2005) Coca Cola Company Form 10-K 2005. SEC.[Online] https://secure.coca-cola.co.uk/about-us/contact-form.html [Access date: May 11, 2011].

What’s wrong with these references?

Strunk, W., and White, E. B. (1979). The elements of style (3rd ed.). New York.

Gardner, H. The arts and human development. New York: Wiley.

Popper, S. E., and McCloskey, K. (1993). Individual differences and subgroups within populations. Aviation Space and Environmental Medicine

Young. (1996). Battle of snakes and ladders. The Guardian, 25/07/1996, 15.

S. Harding. (1986). The instability of the analytical categories of feminist theory. Signs, 11(4), 645–64.

A

C DE

B

G H

J

K

F

I

Course D UG Project 13English Language Teaching Unit Reference and Bibliography

Task 4:

a) Look at this resource found on the internet. Is it a book or a website? How would you reference it?

Reference:

Course D UG Project 13English Language Teaching Unit Reference and Bibliography

b) On a scale of 1 – 5 how academic do you think Political Economics is? (1= not academic, 5= very academic)

c) Look at this resource. Is it a book or a website?

d) On a scale of 1 – 5 how academic do you think this resource is? (1= not academic, 5= very academic

Task 5Work in pairs. Check the references on your booklists follow Harvard.

Self-studyReferencingVSAC ->EAP Toolkit -> Academic writing -> Understanding reference lists and bibliographiesVSAC-> Online resources ->Writing -> Referencing (Monash University) VSAC-> Online resources ->Writing -> The Write Site -> Module 2: Sources -> ReferencingVSAC-> Online resources ->Writing -> Writing Skills (RMIT University) -> Referencing

Course D UG Project 14English Language Teaching Unit Teacher’s Choice

Course D UG Project Session 14 Teacher’s Choice

Last updated 10.07.14

Materials

1) Register to mark tutorial attendance

Notes

2) Focus on issues you feel are most relevant to your class.

Course links

3)

Don’t forget…

4)

Course D UG Project 15English Language Teaching Unit What makes a good presentation

Course D UG Project 15 What makes a good presentation?

Last updated: 03.08.2015

Materials Homework worksheet (2 pages)

A5 assessment sheet

Notes This lesson introduces the assessed presentation.

The lesson introduces the academic presentations

Students have practice in doing an introduction in next session

You will be giving out A5 questions to half your class at the end of today’s lesson the other half will get their questions on Tuesday.

Course links Presentations are academic research projects, just like essays. Departmental criteria for

presentation assessments are similar or identical to essay criteria:o Breadth/ depth of Readingo Critical thinkingo Organisationo Presentation/ format/ visuals

Students should realise that A5 uses many of the concepts and skills developed for A4.

A5: Assessed Presentations overview:

Question Response Present in pairs 10 minutes Assessed by two tutors – own tutor and another Present to students from another group

Course D UG Project 15English Language Teaching Unit What makes a good presentation

What makes a good presentation? Think about the criteria for presentations

Find out about Assignment A5

Task 1: DiscussWhat makes a good presentation?

How many of your ideas are confirmed in the video?

http://www.youtube.com/watch?v=S5c1susCPAE

Task 2: Academic presentations What makes an academic presentation different from other presentations?

How is an academic presentation similar to an academic essay?

http://www.youtube.com/watch?v=Ze3IiHsHuIA

(up to 5.34)

Make notes under the following headings:

References

Structure

Language

Slides

Dos (Think of at least 5 things) DONTs (Think of at least 9 things)

Arrive in good time Stand in front of the screen

Course D UG Project 15English Language Teaching Unit What makes a good presentation

Task 3: Language

Signpost language helps the audience to understand the structure and direction of your presentation.

Look at the useful signposting language below. Fill in the missing words.

Introductions

1) I'd like ______________ start by...

Starting a new topic

2) Now we'll move __________ to...

3) Let me turn now ___________...

Giving an example

4) ____________ example,...

5) To give you ________ example,...

Handing over

6) I’ll now handover ___________ my partner X

X will now explain…

Concluding and summarising

7) ____________ conclusion,…

8) I'd like now ____________ recap...

Course D UG Project 15English Language Teaching Unit What makes a good presentation

Task 4: Presentation

Work in groups of 2. You’re going to prepare a 2-minute presentation and give this presentation to another pair in your class.

Think about your main ideas.

Write down your main ideas and examples. Just as you do with an essay, organise your ideas and make sure you have an introduction and conclusion to your presentation.

Decide who will speak first.

1) How can you prepare for an academic exam?

2) What are some of the challenges of studying in the UK for international students?

When you are watching the other group’s presentation, be prepared to give feedback to the group on these points:

Body language

Intonation

Speaking speed

Reading from notes

Self-study:PresentationsVSAC –> Online resources -> Speaking -> Speaking at University (Edinburgh Napier University) -> How to succeed -> Oral presentationsVSAC -> EAP Toolkit -> Communication Skills -> How to deliver an Oral PresentationVSAC -> EAP Toolkit -> Communication Skills -> Useful Language for Oral Presentation

Course D UG Project 15English Language Teaching Unit What makes a good presentation

Task 5: Homework

1. Signpost language

Signpost language helps the audience to understand the structure and direction of your presentation.

1. Look at the examples of language that can be used to help the audience to follow your presentation then match the headings to the functions:

A. Finishing one subject...

B. Giving an example

C. Starting another topic

D. Ordering

E. Analysing a point and giving recommendations

F. Introducing the subject

G. Summarising and concluding

Function Language

1.

First of all, I'll...

Starting with...

I'll begin by

2.

Well, I've told you about...

That's all I have to say about...

We've looked at...

So much for...

3.

Next...

Turning to...

I'd like now to discuss...

Let's look now at...

Course D UG Project 15English Language Teaching Unit What makes a good presentation

4.

Where does that lead us?

Let's consider this in more detail...

What does this mean for ABC?

Translated into real terms...

5.

A good example of this is...

As an illustration,...

To give you an example,...

To illustrate this point...

6.

Right, let's sum up, shall we?

Let's summarise briefly what we've looked at...

Finally, let me remind you of some of the issues we've covered...

If I can just sum up the main points...

7.

Firstly...secondly...thirdly...lastly...

First of all...then...next...after that...finally...

To start with...later...to finish up...

Adapted from: http://www.englishclub.com/speaking/presentations-lang.htm

2. Tick the expressions you know and put a mark next to the ones that are new. Try to use some of the new expressions when you do presentations in class.

Course D UG Project 15English Language Teaching Unit What makes a good presentation

What is a good academic presentation? - Transcript

Aditi: Students often ask me, how is an academic presentation different from the ones they have done in secondary school? Well, the main difference is that it includes research; you need to cite references; for exactly the same reasons as Jeff already explained to you in the video What is Academic Style? So, in academic style you need to prove your authority in your discipline; you need to establish that what you're talking about is relevant, that it is correct and that it is valid.

So, how do you do that? You do that by choosing references that are relevant and that are also, that support your arguments properly; then once you have your references, you need to cite them. In an oral presentation, this can be done in two ways.

First of all provide the reference in the slide; for instance you have a picture, so first make sure that you are allowed to take that picture, you are allowed to use the picture; otherwise it's just stealing. So, then you use the picture, you provide the source, where has the picture come from? And then also cite it orally, verbally. So, another example could be, that you have used an author called John Chan, then you would say; “As John Chan points out in his article in 2010...” So, that is a way of doing referencing in the slides.

Also finally, you would have to have an entire list of references; you display the whole list of references in the correct style; for example it could be APA or it could be I triple E; which gives the information to the audience of all the sources that you have used in the presentation.

So, now that we have talked about referencing, the other key factor in academic presentations is structure. A good structure enables the audience to follow the content very clearly, so make sure that each section of your presentation is organised properly where every section is linked to the other in a clear and coherent manner. This is called signposting, which gives directions to the audience on which way the presentation is leading, and you will learn more about it in the coming weeks.

Another concern for most students is language. This is tricky for some students because oral presentations use spoken language and they need lots of interaction, so if a student just delivers an essay, and just reads it, then it's going to be not only dull and boring, it's going to end him up with a very very low grade. But at the same time, we have to be careful not to use very emotional language.

Then the dilemma is, how do we make our presentations interesting? Well, we can use our voice, we can use our body language and we can make the presentation interactive. We can use good intonation. So in the next video by John Jones and David Wong you will learn much more about this.

As far as body language is concerned, make sure that you have very good eye contact, good posture, good facial expressions and appropriate gestures. And interaction, ask questions, create interest, and get your audience to ask questions to you and want to know more about your topic.

Then as far as slides are concerned, it is best to keep it simple. Try not to use too many fancy animations, or sound effects, because you are the one delivering the presentation; it's not the PowerPoint which is delivering the presentation.

Course D UG Project 15English Language Teaching Unit What makes a good presentation

So, to wrap it up, and all in all, I'd like to say that an academic presentation is one which has very well researched content with reliable references; it is very clearly organised so that the audience can follow it; it has good intonation; it has good body language, it has appropriate language; and simple but effective slides.

So there is a lot to do and there is a lot to remember; and that's not easy, so it's very likely that you will get nervous. Most people are nervous of public speaking, so different people use different ways to relax, before their presentation, some people like to imagine themselves in a very relaxing environment, other people use deep breathing techniques; some people like to listen to music before their presentation; but whatever you do, I think there is one sure, foolproof method to ensure that your presentation goes well; practice; so rehearse your presentation with your partner, not just once, not just twice, but several times, until you get it absolutely right. And this will help you reduce your nervousness, and when you are delivering your presentation, you'll be calm, alert, composed and confident, and trust me, your teacher will notice it right away, and know that you are well prepared.

Student: I'm going to divide my presentation into three parts; the first part I will define what is good public speaking.

John: David, this speaker has problems.

David: A lot of problems.

John: First of all, there appears to be a complete lack of confidence.

David: The whole presentation lacks energy as well.

John: It's flat; it's boring.

David: Yeah

John: She doesn't seem to understand that English has a music of its own; intonation. As a result it sounds as you said; flat, boring.

David: Well previously, I found the topic very very interesting, but the delivery.

John: I agree, her English is good, but as you said, her delivery is dead.

David: Problematic.

Course D UG Project 15English Language Teaching Unit What makes a good presentation

John Lets watch again.

David: Ok, hope this time it's better.

John: Fingers crossed.

Student: I'm going to divide my presentation into three parts; And the first part I'll define what is good public speaking.

John: Excellent.

David Marvelous.

John: A completely different performance.

David: And that really impressed me as well.

John: This time she was confident.

David: Energetic.

John: Lively.

David: The whole presentation is very entertaining as well.

John: I agree, and did you notice that her English, although the words are exactly the same, this time it was musical, it was filled with the music of English; intonation.

David: And she's no longer a machine.

John: Absolutely, and remember that interviewers, or anybody watching this presentation, will form an opinion based on these factors.

David: Right, so, how about in fact, where could we get help? Where could we develop our skills so that we can become an energetic, confident, presenter?

John: That is the question.

Course D UG Project 15English Language Teaching Unit What makes a good presentation

Assignment A5: Assessed presentationLast updated 21.07.2015

Assessment date: Presentations will be on Thursday week 8 or Tuesday of Week 9.

Place:

Rules:

Students work in pairs, or threes.

Plan and give an 8-10 minute presentation in response to the question supplied by the teacher. You will be given your title two weeks before.

Each student must speak for at least four minutes

Pairs - your presentation will last no longer than 10 minutes.

Threes - your presentation will last no longer than 15 minutes.

Use notes, not a prepared script

Use no more than six slides

Refer to at least three sources (not Wikipedia) and include the references on your slides

Assessment:

Two tutors will assess your presentation. You will be marked on:

Performance

Clarity

Organisation

Content

Each of the categories will carry equal weight.

The presentation will comprise 33% of your final speaking grade.

You will receive your mark together with your other results at the end of the course.

Absence:

If you will not be able to do your presentation for any reason, you must advise the Course Director in advance. If you are absent on the day of your presentation, you must see the Course Director immediately you return.

Course D UG Project 16English Language Teaching Unit Planning and organising presentations

Course D UG Project 16 Planning and Organising presentations

MaterialsHomework (1 page)Assignment brief A5Video: Introductions.aviVideo: Introductions.avi

NotesCheck answers for homework L15:

1F, 2A, 3C, 4E, 5B, 6G, 7D

This lesson develops the theme of organisation

CORE ITEM: Practising giving presentation introductions

Course links‘Individual’ and ‘Response to Question’ were referred to in L15

L15 posters can be related to task 6

Task 5 introduces the marking criteria for the assessed presentations

Don’t forget…Remind students of what they need to bring to the A4 hand-in on Tuesday, and when and where.

o Plano Reading Listo 1 copy of drafto Turnitin submissiono Copy of sources

Task 4

Possible topics for planning and making introductions (You could invent your own)

Improving your: Reading Vocabulary Listening Speaking

Course D UG Project 16English Language Teaching Unit Planning and organising presentations

Planning and organising presentations Plan a presentation

Give an introduction

Task 1: ListeningYou’re going to see introductions to four undergraduate presentations. For each one, what is the topic?

a) Analysis of the changes to a legal procedure

b) A discussion of a medical disease

c) A definition of a political concept

d) Research into a medical treatment

1 Yasmin 2 Yaiktat 3 Emily 4 Shazna

Watch the introductions again. Tick the box if the introduction contains the feature.

1 2 3 4

Says presenter’s name

Gives overview of the plan

Cites a source

Mentions questions

Gives a definition

Uses a visual

Which presenter do you like best? Why?

Self-study:PresentationsVSAC -> Online resources -> Speaking -> Speaking in Academic Contexts (UEfAP) -> Presentations -> Language

Course D UG Project 16English Language Teaching Unit Planning and organising presentations

Task 2: ConclusionsYou’re going to watch the conclusions of these student’s presentations. Listen to the conclusions and decide who does the following?

1. Suggests research is incomplete 2. Just summarises the talk3. Ends on a positive note4. Evaluates the topic positively

Task 3: Language

Who said it? Introduction or conclusion?

1. I’m going to start off by talking to you about the key features

2. Overall, ... has been successful.

3. There’s a handout which I’ll be referring to throughout

4. My talk today is entitled...

5. More work needs to be done if we are to shed light on the matter

6. As we’ve seen there are various...

Task 4: Practice

Work in groups. Plan a presentation.

Use a mind map or an outline plan.

Plan and practise making an introduction and conclusion to your presentation.

Task 5: Self evaluationIn which area do you think you need to improve the most?

1 Performance

1 Clarity

1 Organisation

1 Content

Course D UG Project 16English Language Teaching Unit Planning and organising presentations

HOMEWORK:

Introductions

Add the phrases from Task 3 to the table.

FUNCTION POSSIBLE LANGUAGE

Welcoming your audience Good afternoon, everybody

Introducing your subject I am going to talk today about...

The purpose of my presentation is to …

…………………………………………………………

…………………………………………………………

Outlining your structure To start with I'll ….

Then I'll mention …..

After that I’m going to …

Finally, I'll …

Giving instructions about questions

Do feel free to interrupt me if you have any questions.

I'll try to answer all of your questions after the presentation.

Conclusions

Summing up

To conclude,...

So let me summarise/recap what I've said.

Finally, may I remind you of some of the main points we've considered.

……………………………………………………………………………….

Conclusions/Future research

In conclusion, my recommendations are...

More work needs to be done in the area of…

…………………………………………………………………………………

Inviting questions Now I'll try to answer any questions you may have. Are there any final questions?

Adapted from:http://www.englishclub.com/speaking/presentations-pres.htm

Course D UG Project 17English Language Teaching Unit Deadline A4 draft

Course D UG Project 17 Deadline A4 DraftLast updated: 04.08.2014

Notes

FIRST DRAFT PROJECT SUBMISSION

2.30 - 3.00pm in your Project room

Before going to the classroom, check Turnitin to see if all your students have submitted.

Wait in the classroom and sign off the drafts as the students arrive.

Students MUST submit their Project Plan (signed) + Reading List (signed) + ONE printed

copy of their Project First Draft.

If they haven’t brought all the required documents, send them away. Penalties will apply if

they are late coming back.

Do not accept the submission after the allotted time. After that, they have to submit their

work to the office (Ken Edwards, 9th Floor).

3.15 Project standardisation session

Bring your students’ submission packs.

We'll discuss how to look for plagiarism, and what to do about it.

Presentation Questions – 2

Don’t forget to give the assessed presentation questions to students in your group.

Course D UG Project 17English Language Teaching Unit Deadline A4 draft

A4 Marking CriteriaGuidelines for first draft good average poor

TASKAnswering the question: relevant content , analysis and evaluation of source material

Citations: appropriate use of sources, paraphrasing and use accurate use of a referencing system, summarising. Absence of plagiarism.

Academic style: impersonality, cautious language and level of formality

Presentation: cover, word processing, layout

Word count: too long, appropriate, too short

Write one comment for TASK

ORGANISATION

Overall organisation: introduction, main body and conclusion, logical ordering of ideas

Paragraph organisation: general to specific, topic sentences and supporting ideas

Signposting: appropriate use of connectors

Coherence and cohesion: pronouns, synonyms and coherence devices

Write one comment for ORGANISATION

LANGUAGE

Grammar: accuracy and depth

Academic and general vocabulary: accuracy and depth

Spelling and punctuation

Work on: ……………………………………………………………………………….

Work on: ……………………………………………………………………………….

Write your comments at the end of the students’ work.

Course D UG Project 18English Language Teaching Unit Visual Aids

Course D UG Project 18 Visual Aids

Materials Powerpoint on blackboard

A4 white paper, pens and blu tack

Notes This lesson aims to make students work together to develop and give a presentation. It’s a

task based lesson, and the teacher should be facilitator rather than leader.

The input is through the ppt. on Blackboard. It reviews previous input, includes work on making good powerpoint slides and asking questions at the end of a presentation.

CORE ITEM: Task 3 and 4 will need at least 50 minutes.

Course links Last lesson before the presentations in week 9

Don’t forget

Task 2 Topics: possible topics for presenting (You could invent your own).

What are the main features of:

education in your country.

the health system in your country.

course D.

modern Transport.

the internet.

Course D UG Project 18English Language Teaching Unit Visual Aids

Visual Aids Review key criteria for a good presentation Find out about how to use visual aids Find out a technique for asking questions Practise giving a presentation

Task 1: Asking Questionsa. It’s important for your question to be clear to the presenter and the other members of the

audience.

A common way to ask clear questions is: Topic + Question

Topic Question

Earlier, You mentioned .... Could you tell me more about...?

Near the beginning, There was a reference to... What exactly is...?

At one point, You talked about... Could you give us an example of...?

What do you think is...?

b. Think back to the topics of the talks from the previous lesson. 1. ____________________

2. ____________________

3. ____________________

4. ____________________

c. Write three questions you could have asked the speakers at the end:

1. ________________________________________________________________________?

2. ________________________________________________________________________?

3. _________________________________________________________________________?

Task 2: PlanningYou are going to make a pair presentation, in response to a question.

• Work with your partner• Analyse your topic• Make a plan• Think about structure• Use the A4 sheets to make your slides• Prepare and practise your presentation

• Do your presentation for the group.

Task 3: PresentingMake new groups. Give your presentation to your group, using your slides. Take notes during the presentations so you can ask a question after each one.

Self-study:Visual aidsVSAC -> Online resources -> Speaking -> Speaking at University (Edinburgh Napier University) -> How to succeed -> Oral Presentation

Course D UG Project 19 and 20English Language Teaching Unit Tutorials

Course D UG Project 19 and 20 A4 Draft Tutorials

By the end of the session:

5) Students should come away knowing three things they can do to make their project better

You need to:

prepare a tutorial timetable before the class (consider which students would benefit most from an early tutorial)

to have all projects marked before Monday

Notes

Monday

6) All Ss start in the classroom at 2.30 so that they can receive their projects back at the same time.

7) Show students the tutorial timetable

8) Hand out the project drafts for Monday and Tuesday tutorials. Students can start making adjustments to their draft based on your comments.

Tuesday

Hold remaining tutorials

Tips for tutorials

9) Start your tutorial with ‘Any questions?. Check that they can understand your comments. Ss frequently read tutors’ writing, but don’t like to ask.

10) Don’t try to fix any more than the three priorities you had planned.

11) Don’t waffle or hide bad news

12) Double-check students have understood you – ask they to tell you what they have to do

13) Stop the tutorial after the allotted time.

NB: You need to tell Ss if their projects are a FAIL at this stage (for whatever reason – plagiarism/poor language/poor organisation/not answering the question).

Course D UG Project 19 and 20English Language Teaching Unit Tutorials

Project tutorials: MondayRoom: Tutor:

Time Student Attended

2 2.45

3 3.00

4 3.15

5 3.30

6 3.45

7 4.00

8 4.15

Project tutorials: TuesdayTime Student Attended

1 2.30

2 2.45

3 3.00

4 3.15

5 3.30

6 3.45

7 4.00

8 4.15

Course D UG Project 21 and 22English Language Teaching Unit Assessed Presentations

Course D UG Project 21 and 22 Assessed Presentation A5

Tutor information sheetAssessed presentations take place on Thursday 25th Aug and Tuesday 30th Aug.Pairs

Tutors Rooms

AssessmentThe student presentations are assessed and will constitute 33% of the final speaking mark.Procedure

Each student must speak for at least four minutes

Pairs - your presentation will last no longer than 10 minutes.

Threes - your presentation will last no longer than 15 minutes.

Presenters are given time to prepare and set up while the rest of the students look at the presentation title and think about questions they hope to hear the answers to.

To help the students keep to the time, tutors can use the clock flash card left to ensure that students who are overrunning are kept within reasonable limit.

Allow 5 minutes at the end of each presentation for questions from the floor. Try to ensure as many students as possible have a chance to ask questions.

Tutors must agree on the marks and write these on the sheets before the next presentation. Completed marksheets should be given to Hazel. You will also receive a spreadsheet with their

students' names to input the marks.

No indication of marks is given after their presentations. Presentation marks are combined with their speaking assessment marks and feedback is given at the end of the course.

Audience participation (set this up while presenters are preparing)

Presenters must arrive 10 – 15 minutes before presentation but must not interrupt the previous presentation if it is still running.

Give students a copy of the presentation title. A copy of all titles is available to the tutor. Use this to give the title of each presentation to audience groups (on BB to make cutups/copies).

Audience write 3 questions they hope to find the answer to.

Run through protocol of presentations (listen, don’t interrupt, avoid confrontational questions, phones off, etc.)

At the end of each presentation, only facilitate the fielding of questions if necessary. The presentations should be as student-led as possible to reflect the practice within the university.

Course D UG Project 23English Language Teaching Unit Deadline A4 Final Draft

Course D UG Project 23 Deadline A4 finalLast updated: 04.08.2015

Notes

FINAL DRAFT PROJECT SUBMISSION

2.30 - 3.00pm in your Project room

Before going to the classroom, check Turnitin to see if all your students have submitted.

Wait in the classroom and sign off the drafts as the students arrive.

Students MUST submit the following:

Project Plan (signed)

Reading List (signed)

Copy of their Project First Draft (signed)

TWO copies of final draft with completed cover sheet

Signed plagiarism document

If they haven’t brought all the required documents, send them away. Penalties will apply if

they are late coming back.

Do not accept the submission after the allotted time. After that, they have to submit their

work to the office (Ken Edwards, 9th Floor).

3.15 Project standardisation session

Bring your students’ submission packs.

We'll discuss issues about marking final drafts and answer any questions.

NB: You MUST hand in one marked project on Friday at 9.00 am NB: You MUST hand in a second marked project on Monday morning at 9.00 into

either the OK; P; or D/F –Box,

Course D UG Project 23English Language Teaching Unit Deadline A4 Final Draft

Deadline for A4 final draft Hand in final draft of project A4 Submit your final draft on Turnitin before 3.00 pm

Checklist 1

Use the checklist below to make sure the format and requirements for your A4 are correct.

Cover Sheet The Text

Essay title Font size 12 point

Student name and number Arial

Submission date Double spaced

Project tutor’s name Left aligned

Number of words At least 3 references

Are your in-text citations in the correct format

Checklist 2

Use this checklist to make sure you have all the correct documents for submission.

Have you:

Signed the plagiarism declaration form?

Included your first draft?

Included two copies of your final draft?

Included a signed copy of your project plan?

Included a signed copy of your reading list?

Filled in the cover sheet?

Submitted your final draft on Turnitin?

Put all the papers together in a file or wallet?

Course D UG Project English Language Teaching Unit A4

Assignment Four

Course D UG Project English Language Teaching Unit A4

Homework Assignment 4Task:Assignment 4 is marked and graded, and will count as one of your end of course grades.

Write an essay in your academic subject. You will see your title tomorrow.

Length (not counting quotations and bibliography): 1,500 words

A4 must contain citations from at least 3 sources

Sources must be authoritative and referenced in a references section

Reference style must be according to your department's conventions

Format: 12 point Arial, double spaced, with cover sheet and plagiarism declaration

Your final hand-in portfolio must include a reading list, a plan, a draft and a final draft

DeadlinesWhen? What? Where?

Monday 8th August Project Plan and Reading List Submit printed copies in class

Tuesday 16th August2:30 – 3:00 pm

1. Copy of Project Plan signed by your tutor2. Copy of Reading List signed by your tutor3. Paper copy of 1st Draft4. Copies of Sources

Classroom

Electronic copy of 1st Draft Turnitin via Blackboard

Thursday 1st September2:30 – 3.00 pm

1. Copy of Project Plan signed by your tutor2. Copy of Reading List signed by your tutor3. Paper copy of 1st Draft signed by your tutor4. Two paper copies of Final Draft signed by your tutor5. Copies of sources6. Cover sheet7. Plagiarism declaration form

Classroom

Electronic copy of Final Draft Turnitin via Blackboard

PenaltiesLate hand in

If you miss your deadline at 3.00pm you must hand the project to the Course Director’s office (Ken Edwards Building, Room 623) before 5:00 pm. You will lose 5% of your mark.

If you miss the 5:00 pm deadline, you must hand your project in to the Course Director’s office on Friday morning. You will lose 10% of your mark.

If you miss the deadline on Friday morning, you must hand your project in to the Course Director’s office. You will lose 20% of your mark.

Guidelines for proof-reading and sharing your work

Course D UG Project English Language Teaching Unit A4

Course D is a language course. For your tutor to help you, you must write your work yourself.

Do NOT pay for proof-readers to check your work: you will receive zero for Project. Do NOT ask friends who are not on Course D to check your work. If your work is beyond

the capacity of a Course D student you will fail Project. Do NOT send electronic copies of your work to your friends. If parts of your essay appear

in another essay you will fail Project.

Guidelines for Plagiarism

Plagiarism is a serious academic offence.

Plagiarism is the use of another person’s words or ideas without citation or proper marking for quotation.

If your tutor or the second marker identifies plagiarism in your final Project, you will fail Project.

Assignment 4: Task Requirements

Guidelines Your reading list, project plan and first draft must be checked, signed and dated by your

tutor. If you make changes to your project plan after your tutor has signed it, contact your tutor

to check it and sign it again before you hand in the 1stdraft. When you hand in your 1st draft, you must also hand in your signed Project Plan and your

Reading List and photocopies of your sources. When you hand in your Final Draft, you must also hand in your signed Project Plan and

your Reading List, and signed 1st draft. Electronic copies of your 1st draft and Final Draft must be submitted via Turnitin as well, by

3:00 the same day. Remember: Keep all your work (Project Plan, Reading List & 1st draft) or you will not

receive a mark for Assignment 4.

Project Plan

Reading List

First DraftFinal Draftx2

Cover sheet

Plagiarism declaration

Sources

Course D UG Project English Language Teaching Unit A4

UG Project First Draft

ProcedureMarking

Mark ONE page closely for language errors using the correction code.

Mark all pages for organization and style.

Use a green pen.

Underline all plagiarism and write ‘Rewrite or Remove’ in the margin.

When you are not sure a passage has been properly paraphrased, write ‘Show me or Remove’.

All plagiarism you underline must be re-written.

Write one positive comment.

Identify three priority areas to deal with in the tutorial.

At least one of these areas should refer to a language issue.

Write your comments on the last page of the draft.

Do not give the first draft a mark/score/grade. However, the student must be told if their draft is definitely a FAIL at this stage (eg. 700 words long/no references/86% on Turnitin etc).

Do not TOL the first draft but make sure that your comments point to task, organisation and language as appropriate. At least one comment should refer to a language issue.

REMEMBER: Rescue your weekend – follow these tips.

Don't write any more on the paper than you can deal with in the tutorial.

Every word you write is another word the student doesn’t understand.

(“I’m not sure if you’ve really grasped the potential implications inherent in this example”).

Comment only on three problems – this is the most students can handle at this time.

Get started with a pen. Don’t read, skim, re-read, read again, or double-check.

After the first two, aim for 15 – 20 minutes per script.

Start early and spread them out. Do two or three then do something else.

Course D UG Project English Language Teaching Unit A4

Giving feedback: tutorials

Prepare a tutorial timetable. See half the group on the first tutorial day (the weakest and those you whose

drafts you haven’t queried) and the other half on the second.

Hand out students’ drafts 10 minutes before the tutorial. This gives them time to digest your comments.

Start your individual tutorial with “Any questions?” Students frequently can’t read your writing, but don’t

like to ask.

Don’t try to fix any more than the three priorities you had planned.

Don’t waffle or hide bad news.

Check – ask them to tell you what they have to do.

Stop the tutorials at 15 minutes – if there is more to say it won’t go in. Better to say “start on this, and we

can talk again later.”

------------------------------------------------------------------------------------------------------------------------

NOTE: ‘SHOW ME’ comments – It is highly unlikely that a Project has no ‘Show me’ comments. Students

must bring the sources to you in the following week and show you the relevant passages.

Do not offer to read or mark a student’s work again between the time you return their 1st drafts to them and the submission of their final draft.

Your Project Coordinator will be available to discuss individual projects

Course D UG Project English Language Teaching Unit A4

DUG Project A4 Final Draft

Marking Standardization Session1.1 Marking requirements

Mark ONLY ONE page closely for language errors using the correction code.

Use a green pen

Mark a different page from the first draft for language

Mark all the other pages for style, organization, plagiarism and unclear meaning

Complete and sign the Project Marking Sheet.

1.2 Friday Sample

Mark the selected paper according to the requirements

Fill in the Marking Sheet

Hand in the whole pack

Don’t final mark any other papers until you get your first sample back

Put it in the Friday Sample Box by Friday 9:00

1.3 Monday Sample

Choose ONE of your projects

Put it in one of the three boxes available to you – OK - D/F? - P-Box

Hand in the full pack (all submitted documents)

Write a note explaining the case – tell us the story!

Keep marking the other Projects

Write the marks down on the Project register.

Use the Thursday column in Week 10.

File the clean Project 2 copy + the plagiarism declaration + a photocopy of

the marking sheet in the student’s portfolio.

Course D UG Project English Language Teaching Unit A4

Plagiarism: regulations for ELTU studentsThe following activities are considered ‘academic dishonesty’ in ELTU courses. Different regulations will apply for students on academic programmes.

Cheating in exams Cheating and penalties are defined in ‘Exam Rules for students’.

PlagiarismPlagiarism is defined as doubt about who is the original author of words, organisation or ideas. It includes:

Copying submitting someone else's work as your own copying parts of content, organisation and/ or language of your work from published sources or other people sharing your work with others so that they can submit it

Third party proof-readingCorrections of grammar, vocabulary, spelling, punctuation or style must all be made by you. You must not get help from a third party. For example:

class/ course colleagues family or friends people you meet through accommodation etc. an academic supervisor an English language tutor internet aids such as ‘grammarly’ or ‘google translate’

Note: Acceptable proof readingProof-reading your own work is a useful skill, and the following are acceptable:

corrections you make yourself help and guidance from the tutor who set the assignment feedback from colleagues in a classroom activity

Procedures for dealing with plagiarismThe ELTU will make an academic judgement about the seriousness of the offence and the appropriate penalty. Serious cases will be considered by a formal panel.

The judgement may involve: referring the case for a second opinion considering evidence from previous work and Turnitin an opportunity for the student to give their explanation

Penalties may include: rewriting work loss of some marks resubmission for a capped mark of 42 zero mark for the work writing the work under exam conditions

Course D UG Project English Language Teaching Unit A4

Plagiarism regulations: guidance for ELTU StaffThe following activities are considered ‘academic dishonesty’ in ELTU courses. Different regulations will apply for students on academic programmes and EL modules.

Cheating in exams Cheating and penalties are defined in ‘Exam Rules for students’

PlagiarismPlagiarism is defined in the ELTU as a situation where there is doubt about who is the original author of words, organisation or ideas in any piece of work submitted as part fulfilment of course obligations.

Type of Plagiarism

Examples Evidence

Copying Copying all or parts of content, organisation or language from published sources or other people

(E.g., someone else writes student assignment, or student submits same essay as student from previous year , or patch-work of copied and own material)

Turnitin match with external sources or another essay

Uncharacteristic ‘native’ turn of phrase in chunks

Mixed fonts and formats

Writing is significantly different to the writing the student produces in class

Work is significantly above the level of the course

Collusion Sharing work with other students, allowing work to be copied by other students

Collaborating with another student*

(in cases of collusion both parties receive a penalty)

Turnitin match with University of Leicester Student Paper

Match identified by staff or other students

Third party proofreading

Script corrected by a professional PR or friend; student outside of a classroom activity; academic or language tutor who is not responsible for setting the assignment; or an electronic proofreading application or translation software

Could be in parts or in the whole essay

High level or perfect English. Standard doesn’t seem likely in comparison with the student’s other work

Alternatively, it may be complete gibberish

Notes on third party proof-readingCorrections of grammar, vocabulary, spelling, punctuation or style must all be made by the stated author. The author must not get corrections from a third party e.g.

û class/ course colleaguesû family or friendsû people met through accommodation etc.û an academic supervisor û an English language tutorû internet aids such as ‘grammarly’ or ‘google translate’

Course D UG Project English Language Teaching Unit A4

Acceptable proof readingProof-reading is a useful skill, and the following are acceptable:

corrections made by author indicative help and guidance from the tutor who set the assignment feedback from colleagues in a classroom activity

Procedures for dealing with plagiarismELTU staff make an academic judgement about the seriousness of the offence and the appropriate penalty. Serious cases and appeals will be considered by a formal panel.

Formative assignments, unassessed coursework and homework:The aim here is to get the student to demonstrate that they can submit unplagiarised work.

Check on turnitin if possible Consider evidence from previous work Decide the category of offence (see ‘green, amber, red’ key overleaf). Follow the procedure for second opinion and

apply the appropriate penalty Underline all the problem parts and add “remove or rewrite” or “remove rewrite or show me”* in the margin Give an opportunity for the student to give their explanation, and to check that they are clear about what they must do Set a deadline for resubmission, no longer than a week Give feedback on the resubmission (and a grade, if it is a graded formative assignment)

DraftsThese have resubmission already built in.

Check on turnitin Consider evidence from previous work Refer the case for a second opinion (always for ABC; under certain conditions for D/E/ Study Skills Project) Underline all the suspected plagiarism and add “remove or rewrite” or “remove rewrite or show me”* in the margin Give an opportunity for the student to give their explanation, and to check that they are clear about what they must do

Assessed work/ final draftsPenalties apply to all examples of plagiarism in these cases.

Check on turnitin Consider evidence from previous work Decide the category of offence (see ‘green, amber, red’ key overleaf). Follow the procedure for second opinion and

apply the appropriate penalty Underline all the suspected plagiarism Give an opportunity for the student to give their explanation, and to check that they are clear about what they must do If the student requests the opportunity to make an appointment to see someone else (course coordinator – course

director – assistant director – director), tutor should help student arrange this by, e.g. providing relevant email address

Notes on resubmission Students will have the opportunity to resubmit each failed assignment once Amber/ Red on resubmission will receive no feedback and a zero mark First submission with late penalties* and green plagiarism deduction that meets the standards of the assessment will

receive no less than 42 First submission with late penalties* and amber or red plagiarism that meets the standards of the assessment on

resubmission will still receive 42 Group tasks such as ‘Pair-Presentations’ are exempt from the collusion penalty

Course D UG Project AssessmentEnglish Language Teaching Unit

Plagiarism categories for assessed work and final draftsCategory Description A/B/C/D/E coursework; Course C Project

ABC coursework on resubmission

D/E/Study Skills Project

Green: There are one or two problem sentences or phrases up to 15% of total word count

Get second opinion from another course tutor

Underline all suspected plagiarism

Mark as normal, with proportional deduction in overall mark (up to minus 15% of total possible mark) as the problem increases

Corrections and comments as normal, including comment on plagiarism

No resubmission unless the work fails

If in doubt, check

Underline all plagiarism

Mark as normal, with proportional deduction in Task mark (minimum 5 to maximum 7) as the problem increases up to 15%. Corrections and comments as normal

No resubmission

Amber: There is a markable quantity of the students’ own work, but there is also suspect material amounting to the equivalent of between 15% and 30% of the essay

You must refer this to a course coordinator for a final decision

Underline all suspected plagiarism

No mark or other feedback at this stage, apart from comment on plagiarism

Student must rewrite plagiarism and resubmit. Student will receive mark of up to 42 and feedback for the resubmission

You must refer this to a course coordinator for a final decision

Underline all plagiarism.

Give feedback on unplagiarised parts

Extreme Task mark penalty/ (maximum 4)

No resubmission

Red: Not enough of the student’s own language to mark (less

You must refer this to the course director for a final decision

You must refer this to a course coordinator for a final decision

Course D UG Project AssessmentEnglish Language Teaching Unit

than 2/3)

or global doubts about the authorship (e.g. third party proofreading, substitution)

No mark or other feedback at this stage, apart from comment on plagiarism

Student must resubmit. Student will receive mark of up to 42 and feedback for the resubmission

No mark or feedback

Zero mark. No resubmission

Course D UG Project AssessmentEnglish Language Teaching Unit

Troubleshooting

First draft Final Draft Mark

Copied passages from Internet

and detected by Turnitin.

Underlined by tutor - rewrite

Has not removed plagiarism. Zero on Task

P-Box

Copied from texts without citing.

Underlined by tutor - rewrite

Has removed some plagiarism

but some uncited passages

remain

Zero on Task

P-Box

Copied from texts without citing.

Underlined by tutor - rewrite

Has removed plagiarism but a

few new uncited passages were

introduced

Low mark on Task

Copied from texts without citing. Has successfully re-written

and cited.

Make a positive

comment

Copied from texts with citing. Some copying still remains. Low mark on Task

First draft was poor Completely re-written –

doesn’t match outline or first

draft.

P-Box

(explanatory note –

no marks)

First draft was OK. No outline or first draft

included.

P-Box

First draft was OK. Substantial new plagiarism

detected

P-Box

Course D UG Project AssessmentEnglish Language Teaching Unit

A4 Project Descriptors

Course D UG Project AssessmentEnglish Language Teaching Unit

TASK ORGANISATION LANGUAGE

A15-14

The essay is fully relevant to the task with no digression and completely fulfills the task requirements.The answer is sophisticated and engages critically with the question and refers appropriately to a sufficient amount of sources. Ideas are well presented and fully supported. Academic style (use of hedging, formal register, references etc.) is well managed and the essay fulfills the word count requirement. Accurate and appropriate paraphrase.

Organization is evident, including all elements taught and required at this level (e.g. outline, thesis statement, topic sentences). Writing develops in a logical way and a wide range of effective cohesive devices and discourse markers are employed. Overall structure is completely appropriate for task.

46-41

Very easy to read. Control of word forms and collocation is extremely accurate. The language is ambitious and complex.The level of language resource and skills are beyond elements taught on the course and are used naturally. Features expected such as the passive voice, relative clauses, complexity of noun phrases, precision in word choice are used skillfully. Few noticeable spelling errors. Excellent subject-specific vocabulary used accurately and appropriately.At the threshold some non-systematic error may occur that in no way detracts from the overall quality of the answer.

B 13-12

The essay is relevant to the task with minor digression but fulfils the task requirement. The answer attempts with some success to engage critically with the question and a sufficient amount of sources. Ideas are presented and supported. Academic style is largely appropriate despite some minor inconsistencies in some

Organization is evident although certain elements may be underdeveloped. Writing generally develops in a logical way and a number of effective cohesive devices and discourse markers are employed. Paragraph and sentence level

40-34

Easy to read. Control of word forms and collocation is good. The language is often ambitious and complex despite some inaccuracies.The level of language resource and skills show ability beyond elements taught on the course and often seems natural. Features expected such as the passive voice, relative clauses, complexity of noun phrases, precision in word choice, are employed appropriately and with control. Spelling is well controlled and causes no confusion for the reader. Very good range of subject-specific vocabulary used accurately and appropriately.At the threshold existence of error undermines the

Course D UG Project AssessmentEnglish Language Teaching Unit

features. The essay fulfils the word count requirement. There may occasionally be examples of poor paraphrase.

organization are good. Overall structure is good for task.

ambition and complexity evident in the work.

C 11-10

The essay is mostly relevant to the task but with digression. Some aspects of the task are as not fully addressed as others. Although the answer may attempt to engage critically with the question and a reasonable amount of sources, there is error and misunderstanding. Ideas are supported but could be more fully developed. Academic style is generally appropriate but there are some missing features. The essay fulfills the word count requirement. There may be some poor paraphrase but the student has made an effort to reword source material.

Organization is evident although certain elements may be missing or underdeveloped. Writing occasionally lacks thematic coherence. Cohesive devices and discourse markers are sometimes misused and mechanical. Paragraph and sentence level organization are adequate. Overall structure is appropriate for task.

33-28

Generally easy to read with some strain. Evidence of control over word formation and collocation, though with some error. The language is appropriate but with some systematic language weaknesses apparent in the text’s entirety, though these rarely hamper meaning. The level of language is appropriate and utilises elements taught on the course, albeit sometimes mechanically. Errors are mainly a result of ambition. Features expected such as the passive voice, relative clauses, complexity of noun phrases, precision in word choice are employed to some good effect. Spelling errors exist but rarely cause confusion for the reader. Decent range of subject-specific vocabulary used, generally, accurately and appropriately.At the threshold regularity of error starts to negatively impact on the reader despite the work exhibiting many positive features of the grade.

DThe essay is sometimes relevant to the task but with large areas of digression or

Organization is evident in a basic fashion although some elements may be

27

Some strain. Multiple errors in word formation and collocation are apparent in the text’s entirety, which may hamper meaning at times, even possibly in memorized chunks. The language is mostly appropriate but there

Course D UG Project AssessmentEnglish Language Teaching Unit

9 only superficially deals with the task. There may be a number of task errors. Sources are not used sufficiently or critically. Ideas are not developed sufficiently or supported appropriately. Academic style may be inappropriate and the essay may not fulfill the word count requirement. A large amount of poor paraphrase but the student has made an effort to reword source material.

missing. The work lacks thematic coherence, but an argument is discernible. Paragraph and sentence level organization are at times poor. Cohesive devices and discourse markers are often misused and mechanical. Overall structure is adequate for task.

-25

may be some serious weaknesses, or the language is relatively error free as a result of being simplistic so therefore lacking in ambition or complexity. The level of language shows some knowledge of the elements taught on the course however these are frequently used mechanically. Features expected such as the passive voice, relative clauses, complexity of noun phrases, precision in word choice are attempted but inaccuracies persist. Spelling errors may cause some confusion for the reader. Minimal subject-specific vocabulary used or used inaccurately or inappropriately.

F+

8

The essay is often irrelevant to the task and does not fulfill the task. There is a limited attempt to use sources, but they are used inappropriately. Ideas are under developed and not supported. Academic style may be inappropriate and the essay may be considerably under length. Considerable amount of poor paraphrase.

Although superficial organization is evident (paragraphs) the work is largely lacking thematic coherence. Paragraph and sentence level organization are poor. Cohesive devices and discourse markers are largely misused, mechanical or missing.

24-22

Significant strain. Little control of word forms or knowledge of collocation. The level of language is often overly simplistic and multiple errors in language use are apparent in the text’s entirety, even possibly in memorized chunks. Student shows limited knowledge of elements taught on the course, any attempts to use them are mechanical. Features expected such as the passive voice, relative clauses, complexity of noun phrases, precision in word choice are largely not attempted. Work possibly contains large chunks of language taken from the input material. Spelling errors may cause frequent confusion for the reader. Lack of/Poor subject-specific vocabulary used, generally, inaccurately and inappropriately.

Course D UG Project AssessmentEnglish Language Teaching Unit

F 5-7

The essay is irrelevant to the task. There is no attempt to use sources. Ideas are not at all developed or supported.Academic style is missing. The work is unfinished /very short.

The work is disorganized and lacking cohesive features such as topic sentences and thesis statements. Cohesive devices and discourse markers may be present but are simplistic or mis/overused.

21-15

Significant strain, to the extent of being often unintelligible. Limited control of word forms or evidence of collocation. The level of language is often overly simplistic with basic errors prevalent or seems largely copied from the prompt. Work shows a lack of knowledge of elements taught on the course. Features expected such as the passive voice, relative clauses, complexity of noun phrases, precision in word choice are largely non- existent. There is a significant lack of control over spelling. Lack of subject-specific vocabulary.

Course D UG Project AssessmentEnglish Language Teaching Unit

A4 project marking sheet

ELTU - English Language Teaching Unit University of Leicester, Readson House, 96-98 Regent Road, Leicester, LE1 7DF

Course DUG Project A4Student: ____________________________________________________________________

Project group: ______________________________________ Morning group: _____________ TASK Good Average Poor

Answering the question: relevant content , analysis and evaluation of source material

Citations: appropriate use of sources, paraphrasing and accurate use of a referencing system

Academic style: impersonality, cautious language and level of formality

Presentation: cover, word processing, layout

_____ /15

Commen

t________________________________________________________________________________

__________________________________________________________________________

ORGANIZATION Good Average Poor

Overall organization: introduction, main body and conclusion

Paragraph organization: general to specific, topic sentences and supporting ideas

Signposting: appropriate use of connectors

Coherence and cohesion: pronouns, synonyms and coherence devices

____ /15

Commen

t________________________________________________________________________________

Course D UG Project AssessmentEnglish Language Teaching Unit

__________________________________________________________________________

LANGUAGE Grammar: accuracy and depth Academic and general vocabulary: accuracy and depth

Comments

_________________________________________________________________________________

______________________________________________________________________________

Work on:

_________________________________________________________________________

_________________________________________________________________________________

Work on: _________________________________________________________________________

_________________________________________________________________________________

_____/46

evel Task/15

Org/15 Lang/46 Total/ 76

F 5-7 5-7 15-21 Up to 37 = F

F+ 8 8 22-24 38 to 41 = F+

D 9 9 25-27 42 to 47 = D

C 10-11 10-11 28-33 48 to 57 = C

B 12-13 12-13 34-40 58 to 67 = B

A 14-15 14-15 41-46 68 and up = A

Overall Mark: _____________ Tutor: _______________________ Date: _________

Course D UG Presentation AssessmentEnglish Language Teaching Unit

DUG Presentation Descriptors

Course D UG Presentation AssessmentEnglish Language Teaching Unit

Course DUG End Presentation Test Scores

Student Name:

Student Number:

Candidate Number:

A 18-20 Grade:

PERFORMANCE

Engagement with the audience

Maintaining interest

Body language

Eye contact

Visual support (ppt. slides: minimum 1, maximum 6 per group)

0 1 2 3 4 5

CLARITY

Pronunciation

Pausing, speed and volume

Vocabulary choice

Accurate language

0 1 2 3 4 5

ORGANISATION

Timing

Logical overall structure

Organisation of ideas

Use of signposting

0 1 2 3 4 5

CONTENT

Depth and analysis of ideas

Evidence of research

Use of evidence/examples to

support points

Evaluation of topic

0 1 2 3 4 5

Overall Score

Course D UG Presentation AssessmentEnglish Language Teaching Unit

B 15-17

C 11-14

D 8-10

F+ 7

F 4-6

Comments+

-

Examiner:

Grade:

Course D UG Presentation AssessmentEnglish Language Teaching Unit Presentation Assessment

PERFORMANCE CLARITY ORGANISATION CONTENT

A

5

An excellent, engaging performance, with very confident use of body language and eye contact.

Visuals are of excellent quality and integrated very effectively.

Easy to understand throughout with minimal mispronunciations.L1 accent is present but never obtrusive.

Appropriate speed and volume throughout with effective use of pausing.

Excellent language accuracy and vocabulary.

Presentation follows a logical overall structure with excellent organisation of ideas.

A range of signposting techniques are used effectively and the stages of the presentation are clear to the listener throughout.

Timings are correct.

Clear evidence of research with sources fully referenced.

Excellent treatment of topic showing depth of thought. Excellent level of critical analysis. Presents a balanced argument, considering various perspectives on

the topic. Points are fully relevant and very well developed.

B

4

Good, engaging performance, with good use of body language and eye contact.

Visuals are of good quality and well-integrated.

Easy to understand throughout. L1 accent is present but never obtrusive and minor mispronunciations do not affect clarity.

Speed and volume are good with evidence of pausing.

Strong language accuracy and vocabulary.

Presentation follows a clear structure with good organisation of ideas.

Evidence of appropriate signposting which helps the listener to follow the stages of the presentation.

Timings are correct.

Clear evidence of research with sources fully referenced. Good treatment of topic showing depth of thought. Good level of critical analysis. Presents a balanced argument, considering various perspectives

on the topic. Points are relevant and well developed.

C

3

Mostly engaging performance with some effective use of body language and eye contact.

Visuals are of mostly good quality and mostly well-integrated.

Generally easy to understand although minor mispronunciations may occur.L1 accent is evident but rarely impacts on intelligibility.

Speed and volume are generally appropriate with some attempt at pausing.

Good language accuracy and vocabulary.

Evidence of signposting and the listener is generally able to follow the stages of the presentation.

Ideas show a reasonable organisational pattern.

Timings may be slightly inaccurate but within tolerable limits.

Evidence of research with sources referenced. Reasonable treatment of topic, although may occasionally lack

depth. Clear evidence of critical analysis, though may occasionally verge

on the descriptive. Arguments may occasionally lack balance. Points are relevant and mostly well developed.

D

2

Acceptable performance. Some unease of body language may be apparent, and eye contact may be inconsistent.

Visuals are of acceptable quality, although there may be some minor errors. Integration of visuals may be inconsistent.

is generally intelligible, although mispronunciations may reduce clarity at times.L1 accent may be obtrusive in places.

Speed and volume may be inappropriate at times. Some limited evidence of pausing.

Adequate language accuracy and vocabulary.

Some limited evidence of signposting and listener may have difficulty following the presentation in places.

Basic organisation of ideas. Presentation greatly exceeds time limit.

Limited evidence of research with some referencing. Adequate treatment of topic, though some aspects may be dealt

with superficially. Evidence of critical approach to topic, though this may be

inconsistent. Attempts to present a balanced argument, though this may be

limited at times. Some points may be underdeveloped or lack relevance.

Course D UG Presentation AssessmentEnglish Language Teaching Unit Presentation Assessment

F+

1

Some use of body language and eye contact, but used inconsistently and with limited success.

Visuals are uneven in quality and may not add much to the presentation.

Pronunciation is largely intelligible, but frequent mispronunciations distract the listener, and may necessitate repetition.L1 accent is often obtrusive.

Poor understanding of appropriate speed and/or volume and no evidence of pausing.

Limited language accuracy and vocabulary.

Poor understanding of presentation structure. Signposting is minimal. Listener may be confused.

Minimal evidence of research. Referencing inadequate.

Addresses the topic, but overall the treatment is superficial. Attempt at critical analysis, but with limited success. Arguments may be one-sided and lack balance. Points are often underdeveloped or lack relevance.

F0

Does not meet the standard described above, or not enough output to assess.

Visuals poor quality or absent

Does not meet the standard described above, or not enough output to assess.

The presentation is disorganized and lacks signposting. Listener would be unable to follow the presentation.

Research minimal or absent. References minimal or absent Lack of critical engagement or evaluation Argument unbalanced or missing.

Course D UG Presentation AssessmentEnglish Language Teaching Unit Presentation Assessment