Homework answers / question archive / TSL701: Assessment 2 Description Assessment Type: An analytical assignment (2000 words -/10%) Purpose: The purpose of this assessment is to develop research and analytical skills to show how genres function and to give examples of how the genres differ and how they accomplish what they are intended to do in speech and written work

TSL701: Assessment 2 Description Assessment Type: An analytical assignment (2000 words -/10%) Purpose: The purpose of this assessment is to develop research and analytical skills to show how genres function and to give examples of how the genres differ and how they accomplish what they are intended to do in speech and written work

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TSL701: Assessment 2 Description

Assessment Type: An analytical assignment (2000 words -/10%)

Purpose: The purpose of this assessment is to develop research and analytical skills to show how genres function and to give examples of how the genres differ and how they accomplish what they are intended to do in speech and written work.

Value: 30%

Submission: Upload to Turnitin - Week 10 (Friday 18^th September, 5pm)

Structure: Include the following sections in your submission (use these as your main headings):

• Contents list
• Introduction
• Literature Review
• Text Analysis (this section will include appropriate sub-headings)
• Lesson Plan
• References
• Appendix

Task details:

Students are to choose a text from a particular genre and analyse it in terms of its structure, textual and grammatical features using appropriate metalanguage covered in the course so far. Students will then produce a series of 2-4 lesson plans which aim to assist students in creating a text type which shares the same genre.Lecture 7: Genre Analysis What is Genre Analysis? Genre analysis is the study of how language is used within a particular context. Genres differ in that each has a different goal and they are structured differently to achieve these goals (Hyland, 1992). ? Applied linguists agree that the author’s purpose is of primary importance in creating, a certain genre. However, genre analysis does not look only at the influence of purpose on the choice of grammatical forms, but also takes into consideration its persuasive functions. ? Robinson (1991) says that the “authors purpose is explained with reference to the wider professional culture to which the author belongs”. Thus, genre does not mean only a text-type but also the role of the text in the community within which it has been created. ? Genre analysis combines grammatical insights with corresponding socio-cognitive and cultural explanations.It aims at explaining language in use rather than linguistic forms on the surface level (Bhatia 1993). A genre-based approach ? By analysing texts, we combine our knowledge of grammar, texture and text structure to reveal language patterns which English users can apply to the texts they construct. ? The descriptions of analysis can be useful tools for language learners as they investigate meanings in text and learn to control and manipulate texts in order to achieve a certain purpose with the language ? These descriptions are not rules, as such, but more like protypes which can be used as a starting point for students for exploring and constructing texts ? Using this genre-based approach, teachers can collaborate with and support students as they gain increasing control over different types of texts (Butt et al.,2012, pp.290-291) Genre Rose and martin (2012) state that genre can be organized according to three broad purposes: Text Type Genre Purpose Narrative Recount Story Genre To engage Factual Genre To inform Persuasive Genre To evaluate New Story Procedure Protocol Information Report Explanation Exposition Discussion Text Types ? Texts can be organised into groups based on structural similarities ? Texts share structural similarities when constructed to achieve the same general purpose ? Text types work as a blueprint to express context and purpose (context of culture, and situation) Key Terms: ? Genre: Story genre (to engage) ? Purpose: to engage (and entertain) the listener/reader ? Text Type: Narrative ? Medium: Spoken or written ? Form: Printed novel or audiobook Exploring different text types: Story Genres What is the purpose of a story? ? Entertain/ to engage ? Endorse cultural values ? Endorse social values ? Send a message Type of story Purpose Recount to tell what happened in a sequence and evaluate the significance Narrative to narrate a sequence of events triggered by a problematic, unusual or unexpected event. The outcome both entertains and instructs reader and listener News Story to chronicle a newsworthy event and review it from different perspectives A recount: Structure and Grammatical features Genre/Forms Recount Forms journal, diary, newspaper article, historical recount, biography, autobiography memoir Social purpose To retell a • series of events • • • Structure Orientation – provides details of events to follow who, when, where Sequenced series of events – generally in chronological order Reorientation – completes the sequence of events, resets in time Coda – personal comment or evaluation General grammatical features • • • • • • mostly action verbs to relate activities specific (personal recount) and generalised participants past tense adverbs or prepositional phrases provide details of where, when, with whom, how text connectives to sequence events attitudes expressed evaluate behaviours or actions of people, appreciate places or impact of events Find this resource in the A recount: Example Text: Text 10.1 There’s this girl in my class She tried to do a backward roll and she um like clicked her neck or something, and um she was taken to hospital in an ambulance and I had to write down what happened because I was in her group I’ve done that before and it doesn’t hurt that much. I think she’s overreacting just a bit 1. Lets focus on the Structural elements first… • Orientation • Record of events • Reorientation (optional) • Coda (optional) 2. And then any significant grammatical features… • Process types (vg) • Participants (ng) • Circumstances (adv g and pp) • Tense • Mood • Theme Recount Structural Elements Orientation- who? There’s this girl in my class She tried to do a backward roll Record of eventsand she um like clicked her neck or something, and um she was order of occurrence taken to hospital in an ambulance Reorientation- rounds and I had to write down what of the sequence of happened because I was in her events (optional) group I’ve done that before and it doesn’t hurt that much. I think Coda- personal evaluation (optional) she’s overreacting just a bit Recount There’s this girl in my class She tried to do a backward roll and she um like clicked her neck or something, and um she was taken to hospital in an ambulance and I had to write down what happened because I was in her group I’ve done that before and it doesn’t hurt that much. I think she’s overreacting just a bit Grammatical features • Existential clause, asserts participant •past tense •material processes •declarative clauses combined with and •She (the girl) is the predominant theme •past tense modal had to •present tense •mental processes (think, overreacting) •measuring words (that much, just a bit) Compare texts 10.1 and 10.2 ? Which is written and which is spoken? ? Do they have the same/different structural elements? ? Do they belong to the same Genre? ? How is the language similar/ different? (try to use some of the metalanguage you have learnt, so far, in this course) • Both texts have the same global structural elements, so they belong to the same genre. However, they are different mediums; text 10.1 is spoken and 10.2 is written. • The texts are similar with some grammatical features; The record of events is presented in past-tense material processes and the coda uses present tense and mental processes as part of the evaluation of the events. • A significant contrast is that text 10.2 incorporates many more adverbs and prepositional phrases to reveal circumstances that set the story in place and time. Exploring different text types: Factual Genres What is the purpose of a factual text? ? play an important role in education ? inform readers/ provide information ? enable social activities- procedural text TYPE: PURPOSE: Procedure To instruct through a sequence of steps Protocol To set out the conditions under which something would be done To organise and present information Information Report Explanation To tell how and why things happen through a sequence of stages A procedure: Structural and Grammatical features Genre/ Forms Procedure Purpose To instruct someone on how Forms to do instructions, something procedural recount, To recount recipe, or retell directions, steps in a manual simple procedure Structure Procedure • Goal – the intended outcome of the activity (often the heading) • Materials – list of items, materials, ingredients etc which are required • Steps – sequenced set of steps to be followed General grammatical features • • • • • • imperative clauses to express commands action verbs related to the particular field of activity imperative form of the verb (command) usually at the beginning of each instruction general and technical nouns adverbs or prepositional phrases which provide details of how, when, where, extent, with whom expanded noun groups to provide details of ingredients/ materials/ equipment Find this resource in the Assessment 2 folder! Comparing texts 10.6 and 10.7 Look at texts 10.6 (a procedure) and 10.7 (a protocol) ? Can you think of some other examples of procedures and protocols? ? How are the texts the same/ different? ? Which one is more effective 10.6 or 10.7, and why? Effectiveness ? listed materials and sequence ? sequenced steps/ arranged conditions ? information in nominal groups ? addresses the audience ? field must be clear and exact ? tenor must be acceptable for the audience Comparing texts 10.8 and 10.9: Information Report and Explanation Texts 10.8 (information report) and 10.9 (Explanation) are part of the same, factual genre ? How are they the same/ different in terms of their structure and grammatical features? ? Are texts 10.8 and 10.9 effective? Why? Effectiveness ? must talk about general categories ? must address facts, the way things are and always happen ? contain metalanguage (technical terms) ? must appear accurate (how is this possible?) Exploring different text types: Persuasive Genres What is the purpose of a persuasive text? ? To persuade by arguing one side of an issue ? To discuss one or more sides to an issue TYPE: PURPOSE: Exposition To persuade people to a particular point of view Discussion To explore different sides of an issue in order to reach an informed judgement or recommendation A discussion: Structural and grammatical features Genre/Forms Persuasion exposition, discussion advertisement, letter to the editor, speech, newspaper article Social purpose To persuade by arguing one side of an issue or to discuss one or more sides to an issue Structure Discussion (presenting different sides of an issue) • Statement of position or Thesis – introduces what the author is wanting to argue, might include an overview of the arguments to follow • Arguments or points for one side of the issue with supporting evidence or reasons • Arguments or points for the other side of the issue with supporting evidence or reasons • Conclusion/ Recommendation Summing up of both sides and General grammatical features • • • • • • • • • range of verb types ‾ action verbs ‾ relating verbs to define, present reasons ‾ saying or reporting verbs to cite/ quote expert or other opinions ‾ some use of thinking or feeling verbs in the expression of opinions (early writers) modal verbs (should, must, might) and modal adverbs, e.g. usually, probably general, abstract and technical nouns as they relate to the issue attitudes expressed through evaluative language attitudes amplified or softened through vocabulary choices, adverbs comment adverbials at the beginning of a sentence e.g. surely, obviously conjunctions or connectives to link ideas, e.g. because, therefore, on the other hand declarative statements, may also include rhetorical questions passive voice Structural elements A discussion Issue Homework Discussion I think we should have homework because it helps us to learn and A discussionrevise is a factual text that explores different sides of an issue in order to our work. reach an informed judgement or recommendation. A discussion shares many of Arguments helps people who aren’t very smartarguments to remember the languageHomework features of an exposition such as presenting but what a for they have learned. which are balanced for and against the given discussion provides arguments Home work is really good because it helps with our education. issue. Arguments against I think we shouldn’t have homework because I like to go out after school to a restaurant or the movies. Sometimes homework is boring and not important. I think homework is bad because I like to play and discuss things with my family Look at the text (above) where a young writer has used the discussion pattern to explore arguments for and against doing homework ? What should the student do in order to improve the structure of their discussion? ? Which general grammatical features has the student used well for this particular genre? ? Which grammatical features does the student need to apply to their text in order to write more effectively? Effective Expositions and Discussions ? Present arguments and evidence to convince ? Make reader accept writer’s opinion ? Idea of accuracy is paramount To sum up… What can we learn from genre analysis? ? tenses are linked to genres 1) past simple, past continuous – stories 2) orientation – present perfect 3) present simple – factual texts habitual events, facts, universal or timeless 4) imperatives – procedures, no tense ? Gives students tools to analyse and challenge texts ? Increases cultural capital regardless of background Negatives from Generic Genre Analysis? ? Can oversimplify text types as a set of ‘rules’ to be learnt ? Without critical analysis of text types students may continually compose simple boring texts ? Students must be encouraged to challenge text types ? How can we keep up with the ever changing number of texts such as multimodal texts This week’s tutorial ? Overview of assessment 2 ? Explore the genre-based approach in more detail ? Plan our write-up for the literature review section of Assessment 2 References ? Butt, D., Fahey, R., Feez, S. and Spinks, S. (2012). Using functional grammar; an explorers guide. 3rd Ed. Palgrave Macmillan, South Yarra. ? Bhatia, V. 1993. Analysing Genre: Language Use in Professional Settings. London: Longman. ? Hyland, K. 1992. “Genre analysis: just another fad?”. Forum 30/2, 1-17. ? Robinson, P. 1991. ESP Today: A Practitioner’s Guide. Hemel Hempstead: Prentice Hall. Week 9 Lecture: Applying functional grammar to language education We will continue to explore the textbased (genre based) approach to language education The focus for this week… We’ll focus on the cycles of text-based teaching and learning- examining how your lesson plan should be separated into the 4 phases of this cycle We’ll discuss various types of activities which could be incorporated for each stage of the cycle We’ll consider how to structure your lesson plan for assessment 2 A text-based (genre-based) approach to language education ? A text-based (genre based) approach to language education illustrating how we combine our knowledge of grammar, texture and text structure to reveal patterns. These can act as ‘rules’ that learners can apply to similar texts which they construct ? Teachers can use these ‘rules’ learned to talk to students explicitly about language and its use and to show students how to reflect on and investigate language use . ? Students are able to work with smaller manageable fragments of language before they attempt to create whole texts ? The skills acquired, using this approach, can be useful to learners as they investigate meanings in texts and learn to manipulate texts in order to achieve a certain purpose with the language ? Using this type of approach, teachers can collaborate with and support students as they gain increasing control over different text types The short and long-term goals of using a genre-based approach Short term goal (in the lesson) ? Identifying the grammatical, textual and structural patterns ? Understanding how to use various grammatical items to achieve a certain purpose ? Examine the communicative function of language Long term goals (beyond the classroom) ? Encourages independent, autonomous learning (studentfocused approach) ? Promotes flexible thinking ? Encourages Informed creativity as students need to know the rules in order to go beyond them ? Skills can be transferred outside of classroom to create similar text types for other purposes Text Based Teaching and Learning Cycles Teachers challenge and practice students understanding of a particular text through a range of activities over a cycle. ? Activities focus on fluency and accuracy ? Teachers provide context and activities for students to practice meaningful communication ? Teachers intervene when needed to build student’s knowledge and skills ? Students have a range of interactional patterns- ss/ st ? Students work with models of effective language The Cycle 1. Context exploration 2. Explicit instruction 3. Guided practice and joint reconstruction 4. Independent application of newly acquired knowledge Phase 1: Context Exploration (Social Interactions) ? Students collaborate with teachers to build shared experience of the target text context ? Predominantly hands on, research or discovery tasks ? Students learn about texts purpose- cultural knowledge ? Students build knowledge on subject matter (field) ? relationships between communicators (tenor) ? format of communication and usage (mode) Phase 2: Explicit Construction (Modelling) Social Interactions ? Teachers direct interactions in the classroom ? Students are introduced to the text in stages ? Focus is on how meaning is conveyed through context, structure and the lexicogrammatical features ? Level specific metalanaguage to discuss texts is introduced to students Phase 3: Guided Practice (Joint Reconstruction) Social Interactions ? Students are guided to recreate a version of the model text ? Focus is on building knowledge of text context ? Each stage of reconstruction is discussed ? Teacher intervenes when needed until students are working well individually ? Students plan and research to recreate their own text Phase 4: Independent Use ? Students assume control and ownership of the task and their knowledge of the text type ? Teachers are available when needed Social Interactions ? Students mentor other students ? Teachers nominate only correct and good examples of students’ work for feedback and contributions Language learning activities for each phase of the cycle: ? Phase 1: Activities for exploring content ? Phase 2: Teaching strategies for explicit instruction ? Phase 3: Guided practice and joint construction activities ? Phase 4: Teaching strategies for generating independent work Table 11.4 Types of language learning activities (taken from the course set text) is available on Moodle, this week ? Structured research tasks such as reading comprehension, note taking or problem solving ? excursions, interviews with community or guest speakers ? brainstorming or discussion to share personal experiences ? Videos, diagrams or other graphic/ visual representations of context ? Vocabulary activities 1.Context Exploration: Activities ? Establish genuine context for target text ? Reading or modelling spoken text, pausing for students to predict stages/ structural elements ? Dividing text into structural units for students to visualise ? Jigsaw reading activities, sequencing tasks, dictogloss, information gap to show text order ? Lexigrammatical practice- grammar games, word building games, gap fill, multiple choice questions, jumbled sentences 2. Explicit Construction: Activities ? Teacher as scribe writing what students decide after discussion ? Skeleton texts as guide for construction ? Process writing activities ? Drafting and redrafting activities 3. Guided Practice (Joint Reconstruction): Activities ? Mentoring and peer-support activities ? Role play activities or performances ? Class book writing ? Peer correction and evaluation ? Projects and posters either individually or as a group 4. Independent Use: Activities How can text suitability be analysed? Text suitability should be based primarily on students wants and needs Selection criteria for texts should ideally be in language that is also understandable for students Focusing on assessment 2: Sections 4 and 5 ? 4. Lesson Plan Overview: (provide a short overview which outlines the lesson topic, class profile and student levels, aids and resources, main aims, and secondary aims) ? 5. Lesson Plans: Create between 2-4 separate lessons (either base each phase on one (1 hour) lesson or two phases can be combined for longer (1.5 hour lesson). Structure as follows: • Phase 1: Content Exploration • Phase 2: Explicit Instruction • Phase 3: Practice and reconstruction • Phase 4: Independent application Section 5: The lesson plan (practice) What causes droughts? Drought is generally caused by a shortage of rainfall. Rainfall is created and distributed around the Earth as part of the natural water cycle. When this cycle is distributed and rain cannot be produced, drought occurs. As the sun and warm air heat the Earth, the water evaporates into water vapour. Water vapour us an invisible gas that rises up into the atmosphere. As the water vapour rises, it cools, collects and condenses into water droplets to form clouds. Then it falls back to the Earth as rain, hail or snow. However, when there are constant high pressure areas, moisture cannot be held ad clouds cannot form. The result is little or no rainfall which causes a drought. Normally, high pressure areas move on and are replaced by low pressure areas. Sometimes, this does not happen and high pressure areas are stalled. There will be a series of 4 lessons in total, each 60 minute lesson will focus on each stage. The first lesson will focus on phase 1 (exploring the context) • We need to consider the social interaction (roles) of the teacher and students in the lesson • We need to consider suitable activities for this first lesson • Make a note of ideas on the lesson plan template, on Moodle ? This weeks tutorial… ? ? We’ll examine the first phase of the series of lessons –suitable activities and student/teacher roles (Droughts Text example) Focus on what needs to be achieved for sections 4 and 5 of assessment 2 Generate ideas for the first phrase of your own lesson plan for assessment 2 References ? Butt, D., Fahey, R., Feez, S. and Spinks, S. (2012) Using Functional Grammar, An explorer’s guide (3rd Edition). South Yarra; Palgrave Macmillan. (Chapter 11) ? McMahon, J. (2013). Applied genre analysis: the case of introductions in Spanish teacher trainees in curricular design documents. Volumen Monográfico. pp 165-162 ? Rassouli, M. and Mehdi, A. (2013). The Effects of Explicit Instruction of Grammatical Cohesive Devices on Intermediate Iranian Learners' Writing. European Online Journal of Natural and Social Sciences. 2 (2) Special Issue on Teaching and Learning. Assessment 2 Assessment Type: Analytic assessment -2,000 words + 10% - individual assessment Purpose: This assessment is designed to allow students to develop research and analytical skills to show how the genres function and give examples of how the genres differ and how they accomplish what they are intended to do in speech and in written work. This assessment relates to learning outcomes c and d. Value: 30% Due Date: Week 10 -5.00 pm Tuesday of Week 10 Submission: Upload a soft copy - Word doc or doc to Moodle and Turnitin Topic: The effect of a particular genre on the grammar of a text Task Details: Students are to choose a particular genre and discuss, using examples, how the genre will affect the grammar of a text. Responses are to be developed into a short report. More details will be available in class and via Moodle in week 6. Research requirements: Students are to support their analysis and conclusions with the text(s) and a minimum of 6 recent (written since 2007 where possible) and relevant academic journal articles. Other academically sources may also be used. Presentation: Word .doc or .docx - 2,000 + 10% word short report - title page, executive summary, table of contents, suitable headings and subheadings, conclusions, in-text referencing and reference list (Harvard - Anglia style). Typed using 12 pt Times New Roman or 11 pt Calibri fonts. Single line spacing, Marking Guide: Analysis 30% Application/examples 20% Research - extent and application 30% Presentation 20% This mark will be scaled to a mark out of 30. || ??? ñ PlayPosit Interactive Video X TSL701 LINGUISTICS FOR LANG X Inbox - 12002077@- 2 https://api.playposit.com/player_v2?type=bulb&bulb_id=836374§ion_id=1045342 Assessment 2 • Contents list 1. Introduction 2. Literature Review 3. Text Analysis 4. Lesson Plan • References D Appendix 1 ? BE MacBook Air esc 20 F2 000 000 F1 1, < F3 F4 F5 F6 F7 F8 #n $ A % & Include the following sections in your submission (use these as your main headings): Title page Contents list Assessment 2: Structure 1. Introduction 2. Literature Review 3. Text Analysis (this section will include appropriate sub- headings) 4. Lesson Plan (2-4 lessons) References Appendix (original text, example activities from the lesson) ????;manda Herring MacBook Air 0 20 F3 DO0 00 F2 . 1: F4 F5 F7 F8 * 2 $ 4 % 5 & 7 6 8 Q 1 W E I R T C Section 1 and 2 (covered this week): 1. Introduction: This should outline the aims and the purpose of the assessment. (200 words) 2. Literature Review: Carry out research on the Genre-based approach to teaching. What is it? What are the advantages and disadvantages of this approach? Support your points with relevant, recent research (use various readings from Week 7 to assist). ????:Amanda Herring MacBook Air 20 DOO F3 000 F4 F7 m ??? Emma Rebecca----121... Hao Vin Amanda Herring Ziheng Wang. Penny Peng Section 4 and 5 (to be covered week 9) 4. Lesson Plan Overview: (provide a short overview which outlines the lesson topic, class profile and student levels, aids and resources, main aims, and secondary aims) 5. Lesson Plans: Create between 2-4 separate lessons (either base each phase on one (1 hour) lesson or two phases can be combined for longer (1.5 hour lesson). Structure as follows: Phase 1: Content Exploration Phase 2: Explicit Instruction . . Phase 3: Practice and reconstruction . Phase 4: Independent application (use content covered in Week 9 Lecture to help) Week 10 will focus on final drafts and completion of the assessment S po O MacBook Air 20 000 DOO F3 F4 11 F7 F8 79 A 2 3 % 5 4 & 7 6 8 Q ? W E R T Y U O