MA in Applied Linguistics with TESOL

Course Handbook 2013-2014

University of Sheffield

School of English Literature, Language and Linguistics

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Contents 1. Introduction………………………………………………………………………………………...3

a. Welcome from the Course Leader………………………………………………………...…3 b. The Handbook………………………………………………………………………………..3 c. Description of the MA in Applied Linguistics……………………………………………….4 d. Outline of Course Content and Core Module Descriptions………………………………….5 e. Regulations for the Award of an MA degree or a Diploma………………………………….6 f. Calendar for the Year 2013-2014…………………………………………………………….9

2. Getting Started – Your School……………………………………………………………………10

a. Jessop West and Other Teaching Areas…………………………….………………………10 b. Contact with the Department………………………………………….……………………10 c. The Role of the External Examiner…………………………………………………………11 d. Academic Resources…………………………………………………..……………………11 e. Academic Expectations………………………………………………..……………………12

3. Advice and Feedback…………………………………………………………...…………………14

a. The Roles of Teaching Staff…………………………………………………..……………14 b. Personal Tutor Support………………………………………………………..……………14

c. The ELT Centre………………………………………………………………..……………15 d. Central University Support…………………………………………………………………15

4. Introduction to Assessments………………………………………………………………………17

a. Types of Written Work and Length Limits…………………………………………………17 b. Supervision for Assessments……………………………………………………….………18 c. Presentation of Assessments………………………………………………………..………18 d. Deadlines and Late Submissions………………………………………………...…………18 e. Guidelines on Written Work …………………………………………………….…………19 f. Double Submission……………………………………………………………….…………19 g. Avoiding Plagiarism and Collusion…………………………………………………...……19

5. Marking and Giving Feedback on your Work……………………………………………………20

a. Marking Procedures……………………………………………………………………...…20 b. Criteria of Assessment……………………………………………………………………...20 c. Marks and Marking Scheme………………………………………………………………..21 d. What to do if you Fail………………………………………………………………………23

6. The Dissertation………………………………………………………………………………..…24

a. Dissertation Types………………………………………………………………………….24 b. The Dissertation Proposal…………………………………………………………………..25 c. The Dissertation Process……………………………………………………………………25

7. Frequently Asked Questions……………………………………………………………………..27

Appendix A: Feedback Form for Written Assignments………………………….…….…...…………28 Appendix B: Plagiarism Declaration Form for Written Assignments………………...……………… 29 Portions of this booklet have been adapted from the MA Handbook from the Department of Sociological Studies and from various sections of the University of Sheffield website. This booklet is intended as a guide to students or prospective students of the MA (Diploma) in Applied Linguistics. It has no status as a statement of University regulations for postgraduate taught courses. For full details of such regulations, please consult the University Calendar.

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1. Introduction a. Welcome from the Course Leader Welcome to the School of English Literature, Language and Linguistics in the University of Sheffield. We are pleased that you have chosen to study in our School. The MA in Applied Linguistics is one of the largest and most successful MA programmes in the university, and we pride ourselves on attracting committed and hardworking students from a diverse range of cultural and educational backgrounds. Each year, we run a programme which seeks excellence not only in terms of the content we deliver but in how we deliver it. We hope that your time with us will be enriching academically, professionally, and personally. b. The Handbook The purpose of this handbook is to give you the information you need for this programme. You should read through this handbook thoroughly so that you are familiar with our procedures and also keep it as a point of reference throughout your studies. In particular, pay special attention to the sections detailing the support and advice you can receive from me, from your personal tutor, and from various other centres in the university. While we expect you to take responsibility for your own learning, we are here to help you in any way we can. Again, welcome to Sheffield! Jane Mulderrig MA Course Leader

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c. Description of the MA in Applied Linguistics with TESOL The Sheffield MA in Applied Linguistics with TESOL provides advanced training in Applied Linguistics for persons with a professional or academic interest in language, typically, but not exclusively, language teachers.

It is particularly suitable for trained teachers, operating either in the UK or internationally, who wish to enhance their understanding of theory and practice in language teaching, and enrich their professional practice.

As a graduate of the Sheffield MA in Applied Linguistics with TESOL you will have developed:

• An understanding of current theory and practice in language teaching and language learning;

• Some expertise in the analysis and description of language, particularly language in use;

• An ability to undertake small scale applied linguistic research; • The awareness necessary to relate course inputs to your own contexts of professional

practice. Study for the MA in Applied Linguistics falls into two parts:

October to June is devoted to the coursework component; June to September is spent preparing for and writing the MA Dissertation.

Both components of the programme have to be passed independently for the award of the MA degree. Structure of the Academic Year The coursework teaching occupies the first 10 weeks of each semester. The second halves of Semesters One and Two are devoted to the writing of module assignments. In addition, the latter part of Semester Two will be a period for dissertation supervision. The coursework component of the MA programme is divided into Core modules, which are compulsory for all students, and Optional modules – you choose 4 optional modules of interest to you. The core modules are all normally taught in Semester One, the optional modules in Semester Two. Each module consists of 20 teaching hours, adding up to a total of 160 teaching hours over the coursework component of the programme – eighty in each semester. Teaching Teaching on the MA programme takes a number of different forms, to which the following labels are often attached: Lecture: This is a traditional plenary session where the lecturer delivers their input Seminar: Tutor-led small group session, typically discussing prepared reading or a set of

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exercises. Workshop: Can mean many things, but typically a task-based session with tutors acting in

an advisory capacity. Many of your classes will involve a combination of these teaching forms. For example, ELL6402 Language Teaching Methodology (a core module in semester 1) involves one 1-hour lecture per week as well as one 1-hour seminar group. Reading Week Week 7 in the first semester is normally set aside as a reading week. The main purpose is to allow you to catch up with your reading. There is normally no reading week in Semester Two because this semester is usually interrupted by the Easter break. Please note that the Reading week is not a vacation and you are required to remain in residence in Sheffield during that week. Choice of Optional Modules In the second half of Semester One, you will be given a separate booklet with full details of all the optional modules running in the current academic year. During the reading week, or shortly thereafter, there will be a consultation meeting at which you will have an opportunity to talk to the members of staff who teach the various optional modules. The following week you will be asked to complete an optional modules choice form on which you indicate the four modules you have elected to take. Please note that it may not be possible to run modules that no more than four students have elected to take. d. Outline of Course Content and Module Descriptions The four core modules taught during Semester One are:

ELL6360 Introduction to Language and Linguistics (Gabriel Ozon and Andrew Linn)

ELL6402 Language Teaching Methodology (Harry Kuchah)

ELL6401 English Grammar and Discourse (Jane Mulderrig, Gabriel Ozon, Harry Kuchah)

ELL6415 Introduction to Second Language Acquisition (Kook-Hee Gil)

Optional modules normally on offer in Semester Two are:

ELL6408 Language Planning and Education EGH6080 Using Corpora in Applied Linguistics ELL6416 Current Issues in Second Language Acquisition ELL6411 Language Testing ELL6421 Discourse and Genre Analysis ELL6721 Intercultural Communication ELL6413 Theory and Practice of Language Teaching

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ELL6422 Teaching Young Learners ELL6160 Language Curriculum Design ELL ???? Word Englishes (TBC)

Note: the exact range of option modules on offer is subject to some variation depending on staff on leave and/or levels of student interest. Research Methods Please note that in addition - as part of preparation for writing the dissertation, you are required to attend a course in Research Methods (ELL 6403) which operates over both the first and second semesters. These sessions are (variously) weekly or every two weeks. This course is not formally assessed other than through the proposal for the dissertation which you are asked to present around May/June. Below is a brief outline of the content of the four core modules. Introduction to Language and Linguistics This module reviews the core areas of linguistic study. The emphasis is on developing the ability to apply linguistic categories and techniques to the description of English and other languages, and to the solution of language problems. Language Teaching Methodology This module reviews the principles, thinking and history underlying contemporary language teaching practices. It explores what we know of the processes involved in language production and reception in a second language and the implications for teaching the language skills. It also reviews and assesses developments in the teaching of the grammar and vocabulary of a foreign language. English Grammar and Discourse This module provides an introduction to the principal concepts required for the description of the grammar of contemporary English. Students are familiarised with the ways in which grammar may function as a resource for the creation of discourse, and attention is also drawn to the links between grammatical form, meaning and use Introduction to Second Language Acquisition The aim of this module is to familiarise students with key concepts and issues in the study of second language acquisition as well as with the methodologies used to investigate the acquisition process. e. Regulations for the Award of an MA degree or a Diploma Conditions for the Award of a MA Degree The university regulations state that candidates who achieve 180 credits over the year’s work will be eligible for the award of the MA degree. In the case of the MA in Applied Linguistics,

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credits are accumulated through coursework (120 credits) and through the dissertation (60 credits). Each module in the coursework stage of the course carries 15 credits. To achieve these credits it is necessary to score 50 % or higher on the module assignments for each of the 8 coursework modules.

Note: If a candidate achieves 165 credits, the programme’s board of examiners may, at their discretion, award an MA Degree.

If a candidate fails to achieve 50% in any module, they may be permitted to re-submit the assignments but for not more than any two modules (see p. 22 for procedures connected with failure of assignments). Conditions for the Award of a Postgraduate Diploma A candidate who has achieved 120 credits in respect of coursework modules will be eligible for the award of a postgraduate Diploma. 15 credits are awarded for each coursework module successfully completed. To gain credits for a module a candidate must score 50% or higher on the assignments for that module.

Note: If a candidate achieves 105 credits, the programme’s board of examiners may, at their discretion, award a Postgraduate Diploma.

However, if a candidate fails to achieve the necessary 50% score in respect of any module, they may be permitted to re-submit assignments but for not more than two modules. Conditions for the Award of a Distinction for the MA in Applied Linguistics with TESOL The following is a quote from university regulations governing the award of distinctions in respect of taught postgraduate degrees such as the MA in Applied Linguistics with TESOL:

“The award of a distinction will normally be recommended where a student obtains a grade of 70 or better in units to the value of at least 90 credits and where there is no grade below 60 or where a grade below 60 is compensated for by an additional higher grade. The requirement for a student to achieve a grade of 70 or better in at least 90 credits, 60 of which should be from the dissertation, is left to the discretion of individual departments.”

Oral Examination In June the External Examiner (see p. 11) pays a visit to the department during which s/he sees a selection of candidates. This selection includes borderline candidates (who are interviewed alone) and a cross-section of the rest of the course (usually in small groups). S/he may also ask to see all course participants together. These meetings have two purposes: (i) To assess the general standards of the course: (ii) To see borderline candidates whose written work will already have been internally

assessed. This interview is an opportunity for the candidate to display what s/he knows.

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During the same day the Board of Examiners meets and afterwards the coursework results are made available. These ‘results’ take the form of a list of names of candidates who have been permitted to proceed to dissertation. Results in the sense of marks for pieces of written work are never displayed publicly in the department and will be communicated to you individually. This day is part of the course and you are expected to attend. Any one who is likely to be absent with good reason must seek permission from the Course Director and/or Head of School.

------------------------------------------------------------- Summary of Credits Accumulated through the Year: Semester 1 Semester 2 Summer Period 4 modules x 15 credits (total 60 credits)

4 modules x 15 credits (total 60 credits)

Dissertation (60 credits)

Summary of Credits Required for Diploma and MA: Diploma MA 8 modules x 15 credits (total 120 credits) Discretionary cases: 105 credits

8 modules x 15 credits And Dissertation (total 180 credits) Discretionary cases: 165 credits

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f. Calendar for the Year 2013-2014

Semester One:

25 September: School of English MA Induction Day 23-27 September: Postgraduate student registration period 30 September: Semester begins: Start of teaching 11 November – 15 November: Reading Week 6 December: End of Semester 1 teaching (beginning of assignment

preparation period) 22 December-19 January: Christmas Vacation 20 January: Semester One recommences 21 January: Final hand-in date for Semester One module

assignments (12.00 pm)

Semester Two 10 February: Semester Two begins: Start of teaching To be announced Provisional marks for Semester One assignments

available 17-21 March Semester Two: Topics of most module assignments

available 24 March Hand-in of Dissertation Pre-proposal 7 April: Spring Break begins 28 April: Semester Two recommences 9 May: End of Semester Two teaching 26 May: Final hand-in date for Semester Two module

assignments (12.00pm) 13 June (provisional): Hand in Final Dissertation Proposal 14 June: End of Semester Two June (date to be announced): Oral Examination; Board of Examiners meeting.

Coursework results announced. 9 September: Hand in MA Dissertation

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October/Nov (TBC): MA Degree results available 2. Getting Started – Your School a. Jessop West and Teaching Areas

The School is based in Jessop West, an eco-friendly building at the heart of the University campus. Jessop West 1 Upper Hanover St. Sheffield S3 7RA Telephone: 0114 222 0211 Fax: 0114 2768251 General e-mail: j.elkington@sheffield.ac.uk Website: http://shef.ac.uk/english/pgc/applingtesol

Jessop West houses staff offices, work stations for postgraduate students, teaching spaces, a well-resourced DVD library, an exhibition space, and a cafe on the ground floor, which is a useful meeting place for our postgraduates. The School reception is located on Floor 1 of Jessop West. It is here that you will submit all written assessments. Staff mailboxes are also located here. While some of the smaller seminar groups may meet in Jessop West, most of your classes will meet in various buildings across the university campus, including, for example, Hicks, Richard Roberts Building, the Arts Tower, among others. You should have received a map of the university – the map can also be found online here: http://www.shef.ac.uk/visitors/mapsandtravel. b. Contact with the Department The primary means of communication between staff and students is e-mail. For this reason, you should check your university e-mail account daily. Please remember to include your full name and contact details in any message. If you have questions or issues you wish to discuss with a member of staff, you can contact the Course Secretary (see details below), your Personal Tutor, Module Convenor, or the Course Director. Further information on personal tutors can be found on p. 13. Members of staff have consulting hours when you are welcome to consult them in their offices without previously making an appointment. A list of these hours can be found on the bulletin board near Level 1 Reception. If you want to make an appointment outside these hours, or if you need to contact a member of staff for any other reason, the preferred mode of

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communication is e-mail. Alternatively, you can leave them a note in their mailbox in the Department Office. The Staff of the Department who deliver the MA in Applied Linguistics are as follows: Staff Name Email Address Office Location

(in Jessop West) Telephone number

Oksana Afitska o.afitska@sheffield.ac.uk 5.14 0114 222 8490 Gibson Ferguson g.r.ferguson@sheffield.ac.uk 3.18 0114 222 0224 Susan M. Fitzmaurice (Head of School)

s.fitzmaurice@sheffield.ac.uk 4.06 0114 222 0213

Kook-Hee Gil k.gil@sheffield.ac.uk 3.21 0114 222 0229 Valerie Hobbs (on maternity leave 2012-14)

v.hobbs@sheffield.ac.uk 2.26 0114 222 0228

Harry Kuchah h.kuchah@sheffield.ac.uk 4.04b 0114 222 8464 Andrew Linn a.r.linn@shef.ac.uk 5.05 0114 222 0216 Jane Mulderrig (Course Director)

j.mulderrig@sheffield.ac.uk 3.26 0114 222 8497

Gabriel Ozon g.ozon@sheffield.ac.uk 1.20 0114 222 8478 Ranjan Sen ranjan.sen@sheffield.ac.uk 2.23 0114 222 0223 Gareth Walker g.walker@sheffield.ac.uk 3.25 0114 222 0238 For details of their experience, publications and research interests, please visit the school website at: http://www.shef.ac.uk/english/ There are also three secretarial members of staff. Emma Bradley (Secretary) e.f.bradley@sheffield.ac.uk 0114 222 0241 Jackie Elkington (Graduate Admissions Secretary)

j.elkington@sheffield.ac.uk 0114 222 0211

Helen Penkethman h.penkethman@sheffield.ac.uk 0114 222 0210 c. The Role of the External Examiner The MA in Applied Linguistics also has an external examiner, whose role involves assessing the standards of the course. This year, this role will be filled by Dr Peter Sercombe, University of Newcastle. d. Academic Resources Jessop West is conveniently located next to the Information Commons, which offers high quality IT-enabled study space and 24 hour access to heavily-used student materials. The university library has other sites, such as Western Bank Library, which houses academic journals. The library catalogue can be found here: http://library.shef.ac.uk/

The University Library subscribes to the major databases and peer-reviewed journals, and there is a regular free minibus to the British Library’s depository at Boston Spa.

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As always, you are encouraged to speak with your personal tutor (see p. 14) about any issues you are facing with regard to academic expectations. Teaching and Learning Expectations

• Come fully prepared for the session (do *all* the required reading/preparation) • Teaching on the MA programme involves a mixture of lecture input and more

interactive plenary or group-based discussions. Part of your responsibilities as an MA student is to participate fully in discussions. This requires advanced preparation, reading and thinking about the topic being taught. You are expected and encouraged to volunteer your observations, ideas and opinions in class discussions, whether or not you are nominated to speak by the tutor. For some of you this may be a new experience. It may be helpful to remember that there are rarely ever ‘right or wrong’ answers in such discussions; their purpose is to achieve a well-rounded understanding of a topic by sharing different perspectives, experiences and opinions.

Residence in Sheffield during your Studies (& extensions) During the coursework period: you are expected to remain in residence in or near Sheffield throughout the year. All absences must be discussed with your personal tutor in the first instance and authorised by the appropriate member of staff. Formal leave of absence requests (longer than two weeks) and extension requests require the permission of the MA Course Director and/or Head of School. It is also very important to be in residence at the time of the External Examiner’s visit in June. The summer: you are technically supposed to remain in or near Sheffield during the summer months while writing your dissertation. However, in practice, what really matters is you should be in contact with the Department during this period – we must know where you are and how to contact you. It is essential that you discuss any planned absence over the summer with your Dissertation Supervisor in the first instance (this person will be assigned to you around May). Reading Independent reading is an important part of your responsibilities as a student at Masters level. You will be set much more reading than at undergraduate level and your tutors will expect you do *all* of the required reading each week. It is in your interests to meet this expectation. If you do not do the required weekly reading you will not be able to participate in in-class activities (some of which are assessed) and you will almost certainly perform less well in assignments.

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3. Advice and Feedback on the Course There are many sources of support from various places throughout the university. You should feel free to consult the MA Course Leader, the Head of School, or any other member of staff on any aspect of your course or other matters which may be troubling you. If the person you speak to cannot advise you, they will refer you to someone who can. The MA student group may also be asked to elect one or more representatives to liaise with the course staff. This has proven to be of great benefit to past MA cohorts, and you are encouraged to speak with your course representative and/or ask them to attend important or sensitive meetings with you. In general, it is most important that you let us know of any concerns you have, whether these affect the course generally or yourself personally. Do not ‘bottle up’ any problems or anxieties that may interfere with your progress on the course. Share them with us at an early stage, and we will do our best to help and advise you. a. The Roles of Teaching Staff A question we are sometimes asked is: what do academic staff do when they are not teaching? Staff members have responsibilities other than just teaching, including carrying out research, writing books and journal articles, attending meetings with staff/students, participating/presenting in professional conferences, and fulfilling administrative duties. If you have questions for members of staff, you can contact them by email, make an appointment by email, or visit them office during office hours. b. Personal Tutor Support During your time in the programme, you will be assigned a personal tutor to assist you in matters related to your performance. Your personal tutor will meet with you once each in the autumn and spring semesters, although additional meetings may be arranged depending on your circumstances. Some points which your personal tutor will want to discuss with you are:

Individual work patterns (i.e., making effective use of your time; managing assignments)

Assessments and Feedback (i.e., explaining marking system and feedback) General issues (any matters you wish to discuss related to your progress in the

programme) For advice and help: if you are experiencing any problems or issues (academic or personal) during your course, you should discuss this with your personal tutor in the first instance. For issues related to a specific module, it is recommended that you contact the module tutor in the first instance. c. The ELT Centre The ELT Centre, located at Hoyle Street is a very useful resource for international students. It offers help with academic writing in English and also runs full-time courses in English for Academic Purposes. Services include:

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• Language support classes for international students studying at the University • Online language support materials via MOLE • Writing Advisory Service: one-to-one tutorial advice (by appointment) • Dyslexia support • Language support classes within departments • Partners classes: free language classes for the partners of international students

Most students who have used this service have found it very beneficial. At the start of Semester One, students who have been identified as likely to benefit from language support will be asked to attend the language support classes which are tailored to our programme. If you have any questions or concerns about ELT support, please contact Harry Kuchah, the ELT support link tutor. d. Central University Support Student Services Information Desk (SSiD)

Union of Students Building, Western Bank, Sheffield S10 2TG Tel (0114) 222 1299 www.shef.ac.uk/ssid

SSiD is an important point of contact for you throughout your time at the University. SSiD's staff are trained to deal with a wide range of enquiries and the office is a key central point for general information on many University services. SSID is a "one-stop" information service, which aims to answer the majority of student related enquiries from a single location. And if they can’t answer your question, they can direct you to someone who can. SSID will help you with:

Accommodation, Complaints, Computing, Council Tax, Directions, Disability & Dyslexia Support, Examinations, Fees, Funding Your Studies, Graduation Ceremonies, Health, International Students, Jobs and Careers, Mature Students, Personal Problems, Registration, Student Welfare, U-card, Your Student Record.

Personal Problems At some point during your time at University you may experience personal problems that seem too much for you to be able to cope with alone. You may want to talk to someone about what is happening, find out facts or talk to others experiencing the same problems. We want you to do as well as you can at University and to feel supported. Many students have found one or more of the following helpful sources of support: Chaplaincy, Counselling Service, Nightline, Student Support and Guidance and University Health Service.

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Information for Disabled and Dyslexic Students Disabled students may receive advice and support through both the University service, details of which can be found at http://www.sheffield.ac.uk/ssid/disability. The aim of these various support mechanisms is to provide the individual student with an equal opportunity to reach the standard required. To qualify for any practical support that is available, disabled students may have to undergo an assessment of their needs (e.g. a dyslexia assessment) or provide evidence of a prior assessment. Students with dyslexia can also access on-line support to help with essay writing. If you feel you may have dyslexia but have not been formally assessed, you may wish to use the Dyslexia Screening Quick Check. The University tries hard to ensure that exams and assessments do not discriminate against disabled and dyslexic students. The University has been piloting a scheme whereby students with specific learning difficulties have the option to affix a sticker to each piece of their assessed work. Your work will not be marked differently because of the sticker. The stickers alert markers to your dyslexia/specific learning difficulty and help them to provide you with useful feedback. Further information is available at http://www.sheffield.ac.uk/ssid/disability or from disability.info@shef.ac.uk. Mature Students The Essential Guide for Mature Students has been compiled by contributors from both the University and the Union of Students. It includes articles written by current students and can be found at http://www.sheffield.ac.uk/ssid/welfare/mature. Careers Support Students in the School of English have access at any stage of their course to the support offered by the University Careers Service. The Careers Service is based at 388 Glossop Rd and in addition runs the ‘Student Jobshop’, based in the Union of Students.

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4. Introduction to Assessments a. Assessments and Written Work Length Limits During the coursework stage of the MA there are 8 taught modules (4 core and 4 optional), each of which is examined by written assignment, quizzes, individual/group presentations, and/or exam. For dates of submission and feedback see course calendar (page 9). Details of the assignments are below:

Core Modules: Introduction to Language and Linguistics: Take home exam (40%) and Final Exam (60%) English Grammar: Mid-semester quiz (10%), Written assignment of

3,000 words Language Teaching Methodology Exam (70%), Written assignment of 1,500 words

(30%) Introduction to Second Language Acquisition Written Assignment of 3,000 words

Optional Modules The most common mode of assessment for optional modules is written assignment. However, some modules may have additional forms, i.e. group/individual presentation. More information about this will be provided in the Optional Modules Meeting after Reading Week in Semester 1. Dissertation Proposal: roughly 1,000 words (assessed through dissertation) Dissertation: 15,000 words. Length limits for ALL work: Length limits should not be exceeded. Length limits exclude

both bibliographies and appendices (these are the only items excluded). No more than 5% above or below the word count is acceptable for written assignments.

IMPORTANT: For all the written assignments (essays and dissertations), you should fill and sign the Cover Sheet and Plagiarism Declaration Form and include them at the front of your written work before submitting to Reception. An example of the Plagiarism Declaration Form can be found at the end of this Handbook. You can download a copy, together with the assignments cover sheet, from MOLE (Applied Linguistics with TESOL>Documents>Assignments Cover Sheet). b. Supervision for Written Assessments Written assignments and the Dissertation are supervised work. Topics and your treatment of them must be discussed and agreed with your supervisor. Make sure you start consulting the appropriate member of staff before you begin writing your assignment. While they cannot tell you what to write, they will be able to check your understanding of the set topic, for example. For Written Coursework Assignments: You should consult the person responsible for the course to which your topic relates. For the Dissertation: You will be assigned a supervisor for your dissertation. The basic function of supervisors is to offer advice and guidance when asked to do so. You should prepare for an interview with a supervisor by working out what you want to ask. Supervisors cannot read and comment on every draft of your work or mention every deficiency they

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notice. Supervisors cannot be expected to ‘guarantee’ a pass - they are not responsible for your work - you are. Later in the year you will be given a Handbook to the Dissertation, giving guidance on how to approach the whole process of completing this major piece of work. c. Presentation of Assessments

• All written work must be produced on a word-processor. Extensions will not be granted for computer or printer problems because alternative facilities are available to you in the university.

• Work should be presented using 1.5-spacing on A4 size paper, using both sides of the paper

• Choose a font-size of 12-point. Avoid using exotic fonts (we suggest Times New Roman, Calibri or Arial).

• Use appropriate headings for sections of your work and include a contents page. • Pages must be numbered. • You should submit TWO hard (paper) copies to reception and upload a copy to MOLE • Each piece of written work should begin with a title page including your name, the

title of the work (or assignment question), the name of the module it relates to, the date of completion, and the number of words it consists of. Please also write the word ‘Copyright’. After this insert your contents page and the body of your essay.

• In addition to the title page, hard copies of all written assignments must be submitted using standard cover sheets/plagiarism declaration forms and should be stapled in the top left corner. On the back cover you will need to provide a summary /abstract of the assignment. (These cover sheets are available on MOLE. There are separate cover sheets for coursework assignments and for dissertations)

• TWO copies of each piece of written work must be submitted to facilitate double marking. TWO copies of the Dissertation are also required. Only one copy of additional materials (e.g. audio or video cassettes, textbooks, etc) needs to be submitted. If an item of this kind is valuable, please make arrangements with the secretary for it to be returned to you after the assessment is finished.

Each piece of written work must also be submitted in MOLE using Turnitin (multiple uploads are permitted up to the submission deadline) Turnitin is an academic plagiarism detector, developed for teachers and students to avoid plagiarism and ensure academic integrity. For each module, locate the relevant Turnitin icon in the MA in Applied Linguistics MOLE site and upload your work using the instructions given. You will be given some explanation of how Turnitin works during the first semester. If you have questions about using Turnitin, contact your module tutor. d. Deadlines and Late Submission Submission dates for written work must be strictly adhered to (see the course calendar: p. 9). Extensions are granted only by the Course Leader and/or Head of School, and only in cases of certified illness and other personal circumstances beyond the candidate’s control. Computer problems will not be accepted as grounds for granting extensions - it is up to you to master the technology in good time and to make back-up copies of your work.

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Late submission is penalised by the deduction of marks: 3% for the first 24 hours and a further 1% for every subsequent 24 hours. e. Guidelines on Written Work There are different kinds of written work for different modules, but the following dos and don’ts are useful general guidelines: Do’s

• Make your work as accessible and easy to read as possible. For instance, use plenty of ‘signposts’: a contents page, section headings, well-labelled diagrams, etc.

• Observe the normal academic conventions. Acknowledge sources including page numbers where

appropriate, e.g. Chomsky (1980:23). Include a properly set out bibliography restricted to references actually included in your text. Avoid footnotes.

• Read the ‘criteria’ and the annotated marking scheme on page 10/11. Bear in mind that your readers

have to get through a fairly large number of assignments. Make sure you describe your aims and objectives clearly at the beginning and bring the work to a close efficiently at the end.

• Include copies of data (textbooks, syllabuses, etc.) which are referred to in the text. Don’t s • Don’t ‘swamp’ the reader with ‘everything you know’. • Don’t forget to proof-read. It’s impossible to catch all the slips, but frequent, glaring errors create a

very bad impression. The use of word-processing equipment makes the need for proof-reading more, not less, urgent. Although spelling checkers catch spelling mistakes, they do not notice nonsense.

• Don’t write ‘literary’ essays. ‘Artistic’ writing is usually a mistake. Most people aren’t very good

at it. • If English is not your native language, don’t worry excessively about the minutiae of grammar etc,

but do your best to seek advice when you need it.

f. Double Submission Double submission is not allowed. This means that you may not submit a piece of work (or significant portions of essays, assignments, etc.) more than one time. There may be penalties imposed if it is found that your work has already been submitted for another module or for another degree programme. g. Avoiding Plagiarism and Collusion Plagiarism is the unacknowledged copying of other people’s academic or literary work. It is a form of theft and a very serious offence, which could lead to disciplinary action. Please make absolutely sure you do not inadvertently lay yourself open to charges of plagiarism. If you quote or paraphrase work you have read, whoever it is by, acknowledge this clearly with a reference to your source.

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The following information about plagiarism and collusion has been taken from the Learning and Teaching Services website and explains these concepts in more detail:

The following five examples of unfair means in non-invigilated examinations are serious academic offences and may result in penalties that could have a lasting effect on a student´s career, both at University and beyond. These are the official University definitions and should be used in information and documentation for students.

1. Plagiarism (either intentional or unintentional) is the using of ideas or work of another person (including experts and fellow or former students) and submitting them as your own. It is considered dishonest and unprofessional. Plagiarism may take the form of cutting and pasting, taking or closely paraphrasing ideas, passages, sections, sentences, paragraphs, drawings, graphs and other graphical material from books, articles, internet sites or any other source and submitting them for assessment without appropriate acknowledgement.

2. Submitting bought or commissioned work (for example from internet sites, essay “banks” or “mills”) is an extremely serious form of plagiarism. This may take the form of buying or commissioning either the whole piece of work or part of it and implies a clear intention to deceive the examiners. The University also takes an extremely serious view of any student who sells, offers to sell or passes on their own assessed work to other students.

3. Double submission (or self plagiarism) is resubmitting previously submitted work on one or more occasions (without proper acknowledgement). This may take the form of copying either the whole piece of work or part of it. Normally credit will already have been given for this work.

4. Collusion is where two or more people work together to produce a piece of work, all or part of which is then submitted by each of them as their own individual work. This includes passing on work in any format to another student. Collusion does not occur where students involved in group work are encouraged to work together to produce a single piece of work as part of the assessment process.

Plagiarism has been detected in student MA assignments on a number of occasions in recent years, leading to the failure of the student concerned. It is very important, therefore, that you do acknowledge sources, and reference properly. You will be advised on referencing conventions at various points during the MA course.

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5. Marking and Giving Feedback on your Work a. Marking Procedures It is useful for you to know how your written assignments are marked. Great care is taken to ensure that your assignments are marked promptly and carefully. The procedure is as follows:

• Each piece of written work is assessed first by the module convener who proposes a mark.

• Once the convener has marked all of the work for a particular module, a moderator (another member of academic staff) then reads a sample of work from the module and reviews the feedback and marks proposed by the module convener.

• The moderator can then either agree with the proposed mark or propose a higher/lower mark. In the event that the two parties disagree, discussion and negotiation takes place until agreement is reached.

• Note that the mark you receive for each piece of work after this set of procedures is only a provisional mark, as additionally the External Examiner is empowered to make a separate assessment. He or she may lower or increase the provisional mark awarded by the internal assessors.

b. Criteria of Assessment Written assignments take many different forms which will be reflected in the way they are assessed. However, the following list summarises the eight main criteria used in assessing written work:

• evidence of adequate and appropriate background reading • a clear statement of aims and relevant selection of content • sensible planning and organisation • evidence of systematic thought and (where appropriate) originality • clarity of expression • careful and visually attractive presentation (e.g. accurate typing and proof-reading,

helpful diagrams, etc.) • observation of basic conventions of academic discourse, including bibliographical

information • observation of length requirements

c. Marks and Marking Scheme Marks are given for written assignments submitted during the year. All marks are interim only (see above) and can be altered by the Board of Examiners in June. The Department uses the University’s 100 point marking scale. Each item of assessment must

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normally be passed individually: the pass mark for each assignment is 50%. However, failure on any one item does not necessarily entail failure on the course as a whole. Below is a marking scheme giving guidelines that markers take into when awarding marks for assignments. They indicate the quality of work expected for the award of a particular mark. Marking Scheme Unsatisfactory at

MA Level (below 50%)

Satisfactory (50-59%)

Good (60-69%)

Excellent (70% and above)

Coverage (range and understanding of sources)

Very limited range of references consulted; understanding of concepts and issues in the field is limited

Shows evidence of suitable background reading; understanding of key concepts an ability to relate them to topic of the assignment

Evidence of reasonably wide reading around the topic; shows good understanding of concepts in the field

Excellent awareness of relevant sources in the field; very well-developed understanding of relevant concepts and issues

Analysis (coherence of arguments; supporting evidence; critical approach)

Little analysis of ideas; primarily descriptive; little or no evidence of critical reflection or thinking about the issues

Coherent argument, use of suitable examples and references; some critical analysis and reflection; little evidence of research potential.

Coherent and well-supported argument. Good ability to synthesize ideas; evidence of critical thinking Some evidence of research potential

Insightful analysis, original thinking showing insight into the issues; well-supported with examples Clear evidence of research potential

Organisation

Rather disorganized. No clear structure to the assignment; lack of focus

Satisfactory and fairly transparent organization – reasonably well-signalled. Clear use of headings and sub-headings.

Systematic, clear and explicit organization of the assignment

Excellent clear, explicit organization. Clear progression of ideas. Easy to follow the thread of the argument.

Presentation (Length requirements; spelling and grammar; lay-out, academic conventions; proof-reading)

Use of unattributed material; poor or incomplete referencing; language errors affecting comprehensibility; poor proof-reading; length requirements not observed.

Length requirements observed; observance of academic conventions on referencing etc; satisfactory proof-reading and lay-out. Relatively few language errors

Skilled observance of academic conventions of referencing etc; clearly; well-written with almost no proof-reading errors

Impeccable presentation; full observance of academic conventions; readable prose

The following is a further abbreviated scheme with a slightly greater number of bands. It is complementary to the scheme above.

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Annotated Marking Scheme b

Percentage score

Descriptors

75-80 Outstanding: work of rare quality. A very clear distinction. Shows substantial originality and obvious research potential. Publishable with minor revisions.

70 - 74 Excellent, merits a distinction. Very good critical and/or analytical work showing sound independent thinking and some originality, indicating good research potential.

65 - 69 Very good, but falls somewhat short of a distinction. Good critical/analytic contribution, no fundamental misunderstandings but short on evidence of independent thought or originality. Some indications of research potential.

60 - 64 Good sound work, showing some initiative. Reasonable critical/analytic contribution, with no serious problems of understanding. But no compelling indication of research potential.

55 - 59 Satisfactory work. Competent work but inadequately critical or lacking in analytic insight marred by some misunderstandings.

50 - 54 Only just satisfactory for MA. Adequate summary showing a sufficient but incomplete understanding of the topic. Shows little individual initiative beyond the course input.

45 - 49 Falls short of MA standard. Fail. Please note the marking schemes above have no official University status. They were written by the Department to help you to understand the scale correctly. Presentation plays an increasingly important role in the assessment as the course progresses. By the end of the first semester candidates are expected to have mastered the basic conventions of referencing and to be able to produce clear coherent academic writing. Work that is not suitably presented may be returned to you unmarked with a request that you revise it to an acceptable standard. The following points should be noted specially:

(a) There is a convention in the University Faculty of Arts and Humanities which discourages the award of marks in excess of 85%.

(b) Regulations governing the award of a distinction in the MA can be found on p. 7.

d. What to do if you fail On occasion, students have failed one or more of their assignments. In the event that you receive a mark of fail (below 50%), you will be notified via e-mail of your options regarding resubmission. Below is a summary of procedures connected with failure of assessments:

• If a student fails to achieve 50% in any module, they may be permitted to re-submit the assignments pertaining to that module but no more than one resubmission is allowed and for no more than two modules.

• A student may choose not to resubmit his/her failed assignment. Failure on any one

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item does not necessarily entail failure on the course as a whole (see p. 7). • If a student has been given permission to resubmit the failed assignment, s/he must

rewrite the same assignment keeping in mind the feedback s/he received. • Resubmitted work will be marked using the same procedures as other coursework.

However, the highest mark a student can achieve on resubmitted work is 50%. In the event that you fail any piece of work, you are strongly encouraged to meet with your module convenor and/or personal tutor to discuss the impact of your failure on your degree programme. 6. The Dissertation The dissertation (60 credits) is the largest and most important piece of work you will complete on the MA programme. It is intended to provide the focus for a modest piece of independent study and/or research which can be completed within two/three months. The dissertation should be 15,0000 words in length and all the rules relating to the presentation of projects apply equally to the dissertation (including title pages and cover sheets – see p.18). For marking purposes you are required to submit TWO hard copies and upload a copy to Turnitin (the normal place for this assignment submission is in the MOLE site for Research Methods ELL 6403). Hard copies should be accompanied by the dissertations cover sheets (including plagiarism declaration form) which can be downloaded from MOLE. Important: when you submit your Dissertation to Reception, don’t forget to leave your contact details so we can tell you your results! In choosing a topic you should select something you feel reasonably confident you can handle on your own. The topic can relate to any area of applied linguistics as defined by the rest of the course. Ideally, it should grow out of the work you have already done without, of course, duplicating your previous projects in detail. It is never too early to begin thinking about the topic for your dissertation and reading in preparation. While we don’t ask you to submit a dissertation proposal until Semester Two, some ways you can begin preparing, even now, for the dissertation include:

• Choosing assignment topics in your modules which are connected to your area of interest

• Talking informally about your ideas with fellow students and academic staff • Paying close attention to the concepts, skills, and techniques introduced to you in the

Research Methods module. In Semester Two, you will be given detailed guidance on the dissertation process (as well as a more detailed dissertation handbook). In the meantime, some basic information about this component can be found in the sections below. The Dissertation Library In the department we have a library past MA dissertations which you can borrow for up to a week. Please ask Jackie Elkington for a list of titles.

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a. Dissertation Types The dissertation for the MA in Applied Linguistics can take a number of forms, though in practice the two following forms are the most commonly adopted: 1. a small scale piece of research, which involves setting research questions and collecting

data that will allow you to address these questions. This is the option taken up by many MA students, and is also the one that is most preferred.

2. the design of a language teaching course/syllabus along with sample teaching material.

This will require a literature review covering the teaching of a particular skill or language area (e.g. speaking, listening, etc), the setting of aims/objective, the selection and specification of content, and so forth.

If you have ideas for an alternative type of dissertation, you should discuss these with your supervisor and gain their approval. b. Dissertation Proposal As stated above, the dissertation proposal (along with details of the dissertation process as a whole) will be introduced to you in Semester Two, during one of the Research Methods sessions. The main aim of the Proposal is to ensure that you have completed the basic preparation for your summer work on the dissertation. There are two stages to the proposal: pre-proposal and final proposal. The pre-proposal will be submitted around the middle of Semester Two, after which you will be given feedback by a member of staff (NOT necessarily your dissertation supervisor) and asked to revise and resubmit a final version toward the end of Semester Two. You will be allocated a dissertation supervisor after the pre-proposal stage. Please note that the dissertation proposal will not be given a mark, but it must be submitted in a proper form and judged to be satisfactory by your supervisor. c. The Dissertation Process Eligibility To be eligible to proceed to dissertation in June candidates must achieve at least 105 credits in the coursework stage of the course. 50% is the pass level for the assignments for each module. Each successfully completed module carries 15 credits. Borderline candidates will be examined orally by the External Examiner. The decision on whether you can proceed to the MA dissertation is taken in June by the Board of Examiners including the External Examiner. A pass in the dissertation is required for the award of the MA. Candidates are not permitted to use good coursework to make up for a weak dissertation. Stages of the Dissertation After you submit your Semester Two coursework, you will begin meeting with your

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dissertation supervisor. While you are responsible for carrying out your research and producing the dissertation, your supervisor also has an obligation to assist you for the duration of your project. The main functions of the supervisor can be summarised as:

• to guide you in focusing your project, • to advise on relevant literature, • to monitor your progress • to read and comment on draft chapters, where this is necessary and desired • where appropriate, to advise on any ethical implications of the work you are planning.

For their part, students need to meet their supervisors regularly according to an agreed schedule and to hand in material at agreed times. A common pattern with supervision is for there to be a lot of interaction between supervisors and students at the beginning of the dissertation process and then again towards the end when the dissertation is being produced. You can expect to meet with your supervisor 3-4 times with each meeting lasting approximately 1 hour. These meetings are likely to take place mainly in June/July with August involving primarily independent work. Dissertation Results Dissertations are submitted in early September, at which time they are marked and moderated by academic staff. Provisional marks are sent to the External Examiner, who reviews and either approves them or makes suggestions on how marks should be modified. Selected dissertations are examined by the External Examiner who has the right to summon borderline candidates on any date up to the end of the September. On the advice of the Board of Examiners a borderline dissertation which requires minor corrections may be referred for a period not exceeding three months during which time the candidate must amend the work following the instructions of the examiners and then re-submit it. However, candidates will not be granted a chance to resubmit where a dissertation is judged to be an outright fail.

Closing Remarks We wish you every success in your studies here in the School of English. Our goal is to encourage independent learning and creative and critical thinking which will aid you in acquiring transferable skills, knowledge, and expertise in the field of Applied Linguistics. It is our hope that by the end of the MA programme, you will have a stronger foothold in our discipline and be better equipped to make a lasting impact in whatever context you teach, research, or work in.

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FREQUENTLY ASKED QUESTIONS

Your tutors are happy to help if you have any questions. However they’re also quite busy, so you might find it quicker to check this section first. It contains answers to the questions we get asked most often.

Q: What do I do if I’m sick or need to take time out from my studies?

A: Talk to your personal tutor – you may need to apply for a leave of absence and/or an extension request (see page 13)

Q: What % of the time am I required to attend classes?

A: 100%!

Q: I understand my essays will be checked for plagiarism. How much (%) plagiarism am I allowed?

A: 0%!

Q: Can my friend attend classes in my place if I can’t make it?

A: No! It is important for your studies that you attend all classes right up to the end of every module. It’s also a courtesy to your fellow students that you participate fully in all group work. Attendance checks will be made by your tutors in every class in order to comply with UKBA regulations.

Q: How can I get a copy of my degree transcript?

A: You can apply in person or online to Student Services Information Desk (in the Student’s Union next to the Octagon Centre). The first copy is free.

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Q: I can’t find a recommended journal article in e-journals. Where can I get a copy?

A: Not all journal articles are available electronically (this depends on the age of the article and the library’s current subscriptions). However, even where the electronic copy is unavailable you will usually find a hard copy in the journals stored in the library

Q: The library doesn’t stock an item I want. Can the department pay for an interlibrary loan?

A: The department has very limited funds and will usually only pay for interlibrary loans in exceptional cases. Instead it offers a free day trip on a regular basis to the British Library’s repository at Boston Spa (which houses a copy of every published text). Ask at Reception for details.

Q: How big should a dissertation literature review be?

A: This always depends on the topic area. In most cases the literature review is around 3-5000 words.

Q: I’m aware that plagiarism is a very serious offence. Can I use Turnitin to check my own assignment for plagiarism before I submit it?

A: Yes. However be aware that sometimes your essay will ‘appear’ to contain plagiarism because of material which you have quoted and clearly acknowledged in your essay, or because of other text extracts you have included (for example data you have analysed). Your tutors are very experienced users of Turnitin software and will always take this into account when judging potential cases of plagiarism.

Q: I have quoted others’ materials and included tables and extracts of data in my assignment/dissertation. Do I need to include these in the wordcount?

A: Yes. Unless you are explicitly told otherwise by your tutor the *only* parts of your assignments which are not included in the word count are your appendices and bibliographic list of references at the end.

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Appendix A: Feedback Form used for Written Assignments ----------------------------------------------------------

School of English

MA in Applied Linguistics with TESOL

ASSESSMENT FEEDBACK

Module (code & title)

Student’s Name:

Assignment Title:

First Marker: Moderator:

Mark Awarded

Content Coverage Analysis Organisation Task fulfilment

Presentation Language Academic conventions Layout

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Appendix B: Plagiarism Declaration Form for Written Assignments

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

MA in Applied Linguistics

Department of English Language and Linguistics

University of Sheffield

For Non-invigilated Assessment

A copy of this sheet must be filled in, signed and inserted after the cover sheet of each piece of work submitted. Candidate’s surname: Other names: Registration no.: Module name:

DECLARATION

To be read, understood and signed by the candidate: All sentences or passages quoted in this paper from other people’s work (with or without trivial changes) have been placed within quotation marks, and specifically acknowledged by reference to author, work and page. I understand that plagiarism - the unacknowledged use of such passages – will be considered grounds for failure in this paper, and, if serious, in the degree examination as a whole. Signed: Date: