Course outline. Code: EDU307 Title: The English Language

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1 Course outline Code: EDU307 Title: The English Language Faculty of: Science, Health, Education and Engineering Teaching Session: Semester 2 Year: 2017 Course Coordinator: Dr Michael Carey Tel: mcarey@usc.edu.au Course Moderator: Mr Ken Young 1. What is this course about? 1.1 Course description This course enables you to gain an understanding of the structure and usage of the English language, including concepts of traditional grammar, functional grammar and the history of the English language. The course approaches the topic holistically, taking into account the different functions of language, textual features, traditional and functional grammar terms, and aspects of language and literacy acquisition. You will familiarise yourself with a wide range of English language aspects that you will need to teach English. 1.2 Course content Language as social interaction Traditional and functional grammar terms Text linguistics/ genres Syntax, morphology, lexicology and phonology Speech/writing differences First and second language acquisition The Four Resources Model for literacy learning 2. Unit value 12 units Version Semester Recfind File Number: F14033

2 Page 2 3. How does this course contribute to my learning? On successful completion of this course you should be able to: You will be assessed on the learning outcome in task/s: Completing these tasks successfully will contribute to you becoming: Demonstrate an understanding of prescriptive and descriptive grammars, and the changing nature of language use. Demonstrate an understanding of English as socially constructed phenomena Demonstrate an understanding of English language structures Analyse the repertoires of practice needed to acquire communicative competence in English. Task 1 Personal reflection Task 2 Language awareness quizzes Task 1 Personal reflection Task 3 Text analysis Task 2 Language awareness quizzes Task 3 Text analysis Task 3 Text analysis Knowledgeable. Empowered. Empowered. Creative and critical thinkers. Knowledgeable. Creative and critical thinkers. Empowered. Creative and critical thinkers. 4. Am I eligible to enrol in this course? Refer to the Undergraduate Coursework Programs and Awards - Academic Policy for definitions of prerequisites, co-requisites and anti-requisites 4.1 Enrolment restrictions 4.2 Pre-requisites 4.3 Co-requisites 4.4 Anti-requisites 4.5 Specific assumed prior knowledge and skills (optional) 5. How am I going to be assessed? 5.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)

3 5.2 Assessment tasks Task (EDU307) No. Assessment Tasks 1 Personal reflection writing task 2 Language awareness quizzes: Part A and B 3 Text analysis based on the Four Resources Model Page 3 Individual or Group Weighting % What is the duration / length? When should I submit? Individual 20% 1000 words Week 4 Friday 5 p.m. Individual Part A Part A Week 7 20% 6 hours Friday 5 p.m. Part B Part B 20% 1 hour Individual 40% 2000 words Week 10 Friday 5 p.m. 100% Where should I submit it? Blackboard Part A online: MyWritingLab Global Part B online: Blackboard Blackboard Assessment Task 1 Personal reflection writing task: Goal: To personally reflect upon your English language learning experience in relation to articles which describe the current and past history of English language teaching in Australia. Product: Write a personal reflection essay on the topic of developing language awareness through explicit teaching of text structures and sentence level grammar by reflecting on your own English language learning and your reading of two selected articles provided in the assessment task 1 folder on Blackboard. Format: Context: Your English language learning experience. Student s role: Reflect personally. Audience: Your tutor. Mode: written. Medium: Discursive essay. Text type: Personal response in the first person but in an academic register. Length: 1000 words. This is an individual task. Criteria Demonstrate your understanding of explicit teaching of sentence level grammar. Engage deeply with the topic through personal reflection. Extent to which communication is effective. Generic skill assessed Skill assessment level Communication Graduate Assessment Task 2: Language awareness quizzes: Part A and B Goal: To demonstrate your understanding of four components of written English language: metalanguage and parts of speech; sentence level grammar; English punctuation, and English usage and style. Product: Over the first six weeks of the course, students will answer questions in a set of online quizzes to assess their understanding of four components of language awareness covered in lectures, tutorials and online consolidation activities: basic grammar terminology, punctuation and mechanics, sentence level grammar, and usage and style. Format: Context: Your English language knowledge. Student s role: complete formative (graded) grammar activities (Part A) and a summative grammar quiz (part B). Audience: NA. Mode: online. Medium: multiple choice quizzes. Text type: Personal response. Duration: Part A 6 hours; Part B - 1 hour. This is an individual task. Criteria Understanding and application of four components of written English language: meta-language and parts of speech; sentence level grammar; English punctuation, and English usage and style Generic skill assessed Skill assessment level Problem solving Graduate

4 Page 4 Assessment Task 3: Text analysis based on the Four Resources Model Goal: To produce a critical analysis of a provided text and a discussion of the repertoires of practice needed to understand, deconstruct and interact with that text effectively. Product: A critical analysis of a text and a discussion of the repertoires of practice (skills and knowledge) needed to understand, deconstruct and interact with that text through the Four Resources Model roles of code breaker, meaning maker, text user and text analyst. Format: Context: Critical reading and writing. Student s role: Critical reviewer. Audience: Your tutor. Mode: written. Medium: analytical essay in the first person. Text type: Critical review essay in the first person but written in an academic register. Length: 2000 words. This is an individual task. Criteria Application of critical analysis to the provided text and exemplification of the repertoires of practice needed to understand, deconstruct and interact with that text effectively. Demonstrated knowledge and exemplification of language as social interaction Extent to which communication is effective and the conventions of the analytical essay genre are used appropriately, including referencing conventions (APA 6) Generic skill assessed Skill assessment level Communication Graduate Information literacy Graduate 5.3 Additional assessment requirements Blackboard As a student enrolled in this course you will have access to course information on the Blackboard site. You are strongly recommended to log onto the course site on a regular basis. All course announcements, course changes, posting of course materials and grades (via My Interim Results) will be accessed through Blackboard. It is your responsibility to ensure you have adequate internet access (either off campus or oncampus) in order to access Blackboard regularly and to complete required assessment tasks. Safe Assign In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via Safe Assign. This software allows for text comparisons to be made between your submitted assessment item and all other work that Safe Assign has access to. If required, details of how to submit via Safe Assign will be provided on the Blackboard site of the course. Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct

5 Page Submission penalties Late submission of assessment tasks will be penalised at the following maximum rate: 5% (of the assessment task s identified value) per day for the first two days from the date identified as the due date for the assessment task. 10% (of the assessment task s identified value) for the third day 20% (of the assessment task s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome. 6. How is the course offered? 6.1 Directed study hours 2 Lecture hours for 10 teaching weeks 2 tutorial hours for 10 teaching weeks 6 hours participation delivered online. 6.2 Teaching semester/session(s) offered Sippy Downs: Semester 1 and Course activities Teaching Week / Module What key concepts/content will I learn? 1. What is language? Exploring concepts and myths in language development 2. What are the parts of speech? Identifying parts of speech in texts and how to teach them 3. What is grammar? Identifying the components of sentences and how to teach grammar and punctuation 4. What is genre? Identifying text types and learning how these are socially and systematically constructed 5. Providing formative Identifying errors and effective feedback on writing form in writing and providing 6. Critical literacy and the 4 resources model What activities will I engage in to learn the concepts/content? Directed Study Activities Independent Study Activities effective feedback Identifying the 4 resources and analysing texts critically Emmitt Ch 1 Emmitt Ch 2 & 3 and set up MyWritingLab Emmitt Ch 4 and Emmitt Ch 5 Emmitt Ch 6 Emmitt Ch 11

6 Page 6 7. Developing phonological awareness 8. Methods of teaching writing and reading Identifying phonological difficulties and stages of development for readers and writers Reflecting on your learning of reading and writing and effective current teaching methods 9. Vocabulary acquisition Reviewing research and classroom activities on vocabulary learning 10. Engaging games to develop literacy, oracy and listening Engaging with some fun language games to develop literacy, oracy and listening Please note that the course activities may be subject to variation. Emmitt Ch 7 Emmitt Ch 8 On Blackboard Nation article 7. What resources do I need to undertake this course? 7.1 Prescribed text(s) Please note that you need to have regular access to the resource(s) listed below: Author Year Title Publisher Emmitt, Marie et al Language and Learning: An Oxford University Press Introduction for Teaching (6 th ed.) Software license supplied by Pearson Education. Information on buying this licence will be provided in lecture My Writing Lab Global Pearson Education 7.2 Required and recommended readings Bragg, M. (2002). The Adventure of English. (DVD) Sydney: Special Broadcasting Services King, G. (2009). Improve Your Grammar. UK: Collins. Peters, P. (2007) The Cambridge Guide to Australian English Usage. UK: Cambridge University Press. Seely, J. (2001) Oxford Everyday Grammar. Oxford : Oxford University Press Lists of required and recommended readings may be found for this course on its Blackboard site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course. 7.3 Specific requirements Purchase of a software license supplied by Pearson Education. Note: This licence can only be purchased online. Details for the purchase of the licence will be provided in lecture 1, on Blackboard and in an to enrolled students.

7 Page Risk management There is minimal health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas. Health and Safety risks for this course have been assessed as low. It is your responsibility to research and understand the risks associated with your specific course of study and to familiarise yourself with the University s general health and safety principles by reviewing the online induction training for students. 8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: or studentcentral@usc.edu.au 9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including: Assessment: Courses and Coursework Programs Review of Assessment and Final Grades Supplementary Assessment Administration of Central Examinations Deferred Examinations Student Academic Misconduct Students with a Disability Faculty specific information General Enquiries In person: Sippy Downs - Student Central, Ground Floor, Building C USC SouthBank - Student Central, Building B, Ground floor (level 1) USC Gympie - Student Central, 71 Cartwright Road, Gympie USC Fraser Coast - Student Central, Building A Tel: studentcentral@usc.edu.au

8 Page 8 The assessment tasks in this course support pre-service teachers to explicitly demonstrate the following Australian Professional Standards for Teachers (Graduate). Assessment Task Task 1: Personal reflection writing task Task 2: Language awareness quizzes: Part A and B Task 3: Text analysis based on the Four Resources Model Australian Professional Standards for Teachers (Graduate) 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning; 1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching; 1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 2.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.