Identify a word with two examples of lateral articulations. Transcribe it in Standard South British English. Explain the mechanism of lateral articulation.

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Assessment Information/Brief

Assessment Information/Brief 2019-20
To be used for all types of assessment and provided to students at the start of the module. Information provided should be compatible with the detail contained in the approved module specification although may contain more information for clarity. Module title Sounds of English.
Assessment title Coursework Exercises
Weighting within module
This assessment is worth 40% of the overall module mark.
Submission deadline date and time

Module Leader/Assessment set by
How to submit You should submit your assessment
via Turnitin on the module’s ‘Assessment’ page on its
Blackboard site.
Assessment task details and instructions
Answer all the following questions. The total number of marks available is 100. You should give examples to illustrate your answers wherever possible.
1. Identify a word with two examples of lateral articulations. Transcribe it in Standard South British English. Explain the mechanism of lateral articulation. [5 marks] 2. Explain the three identifiable stages of the production of stops (plosives). Which stage is the only compulsory of stage of the production of a stop in connected speech? What are the conditions in which one of the stages could be missing? [10 marks]

Assessment Information/Brief
3. When The Great British Bake Off was broadcast on the BBC, one of its judges, Mary Berry, was often the subject of impersonations which focussed on her pronunciation of the word ‘layer’. Watch some examples of this phenomenon here: https://metro.co.uk/video/how-pronounce-layer-1336980/?ito=vjs-link. Identify the phonetic process that Mary’s pronunciation illustrates and explain how it occurs. [15 marks] 4. Explain what you understand by the following terms. Write about 100 words for each response. [5 marks each = 25 marks] a. Amplitude. b. Speech gestures. c. Velic closure. d. Period. e. VOT 5. Write short notes explaining and exemplifying all of the following. You should write about 100 words for each. [5 marks each = 25 marks

a. Phoneme b. Feature c. [ATR] d. Natural class e. Coronal 6. Explain the syllabification of the word ‘classification’. You should use your answer to explain what you know about all aspects of syllable theory, paying particular attention to the status of [s]. [20 marks]
END OF ASSIGNMENT
Assessed intended learning outcomes
On successful completion of this assessment, you will be able to:
Knowledge and Understanding

1 demonstrate a coherent understanding and detailed knowledge of key issues and techniques in contemporary phonological theory;

2. analyze primary phonological data from different varieties of English;

3. compare arguments and evaluate theoretical hypotheses in contemporary phonological theory;

4. apply core theoretical concepts to the analysis of variable linguistic data

Assessment Information/Brief
Transferable Skills and other Attributes

5. develop advanced literacy, communication, and analytic skills; 6. use information technology and bibliographic skills appropriate to the discipline; 7. manage their own learning in order to meet deadlines and act upon feedback; 8. employ problem-solving strategies
Module Aims

1. To introduce students to concepts, principles and techniques of current phonological theory, with illustration, where appropriate, from cross-linguistic data;

2. To enable students to analyse phonological data from any variety of English;

3. To develop students’ ability to evaluate evidence and hypotheses relating to phonological structure;

4. To develop the students’ understanding of the importance of theoretical concepts in the study of linguistic variation.
Word count/ duration (if applicable)
There is no overall word limit. Any subsection length guidelines are given in the assessment task details section above.
You will receive written feedback on your written submission, as well as model answers if appropriate.
Formative feedback will be given verbally during seminars as we work through the set exercises.
Support arrangements You can obtain support for this assessment by:

• Checking for the appropriate information on Blackboard

• Attending office hours (1-3pm every Thursday in Crescent House 200f) ask Us The University offers a range of support services for students through askUS.
Good Academic Conduct and Academic Misconduct Students are expected to learn and demonstrate skills associated with good academic conduct (academic integrity). Good academic conduct includes the use of clear and correct referencing of source materials. Here is a link to where you can find out more about the skills which students require http://www.salford.ac.uk/skills-for-learning. Academic Misconduct is an action which may give you an unfair advantage in your academic work. This includes plagiarism, asking someone else to write your assessment for you or taking notes into an exam. The University takes all forms of academic misconduct seriously.

Assessment Information/Brief
You can find out how to avoid academic misconduct here https://www.salford.ac.uk/skills-forlearning.
Assessment Information If you have any questions about assessment rules, you can find out more here.
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Assessment Criteria Explain how students can find information about assessment criteria.
You should look at the assessment criteria to find out what we are specifically looking at during the assessment.
In Year Retrieval Scheme Your assessment is not eligible for in year retrieval.

What responsibility do professionals and administrators (not inventors) have, to guide and manage the effects of innovation? Discuss how THREE of the course texts explore this theme.

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EXAM PREPARATION & STUDY GUIDE
OVERVIEW AND MATERIALS ALLOWED DURING THE EXAM • Write FIVE separate organized essays of 750-1,000 words each
• In your answer, strong content & organization are important, as is clear and correct writing. • Open book with limitations: you can refer to • your HARD-COPY textbooks / printouts of (1) Frankenstein, (2) “In the Penal Colony,” (3) “With Folded Hands,” and (4) I, Robot (film). • a hard-copy dictionary (no Internet access to dictionaries or to other online sites)
• NO ACCESS to web sites, individuals, hard-copy or electronic sources
• YOUR INDIVIDUAL WORK IN REAL TIME ONLY: no “cut-and-paste” from the course site; no “cut and paste” from sources outside of your own ideas as you develop and phrase them
DETAILED PREPARATION
• Discuss in detail at least THREE of the main course texts, including AT LEAST TWO from the post-midterm weeks: (1) Frankenstein, (2) “In the Penal Colony,” (3) “With Folded Hands,” and (4) I, Robot (film).
• Take a position on the topic and defend your position. Use argument, not summary, and support your assertions with specific examples from the course texts. For other than the film, include specific quotes and page numbers. For the film, be as specific as possible when discussing examples. Answers that merely
p.2 of 4 summarize the “story” of a text or film will not achieve a passing grade. Assume that the reader of your exam knows the story. Instead, present and analyze examples, relating them to the specific exam question. • Use organized essay format, with a clear beginning, middle and end. Answers in point form will not achieve a passing grade. • As with the midterm exam, use good arguments, cited evidence, organization, writing / spelling / grammar. Eloquence alone is not enough to ensure a strong exam, nor is merely achieving the word-count requirements. The key thing is which words your answer uses. • Include a word Include a word count at the end of your exam
EVALUATION OF YOUR EXAM will be based on:
Content • Take a position on the topic. That is, have a clear thesis that your essay defends. • Keep your discussion balanced. Spend roughly the same space discussing each text. • “Compare” can include both “compare” and “contrast”: both similarities and differences. • Use analysis. Do more than just summarize or describe the text or parts of it. • Give specific examples from the specific work discussed (Frankenstein, “In the Penal Colony,” “With Folded Hands,” and the film I, Robot) including quotations and specific page numbers, to support your ideas. The exam is open book because this specific evidence is important.
Organization / Writing / Mechanics • Keyboard your answer in the answer box. • Arrange your answer as a cohesive essay that has: multiple paragraphs, a strong introduction and conclusion, a “middle” that’s logically and persuasively arranged, and an effective ending that makes your position on the topic clear. • Cover fewer aspects of a topic in detail rather than more aspects of the topic superficially. • Include a “Works Cited” or “References” section at the end of your answer. • Use clear sentences, paragraphs, transitions, language, spelling, and grammar. Put in parentheses the page number of quotes from or references to specific parts of the text. Include this parenthetical citation after your reference, as in the following example: (Shelley, p. 123).
HOW TO PREPARE: DETAILS • have read / viewed and reviewed all texts / viewing for this course, paying special attention to discussions of the course themes of technology, invention, power, and social organization (i.e., social organization as a product of techne) • review o course handout giving definitions of “technology,” “invention,” and “power” (posted to Module 1). o notes and handouts from the course site and your own notes o quizzes, which have often dealt with key issues in a text and in the course o your midterm exam, including comments on your exam & general comments to the class o the discussions, including the questions and answers from the class & instructor’s general comments to the class about the early discussions o secondary articles / transcripts posted to the course site, relevant to the exam topics o general course topics, as noted in the course outline • have a sense of where and when the main course texts were composed (historical / generic / cross-cultural perspective); see chart below. The more detailed original context is noted, the stronger the exam will be.
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Texts are Frankenstein, “In the Penal Colony,” I, Robot [film]; “With Folded Hands.” You must discuss at in detail at least THREE of the main course texts for EACH AND EVERY QUESTION
• REMINDER: answers that merely recapitulate the story or plot details will not achieve a passing grade. In your answer, assume that the reader is aware of the story.
(1) TECHNOLOGY, INVENTION, AND SOCIAL ORGANIZATION, HUMAN AUTHORITY: Discuss the relationship among technology, invention, and social organization in THREE of the course texts / viewings, focusing on those human individuals with specific authority (civil or corporate) over others in an organized society. Consider characters such as Walton (as ship captain) in Frankenstein; the Old or New Governors in “In the Penal Colony;” Robertson or Lt. Bergin in I, Robot. How do these characters use technological innovation and/or social organization to move their societies – or those over whom they have authority – in what, TO YOU, seems a positive direction? You might consider, for example, how or whether any of these human characters become imprisoned or victimized by innovations they’ve produced or fostered. Or, how or whether any of these characters are shown to be in positions in which they’re tempted to abuse their authority.
WORK AUTHOR ERA / SPECIFIC PUBLICATION / RELEASE DATES, WHEN KNOWN
COUNTRY / REGION OF ORIGIN GENRE
Frankenstein Mary Shelley Romantic period (late 18thearly 19th c. CE); published 1818
England Novel (gothic novel)
“In the Penal Colony”
Franz Kafka Modernist period (early 20th century); published 1919
Czechoslovakia (written in German) Short story, satire
“With Folded Hands”
Jack Williamson Modernist period (mid 20th century); published 1947; radio version, 1950
United States Short story (science fiction); also a radio drama
I, Robot Alex Proyas, director; screenplay suggested by Isaac Asimov’s short stories
Post-modern period (early 21st century); film released 2004; stories written 19401950
United States Feature-length film (science fiction), loosely based on Asimov’s short stories
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(2) THE ROLE OF THE INVENTOR: Discuss in detail the role of the inventor in THREE of the course texts. Consider characters such as Frankenstein, Dr. Lanning in I, Robot or Sledge in “With Folded Hands,” The Old Governor in Kafka’s story, among others. In what specific ways (characters, plot details & action, themes) does each text explore the responsibility of the inventor for his/her inventions? How is this responsibility assumed and / or avoided in each of the texts, and what do these representations of the inventor’s role suggest about the uses of technology? You can also consider a ruler of a state a being to some extent an inventor of the rules governing that state.
(3) THE ROLE OF THE TRAVELER / EXPLORER: Discuss the role of the traveler / explorer in in THREE of the course texts. You may consider “exploration” in a broader sense, as in unraveling a mystery (e.g., a detective plot) or as in scientific explorations – but DO NOT focus ONLY on those who are primarily inventors, or business owners. What are some of the roles and responsibilities of an explorer, as defined and expressed in these works? In which of the texts discussed is the explorer the most successful, overall? In which text is the explorer the least successful? Give reasons and evidence to support your choices. Focus on maximum of TWO or THREE topics for each text you discuss. You can consider, among others, characters like Sledge-as-atraveler in “With Folded Hands;” Walton or even the creature in Frankenstein; the explorer in Kafka’s story; and Spooner & Calvin’s explorations, in I, Robot. Include in your answer a discussion specifically of the issue of interference and/or the explorer’s being a bystander – and how this interaction or lack of it changes “exploration” for the explorer. You can also include discussion of social organization: the effects a traveler may have on a society “new” to him or her, and /or the effects the “new” place has on the explorer.
(4) VICTOR FRANKENSTEIN – ADVISING THE NEW GOVERNOR OF THE PENAL COLONY, OR UNDERHILL, OR ROBERTSON: Imagine that Victor Frankenstein, as he’s presented at the end of the novel Frankenstein (having gone through all that he experiences in the novel but assuming he was healthy enough to live for many years) has three choices. He can choose to be (a) an advisor to the new governor of the penal colony that Kafka describes; (b) an advisor to the business owner Underhill in “With Folded Hands;” or (c) an advisor to the business owner Robertson in the film I, Robot. Which option do you think Mary Shelley’s Frankenstein would choose, and why? Give reasons for your position, specifically referring to Mary Shelley’s novel AND at least TWO of the following: “In the Penal Colony,” the film I, Robot, the short story “With Folded Hands.”
Variation: argue based on Frankenstein’s process of elimination – that is, discuss in detail which options Victor Frankenstein would NOT choose, and why he would reject those options. Support your position by using specific evidence (including quotations) from the texts.
(5) RESPONSIBILITIES OF PROFESSIONALS, MIDDLE MANAGERS, BUSINESS OWNERS IN MANAGING EFFECTS OF INNOVATION: Discuss the way in which THREE of the course texts present the roles and responsibilities of professionals, “middle managers” or business owners (rather than the inventors, rulers, or gods), relative to technology, invention, and power. What responsibility do professionals and administrators (not inventors) have, to guide and manage the effects of innovation? Discuss how THREE of the course texts explore this theme. For this question, you can consider as “middle managers” the following: professionals such as teachers, “officers,” psychologists/doctors; business owners like Underhill or Robertson, among others, VIKI in “I,robot” etc. Of those texts you’re discussing, which places the greatest emphasis on the professional / business owner / “middle manager”? – the least emphasis?

How does/did it accomplish its goal(s)? What methods, arguments, actions, etc. does it use? Was it successful – why or why not?

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Week 11 Weekly Check-Ins:
WCI 1: Assignment – Topic Selection, Brainstorming & Thesis Statement
Students need to choose a specific conspiracy theory OR cult, and answer the questions in the directions (this is brainstorming). Students also need to have a working thesis statement.

WCI 2: Assignment – Works Cited Page
Students need to submit all their potential sources. Students must submit 4 of the correct type of sources; students who are having trouble deciding are more than welcome to submit more than four for feedback on which sources are the strongest.
Critical Analysis: Brainstorming Questions
When approaching this essay, students should think about the following questions:
What is the conspiracy theory or cult?
What is trying to accomplish – and why?
How does/did it accomplish its goal(s)? What methods, arguments, actions, etc. does it use? Was it successful – why or why not?
How does/did it seek credibility? Was it successful – why or why not?
What are the reasons that this is considered a conspiracy theory or cult? Why is this not an accepted idea/way of life?
Answering these questions in-depth will provide strong information to begin researching and completing an outline.

Explain which 2-3 HoMchallenged you the most during the Project 1 process.  Make clear claims about your learning and provide specific examples from your Project 1 work that support each claim you make.

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Mid-Course Reflection

Submission:  Embed your reflection into the Course Reflections>Mid-Course Reflection area in your portfolio, and then come back to Canvas to submit the link to your reflection.  Your instructor will visit the link you provide to review your reflection.

As you begin your mid-course reflection, reflect on all the thinking and writing you have done throughout the process of composing your first multimodal project.  Review your invention work, and the feedback you received. Then, review your Pre-Course Reflection as well as the WPA Outcomes and the Habits of Mind. This reflection should have four sections.

  1. WPA Outcomes Section.Consider how your understanding of the WPA Outcomes has changed after completing your first multimodal project.
  • For each of the four WPA Outcomes sections, identify at least one specific bullet point that helped you successfully complete your first multimodal project (four bullet points total). Explain in detail how each of these contributed to your success on Project 1.  Provide specific examples from your Project 1 work that support the claims you make.  Were any of these outcomes the ones you identified as needing to strengthen in your Pre-Course Reflection?  If so, explain how the process of composing Project 1 helped strengthen these outcomes?
  • For each of the four WPA Outcomes sections, identify at least one specific bullet point that challenged you during the composition of your first multimodal project (four bullet points total). Explain in detail why each of these were difficult for you in Project 1 and how working on them strengthened your skills.  Provide specific examples from your Project 1 work that support the claims you make.
  1. Habits of Mind (HoM) Section. Consider how the eight Habits of Mind (Curiosity, Creativity, Engagement, Flexibility, Metacognition, Openness, Persistence, and Responsibility) impacted your Project 1 process.
  • Explain which 2-3 HoM most contributed to your Project 1 success. Make clear claims about your learning and provide specific examples from your Project 1 work that support each claim you make.  Were any of these HoM the ones you identified as needing to strengthen in your Pre-Course Reflection?  If so, how has the process of composing Project 1 helped strengthen these HoM?  Again, provide examples.
  • Explain which 2-3 HoMchallenged you the most during the Project 1 process.  Make clear claims about your learning and provide specific examples from your Project 1 work that support each claim you make.

Evidence: Examples of specific evidence from Project 1 might come from any of the following:

  • excerpts from your rough or revised drafts of projects
  • excerpts from your invention and revision assignments and discussion board posts
  • excerpts from your portfolio’s content
  • feedback from your instructor, writing mentor, and/or peers
  1. Transfer Section. In this section, consider how you practiced or applied (transferred) your learning in the WPA Outcomes or HoM to writing or composing you have done in other classes and/or in your professional, civic, or personal life.
  • Discuss 1-2 bullet points from any of the WPA Outcomes that you have transferred.
  • Discuss 2-3 Habits of Mind that you have transferred.
  • Provide specific examples (pulled directly from your writing and/or composing in other classes or contexts) that demonstrate how you have used these skills and practices for other writing and composing. Examples or evidence from other classes or other contexts might come from the following sources:
  • written or multimedia work in other courses
  • written or multimedia work you compose for a professional situation (e.g., emails to supervisors or coworkers, PowerPoint presentations, reports)
  • written communication with family members, including on social media sites, texts, and emails
  • writing you do for fun or as a creative outlet
  • composing you do in your community, for instance, a letter to the editor or a comment on a political blog.
  1. Theory of Writing Section. In this section, you will continue to discuss your identity as a writer and develop your own personal theory of how writing impacts and will continue to impact your life—academically, professionally, socially, etc.—as you progress in your education and advance in your career.
  • Discuss how the way you view yourself as a writer has changed since the beginning of class.
  • Discuss how your feelings about writing have changed. Include specific examples from the composing you have done to support your claims.
  • What are your goals for continuing to improve as a rhetorical writer?  Explain any other activities, practices, or skills you think you will need to reach these goals.

Multimodality:  Your reflection should not be a simple, black-and-white textual document.  For this second reflection, you should incorporate at least three of the following:

  • Engaging images, videos, or even audio content
  • Screenshots of your previous work or feedback
  • Entire embedded files that your readers can scroll through

You might also consider including

  • colored and formatted text to emphasize key words and phrases
  • hyperlinks to guide readers to other areas of your Portfolio or even external websites

Length:  750-1250 words

Organization and Evidence: Organize your reflection in a way that clearly shows that you have addressed each requirement thoroughly.  For example, you can create sections of paragraphs and use headings.  Just make sure that the various requirements are clearly distinguished.

Remember to also provide sufficient and a variety of multimodal examples that you have carefully selected to support your reflection.

Discuss Issues of Adaptation: Chuck Palahniuk’s Fight Club and Fight Club (1999) (dir. David Ficher)

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Exam Format and Instructions:

  1. Allow 10 minutes for reading the entire examination paper, choosing the questions you wish to answer and deciding which works you wish to discuss.
  2. Select ONE of the following three topics and write an essay length response. Your responses will be evaluated according to 1) how well you demonstrate your familiarity with the text and movie 2) your ability to frame your response in an argumentative form 3) the quality of your writing (grammar and style).
  3. Discuss Issues of Adaptation: Chuck Palahniuk’s Fight Club and Fight Club (1999) (dir. David Ficher)
  4. No Country for Old Men between Book and Movie
  5. Throne of Blood, Akira Kurosawa’s Adaptation of William Shakespeare’s Macbeth

Compare the language of sound in Adam Pottle’s “During a Camping Trip” from “Hearing Test” and John Lee Clark’s “Clamor.” What are the differences between how they use sound in these poems? What are the reasons for or effects of those differences?

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English 114 Reading Culture Comparative Essay — 25% Draft Workshop March 17 Paper Due Date March 24

In this assignment, you will choose one topic from the list below and write a 1000–1250-word essay that compares how that topic is addressed in two of the texts from class.
Your paper will displaying the analytical and writing skills we have been practicing in class. You will demonstrate your ability to analyze literary techniques or themes in short literary pieces, as well as your understanding of basic concepts in disability studies. Additionally, you will be executing the compositional methods we have gone over in class: developing strong, specific thesis statements; constructing well-developed, coherent, unified academic paragraphs; providing well-chosen, specific evidence to support all of your claims; integrating primary and secondary sources efficiently and correctly; and formatting and citing according to MLA style and the Department of English Requirements for Essays.
Instructions: • Write the essay in academic essay structure: 1. Open with a “thesis paragraph” introduction (see WEaL Ch. 7); 2. Continue with “sandwich model” body paragraphs that have a. a topic sentence that makes a specific claim, b. a blend of analysis and evidence to support that claim, and c. a summative sentence that reiterates how the paragraph has proven its claim; 3. Close with a conclusion that clarify the key points of the argument (without just being a boring summary) and gesture to the wider importance of the argument. • You do not need to use secondary sources for this assignment; however, you may use reference works (e.g. dictionaries, literary encyclopedias) to supplement your argument. • Cite all your sources—even if you just use one primary source, you must have a works cited list with that source on it. • Only cite the sources that you use in the paragraphs themselves (e.g. if you looked up an author’s biography but did not end up referring to it in your paragraphs, the biography would not be in the works cited list).

Essay topics: 1. Tim Evans’s film The End and H. G. Wells’s “The Country of the Blind” both make use of science fiction conventions, in particular, those of the dystopia. In their use of dystopia, do they make similar or different comments on the nature of disability? Explain. (For this assignment, you may wish to do secondary research on dystopia. I recommend using the reference works available on the LION database).
Dr. Kylee-Anne Hingston Winter Term 2020.
2. Compare the use of sonnet form in Jim Ferris’s “Poet of Cripples” and John Milton’s “When I Consider How My Light Is Spent.” How do the ways the poets use sonnet form support the arguments each makes about disability?

3. Dora Greenwell’s “The Deformed Child” and Alice Munro’s “Child’s Play” both show a child’s understanding and experience of disability, but from very different time periods and points of view. Write an essay comparing how the works portray childhood disability, considering how literary choices such as point of view affect their portrayals.

4. Alice Munro’s “Child’s Play” and Toni Morrison’s “Recitatif” each follow the relationship of two female characters who spent time together as children and meet intermittently as adults, and each has a mysterious, defining moment involving violence against a disabled person; however, each story creates suspense and mystery in significantly different ways. Write an essay explaining how those differences affects what each story seems to imply about disability.

5. Compare the language of sound in Adam Pottle’s “During a Camping Trip” from “Hearing Test” and John Lee Clark’s “Clamor.” What are the differences between how they use sound in these poems? What are the reasons for or effects of those differences?
Expectations to meet: (see the U of S undergraduate grading system for gradation of descriptors and percentages)
The successful assignment will provide • Analytical close reading of literary or film techniques • Correct use of literary and disability-studies terminology • Strong academic essay structure with effective and logical argumentation • An introduction that acts like a “thesis paragraph” because it focuses on the text and on the argument and has an arguable claim that says WHAT the text is doing, HOW the text does it/ HOW you will prove it, and WHY it matters. • Well-chosen, specific, and sufficient supporting evidence from the passage • Source integration that is grammatically correct and cited sufficiently in MLA style • Sufficient context that any reader could understand the essay’s argument • Transitions that guide the reader between ideas and paragraphs • Academic paragraph structure that opens with a specific claim sentence about the text, followed by analysis and evidence from the text, and closes with a summative sentence reiterating how the evidence proves the claim • Clear, concise writing with correct grammar, spelling, and punctuation and with varied sentence style • MLA formatting according to the Department of English Requirements for Essays

How do you think these “external” genre conventions help the piece appeal to the audience or help the audience understand the material in a specific way?

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Assignment – Discussion board:

In most cases, the audiences you will be appealing to in Projects 1 and 2 that we will work on later are not academic audiences. Given this, it would make sense to write your project as something other than an academic style paper, and you will need to choose a different genre that is more appropriate for your audience. The following video discusses the concept of genre and some of the genres that might be appropriate for our work in this course:

To help you think about the genre and genre conventions you might use in Project 1, you will find a real-world example of a genre you might want to work with in your project. The example should be appropriate for your audience, purpose and rhetorical situation. The content of the example does not need to be related to the topic of your project, but your choice should reflect the audience, tone, content and style you discussed in your analysis plan. For example, if you are writing to someone at work, you might find a good example of a formal memo to analyze.

After you choose a specific genre example, you will examine it rhetorically. Rhetorical analysis is a critical reading of another’s work; and discussing the effectiveness of other writers’ rhetorical choices helps us become better writers ourselves. After you analyze the piece rhetorically, you will discuss how it might be useful for your own project.

Assignment – Discussion board:

In most cases, the audiences you will be appealing to in Projects 1 and 2 that we will work on later are not academic audiences. Given this, it would make sense to write your project as something other than an academic style paper, and you will need to choose a different genre that is more appropriate for your audience. The following video discusses the concept of genre and some of the genres that might be appropriate for our work in this course:

To help you think about the genre and genre conventions you might use in Project 1, you will find a real-world example of a genre you might want to work with in your project. The example should be appropriate for your audience, purpose and rhetorical situation. The content of the example does not need to be related to the topic of your project, but your choice should reflect the audience, tone, content and style you discussed in your analysis plan. For example, if you are writing to someone at work, you might find a good example of a formal memo to analyze.

After you choose a specific genre example, you will examine it rhetorically. Rhetorical analysis is a critical reading of another’s work; and discussing the effectiveness of other writers’ rhetorical choices helps us become better writers ourselves. After you analyze the piece rhetorically, you will discuss how it might be useful for your own project.

Part I – Initial Post ( 350 words)

Rhetorical Knowledge and Genre

To participate in this discussion, respond in detail to the following questions, using specific examples from the real-world example of the genre.

  1. Describe the example you chose: Who is the author of the piece? Where does it come from? Who is the intended audience for the piece?
  2. What are the main “external” conventions of your genre example (formatting, design, multimodal elements, etc.)?
  3. How do you think these “external” genre conventions help the piece appeal to the audience or help the audience understand the material in a specific way?
  4. What are the “internal” or writing conventions of your genre example? For example, how would you describe the tone, style, and level of formality in the example? What kind of diction or language choices does it use? Are there any phrases that stick out to you as good examples of the kind of language the piece uses?

    How do these “internal” genre conventions help the piece appeal to its audience?

Composing Process and Conventions: Your own rhetorical strategies

  1. What is your own topic, purpose and audience for Project 1? (Provide a brief explanation for your peers)
  2. What are the specific ways the internal and external genre conventions in your example that might help you appeal to your audience in Project 1? Are there features of the genre that may not work for your audience and purpose? Why?

 

Part II – Respond to a student (200 Words)

Focus on the following questions:

  1. Thinking about the external and internal conventions of genre, which of the features of your peer’s genre example did you find the most interesting? (Focus on the elements discussed in the video and textbook; refrain from commenting on the topic or ideas presented in the example.)
  2. To what degree do you think this genre fits your peer’s audience and purpose? Are there other issues related to genre you think your peer should keep in mind?

IMPORTANT! Scroll down to view the student response and check the comment!

Discussion of a student:

  1. The example I chose was a formal report about stress on employees and the programs offered by employers to manage employee stress. This example was intended for Robert J. Olney of Southwest Texas State University. It was written by Charles Dishinger.

 

This is an example of a discussion that a student posted. You will use it as an example so you can know how you will write about our project. No more than 350 words. Also, you will replay to the same discussion.

Part I – Initial Post ( 350 words)

Rhetorical Knowledge and Genre

To participate in this discussion, respond in detail to the following questions, using specific examples from the real-world example of the genre.

  1. Describe the example you chose: Who is the author of the piece? Where does it come from? Who is the intended audience for the piece?
  2. What are the main “external” conventions of your genre example (formatting, design, multimodal elements, etc.)?
  3. How do you think these “external” genre conventions help the piece appeal to the audience or help the audience understand the material in a specific way?
  4. What are the “internal” or writing conventions of your genre example? For example, how would you describe the tone, style, and level of formality in the example? What kind of diction or language choices does it use? Are there any phrases that stick out to you as good examples of the kind of language the piece uses?

    How do these “internal” genre conventions help the piece appeal to its audience?

Composing Process and Conventions: Your own rhetorical strategies

  1. What is your own topic, purpose and audience for Project 1? (Provide a brief explanation for your peers)
  2. What are the specific ways the internal and external genre conventions in your example that might help you appeal to your audience in Project 1? Are there features of the genre that may not work for your audience and purpose? Why?

 

Part II – Respond to a student (200 Words)

Focus on the following questions:

  1. Thinking about the external and internal conventions of genre, which of the features of your peer’s genre example did you find the most interesting? (Focus on the elements discussed in the video and textbook; refrain from commenting on the topic or ideas presented in the example.)
  2. To what degree do you think this genre fits your peer’s audience and purpose? Are there other issues related to genre you think your peer should keep in mind?

IMPORTANT! Scroll down to view the student response and check the comment!

Discussion of a student:

  1. The example I chose was a formal report about stress on employees and the programs offered by employers to manage employee stress. This example was intended for Robert J. Olney of Southwest Texas State University. It was written by Charles Dishinger.

This is an example of a discussion that a student posted. You will use it as an example so you can know how you will write about our project. No more than 350 words. Also, you will replay to the same discussion.

Identify vocabulary that you would need to teach and say how would you teach it.Briefly outline how you would use the text in a reading or listening lesson.

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End of course Assignment 2
Read instructions carefully.

For this assignment you need to submit an essay (800 -1200 words), and three pieces of teaching material.
You do not need to submit a lesson plan.

D. An upper-intermediate class of 20 teenagers (male and female) in Spain.

Select a suitable authentic* listening or reading passage from any source. If you choose a listening text provide a link, but please also write out a script in full.

1. Write an essay in which you
i) Say which group you have selected and why this material is suitable for them.
ii) Identify vocabulary that you would need to teach and say how would you teach it.
iii) Briefly outline how you would use the text in a reading or listening lesson

2. Design and submit three pieces of teaching material you would use as follow-up language or skills practice activities after the students have done comprehension activities.
Each activity could be used as the final stage of a comprehension lesson or in a subsequent lesson.
Each piece of material should be related to the original text in terms of topic or language.
Each one should focus on a different skill or aspect of language (they should not, for example, all be pronunciation activities).
All the materials should be clearly linked to the text in some way.

Provide all the materials that you would hand out to or show to students. Include the aim of each activity and instructions that another teacher could follow.

If you choose Class A or B, and it is relevant to your ideas, please specify which English speaking country they are in. For class D, say what age range the teenagers are.

Ensure you reference the original texts correctly.
Before starting and again before submitting your assignment, please check though How Assignment 2 will be assessed. (please link to this doc)
An authentic text is one which was originally aimed at native or proficient English speakers, and was not designed as a piece of language teaching material.

Does Siddhartha’s detachment prevent him from really experiencing the sensual world?

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“Amongst the People”

Does Siddhartha’s detachment prevent him from really experiencing the sensual world?

A Journey and Not a Game

“Siddhartha regarded it all as a game, the rules of which he
endeavored to learn well but did not stir his heart” (Hesse 58).
(A direct quote from the text). This passage from the “Amongst
the People,” illustrates Siddhartha’s… (State the claim). There
are several reasons that support this assertion. First, Siddhartha
is… (Reason). When an individual… (Explanation). What
Siddhartha is experiencing is illustrated in Buddhist philosophy,
“(A direct quote from a credible secondary source)” (O’Brien).
This explains… (An explanation of how the secondary source
supports the assertion).  Also, he is… (Reason). A person must
realize… (Explanation). Furthermore, Siddhartha is… (Reason).
He needs to understand… (Explanation). Therefore, he…
(Restate the claim).

Work Cited

Hesse, Hermann. Siddhartha. Trans. Hilda Rosner. New York: New Direction Publishing Corporation.

  1. Print.

O’Brien, Barbara. “The Four Noble Truths”. About Religion. n.d. About, 2015. Web. 19 March 2015.

 

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Develop your argument to persuade others on this issue, making use of the ways cultural assumptions, attitudes, values and beliefs underpin perspectives and representations on the issue.

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TOPIC:  Body image – narrow, unattainable images of both men and women’s bodies persist in advertising. Body image is negatively influenced by the images we see in media, advertisements and magazines.

CONTEXT

You have been asked to present a speech at a conference session about misrepresentations. The speech must identify a group that has been represented inappropriately in advertising, marketing, television or other media texts, and call for this misrepresentation to be corrected.

TASK

Deliver a speech to persuade conference delegates that the media representation of a particular group in society is harmful, and must be improved. Analyse TWO media texts to support your perspective.

You must:

  • develop your argument to persuade others on this issue, making use of the ways cultural assumptions, attitudes, values and beliefs underpin perspectives and representations on the issue.
  • select and synthesize subject matter to support your argument.

Your persuasive speech should show an understanding of the relationship between language, argument and speaker presence. Your script and delivery should show clear awareness of the audience, purpose and context of the speech. It should include the following:

  • establish a thesis in relation to the chosen group that has been represented inappropriately
  • a series of points to support the contention, employing logical reasoning.
  • develop your argument to persuade others on this issue, making use of the ways cultural assumptions, attitudes, values and beliefs underpin perspectives and representations on the issue.
  • select and synthesize subject matter to support your argument.
  • references to two media texts to support your perspective.
  • incorporation of a range of rhetorical strategies to influence your audience, e.g. emotive language and appeals, figurative language, rhetorical questions, repetition, anaphora, antistrophe, antithesis, identifying with the audience, statistics, evidence, case studies
  • verbal and nonverbal features appropriate to the context that complement what you are saying and influence your audience to take action.
  • call to action appropriate to the audience and context.