MA in Applied Linguistics with TESOL
Course Handbook
2012-2013
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………………………………….7
f. Calendar for the Year 2012-2013…………………………………………………………….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…………………………………………………………...…………………13
a. The Roles of Teaching Staff…………………………………………………..……………13
b. Personal Tutor Support………………………………………………………..……………13
c. The ELT Centre………………………………………………………………..……………14
d. Central University Support…………………………………………………………………14
4. Introduction to Assessments………………………………………………………………………16
a. Types of Written Work and Length Limits…………………………………………………16
b. Supervision for Assessments……………………………………………………….………16
c. Presentation of Assessments………………………………………………………..………17
d. Deadlines and Late Submissions………………………………………………...…………17
e. Guidelines on Written Work …………………………………………………….…………18
f. Double Submission……………………………………………………………….…………18
g. Avoiding Plagiarism and Collusion…………………………………………………...……18
5. Marking and Giving Feedback on your Work……………………………………………………20
a. Marking Procedures……………………………………………………………………...…20
b. Criteria of Assessment……………………………………………………………………...20
c. Marks and Marking Scheme………………………………………………………………..20
d. What to do if you Fail………………………………………………………………………22
6. The Dissertation………………………………………………………………………………..…23
a. The Dissertation Proposal…………………………………………………………………..23
b. The Dissertation Process……………………………………………………………………24
Closing Remarks……………………………………………………………………….………………25
Appendices………………………………………………………………………………..……………26
Appendix A: Feedback Form for Written Assignments……………………….…...…………26
Appendix B: Plagiarism Declaration Form for Written Assignments………..……………… 27
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!
Valerie Hobbs
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
exercises.
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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. It also provides an opportunity for you to consider
and discuss your option module choices for the following semester (see below). 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 (Kook-Hee Gil and Andrew
Linn)
ELL6402 Language Teaching Methodology (Oksana Afitska, Harry Kuchah)
ELL6401 English Grammar and Discourse (Gibson Ferguson, Valerie Hobbs, 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
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ELL6409 Teaching English for Specific Purposes
ELL6413 Theory and Practice of Language Teaching
ELL6160 Language Programme Design
ELL6419 Development & Evaluation of Language Teaching
Materials
ELL6418 Phonological Acquisition
ELL6422 Teaching Young Learners
Not all these modules will run every year owing to staff on leave and/or lack of student
interest.
Research Methods
Please note that in addition - as part of preparation for writing the dissertation, you are require
to attend a course in Research Methods which operates over both the first and second
semesters, normally (but not always) every two weeks. This course is not formally assessed
other than through the proposal for the dissertation which you are asked to present in 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.
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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,
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
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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.
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. They are communicated in writing in individual envelopes. 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.
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f. Calendar for the Year 2012-2013
Semester One:
19 September: MA Induction Day
21 September Postgraduate student registration
24 September: Semester begins: Start of teaching
5 November – 9 November: Reading Week
7 December: End of Semester 1 teaching
14 January: Semester One recommences
15 January: Final hand-in date for Semester One module
assignments
Semester Two
4 February: Semester Two begins: Start of teaching
To be announced Provisional marks for Semester One assignments
available
11-15 March Semester Two: Topics of most module assignments
available
15 March (provisional) Hand-in of Dissertation Pre-proposal
18 March: Spring Break begins
8 April: Semester Two recommences
3 May End of Semester Two teaching
21 May Final hand-in date for Semester Two module
assignments
4 June (provisional): Hand in Final Dissertation Proposal
8 June: End of Semester Two
June (date to be announced): Oral Examination; Board of Examiners meeting.
Coursework results announced.
10 September: Hand in MA Dissertation
October (date to be announced): MA Degree results available
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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: [email protected]
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
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:
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Staff Name Email Address Office Location
(in Jessop West) Telephone number
Oksana Afitska [email protected] 5.14 0114 222 8490
Gibson Ferguson [email protected] 3.18 0114 222 0224
Susan M. Fitzmaurice
(Head of School)
[email protected] 4.06 0114 222 0213
Kook-Hee Gil [email protected] 3.21 0114 222 0229
Valerie Hobbs (course leader)
[email protected] 2.26 0114 222 0228
Harry Kuchah [email protected] tbd tbd
Andrew Linn [email protected] 5.05 0114 222 0216
Jane Mulderrig [email protected] 3.26 0114 222 8497
Ranjan Sen [email protected] 2.23 0114 222 0223
Gareth Walker [email protected] 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)
[email protected] 0114 222 0211
Helen Penkethman [email protected] 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.
As part of your studies, you will be asked to purchase some key texts, but much of your
assigned readings will be made electronically accessible through MOLE2 (My Online
Learning Environment 2), a virtual learning environment.
More information on MOLE is available at: http://www.shef.ac.uk/mole/getting_started.html .
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All of your modules will have dedicated sites, containing teaching materials, linked to
required reading, links to useful resources, etc. You should familiarize yourself with MOLE2
(http://vista.shef.ac.uk/webct/entryPageIns.dowebct) and contact School staff if you have
questions or problems accessing it.
e. Academic Expectations
Our MA students come from a variety of cultures of learning, meaning that expectations about
academic study do not always match what they find in the UK. Our goal is to equip with you
the knowledge, expertise, and awareness of issues within applied linguistics, focusing
particularly on language teaching, with opportunity provided for application to your
individual learning or teaching context. As a student, you can expect staff members to
facilitate those aims by ensuring an appropriate balance between theory and practice, setting
assessments which will help you to understand and, where appropriate, apply what you have
learned, and being mindful of students’ experience and expectations.
Here are a few explanatory notes on classroom procedure and the general environment of the
programme:
Classroom Procedures
• Try to arrive a few minutes in advance of each class (or discuss extenuating
circumstances in advance with the module convener).
• Come fully prepared for the session as appropriate.
• Mobile phones should be switched off.
As always, you are encouraged to speak with your personal tutor (see p. 13) about any issues
you are facing with regard to academic expectations.
Residence
You are expected to remain in residence in or near Sheffield throughout the year. Absences
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.
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.
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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 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 their
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)
You are encouraged to contact your personal tutor to discuss any problems or issues which
arise during your course. For issues related to a specific module, it is recommended that you
contact the module tutor in the first instance.
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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:
• 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.
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.
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Many students have found one or more of the Chaplaincy, Counselling Service, Nightline,
Student Support and Guidance and University Health Service helpful.
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
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 8). 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 (excluding appendices).
Length limits should not be exceeded. The above word counts exclude both bibliographies and appendices.
IMPORTANT: For all the written assignments (essays and dissertations), you should fill and sign the
Plagiarism Declaration Form and include it between the cover page and your written work. The sample
of this form can be found in section 9b and you can download a copy from the MOLE site.
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 notice.
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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.
• It should be presented using double-spacing on A4 size paper.
• Choose a font-size of 10- or 12-point. Avoid using exotic fonts.
• Pages must be numbered.
• Each piece of written work should have a title page including your name, the title of
the work, the name of the course it relates to, the date of completion, and the number
of words it consists of. Please also write the word ‘Copyright’.
• Written assignments and the dissertation must be submitted using standard covers
(available in MOLE2) and should be stapled. On the back cover you will need to
provide a summary /abstract of the assignment
• TWO copies of each piece of written work must be submitted to facilitate double
marking. Two copies of the Dissertation are 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.
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 or Dr. Valerie Hobbs.
d. Deadlines and Late Submission
Submission dates for written work must be strictly adhered to (see the course calendar: p. 8).
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.
Late submission is penalised by the deduction of marks: 3% for the first 24 hours and a
further 1% for every subsequent 24 hours.
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e. Guidelines on Written Work
There are different kinds of written work for different modules, but the following do’s 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 (see ‘Plagiarism’: page 8)
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.
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.
The following information about plagiarism and collusion has been taken from the Learning
and Teaching Services website and explains these concepts in more detail:
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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 on 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
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.
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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;
le
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.
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
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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 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 but no more than two times.
• A student may choose not to resubmit his/her failed assignment. Failure on any one 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 convener and/or personal tutor to discuss the impact of your failure on your degree programme.
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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 c.15,0000 words in length and all the rules relating to the presentation of projects apply equally to the dissertation. For marking purposes you are required to submit three copies. 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.
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
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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 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
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.
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Dissertation Results
Dissertations are submitted in early September, at which time they are marked and moderated by academic staff (see p. 20). 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.
26
Appendices
Appendix A: Feedback Form for Written Assignments
MA ASSESSMENT FEEDBACK FORM
Module Code & Title: Student’s Name:
Last name: First name:
Module Convener: Assessment Title:
Degree Name: Due Date:
Presentation
Criteria:
• Language
• Referencing and academic conventions
• Proof-reading
• General presentation
Content
Criteria:
• Coverage and relevance
• Analysis: systematic thought and, where appropriate, originality
• Planning (including background reading) and organisation
• Task fulfilment
• Clarity of expression
FIRST MARKER: All marks given are provisional
(subject to approval by the Examining Board)
MODERATOR:
MARK AWARDED:
FOR OFFICE USE ONLY To be completed by secretary/assessment officer Date/time received: Penalty: Final mark:
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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: