1. Task 3 - Style 1.Comment on aspects of the essay style you liked or disliked and give reasons why. 2. In what ways is her style similar or different from your own?

2. Style Dislikes:Dislikes:

3. Style LikesLikes

4. Writer’s Style - summary Makes her own position clearMakes her own position clear Direct languageDirect language Claims are explicit and boldClaims are explicit and bold Tends not to use hedging or mitigation a lotTends not to use hedging or mitigation a lot

5. Relating the non-assessed task to an assignment See use of the review of Carroll in the sample assignmentSee use of the review of Carroll in the sample assignment –A way of getting started on the assignment –Can form the core of the assignment

6. LING 402 - ACADEMIC DISCOURSE PRACTICES: A critical approach Week 4 GETTING STARTED: Analysing the Task, Ideas-storming, Outline Planning

7. Session Outline Examining essay titlesExamining essay titles Ideas-storming assignment contentIdeas-storming assignment content Getting feedbackGetting feedback What next?What next?

8. Getting Started What have you done so far towards your assignment?What have you done so far towards your assignment? What do you think you need to do next?What do you think you need to do next? Have you formed an essay question or have you been given one to answer?Have you formed an essay question or have you been given one to answer?

9. Analysing assignment titles In groups look at your assignment titles.In groups look at your assignment titles. Identify for each oneIdentify for each one the topic – What is it about exactly? the focus – Is this stated, or do you have a choice of what aspect of the topic to focus on? the data - What will you analyse / work on? and the task – What do you want to /need to do? Do you want to / need to e.g. analyse, compare, or evaluate? Use the handout if necessary to help you.

10. LING 434 #5 Some linguists have asserted that the meaning we communicate is rarely coded directly in linguistic form. How then, in your view, is it coded? You may illustrate from any one or two languages. LING 410# 4 Discuss and evaluate three different models/frameworks of L2 motivation. Compare the individual components of the frameworks/models and discuss how they can inform good practice in the L2 classroom, also focusing on the implications your position has for teachers, head teachers and teacher trainers. LING 425 #2 Language learners’ motivation and/or willingness to communicate Using frameworks that are employed in motivation and/or willingness to communicate research (cf. Dörnyei, 2001; MacIntyre et al. 1998), you will explore the motivation/willingness to communicate in a specific L2 of learners of different cultures. Data can be collected with a questionnaire or with interviews, or a combination of both. If you conduct in-depth interviews, you do not have to interview more than 2 participants. If you do not conduct in-depth interviews, you will need to have at least 6 respondents for your questionnaire. LTCE Analyse the test answers of these students. Say how well you think the test worked, and make brief suggestions as to how you think the test might be improved. LING 490 # 6. Gradience in (English) grammar On the basis of several studies that invoke the notion of gradience, either included in Aarts et al. or published elsewhere, evaluate the value and status of gradience as an explanatory notion in grammar. LING 450 - STYLISTICS For this piece of assessment, you are expected to conduct a detailed and systematic stylistic analysis of a literary text or extract. The analysis will involve using what you have learned in class and in your readings to describe in detail the language of your chosen text and to explain its potential meanings and effects.For this piece of assessment, you are expected to conduct a detailed and systematic stylistic analysis of a literary text or extract. The analysis will involve using what you have learned in class and in your readings to describe in detail the language of your chosen text and to explain its potential meanings and effects. Any other examples to raise? Analysis of some assignment titles

11. The topic LING 434 #5 Some linguists have asserted that the meaning we communicate is rarely coded directly in linguistic form. How then, in your view, is it coded? You may illustrate from any one or two languages. LING 410# 4 Discuss and evaluate three different models/frameworks of L2 motivation. Compare the individual components of the frameworks/models and discuss how they can inform good practice in the L2 classroom, also focusing on the implications your position has for teachers, head teachers and teacher trainers. LING 425 #2 Language learners’ motivation and/or willingness to communicate Using frameworks that are employed in motivation and/or willingness to communicate research (cf. Dörnyei, 2001; MacIntyre et al. 1998), you will explore the motivation/willingness to communicate in a specific L2 of learners of different cultures. Data can be collected with a questionnaire or with interviews, or a combination of both. If you conduct in-depth interviews, you do not have to interview more than 2 participants. If you do not conduct in-depth interviews, you will need to have at least 6 respondents for your questionnaire. LTCE Analyse the test answers of these students. Say how well you think the test worked, and make brief suggestions as to how you think the test might be improved. LING 490 # 6. Gradience in (English) grammar On the basis of several studies that invoke the notion of gradience, either included in Aarts et al. or published elsewhere, evaluate the value and status of gradience as an explanatory notion in grammar. LING 450 - STYLISTICS For this piece of assessment, you are expected to conduct a detailed and systematic stylistic analysis of a literary text or extract. The analysis will involve using what you have learned in class and in your readings to describe in detail the language of your chosen text and to explain its potential meanings and effects.For this piece of assessment, you are expected to conduct a detailed and systematic stylistic analysis of a literary text or extract. The analysis will involve using what you have learned in class and in your readings to describe in detail the language of your chosen text and to explain its potential meanings and effects. Any other examples to raise?

12. The focus LING 434 #5 Some linguists have asserted that the meaning we communicate is rarely coded directly in linguistic form. How then, in your view, (how) is it coded? You may illustrate from any one or two languages. LING 410# 4 Discuss and evaluate three different models/frameworks of L2 motivation. Compare the individual components of the frameworks/models and discuss how they can inform good practice in the L2 classroom, also focusing on the implications your position has for teachers, head teachers and teacher trainers. LING 425 #2 Language learners’ motivation and/or willingness to communicateLanguage learners’ motivation and/or willingness to communicate Using frameworks that are employed in motivation and/or willingness to communicate research (cf. Dörnyei, 2001; MacIntyre et al. 1998), you will explore the motivation/willingness to communicate in a specific L2 of learners of different cultures. Data can be collected with a questionnaire or with interviews, or a combination of both. If you conduct in-depth interviews, you do not have to interview more than 2 participants. If you do not conduct in-depth interviews, you will need to have at least 6 respondents for your questionnaire. LTCE Analyse the test answers of these students. Say how well you think the test worked, and make brief suggestions as to how you think the test might be improved. LING 490 # 6. Gradience in (English) grammar On the basis of several studies that invoke the notion of gradience, either included in Aarts et al. or published elsewhere, evaluate the value and status of gradience as an explanatory notion in grammar. LING 450 - STYLISTICS For this piece of assessment, you are expected to conduct a detailed and systematic stylistic analysis of a literary text or extract. The analysis will involve using what you have learned in class and in your readings to describe in detail the language of your chosen text and to explain its potential meanings and effects.For this piece of assessment, you are expected to conduct a detailed and systematic stylistic analysis of a literary text or extract. The analysis will involve using what you have learned in class and in your readings to describe in detail the language of your chosen text and to explain its potential meanings and effects. Any other examples to raise?

13. The data LING 434 #5 Some linguists have asserted that the meaning we communicate is rarely coded directly in linguistic form. How then, in your view, (how) is it coded? You may illustrate from any one or two languages. LING 410# 4 Discuss and evaluate three different models/frameworks of L2 motivation. Compare the individual components of the frameworks/models and discuss how they can inform good practice in the L2 classroom, also focusing on the implications your position has for teachers, head teachers and teacher trainers. LING 425 #2 Language learners’ motivation and/or willingness to communicateLanguage learners’ motivation and/or willingness to communicate Using frameworks that are employed in motivation and/or willingness to communicate research (cf. Dörnyei, 2001; MacIntyre et al. 1998), you will explore the motivation/willingness to communicate in a specific L2 of learners of different cultures. Data can be collected with a questionnaire or with interviews, or a combination of both. If you conduct in-depth interviews, you do not have to interview more than 2 participants. If you do not conduct in-depth interviews, you will need to have at least 6 respondents for your questionnaire. LTCE Analyse the test answers of these students. Say how well you think the test worked, and make brief suggestions as to how you think the test might be improved. LING 490 # 6. Gradience in (English) grammar On the basis of several studies that invoke the notion of gradience, either included in Aarts et al. or published elsewhere, evaluate the value and status of gradience as an explanatory notion in grammar. LING 450 - STYLISTICS For this piece of assessment, you are expected to conduct a detailed and systematic stylistic analysis of a literary text or extract. The analysis will involve using what you have learned in class and in your readings to describe in detail the language of your chosen text and to explain its potential meanings and effects.For this piece of assessment, you are expected to conduct a detailed and systematic stylistic analysis of a literary text or extract. The analysis will involve using what you have learned in class and in your readings to describe in detail the language of your chosen text and to explain its potential meanings and effects. Any other examples to raise?

14. The task LING 434 #5 Some linguists have asserted that the meaning we communicate is rarely coded directly in linguistic form. How then, in your view, (how) is it coded? You may illustrate from any one or two languages. LING 410# 4 Discuss and evaluate three different models/frameworks of L2 motivation. Compare the individual components of the frameworks/models and discuss how they can inform good practice in the L2 classroom, also focusing on the implications your position has for teachers, head teachers and teacher trainers. LING 425 #2 Language learners’ motivation and/or willingness to communicateLanguage learners’ motivation and/or willingness to communicate Using frameworks that are employed in motivation and/or willingness to communicate research (cf. Dörnyei, 2001; MacIntyre et al. 1998), you will explore the motivation/willingness to communicate in a specific L2 of learners of different cultures. Data can be collected with a questionnaire or with interviews, or a combination of both. If you conduct in-depth interviews, you do not have to interview more than 2 participants. If you do not conduct in-depth interviews, you will need to have at least 6 respondents for your questionnaire. LTCE Analyse the test answers of these students. Say how well you think the test worked, and make brief suggestions as to how you think the test might be improved. LING 490 # 6. Gradience in (English) grammar On the basis of several studies that invoke the notion of gradience, either included in Aarts et al. or published elsewhere, evaluate the value and status of gradience as an explanatory notion in grammar. LING 450 - STYLISTICS For this piece of assessment, you are expected to conduct a detailed and systematic stylistic analysis of a literary text or extract. The analysis will involve using what you have learned in class and in your readings to describe in detail the language of your chosen text and to explain its potential meanings and effects.For this piece of assessment, you are expected to conduct a detailed and systematic stylistic analysis of a literary text or extract. The analysis will involve using what you have learned in class and in your readings to describe in detail the language of your chosen text and to explain its potential meanings and effects. Any other examples to raise?

15. Ideas-storming Write the title or topic of your essay in the middle of the page and draw a circle around it.Write the title or topic of your essay in the middle of the page and draw a circle around it. Identify the key words in the titleIdentify the key words in the title Jot down everything that you associate with different parts of the title (list as many questions as you can that relate to each of these, include sources you have already read, others you know of, relevant data you have etc).Jot down everything that you associate with different parts of the title (list as many questions as you can that relate to each of these, include sources you have already read, others you know of, relevant data you have etc). Can you identify connections between different parts?Can you identify connections between different parts? Show how the different parts link together.Show how the different parts link together. Identify gaps in your knowledge.Identify gaps in your knowledge.

16. Getting feedback In your groups, in turn, discuss your outline plans.In your groups, in turn, discuss your outline plans. It is essential that you ask each other to explain the different parts of your plan rather than accepting what you are told. Question as much as possible.It is essential that you ask each other to explain the different parts of your plan rather than accepting what you are told. Question as much as possible. Add to your A3 sheet any ideas, comments, notes and questions from your colleagues which you can investigate further.Add to your A3 sheet any ideas, comments, notes and questions from your colleagues which you can investigate further.

17. What next? Filling in the gaps – be judicious with your reading.Filling in the gaps – be judicious with your reading. Get a first draft as soon as you can – writing will help your ideas develop.Get a first draft as soon as you can – writing will help your ideas develop.