Edith Cowan University

School of Education

Master of Education (TESOL)

LST6282
Understanding Language

Unit Plan

June 2021

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 Table of Contents
ACKNOWLEDGMENT OF COUNTRY ........................................................................................... 3
UNIT OUTCOMES.................................................................................................................... 3
WELCOME ............................................................................................................................ 4
TEXTBOOKS .......................................................................................................................... 5
CLASS TIME .......................................................................................................................... 7
ASSESSMENTS .................................................................................................................... 11
ASSESSMENT 1 ................................................................................................................... 12
ASSESSMENT 2 ................................................................................................................... 16
MODERATION ...................................................................................................................... 21
IMPORTANT DATES ............................................................................................................... 23
UNIT OUTLINE ...................................................................................................................... 23
PROFESSIONALISM .............................................................................................................. 23
ATTENDANCE ...................................................................................................................... 23
BLACKBOARD ...................................................................................................................... 23
UNIT AND TEACHING EVALUATION (UTEI) SURVEY .................................................................... 23
RECORDING OF LECTURES ................................................................................................... 23
ACADEMIC MISCONDUCT ...................................................................................................... 25
ECU STUDENT CHARTER ...................................................................................................... 26

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Acknowledgment of country

Kaya. Ngaala kaaditj Wadjuck Nyungar moort, kura wer yeye, keyen kaadak nidja boodja.

I would like to acknowledge and pay respect to the Whadjuk people of the Nyungar Nation,
the traditional owners and custodians of the land on which ECU campus has been built, and
which were taken from them without their consent, treaty or compensation.

This land has always been a learning space for many Aboriginal nations, and as educators
we can draw strength and guidance from Aboriginal and Torres Strait Islander knowledge,
one of the oldest knowledge systems in the world.

This unit explores the way people use language, how they modify language to create
meaning in social situations and the factors which influence this. You will explore the
sociological forces that influence the status and use of English, and other languages, and the
implications of this on language education.

Unit outcomes

1. Analyse key ideas within sociolinguistic theory, and apply these to issues of language,
society, and education.

2. Explore the implications of language variation, including dialect and register, spoken
and written language, on language teaching and learning.

3. Apply sociolinguistic approaches to analysing spoken and written discourse to

enhance language teaching and learning in adult and child learning contexts.

4. Critically analyse the role of linguistic, pragmatic and other sociocultural factors
involved in intercultural communication and apply this to adult and child language
learning contexts.

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Welcome

Kaya everyone! Welcome to LST6282 Using Language!

Modern linguistics has been dominated by a view of language that separates it from the
sociocultural environments in which it functions in the everyday life of human beings.
Sociolinguistics views language as the most significant resource for making meaning by
human beings. In sociolinguistics, we explore the effect of any and all aspects of society,
including cultural norms, expectations, and context, on the way language is used, and
society's effect on language. When language teachers study sociolinguistics, they often find
that their ideas about language are transformed, old ideas fade into the sunset and a new
dawn arises:

Sociolinguistics is the study of what causes people to use

language the way they do. For example, your accent, the
grammar you use, the words you choose, your speech style,
and the norms of politeness that you adhere to tell us a lot
about who you are – they are identity markers.

What does your language tell other people about you?

I am really looking forward to exploring these ideas with you

Dr Maggie McAlinden

ECU School of Education TESOL Course Coordinator

ECU Facebook TESOL Group: https://www.facebook.com/groups/1755661014534085/

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Textbooks

There are two textbooks for this unit:

An Introduction to Sociolinguistics provides an accessible history of the development of

sociolinguistic thought and how this fast-moving field is integral to our lives. It has an
accompanying website, where students can find a review guide, vocabulary lists, and links to
related websites for each chapter.
www.wiley.com/go/wardhaugh/sociolinguistics

Sociolinguistics and Language Teaching provides an introduction to the field of

sociolinguistics for second and foreign language teachers. This is the first introductory text to
address explicitly the pedagogical implications of current theory and research in
sociolinguistics.

The textbooks (available through the library as e-books):

McKay, S. L., & Hornberger, N. H. (2009). Sociolinguistics and language teaching.

Cambridge University Press.

https://ecu.on.worldcat.org/oclc/776949425

Wardhaugh, R., & Fuller, J. M. (2014). An Introduction to Sociolinguistics. John Wiley &
Sons.

https://ecu.on.worldcat.org/oclc/1162749844

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Session topics and readings
There are readings from the course textbook related to each session. These are detailed chapters that cover a wide range of topics in
depth and detail. You don’t need to read everything in these chapters just read the related parts and use these to review and clarify
concepts from the lectures. The ideas from these readings will be useful for your assignments and you are required to cite the unit
readings in your assignments. There are additional readings for each session provided via blackboard with will focus your attention closely
on one area, idea or study. These will also be useful for the assignments.

RELATED READINGS
Session Topic McKay and Hornberger (2009) Wardhaugh and Fuller (2014)

1 Language in use Chapter 1: Attitudes, motivations, standards Chapter 1: Introduction

2 Language variation Chapter 3: World Englishes Chapter 4: Diglossia

3 Gender and language Chapter 7: Language and Gender Chapter 12: language, gender, social justice

4 Language change Chapter 5: Regional and social variation Chapter 8: Language variation and change

5 Style, context and register Chapter 11: Ethnography of communication Chapter 2: Styles, registers and genres

6 Intercultural communication Chapter 10: Intercultural communication Chapter 10: Pragmatics

7 Analysing discourse Chapter 9: Interactional sociolinguistics Chapter 11: Conversational analysis

8 Unit review

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Class time
Online class runs from 8.00 to 12.00 Vietnam time with scheduled breaks. Classes take

place in the course room on Blackboard Collaborate Ultra. You must have a camera
and microphone and be in a quite study space to join the collaborate sessions.

*Note. If your internet connection is weak, we strongly recommend that you withdraw from this unit as your
learning experience will be severely compromised.

Session 1 Activity Location Instructions

Welcome and Collaborate Bring a copy of the unit plan and a 100-
8:00 - 8.30
Introduction course room word introduction of yourself.
These activities activate your prior
Tutorial Collaborate
8.30 - 9.00 knowledge. You must post on the
Activity 1 course room
Discussion Board.
Collaborate
9.00 - 10.00 Lecture 1 Bring a notebook and pen.
Course Room
Go for a walk – look at the sky.
10.00 - 10.30 Break Your place
Close your eyes and have a rest.
Group
Reading Post your response to the questions
10.30 – 11.15 Discussion
Activity 1 and then present your ideas in groups.
Board

11.15 – 11.30 Break Get some air and move around.

Collaborate Time to summarise the key points from

11.30 – 12.00 Summary
Course Room today. Bring questions and comments!

Session 2 Activity Location Instructions

Tutorial Collaborate These activities activate your prior

8.00 – 8.30
Activity 2 course room knowledge.
Collaborate
8:30 – 10.00 Lecture 2 Bring a notepad and pen.
Course Room
Go for walk, close your eyes, have a
10.00 - 10.30 Break Your place
rest, look at the sky
Group Time to think more about the topic. Do
Reading
10.30 - 11.00 Discussion some reading and share and discuss
Activity 2
Board your ideas.

11.00 - 11.15 Break

Assessment Collaborate
11.15 - 11.45 Bring a copy of the unit plan.
Overview Course Room

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 Summary and Collaborate Make a list of the key ideas. Bring your
11.45 – 12.00
questions Course Room questions.
Notes:

Session 3 Activity Location Instructions

These activities activate your prior

Tutorial Group knowledge. Post on the Discussion
8.00 – 8.30
Activity 3 Collaborate Board as well as discuss your ideas in
groups.
Collaborate
9:00 - 10.30 Lecture 3 Bring a notebook and pen.
Course Room

10.00 - 10.30 Break

Group Time to think more about the topic. Do

Reading
10.30 - 11.00 Discussion some reading and share and discuss
Activity 3
Board your ideas.

11.00 - 11.15 Break

Summary and Collaborate

11.30 - 11.45
questions Course Room

Session 4 Activity Location Instructions

These activities activate your prior

Learning Collaborate knowledge. Post on the Discussion
8.00 - 8.30
Activity 4 course room Board as well as discuss your ideas in
groups.
Collaborate
8.30 - 10.0 Lecture 4
Course Room

10.00 - 10.30 Break

Time to think more about the topic. Do

Reading Group
10.30 - 11.00 some reading and share and discuss
Activity 4 Collaboration
your ideas.
Assessment Collaborate
11.00 - 11.15 Bring the unit plan.
Overview Course Room

11.15 - 11.30 Break

Summary and Collaborate

11.30 – 12.00 Come with your questions.
questions Course Room
Notes:

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Session 5 Activity Location Instructions

These activities activate your prior

Tutorial Collaborate knowledge. Post on the Discussion
8.00 - 8.30
Activity 5 course room Board as well as discuss your ideas in
groups.
Collaborate
8:30 - 10.00 Lecture 5
Course room

10.00 - 10.30 Break

Group Time to think more about the topic. Do

Reading
10.30 - 11.00 Discussion some reading and share and discuss
Activity 5
Board your ideas.

11.15 - 11.30 Break

Summary and Collaborate

11.30 – 12.00 Come with your questions.
questions Course Room

Session 6 Activity Location Instructions

These activities activate your prior

Tutorial Collaborate knowledge. Post on the Discussion
8.00 - 8.30
Activity 6 course room Board as well as discuss your ideas in
groups.
Collaborate
8:30 - 10.00 Lecture 6
Course room

10.00 - 10.30 Break

Group Time to think more about the topic. Do

Reading
10.30 - 11.00 Discussion some reading and share and discuss
Activity 6
Board your ideas.

11.15 - 11.30 Break

Summary and Collaborate

11.30 – 12.00 Come with your questions.
questions Course Room

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Session 7 Activity Location Instructions

These activities activate your prior

Tutorial Collaborate knowledge. Post on the Discussion
8.00 – 8.30
Activity 7 course room Board as well as discuss your ideas in
groups.
Collaborate
8:30 – 10.00 Lecture 7
Course room

10.00 - 10.30 Break

Group Time to think more about the topic. Do

Reading
10.30 - 11.00 Discussion some reading and share and discuss
Activity 7
Board your ideas.

11.15 - 11.30 Break

Summary and Collaborate

11.30 – 12.00 Come with your questions.
questions Course Room

Session 8

These activities activate your prior

Tutorial Collaborate knowledge. Post on the Discussion
8.00 – 8.30
Activity 8 course room Board as well as discuss your ideas in
groups.
Collaborate
8:30 – 10.00 Lecture 8
Course room

10.00 - 10.30 Break

Group Time to think more about the topic. Do

Reading
10.30 - 11.00 Discussion some reading and share and discuss
Activity 8
Board your ideas.

11.15 - 11.30 Break

Reflection and Collaborate Come with your questions and farewell

11.30 – 12.00
final thoughts Course Room comments.

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Assessments

Participation
Due during the study period
Learning Activities 10 marks
You need to post during each study session. Marks are awarded based on
number and length of posts. To attain full marks, you need to post at least twice per
session.
Assessment 1
Group 1 Due date: 11.59 pm 26 July
Group 2 Due date: 11.59 pm 2 August

Project 50 Marks
Written assignment (2,500 words) in which you will complete a short project on the social
uses of language.
Assessment 2
Group 1 Due date: 11.59 pm 22 August
Group 2 Due date: 11.59 pm 5 September

Timed Assessment 40 marks

Respond to four questions (max 500 words per response) on a range of unit topics.

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Assessment 1
2000-2500 words (min/max)
Main task
In this assignment, you will analyse the use of language in a film from a sociolinguistic
perspective.

Here is the link to the film: https://youtu.be/DtP9Dc5kjgc

Main question
What does the use of language in the film tell you about
the characters and their relationships with each other?

Suggested sub-questions:

• What varieties, dialects, registers or speech styles

are evident in the film and what do they tell you?
• Why do certain characters talk the way they do in
particular situations with particular characters?
• How are the relationships and relative social
status indexed by their use of language?
• What attitudes towards language are evident in
the movie?

Instructions
Identify and discuss a range of sociolinguistic variables – these are aspects of language that
co-vary with a social factor for example age and speech style, gender and conversational
turn-taking, vocabulary and dialect, pronunciation and social status etc.

Watch the whole film first to see what you notice about language. Then choose some short
scenes to base your discussion on.

Include a close analysis of at least one short dialogue from the movie which involves two or
more speakers interacting to illustrate and support your ideas.

Outline and Content

Table of contents

Introduction – no heading

• Begin with one or two compelling statements about the topic with key citations.
• Include a vibrant and concise synopsis of the movie
• Outline the most notable ways in which language is used in the movie.
• End with a clear thesis statement about the topics you have investigated.
• Do not include an overview of the contents.

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Body – create your own headings and sub-headings
• Support your discussion by synthesizing and citing key sociolinguistic concepts from
the unit and the related research into the analysis.

• Choose representative scenes to explain your analysis, transcribe and translate short
extracts and include the timing of each scene you refer to in your analysis.

Conclusion and implications

• Summarise what you have found in one or two sentences.

• Briefly discuss the implications of your analysis on language teaching in general.
• Bring all your ideas together in one or two closing statements that leave the reader with a
clear and strong impression of your viewpoint and understanding of the use of language
in the movie.

Submission Guidelines
Turn in your paper using the Turnitin link, available on the Assessments tab in Blackboard.
Make sure you submit as one .doc file.

Format your paper according to APA7th Style Guidelines – see https://www.apastyle.org/

and additional resources in the Assessments area on BlackBoard.

All references must be cited in APA 7th. Check the ECU Referencing Guide for how to do
this.

File format
• Assignments should be written using MS Word.
• Assignments can be submitted as one of the following file formats: .doc, .docx
• Do not submit html files, web pages, CAD files, Visio (.vsd), PowerPoint (.ppt), PDF s
(.pdf) or zip files unless these are specified.

Fonts
• Use a clear, readable, sans serif font such as Verdana, Calibri, Tahoma or Arial. Use
the same font throughout unless you have a specific reason for switching fonts.
• Use black text on a white background. Avoid coloured backgrounds or text in a colour
other than black unless you have special permission to use them.
• Use 11 point for the body of your assignment and the same for headings.

Spacing
• Use 1.5 or double spacing and 2.54 margins. This leaves room for comments.
• Leave a blank line between paragraphs.
• Left-justify your work (also known as left-aligned). Block-justified (flush left and right)
might look tidy, but it’s harder to read as it can result in gaps between words. This is
aligned with APA7th style.

Paragraphing
• Use complete paragraphs throughout your paper, unless a list is needed.
• Indent paragraphs and leave one line between new paragraphs.
• A paragraph typically explains, describes, outlines or develops one clear idea and is
at least 4 sentences long.
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Headings
• Include heading in all assignments unless indicated.
• Headings should closely describe the main focus of a section or sub-section of your
assignment clearly and concisely.
• Headings are not required for introductions.
• Use bold for headings. Not underlining.
• Follow APA7th level style for headings, expect to use up to three levels in your
assignments

Title page
This information should be centered, starting approximately one third of the way down the
page:
• the title and number of the assignment
• the course number and name
• the due date
• your full name and student number

Numbering
• Number all pages except the title page.
• Tables and figures must be numbered and clearly labelled. Table captions are placed
above the table, while captions for a figures go below the figure.
• Don't number the items in a reference list.

Word Count
• Include a word count (the number of words in your assignment) at the end of the
assignment, before the reference list.
• Your assignment should not be over the maximum word count. Words beyond the
word count will not be marked.
• Remember that the title/title page, and reference list are not included in the word
count.

Reference List
• The reference list comes at the end of the assignment and should start on a new page
labelled 'References'. Follow APA7th Referencing Style.

Appendices
Appendices are used for information that:
• supplements or complements the information you are providing in the main text
• you are asked to include as an appendix
• Start each appendix (if applicable) on a new page. If there's just one appendix label it
‘Appendix’ without a number, but if there are more than one label them Appendix A,
Appendix B, etc. In the main text of your assignment, refer to the Appendix by the
label, e.g. Appendix A.
• Only use an appendix if stated.

Tops and Bottoms of Pages

Check the top and bottom of your pages to ensure they avoid:
• widows - single lines of text at the top of a page
• orphans - first lines of paragraphs at the bottom of a page

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 • tombstones - headings or subheadings alone at the bottom of a page
• split lists – lists that are divided between two pages (if possible).

Writing Style
• Write clearly and formally, but feel free to be creative and include your voice.
• Use discipline specific terms and avoid informal language that can be misunderstood.
• If you can speak one or more languages, feel free to use concepts from other
languages as well as English as long as you explain their meaning.

Writing Conventions
• Feel free to be creative in writing up your work – you can use images and other
modalities to express ideas in addition to formal prose.
• Support ideas with credible sources or argument.

Annotations
• When you have finished your paper, annotate your text with comments and questions
to the reader about your work if you wish to.
• These can be inserted using comments in MSWord.
• Annotations can be about any aspect of the assignment but can be especially helpful
to seek confirmation about things that you are uncertain of or to ask your reader to
comment on a very specific element of your work.
• Use annotations to engage with your reader.

Writing Process
• Writing is thinking so get writing as soon as you start reading and thinking about the
assignment.
• There is no beginning to the writing up process, just start anywhere, you can organise
your text later.
• Through writing our ideas become clearer and we have an opportunity to express
ourselves, so write as much as you can and spend time re-writing and revising.
• Always spend time editing and proofreading your work, but it is often best to leave this
until you are happy with the content.
• Add your references and citations as you write, if you leave this to do all at once, it
can be frustrating and may lead to omissions.

Common Questions
Can I discuss my work and get help from other students?
No, this must be your own work. You can ask your tutor if you need help.

Can I include the extracts in an appendix?

No, these must be part of the assignment.

Are the movie extracts included in the word count?

Yes.

Can I see a sample of this assignment?

Yes, there are samples of assignments for this unit in the assessments area. They are not of
the same assignment. You can see the pass and distinction standard by looking at these
samples.

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Assessment 2

This is a timed summative assessment.

The assessment questions will be available in the Assessment area of Blackboard over three
days. You can complete the assessment at any time during this period.

Group 1: The assessment is open from 5am on Friday 20 Aug until Midnight on Sunday 22
August. It must be completed during this period.

Group 2: The assessment is open from 5am on Friday 3 Sept until Midnight on Sunday Sept
5. It must be completed during this period.

Instructions

a) You will be given four questions to answer during the Assessment Period.

b) You should spend around five hours answering the questions.

c) You should write your response in the form of a short essay or paragraph of between
400 and 500 words. Any text over the wordcount will not be assessed, so stay within
the word limit. See example questions and sample response below.

d) Use the specialized terms and concepts from the unit in each question that you answer.

e) Use examples of real language in use (English or any other languages) and include a
translation in your responses as needed.

f) The answers you provide must be in your own words. Do not copy sentences or long
phrases directly from the lecture notes, or textbook or any other source.

Practical Details
a) The answer template with questions will be made available at the beginning of the
assessment period. Download the template and complete the answers in the word
document. Do not use any other files to complete your assessment.

a) When you have completed the assessment, submit your word.doc via the Turnitin
submission point. You are only permitted to submit once.

b) You need a stable internet connection and quiet private space to complete this
assessment. This is your responsibility.

What to do if your computer freezes and you cannot submit your assessment?
a) You need a stable internet connection to submit this assessment. This is your
responsibility.

b) However, if your computer freezes and you cannot submit the assessment, take a
screenshot and send it to request that your test is reset.

c) You may have to wait for up to 24 hours for the submission to be reset.

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 d) If you continue to have internet connection or computer issues, contact the course
coordinator in Vietnam.

What kind of questions will there be?

Every question is a short essay style question on a unit topic. For example:
Name the process (or processes) of semantic shift that has taken place with each of these
English words.

Describe the main differences between Australian/British/American English.

Analyse a conversation from a sociolinguistic perspective e.g. social dimension of language

such as gender, speech act theory, age, accent, dialect, register, style.

Compare the vernacular use of American English with its standard form.

How should I write my responses?

In one or two paragraphs. One sentence each for the introduction and conclusion only.
Can I use any books or notes when I am completing the assessment?
Yes, this is an Open Book assessment, which means that you can use notes, readings and
the unit materials, but you need to paraphrase the ideas you use.
Do I need to cite sources?
Yes, cite and reference key unit sources.
Am I permitted to ask another person to help me complete the assessment?
No, this would be considered cheating.
Can I copy from the unit materials or readings?
No. Your responses will be checked through Turnitin for evidence of copying.
Any direct copying in this type of assessment is considered to be cheating.
Can I use websites to get information?
No.

Marking guidelines
The participation marks will be calculated on the number, length and overall quality of your
posts.

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Assessment 1: Marking criteria

Excels in all requirements Excels in some and exceeds all Exceeds minimum requirements Meets minimum requirements Not yet meeting
50 requirements

Critical evaluation of the use of Analyses the use of language in the Discusses language in use in the Describes language in use in the Does not yet meet threshold
language in the movie from a movie from a sociolinguistic movie from a sociolinguistic movie from a sociolinguistic standard. Work on understanding of:
Discussion & Analysis

sociolinguistic perspective in relation perspective in relation to dialect, perspective in relation to dialect, perspective in relation to dialect,
to dialect, register, identity, register, identity, codeswitching, register, identity, codeswitching, register, identity, codeswitching, − linguistic repertoires
codeswitching, accommodation, accommodation, divergence, accommodation, divergence, accommodation, divergence, − sociolinguistic variables
divergence, indexation or any other indexation or any other key indexation or any other indexation or any other − language attitudes
25

key sociolinguistic factors that mark sociolinguistic variables that mark sociolinguistic variables that mark sociolinguistic variables that mark
group membership and social and group membership and attitudes group membership and attitudes group membership and social
cultural attitudes towards language towards language use evident in the towards language use evident in the attitudes towards language use See Learning Advisor.
use evident in the movie movie. movie. evident in the movie.

Evidence of critical response to Sufficient number and range of Satisfactory number and range of Uses sources to support ideas, but Does not yet meet threshold
sources. Discussion supported by sources to support and develop sources used to support ideas. may be limited in number, standard. Work on:
Sources & examples

seamless integration of a wide ideas well. Sources are relevantSources are credible and integrated relevance, range or credibility.
range of highly relevant, credible and credible and integrated intointo discussion.
sources. evaluation of the film. Selects, translates and transcribes at - Selection and use of sources.
Selects, translates and transcribes least one short extract from the film - Use of examples of language in
15

Selects, translates and transcribes Selects, translates and transcribes two dialogue extracts from the film and relates this to the discussion. use
two or more highly relevant dialogues two or more relevant dialogues from and uses this to illustrates some key
from the film and integrates this into the film and integrates into the ideas in the discussion.
the discussion. discussion. See Librarian.
See Learning Advisor.
Use of language is consistently Use of language is accurate and Use of language is mostly accurate Use of language is generally Does not yet meet threshold
Academic communication 10

accurate and appropriate for appropriate for audience and and appropriate for audience and appropriate for audience and standard. Work on:
audience and context. Logically context. Logically organised, context. Logically organised, mostly context. Mostly logically organized − APA style
organised, highly coherent and very coherent and well-formatted coherent and well-formatted and appropriately formatted with − paragraphing
well formatted document that is document that is user-friendly. document that is easy to read. Edited,minor inconsistencies that do not − organisation
very easy to read and use. Edited, Edited, proofread and formatted proofread and formatted consistently impede readability. Edited, − proofreading
proofread and formatted following APA7th guidelines. to a good standard following APA7th proofread and formatted mostly − accurate use of language
consistently following APA7th guidelines. following APA7th guidelines. − appropriate use of language
guidelines.
See Learning Advisor.

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Assessment 2 Marking Guide
There are 10 possible marks for each answer:
Marks allocation Marks
Demonstrates clear understanding of the question and topic 5
Demonstrates clear understanding of language as a social act 2.5
Use of relevant sources and real language in use to support ideas 2.5

What do I need to demonstrate to pass?

See sample A below. Answers at this level will handle the questions capably. Writer uses and
demonstrates understanding of terms and concepts from the textbook and unit materials.
Where there are claims, they are backed up by evidence. It reflects the key ideas from lectures
and the textbook, but not much farther. The basic ideas are there. The author is able to explain
their view clearly with authentic and original examples of language in use.

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What do I need to demonstrate to get a distinction or high distinction?
See sample B below. Answers at this level will look at the issue in a new and interesting way.
It’s fresh and insightful, and it raises interesting questions in this area. It seems aware of what’s
going on in sociolinguistics and cites relevant work as support. The author is aware of a range
of viewpoints and discusses these and says something significant. The writer is able to explain
their view clearly, with authentic examples of language that show an excellent understanding
of language in use.

Deadlines
Assessment deadlines have been carefully worked out between the ECU and LST unit
coordinators and cannot be changed. If you need an extension, please apply in the usual
way.

The assessments will give you the opportunity to demonstrate that you have met the learning
outcomes for this unit and have the necessary communication skills.

You will be assessed on your knowledge and understanding of the unit content, your use of
language, and academic skills. This includes how well you can demonstrate the conventions
of a range spoken and written genres in your discipline. Language and content are intertwined,
some argue that they are inseparable, so be mindful that how well you can communicate in
English will impact on your level of achievement in this unit.

Follow the APA 7th Style Manual for citing, referencing, formatting and as a style guide to
writing your assignments. You do not need to follow every element of APA 6th, but you must
be consistent. For further help see: APA Guide, Referencing Guide, Academic Writing,
Report Writing and Reflective Practice.

Assessment policy
The Course and Unit Delivery and Assessment Policy is available by following this direct link
http://www.ecu.edu.au/GPPS/policies_db/policies_view.php?rec_id=0000000387

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How to submit assessments
Submit your completed learning activities on the Discussion Board. Submit assessment 1 and
2 using the Turnitin link found in the Assessments area on BlackBoard.

Late submission
If you submit your assignment or any other assessment task after the due date, then you
should expect to be penalised in accordance with the standard ECU regulations of 5% of the
maximum mark for each assessment task for every working day that your assignment is late.
It should be noted that if your assignment is due Friday and it is lodged on the following
Monday, this is only one working day late, and a 5% penalty will apply.

If an assessment task is submitted more than 5 days late, then you will be awarded a mark of
0 for that task.

Extensions
If you require an extension of time to complete an assignment or other assessment task, you
must apply in writing on every occasion. You need to apply before the assignment due
date and you should attach any documentary evidence to support your request.

Extension request form

http://intranet.ecu.edu.au/__data/assets/pdf_file/0009/20025/assign_ext.pdf

Further information about assignments is available at http://intranet.ecu.edu.au/student/my-

studies/study-advice/assignments

It is the responsibility of each student to submit their assignments as per the unit instructions
and keep an electronic copy of their assignment and their Turnitin receipt.

Moderation
Moderation is a process designed to ensure equitable assessment processes.

All Fails and High Distinctions will be double marked on this unit. If you are dissatisfied with an
assessment outcome, contact your tutor to discuss your concerns, and to request an Informal
Result Query. If issues cannot be resolved at this level, you may wish to consider an appeal,
details available at: www.ecu.edu.au/SSC/Assessment/appeals/index.html

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Important dates
Enrolment, Withdrawal, Financial and Academic Penalty Dates are available at:
http://intranet.ecu.edu.au/student/dates-and-events/important-dates

Unit outline
You can view and download a copy of your unit outline by clicking onto the Unit outline link
on the unit’s Blackboard site which can be accessed from the Student Portal.

Professionalism
This unit is designed to provide students with a broad range of skills through engagement
with the professional knowledge described in this unit outline. This will be facilitated through
reading, discussion and groupwork. Therefore it is the student’s responsibility to engage in
these experiences in a manner which reflects a sound attitude and commitment to the
profession and which enables the student to take ownership of his/her learning. Students
will support and help to contribute to a professional and collegiate group culture. You are
expected to be online and complete the activities during the session.

Attendance
Attendance is recorded at the start and end of each session.

Blackboard
All learning materials will be supplied through BlackBoard and assessments will be
submitted via BlackBoard. Unit Outlines, notices, lesson outlines, additional reading material
and web links are accessible on this site.

Students are able to initiate discussion threads and create collaborate sessions through
blackboard to make comments and ask questions about content, assignments and other
unit related issues. It is expected that all students enrolled in this unit will use this site to
engage in teaching and learning activities, submit assessments and communicate with
peers and teaching staff. BlackBoard is your one stop shop for this unit.

Unit and teaching evaluation (utei) survey

Your feedback is very important, so please take the time to evaluate this unit. Recent
changes include more scaffolding for assignments, updates to the unit materials and
textbooks.

http://intranet.ecu.edu.au/student/my-studies/surveys/unit-and-teaching-evaluation-
instrument-utei

Recording of lectures
Students should be aware that recorded lectures may contain copyright material owned by
ECU, the relevant lecturer and/or other third parties. If students wish to record lectures in
this unit they must contact their lecturer to obtain the express written consent, and comply
with any conditions, of the relevant lecturer or performers.

Where written consent is obtained, students must not reproduce, communicate, modify,
adapt, broadcast or distribute their recording of this lecture and should be aware that such
acts may constitute infringement of copyright and/or performer’s rights. Students must not
record any third party (including other students) or third party works (including music) which

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may be comprised in, or incidental, to the lecture unless express permission to the contrary
is provided by a person with the legal right to do so. Neither Edith Cowan University nor any
of the lecturers in this unit provide any warranties or representations in relation to the
ownership or non-infringement of any intellectual property.

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Academic misconduct
Students must comply with ECU’s Academic Misconduct Rules (Students)

The Misconduct Rules consider any form of plagiarism, unauthorised collaboration, cheating
in assessment tasks, theft of another student’s work, any other dishonest or unfair conduct
relating to academic work to be Academic Misconduct. Plagiarism means knowingly or
unknowingly presenting as one’s own work the ideas or writings of another without
appropriate acknowledgment or referencing. A student engaging the services of another
individual to complete an assessment task on their behalf is both plagiarising and cheating.

ECU takes all incidents of Academic Misconduct seriously and if, following an investigation,
it is established that a student’s conduct amounts to Academic Misconduct then ECU may
impose penalties upon the student under the Misconduct Rules.

The Misconduct Rules are available online at:

http://www.ecu.edu.au/__data/assets/pdf_file/0010/378316/academic_misconduct_rules_s
tudents.pdf

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ECU student charter

All students are advised to read the ECU Student Charter:
http://www.ecu.edu.au/prospectus/charter/

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Published by Edith Cowan University, Perth,

Western Australia, 2021

This publication is copyright. Except as permitted by the Copyright Act, no part of it may in
any form or by any electronic, mechanical, photocopying, recording or any other means be
reproduced, stored in a retrieval system or be broadcast or transmitted without the prior
written permission of the copyright.

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