ILMATLN-Academic Writing for Applied Linguistics and TESOL

Module Provider: International Study and Language Institute
Number of credits: 0 [0 ECTS credits]
Level:7
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2020/1

Email: s.mattin@reading.ac.uk

Type of module:

Summary module description:

This module focuses on the academic language and writing skills needed to more effectively manage coursework assignments on Applied Linguistics and TESOL master’s programmes. It is primarily designed for students whose first language is not English. The module utilises Applied Linguistics/TESOL-specific texts to develop a range of writing skills needed for successful completion of assessed coursework tasks.

The module is non-credit-bearing and designed to support students’ disciplinary study, the expectation being that students will apply the skills they have learnt on ILMATLN in their credit-bearing work. Therefore, for the module itself, there is no assessment or expectation of independent study hours.

Aims:

This module aims to support MA TESOL and MA Applied Linguistics students whose first language is not English with their transition to the UK HE context and academic culture. It focuses on the key academic language and skills needed to successfully complete master’s level written coursework assignments.

By the end of the module, students will be better able to 

• accurately interpret coursework assignment instructions/briefs


• employ task-appropriate organisational patterns at paragraph, section and whole-text level


• use a variety of task-appropriate techniques to incorporate and comment on the views of others in their writing


• accurately use the referencing conventions for their discipline


• employ task-appropriate language (grammar and lexis)


• critically evaluate their own and others’ writing


• read disciplinary texts employing appropriate reading skills and strategies to critically engage with them


• communicate fluently and accurately within their discipline by building their subject-specific vocabulary and grammar

Assessable learning outcomes:

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Additional outcomes:

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Outline content:

Classes will focus on the following:

• Recognising and responding to the key coursework assignment genres in Applied Linguistics and TESOL, e.g. the Essay, including:
  
  
  
  • expected structural & argumentation patterns and how these differ according to question  type 
  
  
  • reading-to-write processes and the centrality of source use and synthesis to successful Applied Linguistics and TESOL writing
  
  
  • how &l squo;voice’ and ‘stance’ are realised linguistically within academic texts
  
  
  
  


• Key skills useful to all academic writing within Applied Linguistics and TESOL:
  
  
  
  • incorporating sources using paraphrasing, summarising and direct quotation
  
  
  • ‘information flow’ in English-language texts
  
  
  • employing linguistic features of textual cohesion to clearly signal relationships between parts of a text
  
  
  
  


• Grammar for academic communication, including verb tense and form, nominalisation, clause and sentence structure


• Reading skills and strategies for dealing with a range of Applied Linguistics and TESOL texts and reading purposes, e.g. 
  
  
  
  • careful reading to build gradual understanding of ideas and relationships between them 
  
  
  • strategic reading to identify: 
    
    
    
    • specific sources or concepts (search reading)
    
    
    • individual words or phrases (scanning)
    
    
    • overall nature and structure of text (skimming)
    
    
    
    
  
  
  
  

Global context:

This module supports internationalisation at Reading by facilitating successful and equal inclusion of students whose first language is not English in UK degree programme study.

Brief description of teaching and learning methods:

The module takes a discipline-specific approach to language and literacy development using example student texts and published Applied Linguistics and TESOL-specific sources in classroom tasks. 

Teaching will be learner-centred, taking a task-based approach to:

• analysis of example texts from the target genres


• guided ‘noticing’ of key organisational and linguistic features in context


• exercises practicing use of relevant lexical/grammatical items


• scaffolded reading-to-write exercises

Summative assessment- Examinations:

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Summative assessment- Coursework and in-class tests:

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Formative assessment methods:

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Penalties for late submission:

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Assessment requirements for a pass:

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Reassessment arrangements:

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Additional Costs (specified where applicable):

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Last updated: 4 June 2020