Hi folks,
This is a limitation of the Jiscmail platform, but there is an easy way to read each
message separately. Go to the list website https://www.jiscmail.ac.uk/teachling and
part way down the page you'll see the list archive separated into months. Click the
topmost month and you'll see a clickable list of each individual message. No more
wading through loads of quoted text :)
Dave
--
Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
Senior Lecturer, Dept Humanities, Sheffield Hallam University | www.shu.ac.uk
Honorary Research Fellow, Cardiff University & WISERD | www.wiserd.ac.uk
[log in to unmask] | http://shu.academia.edu/DaveSayers
On 16/01/2017 17:47, Karen Lichtman wrote:
> Is there any way to set the TEACHLING Digest to only include new messages and not all
> the quoted text? I usually have to scroll through pages and pages of text quoted
> using the > character.
>
> thanks,
> --
> Karen Lichtman, Ph.D.
> Assistant Professor of Spanish Linguistics
> Director of Teacher Licensure
> Department of Foreign Languages & Literatures
> Northern Illinois University
> Watson Hall 114
> (815) 753-6443
>
>
> On Sun, Jan 15, 2017 at 6:00 PM, TEACHLING automatic digest system
> <[log in to unmask] <mailto:[log in to unmask]>> wrote:
>
> There are 2 messages totaling 914 lines in this issue.
>
> Topics of the day:
>
> 1. TEACHLING Digest - 13 Jan 2017 to 14 Jan 2017 (#2017-8)
> 2. Fwd: Assistance for linguistics course in Melbourne, Australia
>
> ----------------------------------------------------------------------
>
> Date: Sun, 15 Jan 2017 09:05:43 +0000
> From: Paul Kerswill <[log in to unmask] <mailto:[log in to unmask]>>
> Subject: Re: TEACHLING Digest - 13 Jan 2017 to 14 Jan 2017 (#2017-8)
>
> Here there is no requirement to do a dissertation. Students who want to can
> either convert the assessment for a 20-credit module to a 40-credit
> Research Extension (thus dropping one module), or they can do an
> Independent Study Module (ISM). For the RE the assessment is 9,000 words,
> either in the form of an extended essay following one of the topics set for
> the module, or a research-based dissertation on a topic of their choosing
> but related to the module. Students who opt for an ISM do an independent
> piece of writing of 5,000 words, on a topic of their own choosing not
> related to a module.
>
> In both cases students have to have achieved a 2.1 overall in their second
> year, including a 2.1 on a related module.
>
> A minority of students opt for one or other of these routes.
>
> Paul
>
> On 15 January 2017 at 00:00, TEACHLING automatic digest system <
> [log in to unmask] <mailto:[log in to unmask]>> wrote:
>
> > There are 4 messages totaling 415 lines in this issue.
> >
> > Topics of the day:
> >
> > 1. Undergraduate dissertations (3)
> > 2. template dissertation marking grid
> >
> > ----------------------------------------------------------------------
> >
> > Date: Sat, 14 Jan 2017 12:15:22 +0000
> > From: Holly Vass <[log in to unmask] <mailto:[log in to unmask]>>
> > Subject: Undergraduate dissertations
> >
> > Hi All,
> >
> > We are revamping our BA English Language course for a course review and a
> > question has come up about final year dissertations. I was wondering about
> > the requirements at other universities and would appreciate any feedback.
> > Specifically, at your universities is the final year dissertation optional
> > or mandatory (for an honours degree)? How many words are required? Do
> > students submit it all at once at the end of the year, or in
> > 'installments'? At our uni, students submit a literature review in December
> > and the final dissertation in May.
> >
> > Thanks to all for any information you can give me!
> >
> > Holly
> >
> > ------------------------------
> >
> > Date: Sat, 14 Jan 2017 12:39:35 +0000
> > From: Robert Lawson <[log in to unmask] <mailto:[log in to unmask]>>
> > Subject: Re: Undergraduate dissertations
> >
> > Hi Holly,
> >
> > We've just finished reviewing our curriculum, moving from a course where
> > the dissertation was an optional element for students with a 2:1 average in
> > their 2nd year modules. This involved a 8,000 words final submission, with
> > a 15 minute presentation element at the halfway point (weighted 75/25
> > respectively).
> >
> > For our new programme, it's still optional, but the credit structure has
> > changed (30 to 40 credits), the word count has dropped to 6,000 (don't ask
> > - we're having to follow university guidelines that apply across all
> > schools/programmes), and the grade requirements have been removed. The aim
> > will likely be that supervisors see chapters/sections at regular intervals,
> > but this is not imposed and if students want to take the risk in submitting
> > without oversight, they can do. I would think that a more structured
> > approach, in agreement with the student, would be more effective, so
> > putting together a learning plan and agreement of said plan is what I'm
> > planning to do. We also have other module options for students who don't
> > want to do a dissertation, like our undergraduate conference module, so
> > we're hopeful that all levels (and styles) of learning will be accommodated.
> >
> > Best,
> >
> > Rob
> >
> > ________________________________
> > From: Teaching Linguistics [[log in to unmask]
> <mailto:[log in to unmask]>] on behalf of Holly
> > Vass [[log in to unmask] <mailto:[log in to unmask]>]
> > Sent: 14 January 2017 12:15
> > To: [log in to unmask] <mailto:[log in to unmask]>
> > Subject: Undergraduate dissertations
> >
> > Hi All,
> >
> > We are revamping our BA English Language course for a course review and a
> > question has come up about final year dissertations. I was wondering about
> > the requirements at other universities and would appreciate any feedback.
> > Specifically, at your universities is the final year dissertation optional
> > or mandatory (for an honours degree)? How many words are required? Do
> > students submit it all at once at the end of the year, or in
> > ‘installments’? At our uni, students submit a literature review in December
> > and the final dissertation in May.
> >
> > Thanks to all for any information you can give me!
> >
> > Holly
> >
> > ------------------------------
> >
> > Date: Sat, 14 Jan 2017 13:41:32 +0000
> > From: Dave Sayers <[log in to unmask] <mailto:[log in to unmask]>>
> > Subject: Re: Undergraduate dissertations
> >
> > On the subject of how the assessment is split, we had a discussion about
> > interim
> > reports on the list in November: https://goo.gl/pvDAlh. I ran our EngLang
> > dissertation module this last semester (handed it over this semester to a
> > colleague
> > as I'm on sabbatical), and we introduced an assessed interim presentation
> > (weighing
> > 20% of the overall grade). This included a mini lit review but also had to
> > include
> > information about proposed methods, participants, ethical issues, etc.
> >
> > I was unsure how it would go but it actually turned out really well. The
> > median grade
> > was 65 and by all accounts it was a really useful. The key was to
> > emphasise that it
> > was totally fine not to be 100% decided on their topic, in which case they
> > needed to
> > read up about their options and e.g. describe how they might either run
> > semi-structured interview or an online survey, including references to
> > appropriate
> > methodological sources and prior studies in both areas. If we hadn't had
> > that
> > flexibility baked into the mark scheme, I think it wouldn't have been
> > anywhere near
> > as successful; could have forced students to pick a topic they didn't
> > really want to
> > do, and/or lead to non-submissions. This way worked nicely and I'd
> > definitely
> > recommend it to others.
> >
> > What I'd also recommend, from an administrative point of view, is managing
> > all the
> > grades using Google Drive. Once all the supervisors are signed up and have
> > access to
> > the spreadsheet, they can just manage the first and second marking
> > themselves. Zero
> > admin for the module leader! Happy to share a blank copy of the
> > spreadsheet I used
> > for anyone who would like to see it.
> >
> > Dave
> >
> > --
> > Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
> > Senior Lecturer, Dept Humanities, Sheffield Hallam University |
> > www.shu.ac.uk <http://www.shu.ac.uk>
> > Honorary Research Fellow, Cardiff University & WISERD | www.wiserd.ac.uk
> <http://www.wiserd.ac.uk>
> > [log in to unmask] <mailto:[log in to unmask]> |
> http://shu.academia.edu/DaveSayers <http://shu.academia.edu/DaveSayers>
> >
> >
> >
> > On 14/01/2017 12:39, Robert Lawson wrote:
> > > Hi Holly,
> > >
> > > We've just finished reviewing our curriculum, moving from a course where
> > the
> > > dissertation was an optional element for students with a 2:1 average in
> > their 2nd
> > > year modules. This involved a 8,000 words final submission, with a 15
> > minute
> > > presentation element at the halfway point (weighted 75/25 respectively).
> > >
> > > For our new programme, it's still optional, but the credit structure has
> > changed (30
> > > to 40 credits), the word count has dropped to 6,000 (don't ask - we're
> > having to
> > > follow university guidelines that apply across all schools/programmes),
> > and the grade
> > > requirements have been removed. The aim will likely be that supervisors
> > see
> > > chapters/sections at regular intervals, but this is not imposed and if
> > students want
> > > to take the risk in submitting without oversight, they can do. I would
> > think that a
> > > more structured approach, in agreement with the student, would be more
> > effective, so
> > > putting together a learning plan and agreement of said plan is what I'm
> > planning to
> > > do. We also have other module options for students who don't want to do a
> > > dissertation, like our undergraduate conference module, so we're hopeful
> > that all
> > > levels (and styles) of learning will be accommodated.
> > >
> > > Best,
> > >
> > > Rob
> > >
> > > ------------------------------------------------------------
> > -------------------------
> > > *From:* Teaching Linguistics [[log in to unmask]
> <mailto:[log in to unmask]>] on behalf of
> > Holly Vass
> > > [[log in to unmask] <mailto:[log in to unmask]>]
> > > *Sent:* 14 January 2017 12:15
> > > *To:* [log in to unmask] <mailto:[log in to unmask]>
> > > *Subject:* Undergraduate dissertations
> > >
> > > Hi All,
> > >
> > >
> > >
> > > We are revamping our BA English Language course for a course review and
> > a question
> > > has come up about final year dissertations. I was wondering about the
> > requirements at
> > > other universities and would appreciate any feedback. Specifically, at
> > your
> > > universities is the final year dissertation optional or mandatory (for
> > an honours
> > > degree)? How many words are required? Do students submit it all at
> > once at the end
> > > of the year, or in ‘installments’? At our uni, students submit a
> > literature review in
> > > December and the final dissertation in May.
> > >
> > >
> > >
> > > Thanks to all for any information you can give me!
> > >
> > >
> > >
> > > Holly
> > >
> > >
> > >
> >
> > ---
> > This email has been checked for viruses by Avast antivirus software.
> > https://www.avast.com/antivirus <https://www.avast.com/antivirus>
> >
> > ------------------------------
> >
> > Date: Sat, 14 Jan 2017 15:05:50 +0000
> > From: Dave Sayers <[log in to unmask] <mailto:[log in to unmask]>>
> > Subject: template dissertation marking grid
> >
> > Hi all,
> >
> > As you know I'm an unreasonably enthusiastic evangelist for Google Drive.
> > My latest
> > shill for Google is to recommend making a shared spreadsheet for team
> > marking. To
> > that end I thought I'd share a blank copy of the spreadsheet I've been
> > using for our
> > dissertation module, which has worked fabulously and saved me hours of
> > mindless
> > pointless admin: https://goo.gl/EvCiP2.
> >
> > It's publicly accessible but not editable, so you need to make a copy in
> > Google Drive
> > to use it yourself (guidance at the top of it).
> >
> > Feel free to share elsewhere too. Hope it helps!
> >
> > Dave
> >
> > --
> > Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
> > Senior Lecturer, Dept Humanities, Sheffield Hallam University |
> > www.shu.ac.uk <http://www.shu.ac.uk>
> > Honorary Research Fellow, Cardiff University & WISERD | www.wiserd.ac.uk
> <http://www.wiserd.ac.uk>
> > [log in to unmask] <mailto:[log in to unmask]> |
> http://shu.academia.edu/DaveSayers <http://shu.academia.edu/DaveSayers>
> >
> >
> >
> >
> > ---
> > This email has been checked for viruses by Avast antivirus software.
> > https://www.avast.com/antivirus <https://www.avast.com/antivirus>
> >
> > ------------------------------
> >
> > End of TEACHLING Digest - 13 Jan 2017 to 14 Jan 2017 (#2017-8)
> > **************************************************************
> >
>
>
>
> --
> Paul Kerswill (Prof.)
> Department of Language and Linguistic Science
> University of York
> Heslington, York YO10 5DD, UK
> [log in to unmask] <mailto:[log in to unmask]>
> http://www.york.ac.uk/language/people/academic-research/paul-kerswill/
> <http://www.york.ac.uk/language/people/academic-research/paul-kerswill/>
> http://york.academia.edu/PaulKerswill <http://york.academia.edu/PaulKerswill>
> http://linguistics-research-digest.blogspot.com/
> <http://linguistics-research-digest.blogspot.com/>
>
> ------------------------------
>
> Date: Sun, 15 Jan 2017 14:04:10 -0500
> From: Valerie Freeman <[log in to unmask] <mailto:[log in to unmask]>>
> Subject: Fwd: Assistance for linguistics course in Melbourne, Australia
>
> Hello James,
> You're welcome to any materials I've used in intro Ling classes here:
> http://freemanvalerie.weebly.com/ling-intro-200.html
> <http://freemanvalerie.weebly.com/ling-intro-200.html> (and feel free to
> request answer keys to any useful assignments), but most of the topics you
> listed aren't well covered in that class. I'm forwarding your request to a
> TeachLing listserv for more help.
>
> TEACHLingers: please cc James in responses in case he is not on the list.
>
> Valerie
>
> --
> Valerie Freeman
> Postdoctoral Researcher
> Speech Research Lab
> Indiana University
> http://freemanvalerie.weebly.com <http://freemanvalerie.weebly.com>
>
>
> ---------- Forwarded message ----------
> From: James Fogarty <[log in to unmask]
> <mailto:[log in to unmask]>>
> Date: Sat, Jan 14, 2017 at 11:19 PM
> Subject: Assistance for linguistics course in Melbourne, Australia
> To: "[log in to unmask] <mailto:[log in to unmask]>" <[log in to unmask]
> <mailto:[log in to unmask]>>
>
>
> Dear Valerie,
>
> I am writing to you because this year I am teaching a linguistics course
> (called ‘VCE English Language’) for senior students in Melbourne,
> Australia. Given this will be their final year of secondary school, I want
> my students to achieve their best results and graduate with a passion for
> language. However, it will be my first time teaching the subject, and as I
> am trained as an English literature teacher, not a linguist, and I feel
> both nervous and excited about teaching the subject.
>
> I was hoping that you might have some resources (PDFs, websites, etc) that
> you could share or recommend on any of the topics we cover (listed below):
> - formality of texts and Standard and non-Standard English
> - the relationship between context and the features of language
> - stylistic features (including prosody) in formal and informal speech and
> writing
> - cohesion and coherence
> - the use of language to encourage intimacy or reinforce social distance
> - face needs and politeness
> - linguistic innovation
> - in-group membership
> - social taboos in language
> - social identity and language
> - attitudes to different varieties of (Australian) English, including
> prescriptivism and descriptivism
> - the role of language in constructing national identity
>
> In addition to these defined subjects, students also grapple with broader
> topics such as ‘The language choices we make reflect who we are and the
> social groups to which we belong’, ‘Language choices can promote or
> threaten social harmony’ and ‘Has corporate-speak infiltrated every domain
> of public discourse?’
>
> I would greatly appreciate any assistance you could provide.
>
> Best wishes,
> James Fogarty
>
>
> James Fogarty
> English Convenor
> Parade College
> 1436 Plenty Road
> Bundoora, Victoria 3083
> Phone: 03 9468 3300
> Fax: 03 9467 3937
> Email: [log in to unmask] <mailto:[log in to unmask]>
> <[log in to unmask] <mailto:[log in to unmask]>> |
> web: www.parade.vic.edu.au <http://www.parade.vic.edu.au>
>
> Be among the first to hear the latest news and events at Parade - Follow
> us on Twitter <http://www.twitter.com/ParadeCollegePC
> <http://www.twitter.com/ParadeCollegePC>>
>
> -----------------------------
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> or use the information in this e-mail if you are not the intended
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> College on (03) 9468 3300 immediately and delete the e-mail and all copies.
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>
> ------------------------------
>
> End of TEACHLING Digest - 14 Jan 2017 to 15 Jan 2017 (#2017-9)
> **************************************************************
>
>
---
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