Aha! What just happened to come up on LinguistList?
https://richardbeare.github.io/marijatabain/ipa_illustrations_all.html
Zooming into the UK, there are three illustrations of different regional varieties:
RP, Liverpool, and Newcastle. I'll be making good use of this!
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 24/05/2017 05:08, Coffey-glover, Laura wrote:
> Hi Adam
>
>
> I've recently had to teach a second year module on Phonetics at NTU and as a complete
> newbie to the field I had no idea what to use, but I used Rachael-Anne Knight's
> (2012) book /Phonetics: A Coursebook /and I quite liked it. It's not great on the
> anatomy stuff (there isn't really any) but it's good for phonemic transcription as
> well as the more advanced phonetic stuff. Although it uses Standard Southern British
> English (RP/NRP to the uninitiated) transcription, there is also a chapter on
> regional variation. It also has lots of exercises and to my knowledge, the students
> liked it.
>
>
> I'm not on commission, by the way :)
>
>
> Hope that helps
>
>
> All the best
>
> Laura
>
> -------------------------------------------------------------------------------------
> *From:* Teaching Linguistics <[log in to unmask]> on behalf of TEACHLING
> automatic digest system <[log in to unmask]>
> *Sent:* 24 May 2017 00:04
> *To:* [log in to unmask]
> *Subject:* TEACHLING Digest - 19 May 2017 to 23 May 2017 (#2017-49)
>
> There are 4 messages totaling 2145 lines in this issue.
>
> Topics of the day:
>
> 1. Linguistics intro text with Brit Eng phonetics? (4)
>
> ----------------------------------------------------------------------
>
> Date: Tue, 23 May 2017 15:45:03 +0000
> From: Adam Schembri <[log in to unmask]>
> Subject: Linguistics intro text with Brit Eng phonetics?
>
> Hi everyone,
> In Australia, we have a local edition of ‘An introduction to language’ by
> Fromkin et al., with the phonetics chapter focussed on Australian English
> pronunciation. Is there a British English edition I’m not aware of? Or
> something similar?
> I don’t teach introductory linguistics, but I was about to recommend my
> English language students consult an introductory linguistics text before
> they take my module on linguistic typology. What would you recommend?
> Thanks,
> Adam
>
>
> --
>
> Adam Schembri, PhD
> https://emea01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fbham.academia.edu%2FAdamSchembri&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=CWlGb2Zit%2FysvrBZFUzSq3AfIPpGG2%2Bxth1K6iVXsm4%3D&reserved=0
> <https://emea01.safelinks.protection.outlook.com/?url=https%3A%2F%2Flatrobe.academia.edu%2FAdamSchembri&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=Ffv71iQIl3yrAeQFNgE0hxGLXN%2F3pw7KORvTrgSkSd8%3D&reserved=0>
> Department of English Language and Applied Linguistics | University of
> Birmingham | Edgbaston | Birmingham | B15 2TT | United Kingdom |Tel :
> +44 121 414 8123| Twitter: @AdamCSchembri
>
>
>
>
>
>
> On 20/05/2017, 00:03, "Teaching Linguistics on behalf of TEACHLING
> automatic digest system" <[log in to unmask] on behalf of
> [log in to unmask]> wrote:
>
>>There is 1 message totaling 1111 lines in this issue.
>>
>>Topics of the day:
>>
>> 1. TEACHLING Digest - 14 May 2017 to 15 May 2017 (#2017-47)
>>
>>----------------------------------------------------------------------
>>
>>Date: Fri, 19 May 2017 16:19:03 +0000
>>From: Yoji Hashimoto <[log in to unmask]>
>>Subject: Re: TEACHLING Digest - 14 May 2017 to 15 May 2017 (#2017-47)
>>
>>Dear Dave (and everyone else),
>>
>>Hello.
>>
>>In the past few years, I have been getting my Japanese language students
>>to write weekly individual journals within a group project whereby groups
>>of Japanese language students from an Australian university engage in an
>>online collaboration project with their respective group counterpart
>>students from Japan, who are studying English language. It’s not
>>linguistics class that I’m talking about here – rather, it's a language
>>class, but hopefully some elements may be relevant to your subject.
>>
>>The group project is given 20% weighting within the subject, and the six
>>journals, submitted mostly on a weekly basis over five weeks are given 1%
>>each (hence the weekly journals would have a combined 6% total weighting,
>>and the remaining 14% will go for the final presentation etc.). Each
>>journal consists of a few multiple choice questions relating to their
>>progress and planning (both as group and as individual) as well as brief
>>reflective and forward planning comments, I expect my students to spend
>>between 5 and 10 minutes to fill out each journal sheet.
>>
>>The purposes of these journals are two-fold: for students to monitor and
>>plan their own progress (both as individuals and as groups); and for me
>>to have a bird-eye view of their progress so I can assist them or
>>intervene where necessary. It takes very little time for me to check
>>them (less than a minute for people who are doing OK; and less than
>>two-three minutes for those students who may require some
>>help/encouragement).
>>
>>Students are given full 1% for each journal entry (both online and
>>hard-copy submissions accepted) so long as: the deadline is adhered to;
>>and the journal content is relevant to the project.
>>
>>The initial submission is to be submitted as a group ie. one (and only
>>one) sheet to be submitted from each group. The subsequent five sheets
>>shall be submitted by individual students, but they would touch upon both
>>individual and group progress/planning/reflection/self assessment.
>>
>>The low %-age point given to each journal reflects the little effort
>>required (if having to be regular and constant) on the part of the
>>students.
>>
>>I cannot agree more to Nick’s comments:
>>>> We don't get students gaming/faking it, because it is such a low
>>>>stakes piece of assessment.
>>>> What it does help with is to identify students who need more support
>>>>at an early stage in the unit.
>>
>>
>>My experience in the past few years indicates that these journals are
>>useful for both the students and myself and serve their above-mentioned
>>purposes. It is particularly interesting and makes for useful
>>feedback/intervention tool when it becomes evident through them that
>>students from the same group have different views/understandings about
>>their own groups and group-mates.
>>
>>Due to their nature, these journals are pretty much free from faking, I
>>guess.
>>
>>Since the journal questions also ask students about their group activity
>>progresses, they are constantly reminded that they are strongly
>>encouraged to work well with their fellow group members. I am hoping
>>that this would have positive impacts on the group ethos.
>>
>>
>>The format of the journals are more or less very similar from week to
>>week, and I suspect that makes some students fill out some of the
>>sections without reflecting as much as I would like them to in later
>>weeks, so I am thinking I should perhaps try to jazz them up each week,
>>and jolt students' brain a bit to get “real answers” that would serve the
>>journal purposes.
>>
>>
>>Hope these may make some sense and be useful.
>>
>>And last, but not least – thanks Dave for running this fantastic mailing
>>list. ^!^y
>>
>>Best wishes,
>>Yoji
>>
>>+:-:+:-:+:-:+:-:+:-:+:-:+:-:+:-:+:-:
>>Yoji HASHIMOTO, PhD
>>
>>Lecturer in Japanese
>>School of Humanities
>>University of Tasmania
>>Private Bag 41 Hobart
>>Tasmania 7001 Australia
>>
>>E-mail: [log in to unmask]<mailto:[log in to unmask]>
>>
>>
>>On 16/05/2017 8:00 am, "Teaching Linguistics on behalf of TEACHLING
>>automatic digest system"
>><[log in to unmask]<mailto:[log in to unmask]> on behalf of
>>[log in to unmask]<mailto:[log in to unmask]>> wrote:
>>
>>There are 5 messages totaling 668 lines in this issue.
>>
>>Topics of the day:
>>
>> 1. weekly learning diaries
>> 2. TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46) (4)
>>
>>----------------------------------------------------------------------
>>
>>Date: Mon, 15 May 2017 00:49:20 +0000
>>From: Nick Wilson <[log in to unmask]<mailto:[log in to unmask]>>
>>Subject: Re: weekly learning diaries
>>
>>Hi Dave (and everyone else),
>>
>>I use weekly learning diaries with my first years. These aren't as an
>>accompaniment to a project, they are more of a way of encouraging
>>participation and providing a means of gauging their understanding of
>>course content. This is the first year I have used them, and our semester
>>isn't yet over. It's also the first time the unit has run (note: I am
>>using the Australian terminology here, a unit is what would be referred
>>to as a module in the UK).
>>
>>In the unit I organise, which is called Language Myths and Realities,
>>students get 2 lectures per week, with every lecture being a lecture on a
>>different myth about language (e.g. text messaging makes you illiterate,
>>women talk more than men, etc.). Each lecture is given by a different
>>lecturer (we have 17 lecturers in all on this unit). Anyway, the students
>>are assessed by three main assignments weighted as follows:
>>
>>10% short essay on linguistics in the media
>>30% data collection and analysis task
>>30% essay on a language myth
>>
>>The rest (20%) is made up of 10 entries in their online learning journal.
>>In this they are required to write 100-200 words on anything covered
>>during the week in the lectures or reading that has interested them.
>>Ideally they should relate this to their experience, but I've found that
>>many don't actually do this, probably because they aren't directed to
>>explicitly enough.
>>
>>So each entry is worth 2% of their unit mark. This is marked quite
>>simply: if it is relevant, it gets a mark. If it is on time (i.e. before
>>Monday of the following week) it gets another mark. If it is not relevant
>>to the topic it gets no marks. All we are trying to do with this is to
>>encourage the students to start thinking about the topics and to start
>>writing. We don't always comment on the entries online, unless someone
>>has misunderstood something, in which case it is a good opportunity to
>>put them right.
>>
>>The tutors read the entries from their students prior to the tutorial
>>each week, and this forms the basis of discussion in class. Thus, it is
>>not too labour intensive to assess as we read them as our tutorial prep,
>>and I find this really helps with making the class interactive. I have
>>one tutorial of 28 students (!) and reading/marking these takes me about
>>20mins for all of them.
>>
>>We don't get students gaming/faking it, because it is such a low stakes
>>piece of assessment. What is does help with is to identify students who
>>need more support at an early stage in the unit.
>>
>>I can't really comment on how well this would work for a group project,
>>so I will leave that to other..
>>
>>On reflection, I've found this to be a useful activity, but I'm going to
>>change the other pieces of assessment and reconsider the relative
>>weightings for next year. I also think the focus of what is asked for
>>needs to be made more specific to the students' own experience, as some
>>students end up just parroting back the main points of the lecture.
>>
>>Hope that helps/is of interest,
>>
>>Nick
>>
>>Dr Nick Wilson
>>orcid.org/0000-0002-8496-3933
>>https://emea01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fmq.academia.edu%2FNickWilson&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=lJ08E6Hfka8w%2BixFRD8NlkDZlRB90TBcbf%2FTSd9ie4c%3D&reserved=0
>>Lecturer in Sociolinguistics
>>Department of Linguistics
>>Macquarie University, NSW 2109, Australia
>>
>>-----Original Message-----
>>From: Teaching Linguistics [mailto:[log in to unmask]] On Behalf Of
>>Dave Sayers
>>Sent: Monday, 15 May 2017 12:40 AM
>>To: [log in to unmask]<mailto:[log in to unmask]>
>>Subject: weekly learning diaries
>>
>>Hi folks,
>>
>>Does anyone have any experience of using these? I'm thinking about this
>>as a possible accompaniment to a group project in a first year module. It
>>would enable individual students to demonstrate more transparently their
>>individual contributions, while also hopefully encouraging a steadier
>>pace of work throughout the project, avoiding a rush job at the end. They
>>would be formally graded as part of the overall assessment.
>>
>>Concerns include:
>>- What weighting should this receive, relative to the group project?
>>- How difficult/labour intensive would this be to assess each week?
>>- How susceptible is it to gaming/faking?
>>- Might it work against the group ethos if they're having to write
>>individually all the way through the project?
>>
>>And so on. Anyone's experiences - positive, negative, whatever - very
>>much appreciated!
>>
>>Thanks,
>>Dave
>>
>>--
>>Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132 Senior Lecturer, Dept
>>Humanities, Sheffield Hallam University | https://emea01.safelinks.protection.outlook.com/?url=www.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=eytyJm%2BTkjSUnK1VNPXr0QhDJSqFhFXQmu1f0uwnhso%3D&reserved=0
> Honorary Research
>>Fellow, Cardiff University & WISERD | https://emea01.safelinks.protection.outlook.com/?url=www.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=txFfj2WGZnryaqxy2oPIadRSprozSbIjSltA5UUjSvs%3D&reserved=0
>>[log in to unmask]<mailto:[log in to unmask]> |
>>https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fshu.academia.edu%2FDaveSayers&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=rp53TeBR7zBI%2FRNHsncBhp5lRgiGyR6fuZiykbQq5Rc%3D&reserved=0
>>
>>------------------------------
>>
>>Date: Mon, 15 May 2017 09:35:37 +0100
>>From: Manel Herat <[log in to unmask]<mailto:[log in to unmask]>>
>>Subject: Re: TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>>
>>We do a Language Journal at Liverpool Hope but this is an individual
>>assignment and what students have to do is to find a real life
>>situation that they have encountered that relates to what they have
>>learnt on the course and apply one of the theories to discuss the
>>situation. They have to do this every week but they're only assessed
>>on 4 journal entries. Each week they get the opportunity to discuss
>>their entries during seminar time and to think about whether they have
>>used an appropriate theory. The journal entry is in two parts; first
>>they have to describe the situation and secondly, they have to analyse
>>the situation using an appropriate theory. They are allowed to write
>>as much as they want for the situation, the analysis however, has to
>>be 500 words. Hope this helps.
>>
>>Manel
>>
>>Sent from my iPad
>>
>>On 15 May 2017, at 00:05, TEACHLING automatic digest system
>><[log in to unmask]<mailto:[log in to unmask]>> wrote:
>>
>>There is 1 message totaling 35 lines in this issue.
>>
>>Topics of the day:
>>
>> 1. weekly learning diaries
>>
>>----------------------------------------------------------------------
>>
>>Date: Sun, 14 May 2017 15:40:20 +0100
>>From: Dave Sayers
>><[log in to unmask]<mailto:[log in to unmask]>>
>>Subject: weekly learning diaries
>>
>>Hi folks,
>>
>>Does anyone have any experience of using these? I'm thinking about this
>>as a possible
>>accompaniment to a group project in a first year module. It would enable
>>individual
>>students to demonstrate more transparently their individual
>>contributions, while also
>>hopefully encouraging a steadier pace of work throughout the project,
>>avoiding a rush
>>job at the end. They would be formally graded as part of the overall
>>assessment.
>>
>>Concerns include:
>>- What weighting should this receive, relative to the group project?
>>- How difficult/labour intensive would this be to assess each week?
>>- How susceptible is it to gaming/faking?
>>- Might it work against the group ethos if they're having to write
>>individually all
>>the way through the project?
>>
>>And so on. Anyone's experiences - positive, negative, whatever - very
>>much appreciated!
>>
>>Thanks,
>>Dave
>>
>>--
>>Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
>>Senior Lecturer, Dept Humanities, Sheffield Hallam University |
>>https://emea01.safelinks.protection.outlook.com/?url=www.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=eytyJm%2BTkjSUnK1VNPXr0QhDJSqFhFXQmu1f0uwnhso%3D&reserved=0
>>Honorary Research Fellow, Cardiff University & WISERD | https://emea01.safelinks.protection.outlook.com/?url=www.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=txFfj2WGZnryaqxy2oPIadRSprozSbIjSltA5UUjSvs%3D&reserved=0
>>[log in to unmask]<mailto:[log in to unmask]> |
>>https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fshu.academia.edu%2FDaveSayers&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=rp53TeBR7zBI%2FRNHsncBhp5lRgiGyR6fuZiykbQq5Rc%3D&reserved=0
>>------------------------------
>>
>>End of TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>>***************************************************************
>>
>>Date: Mon, 15 May 2017 07:12:13 -0400
>>From: Rebecca Wheeler <[log in to unmask]<mailto:[log in to unmask]>>
>>Subject: Re: TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>>
>>And what amount of grading load do y'all experience with your teaching
>>journals? How many students in the class? I love these ideas, but am
>>shuddering to think of such entries for my 70 students across two
>>sections.
>>
>>Thx,
>>Rebecca
>>
>>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>>Rebecca S. Wheeler, PhD
>>Professor of English
>>Fulbright Scholar, Tajikistan - 2016
>>
>>Department of English
>>Christopher Newport University
>>Newport News, VA 23606
>>
>>office: 757-594-8889
>>cell: 757-651-3659
>>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>>
>>On May 15, 2017, at 04:35, Manel Herat
>><[log in to unmask]<mailto:[log in to unmask]>> wrote:
>>We do a Language Journal at Liverpool Hope but this is an individual
>>assignment and what students have to do is to find a real life
>>situation that they have encountered that relates to what they have
>>learnt on the course and apply one of the theories to discuss the
>>situation. They have to do this every week but they're only assessed
>>on 4 journal entries. Each week they get the opportunity to discuss
>>their entries during seminar time and to think about whether they have
>>used an appropriate theory. The journal entry is in two parts; first
>>they have to describe the situation and secondly, they have to analyse
>>the situation using an appropriate theory. They are allowed to write
>>as much as they want for the situation, the analysis however, has to
>>be 500 words. Hope this helps.
>>Manel
>>Sent from my iPad
>>On 15 May 2017, at 00:05, TEACHLING automatic digest system
>><[log in to unmask]<mailto:[log in to unmask]>> wrote:
>>There is 1 message totaling 35 lines in this issue.
>>Topics of the day:
>>1. weekly learning diaries
>>----------------------------------------------------------------------
>>Date: Sun, 14 May 2017 15:40:20 +0100
>>From: Dave Sayers
>><[log in to unmask]<mailto:[log in to unmask]>>
>>Subject: weekly learning diaries
>>Hi folks,
>>Does anyone have any experience of using these? I'm thinking about this
>>as a possible
>>accompaniment to a group project in a first year module. It would enable
>>individual
>>students to demonstrate more transparently their individual
>>contributions, while also
>>hopefully encouraging a steadier pace of work throughout the project,
>>avoiding a rush
>>job at the end. They would be formally graded as part of the overall
>>assessment.
>>Concerns include:
>>- What weighting should this receive, relative to the group project?
>>- How difficult/labour intensive would this be to assess each week?
>>- How susceptible is it to gaming/faking?
>>- Might it work against the group ethos if they're having to write
>>individually all
>>the way through the project?
>>And so on. Anyone's experiences - positive, negative, whatever - very
>>much appreciated!
>>Thanks,
>>Dave
>>--
>>Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
>>Senior Lecturer, Dept Humanities, Sheffield Hallam University |
>>https://emea01.safelinks.protection.outlook.com/?url=www.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=eytyJm%2BTkjSUnK1VNPXr0QhDJSqFhFXQmu1f0uwnhso%3D&reserved=0
>>Honorary Research Fellow, Cardiff University & WISERD | https://emea01.safelinks.protection.outlook.com/?url=www.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=txFfj2WGZnryaqxy2oPIadRSprozSbIjSltA5UUjSvs%3D&reserved=0
>>[log in to unmask]<mailto:[log in to unmask]> |
>>https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fshu.academia.edu%2FDaveSayers&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=rp53TeBR7zBI%2FRNHsncBhp5lRgiGyR6fuZiykbQq5Rc%3D&reserved=0
>>------------------------------
>>End of TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>>***************************************************************
>>------------------------------
>>
>>Date: Mon, 15 May 2017 14:22:55 +0000
>>From: "Kuha, Mai" <[log in to unmask]<mailto:[log in to unmask]>>
>>Subject: Re: TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>>
>>I also do pretty much what Manel describes, and I¹d say often about 3
>>minutes per entry is enough. I complete a simple rubric in our online
>>learning management system; since that explains the grade to the student,
>>usually I just write a short comment. Many entries either fit into common
>>patterns or (unfortunately) are short and not very substantial, so those
>>are quick to grade. Then there is handful in which the student really
>>grapples with some experience or demonstrates that some linguistic concept
>>is not understood, so then it takes longer to craft a response or perhaps
>>even modify plans for the next class meeting to convey something more
>>clearly but I find that spending time on this is totally worth it.
>>
>>By the way, I used to get complaints about this course requirement,
>>apparently because students have set expectations for what kind of thing a
>>³journal² is; this label suggests to them less rigorous writing, so having
>>to be analytical and integrate ideas from what they have read seemed
>>unreasonable to them. I changed the name to ³field notes² and it is going
>>over a lot better now :)
>>
>>Back to Dave¹s original question, a learning diary sounds intriguing, and
>>I look forward to hearing how it works out for you if you implement it. A
>>possible risk is that students may perceive it as being separate from the
>>work they need to complete for the project itself, and therefore
>>unnecessary.
>>
>>Mai
>>--
>>Mai Kuha
>>Department of English
>>Ball State University
>>Muncie, Indiana, USA
>>
>>On 5/15/17, 7:12 AM, "Rebecca Wheeler"
>><[log in to unmask]<mailto:[log in to unmask]>> wrote:
>>
>>And what amount of grading load do y'all experience with your teaching
>>journals? How many students in the class? I love these ideas, but am
>>shuddering to think of such entries for my 70 students across two
>>sections.
>>
>>Thx,
>>Rebecca
>>
>>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>>Rebecca S. Wheeler, PhD
>>Professor of English
>>Fulbright Scholar, Tajikistan - 2016
>>
>>Department of English
>>Christopher Newport University
>>Newport News, VA 23606
>>
>>office: 757-594-8889
>>cell: 757-651-3659
>>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>>
>>On May 15, 2017, at 04:35, Manel Herat
>><[log in to unmask]<mailto:[log in to unmask]>> wrote:
>>We do a Language Journal at Liverpool Hope but this is an individual
>>assignment and what students have to do is to find a real life
>>situation that they have encountered that relates to what they have
>>learnt on the course and apply one of the theories to discuss the
>>situation. They have to do this every week but they're only assessed
>>on 4 journal entries. Each week they get the opportunity to discuss
>>their entries during seminar time and to think about whether they have
>>used an appropriate theory. The journal entry is in two parts; first
>>they have to describe the situation and secondly, they have to analyse
>>the situation using an appropriate theory. They are allowed to write
>>as much as they want for the situation, the analysis however, has to
>>be 500 words. Hope this helps.
>>Manel
>>Sent from my iPad
>>
>>----------------------------------------------------------------------
>>Date: Sun, 14 May 2017 15:40:20 +0100
>>From: Dave Sayers
>><[log in to unmask]<mailto:[log in to unmask]>>
>>Subject: weekly learning diaries
>>Hi folks,
>>Does anyone have any experience of using these? I'm thinking about
>>this as a possible
>>accompaniment to a group project in a first year module. It would
>>enable individual
>>students to demonstrate more transparently their individual
>>contributions, while also
>>hopefully encouraging a steadier pace of work throughout the project,
>>avoiding a rush
>>job at the end. They would be formally graded as part of the overall
>>assessment.
>>Concerns include:
>>- What weighting should this receive, relative to the group project?
>>- How difficult/labour intensive would this be to assess each week?
>>- How susceptible is it to gaming/faking?
>>- Might it work against the group ethos if they're having to write
>>individually all
>>the way through the project?
>>And so on. Anyone's experiences - positive, negative, whatever - very
>>much appreciated!
>>Thanks,
>>Dave
>>--
>>Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
>>Senior Lecturer, Dept Humanities, Sheffield Hallam University |
>>https://emea01.safelinks.protection.outlook.com/?url=www.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=eytyJm%2BTkjSUnK1VNPXr0QhDJSqFhFXQmu1f0uwnhso%3D&reserved=0
>>Honorary Research Fellow, Cardiff University & WISERD |
>>https://emea01.safelinks.protection.outlook.com/?url=www.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=txFfj2WGZnryaqxy2oPIadRSprozSbIjSltA5UUjSvs%3D&reserved=0
>>[log in to unmask]<mailto:[log in to unmask]> |
>>https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fshu.academia.edu%2FDaveSayers&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=rp53TeBR7zBI%2FRNHsncBhp5lRgiGyR6fuZiykbQq5Rc%3D&reserved=0
>>------------------------------
>>
>>Date: Mon, 15 May 2017 11:43:26 -0700
>>From: Robert Troyer <[log in to unmask]<mailto:[log in to unmask]>>
>>Subject: Re: TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>>
>>Hi Dave,
>>
>>I only use weekly individual journals for students to document and reflect
>>on experiences such as ongoing conversations with an international student
>>English learner or English teaching practicum--i.e. individual learning.
>>
>>For group work, I assign a weekly notes and report performed as follows.
>>
>>Each week the group chooses a note-taker and a report-writer (rotating
>>duties).
>>
>>The note-taker documents what happened in one or more group member
>>meetings
>>including the place, date, time, and names of everyone present. The
>>note-taker passes the notes on (via a shared google drive) to the
>>report-writer.
>>
>>The report-writer then produces a prose-paragraph report on what the group
>>discussed or accomplished based on the notes and the report-writer's
>>additions. This report is also stored in the shared drive which I also
>>have
>>access to.
>>
>>As long as they follow a strict file naming protocol (notes_date.x,
>>report_date.x) it's easy to see whether or not they've been done each
>>week,
>>and you can tell by who the authors are whether the members are sharing
>>the
>>notes/reports responsibilities and attending meetings.
>>
>>Concerns:
>>I would weight these notes and reports so that they are taken very
>>seriously. Also for the first couple of weeks, I discuss them in class,
>>refer to specific groups, and emphasize that these documents are my way of
>>being involved in and keeping track of group work.
>>
>>These are quite easy to assess, length (amount of detail) being a simple
>>measurement in addition to general quality.
>>
>>The fact that two group members contribute to each report should greatly
>>reduce any tomfoolery.
>>
>>I do this two-part writing in order to avoid the last concern you mention.
>>
>>
>>I've had great success with these, and when I introduce them I tell
>>students about how when I had to start taking minutes of faculty and
>>committee meetings, I wish that I had learned about and practiced this
>>very
>>practical skill in the past, and that writing up accurate, professional
>>notes will be an important part of many careers.
>>
>>It's also very important to provide up front examples of poor and very
>>good
>>notes and reports--the same is true of individual learning journals. The
>>first times I did both of these, I didn't have examples, so I only got a
>>few really good ones. But when in future terms I gave out copies of the
>>poor and very good ones and we discussed them, the overall quality vastly
>>improved.
>>
>>So providing them with examples, and treating these things very seriously
>>as direct communication between the students and you for the first few
>>weeks are very important.
>>
>>Best,
>>Rob
>>
>>Dr. Robert A. Troyer
>>Associate Professor of Linguistics, Department of English, Writing, &
>>Linguistics <https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.wou.edu%2Flas%2Fhumanities%2Fenglish%2Findex.php&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=G6S7q1vLGohm7q%2Bes3oqQI%2BZBnM2iFe%2BY%2F2bExy%2BWk8%3D&reserved=0>
>>Director, Office of International Student Academic Support
>><https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.wou.edu%2Fwp%2Finternationalsupport%2F&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=Ef8BagXRE7cEg4aS7C7SsrqladdEQL1QVsr%2BRV6IwNw%3D&reserved=0>
>>Western Oregon University <https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.wou.edu%2Findex.php&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=h8421QbMwm7LB4aNkvXSYe%2BC5xTIKjCavJaxL4tvPQo%3D&reserved=0>
>>
>>On Sun, May 14, 2017 at 4:01 PM, TEACHLING automatic digest system <
>>[log in to unmask]<mailto:[log in to unmask]>> wrote:
>>
>>There is 1 message totaling 35 lines in this issue.
>>
>>Topics of the day:
>>
>> 1. weekly learning diaries
>>
>>----------------------------------------------------------------------
>>
>>Date: Sun, 14 May 2017 15:40:20 +0100
>>From: Dave Sayers
>><[log in to unmask]<mailto:[log in to unmask]>>
>>Subject: weekly learning diaries
>>
>>Hi folks,
>>
>>Does anyone have any experience of using these? I'm thinking about this as
>>a possible
>>accompaniment to a group project in a first year module. It would enable
>>individual
>>students to demonstrate more transparently their individual contributions,
>>while also
>>hopefully encouraging a steadier pace of work throughout the project,
>>avoiding a rush
>>job at the end. They would be formally graded as part of the overall
>>assessment.
>>
>>Concerns include:
>>- What weighting should this receive, relative to the group project?
>>- How difficult/labour intensive would this be to assess each week?
>>- How susceptible is it to gaming/faking?
>>- Might it work against the group ethos if they're having to write
>>individually all
>>the way through the project?
>>
>>And so on. Anyone's experiences - positive, negative, whatever - very much
>>appreciated!
>>
>>Thanks,
>>Dave
>>
>>--
>>Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
>>Senior Lecturer, Dept Humanities, Sheffield Hallam University |
>>https://emea01.safelinks.protection.outlook.com/?url=www.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=eytyJm%2BTkjSUnK1VNPXr0QhDJSqFhFXQmu1f0uwnhso%3D&reserved=0
>>Honorary Research Fellow, Cardiff University & WISERD | https://emea01.safelinks.protection.outlook.com/?url=www.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=txFfj2WGZnryaqxy2oPIadRSprozSbIjSltA5UUjSvs%3D&reserved=0
>>[log in to unmask]<mailto:[log in to unmask]> |
>>https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fshu.academia.edu%2FDaveSayers&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=rp53TeBR7zBI%2FRNHsncBhp5lRgiGyR6fuZiykbQq5Rc%3D&reserved=0
>>
>>------------------------------
>>
>>End of TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>>***************************************************************
>>
>>
>>University of Tasmania Electronic Communications Policy (December, 2014).
>>This email is confidential, and is for the intended recipient only.
>>Access, disclosure, copying, distribution, or reliance on any of it by
>>anyone outside the intended recipient organisation is prohibited and may
>>be a criminal offence. Please delete if obtained in error and email
>>confirmation to the sender. The views expressed in this email are not
>>necessarily the views of the University of Tasmania, unless clearly
>>intended otherwise.
>>
>>------------------------------
>>
>>End of TEACHLING Digest - 15 May 2017 to 19 May 2017 (#2017-48)
>>***************************************************************
>
> ------------------------------
>
> Date: Tue, 23 May 2017 16:57:30 +0100
> From: Dave Sayers <[log in to unmask]>
> Subject: Re: Linguistics intro text with Brit Eng phonetics?
>
> Tricky one! There's so much variation in British English - way more than Oz! - that
> it's inadvisable (imho) and/or hugely complex to showcase 'typical' pronunciations of
> a given sound. I tend to introduce students to the various interactive IPA charts out
> there, e.g.
> https://emea01.safelinks.protection.outlook.com/?url=www.yorku.ca%2Fearmstro%2Fipa%2F&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=H05G6HA%2BKCWlOQd6Qlc2XpMMaQyWvR7pvjRKjOHMgLg%3D&reserved=0
> (though this does contrast UK and US Eng under
> the diphthongs/triphthongs sub-page), and get them to transcribe their own
> proncunciations, as well as what they think RP would be, and when everyone comes out
> with something a bit different it leads on nicely to a discussion of regional/social
> variation. For transcription I show them
> https://emea01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fr12a.github.io%2Fpickers%2Fipa%2F&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=52jmBT69yorpLBToTGfjeW83In2Go0AHgwaJvrhhso4%3D&reserved=0.
>
> Very interested to hear from others on this!
>
> Dave
>
> --
> Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
> Senior Lecturer, Dept Humanities, Sheffield Hallam University |
> https://emea01.safelinks.protection.outlook.com/?url=www.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=eytyJm%2BTkjSUnK1VNPXr0QhDJSqFhFXQmu1f0uwnhso%3D&reserved=0
> Honorary Research Fellow, Cardiff University & WISERD |
> https://emea01.safelinks.protection.outlook.com/?url=www.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=txFfj2WGZnryaqxy2oPIadRSprozSbIjSltA5UUjSvs%3D&reserved=0
> [log in to unmask] |
> https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fshu.academia.edu%2FDaveSayers&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=rp53TeBR7zBI%2FRNHsncBhp5lRgiGyR6fuZiykbQq5Rc%3D&reserved=0
>
>
> On 23/05/2017 16:45, Adam Schembri wrote:
>> Hi everyone,
>> In Australia, we have a local edition of ‘An introduction to language’ by
>> Fromkin et al., with the phonetics chapter focussed on Australian English
>> pronunciation. Is there a British English edition I’m not aware of? Or
>> something similar?
>> I don’t teach introductory linguistics, but I was about to recommend my
>> English language students consult an introductory linguistics text before
>> they take my module on linguistic typology. What would you recommend?
>> Thanks,
>> Adam
>>
>>
>
> ------------------------------
>
> Date: Tue, 23 May 2017 16:24:43 +0000
> From: "Patrick, Peter L" <[log in to unmask]>
> Subject: Re: Linguistics intro text with Brit Eng phonetics?
>
> Adam,
> Not sure exactly what use you are aiming for… there are lots of materials out
> there of course, but if you are hoping to use the venerable Fromkin & Rodman (&
> presumably younger coauthors by now) with a British flavo(u)r, you might just email
> Robert Rodman himself and ask what's available. Robert, who some may be surprised to
> find out is a Comp Sci prof at NC State U, is or not long ago was still active on the
> FL Forensic Linguistics list, but you can probably reach him thru NCSU. I'm sure he'd
> be very helpful (give him my regards).
>
> I still assign optional use of Paul Foulkes & Gerry Docherty's Urban Voices (1999),
> now itself a bit dated but a wonderful compendium of late-90s detailed info on many
> urban dialects of vernacular British English, including (Dublin, not of course in the
> UK but related) Edinburgh and Glasgow. There is no RP chapter but frequent
> references. It uses (and expands) to good effect the word-classes of John Wells's
> also-venerable 1983 Accents of English, which does cover RP and relates major English
> dialects in a comparative framework that is still widely useful (though JW believed/s
> in the mythological "General American" which makes it less useful for actual existing
> US English dialects). JW's webpage at UCL contains much, more recent, material. I
> suspect many more recent treatments depend on this and perhaps on UV. UV is available
> as an ebook from Routledge on their VitalSource software, which is a good way to use
> it. I don't know about AofE.
> -peter-
>
> Peter L Patrick
> Dept. of Language and Linguistics
> University of Essex
> Colchester
> [log in to unmask]<mailto:[log in to unmask]>
>
>
>
> -----Original Message-----
> From: Teaching Linguistics [mailto:[log in to unmask]] On Behalf Of Adam Schembri
> Sent: 23 May 2017 16:45
> To: [log in to unmask]
> Subject: Linguistics intro text with Brit Eng phonetics?
>
> Hi everyone,
> In Australia, we have a local edition of ‘An introduction to language’ by Fromkin et
> al., with the phonetics chapter focussed on Australian English pronunciation. Is
> there a British English edition I’m not aware of? Or something similar?
> I don’t teach introductory linguistics, but I was about to recommend my English
> language students consult an introductory linguistics text before they take my module
> on linguistic typology. What would you recommend?
> Thanks,
> Adam
>
>
> --
>
> Adam Schembri, PhD
> https://emea01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fbham.academia.edu%2FAdamSchembri&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=CWlGb2Zit%2FysvrBZFUzSq3AfIPpGG2%2Bxth1K6iVXsm4%3D&reserved=0
> <https://emea01.safelinks.protection.outlook.com/?url=https%3A%2F%2Flatrobe.academia.edu%2FAdamSchembri&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=Ffv71iQIl3yrAeQFNgE0hxGLXN%2F3pw7KORvTrgSkSd8%3D&reserved=0>
> Department of English Language and Applied Linguistics | University of Birmingham |
> Edgbaston | Birmingham | B15 2TT | United Kingdom |Tel :
> +44 121 414 8123| Twitter: @AdamCSchembri
>
>
>
>
>
>
> On 20/05/2017, 00:03, "Teaching Linguistics on behalf of TEACHLING automatic digest
> system" <[log in to unmask] on behalf of
> [log in to unmask]<mailto:[log in to unmask]@JISCMAIL.AC.UK>>
> wrote:
>
>>There is 1 message totaling 1111 lines in this issue.
>>
>>Topics of the day:
>>
>> 1. TEACHLING Digest - 14 May 2017 to 15 May 2017 (#2017-47)
>>
>>----------------------------------------------------------------------
>>
>>Date: Fri, 19 May 2017 16:19:03 +0000
>>From: Yoji Hashimoto <[log in to unmask]<mailto:[log in to unmask]>>
>>Subject: Re: TEACHLING Digest - 14 May 2017 to 15 May 2017 (#2017-47)
>>
>>Dear Dave (and everyone else),
>>
>>Hello.
>>
>>In the past few years, I have been getting my Japanese language
>>students to write weekly individual journals within a group project
>>whereby groups of Japanese language students from an Australian
>>university engage in an online collaboration project with their
>>respective group counterpart students from Japan, who are studying
>>English language. It’s not linguistics class that I’m talking about
>>here – rather, it's a language class, but hopefully some elements may be relevant to your subject.
>>
>>The group project is given 20% weighting within the subject, and the
>>six journals, submitted mostly on a weekly basis over five weeks are
>>given 1% each (hence the weekly journals would have a combined 6% total
>>weighting, and the remaining 14% will go for the final presentation
>>etc.). Each journal consists of a few multiple choice questions
>>relating to their progress and planning (both as group and as
>>individual) as well as brief reflective and forward planning comments,
>>I expect my students to spend between 5 and 10 minutes to fill out each journal sheet.
>>
>>The purposes of these journals are two-fold: for students to monitor
>>and plan their own progress (both as individuals and as groups); and
>>for me to have a bird-eye view of their progress so I can assist them
>>or intervene where necessary. It takes very little time for me to
>>check them (less than a minute for people who are doing OK; and less
>>than two-three minutes for those students who may require some
>>help/encouragement).
>>
>>Students are given full 1% for each journal entry (both online and
>>hard-copy submissions accepted) so long as: the deadline is adhered to;
>>and the journal content is relevant to the project.
>>
>>The initial submission is to be submitted as a group ie. one (and only
>>one) sheet to be submitted from each group. The subsequent five sheets
>>shall be submitted by individual students, but they would touch upon
>>both individual and group progress/planning/reflection/self assessment.
>>
>>The low %-age point given to each journal reflects the little effort
>>required (if having to be regular and constant) on the part of the
>>students.
>>
>>I cannot agree more to Nick’s comments:
>>>> We don't get students gaming/faking it, because it is such a low
>>>>stakes piece of assessment.
>>>> What it does help with is to identify students who need more
>>>>support at an early stage in the unit.
>>
>>
>>My experience in the past few years indicates that these journals are
>>useful for both the students and myself and serve their above-mentioned
>>purposes. It is particularly interesting and makes for useful
>>feedback/intervention tool when it becomes evident through them that
>>students from the same group have different views/understandings about
>>their own groups and group-mates.
>>
>>Due to their nature, these journals are pretty much free from faking, I
>>guess.
>>
>>Since the journal questions also ask students about their group
>>activity progresses, they are constantly reminded that they are
>>strongly encouraged to work well with their fellow group members. I am
>>hoping that this would have positive impacts on the group ethos.
>>
>>
>>The format of the journals are more or less very similar from week to
>>week, and I suspect that makes some students fill out some of the
>>sections without reflecting as much as I would like them to in later
>>weeks, so I am thinking I should perhaps try to jazz them up each week,
>>and jolt students' brain a bit to get “real answers” that would serve
>>the journal purposes.
>>
>>
>>Hope these may make some sense and be useful.
>>
>>And last, but not least – thanks Dave for running this fantastic
>>mailing list. ^!^y
>>
>>Best wishes,
>>Yoji
>>
>>+:-:+:-:+:-:+:-:+:-:+:-:+:-:+:-:+:-:
>>Yoji HASHIMOTO, PhD
>>
>>Lecturer in Japanese
>>School of Humanities
>>University of Tasmania
>>Private Bag 41 Hobart
>>Tasmania 7001 Australia
>>
>>E-mail: [log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>
>>
>>
>>On 16/05/2017 8:00 am, "Teaching Linguistics on behalf of TEACHLING
>>automatic digest system"
>><[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>> on behalf of
>>[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>> wrote:
>>
>>There are 5 messages totaling 668 lines in this issue.
>>
>>Topics of the day:
>>
>> 1. weekly learning diaries
>> 2. TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46) (4)
>>
>>----------------------------------------------------------------------
>>
>>Date: Mon, 15 May 2017 00:49:20 +0000
>>From: Nick Wilson <[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>>
>>Subject: Re: weekly learning diaries
>>
>>Hi Dave (and everyone else),
>>
>>I use weekly learning diaries with my first years. These aren't as an
>>accompaniment to a project, they are more of a way of encouraging
>>participation and providing a means of gauging their understanding of
>>course content. This is the first year I have used them, and our
>>semester isn't yet over. It's also the first time the unit has run
>>(note: I am using the Australian terminology here, a unit is what would
>>be referred to as a module in the UK).
>>
>>In the unit I organise, which is called Language Myths and Realities,
>>students get 2 lectures per week, with every lecture being a lecture on
>>a different myth about language (e.g. text messaging makes you
>>illiterate, women talk more than men, etc.). Each lecture is given by a
>>different lecturer (we have 17 lecturers in all on this unit). Anyway,
>>the students are assessed by three main assignments weighted as follows:
>>
>>10% short essay on linguistics in the media 30% data collection and
>>analysis task 30% essay on a language myth
>>
>>The rest (20%) is made up of 10 entries in their online learning journal.
>>In this they are required to write 100-200 words on anything covered
>>during the week in the lectures or reading that has interested them.
>>Ideally they should relate this to their experience, but I've found
>>that many don't actually do this, probably because they aren't directed
>>to explicitly enough.
>>
>>So each entry is worth 2% of their unit mark. This is marked quite
>>simply: if it is relevant, it gets a mark. If it is on time (i.e.
>>before Monday of the following week) it gets another mark. If it is not
>>relevant to the topic it gets no marks. All we are trying to do with
>>this is to encourage the students to start thinking about the topics
>>and to start writing. We don't always comment on the entries online,
>>unless someone has misunderstood something, in which case it is a good
>>opportunity to put them right.
>>
>>The tutors read the entries from their students prior to the tutorial
>>each week, and this forms the basis of discussion in class. Thus, it is
>>not too labour intensive to assess as we read them as our tutorial
>>prep, and I find this really helps with making the class interactive. I
>>have one tutorial of 28 students (!) and reading/marking these takes me
>>about 20mins for all of them.
>>
>>We don't get students gaming/faking it, because it is such a low stakes
>>piece of assessment. What is does help with is to identify students who
>>need more support at an early stage in the unit.
>>
>>I can't really comment on how well this would work for a group project,
>>so I will leave that to other..
>>
>>On reflection, I've found this to be a useful activity, but I'm going
>>to change the other pieces of assessment and reconsider the relative
>>weightings for next year. I also think the focus of what is asked for
>>needs to be made more specific to the students' own experience, as some
>>students end up just parroting back the main points of the lecture.
>>
>>Hope that helps/is of interest,
>>
>>Nick
>>
>>Dr Nick Wilson
>>orcid.org/0000-0002-8496-3933
>>https://emea01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fmq.academia.edu%2FNickWilson&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=lJ08E6Hfka8w%2BixFRD8NlkDZlRB90TBcbf%2FTSd9ie4c%3D&reserved=0
>>Lecturer in Sociolinguistics
>>Department of Linguistics
>>Macquarie University, NSW 2109, Australia
>>
>>-----Original Message-----
>>From: Teaching Linguistics [mailto:[log in to unmask]] On Behalf
>>Of Dave Sayers
>>Sent: Monday, 15 May 2017 12:40 AM
>>To: [log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>
>>Subject: weekly learning diaries
>>
>>Hi folks,
>>
>>Does anyone have any experience of using these? I'm thinking about this
>>as a possible accompaniment to a group project in a first year module.
>>It would enable individual students to demonstrate more transparently
>>their individual contributions, while also hopefully encouraging a
>>steadier pace of work throughout the project, avoiding a rush job at
>>the end. They would be formally graded as part of the overall assessment.
>>
>>Concerns include:
>>- What weighting should this receive, relative to the group project?
>>- How difficult/labour intensive would this be to assess each week?
>>- How susceptible is it to gaming/faking?
>>- Might it work against the group ethos if they're having to write
>>individually all the way through the project?
>>
>>And so on. Anyone's experiences - positive, negative, whatever - very
>>much appreciated!
>>
>>Thanks,
>>Dave
>>
>>--
>>Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132 Senior Lecturer, Dept
>>Humanities, Sheffield Hallam University | https://emea01.safelinks.protection.outlook.com/?url=www.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=eytyJm%2BTkjSUnK1VNPXr0QhDJSqFhFXQmu1f0uwnhso%3D&reserved=0<https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=pD7ISRzqZYfTYo8arKh6BLp7oC5UZXky%2FOWLJVL4nmM%3D&reserved=0>
> Honorary
>>Research Fellow, Cardiff University & WISERD | https://emea01.safelinks.protection.outlook.com/?url=www.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=txFfj2WGZnryaqxy2oPIadRSprozSbIjSltA5UUjSvs%3D&reserved=0<https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=U7mbMaym8LKMDUwmbXQbyDFA31taPc%2FHxyxAbxESEWo%3D&reserved=0>
>>[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>> |
>>https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fshu.academia.edu%2FDaveSayers&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=rp53TeBR7zBI%2FRNHsncBhp5lRgiGyR6fuZiykbQq5Rc%3D&reserved=0
>>
>>------------------------------
>>
>>Date: Mon, 15 May 2017 09:35:37 +0100
>>From: Manel Herat <[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>>
>>Subject: Re: TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>>
>>We do a Language Journal at Liverpool Hope but this is an individual
>>assignment and what students have to do is to find a real life
>>situation that they have encountered that relates to what they have
>>learnt on the course and apply one of the theories to discuss the
>>situation. They have to do this every week but they're only assessed on
>>4 journal entries. Each week they get the opportunity to discuss their
>>entries during seminar time and to think about whether they have used
>>an appropriate theory. The journal entry is in two parts; first they
>>have to describe the situation and secondly, they have to analyse the
>>situation using an appropriate theory. They are allowed to write as
>>much as they want for the situation, the analysis however, has to be
>>500 words. Hope this helps.
>>
>>Manel
>>
>>Sent from my iPad
>>
>>On 15 May 2017, at 00:05, TEACHLING automatic digest system
>><[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>> wrote:
>>
>>There is 1 message totaling 35 lines in this issue.
>>
>>Topics of the day:
>>
>> 1. weekly learning diaries
>>
>>----------------------------------------------------------------------
>>
>>Date: Sun, 14 May 2017 15:40:20 +0100
>>From: Dave Sayers
>><[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>>
>>Subject: weekly learning diaries
>>
>>Hi folks,
>>
>>Does anyone have any experience of using these? I'm thinking about this
>>as a possible accompaniment to a group project in a first year module.
>>It would enable individual students to demonstrate more transparently
>>their individual contributions, while also hopefully encouraging a
>>steadier pace of work throughout the project, avoiding a rush job at
>>the end. They would be formally graded as part of the overall
>>assessment.
>>
>>Concerns include:
>>- What weighting should this receive, relative to the group project?
>>- How difficult/labour intensive would this be to assess each week?
>>- How susceptible is it to gaming/faking?
>>- Might it work against the group ethos if they're having to write
>>individually all the way through the project?
>>
>>And so on. Anyone's experiences - positive, negative, whatever - very
>>much appreciated!
>>
>>Thanks,
>>Dave
>>
>>--
>>Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132 Senior Lecturer, Dept
>>Humanities, Sheffield Hallam University | https://emea01.safelinks.protection.outlook.com/?url=www.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=eytyJm%2BTkjSUnK1VNPXr0QhDJSqFhFXQmu1f0uwnhso%3D&reserved=0<https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=pD7ISRzqZYfTYo8arKh6BLp7oC5UZXky%2FOWLJVL4nmM%3D&reserved=0>
> Honorary
>>Research Fellow, Cardiff University & WISERD | https://emea01.safelinks.protection.outlook.com/?url=www.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=txFfj2WGZnryaqxy2oPIadRSprozSbIjSltA5UUjSvs%3D&reserved=0<https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=U7mbMaym8LKMDUwmbXQbyDFA31taPc%2FHxyxAbxESEWo%3D&reserved=0>
>>[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>> |
>>https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fshu.academia.edu%2FDaveSayers&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=rp53TeBR7zBI%2FRNHsncBhp5lRgiGyR6fuZiykbQq5Rc%3D&reserved=0
>>------------------------------
>>
>>End of TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>>***************************************************************
>>
>>Date: Mon, 15 May 2017 07:12:13 -0400
>>From: Rebecca Wheeler <[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>>
>>Subject: Re: TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>>
>>And what amount of grading load do y'all experience with your teaching
>>journals? How many students in the class? I love these ideas, but am
>>shuddering to think of such entries for my 70 students across two
>>sections.
>>
>>Thx,
>>Rebecca
>>
>>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>>Rebecca S. Wheeler, PhD
>>Professor of English
>>Fulbright Scholar, Tajikistan - 2016
>>
>>Department of English
>>Christopher Newport University
>>Newport News, VA 23606
>>
>>office: 757-594-8889
>>cell: 757-651-3659
>>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>>
>>On May 15, 2017, at 04:35, Manel Herat
>><[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>> wrote:
>>We do a Language Journal at Liverpool Hope but this is an individual
>>assignment and what students have to do is to find a real life
>>situation that they have encountered that relates to what they have
>>learnt on the course and apply one of the theories to discuss the
>>situation. They have to do this every week but they're only assessed on
>>4 journal entries. Each week they get the opportunity to discuss their
>>entries during seminar time and to think about whether they have used
>>an appropriate theory. The journal entry is in two parts; first they
>>have to describe the situation and secondly, they have to analyse the
>>situation using an appropriate theory. They are allowed to write as
>>much as they want for the situation, the analysis however, has to be
>>500 words. Hope this helps.
>>Manel
>>Sent from my iPad
>>On 15 May 2017, at 00:05, TEACHLING automatic digest system
>><[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>> wrote:
>>There is 1 message totaling 35 lines in this issue.
>>Topics of the day:
>>1. weekly learning diaries
>>----------------------------------------------------------------------
>>Date: Sun, 14 May 2017 15:40:20 +0100
>>From: Dave Sayers
>><[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>>
>>Subject: weekly learning diaries
>>Hi folks,
>>Does anyone have any experience of using these? I'm thinking about this
>>as a possible accompaniment to a group project in a first year module.
>>It would enable individual students to demonstrate more transparently
>>their individual contributions, while also hopefully encouraging a
>>steadier pace of work throughout the project, avoiding a rush job at
>>the end. They would be formally graded as part of the overall
>>assessment.
>>Concerns include:
>>- What weighting should this receive, relative to the group project?
>>- How difficult/labour intensive would this be to assess each week?
>>- How susceptible is it to gaming/faking?
>>- Might it work against the group ethos if they're having to write
>>individually all the way through the project?
>>And so on. Anyone's experiences - positive, negative, whatever - very
>>much appreciated!
>>Thanks,
>>Dave
>>--
>>Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132 Senior Lecturer, Dept
>>Humanities, Sheffield Hallam University | https://emea01.safelinks.protection.outlook.com/?url=www.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=eytyJm%2BTkjSUnK1VNPXr0QhDJSqFhFXQmu1f0uwnhso%3D&reserved=0<https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=pD7ISRzqZYfTYo8arKh6BLp7oC5UZXky%2FOWLJVL4nmM%3D&reserved=0>
> Honorary
>>Research Fellow, Cardiff University & WISERD | https://emea01.safelinks.protection.outlook.com/?url=www.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=txFfj2WGZnryaqxy2oPIadRSprozSbIjSltA5UUjSvs%3D&reserved=0<https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=U7mbMaym8LKMDUwmbXQbyDFA31taPc%2FHxyxAbxESEWo%3D&reserved=0>
>>[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>> |
>>https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fshu.academia.edu%2FDaveSayers&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=rp53TeBR7zBI%2FRNHsncBhp5lRgiGyR6fuZiykbQq5Rc%3D&reserved=0
>>------------------------------
>>End of TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>>***************************************************************
>>------------------------------
>>
>>Date: Mon, 15 May 2017 14:22:55 +0000
>>From: "Kuha, Mai" <[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>>
>>Subject: Re: TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>>
>>I also do pretty much what Manel describes, and I¹d say often about 3
>>minutes per entry is enough. I complete a simple rubric in our online
>>learning management system; since that explains the grade to the
>>student, usually I just write a short comment. Many entries either fit
>>into common patterns or (unfortunately) are short and not very
>>substantial, so those are quick to grade. Then there is handful in
>>which the student really grapples with some experience or demonstrates
>>that some linguistic concept is not understood, so then it takes longer
>>to craft a response or perhaps even modify plans for the next class
>>meeting to convey something more clearly but I find that spending time on this is totally worth it.
>>
>>By the way, I used to get complaints about this course requirement,
>>apparently because students have set expectations for what kind of
>>thing a ³journal² is; this label suggests to them less rigorous
>>writing, so having to be analytical and integrate ideas from what they
>>have read seemed unreasonable to them. I changed the name to ³field
>>notes² and it is going over a lot better now :)
>>
>>Back to Dave¹s original question, a learning diary sounds intriguing,
>>and I look forward to hearing how it works out for you if you implement
>>it. A possible risk is that students may perceive it as being separate
>>from the work they need to complete for the project itself, and
>>therefore unnecessary.
>>
>>Mai
>>--
>>Mai Kuha
>>Department of English
>>Ball State University
>>Muncie, Indiana, USA
>>
>>On 5/15/17, 7:12 AM, "Rebecca Wheeler"
>><[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>> wrote:
>>
>>And what amount of grading load do y'all experience with your teaching
>>journals? How many students in the class? I love these ideas, but am
>>shuddering to think of such entries for my 70 students across two
>>sections.
>>
>>Thx,
>>Rebecca
>>
>>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>>Rebecca S. Wheeler, PhD
>>Professor of English
>>Fulbright Scholar, Tajikistan - 2016
>>
>>Department of English
>>Christopher Newport University
>>Newport News, VA 23606
>>
>>office: 757-594-8889
>>cell: 757-651-3659
>>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
>>
>>On May 15, 2017, at 04:35, Manel Herat
>><[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>> wrote:
>>We do a Language Journal at Liverpool Hope but this is an individual
>>assignment and what students have to do is to find a real life
>>situation that they have encountered that relates to what they have
>>learnt on the course and apply one of the theories to discuss the
>>situation. They have to do this every week but they're only assessed on
>>4 journal entries. Each week they get the opportunity to discuss their
>>entries during seminar time and to think about whether they have used
>>an appropriate theory. The journal entry is in two parts; first they
>>have to describe the situation and secondly, they have to analyse the
>>situation using an appropriate theory. They are allowed to write as
>>much as they want for the situation, the analysis however, has to be
>>500 words. Hope this helps.
>>Manel
>>Sent from my iPad
>>
>>----------------------------------------------------------------------
>>Date: Sun, 14 May 2017 15:40:20 +0100
>>From: Dave Sayers
>><[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>>
>>Subject: weekly learning diaries
>>Hi folks,
>>Does anyone have any experience of using these? I'm thinking about this
>>as a possible accompaniment to a group project in a first year module.
>>It would enable individual students to demonstrate more transparently
>>their individual contributions, while also hopefully encouraging a
>>steadier pace of work throughout the project, avoiding a rush job at
>>the end. They would be formally graded as part of the overall
>>assessment.
>>Concerns include:
>>- What weighting should this receive, relative to the group project?
>>- How difficult/labour intensive would this be to assess each week?
>>- How susceptible is it to gaming/faking?
>>- Might it work against the group ethos if they're having to write
>>individually all the way through the project?
>>And so on. Anyone's experiences - positive, negative, whatever - very
>>much appreciated!
>>Thanks,
>>Dave
>>--
>>Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132 Senior Lecturer, Dept
>>Humanities, Sheffield Hallam University | https://emea01.safelinks.protection.outlook.com/?url=www.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=eytyJm%2BTkjSUnK1VNPXr0QhDJSqFhFXQmu1f0uwnhso%3D&reserved=0<https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=pD7ISRzqZYfTYo8arKh6BLp7oC5UZXky%2FOWLJVL4nmM%3D&reserved=0>
> Honorary
>>Research Fellow, Cardiff University & WISERD | https://emea01.safelinks.protection.outlook.com/?url=www.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=txFfj2WGZnryaqxy2oPIadRSprozSbIjSltA5UUjSvs%3D&reserved=0<https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=U7mbMaym8LKMDUwmbXQbyDFA31taPc%2FHxyxAbxESEWo%3D&reserved=0>
>>[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>> |
>>https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fshu.academia.edu%2FDaveSayers&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=rp53TeBR7zBI%2FRNHsncBhp5lRgiGyR6fuZiykbQq5Rc%3D&reserved=0
>>------------------------------
>>
>>Date: Mon, 15 May 2017 11:43:26 -0700
>>From: Robert Troyer <[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>>
>>Subject: Re: TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>>
>>Hi Dave,
>>
>>I only use weekly individual journals for students to document and
>>reflect on experiences such as ongoing conversations with an
>>international student English learner or English teaching practicum--i.e. individual learning.
>>
>>For group work, I assign a weekly notes and report performed as follows.
>>
>>Each week the group chooses a note-taker and a report-writer (rotating
>>duties).
>>
>>The note-taker documents what happened in one or more group member
>>meetings including the place, date, time, and names of everyone
>>present. The note-taker passes the notes on (via a shared google drive)
>>to the report-writer.
>>
>>The report-writer then produces a prose-paragraph report on what the
>>group discussed or accomplished based on the notes and the
>>report-writer's additions. This report is also stored in the shared
>>drive which I also have access to.
>>
>>As long as they follow a strict file naming protocol (notes_date.x,
>>report_date.x) it's easy to see whether or not they've been done each
>>week, and you can tell by who the authors are whether the members are
>>sharing the notes/reports responsibilities and attending meetings.
>>
>>Concerns:
>>I would weight these notes and reports so that they are taken very
>>seriously. Also for the first couple of weeks, I discuss them in class,
>>refer to specific groups, and emphasize that these documents are my way
>>of being involved in and keeping track of group work.
>>
>>These are quite easy to assess, length (amount of detail) being a
>>simple measurement in addition to general quality.
>>
>>The fact that two group members contribute to each report should
>>greatly reduce any tomfoolery.
>>
>>I do this two-part writing in order to avoid the last concern you mention.
>>
>>
>>I've had great success with these, and when I introduce them I tell
>>students about how when I had to start taking minutes of faculty and
>>committee meetings, I wish that I had learned about and practiced this
>>very practical skill in the past, and that writing up accurate,
>>professional notes will be an important part of many careers.
>>
>>It's also very important to provide up front examples of poor and very
>>good notes and reports--the same is true of individual learning
>>journals. The first times I did both of these, I didn't have examples,
>>so I only got a few really good ones. But when in future terms I gave
>>out copies of the poor and very good ones and we discussed them, the
>>overall quality vastly improved.
>>
>>So providing them with examples, and treating these things very
>>seriously as direct communication between the students and you for the
>>first few weeks are very important.
>>
>>Best,
>>Rob
>>
>>Dr. Robert A. Troyer
>>Associate Professor of Linguistics, Department of English, Writing, &
>>Linguistics <https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.wou.edu%2Flas%2Fhumanities%2Fenglish%2Findex.php&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=G6S7q1vLGohm7q%2Bes3oqQI%2BZBnM2iFe%2BY%2F2bExy%2BWk8%3D&reserved=0>
>>Director, Office of International Student Academic Support
>><https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.wou.edu%2Fwp%2Finternationalsupport%2F&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=Ef8BagXRE7cEg4aS7C7SsrqladdEQL1QVsr%2BRV6IwNw%3D&reserved=0>
>>Western Oregon University <https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.wou.edu%2Findex.php&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=h8421QbMwm7LB4aNkvXSYe%2BC5xTIKjCavJaxL4tvPQo%3D&reserved=0>
>>
>>On Sun, May 14, 2017 at 4:01 PM, TEACHLING automatic digest system <
>>[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>> wrote:
>>
>>There is 1 message totaling 35 lines in this issue.
>>
>>Topics of the day:
>>
>> 1. weekly learning diaries
>>
>>----------------------------------------------------------------------
>>
>>Date: Sun, 14 May 2017 15:40:20 +0100
>>From: Dave Sayers
>><[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>>>
>>Subject: weekly learning diaries
>>
>>Hi folks,
>>
>>Does anyone have any experience of using these? I'm thinking about this
>>as a possible accompaniment to a group project in a first year module.
>>It would enable individual students to demonstrate more transparently
>>their individual contributions, while also hopefully encouraging a
>>steadier pace of work throughout the project, avoiding a rush job at
>>the end. They would be formally graded as part of the overall
>>assessment.
>>
>>Concerns include:
>>- What weighting should this receive, relative to the group project?
>>- How difficult/labour intensive would this be to assess each week?
>>- How susceptible is it to gaming/faking?
>>- Might it work against the group ethos if they're having to write
>>individually all the way through the project?
>>
>>And so on. Anyone's experiences - positive, negative, whatever - very
>>much appreciated!
>>
>>Thanks,
>>Dave
>>
>>--
>>Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132 Senior Lecturer, Dept
>>Humanities, Sheffield Hallam University | https://emea01.safelinks.protection.outlook.com/?url=www.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=eytyJm%2BTkjSUnK1VNPXr0QhDJSqFhFXQmu1f0uwnhso%3D&reserved=0<https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=pD7ISRzqZYfTYo8arKh6BLp7oC5UZXky%2FOWLJVL4nmM%3D&reserved=0>
> Honorary
>>Research Fellow, Cardiff University & WISERD | https://emea01.safelinks.protection.outlook.com/?url=www.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=txFfj2WGZnryaqxy2oPIadRSprozSbIjSltA5UUjSvs%3D&reserved=0<https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=U7mbMaym8LKMDUwmbXQbyDFA31taPc%2FHxyxAbxESEWo%3D&reserved=0>
>>[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]<mailto:[log in to unmask]>> |
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>>
>>------------------------------
>>
>>End of TEACHLING Digest - 12 May 2017 to 14 May 2017 (#2017-46)
>>***************************************************************
>>
>>
>>University of Tasmania Electronic Communications Policy (December, 2014).
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>>End of TEACHLING Digest - 15 May 2017 to 19 May 2017 (#2017-48)
>>***************************************************************
>
>
> ------------------------------
>
> Date: Tue, 23 May 2017 16:28:06 +0000
> From: "Patrick, Peter L" <[log in to unmask]>
> Subject: Re: Linguistics intro text with Brit Eng phonetics?
>
> I also use the York U pages on IPA because it’s good and comprehensive, and also
> students enjoy hearing the quirky doubled pronunciation of vowels (level, then
> falling intonation)
>
> From: Teaching Linguistics [mailto:[log in to unmask]] On Behalf Of Dave Sayers
> Sent: 23 May 2017 16:58
> To: [log in to unmask]
> Subject: Re: Linguistics intro text with Brit Eng phonetics?
>
> Tricky one! There's so much variation in British English - way more than Oz! - that
> it's inadvisable (imho) and/or hugely complex to showcase 'typical' pronunciations of
> a given sound. I tend to introduce students to the various interactive IPA charts out
> there, e.g.
> https://emea01.safelinks.protection.outlook.com/?url=www.yorku.ca%2Fearmstro%2Fipa%2F&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=H05G6HA%2BKCWlOQd6Qlc2XpMMaQyWvR7pvjRKjOHMgLg%3D&reserved=0<https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.yorku.ca%2Fearmstro%2Fipa%2F&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=QGndj2HWUBV7RMRFkMubAbVfL62PsNPE7f9rX6ZcTOg%3D&reserved=0>
> (though this does contrast UK and US Eng under the diphthongs/triphthongs sub-page),
> and get them to transcribe their own proncunciations, as well as what they think RP
> would be, and when everyone comes out with something a bit different it leads on
> nicely to a discussion of regional/social variation. For transcription I show them
> https://emea01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fr12a.github.io%2Fpickers%2Fipa%2F&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=52jmBT69yorpLBToTGfjeW83In2Go0AHgwaJvrhhso4%3D&reserved=0.
>
> Very interested to hear from others on this!
>
> Dave
>
> --
> Dr. Dave Sayers, ORCID no. 0000-0003-1124-7132
> Senior Lecturer, Dept Humanities, Sheffield Hallam University |
> https://emea01.safelinks.protection.outlook.com/?url=www.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=eytyJm%2BTkjSUnK1VNPXr0QhDJSqFhFXQmu1f0uwnhso%3D&reserved=0<https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.shu.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=pD7ISRzqZYfTYo8arKh6BLp7oC5UZXky%2FOWLJVL4nmM%3D&reserved=0>
> Honorary Research Fellow, Cardiff University & WISERD |
> https://emea01.safelinks.protection.outlook.com/?url=www.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=txFfj2WGZnryaqxy2oPIadRSprozSbIjSltA5UUjSvs%3D&reserved=0<https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.wiserd.ac.uk&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=U7mbMaym8LKMDUwmbXQbyDFA31taPc%2FHxyxAbxESEWo%3D&reserved=0>
> [log in to unmask]<mailto:[log in to unmask]> |
> https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fshu.academia.edu%2FDaveSayers&data=01%7C01%7Claura.coffeyglover%40NTU.AC.UK%7C17b65d5d67534528aea808d4a230d6b3%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1&sdata=rp53TeBR7zBI%2FRNHsncBhp5lRgiGyR6fuZiykbQq5Rc%3D&reserved=0
>
> On 23/05/2017 16:45, Adam Schembri wrote:
>
> Hi everyone,
>
> In Australia, we have a local edition of ‘An introduction to language’ by
>
> Fromkin et al., with the phonetics chapter focussed on Australian English
>
> pronunciation. Is there a British English edition I’m not aware of? Or
>
> something similar?
>
> I don’t teach introductory linguistics, but I was about to recommend my
>
> English language students consult an introductory linguistics text before
>
> they take my module on linguistic typology. What would you recommend?
>
> Thanks,
>
> Adam
>
>
>
>
>
> ------------------------------
>
> End of TEACHLING Digest - 19 May 2017 to 23 May 2017 (#2017-49)
> ***************************************************************
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