Ah yes I certainly always urge due caution and irreverence! And that attitude itself 
has a good pedigree. Witness the indefatigable A.J. Ellis (p.254, On early English 
pronunciation, Part V, 1889):

"It is an opinion held by many that “received speech is pure, and dialectal speech 
impure”, forgetting that received speech has been highly “doctored” in the course of 
ages from some form of dialectal hereditary, and hence is really the impurest 
possible form of speech."

Ellis' opus is on Google Books here: 
http://books.google.co.uk/books?id=SzHuKjprLfsC&pg=PR1. And in a variety of online 
and downloadable formats over at The Internet Archive: 
http://archive.org/details/onearlyenglishpr00elliuoft.

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 10:10, MARTIN EDWARDES wrote:
> Folks,
>
> An interesting problem: is RP a real and natural accent and dialect, like
> Liverpudlian and Geordie, or is it an irreal and unnatural aspiration to phonological
> and formal perfection? The text says it is spoken by virtually nobody, which I think
> is an overestimate; but the main thing is that it does a very different job from the
> other two. They are about socialisation, culture, in-group-out-group differentiation,
> local linguistic needs, etc.; RP is about levelling all of those things away. RP has
> no culture and no group, how is it comparable with the other two? And should we be
> encouraging its listing as an accent and dialect, when it is really just the vocal
> equivalent of a rarely-used font - the Lucida Console of English phonology?
>
> Martin (who has marked too many accent comparisons including RP, and who has had enough)
>
>
> -------------------------------------------------------------------------------------
> *From:* Dave Sayers <[log in to unmask]>
> *To:* [log in to unmask]
> *Sent:* Wednesday, 24 May 2017, 6:53
> *Subject:* Re: Linguistics intro text with Brit Eng phonetics?
>
> 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] <mailto:[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]
> <mailto:[log in to unmask]>> on behalf of TEACHLING
>> automatic digest system <[log in to unmask] <mailto:[log in to unmask]>>
>> *Sent:* 24 May 2017 00:04
>> *To:* [log in to unmask] <mailto:[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] <mailto:[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]
> <mailto:[log in to unmask]> on behalf of
>> [log in to unmask] <mailto:[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]
> <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]
> <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
>> 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]><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
>>>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]><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
>>>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]><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
>>>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]><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
>>>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]><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)
>>>***************************************************************
>>>
>>>
>>>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] <mailto:[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] <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
>>>
>>>
>>
>> ------------------------------
>>
>> Date:    Tue, 23 May 2017 16:24:43 +0000
>> From:    "Patrick, Peter L" <[log in to unmask] <mailto:[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]><mailto:[log in to unmask]
> <mailto:[log in to unmask]>>
>>
>>
>>
>> -----Original Message-----
>> From: Teaching Linguistics [mailto:[log in to unmask]
> <mailto:[log in to unmask]>] On Behalf Of Adam Schembri
>> Sent: 23 May 2017 16:45
>> To: [log in to unmask] <mailto:[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] <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]>[log in to unmask]
> <mailto:[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]
> <mailto:[log in to unmask]><mailto:[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]><mailto:[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]><mailto:[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]><mailto:[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]><mailto:[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]
> <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]><mailto:[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]><mailto:[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]><mailto:[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]><mailto:[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]><mailto:[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]><mailto:[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]><mailto:[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]><mailto:[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]><mailto:[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]><mailto:[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]><mailto:[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]><mailto:[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]><mailto:[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]><mailto:[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]><mailto:[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 |
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>>>[log in to unmask]
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> <mailto:[log in to unmask]><mailto:[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]><mailto:[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]><mailto:[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]><mailto:[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 |
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>> Honorary
>>>Research Fellow, Cardiff University & WISERD |
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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] <mailto:[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]
> <mailto:[log in to unmask]>] On Behalf Of Dave Sayers
>> Sent: 23 May 2017 16:58
>> To: [log in to unmask] <mailto:[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 |
>>
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>> Honorary Research Fellow, Cardiff University & WISERD |
>>
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>> [log in to unmask]
> <mailto:[log in to unmask]><mailto:[log in to unmask]
> <mailto:[log in to unmask]>> |
>>
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>>
>> 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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