ILMATDN: Dissertation Writing for Applied Linguistics and TESOL

Module code: ILMATDN

Module provider: International Study and Language Institute

Credits: 0

Level: Postgraduate Masters

When you'll be taught: Semester 2

Module convenor: Ms Sarah Mattin, email: s.mattin@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module focuses on the academic language and writing skills needed to perform more effectively at postgraduate level in Applied Linguistics and TESOL. It is primarily designed for students whose first language is not English and aims to support the transition to the UK HE context and academic culture.The module focuses on Dissertation writing, using this as a basis to develop a range of writing skills needed for successful completion of the dissertation proposal, dissertation and other assessed coursework tasks.

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

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Distinguish between what is expected, structurally and linguistically, in the different elements of a dissertation , i.e. Introduction, Literature Review, Methodology, Results, Discussion and Conclusion.
2. Demonstrate an understanding of academic integrity through appropriate use of referencing conventions, including the paraphrase and summary of source material.
3. Demonstrate criticality by using a variety of task-appropriate techniques to incorporate and comment on the views of others in their writing.
4. Use open-source linguistics software and tools to analyse features of Applied Linguistics and TESOL research writing.

Module content

Classes will focus on: 

• Organisational patterns and key language for the following aspects of Dissertation writing: 
  • Introduction: establishing the relevance of your research focus, identifying your research niche, and outlining the purpose and structure of your thesis. 
  • Literature Review: comparing/contrasting and synthesising the ideas of other scholars; establishing your own stance within an ongoing academic debate; integral and non-integral citation – conventions and use; verb tense and sentence grammar for reporting sources. 
  • Methods: explaining and justifying methodological choices and describing research tools and processes; the passive voice and sequencing devices for describing procedures. 
  • Results: describing and analysing research findings. 
  • Discussion: interpreting and evaluating results and engaging with the wider scholarly debates related to your research project; modality and ‘boosting’ and ‘hedging’ language for strengthening or weakening claims. 
• Developing key skills useful to all academic writing within Applied Linguistics and TESOL, including: 
  • incorporating sources using paraphrasing, summarising and direct quotation. 
  • ‘information flow’ in English-language texts. 
  • employing linguistic features of textual cohesion to clearly signal relationships between parts of a text. 
• Consolidating and enhancing students’ use of language for academic communication, including verb tense and form, nominalisation, clause and sentence structure. 
• Developing self-confidence in academic communication through guided tasks and discussions. 
• Using open-source corpus linguistics software and tools to analyse features of discipline-specific research writing. 

Structure

Teaching and learning methods

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

Teaching and learning is facilitated in a generally task-based approach, through a combination of reflective and productive activities, guided analysis of texts and peer and tutor feedback. The guided analysis of texts involves 'noticing' of key organisational and linguistic features in context and exercises to practise the use of relevant language. 

Interactive tasks are regularly included and are appropriately scaffolded to build students’ confidence in participating in discussion. The in-person delivery of the module will be supported by digital tools in the classroom where appropriate (e.g. short interactive learning tasks and/or quizzes). 

Study hours

At least 8 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

There is no assessment on this module.

Summative assessment

Penalties for late submission of summative assessment

There is no assessment on this module.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Sessions will take a task-based approach, enabling students to receive feedback from the instructor and from other students during class discussions. 

Reassessment

Additional costs