ENL 104: PROJECT WORK-CLOs 2, 3 & 4

Research Topic Selection: To be decided by the student.

Length: Between1400 and 1500 words.

Content

The project should include the following:

– Cover page
– Table of contents
– Introduction
– Literature review
– Research questions, hypotheses, and variables
– Research population and sample
– Research implementation
– Conclusions and recommendations
– References
– Appendix (optional)

Project Submission Deadline

The project SHOULD be submitted by June 4, 2014.

Project Presentation in Class

The project SHOULD be presented on June 4, 2014.

Project Writing: Points to Consider

1) Writing mechanics and conventions
2) Reliability
3) Unity
4) Support
5) Coherence
6) Accuracy
7) Appropriateness
8) Validity
9) Relative contemporariness

Page Layout and Design

· Remember that well-chosen headings and sub-headings make it easier for your reader to follow your report.
· The project should be submitted in the following format:
1 Times New Roman, font size 12. Text aligned on the left; full justification not required.
2 1.5 lines spaced, margins 2.5 cm at left, right and top, 2.0 cm at bottom.
3 No lines between paragraphs.
4 Paragraphs indented except when they come directly after a heading.
5 For lists please use numbers or, if more appropriate, standard bullet points.
6 For emphasis, please use italics, not bold.
7 Single quote marks (‘’) should be used around quotations, though quotations of more than two lines will start on a new line and be indented, without quote marks.

References

Please list only those works you have specifically mentioned in your project. Do not include general background reading.

A book with a single author

Kramsch, C. 1993. Context and Culture in Language Teaching. Oxford: Oxford University Press.

A book with two or more authors

Tomalin, B. and M. Nicks. 2008. The World’s Business Cultures and How to Unlock Them. London: Thorogood.

An edited book

Gibbs, G. and A. Jenkins (eds.). 1992. Teaching Large Classes in Higher Education. London: Kogan Page.

A single chapter/paper in an edited book

No page references needed:

Stubbs, M. 2007. ‘On texts, corpora and models of language’ in M. Hoey, M. Mahlberg, M. Stubbs and W. Teubert (eds.). Text, Discourse and Corpora: Theory and Analysis. London: Continuum.

An article from a print journal or magazine

Kitchen, J. and D. Stevens. 2008. ‘Action research in teacher education’. Action Research 6/1: 7–28.

An article from an online source

Coombe, C. and C. Canning. 2002. ‘Using self-assessment in the classroom: rationale and suggested techniques’. Karen’s Linguistics Issues, February. (Retrieved 28 November 2007 from http://www3.telus.net/linguisticsissues/selfassess2.html.)

A general reference to a website

ICC—The European Language Network—What is EUROLTA? http://www.icc-languages.eu/what_is_eurolta.php

Writing Evaluation Criteria

Score

(20)

Topic Development

Language Use

17-19

– Effectively addresses the topic

– Displays unity and coherence

– Well-developed

– Well-organized

– Effective and adequate use of structures, grammar and vocabulary

– Wide range of structures, grammar and vocabulary

14-16

– Generally addresses the topic

– Generally displays unity and coherence

– Generally well-developed

– Generally well-organized

– Adequate use of structures, grammar and vocabulary

– Adequate range of structures, grammar and vocabulary

– Minor errors

11-13

– Fairly addresses the topic, as appropriate

– Fairly displays unity and coherence, as required

– Fairly well-developed

– Fairly well-organized

– Relatively limited control of structures, grammar and vocabulary

– Relatively limited range of structures, grammar and vocabulary

– Some inaccurate use of structures, grammar and vocabulary

7-10

– Does not address the topic adequately

– Limited connection of ideas

– Limited development in response to the topic

– Lacks organization in places

– Limited control of structures, grammar and vocabulary

– Limited range of structures, grammar and vocabulary

– Frequent inaccuracy of structures, grammar and vocabulary

4-6

– Mostly irrelevant

– Lacks unity and coherence

– Serious underdevelopment

– Serious disorganization

– Severely limited control of structures, grammar and vocabulary

– Severely limited range of structures, grammar and vocabulary

– Mostly inaccurate structures, grammar and vocabulary

1-3

– Irrelevant

– Incoherent

– Severely serious underdevelopment

– Severely serious disorganization

– No control of structures, grammar and vocabulary

– Too limited range of structures, grammar and vocabulary

– Inaccurate structures, grammar and vocabulary

0

No attempt to write

No attempt to write

Oral Presentation-Points to Consider

Preparing

· Public speaking can be rewarding and empowering, but also traumatic. It will be less traumatic if you prepare well.

· Make sure you know how much time you have got, and avoid cramming too much in.

· Remember that your audience will be listening, not reading. The newer an idea is to the audience, the more careful you must be in introducing and exemplifying it.

· The beginning is very important. Use a joke, an anecdote, a topical reference, a striking visual. At least, give a clear statement of why your presentation is significant.#