SOE- Assignment

Assignment 2
Title

Report on a sample of spoken English.

Value

50%

Week Due

1st April (Friday Week 10)

Approximately 1500 words (not including transcript) 3000
words
(including transcript)
1,2,3,4

Length
Learning
Outcomes

AITSL 1.2, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.2, 4.5,
5.1, 5.5, 6.2,
6.3, 7.4
AQF Level 7
ACEQA 1.1, 1.2
Graduate Attributes: Acquisition, Application,
Knowledge base, Communication, Social

Task Description
Report on a sample of spoken English in a teaching context. Students prepare
a transcript of a video/audio recording, critically analyse a range of language
features and write a report.
This assignment is designed to have you to apply various learnings from
ELA100 throughout the semester to a sample of classroom discourse that is
intended to also sensitize you to issues in how language is used for classroom
teaching.
Write an analysis of the 6-10min video of classroom interaction
recorded by the GOO co-ordinator at LACEC. Alternatively download
one from the description of Assignment 2 on the ELA100 Learnline site.
This task has two main steps: (1) preparing a transcript of the video with a
collaborative group and, (2) preparing a report of spoken English.
Transcript. Prepare a summary of the various moments in the transaction
with transcripts of the key elements (those elements youll be discussing in
your report). Attach to the report as an appendix. Refer to the example of a
transcript to see understand the transcript genre (or form).
Ensure the transcript includes most elements referred to in the report: dialect,
register (field, tenor, mode), written language use, non-verbal communication,
shared background understandings, discourse patterns, vocabulary, grammar,
speech sounds.

ELA10
0

Assignment
2

Page
1

Written report. Your report should give a good analysis of the more prominent
or potentially useful features of the video interaction, covering such aspects as
the people involved and their physical setting (context of situation), any use of
non-verbal and/or written communication, such aspects of spoken language as
dialect, register, discourse patterns, grammar, vocabulary, and speech sounds,
and any evidence of special shared understandings involved in the interaction.
These are not meant to be exhaustive (that would take a book!); for example,
discussion of grammar may be limited to just a few features that are unusual or
particularly significant in the particular interaction.
Importantly, reflect on your own oral language as a teacher and make some
goals for the next steps in your oral language development to effectively
communicate with your students.
Please note that it is vital that you back up any statements with evidence
from the transcript and reasoning and references from the set text and other
readings. Dont just make generalisations without making clear what they are
based on.
Please also note that you are not expected to provide analyses or discussions
of aspects of English grammar or sounds that may be considered common or
normal. Please try to find interesting things to say about the particular
interactions, not things that are characteristic of English more generally. You
are also not required to provide any evaluation of the interaction, such as the
effectiveness of the particular teaching approach.
Presentation
The written report should be well written in report form, with standard spelling,
punctuation, grammar, wording, paragraphing and so on. This online resource
will
provide
some
guidelines
for
writing
reports
https://owl.english.purdue.edu/owl/resource/726/01/.
Please also see the CDU APA 6th referencing style guide available online
from the library http://libguides.cdu.edu.au/cdureferencing/apa.

SOE- Assignment
Marking Rubric
Marking
Criteria

Knowledge and
skills
Evidence of a
good analysis of
the more
prominent or
potentially useful
features of the
video interaction.

Fail

Pass

Credit

Distinction

High Distinction

Demonstrates
limited theoretical
and technical
knowledge of oral
language.

Demonstrates
some broad
theoretical and
technical
knowledge with
some depth in the
underlying
principles and
concepts of oral
language.
10-12.9

Demonstrates
broad
theoretical and
technical
knowledge with
some depth in
the underlying
principles and
concepts of
oral language.
13-14.9

Demonstrates a
broad and coherent
body of knowledge,
with depth in the
underlying
principles and
concepts of
oral
language.

Demonstrates
coherent and
advanced
knowledge of the
underlying
principles and
concepts of oral
language.

15-16.9

17-20

Demonstrates
satisfactory skills
to identify,
analyse and
evaluate
information and
concepts from a
range of sources
to demonstrate a
broad
understanding of
knowledge and
ideas of oral
language.

Demonstrates
good skills to
review
critically, analyse,
consolidate and
synthesise broad
knowledge of
oral language
and apply this
knowledge to
develop
understandings
of own language
use. Addresses a
good range of
topics covered

Demonstrates
very good skills to
review, analyse,
consolidate and
synthesise
advanced
knowledge and
understanding of
oral language and
apply this
knowledge to
develop
understandings
and demonstrate

Demonstrates
excellent skills to
review, analyse,
consolidate and
synthesise advanced
knowledge and
understanding of
oral language and
apply this knowledge
to develop
understandings and
demonstrate
application to own
language use.

<10
Demonstrates
limited creative,
communicative, and
analytical skills.
Demonstrates
Evidence of
limited
covering such
understanding of
aspects as the
knowledge and
people involved
ideas of oral
and their physical language.
setting (context of Presentation of
situation), any use knowledge and
of non-verbal
ideas is incoherent.
and/or written
Addresses a
communication,
limited range of
such aspects of
Application of
knowledge and
skills

ELA10
0

Assignment
2

Page
3

register, discourse
patterns,
grammar,
vocabulary, and
speech sounds,
and any
evidence of
special shared
understandings
involved in the
interaction.

Has considered how

this
knowledge
may affect their
teaching
practice.

Has considered how

this
knowledge
may affect their
teaching
practice.

Addresses a
comprehensive
range of topics
covered in the
unit.

Addresses a
comprehensive
range of topics
covered in the unit.

Reflects on
own English
Appropriate
literature is
identified and
used in report

<10

10-12.9

13-14.9

15-16.9

17-20

Has made little or

no reference to
unit readings. Unit
materials not
used
appropriately to
support claims in
the report.

Evidence of some
reference to
compulsory unit
readings and
appropriately
referred to these
in the report to
support claims.

Has read and

studied
compulsory unit
readings and
appropriately
referred to these
in the report to
support claims.

Has read and

studied compulsory
and optional unit
readings and
appropriately
referred to these in
the report to
support claims.

Has read and

studied compulsory
and optional unit
readings and
referred to these in
the report to
support claims.

<2.5

2.5-3.2

3.3-3.7

3.8-4.2

4.3-5

Has read beyond

unit materials and
appropriately used
these references.

Presents work
professionally,
with
clear
academic
writing and
APA
referencing
style within
the word
limit.

Presentation
lacks structure;
poor
paraphrasing;
over reliance on
quotes;
little evidence
paper has been
edited; poor
expression makes
essay difficult to
read;
terminology
inappropriate;
frequent spelling/
typographic
errors; over
reliance on
quotes; no or
inaccurate
reference list.
Word limit not

<2.5

Generally clear
presentation;
paper
has intro, body
and conclusion;
developed with
students voice;
sentences
coherent and
grammatically
correct; within
word length; some
typographic and
/or spelling errors;
generally accurate
referencing;
originality report
detects some
insignificant
matches.

2.5-3.2

Wellstructured
with coherent
presentation;
effective
grammatic
al
expression;
analysis
well developed
with students
voice and
supported by
literature and
research;
adheres to word
length; uses
appropriate
terminology;
minor
typographic
and /or spelling

3.3-3.7

Presentation is
innovative
and/or
informative;
strengthened
by relevant
research;
clear and concise
structure; grammar
and syntax mostly
correct; essay is
cohesive and easy
to read within word
length;
discriminating use
appropriate
vocabulary; few
typographic or
spelling errors;
consistently
accurate
referencing;

3.8-4.2

Well-structured
with innovative
presentation;
explicitly identifies
the key issues;
cohesive,
grammatically
correct structure;
flexible and
sustained use of a
wide range of
structures and
extensive
vocabulary; very few
typographic or
spelling errors;
consistently
accurate referencing

4.3-5