Second Language Writing: Teaching and Researching (SLAT7827)

This task asks students to provide written corrective feedback (WCF) on real L2 writers' written production, so as to enable these writers to improve the text at both local and global levels during subsequent revision, and acquire the relevant language too.

• TWO texts are provided. You will provide WCF on ONLY ONE of these (you may pick which one).
• The WCF should be HAND WRITTEN (so as to include different direct/indirect WCF forms, e.g. strikethrough, underline, circle, error codes, etc.).
• You will need to print out the text you have chosen (Text 1 or 2), provide WCF on it, and either scan/take photos of your WCF, and add these images to the top of your assessment document (under your name/student ID).
• This means the images must be clear enough for the marker to see what you have done (images that are too small/blurry will not be accepted).
• There are NO "RIGHT" answers for this task. You must use your knowledge of English (to resolve any errors), and knowledge of WCF (to appropriate handle any errors for revision).
• This part of the task is NOT graded - e.g., you do not receive extra marks for providing WCF on ALL errors. You simply have to provide the WCF you feel is appropriate.

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Following this task, you are asked to do the following (in the same document):

a) Describe the WCF you have provided on the student's texts in terms of the relative provision of direct, indirect, local, global, focused or unfocused WCF (about 250 words).

What WCF did you provide? Did you use only one type, or a combination? What subtypes were used, if any?

b) Justify your decision to a) above - explain why you chose the WCF you did, and how this is supposed to help the writer improve their texts and learn the language too, based on the relevant literature on WCF covered in the course (about 750 words).

This part of the task is graded.

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(Word counts above are excluding references/appendices).

References should be provided in APA7th format at all times (e.g. for both in-text citation and end of text reference lists).

Overuse of direct quotes will be penalised, as will excessive borrowing from the course textbook (no more than 1 citation from the course textbook is allowed)

This task has been designed to be challenging, authentic and complex. Whilst students may use Al technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference Al use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of Al tools.

Note: Using generative AI to do the WCF is not advised because generative AI will give you DIFFERENT ANSWERS each time you ask it. We know this, because we have researched it! Use your knowledge of English and your knowledge of WCF/Second language acquisition instead.

This assessment task encourages you to:

• think critically about the skills and experience you have developed in this course;

and

• reflect deeply on your professional strengths and opportunities for development as you move from university to the workplace.

Forage, in partnership with Teach for Australia, host a self-paced 2-hour virtual WIL program called “Learning to be a Teacher”. The program promotes “doing the work of a teacher”, and involves watching an expert Teach for Australia teacher lead in their classroom and learn which skills they are using to communicate well.

Assessment for the program involves planning and delivering a short activity for target students to complete on 'growth mindset'.

Note: your activity should have an L2 writing focus. To help you, we have uploaded a paper (Xu, 2022) in the 'assessment' folder which explores growth mindset in an L2 writing context. You may use the content of this article to help you complete the FORAGE activities.

As this part of the assessment is offered through an external provider, a certificate is awarded following completion of all activities. You need to upload a screenshot or .pdf of this certificate into the assessment folder link in Blackboard to pass this assessment.

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In addition to submitting a screenshot of the completion certificate from Forage virtual experience program, you are also required to submit a reflective video tracking your participation and learning in the virtual experience program.

It is recommended that you keep reflective notes as you move through the different stages of the virtual experience program, allowing you to reflect in real time on different aspects of it.

Your video must address the following 3 questions (note: Don't just talk about 'mindset' - focus on your professional strengths, capabilities and weaknesses as an L2 writing professional)

1. What does your experience in the virtual program suggest to you about your professional weaknesses and opportunities for development?

2. Conversely, what strengths did the virtual experience program help you to identify?

3. How might you leverage your strengths and develop your professional capabilities moving forward to further develop your employability as an L2 writing teacher or researcher?

References to L2 writing literature should accompany your video reflection. 

This should be uploaded to TURNITIN - a link to upload your video will be made available in the 'assessment' folder in Blackboard. Instructions as to how to create the video and use Turnitin for uploading video will be given by your tutor prior to the deadline.

1) At the START of the video, you must talk to the camera (ie NOT a photograph) and introduce yourself clearly showing your UQ ID card on FULL SCREEN. If you do not have a UQ ID card, please use a passport or valid Australian driver’s license with your name in English. If the marker cannot see your ID clearly, your video will be considered not submitted.

2) Presentations must be under 5 minutes - submissions significantly longer will have marks deducted.

3) ALWAYS check your UQ email before and after submission of assessments, as this is the only way we have to contact you if there is a problem.

This task has been designed to be challenging, authentic and complex. Whilst students may use Al technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference Al use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.

RIPPLE is a learner sourcing platform that allows students to create learning materials, and have other students rate these materials for their effectiveness.

In semester 2 2024, SLAT7827 will use RIPPLE as part of a weekly ongoing assessment. This will work as an 'enhanced' version of a learning journal / weekly reflection of the type usually offered through Blackboard in other courses (i.e., SLAT7806).

This assessment task consists of 3 components:

1. RIPPLE Learning Materials: Each week (from weeks 2-12), students are expected to create a set of learning materials using RIPPLE, based on a question posed by the course coordinator. Students must complete at least 10 out of 12 sets to fulfil assessment criteria for this task. These can be in the form of "worked examples" or "notes" and students will receive guidance, examples and training in the Week 1 tutorial about how to create these materials and upload them to the RIPPLE platform. Students should write the materials on their own (plagiarism will be referred to the SLC Integrity Officer for investigation), although students can supplement their materials with links to useful videos, journal articles, or other online resources. There is no minimum or maximum word limit on the submissions. The learning materials should be designed so as to be useful for MA-level students in understanding SLAT7827 course content. RIPPLE tracks the number of materials students create.
2. RIPPLE Short Evaluations: Each week (from weeks 2-12), students are expected to evaluate at least 3 sets of learning materials prepared by other classmates on the RIPPLE platform. A minimum of 30 short evaluations are required to fulfill relevant assessment criteria for this task. Training on how to evaluate other's materials will be provided in the Week 1 tutorial. RIPPLE tracks the number of evaluations students complete. Students' evaluations will leave a 'ranking' for the created learning materials, and students can use these materials to help them better understand weekly content
3. Video reflection (submitted via Turnitin): Students must produce a video reflection on the process and the outcomes of creating their learning materials and evaluating the materials of others.   Students should: A) Comment on how the creation of their learning materials in general has led them to better understand SLAT7827 course content. B) Comment specifically on ONE of their highest-ranked sets of learning materials and explain why/how these materials were chosen and how they might improve others' knowledge of SLAT7827 course content, AND C) Comment on TWO specific sets of learning materials supplied by others that the student ranked highly or found particularly useful, and how these improved the student's knowledge of SLAT7827 course content. Submission via Turnitin - a link to upload the video will be given in the relevant 'assessment' folder in the course Blackboard site, with instructions also provided by your tutor prior to upload. At the START of the video, you must talk to the camera (ie NOT a photograph) and introduce yourself clearly showing your UQ ID card on FULL SCREEN. If you do not have a UQ ID card, please use a passport or valid Australian driver’s license with your name in English. If the marker cannot see your ID clearly, your video will be considered not submitted. Presentations must be under 5 minutes - submissions significantly longer will have marks deducted.

Please note that the first and second RIPPLE components are not graded. However, they are a hurdle requirement in order for the third and final component to be marked according to marking criteria provided.

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ALWAYS check your UQ email before and after submission of assessments, as this is the only way we have to contact you if there is a problem.

EVERYTHING - both the learning materials AND the video reflection need to be submitted by the 'finish due date' specified in the JAC course profile

If sick/absent, apply for an extension through My.UQ (https://my.uq.edu.au/node/218/2) 

This task has been designed to be challenging, authentic and complex. Whilst students may use Al technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference Al use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of Al tools.

Final assessment

In the final project you will develop a set of instructional materials/teaching resources suitable for publication in a textbook series by a major publisher, with an accompanying reflective essay on how the materials were designed and the L2 writing theory/theories underpinning this design.

Task Description

The focus of this assessment is on the development of a set of classroom materials for a SINGLE unit on teaching writing skills in a second or foreign language setting, following one of a number of sample writing briefs provided by the 'publisher'.

The materials should cover approximately 2 hours of classroom instruction time, and include both solo and group writing tasks as well as some opportunity for written corrective feedback (either from peers or the teacher).

The materials will be pitched at the L2 level/learning context/topic specified in the sample briefs.

You are strongly encouraged to develop materials that you can use in your own teaching now or in the future.

The materials you will develop should follow the provisions in the sample brief you select for this assessment, and so a full description of these cannot be provided in the ECP.  

As part of the assessment you will also be required to provide a reflective essay explaining the particular materials used.

This will include a statement of why you have developed these particular materials (based on course content/relevant theories/research) and what the expected learning outcomes are.

This essay will be based in part on the literature we have encountered over the course of the semester but you are encouraged to go beyond that as required.

The reflective essay is not a research paper/traditional essay, but academic references are still needed and should go beyond the weekly readings from the course handbook.

The reflective essay accompanying the materials should be presented in the following format (note the suggested word counts for each section are a GUIDE, not the RULE):

Overview. A section providing the background and rationale for the teaching and learning objectives of the proposed materials as a whole, based on your interpretation of the guidelines from the publishing brief as well as your knowledge and experience. You should cite references where appropriate. You are not limited to the reading list for material. Why did you choose this brief, and what will you/teachers/the students gain from making/teaching/completing these materials? (150 words)

Materials and procedure. A description of the proposed learning materials, including instructions, describing your rationale for the individual activities you chose. The teaching materials (what the student sees) can be in self-access format or designed for a teacher-fronted class (according to the brief you select). Where, how, and by whom the materials will be used? The procedure should be described in such a manner that the materials can be used by anyone. (800 words)

Reflection. A statement describing what you learned as a result of developing the materials. How has developing these materials helped you understand the theories and issues in L2 writing research? What has developing these materials changed for you as a teacher/researcher? Are there any implications and limitations of your materials for real-world use? (250 words)

Format: A word-processed set of materials can be used, but you are also welcome to develop and present the materials in an alternative digital media. This could be online or in PowerPoint format. 

Length: 1200 words of text. Words used in the actual materials or in reference list do not count toward the word limit, nor do appendices. Submit through Turnitin ONLY - no hard copies will be accepted for this course.  

This task has been designed to be challenging, authentic and complex. Whilst students may use Al technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference Al use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of Al tools.