Classroom Discourse Analysis

Assessment task: A portfolio of two entries, demonstrating mastery of the discourse concepts introduced in the course and application of the concepts in classroom/education settings.

• Word limit: 3000words (excluding your transcript of language data/chosen texts)
1) You are expected to complete two entries on two different concepts/issues introduced in the course. Each of the entry should include the following:

1) A specific topic/an discourse issue that you’ve chosen to work on;
2) An authentic text (attached), which contains linguistic evidence of the topic/issue you intend to analyse. Self-generated texts (e.g. a made-up conversation of your own) are not recommended. Also materials from a (or any) discourse analysis book (journal article) are not allowed as the text for your analysis. The texts chosen should be short and manageable for a 1500-word entry.
3) A brief description of the context and source of the chosen text;
4) A description of the selected text/data;
5) Your analysis of the chosen text (i.e. interpretation and explanation of the data) on the basis of the concepts, theories/approaches, issues addressed in the course;
6) A brief conclusion of what is done in the entry;
7) A word count for each individual entry;

The word limit of this portfolio is 3000 words (excluding transcripts). You are reminded to use the word limit as a guide to the amount of work you should put in. Penalty may be given for the assignment over or under the 15% of the word limit.

Some students in the past put the data (texts to be analysed) in appendices. This is not allowed. Please remember an appendix by nature is something dispensable. But you cannot afford to leave out data in a discourse study.

Style Are there two entries in your topic?
Is there a cover page and a conclusion/reflection?
Is language free from errors of grammar and spelling?
Is document neatly typed and presented?
Is transcript (chosen text) presented in a similar way to that of the sample entries?
Are references cited properly (in APA format)?
Is argument clear and coherent?
Is your transcript numbered line-by-line?
Are arguments clearly supported by selected data presented in the body of the entry (pick chucks of language from the attached file and analysis, and so on) (i.e., not in the appendix)?

Analysis Is discussion careful and reasoned with close reference to the transcribed data?
How deep is discussion/analysis? Is there evidence of an attempt to see patterns beneath the surface features?
Is discussion/analysis related to theories (e.g. discourse approaches, theories of language, and/or language learning, and/or language teaching)?
Does argument appear to be informed by literature?

Content Does the portfolio entry explore key features discussed in the course, for example:

Socio-cultural viewp01oint
Turn taking and length of utterances
Talk ratio between/among participants (e.g. teacher, students)
Implications of pauses, hesitations and silences
Use of IRE/IRF patterns
Are girls and boys given the same attention?
Topic change and topic control
Negotiation of topics among participants
Power relationship between/among participants
SLA viewp01oint
Input provision
Practice opportunity
Negotiation of meaning and/or form (this topic could be treated under interaction as well)
Feedback (e.g. recast and repair)
Error correction (explicit direct, explicit indirect, inexplicit direct, inexplicit indirect)
Effectiveness and efficiency of classroom teaching
Learner language (output)

Text (linguistic perspective)
Language used in explanation (content explanation, procedural explanation, framing move, focusing move, detailed explanation, discourse markers, comprehension check, confirmation check, restatement, modification
Linguistic and discourse features of email/blog/website etc.
Genre type/text type and linguistic and discourse features of genre

Others: Non-verbal behaviour