LING 5004 - Meaning as Choice
North Terrace Campus - Semester 1 - 2014
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General Course Information
Course Details
Course Code LING 5004 Course Meaning as Choice Coordinating Unit Linguistics Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 6 Restrictions Postgraduate Applied Linguistics students Assessment Participation (10%), grammar tests x 3 (3 x 20%), review of literature (30%) Course Staff
Course Coordinator: Dr John Walsh
Course Coordinator: Dr John Walsh
Phone: 08 8303 5196 Email: john.walsh@adelaide.edu.au
Campus: North Terrace Room: Napier Building, Room 924
Course Tutor: Ms. Evita Ratcliffe
Phone: 08 8313 1403Email: evita.ratcliffe@student.adelaide.edu.au
Campus: North Terrace Room: Napier Building, Room 912
Communication: Please make initial inquiries for appointments with John and Evita via email.
Consultation: John Walsh, Monday 2.00 – 4.00pm
Evita Ratcliffe, Thursday 12.00 – 1.00pmCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
1 demonstrate a knowledge of the key elements of Systemic Functional Linguistics (SFL) 2 analyse how language constitutes particular theories of reality, both experiential and interpersonal 3 analyse texts with confidence through understanding and applying grammatical resources from SFL 4 understand how language works in relation to its context of use 5 confidently engage with technical discourse and metalanguage 6 articulate the processes of how language is used to ‘get things done’ in human life 7 apply their knowledge about language to particular domains of professional and personal life 8 critically respond to texts used within the course and those which appear out in the world, for example in the media, including contemporary technologies 9 use new knowledge to better prepare and deliver coherently and logically argued written material 10 engage productively and respectfully with their peers. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1,2,3 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2,4,7,9 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1,5,6,9 Skills of a high order in interpersonal understanding, teamwork and communication. 4,6,7,10 A proficiency in the appropriate use of contemporary technologies. 3,5,7 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1,2,6 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 8,9,10 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1,2,4,6,7,8 -
Learning Resources
Required Resources
Set text: Eggins S. An Introduction to Systemic Functional Linguistics (continuum, 2007)
Recommended Resources
The Linguistics homepage on the Barr Smith Library site has a good section on resources for studies in linguistics and is well stocked with resources particular to Systemic Functional Linguistics.
Online Learning
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Learning & Teaching Activities
Learning & Teaching Modes
The method of delivery is 1 x 2 hour meeting per week. Each meeting will also be used to engage the students in practice with the grammar as it is introduced each week, in applying the grammar to text analysis, and also in addressing the theory which underpins the SFL tradition. The meetings will combine input and group based activities to provide the opportunity to practise and gain greater control of the grammar. The classes will cover the full range of topics appropriate to an introduction to Systemic Functional Linguistics (SFL) and how it theorises about the relationship between text and context, drawing on the grammar as a resource for making meanings. Students will be encouraged to analyse and interpret texts from their professional and workplace perspectives in a workshop environment. These periods will consolidate and extend the lecture content, and develop student skills and autonomy in text analysis and their understanding of the overarching SFL framework.
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
1 x 1 hour lecture per week 12 hours per semester 1 x 1 hour tutorial per week 12 hours per semester 10 hours reading/research per week 120 hours per semester 7 hours class preparation per week 84 hours per semester 7 hours assignment preparation per week 84 hours per semester TOTAL 312 hours per semester Learning Activities Summary
Schedule Week 1 Introduction: Language as a Semiotic System: Systemic Functional Linguistics (SFL) Week 2 The constituents of language: words, phrases, groups, clauses Week 3 Identifying groups and clauses Week 4 The grammar of experiential meaning 1 – Transitivity, Participants and Nominal Groups Week 5 The grammar of experiential meaning 2 – Transitivity, Processes and Verbal Groups Week 6 The grammar of experiential meaning 3 – Transitivity, Circumstances and Adverbial Groups Week 7 The grammar of experiential meaning 4 – Nominalisation Week 8 The grammar of interpersonal meaning 1 – Speech function, Mood [Part 1] Week 9 The grammar of interpersonal meaning 2 – Mood [Part 2] Week 10 The grammar of interpersonal meaning 3 - Modality Week 11 The grammar of textual meaning 1 – Theme and Rheme Week 12 The grammar of textual meaning 2 – Theme and thematic progression -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment task Assessment type Weighting Course Learning Outcomes Participation in weekly meetings Formative & summative 10% 4,6,10 Grammar test 1 Formative & summative 20% 1-5 Grammar test 2 Formative & summative 20% 1-5 Grammar test 3 Formative & summative 20% 1-5 Review of literature Summative 30% 1-9 Assessment Detail
Grammar test (Week 5)
Students will do a test based on content which has been covered in the initial weeks of the course.
Grammar test (Week 8)
Students will do a test based on content which has been covered in the previous weeks of the course.
Grammar test (Week 11)
Students will do a test based on content which has been covered in the course to this time.
Text analysis (Week 13)
Students will write a review of papers and chapters which introduce the theory and/or the practice of SFL. The readings will be provided to the students. Written response: 2000 words, in which students will demonstrate their understanding of the tradition of SFL, the key aspects of the theory and its relationship to different theories of language, and a critique of the different presentations made about SFL in the readings presented.
Participation and attendance
Students will engage in supportive peer interaction in class activities, and in the co-operative sharing of materials and information.Submission
Information available on enrolment.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
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- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
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- Modified Arrangements for Coursework Assessment Policy
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- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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