Photo: by kind permission of Elizabeth Carls, Blue Valentine Press. English Language & Linguistics Undergraduate Handbook 2015 Entry An online version of this handbook is available at http://www.sussex.ac.uk/english/internal/forstudents/uginformation/ughandbooks You can use this version to access the weblinks included. 2 Contents Welcome from Head of School ................................................................................. 5 Contact and Welfare Information ............................................................................. 6 Attendance .............................................................................................................. 10 Frequently Asked Questions...................................................................................11 Your Degree: Aims and Objectives .......................................................................... 14 Your Degree: Curriculum Information..................................................................... 16 Table of Modules ..................................................................................................... 17 Assessment and Examination Information. ............................................................ 19 Teaching and Learning Methods ............................................................................. 25 First Year Module Outlines ...................................................................................... 26 Faculty Contact Details ............................................................................................ 31 Please Note: Although every effort is made to ensure that all information contained in this handbook is correct at the time of going to print (September 2015), the University cannot accept responsibility for errors or omissions. The University also reserves the right to introduce changes from the information given, including the addition, withdrawal or restructuring of courses and/or modules. The terms and conditions on which the University makes offers of places on its courses of study, including those covered in this handbook, may be found in the University of Sussex Undergraduate Prospectus, copies of which can be obtained from the Admissions Office in Sussex House. 3 4 ….From Professor Tom Healy, Head of the School of English A very warm welcome to the School of English. Through BA degrees in English Literature, English Language & Linguistics, American Studies, and Drama, we engage with the historical, creative, performed, theoretical, and linguistic aspects of English as a world language and literature. The School is committed to providing our students with teaching of high quality, founded on the expertise of over 40 members of academic faculty whose research has overwhelmingly been celebrated as internationally excellent. Our aim as a School is to provide you with a supportive and intellectually stimulating environment as you work in your chosen degree course. I hope that you will take full advantage of what Sussex University has to offer you. All the School's staff wish to help you to make the most of your time here. Studying in the School you become a part of an academic community that explores how language, whether read or performed, is the foundation of the investigations we undertake about the human place in the world. We want to work with you in helping you further your development into independent, informed and questioning thinkers. Yet how much you get out of your time here depends on how much you put in, and I encourage you to be an enthusiastic participant in your degree course. Above all, studying with us should be rewarding and enjoyable. If you feel at any point that is not the case, let us know and we will try to help. I very much hope that you have a pleasurable and productive time with us at Sussex. Tom Healy Head of the School of English 5 Contact and Welfare Information Where do I go for Information? The English School Office is located in Arts B133 on the first floor of the Arts B Building and the staff there are happy to help you with any queries you may have. The office is open 9am – 5pm Monday to Friday. The office phone number is (01273) 877303 and the office e-mail is: english@sussex.ac.uk. English Faculty contact details and office hours can be found at: http://www.sussex.ac.uk/english/internal/forstudents/schooloffice Email You will be registered for an email account here at the University of Sussex, and it is important that you check this account regularly during the week in term times, as much communication is done by email. University emails will automatically be sent to your University account rather than other personal accounts, such as gmail. The Web The School of English website has lots of useful information including faculty contact details, module and course information and up-to-date news and events in the School: http://www.sussex.ac.uk/english/internal/ Study Direct You will have access to Study Direct, our Virtual Learning Environment (VLE) where you will be able to engage with academic resources and activities created and shared by your tutors and peers. The main page will give an overview of your course and provide links to individual module sites where you will typically find module documents, library reading lists and (where available) lecture recordings. For modules with on-line essay submission, Study Direct is the portal for submission. You will find the links to Sussex Direct and Study Direct at www.sussex.ac.uk/students/ Sussex Direct When you arrive you will be registered to Sussex Direct, which is your personalised online gateway to university information. The system will provide you with your study timetable information, as well as help you track your marks, assessment deadlines, exams timetable and attendance. Behind the scenes, Sussex Direct helps your Academic Adviser, and Student Advisers, to support your studies. You will also be able to access your library account and personal information pages, including; contact, financial, printing and training course information. Notice boards Some key information may be displayed on student notice boards in the Arts B Building (in the lobby area outside the English School Office, B133), so it’s important that you familiarise yourself with where they are located and check them regularly. 6 Pigeonholes Undergraduate pigeonholes for students in the School of English are located on level 2 of Arts B opposite B237 and these should be checked regularly. The pigeonholes contain post and coursework/feedback from assessments. Students will be emailed when coursework is ready to be collected. Undergraduate Examinations Handbook There is some information about examinations and assessments in this handbook, but more detailed information can be found in the Undergraduate Examinations Handbook, which is published on-line by the University’s Academic Development and Quality Enhancement Office: http://www.sussex.ac.uk/academicoffice/documentsandpolicies/examinationandassessmenthandbo oks/ Essay manuals The School publishes manuals on the planning and writing of essays. While much of the information in the manuals for different courses is the same, it is important for joint degree students to note that there are differences, particularly In citation and referencing styles for English Language/Linguistics and English Literature. So, for English Language modules, please use the English Language manual and for Literature modules, please use the English Literature manuals. If you’re ever uncertain about questions of essay-writing process, style or format for a module, be sure to ask your tutor for more information. The manuals can be found on the School of English undergraduate handbooks page: http://www.sussex.ac.uk/english/internal/forstudents/uginformation/ughandbooks Event Booking System The event booking system is used by the School Office to invite students to events within the School. The event will appear in your Sussex Direct timetable as either compulsory or something that requires a request of acceptance. Typical events include book launches, extra workshops and Drama performances. Whom can I talk to? Your Academic Adviser The role of your Academic Adviser is to monitor your academic progress and to give you advice and help on academic or personal issues that may be affecting your studies. You will meet your Academic Adviser during the first term, and they will be available during their office hours for you to talk to should you need their help and advice. You will also meet with them each year to review together how your studies are progressing. 7 Student Life Centre The Student Life Centre is based in Bramber House, and is open every weekday 9am – 5pm. The Student Life Team are there to help with the following issues: Personal concerns Student funding: Access to Learning Fund, all scholarships, bursaries and Vice Chancellors loans. Student mentoring Information about taking a temporary break (temporary withdrawal) or withdrawing from the University. Student complaints Student discipline Submission of mitigating evidence Help with understanding University procedures Specialist financial advice services are provided by the Student Union Advice and Representation Centre. You can contact the Student Life Centre by: telephoning 01273 87 6767; emailing studentlifecentre@sussex.ac.uk ; or texting ‘slcentre’ to 88020. Further details about the Centre are available at: http://www.sussex.ac.uk/studentlifecentre Student Mentors Student mentors are current students who are here to help you settle into university life. They can show you how different systems work (e.g. Sussex Direct), advise you on time management and revision skills and a range of other issues – no question is too small. Drop-in sessions are open to anyone or you can e-mail one of the mentors and they will arrange a time to see you. See the website: http://www.sussex.ac.uk/studentlifecentre/academic/mentors for more information on Student Mentors or contact the Student Life Centre. Student Representatives and the School Student Experience Group The Student Representative Scheme is run jointly by the Students Union (USSU) and the University. Student reps provide an essential link between students, the University and the Students' Union. Because reps are themselves students, fellow students are happy to seek assistance from them when they have concerns or opinions about their education and experience at the University. Each student cohort year elects both subject-area reps and School-level reps. Subject-area reps liaise with and represent students at the local level. School-level reps take forward relevant issues to Schooland University-level committees. All reps meet once a term at the School Student Experience Group to exchange information and ideas. Further information on the student representation scheme including voting dates can be found at: http://www.sussexstudent.com/student-reps/ 8 The University of Sussex Students’ Union (USSU) The Students’ Union offers a wealth of resources to help you during your time at Sussex, as well as numerous clubs and societies that cater for your extra-curricular interests. The Union’s Student Advice Centre offers free, confidential advice on a range of academic and non-academic issues, including housing, finance, counselling and sexual health. The USSU is located in Falmer House. http://www.sussexstudent.com/ The Careers and Employability Centre To help you with your academic development, the Library and the Careers and Employability Centre have created the Skills Hub. It brings together all the workshops, web resources and services at Sussex to help you develop a wide range of skills including: Writing and Referencing Library and Research IT Skills Employability Exams and Assessments Personal Development The Skills Hub also has a live event feed so you can find out about workshops and events to help you develop your skills: www.sussex.ac.uk/skillshub The Careers and Employability Centre is located in the Library and is there to help you with all aspects of career development and employment, both during your studies and after you have graduated. They offer study skills support, such as workshops and individual tutorials for more effective learning and developing better study habits and have online resources such as Study Success at Sussex. http://www.sussex.ac.uk/s3/ They can also help with finding a part-time job during your studies or in the vacation, putting together a CV, finding work experience, information about postgraduate opportunities, and a range of other career related areas. Don’t wait till your final year to visit — they have services for students at every level of study. www.sussex.ac.uk/careers/ 9 Attendance The School of English takes your attendance at seminars, workshops and lectures seriously. Our overwhelming experience is that a casual approach to preparation for, attendance at, and participation in, these classes leads both to a far poorer result in your degree than you are capable of achieving and to poor preparation for your future after university. Poor attendance and preparation is also unfair on your fellow students who are working to make these classes stimulating and effective. We expect a minimum of 80% attendance at seminars and workshops. Attendance is also taken in some lectures. If you are ill or cannot attend classes for any other reason you should email englishattendance@sussex.ac.uk. If you find that ill health or other circumstances are affecting your studies we strongly recommend you drop into the Student Life Centre and speak to one of the team. http://www.sussex.ac.uk/studentlifecentre If your attendance becomes poor without notified good cause, the School’s progress boards may withdraw you from your degree course and you will have to leave the University. The School’s Director of Student Experience and the School Office monitor attendance registers and will warn you if your attendance starts to become unsatisfactory. Failure to rectify this may result in you not being able to complete your modules and your degree. 10 Frequently Asked Questions What are the University’s term dates? 2015-16 Arrival Weekend Freshers' induction Autumn Term# New Undergraduates attend Sat 12 Sep 2015 Mon 14 Sep 2015 Teaching induction (all attend) Thur 17 Sep 2015 Teaching starts Mon 21 Sep 2015 Teaching finishes Fri 11 Dec 2015 Sat 12 Dec 2015 – Sun 03 Jan 2016 Christmas vacation Private study period Attendance only if required* Mon 04 Jan - Wed 06 Jan 2016 Mid-year assessment period starts Attendance only if required* Thu 07 Jan 2016 Mid-year assessment period ends Attendance only if required* Fri 22 Jan 2016 Inter-session week Spring Term# Sat 23 - Sun 31 Jan 2016 Teaching starts Mon 01 Feb 2016 Teaching finishes Fri 06 May 2016 Winter Graduation Tue 19 - Fri 22 Jan 2016 Easter teaching break and Spring Vacation Private study period Summer Term# Attendance only if required* Mon 09 - Wed 11 May 2016 Year-end assessment period starts Thur 12 May 2016 Year-end assessment period ends Fri 10 Jun 2016 Summer vacation Sat 11 Jun 2016 Summer Graduation Resit period Sat 19 Mar – Sun 03 Apr 2016 Mon 18 - Fri 22 July 2016 Attendance only if required # Term dates for all students:- UG, PGT and PGR Late August - early Sep: tbc * exams may be scheduled on Saturdays Where can I see my timetable? On Sussex Direct (which you are automatically registered to when you are registered at the university); go to the Study page and click on Study Timetable. What happens if I can’t hand my work in due to illness/other circumstances? If you believe you have a good reason why you cannot hand in work on time you can submit Mitigating Evidence (MEC). Information on how you can do this can be accessed here: http://www.sussex.ac.uk/studentlifecentre/mitigation 11 Your MEC statement should be completed as early as possible, either before or normally within 7 days of the assessment deadline. This should be supported by independent documented MEC evidence submitted within 21 days of the assessment deadline. An early submission of your claim may also speed up an assessment of entitlement to additional support should your circumstances indicate ongoing health or support issues. Where do I hand in my work? Your Sussex Direct webpages will give all assessment details, including whether the assessment is to be submitted via e-submission through Study Direct or in hard copy via the School Office. Electronic submissions For assignments that need to be submitted electronically, please refer to the frequently asked questions available on the following webpage for further information: www.sussex.ac.uk/adqe/standards/examsandassessment/esubmission You are encouraged to use the internet-based text-matching service, Turnitin, prior to submitting your assessments. This may help you identify problems with your referencing. Turnitin is also used during the marking process as a means of checking the originality of submitted work. School Office submissions If your assignment needs to be handed in to the School Office, please make sure that you submit 2 copies of your assessed work. The two copies must be individually stapled and one cover sheet stapled to one copy. Cover sheets are available from the School Office throughout the year. Please include your candidate number and the module code at the top of each page of all work submitted. What happens if my work is late? Work submitted late will be subject to the following penalties: up to 24 hours after the deadline - a penalty deduction of 5 percentage points, so, for example, an original mark of 65% will be reduced to 60%. after 24 hours and up to 7 days (1 week) late - a penalty deduction of 10 percentage points Work will not be accepted more than 7 days after the original deadline. A mark of 0 and a nonsubmission will be recorded. It is extremely important therefore, that you do hand all of your work in on time. Losing marks for lateness can have a significant impact on your degree classification. Where do I collect marked work? Marked work that has been electronically submitted will be returned by the same method. Work that has been handed in to the School Office will be returned by the tutor. Where can I see my marks? Your marks can be viewed on Sussex Direct, along with progress reports written by your tutors. Marks and feedback will be returned within 15 working term time days. 12 Where do I get a photocopy card from, and where is the nearest photocopier? You can purchase a photocopy card (and recharge it) in the Library. The nearest photocopiers and printers are in the Library. Where is the nearest computer cluster? A small number of computers are available off the English Social Space (B274) on the second floor in Arts B. Computers are also available in the Shawcross Building and in the Library. Where do I update my contact details? If your contact details change you should update them on your Sussex Direct account. Where can I find information about modules? Information about modules that you are registered in can be found on Sussex Direct, including the modes of assessment, assessment deadlines, weightings and credit details. For modules that you are not currently taking, please see the School of English website: http://www.sussex.ac.uk/english/internal/coursesandmodules/ugcourses What is Study Direct? Study Direct has a range of on-line academic resources to help you with your studies. Each of your modules has its own site on Study Direct, and it is the chief means by which your tutors will interact with you outside classroom time. Some modules also have readers and lecture outlines which will be available for you to download and print. I want to transfer to a different degree course – what should I do? You should talk it through with your Academic Adviser if you want to change your degree course. If you decide to transfer to a different degree course this is only possible at certain times of the year, and you should contact Anne Woodbridge, Curriculum and Assessment Officer, Arts B138 (opposite the School Office). She will give you a transfer form and explain the procedure to you. What do I do in an emergency? If there is an accident or emergency you should phone the campus emergency hotline on 3333 (from a mobile or external line call 01273 873333). Do not dial 999. If you hear a fire alarm, leave the building straight away by the nearest exit and go to the local building assembly point. …and remember, the staff in the English School Office (Arts B133) are here to help you with any queries you may have. 13 Your English Language & Linguistics Degree: Aims and Objectives Why English Language & Linguistics at Sussex? The BA courses English Language & Linguistics and English Language & Literature offer you an interdisciplinary higher education experience that involves systematic analysis of data, the sophisticated manipulation of theoretical concepts, and the careful use of argument. These skills are transferable to a wide range of contexts. In the English Language & Linguistics courses, you develop a comprehensive understanding of modern English within a general framework for the discussion of vocabulary, grammar, and pronunciation. In the second year in particular you acquire knowledge of regional and social varieties of English and how they relate to Standard English. Considerations of the communicative functions of language, particularly interactions of language and power and language and style, are central to your course. You are involved in substantial experience of linguistic analysis, to enable you to make sense of language and discourse structure and to evaluate the analyses of others. More generally, you develop your intellectual confidence, which comes with experience in selecting, evaluating and marshalling concepts, arguments and evidence, and in expounding these effectively, whether in writing or orally. Core skills While at Sussex you will acquire and develop many skills. Below is a list of core skills used in our modules. The language may be unfamiliar now, but it can help you to express the skills you learn through academic study when you apply for employment or further study. The aim for the present is to help you to: take control of your self-development be clear about what you like doing and what you're good at set yourself ambitious goals for your study at Sussex plan how you will manage your time to achieve these goals develop a critical awareness of your work and your working methods make connections between your life at Sussex and your future beyond it. Interpersonal skills Communication Writing clearly and cogently Listening to others Preparing and delivering presentations Negotiating and cooperating Contributing to seminar discussion Social Building on the ideas of others Working in a group, delegating tasks Encouraging and motivating others 14 Academic Skills Learning Skills Contributing effectively in seminars Evaluating evidence, developing an argument Revising drafts and proof-reading Reviewing progress Essay planning, writing effectively Research Skills Independent research Using resources (from the library and on-line) Making use of a reading list Applying critical theories Developing critical awareness Intellectual Development Formulating and testing hypotheses Synthesising disparate ideas Evaluating evidence, developing an argument Ability to analyse Applying judgement and discrimination Reviewing progress Personal skills Managing Yourself Being assertive Setting and achieving goals Persistence Developing self confidence Self-motivation Coping with and managing stress Managing Time Organising your work Establishing priorities The aim for the future is that you will be able to: develop a critical and cultural awareness that will remain with you for life find and develop your own distinctive voice make well-informed decisions about the world in which you live articulate your strengths to employers take control of your own career development. 15 Your English Language & Linguistics Degree: Curriculum Information The following English Language & Linguistics degree courses are run by the School of English: Single Honours Degree: BA English Language & Linguistics Joint Honours Degree: BA English Language & Literature These courses offer English Language degrees that concentrate on the modern language at home and abroad in its many varieties. They provide you with a comprehensive understanding of modern English within a general framework for the discussion of vocabulary, grammar and pronunciation (that is, one that is equally applicable to other languages), derived from traditional approaches and modern linguistics. You learn about the significance of Standard English in its present social setting in Britain and other English-speaking countries, and especially about the way in which it has changed and developed in the modern era. You also examine the present state of other varieties such as regional dialects, the English of countries other than the UK and the special ‘dialects’ of particular groups (including ethnic minorities, men and women and adolescent subcultures). You will also have the opportunity to study changes in English over the 1400 years of its recorded history. These courses are both theoretical and practical, as you get experience of handling and analysing real language data. They encourage you to reflect in new ways on your everyday experience of the English language and to become sensitive to differences of linguistic form and their social and cultural implications. They are also suitable as a means of deepening the knowledge of overseas students who are already proficient in English. These degree modules are designed to be of special interest if you are intending to work in a languagerelated profession such as school teaching (where English language work has recently been allocated a much more important role by the government), the teaching of English as a foreign or second language in Britain or abroad, speech therapy, media, journalism or counselling (and other professions relying on language skills). 16 What Modules will I take during my degree course? PLEASE NOTE: Whilst the following course tables are accurate at the time of printing (September 2015), the curriculum may have changed by the time you are in your second and final years – i.e. some new modules may be running and some modules may not be offered. The English website will always have the most up-to-date degree course structures – go to http://www.sussex.ac.uk/english/internal/coursesandmodules/ugcourses BA English Language & Linguistics (Single Honours) Year 1 (core) 1 (core) 1 (core) Term Autumn Autumn Autumn Module Approaches to Meaning Approaches to Pronunciation Elective* 1 (core) 1 (core) 1 (core) Spring Spring Spring Approaches to Grammar Investigating Language in Context Elective 2 (core) 2 (option) choose 2 2 (option) 2 (option) 2 (core) Autumn Autumn Autumn Autumn Autumn Great Ideas about Language History of English I Regional Variation in English Translating Cultures Elective 2 2 2 2 2 Spring Spring Spring Spring Spring History of English II Social Variation in English Approaches to Discourse Pidgins & Creoles Elective 3 (core) 3 (option) choose 3 3 (option) Autumn Autumn Autumn 3 (option) 3 (option) 3 (option Autumn Autumn Autumn Research Proposal Child Language Acquisition Discourse of Social and Personal Identity Forensic Linguistics Intercultural Communication Syntactic Theory 3 (core) 3 (option) choose 2 3 (option) 3 (option) 3 (option) 3 (option) Spring Spring Spring Spring Spring Spring Research Dissertation Contemporary Stylistics Language and Gender Phonology Semantics Linguistic Typology (option) choose 3 (option) (option) (option) (core) * Elective means that you choose an option from a range of subjects. 17 Credits 30 15 15 30 15 15 120 15 15 15 15 15 15 15 15 15 15 120 15 15 15 15 15 15 30 15 15 15 15 15 120 BA English Language & Literature (Joint Honours) Year 1 (core) 1 (core) 1 (core) Term Autumn Autumn Autumn Module Approaches to Meaning Critical Approaches I Lit module: Reading Genre I 1 (core) 1 (core) 1 (core) 1 (core) Spring Spring Spring Spring Structure of English Investigating Language in Context Critical Approaches II Lit module: Reading Genre II 2 (core) 2 (option) choose 1 2 (option) 2 (option) 2 (core) Autumn Autumn Autumn Autumn Autumn Translating Cultures History of English I Great Ideas about Language Regional Variation in English Lit modules 2 (option) choose 2 2 (option) 2 (option) 2 (option) 2 (core) Spring Spring Spring Spring Spring History of English II Social Variation in English Approaches to Discourse Pidgins & Creoles Lit modules 3 (option) choose 2 3 (option) 3 (option) Autumn Autumn Autumn 3 (option) 3 (option) 3 (core) Autumn Autumn Autumn Research Proposal Child Language Acquisition Discourse of Social and Personal Identity Forensic Linguistics Intercultural Communication Lit Modules 3 (option) either 3 (option) or choose 2 3 (option) 3 (option) 3 (core) Spring Spring Spring Spring Spring Research Dissertation Contemporary Stylistics Language and Gender Semantics Lit modules Credits 30 15 15 15 15 15 15 120 15 15 15 15 30 15 15 15 15 30 120 15 15 15 15 15 30 30 15 15 15 30 120 For further information on English Literature modules please refer to the English Literature Student Handbook or the course structures detailed on the web: http://www.sussex.ac.uk/english/internal/coursesandmodules/ugcourses 18 Your English Language & Linguistics Degree: Assessment and Examination The Credit System Each module has a certain number of credits with academic year containing at least 120 credits. These credits are divided amongst the modules. By knowing the number of credits for each module, you will have a guide to the relative amount of work required - i.e. a 15-credit module should require only half the total amount of work needed for a 30-credit module. If you find yourself spending much more, or much less, time on a module than is appropriate for that module’s credit loading, then you should talk to your module tutor and your academic adviser to make sure that you are spending your time effectively. Modes of Assessment English Language & Linguistic modules are assessed by a variety of means. Unseen examinations test your assimilated knowledge and understanding and the ability to write succinctly at short notice. Twoday or three-day take-away papers allow you to display your skills in linguistic analysis without relying exclusively on memory. Essays of 4000 words and the 8000-word project allow you, by choosing your own topics, to develop expertise in areas of particular interest to you or to conduct individual research, and to test your skills in using sources and organising and presenting an effective and scholarly piece of discursive writing. In addition many modules include coursework components that is, term-time work, in their assessment. Assessed coursework may include shorter essays exercises, presentations, or poster presentations. These contribute to your final result, and demands continuing commitment and effort. Your degree course includes a balance of assessment modes of these types. Please Note: Do not rely solely on tutors’ information about assessment modes and timing or other formal module requirements: such information is not authoritative and occasionally may be mistaken. Refer to your Sussex Direct Study Pages for all assessment information. Useful assessment information Writing well and avoiding academic misconduct Plagiarism, collusion, and cheating in exams are all forms of academic misconduct which the University takes very seriously. Every year, some students commit academic misconduct unintentionally because they did not know what was expected of them. The consequences for committing academic misconduct can be severe, so it is important that you familiarise yourself with what it is and how to avoid it. The University's S3 guide to study skills gives advice on writing well, including hints and tips on how to avoid making serious mistakes. Visit http://sussex.ac.uk/s3/writingwell and make use of the resources there. The ELL guide to planning and writing essays and dissertations contains guidance on referencing properly and improving your critical writing skills. It is available on module Study Direct sites and the School website: http://www.sussex.ac.uk/english/internal/forstudents/uginformation/ughandbooks 19 If you are dealing with difficult circumstances, such as illness or bereavement, do not try to rush your work or hand in something which may be in breach of the rules. Instead you should seek confidential advice from the Student Life Centre. The full University rules on academic misconduct are set out in the Undergraduate Examination and Assessment Handbook; see http://www.sussex.ac.uk/academicoffice/documentsandpolicies/examinationandassessmenthandbo oks/ End-of-year results At the end of each academic year, the English Undergraduate Exam Board meets to determine your progression to the next year of your course, or, in the case of final year students, the degree class you will be awarded. Details of your results, including examination results, will be available on your Sussex Direct study pages following the meeting of the exam board, and a ‘pass list’ will be published on the notice board in Arts B listing the students who have progressed to the next year. If at the end of year 1 or year 2 you have not passed all of your modules, you will be required to take resits in September. You will be contacted by letter if this is the case. More detailed information regarding examinations and resits is in the Undergraduate Examination Handbook, which will be available in the autumn term, and is on the web: http://www.sussex.ac.uk/academicoffice/documentsandpolicies/examinationandassessmenthandbo oks/ The pass mark for all undergraduate modules is 40%. At the end of the year, you must have achieved at least 120 credits worth of modules in order to progress to the next year of your degree course. Marks for the 1st year do not contribute towards your degree classification (final degree result), but you must pass the first year in order to progress to the second year. For a three-year degree course your 2nd year marks contribute 40% to your degree classification, and the final year contributes 60% to your degree classification. 20 Assessment Criteria On English Language & Linguistics modules, all tutors mark with reference to the same set of marking criteria. On the one hand, we do so in order to make our marking as precise and transparent as possible; on the other hand, we do so in order to provide very detailed feedback so that you can see where your strengths and weaknesses are and where you need to do further work in order to improve your performance. We consider up to four main elements when marking your work: 1) subject knowledge, 2) data methodology, 3) analysis, and 4) communication and presentation. For any particular assessment, your tutor will let you know the relative weighting of these elements. In order to perform at the highest level, you will need to meet the criteria set out below in all of the areas indicated by your tutor. Your tutor will give you guidance on the ways in which these categories apply to the marking of your written work on a particular module. Subject knowledge: Your work should demonstrate close familiarity with the theories, concepts, and facts that are relevant to your topic. In addition to showing mastery of material discussed in lectures and seminars, you should make use of relevant published literature that is suitably advanced for the level of the module. Your use of technical vocabulary and other forms of linguistic representation (e.g. diagrams, transcription conventions) should be appropriate and accurate. The work should have no obvious gaps in coverage of the material, and all of the presented material should be strictly relevant to the task at hand. Data methodology: For assignments in which you are responsible for collecting your own data, you must present a clearly stated and appropriate means of data collection and analysis. You should make it clear that you are aware of the strengths and weaknesses of your data-collection methods, your data set and its sources, and your means for analysing it. You are responsible for collecting and presenting data in a way that meets disciplinary and University ethical standards. The data should be made available to readers of the assignment—either by including the data with your submission (in a dedicated section or an appendix) or by referring the reader to the source of the data (e.g. corpus, literary work). For assessments in which original data collection is not necessary, this element may be omitted from the tutor’s marking regime or may be applied in a different way. Analysis: Your work should reveal a clear and accurate defining of a topic for discussion and a clear, accurate, and original handling of the matter you discuss. The work must present a coherent argument leading to a clearly stated conclusion. The evidence supporting your argument must be clearly and critically presented and sufficient for the conclusion. Ample description and exemplification of your evidence should be given. There should be no gaps in logic. Communication and presentation: Written/presented work must take a reader/audience-oriented perspective in that it is organised in an efficient way and the connections between points their relevance to the conclusion are always clear. You should always use clear, precise language, written with attention to academic/standard English norms. The sources of information should always be clear to the reader and the bibliographic standards outlined in the English Language Essay Handbook must be followed for all types of assessment except unseen exams. The work should follow any other instructions for the presentation of the work specified by the tutor. 21 DATA METHODOLOGY SUBJECT KNOWLEDGE Marking Criteria 0-39 40-49 50-59 60-69 70-74 75-79 80-85 86-100 Misunderstanding of major concepts. Failure to engage with the source materials or to follow the main instructions for the assignment. Data is absent, unethically obtained, or other than what was required for the work. Insufficient knowledge of relevant theoretical / technical concepts; uses them rarely and seldom accurately. Little use of relevant sources. Insufficient explanation of the methodology for collecting / analysing data; data is not completely fit for purpose. A basic knowledge of the concepts under discussion; uses basic sources aptly. A sound knowledge of the concepts under discussion; source materials well used to support argument. Detailed and accurate knowledge and use of concepts and appreciation of the complexity of the topic and approach. Excellent background research/use of sources. Precise and detailed knowledge and use of concepts appreciation of the complexity of the topic and approach. High level of expertise in using primary academic sources. Precise and detailed knowledge of concepts, with outstanding level of expertise in the material that raises the work far above that which is expected at this level. Outstanding use of primary academic sources. Some, but not enough, description of data collection / analysis methods; original data is generally fit for purpose. Sound data collection / analysis methods, wellexecuted; sufficient appropriate data. Critical awareness of strengths & weaknesses. Sophisticated, sound data collection methods that provide sufficient excellent data. Collection, presentation, and/or analysis of data show creativity and critical awareness. Very sophisticated, sound data collection methods that provide ample excellent data. Collection, presentation, and/or analysis of data show marked creativity and critical awareness. Precise and detailed knowledge of concepts, with striking level of expertise in the material that raises the work noticeably above that which would expected at this level. Outstanding use of primary academic sources. Highly sound, sophisticated data collection methods that provide excellent data that exceeds the bare requirements of the assignment. Collection, presentation, and/or analysis of data show great creativity and critical awareness. 22 As for 80-85, but with a practically unimpeachable methodology. 40-49 50-59 60-69 70-74 75-79 80-85 86-100 Inadequate evidence of analysis; below the standard required at the current level of course. An elementary or incomplete argument that is prone to small logical errors, strays from point or loses focus. An adequate understanding of the material; maintains focus on topic[s] addressed; the argument is generally successful but some of the evidence may be insufficient. A sound understanding of the material, with some awareness of the complexity of the issues discussed; the argument is successfully executed. An original approach to the material that advances a wellconsidered and subtle analysis. A fresh and original approach to the material that manifests a developed and striking approach to the problem. A fresh and original approach to the material manifesting an outstanding analysis of some complexity. As for 70-85: analysis transcends the expectation of the task at this level. The work is poorly structured and below the level required at the current level of the course. Inadequate expression; inadequate presentation. Writing which is sometimes muddled or incoherent. Frequent errors in using standard English. Presentation does not follow guidelines. Writing that shows a basic but limited command of expression. Observes the rules of standard English. Presentation in line with guidelines. Shows a sure command of expression. Sound and accurate prose in standard English. Presentation in line with guidelines. Coherently organised in a very readerfriendly way. Flawlessly expressed and presented. As for 70-4: writing distinguished by nuance, complexity, and regard for the reader. As for 70-79: writing distinguished by a sense of assurance associated with a higher level. As for 70-85: writing distinguished by a command of style and exposition associated with a higher level. COMMUNICATION & PRESENTATION ANALYSIS 0-39 23 Marking Criteria, Performance Levels and Classification Fail 0-39; Third Class Degree 40-49; Lower Second Class Degree 50-59; Upper Second Class Degree 60-69; First Class Degree 70-100 0-19 A mark in this range is indicative that your work is far below the standard required level of your degree course. 20-39 A mark in this range is indicative that your work is below, but at the upper end is approaching, the standard required at the current level of your degree course. 40-49 A mark in this range is indicative that your work is of an acceptable standard at the current level of your degree course. 50-59 A mark in this range is indicative that your work is of a satisfactory to very satisfactory standard at the current level of your degree course. 60-69 A mark in this range is indicative that your work is of a good to very good standard at the current level of your degree course. 70-74 A mark in this range is indicative that your work is of an excellent standard at the current level of your degree course. 75-79 A mark in this range is indicative that your work is of an outstanding standard at the current level of your degree course. 80-85 A mark in this range is indicative that your work is of an exceptional standard at the current level of your degree course. 86-100 A mark in this range is indicative that your work is of a standard that transcends the expectation of the task at the current level of your degree course. 24 Teaching and Learning Methods Our emphasis is on student participation, to encourage you to develop research and writing skills, and to be self-confident and articulate both in writing and in speech. Because we want you to be an active learner, much of our teaching/learning contact experience is the student-led seminar, in which one or more students lead the discussion or give an oral presentation on an aspect of the week’s topic. Through giving presentations, you develop the skills of selecting and organising points, and explaining them orally to a group of peers, using examples and visual/auditory aids when appropriate. Tips for Oral Presentations In most cases, the topic of your presentation will be assigned to you, but you should consult with your tutor for advice on how to focus the presentation in a way that is appropriate to the needs of the seminar group. Your presentation should consist of an introduction (in which you tell the group what your presentation is about and outline what is to follow), a development of your argument, with references to the sources used, and a conclusion. Organise the main points of your argument one after another and signpost the main points clearly. Illustrate your points with examples whenever possible. Use appropriate language for the occasion. [Do not start by saying "I'm really nervous, but here goes/ I'm not very good at this/ I haven't got a lot to say."] Try not to speak too fast or too slowly and do not use over-long sentences. In your conclusion you should emphasise the main points of your presentation to make sure your audience has understood them. Most modules are underpinned by lectures (usually one a week per module). Lectures are used (a) to assist in the introduction of unfamiliar material, and (b) to assist in the assimilation of technically demanding or conceptually difficult material. Each module has a module-information document, specifying objectives, teaching methods, reading requirements, presentation and essay/exercise requirements with deadlines, and assessment modes. This document, published on Study Direct, gives you a sense of the shape and direction of the module, allows you to focus your efforts and to manage your time, and enables the Library to anticipate demand. On most modules, tutors direct you to a wide range of reading, both to expose you to a variety of perspectives, and to make the most effective use of the Library’s resources. In some cases, a single textbook is specified, to be supplemented by other reading each week. Module Evaluations (online) At the end of every module, you will be asked to give your views, anonymously, on the teaching, module content, organisation, etc., usually by questionnaire. Make sure you fill these in! The answers are considered in School Committees and if they show that something is not quite right, we will do our best to fix it. 25 First-Year Module Outlines The following pages give brief outlines and learning outcomes for Year One modules in the English Language & Linguistics degree courses. The information is only a summary and will be supplemented by module-specific materials. Q1029 Approaches to Meaning Module Outline In this module, exploration of word meaning introduces you to general linguistic concepts, terminology, methods and resources, while developing skills in linguistic analysis, research and argumentation. You will investigate meaning from psychological, social, historical, theoretical, and descriptive perspectives, using a variety of research methods, including corpus methods. Questions that may be considered include: what do you know when you know a word? Where is meaning located (in the word, society, or the mind)? How many meanings can a word have? How do meanings change? How do words/meanings differ among dialects and social situations? How do we learn meanings? You will explore such questions in small, individual research projects. Learning Outcomes By the end of the module, a successful student should be able to demonstrate: An understanding of distinct levels of linguistic description (sound, meaning, grammar, etc.) An understanding of basic concepts relating to words and meaning (lexicon, semantics/pragmatics, reference, denotation/connotation, prototype, compositionality, lexicalisation, lexicography, necessary & sufficient conditions, etc.) An understanding of some of the applications of linguistic analysis (social, historical, psychological, pedagogical, lexicographical) Discipline-specific skills in linguistic definition and analysis, the use of linguistic reference tools (dictionaries, corpora), finding linguistic resources in the library (beyond the reading list), accessing linguistic data resources and collecting linguistic data, and representing linguistic data in writing. Weighting, timing, assessment Credits 30. Level 1, Autumn term. Please refer to your Sussex Direct Study Pages for all assessment details. 26 Q1073 Approaches to Pronunciation Module Outline The module introduces single-honours students to central themes relating to sound patterns and pronunciation in languages, with a focus on English. Students will be given the opportunity to acquire knowledge and understanding of the production of sounds, and to acquire the skills necessary to describe, define and transcribe consonants, vowels and certain non-segmental features such as stress and rhythm, using the International Phonetic Alphabet. Students are also introduced to fundamental concepts related to contrast and meaning in sound structures and to fundamental concepts in phonology that go beyond the description of individual sounds, such as syllable structure, stress, and phonological processes. Learning Outcomes By the end of the module, a successful student should be able to: Describe and classify speech sounds; transcribe speech, using the International Phonetic Alphabet (IPA). Demonstrate factual knowledge of the sound pattern of English. Demonstrate linguistic understanding of the fundamental principles of phonology. Demonstrate an awareness of variation in accents and the skills to describe and analyse this variation. Weighting, timing and assessment Credits 15. Level 1, Autumn term. Please refer to your Sussex Direct Study Pages for all assessment details. 27 Q1074 Approaches to Grammar Module Outline This module introduces single-honours students to descriptive grammar. We will explore questions such as: What do speakers know about the grammar of their language consciously and unconsciously? How can we use speakers' knowledge to uncover the 'hidden' rules of language? What is the internal structure of words and how can we go about grouping words into categories so that we can label them and describe their general properties? How are words grouped together within a sentence? What sorts of tests can we use to uncover and describe this internal structure of sentences? What does it mean to describe something as 'subject' or 'object'? What kinds of grammatical differences distinguish a statement from a question or a command? What's the difference between verbs like must and love? How are complex noun phrases structured? How can we identify clauses inside sentences, and what are they doing there? This module will provide students with an understanding of the way in which words and sentences are constructed, and will equip them with the skills to break sentences down into their constituent parts, to construct and test hypotheses, and to represent sentence structure by means of tree diagrams. The module will be based on data from English and other languages. Learning Outcomes By the end of the module, a successful student should be able to: Define and explain basic concepts in (a) morphological analysis (with particular reference to word classes and the distinction between derivational and inflectional morphology) and (b) syntactic analysis (with particular reference to constituent structure, phrase structure, grammatical functions, clause types, and main and embedded clause structure). Implement their knowledge of morphosyntax in the analysis of natural language data. Compare and contrast Modern Standard English with other dialects and languages (with particular reference to morphosyntactic properties) and demonstrate a critical approach to the development of a descriptive grammar. Form hypotheses, use evidence to test hypotheses, demonstrate research skills, produce a coherent written argument, and respect deadlines. Weighting, timing, assessment Credits 30. Level 1, Spring term. Please refer to your Sussex Direct Study Pages for all assessment details. 28 Q1076 Investigating Language in Context Module Outline This module is an introduction to the study of language beyond sentence and clause level in real-life and fictional contexts. Following an introduction to the features of spoken language, the module centres on Conversation Analysis, as the approach to discourse as structured interaction, and on the discussion of some theoretical models for the investigation of contextualized exchanges, e.g. Grice's Cooperative Principle and Politeness Theory. In this module the students are presented with the methodological issues of language transcription and data collection. Aiming to introduce the notion of variation in discourse, the module shows how in different contexts different conversational patterns are produced (e.g. question-answer pairs in trials v. TV interviews) and how such factors as gender, class or status can affect conversation. The module also offers a reflection on the difference between authentic v. fictional or represented conversation in drama and film from a conversation analysis perspective and encourages an insight into issues of characterisation and point of view through discourse representation. Learning Outcomes By the end of the module, a successful student should be able to: Understand what verbal interaction as a social practice involves and demonstrate factual knowledge of the different social and linguistic contexts which affect the nature of language. Identify core issues in the representation of interaction in fictional contexts. Synthesise ideas from a number of sources and follow an argument. Transcribe and analyse conversational data and formulate basic research hypotheses. Weighting, timing, assessment Credits: 15. Level 1, Spring term. Please refer to your Sussex Direct Study Pages for all assessment details. 29 Q1083 Structure of English Module Outline This module introduces joint-honours students to descriptive English grammar and to central themes relating to sound patterns and pronunciation in English. The first part of the module, which focuses on grammar, provides students with an understanding of the way in which phrases and sentences are constructed, and equips them with the skills to break sentences down into their constituent parts, to describe the category and grammatical function of those parts, to distinguish clause types, to distinguish the parts of the English verb group, to construct and test hypotheses, and to represent sentence structure by means of tree diagrams. In the second part of the module, which focuses on phonetics and phonology, students acquire knowledge and understanding of the production of sounds, and the skills necessary to describe, define and transcribe consonants and vowels using the International Phonetic Alphabet. Students are also introduced to fundamental concepts related to contrast and meaning in sound structures, and to fundamental concepts in phonology that go beyond the description of individual sounds, such as syllable structure, stress, and phonological processes and the relationship between pronunciation and spelling. Learning Outcomes By the end of the module, a successful student should be able to: Define and explain basic concepts in the syntactic analysis of English (with particular reference to constituent structure, phrase structure, grammatical functions, clause types, and main and embedded clause structure). Parse natural language texts. Describe and classify English speech sounds and transcribe speech using the International Phonetic Alphabet. Demonstrate linguistic understanding of the fundamental principles of English Phonology. Weighting, timing, assessment Credits: 15. Level 1, Spring term. Please refer to your Sussex Direct Study Pages for all assessment details. 30 Second and Final Year Modules The tables on pages 17-18 of this handbook show you which English Language & Linguistics modules you will take in the second and final years of your degree course. Where you have a choice of options in your second and final years you will be sent information and module outlines in advance to help you make an informed choice regarding what options you would like to study. You can view details of all the modules run by the School of English, as well as the structure of each degree course, on the website: http://www.sussex.ac.uk/english Or go to the link: http://www.sussex.ac.uk/english/internal/coursesandmodules/ugcourses English Language & Linguistics Faculty Contact Details English School Office: Arts B133, University of Sussex, Falmer BN1 9QN Tel: (01273) 877303 E-mail: english@sussex.ac.uk Name Tel Number Room E-mail Faculty members Dr Charlotte Taylor – Head of English Language & Linguistics (01273) 873173 Arts B245 charlotte.taylor@sussex.ac.uk Dr Lynne Cahill (01273) 678975 Arts B243 l.j.cahill@sussex.ac.uk Dr Thomas Devlin (01273) 876547 Arts B247 t.p.devlin@sussex.ac.uk Dr Melanie Green (01273) 877167 Arts B250 m.j.green@sussex.ac.uk Dr Lynne Murphy (01273) 678844 Arts B348 m.l.murphy@sussex.ac.uk Dr Roberta Piazza (01273) 872569 Arts B248 r.piazza@sussex.ac.uk Dr Justyna Robinson (01273) 873653 Arts B246 justyna.robinson@sussex.ac.uk N.B. Office hours will be confirmed at the start of each term and will be noted on the faculty member’s office door. 31