MA in Applied Linguistics
Course Handbook
2015-2016
Published by the School of English
Arts B, University of Sussex, Falmer, Brighton BN1 9QN
http://www.sussex.ac.uk/linguistics
September 2015
Every effort has been made to ensure the accuracy of the information contained in this
handbook at the time of going to press, but the University can accept no responsibility for errors
or omissions, or for arrangements that involve third parties. The University reserves the right to
introduce changes from the information given, including the addition, withdrawal or restructuring
of courses and/or modules.
MA Handbook for students 2015-2016
Contents
1. Introduction
2. Course aims and learning outcomes
3. Teaching and learning methods
4. Curriculum
5. Assessment
6. Other opportunities
7. After your MA degree
8. Course structure and Autumn timetable
9. Module descriptions
10. General information
11. Teaching faculty and support staff
12. Evaluation and marking criteria
14. The University at large
3
3
4
5
6
7
8
8
10
13
14
17
17
1. Introduction
The course leading to the MA in Applied Linguistics is designed to enable students to
understand the relevance of linguistic work to social, cultural and political issues, and to
professions such as language teaching, whether teaching English as a first or
second/foreign language or teaching foreign languages. It is a degree of wide scope
rather than one devoted entirely to the theory and practice of language teaching and, at
the same time, one that will offer ample opportunities for reflecting on what goes on in
teaching/learning and why. The main focus is broader issues about language and
language use.
The course, which was introduced in 1990, has a particular appeal to language teachers
with some experience who are seeking a further qualification. It is also especially
suitable for in-service teachers with responsibility for language matters, and for
language graduates who wish to set their studies in the context of modern research on
language, culture, media and journalism and psychology.
In the MA in Applied Linguistics students from Britain or overseas, who often are
involved professionally with language or languages, become familiar with concepts and
techniques from general and applied linguistics, undertake coursework and
assessments related to their individual concerns, engage in field work and achieve
intellectual self-development and a further professional qualification. This course is
available in both full-time and part-time modes.
Entry requirements. The entry qualification for the MA in Applied Linguistics is either a
BA 2(i) (or equivalent) in Linguistics, English Language or an English or Modern
Languages course involving a significant linguistic component, or a 2(i) in any subject
plus substantial work experience in a language-related field. Students whose first
language is not English must meet the university’s English language requirement.
2. Course aims and learning outcomes
Course aims. Students taking the MA in Applied Linguistics develop wide-ranging
understanding of language in its social and cultural contexts, and of its acquisition and
processing. You are equipped with analytic techniques especially suitable for fostering
understanding of language use in diverse situations, and of methodological issues in
data collection. You develop, by means of a dissertation, the capacity for independent
critical thought and original research. You also develop the capability to make informed
judgements and contributions to public debate in areas where discussion may be illinformed. Training in research methods prepares students for a supervised independent
research project.
3
Course learning outcomes. At the end of the course, the successful student will be
able to:
1. Demonstrate wide-ranging understanding of language in its social contexts, and of its
acquisition and processing.
2. Employ analytic techniques especially suitable for fostering understanding of
language use in diverse situations, and of methodological issues in data collection.
3. Demonstrate the capacity for independent critical thought and original research.
4. Draw on a broad range of sources in making informed judgments about and
contributions to public debate in areas where discussion may be ill-informed.
5. Summarise and evaluate complex arguments and use specialist terms accurately.
6. Work in flexible, creative and independent ways showing self-discipline and selfdirection.
7. Work productively in a group, showing ability to contribute both by listening and
participating in the discussion.
8. Deliver well presented written work to a specified length, format, brief and deadline,
using correct references and making appropriate use of electronic resources.
3. 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. In the
promotion of active learning, a common teaching/learning contact experience is the
student-led seminar, in which one or more students give an oral presentation on an
aspect of the week’s topic. The assignment of topics is negotiated between the tutor
and the student group, so you have an opportunity to develop areas of particular
interest to you. Through giving seminar presentations, you develop the skills of selecting
and organizing points, and explaining them orally to a group of peers, using visual aids
when appropriate.
Generally, a part of the three hours of weekly contact time for each 30 credit module
consists of a lecture given by the module tutor. Lectures are used (a) to assist in the
introduction of unfamiliar material, as in introductory modules; (b) to assist in the
assimilation of technically demanding or conceptually difficult issues; (c) to provide a
model of how to organise materials and concepts for an audience, in order to guide you
in your own presentations.
For each module your tutor may assign coursework, such as discussion or written
exercises, essays and oral seminar presentations. Your tutor will provide written
feedback on your coursework but you can ask for further explanation and for advice on
how to improve your work. Module tutors will expect you to contact them for advice and
suggestions about coursework, and about essays and dissertations.
On all modules, tutors direct you to a wide range of reading in order to expose you to a
variety of perspectives. You are not expected to read everything that is mentioned on
your reading lists, but the more you read, the more you will get out of the degree;
4
indeed, reading and reflecting on specialist works will be the main mechanism for
broadening and deepening your knowledge of applied linguistics.
Each module has a document, specifying objectives, teaching methods, reading
requirements, requirements (with deadlines) for oral presentations and written essays or
exercises, and assessment modes. This document, given to you before or at the
beginning of each module, gives you a sense of the shape and direction of the module,
allows you to choose emphases and to manage your time, and enables the Library to
anticipate demand.
Each module also has a Study Direct (SyD) site, to which you will be subscribed. You
are expected to access these sites regularly, as this is where tutors will provide
information about your modules, including documentation, links to additional on-line
materials, discussion forums, and so on.
Workload. As a general guideline, we are expecting full-time students to be devoting
about 40 hours per week on average to their studies, including class time. Part-time
students should expect to spend about 20 hours per week. The workload is likely to be
unevenly spread through the academic year.
4. Curriculum
There are two elements to the course: taught modules and a 10,000-word dissertation.
The taught modules, designed to fulfil the objectives mentioned above, are divided
between proper MA modules (30 credits except for the Core modules, worth 15 credits)
and UG advanced modules (15 credits). Preparation towards the dissertation begins
early on in the course and continues until summer supervision.
Dissertation titles are submitted to the English School Office in the form of the Research
Proposal module submission in Assessment Period 2.
Two core modules: Researching Language in Use (15 credits) and Research
Proposal in Applied Linguistics (15 Credits);
if you have limited background in Linguistic studies, the module Language
Description and Analysis (30 credits) is highly recommended; if you have studied
linguistics before, avoid the module.
Options amongst the following MA modules (30 credits):
Language and Culture in Intercultural Communication; Discourse and
Communication Analysis; Language Variation; Second Language Acquisition and
Research; World Englishes (15 credits).
Options are subject to availability.
UG options (15 credits): Discourse of Social and Personal Identity; Syntactic
Theory; Pidgins and Creoles; Phonology; Language and Gender; Semantics; Child
Language Acquisition; Forensic Linguistics; Contemporary Stylistics.
Options are subject to availability.
5
Students are allowed two UG modules over the duration of their MA course to a
maximum of 30 credits.
The modules provide the opportunity for students to acquire factual and conceptual
frameworks enabling them to reflect on language and related issues arising in their
professional work and in a wider social and political arena. Please see sections 8 and 9
below for further detail on course structure and module descriptions.
It is possible in certain circumstances for students to take one module from another MA
or MSc course in place of one of those mentioned here. However, this needs to be
agreed by the Head of School, the relevant course convenor and tutor, and the Pro-Vice
Chancellor.
5. Assessment
There are various assessment elements: one for each of your four modules, plus the
dissertation. There are no unseen examinations. ‘Language Description and Analysis’ is
assessed by a take-away paper, which consists of a set of exercises which students are
expected to work on individually, to show that they have understood the concepts and
can apply them to examples. ‘Researching Language in Use’ is assessed by two pieces
of coursework of equal weight. Each of the other taught modules is assessed by a 4,500
term paper (some with an additional 1,500-word background essay or an essay outline
or a presentation), the topic of which is agreed individually between the student and the
module tutor. This allows you to develop expertise in areas of your particular interest
and be exposed to a variety of assessed work. Depending on the module, the approach
in your term paper may be critical, theoretical, or data-oriented, and may involve forms
of survey or data collection. The topic-based term paper tests skills of collecting and
assimilating sources, organization (including time management) and academic writing to
a word limit.
Band
Distinction
Percentage
70-100%
Variation
80-100%
Qualities
Truly exceptional work that could be published with
little or no further development or alteration on the
strength of its original contribution to the field, its
flawless or compelling prose, its uncommon
brilliance in argument and its demonstration of
considerable knowledge of the topics and authors
treated on the module.
70-80%
Outstanding work that might be fit for publication
or for development into a publishable article. Work
that is exceptional for its originality of conception
and argument, its conduct of analysis and
description, its use of research and its
demonstration of knowledge of the field and of the
core materials studied on the module.
6
Merit
60-69%
Good or very good work that is thoughtfully
structured or designed, persuasively written and
argued, based on convincing use of research and
fairly original in at least some of its conclusions.
Pass
50-59%
Satisfactory work that meets the requirements of
the module and sets out a plausible argument
based on some reading and research but that may
also include errors, poor writing, or some unargued
and improbable judgments.
Fail
0-49%
35-49%
Unsatisfactory
Work that is inadequate with respect to its
argument, its use and presentation of research and
its demonstration of knowledge of the topics and
authors treated on the module, or that is poorly
written and difficult to follow or understand.
15-34%
Very
unsatisfactory
Work that plainly does not meet the requirements
of the course and that fails to make any persuasive
use of research or to conduct any argument with
clarity or purpose.
0-15%
Unacceptable or not submitted.
Overseas students are strongly encouraged to get support for English writing from the
Language Centre at the University. For further details, please consult the web pages at:
http://www.sussex.ac.uk/languages/
They should also make the most of the opportunities for editing and proof-reading
available at the university.
6. Other opportunities
As a member of the Linguistics and English Language community at Sussex, you are
expected to attend the School’s research seminar series Research on Language and
Linguistics at Sussex (ROLLS), where talks are given by Sussex staff and
postgraduates and by visiting speakers. Attendance to these research talks for full-time
students is mandatory. The meetings are generally fortnightly on Wednesdays 13.0015.00. Look out for notices of the current course on the English website:
http://www.sussex.ac.uk/aboutus/schoolsdepartments/english/
ELT talks are also often very relevant. Information about these events will be circulated
in due time.
7
You are also expected to attend all timetabled library, reference and any other sessions
in addition to the lectures and seminars for your taught modules. (See Autumn timetable
below.)
As MA students in the School of English, you are also encouraged to attend the
workshops put on by the School of English for all MA students, on topics such as
academic writing, dissertation preparation, and so on. See notices on the School of
English web pages.
You have access to the computing facilities of the University (University of Sussex
Information and Technology Services) and are encouraged to attend short workshops
on aspects of computer use (including word processing and the internet; many of these
workshops have a small enrolment fee).
7. After your MA degree
Many MA graduates take up employment as language teachers. Successful graduates
of the MA Applied Linguistics are now teachers of English at home and abroad,
translators and college lecturers. (When they are returning to their previous profession,
they do so with improved career prospects.) Others have gone on to do research both
at Sussex and at other universities. Teaching however is not the only profession open to
MA graduates and students in the past have found their occupation in other fields from
publishing to development.
8. Course structure
Q1501T MA in Applied Linguistics: FT (180 credits in total, 150 from taught
modules and 30 from dissertation)
Teaching Block One:
Module title
CORE MODULE
Researching Language in Use
MA options:
Language Description and Analysis
Language Variation
Second Language Acquisition and
Research
Credits
15
Tutor
Lynne Cahill
30
Charlotte Taylor/
Tom Devlin
Tom Devlin
Andrew Blair
Jules Winchester
30
30
(Available) Undergraduate options:
Forensic Linguistics
Child Language Acquisition
15
15
8
Charlotte Taylor
Lynne Cahill
Teaching Block Two:
Module title
CORE MODULE
Research Proposal (Applied Linguistics)
MA options:
Discourse and Communication Analysis
World Englishes
Language and Culture in Intercultural
Communication
Credits
Tutor
15
Justyna Robinson
30
15
30
Roberta Piazza
Andrew Blair
Charlotte Taylor
Undergraduate options:
Language and Gender
15
Phonology
MA Dissertation (Applied Linguistics)
10,000 words
15
30
Roberta Piazza
Justyna Robinson
Tom Devlin
Various supervisors
Q1501T MA in Applied Linguistics: PT (the total of credits for each year is 75, plus
30 from dissertation in year 2). In each term of each year students can take 45
plus 30 credits or vice versa from the modules described above.
There will be occasional extra-curricular activities, one of them being ROLLS (Research
seminars in language and linguistics). MA students are expected to attend all sessions.
In the autumn term there will be two short extra sessions (TBA) on:
1. citation and referencing, and
2. informal feedback on the course with some attention to ‘studying in the UK’ (overseas
students’ contribution will be particularly crucial).
A third meeting (TBA) will be organised with all members of the Linguistics group to
start discussing possible areas of investigation for your dissertation.
In the spring term sessions will cover topics such as working collaboratively, identifying
a doable dissertation topic, ethical data collection and effective peer editing.
9
9. Module descriptions
Module codes
Researching Language in Use (core)
817Q1A
This module introduces students to the practice of linguistic research. A diverse range
of issues regarding the development of a research question, methodology and
argumentation are explored through the topical theme of ‘language in use’. Students on
this module will read works on the theme of ‘language in use’ that exemplify good
practice in research and argumentation, and will critically reflect upon and discuss
methodologies and practices used in these and other works. Students will receive
lectures and practical workshop training on the following topics: accessing linguistic
materials and using them appropriately, identifying tractable research questions,
interpreting research findings, linguistic field methods (ethnographic and language
structure), quantitative research methods (survey & experiment design), structuring a
linguistic argument, ethical considerations in linguistic research, self- and peerevaluation. In order to put these skills into practice, students will complete assessed
research exercises and will write a research plan for a hypothetical study. Tutor: Lynne
Cahill.
Language Description and Analysis (core for students with limited or no
background in Linguistics)
819Q1
Students are introduced to the study of formal linguistics; the aim is to familiarise you
with the main sub-branches of the discipline. The following areas are covered: sounds
and sound patterns (phonetics and phonology); word and sentence structure
(morphology, syntax); and linguistic meaning (semantics and pragmatics). Emphasis is
placed on using the theories, methods and techniques from each of these subdisciplines to examine real language data. Students carry out practical analysis of
spoken and written texts. Tutor: Charlotte Taylor
Discourse and Communication Analysis (option)
806Q1
This module focuses on the study of discourse analysis of spoken or written text in the
widest sense. It aims to provide you with insight into methodological and ethical aspects
of data collection, enabling you to adopt a critical view of your own activities in this field.
You are introduced to observation and elicitation techniques as employed in any branch
of social linguistics, and given a basic understanding of discourse transcription
conventions. Students acquire knowledge of the formal aspects of textuality (cohesion),
prosody, information structure, conversation structure, patterns of inference, and
cognitive approaches to pragmatics. The module equips students with techniques of
text analysis generally applicable in all communicative situations. Students design and
carry out projects involving conversation or discourse analysis of patterns according to
the type of communicative event and other factors such as, for example, gender, age,
social context. Tutor: Roberta Piazza.
10
Language and Culture in Intercultural Communication (option)
Q3152
This module examines how cultural assumptions and values influence language and
interactional style, and vice versa. In order to do so, we interrogate our own cultures:
what do we consider to be polite or rude, natural or unnatural in communication with
others? What values and habits shape our expectations of what communication is, what
it is for, and what forms it should take? We are then in a position to explore the ways in
communicative behaviours can vary and be (mis)interpreted in intercultural situations.
We consider the degree to which claims of universals in human interaction are tenable
and the possibility of 'intercultural competence'. Key areas of exploration will include
linguistic relativity, individualism/communalism, context (high and low), interactional
cues, face and politeness, time and relationships.Tutor: Charlotte Taylor
Language Variation (option)
820Q1
This module provides an introduction to topics in and approaches to language variation,
focussing primarily on two aspects of variation, regional variation and social variation. In
the first part of the module, aspects of regional variation in terms of phonology
(accents), grammar and the lexicon will be discussed, and ways of describing them
systematically will be introduced. The second part will introduce main aspects of social
variation, namely social class, age, gender and ethnicity and the means of analysing
them. In the third part, a synthesis of the first two parts will be presented by introducing
fundamental theories of language change, both linguistic and sociolinguistic, looking at
how variation within a speech community can lead to change in the following
generations, and how regional variation is shaped by such change. While there will be a
focus on variation in English, other languages will also be used for comparison and
illustration, whenever appropriate. Tutor: Tom Devlin
Second Language Acquisition and Research (option)
003X5
Students compare competing theoretical assumptions about what is involved in
language acquisition, explore some of the controversies that exist in the field and
implications for second language teaching and learning. Theories of language learning
will be analysed and aspects of research methodology will be explored. Topics covered
include theories of first language acquisition and SLA, linguistic theories of SLA,
cognitive theories of SLA, social perspectives on SLA, learner variables, and
introduction to SLA research, SLA theories and language pedagogy, current issues in
SLA. Assessment will be through a 5,000-word assignment. Tutors: Andrew Blair,
Jules Winchester.
World Englishes (option) (15 credits)
011X5
The module aims to address some of the current and significant issues concerning the
growth and use of English around the world, the implications for pedagogy and teacher
education. The increasingly international profile of the language, its learners and
teaching contexts is reflected in the student intake for the ELT course, studying,
11
researching and working in this complex field. This area of English language teaching is
attracting growing academic attention in terms of journal, book and conference
publications, and raises challenging questions for both researchers and practitioners.
The module is assessed by a 3,000-word term paper. Tutor: Andrew Blair.
Research Proposal (core)
936Q3
This module will provide specific guidance for your dissertation, help you in the choice
of a research topic, type of research project and appropriate methodology and will work
in conjunction with the presentations given by the English Language and Linguistics
staff during the year. It will also be the natural follow-up to the other core module on
research methodology we offer in term one. Tutor: Justyna Robinson
Dissertation (core)
809Q1
You prepare a dissertation (10,000 words) during the summer term and summer
vacation, for submission at the beginning of September. A dissertation is a substantial
piece of work on a single topic that gives evidence of independent and original thought.
The topic of your dissertation is negotiated between you (the student), the course
convenor and your dissertation supervisor. MA dissertations typically report a research
project, involving data collection, questionnaires or interviews; a dissertation may also
be a piece of critical or theoretical work. The important thing is that it should contain
some element of originality. A pass mark in the dissertation is required in order to pass
the MA.
It is never too soon to start thinking about your dissertation. An early meeting with your
tutors will get you thinking about it. You may also discuss the matter with the course
convenor at any time. During the spring term you will take the module ‘Dissertation
Proposal’ that will give you detailed guidelines about planning your dissertation. You will
be subscribed to a Study Direct (SyD) site for the dissertation, which includes links to
useful documents including a dissertation guide, and you will also be invited to a
meeting with prospective supervisors. At the end of the module you will identify your
proposed topic and will be assigned to an appropriate supervisor.
Some recommended volumes:
Bitchener, John. 2010. Writing an Applied Linguistics Thesis of Dissertation.
Houndmills, Basingstoke, Palgrave.
Hall, Christopher et al. eds. 2011. Mapping Applied Linguistics. London, Routledge.
Heigham, Juanita and Croker, Robert eds 2009. Qualitative Research in Applied
Linguistics. London, Palgrave.
Hunston, Susan and Oakey, David. Introducing Applied Linguistics. Abingdon/New
York, Routledge.
Paltridge, Brian and Phakiti, Aek eds 2011. Continuum Companion to Research
Methods in Applied Linguistics. London/New York, Continuum.
12
10. General information
Attendance. You will be expected to attend all classes scheduled for each of your
modules. PLEASE let your module tutor know, preferably in advance (especially if you
are scheduled for a class presentation), if you will be absent. The best way to contact
your module tutor outside classroom hours is by email (see below).
Submission dates for formal assessments are clearly set out on Sussex Direct and in
papers prepared by the Student Progress and Assessment Office in Sussex House,
which will be distributed to each of you in due module. Late submissions (without
mitigating evidence) are penalised by deductions of marks.
Student Life Centre. If you are prevented, by ill health or other personal
circumstances, from submitting assessed work on time, it is important to aim to submit it
as soon as possible after the deadline. You will be asked to fill in a statement of your
reasons for late submission. The Mitigating Evidence Committee, when deciding on any
penalties applied to your work, will give consideration to this statement, along with other
evidence such as medical certificates. You should contact a student life advisor to seek
advice and support in such circumstances. The Student Life Centre is located in
Bramber House, University of Sussex, and is open from 09.00-17.00 Monday to Friday. It
can be contacted by phone 01273 876767 or mail studentlifecentre@sussex.ac.uk
Monitoring of progress and feedback. You can expect written feedback from module
tutors on any informal assessments completed during the module. You will also receive
written notification of marks for your term papers and dissertation, together with
feedback from the examiners. You can discuss your progress with your module tutor, or
with the course convenor, at any time.
Student module evaluation. Towards the end of each term you will be asked to
complete module evaluation questionnaires. Summaries of these, and of feedback
derived in other ways, feed into the School’s and the University’s Academic Audit
process.
Student representation. Towards the beginning of the academic year the student
cohort elects an MA Applied Linguistics representative to serve as spokesperson for the
MA students at a meeting held twice a term for student representatives in the School of
English. Your feedback is reported to the School of English meetings.
Computing facilities. You will be given an email username (login name) when you
register with the University of Sussex IT Service, and you will also need to set up a
password. This enables you to access Sussex Direct, the on-line system that informs
you about your timetable, attendance record, assessment deadlines, etc. Getting used
to the email system should also be one of your first priorities, as this is the primary
means by which you will receive important information from your module tutors or from
the University administration. You should also familiarise yourself with Study Direct
(SyD), an on-line teaching/learning platform, since all your tutors use this system for
13
distributing information about their modules, including module documents, lecture notes,
assessment exercises, etc. Study Direct will also enable you to talk to your colleagues
by exchanging views with and asking questions. There is also a dedicated SyD MA
generic site where you will find useful information on your overall course.
A guide to planning and writing essays and dissertations, including advice on
citation and reference guidelines has been written specifically for MA Applied
Linguistics students at Sussex. You will be able to access this guide through your Study
Direct pages. Please make sure you read this guide thoroughly and follow the
instructions carefully.
Where to find information
Tutors often put general information that they think might interest people on the notice
boards on their doors or circulated on SyD. There is a general notice board for School
of English postgraduate students in the lobby in Arts B133. Special information for
particular groups of students is usually sent by email, or on paper to the pigeonholes of
the students involved. (Notices to part-time students will be posted to their home
address, if they request this.)
A great deal of information is, of course, made available on the University’s website,
and on the School’s own pages. In particular, you should familiarise yourself with
Sussex Direct, Study Direct, the School of English web pages, and with the Linguistics
and English Language web pages.
11. Teaching faculty and support staff
Andrew BLAIR, Tutorial Fellow in English Language Teaching, Convenor of MA in ELT
Arts A062, tel. 01273 678176, email A.M.Blair@sussex.ac.uk
Web profile: http://www.sussex.ac.uk/profiles/120673
I teach Second Language Acquisition and Research, Principles and Practice in ELT,
Advanced Practical Teaching, and World Englishes modules. I am also involved with
Sussex study abroad teaching assistants and some PhD supervision. My research
interests include teacher education and development; English as a Lingua Franca and
World Englishes; phonology and pronunciation; research methods in language
education.
Lynne CAHILL, Lecturer in English Language and Linguistics
Arts B243, tel. 01273 678975, email L.J.Cahill@sussex.ac.uk
Web profile: http://www.sussex.ac.uk/profiles/416
My research interests lie mainly in the areas of morphology, phonology, orthography
and the lexicon. I have worked largely on the Germanic languages, but I have interests
in language families that show apparently very different types of morphology such as
the Semitic languages. Much of my work is computational, but with a firm emphasis on
theoretical linguistic questions. Recent funded projects I have worked on have looked at
the relationship between orthography, phonology and morphology in English, German,
14
Dutch and Arabic. My most recent work involves developing lexicons for Latin and
Medieval Legal English on the ChartEx project (www.chartex.org) and I am developing
interests in variant spelling in Computer Mediated Communication.
Tom DEVLIN, Teaching Fellow in English Language and Linguistics
Arts B247, tel. 01273 876547, email T.P.Devlin@sussex.ac.uk
Web profile: http://www.sussex.ac.uk/profiles/373488
I teach modules on language variation and change, phonetics and phonology and the
history of English. My research interests lie within the field of sociolinguistics with a
specific focus on phonological variation and change in English dialects. I am currently
exploring the relationship between sound change in Durham mining villages and
external and extra-linguistic factors such as contact, speaker and group identity,
orientation and perception.
Melanie GREEN, Senior Lecturer in Linguistics and English Language
Arts B250, tel. 01273 877167, email M.J.Green@sussex.ac.uk
Web profile: http://www.sussex.ac.uk/profiles/102131
I specialise in descriptive grammar, syntactic theory and the syntax of Hausa and other
African languages, including Cameroon Pidgin English. My research interests include
typological and comparative syntax, particularly in relation to relative clauses,
interrogatives, information structure and copular constructions. I am currently working
on the syntax of three Cameroonian languages: Kenyang (with Florence Tabe,
University of Yaounde I), Cameroon Pidgin English (with Miriam Ayafor, University of
Yaounde I), and Awing (with Helen Akem, University of Bamenda).
Lynne MURPHY, Reader in Linguistics and English Language
Arts B348, tel. 01273 678844, email M.L.Murphy@sussex.ac.uk
Web profile: http://www.sussex.ac.uk/profiles/115259
I am a lexical semanticist, lexicologist, and lexicographer, which are fancy ways to say
that I'm interested in words, their meanings, and the psychology of knowing words and
meanings. My publications in this area include four books: Semantic Relations and the
Lexicon (Cambridge UP, 2003), Key Terms in Semantics (with A. Koskela; Continuum,
2010), Lexical Meaning (Cambridge UP, 2010), and Antonymy in English (with S.
Jones, C. Paradis, C. Willners, Cambridge UP, 2011). Some of my recent and current
research projects involve investigating how children figure out semantic relations among
words (like synonymy or oppositeness), why you can say things like '3 feet tall' but not
'30 kilos heavy', and how social cognition and linguistics interact in how we talk about
and conceptualise groups of other people (e.g. race, ethnic, religious, sexual orientation
groups). I've worked on dictionaries of English and African languages. My blog
http://separatedbyacommonlanguage.blogspot.com covers the trickier differences
between British and American English.
15
Roberta PIAZZA, Senior Lecturer in English Language and Linguistics, MA Convenor
Arts B248, tel. 01273 872569, email R.Piazza@sussex.ac.uk
Web profile: http://www.sussex.ac.uk/profiles/24748
I work in the area of discourse, stylistics and pragmatics and my work has appeared in
the Journal of Pragmatics, Discourse & Society and Language & Literature. I’m
interested in media, especially film and TV. My recent publications are The Discourse of
Italian Cinema and Beyond (Continuum), the co-edited volume on the discourse of
fictional film and television (Telecinematic Discourse, John Benjamins) and the 2015 coedited volume Values and Choices in Television Discourse, Palgrave. My recent interest
is in identity studies (Piazza and Fasulo eds 2014 Marked Identities, Palgrave). I have
participated to two international projects, on the media representations of the Iraq war,
and the role of the media in representing European identity, respectively. I’m keen on
supervising comparative discourse work in different languages.
Justyna ROBINSON, Lecturer in Linguistics and English Language,
Arts B246, tel. 01273 873653, email justyna.robinson@sussex.ac.uk
Web profile: http://www.sussex.ac.uk/profiles/283476
My research interests lie within the areas of sociolinguistics, history of English,
semantics, and cognitive linguistics. More specifically, I am interested in finding out how
new senses are construed and how the immediate socio-cultural setting of speakers
feeds this process. My recent publications include books on Current Methods in
Historical Semantics (2012) and Variation in Language and Language Use:
Sociolinguistic, Socio-cultural and Cognitive Perspectives (2013) and a special issue of
Review of Cognitive Linguistics entitled ‘Cognitive Sociolinguistics: Social and cultural
variation in cognition and language use’ (2012). I have just finished working on a coedited volume on Polysemy and Synonymy: Corpus Methods and Applications in
Cognitive Semantics, which will be available in 2014. Currently I am working on my
monograph and publications on language variation and change in English. I am also an
associate editor of English Today
Charlotte TAYLOR, Lecturer in English Language and Linguistics
Arts B245, email charlotte.taylor@sussex.ac.uk
I am essentially interested in how people use language to accomplish particular goals
and, more specifically, I am interested in ‘less obvious’ language uses, for example the
use of metaphor instead of overt evaluation of a particular group. My research falls
mainly within the fields of discourse analysis and im/politeness studies and I use corpus
linguistics as a central methodology. The three main topic areas that I am currently
involved in are: the use of mock politeness in interaction (e.g. sarcasm but also garden
path politeness); the representation of migrants in the press; the representation of
gender/sexuality in the media. In future work I plan to expand out from my current focus
on press representations to looking at how groups of people self-define their identity
and group membership. I am also very interested in methodological issues in research
and I am currently working on two projects in this area, the first is concerned with how
we can identify what is absent in particular discourses and the second addresses the
question of subjectivity in corpus linguistics and asks how we can increase our
awareness of the influence of the researcher on the researched.
16
Jules WINCHESTER, Tutorial Fellow in English Language Teaching
Arts A043, tel. 01273 876564, email J.Winchester@sussex.ac.uk
Web profile: http://www.sussex.ac.uk/profiles/242589
I teach on the Language Analysis module (on the MA ELT course) and Practical
Teaching Techniques & Observation modules on the MA. My research interests include:
Intercultural communication, teaching and learning; linguistic politeness; language use
and identity.
Liz WALKER, School of English MA Course Co-ordinator
Arts B133, tel. 01273 678468,email E.J.Walker@sussex.ac.uk
Web profile: http://www.sussex.ac.uk/profiles/255097
You should direct general enquiries about your MA course to Liz in the first instance.
12. Evaluation and marking criteria
In any piece of work, you will be expected to select appropriate concepts and
examples, to prioritize these (show judgement of their relative importance), and relate
them effectively to your topic. You will be expected to organize your text (into sections
and paragraphs) in such a way as to guide a reader.
Professional standards will be expected, in matters of punctuation, vocabulary choice,
Standard English grammar, and the conventions of academic discourse (including
references to sources). Detailed guidelines are provided in your Guide to planning and
writing essays and dissertations. These guidelines are to be followed meticulously.
Given that preparing coursework and term papers is seen as a learning experience, a
certain tolerance is exercised concerning the above standards, reflecting the amount of
time available for preparing various types of work, and their placing in the sequence of
the course; that is, expect less tolerance for recurring deficiencies of the kind you have
already had drawn to your attention. For non-native speakers of English certain
infelicities of grammar or idiom which do not impede understanding can be tolerated,
especially towards the beginning of the course.
In term papers and dissertations, professional standards will be expected in formal
aspects of presentation as well (that is, word-processing, printing).
13. The University at large
The Student Progress and Assessment Office is in Sussex House. It is responsible
for general postgraduate matters throughout the University including registration,
progress, examinations and graduation. Much of the day-to-day administration is
delegated to school offices, but formally the people in the Student Progress and
Assessment Office make the rules and apply them.
You will have already received correspondence from them including instructions about
how to register. Apart from registration, and submitting your term papers and
17
dissertation, with a bit of luck you will not need to deal with this office very much.
Although they do handle all administrative details such as payment of fees, requests for
intermission of studies, etc., it is best to check first with Liz Walker in the English School
Office (B133).
The University Library has a good collection of books and journals on Linguistics and
English Language, but with the proliferation of new material it is difficult to keep the
collection totally up to date. The electronic resources are very good, and the Library
also offers an inter-library loan scheme whereby on request it can obtain both books
and journal articles from other collections. It also has good connections to research
databases such as the MLA and PsycINFO bibliographies and World of Science, which
are very powerful tools for carrying out literature searches. The University Library
catalogue itself and various electronic databases can be accessed directly via the
internet; books on loan are renewed via the library’s web pages. All this information is
accessible via your SussexDirect page.
The Housing Office helps students to find private lodgings in the Brighton area by
maintaining a list of approved accommodation. The University also has some
accommodation facilities of its own, on campus and in Brighton. The Office is in
Bramber House. See http://www.sussex.ac.uk/residentialservices/
The Students’ Union (USSU). All postgraduate students are automatically members of
the Students’ Union and are entitled to use all the facilities it provides on campus. You
are also automatically members of the Postgraduate Association or PGA. This is based
in Falmer House and exists to facilitate contact among graduates from all sectors of the
University.
The USSU Student Advice Centre (Falmer House) aims to provide a relevant,
approachable and comprehensive student-centred service to all students at Sussex, in
a non-judgemental and anti-discriminatory way. By providing impartial advice,
information, support and representation on both academic and non-academic issues,
the SAC aims to enable students to address their own issues and pursue their full
potential whilst at Sussex.
The Career Development and Employment Centre can be found in Falmer House.
CDEC’s aim is to help current and recent students identify, prepare and implement their
career plans. Workshops, computer-aided guidance and individual consultations are on
offer. This office also acts as an agency for current students to find part-time
employment.
for
more
information,
see
the
CEEC
website
http://www.sussex.ac.uk/cdec/
The Sports Centre and Falmer Sports Complex offer excellent indoor and outdoor
facilities for practising a wide range of sports. They also run classes at introductory and
intermediate levels in games such as badminton, squash and tennis. For more
information, see the Sports centre website: http://www.sussx.ac.uk/sport/
18
The University Health Centre provides comprehensive medical care under the
National Health Service. This service is available to all students and their families if they
are living in the Health Centre’s catchment area, which includes Brighton and Hove,
Lewes, and Saltdean. Sickness Certificates from the Health Centre’s doctors are issued
in cases where a student is absent through illness for more than 7 days. If you are
absent from study through illness for 7 days or fewer, you should pick up a selfcertificate from the Health Centre and hand the completed certificate to the English MA
Coordinator Liz Walker in B133. For more information, see the health centre website:
http://www.sussex.ac.uk/healthcentre/
Roberta Piazza
MA Convenor
19