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AY24-25 S2 LNG207 Final Essay
Final Assessment: A Reflective Essay
Instructions
Length of the essay: 2000-2500 words EXCLUDING the References (please do NOT exceed the word limit).
Deadline for submission: 11:55 pm on the 20th of May. An electronic copy should be submitted on Learning Mall Online.
Choose ONE topic covered in the course. The topic can be broad or narrow. For instance, a broad topic can investigate “the role of language input in child language development”, while a more specific topic may explore “perceptual reorganization in child phonological development”.
Essay Structure
The following sections provide guidelines for your reflective essay. Please note that the Introduction and Conclusion sections are mandatory, while the others are optional. You are not required to cover all the sections and should adjust the content and emphasis according to your chosen topic.
1. Introduction (Mandatory):
In the introduction, you must specify the topic you have chosen for your reflective essay. You should explain why you selected this topic, discussing its significance in the field of language acquisition. Additionally, you need to provide an overview of the structure of your essay to guide the reader through your reflection.
2. Theoretical Perspectives (Optional):
In this section, you may discuss the key theoretical viewpoints relevant to your chosen topic. This is an opportunity to explore different perspectives and debates within the field, if applicable. You AY24-25 S2 LNG207 Final Essay can reflect on how these theoretical discussions contribute to our understanding of language acquisition and how they relate to your topic.
3. Research Methodologies (Optional):
If relevant to your topic, you can describe the research methodologies commonly used to investigate the topic. In this section, reflect on how these methodologies shape our knowledge and interpretations of the topic, and how they may influence the outcomes and conclusions of studies in the field.
4. Empirical Findings (Optional):
You may choose to review the empirical findings from relevant research literature in this section.
Summarize key research findings and trends in the studies related to your topic. You can analyze how this empirical evidence has contributed to advancing our understanding of language acquisition.
5. Practical Implications (Optional):
In this section, you might discuss the practical implications of research on your chosen topic for various fields, such as language teaching, policy-making, or clinical practice. Reflect on how the findings from the literature can be applied to real-world scenarios and how they could inform practices in these areas.
6. Personal Reflection (Optional):
In this section, you should reflect on your own learning experience throughout the course and during the process of writing the essay. Discuss any insights you have gained, challenges you encountered, or surprises that arose as you explored your topic. Consider how your understanding of the topic has evolved over time, both through the course material and your personal reflections during the writing process.
In the conclusion, you need to summarize the main insights and reflections presented in your essay.
It is important to tie together the various elements of your discussion and offer a concise summary of the key points you have made throughout the essay.
Presentation Requirements:
Important Note: This essay is not an individual research study. Please avoid conducting original research or presenting findings from primary data collection. Instead, focus on reflecting on the theories, research, and methodologies discussed in class and how they relate to your personal learning experience.
If you fail this module and take the resit, you will write a new essay with the same requirements above.
Marking scheme (adapted from the University’s Marking Descriptors for Undergraduate Programmes)
|
|
Knowledge and Understanding |
Intellectual Skills |
Transferable Skills |
|
100% |
The best answer that could reasonably be expected from a student at that level of study under the condition of coursework. |
||
|
90-99%
‘Outstanding’
|
Total coverage of the task set.
Exceptional demonstration of knowledge and understanding appropriately grounded in theory and relevant literature.
|
Extremely creative and imaginative approach.
Comprehensive and accurate analysis. Well conclusions. Perceptive self assessment. - argued -
|
Extremely clear exposition.
Excellently structured and logical answer. Excellent presentation, only the most insignificant errors
|
|
80-89%
‘Excellent’
|
As ‘Outstanding’ but with some minor weaknesses or gaps in knowledge and understanding. |
As ‘Outstanding’ but slightly less imaginative and with some minor gaps in analysis and/or conclusions |
As ‘Outstanding’ but with some minor weaknesses in structure, logic and/or presentation. |
|
70-79% ‘Very Good’ |
Full coverage of the task set.
Generally very good demonstration of knowledge and understanding but with some modest gaps. Good grounding in theory.
|
Some creative and imaginative features. Very good and generally accurate analysis. Sound conclusions. Some self- assessment. |
Generally clear exposition.
Satisfactory structure. Very good presentation, largely free of grammatical and other errors. |
|
60-69%
‘Comprehensive’
|
As ‘Very Good’ but with more and/or more significant gaps in knowledge & understanding and some significant gaps in grounding |
As ‘Very Good’ but analysis and conclusions contain some minor weaknesses. |
As ‘Very Good’ but with some weaknesses in exposition and/or structure and a few more grammatical and other errors. |
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50-59%
‘Competent’
|
Covers most of the task set. Patchy knowledge and understanding with limited grounding in literature. |
Rather limited creative and imaginative features. Patchy analysis containing significant flaws. Rather limited conclusions. No self-assessment. |
Competent exposition and structure. Competent presentation but some significant grammatical and other errors. |
|
40-49%
‘Adequate’
|
As ‘Competent’ but patchy coverage of the task set and more weaknesses and/or omissions in knowledge and understanding.
Just meets the threshold level.
|
As ‘Competent’ but probably without much imagination.
Shows barely adequate ability to analyse and draw conclusions. Just meets the threshold level. |
As ‘Competent’ but with more weaknesses in exposition, structure, presentation and/or errors. Just meets the threshold level. |
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35-39%
‘Compensatable fail’
|
Some parts of the set task likely to have been omitted. Major gaps in knowledge and understanding.
Some significant confusion. Very limited grounding. Falls just short of the threshold level. |
No creative or imaginative features. Analysis and conclusions rather limited. Falls just short of the threshold level. |
Somewhat confused and limited exposition. Confused structure.
Some weaknesses in presentation and some serious grammatical and other errors. Falls just short of the threshold level.
|
|
20-34%
‘Deficient’
|
As ‘Compensatable Fail’ but with major omissions and/or major gaps in knowledge and understanding. Falls substantially below the |
As ‘Compensatable Fail’ but analysis and/or conclusions may have been omitted. Falls substantially below the threshold level. |
As ‘Compensatable Fail’ but with more serious weaknesses in presentation and/or grammar. Falls substantially below the |
|
0-20% ‘Extremely weak’ |
Substantial sections of the task not covered. Knowledge & understanding very limited and/or largely incorrect. No grounding in theory. |
No creative or imaginative features. Analysis extremely weak or omitted. No conclusions. |
Largely confused exposition and structure. Many serious grammatical and other errors. |