Assessment 2: Portfolio and evaluative account

Length: 2,500 words

Weighting: 50%

 

Task:

·      Describe and evaluate material from Unit 3 of an EAP resource: EAP Now! Preliminary (2007). (that I attached)

·      Propose modifications and teaching strategies to optimize delivery of the core content covered in the chosen excerpt.

·      Justify your comments with reference to sources from the literature.

 

The structure of your response

 

Your response will be in the form of a report, with:

Introduction (200 words):

Outline of your response, including:

Ø  Structure of your report

Ø  Excerpt from Unit 3 which will be analysed in detail

Ø  Summary of target student profile, approach, aims and key focus areas of EAP Now! Preliminary, as stated in the Student’s and Teacher’s books (attached).

 

General description & evaluation from Unit 3 (attached). (550 words), including:

Ø  Suitability of theme for target student group

Ø  Layout on page

Ø  Coverage of core skills, including integration / flow between skills

Ø  Language development throughout unit

Ø  Link to stated aims and focus of resource explained in your Introduction

 

Excerpt(s) from Unit 3 (3-5 pages of Students’ Book): Detailed analysis and proposals

(1,500 words)

For each section (skills) you cover, include:

Ø  Purpose / objectives.

Ø  Description of content and activities. [ what student do in that section]

Ø  Evaluation of content and activities

Ø  Proposed modifications: some can be described, but some original materials must be provided. Justify resource modifications. [ suggest modification to improve that section, with reasons].

Ø  Proposed teaching strategies, including justification. [ how to teach that section, support with resources]. 

 

Conclusion (250 words):

Summary of the potential benefits for this target student group of your proposals, in terms of preparation for their future studies in Australia.

 

Reference list (APA system): at least six sources (with citations referring to your sources included throughout response to support your argument) all in-text citations must include the page number(s) when quoting directly and when paraphrasing an idea from the text.

 Please note:

stick to the attached readings ONLY.

 

All these sources relevant to Assignment 2 (Attached):

 

Basturkmen, H. (2016). Dialogic interaction. Ch. 12 in (Eds) K. Hyland & P. Shaw, The Routledge Handbook of English for Academic Purposes. Abingdon, Oxon: Routledge.

 

Coffin, C., Curry, M-J, Goodman, S., Hewings, A, Lillis, T., Swann, J. (2003). Approaches to teaching writing. Ch. 2 in Teaching academic writing. London: Routledge.

 

Dreyfus, S. & MacNaught, L. (2001). Joint construction in the SLATE Project. Linguistics and the Human Sciences 7(1-3), 77-99.

 

Ellwood, C. & Nakane, I. (2009). Privileging of speech in EAP and mainstream university classrooms: A critical evaluation of participation. TESOL Quarterly 43(2), 203-230.

 

Graves, L. (2001). A framework of course development processes. In (Eds) D. Hall et al., Innovation in language teaching. London: Routledge.

 

Hyland, K. (2011). Learning to write: Issues in theory, research, and pedagogy. Ch. 2 in (Ed) R.M. Manchon, Learning-to-write and writing-to-learn in an additional language. Amsterdam: John Benjamins Publishing Company.

 

Jordan, R.R. (1997). Speaking for academic purposes. Ch. 13 in English for Academic Purposes: a guide and resource book for teachers. Cambridge: Cambridge University Press.

 

Rogers, M.P.H. & Webb, S. (2016). Listening to lectures. Ch. 13 in (Eds) K. Hyland & P. Shaw, The Routledge Handbook of English for Academic Purposes. Abingdon, Oxon: Routledge.

 

Sterzik, A.M. & Fraser, A.L. (2012). RC-MAPS: Bridging the Comprehension Gap in EAP Reading. TESL Canada Journal 29(2), 103-109.

 

Swales, J. (2009). When there is no perfect text: Approaches to the EAP practitioner’s dilemma. Journal of English for Academic Purposes 8(1), 5-13.

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