Critique of a teaching resource and Design of a teaching resource

Description

1.1 PART 1: CRITIQUE OF A TEACHING RESOURCE (50%)
By means of a 1,500 word-essay, students will critique one existing language teaching resource (e.g., a series of 
tasks, a worksheet, a coursebook page, an app, an online activity) designed to help English language learners to 
develop competence in one dimension (e.g., lexis, pronunciation, grammar, listening skills) of language teaching. 
Students will critically assess one such resource from the perspective of the knowledge about language acquired 
in the class and the context in which it might be used.
Suggested structure of the essay:
a. Title: (e.g “ A critique of a teaching resource”) 
b. Introduction (30-50 words): State the aim of the essay (What specific focus will you use to analyse the 
resource?)
c. A brief description of the resource (include the resource itself or a link if appropriate, acknowledge full 
reference to it) and the context in which it appears to be used if known (150-200 words). 
d. Analysis of the resource in one specific dimension (1,200 words): first, briefly state how your analysis is 
organised, ie, what specific aspects you will analyse; secondly, analyse each aspect providing theoretical 
support and including specific examples from the resource. Tip: each paragraph should focus on one 
aspect at a time. 
e. Conclusion (50 words): Return to the aim of the essay and reflect on the extent you have achieved it and 
how.
f. References (APA 7th ed)
Make sure that every section in your essay includes a numbered heading. That contributes to organisation and 
clarity. 
1.2 PART 2: DESIGN OF A TEACHING RESOURCE (50%)
Students will design a new resource to help English language learners to develop competence in at least one of 
the following areas – sound, structure, and meaning. The resource should be approached as a follow-up of the 
3
resource critiqued in Part 1. A 1,000 word essay will set out a rationale for this resource, drawing on the knowledge 
about language acquired in the class and setting out ways in which learners’ competence in this context might be 
further developed. 
Suggested structure:
a. Title
b. Introduction (50 words): State the aim of the essay.
c. The resource (150 words): Briefly describe the resource you have designed and what the aim of the 
resource is. Also, include here the resource itself or a link to it if applicable. Note: The resource itself is not 
included in the word count. 
d. Justification (700 words): Explain in what ways the knowledge developed in the module informs your 
decisions underpinning the resource design. Make reference to concepts and authors addressed in the 
module. 
e. Conclusion (100 words): Reflect on any limitations your own resource may have in relation to its intended 
aim. 
f. References (APA 7th ed.). 
Make sure that every section in your essay includes a numbered heading. That contributes to organisation and 
clarity.X7347 Assignment Briefing
Assignment due date: 1pm on Monday 17 April 2023
Release of grades: 1pm on Wednesday 3 May 2023
Table of Contents
1. Assesssment Overview ………………………………………………………………………………………… 2
1.1 Part 1: Critique of a teaching resource (50%) …………………………………………………………………. 2
1.2 Part 2: Design of a teaching resource (50%) ………………………………………………………………….. 2
1.3 References …………………………………………………………………………………………………………………… 3
2. Assessment Criteria ……………………………………………………………………………………………… 3
2.1 Criteria for Part 1: Critique of a teaching resource …………………………………………………………. 3
2.2 Criteria for Part 2: Design of a teaching resource …………………………………………………………… 3
3. Additional Advice …………………………………………………………………………………………………. 4
3.1 Grading ………………………………………………………………………………………………………………………… 4
4. Categories and Features ……………………………………………………………………………………….. 5
Appendix 1: Assignment Top-Sheet ………………………………………………………………………….. 7
1. ASSESSSMENT OVERVIEW
Module Leader: Dr Dario Luis Banegas
Admin Support: Lynne Moffat
Module
X7347
Language
Awareness:
Knowledge about
Language
Semester
Assessment form 1
Assessment form 2
Date
2
Critique of a teaching
resource
Design of a teaching
resource
1pm, 17 April
2023
Please complete the Assignment Top Sheet (Appendix 1) and place it at the beginning of your submission.
Your submission should then have these elements: 0. Top sheet, 1. Part 1 (essay), and 2. Part 2 (essay).
1.1 PART 1: CRITIQUE OF A TEACHING RESOURCE (50%)
By means of a 1,500 word-essay, students will critique one existing language teaching resource (e.g., a series of
tasks, a worksheet, a coursebook page, an app, an online activity) designed to help English language learners to
develop competence in one dimension (e.g., lexis, pronunciation, grammar, listening skills) of language teaching.
Students will critically assess one such resource from the perspective of the knowledge about language acquired
in the class and the context in which it might be used.
Suggested structure of the essay:
a. Title: (e.g “ A critique of a teaching resource”)
b. Introduction (30-50 words): State the aim of the essay (What specific focus will you use to analyse the
resource?)
c.
A brief description of the resource (include the resource itself or a link if appropriate, acknowledge full
reference to it) and the context in which it appears to be used if known (150-200 words).
d. Analysis of the resource in one specific dimension (1,200 words): first, briefly state how your analysis is
organised, ie, what specific aspects you will analyse; secondly, analyse each aspect providing theoretical
support and including specific examples from the resource. Tip: each paragraph should focus on one
aspect at a time.
e. Conclusion (50 words): Return to the aim of the essay and reflect on the extent you have achieved it and
how.
f.
References (APA 7th ed)
Make sure that every section in your essay includes a numbered heading. That contributes to organisation and
clarity.
1.2 PART 2: DESIGN OF A TEACHING RESOURCE (50%)
Students will design a new resource to help English language learners to develop competence in at least one of
the following areas – sound, structure, and meaning. The resource should be approached as a follow-up of the
2
resource critiqued in Part 1. A 1,000 word essay will set out a rationale for this resource, drawing on the knowledge
about language acquired in the class and setting out ways in which learners’ competence in this context might be
further developed.
Suggested structure:
a. Title
b. Introduction (50 words): State the aim of the essay.
c.
The resource (150 words): Briefly describe the resource you have designed and what the aim of the
resource is. Also, include here the resource itself or a link to it if applicable. Note: The resource itself is not
included in the word count.
d. Justification (700 words): Explain in what ways the knowledge developed in the module informs your
decisions underpinning the resource design. Make reference to concepts and authors addressed in the
module.
e. Conclusion (100 words): Reflect on any limitations your own resource may have in relation to its intended
aim.
f.
References (APA 7th ed.).
Make sure that every section in your essay includes a numbered heading. That contributes to organisation and
clarity.
1.3 REFERENCES
Include a list of the references consulted (following APA 7th edition for both in-text citation and the full references).
In total, both essays combined should have a minimum of ten high quality references. References should appear
at the end of each part.
High quality references typically refer to published work which are seminal or within the last 5-10 years. They can
be peer reviewed journal articles, peer reviewed book chapters, monographs, edited books, government reports
and so on. A good starting point are the references your tutors have used in their slides, the class reading list and
further suggested reading.
2. ASSESSMENT CRITERIA
Please, make sure you address all the criteria. The overall passing mark is 40%
2.1 CRITERIA FOR PART 1: CRITIQUE OF A TEACHING RESOURCE
Part 1 will be marked on the following criteria:
• Use of a range of quality sources in making judgement.
• Interpretation of language teaching materials informed by the new knowledge acquired in the module.
• Deployment of coherent and cohesive academic writing skills.
• Engagement in critical discussion of a specific issue.
2.2 CRITERIA FOR PART 2: DESIGN OF A TEACHING RESOURCE
Part 2 will be marked on the following criteria:
• Use of the new knowledge and understanding to formulate appropriate justifications.
• Deployment of coherent and cohesive academic writing skills.
• Engagement in critical discussion of a specific issue.
3
3. ADDITIONAL ADVICE
Before submission, please also refer to the University website for:

University advice on assessment and feedback policy;

University advice on marking and moderation;

University advice on plagiarism and the use of Turnitin; and

University advice on penalties for late submission where an extension has NOT already been granted.
3.1 GRADING
Both Part 1 and Part 2 will be marked separately. Since each part carries the same weight, both marks will be
totalled and divided by two to obtain the final mark. For example:
Part 1: 52%
Part 2: 65%
Total: 117 ÷ 2: 85.5 —> 58% (final score)
Score distribution
92%, 100%
84%
72%, 75%, 78%
62%, 65%, 68%
52%, 55%, 58%
42%, 45%, 48%
32%, 35%, 38%
20%
10%
0%
Category
First
First
First
Upper second
Lower second
Third
Fail
Fail
Fail
Non submission
Markers will use professional judgement regarding the assignment Categories & Features (see below) to help
determine an overall mark for each part of the assignment.
4
4. CATEGORIES AND FEATURES
X7347
Language Awareness: Knowledge about Language
First
92%
100%
84%
72%
75%
78%
Upper
second
62%
65%
68%
Lower
second
52%
55%
58%
Exceptional demonstration of learning outcomes
Exceptional in most or every respect, the work demonstrates all of the characteristics
noted in the Outstanding range below and is also well beyond the level expected of a
highly competent student, and could not be bettered for the level of study.
Outstanding demonstration of learning outcomes
Outstanding in most respects, the work is what might be expected of a highly
competent student at this level study.
The work demonstrates most of the following attributes:
– A breadth of appropriate and focussed knowledge, and a deep and critical
understanding of language education issues
– An outstanding standard of synthesis and evaluation, and a critical and insightful
analysis
– Complexity of thought, creativity, insight and/or originality
– Evidence of comprehensive reading and thought of significant complexity and well
beyond, but still relevant to, course materials
– Outstanding use of references, well beyond, but still relevant to, course materials
– An outstanding standard of writing and communication and/or presentation, that is
clearly and logically structured
Excellent demonstration of learning outcomes
Excellent in most respects, the work is what might be expected of a very competent
student at this level. The work demonstrates:
– Wide, appropriate and focussed knowledge and critical understanding of
language education issues
– An excellent standard of synthesis and evaluation and/or shows critical and
insightful analysis
– Some complexity of thought, insight and/or originality
– Evidence of comprehensive reading and thought beyond course materials
– Excellent use of references
– An excellent standard of writing and communication and/or presentation, that is clearly
and logically structured
Comprehensive demonstration of learning outcomes
Very good or good in most respects for this level study in displaying attainment of the
learning outcomes, with marks at the higher end of this scale reflecting stronger and
more consistent attainment of the learning outcomes. This work demonstrates:
– A very good or good level of appropriate knowledge and critical understanding of
language education issues, with only occasional lapses in detail
– Very good or good synthesis, analysis, reflection, understanding and/or critical
evaluation
– Evidence of reading and thought beyond course materials
– Appropriate use of references
– A good standard of writing and communication and/or presentation, that is clearly and
logically structured
Satisfactory demonstration of learning outcomes
The work is satisfactory for this level study and clearly meets the requirements for
demonstrating the relevant learning outcomes. Marks at the higher end of this scale
reflect stronger and more consistent attainment of the learning outcomes for this
standard of work. This work demonstrates:
– Satisfactory knowledge and a reasonable understanding of the essential material on
language education
– Weaknesses in the synthesis and/or analysis, reflection, understanding and critical
evaluation of material, resulting in parts of the work being overly descriptive in nature
5
– General accuracy with occasional mistakes and/or reduced focus on the main issue
or lapses I n detail
– Limited evidence of reading and thought beyond course/assignment materials
– A satisfactory , where there may be weaknesses in the clarity and/or structure of
the work
– Appropriate use of references and exemplars, though there may be minor flaws in the
referencing technique
Third
42%
45%
48%
Fail
32%
35%
38%
20%
10%
0%
Limited demonstration of the learning outcomes
The work meets the minimum requirements for demonstrating the relevant learning
outcomes for this level study. Marks at the higher end of this scale reflect stronger and
more consistent attainment of the learning outcomes for this standard of work,. This
work demonstrates:
– Basic knowledge and understanding
– A weak argument which is not logically structured or
which lacks clarity or is based on unsubstantiated
statements
– No relevant critical analysis
– Insufficient evidence of reading and thought beyond
course/assignment materials
– Poor organisation and/or presentation
– A lack of references
Marginal fail: Inadequate demonstration of the learning outcomes
The work fails to meet the minimum requirements for demonstrating the relevant
learning outcomes for this level study. Marks at the higher end of this scale reflect
stronger and more consistent attainment of the learning outcomes within this range of
marks. This work demonstrates:
– An insufficient level of knowledge and understanding
– A poorly structured, poorly developed, or incoherent argument, or no argument
at all
– An awkward writing style or poor expression of concepts
– A lack of familiarity with the subject and/or assessment method
– Insufficient evidence of reading and thought beyond course/assignment materials
– A lack of references
Clear fail: Weak demonstration of the learning outcomes
The work is very weak or shows a decided lack of effort. The work demonstrates:
– Very poor or confused knowledge and understanding, with reference to only a few
key words, phrases or key ideas – No argument or one based on irrelevant and
erroneous content
– Irrelevant content and extensive omissions
– Weaknesses of presentation and/or logic and/or evidence
– Inadequate evidence of learning
– Incomplete or inadequately presented references, if any
Minimal demonstration of the learning outcomes
The work is extremely weak. The work demonstrates:
– No knowledge or understanding of the area in question
– Incomplete, muddled, and/or irrelevant material
– Irrelevant or little content, extensive omissions
– Weaknesses of presentation and/or logic and/or evidence
– Deficient evidence of learning
– Incomplete or inadequately presented references, if any
Not relevant work submitted for assessment
6
APPENDIX 1: ASSIGNMENT TOP-SHEET
X7347
Language Awareness: Knowledge about Language
Module leader
Dr Tomasz John
Submission date
Written essay word count
1pm, 19 April 2022 (via Myplace)
It is recommended that you take the opportunity, in the space below, to request specific feedback from the marker
on a maximum of two aspects that you think would be beneficial. These points should be very specific to the
module, its themes and how these relate to this submission. Very general questions are unlikely to be helpful to
you or the marker.
Please also provide feedback on the following specific aspect(s) of this submission
Feedback should lead to continuous improvements across your work as a whole. You are encouraged to consider
feedback from previous module assignments when preparing this submission. Note below the action(s) you have
taken in light of this advice in relation to this particular assessment task.
This is how I have used feedback on previous work to improve this submission
Declaration
I declare that this submission is entirely my own work. All sources and quotation have been acknowledged in the
text and/or included in the references section. I have read and understood the University policy on Academic
Dishonesty and the familiarised myself with the Good Academic Practice and the Avoidance of Plagiarism:
Guidance for Students booklet.
7

Purchase answer to see full
attachment

We offer the bestcustom writing paper services. We have done this question before, we can also do it for you.

Why Choose Us

  • 100% non-plagiarized Papers
  • 24/7 /365 Service Available
  • Affordable Prices
  • Any Paper, Urgency, and Subject
  • Will complete your papers in 6 hours
  • On-time Delivery
  • Money-back and Privacy guarantees
  • Unlimited Amendments upon request
  • Satisfaction guarantee

How it Works

  • Click on the “Place Order” tab at the top menu or “Order Now” icon at the bottom and a new page will appear with an order form to be filled.
  • Fill in your paper’s requirements in the "PAPER DETAILS" section.
  • Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
  • Click “CREATE ACCOUNT & SIGN IN” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
  • From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.