Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor and Lecturer
Linda Cupples
Contact via Email
Australian Hearing Hub Level 3 North, Room 517
By appointment
Administration
Margaret Wood
Contact via 9850 8740
C5A
Tutor and Lecturer
Titia Benders
Contact via Email
Australian Hearing Hub Level 3 North, Room 435
By appointment
Lecturer
Maria Herke
Contact via Email
C5A
By appointment
Tutor
Sue Spinks
Contact via Email
C5A
By appointment
Tutor
Deanna Wong
Contact via Email
C5A
By appointment
Tutor
Thembi Dube
Contact via Email
Australian Hearing Hub Level 3 North
By appointment
Tutor
Kelly Miles
Contact via Email
Australian Hearing Hub Level 1 Audiology Section
By appointment
|
---|---|
Credit points |
Credit points
3
|
Prerequisites |
Prerequisites
39cp at 100 level or above including 6cp from [(LING210 or LING217) or (LING211 or LING218) or LING214 or PSY238 or (LING216 or LING219 or LING220)]
|
Corequisites |
Corequisites
6cp in LING or SPH units at 300 level
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
This unit integrates material covered in previous units to help students understand, as they approach graduation, how their program of study fits together. We explore the use of different types of empirical linguistics data to investigate aspects of language as small as the phoneme or as large as whole texts. The unit is project-based, enabling students to prepare for postgraduate and research studies in linguistics or for a wide range of professions in which collection or analysis of language data is relevant. Also covered are topics relating to the research process more generally, including: critical evaluation of the literature; ethical issues in research; defining research questions; collecting, presenting, analysing and interpreting quantitative and qualitative data; providing constructive peer feedback; and effective oral and written presentation skills.
|
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Please note that assessments 2, 3, and 5 must be submitted electronically via the LING399 iLearn website by the time specified on the due date.
Although no mark is assigned for participation in this unit, attendance at tutorials is expected and class rolls will be taken. In addition, please note that tutorial attendance in weeks 4, 8 and 9 is essential for successful completion of assessment tasks 1, 3, and 4 (i.e., formal oral presentations and peer feedback).
There are several points to note in regard to late submission of assignments:
Academic honesty is an integral part of the core values and principles contained in the Macquarie University Ethics Statement. The Policy covering Academic Honesty is available on the web at: http://www.mq.edu.au/policy/docs/academic_honesty/policy.html
Plagiarism is an example of dishonest academic behaviour and is defined by the Policy on Academic honesty as: “Using the work or ideas of another person and presenting this as your own without clear acknowledgement of the source of the work or ideas”.
Plagiarism is a serious breach of the University's rules and carries significant penalties. The Academic honesty Procedure is available at http://www.mq.edu.au/policy/docs/academic_honesty/procedure.html
This procedure notes the following responsibilities for students:
The penalties which can be applied for academic dishonesty are outlined in the Academic Dishonesty – Schedule of Penalties which can be found at:http://www.mq.edu.au/policy/docs/academic_honesty/schedule_penalties.html
The penalties range from applying a fail grade for the assessment task or requiring the student to re-submit the assessment task for a mark no greater than 50 to applying a fail grade to the unit of study and referral to the University Discipline committee.
You must read the University's Policy and Procedure on Academic Honesty.
In summary, remember that you, as a good student, are responsible for ensuring academic integrity practices are followed at all times. Your first step is to read the University's Academic Honesty Policy, and make sure you know what constitutes good practice. Then make sure you know how to reference and cite correctly. There are other practices we need to consider, and one of these is the potential for collusion.
Informal study groups are encouraged as a good way to assist your learning, but please remember that all your independently assessed assignments must be totally independently completed. Unless you are doing a group project where each member contributes to producing one piece of work, for which you get the one mark, using part or all of someone else's work constitutes collusion and breaches the University's Academic Honesty policy.
Do not collude with any other student by selling, giving, lending, explaining or showing all or parts of your independently assessed work/answers/past or current assignments, and do not ask to buy, borrow, see and use all or parts of the work of another student.
Academic Senate has a set of guidelines for the achievement of grades across the range from fail to high distinction. Your final result will include one of these grades plus a standardised numerical grade (SNG).
On occasion your raw mark for a unit (i.e., the total of your marks for each assessment item) may not be the same as the SNG which you receive.
For more information please refer to the Macquarie University Handbook.
Name | Weighting | Hurdle | Due |
---|---|---|---|
Literature search | 5% | No | Tutorials in wk 4 |
Reflections I and II | 20% | No | Friday 15/9 and 3/11 |
Oral Presentation | 25% | No | 2pm Monday Oct 9 |
Peer Feedback | 10% | No | Tutorials in weeks 9 and 10 |
Project Proposal | 40% | No | Midday Friday Nov 10 (wk 13) |
Due: Tutorials in wk 4
Weighting: 5%
In-class presentation of the results of a database search related to your proposed individual research topic. The presentation should include: your draft research question or area, database name(s), search terms, ten (10) journal articles in APA format, and journal impact factors for individual journals, where available.
Due: Friday 15/9 and 3/11
Weighting: 20%
Two (2) reflections, each worth 10% of the unit mark, will be submitted throughout semester. Each one is to be no more than 300 words in length (12 point font, double-spaced).
Reflection I relates to weeks 1-7 of the unit content. It is due at the end of week 7, on Friday 15th September. It should address the following questions. (1) Why is it essential to critically evaluate published information, in both academic and non-academic contexts, even when it has been peer-reviewed? (2) What have you learned about ethical conduct of research, linguistic or otherwise; and how can you apply your new knowledge of ethical behaviour to other aspects of your work or personal life? (3) If you were responsible for allocating funds to individual projects where there were more projects proposed than funds available, which aspect(s) of the projects would have the greatest impact on your decisions and why?
Reflection II relates to weeks 8-12 of the unit and your program of study as a whole. It is due at the end of week 12, on Friday November 3rd. It should address the following questions. (1) How do you think you will use your knowledge of language structure and/or processing in your future work or personal life? (2) What do you see as the benefits and possible shortcomings of a peer review process? (In considering this question, it may help you to reflect on how your final project proposal changed as a result of the peer review process used in this unit and how that process resulted in a better proposal.) (3) What did you learn in this unit and your program as a whole about providing effective and constructive feedback to your peers? How will you use that knowledge in your future work or personal life?
Due: 2pm Monday Oct 9
Weighting: 25%
Each student will deliver a 4-minute oral presentation with two (2) accompanying PowerPoint slides in their tutorial class of week 9 or week 10. Regardless of the week in which the oral presentation is delivered, all students must submit the final version of their PowerPoint slides via the iLearn website by 2pm on Monday October 9th (i.e., week 9). The oral presentation and PowerPoint slides should provide a summary of the essential aspects of the student's project proposal under the following headings.
Due: Tutorials in weeks 9 and 10
Weighting: 10%
Each student will provide (anonymous) peer feedback in the form of comments and/or questions on the oral presentations delivered by other students during tutorials in weeks 9 and 10. The comments will be submitted at the time of the presentations and passed on to each speaker by the tutor.
Notes: Full marks for this assessment will be awarded to students who provide feedback to all other students in their tutorial group. Otherwise, a percentage of the nominated 10% will be allocated; for example, if feedback were provided for 20 out of 25 students, a mark of 8% would be awarded (i.e., 20/25 X 10%). If you miss one of your allocated tutorials in week 9 or 10 due to illness or unavoidable circumstance, and if special consideration is granted, your mark for this assessment will be based on feedback provided in the tutorial you attended. If you miss both weeks, your final mark for the unit will be based on all other assessment components (i.e., a mark out of 90 will be computed and then converted to a percentage).
Due: Midday Friday Nov 10 (wk 13)
Weighting: 40%
Each student will prepare and submit an 8-page proposal for an individualised research project that s/he has designed over the course of this unit. The application will be based loosely on that required for an Australian Research Council Discovery Project (ARC DP). It will cover the following aspects.
Lectures: For this unit, students attend one 1-hour lecture per week from weeks 1 to 7, which is scheduled for Mondays from 11 am to 12 pm in W5A Price Theatre. The lecture programme is outlined in this guide.
Tutorials: There is one 2-hour tutorial per week for this unit. Tutorials begin in the second week of semester and run until week 13. Six optional tutorial times are offered as indicated below.
Note: Students will be able to access the recording of the lecture through iLearn, but no recordings will be available for the interactive and problem-based weekly tutorial classes. Students are, therefore, strongly encouraged to attend all tutorials during semester if at all possible.
Tutorial Options |
|
|
|
Day |
Start Time |
Room |
Tutor |
Monday |
4 pm |
E5A 110 |
Kelly Miles |
Wednesday |
12 pm |
C5A 301 |
Sue Spinks |
Wednesday |
4 pm |
X5B 143 |
Thembi Dube |
Thursday |
9 am |
C5A 232 |
Deanna Wong |
Thursday |
3 pm |
E8A 188 |
Titia Benders |
The recommended text for this unit is: Litosseliti, L. (Ed.) (2010). Research methods in linguistics. London, U.K.: Bloomsbury.
A secondary (recommended) text is: Wray, A., & Bloomer, A. (2013). Projects in linguistics and language studies (3rd Edition). New York, N.Y.: Routledge
See the unit website for details of other required readings for tutorials and assessment exercises.
The web page for this unit can be found at: https://ilearn.mq.edu.au
Word processing is needed for completing assessments 1, 2, 3, and 5; internet access is needed for downloading lecture and tutorial materials and for uploading assignments.
No other technologies.
Week |
Beginning |
Lecture Topic |
Tutorial Activities |
1 | Jul 31 |
Introduction to LING399
(Linda Cupples) |
No Tutorials in week 1 |
2 | Aug 7 |
Asking answerable research questions (Linda Cupples) |
Welcome to the unit!
Group discussion of topics including:
|
3 | Aug 14 |
Critical evaluation of research (Linda Cupples) Reading: Peach, R. K. (2002). Treatment for phonological dyslexia targeting regularity effects. Aphasiology, 16, 779-789. Critique guidelines are available on iLearn. |
Searching the literature
|
4 | Aug 21 |
Ethical issues in linguistic research (Linda Cupples) Note: You will be asked to complete a number of tasks before this session. See the iLearn website for details. |
Students' oral presentations, briefly summarising the results of their database search (see Assessment Task 1) Group Discussion of topics including:
|
5 | Aug 28 | Research design I: Quantitative (Titia Benders) |
|
6 | Sept 4 | Research design II: Qualitative (Maria Herke) |
|
7 | Sep 11 |
Structuring a research proposal (Colm Halbert; Linda Cupples) |
Group discussion of topics including:
|
|
Mid-semester Break |
||
8 | Oct 2 |
Public Holiday NSW |
No Tutorials in week 8 (Monday Public Holiday) |
9 | Oct 9 | No Lecture | Students' oral presentations |
10 | Oct 16 | No Lecture | Students' oral presentations |
11 | Oct 23 |
No Lecture |
Group and peer discussion of project proposals with a focus on aims, background, significance, and innovation (using expanded oral presentations as a stimulus for discussion). |
12 | Oct 30 | No Lecture |
Group and peer discussion of project proposals with a focus on conceptual framework, design, methods, and national benefit (using expanded oral presentations as a stimulus for discussion). |
13 | Nov 6 | No Lecture |
Wrap up!
|
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: