Assessment Information/Brief
Assessment Information/Brief 2019-20
To be used for all types of assessment and provided to students at the start of the module. Information provided should be compatible with the detail contained in the approved module specification although may contain more information for clarity. Module title Sounds of English.
Assessment title Coursework Exercises
Weighting within module
This assessment is worth 40% of the overall module mark.
Submission deadline date and time
Module Leader/Assessment set by
How to submit You should submit your assessment
via Turnitin on the module’s ‘Assessment’ page on its
Blackboard site.
Assessment task details and instructions
Answer all the following questions. The total number of marks available is 100. You should give examples to illustrate your answers wherever possible.
1. Identify a word with two examples of lateral articulations. Transcribe it in Standard South British English. Explain the mechanism of lateral articulation. [5 marks] 2. Explain the three identifiable stages of the production of stops (plosives). Which stage is the only compulsory of stage of the production of a stop in connected speech? What are the conditions in which one of the stages could be missing? [10 marks]
Assessment Information/Brief
3. When The Great British Bake Off was broadcast on the BBC, one of its judges, Mary Berry, was often the subject of impersonations which focussed on her pronunciation of the word ‘layer’. Watch some examples of this phenomenon here: https://metro.co.uk/video/how-pronounce-layer-1336980/?ito=vjs-link. Identify the phonetic process that Mary’s pronunciation illustrates and explain how it occurs. [15 marks] 4. Explain what you understand by the following terms. Write about 100 words for each response. [5 marks each = 25 marks] a. Amplitude. b. Speech gestures. c. Velic closure. d. Period. e. VOT 5. Write short notes explaining and exemplifying all of the following. You should write about 100 words for each. [5 marks each = 25 marks
a. Phoneme b. Feature c. [ATR] d. Natural class e. Coronal 6. Explain the syllabification of the word ‘classification’. You should use your answer to explain what you know about all aspects of syllable theory, paying particular attention to the status of [s]. [20 marks]
END OF ASSIGNMENT
Assessed intended learning outcomes
On successful completion of this assessment, you will be able to:
Knowledge and Understanding
1 demonstrate a coherent understanding and detailed knowledge of key issues and techniques in contemporary phonological theory;
2. analyze primary phonological data from different varieties of English;
3. compare arguments and evaluate theoretical hypotheses in contemporary phonological theory;
4. apply core theoretical concepts to the analysis of variable linguistic data
Assessment Information/Brief
Transferable Skills and other Attributes
5. develop advanced literacy, communication, and analytic skills; 6. use information technology and bibliographic skills appropriate to the discipline; 7. manage their own learning in order to meet deadlines and act upon feedback; 8. employ problem-solving strategies
Module Aims
1. To introduce students to concepts, principles and techniques of current phonological theory, with illustration, where appropriate, from cross-linguistic data;
2. To enable students to analyse phonological data from any variety of English;
3. To develop students’ ability to evaluate evidence and hypotheses relating to phonological structure;
4. To develop the students’ understanding of the importance of theoretical concepts in the study of linguistic variation.
Word count/ duration (if applicable)
There is no overall word limit. Any subsection length guidelines are given in the assessment task details section above.
You will receive written feedback on your written submission, as well as model answers if appropriate.
Formative feedback will be given verbally during seminars as we work through the set exercises.
Support arrangements You can obtain support for this assessment by:
• Checking for the appropriate information on Blackboard
• Attending office hours (1-3pm every Thursday in Crescent House 200f) ask Us The University offers a range of support services for students through askUS.
Good Academic Conduct and Academic Misconduct Students are expected to learn and demonstrate skills associated with good academic conduct (academic integrity). Good academic conduct includes the use of clear and correct referencing of source materials. Here is a link to where you can find out more about the skills which students require http://www.salford.ac.uk/skills-for-learning. Academic Misconduct is an action which may give you an unfair advantage in your academic work. This includes plagiarism, asking someone else to write your assessment for you or taking notes into an exam. The University takes all forms of academic misconduct seriously.
Assessment Information/Brief
You can find out how to avoid academic misconduct here https://www.salford.ac.uk/skills-forlearning.
Assessment Information If you have any questions about assessment rules, you can find out more here.
Personal Mitigating Circumstances If personal mitigating circumstances may have affected your ability to complete this assessment, you can find more information about personal mitigating circumstances procedure here.
Personal Tutor/Student Progression Administrator If you have any concerns about your studies, contact your Personal Tutor or your Student Progression Administrator.
Assessment Criteria Explain how students can find information about assessment criteria.
You should look at the assessment criteria to find out what we are specifically looking at during the assessment.
In Year Retrieval Scheme Your assessment is not eligible for in year retrieval.
