University Of Sussex Centre For Language Studies Modern Lang

University Of Sussex Centre For Language Studies Modern Language Elec

Introduce the topic, refer to the title and announce how you will structure (organise) the discussion.

Structure and organise your arguments and analysis into sub-headings. Group ideas and discuss them in one paragraph, then move on to the next.

Summarise what has been highlighted in the discussion, pick up the main points, and draw a conclusion.

Paper For Above instruction

The final written project for the University of Sussex’s Centre for Language Studies Modern Language Elective is a comprehensive research paper that requires careful structuring and focus. This paper should be approximately 1500 words, excluding references, bibliography, and glossary, which are additional components. The primary goal is to develop a coherent and well-supported argument around a chosen topic related to modern languages, utilizing a range of credible sources and critical analysis.

The introduction serves as the foundation for the paper, where the student introduces the selected topic, relates it to the title or research question, and provides an outline of the planned discussion. Approximately 300 words should be dedicated to this section, setting a clear direction for the subsequent analysis.

The core of the project is the discussion and analysis section, which should be roughly 1000 words. This part requires careful organization into sub-headings, with each section addressing a specific aspect of the topic. Logical progression, coherence, and depth of understanding are essential. Arguments should be clearly articulated, supported by relevant and diverse sources. Critical evaluation and thoughtful interpretation of the information contribute to a high-quality discussion. Effective use of headings helps guide the reader through the analysis, ensuring clarity and structure.

The conclusion, about 200 words, should succinctly synthesise the main points discussed, highlighting key insights and drawing a reasoned conclusion. It should also reflect on the implications of the findings, possibly suggesting directions for further research or practice.

References and bibliography should be formatted according to Harvard style, listing sources alphabetically by author surname and date of publication. Separate pages should be maintained for each list. The references section includes only the sources directly cited within the paper, while the bibliography lists all materials used to inform the research, whether cited or not. Accurate and consistent referencing is crucial for academic integrity.

The glossary, submitted initially in Week 6, must be included as an appendix, with an updated version attached at the end of the final project. This list should define key terms used throughout the paper, aiding clarity and comprehension for the reader.

Formatting and presentation should adhere strictly to the provided guidelines, with appropriate font style and size, consistent formatting, and careful attention to detail. The submission must respect the word limit, with parts 2-4 fully developed and properly organized, to meet the assessment criteria for content, language, and presentation.

Effective communication, critical reasoning, and thorough research underpin a successful final project, contributing to a comprehensive understanding of a relevant modern language topic within the context of the coursework objectives.

References

• Baker, M. (2011). Intradisciplinary research: Does it exist? An analysis of the concept with special reference to multilingualism. International Journal of Multilingualism, 8(2), 171–184.
• Crystal, D. (2003). The Language Revolution. Penguin Books.
• Gumperz, J. J. (1982). Discourse Strategies. Cambridge University Press.
• Heller, M. (2007). Linguistic ethnography: Connecting language, society and power. International Journal of the Sociology of Language, 183, 107-123.
• Kramsch, C. (1998). Language and Culture. Oxford University Press.
• Norton, B. (2000). Identity and language learning: Gender, ethnicity and nationality. TESOL Quarterly, 34(3), 357–368.
• Rubin, J. (1995). Teaching Language across the Curriculum. Cambridge University Press.
• Scollon, R., & Scollon, S. W. (2003). Discourses in Place: Language in the Material World. Routledge.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Woolard, K. A. (1998). Language ideology as a field of cultural production.