Faculty of Arts and Humanities

School of Humanities
M09DEL Teaching English in Higher Education
(TEHE)
Module Guide 2017 (academic year 2016-2017)

MID Module summary

This is a module that addresses both practical and theoretical issues relating to the teaching,
learning and assessment of English in Higher Education in the UK. Teaching covers the design,
delivery and assessment of learning.
You will engage in peer reviews/observations of teaching and microteaching sessions. You will
reflect on the principles underpinning pedagogic planning and practise designing session plans
and materials. You will learn how to support students both face-to-face and online and how to give
effective and consistent feedback. You will practise evaluating and writing marking
schemes/criteria and marking assessed tasks.

1.

Teaching Plan

This module is delivered as follows: there will be eleven 3-hour workshops taught face-toface (roughly 33 hours). You will then have to dedicate roughly 117 hours to independent
and guided study. There will be a variety of student-centred activities and exercises in which
you will reflect on the way you learn and carry out both individual and group work.
CUonline Moodle discussion forums will be used to log reflections.
You will be given the opportunity to share your learning experience with your tutors and
peers both face-to-face and online.
You will carry out observations of teaching sessions and will also be observed teaching yourself.
To complete the module successfully, attendance at all classes is strongly advised. If you are a Tier 4
overseas student attendance is mandatory for all sessions.
You are also expected to work independently, undertake any required background reading and/or
exercises and actively participate in seminars or other group work.
There are two groups for this module.
Group A classes are in Jaguar 130, on Tues 9-12.
Group B classes are in George Eliot 534, on Wed. 2-5

Week(s)
1
Classes
start
Tues
24.01
Or
Wed.
25.01

Theme

Topic

Introduction to
the module and
to teaching in
HE

Introduction to the module, its website and

its assessment
Familiarising yourself with the available
resources
Reflection on teacher cognition
Read the handouts given out in class for
next week and post your queries in the
forum

Read pages 17-41 in Klapper and chapter 1

in Burns in preparation for next week.
Ch. 12 and 13 in Klapper will also be useful
in the context of teaching reading
2
31.01
Or
1st Feb.

Observing
teaching to
learn how to
plan teaching

Observation: learning to reflect on a

taught session

Giving
feedback

Linking theory and practice (lesson and

Klapper): your beliefs

Small Group
Teaching

General standards in language: the CEFR

International House Video 005 (Reading

and Lexis)
Lesson plans for small group teaching
For next week: observe the second
International House video 015 Teaching
Speaking to Large Groups and carry out
the exercises in the handout. Fill in the
peer observation form.
Section on classroom observation in
research books are also relevant.
Read Chapter 2 in Burns
Reading ch. 11 in Klapper will also help.
2

3.
7.02
Or
8.02

4.
14.02
Or
15.02

5.
21.02
Or
22.02

Managing the
language
classroom

Learning how to manage a language

classroom
Read chapter 3 in Burns and relevant
chapter in Klapper (classroom
management)

Observations

For next week: prepare your lesson

observation plan, prepare your planned
observation focus.
Observation of International house
session and related exercises
Observations and finalisation of CW1:
observation report workshop,

Speaking and
Writing skills
DEADLINE
OBSERVATION
REPORT 26/2
Turnitin only
23.55

6.
28.02
Or
1.03

Listening and
Reading skills

7.
7.03
Or
8.03

Learning
strategies
DEADLINE
MICROTEACHI
NG PLAN and
BRIEF 12th
March at
11.55pm in
Turnitin
N.B. Brief only
to also be
submitted in
the relevant

Read: Teaching Speaking article by Burns

in preparation for next weeks seminar
Speaking and writing skills (Klapper) and
International House videos
Question and Answer session on CW1

Read Chapter 4 in Burns and Listening

and speaking sections in Klapper
Listening and reading skills (Klapper) and
International House videos
Question and answer session on CW2
Report writing workshop
Read Chapter 5 in Burns
Learning strategies
Lesson plan design workshop
Your lesson plan must be based on
general English for a unit to be taught to
adult learners (no EAP/ESP) at level B1
CEFR and above

discussion in
Moodle by
23.55
8.
14.03
Or
15.03
9.
21.03
Or
22.03

10.
28.03
Or
29.03

Microteaching 1

Microteaching 1 (see schedule below)

Read Chapter 9 in Klapper for next week

Microteaching 2

Microteaching 2 (see schedule below)

DEADLINE FOR
YOUR LESSON
PLAN TO BE
SUBMITTED IN
TURNITIN
Assessment

Read Chapter 10 in Klapper for next week

Introduction to assessment principles

Marking principles
Criteria and scheme design
Read the materials given out in class and
mark the allocated text for next week

11.
4.04
Or
5.04

Assessment
and marking

More on assessment and marking

principles.
Q&A on CW3
Marking workshop

CW3
Deadlin
e

1.2

3/5 Marking
Report

Module tutors
Module Tutors
Room E-mail
Telephone
Dr Marina Orsini-JonesGE307 m.orsini@covent024
ntry.ac.uk
77658237/76888
256/8983 (leave
message)
Mrs Angela Davidson GE108 a.davidson@cov02477659703
entry.ac.uk
Surgery/Office hours: for Angela Davidson Tuesday 12.00 1.30. Please email to make an
appointment.
4

Marina available via email appointment. Please note that YOU MUST use your university email
address to communicate with your tutors. The other addresses are normally spammed and your
tutors might not see them.

If you have a disability or medical condition and need an adjustment to allow you to fully participate in
this module (e.g. different format of literature, clear communication for lip reading, breaks for
medication, etc.) please tell your lecturer so that arrangements may be made.

1.3

Use of Module web

The module web in CUOnline/Moodle will be used to reflect on the programme (weekly), to access
useful material, as a back-up for lectures/workshops and seminars, for assessment, and for general
communication purposes. It is important that you read messages in Moodle on a weekly basis.
Please let your lecturer know if you have problems with accessing CUOnline/Moodle. You will need to
have Java downloaded on your computer and pop-ups disabled to run CUOnline. If you encounter
problems with accessing CUOnline from home, please report them to the IT services help desk in the
Library and to your tutor(s). If you find it difficult to navigate Moodle, please phone 024 76 887673 (eLearning Unit Flying Squad of helpers). However, if the difficulty relates to not managing to
access your modules, please ask Registry on the ground floor for help.

2.

Module Assessment

The intended learning outcomes are that on completion of this module you should be able to:
1. Observe a taught session and provide a critical observation report on it.
2. Write a lesson plan, deliver it as a taught unit of microteaching and reflect on the feedback
received by tutor and peers.
3. Mark pieces of coursework/examination scripts for EAP/ESP or EFL/ESL, demonstrating an
understanding of assessment principles (theory and practice) by designing a suitable
marking scheme for them and providing suitable feedback for the student on the task
The intended learning outcomes will be normally be assessed as follows:
CW 1: An observation report (focus on what you have learnt from the process) of a taught session
(4.5 credits) supported by reflective scholarship (refer to Burns, Klapper and to the bibliography
provided below) will summatively assess learning outcome 2. Deadline 26/2, 23.55, Turnitin
submission only.
CW 2: A microteaching session (6 credits) will summatively assess intended learning outcome 1.
The session will be videoed and discussed with your tutor to finalise the mark. The short session
brief for your peers and tutor (see below) must be posted in the relevant Moodle discussion forum
by 23.55pm on Sunday 12th March. Your lesson plan and the brief for the microteaching session
must be submitted in Turnitin by 23.55 on 12th March too. Microteaching delivery will be in weeks
5

8 and 9 and you will be informed later on your precise slot. The microteaching will be followed by a
reflective viva.
CW 3: The marking of a piece of coursework supported by relevant scholarship and related report
on the design of an appropriate marking scheme and marking criteria for it (4.5 credits) will
summatively assess outcome 3. Deadline: 3rd May 23.55pm. Turnitin submission only.

2.1 Plagiarism
Students are advised to consult the University Regulations* and their course handbooks regarding
the penalties for and definition of plagiarism, which essentially is the deliberate and substantial
insertion in your own work of material from someone else e.g. a published source such as a book or
article, or simply another students piece of work, without acknowledging the extent or source or
clearly marking up the quotation in inverted commas.
Please also note that sharing work with peers and working together on the same piece unless
you are asked to do so by your tutor constitutes plagiarism and is called collusion.
Also: using your own work for different modules is plagiarism (self-plagiarism).
*To view regulations use the University website.
2.2 Turnitin
Turnitin submission is required for all summative tasks (CW1 observation report; CW2 brief and plan;
CW3 Assessment report with scholarship backup).
NB For CW 2 you will also have to upload the lesson brief (brief only) BUT NOT your plan, in Moodle
discussion.

3.

Referral

You must have attempted the coursework at the first attempt to be eligible for a resit. If you dont
attempt the task(s) YOU WILL LOSE YOUR RIGHT TO A RESIT.
If you are referred in a coursework component you will be normally required to submit a complete
new set of assignments. Students should look on the BES Faculty website to obtain referred work for
assessments and the exact deadline date. The referred examination timetable will be published on
the university website.

4. Coursework Assignments
Module: M09ENL Teaching English in Higher Education
CW1 Observation of teaching and learning reflective report
You must observe a class on the EFL/ESP programme at Coventry University and provide a learnerfocused reflective critical report on it (where the learner = you as a reflective teacher) with attached
lesson plan that you have retrospectively reconstructed from the observation.
Use the forms provided below but also expand outside them if needed.
This report carries 4.5 credits and summatively assesses learning outcome 2:
Observe a taught session on the undergraduate provision and provide a critical observation report on
it. (where critical does not mean criticising the teacher)
You are required to write a minimum of 1000 words and include:
1. The headings below followed by a description of the activities that took place during the
observed session. Include relevant appendices for the session observed in terms of the
material used by the tutor - if applicable - (20 marks).
2. Your critical reflections on the observation underpinned by scholarly backup on what
constitutes good practice in teaching and learning in ELT/ESP/EAP (50 marks).
3. A lesson plan (a grid) for the session observed. You must reconstruct this as practised
in class. Attach the plan to the report as an appendix (20 marks).
4. Appropriate references. The report should be written in an appropriate academic style and
include accurate and appropriate referencing according to CU Harvard guidelines. You can
refer to the EAP Toolkit available online with reference to report writing and academic
practice (10 marks).
A Turnitin submission is required for this report. Deadline 26/2, 23.55pm.
Feedback will be provided two weeks after the deadline in Turnitin (in e-version).
Please note that the focus of your reflections should be on you as a teacher who is learning
how to teach, IT SHOULD NOT CRITICISE the observed lecturer. You are a reflective
teacher/practitioner learning how to improve your practice in view of the observation carried out.
Follow the instructions in the Teaching Observation Handbook in Moodle to reflect on your practice
in view of the session observed. You might find it useful to also refer to reflective literature (e.g. work
by Schn and the sections on reflection in Klapper 2006 and Burns 2011).
You must find as much as the information necessary to fill in the briefing form below before the
observation. The Module Guide will be your first point of information. This is provided in Moodle.
The schedule for your observations will be posted in Moodle, M09ENL.

Observation protocol:
- Arrive on time (or even better, early)
- Take a seat where the tutor asks you to or ask him/her where you should sit
- Keep an unobtrusive presence throughout ('fly on the wall'), do not participate, do not talk
- Tell the tutor how long you are intending to stay
- Pay attention.
- Take notes in a discreet way.
- After the lesson do not make any evaluative comments about it (not even with your peers who
have come too)
- Thank the tutor for letting you observe.

Observation Briefing sheet

Tutor (LEAVE BLANK, must be anonymous)

Observer ___________________________
Module:

_____________________________

No. of students

________________________

Group Composition (gender/nationality/age) __________________________

Date: __________________________ Time: ________________________________
Brief description of the session to be observed (please liaise with the relevant teacher on
this and/or refer to the module guide in Moodle)

Observation comments
Comments, some to be filled in during the observation and some after it.
1. Designing and planning
8

Focus on reporting on: outline of aims, objectives and outcomes and how these were communicated
to students.
2. Introduction
Focus on describing: structure, organisation of content, presentation style, emphasis of key points.)
3. Student activity and participation
Focus on question and answer techniques, exercises/activities, class management techniques,
instructions to students. Observe the general class atmosphere, the evaluation/feedback procedures
and the nature of the student teacher rapport.
4. Methods/approaches/techniques
Focus on the choice/variety of teaching/learning methods and tools. Was reinforcement used? If so
how? Report on examples given and analogies. Were students referred to other resources?
5. Content
Focus on the content covered. The ELT/ESP/EAP learning experience of the
students. What particular aspects of language/academic skills were covered? How?

6. What did you learn? Has the observation given you any food for thought?
Focus on: visualise yourself as the teacher and reflect on the experience. Will you utilise any of the
techniques observed? What would they be suitable for? Could they be used in your own
teaching/learning context?
Your heading(s) - optional
Sample (PLEASE NOTE THAT COPYING FROM THE SAMPLE CONSTITUTES PLAGIARISM)

Observation of teaching and learning reflective critical report

Teacher: Cannot be reported (anonymous)
Observer: Beatrice Smith
Module: 3XXX Title XXXXX
No. of students: 8
Group composition: 4 male, 4 female (8 in total), mixed nationality, age 19-21
Date: XXXXXXX
Time: 4-6pm Room: XXXXXXX
Brief description of the session to be observed:
This session covers the topic of Presentation Skills, as outlined in weeks 12 and 13
of the Teaching Plan and Module Resources for the module 3XX (Coventry
University 2013). The session aims to prepare students for the forthcoming assessed
group presentations.
1. Designing and Planning
Planning
Outline of aims and objectives

2. Introduction
Structure
Emphasis of key points and summary
3. Student activity and participation
Question and answer technique

4. Methods/approaches/techniques
(extract)
There are several similarities between this lesson and aspects of the weak, or mainstream,
version of Communicative Language Teaching (CLT), as outlined in XXXX (2006:111). A
further development of CLT, the PPP approach, can also been seen in the lesson. PPP, which
includes the three phases of Presentation Practice, and Production, and links linguistic form
to communication of meaning (XXXX 2006:114). The Presentation stage involved students
listening to an example presentation, and being made aware of some different features and
vocabulary by the teacher. The Practice stage involved some activities focussed specifically
on presentations, and the Production stage required students to produce their own short
presentation, with little intervention from the teacher.
5. Content
(extract)
The activities during the first part of the lesson were taken from the course book,
New Insights into Business (Tullis and Trappe 2004:102).The lesson started with a listening
activity and comprehension questions relating to the recording, which was a sample
presentation. ..
6. Use of Internet
7. What did you learn? Has the observation given you any food for thought?
The importance of being flexible and
References (add)

10

Appendix 1: Observation of Lesson

Time
Content
Tutors activity
Students activity
Resources
(approx.)
10
Listening activity 1Ask students to listen to CD. Go through multiple
Listen
to
CD,
then
complete
Audio CD
Whole text
choice questions as a group.
comprehension questions
Textbook (Tullis &
Students complete questions, then check answers with
Check answers with a partner
Trappe 2004:102)
a partner. Elicit answers randomly from students.
Give answers to questions
10
Listening activity 2Show students presentation headings/sections. In pairs,
Predict the order of the presentation
Textbook (Tullis &
students predict the order the headings will come.
headings in pairs.
Trappe 2004:102)
Play the tape, students check answers.
Check answers by listening to the tape.
Brief discussion of presentation structure, highlighting
Whiteboard
and
key points and useful phrases on whiteboard.
pens
10
Focussed Listening
Ask whole class about the use of explanation in the
Suggest answers to questions.
Audio CD
activity
audio clip.
Listen to recording again
Textbook (Tullis &
Why is it important? How is it explained in the
Trappe 2004:102)
recording?
Play recording again
5
25

35

Vocabulary
Draw

a variety of charts/graphs on whiteboard. Elicit

Give answers to the visuals referred to
Textbook (Tullis &
referring to visualsanswers from students regarding the visuals referred to
in the recording.
Trappe 2004:102)
in the recording
Practice
Summarise the different aspects of a presentation
Working in groups, prepare a short
Textbook (Tullis &
presentations
covered so far.
presentation using the data provided,
Trappe 2004:102)
Write the stages of a presentation on the board:
following the prescribed presentation
structure.
1. Greet audience

2.
3.
4.

Tell them the structure

5.
6.

Give a summary or a conclusion

Give a definition
Refer to visual aids and say why they are
important

(Tullis & Trappe

2004:155,159 & 161)

Invite questions
Put students in small groups, and assign data for them
to present.
Write key vocabulary and phrases on board.
Deliver presentations in groups.
Whilst students work in groups, move from group to
group to check understanding and answer questions.
Students deliver presentations.
Give general feedback on presentations and some tips
on concluding a presentation.
PART 2
General discussion about news reports ask if students
Give answers to questions.
Video clip
Listening (video) watch the news in English? Show BBC IPlayer and 4OD.
(Channel 4 News
Give an introduction to the topic of the video clip August 2009)
Recession
Pre-teach key vocabulary recession, recovery, quarter,
car scrappage scheme, economic stimulus. Elicit
definitions from students.
Suggest definitions for key vocabulary
Play video.
First listen take brief notes.
Handout (Appendix
Students need to compare their notes with a partner.
Note down key points from video.
2)
Show comprehension questions on the back of the
Discuss points with a partner.
handout, ask students to complete questions
Complete comprehension questions.
Conclusion

Remind students about presentation practice sessions

next week.

11

CW2 Microteaching
This task will summatively assess outcome 1:
1. Write a lesson plan, deliver it as a taught unit of microteaching and
reflect on the feedback received by tutor and peers.
For this task you will have to complete the following mandatory elements:

Complete a pre-teaching briefing form (10 marks) and post it to both Turnitin
and the relevant discussion forum by 11.55pm on 12 th March before you deliver
your session.
Write a lesson plan, design/use suitable materials and provide a brief theoretical
underpinning to the plan (30 marks) and post the lesson plan in Turnitin
by 23.55 on 12th March (max 800w) (include the brief you have posted in
discussion)
Deliver the language learning lesson (generic ELT) microteaching 10 min
max (30marks) on the day allocated to you
Reflect on the microteaching session and the feedback received in an individual
interview with the module leader (30marks) (date to be agreed after the video
recording has been finalised this can take some time)
You will have to deliver a 10 minute microteaching session on an aspect of
EFL/ESP of your choice. You have to bear in mind that you are teaching adults.
You may use a session from a coursebook and/or adapt a session from an
International House video. You are not required to invent original materials, but if
you prefer to do so, you can.
Please build your session following the guidelines provided on effective language
teaching and underpin your planning with relevant literature/scholarship (for
example Klapper 2006 and Burns 2010). You must demonstrate that you are
reflecting on your actions and your planning. You can incorporate reflections on
the session that you have observed for CW1.
Use the headings provided below. Each of the other students will be asked to
give you feedback on the form contained in the peer observation booklet, but it
would be nice if you could think of your own way of collecting feedback on the
session. You can also think of electronic forms of feedback, to be received after
your session (for example an email message that you can bring to the
discussion). For this purpose you can use or adapt the form provided in the
module guide for CW1.
You will also have to fill in a briefing form (below) to give to your peers and tutor
before you start the session. This should be filled in electronically and posted to
12

the M09ENL relevant Moodle forum to all before your presentation and by 23.55
on the 12th March.

Teacher

_______________________________________________

Group

No. of students _______________

Level ______________________________________
Brief description of event/materials to be reviewed/observed (attach lesson plan, only summarise
briefly here)

Date and time of review

What aspect of your teaching would you like the reviewers/observers to focus on?

Aim and Objectives of this session (or Learning outcomes=objectives)

What is your main aim for this session?
What are the specific learning outcomes (objectives) you want the students to achieve (e.g. knowledge and
understanding, key skills, cognitive skills and ELT subject specific skills)

Any particular factors/problems/issues you would like the reviewer to be aware of?
E.g. type of students, level of IT skills etc., mixed abilities

Are there any particular aspects on which you would like feedback? (see items in Section 2 of the
Peer Observation Guide handed out in class).

13

Deadline for the delivery: see below. The delivery will be followed up by a
one-to-one debriefing with your tutor to reflect on your session after its
delivery (date to be mutually agreed).
1. Lesson plan headings
Microteaching Lesson Plan, delivery and reflection suggested
guidelines
(10 Minutes)
Name of the session:
Session type:
(e.g. language class, seminar, tutorial)

How the session is aligned with the module/course assessment

(pretend this is a session for a course):
Outline of student(s) profile and prior knowledge: (this can be partly
fictional, but in an HE/Adult setting)
Aim(s):
Learning Outcomes/Objectives:
(By the end of this session students should be able to)
A brief rationale (theoretical underpinning) for choice of teaching
approaches (bullet points with scholarly references):
Materials/resources needed:
Timing of the session:
(this should include your and your students activities at each stage, as in the
blank form below)
Time Content
Tutors activityStudents activity
Resources

(Expand/add boxes if necessary)

14

2. Feedback from the session (oral with tutor/written form to hand out to peers).
This will be handed to you after the delivery of your session.

1. Designing and planning

Outlining of aims, objectives /outcomes. Communication of these to students.
Orientation e.g. aims, objectives, route map. Relationship with students prior knowledge and
continuity with other sessions.

2. Introduction
Structure. Relevance and organisation of content. Clarity of presentation. Emphasis of key points. Pace of
session. Summary, (end and/or interim). Student follow up work etc.

3. Student activity and participation

Question and answer technique. Exercises/activities. Class management. Instructions to students. General
class atmosphere. Level of participation and interaction between students. Attention and interest. Attitude to
students. Awareness of individual needs. Evaluation procedures. Student teacher rapport.

4. Methods/approaches/techniques
Choice/variety of teaching/learning methods. Use of OHP, flipcharts and boards,
handouts, and other materials etc. Use of appropriate reinforcement. Examples and
analogies. Emphasis of key points. References and links to research as appropriate.

5.Content
Focus on the language skills covered/the EFL-ESP learning experience of the
students.

6. Use of CUonline and/or the Internet (if applicable)

7. What was particularly effective and how?

8. What could be improved and how?

9.

Any other comments? Reflections?

3. Analysis of feedback:
Interview with tutor on microteaching session:
1. What were the aims and objectives of the session?
2. Were the aims and objectives achieved?
15

3.
4.
5.
6.
7.
8.

Were the methods used appropriate?

Was the use of resources effective?
What feedback did you receive?
How useful was the feedback?
Did the feedback match your own assessment of the session?
How do you think you will take the feedback into account in planning
and teaching future lessons?
9. What have you learnt?
Recommended formative independent follow up: page 184 CELTA Journal task
6: self-evaluation. Celta book available in the Languages Centre and in the
Library
MA in ELT - ASSIGNMENT FEEDBACK SHEET
M09ENL
Semester 2 2016-2017 Microteaching Task CW2

Student Name
Module Title
Tutor(s)

M09ENL Teaching English in Higher Education

First marker: Marina Orsini-Jones
Moderator: Elwyn Lloyd/Tiziana Cervi-Wilson

Mark awarded

Pre-teaching briefing form (10 marks)

Lesson plan and theoretical underpinning to the plan (30 marks)
Classroom management and delivery (30)
Reflective interview (30)
Return of Marked Work
The mark for the task will be discussed during the debriefing interview.

16

CW 3 Marking Task
Complete the following task after having studied the examination
provided:
1.
2.
3.
4.
5.

Design 2 mark sheets (1 for the task in Section A and 1 for the task in Section B);
Mark an exam script;
Complete your mark sheets;
Complete a feedback sheet;
Write a report on the whole process of designing the mark sheets, marking the script
and completing the feedback sheet,

As from MID - Coursework 3: The marking of a piece of an exam script and related report on
the design of an appropriate marking scheme and marking criteria for it that summatively
assesses outcome 3 (reproduced below) and count for 30% of the module mark 4.5 credits.
Submit the marking report in Turnitin by 03/05/2017
You must include the following:
1. Marking report;
2. Mark sheets you designed;
3. Feedback sheet filled in;
4. Marked scripts.
Further instructions
You are a part-time lecturer for module 301ENL Advanced English for Business and Management
(now renamed 391DEL).
The module leader has asked you to design your own mark sheet for each of the two
questions/tasks in this paper, bearing in mind that language and content are given equal
weighting in it (50/50). You then have to mark the two tasks you have been asked to mark and
provide appropriate feedback both via the mark sheet you have designed and via the separate
feedback form (also below).
You have to adapt the mark sheet/mark scheme provided below and bear in mind the general
rules on marking (including the more technical marking choices to write on the the script) learnt
as part of module M09ENL. This part of the task carries 2 credits.
The report (2.5 credits) accompanying the 2 mark sheets and the feedback form, will have to
include the following minimum information supported by relevant theoretical back-up where
applicable:

17

1. How you selected the headings and criteria for the mark sheets;
2. How you decided to mark the scripts (for both language and content) and why;
3. How you decided to formulate the feedback and why.
(please note that the requirement of including a comment on the learning outcomes has
been removed, slight difference from the version in the module guide)
Length: around 1500w
Sample Mark Sheet to be adapted by yourself. Please note that you need one for the task
in Section 1 and one for task in Section 2 and both must include both language and
content. Put ticks in the relevant box on the right and then convert the ticks to marks and
the marks to a percentage.
Section A
Marking Scheme
A.

C.

D.

E.

Total marks 50/50

Marks: %%:

Section B

Marking Scheme
A.

C.

18

D.

E.

Total marks 50/50

Marks: %%:

19

Overall feedback sheet (1 joint sheet for Section A and Section B)

EXAM FEEDBACK SHEET

Student ID number
Mark awarded
Task 1
Task 2
Total Points
Total %
Strength
Weaknesses
Advice on how work could be improved
Numbered comments (if applicable): These refer to numbers as written on your assignment

20

SUMMER 2009

Coventry University
Faculty of Business Environment and Society
301ENL Advanced English for Business and Management

Instructions to candidates
Time allowed: 2 hours
This exam paper is divided into TWO sections.
Answer BOTH sections.
You MUST answer the question in Section A and ONE question from Section B.
Both questions carry equal marks (50% for each Section).
No dictionary of any kind may be used at any time.
Do not bring the copy of the article that was given to you for Section A into the exam. A
copy of the article is included in the exam paper.

You may take this question paper away at the end of the examination: please keep it in a
safe place for future reference.
Continued..
Section A (50%)
Use information from the text below Cameron makes savings tax pledge to answer the following
question:
What are the arguments for and against government intervention in a downturn?
Summarise key ideas from the article and use your own knowledge to answer the
question.

21

You should write 450 550 words.

Cameron makes savings tax pledge

Conservative leader David Cameron has announced plans to offer 4bn in tax cuts for savers and
pensioners.
He would scrap taxes paid by basic rate taxpayers on savings interest and raise the level of nontaxable income for pensioners by 2,000 a year. Savers were "innocent victims" of the downturn,
he said, and plans would be funded by lower public spending
Labour said it was "economic madness" and amounted to spending cuts, the Lib Dems said it
was a "fake giveaway".
Savers have suffered as interest rates have fallen to a 57-year low of 2%. A further cut is
anticipated next week.

Section A continues on the next page

Continued/.

'Big change'
The Tories propose to end the 20% tax paid by basic rate taxpayers on savings' interest, should
they win power at the next general election. According to the Tories, anyone with savings who has
earnings or pension income of less than 43,875 will be better off.

They say those most

dependent on income from savings would benefit most, and someone with annual pension
income of 12,000 would save 200 a year.
The amount of income that people aged between 65 and 74 would receive tax-free would rise
from 9,490 to 11,490 while for the over 75's, tax-free allowances would rise to 11,640. This
would enable a 65-year old with 14,000 in pension income to save 400 a year, the Tories
argue.
Mr Cameron said his plans were designed to create a "less materialistic" society based on a
culture of "save, save, save" rather than "spend, spend, spend". We need to make a really big
change in Britain from an economy built on debt to an economy built on savings," he said. Mr

22

Cameron said the tax cuts - estimated to cost about 4.1bn - would be paid for by restricting
public spending increases across most of government in 2009-2010 to 1% in real terms. This
would represent a reduction of about 5bn in the overall rise in public spending - from 30bn to
25bn - planned by Labour.
Slowdown fears
However, existing Labour spending commitments for health, schools, defence and international
development would be left unaltered.
One tax expert said the proposals were a "good way" of putting money into the pockets of key
groups in society. But Carl Emerson, of the Institute of Fiscal Studies, said it was unclear whether
people would choose to spend the money or save it and there was a chance that it would result in
less money flowing into the economy.

Section A continues on the next page

Continued/.

He also said it would result in a "very sharp slowdown" in the rate of spending growth across
many areas of government.
Mr Cameron said the country faced a "grim" future under Gordon Brown and called again for a
general election any time this year.
Labour's economic strategy had failed, he said, and the country was facing a "catastrophic legacy
of debt and disrepair".

"Our vision of a good future is of a less materialistic country, more

concerned with people and our relationships; a contributor society not a consumer society," he
said.
'Debt crisis'
Mr Cameron also announced plans for a review of broadband services - with the aim of giving
every home access to high-speed fibre optic broadband within 10 years - and for a "green" stock
exchange to help fund new environmentally friendly businesses. Earlier he called the temporary
2.5% VAT cut a "joke". Mr Cameron told BBC Radio 4's Today that Mr Brown might as well have
gone out and burnt the money and said he felt like "shaking the prime minister".
But Chief Secretary to the Treasury Yvette Cooper told the BBC the Conservatives were out of
step with the rest of the world. She said: "What David Cameron is proposing is spending cuts
during a recession. This is cuts in support for the unemployed to get back to work, cuts in

23

support for training and apprenticeships, cuts in support for business, housing, transport and
regeneration. I think its economic madness, and no other major government in the world is
considering this, quite the reverse".
The Lib Dems, who want to lower the basic rate of income tax, said the plans would only result in
a marginal saving for people on average incomes.

Section A continues on the next page

Continued/.

Party leader Nick Clegg said: "This is a fake giveaway. It only amounts at today's interest rates to
an extra 40p on someone saving 100. "What people need is much more money back in their
pockets now. That's why we have a plan to deliver big, permanent, fair tax cuts."
BBC political editor Nick Robinson said all three of the main parties now backed tax cuts but
disagreed over which taxes get cut, who should benefit and how they should be funded.
'Testing year'
Meanwhile Prime Minister Gordon Brown has been discussing help for businesses, as a prelude
to a three-day tour of England and Wales, which will culminate in a jobs summit in Downing Street
next week. Mr Brown said the UK was facing a "testing" year but that Labour's investment in
housing and transport and its planned focus on creating jobs in new sectors of the economy was
an "essential" response to the downturn.

Section B (50%)
Write an essay on ONE of the questions below.
You should write 500 700 words.

Question 1
Advertising often persuades people to buy things they dont need or want.
To what extent do you agree with this statement?
_____________________________________________________________

24

Section B continues on the next page

Continued/..

Question 2
Do you believe there should be more regulation to prevent companies from polluting or damaging
the environment?
Which method or methods are best for controlling pollution caused by companies?
_____________________________________________________________
Question 3
Multinational companies can either attempt to use similar management methods in all their
foreign subsidiaries, or adapt their methods to the local culture in each country or continent.
Which do you think is the most efficient?
___________________________________________________________
Question 4
It is argued that discrimination by employers on gender or race grounds can only be abolished by
introducing positive discrimination laws.
To what extent do you believe this is the best way to ensure all people are treated fairly?
_____________________________________________________________
End

Please see separate sheets containing the scripts. Each student will mark one script.

25

Sample Script 1 In-class practice (Each of you will be given another one to mark)
Section A
What are the arguments for and against government intervention in a downturn?
The text Cameron makes savings tax pledge show different opinion for the economy of the
downturn. They are three of the main parties who speak about the tax and different solution.
A government intervention in a downturn is a good think because the downturn need help. On this
fact, differents parties speak about downturn like an innocent victims. For one part is important
to help the saver & pensioner, to reduct taxes, but this idea its consider like a fake giveaway
One part purpose tax-free allowance but isnt a good idea for the govement because It will lost a
lot of money.
The arguments for government are about creating jobs. This intervention is essential for
downturn, because like that people can thing about save money for own future.
The idea its to save not to spend a lot of.
Party leader Nick clegg its against this intervention, because for him its fake giveaway, the
money return for the government not for the people.
So, the argument for one for the help of creating job, but the argument against are the aspect of
the government profit, with a strange investment.
201w
Section B
Question 1:
Advertising often persuades people to buy things they dont need or want. To what extent do
you agree with this statement?
Nowadays, the advertising is everywhere. They are different support like the T.V, the radio,
Magazines, billboard, Internet
The question is; if the advertising have a real impact for persuading people to buy things who
they dont need or want.
I think its a real impact for the society, because we cant escape advertising.
In a first time we will speak about influences of the advertising and in a second time, we will
speak about the several technique of advertising.
Influences. Isnt a pleasure because people dont have choice. Now we buy a product in a first
time for the brand, and after for the quality. For example, if, they have a lot of basic chocolate,
with the same composition / ingredients, we will take automatically the chocolate with the famous
brand, because the advertising make a TRust enter the product & the consumer. If, the product
pass on the TV, on radio, its a good product.
Like that, a lot of people buy because they have saw the product in the TV, or in a billboard. Its a
real psycologique attack.
We dont have an opinion, they take decisions for what we need, the tendency of the moment.
and own choice.
The advertising, is a real business.
People become mouton (MOOTS), they follow the directive of the advertissement, without
thinking. If, the product its more famous by the advertissement, so, its a real good investment,
and more, all people have this product. (it the think who advertising want people trust).
About the technique, they are several. They used the psycology, sociology and economy.
All about it, its thinking like that the advertising go directly or indirectly at the brain of people.
They play with color, environment, character (because sometimes its an endorsement, its a
famous celebrity who use the product, for show the MAGICAL effect).
When in the advertising its a celebrity, the trust of the people is double. People cant think its
favourite starlie, so, we want the same product, bad or not isnt a problem because He tell its
good, so is it.
When we go on a supermarket, generally we by a lot of product also we have saw on the tv, after
when we have show the product behind, we take it, because it will be a need.

26

Young people are more touched by the advertissement.

The message is, if the product pass on TV or an other support, its a quality product.
And more, all new company make a real investment for advertising during the three third year
generally. Like that the image is make and the company is know.
Nowaways, a lot of people have Internet, Now its impossible to surf one second without an
apparition of an advertising. Like that the message pass in the brain, the brain record this
information, and behind the product, an apparition of need its here. We dont why we want but we
want.
In conclusion the advertising persuades people to buy things (generally) they dont need or want,
They are influenced by the system of advertising who touch a mass population who loose its
personnality of choice.
520w

Sample mark sheet for an academic essay (you may edit/adapt this). Is this
suitable for an exam?

A. Overall essay structure - 10 marks:

Even and clear structure: introduction, main core and
conclusion
Good paragraph organisation
Information well integrated into the answer
Page numbers included

B.

Content and argumentation/clarity - 20 marks:

Relevant information selected

Critical evaluation of evidence
Coherent and logical line of reasoning
Supporting arguments with evidence/examples
Good paraphrasing and/or summary of academic sources used
Good paraphrasing and/or summary of primary data used
(comedians scripts/original texts chosen)
Answer in keeping with the title set
Answer meets set criteria
Evidence of having read widely
Appropriate statement of conclusion

C.

Quality of the academic writing style - 10 marks:

Appropriate register of academic writing used

Accurate grammar (including sentence structure)
Accurate spelling
Appropriate vocabulary

27

D.

Referencing - 10 marks:

Accurate in-text referencing

Accurate reference list
Inclusion of at least four academic sources
(such as academic books, or chapter(s) from an academic book
can be one of your textbooks - and scholarly journal article(s)
available either in hard copy or in e-copy from the CU
databases).
Total marks 50

28

MODULE RESOURCES
Book References
Essential reading
PLEASE BUY: Burns, A. (2010) Doing Action Research in English Language
Teaching: a Guide for Practitioners. London: Routledge.
PLEASE ALSO BUY: Klapper, J. (2006) Understanding and Developing Good
Practice: Language Teaching in Higher Education. London: CILT.
I recommend to buy this book online from:
http://www.amazon.co.uk/gp/offer-listing/1904243614/ref=dp_olp_0?
ie=UTF8&redirect=true&condition=all
Quite a few copies are available in the library.
Recommended reading
Reflective practice, critical incidents, action research, portfolios:
Banfi, C. (2003) Portfolios: Integrating Advanced Language, Academic and
Professional Skills. ELT Journal 57 (1), 34-42
Borg, S. (2006) Teacher cognition and Language Education. London: Continuum
Burns, A. (2005) Action research: an evolving paradigm? Language Teaching 38
(2), 57-74
Burns, A. and Richards, J.C. (2012) Pedagogy and Practice in second language
teaching. Cambridge: CUP.
Carr, W and Kemmis, S. (1986) Becoming Critical: Education, Knowledge, and
Action Research. London: Routledge
Dymoke, S. and Harrison, J. (2008) Reflective Teaching & Learning. London:
Sage
Farrell, T.S.C. (2008) Critical Incidents in ELT initial teacher training. ELT
Journal
62 (1), 3-10
Farrell, T.S.C. and Jacobs, G.M. (2010) Essentials for Successful English
Language
Teaching. London: Continuum
Finch, A (2010) Critical incidents and language learning: Sensitivity to initial
conditions. System 38, 422-431
Fry, H., Ketterige, E. S., Marshall, S. (Eds) (2009) Third Edition A Handbook for
Teaching and Learning in Higher Education. Enhancing Academic Practice.
London: Routledge Falmer
Klapper, J. (2006) Understanding and Developing Good Practice: Language
Teaching in Higher Education. London: CILT.
Mann, S. (2005) The language teachers development. Language teaching 38
(3),
103-118
NcNiff, J with Whitehead, J (2002) Action Research: Principle and Practice 2nd
Edition. London Routledge
Pollard, A. (2005) Reflective Teaching 2nd Edition. London: Continuum.
29

Richards, J.C. and Farrell, T.S.C. (2005) Professional Development for Language
Teachers: Strategies for Teacher Development. Cambridge: Cambridge
University Press
Tripp, D. (1993) Critical Incidents in Teaching: Developing Professional
Judgement. London: Routledge
Wallace, M.J (1998) Action Research for Language Teachers. Cambridge: CUP.
Wolf, K. (1996) Developing an Effective Teaching Portfolio. Educational
Leadership 53 (6), 34-37
Wolf, K. and Dietz, M. (1998) Teaching Portfolios: Purposes and Possibilities.
Teacher Education Quarterley 25 (1), 9- 22
Orsini-Jones, M. (2006) Plans and e-plans: integrating Personal Development
Planning into the languages curriculum. Crossing frontiers: languages and the
international dimension Cardiff 6-7 July. Online, available from
www.llas.ac.uk/cardiff2006 and from http://www.llas.ac.uk/resources/paper.aspx?
resourceid=2694#re12

Key texts that are also used for M01ENL:

It will also help to refer to key texts on language learning and teaching in ELT,
that you will either have used (September starters) or will have to use
(January starters) for other modules (such as M01ENL Theory and Practice of
Language Learning and Teaching).
Johnson, K.
Macaro, E.

Mitchell, R,
and Myles, F.
Bayley, R, and
Preston, D.R.
(eds.)
Curran, D.A.

(2008)
2nd
edn.
(2003)

(2004)
2nd
edn.
(1996)
(1976)

De Keyser, R,
M. (ed.)

(2007)

Doughty, C. J.
and Long, M,
H. (eds.)

(2003)

An Introduction to
Foreign Language
Teaching and Learning
Teaching and Learning a
Second Language: a
Review of Recent
Research
Second Language
Theories

Harlow:
Pearson
Education
London:
Continuum

Second Language
Acquisition and Linguistic
Variation
Counselling Learning in
Second Languages

Amsterdam:
John Benjamins

Practice in a Second
Language: Perspectives
from Applied Linguistics
and Cognitive
Psychology
The Handbook of
Second Language
Acquisition

London: Hodder
Arnold

Apple River IL:

Apple River
Press
Cambridge:
Cambridge
University Press
Oxford:
Blackwell
30

Edwards, C
and Willis, J.

(2005)

Ellis, R.

(2003)

Ellis, R.

(1994)

Gebhard, J. G.

(2006)

Harmer, J

(2007)

Herschensohn, (2000)
J.

Teachers Exploring Tasks

in English Language
Teaching
Task-based Language
Learning and Teaching
The Study of Second
Language Acquisition
Teaching English as a
Foreign or Second
Language: A Selfdevelopment and
Methodology Guide
The Practice of English
Language Teaching
The Second Time
Around: Minimalism and
Second Language
Acquisition
Vygotskian Approaches
to Second Language
Acquisition
How Languages are
Learned
Applied Linguistics in
Language Education
Identity and Language
Learning

Lantolf, J. P
and Appel,
G.J. (eds.)
Lightbown, P
and Spada, N.
Mc Donough,
S.
Norton, B.

(1994)

Nunan, D.

(2004)

Task-based Language
Teaching

Ortega, L.

(2009)

Richards, J. C,
and
Renandya, W.
A. (eds.)
Richards, J.C.
and Rodgers,
T. S.
Ritchie, W.C,
and Bhatia,
T.K. (eds.)
Skehan, P.

(2002)

Understanding Second
Language Acquisition
Methodology in
Language Teaching: an
Anthology of Current
Practice
Approaches and Methods
in Language Teaching

(1996)

A Cognitive Approach to
Language Learning

Ur, P.

(1996)

A Course in Language

(1999)
(2002)
(2000)

(2001)
2nd
edn.
(1996)

Handbook of Second
Language Acquisition

Basingstoke:
Palgrave
Macmillan
New York:
Oxford
University Press
Oxford: Oxford
University Press
Ann Arbor: The
University of
Michigan Press
Harlow:
Pearson
Education
Amsterdam
John Benjamins
Norwood, N
Ablex P.C
Oxford; Oxford
University Press
London: Arnold
Harlow:
Pearson
Education
Cambridge:
Cambridge
University Press
London: Hodder
Education
Cambridge:
Cambridge
University Press
Cambridge:
Cambridge
University Press
San Diego:
Academic Press
Cambridge:
Cambridge
University Press
Cambridge:
31

Teaching
Van den
Branden, K.
(ed.)
Van Patten, B,
& Williams, J.
(eds.)
White, L.

(2006)

Task-based Language
Education

(2007)

Theories in Second
Language Acquisition: an
Introduction
Second Language
Acquisition and Universal
Grammar

(2003)

Cambridge
University Press
Cambridge:
Cambridge
University Press
Mahwah, NJ:
Lawrence
Erlbaum
Cambridge:
Cambridge
University Press

Articles
Author
Basturkmen,
H.

Kumaravadi
velu, B.

Title
Review of research into the
correspondence between language
teachers stated beliefs and practices
Teacher cognition in language
teaching: a review of research on what
language teachers think, know,
believe, and do
CLT is best for China an untenable
absolutistic claim
TESOL Methods: Changing Tracks,
Challenging Trends

Nitta, R. And
Gardner, S.

Consciousness-raising and practice in

ELT coursebooks

Borg, S.

Hu, G.

Journal
System, 40
282-295

Date
2012

Language
Teaching
36 81-109

2003

ELT Journal,
59/1, 65-68
TESOL
Quarterly
40/1
ELT Journal
59, 3-13

2005
March 2006
2005

Essential viewing
International House videos in Moodle
Recommended viewing
Teacher Training Videos by Russell Stannard
http://www.teachertrainingvideos.com/

32

Articles
Academic Journal Articles are available through the following databases
depending on the research design chosen:
Academic Search Premier
EBSCO
ASSIA
British Humanities Index
IBSS
Linguistics and Language Behaviour Abstracts
Science Direct
Scopus
Web of Science
The recommended Journals for this module are:
Language Awareness
ELT Journal
TESOL Quarterly
Action Research
All available (full text) from the library database.
MODULE HANDOUTS
Students enrolled on this module will have a variety of handouts made available
to them both in hard copy and online.
STUDENTS MUST REFER TO THE CUONLINE MODULE WEB IN MOODLE
BEFORE EACH CLASS.
Appendix
Writing reports
The Report - General guidelines, to be used in conjunction with the Peer
Observation Handbook (Orsini-Jones 2010, CU)

1. Report Writing Skills

Reports are used to communicate information or advice from a person or group
of people who has collected and studied the information to a person or group of
people that requested the report, as it is needed for a specific purpose. This
33

purpose requires a report to have a specific structure, clearly numbered sections

and giving concise results/recommendations of the investigation to help
determine appropriate action(s).
2. Purpose of reports
People that requested/need/read reports are normally very busy, thus a good
report is one you do not have to re-read to understand the point it is trying to
make. Furthermore it is a report must fulfil its purpose and meet its aims. To
meet this requirement, ask yourself the following questions before starting to
work on the report:

Who is your audience?

Who are you writing the report for? What are the needs and
characteristics of the readers? What is their knowledge, at present, on the
topic to be addressed? How much technical jargon should be allowed
given the differences in background of the reader(s)?

What is your aim?

Do you need to inform, persuade or make a recommendation? Will future
decisions/policies be dependent on the report-content? If your report will
be academically assessed, have you met the set criteria?

What is your topic/focus point?

Do you have a clear understanding of the subject area to be covered?
Which specific aspects/issues on the topic do you need to focus on?

3. Structure of your report

Reports are normally formal documents. As such, they should be concise, well
organised and well structured, including headings, subheadings and sections, all
easy to follow and logically set out. Below is a typical report format that you can
perhaps download for future reference.

34

Report format
Title page
Terms of reference
Contents page
Abstract/summary
Introduction
Main body of report
Conclusion
Recommendations
Appendices (not always necessary)
Glossary (not always necessary)
List of references
Bibliography

3.1 Title page

Should simply contain the subject/topic of the report, the author and the date of
completion. This is also the first impression to be made, thus create a good and
lasting one by designing a clear and simple title page to give the basic
information. Avoid using fancy colours and borders. This is still an academic
piece of writing. The CU logo should not be used.
3.2 Terms of reference
Should state who asked you to write the report, when and for what reason. Also
all previously stipulated conditions should be stated.

3.3 Contents page

This should show all major and minor section headings, numbered and titled
exactly as in the report document itself. It makes it easier for the reader to read
and perhaps query and enables the author(s) to do cross-referencing within the
report.
3.4 Introduction
The introduction normally provides the background information and should
address some (or all) of the following questions:
35

Why are you covering this subject/topic?

What method was used? (in research)
What is the main argument/finding/conclusion?
On what evidence is the report based?
What are the implications of your report?

You can from the above clearly see that an introduction is not necessarily merely
one paragraph, but may consists of more, for example, to give some more
background information or define some of the concepts to be discussed. When a
research report is written, the findings of your literature search could be
summarised here as well but perhaps under a separate heading such as
literature review/search.
You could also refer in this section to research methods used when collecting
data to enable the reader of the report to evaluate the validity of your findings.
3.5 Main body of report
This section contains the main core of what you want to convey. The structure
will depend on the objectives of your report but you should use a system of
headings and subheadings. "Main body" is not an appropriate heading, so you
have to choose your own.
Some examples
If you are writing a progress report, outline the achievements to date
and describe what still need to be done. Refer to problems experienced
thus far, how to overcome these and state how it may affect deviation
from planned time scales.
A position paper/report might firstly need to outline current policy,
explain changes in the policy and motivate possible changes in policy that
may be deemed necessary. If you are proposing action, it may be best to
start out with your proposals and then justify them.
A research report normally requires a summary of previous research
findings, stating your own research design, discussing your research
results and analysis.
A teaching observation report requires references to the aims and
objectives set by the teacher observed, details relating to the students
observed (age/sex/number/level/nationality), a description of the
environment (what type of class/room), a description of the tools used by
both teacher and students and of the ones available in the environment

36

Using non-textual material such as diagrams, graphs, charts and raw data will
help to reinforce the argument but will also make the text look more attractive.
Such material must, however, serve a purpose and not be merely cosmetic.
3.6 Conclusion
This normally involves a summary of your results and no new material should be
added at this point. Conclusions should not come as a surprise but should
simply draw together the arguments developed in the main body of the report. If
necessary it can be separated from the topic recommendations.
3.7 Recommendations
Some readers prefer the recommendation to be stated at the beginning, if so it
will be best mentioning in the summary (abstract). As all recommendations can
normally not be implemented, the readers of the report will normally be deciding
if the suggested priorities are justified and realistic given the situation.

3.8 Appendices
If used, this section should include detailed supporting evidence or background
information, for example your marking grids, that will disrupt the normal flow of
the report if included in the main body.
3.9 Glossary
If used, it should merely be an explanation of any specialist terms, or you might
want to produce a specific one for assessment terminology.
4. List of references
Should include a list of all the sources that you have directly referred to in your
text. (Refer to session on academic referencing from induction week and to the
CU Harvard Style Guide)
5. Bibliography (OPTIONAL)
Should include a list of everything you have read in completing the report but
might not have used in your references.
6. Style of your report

37

It is important to use appropriate language to make your meaning clear and

reflect the aims of your report. To give the report a more formal look, you should
use the third person and avoid emotive words (like emphatic adverbs: incredibly,
crucially) and humour.
Drew and Bingham (2001:92) make the following suggestions regarding the use
of appropriate language when writing a report:
Be precise
Avoid long sentences
Explain words or terms the reader may not understand.
Write abbreviations/acronyms in full first with the abbreviated form in
brackets and then use it consistently throughout the report.
The way you present your report will have an impact on the reader as well.
7. Editing your report
It may be a good idea to download the following checklist to check your report
draft and identify shortages in time.
Report checklist: ( )
Purpose of report
Have you clarified the purpose
Have you identified the reader's needs/characteristics
Information

Have you included the main points

Have you supported the points with evidence

Accuracy

Have you checked your report for spelling mistakes

Do the figures, if used, add up
Have you reference correctly, in text and at the end
Have you been consistent in using abbreviations

Format

Does the report have a beginning, middle and end?

Is it easy to follow the argument?
Are headings and numberings clear?
Do the paragraphs follow coherently from each other?
Are the paragraphs separated by a space?

Language
38

Have I used appropriate language? (Any colloquialisms?)

Is it clear and easy to read?
Will the readers understand it?

Presentation
Does the layout make it easier for the reader to understand
my points?
Does it look clear?
Does it highlight important points?
8. Reflective report
In a reflective report you can still organise the material like in any other report
(with headings), but its style will be more personal, as you are reflecting upon the
way in which your prepared and delivered a task. OR you might be reflecting on
someone elses actions (teaching observation) and on what you have gained
from the experience.
References
Drew, S. and Bingham, R. (2010) The Guide to Learning and Study Skills for
Higher Education and at Work. Farnham: Gower.
Orsini-Jones, M. (2013) The Teaching Observation Handbook. Internal CU
document.
Marina Orsini-Jones and Hannelie Du Plessis, Coventry University 2006

39

40