EDU119 Task 1 Student Journal

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School

University of the Sunshine Coast *

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Course

119

Subject

Linguistics

Date

Oct 30, 2023

Type

docx

Pages

Uploaded by AgentLightningPuppy37

EDU119 Reflective journal template Preparing for Task 1 What is this?  This is a reflective journal template. It is support material to help you organise your ideas for the content of the Task 1 Reflective essay due at the end of Week 4. In this essay [see EDU119 Task 1 information file under the Assessment tab of EDU119 on BlackBoard] you are required to synthesise your prior knowledge of English with what you have learned in EDU119 in a reflective essay. Do I have to use this journal template?  Not at all, but you need some method of tracking what you learn in the next 3-4 weeks in EDU119 so you can incorporate this information into the task effectively, and not miss anything crucial.  We cover a lot of information in the lecture and tutes and at a fast pace. It’s easier to complete this at the end of each week and then you will have a valuable bank of information to draw on at your fingertips, rather than try to go over 3-4 weeks of work as you attempt to write the essay. You may prefer to use PebblePad or Sway , as alternatives. How do I use it?  At the end of each week, after you have attended the lecture and tute, complete the table below – just notes are fine as this is for your use only. Essay topic: Developing language awareness through explicit teaching of text structures and sentence level grammar. Reflection: Think about these things as you complete the reflection sections for each week:  How much did you already know about these topics? Page | 1

EDU119 Reflective journal template Preparing for Task 1  If you already had prior knowledge, where had you learned this before? What are the similarities/differences in your prior knowledge and this week’s information?  How will you draw on this week’s information as a teacher in the future, especially with respect to teaching language awareness through explicit teaching of text structures and sentence level grammar?  What puzzles you about these topics?  What questions do you have? Week 1 Lecture Tutorial What were the main topics covered? What language and literacy is defined to be. Language is a complex communication tool and literacy is a continuously changing/ evolving concept. In the 21 st century, literacy has encompassed that visual and modern technological ideals of our time. (Is not limited to only reading and writing) Also had a break down of language components, such as semantics, morphology, syntax, pragmatics, phonetics, and phonology. What were the main topics covered? We went over upcoming assessments and revised on the lecture content. Language is built from the foundations of four major principles: Discreetness, productivity, grammar, and displacement. Only humans have the mental capacity to communicate using all four. Reflection The only language component that I had previously learnt and could recall learning was syntax. During my year 11 and 12 literature class, the teacher would underline a particular part of a sentence and use the abbreviated version, “synt.” (syntax) to highlight an incorrect sentence structure during editing an essay. I had not thought too much in depth about the concept of language, only knowing it to be communication and a form of identity. I think I was subconsciously aware of the complexity of achieving a good linguistic competence, since the modes of literacy was prevalent the assessment pieces I was expected to do through my schooling life. For example, my English class did not just expect me to be able to read and comprehend literature or be able to write a formulative essay; It also tested my capabilities to speak, focused on formality or register and, in earlier years, to evaluate music lyrics/videos and visual formats. Week 2 Page | 2

EDU119 Reflective journal template Preparing for Task 1 Lecture Tutorial What were the main topics covered? Texts are constructed to perform various social, political, and pragmatic functions and that structural and stylistic conventions have developed in accord with these functions. There are modes and steps in creating scaffolding. There are different approaches of structure depending on the genre of a text. Meaning s constructed through 3 functions simultaneously:  The experimental function(field)- the way we use language to represent our experience of the world.  The interpersonal function (tenor)- the way we use language to interact with others.  The textual function (mode)- the way we use language to organize our spoken and written texts. What were the main topics covered? We went over the topics covered in the lecture. We used examples to deconstruct different texts in order to identify the different functions and convents used in a text and their particular effect on their targeted audience. In class, we also revised how to successfully paraphrase, and intext reference in preparation for Task 1 (reflective essay). Reflection I was previously aware of the multitude of texts and their subsequent fundamental conventions from learning the scaffolding procedure in school when introduced to a new genre. I knew the concepts of modes and step by was not aware of the terminology themselves; this was the same for tenor, field, and mode where I knew the overarching ideas yet, never made a specific association with these particular words in school. Through my schooling, I needed to reference my work, and this isn’t a new topic for me. During the teaching of a new genre- for example, a metro article (academic journal) in English- the teacher initially introduced us to the genre by starting each lesson by reading an example of an article that was expected to be recreated. We then went through the scaffolding as a class and broke down the core conventions used and their individual effect on the audience (and their importance in accordance with the overall purpose of the article). We went step by step and then worked individually in our assessments once we felt confident in the understating of the genre. Deconstructing and reconstructing Week 3 Lecture Tutorial Page | 3

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