PLIN7309/PLING151: Linguistics of Sign Languages. 2015/16 Module information sheet 1

Transcription

1 DIVISION OF PSYCHOLOGY AND LANGUAGE SCIENCES PLIN7309/PLING151: Linguistics of Sign Languages 2015/16 Module information sheet 1 Course tutors: Dr. Kearsy Cormier, k.cormier@ucl.ac.uk, (course coordinator) Guest lecturers: Dr. Robert Adam, r.adam@ucl.ac.uk; Prof. Adam Kendon, adamk@dca.net Address for tutors: Deafness, Cognition and Language Research Centre (DCAL) University College London 49 Gordon Square London WC1H 0PD Minicom/textphone: Course description This course introduces students to the linguistic study of signed languages, including sign language phonology, morphology, syntax and sociolinguistic variation. The module will begin by introducing the notion of language modality and why it is important for linguists to study signed languages. The bulk of the module will focus within the core areas of linguistics: phonology, morphology, lexicon, syntax, semantics/pragmatics, and discourse. Other areas covered will include language modality and sociolinguistic variation and language contact. The module will end by considering the implications of sign languages for language universals. 1 Please note that modules are reviewed regularly and content, assessment specifications and other elements may change from year to year UCL Division of Psychology and Language Sciences Chandler House 2 Wakefield St London WC1N 1PF

2 Week-by-week summary (see Appendix C for details, including other readings) Wk Required reading Date Tutor Topic 1 J&S Ch 1 15/1/2016 KC Introduction and history of sign language research 2 J&S Ch 4 22/1/2016 KC Phonetics & phonology 3 J&S Ch 5 29/1/2016 KC Morphology 4 J&S Ch 6 5/2/2016 KC Lexicon 5 J&S Ch 7 12/2/2016 KC Syntax 6 Kendon 2004, Chs. 14 & 15 19/2/2016 AK Alternate sign languages 7 J&S Ch 8 & 9 26/3/2016 KC Semantics, pragmatics & discourse 8 Quinto-Pozos & Adam Schembri & Johnston J&S Ch 10; Sandler & LM 2006, Ch 25 4/3/2016 RA Language contact & bilingualism 11/3/2016 RA Sociolinguistics & language change 18/3/2016 KC Issues in sign language linguistics Prerequisites This unit is a core, required component of the MSc in Language Sciences (Sign Language Studies) (PLING151). It is an optional component for 2 nd and 3 rd year students studying for the BA in Linguistics (PLIN7309) and for students studying for other masters degrees within Psychology and Language Sciences (PLING151) at UCL. The unit provides an introduction to the linguistics of sign languages. It does not presuppose any experience with or knowledge of any sign language. There are no prerequisites. Timetable PLIN7309: PLING151: NOTE: Due to the fact that term 2 ends on a Thursday in 2016, week 6 lecture will take place on 19 February, during reading week. Teaching methods and backup arrangements The module will be delivered with weekly one-hour lectures (3-4pm for both PLIN7309 and PLING151) followed by one-hour backups (4-5pm for PLIN7309 and 5-6pm for PLING151). Backups will involve discussion of your reading and/or topic(s) linked to that week s lecture. Some backup sessions may involve examining sign language data. Communication Chances are that if you have questions, your classmates may have the same questions. If you think it is likely that other students may have the same query as you, the preferred mode of communication is via the Discussion Forum on Moodle. If your query is private or more 2

3 likely specific to you, preferred mode is (see pg 1 for addresses). Replies may take 3-4 working days. If your query is urgent, please mark it as urgent in your subject heading. Workload and attendance Students are expected to attend at least 80% of all lectures and backups, and to keep up with all readings for the unit (backup discussions will be based on reading). Students should expect to spend approximately 70 hours on private reading over the term. Note that within UCL regulations, you could be barred from assessment if your attendance falls below 70%. Online resources Moodle page available at Assessment Method of assessment (see Appendix A and Appendix B for details): 1) one 1000-word report (worth 30%) on a journal article sign language linguistics. Choose one of 3 suggested articles or choose one yourself. Due date: Tues 15 March 2016, 23:59 2) one 2000-word essay (worth 70%). Choose one of 3 given topics. Due date: Fri 22 April 2016, 23:59 All coursework should be submitted electronically via Moodle, anonymously. Ensure your name does not appear anywhere in your submission. Uploaded files should be named along the following lines: module code_assignment number_your candidate number (e.g. PLING198_assignment5_YFW0) You can obtain your candidate number from Portico. [If you have any queries about this, please contact enquirieslinguistics@pals.ucl.ac.uk. If anything goes wrong with your submission, please send it electronically to this address and we can then upload it for you (but please only do this if really necessary, not just in case!).] Citing of sources: Students are expected to have familiarised themselves with the plagiarism guidelines on the Moodle page for this module. Feedback See Appendix D for information on how feedback will be provided. Transferable skills See Appendix E for information on the transferable skills you can acquire by studying this module. Information for intercollegiate and interdepartmental students This module is available for students on other degree programmes, numbers permitting. Interdepartmental students registered at UCL should register for the course on Portico. Intercollegiate students should contact Stefanie Anyadi (s.anyadi@ucl.ac.uk) for a registration form. Interdepartmental and intercollegiate students with a disability requiring additional support should contact the lecturer or Stefanie as soon as possible. 3

4 s See Appendix C for readings required and recommended for each week. All readings should be available in the UCL library (via the main catalogue or UCL reading lists: or if not will be made available for you on Moodle. Check with your tutor if any are not available. Note that not all readings are available online, so make sure you plan ahead. Text book Johnston, T. & Schembri, A. (2007). Australian Sign Language (Auslan): An introduction to sign language linguistics. Cambridge: Cambridge University Press. Supplementary reading list Brennan, M. (1992). An introduction to the visual world of BSL. In D. Brien (Ed.), Dictionary of British Sign Language/English (pp ). London: Faber & Faber. Deuchar, M. (1983). Is British Sign Language an SVO language? In J. Kyle & B. Woll (Eds.), Language in sign: An international perspective on sign language (pp ). London: Croom Helm. Deuchar, M. (1984). British Sign Language. Boston: Routledge and Kegan Paul. Meier, R. P. (2002). Why different, why the same? Explaining effects and non-effects of modality upon linguistic structure in sign and speech. In R. P. Meier, K. Cormier & D. Quinto-Pozos (Eds.), Modality and Structure in Signed and Spoken Languages (pp. 1-25). Cambridge: Cambridge University Press. Neidle, C., Kegl, J., MacLaughlin, D., Bahan, B., & Lee, R. (2000). The syntax of American Sign Language. Cambridge, MA: MIT Press. Orfanidou, E., Woll, B., & Morgan, G. (Eds.). (2015). The Blackwell guide to research methods in sign language studies. Oxford: Blackwell. Sandler, W. (2006). Sign language:. Encyclopaedia of Language and Linguistics (pp ). Oxford: Elsevier. Sandler, W., & Lillo-Martin, D. (2006). Sign language and linguistic universals. Cambridge: Cambridge University Press Sutton-Spence, R. & Woll, B. (1999). The linguistics of British Sign Language: An introduction. Cambridge: Cambridge University Press. Libraries and other resources - UCL Library: - Linguistics and Language Behavior Abstracts: (Requires UCL login) o Very useful resource! More powerful and targetted than Google, especially the Advance Search function. - British Sign Language Corpus ( Includes open access BSL personal narrative and lexical elicitation ( what s your sign? ) data from 249 deaf signers around the UK. English translations are not yet available. - BSL SignBank ( A dictionary of BSL based on signs from the BSL Corpus. - ELAN software for sign language transcription and annotation:

5 Appendices Appendix A: Report topics Date due: Tues 15 March 2016, 23:59 Undertake a critical review of one journal article on sign language linguistics from the list of publications below (see below): PLIN7309 options: PLING151 options: o Ktejik, M. (2013). Numeral Incorporation in Japanese Sign Language. Sign Language Studies, 13, o o Morgan, H. E., & Mayberry, R. I. (2012). Complexity in two-handed signs in Kenyan Sign Language: Evidence for sublexical structure in a young sign language. Sign Language & Linguistics, 15(1), o McKee, R., Schembri, A., McKee, D., & Johnston, T. (2011). Variable 'subject' presence in Australian Sign Language and New Zealand Sign Language. Language Variation and Change, 23(3), o Lillo-Martin, D., & Meier, R. P. (2011). On the linguistic status of agreement in sign languages. Theoretical Linguistics, 37(3-4), o Eccarius, P., & Brentari, D. (2010). A formal analysis of phonological contrast and iconicity in sign language handshapes. Sign Language & Linguistics, 13(2), o Kimmelman, V. (2012). Word Order in Russian Sign Language. Sign Language Studies, 12, Alternatively, students may undertake a critical review of a journal article of their choosing, provided that a) the article covers a topic in sign language linguistics from an academic journal in or since 2010, and b) you get approval from the course tutor for the journal article of your choosing by 19 FEBRUARY Length limit: 1,000 words. Late Submissions In keeping with departmental policy, assessments turned in later than the due date (without prior arrangement for an extension) will be subject to deductions of marks (see the student handbook and Moodle page for this module). Marking criteria for the critical review 5

6 Make sure your review covers the following areas: First give a short summary of the paper. What questions are the authors setting out to test? What methodology was used and what were the limitations to the methodology? What conclusions were drawn and were they warranted? What areas for further study would you suggest, based on this paper? Particulars Include in your report the full reference for the article you are reviewing and a list of references cited if you cite any additional sources. See Moodle for examples of reports from previous years: One that received a 72 and one that received a 55. To be evaluated for a passing grade, reports must meet the following minimal criteria: Cover a topic in sign language linguistics from an academic journal published since 2010 or other approved source Describe and summarise issues treated in the article A report will receive a grade no lower than 40 if it: meets all the minimal criteria above describes the questions the authors are setting out to test describes the methodology used describes what conclusions were drawn attempts to organise ideas in a coherent fashion A report will receive a grade no lower than 50 if it: meets all the minimal criteria above accurately describes the questions the authors are setting out to test describes the methodology used attempts to critically analyse strengths of and limitations to the methodology describes what conclusions were drawn attempts to explain how conclusions were or were not warranted suggests areas for further study presents ideas in an organised, coherent fashion A report will receive a grade no lower than 60 if it: meets all the minimal criteria above accurately describes the questions the authors are setting out to test accurately describes the methodology used critically analyses strengths of and limitations to the methodology accurately describes what conclusions were drawn successfully explains how conclusions were or were not warranted suggests areas for further study presents ideas in an organised, coherent fashion A report will receive a grade no lower than 70 if it meets all criteria above exceptionally well. 6

7 Appendix B: Essay topics Date due: Fri 22 April 2016, 23:59 Prepare a 2000-word essay on one of the topics below. PLIN7309 options: 1. With reference to phonemes and morphemes, discuss the difference between phonology and morphology in sign languages. 2. Explain the terms arbitrary sign and visually motivated (or iconic) signs with reference to BSL or other sign language(s). Describe, with examples from the core and non-core lexicon, different ways in which signs may be visually motivated. 3. What are the functions of the signing space in sign languages? Discuss with reference to phonology, morphology, syntax and discourse. PLING151 options: 1. Discuss at least one example of a possible linguistic universal at work which applies to both spoken and signed languages, and contrast it with an aspect of signed language structure not shared by spoken languages that might be attributed to the visual-gestural modality. Based on this comparison, what can we conclude about the human language faculty? 2. Using examples, describe the functions of nonmanual articulators in sign languages. Discuss with reference to phonology, morphology, syntax and discourse. 3. Using examples, explain the role of isomorphism (i.e. visual or auditory iconicity) in signed languages like BSL compared to spoken languages like English. Marking criteria will follow the criteria from the student handbook/moodle. See Moodle for examples of essays on different topics from previous years: One that received a 72 and one that received a 52. 7

8 Appendix C: Week-by-week lecture overviews, topics, readings (* Essential (required) readings each week, + s for backups) Week 1: Introduction and history of sign language research This lecture provides a general introduction to sign language and sign language communities with a specific emphasis on BSL and the British Deaf community. Deaf community & sign language communities History of sign language research Sign languages as visual-gestural, minority, unwritten languages *Johnston & Schembri (2007): Ch. 1 Fenlon, J., & Wilkinson, E. (2015). Sign languages in the world. In A. Schembri & C. Lucas (Eds.), Sociolinguistics and Deaf Communities (pp. 5-28). Washington, DC: Gallaudet University Press. McBurney, S. (2012), History of sign languages and sign language linguistics. In Pfau, R., M. Steinbach and B. Woll (Eds), Sign Language: An International Handbook (pp ). Berlin: Mouton Week 2: Phonetics and phonology We will first examine the structure of hand configuration, location and movement and discuss the role of sequentiality and simultaneity in signed language phonology. We will discuss the symmetry and dominance conditions, and mention phonological processes such as assimilation, before moving on to look at the various models proposed by signed language phonologists. We will also discuss the notion of the syllable in signed and spoken languages, and finally examine the implications sign language phonology has for an understanding of linguistic universals. Sublexical structure in signed and spoken languages Hand configuration, location and movement Sequentiality and simultaneity The syllable Constraints and phonological processes Models of signed language phonology *Johnston & Schembri (2007): Ch. 4 Brentari, D. (2002). Modality differences in sign language phonology and morphophonemics. In R.P. Meier, K. Cormier & D. Quinto-Pozos (eds.), Modality and Structure in Signed and Spoken Languages. Cambridge University Press. p Sandler, W., & Lillo-Martin, D. (2006). Sign language and linguistic universals. Cambridge: Cambridge University Press: Ch. 9 Backup: discussion simultaneity and sequentiality in sign languages 8

9 Week 3: Morphology In this session, we will examine some examples of inflectional morphology in signed languages, including agreement and aspectual marking in verbs and pluralisation in nouns. We will also discuss some of the hotly debated issues around the identification of morphemes in signed languages, and the relevance these have for an understanding of inflection in signed languages. We will look at examples of derivational morphology and compounding in signed languages, and we will discuss the role of non-manual morphemes. The notion of morpheme in signed languages Noun-verb pairs Compounding Indicating/agreeing verbs Pluralisation Aspectual marking Non-manual morphemes *Johnston & Schembri (2007): Ch. 5 Aronoff, M., Meir, I., & W. Sandler, (2005). The paradox of sign language morphology. Language, 81(2), Backup: Identification and discussion of morpheme types in BSL data Week 4: Lexicon In this session, we will consider the sign language lexicon, including the core native lexicon, the noncore native lexicon (including depicting/classifier constructions and pointing signs such as pronouns), and the non-native lexicon (which involve borrowings from the surrounding spoken language e.g. via fingerspelling). Depicting/classifier constructions Pointing signs including pronouns Fingerspelling and signs with fingerspelled elements *Johnston & Schembri (2007): Ch. 6 + Cormier, K., Quinto-Pozos, D., Sevcikova, Z., & Schembri, A., (2012). Lexicalisation and delexicalisation processes in sign languages: Comparing depicting constructions and viewpoint gestures. Language and Communication, 32 [4], Cormier K., Schembri, A., & Tyrone, M., (2008). Nativisation of fingerspelling in ASL and BANZSL, Sign Language and Linguistics, 11 [1], Backup: Understanding fingerspelling and classifier constructions in sign languages 9

10 Week 5: Syntax In this session we will look at different sentence structures that sign languages typically have. We will examine the idea of a basic word order in sign languages, and also some syntactic constructions which could cause sentences to deviate from the basic word order. We will also look at different sentence types, including topicalisation, focus constructions as well as negation and different types of questions in signed languages. Clausal structure Sentence types Nonmanual markings Topic and focus Interrogatives and negation *Johnston & Schembri (2007): Ch. 7 Leeson, L., & Saaed, J. (2012). Word order. In R. Pfau, M. Steinbach & B. Woll (Eds.), Sign language: An international handbook (pp ). Berlin: Mouton de Gruyter. + Zeshan, U., (2006), Negative and interrogative constructions in sign languages: a case study in sign language typology. In U. Zeshan (ed.) Interrogative and Negative Constructions in Sign Language. Ishara Press, Backup: discussion negation in sign languages Week 6: Alternate sign languages Guest lecture by Prof. Adam Kendon and topics In this session we will discuss alternate sign languages i.e. sign languages that develop in speaker communities, without any deafness (as distinct from primary sign languages which arise in deaf communities). Here, after a brief survey of various alternate sign languages as these have been attested in factory situations, monastic situations and among the Plains Indians of North America, we will cover in some detail the sign languages developed in central Australia, mainly in response to the observance of ritual of taboos of using speech among women after they have become widowed. We shall look at some of the characteristics of these sign languages and how they appear to differ in certain ways from primary sign languages and, in particular, we shall examine the way in which semantic features of the spoken language find representation in these sign languages. In the central Australian case some parallels may be drawn between these sign languages and certain kinds of pictographic or ideographic writing. Their study throws an interesting light upon the issue of the relationship between language and how this is affected by modality of expression as well as upon the semantic units that the users make use of when not using speech. *Kendon, A. (2004). Gesture: Visible Action as Utterance. Cambridge: CUP. Chs. 14 & 15 Kendon, A. (1986). Iconicity in Warlpiri Sign Language. In P. Bouissac, M. Herzfeld, & R. Posner (Eds.), Iconicity: Essays on the Nature of Culture. Tübingen: Stauffenber Verlag. Kendon, A. (1988). Sign Languages of Aboriginal Australia. Cambridge: CUP. Esp. Chs 13 & 14. Davis, J. (2010). Hand Talk: Sign language among American Indian Nations. Cambridge: CUP. Meissner, M., & Philpott, S. B. (1975). The sign language of sawmill workers in British Columbia. Sign Language Studies, 9, (Including Dictionary that follows the article) No backup this week 10

11 Week 7: Semantics, pragmatics & discourse This session will consider semantics and meaning in sign languages, including iconicity and metaphor.we will also look at pragmatic and discourse elements of communicative interaction in sign languages, including cohesion, turn-taking, and cooperation. This will be followed by a description of genre, style and register in sign language use and also the use of constructed action. Semantics Iconicity and metaphor Pragmatics of conversation and interaction Genre, style, register Constructed action *Johnston & Schembri (2007): Ch. 8 & 9 + Taub (2012) Iconicity and metaphor. In Pfau, R., M. Steinbach and B. Woll (eds), Sign Language: An International Handbook. Berlin: Mouton de Gruyter, Quinto-Pozos, D., & Mehta, S. (2010). Register variation in mimetic gestural complements to signed language. Journal of Pragmatics, 42, Backup: Activity on iconicity and arbitrariness in sign languages Week 8: Language contact and bilingualism This session will look at typical manifestations of language contact between signed and spoken languages including mouthing, fingerspelling, code switching and code blending, as well as language contact between different sign languages. The notions of pidgins and creoles relating to sign languages will be discussed, as will the concept of sign languages as endangered languages. Mouthings Fingerspeliing Code switching & code blending Pidgins and creoles International sign Language endangerment * Quinto-Pozos, D., & Adam, R. (2015). Sign languages in contact. In A. Schembri & C. Lucas (Eds.), Sociolinguistics and Deaf Communities (pp ). Washington, DC: Gallaudet University Press. Adam, R. (2012). Language contact. In R. Pfau, M. Steinbach & B. Woll (Eds.), Sign Language: An International Handbook (pp ). Berlin: Mouton de Gruyter. Backup topic: discussion on the effect of language contact in sign language communities 11

12 Week 9: Sociolinguistics and language change This session will look at sociolinguistic variation in sign languages, touching on aspects of phonological, lexical and grammatical variation in sign languages, as well as language change. Phonological, lexical and grammatical variation Language change * Schembri, A., & Johnston, T. (2012). Sociolinguistic aspects of variation and change. In R. Pfau, M. Steinbach & B. Woll (Eds.), Sign language: an international handbook (pp ). Berlin: Mouton de Gruyter. Fenlon, J., Schembri, A., Rentelis, R., & Cormier, K., (2013). Variation in handshape and orientation in British Sign Language: The case of the 1 hand configuration. Language and Communication 33 [1], doi: /j.langcom Stamp, R., Schembri, A., Fenlon, J., Rentelis, R., Woll, B., & Cormier, K. (2014). Lexical variation and change in British Sign Language. PLoS ONE, 9(4), e doi: /journal.pone Bayley, R., Schembri, A., and Lucas, C. (2015). Variation and change in sign languages. In Schembri, Adam C., and Lucas C. (eds.), Sociolinguistics and Deaf Communities. Cambridge: CUP. Backup topic: Language change in BSL Week 10: Issues in sign language linguistics In this session we will consider some of the contemporary areas of debate in sign language research, including issues in sign language theory and description, as well as data collection and annotation, with a particular focus on sign language corpora as resources for teaching and learning about sign languages. We close by reviewing the course content and the implications that an understanding of sign languages has for linguistic universals and linguistic theory. Formalist vs functionalist approaches to language Data collection and annotation Sign language corpora Linguistic universals and linguistic diversity *Johnston & Schembri (2007): Ch. 10 * Sandler, W., & Lillo-Martin, D. (2006). Sign language and linguistic universals. Cambridge: Cambridge University Press, Ch. 25 Tomasello, M. (1998). Introduction: A cognitive-functional perspective on language structure. In M. Tomasello (Ed.), The new psychology of language, volume 1. Fenlon, J., Schembri, A., Johnston, T., & Cormier, K. (2015). Documentary and corpus approaches to sign language research. In E. Orfanidou, B. Woll & G. Morgan (Eds.), The Blackwell guide to research methods in sign language studies (pp ). Oxford: Blackwell. Zeshan, U. (2008). Roots, leaves and branches The typology of sign languages. In R. M. d. Quadros (Ed.), Sign Languages: spinning and unraveling the past, present and future. Petrópolis/RJ. Brazil: Editora Arara Azul. Backup: Discussion of typological and modality comparisons across signed and spoken languages ; Essay preparation 12

13 Appendix D: Feedback Mechanisms Types of Feedback (categorised into feedback areas) For those responses you tick, further details may be provided in the relevant box below (optional) GENERIC TUTOR FEEDBACK Oral feedback is given to the whole class (e.g. this may be about coursework done, a task completed in-class, or an online task) Electronic feedback to the whole group (e.g. see oral feedback above) Further details: As and when requested. This type of feedback is provided for this module Printed feedback to the whole group (e.g. answers to an exercise done in class, feedback relating to general performance on coursework or a task etc.) Coverage of topics in class which have been raised by members of the class (e.g. in areas where students ask for clarification/elaboration, these topics are addressed in class) Further details: As and when requested. Electronic responses to the whole group via the VLE or via (e.g. sending replies to individual queries to the whole group) Further details: As and when requested. Other generic tutor feedback AUTOMATED FEEDBACK Tests / quizzes within VLE These are tests which do not count towards the module mark, but serve to inform students of how well they are understanding materials taught. Personal Response Systems ( clickers ) used within class (e.g. to test that students understand a concept, to survey which topics students would like elaborated) Other automated feedback (please give details) SPECIFIC, TARGETED TUTOR/DEMONSTRATOR FEEDBACK Oral responses within class (e.g. demonstrators talking to students in lab, stats and computing classes). Oral responses outside class (e.g. students are invited to telephone or come to see the module convenor/demonstrators/members of staff teaching on the module with individual queries regarding topics taught) 13

14 Electronic responses to queries from individual students are provided (as above) Further details: As and when requested. Summative comments on coursework (e.g. handwritten feedback at the end of a written assessment which counts towards the module mark) Further details: Within 14 working days after submission for reports. Within 1 month after submission for essays. On-script comments in the body of individual summative coursework Indication of achievement against set marking criteria (e.g. for an individual essay or a lab report) Feedback using a standard feedback form (e.g. essay feedback form or lab marking forms) Further details: Use of rubric within Turnitin. Within 14 working days after submission for reports. Within 1 month after submission for essays. Oral feedback on coursework talking to individual students about their coursework on the phone or in person, this could be summative points or specific comments on parts of the essay / lab report / project. Further details: As and when requested. Electronic feedback on coursework This could be via or on a VLE (e.g. using Gradebook on Moodle) Further details: Within 2 weeks of submission for reports. Within 1 month of submission for essays. Other specific, targeted tutor feedback (please give details) FEEDBACK FROM PEOPLE OTHER THAN MODULE STAFF Peer feedback Fellow students commenting on/marking each other's work, or working together on a task (e.g. group work providing students with feedback on their ideas/understanding) Self-feedback (e.g. students evaluating their own coursework, worksheet answers, etc.) Feedback from seminar/year tutors Students may receive feedback on their understanding of topics/answers to queries/feedback on coursework from their tutor (e.g poster, Research Project presentations etc.) Other feedback from those not teaching module (please give details) FEEDBACK RELATED TO EXAMINATIONS A mock examination is given to help students prepare for the final exam Marks for the previous year provided online, with a breakdown of marks for individual questions (where relevant). NB Marks will be anonymous. Samples of real student work provided, such as coursework, exam 14

15 essays, and projects from previous students on the module. NB for exam essays these will be anonymous, for coursework and projects they may be cited with the students consent. Other exam-related feedback (please give details) Please note that the categories of feedback and specific examples within categories were adapted from ideas on the HE Academy website at: Feedback-Toolkit/what-are-the-various-forms-that-feedback-can-take (July 2013). 15

16 Appendix E: UCL Personal and Professional Development Framework: Transferable Skills Specific transferable skills (categorised into skill areas) ACADEMIC Learning Actively - Able to approach learning as an active agent, taking responsibility for the process and outcomes Analysing Data - Able to filter and organise information to develop an argument and work toward a conclusion, applying numerical analysis where appropriate Thinking Critically - Able to consider claims made against the evidence available and to develop one s own view systematically Using Sources - Able to locate and use appropriate books, journals, websites and other sources to gather relevant data Solving Problems - Able to use systematic approaches to overcome difficulties in producing a desired outcome Managing Projects - Able to plan a coordinated set of tasks and enact over time to produce a substantial result SELF-MANAGEMENT Reflecting on Learning - Able to review dispassionately one s approaches to learning and the outcomes and progressively improve the process. Managing Time - Able to prioritise tasks and commitments to achieve optimum results in a designated timeframe Being Creative / Innovative - Able to generate and apply original approaches to tasks and problems and produce improved outcomes Assessing Oneself - Able to identify one s own strengths, weaknesses, progress made and action needed to improve effectiveness Being Independent - Able to work at own initiative with minimal supervision, taking responsibility for action and outcomes Managing Resources - Able to allocate and conserve funds and other resources on a day to day basis and to support projects COMMUNICATING Writing - Able to communicate in textual forms (essays, reports, journal entries, web pages etc.) in an appropriate style with a clear narrative flow Listening - Able to hear and appreciate the content, background and purpose of what someone else is communicating to you Using Information Technology - Able to use digital technology for managing information and to mediate communication for learning and other purposes Presenting - Able to speak to an audience, using visual aids as appropriate and respond to questions Communicating globally - Able to understand and manage factors affecting communication across cultures, including learning other languages Planning and making decisions - Able to identify steps needed to work towards goals and communicate them, including means of monitoring Skill developed in module? 16

17 progress WORKING WITH OTHERS Working in teams - Able to co-operate with others, to contribute your strengths and learn from theirs with a common purpose Negotiating - Able to respect the needs and interests of others when they differ from your own and to find common ground Leading - Able to galvanise a team into cooperative action, to manage, guide or facilitate a group to maximise success Understanding others - Able to recognise the variety of ways in which people can think and approach tasks, adjusting your own to suit Assessing self and peers - Able to assess your own performance objectively and to give and receive constructive feedback with others Managing change - Able to adapt to changing circumstances and maintain focus on the group s declared goals OTHER TRANSFERABLE SKILLS DEVELOPED BY THIS MODULE (please give details) Please note that the categories and skills listed here were taken from the Personal and Professional Development Framework provided online by the UCL Centre for the Advancement of Learning and Teaching: (July 2013). 17