Research Component MTeach Discourse Analysis

Research Component MTeach Discourse Analysis

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Research Component MTeach Discourse Analysis Assignment 2000 words (+/- 10%, excluding reference list and appendices) Conduct a discourse analysis of media texts. To undertake this research, you are required to explore the discourses embedded in three texts that relate to The National Assessment Program Literacy and Numeracy (NAPLAN). NAPLAN is the Australian federal government s introduction of a nationally mandated standardised assessment program (Australian Ministerial Council on Education Employment Training and Youth Affairs, 2008). Introduced in 2008, NAPLAN uses large-scale external summative testing in Years 3, 5, 7 and 9, across all Australian education sectors. You can find out a little more about NAPLAN here: Department of Education and Training Media Centre http://www.det.act.gov.au/about_us/media_centre. Website for the National Assessment Program (NAPLAN page). http://www.nap.edu.au/naplan/naplan.html Discourse Analysis Task: Explore the discourses in three media articles that relate to The National Assessment Program Literacy and Numeracy (NAPLAN). The assignment focuses on your application of discourse analysis as a research process. As you may know, NAPLAN is a hotly contested arena. You are not asked to engage in the polemics of the debate when undertaking your discourse analysis. You are reviewing the way that the debate is framed within specific media articles. This is a critical form of discourse analysis based on textual evidence not opinion. It is important to be mindful that the articles analysed for this study have not been subjected to the academic rigour of a peer review process and as media publications may reflect the polemic positions of their authors. We are asking you to identify and discuss the discourses mobilised by the authors of three articles within the publication (Teacher: The National Education Magazine) to support these positions. Please select three of the following: NAPLAN Literature Collins, R. (2010, October). Getting it right : Standardised testing and educational improvement. Teacher: The National Education Magazine, 215, 26-32. Available from http://search.informit.com.au.ezproxy.une.edu.au/documentSummary;dn=386597869279154;res=IELAPA Dooner, J. (2011, March). NAPLAN: It s a useful tool in your professional toolbox. Teacher: The National Education Magazine, 219, 26-28. Available from http://search.informit.com.au.ezproxy.une.edu.au/documentSummary;dn=804926706531341;res=IELAPA Nelson, J. (2011, June). Transforming or conforming? Teacher: The National Education Magazine, 20-23. Available from http://search.informit.com.au.ezproxy.une.edu.au/documentSummary;dn=027218066432116;res=IELAPA Literature on Discourse Analysis In order to undertake your analysis, please ensure that you have read the module notes and the following articles. These readings will assist you in your process. We anticipate that you cite the research-based articles below (not the secondary literature in the module notes) in your essay as evidence of your engagement with discourse analysis literature. You are encouraged to source further material on discourse analysis as a methodology to support your written essay. There are recommended readings in your M.Teach Research Component Module A notes. Applied Discourse Analysis Module Notes Luke, A. (1999). Critical discourse analysis. In J. P. Keeves and G. Lakomski (Eds.), Issues in educational research (pp. 161-173). Kidlington, Oxford, UK ; New York, NY: Pergamon. Available from https://my.une.edu.au/ereserve/?biblioID=R71259 Please read this Luke (1999) reading with a view to familiarise yourself with the big picture terrain of Discourse Analysis. The following articles are resources to see how it works when we analyse media texts and write about them. Mockler, M (2013): Reporting the education revolution : MySchool.edu.au in the print media. Discourse: Studies in the Cultural Politics of Education, 34(1), 1-16. http://dx.doi.org/10.1080/01596306.2012.698860 MacLure, M. (2003). Taking a text apart: A discourse analysis of a polemical article. In M. MacLure (ed.), Discourse in Educational and Social Research (Conducting Educational Research) ( 69-79). Buckingham, UK: Open University Press. Available from https://my.une.edu.au/ereserve/?biblioID=R22151 Tuinamuana, K. (2011). Teacher professional standards, accountability, and ideology: Alternative discourses. Australian Journal of Teacher Education, 36(12). Available from http://dx.doi.org/10.14221/ajte.2011v36n12.8 These readings above are a starting point for you. There are also some You Tube clips that introduce Discourse Analysis. Coyle, A. (2013). DTC: Adrian Coyle Discourse Analysis. Available from https://www.youtube.com/watch?v=JTLUVv0_gJ4 Schneider, F. (2013). A toolbox for analysing political texts. Available from http://www.politicseastasia.com/studying/how-to-do-a-discourse-analysis/ Making a Start In preparation for the assignment we suggest you undertake the following steps: Familiarise yourself with the 3 media texts on NAPLAN. Browse the videos and readings on how to do discourse analysis. Browse the literature on discourses that influence Education so you know what sorts of things you are looking for. Now start your close readings of the three media texts. Sketch a few details of the contexts (see MacLure, 2003, p. 72). Undertake your analysis of the binaries and look to see if you can find contradictions inherent in the articles (see MacLure, 2003, p. 73 and p. 77). Explore the small d discourses in the texts taking one article at a time. Use the steps in the Undertaking Discourse Analysis document to ensure that there is depth and rigour to your analysis. Annotate each transcript underlining key words and phrases and make notes in the margin. Now you have looked closely at the use of language in the texts, use this small d discourse to identify and frame the big D discourses in play within the articles. (See Gee, 2011a) Use the texts in the Selected Papers that Frame Discourses to help you identify them. Consider how the discourses you have identified may influence and impact on students, teachers, school leaders and schools. You need to build your case from what you have identified in the data – this is not your opinion. Please substantiate any implications you generate through your textual analysis. Ensure you address the following: ú Provide an introduction briefly contextualising the background of NAPLAN, introducing the three media texts and framing your approach to discourse analysis. ú Ensure you use appropriate references to literature in the text and at the end in APA style. ú In the body of the submission you are going to provide a convincing thematic exploration of discourse themes across the set texts. You will sequence the assignment through discussing each big D discourse one at a time with supporting evidence drawn from the 3 media text. ú Paragraph accurately -see Academic Skills resources for more information about this. ú Include a brief conclude your assignment summing up the big D Discourses and making a generic comment about their implications. Structure of your assignment (See rubric dimension) ú Briefly discuss the NAPLAN context with appropriate references. ú Briefly give an outline of discourse analysis as a methodological approach to research. ú Describe each Big D Discourse for your reader with references to literature. Selected Papers that Frame Discourses Content in your assignment (See rubric dimension) ú Provide a coherent and rigorous analysis of the three media texts. ú Support each Big D Discourse that you frame with an analysis of examples from the 3 texts. Refer to the language choices (small d discourse) in the texts to identify binaries, contradictions and language features that construct these key big D Discourses. (Remember that you do not write about each article in turn but rather use textual evidence from the articles to discuss the big D Discourses embedded within them.) ú Ensure that you use textual evidence from the articles to frame the big D  Discourses. Analysis in your assignment (See rubric dimension) ú Synthesise your analysis thematically across the three media texts by discussing one Big D Discourse at a time. (You do not need a Big D Discourse to appear in three media texts to touch on it. It is fine to touch on a very interesting one that only features in one text. However, for the most part, try to find themes across the texts. ) ú Ensure that you use evidence from texts is used appropriately and effectively to develop the overall analysis. ú Provide a compelling case for your identified Discourses. Discuss the implications of these Big D Discourses for schools. Use your data to make your case. (You may like to consider their influence on students, teachers, school leaders, parents and/or the community.) Synthesis in your assignment (See rubric dimension) A couple of reminders about presentation Please ensure you structure your essay thematically. In particular pay attention to how you structure your paragraphs. (There are great Academic Skills resources here: https://www.une.edu.au/current-students/resources/academic-skills/fact-sheets ). You may use headings and subheadings This is rigorous academic scholarship and therefore referencing and a reference list at the end of the paper is required (APA style). Your assignment is to comply with the following format: a margin of at least 2.5 cm on the left and right hand sides double spaced in 11-12 point type A4 paper Criterion Referenced Marking Criteria Please refer closely to the assessment rubric to check to ensure you have addressed the requirements for assessment. Referencing is APA style. You have followed the UNE Assessment Policy and you are aware of the UNE stance on plagiarism EDIT501 Research Component -Applied Discourse Analysis Module Marking Rubric Excellent 9-10 Good 7-8 Satisfactory 5-6 Needs Development 3-4 Minimal Evidence 1-2 Structure (10) Clear and logical organization and appropriate structure presented as per guidelines, including an introduction, conclusion and headings as required -Clear and logical organization. Coherent and fluent introduction that contextualises NAPLAN, introduces the 3 texts and frames the discourse analysis approach. A convincing thematic exploration of discourse themes across the set texts. Brief conclusion. Accurate APA referencing. -Well organised assignment. Coherent introduction that contextualises NAPLAN, introduces the 3 texts and frames the taken discourse analysis approach. -A thematic exploration of discourse themes across the set texts. Brief conclusion. Mostly accurate APA -Organised assignment. Introduction presents background on NAPLAN, introduces the three texts, and discourse analysis. -Body of essay is written thematically with an exploration of discourse themes across the set texts. Brief conclusion that sums up Discourses and implications. -Correct APA with a few inconsistencies -Assignment organisation is challenging. Sections of assignment may be missing or poorly developed. -Discussion does not gel thematically or may have a paper-by-paper approach that does not address Discourses in any depth. APA referencing style not used or with systematic errors -Assignment lacks clear organisation -Assignment does not make use of appropriate headings or structure. Little synthesis of themes across papers. -APA referencing style not used or with systematic errors Excellent 25.5-30 Good 22.5-25.4 Satisfactory 19.5-22.4 Needs Development 15-19.4 Minimal Evidence 0-14.9 Content (30) Clear identification, definition and explanation of central concepts -Succinct explanatory sections on both NAPLAN and discourse analysis. Discussion support by well-chosen and relevant literature on Discourses and discourse analysis. -Brief explanatory sections on both NAPLAN and discourse analysis -Discussion supported by relevant methodological literature on Discourses and discourse analysis. Brief explanatory sections on both NAPLAN and discourse analysis included. -Discussion accompanied by methodological literature on Discourses and discourse analysis. -Discussion supported by insufficient literature. Some enumeration of textual features in the set texts and/ or comments made about Discourses. -Superficial sections on NAPLAN and/or discourse analysis. -Discussion lacking or with ambiguous support from literature. -Superficial enumeration of Discourse themes. Analysis (30) Application of knowledge and understanding to the topic question to critically select, analyse and synthesise information from course material. Rigorous insightful, and persuasive analysis of the 3 texts. -Textual evidence is drawn from the articles to frame Discourses. A range of binaries, contradictions and language features are outlined in a convincing account of Discourses. Rigorous and detailed analysis of the 3 texts. A coherent, description of Discourse themes across the set texts. -Textual evidence is drawn from the articles to frame the Discourses. A range of binaries, contradictions and language features are outlined. Detailed analysis of the 3 texts. Some enumeration of Discourse themes across the set texts. Discourses either addressed thematically or paper by paper. -Discourses substantiated through textual analysis. -Textual evidence is drawn from the articles to frame the Discourses. A range of textual features are outlined. Analysis of the 3 texts is unconvincing. -Little synthesis across Discourses. -Detail is lacking. -Discourses are not adequately substantiated through textual analysis. -Little analysis of the 3 texts is undertaken. Discourse analysis is applied intermittently or incorrectly. -Few textual features are outlined in an account of the Discourses that are inherent in the texts. -Discourses are not clearly substantiated through textual analysis. Synthesis (30) Communication of issues, ideas and arguments, with a logical development and flow of analysis and discussion -Evidence from texts is used appropriately and effectively to develop the overall analysis. -Sophisticated and coherent elucidation of Discourse themes across the set texts. -Compelling case for identified Discourses. Implications are considered for a specific group(s) of people -students, teachers, school leaders, parents and/or the community. Knowledge & skills applied through & skills through deft combination of synthesis & analysis. -Evidence from texts is used appropriately and effectively to develop the overall analysis. -Discourses synthesised thematically. A case for the implications of the identified big D discourses is made. Knowledge & skills applied through key aspects of analysis & synthesis -Evidence from texts is used appropriately to develop the overall analysis. -Discourses either addressed thematically or paper by paper. -Some discussion of implications of these discourses is undertaken. Applies knowledge & skills to analysis & synthesis -Some textual evidence is used appropriately to develop the overall analysis. -Little synthesis across Discourses. -Some discussion of implications -Adequate application of findings to schooling. -Adequate communication of ideas -Overall an insufficient level of interpretation and analysis. Discourse analysis is applied intermittently or incorrectly. -Inadequate or absent application of findings to schooling. -Inadequate communication of ideas

Research Component MTeach Discourse Analysis