University of California Los Angeles Role of Media in Global Village Paper There are two parts of assignments. One is at least 1500 words research paper (m

University of California Los Angeles Role of Media in Global Village Paper There are two parts of assignments. One is at least 1500 words research paper (minimum 8 sources) and the other one is 4 slides ppt which are including data convert to chart and two pages of speech script. Please follow the step by step and carefully.

For essay part:

You have to use CW 1 and CW2 assignment to do your research paper for CW 3. These assignments are highly related !!!

For the ppt part:
• Your PowerPoint should include no more than 6 slides (including a title

page and reference list).
• The slides should not just repeat what you are saying in your talk –

they must add something to it!

• For this reason, each slide (apart from the reference list) should contain no more than 20 words. Use images, charts, graphs or diagrams to support your points instead.

• You will lose a LOT of marks if you just read from the PowerPoint. You need to talk to your audience, not the screen!

Don’t forget the questions

• During your assessed presentations you will be evaluated on your ability to answer questions regarding the research you have presented.

• You should therefore try to predict what points in your research you may be asked questions about. This will help you maintain confidence and provide clear, relevant and concise answers during the Q&A part of the assessment. AES Coursework 2: Introduction
and Guidelines
Presentation of your research
What is Coursework 2?
A test of your ability to:
• Explain clearly and precisely the research you have done for your
coursework essay in CW 1
• Demonstrate your ability to evaluate the information and
arguments you have read
• Answer questions on your reading
This assessment will help you develop the key skills you need in presenting your
reading and research to your peers. University seminars usually contain an
element of student presentation. Individual and group presentations are also a
common mode of assessment.
Support materials
• An assessment brief which outlines exactly what you need to
do and when.
• Samples of student presentations that you can review.
What you have to do: Timeline
• Review your CW 1 assessment and identify key information you
want to include in your presentation
Find or create visual representation of data or images to support
your points
Create your presentation and practise presenting your research
Present your work to your tutor (online) and answer questions on it
The marking criteria
• Your presentation is marked using four equally weighted criteria:
• Presentation Content – Your knowledge of the subject, ability to evaluate
information and ability to explain visual information
• Presentation Delivery – Your ability to explain information in a clear and
structured way, providing support for your claims
• Language Content – Your ability to accurately use a broad range of language
to explain your points
• Language Production – Your ability to express yourself fluently and with clear
pronunciation and intonation
• This assessment is worth 50% of your speaking mark, and 12.5% of your
overall total.
5
Some points to note:
• Your PowerPoint should include no more than 6 slides (including a title
page and reference list).
• The slides should not just repeat what you are saying in your talk –
they must add something to it!
• For this reason, each slide (apart from the reference list) should contain
no more than 20 words. Use images, charts, graphs or diagrams to
support your points instead.
• You will lose a LOT of marks if you just read from the PowerPoint. You
need to talk to your audience, not the screen!
6
Don’t forget the questions
• During your assessed presentations you will be evaluated
on your ability to answer questions regarding the research
you have presented.
• You should therefore try to predict what points in your
research you may be asked questions about. This will help
you maintain confidence and provide clear, relevant and
concise answers during the Q&A part of the assessment.
7
When preparing for your presentation…
• Organise your ideas clearly and logically.
• Start by thinking about what will be in the introduction, how many main
body sections you will need, and how you will present your conclusion
• Use brief notes to prompt you – but don’t write out a speech –
Reading aloud from a text, or trying to memorise a presentation
word for word can seriously affect the delivery of your
presentation. Using notes on small pieces of card can be a big
help.
8
You will also need to…
• Rehearse – time yourself. You will lose marks if your presentation is
too short or too long.
• Remember to look at the camera as much as possible.
• Don’t rush, make sure you pause and stress key words where
appropriate
9
Pass First Time
Do it once, do it right the first time!
AES Coursework Assessment Brief
What
Coursework 2:
The coursework for Academic English Skills is comprised of three parts.
In Part 2, you will:
– present and answer questions on your research. This will be in the form of a PowerPoint presentation.
Why
CW 2 tests your ability to deliver a well-structured, detailed academic presentation by:
– communicating the results of your research accurately and reliably
– using useful, relevant academic sources to support your ideas.
– explaining how data / information presented visually is relevant to your topic and supports your arguments.
*You must include a table, chart or image to meet point b) of the Presentation Content criteria.
Your presentation is also an opportunity for you to get further feedback on your research before you submit your
essay.
This assessment counts for 50% of your final mark for speaking.
When
[w/c 27th April] Your tutor will allocate you a time during the week to deliver your presentation and answer
questions on your research.
How
You will need to produce a PowerPoint presentation.
You will BRIEFLY present your research for seven minutes. You will then have three minutes to answer questions
from your tutor.
In your presentation you should:
– Introduce your topic.
– Summarise the key findings and main arguments related to your essay question. Start with your
conclusion (the ‘answer’ to your question), and then explain how you got there. Remember to refer to the
sources you have read, and cite evidence (data or examples) to support your points.
In the three-minute Q & A, you should also refer to your evidence and examples when you respond to questions.
The questions will allow you to explain more about your research. Example questions might include:
–
Did all the sources you read on the topic of X agree?
Can you explain a bit more about the data you found for… ?
Could you explain this graph / chart / data?
Has the thinking on the topic of X changed over the past 10 years?
Do you think the situation is likely to change in the future? Why/ why not?
Which of the possible solutions you have mentioned do you think is the most effective? Why?
Do you think there is a connection between X and Y?
Has your view on the topic changed since you started your reading? What have you learnt that was
surprising?
– What further research would be useful on this topic?
How is my presentation marked?
Your presentation is marked for four criteria:
The content of your presentation – how you demonstrate you have read and understood key issues related to
your topic, how you evaluate the information you present, whether you have produced clear visuals to support
your presentation, whether you have clearly referenced your sources.
The delivery of your presentation – how you engage your audience, whether you use eye contact, etc., how well
you respond to questions.
The quality of your language – the range, accuracy and appropriateness of the language you use.
The production of your language – the fluency and pronunciation of your speech.
Each area is worth 25% of the total mark.
What if…
I miss my presentation slot?
If you miss an assessment, you will need to submit a Mitigating Circumstances
form. It may be possible for you to join another group so that you can complete
your assessment.
You must submit all three components of the coursework in order to meet the
threshold standards of the module learning outcomes.
I don’t pass CW 2?
CW 2 assesses module learning outcomes 2, 6 and 9. It the only opportunity to
demonstrate that you have met learning outcome 9 – that you are able to give a
well-structured, detailed academic presentation on a given subject. If you do not
meet the minimum pass standard of 40%, you will be given the opportunity to
resit the assessment.
I want to change my research
Try to avoid this, as you will create a lot of additional work for yourself. If you
topic from my CW 1
really want to change your topic, you must get approval from your tutor. You
submission?
must write up the research you present for CW 2 in CW 3.
Can I…
score a high mark even if I
No. 50% of the marks are awarded for the content and delivery of your
don’t refer to research?
presentation, so you are being marked on your research and presentation skills
as well as your spoken English.
Related documents:
Overview presentation of CW 2
Samples of marked student presentations
CW 2 Checklist
a) Able to explain in clear, fluent, wellstructured language the way facts and
arguments are presented in research.
(C)
b) Answers questions confidently and
articulately, structuring and adapting
responses to meet the audience’s
needs. (C)
a) Exploits a comprehensive and reliable
mastery of a very wide range of language
to formulate thoughts precisely, give
emphasis, differentiate and eliminate
ambiguity. No signs of having to restrict
what he/she wants to say. (C)
b) Produces consistently accurate
structures apart from ‘slips’
characteristic of native speaker speech.
(I)
a) Expresses him/herself naturally and effortlessly; only
needs to pause occasionally in order to select precisely
the right words. (C)
b) Is effortless to understand. (I) Varies intonation and
places sentence stress correctly in order to express finer
shades of meaning. (C)
a) Excellent exploration of topic with
a strong and consistent and confident
evaluation of research/ideas
presented.
b) Interprets and describes clearly
and reliably the salient points and
details contained in complex
diagrams and other visually organised
information. (C)
a) Able to convey clearly and fluently
in well-structured language the
significant ideas in research.(C)
b) Handles questions well, responding
spontaneously and almost effortlessly.
(P)
a) Selects an appropriate formulation
from a broad range of language to
express him/herself clearly, without
having to restrict what he/she wants to
say.
b) Consistently maintains a high degree
of grammatical accuracy; errors are rare
and difficult to spot. (C)
a) Expresses self fluently and spontaneously, almost
effortlessly. Only conceptual difficulty hinders a natural,
smooth flow of language. (C)
b) Articulates virtually all the sounds of the target
language, some features of L1 accent may be noticeable,
but does not affect intelligibility at all. (C)Varies
intonation and places sentence stress correctly in order
to express precisely what he/she means to say. (C)
a) Topic explored in good depth with
an ability to evaluate research/ideas
evident. (I2)
b) Interprets and describes
conclusions they have drawn from
graphs and charts, using linguistically
complex language. (P)
a) Able to communicate complex
information from research clearly. (C)
b) Responds to questions clearly, often
showing remarkable fluency and ease
of expression.(C)
a) Can express him/herself clearly and
without much sign of having to restrict
what he/she wants to say.
b) Shows good language control;
occasional errors in sentence structure
or word choice may occur, but without
hindering communication. (C)
a) Communicates fluently and spontaneously, even when
talking at length about complex subjects. (C)
b) Is easy to understand throughout; L1 accent has
minimal effect on intelligibility. (I) Stress and intonation
is used to support the message he/she intends to convey
through there are some influences from L1. (C)
a) Topic explored in sufficient depth
and an effort at independent analysis
and position made.
b) Interprets and describes reliably
detailed information contained in
complex diagrams, charts and other
visually organised information. (C)
a) The main points of research are
explained with reasonable precision
(C).
b) Responds to questions with a
degree of fluency and spontaneity
which poses no strain for either
him/herself or the audience. (C)
a) Has a sufficient range of language to
be able to express viewpoints and
develop arguments without much
conspicuous searching for words, using
some complex sentence forms to do so.
(C)
b) Shows a relatively high degree of
language control. Does not make
mistakes which lead to
misunderstanding. (C)
a) Produce stretches of language with a fairly even
tempo; although can be hesitant and there are
noticeable pauses. (C)
b) Can generally be understood throughout, though
mispronunciation of individual words or sounds reduces
clarity at times. (I) Stress and intonation is acceptable,
but may require some careful listening. (T)
90 – 100%
8-9
C1
IELTS 7.0 – 8.0
70 – 89%
6-7
B2.2
IELTS 6.5
60 – 69%
4-5
B2.1
IELTS 5.5 – 6.0
40 – 59%
Language Production
a) Fluency
b) Pronunciation and intonation
Mark
a) Outstanding in-depth exploration
of topic showing an impressive
knowledge of topic with an
outstanding ability to confidently
evaluate research/ideas presented.
b) Interprets and describes clearly
and reliably various forms of
empirical data and visually organised
information from conceptually
complex research. (C)
IELTS 8.5 – 9.0
Language Content
a) Range
b) Accuracy
Mark
10
C2
Presentation Delivery
a) Coherence
b) Ability to respond to
questions
Mark
Presentation Content
a) Subject knowledge and
ability to evaluate information
b) Explanation of visual
information
Mark
Level
2-3
B1.2
IELTS 5.0
30 – 39%
1
B1.1
IELTS 4.0 – 4.5
10 – 29%
0
A2
IELTS under
band 4
a) Topic dealt with superficially; most
information is common knowledge;
limited evidence of analysis or a
critical approach. (I2)
b) Interprets and describes visually
presented information even though
lexical gaps may cause hesitation or
imprecise formulation. (C)
a) Collates short pieces of information
from several sources and summarises
them. (C)
b) Responds to most questions, but
may have to ask for repetition if the
speech was rapid. (C)
a) Topic only dealt with very
superficially; presentation is
descriptive, minimal attempt at
analysis. (I2)
b) Interprets and describes overall
trends shown in simple visually
presented information even though
lexical limitations cause difficulty with
formulation at times. (C)
a) Summarises the main points on the
topic, but lexical limitations cause
difficulty at times. (C)
b) Responds to some clear, simple
questions, but struggles with any
conceptual questions. (I2)
a) Topic not dealt with. Unable to give
more than basic information about
very familiar topic. No analysis or
critical approach achieved. (I2)
b) Pauses, false starts and
reformulation means that
explanations of visuals are limited. (C)
a) Reliant on reading notes, slides or
poster; points are often unclear. (I2)
b) Unable to respond clearly to
questions. (I2)
a) Has a sufficient range of language to
explain main points with reasonable
precision. (C)
b) Shows a good control of more basic
structures and vocabulary, but makes
mistakes when attempting to use more
complex language. Despite errors, it is
clear what he/ she is trying to express.
(C)
a) Has enough language to get by, with
sufficient vocabulary to express self with
some hesitations and circumlocutions,
but lexical limitations cause repetition
and difficulty with formulation at times.
(C)
b) May have noticeable influences from
mother tongue. (C) Makes frequent
errors which may cause some confusion.
(T)
a) Expresses self relatively easily and keeps going, despite
occasional pauses to plan and correct speech. (C) May
speak slowly or be halted by hesitancy. (T)
b) Pronunciation is intelligible even if a foreign accent is
sometimes evident and occasional mispronunciations
occur. Can approximate intonation and stress at both
utterance and word levels. (C)
a) Communicates in a simple and direct
exchange of limited information; in other
situations generally have to compromise
the message. (C)
b) Uses some simple structures correctly,
but still systematically makes basic
mistakes. (C)
a) Makes him/herself understood in very short
utterances, but pauses, false starts and reformulation is
very evident. (C)
b) Speech is often unintelligible. (I) Strong influence of L1
on stress and intonation affects intelligibility. (C)
a) Keeps going, but sometimes has to pause to plan and
correct what is being said. (C) May revert to using
prepared chunks of discourse. May be frequent
repetition and self-correction. (I2)
b) Generally intelligible throughout, despite regular
mispronunciation of individual sounds and words he/she
is less familiar with. Stress and intonation patterns may
be very foreign, but are intelligible. (C) (C)
Task not attempted, or unable to assess criteria due to reliance on reading from notes.
U
Key to level descriptors: C = Common European Framework for Reference I = IELTS public descriptor I2 = ISC
P = Pearson GSE
T = Trinity ISE II
Score Conversion:
Raw score
Mark
CEFR
Raw Score
Mark
CEFR
40
100%
23
58%
39
96%
C2
22
55%
38
93%
37
89%
36
85%
35
81%
21
53%
20
50%
B2.1
18
48%
17
45%
34
78%
33
74%
32
70%
31
69%
30
68%
29
67%
28
66%
16
43%
15
38%
14
35%
13
33%
12
30%
11
28%
10
25%
C1
27
65%
26
64%
25
61%
24
60%
9
23%
8
20%
7
18%
6
15%
B2.2
B1.2
B1.1

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