CONSTRUING CRITICALITY IN ESSAY GENRE IN ENGLISH LITERATURE

CONSTRUING CRITICALITY IN ESSAY GENRE IN ENGLISH LITERATURE

Clément Ndoricimpa, Dilip P. Barad, "Construing criticality in essay genre in English literature", International Journal of English Learning and Teaching Skills; Vol. 2, No. 1; ISSN : 2639-7412 (Print) ISSN : 2638-5546 (Online)

URL: http://www.ijeltsjournal.org/wp-content/uploads/2020/01/64.-Construing-criticality-in-essay-genre-in-English-literature.pdf

Journal: http://www.ijeltsjournal.org/volume-2/

Abstract 

Criticality is established as one of most important characteristics of university essay genre. Students are required to demonstrate their critical thinking in their writing. However, criticality is a concept, which is less understood among students and tutors. Further, there is a little agreement among researchers on how to investigate the linguistic features associated with enacting critical stance. Therefore, this paper demonstrates how criticality is achieved in essay genre in the discipline of English literature. The argument in this paper is that the linguistic features traditionally associated with enacting criticality interact with other linguistic features to achieve critical stance in a written text. A systemic functional analysis of essays in English literature drawn from British Academic Writing English (BAWE) corpus demonstrates this interaction. Specifically, the findings show that the linguistic resources for the creation of ideational meaning interact with those for critical positioning to achieve critical thinking in university essays. These findings have implication for teaching academic writing in the discipline of English literature. 

Keywords: Academic writing, criticality, essay genre, stance

STUDENTS’ SELF-PERCEIVED PERFORMANCE IN ORAL PRESENTATION - A Case Study

ESL POSTGRADUATE STUDENTS’ SELF-PERCEIVED PERFORMANCE IN ORAL PRESENTATION: CASE OF MAHARAJA KRISHNAKUMARSINHJI BHAVNAGAR UNIVERSITY

Clement Ndoricimpa, Dilip P. Barad, "ESL Postgraduate Students' Self-Perceived Performance in Oral Presentation: Case of Maharaja Krishnakumarsinhji Bhavnagar University", International Journal of Management and Applied Science (IJMAS), Volume-5,Issue-9,pp 6-12 ,2019

IRAJ DOI Number -  IJMAS-IRAJ-DOI-16092

URL   -   http://www.iraj.in/journal/journal_file/journal_pdf/14-595-15738958056-12.pdf

Abstract

Oral presentation is one of the most important tools that is employed to assess learning at higher education. Students in many educational fields are required to make oral presentations. However, many students may find making oral presentations in front of peers and instructors challenging. In order to assess the extent to which students are able to make effective oral presentations, different frameworks are followed including self-regulated learning. In self-regulated learning, self- and peer assessments are used. Thus, this study investigates self-perceived performance among L2 postgraduate students in one University in India in order to determine their needs in oral presentations. The research employed mixed method design. Hence, the data were collected by means of self-assessment questionnaire and classroom observation. The data from self-assessment questionnaire were analyzed by means of descriptive statistics and were computed using the statistical package SPSS 22. The results revealed that students evaluated themselves a little above fairly on the whole in oral presentation. They believed that their non-verbal skills were below fairly, their abilities with regard to content were fairly and their verbal skills were above fairly. The results also indicated that students scored higher in peer assessment than in self-assessment and that there is no statistically significant difference in self-assessment with regard to gender and level of study. These results have implication for teaching and assessing oral presentation. Keywords - Assessment, Oral Presentation, Peer-Assessment, Self-Assessment, Self-Regulated Learning.