Students can submit the essay earlier than this, and they can use the Practice Link to check their work for Referencing and Literacy standards.

Students are expected to use some or all of the suggested texts on the Reading List (4 minimum, and at least 3 of these must be academic sources) + 1 Media Article, but are also expected to find at least another 2 academic texts (not on the Reading List) which they must use in their response. That is, a student must demonstrate independent research for the essay answer. Therefore, the essay reference list should have at least 6 sources, and these must have been used in the essay explicitly. Students can use source texts from any other topic as part of this research, but a student who locates and uses a quality source text well (not from any topic) will be awarded higher marks.

(In-text referencing, including use of quoted materials, paraphrased material and general citation (80%) + Reference List (20%) Marking Criteria

The essay is 1000 words long, plus or minus 10%, and not including the essay question or the Reference List. Quoted material is considered as part of the essay.

This is the essay question:

How is “language as a system of knowledge and power” (Hale & Basides, 2013, p.86) used to marginalize or empower people who speak English?

Relate this question to one of the following topics:

• Feminism and sexist language.
• Swearing as offensive language or hate speech.
• The ‘aesthetic alibi’: art and satire.
• Homophobic language penalty.
• Official uses of‘coded’ language.
• Standard and non-Standard Englishes.
• Racism
• English as a Global Language.
• The political of Indigenous Australia.

The suggested texts on the Reading List

8. English as a Global Language

Suggested List:

Crystal, D. (2003). English as a Global Language (2nd ed.). Cambridge (UK) Cambridge University Press.

Evans, N. (2009). Dying Words: Endangered languages and what they have to tell us. Maldon & Oxford: Wiley-Blackwell.

Graddol, D. (2006). The Future of English. Available from:

http://www.teachingenglish.org.uk/sites/teacheng/files/learning-elt-future.pdf

Hale, A. & Basides, H. (2013). The Keys to Academic English. Melbourne: Palgrave Macmillan.

Hyland, K. (2009). Academic discourse: English in a global context. London: A&C Black Continuum.

Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. Tesol Quarterly, 40(1), 157-181.

Jin, L., & Cortazzi, M. (2002). English language teaching in China: A bridge to the future. Asia Pacific Journal of Education, 22(2), 53-64.

Northrup, D. (2013). How English Became the Global Language. New York: Palgrave Macmillan.

Nunan, D. (2001). English as a Global Language. TESOL Quarterly, 35(4), 605-606.

Rajadurai, J. (2005). Revisiting the concentric circles: Conceptual and sociolinguistic considerations. Asian EFL Journal, 7(4), 111-130.

Riddle, S. (2013, June 12). Renaming English: does the world language need a new name?

The Sydney Morning Herald. Retrieved from:

http://www.smh.com.au/comment/renaming-english-does-the-world-language-need-a-new-name-20130611-2o2v5.html

Schneider, E. W. (2007). Postcolonial English: Varieties around the world. Cambridge: Cambridge University Press.

Wiley, T. G., & Lukes, M. (1996). English‐only and Standard English ideologies in the US. Tesol Quarterly, 30(3), 511-535.

Example – how to write by using suggested lists sources.

TOPIC – 8 English as a Global Language

There is plenty of evidence to believe that not only is English likely to remain the world’s first and only Global Language, but that it will increase its position of power.

But this situation discriminates against people who cannot have access to the language.

Yes, but as the number of people who speak English increases, so does the accessibility to the language through official programs and ‘cheap’ internet educational sites.

•This erodes diversity and the knowledge capital of the other 6000 languages around the world. They become increasingly uncompetitive.

English is made up of words and these words displace words from other languages.

English works as a medium of power as it becomes the world’s lingua franca. The

language itself will diversify and become the property of people in different locations.

It may even serve to preserve and enhance the status of other major languages as it

becomes the 2ndlanguage for a global population. Literacy offers knowledge and participation through literacy.

Final Essay marking criteria
CRITERIA	Excellent			Very good		Good		Unsatisfactory			Clear Fail
Referencing (20%):	75-100			65-74		50-64		26-49			0-25
Referencing is a Threshold Task			Pass			Fail			Fail
The assignment is sophisticated to the tertiary level for: Integration of quotes-summaries-paraphrasing Use of scholarly sources Referencing (including the Reference List) and substantially linked to the Eassy t
Literacy (20%):	75-100			65-74		50-64		26-49			0-25
Literacy is a Threshold Task			Pass			Fail			Fail
The assignment is sophisticated to the tertiary level for: Spelling and Punctuation Clause-Paragraph Coherence Sentential Grammar Vocabulary
Research and argument (60%):	75-100			65-74		50-64		26-49			0-25
The assignment is sophisticated to the tertiary level for: Background reading Logicality Organisation/structure Critical reading Objectivity Persuasiveness of argument
Total		Pass or fail on the basis of Turnitin submission			Pass or fail onthe basis of Referencing		Pass or fail onthe basis of Literacy			/100