CHIN2600 Chap.12 From Class Concept to Your Own Data Project
From Class Concept to Your Own Data Project
The final video has to end in at least three suggestions that follow from your own analysis. Work backwards from that requirement and the choice of subject is settled before you collect anything: only a problem generates suggestions, and a topic cannot.
If you cannot name somebody who is worse off because of the thing you are studying, you will reach the solution section with nothing to say.
Naming the party who would act on your recommendations also tells you what evidence you need, so writing that down before the research question tends to make the question write itself.
The task sheet states the direction rule outright: when you collect and analyse language data, begin from a social relationship or an identity and only then go looking for the language features attached to it, rather than beginning from a feature.
Collection runs top down and analysis then runs bottom up. Students who start from a feature they find interesting end up describing the feature, and the published grade descriptions name analysis that is merely descriptive as what separates a pass from a credit.
The two deliverables carry one argument under different rules.
The presentation is live, in English, secure and time limited, with a floor as well as a ceiling and a question session covering every reading. The video is open, uploaded, needs at least four illustrative examples with two in each language, and closes on suggestions. The comparison between the two data sets is a design decision made at the start, not something added at the end.
What this chapter covers
- 01
12.1 A problem rather than a topic, and the party who would act on it
- 02
12.2 The direction rule, and why it is stated in the task sheet
- 03
12.3 The two deliverables side by side, with their different conditions
- 04
12.4 The calendar, and how little time an early presentation slot leaves
- 05
12.5 Building a matched pair of data sets by one collection rule
- 06
12.6 What the published grade bands actually reward
Turning one phenomenon into a matched pair of data sets
- +2State the phenomenon with no language in it. How a speaker softens a disagreement with someone senior to them. This is what makes an English half possible.
- +3Find two matched sites. A student group chat where a task is being allocated, in each language: both text, both semi public, both carrying a recognised asymmetry.
- +2Write one collection rule covering both halves. Every disagreeing turn in a fixed window, names removed.
- +3Analyse the English half first and name what does the softening there, so you do not read the Chinese through a conclusion you have already written.
- +3Ask what occupies those positions in the Chinese half. The finding you want is not that one language is more polite but that the same job is done by different resources.
Key terms
- Secure assessment
- An assessment designed to protect academic integrity, in which only approved materials and tools may be used. The in class presentation carries this condition along with identity verification and a time limit.
- Open assessment
- An assessment in which notes, course materials and other tools including artificial intelligence may be used, with the focus on understanding, judgement and your own thinking. The final video carries this condition.
- Matched pair
- Two data sets that differ in the dimension under study and in as little else as possible. Without matching, any difference found between a Chinese and an English set is uninterpretable.
- Collection rule
- The stated procedure by which every item in your data entered it. One rule covering both halves is what makes a comparison defensible and what a marker can actually evaluate.
- Illustrative example
- A piece of your own data presented and then analysed, rather than described. The video requires at least four, two in each language, and the grade descriptions distinguish described examples from analysed ones.
From Class Concept to Your Own Data Project FAQ
What is the difference between a topic and a problem here?
A problem has somebody who is worse off. Sentence final particles is a topic; second language speakers being read as blunt when they leave particles off is a problem. Only the second can end in the three suggestions the final video requires.
Can the second project reuse the first?
Yes, and the task sheet encourages it. The practical benefit is large: the questions you are asked in the assessed session are free review of your own argument, delivered weeks before the second deadline by the person who will mark it.
How early do I really need to start?
The schedule is published in Week 4 and the earliest presentations are in Week 7, so a student with an early slot has roughly three weeks from announcement to delivery. The project is introduced in Week 3 for that reason.
Where can I get feedback on my project?
In scheduled class time. Feedback is not provided by email or outside the scheduled sessions, so questions need to be brought to the weeks the course sets aside for them rather than saved for the fortnight before a deadline.
What actually separates a distinction from a credit?
The published descriptions name it: a credit applies the theory to the data with statements supported by evidence, while a distinction critiques the frameworks and takes the analysis beyond class discussion. Your own data makes that reachable, because nobody in the room has seen it.
Assessment move
Write the suggestions section first, in draft, the week you choose your subject. It will be wrong, and that is the point: an attempt to write three recommendations before you have findings reveals immediately whether the subject can support them. Then collect both halves of your data together, by one rule, and analyse the English half first.
Rehearse the question session aloud with somebody who has not seen your slides, because breadth across every reading is tested there and it is attached to the larger of the two components.
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