Curriculum - English Language and Literature Education

MASTERS IN LANGUAGE AND LITERATURE EDUCATION

Code Title LH PH CH CU

Year One Semester One

MEL 6101

MEL 6102

MEL 6103

MEL 6104

The Structure of English Language I

Literary Theory

Discourse Analysis

Computer Applications

60

60

60

30

0

0

0

30

60

60

60

60

4

4

4

4

Year One Semester Two

MEL 6201

MEL 6202

MEL 6203

MEL 6204

The structure of English Language II

Sociolinguistics and Psycholinguistics

Literature and Gender

Educational Research (Quantitative)

60

60

60

60

0

0

0

0

60

60

60

60

4

4

4

4

Year Two Semester One

MEL 6301

MEL 6302

MEL 6303

MEL 6304

Methodology of English and Literature Teaching

Curriculum and Materials Development

Literary Interpretation

Educational Research (Qualitative)

60

60

60

30

0

0

0

30

60

60

60

60

4

4

4

4

Year Two Semester Two

MEL 6401 Dissertation

1

YEAR ONE SEMESTER ONE

MEL 6101: THE STRUCTURE OF THE ENGLISH LANGUAGE I

COURSE LEADER: ………………………………………………………………..

PREAMBLE

Phonetics and phonology are not esoteric academic disciplines with no relevance to the real

world. Beyond the confines of linguistics, there are many kinds of specialists working with

language who need to be able to analyze and represent speech in a more sophisticated way

than that provided by the standard orthography.

A good understanding of phonology and phonetics is desirable, for it facilitates the diagnosis of

learners’ errors and provides the concepts and notation needed to represent accurately both

the learners’ speech and the target pronunciation.

The knowledge of syntax sets basis for the accurate combination of words to form phrases-

clauses and sentences in English.

The knowledge of morphology too, is relevant in the formation of adverbs, tense formation,

and formation of adjectives among others as you will discover during the study.

COURSE OBJECTIVES

1. The course helps one to explore the ways in which language uses the medium of

sound.

2. Discovers the restrictions on the ways in which sounds can combine to form words.

3. Establishes ways in which phonology relates to grammar and meaning.

4. Establishes the elements that are combined to form proper English words.

5. How to write correct sentences following the correct sentence patterns.

2

COURSE DESCRIPTION:

Phonology and Orthography

1. Language as a system of sounds: phonemes

2. Production of speech sounds: the vocal organs

3. Vowels vs consonants: enunciation and articulation

4. Vowels of English :high vs low, front vs back

5. Long vowels, short vowels, diphthongs :minimal contrasts

6. Consonants of English :points of articulation

7. Consonants of English: voiced and voiceless

8. Consonants of English: plosives and fricatives; affricates and semivowels

9. Possible combinations of phonemes in English :syllable structure, consonant

clusters

10. Modifications of sound in context: allophones

11. phonetic transcription

12. Suprasegmental features of sound systems

13. English as a stress -timed language

14. The writing system: relationship to the sound system

15. English spelling

Morphology and Syntax

1. Language as words: what is a word?

2. Words as structural and structured elements: sequence, morphological structure

3. Grammatical vs lexical meaning : functions vs content words; inflection vs

derivational morphemes

4. Classes of content words: nouns, verbs, adjectives. adverbs; ways of determining a

word’s class

5. Phrase structure: noun phrases; verb phrases; adjective & adverb phrases;

prepositional phrases

6. Sentence structure :subject(NP) + predicate (VP); ways of identifying the subject

7. Noun phrases ,simple: core nouns; inflected forms; determiners

8. Noun phrases, complex: premodifiers and postmodifiers; types of postmodifier

3

9. Verb phrases: simple verb; inflections for number and tense

10. Verb phrases: complex verbs; auxiliaries for tense ,aspect, voice, modality;

inflections for aspect, voice

11. Verb phrases: objects and complements

12. Verb phrases :particles and adverbials

13. Coordination: clauses, phrases, elements within phrases

14. Subordination and embedding

15. Related words of different classes: derivational morphemes

16. Use of the same words in different classes: zero suffixation

17. Formation of new words :suffixes and prefixes

18. Formation of new words: compounds, idioms, collocations

19. Borrowed vocabulary in English

20. Other methods of word formation

21. Manipulation of English structure: shifting elements in the sentence

22. Manipulation of English structure: nominalization and denominalization

23. Syntax and morphology in English poetry

24. Applications of syntax and morphology to writing prose

TEACHING METHODS

i) Research and class presentation.

ii) Interactive methods

iii) Guided discovery

iv) Lecture methods.

COURSE SCHEDULE

WEEK CONTENT HOURS

1 Phonology and Orthography

Language as a system of sounds: phonemes

Production of speech sounds: the vocal organs

4

2 Vowels vs consonants: enunciation and articulation 4

4

Vowels of English :high vs low, front vs back

Long vowels, short vowels, diphthongs :minimal contrasts

3 Consonants of English :points of articulation

Consonants of English: voiced and voiceless

Consonants of English: plosives and fricatives; affricates and semivowels

4

4 Possible combinations of phonemes in English :syllable structure,

consonant clusters

4

5 Modifications of sound in context: allophones , phonetic transcription

Suprasegmental features of sound systems

4

6 English as a stress -timed language

The writing system: relationship to the sound system

English spelling.

4

7 Language as words: what is a word?

Words as structural and structured elements: sequence, morphological

structure

4

8 Grammatical vs lexical meaning : functions vs content words; inflection vs

derivational morphemes

Classes of content words: nouns, verbs, adjectives. adverbs; ways of

determining a word’s class

6

9 Phrase structure: noun phrases; verb phrases; adjective & adverb

phrases; prepositional phrases

Sentence structure :subject(NP) + predicate (VP); ways of identifying the

subject

10 Noun phrases ,simple: core nouns; inflected forms; determiners 8

5

Noun phrases, complex: premodifiers and post modifiers ;types of post

modifier

Verb phrases: simple verb; inflections for number and tense

Verb phrases: complex verbs; auxiliaries for tense, aspect, voice,

modality; inflections for aspect, voice

Verb phrases: objects and complements

Verb phrases :particles and adverbials

11 Coordination: clauses, phrases, elements within phrases

Subordination and embedding

Related words of different classes: derivational morphemes

4

12 Use of the same words in different classes: zero suffixation

Formation of new words :suffixes and prefixes

Formation of new words: compounds, idioms, collocations

4

13 Borrowed vocabulary in English

Other methods of word formation

2

14 Manipulation of English structure: shifting elements in the sentence

Manipulation of English structure: nominalization and denominalization

4

15 Syntax and morphology in English poetry

Applications of syntax and morphology to writing prose

4

SUGGESTED READINGS

Francis Katamba (1989) Introduction to Phonology

Kuiper..& Scott.W. (1996) An Introduction to English Language Sound, Word and

Sentence

Peter Roach (2000) English Phonetics and Phonology, A Self contained,

comprehensive Pronunciation course, Third Edition

6

MEL 6102: LITERARY THEORY

COURSE LEADER: ………………………………………………………………..

PREAMBLE

Literary theories lay ground for criticism; a method for revealing the reader-critic the total

significance of the structure of words that is a work of art. Literary theories guide us in passing

judgment s or forming opinions on creative literary art works.

Someone once remarked that literature without criticism is like an egg that cannot be hatched.

Literature is meant to be read and enjoyed .And as you may realize, one cannot enjoy

literature unless one has read it. It is interesting to note that from a vast body of readers

emerge critics and theories.

COURSE OBJECTIVES

1 Literary theory guides the practice of study by identifying problems or gaps in the text

and the relevant solutions.

2 Appreciate the creation of authors.

3 Enables the reader to re-create as we try to find out what we intend to know.

4 Improves criticism, since it sets guidelines.

COURSE DESCRIPTION

1. The meaning and purpose of criticism

2. Literary theories

3. Marxist theory

4. Psychoanalytical theory

5. Textual semiotics

6. Post structuralism and deconstructionism

7

7. Hermiotics

8. Historicism

9. Feminist theory : gender, law, essentialism, patriarchy, gynocentrics,

phallolocentrism

TEACHING METHODS

1. Research and class presentation.

2. Interactive methods

3. Guided discovery

4. Lecture methods.

COURSE SCHEDULE

WEEK CONTENT HOURS

1-2 The Meaning and purpose of criticism 8

3-4 Literary theories 8

5 Marxist theory 4

6 Psychoanalytical theory 4

7 Textual semiotics 4

8-9 Post structuralism and deconstructionism 8

10 Hermiotics 4

11 Historicism 4

12-15 Feminist theory : gender, law, essentialism, patriarchy,

gynocentrics, phallolocentrism

16

SUGGESTED READINGS

1 Atkins, C.D.(1983) Reading Deconstructionism /Deconstructive Reading

2 Cameron, D.(1991)The Feminist Critic of Language

3 Eagleton, T.( ) Literary Theory: An Introduction

8

4 Eagleton, T.( )Criticism and Ideology

5 Fish, S.(1980)Is There a Text in this class: The Authority of Interpretive Communities

MEL 6103 : DISCOURSE ANALYSIS

COURSE LEADER: ……………………………………………………………………

PREAMBLE

Discourse is any stretch of spoken or written language which is felt as complete in itself

(Hoey,1983).It must make sense in itself, not unrelated sentences must be related, properly

connected, and flow smoothly.

The term discourse is used to refer to units larger than grammatical units of language.

Grammatical units of language include a phrase, a clause or a sentence. These may not make

meaning in isolation.

Discourse analysis is a study which involves studying how sentences in spoken and written

language form larger meaningful units. English examples of larger meaningful units are

paragraphs, letters, poems, conversations and reports. In other words it is a study of spoken

and written interaction.

OBJECTIVES:

1 To discover how natural spoken and written discourse looks and sounds

2 To provide quite different data from our own intuitive assumptions, or that of text book

writers which is based on pre-conceived pre-judgments originating from our knowledge

of traditional grammar and what we have been taught about vocabulary and intonation.

3 It opens up one’s understanding of the written text.

COURSE DESCRIPTION:

1. Text and texture

2. Cohesion: grammatical cohesion; lexical cohesion; conjunctions

3. Cohesive chains

4. The linguistic system

9

5. Reference

6. Substitution and ellipsis

7. Coherence

8. Concept of a model of reading process

9. Frames

10. Scripts

11. Conversational structure

12. Conjunction, pronominalization, collocation, reiteration and their role in discourse

analysis.

13. Ethnography of speaking

Speech community

Speech style

Speech events

Components of speech events

Norms of interaction

TEACHING METHODS

1. Research and class presentation.

2. Interactive methods

3. Guided discovery

4. Lecture methods.

COURSE SCHEDULE

WEEK CONTENT HOURS

1 Text and texture 4

2 Cohesion: grammatical cohesion; lexical cohesion; conjunctions 4

3 Cohesive chains 4

4 The linguistic system 4

5 Reference 4

6 Substitution and ellipsis 4

7 Coherence 4

10

8 Concept of a model of reading process 4

9 Frames 4

10 Scripts 4

11 Conversational structure 4

12 Conjunction, pronominalization, collocation, reiteration and their role in

discourse analysis.

4

13-15 Ethnography of speaking

Speech community

Speech style

Speech events

Components of speech events

Norms of interaction

12

SUGGESTED READINGS

Brown,G.& G.Yule (1996) Discourse Analysis,Cambridge University press

Crystal,D.(1987) The Cambridge Encyclopedia of Language,Cambidge University

Press,New York

Hanks,P.et al, (1990) The Collins English Dictionary,Collins,London&Glasgow

Malcom Couthard (1985) An Introduction to Discourse Analysis, New York.

www.eric.ed.gcy

www.wikipedia.org

11

MEL 6104: Computer Applications 4

Course outlines available in the School of Computer Sciences and Information Technology

YEAR ONE SEMESTER TWO

MEL 6201: THE STRUCTURE OF ENGLISH LANGUAGE II

COURSE LEADER: ……………………………………………………………………

PREAMBLE

Phonology, morphology and syntax are forms of language. But language is more than just

form. It is also communicative i.e., it conveys meaning.

Semantics is the study of meaning. Meaning may be attached to single words, phrases and

sentences.

COURSE OBJECTIVES

On successful completion of the course students should be able to:

Derive meaning out of the words they use in English appropriately and hence, teach

their learners correctly.

Derive semantic properties of words as used in English sentences

Use the knowledge acquired to teach their learners how to make meaning of the words

in context.

COURSE DESCRIPTION

Semantic relations at the level of sentences

Phrase structure rules

Semantic relations and properties at the word(morpheme) level

Semantic properties and relations at phrase level

12

Synonyms, antonyms, polysemy, homophony

Pragmatics

Phrase structure units

Transformation

TEACHING METHODS

1. Research and class presentation.

2. Interactive methods

3. Guided discovery

4. Lecture methods.

COURSE SCHEDULE

WEEK CONTENT HOURS

1-2 Semantic relations at the level of sentences 8

3-4 Phrase structure rules 8

5-6 Semantic relations and properties at the word(morpheme)

level

8

7-8 Semantic properties and relations at phrase level 8

9 Synonyms, antonyms, polysemy, homophony 4

10-12 Pragmatics 12

13-14 Phrase structure units 8

15 Transformation 4

16-17 Exams -

SUGGESTED READINGS

Austin,J.L.(1962) How to do things with words

Francis Katamba (1989) Introduction to Phonology

Kuiper..& Scott.W. (1996) An Introduction to English Language Sound, Word and

Sentence.

13

MEL 6202: SOCIOLINGUISTICS AND PSYCHOLINGUISTICS

COURSE LEADER: ……………………………………………………………………

PREAMBLE:

Sociolinguistics involves the study of the social aspects of language, such as: home

bilingualism, school setting, media (exposure), attitude, age and gender.

Psycholinguistics is the study of language processing mechanisms involved in producing and

understanding language. Psycholinguistics study how words, sentences and discourse

meaning are represented and compiled in mind.

OBJECTIVES:

On successful completion of the course, students should be able to:

1- Establish a context in which to teach English and Literature.

2- Establish how our social settings affect how we use language.

3- Establish how our mental faculties or cognitive affect language acquisition.

4-

COURSE DESCRIPTION:

The course focuses on:

- Principles underlying the study of Sociolinguistics

- Social aspects of language.

- Elements that constitute language.

- Functions of language.

- Causes of language change.

- Sound change

- Language maintenance, shift and language death.

- Language Variation

- Language policy and planning.

- Bilingualism.

14

- Language and thought.

TEACHING METHODS

1. Research and class presentation.

2. Interactive methods

3. Guided discovery

4. Lecture methods.

COURSE SCHEDULE

WEEK CONTENT HOURS

1-2 Principles underlying the study of Sociolinguistics 8

3 Social aspects of language. 4

4-5 Elements that constitute language. 8

6 Functions of language. 4

7 Causes of language change. 4

8 Sound change 4

9-10 Language maintenance, shift and language death. 8

11 Language Variation 4

12-13 Language policy and planning. 8

14 Bilingualism. 4

15 Language and thought 4

16-17 Exams -

SUGGESTED READINGS:

1- Longman Dictionary of applied Linguistics.

2- Wardhaugh , An Introduction to Sociolinguistics

3- Collin Baker, Foundations of Bilingual Education and Bilingualism.

4- O’Grady et, al, Contemporary Linguistics.

5- Rod Ellis , Understanding Second Language Acquisition.

www. Wikipedia. Org

MEL 6203: GENDER LANGUAGE & LITERATURE TEACHING

15

COURSE LEADER: ……………………………………………………………………

PREAMBLE

Gender is define by Hale (1990) as, the socially constructed component of female and male

identity as distinctive from biological sex differences. It is important to point out that although

gender and sex are usually confused to mean the same thing, they are quite different

concepts. Society has a dynamic nature, it changes and people must equip themselves to

cope with the new changes.

COURSE OBJECTIVES

On successful completion of the course, learners should be able to;

Address and re-address gender biases, imbalances, and injustices.

Devise gender sensitive approaches to teaching and learning of literature and

language.

To design gender sensitive teaching and learning materials.

Equip their students with ability to think widely and deeply in all human affairs as it is

also a component of gender.

COURSE DESCRIPTION

1. Definitions of gender and sex

2. National gender policies (Uganda)

3. Gendered nature of literature

4. Gendered nature of English

5. Approaches in the field of sex and language

6. Linguistic theory: Frame works and approaches

7. Finding patterns in children’s fiction

16

8. Themes and issues in women’s literature

9. Sex differences in language and linguistics

10.What is sex difference?

TEACHING METHODS

1. Research and class presentation.

2. Interactive methods

3. Guided discovery

4. Lecture methods.

COURSE SCHEDULE

WEEK HOURS

1 Definitions of gender and sex 4

2 National gender policies (Uganda) 4

3 Gendered nature of literature 4

4 Gendered nature of English 4

5 Approaches in the field of sex and language 4

6 Linguistic theory: Frame works and approaches 4

7 Finding patterns in children’s fiction 4

8 Themes and issues in women’s literature 4

9 Sex differences in language and linguistics 4

10 What is sex difference? 4

SUGGESTED READINGS

Martyna Wendy (1980) The psychology of the generic masculine

Miller Casy and Kate Swift (1980) Writing for Writers,Editors and Speakers

Women and Language in Literature and Society

MEL 6204: EDUCATIONAL RESEARCH (QUANTITATIVE)

17

COURSE LEADER: ………………………………………………………………..

COURSE OBJECTIVES:

By the end of the course, candidates should be able to;

1- Define what a quantitative research is.

2- Differentiate between quantitative and qualitative research.

3- Manage data collection and analyze it effectively.

4- Write research accordingly.

COURSE DESCRIPTION:

This course focuses on:

Introduction to quantitative research, the functions of Research; Sampling designs; types of

quantitative research; measurement and data collection and analysis; frequency distribution

and graphs; Measures of central tendency, measures of variability, and academic writing in

research.

EVALUATION AND ASSESSMENT:

Two types of assessment will be used; that is summative and formative. A formative

assessment will carry 40% (coursework and presentations) and summative will carry 60%

(examination).

TEACHING METHODS

Lectures

Interactive methods

Group work

Brain storming

COURSE SCHEDULE:

18

WEEK CONTENT HOURS

1-2 Introduction to quantitative research 8

3-4 The functions of Research 8

5-6 Sampling designs 8

7-8 Types of quantitative research 8

9-10 Measurement and data collection and

analysis

8

11-12 Frequency distribution and graphs 8

13 Measures of central tendency 4

14 Measures of variability 4

15 Academic writing in research. 4

16-17 Exams -

SUGGESTED READINGS:

Leedy, P.D. (1997), Practical Research, Planning and Design, 6th ed. New Jersey: Prentice

Hall Inc.

Koul, L. (1984), Methodology of Educational Research, 3rd ed., Delhi: UBS Publishers’

Distributors Ltd.

Kerlinger, F. N. (1964); Foundations of Behavioral Research, New York; Holt, Rinehart and

Winston Inc.

Melville, S. and Goddard, W. (1996); Research Methodology, An Introduction for Science and

Engineering Students.

YEAR TWO SEMESTER ONE

19

MEL 6301: METHODOLOGY OF ENGLISH AND LITERATURE TEACHING

COURSE LEADER: ……………………………………………………………………

PREAMBLE

Methodology is the body of methods, rules and postulates employed by a particular discipline.

The analysis of the principles or procedures of inquiry in a particular field. The common idea

here is the collection, comparative study and the critique of the individual methods that are

used in a given discipline or field of study.

COURSE OBJECTIVES

On the successful completion of the course, students should be able to:

Make an objective selection of methods and approaches to be used during the teaching

and learning of language and literature.

Demonstrate competency in their deliverance of content

Make a good judgment of the state of their learners and hence, be able to judge the

best way to handle them

COURSE DESCRIPTION

1. Collaborative language teaching techniques

2. Communicative language teaching techniques

3. Approach-philosophical principles which govern the content to be delivered and how to

deliver

4. Teacher and learner centered approaches

5. Cooperative learning techniques

6. The learning styles

7. Topical and thematic approaches

20

8. Functional-notional approach

9. Communicative approach

10.Learner factors

TEACHING METHODS

1. Research and class presentation.

2. Interactive methods

3. Guided discovery

4. Lecture methods.

COURSE SCHEDULE

WEEK CONTENT HOURS

1-2 Collaborative language teaching techniques 8

3-4 Communicative language teaching

techniques

8

5-6 Approach-philosophical principles which

govern the content to be delivered and how

to deliver

8

7-8 Teacher and learner centered approaches 8

9 Cooperative learning techniques 4

10 The learning styles 4

11 Topical and thematic approaches 4

12-13 Functional-notional approach 8

14 Communicative approach 4

15 Learner factors 4

16-17 Exams -

SUGGESTED READINGS

A hand book of Language teaching

21

Any other relevant reference in this area.

MEL 6302: CURRICULUM AND MATERIALS DEVELOPMENT

PREAMBLE

Effective and productive knowledge /content must go further beyond a syllabus. The curriculum

must be an explanation and justification of the purposes of such transmission and an

explanation of the effects of such exposure to the recipients

COURSE OBJECTIVES

On successful completion of the course, learners must be able to:

Develop a curriculum for Language studies

Implement the curriculum developed

Evaluate Language courses appropriately

Carry out effective assessment procedures

COURSE DESCRIPTION

Hidden curriculum

Planning models: Tyler, Linear, cyclic etc

Socio-cultural or socio linguistic context (Factors which determine the curriculum)

Determinants of design and implementation of the curriculum

Philosophical issues of the curriculum

Ideological factors which affect secondary school and university curriculum

Non formal / indigenous education

Procedures for designing a language course

Language skills selection

Needs analysis.

TEACHING METHODS

1. Research and class presentation.

2. Interactive methods

3. Guided discovery

22

4. Lecture methods.

COURSE SCHEDULE

WEEK CONTENT HOURS

1-2 Hidden curriculum

Planning models: Tyler, Linear, cyclic etc

8

3-4 Socio-cultural or socio linguistic context (Factors which determine the

curriculum)

8

5-6 Determinants of design and implementation of the curriculum 8

7 Philosophical issues of the curriculum 4

8-9 Ideological factors which affect secondary school and university

curriculum

8

10 Non formal / indigenous education 4

11-12 Procedures for designing a language course 8

13-14 Language skills selection 8

15 Needs analysis. 4

16-17 Exams -

SUGGESTED READINGS

A Hand book of language Teaching

MEL 6303 : LITERARY INTERPRETATION

COURSE LEADER: ……………………………………………………

PREAMBLE

23

More than two thousand years ago, the Roman poet Horace claimed that literature is "sweet"

and "useful." Since then, literature has been traditionally understood, at least in Western

cultures, as having the dual purpose of entertaining and educating its audience. Literary texts

are constructed in effect as objects of beauty, sources of pleasure and as conveyors of

messages and information. While authors often claim no practical purpose for their works, all

literature constitutes an attempt at persuasively conveying certain values and ideas. The

entertaining and beautiful aspect of literary works acts in reality as part of the appeal and

attractiveness which the work tries to attach to the ideas which it seeks to convey. The beauty

of literature is therefore a part of its rhetoric, a device intended to strengthen the overall

persuasiveness and influence of the work on its audience. While the entertaining aspect of

literature may be rather obvious, understanding the ideas or values which a text advances is

not always a simple task. Part of the problem is the fact that the ideas of a literary text are

almost always presented in indirect or "symbolic" form. Take for example the following very

simple narrative.

COURSE OBJECTIVES

By the end of the course, learners should be able to:

Analyze literary works from structuralist, semiological, feminist, Marxist, and

psychoanalytical perspectives, whereas earlier criticism tended to deal with moral or

political ideas, or with a literary work as a formal object independent of its creator.

COURSE DESCRIPTION

1. Literature by regions, periods, genres and author

2. Post structuralism

3. Reader response theory

Gap filling

Completion

4. Literary periods movements

Caribbean literature

European literature

Australian literature

24

African literature

Canadian literature

American literature

5. Reception theory

6. Hermeneutics

7. Phenomenology

8. Objectivists

9. Relativists

TEACHING METHODS

1. Research and class presentation.

2. Interactive methods

3. Guided discovery

4. Lecture methods.

COURSE SCHEDULE

WEEK CONTENT HOURS

1 Literature by regions, periods ,genres and

author

4

2 Post structuralism 4

3-4 Reader response theory:

Gap filling

Completion

8

5 Literary periods movements 4

6-7 Caribbean literature & European literature 8

8-9 Australian literature & Canadian literature 8

10 American literature & African literature 4

11 Reception theory 4

12 Hermeneutics 4

13 Phenomenology 4

14 Objectivists 4

25

15 Relativists 4

16-17 -

SUGGESTED READINGS

Gadamer,H. (1982) Truth and Method

Hartman,G. (1981) Saving the Text: Literature/Derrida/Philosophy

Jauss,H.R. (1982) Aesthetic Experience AND Literary Hermeneutics

Jefferson,A. and Robey ,D. (1982) Modern Literary Theory: A comparative Introduction

McDougal Littell (2000) The Language of Literature . Teachers’ Edition

MEL 6304: Educational Research (Qualitative)

COURSE LEADER: ………………………………………………………………..

COURSE OBJECTIVES:

By the end of the course, candidates should be able to;

1- Define what a qualitative research is.

2- Differentiate between quantitative and qualitative research.

3- Manage data collection and analyze it effectively.

4- Write research accordingly.

COURSE DESCRIPTION:

This course focuses on:

Introduction to qualitative research, Designing qualitative research; Data collection methods;

Measures of relationships; Measures of relative position: PR, Z-scores, T-scores etc. and

Academic writing in research qualitative methods.

EVALUATION AND ASSESSMENT:

26

Two types of assessment will be used; that is summative and formative. A formative

assessment will carry 40% (coursework and presentations) and summative will carry 60%

(examination).

TEACHING METHODS

Lectures

Interactive methods

Group work

Brain storming

COURSE SCHEDULE:

WEEK CONTENT HOURS

1-2 Introduction to qualitative research 8

3-4 Designing qualitative research 8

5-6 Data collection methods 8

7-8 Measures of relationships 8

9-12 Measures of relative position: PR, Z-

scores, T-scores etc.

16

13-15 Academic writing in research qualitative

methods.

12

16-17 Exams -

SUGGESTED READINGS:

Leedy, P.D. (1997), Practical Research, Planning and Design, 6th ed. New Jersey: Prentice

Hall Inc.

Koul, L. (1984), Methodology of Educational Research, 3rd ed., Delhi: UBS Publishers’

Distributors Ltd.

27

Kerlinger, F. N. (1964); Foundations of Behavioral Research, New York; Holt, Rinehart and

Winston Inc.

Melville, S. and Goddard, W. (1996); Research Methodology, An Introduction for Science and

Engineering Students.

Wanting to be someone else is a waste of the person you are.

Prince Wasajja Jamil, 2009

28