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DELP

 

Department of English Language  Pedagogy

School of English and American Studies - Eötvös Loránd University

1088 Budapest, Rákóczi út 5. tel.: (36-1) 485 52 00 extension: 4407, email: delp@seas3.elte.hu

 

 

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BA Thesis writing at DELP

 

BA thesis regulations

BA thesis topics

 

 

 

BA thesis regulations

 

This section provides information on:

 

1 Definitions & preliminary procedures

2 The supervision

3 The formal requirements of the BA thesis

4 The assessment of the BA thesis

 

1 Definitions & preliminary procedures

1.1 The following information is for students majoring in English who intend to write their B.A. thesis in one of the topic areas DELP offers to provide supervision in. For general guidelines concerning theses in the BA in English programme, please consult  http://seaswiki.elte.hu/studies/BA/major/graduation/thesis .

1.2 The BA thesis is a coherent and informed English language discussion of a professional issue pertaining to English language studies. It addresses one or more research questions, is clearly structured and written, and reaches a logical conclusion. It must also demonstrate the author's familiarity with academic English and the literature of the given topic area. DELP offers supervision in topic areas related to English language use, language learning and teaching, civilisation of English speaking cultures, intercultural communication and Australian studies. For more details see the  section  on BA thesis topics below. Theses in these areas may  be based on empirical research or library research.

1.3 Academic support of the work of the thesis writer is provided by a supervisor from the Department. Students should try and pick their own supervisors by approaching individual tutors, preferably as early as possible, as a single tutor is not allowed to take more than a certain number of supervisees (usually three per year); in other words, supervisor allocation operates on a 'first come, first served' basis. If a preferred supervisor is not available or a student cannot find anyone who is willing to accept him or her as a supervisee, a supervisor will be assigned by the head of the department. The deadline for letting the head know that someone is left without a supervisor is 30th September (or 30th February for students who plan to submit their thesis in the autumn term of the next year - "keresztfélév"). In addition, please note that DELP - like all other SEAS departments - can only provide thesis supervision for a limited number of students.

1.4 Students are required to formally submit a thesis title by mid-October (or by mid-March for students who wish to submit their thesis in the autumn term of the next year - "keresztfélév") to the registrar's office (Tanulmányi Hivatal) by filling in the ELTE BTK "szakdolgozat címbejelentő lap" with their own details and the title, and obtaining signatures from their supervisor and from the Head of Department. For the exact date please consult the http://seaswiki.elte.hu/studies/graduation site or find the information under "Hasznos tudnivalók" at: http://btk.elte.hu (The form can be downloaded from the website of the Faculty of Humanities. http://btk.elte.hu ) The Department of Language Pedagogy - unlike other departments of SEAS - does not require a formal proposal and/or a bibliography for the submission of the title, i.e. "címbejelentés", but the final title of the thesis should be confirmed by the supervisor before submission, which means that the requirements for any work to be done before the submission of the title will be determined by your individual supervisor, which may or may not be a proposal, a statement of intent or introduction.

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2 The supervision

2.1 With the consent of the supervisor, students may sign up for a so-called Tutorial Seminar, which is not a time-tabled course, only a means of formalising the supervision. The codes attached to these seminars vary according to the topic, but the general format looks like this: BBN-ANG-3XX-TUT/YY (XX being the code of the topic area, and YY representing the initials of the supervisor). For more details see: http://seas3.elte.hu/forum/viewtopic.php?f=71&t=1435 

2.2 The supervisor will provide guidance in writing the BA thesis. Students are entitled and also required to take part in three compulsory consultations during the writing process. Consultants can offer the following support:

  • clarification of the topic and title of the thesis

  • discussion of the appropriate research questions

  • suggestions for a reading list

  • advice on possible approaches to the analysis.

 

2.3 The supervisor cannot be expected to edit language, punctuation and spelling. The thesis is supposed to demonstrate the student's academic abilities and language skills, so the quality of the paper is entirely the student's responsibility.

 

 

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3 The formal requirements of the BA thesis

 

3.1 The BA thesis must be submitted having been computer printed. The length of the thesis must be at least 40,000 characters (a minimum of 20 pages and a maximum of 22 pages, not including the Table of Contents, the preliminary pages (title pages, the Abstract), the Appendices, and the References section (Bibliography). The References section of a research project type thesis must contain at least five items from the relevant academic literature, whereas the references section of a library research based thesis must contain at least eight references in addition to primary sources.

 

3.2 Font: Times New Roman, size 12, spacing: 2, margins: 2,5 cm.

 

3.3 Theses related to studies on language, language use, intercultural communication, language teaching or learning must follow the APA style of documentation, while theses about the civilisation of English speaking cultures or other aspects of cultural studies - for instance topics related to literature or history -  must follow the MLA standardsPlease ask for your supervisor's guidance regarding the style of documentation. More information on the documentation requirements can be found at the APA & MLA guidelines section of this site.  

 

3.4 The thesis must be submitted in two copies (one hardback and one ring-bound copy) to the Faculty's Student Advisory Bureau (MUK A16) by the deadline published at the beginning of the academic year. In addition to this, it is a School of English and American Studies requirement that a PDF electronic version of the (same!) thesis should be uploaded on the SEAS web page: http://seaswiki.elte.hu/studies/BA/major/graduation/thesis/submission by the same deadline. Students are also advised to have a third copy made of the Thesis to keep for themselves and bring it to their Final Examination.

 

3.5 The outer cover of the thesis submitted for assessment should carry the words "alapszakos szakdolgozat", the student's name, the major, and the year of submission. The inner cover should carry the words "alapszakos szakdolgozat", in addition to the title of the thesis both in English and Hungarian, the supervisor's name and title in the bottom left-hand corner, the student's name and major in the bottom right-hand corner, and the year of submission at the bottom. (Sample inner and outer covers can be found on the website of the Faculty of Humanities. http://btk.elte.hu )

 

3.6 The thesis should contain the following sections:

Certificate of Research in English and Hungarian (A sample of such a declaration of originality in English can be found in Appendix 1 below, while a Hungarian version can be found on the website of the Faculty of Humanities. http://btk.elte.hu )

 

Abstract of 200-300 words

Table of Contents

Introduction

Body of the thesis (different for different types of research)

Conclusion

References or Works cited (following the requirements of APA or MLA documentation respectively)

Appendices

 

 

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4 The assessment of the BA thesis

 

4.1 The thesis will be read and marked by an independent tutor of the department (the 'Bíráló') allocated by the Head of the Department.

 

4.2 The language (and form) criteria have been worked out by DEAL for all SEAS theses (See Appendix 2 below), and the scores from this source (a maximum of 25 points) will constitute one third of the full score (a maximum of 75 points) awarded for the thesis. The candidate gets a separate mark for this aspect of the thesis, which will be determined in accordance with the following chart:

Points     Grades

23-25 = 5 (jeles/excellent)

20-22 = 4 (/good)

17-19 = 3 (közepes/average)

15-16 = 2 (elégséges/pass)

  0-14 = 1 (elégtelen/fail)

  

4.3 As for the content of the thesis, the reader will award scores of 0-3 or 0-4 for each of the aspects specified in one of the three DELP BA Thesis Scoring Sheets (Appendices 3, 4 & 5 below) designed and developed for the two different types of theses supervised by DELP, and the scores from this source will constitute two thirds (a maximum of 50 points) of the full score awarded for the thesis. The candidate gets a separate mark for this aspect of the thesis, which will be determined in accordance with the following chart:

 

Points     Grades

45-50 = 5 (jeles/excellent)

40-44 = 4 (/good)

35-39 = 3 (közepes/average)

30-34 = 2 (elégséges/pass)

  0-29 = 1 (elégtelen/fail)

 

 

4.4 The final grade of thesis will be determined on the basis of the aggregate score from the two sources in accordance with the following chart:

 

Points     Grades

68-75 = 5 (jeles/excellent)

60-67 = 4 (/good)

52-59 = 3 (közepes/average)

45-51 = 2 (elégséges/pass)

  0-44 = 1 (elégtelen/fail)

 

4.5 A thesis is a potential fail if the first reader awards:

  • less than 45 points (60% of the full score) for the aggregate Language/Content score

  • 0 for any one of the Grammar, Spelling, Punctuation or Range & control of vocabulary criteria in the Language section, or

  • if either one of the Language or Content mark is a fail.

  • if plagiarism is suspected, i.e. an intentional yet uncredited reproduction of someone else's work, ideas or words occurs.

 

4.6 The Head of the Department appoints a second reader if the first reader fails the thesis.

 

4.6.1 If a thesis is also failed by the second reader, its final grade will be a 1 (fail).

 

4.6.2. If the second reader does not fail a thesis, the two readers will try and agree on the final score. If they cannot reach an agreement, the Head of Department appoints a third marker whose decision will be final.

 

4.7 In addition to awarding the total scores and grades to both the Language and the Content components and the aggregate final score and grade of the thesis, the reader ('Bíráló') will write up a report - a 6 to 10-line summary of his/her conclusions in English or Hungarian. (See templates in Appendices 6/a & 6/b.)

 

 

 


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APPENDICES:

APPENDIX 1: SAMPLE CERTIFICATE OF RESEARCH

 CERTIFICATE OF RESEARCH

 

By my signature below, I certify that my ELTE B.A. thesis, entitled .......................................................................................................

is entirely the result of my own work, and that no material is included for which a degree has previously been conferred upon me. In my thesis I have faithfully and exactly cited all the sources (printed, electronic or oral) I have used, including books, journals, handouts and unpublished materials, as well as any other media, such as the internet, letters or significant personal communication, and have always indicated their origin.

  

Date: ..........................                                    Signed: .........................

 

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APPENDIX 2 - MARKING SHEET FOR LANGUAGE & FORMAT

 

BA Thesis Marking Guidelines for the Language Component

 

Student’s name:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Supervisor’s name:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Referee’s name:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Thesis title:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

 

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

 

Please circle the appropriate score for each criterion in the table below.

 

 

Definition of the scores*:

 

0 = does not or only insufficiently meets the requirements

1 = partially meets the requirements

2 = fully meets the requirements

 

 

ORGANISATION

Layout

0

1

2

Coherence and cohesion

0

1

2

Presence and quality of necessary subsections (genre dependent)

0

1

2

Paragraphing (division of ideas into thought units)

0

1

2

DOCUMENTATION

Adequate use and embedding of examples, tables, figures, etc.

0

1

2

In-text citation (APA, MLA or as specified by each department)

0

1

2

References/works cited/bibliography section (APA, MLA or as specified by each department)

0

1

2

ACCURACY

Grammar

0

1

2

Spelling

0

1

2

Punctuation

0

1

2

APPROPRIACY

Range and control of vocabulary

0

1

2

Style (formal, academic style)

0

1

2

STATEMENT OF ORIGINALITY

 

Statement of originality incorporated (no = 0; yes = 1)

0

1

 *N.B. If the work is an intentional yet uncredited reproduction of someone else’s work, ideas or words, give 0 points both for the language and the content component of the paper.

 Additional comments:

  

Total score:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Date:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reader’s signature:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


 

 

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APPENDIX 3 - MARKING SHEET FOR EMPIRICAL RESEARCH BASED THESES

 

DELP BA THESIS CONTENT MARKING CRITERIA FOR AN

EMPIRICAL RESEARCH BASED  THESIS

 

 

1. AIMS AND RESEARCH DESIGN

Meaningful, relevant and well formulated objective(s) / research question(s).

0   1   2   3

Feasible, clear and logical research design and planning.

0   1   2   3

Explains / justifies principles behind decisions about procedures and materials in the Introduction / Statement of Intent section.

0   1   2   3

 

2. LITERATURE REVIEW

Clear relationship between the research question and the literature survey.

0   1   2   3   4

Balanced presentation of different points of view, leading to

reasonable conclusions; not just a patchwork of ideas.

0   1   2   3   4

A sound proportion of quoted material to main text.

0   1   2   3   4

Familiarity with relevant literature and research results.

0   1   2   3   4

 

3. PROCEDURES & DISCUSSION

A well-specified and justified set of data / materials (e.g., empirical quantitative or qualitative data, a set of course books or practical activities) that is appropriate in nature, variety and breadth for the aims and context of the investigation.

0   1   2   3   4

Appropriate (use of) research tools, which suit the aims and the content.

0   1   2   3   4

Processes (data collection, data analysis) clearly and systematically presented and interpreted with convincing arguments / justification.

0   1   2   3   4

Results clearly presented and interpreted.

0   1   2   3   4

 

4. CONCLUSIONS & REFLECTIONS

Conclusions are well-supported and convincingly related to the research questions and the investigation as a whole.

0   1   2   3

Uses critical judgement and demonstrates awareness of the possibilities and limitations of the investigation.

0   1   2   3

Demonstrates an increased understanding of the topic under investigation, if only by showing an understanding of its complexity.

0   1   2   3

 

0 = not sufficient/unacceptable

6x3+8x4=50 points

 

 

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APPENDIX 4 - MARKING SHEET FOR LIBRARY RESEARCH BASED THESES

 

 

DELP BA THESIS CONTENT MARKING CRITERIA FOR A

LIBRARY RESEARCH BASED  THESIS

 

1. AIMS AND RESEARCH DESIGN

Meaningful, relevant and well formulated objective(s) / research question(s).

0   1   2   3

Feasible, clear and logical research design and planning.

0   1   2   3

Explains/justifies principles behind decisions about procedures and materials in the Introduction / Statement of Intent section.

0   1   2   3

 

2. LITERATURE REVIEW

Clear relationship between the research question(s) and the reviewed literature.

0   1   2   3   4

Overall logical sequencing and clear structure dictated by topic areas or by research questions.

0   1   2   3   4

A sound proportion of relevant – quoted, paraphrased or summarized – material and thesis writer’s own ideas, analysis and evaluation.

0   1   2   3   4

Source opinions clearly separated from thesis writer’s own hypothesis / evaluation.

0   1   2   3   4

A synthesis of different views and controversial issues related to the overall theme of the thesis. (Thesis is not just a patchwork of ideas.)

0   1   2   3   4

A fair and sensitive treatment of concepts, principles and issues. Objective and respectful acknowledgement of opposing viewpoints where applicable. (No jumping to conclusions, no over-generalisations.)

0   1   2   3   4

A critical appreciation of what the literature says. (E.g. showing the relevance of the readings to writer's own context.)

0   1   2   3   4

Reference made to a minimum of 8 relevant printed publications.

0   1   2   3   4

 

3. CONCLUSIONS & REFLECTIONS

A reflective summary of what the literature implies.

0   1   2   3

Well-supported conclusions convincingly linked to research question(s).

0   1   2   3

Clear signs of an increased understanding of the topic, showing an understanding of its complexity and an awareness of the limitations of the investigation.

0   1   2   3

 

0 = not sufficient/unacceptable

6x3+8x4=50 points

 


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APPENDIX 5 - ALTERNATIVE MARKING SHEET

 

DELP BA THESIS CONTENT MARKING CRITERIA

 

1. FOCUS, AIMS AND RESEARCH DESIGN

Meaningful, relevant and explicitly formulated objective(s) / research question(s).

0   1   2   3   4   5

Feasible, clear and logical research design and planning.

0   1   2   3   4   5

Explains / justifies principles behind decisions about procedures, instruments and materials.

0   1   2   3   4   5

 

2. USE OF REFERRED MATERIALS

Clear relationship between the objective(s) / research question(s) and the literature review.

0   1   2   3   4   5

Quantity (amount) and quality (relevance, depth) of literature cited; a sound proportion of quoted material to main text.

0   1   2   3   4   5

Balanced presentation of different aspects of topic, leading to a logical line of argument and reasonable conclusions.

0   1   2   3   4   5

 

3. ARGUMENTATION, CONCLUSIONS & REFLECTIONS

Logical sequencing of relevant issues and clear structure.

0   1   2   3   4   5

A sound proportion of quoted, paraphrased or summarized material and/or relevant data and thesis writer’s own ideas, analysis and evaluation.

0   1   2   3   4   5

Findings presented and interpreted in a realistic and disciplined manner.

0   1   2   3   4   5

Demonstrates an increased understanding of the topic under investigation.

0   1   2   3   4   5

 

0 = not sufficient/unacceptable

6x3+8x4=50 points

 

 

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 APPENDIX 6/a: MARKER’S REPORT SHEET (IN ENGLISH)

 

ELTE – FACULTY OF HUMANITIES

SCHOOL OF ENGLISH AND AMERICAN STUDIES

DEPARTMENT OF ENGLISH LANGUAGE PEDAGOGY

BA THESIS MARKER'S REPORT

 

Name of candidate:

Title of thesis:

Supervisor:

Marker:

 

Evaluation:

 

 

 

  

 

 

    SCORE    MARK

Language and formal requirements

    /25

 

Content

    /50

 

TOTAL/FINAL GRADE

    /75

 

 

 

………………………………………….                     ………………………………………….

date                                                                  marker's signature


 

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APPENDIX 6/b: MARKER’S REPORT SHEET (IN HUNGARIAN)

 

ELTE - BTK

ANGOL-AMERIKAI INTÉZET

ANGOL NYELVPEDAGÓGIA TANSZÉK

ALAPSZAKOS ZÁRÓDOLGOZAT BÍRÁLATI LAP

 

Jelölt:

Dolgozat címe:

Témavezető:

Bíráló:

 

Bírálat:

 

 

 

 

 

 

 

 

 

     PONT      JEGY

Nyelv és formai követelmények

   /25

 

Tartalom

   /50

 

ÖSSZPONTSZÁM/VÉGSŐ JEGY

   /75

 

 

 

………………………………………….                     ………………………………………….

dátum                                                               bíráló aláírása

 

 

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BA Thesis topics

The following list offers seven broad areas in which DELP tutors offer supervision for BA theses, along with a few examples of possible topics within each area.

 1. The customs, traditions, civilisation of English-speaking cultures         L

e.g.  Pop culture, political issues, influential people, a selected period in history, a

     selected region, etc.

 

2. Australia (offered by the Australian Studies Programme)                        L

e.g.  A selected period of Australian history, aspects of  Aboriginal life and cultural

     practices, current issues, political issues, aspects of Australian artor culture, etc.

 

3. The relationship between language and culture                                    L

e.g.   How culture reveals itself in the language, facets of culture through         

     literature/music/art, the translation of culture-specific expressions, etc.

 

4. Intercultural communication                                                                 L

e.g.   Cultural awareness, culture shock, successful intercultural communication,

     the relationship between language, culture and communication, etc.

 

5. English in the media                                                                            L    

e.g.   On-line communication, English as the lingua franca/International English,

     EU institutional English, "media English", etc.

 

6. The role of English in Hungary and in the world                               IS/T

e.g.  Attitudes towards learning English, English and other languages, English-language sings and notices in Hungary, etc.

 

7. Investigating aspects of learning English                                          IS/T

e.g.  Learning English through self-study/e-learning songs, games, the Internet,    

     jokes, etc., short-cuts to vocabulary expansion, the treatment of

     articles/modals/gerund etc. in course books, investigating private teaching,

     culture in coursebooks, etc.

 

L  mainly library research based

IS might include elements of independent study/investigation/empirical research (e.g. interviews,  

       questionnaires)

T  recommended to students embarking on a teaching career

 

 

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