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Session: 2022/23
Last modified: 08/03/2022 16:15:08
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Title of Module: English for Academic Purposes (L9, 10 credit) |
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Code: ENGL09007 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | F
Leon-Solis |
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| Summary of Module |
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This module is designed for students from a variety of academic disciplines whose first language is not English. It aims to develop such students’ capacities to be successful in a UK-based academic context by developing knowledge and skills in English as well as learner autonomy and initiative. During the module, students will develop academic English skills in the context of an individual small-scale research project. Students will develop an understanding of basic principles of academic research and research project design. They will learn how to search for, evaluate and critically analyse documentary sources, and develop evidence-based and balanced conclusions on the basis of prior analysis. Linguistically, students will develop an ability to read, analyse, summarise and synthesise various documentary sources, present and discuss research plans and research results, and produce a written assignment, with due attention to text structure, clarity of text, linguistic accuracy, and stylistic appropriateness. Throughout the module, specific areas of grammar, lexis, style, discourse and communication will be developed and consolidated, and students will be encouraged to develop independent research skills and learner initiative through supported use of the university library and further resources.
At the end of the module, students will be able to use English for specific academic purposes using a level of language comparable to the upper bound of level B2 on the CEFR.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate an understanding of basic principles of academic research, at the upper bound of CEFR B2
L2.
Demonstrate an ability to search for, evaluate, analyse and interpret documentary sources, and to produce evidence-based and balanced conclusions based on prior analysis, at the upper bound of CEFR B2
L3.
Demonstrate an ability to participate in a group discussion concerning their proposed research project, with due attention to linguistic accuracy, fluency and understanding to ensure communicative effectiveness at the upper bound of CEFR B2 level.
L4.
Demonstrate an ability to produce a written assignment, with due attention to text organisation, clarity, stylistic appropriateness, and accuracy of linguistic forms, at the upper bound of CEFR B2 |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Critical understanding of principles of academic research, including understanding of some core concepts. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Ability to apply principal techniques, practices, materials and routine methods of enquiry and research. |
| Generic Cognitive skills |
SCQF Level 9.
Critical analysis, evaluation and synthesis of data, ideas and concepts, drawing conclusions from a variety of sources, and development of solutions to problems. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Ability to use a range of IT applications to support and enhance work, interpret, use and evaluate numerical and graphical data. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Ability to exercise autonomy and initiative in learning, in ways which take account of own and others’ roles and responsibilities |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Tutorial/Synchronous Support Activity | 18 |
| Independent Study | 82 |
| 100
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Bailey, S. (2015), Academic Writing: A Handbook for International Students. Abingdon: Routledge.
Campbell C & Smith J (2012) English for Academic Study: Listening. Garnet Education
Campbell C (2012) English for Academic Study: Vocabulary. Garnet Education
Margolis A & Smith J (2012) English for Academic Study: Pronunciation. Garnet Education
McCormack J & Slaght J (2012) English for Academic Study: Extended Writing and Research Skills. Garnet Education
McCormack J & Watkins S (2012) English for Academic Study: Speaking. Garnet Education
Oshima A & Hogue A (2006) Academic Writing. Longman
Phillips & Phillips A (2012) New Skills in English: Level 2*. Garnet Education
Slaght J & Harben P (2012) English for Academic Study: Reading Garnet Education
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on our VLE, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link:
https://www.uws.ac.uk/media/4153/academic-engagement-and-attendance-procedure.pdf
For the purposes of this module, academic engagement equates to the following:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link:
http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Languages |
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| Moderator | M Mullen |
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| External Examiner | B Matthews |
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| Accreditation Details | |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Group discussion (30%) |
| Essay (70%) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using our VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity-inclusion/
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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