ENGLISH FOR ACADEMIC PURPOSES (INCLUDING RESEARCH SKILLS) (GRADUATE DIPLOMA)

SHE Level 1
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3Q324319
Module Leader melanie grey
School INTO
Subject INTO
Trimesters
  • A (September start)-B (January start)
  • B (January start)-C (May start)

Summary of Content

The course will provide students with essential English language skills and support as they undertake academic study at Graduate Diploma level. English Language pre815d requisition for this programmes is IELTS equivalent 5.5 in each skill. After having completed this module in conjunction with their other content modules, students should have achieved their overall IELTS equivalent exit requirement of 6.0 in English Language ability. This 20 credit module could be taken over 1 or 2 semesters and equals 200 notional hours of student effort. This is divided between class time (lectures, seminars, tutorials etc.) and independent work.

Syllabus

Academic writing development By the end of this module, the student should be able to: Show an increasing awareness of and ability in organising ideas at paragraph and whole text level; Show an increasing awareness of and control in using a reasonable range of skills and strategies for writing academic texts e.g. discursive essay writing; Complete a piece of reasonably complex coursework using the writing process, adapting in response to feedback; Use a reasonable range of vocabulary and sentence structure, incorporating complexity and simplicity as appropriate for Upper Intermediate level English; Show an increasing awareness of plagiarism, and ability in avoiding it through appropriate referencing, summarising and paraphrasing. Academic reading development By the end of the course, students should be able to: Show a reasonable ability to distinguish between a range of information sources, and their relevance / reliability for academic purposes; React to adapted text by giving opinion and starting to demonstrate criticality, achieving this to a more limited extent with authentic texts; Demonstrate note-taking skills of main ideas and some detail; Show reasonable ability in summarizing and paraphrasing simple/adapted texts consistent with Upper Intermediate level. Academic speaking development By the end of the course, students should be able to: Use the spoken language with a degree of fluency and appropriateness for academic contexts e.g. seminars and oral; presentation, and communicating with tutors/lecturers about coursework; Give detailed descriptions on a range of subjects; Give a short academic presentation on their subject area; Employ a range of rhetorical functions such as developing an argument with some highlighting of points and detail within the context of oral presentation or seminar or in discussions with lecturers. Academic listening development By the end of the course, students should be able to: Understand main points of lectures, talks and reports and other forms of academic presentation spoken in dialects and accents likely to be encountered in social or academic life; Follow the organisaton of a talk, distinguishing between different levels of relevancy and detail (e.g. digression and anecdote) Identify some speaker viewpoints and attitudes and understand a range of rhetorical functions; Respond appropriately and show awareness of criticality i.e. distinguishing between hypothesis and fact; giving opinion; Use effective note-taking skills: recognising complex discourse markers that signal explicit and implicit information.

Learning Outcomes

On successful completion of this module, students should be able to:1). Show an increasing awareness of and ability in organising ideas at paragraph and whole text level;2). Show an increasing awareness of and control in using a reasonable range of skills and strategies for writing academictexts e.g. discursive essay writing;3). Complete a piece of reasonably complex coursework using the writing process, adapting in response to feedback and use a reasonable range of vocabulary and sentence structure, incorporating complexity and simplicity as appropriate forUpper Intermediate level English;4). Show an increasing awareness of plagiarism, and ability in avoiding it through appropriate referencing, summarising andparaphrasing.

Teaching / Learning Strategy

Class sessions will consist of whole class, individual, pair and group-based activities in which students interact with the teacher and each other. Activities and texts are designed to enable students to develop their language development skills within meaningful contexts. Self815d study will be facilitated using open access facilities or networked online resources. Students are guided through process writing, first and subsequent drafts, involving peer and tutor correction adjusting the level of scaffolding appropriately. Exam practice is built into the curriculum preparing students for the Timed Writing and Reading exams. Classes will be taught in groups of usually not more than 16 students grouped according to their proficiency in English language skills. Students will receive individual tutorials to support them in the preparation of written assignments. They will also be given written feedback on formative tasks from tutors and peer feedback from classmates.

Indicative Reading

Bailey, S. 2011. Academic Writing - a handbook for international students. Abingdon: Routledge Campbell, C. 2012. English for Academic Study: Vocabulary. Reading: Garnet Chazal, E. & McCarter, S. 2012. Oxford EAP (upper-int). Oxford: OUP Clandfield, L. & McKinnon M. 2014. Skillful Listening and Speaking. London: MacMillan Dummett, P. Stephenson, H & Lansford, L. 2016. Keynote Ted Talks. Boston: Cengage Hewings, M. 2012. Cambridge Academic English. Cambridge: CUP Jordan, R. Academic Writing Course. London: Pearson Oshima, A & Hogue, A. 2006. Academic Writing. London: Longman Seal, B. 2002. Academic Encounters Series. Cambridge: CUP Slaught, J & Harben, P. 2007. English for Academic Study: Reading. Reading: Garnet

Transferrable Skills

On completion of this module students will have: Gained both knowledge of and ability to communicate in an academic university environment; Increased their ability to deal with complex language in both academic and non-academic contexts; Learned a range of independent techniques and blended learning techniques using authentic academic sources to make study in English more efficient; Learned to evaluate information and information sources; Used research skills and resources to help evaluate, reflect upon and manage own learning; Learned how to develop critical and analytical thinking skills.

Module Structure

Activity Total Hours
Lectures (FT) 60.00
Tutorials (FT) 10.00
Independent Learning (FT) 100.00
Assessment (FT) 30.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 n/a 25.00 35% Reading:ACCA JournalIn-class reading test
Course Work 01 n/a 25.00 35% Writing:Written coursework one (1300 word)Integrated reading and writing (600 words)
Exam (Dept) 01 n/a 25.00 35% Listening Exam
Course Work 03 n/a 25.00 35% Speaking:PresentationSeminar