ENGLISH FOR ACADEMIC PURPOSES (INCLUDING RESEARCH METHODS)

SHE Level 1
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3Q324320
Module Leader n/a
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 Diploma and Graduate Diploma level. English Language pre?requisition for these programmes are IELTS equivalent 5.5. 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. This will include approximately 72 class contact hours and 128 independent study hours.

Syllabus

1. Reading development: Skimming/Scanning/Gist/Detail 2. Language development in Academic Writing 3. Listening development: Lectures and Note?taking 4. Seminar Skills 5. Process Writing ? 1st draft ? Report Writing ? peer correction 6. Individual Presentations ? Subject Specific 7. Process Writing ? 2nd draft ? Report Writing ? correction code 8. Reading and research Skills (to coincide with final draft report of process writing deadline (1000 words plus)

Learning Outcomes

Academic writing developmentBy 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. scientific report writing Complete a piece of reasonably complex coursework (e.g. report) 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 developmentBy 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 developmentBy 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 developmentBy 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 organisation 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.

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. Self?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 and adjusting the level of scaffolding appropriately. Exam practice is built into the curriculum preparing students for the Timed Writing, Reading and Listening 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

English Language Coursebooks aimed at students that are at a minimum of equivalent 5.5 such as: Mark Ibbotson: English for Engineers (Cambridge 2008) Jordan: Academic Writing Course (1999) Bailey: Handbook for International Student (2011) Bell: Contemporary Topics 3 (2009) Bell: Passport to Academic Presentations (2009) Williams: Presentations in English (2008) Chazal E & McCarter S: Oxford EAP (upper-Int)(Oxford 2012) Hewings M (Cambridge Academic English)(Cambridge 2012) Clandfield L & McKinnon M:Skillful Listening and Speaking (MacMillan 2014) Jordan R R: Academic Writing Course ( Longman 2008) Phillips T:English for Mechanical Engineering ( Garnet 2010) All above are available as class sets. All are available for borrowing.

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
Assessment (FT) 3.00
Independent Learning (FT) 6.00
Lectures (FT) 9.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Dept) 01 n/a 20.00 40% Integrated Reading and Writing
Coursework 2 n/a 20.00 40% Listening and note taking
Coursework 3 n/a 10.00 40% Individual oral presentation
Coursework 4 n/a 10.00 40% Oral Skills Portfolio (seminar)
Coursework 1 n/a 30.00 40% Portfolio of written work (process writing) and timed writing
Exam (Dept) 02 n/a 10.00 40% Reading