Module overview
Linked modules
ENGL9011
Aims and Objectives
Learning Outcomes
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- work autonomously, manifested in self-direction, self-discipline and time management
- research effectively, and handle appropriately bibliographic information
- write and think under pressure and meet deadlines
- take accurate and effective notes and summarise material
- become self-reliant, use your own initiative, show your adaptability and flexibility
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- use and present material in the English language in written and oral forms in a clear and effective manner
- communicate, present and interact in a flexible, creative and effective way
- organise and present ideas within the framework of a structured and reasoned argument
- use successfully intercultural competence
- use English language creatively and precisely for a range of purposes and audiences
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- analytical and evaluative thinking and further problem-solving skills
- layers of meaning within texts and other cultural products, in other words, you will know how to ‘read between the lines’
- how to extract and synthesise key information from written and spoken sources
- ways to reflect critically and to make judgements in the light of evidence and argument
- ways to be proficient in the English language and in learning the English language
Syllabus
This stage develops linguistic proficiency by focusing on a wide range of source materials, both written and spoken, relevant to the target language culture(s). These sources will provide a framework for developing your ability to understand and use sophisticated language forms and applications. Authentic print and multimedia material covering a variety of styles, registers and genres will be used and a range of current topics will be covered.
Learning and Teaching
Teaching and learning methods
Teaching methods include: classes and independent learning.
Classes
Although part of any class session is likely to involve direct teaching, the emphasis is on student participation and you will be expected to take part actively in discussion and in tasks such as small group and pair work, and individual or group presentations.
Independent learning
You will be expected to spend time studying outside the class, and we provide guidance, facilities and materials to help you develop your expertise as an independent language learner. As you progress through the stages you will learn to understand, monitor and improve your own learning style; you will also acquire some expertise as a researcher and develop the kind of key skills which are valued by employers. You are encouraged to use the facilities in the university library, which include on-line and computer-based resources, and current newspapers, journals and magazines. For this stage, you will be asked to prepare exercises and activities for the class, to read, watch or listen to material in the target language, consolidate your class work, to write assignments, undertake projects and continue to develop your repertoire of effective language learning strategies.
| Type | Hours |
|---|---|
| Independent Study | 114 |
| Seminar | 36 |
| Total study time | 150 |
Resources & Reading list
General Resources
Resources and reading list. The Library and Learning Commons is continually updating its facilities and materials and you will find many of the recommended learning and reference materials here. You will need a comprehensive dictionary for this module and there will be a large number of resources made available via Blackboard, the University’s Virtual Learning Environment.
Textbooks
Ortony, A. (1993). Metaphor and thought. Cambridge: Cambridge University Press.
Bloor, M. and Bloor, T. (2007). The Practice of Critical Discourse Analysis: an introduction. London: Hodder Education.
Carter, R. and McCarthy, M. (2006). Cambridge Grammar of English: a comprehensive guide, spoken and written English grammar and usage. Cambridge: Cambridge University Press.
Lakoff, G. and Johnson, M. (2003). Metaphors we live by (with a new afterward). Chicago: University of Chicago Press.
Jackson, H. and Ze Amvela, E. (2000). Words, Meaning and Vocabulary. London: Continuum.
Assessment
Assessment strategy
At the beginning of the module, you will receive information about your assessment. This will include:
- what tasks you will be expected to carry out
- clear criteria against which your work will be assessed
- what the provisional date and deadline of each assessment task is.
Note that it is the responsibility of students to ensure that they have read and understood this documentation, to plan their work schedule in advance, and to keep to the deadlines. If you are in any doubt, talk to the module coordinator in good time.
Assessment will cover what you have studied in class and what you are expected to have acquired as an independent learner. The design of the tasks and the criteria by which they are assessed ensure that you will be able to demonstrate all aspects of your learning: language skills, strategies and knowledge related to language learning, and key skills, as well as module specific content. Coursework and end-of-semester assessments will give you formative feedback on your progress, that is, feedback which will help you learn, as well as testing what you have achieved.
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Project | 45% |
| Integrative Multi Skill Assignment | 50% |
| Attendance and engagement | 5% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Resubmit assessments | 100% |
Repeat Information
Repeat type: Internal & External