|Subject||ENGLISH LANGUAGE VII||Code||00413034|
|General description||Lengua Inglesa VII trains students in listening comprehension and oral interaction/ expression at a C1 level, and in reading comprehension and writing at a C2 level, according to the CEFR (The Common European Framework of Reference for Languages) (see section V). The course helps students to develop all language skills for academic purposes in higher education settings. It mainly focusses producing written genres, such as notes, summaries for various academic purposes and extended academic essays. It also trains students in understanding lectures and written academic texts, such as monograhps, encyclopedias, and research article abstracts; as well as in producing spoken academic genres, such as seminar presentations and papers, and in participating in academic interactions, such as seminars and debates. Additionally, it introduces students into the use of basic referencing skills aimed at writing an extended academic essay. Finally, it fosters students’ critical thinking and team work, and trains them in the use of computer tools to support their writing and editing of academic texts.|
|Tribunales de Revisión||
|1. The student understands, analyses and produces texts of various types, registers, and modes in English (at the levels described below). 2. The student is able to assess the accuracy and stylistic efficiency of a text in English and to offer alternative formulations (at the levels described below). 3. The student understands, processes in a critical manner and disseminates scientific knowledge in English (at the levels described below.)||A2064
|ENGLISH FOR ACADEMIC PURPOSES||1. Audience, purpose, mode, organisation, style, flow and presentation at university.
2. Reading and summary writing for various academic purposes. Synthesising, paraphrasing, and quoting. Plagiarism.
3. Expressing meaning in academic contexts. Text structures. Language resources.
4. Understanding academic lectures. Taking notes.
5. Giving academic seminar presentations and papers. Speaking from notes.
6. Participating in academic seminars and debates. Asking questions. Interacting.
7. Basic academic research skills. Using the Internet efficiently.
8. Writing academic essays. Developing a focus. Incorporating data and illustrations.
9. Planning, drafting, editing, reviewing and assessing.
10. Using TICs to support academic writing and editing.
|Methodologies :: Tests|
|Class hours||Hours outside the classroom||Total hours|
|Problem solving, classroom exercises||22||10||32|
|Practicals using information and communication technologies (ICTs) in computer rooms||5||0||5|
|Presentations / expositions||2||10||12|
|(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.|
|Problem solving, classroom exercises||In these sessions, students will do problem-solving tasks with the aim of practising or learning the content taught in the lectures.|
|Practicals using information and communication technologies (ICTs) in computer rooms||To supplement the theoretical and practical sessions, in these sessions students will carry out hands-on tasks in the computer room to familiarise themselves with the use of ICTs in supporting academic writing and editing so that they can use them autonomously in future work.|
|Debates||In these sessions, students will present their papers to the rest of the class, following the lecturer’s guidelines. The presentations will be followed by a debate around the topic of the paper.|
|Presentations / expositions||In these sessions, students will present assigned topics following the lecturer’s guidelines. The presentations will be followed by questions from the class, and tasks to be done and discussed in relation to the seminar topic.|
|Personal tuition||In these scheduled sessions, student will be able to clarify any course-related doubts, especially about their assignments. Given the general interest of the topics dealt with, all students will attend them simultaneously, though they will receive a more personal attention.|
|Lecture||These sessions will develop the main content blocks through the participatory lecture, where the lecturer will not only introduce the corresponding content, but will also pose a number of questions aimed at fostering students’ participation.|
|Mixed tests||Final tests (4P) (60%)
Listening comprehension (1P)
Use of English (1P)
Reading comprehension and writing (2P)
|Others||Continous assessment (40%)
A summary of a book chapter
Seminar presentation and questions
Paper presentation and participation in debate
|Other comments and second call|
To pass this course, it is necessary to obtain a 5/10 mark in each of the language skills/components/course assignments. In case the final mark is a fail, the ACTAS will show the result of the part with the lowest mark. It will only be possible to keep the mark of the skills/components/assignments passed until the second call for exams. Additionally, to pass the course in the first call for exams, it is compulsory to do all the continuous assessment activities, as well as hand in all the course assignments by the set deadlines. Otherwise, students will get a zero mark.
Those students who are unable to attend lessons regularly for a justified reason (e.g. repeating the course or work) might be considered ‘special cases’. In such cases, they should contact the lecturer in charge of the course at the beginning of the semester (in the first two weeks) and show her the corresponding certificate of their situation. This will give them the possibility of being assessed by means of a final exam. This will include the written and oral presentation of the set assignments, whose topic will need to be agreed upon at the first meeting with the lecturer, as well as sitting the final tests.
SECOND CALL FOR EXAMS
The second call for exams will include the written and/or oral presentation of new set assignments, whose topic will be announced soon after the first call for final exams, and a similar type of final tests. Students will only need to do the parts failed on the first call.
A. Level of knowledge and understanding of the content/skills taught.
B. Ability to communicate relevant ideas in a clear, logical and orderly manner in English for academic purposes.
C. Ability to communicate ideas accurately, efficiently and fluently in English for academic purposes.
D. Ability to communicate ideas in the level of formality required by each communicative situation.
PLAGIARISM OR FRAUD
'Queda terminantemente prohibida la tenencia y el usode dispositivos móviles y/o electrónicos durante la celebración de las pruebas escritas y orales. La simple tenencia de dichos dispositivos así como deapuntes, libros, carpetas o materiales diversos no autorizados durante las pruebas de evaluación, supondrá la retirada inmediata del examen, su expulsióndel mismo y su calificación como suspenso, comunicándose la incidencia a la Autoridad Académica del Centro para que realice las actuaciones previstas en las Pautas de Actuación en los Supuestos de Plagio, Copia o Fraude en Exámeneso Pruebas de Evaluación, aprobadas por la Comisión Permanente del Consejo de Gobierno de 29 de enero de 2015.' (Normativa ULE)
It is also forbidden to use ideas from previous works in the students' assignments or presentations without reworking them or/and citing them appropriately. If plagiarism is detected, the student will immediately fail the course and the case will be notified to the corresponding academic authority so that the approved measures may be taken.
|Sources of information|
|Access to Recommended Bibliography in the Catalog ULE|
Van Geyte, Els. 2013. Writing. Learn to Write Better Academic Essays. Academic Skills Series. London: HarperCollins Publishers.
Manning, Anthony. 2008. Language and Linguistics in Higher Education Studies. Coursebook. Reading, UK: Garnet Publishing Ltd.
Compulsory reading assignments:
Burton, Graham. 2013. Presenting. Deliver Presentations with Confidence. Academic Skills Series. London: HarperCollins Publishers.
Cook, Guy. 2003. Applied Linguistics. Oxford University Press.
Swales, John and Feak, Christine B. 2012. Writing Summaries, in Swales and Feak (2012). Academic Writing for Graduate Students. Essential Tasks and Skills. Third Edition (pp. 188-227). Ann Arbor: The University of Michigan Press.
Initial references for assignments:
Davies, Alan. 1999. An Introduction to Applied Linguistics. Edinburgh: Edinburgh University Press.
Cook, G. and Seidlhofer, Barbara (Eds.). 1995. Principles and Practice in Applied Linguistics. Oxford: Oxford University Press.
Brumfit, Christopher. 2001. Individual Freedom in Language Teaching. Oxford: Oxford University Press.
Johnson, Keith and Johnson, Helen. 1998. (Eds.) Encyclopedic Dictionary of Applied Linguistics. London?: Blackwell.
McCarthy, Michael. 2001. Issues in Applied Linguistics. Cambridge: Cambridge University Press.
Languages in the contemporary world
Christal, David. 1997. English as a Global Language. Cambridge: Canto.
Graddol, David. 1997. The Future of English. The British Council.
Phillipson, Robert. 1992. Linguistic Imperialism. Oxford: Oxford University Press.
Jenkins, Jennifer. 2000. The Phonology of English as an International Language. Oxford: Oxford University Press.
English Language Teaching
Bygate, Martin, Skehan, Peter, and Swain Merrill. (Eds.) 2001. Researching Pedagogic Tasks. Harlow: Longman.
Cook, G. 2000. Language Play, Language Learning. Oxford: Oxford University Press.
Howatt, A.P.R. 1984. A History of English Language Teaching. Oxford: Oxford University Press.
Johnson, Keith. 2001. An Introduction to Foreign Language Learning and Teaching. Harlow: Longman.
Skehan, Peter. 1998. A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
Stern, H.H. 1992. Issues and Options in Language Teaching. Oxford: Oxford University Press.Widdowson, Henry G. 2003. Defining Issues in English Language Teaching. Oxford: Oxford University Press.
On the basis of these classical references, students will need to search for more recent works, depending on their choice of topic.
Bitchener, J. 2010. Writing an Applied Linguistics Thesis or Dissertation. A Guide to Presenting Empirical Research. London: Palgrave MacMillan.
Fabb, Nigel and Durant, Alan. 1993. How to write essays, dissertations and theses in Literary Studies.
Gillett, Andy; Angela Hammond & Mary Martala. 2009. Inside Track to Successful Academic Writing. Harlow, UK: Pearson Education.
McMahon, Patrick. 2013. Group Work. Work together for Academic Success. Academic Skills Series. London: HarperCollins Publishers
McCormack, Joan and Slaght, John. 2012. Extended Writing & Research Skills. Coursebook. Reading: Garnet Publishing Ltd. New Edition.
McCormack, Joan and Watkins, Sebastian. 2012. English for Academic Study: Speaking. Coursebook. Reading: Garnet Publishing Ltd. New Edition.
Paterson, Ken & Roberta Wedge. 2013. Oxford Grammar for EAP. English grammar and practice for Academic Purposes. Oxford: Oxford University Press.
Publication Manual of the American Psychological Association (6 th ed.). 2009. Washington, DC: American Psychological Association. (REF DESK BF76.7.P83 2009)
Strunk, W., Jr., and White, E.B. 2000. The Elements of Style. Boston: Houghton Mifflin Company. (Última edición). ISBN: 978-1-945644-01-6
Transferable Academic Skills Kit (TASK): University Foundation Study: Boxed Set (12 Modules) (New Edition). Reading, UK. Garnet Ltd.
Williams, Anneli. 2013. Research. Improve your Reading and referencing skills. Academic Skills Series. London: HarperCollins Publishers.
HUDDLESTON, R. & G. PULLUM , The Cambridge Grammar of the English Language , Cambridge University Press, 2002
QUIRK, R., GREENBAUM, S., LEECH, G., & SVARTVIK, J. , A Comprehensive Grammar of the English Language, Longman, 1985
BIBER, D., JOHANSSON, S., LEECH, G., CONRAD, S. & FINEGAN, E. , Longman Grammar of Spoken and Written English., Pearson Education, 1999
PATERSON, KEN & ROBERTA WEDGE, Oxford Gramamr for EAP. English grammar and practice for Academic Purposes., Oxford university Press, 2013
WARDHAUGH, R, Understanding English Grammar: A Linguistic Approach. , Blackwell., 2004
Cambridge Advanced Learner's Dictionary (3rd Edition) Paperback with CD-ROM. 2008. Cambridge University Press.
Cambridge Advanced Learner's Dictionary Online. http://dictionary.cambridge.org/
Longman Dictionary of Contemporary English (5th Edition) with DVD-ROM. 2009. Longman. Lengua Inglesa VI 12
Longman Dictionary of Contemporary English Online. http://www.ldoceonline.com/
Macmillan English Dictionary for Advanced Learners (2nd Edition) CD-ROM. 2007. Macmillan.
Macmillan Dictionary Online. http://www.macmillandictionaries.com/home.htm
Merriam-Webster's Collegiate Dictionary, 11th Edition
Merriam-Webster’s Unabridged Dictionary. Electronic editions for handheld devices http://www.merriam-webster.com/shop/index.htm
Merriam-Webster’s Dictionary and Thesaurus Online
Merriam-Webster's Advanced Learner's English Dictionary
Merriam-Webster's English Learner's Online Dictionary
Oxford Advanced Learner's Dictionary (7th Edition) with CD-ROM and Vocabulary Trainer. 2007. Oxford University Press.
Oxford Advanced Learner's Dictionary Online. http://www.oup.com/elt/catalogue/teachersites/oald7/?cc=global
Selected Academic English Online Resources:
The Australian National University. Academic Skills and Learning https://academicskills.anu.edu.au/sites/default/files/handout_pdfs/Writing%20an%20essay%20in%2012%20steps%20%5Bnew%5D.pdf
Purdue Online Writing Lab
Rice University Online Writing Lab
The University of Hong Kong. Centre for Applied English Studies
University of Richmond Writing Center
University of Toronto. Academic Writing
http://www.writing.utoronto.ca/advice Lengua Inglesa VI 13
Using English for Academic Purposes. A Guide for Students in Higher Education
Selected tools for academic writers
The Chicago Manual of Style Online
Selected General English Learning Online Resources:
BBC Learning English Listening Downloads:
CNN Story Archives with Activities:
ESL Cyber Listening Lab:
Online Listening and Viewing Resources for Learners :
Selected Online Tools for Publishing Online:
Blogger (for creating blogs):
Podomatic (for creating podcasts):
Wikispaces (for making wikis)
Links for Students to find their own online partners:
|Subjects that it is recommended to have taken before|
|Students should be computer literate in the use of basic information processing technologies (word processor and Internet).|