Educational guide

IDENTIFYING DATA

2023_24

Subject

ENGLISH LANGUAGE VII

Code

00413034

Study programme

0413 - GRADO EN FILOLOGÍA MODERNA, INGLÉS

Descriptors

Credit.

Type

Year

Period

Compulsory

Fourth

First

Language

Prerequisites

Department

FILOLOGIA MODERNA

Coordinador

MORENO FERNÁNDEZ , ANA ISABEL

E-mail

aimorf@unileon.es
ebanf@unileon.es

Lecturers

BANDÍN FUERTES , ELENA

MORENO FERNÁNDEZ , ANA ISABEL

Web

http://

General description

Lengua Inglesa VII helps students acquire theoretical knowledge about academic text structures, features and principles while developing language skills for academic purposes in higher education, particularly in oral interaction/ expression and writing. It helps students improve their listening and oral communication skills to a C1 level and their reading comprehension and writing skills to a C2 level, according to the CEFR (see section V). Students reflect on and explore text structure and how academic principles affect language use in various types of academic texts. These skills and knowledge are practiced through interactive and engaging activities such as group work, workshops, presentations, debates, participatory talks, note-taking, critical thinking, planning, writing, and peer/self-editing. The improved knowledge, critical thinking, and language production skills gained from this course will be useful not only in their academic studies, including the final year research project report, but also in their future careers.

Tribunales de Revisión

Tribunal titular
Cargo	Departamento	Profesor
Presidente	FILOLOGIA MODERNA	CHAMOSA GONZALEZ , JOSE LUIS
Secretario	FILOLOGIA MODERNA	MARTIN JUNQUERA , IMELDA
Vocal	FILOLOGIA MODERNA	PEREZ DIEZ , MARIA DEL CARMEN

Tribunal suplente
Cargo	Departamento	Profesor
Presidente	FILOLOGIA MODERNA	GUZMAN GONZALEZ , TRINIDAD
Secretario	FILOLOGIA MODERNA	O,DOWD , ROBERT ALEXANDER
Vocal	FILOLOGIA MODERNA	LABRADOR DE LA CRUZ , MARIA BELEN

Competencias

Code
A2064
A2067
A2073
A2075
A2076
A2077
B206
B208
B212
B216
B221
B222
C3	CMECES3 That students have the ability to gather and interpret relevant data (normally within their area of study) to make judgments that include reflection on relevant issues of a social, scientific or ethical nature.
C4	CMECES4 That students can transmit information, ideas, problems and solutions to both a specialised and non-specialised audience
C5	CMECES5 That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy

Learning aims

	Competences
1. To develop the ability to comprehend, analyze and create texts of various types, registers, and modes in English at the levels described below. 2. To enhance the skill to evaluate the accuracy and effectiveness of English texts and provide alternative formulations at the levels described below. 3. To cultivate the capability to critically comprehend, process, and communicate scientific knowledge in English at the levels described below.	A2064 A2067 A2073 A2075 A2076 A2077	B206 B208 B212 B216 B221 B222	C3 C4 C5

Contents

Topic	Sub-topic
1. Introduction to the course and to EAP	a. The participants and the teaching guide b. What is EAP? c. Underlying academic communication considerations
2. The structure and flow of academic texts	a. The generic structure of research article abstracts and advanced essays b. The discourse structure and coherence mechanisms in book reviews, literature review sections and advanced essays
3. Key steps in the process of academic writing	a. Selecting relevant content i. Research skills and critical thinking ii. Difficulties reading source texts b. Composing your text i. Moving from your notes to your first draft ii. Integrating the material in your own writing 1. Paraphrasing, summarizing or quoting 2. Showing your point of view iii. Connecting paragraphs c. Citing and referencing
4. The key principles for academic writing	a. Authority b. Integrity c. Formality, efficiency, modesty, and clarity d. Accuracy
5. Academic comprehension skills: reading and listening	a. To take notes from research papers, lectures, and talks b. To summarize manuals, book chapters, and lectures c. To review research papers and recommend a book chapters d. To debate using information from research papers, lectures, and talks
6. Academic speaking and interacting	a. In group discussions b. To give a seminar presentation c. To ask and answer questions and make comments during a seminar d. To debate
7. Academic writing	a. To summarize and review research papers for a literature review section b. To recommend a manual chapter c. To answer exam questions
8. Editing academic writing	a. Editing your draft at various levels of text construction b. Using ICT resources to assist your editing

Planning

Methodologies :: Tests
	Class hours	Hours outside the classroom	Total hours
Problem solving, classroom exercises	16	13	29

Seminars	10	9	19
Presentations / expositions	1	5	6
Debates	2	4	6
Assignments	2	25	27
Practicals using information and communication technologies (ICTs) in computer rooms	1	2	3
Tutorship of group	8	0	8

Lecture	13	13	26

Practical tests	3	3	6
Mixed tests	4	16	20

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies

Methodologies ::

	Description
Problem solving, classroom exercises	During these sessions, students will work on text analytical tasks and practical exercises related to the course content.
Seminars	In these sessions, students in the audience will ask questions to the presenters and participate in activities and discussions related to the course material.
Presentations / expositions	In these sessions, a group of students will present a set topic to the rest of the class and lead activities related to the topic, following the lecturer's guidelines.
Debates	In these sessions, students will present their opinions on a proposed topic following the lecturer’s guidelines. This will be followed by a debate in small groups to discuss the issues raised.
Assignments	In these sessions, students will write and submit two written assignments: a summary and review of a book chapter for the university community and a summary and review of a research paper to be integrated into a Literature Review thematic unit.
Practicals using information and communication technologies (ICTs) in computer rooms	In these sessions, students will learn how to use ICTs to consult language resources and edit their academic work more efficiently.
Tutorship of group	In these sessions, students will receive guidance and feedback on their written assignments and oral presentations. All students will attend the same session, and individual attention will be provided outside class hours.
Lecture	In these sessions, the lecturer will cover the main course content using participatory lectures, where students will be encouraged to ask questions and participate in discussions.

Personalized attention

Presentations / expositions

Assignments

Practical tests

Description

If any student needs help or personalized attention, they can visit Office 331 on the second floor of the Faculty of Arts and Humanities during the announced hours. Alternatively, an email can be sent to ana.moreno@unileon.es. For longer consultations, a videoconference can be scheduled during the announced hours by appointment.

Assessment

	Description	Qualification
Debates	The assessment will be based on the degree of preparation, ability to argue a position in a formal debate, and the ability to relate to other participants' ideas by actively listening, respecting others' turns, seeking empathy, and making constructive contributions. The student will be evaluated on their application of the basic academic speaking and interacting principles taught in the course..	10%
Presentations / expositions	The assessment will be based on the student's ability to give one seminar presentation, including their knowledge and understanding of the course content, ability to critically select content, synthesize, work in groups, organize, plan, and use visual aids. The student will be evaluated on their application of the basic academic speaking principles taught in the course.	10%
Seminars	The assessment will be based on the student's ability to ask questions (1%), as well as their preparation and engagement in the activities and discussions related to the course material (1%)	2%
Assignments	The assessment will be based on the student's ability to write the recommendation of a manual chapter and the review of a research paper, demonstrating their understanding of the source text and applying summary and critical thinking skills. The student will be evaluated on their application of the basic academic writing principles taught in the course.	20%
Mixed tests	The assessment will be based on three areas: use of academic English and knowledge of the course content expressed in an academic manner (30%), reading comprehension and analysis (10%), and listening comprehension and summary writing (10%). Final tests as a whole will account for 50% of the grade.	50%
Practical tests	The assessment will be based on the student's continuous assessment text analyses.	8%
Others	Participation in class will be taken into account.

Other comments and second call
PASSING THE COURSE To pass this course, you must obtain at least a 5/10 mark in each of the language skills/components/course assignments. If you fail the course, the ACTAS will show the result of the part with the lowest mark. You can only keep the mark of the skills/components/assignments passed until the second call for exams. To pass the course in the first call for exams, you must complete all the continuous assessment activities and hand in all the course assignments by the set deadlines. Failure to do so will result in a zero mark. SPECIAL CASES If a student is unable to attend classes regularly for a justified reason (e.g. repeating the course or working), they should contact the course instructor at the beginning of the semester and inform them of their situation. This will give them the opportunity to make up for missed oral expression continuous assessment activities in the first exam period if they provide an official certificate of their situation at the beginning of the first final exam. To make up for missed speaking activities, the student will have to give a seminar presentation and participate in a debate on the same day as the final exams in the first period. The topics and deadlines for all assignments will be communicated in due time through Moodle. If a student needs to take a final exam from a previous course on the same date as an English Language VII final exam, they may request an alternative date as long as they notify the instructor before December and provide a certificate of having taken the other exam after doing so. Requests for changes to final exam dates will not be granted if made after November. SECOND CALL FOR EXAMS The second call for exams will only include the practical and final tests failed in the first call. The failed written and/or oral assignments can be revised (for which a maximum mark of 7/10 can be obtained) or completely new written and oral assignments can be completed. The topic for the new assignments will be announced during the last final tests to be able to obtain a 10/10 mark. ASSESSMENT CRITERIA A. Knowledge and understanding of the content and skills taught at the expected level. B. Ability to communicate relevant ideas clearly, logically, and coherently in English for academic purposes. C. Ability to communicate ideas accurately, effectively, and fluently in English for academic purposes. D. Ability to communicate ideas appropriately in terms of formality for each communicative situation. PLAGIARISM OR FRAUD The possession and use of mobile and/or electronic devices during written and oral exams is strictly prohibited. The mere possession of such devices as well as notes, books, folders or any unauthorized materials during evaluation tests will result in the immediate withdrawal of the exam, expulsion from it and a failing grade. The incident will be communicated to the Academic Authority of the Center so that the actions provided for in the Guidelines for Action in Cases of Plagiarism, Copying or Fraud in Exams or Evaluation Tests, approved by the Permanent Commission of the Governing Council on January 29, 2015, can be carried out. (ULE regulations). Plagiarism is a serious offence that is strictly prohibited in this course. Students are not allowed to use any ideas or work from previous assignments or presentations without properly citing and reworking them. If any form of plagiarism or fraud is detected, the student will receive a failing grade for the course and the case will be reported to the appropriate academic authority for further action. It is essential that all work submitted is original and appropriately referenced to avoid any accusations of plagiarism.

Sources of information

Access to Recommended Bibliography in the Catalog ULE

Basic
	Set Textbooks 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. Set Reading Assignments Lautamatti, L. 1987. Observations on the Development of the Topic of Simplified Discourse. In U. Connor, & R. B. Kaplan (Eds.), Writing across languages: Analysis of L2 text (pp. 87-114). Reading, MA: Addison Wesley. Sinclair, J. M. 1993. Written discourse structure. In J.M. Sinclair, M. Hoey, & G. Fox (Eds.), Techniques of description: spoken and written discourse, a Festschrift for Malcolm Coulthard (pp. 6-31). London: Routledge. Swales, J.M. and Feak, C.B. 2012. An approach to academic writing, in Swales and Feak (2012). Academic Writing for Graduate Students. Essential Tasks and Skills. Third Edition (pp. 1-54). Ann Arbor: The University of Michigan Press. Swales, J. M. and Feak, C.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. Recommended reading Moreno, A.I. 2003. The role of cohesive devices as textual constraints on relevance: A discourse-as-process view. [Monograph: Discourse Analysis Today] International Journal of English Studies, 3 (1), 111-165. Simpson, J. M. 2000. Topical structure analysis of academic paragraphs in English and Spanish. Journal of Second Language Writing 9 (3), 293-309. Recommeded Software Anthony. Laurence. 2019. AntConc (Version 3.5.8.) [Computer Software]. Tokyo, Japan: Waseda University. Available from https://www.laurenceanthony.net/software/ Anthony, Laurence. 2017. AntFileConverter (Version 1.2.1) [Computer Software]. Tokyo, Japan: Waseda University. Available from https://www.laurenceanthony.net/software/ Antconc Tutorials For basic features of concordance tool: https://www.youtube.com/watch?v=uAYCA8dYbr4 For advanced concordance tools: https://www.youtube.com/watch?v=pUN-flv-Cmw Other Online Concordancers http://www.lextutor.ca/concordancers/ Academic Publication Manual American Psychological Association. (2019). Publication Manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
Complementary	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
	Academic Writing and Presentation Bitchener, John. 2010. Writing an Applied Linguistics Thesis or Dissertation. A Guide to Presenting Empirical Research. London: Palgrave MacMillan. Burton, Graham. 2013. Presenting. Deliver Presentations with Confidence. Academic Skills Series. London: HarperCollins Publishers. Carlock, Janine; Eberhardt, Maeve; Horst, Jaime; and Kolenich, Pete. 2017. The International Student's Guide to Writing a Research Paper. Ann Arbor, MI: University of Michigan Press. Charles, Maggie. 2016. Writing in your Field with Corpora. Problem-Solving with Hands-On Concordancing. Course material. Oxford: The University of Oxford. Fabb, Nigel and Durant, Alan. 1993. How to write essays, dissertations and theses in Literary Studies. Harlow, UK: Longman. Gillett, Andy; Angela Hammond and Martala, Mary. 2009. Inside Track to Successful Academic Writing. Harlow, UK: Pearson Education. Hyland, Ken. 2008. The British Academic Written English (BAWE) corpus. Journal of English for Academic Purposes, 7, 294. 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 and Wedge, Roberta. 2013. Oxford Grammar for EAP. English grammar and practice for Academic Purposes. Oxford: Oxford University Press. Strunk, William., Jr., and White, Elwyn Brooks. 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) (2006). Reading, UK. Garnet Ltd. Swales, John and Feak, Christine B. 2009. Abstracts and the Writing of Abstracts. The Michigan Series in English for Academic & Professional Purposes. Ann Arbor: The University of Michigan Press. Swales, John and Feak, Christine B. 2009. Telling a Research Story: Writing a Literature Review. Ann Arbor: The University of Michigan Press. Swales, John and Feak, Christine B. 2011. Aspects of Article Introductions. Ann Arbor: The University of Michigan Press. Williams, Anneli. 2013. Research. Improve your Reading and referencing skills. Academic Skills Series. London: HarperCollins Publishers. Pronunciation Gómez González, M.Á. and M.T. Sánchez Roura. 2016. English Pronunciation for Speakers of Spanish. From Theory to Practice (EPSS). Boston/Berlin/Beijing: Mouton de Gruyter. Gómez González, M.Á., M.T. Sánchez Roura, M. Torrado Cespón, A. Rollings and M.D. Gómez Penas. EPSS Multimedia Lab (http://www.usc.es/multimlab/) 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 http://owl.english.purdue.edu/owl/section/1/2/ Rice University Online Writing Lab http://riceowl.rice.edu/ The University of Hong Kong. Centre for Applied English Studies http://caes.hku.hk/home/learning-resources/ University of Richmond Writing Center http://writing2.richmond.edu/writing/wweb.html University of Toronto. Academic Writing http://www.writing.utoronto.ca/advice Links for Students to Find their Own Online Partners: http://www.italki.com/ http://es.babbel.com/go/friendsabroad https://www.conversify.com/en/ http://www.lingofriends.com/index.php Dictionaries 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 http://www.merriam-webster.com/ Merriam-Webster's Advanced Learner's English Dictionary http://www.merriam-webster.com/cgi-bin/book.pl?learners.htm&1 Merriam-Webster's English Learner's Online Dictionary http://www.learnersdictionary.com/ 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

Recommendations

Subjects that it is recommended to have taken before

ENGLISH LANGUAGE I / 00413003

ENGLISH LANGUAGE II / 00413007

ENGLISH LANGUAGE III / 00413012

ENGLISH LANGUAGE IV / 00413017

ENGLISH LANGUAGE V / 00413023

ENGLISH LANGUAGE VI / 00413027


Other comments
Regular attendance is required to facilitate the development of students’ English language skills. It is recommended that students have basic computer skills, including the use of word processing software and the Internet, to complete assignments and participate in class activities.