IF0IEJ-International English

Module Provider: International Study and Language Institute
Number of credits: 40 [20 ECTS credits]
Level:F
Terms in which taught: Spring / Summer term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded: IF0IE1 International English A
Current from: 2022/3

Module Convenor: Mrs Leslie Lust
Email: l.lust@reading.ac.uk

Type of module:

Summary module description:

The module will provide the necessary basis in English for study at undergraduate degree level. The focus of the module is on developing and applying skills in English for academic purposes over a 22 week period. This module aims to develop the language skills of students who have already achieved an overall IELTS score of 5.5 overall Ìýor equivalent in Academic English. Delivery of the module isÌýoffered face-to-face andÌýonline.Ìý

Aims:

• to develop students’ competence and skills in the use of English for Academic Purposes from a basis where their command of academic English shows weaknesses;


• to provide the necessary foundation to enable students to cope with the linguistic demands of the International Foundation Programme and to qualify for an undergraduate programme;


• to introduce students to the theme of relationships between nations, society, corporations and the environment; using academic sources students will build up a body of knowledge on the issues associated with this topic in order to write a discursive essay and participate in an academic seminar;Ìý


• to develop students' confidence in understanding and using English in academic situations

Assessable learning outcomes:
By the end of the module, it is expected that students will be able to:

£ present ideas, arguments and information with clarity and reasonable accuracy both orally and in written form using appropriate academic register and conventions.

£ identify key information in reading and listening texts; comprehend texts at sentence, paragraph and text level; critically engage with academic reading and listening material.

Additional outcomes:

By the end of the module, it is expected that students should be able to:

• Successfully engage with the University online teaching and learning platform, Blackboard, becoming familiar with its features for accessing learning resources, online synchronous and asynchronous teaching, live group work, assessment delivery and submission and performance monitoring.


• make effective use of a variety of scholarly resources.


• evaluate their own progress and manage their time effectively as they move to more independent study.


• actively reflect on their own learning processes so as to independently develop appropriate strategies and relevant skills;


• demonstrate an understanding, through reading authentic texts, listening to lectures and through discussion and debate, on the topic of relationships between nations, society, corporations and the environment in the modern world.

Outline content:

In Term 1 (Spring Term), the focus is on the basics with a carefully scaffolded approach to academic writing at paragraph level. In term 2 (Summer term), students continue to develop their language skills through researching and writing a prescribed essay. The essay topic is discursive in nature and helps students to organise their thinking and writing in an analytical way removing the scaffolding entirely. In term 3, students engage in a seminar activity which reinforces their confidence inlistening and speaking in academic situations.Ìý

The module focuses on the development of the following skills in the use of English for Academic Purposes.

• Listening skills: note-taking; listening for key words; listening for detail; identifying main and supporting points;


• Reading skills: reading for specific academic purposes; comprehension at sentence and paragraph level; text analysis; identifying the writer's standpoint; skimming, scanning; understanding main ideas and coping with new vocabulary;


• Writing skills: planning and drafting; paragraph structure; essay structure; writing introductions and conclusions; editing, supporting arguments with reference to reading material; paraphrasing to avoid plagiarism; summarising; comparing and contrasting; cause and effect; describing processes and describing graphs and tables;


• Speaking skills: participating in discussions and debate: expressing opinion and defending arguments;


• In addition, students actively develop their own academic vocabulary base.

Global context:

The module explores global issues pertaining to relationships between nations, society, corporations and the environment in the modern world.Ìý Students from diverse international backgrounds are encouraged to critically reflect on and expand their global knowledge base both in the classroom and without.

Brief description of teaching and learning methods:

A blended learning approach is used for teaching the module, with content elements provided through guided independent study online (screencasts, worksheets and consolidation quizzes),Ìýwhile seminars and tutorials are conducted face to face in interactive classroom settings.ÌýÌýÌý

A scaffolded approach is used to guide students progressively toward stronger understanding and, ultimately, greater independence in the learning process.

The module is available online for students on the IFP D-L programme FFIFP Jan DL).Ìý ItÌýis taughtÌýthroughÌýpre-recordedÌýlectures andÌýlive onlineÌýseminarsÌýinÌýBlackboard CollaborateÌýor MS Teams using communicative methodologies whichÌýencourage pair and groupwork.ÌýAsynchronous content will be uploaded in advance of synchronous contact points to allow students to work on the content in a way that suits them, giving students the flexibility to w ork on the material at a time of day that best suits them. A Flipped LearningÌýapproachÌýintroduces studentsÌýto the learning materialÌýin asynchronous sessionsÌýprior toÌýsynchronous sessionsÌýthat seekÌýto deepen understanding through discussion with peers and problem-solving activities facilitated by teachers.Ìý



Feedback and feed-forward is provided through seminars and tutorials to aid in learner development. Students studying the module remotely will receive feedback and feed-forwardÌýthroughÌýlive onlineÌýseminars and tutorials andÌýthrough Blackboard Turnitin.ÌýÌýÌý



Students will also be expected to take responsibility for their own learning by setting goals and making regular use of online resources including those from the °ÄÃÅÁùºÏ²Ê¿ª½±¼Ç¼ library, SACLL (Self Access Centre for Language Learning) and Blackboard (the University Virtual Learning Environment).

±·´Ç³Ù±ð:ÌýSummer Vacation contact hours (June-August) itemised below are included under Summer term in the Contact Hours table.

Summer Vacation	Hours
Lectures	15
Seminars	3
Tutorials	3
Guided Indepe ndent Study	28
Total hours by Term	59

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures		55	103
Seminars		11	11
Tutorials		11	11
Guided independent study:		100	98
Ìý	Ìý	Ìý	Ìý
Total hours by term	0	177	223
Ìý	Ìý	Ìý	Ìý
Total hours for module	400

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	35
Oral assessment and presentation	35
Class test administered by School	30

Summative assessment- Examinations:

No final examination (Coursework only)

Summative assessment- Coursework and in-class tests:

Spring Term:

Week 11: In-Class/online test held in examination conditions at the end of termÌý1 test students' ability to apply the reading into writing skills covered in each term as well as testing listening skills, vocabulary and academic language use.

Summer Term:



Week 6: The summative essay is discursive in nature, explores different perspectivesand is based on guided research using integrated written and aural sources.



Summer Vacation term



Week 4: Speaking/Listening assessment. A group seminar assessment integrating speaking, listening and reading skills is conducted in small groups face to face or online.

Formative assessment methods:

Early in the first term, students write two formative paragraphs and take a formative listening test which is used to analyse their strengths and weaknesses linguistically and in terms of academic practice. A process writing approach is used for written assignments whereby students plan and prepare drafts of their summative essays for feedback and subsequent improvement prior to final submission.

A formative seminar provides feed-forward to prepare students for the summative seminar assignment in the summer term.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:
40% to pass the module academically
55% or 60% depending on intended UG degree programme, to satisfy receiving School linguistic requirements

Reassessment arrangements:

The pass mark for all Part 0 modules is 40%

To qualify academically, an overall module mark of

55% or 60% depending on intended UG degree programme, is required to satisfy linguistic requirements of the undergraduate programme as set by the relevant schoolÌý

Additional Costs (specified where applicable):

1) Required text books:Ìý

1. De Chazal, E. and Rogers, L.ÌýOxford EAP: Intermediate/B1+: Student's Book and DVD-ROM PackÌýOxford University Press;


2. Bailey, S., Academic Writing: A handbook for International Students. (2018) Fifth Edition; Abingdon, Oxon: Routledge

2) Specialist equipment or materials:Ìý

3) Specialist clothing, footwear or headgear:Ìý

4) Printing and binding:Ìý

5) Computers and devices with a particular specification:Ìý

6) Travel, accommodation and subsistence:Ìý

Last updated: 17 October 2022