IL1PIALS4N: Integrated Academic Language Skills 4

Module code: IL1PIALS4N

Module provider: International Study and Language Institute

Credits: 0

Level: 4

When you'll be taught: Summer (vacation) semester

Module convenor: Ms Jennifer Sizer, email: j.sizer@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s): IN THE SAME YEAR AS TAKING THIS MODULE YOU MUST TAKE IL1PAPGPN OR TAKE IL1PAPGUN (Compulsory)

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: No

Last updated: 2 December 2024

Overview

Module aims and purpose

This module is a component of the Pre-sessional English programme (PSE) which is designed to support students who either do not meet the English language requirements for their chosen degree programme or who wish to gain a better understanding of the academic language and literacy practices for university study. Students will study general academic topics aligned with the research themes of the university to help them develop their language competence in all four skills: reading, writing, speaking and listening. It will include some focus on exam practice activities in preparation for the Test of English for Educational Purposes (TEEP) which assesses the writing, reading, speaking and listening skills needed for successful university study. TEEP also includes an assessment of students’ grammar and vocabulary ( language knowledge). 

Module learning outcomes

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

1. Write clear, detailed exam-style academic essay texts under timed conditions, synthesising and evaluating information and arguments from different listening and reading texts
2. Listen to and understand the key points from academic lectures, taking effective and selective notes to meet the required purpose
3. Read academic texts purposefully to identify main ideas, key points and particular details
4. Explain and develop ideas on an issue through effective participation in an organised conversation about a given topic
5. Draw on a wide range of grammatical structures and vocabulary to express complex ideas with reasonable fluency and accuracy

Module content

The content of this module will be organised via five consecutive accessible academic topics based on °ÄÃÅÁùºÏ²Ê¿ª½±¼Ç¼ research themes. 

Written and spoken texts on each theme will be used to practice: 

• academic reading and reading-into-writing skills 
• academic listening and listening-into-writing skills 
• skills for integrating sources, including paraphrasing, summarising and synthesising 
• timed writing skills 
• oral communication skills for seminar discussions  

The module will also focus on developing key academic skills such as: 

• Using peer and tutor feedback to identify areas for improvement 
• Exercising autonomy and initiative in time management for tasks 
• Reflecting on the skills and language needed to continue developing 
• Becoming a confident user of the university’s VLE (Blackboard), submission and assessment tools e.g., Feedback Studio, and other learning technologies (e.g., Microsoft 365) 

Structure

Teaching and learning methods

The module will take a task-based, contextualised approach which integrates practice and development of receptive (listening, reading) and productive (speaking, writing) academic English communication skills around general academic topics. 

The module will adopt an overall ‘genre’ approach, taking the social purpose of texts as the starting point to analyse the organisation/structure and key language features. 

The module consists of interactive classes, and guided independent study tasks. Guided Independent tasks are completed without a teacher. The tasks include preparation for the next class or a review of material taught.  

Study hours

At least 42 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

The pass mark for successfully completing the Pre-sessional English programme depend on students’ English language entry requirement for their intended degree programme.

There are two categories of pass marks:

1. A standard pass mark for students with an English language offer of 6.5 overall (6.0 subskill) or below. These students must achieve a minimum of the expected English language level of an overall 6.0 [55%] at the end of the PSE, and no less than 5.5 [45%] in any one sub skill [Listening, Speaking, Reading, and Writing].
2. A higher pass mark for students with an English language offer of 7.0 overall (6.0 subskill) or above. These students must achieve a minimum of the expected English language level of an overall 6.5 [65%] at the end of the PSE and no less than 6.0 [55%] in any one sub skill [Listening, Speaking, Reading, and Writing] 

Only two pass marks are therefore set for the programme, differentiated by two categories of English language requirements.

Students meet the pass mark by successfully completing summative coursework from the modules IL1PAPGPN/ IL1PAPGUN and the Test of English for Educational Purposes (TEEP which is the summative assessment for the module IL1PIALS4N.

Students who do not pass at first attempt are offered reassessment through the in-class test (TEEP) only.

Summative assessment

Penalties for late submission of summative assessment

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

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Students will regularly receive group feedback on speaking tasks in class and individual feedback on the two timed writing submissions. 

Reassessment

Additional costs