ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician, English
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: English and German Philology
Areas: English Philology
Center Faculty of Philology
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
(A) General
- To help students study effectively in the University’s English medium learning environment.
- To help students improve and develop their English language proficiency within a framework of academic contexts.
- To improve the students’ confidence and competence in using English in the academic contexts they will encounter in their studies.
(B) Specific
- To reinforce the students’ competence in the four linguistic skills (oral and written production and oral and written
comprehension) within the academic context.
- To understant the content and structure of information delivered both orally and in print form.
- To read efficiently and listen effectively for different purposes.
- To develop specific listening and reading skills.
- To learn how to take notes at a lecture.
- To learn how to do an oral presentation.
- To learn how to write a scientific article.
- To learn how to handle and quote bibliography.
Unit 1. EAP and study skills: Definitions and scope.
1.1. What is English for Academic Purposes (EAP)?
1.2. What are study skills?
Unit 2. Academic reading.
2.1. Strategies and skills.
2.2. Reading for information.
2.3. Reading speed.
2.4. Reading comprehension and vocabulary.
Unit 3. Vocabulary development.
3.1. Which vocabulary?
3.2. Second language vocabulary acquisition.
3.3. Teaching/learning vocabulary.
3.4. Memory and mnemonics
Unit 4. Academic writing.
4.1. The product and the process approaches.
4.2. Summarising, paraphrasing and synthesising.
4.3. Feedback and evaluation.
4.4. Writing a research paper.
*Unit 5. Lectures and note-taking.
5.1. Lecturing styles and lecture structure.
5.2. Listening cues.
5.3. Informal language.
5.4. Taking notes.
5.5. Lecture length.
Unit 6. Speaking for academic purposes
6.1. Lectures.
6.2. Seminars.
6.3. Preparing and delivering oral presentations.
6.4. Verbalising data.
6.5. Individual speech difficulties.
Unit 7. Reference/Research skills
7.1. Dictionaries.
7.2. Books.
7.3. Using the library (refworks, data bases, indexes and bibliographic repertoires).
7.4. The use of the so-called New Technologies.
*Unit 8. Examination skills.
8.1. Question analysis.
8.2. Writing practice.
8.3. Revision.
*This unit will be taught if there is time available.
Note: This course outline is conceived as a general guide and it is totally tentative. It is not closed in its structure; rather the opposite, it is completely open to suggestions and comments on the students’ part. This means that it will have to be necessarily adapted throughout the year according to the students’ on-going interests, lacks and needs.
(A) Recommended
Jordan, Robert. R. 1997. English for Academic Purposes. A Guide and Resource Book for Teachers. Cambridge University Press.
Wallace, Michael. 2006. Study Skills in English. Cambridge: C.U.P. 2nd ed.
McCarthy, Michael & Felicity O’Dell. 2008. Academic Vocabulary in Use. Cambridge: C.U.P.
(B) Additional
1. Background
Candlin, C. N., Kirkwood J. M., & Moore, H. M. 1975. “Developing study skills in English”. In ETIC, English for academic study - problems and perspectives. London: British Council. 50-69.
Frankel, M. A. 1983. “Designing a pre-EAP reading course: practical problems”. In R. R. Jordan (Ed.), Case studies in ELT. London: Collins. 119-131.
Hyland, K. 2006. English for Academic Purposes. An Advanced Resource Book. London/New York: Routledge.
James, K. 1977. “Note-taking in lectures: Problems and strategies”. In A. P. Cowie & J. B. Heaton (Eds.), English for academic purposes. London: BAAL/SELMOUS. 89-98.
James, K. 1983. “The teaching of spoken English to overseas students in a British university”. In R. R. Jordan (Ed.), Case studies in ELT. London: Collins. 56-66.
Johns, C. M., & Johns, T. F. 1977. “Seminar discussion strategies”. In A. P. Cowie & J. B. Heaton (Eds.), English for academic purposes. London: BAAL/SELMOUS. 99-107.
Jordan, R. R. 1977. “Study skills and pre-sessional courses”. In S. Holden (Ed.), English for specific purposes. Oxford: MEP. 24-26.
Kennedy, C., & Bolitho, R. 1984. English for specific purposes. London: Macmillan.
McDonough, J. 1984. ESP in perspective. London: Collins.
Munby, J. 1978. Communicative syllabus design. Cambridge: Cambridge University Press.
Nuttall, C. 1982. Teaching reading skills in a foreign language. London: Heinemann.
Wilkins, D. 1976. Notional syllabuses. Oxford: Oxford University Press.
Williams, R., Swales, J., & Kirkman, J. (Eds.). (1984). Common ground - shared interests in ESP and communication studies (ELT Documents 117). Oxford: Pergamon Press.
2. Academic/Technical writing
Adkins, A., & McKean, I. 1983. Text to note: Study skills for advanced learners. London: Edward Arnold.
Arnold, J., & Harmer, J. 1978. Advanced writing skills. London: Longman.
Campbell, A. F. 1983. Organise your English. London: Hodder and Stoughton.
Cooper, B. M. 1964. Writing technical reports. Harmondsworth: Pelican.
Cooper, J. 1979. Think and link. London: Edward Arnold.
Dudley-Evans, T. 1985. Writing laboratory reports. Melbourne: Nelson.
Gelfand, H. 2001. Mastering APA style: student’s workbook and training guide. American Psychological Association.
Glendinning, E., & Mantell, H. 1983. Write ideas. London: Longman.
Hamp-Lyons, L., & Heasley, B. 1987. Study writing. Cambridge: Cambridge University Press.
Howe, P. 1983. Answering examination questions. London: Collins.
Johnson, K. 1981. Communicate in writing. London: Longman.
Jolly, D. 1984. Writing tasks. Cambridge: Cambridge University Press.
Jordan, R. R. 1980. Academic writing course. London: Collins.
Kwan-Terry, A. 1988. Interactive writing: An advanced course in writing skills. London: Prentice Hall.
Leki, I. 1998) Academic writing: exploring processes and strategies. Cambridge: Cambridge University Press.
McArthur, T. 1984a. The written word - 1. Oxford: Oxford University Press.
McArthur, T. 1984b. The written word - 2. Oxford: Oxford University Press.
McEldowney, P. 1982. English in context. Walton-on-Thames: Nelson.
O’Brien, T., & Jordan, R. R. 1985. Developing reference skills. London: Collins.
CG1 and CG8 (Memoria Verificada).
Development of language skills, with particular attention to oral presentation skills and written skills.
Development of listening and reading skills, note-taking and reinforcement of academic vocabulary.
The subject will be primarily based on lessons and seminars including interactive learning techniques such as discussions and role-plays. Use will be made of DVD, relevant Web-based materials and activities.
Additional materials for the different units of the course will be available through the e-learning platform.
In the event of any change of scenario, please refer to the "Comments" section below on 'Contingency Plan'.
Students will be evaluated on the basis of a number of tasks and assignments, to be done in pairs/groups and individually. These will obligatorily include an oral presentation or a project proposal of a research paper, among others. Moreover, the studens will have to sit a final test if they want to pass the subject successfully.
Class attendance is obligatory and students are strongly recommended to partipate actively in the daily routine of the subject. Those students who fail to do so will be required to sit a final exam in order to pass the subject.
Students’ work will be assessed according to the following:
a) ACTIVE participation in class: 10%
b) Competence of written and spoken language: 10%
c) Oral presentations and practical tasks: 30%
d) Final Exam: 50%
June call: the evaluation system will be the same as in January.
Those students who were granted special permission not to attend lessons regularly from the Faculty authorities will necessarily have to sit the final exam, which is worth 100% of the final grade.
Students who failed the subject in previous sittings will be evaluated in exactly the same way as students who register for the first time. If they do not come to class on a regular basis, they will be required to sit the final exam (100% of the final grade).
IMPORTANT: It is strongly recommended to use additional materials (even from the internet) and bibliography to prepare assignments and tasks, but PLAGIARISM of any kind will imply FAILING the whole subject. In the event of fraudulent tasks or exams the "Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificacións" will be implemented.
In the event of any change of scenario, please refer to the "Comments" section below on 'Contingency Plan'.
This will depend on the needs of each individual student and on the nature of the unit under study, but a minimum of 4-5 hours a week seems quite reasonable in order to succeed. Self study is very important and will involve revision of contents, preparation for discussion, collecting research materials, writing a research project, preparing an oral presentation, etc.
It is strongly recommended to hand in assignments and tasks when required. Students are also encouraged to participate very actively, to work in pairs/groups when necessary and to improve and reinforce their knowledge of the language under study.
Students should have fluency in both oral and written language (they should reach level C1 according to the Common European Framework of Reference for Languages, or CEFR).
Contingency plan
The assessment system and teaching methodology mentioned above apply to "Scenario 1: Adaptation to new normality" as described in the document "Plan de continxencia para a organización da docencia no curso 2021-2022" (Consello de Goberno USC, 30 abril 2021)
Methodology:
In the event of scenarios 2 (distancing) or 3 (lockdown), the teaching methodolody will be adapted to the USC regulations and to the parameters established by the faculty, so that those teaching activities that cannot be carried out face-to-face will be developed online, mainly through institutional tools like TEAMS and/or Moodle, depending on the specific type of activity.
Assessment:
For scenario 2 (distancing), the same evaluation system as in scenario 1 will be applied, if possible. For scenario 3 (lockdown), face-to face tests and exams will be replaced with online tests/exams (synchronous or asynchronous, written or oral), which will be implemented through the corresponding institutional tools.
Maria Paloma Nuñez Pertejo
Coordinador/a- Department
- English and German Philology
- Area
- English Philology
- Phone
- 881811860
- pnunez.pertejo [at] usc.es
- Category
- Professor: University Lecturer
| Thursday | |||
|---|---|---|---|
| 13:00-14:00 | Grupo /CLE_01 | English | C06 |
| 14:00-15:00 | Grupo /CLE_01 | English | C06 |
| Friday | |||
| 13:00-14:00 | Grupo /CLIS_01 | English | D10 |
| 01.10.2022 09:30-13:30 | Grupo /CLIS_01 | C09 |
| 01.10.2022 09:30-13:30 | Grupo /CLE_01 | C09 |
| 06.03.2022 09:30-13:30 | Grupo /CLIS_01 | C08 |
| 06.03.2022 09:30-13:30 | Grupo /CLE_01 | C08 |