Academic English is a compulsory course offered in the first term of the fourth year of the English Studies degree. Its main goal is to help students develop their writing skills within an academic context, making them aware of the need for producing a coherent and cohesive text that meets the communicative expectations of an academic situation. This course, which belongs to the 'English language' module (M02), focuses on the academic usage of the English language. Although there are not requirements for students to register in the course, having passed all English courses previously taught in the degree is highly necessary.

This subject belongs to the "English Language" module (M02), so the following SPECIFIC competences will be fostered in the course:



M02CM01 - Comprender textos escritos y orales de nivel C2 (Maestría) en lengua inglesa.

M02CM02 - Producir textos escritos (incluidos textos de carácter académico) y orales de nivel C2 (Maestría) en lengua inglesa.



Final achievement of the module competences above entails the fulfilment of the following degree competences:



G001 - To be able to produce and understand any type of oral and written text in English.

G003 - To analyse, synthesise, and explain the grammar and use of English.

G008 - To be able to work autonomously and in teams, making use of the techniques and tools acquired.



Given that the course is tailored for students to feel better prepared to undertake their dissertation, TFG-related competences are also dealt with:



M07CM01 - Ser capaz de producir un texto extenso escrito de carácter argumentativo en lengua inglesa.

M07CM02 - Ser capaz de trabajar de forma autónoma haciendo uso de las técnicas y herramientas adquiridas.

M07CM03 - Ser capaz de presentar una argumentación en la que se profundice de forma clara y coherente en un aspecto de la materia elegida.





All the competences mentioned above will be worked upon to achieve the following learning outcomes:



Resultados de Aprendizaje: Pruebas Evaluación

RA1. Structure a term paper according to academic conventions;

RA2. Argue in a formal, coherent, and assertive but non-dogmatic way;

RA3. Cite external sources in different ways and always according to the same academic convention;

RA4. Structure an abstract prototypically, in accordance with academic, genre conventions;

RA5. Use abstract-specific expressions or formulae;

RA6. Use signposting language as expected in academic discourse;

RA7. Use formal, linguistic resources that are representative of the academic register;





In addition, by the end of the course, the students will have become aware of the important role that context of use plays in order to communicate effectively. As such, they will be able to distinguish between a) the formal and informal (language) register, so as to produce an (acceptable) academic text; b) the communicative purpose of academic genres -with special emphasis on the abstract and the argumentative essay- and the rhetorical functions these genres serve. Likewise, c) they will have become familiar with typical lexicogrammatical features of academic writing in general, and of the genres studied in particular.

Theoretical contents:

Unit 1. Introduction: What is Academic Writing?

Unit 2. Principles of Academic Writing

Unit 3. Argumentative writing and the Thesis Statement

Unit 4. Textual Standards of Textuality: Cohesion and coherence

Unit 5. Citation strategies and conventions

Unit 6. Authorial 'I' and hedging



Lexico-grammatical contents:(transversal)

1. Verb tenses in use and single-word verbs

2. Low frequency words

3. Words of classical origin and irregular plurals

4. Nominalisations

5. Complex Phrases (NPs & AdjPs)

6. S-V agreement with quantifiers

7. Cohesive resources

8. Complex and compound sentences

Indirect questions

Participial clauses

(Pseudo)Clefts

9. Lexical bundles

10. Hedges

11. Punctuation



All the contents above, theoretical and lexicogrammatical, will be put into practice in two assignments, here referred to as Procedural contents. One of the assignments is

Project 1 - Writing a term paper



The second assignment will be decided upon by the students themselves the first week of the course out of the following two possibilties:



Project 2 - Writing an abstract

AND/OR

Project 3 - Making an oral presentation



In addition, exercises will be uploaded on eGela for students to work on the lexicogrammatical contents at their own pace.

After COVID-19, the ensuing 'new normal' calls for an adaptation of the teaching-learning methodologies so that the teaching-learning may be done both physically and virtually. To favour this twofold system, resources like BlackBoard Collaborate (BBC) and eGela will be used. In addition, teacher-led lectures, devoted to the explanation of key theoretical concepts and theories, will be reduced to a minimum number. Most classes are interactive and student-centered; students will do different tasks to strengthen their analytical reading, critical thinking and argumentative skills, in groups as well as individually. The process of learning will be monitored and assessed accordingly, with the lecturer giving feedback to the students on-site and/or remotely.



To this end, a variety of teaching-learning methodologies will be employed:



Traditional lectures may be carried out simultaneously through BBC and face-to-face in the classroom. These will be mainly used for Project 1.

Problem-based learning (https://www.youtube.com/watch?v=sNhismExIwU) is employed to complete the abstract.

The jigsaw strategy proper of Cooperative learning (https://www.youtube.com/watch?v=Izk76RZO4j0) will also be used in project 2.

Flipped classroom: some of the contents leading to Project 1 will be approached from this methodology.



Given the large amount of students registered in the course, some adaptation of the abovementioned methodologies is called for.



Students will be encouraged to work both in the classroom – individually, in pairs and in groups – and at home. Students are expected to do out-of-class work in order to carry out the different assignments required. They need to do literature review and self-study and research tasks in the library.



The methodology followed favours both summative and formative assessment.

• Sistema de Evaluación Continua
• Sistema de Evaluación Final
• Herramientas y porcentajes de calificación:
  • Realización de prácticas (ejercicios, casos o problemas) (%): 25
  • Trabajos en equipo (resolución de problemas, diseño de proyectos) (%): 30
  • Exposición de trabajos, lecturas… (%): 45

By default, the course is assessed on a continuous basis (cf. Normativa de gestión para las enseñanzas grado y de primer y segundo ciclo of our University). Students will have to complete TWO projects, the Term Paper and another one to choose from either the Abstract or the Oral Presentation described below.



TERM PAPER (40%)

- Thesis Statement: KEY

- Task 1: 10%

- Task 2: 10%

- Actual paper: 20%



ABSTRACT (40%)

- Task 1: 5%

- Task 2: 5%

- Task 3: 5%

- Actual abstract: 25%



OR



ORAL PRESENTATION (40%)

- Task 1: 10%

- Task 2: 10%

- Actual presentation: 20%



Each project is worth 40%. In turn, for each assignment to be fulfilled the students will have to do several tasks leading to the final written/oral output. Students are required to pass EVERY assignment so that a given task is considered for the final mark.



eGela Academic Register Quizzes (20%)





Those students who cannot follow continuous assessment have to FORMALLY APPLY for the final assessment procedure as duly established by the Faculty directives. Students who apply for the 100% final exam will have to:

- analyse an abstract (20%)

- do a lexicogrammatical and rhetorical conventions test (30%)

- write an 800-word-long argumentative essay (50%)

This essay will have to be written in class on the day of the exam. This essay will develop a thesis statement proposed and it is expected to display academic literacies such as citations, hedged argumentation and the usage of authorial "I" and inclusive/exclusive 'we', together with academic register resources.



In case that, due to a new health crisis, online assessment is required, students who opt for the final assessment will do the exam in the virtual environment (eGela) on the official date of the 1st call.



Students who fail the first call (convocatoria ordinaria) will have to do an exam in May/June (convocatoria extraordinaria)



Withdrawal from Continuous or Mixed Assessment: All students have the right to be evaluated according to the final evaluation procedure independently of whether or not they have participated in the continuous or mixed assessment module. In order to do so, they must write the instructor responsible for the course expressing their desire to withdraw from the continuous/mixed assessment. For quadmestral courses students can do so within the first 9 weeks of the course, according to the academic calendar of their centre.



Withdrawal from an exam call: Withdrawal from a call will be assessed as “no grade reported” [no presentado/a].



1. In the case of continuous or mixed assessment, all students can withdraw from a call until at least one month before the date of the end of the teaching schedule of the corresponding course. This withdrawal must be submitted in writing to the instructor responsible for the course.



2. In the case of final assessment, not sitting the exam on the official date of the exam qualifies as an automatic withdrawal from the corresponding call.

Students who fail the continuous assessment will have the opportunity to re-take the failed assignments. Everything that has been passed through continuous assessment is kept from January to June. Please keep in mind that it is compulsory for students to have handed in their assignments in the first call so that they can re-take them in the second call. In other words, if a student fails the course in January because he/she has not handed in the, say, term paper in November, he/she will have to do the 100% final exam in May/June. In other words, given that he/she has not submitted anything during the semester, he/she cannot be eligible for a re-take!



The 100% final exam procedure explained for the 1st call is the same for this second call.

- analyse an abstract (20%)

- do a lexicogrammatical and rhetorical conventions test (30%)

- write an 800-word-long argumentative essay (50%). This essay will have to be written in class on the day of the exam. This essay will develop a thesis statement proposed and it is expected to display academic literacies such as citations, hedged argumentation and the usage of authorial "I" and inclusive/exclusive 'we', together with academic register resources.



In case that, due to a new COVID-19 health crisis, online assessment is required, students who opt for the final assessment will do the exam in the virtual environment (eGela) on the official date of the 1st call.

Graff, G., C. Brikenstein & R. Durst, 2018. They say/I say, with readings. 4th ed. Norton: New York/London (ISBN-13: 978-0393631685)

Hewings, M. & C. Thaine, 2012. Cambridge Academic English. An integrated skills course for EAP.[Advanced C1]. Cambridge: CUP. (ISBN 978-0-521-16521-1)

McCarthy, M. & F. O'Dell, 2016. Academic Vocabulary in Use. Vocabulary reference and practice (2nd ed.). Cambridge: CUP. (ISBN 978-1-107-59166-0)

Due to time constraints, we will just cover a selection of materials from the abovementioned coursebooks. Yet, students are encouraged to purchase them as they are meant to be used for self-study too (especially the last two).

Bibliografía básica

Burton, G. 2013. Presenting. Academic Skills Series. London: Collins EAP



Coffin, C. et al. 2003. Teaching academic writing. A toolkit for higher education. London and New York: Routledge.



Flowerdew, J. 2002. Academic Discourse. Longman, Pearson Education.



McCormack, J. & J. Slaght, 2012. Extended writing and research skills. English for Academic Study series. Reading: Garnet.



Van Geyte, E. 2013. Writing. Learn to write better academic essays. Academic Skills Series. London: Collins EAP



Swales, J. 2001. Academic writing for graduate students. A course for nonnative speakers of English. Michigan

Bibliografía de profundización

Flowerdew, J. & M. Peacock, 2001. Research perspectives on English for academic purposes. Cambridge: CUP

Fortanet, I et al. 1998. Genre studies in English for academic purposes. Universitát Jaume I, Castelló de la Plana

Halliday M.A.K. & r. Hassan, 1976. Cohesion in English, London:Longman.

Hamp-Lyons, Liz and Ben Heasley. 2006. Study Writing. A course in Written English for Academic Purposes. Cambridge: Cambridge University Press.

Kelly, David. 2005. The Art of Reasoning. Third Edition. W.W.Norton and Co.

Kelly Stuart E.,. 2000. Thinking Well. An Introduction to Critical Thinking.
New York: McGraw-Hill.

Swales, J. 1990. Genre Analysis: English in Academic and Research Settings. John Benjamins.

Revistas

Journal of English for academic purposes, Elsevier, Amsterdam

Direcciones web

BBC Radio 4: intelligent speech
http://bbc.co.uk/radio4

BBC World Service-international news
http://bbc.co.uk/worldservice

British Council-Learning materials
http://learnenglish.org.uk

Central European University on
Academic Writing
http//ceu.hu/writing

CNN-international news
http://www.cnn.com/

Critical Thinking
http://www.mayfieldpub.com/kelly

Dictionaries
http://www.wordreference.com

The Economist
http://www.economist.com

English Language
http://www.davidcrystal.com/

Oxford English Dictionary online
http://dictionary.oed.com/entrance.dtl

BBC Radio 4: intelligent speech
http://bbc.co.uk/radio4

BBC World Service-international news
http://bbc.co.uk/worldservice

British Council-Learning materials
http://learnenglish.org.uk

Central European University on
Academic Writing
http//ceu.hu/writing

CNN-international news
http://www.cnn.com/

Critical Thinking
http://www.mayfieldpub.com/kelly

Dictionaries
http://www.wordreference.com

The Economist
http://www.economist.com

English Language
http://www.davidcrystal.com/

Oxford English Dictionary online
http://dictionary.oed.com/entrance.dtl

Research and documentation
http//dianahacker.com