FACULTY OF BUSINESS AND MANAGEMENT STUDIESUNDERGRADUATE BUSINESS PROGRAMMEACADEMIC YEAR 2020-2021, 2nd SemesterJuly – 2021WRIT1 Programme Title: BMS, A&F, MM, BE, BISModule Title: English for Academic Purposes& Study SkillsModule Code: GLT 3006Assessment Method: WRIT 1Level: 3Block: 1Module Credits: 20Weighting: 50%Due Date:15/06/2021Word Count: 2000Module Leader: Ms. Deny Daniel Version: [No.] Pg. 2 Version Module TitleModuleNumberJACS Subject Code(s)and % of each subjectASC Category(ies)English for Academic Purposes & Study SkillsGLT3006Q330ASC 9 Level (3 to 8)CreditsECTS CreditModule Value (1=20credits)% Taught inWelshModule Type320101.00%Taught Teaching Period (Term/Semester)Pre-requisitesSemester 1 & 2IELTS 5.0 or equivalent Module LeaderSchool(s)CampusMs. Firdos FidaGulf CollegeOman Assessment MethodsAssessment Code andMethodDuration/Length ofAssessment MethodWeighting ofAssessmentThresholdApproximate Dateof SubmissionWRIT1 Reflective Journal800 words20%N/AEnd of SemesterPRES1 Presentation30 minutes30%N/AEnd of SemesterCTEST1 Summative Test2 hours50%N/AEnd of Semester Aim(s)1. To equip students with sufficient knowledge of Academic English to undertake university study.2. To improve students’ skills and competence in listening to, reading, writing, and speaking using Academic English.3. To prepare students for the rigours of UK university life and academic practices. Learning OutcomesOn successful completion of the module, a student should be able to:1. Manage themselves as students in a UK university;2. Prepare for lectures, conferences and seminars in a variety of styles;3. Take notes and write them up accurately;4. Analyse texts to infer a writer’s point of view or bias;5. Plan, research and write an academic body of text; Pg. 3 Version 6. Use quotation, paraphrase and summary to support their work;7. Explain the meaning and ramifications of plagiarism;8. Orally present an academic body of work of their own writing;9. Reflect upon their experience of the research process and issues they encounter. Learning and Teaching Delivery MethodsMethodRationaleType of Contact(scheduled/ guidedindependentstudy/placement)TotalhoursLecturesTo enable core knowledge and understanding content to bedelivered to the whole module cohortScheduled24Seminars /Tutorials /WorkshopsTo allow exploration of all aspects of module content (knowledge,understanding, skills & other attributes) in an interactive groupsettingScheduled24IndependentStudyTo enable students to independently develop their understandingof the module concepts and to complete formative & summativeassessment activityIndependent Study152Total200 Indicative Content1. Speaking: Phonetic pronunciation, rhythm and stress patterns, using dynamic speech patterns, presentation techniques,debating techniques.2. Listening: Questioning techniques, understanding lectures, note taking & recording, understanding register, discoursemarkers & signpost words, listening for gist and specific information, extended listening & summarising lectures.3. Reading: Text analysis, reading, research and reference recording, locating information, identifying bias and evaluatingevidence, identifying facts & opinions, critical reading.4. Writing: Note taking, planning writing, writing styles, using quotation, paraphrase & summary, plagiarism & unfairpractice and referencing. Required Reading Cox, C, and Hill, D. (2004) EAP Now Frenchs Forest: Pearson Ellis, G. & Sinclair, B., (2005) Learning to Learn English, 12th edition, Cambridge: CUP. McCarter, S. (2002) A book on Writing, 2nd edition, Mid Lothian: IntelliGene Pg. 4 Version Recommended Reading Roberts, R. Gakonga, J and Preshous, A (2014) IELTS Foundation, Oxford: Macmillan Publishers Limited. Bailey, S (2018) Academic Writing: A Handbook for International Students, London: Taylor & Francis Ltd Bailey, S. (2003) Academic Writing, a practical guide for students, London: Routledge. Glendinning, E.H. and Holmstrom, B. (2005) Study Reading, Cambridge: Cambridge University Press. Hamp-Lyons, L. and Heasley, B. (2005) Study Writing, Cambridge: Cambridge University Press. Lynch, T. and Anderson, K. (2005) Study Speaking, Cambridge: Cambridge University Press. Lynch, T. (2005) Study Listening, Cambridge: Cambridge University Press. Oshima, A. and Hogue, A. (2006) Writing Academic English, 4th ed., New York: Longman. Porter, D. (2001) Check Your Vocabulary for Academic English, London: Peter Collin Publishing. Swales, J. M. and Feak, C. (2003) Academic Writing for Graduate Students, Michigan: University of MichiganPress. Wallace, M. J. (1998) Study Skills in English, Cambridge: Cambridge University Press. Access to Specialist RequirementsUse of an IT laboratoryBlackboard VLE materials for use in-class and self-access purposes Pg. 5 VersionGulf College – Faculty of Business and Management Studies – In academicAffiliation with CARDIFF SCHOOL OF MANAGEMENT A.Written workA signed declaration that the work is your own (apart from otherwise referencedacknowledgements) must be included after the reference page of your assignmentEach page must be numbered.Where appropriate, a contents page, a list of tables/figures and a list of abbreviations shouldprecede your work.All referencing must adhere to School/Institutional requirements.A word count must be stated at the end of your work.Appendices should be kept to the minimum and be of direct relevance to the content of yourwork.All tables and figures must be correctly numbered and labelled. B.Other types of coursework/assignmentsWhere coursework involves oral presentations, discussions, poster presentations, etc.,specific instructions will be provided by your module leader/team. ———————————————————————————————————————————————Rewrite below part just after the References of your assignment.WORK DECLARATIONI, [Name of Student], hereby declare that the uploaded WRIT 1 through Turnitin is my own work. Iaffirm that this has been researched and completed in accordance with the college rules andregulations on plagiarism.I acknowledge the advice given by the module tutors on proper referencing to avoid plagiarism andthe rules on the academic unfair practice.I acknowledge that I read and understand the plagiarism guide written at the end of this assessment.Any academic misconduct will be handled according to the rules and regulations of the university.[Name of Student]Pg. 6 VersionGeneral instructionsWRIT 1 must be submitted before due date.The only circumstance in which assignments can be submitted late is if a Mitigating Circumstances(MC) form is submitted at the same time. In these circumstances work may be submitted within five(5) working days. Make sure to secure MC form and submit the same to the concerned staff.Write the number of words used; the number of words will be + or – 10% of the total words allowed.A work declaration must be included just after the reference page of your assignment. This ensuresthat you prepare your work in good faith. Any form of collusion and/or academic unfair practice willbe dealt with according to the pertinent rules and regulations of the partner university. Please readcarefully the plagiarism guide.Assessment DetailsThis WRIT 1 comprises 50% of the total assessment marks. It contains TWO sections. In Section A,the students have to read an article or a passage of 800-1000 words and summrise it. In Section B,the students are supposed to listen to an 8-10 minutes podcast which will be in the form of either alecture, an interview or a discussion and write a summary of what they have heard. Apart fromwriting the summary, they need to answer the given questions related to the topic of the readingpassage and audio they hear.This will develop the following skills: Develop the critical thinking of the students in analysing the various tasks. Take notes and write them up accurately; Analyse texts to infer a writer’s point of view or bias; Plan, research and write an academic body of text;Pg. 7 VersionAssessment TaskThis assignment is in relation with reading an article and listening to a podcast. Each student is taskedto read an article or a passage of 800-1000 words. You also have to listen to an 8-10-minutespodcast. You need to analyse and understand the text and audio and take notes to write thesummary. The summary should include;1. IntroductionWrite a short introduction about the reading text and audio you listen to.2. Body paragraphState the main idea of the text and audio and explain the important points.3. ConclusionSummarise the main idea and the underlying meaning of the article and the audio.In addition to the summary, the students have to answer the given questions related totopic of the reading passage and the audio.Guidelines for writing the assignment– You will write the summary in an organised manner on what you will read and listen to.You need to refer to various sources to answer the questions related to topics of thereading passage and the audio and provide in-text citation and references for thesame.– The number of words allowed is mentioned for each task.– Use Arial as a font style with 12 as font size.– Provide the list of sources you used at the last page of your assignment with proper label‘References’.– All referencing must be in Harvard Referencing Style.– The number of words can be + or – 10% of the total words allowed.Pg. 8 VersionSection A.Read the article ‘Benefits of Children Learning English as aSecond Language’ by Andrew Abrahamson’ and complete thetasks. Benefits of ChildrenLearningEnglish as a SecondLanguage There is a preponderance of evidence that points to the benefits of children learningEnglish as a second language. However, choosing to raise a bilingual child is somethingthat requires a great deal of thought, preparation, and time. As a result, it is a decisionthat is very personal and will affect the child’s life for years to come. The followingparagraphs will explain the benefits of children learning English as a second languageand how online English courses provide what other programs may lack.According to “The Sociopolitics of English Language Teaching” by Joan Kelly Hall andWilliam G. Eggington, “Individuals who speak English gain a concrete economicadvantage. English provides increased educational and employment opportunities.By encouraging children to learn English as a second language early on, we are settingthem up for a number of advantages that will carry out through the rest of their lives. The2002 U.S. Census indicates that approximately 14% (more than 7.5 million) childrenbetween the ages of 5 and 17 are fluent in more than one language, and this number isexpected to increase in the coming years.However, the benefits of learning English reach beyond economic, educational, andemployment advantages. It also increases a child’s linguistic abilities because bilingualchildren are better able to comprehend the complexities associated with a particularlanguage’s meaning and grammar. Since some words across various languages share asimilar pronunciation and vocabulary, the connection is made for children early on andmakes learning a new language more attainable. In addition, children who learn Englishas a second language are able to expand their vocabulary across both languages at aPg. 9 Versionfaster rate than their mono-linguistic peers.Due to the expanded vocabulary and thorough understanding of multiple languagestructures, it is believed that these children are also able to function on a more creativelevel, experience increased attention levels with the ability to block out distractions,exhibit superior reaction time, and prevent the decline of cognitive reasoning later in life.It is believed that the areas of the brain that are involved in understanding andcommunicating in two languages on a consistent basis are the same areas of the brainthat are affected in most forms of cognitive reasoning. As this area of the brain isstrengthened, the bilingual child is able to develop at a faster and improved rate ascompared to mono-linguistic individuals.Bilingual children also develop enhanced social skills. Social interaction is a critical part ofour lives and affects the quality of life within society, educationally, and professionally. Asa child learns another language and culture they become more deeply integrated into thecommunity, and as they progress through life they are able to communicate at a higherlevel on all levels. As the child looks back and remembers the challenges that they facedwhile learning English, they are able to relate to the sensitive issues and struggles thatother people who speak less well encounter. This commonality gives the bilingualindividual a sense of compassion for others. In addition, bilingual individuals aregenerally more balanced and comfortable in a multi-cultural environment.Online English courses have benefits that traditional classroom methods don’t offer. Forinstance, with an online English class the parent and child are able to use this as a time tostrengthen and expand the learning process. This way the child truly experiences abilingual lifestyle as the parent and child are both able to communicate in English as wellas their native tongue on a consistent basis.Additionally, Online English classes enable the parent to encourage the child to pursuetheir areas of interest pertaining to the English language and culture. Some OnlineEnglish courses enable the child to watch movies, play games, and learn aboutgeography or food that is common in English speaking countries. Being able to decideupon the curriculum that they will find most beneficial is rewarding, enjoyable, and lessstressful than a traditional classroom method.Pg. 10 VersionAnother benefit of learning English through an online class is that the child is able toexperience the freedom associated with learning another language and culture withintheir own home. Being thrown into another culture or a classroom full of new faces canbe intimidating for many children. On the other hand, being able to learn at their ownpace enables them to gain the confidence necessary before entering the community ortraveling to the United States.There are numerous benefits of raising a bilingual child. Some of these include:economic, educational, and employment advantages as well as increased linguistic andcreative abilities, improved attention levels with the ability to block out distractions,better reaction time, enhanced social skills, and prevention of the declination of cognitivereasoning later in life. By encouraging bilingualism with online English courses, thefollowing benefits can be experienced: strengthened parent-child relationships as theylearn together, less stress, a positive and rewarding learning environment, as well asincreased freedom to structure the curriculum around his/her own interests.1. Write a summary of the article ‘Benefits of Children Learning English as a SecondLanguage.’ (250 words)2. In your opinion, what is the most important aspect of language learning? (150 words)3. What is the best way to learn and practice a foreign language? (150 words)4. Do you think that English is a difficult language to learn? Give reasons. (150 words)5. What do you think about the suggestion that all school children should learn English? (150words)6. In what ways a student can improve his/her vocabulary in English? (150 words)Section B.Listen to the talk about the financial aid given to schools in a countryand complete the tasks.1. Write a summary of the talk you heard. (250 words)2. What is the best learning environment for children? (150 words)3. Who is mainly responsible for a child’s academic success – the parents or the teachers?(150 words)4. What are the best aspects of the education system in your country? (150 words)Pg. 11 Version5. Is it necessary to do further education after high school these days? What other optionsare there, besides higher education? (150 words)6. Do you think studying abroad will increase the chance for getting a job these days? (150wordsEND OF ASSIGNMENT TASKPg. 12 Version ACADEMIC YEAR 2020-2021, Second SemesterMarking Criteria for WRIT1- EAPSS L3 BLOCK 1Module:GLT3006 English for Academic Purposes& Study SkillsWeighting:50%Student’sName:Assessment:WRT1Student ID No.CRITERIA AND DESCRIPTIONALLOCATEDMARKSMARKSFirst MarkerSecondMarkerAgreed MarkComprehension (20%)Understanding of the text for analysis.20%Key Points (20%)Identification of key points in the assignment andcovering them thoroughly.20%Relevance/Significance (20%)Achieves the learning objectives of the task.Writing is related to the topic with clear evidenceof accomplishing the task requirements.20%Language Proficiency (20%)Sentences are written with accurate andmeaningful vocabulary, free from grammaticalerrors and the mechanics of writing are properlyused.20%Organisation (20%)All the parts of the task are well defined, coherent,with relevant details and includes accurate formatof the writing.20%TOTAL Marks out of 100100%____________________________________________________________First Marker’s SignatureSecond Marker’s Signature Pg. 13 VersionPlagiarism1. Plagiarism, which can be defined as using without acknowledgement another person’swords or ideas and submitting them for assessment as though it were one’s own work, for instanceby copying, translating from one language to another or unacknowledged paraphrasing. Furtherexamples of plagiarism are given below:Use of any quotation(s) from the published or unpublished work of other persons, whetherpublished in textbooks, articles, the Web, or in any other format, which quotations have not beenclearly identified as such by being placed in quotation marks and acknowledged.Use of another person’s words or ideas that have been slightly changed or paraphrased to make itlook different from the original.Summarising another person’s ideas, judgments, diagrams, figures, or computer programmeswithout reference to that person in the text and the source in a bibliography or reference list.Use of services of essay banks and/or any other agencies.Use of unacknowledged material downloaded from the Internet.Re-use of one’s own material except as authorised by the department.2. Collusion, which can be defined as when work that has been undertaken by or with others issubmitted and passed off as solely as the work of one person. This also applies where the work ofone candidate is submitted in the name of another. Where this is done with the knowledge of theoriginator both parties can be considered to be at fault.3. Fabrication of data, making false claims to have carried out experiments, observations,interviews or other forms of data collection and analysis, or acting dishonestly in any other way.Plagiarism Detection Software (PDS)As part of its commitment to quality and the maintenance of academic standards, the Universityreserves the right to use Plagiarism Detection Software (PDS), including Turnitin. Such softwaremakes no judgment as to whether a piece of work has been plagiarized; it simply highlights sectionsof text that have been found in other sources.The use of plagiarism detection software fulfills two functions. The first is to enhance studentlearning (i.e. as a developmental tool); the second is to guard against and identify unfair practice inassessment.Further information and guidance can be found in the University’s policy on the Use of PlagiarismDetection Software.
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