Course Catalogue

Module Code and Title:       EAP102          English for Academic Purposes II

 

Programme(s):                      BSc Environmental Management

 

Credit Value:                         12

 

Module Tutor(s):                   Ivan Stacy (Coordinator)

                                                Yesodha Chauhan

Vanlallawmkimi

Poonam Chhetri

 

General objective(s) of the module:

 

EAP102 is the second part of a year-long course which aims to develop abilities in reading, writing, listening, and speaking in an academic context. The second part focus on helping students ensure their communication is effective, particularly in terms of academic writing. The course aims to provide students with the opportunity to engage with a range of topics, tasks and texts of an academic nature. During the course, students will develop their skills in understanding lectures, reading academic texts effectively, taking notes from lectures and written texts, writing academic essays, participating in seminars and discussions, giving presentations, and the language aspects of Academic English appropriate to the above. The course presents opportunities to work on multiple skills within a content-based approach and seeks to develop these skills iteratively in a systematic fashion. Each unit has a specific theme, which can be covered in approximately a week. The unit themes/contexts themselves are intended to be modular, so long as they can cumulate to the overall learning outcomes of the module, and the total number of units is maintained. Therefore, it is expected that for different disciplines to which this course is offered, different themes may be used for the various units, as long as they align with levels B1-B2 of the Common European Framework Reference for languages. The subject matter listed here is derived from The Cambridge Academic English series. Equivalent series include Cambridge Academic Encounters, Oxford EAP, Pearson Academic Connections, Pearson LEAP, any others which provide integrated skills development, or equivalent units/themes developed by individual departments.

 

Learning outcomes – Upon successful completion of the module, students will be able to:

 

  • Recall the main themes of standard speech spoken at a normal rate and complex lines of argument provided the topic is reasonably familiar, with comprehension difficulty arising only from extreme background noise, inadequate discourse structure and/or excess idiomatic usage.
  • Accurately summarize the essentials of most lectures, talks, and reports, including the main ideas of complex speech on both concrete and abstract topics delivered in a standard language, including technical discussions.
  • Critically evaluate articles and reports concerned with contemporary issues in which the writers adopt particular stances or viewpoints.
  • Explain the main themes of complex texts read with a large degree of independence, using a broad active reading vocabulary in all but low frequency words and idioms, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively.
  • Suspect, recognize and verify the detection of plagiarized text.
  • Deliver a formal oral presentation, with clear, systematically developed, detailed descriptions on a wide range of subjects related to their field of interest, expanding and supporting ideas with subsidiary points and relevant examples, and rounding off with an appropriate conclusion.
  • Demonstrate basic proficiency in pronunciation with a reasonably clear, natural, pronunciation and intonation that can, with some effort, keep up with and contribute to group discussions even when speech is fast and colloquial.
  • Define common academic vocabulary words as well as subject-specific words and terms frequently encountered in second-semester subject modules.
  • Write original researched text using and acknowledging sources appropriately and without plagiarism, incorporating summarization, paraphrasing, quotation, and synthesis as appropriate.

 

Learning and teaching approaches used:

 

The module will be conducted over 15 teaching weeks as follows:

·         6 hrs/wk in-class lecture, discussions, and practice in 3 x 2hr blocks. In-class time in each block is used in a workshop style with a review of prior topics and introduction to a new topic, at least one hour on practice, and debrief / reflection / assessment time at the end. Each major unit includes some assessment involving approximately 30 min of in-class time per week on average. Students are expected to use a significant portion of the total in-class time on practice with selected exercises.

·         2 hrs/wk outside of class, on average, for independent study and practice.

 

Assessment:

 

Continuous Assessment (CA):     100%

CA Assessment

Weight

Assessment Detail

Weekly exercises (10 x 2%)

20%

Workbook exercises involving approx. 30-45 min of in-class effort.

Presentation

10%

Individual 10 min presentation on a current affairs topic with 2-5 min Q&A.

Written paper including all the phases

15%

Outline including annotated bibliography, draft, and final copy of a researched paper of 1500 words incorporating at least 3 reference sources.

Learning journal

15%

Semester-long journal with min. 10 entries of min. 250 words each, relating discipline-specific topics to EAP lessons.

Class tests (3 x 10%)

30%

Written tests of 60 min duration.

Vocabulary, grammar, and pronunciation test

10%

Written test of 45 min duration + viva (5 min).

 

Pre-requisite knowledge: EAP101 English for Academic Purposes I

 

Subject matter:

 

              I.        Academic orientation

a.    Assessing one’s academic skills

b.    Thinking about academic culture

c.    Thinking critically

d.    Avoiding plagiarism

e.    Recognising variation across academic subjects

f.     Focusing on academic vocabulary

            II.        Topic/context: Choices and implications

a.    Reading: Researching texts for essays; Skimming and scanning; Identifying the sequence of ideas; Understanding implicit meanings; Inferring the meaning of words; Vocabulary building: adjectives

b.    Listening and speaking: Introducing your presentation; Clarifying key terms

c.    Writing: Understanding how essay types are organised; Drafting the introduction to an essay; Language for writing: common knowledge

d.    Grammar and vocabulary practice: Avoiding repetition: that (of) and those (of); Word families: linking parts of texts ; Verb-noun collocations

           III.        Topic/context: Risks and hazards

a.    Reading: Selecting and prioritising what you read; Thinking about what you already know; Inferring the meaning of words; Vocabulary building 1: collocations; Vocabulary building 2: cause-effect markers; Retelling what you have read

b.    Listening and speaking: Preparing slides for presentations; Choosing the right type of chart for a slide; Presenting charts; Pronunciation 1: numbers; Pronunciation 2: inserts

c.    Writing: Using claims to plan essays; Supporting claims with evidence

d.    Grammar and vocabulary practice: Complex noun phrases; Countable and uncountable nouns; Adjectives meaning large or important; Prefixes

          IV.        Lecture Skills A

a.    Preparing for lectures: Lecturing styles; Revising basic information

b.    Listening: Understanding lecture aims; Understanding outlines; Identifying main and secondary points; Taking notes: annotating slides 1

c.    Language focus: Repetition and rephrasing

d.    Follow-up: Taking notes: annotating slides 2; Reviewing your notes

            V.        Topic/context: Language and communication

a.    Reading: Predicting the content of a text; Reading for detail; Scanning for information; Understanding implicit meanings; Vocabulary building: adjectives; Thinking about ways of taking notes

b.    Listening and speaking: Making suggestions in group work; Pronunciation : stress in adjectives ending in -ic and -ical

c.    Writing: Referring to other people's work; Using in-text references (particular focus on APA style); Language for writing: reporting verbs

d.    Grammar and vocabulary practice: Impersonal it-clauses: saying that something is important, interesting, etc.; Word families; Nouns with related adjectives ending in -ic and -ical; Reporting verbs

          VI.        Topic/context: Difference and diversity

a.    Reading: Thinking about what you already know; Reading in detail; Taking notes; Vocabulary building 1: word families; Vocabulary building 2: adjective-noun collocations; Collecting information for an essay; Taking notes for essay writing

b.    Listening and speaking: Working with colleagues: generating ideas and reporting; Pronunciation: dividing speech into units

c.    Writing: Language for writing 1: the grammar of reporting verbs; Language for writing 2: comparing and contrasting; Reporting from a reading

d.    Grammar and vocabulary practice: Linking parts of a text: conjunctions and sentence connectors; Single-word verbs and multi-word verbs; Word families

         VII.        Lecture Skills B

a.    Preparing for lectures: Using preparation strategies; Making predictions before a lecture starts

b.    Listening: Making predictions during a lecture; Identifying topic change; Following an argument; Taking notes: using symbols and abbreviation in notes

c.    Language focus: Organising questions and topic changes

d.    Follow-up: Expanding your vocabulary

        VIII.        Topic/context: The world we live in

a.    Reading: Recognising plagiarism; Getting started; Identifying the main ideas in a text; Summarising what you have read; Vocabulary building: single-word verbs and multi-word verbs; Vocabulary in context: hedging adverbs

b.    Listening and speaking: Reaching a consensus in group work; Pronunciation: contrasts

c.    Writing: Using paraphrases; Including quotations in writing

d.    Grammar and vocabulary practice: Articles: zero article and the; Complex prepositions; Person, people, peoples

          IX.        Topic/context: Behaving the way we do

a.    Reading: Organising information for an essay; Skimming and scanning texts; Taking notes and explaining what you have read; Vocabulary building: collocations

b.    Listening and speaking: Referring backwards and forwards in presentations

c.    Writing: Writing conclusions in essays; Language for writing: hedging; Giving references

d.    Grammar and vocabulary practice: Avoiding repetitions: expressions with so; Wh- noun clauses; Using viewpoint adverbs to restrict what is said; Verb/adjective + preposition combinations

            X.        Lecture Skills C

a.    Preparing for lectures: Thinking about the purposes of lectures

b.    Listening: Understanding evaluations; Understanding lists

c.    Language focus: Noticing differences in the language of lectures and academic writing; Noticing prominent words

d.    Follow-up: Taking notes: annotating; Reconstructing your notes

          XI.        Topic/context: Bringing about change

a.    Reading: Reading critically; Finding information and taking notes; Vocabulary in context 1: inferring the meaning of words; Vocabulary in context 2: hedges; Retelling what you have read

b.    Listening and speaking: Concluding your presentation; Pronunciation: linking words in speech units

c.    Writing: Using an academic style

d.    Grammar and vocabulary practice: Adding information about nouns: relative clauses; It-clauses: expressing personal opinions  impersonally; Abstract nouns + of + -ing/to-infinitive

         XII.        Topic/context: Work and equality

a.    Reading: Understanding figures and tables; Scanning for information; Taking notes; Understanding the significance of references; Vocabulary in context: avoiding repetition

b.    Listening and speaking: Taking part in tutorials and joining in discussions; Pronunciation: stress in compound nouns 1

c.    Writing: Looking at the structure and content of reports; Language for writing 1: describing events in a time sequence; Language for writing 2: cause and effect

d.    Grammar and vocabulary practice: Passive voice; Past perfect; -ing nouns

        XIII.        Lecture Skills D

a.    Preparing for lectures: Building basic information

b.    Listening: Understanding the relationship between parts of the lecture; Understanding descriptions of processes

c.    Language focus: Understanding vague language

d.    Follow-up: Listening for a lecture summary; Comparing notes

       XIV.        Topic/context: Controversies

a.    Reading: Understanding the writer's opinion; Identifying main ideas and supporting information; Recognising general nouns; Understanding hedges; Vocabulary building 1: formal and informal verbs; Vocabulary building 2: opposites

b.    Listening and speaking: Tutorials: asking for and giving more information; Pronunciation: intonation in wh-clefts

c.    Writing: Describing information in figures and tables; Language for writing 1: referring to figures and tables; Language for writing 2: referring backwards and forwards; Writing practice

d.    Grammar and vocabulary practice: Verbs followed by a noun phrase or that-clause; Non-finite relative clauses; Adverbials used to comment

        XV.        Topic/context: Health

a.    Reading: Reading for evidence; Thinking about what you already know; Preparing for essay writing; Vocabulary in context: inferring the meaning of words; Understanding connections in texts: this/these; Developing hedging skills

b.    Listening and speaking: Summarising what has been said; Evaluating visual aids; Pronunciation: stress in compound nouns 2

c.    Writing: Contrasting information; Taking a stance : expressing disagreement; Writing practice

d.    Grammar and vocabulary practice: Referring to quantities; Evaluative adjectives and adverbs; Phrases connecting sentences: this/these; Non-finite relative clauses

       XVI.        Lecture Skills E

a.    Preparing for lectures: Overcoming problems in listening to lectures

b.    Listening: Understanding specialised terms; Understanding reasons

c.    Language focus: Understanding signals of incomplete information; Understanding forward and backward reference

d.    Follow-up: Listening and annotating slides; Writing up your notes; Overcoming problems

 

The aspects of academic writing covered in the above chronology include:

·         Understanding how essay types are organized

·         Drafting the introduction to an essay

·         Using claims to plan essays

·         Supporting claims with evidence

·         Referring to other people’s work

·         Using in-text references (particular focus on APA style)

·         Reporting from a reading

·         Using paraphrases

·         Including quotations in writing

·         Writing conclusions in essays

·         Giving references

·         Using an academic style

·         Describing information in figures and tables

·         Contrasting information

·         Taking a stance: expressing disagreement

 

Essential Readings:

 

  1. Hewings, M. and McCarthy, M. (2014). Cambridge Academic English – An integrated skills course for EAP: B2 (Upper Intermediate) Student’s Book. Delhi: Cambridge University Press.
  2. Equivalent series to the above as necessary, including Cambridge Academic Encounters, Oxford EAP, or Pearson Academic Connections, or Pearson LEAP, any others which provide integrated skills development, or equivalent units/themes developed by individual departments.
  3. Additional selected short readings that are discipline-specific.

 

Additional Readings:

 

  1. Hewings, M. and McCarthy, M. (2014). Cambridge Academic English – An integrated skills course for EAP: B2 (Upper Intermediate) Teacher’s Manual. Delhi: Cambridge University Press.
  2. Equivalent teacher’s manuals/editions from other series to the above as necessary.

 

References:

 

  1. Common European Framework of Reference for Languages: learning, teaching, assessment. (2014). European University Institute Language Centre. https://www.eui.eu/Documents/ServicesAdmin/LanguageCentre/CEF.pdf
  2. Council of Europe. (n.d.). Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). http://www.coe.int/t/dg4/linguistic/cadre1_en.asp
  3. Council of Europe. (2001). Global Scale descriptors for CEFR levels. Council of Europe, 2001: 24. http://www.coe.int/t/dg4/education/elp/elp-reg/Source/Global_scale/globalscale.pdf
  4. Hyland K. (2006). English for Academic Purposes. New York: Routelage.
  5. St. Giles International. (n.d.). CEFR Level B2. http://www.stgiles-international.com/downloads/Level-B2-Learner-Outcomes.pdf
  6. Using the CEFR: Principles of Good Practice (University of Cambridge, 2011) http://www.cambridgeenglish.org/images/126011-using-cefr-principles-of-good-practice.pdf

 

Date last updated: May 30, 2015