Course Catalogue

Module Code and Title:       EAP101          English for Academic Purposes I

 

Programme(s):                      BSc Environmental Management

 

Credit Value:                         12

 

Module Tutor(s):                   Yesodha Chauhan (Coordinator)

Ivan Stacy

Vanlallawmkimi

Poonam Chhetri

 

General objective(s) of the module:

 

EAP101 is the first part of a year-long course which aims to develop abilities in reading, writing, listening, and speaking in an academic context. 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:

 

  • Follow and summarize extended speech and complex oral lines of argument on topics that are reasonably familiar, and when the direction of the talk is sign-posted by explicit markers.
  • Take notes (or make other types of representations) when listening, sufficient to study from.
  • Ask relevant questions on topics recently presented in organized classroom talks and presentations.
  • Recall basic material presented in organized classroom talks to the extent of being able to correctly answer on-the-spot questions about the material.
  • Distinguish between different texts for different purposes (to inform, to entertain, to argue a point, etc.) and clearly identify the purpose.
  • Identify the author(s)’ position on an issue in an opinion piece / argumentative written work.
  • Evaluate longer potential readings for relevance to an intended purpose and choose appropriate ones, prior to reading the whole text (e.g. judge based on title, author, publisher, year of publication, table of contents).
  • Synthesize main points and relevant information from academic texts in written notes.
  • Summarize the key ideas in straightforward written text.
  • Paraphrase from straightforward written text.
  • Define common academic vocabulary words as well as subject-specific words and terms frequently encountered in first-semester subject modules.
  • Report and express an opinion on different topics associated with relevant coursework and everyday life and common issues (e.g., give a 10 min. independent presentation).
  • Research, plan, outline, and draft a text on assigned topics or subjects of interest incorporating proper English grammar usage and academic writing conventions.
  • Define plagiarism, identify examples of plagiarized and original work, and demonstrate basic proficiency in techniques for avoiding it.

 

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%

Essay of 1000 words, primarily personal in nature with reflective/responsive style.

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, each covering approximately 5 weeks of subject matter.

Vocabulary and grammar test

10%

Written test of 45 min duration.

 

Pre-requisite knowledge:

 

Subject matter:

 

              I.        Academic orientation

a.    Setting study goals in academic English

b.    Focusing on academic study

c.    Reading and writing in academic English

d.    Attending lectures

e.    Studying independently on an academic English course

f.     Thinking about the role of language in academic English

g.    Plagiarism and how to avoid it

            II.        Topic/context: Styles of learning

a.    Reading: Reading for key terms and guessing meaning in context; Grammar in context: -ing forms; Grammar in context: present simple in academic English; Scan reading; Reading for your course; Gist reading

b.    Listening and speaking: Asking for study help

c.    Writing: Organizing ideas; Linking words 1

d.    Grammar and vocabulary practice: Noun forms; -ing forms; Present simple in academic English; Sentences with if that talk about what is generally true; Collocations with conclusion

           III.        Topic/context: Problems in the natural world

a.    Reading: Understanding essay questions; Identifying the relevance of the text; Grammar in context: noun phrases

b.    Listening and speaking: Making sure you have understood

c.    Writing: Paragraph building; Grammar in context: present perfect

d.    Grammar and vocabulary practice: Word families; Quantifying expressions; Noun phrases; Clause structure; Present perfect and past simple

          IV.        Lecture Skills A

a.    Preparing for lectures: Talking about products; Vocabulary for the context

b.    Listening: Listening for gist and detail

c.    Language focus: If structures 1; Vocabulary: key expressions; Pronunciation: emphasising words

d.    Follow-up: Organising notes; Further listening

            V.        Topic/context: Indications and trends

a.    Reading: Deciding what to read for an essay; Approaches to note-taking 1; Grammar in context: past perfect

b.    Listening and speaking: Giving advice; Asking for help

c.    Writing: Planning the main paragraphs of an essay; Writing a short report; Vocabulary in context: language for describing trends

d.    Grammar and vocabulary practice: Corpus language; Past simple; Past perfect; Language to describe statistics; Words for economic  graphs

          VI.        Topic/context: The information age

a.    Reading: Interactive reading Grammar in context: phrases of frequency Reading for the main ideas in a text; Grammar in context: prepositional phrases

b.    Listening and speaking: Outlining issues and putting forward your point of view

c.    Writing: Drafting and building arguments

d.    Grammar and vocabulary practice: Word building; Noun phrases; Phrases of frequency; Vocabulary families; Prepositional phrases; Reporting verbs

         VII.        Lecture Skills B

a.    Preparing for lectures: Women scientists in history; Vocabulary for the context

b.    Listening: Listening for gist and detail

c.    Language focus: Signposting language in lectures; Pronunciation; Useful phrases

d.    Follow-up: Further research; Further listening

        VIII.        Topic/context: On budget

a.    Reading: Reading for key information and concepts; Grammar in context: expressing different levels of certainty; Vocabulary in context: language to define terms

b.    Listening and speaking: Describing a process in a seminar presentation; Giving a presentation: describing a process

c.    Writing: Drafting and revising content

d.    Grammar and vocabulary practice: Words associated with planning; Language of possibility; Definitions; Language of presentations; Word families from the Academic Word List

          IX.        Topic/context: Being objective

a.    Reading: Close reading for key ideas; Analysing information  in more complex texts; Grammar in context: modal expressions; Grammar in context:  relative clauses

b.    Listening and speaking: Agreeing and disagreeing

c.    Writing: Paraphrasing information for essays; Avoiding plagiarism; Linking words 2

d.    Grammar and vocabulary practice: Verb and noun collocations; Language of agreement; Modal expressions; Relative clauses; Linking words and phrases

            X.        Lecture Skills C

a.    Preparing for lectures: Chemical elements; Predicting information from visuals; Vocabulary for the context

b.    Listening: Listening for gist and detail

c.    Language focus: Language for focusing on visuals; Beginnings and endings; Intonation

d.    Follow-up: Critical thinking; Further listening

          XI.        Topic/context: Innovation

a.    Reading: Approaches to note-taking 2

b.    Listening and speaking: Turn-taking in discussions

c.    Writing: Paraphrasing by using synonyms; Grammar in context: comparing and contrasting

d.    Grammar and vocabulary practice: Innovation word family; Synonyms; Comparative  language; Articles; Joining ideas

         XII.        Topic/context: Sensing and understanding

a.    Reading: Text organisation 1; Grammar in context: passive constructions; Vocabulary in context: word building

b.    Listening and speaking: Signposting in seminar presentations; Giving a presentation

c.    Writing: Linking words 3; Grammar in context: using the passive to manage information  in texts

d.    Grammar and vocabulary practice: Art and design vocabulary; Passive forms; Perceive word family; Signposting in seminar presentations; Linking words

        XIII.        Lecture Skills D

a.    Preparing for lectures: Discussion on global warming; Vocabulary for the context; Predicting

b.    Listening: Listening for gist and detail

c.    Language focus: Referring words; Emphasising structures

d.    Follow-up: Taking action; Further listening

       XIV.        Topic/context: IT issues

a.    Reading: Text organisation 2; Grammar in context: hedging language

b.    Listening and speaking: Problem–solution patterns and repair strategies

c.    Writing: Generating ideas; Grammar in context: cohesive devices; In-text referencing (particular focus on APA style)

d.    Grammar and vocabulary practice: Subordination; Crime vocabulary; Hedging language; Cohesion

        XV.        Topic/context: Culture shock

a.    Reading: Text organisation 3; Grammar in context: reduced relative clauses

b.    Listening and speaking: Concluding a presentation

c.    Writing: Planning the overall shape of an essay; Reading for relevant information; Writing the conclusion; Creating a bibliography (APA style references list)

d.    Grammar and vocabulary practice: Word building; Reduced relative clauses; Participle clauses; Compound words

       XVI.        Lecture Skills E

a.    Preparing for lectures: Discussion; Vocabulary for the context

b.    Listening: Scan listening and interactive listening

c.    Language focus: Guessing the meaning of vocabulary; If structures 2

d.    Follow-up: Discussion; Further listening

 

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

·         Organizing ideas

·         Paragraph building

·         Planning the main paragraphs of an essay

·         Writing a short report

·         Drafting and building arguments

·         Drafting and revising content

·         Paraphrasing information for essays

·         Avoiding plagiarism

·         Generating ideas

·         In-text referencing (particular focus on APA style)

·         Planning the overall shape of an essay

·         Writing the conclusion

·         Creating a bibliography (APA style references list)

 

Essential Readings:

 

  1. Thaine, C. and McCarthy, M. (2014). Cambridge Academic English – An integrated skills course for EAP: B1+ (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. Thaine, C. and McCarthy, M. (2014). Cambridge Academic English – An integrated skills course for EAP: B1+ (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 B1. http://www.stgiles-international.com/downloads/Level-B1-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

 

 
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