EF5231 Module Guide 2021-2022 AWNN Latest

EF 5231
Academic Writing for

Non-native Speakers
[2021/22]
EF 5231 Academic Writing for Non-native Speakers
Module Guide
Welcome to EF 5231. This module focuses on the skills and sub-skills needed to write essays and
reports
The module tutor is XXXX. Other tutors may also take sessions. All staff work within DEPARTMENT,
which is based in LOCATION. All the tutors are based in STAFF ROOM. You can find contact details
below. If you need to contact one of the tutors, it is better to email first and then we can arrange an
appointment.
XXXX: XXXX@glos.ac.uk
What are the module aims?

This module aims to provide English language support for non-native speakers of English studying at
the university at level 5. It focuses specifically on the skills and sub-skills of writing essays and
reports. The module carries 15 CAT points.
What level of English is the module for?

This module is aimed at students whose minimum level of English in writing is equivalent to IELTS 6.
If you are judged to have an English language level of IELTS 7 or equivalent in the skill of writing, you
will not be able to take this module.
What do you study in this module?

The module focuses on developing the following:
1. The processes and stages involved in writing an academic essay or report. This means
understanding titles, researching, selecting relevant ideas, planning etc.
2. The language elements involved in writing. This means looking at the language used for
giving definitions, describing cause and effect, comparing and contrasting.
3. Language accuracy. This means the use of correct tenses, passives, and complex grammar
areas such as participles, to make sure your writing is as accurate as possible.
4. Writing conventions. This means the rules of punctuation, using the appropriate layout and
organisation and using relevant referencing systems etc.
5. Use of a range of discursive methods in written texts (e.g. summary, discussion,
commentary, evaluation, analysis).
What should I be able to do by the end of the course?

By the end of the course you should be able to demonstrate that you can:
1. Organise and plan essays and reports
2. Research and find information as appropriate to specific tasks
3. Understand and rephrase information avoiding plagiarism
4. Write extended pieces of writing (essays and reports) as appropriate to the tasks set
5. Edit and proofread essays and reports for grammatical accuracy and appropriacy
6. Use appropriate referencing conventions
When are the sessions?

The module runs for one semester (13 weeks) and there are two sessions a week. There is one run
of this module. The session days and times are as follows:
XXXX
XXXX
You are expected to attend both sessions a week.
What will I do in the sessions?

Sessions focus on aspects of the writing process, elements of writing, language accuracy and writing
conventions. All sessions help prepare you for the two written assignments for this module. You
should also be able to transfer these writing skills to your main course modules. The proposed
session content may be amended to take into account the needs, subject areas and interests of the
group. The sessions are highly participative and will take the form of workshops. You are expected
to participate in activities in order to allow your writing skills to develop. Activities will include
analysis of texts and model essays, discussion of question types, language awareness/grammar
activities and the completion of small writing tasks in sessions to practise skills and language
involved in the writing process.
Attendance
You are expected to attend all sessions. There is an attendance sheet to sign for each session. If you
miss a session because of illness you should try to look at what was covered.
What materials will we use in sessions?

We will use a variety of sources. The core text is:
Bailey, S. (2014) Academic Writing A Handbook for International Students Oxon: Routledge
(5th edition)
You are expected to buy this book.
Additional Texts in the Library:
Macmillan English Grammar in Context:

https://glos-on-worldcat-org.glos.idm.oclc.org/detailed-record/271617097?databaseList=638
English Grammar in Use CDROM:
English Grammar in Use:
How English Works – a grammar practice book:
Academic Writing Course – Jordan:
Academic Writing – from paragraph to essay:
Academic Writing for International Students of Business:
How to Write for University – academic writing for success:
Writing: learn to Write Better Academic Essays:
English for Academic Study – extended writing and research skills:
We will also use other materials, which you will be given in sessions or you will be able to find on the
EF5231 Moodle page.
What support is available outside the module sessions?
 The university uses Moodle as a virtual learning environment (VLE). The Moodle page for EF5231
has information about each session and will have any materials put on it after the sessions for
that week have taken place. The Moodle pages are a useful back up for the module, but they
should not be used as an alternative to attending the sessions. The best way to improve your
language and skills is through practice and the correction that takes place in the sessions.
 There is a variety of English language support materials available in the Library at the Park. These
include reading, listening, speaking and pronunciation books
 You should also use the language support appointments with the Student Achievement Team to
help advise you on how to improve your language.
How is the course assessed?

This module has two assessments:
1. Part 1 - a plan, the introduction and paragraphs on one aspect describing problems for the
essay (25%). This is due on XXXX.
2. Part 2 - completed essay (75%). This is due on XXXX.
The assessment briefs are on the EF5231 Moodle and they contain detailed instructions about the
assessments. There are also criteria for each assignment. Some time in the sessions will be spent
discussing the assignments
Can I get any support to help with the assessments?

You can talk to one of the tutors about the assignment tasks to check you understand what to do or
to check ideas. If you want someone to read a draft of part of your assignment, you should book a
one-to-one appointment with one of the language support tutors in the Student Achievement Team.
They can advise you on how to improve your grammar, vocabulary, sentences etc but they will not
rewrite your work for you. You can find information about this here:
http://insight.glos.ac.uk/departments/ss/studentachievement/Pages/1to1appointments.aspx
Module Evaluation
During this run of the module you will be given the opportunity to complete a module evaluation
which will feed into the relevant Board of Studies and help inform the module design process for the
next cohort of students. Please take this opportunity to feedback formally on the delivery of the
module.
Student Feedback from module evaluation 2017/18

The student feedback was positive and all students agreed that this module helped with their
assignments on other modules. All the respondents agreed that the work on presentation language
and pronunciation was useful.
Action Plan for 2018/19

 Include more pronunciation work.
Finally we look forward to working with you and hope you enjoy the module and find it useful.
EF5231: Academic writing for Non Native Speakers of English
Module Title Academic writing for Non Native Speakers of English
Module Code EF5231
Module Tutor XXXX
School School of Education and Humanities, University of Gloucestershire
CAT Points 15
Level of Study 5
Pre-requisites None
Co-requisites None
Restrictions Not available to native speakers of English or non-native speakers who

have an English language level in excess of IELTS 7.0 (or equivalent).
Where there is doubt over English capability acceptance will be at the
discretion of the module tutor and an in-house language assessment.
Brief Description This module for non-native speakers of English aims to develop advanced
writing skills to enable students to produce and critically evaluate
extended pieces of writing for academic study.
Indicative Syllabus The module aims:
 To develop students' awareness and use of the stages in the

writing process enabling them to apply these to their own
assessed work:
 To develop their knowledge and use of a range of complex
language elements typically found in academic writing:
 To develop students' ability to evaluate and use a range of
discursive styles in written texts
Learning Outcomes A student passing this module should be able to:

1. Demonstrate knowledge and understanding of how to structure
extended pieces of writing through the use of appropriate writing
conventions, cohesive devices and complex language items.(PLO8)
2. Knowledge of complex grammatical structures to produce
accurate pieces of writing. (PLO8)
3. Reformulate and synthesise information effectively from a
variety of text types avoiding plagiarism (PLO6)
4. Critically evaluate, edit and develop pieces of text (PLO5)
Learning and Teaching Scheduled Contact Hours: 48

Activities Independent Learning Hours: 102
Assessment (For 001: 25% Coursework: Individual, standard written: 500 words
further details see the 002: 75% Coursework: Individual, standard written: 1000 words
Module Guide)
Special Assessment
Requirements
Indicative Resources The current reading list can be found in the Module Guide, which your
lecturer should make available via Moodle.
Version date: 1 Sep 2021

Assessment Brief 001
1. Module code and title EF5231 Academic Writing for non-native speakers of English
2. Module tutor XXXX
3. Tutor with responsibility for this XXXX

Assessment
4. (Element number), Weighting, 001: 25% Coursework: Standard: part essay (500 words)
Type and Size of Assessment
You will be penalised according to the Academic Regulations for Taught
Provision if you exceed the size limit.
5. Submission deadline XXXX
Your attention is drawn to the penalties for late submission; see

Academic Regulations for Taught Provision
6. Arrangements for submission Electronic submission via Moodle
You are advised to submit work electronically by midday (British local

time) to ensure that technical support is available should you encounter
any issues with the electronic submission process.
The maximum size for an individual file to be uploaded is 50MB.
All files must be submitted as Word document (you may have to copy
sections from other types of files, e.g. PDF, Excel, JPG, etc. and paste
them in the Word document file you will be preparing for submission.
Ensure that while copying and pasting such sections, the quality of them
is good.)
You are responsible for keeping a local copy of your assessment in case
there are problems with the version uploaded.
You should use the following convention for naming your file, e.g.:
'Bloggs_J_ s0123456_XX101_A1' (for example, Joe Bloggs –student
number s0123456 – submitting a file for XX101 assessment task 1). You
are also advised to add this information to the header section of your
submitted document.
Enter the following text in the 'Please enter the subject of your
assignment' box: ‘Assessment 001’.
7. Date and location for return of Marks and feedback will be automatically released via Moodle
work
In-line with University policy, assessment feedback will be available 20
working days after your submission date (working days comprise the
normal working week, excluding periods when the University is shut and
weekends).
8. Disabled students Alternative assessment arrangements may be made, where appropriate,

for disabled students. However, these will only be implemented upon the
advice of the Disability Advisor. Disabled students wishing to be
considered for alternative assessment arrangements must give
notification of the disability (with evidence) to the Disability Advisor by
the published deadlines.
9. University Regulations for All assessments are subject to the Academic Regulations for Taught
Assessment Provision. These include regulations relating to Errors of Attribution and
Assessment Offences. In exercising their judgement, Examiners may
penalise any work where the standard of English, numeracy or
presentation adversely affects the quality of the work, or where the work
submitted exceeds the published size or time limits, or where the work
fails to follow normal academic conventions for acknowledging sources.
See endnote
10. The requirements for the assessment
Essay title:
Travelling is a popular pastime and many people go abroad for their holidays. Discuss some of the benefits
and drawbacks for the countries receiving overseas visitors.
11. Assessment criteria
The assessment criteria for this essay are on a separate sheet.
12. Special instructions
a. You are expected to write an introduction and one part of the essay above.
b. You are expected to attach a plan for the complete essay, not just this section.
c. Resources available or recommended: You are expected to use the sources below to help you with the
writing of this essay. Your tutor will give you these sources. You may use other sources, but they must be
approved by your tutor.
Sources:
 Smith, J. D. and Stewart, S. (2014) Travel and Tourism. Cambridge: CUP. pp. 44-47.
 Fletcher, J., Fyall, A. Gilbert, D. and Wanhill, S. (2013) Tourism Principles and Practice. 5th Edn.
Harlow: Pearson. pp. 176-179.
d. Suggested approach or assessment structure:

- First of all, gather as many of your own ideas as possible.
- Then, read the source material to find ideas about the benefits and drawbacks for the countries
receiving overseas visitors.
- Take notes about any points which can support your ideas.
- Organise your ideas into sections – one section on the introduction, one on benefits, one on
drawbacks, and one on the conclusion.
- Write in paragraphs.
The paragraphs should:

- Be clearly written as full text
- Use links to show the relationship between ideas
- Use quotations, or paraphrases from the sources provided
- Discuss the essay topic with regard to either business or education
e. Advice and support available

You can contact the tutors to discuss any aspects of the assignment. Draft part assignments cannot be
read by the tutor but can be taken to the one-to-one language support sessions for advice. You can find
more information about this here: http://insight.glos.ac.uk/departments/ss/studentachievement/Pages/
1to1appointments.aspx
Careful referencing of sources is vital when making use of the work of others. You are expected to employ the
referencing conventions recommended in the course. These conventions apply to information taken from
internet sources, as well as books, journals and lectures. If you are unsure of the way to reference properly,
seek advice from a member of staff before you submit the assessment. These are some of the points you
should check before submitting your work:

 are all direct quotations, from both primary and secondary sources, suitably acknowledged (placed in
quotation marks or indented)?
 have you provided full details of the source of the quotation, according to the referencing convention
used in the Course?
 have you acknowledged the source of ideas not your own, even if you are not quoting directly from
the source?
 have you avoided close paraphrasing from sources? (Check that you are not presenting other people’s
words or phrasing as if they are your own.)
 if you have worked closely with others in preparing for this assessment, is the material you are
presenting sufficiently your own?
EF5231 Assessment 001: Essay Assessment Criteria
Student name: Student Number: Mark: Date:
Skills area 0% to 29% 30% to 39% 40% to 49% 50% to 59% 60% to 69% 70% to 100%
Content Not fully completed task, missing Not fully completed task. Some Limited reference to the sections. Complete task with basic reference Complete task with full reference Complete task, detailed sections
sections. Many points not relevant. points not relevant. Limited Some material was not to sections. You chose useful to sections. A good balance. Useful with examples. Excellent choice
Does not understand the task. understanding of the task. Limited appropriate. Some sections were material. Clear sourcing for quotes points, selected from sources. and balance of content. Fully
Poor selection of material. Over selection of material. Poor not relevant. Some sourcing was and some paraphrasing. Some Correct sourcing and good developed ideas using sources for
use of quotes / sources. Poor sourcing. Over use of quotes / missing. Limited paraphrasing. A ideas needed developing. paraphrasing. Quotes used well. examples and quotations with
sourcing. Too much quotation. sources, very little paraphrasing. lot of quoted material. Some You needed more development clear sourcing. Good paraphrases
Using unacademic sources Using unacademic sources problems with how to quote. and examples. show you understand.
Grammar A wide range of basic errors which Many basic errors which cause Basic errors which cause Trying to use a wider range of A range of structures and tenses A variety of accurate structures
make understanding very difficult misunderstanding. Limited use of misunderstanding, or a loss of structures, leading to some errors, used well and very few mistakes. and complex language used to
in all the stages. Sentence tenses. Repeating the same meaning in places. but little loss of meaning. Some Occasional errors, which do not express ideas well. A very good mix
structure unclear. Meaning unclear structures. Some sections were A limited range of structures used. tense errors. Some missing articles. affect the meaning e.g. missing of tenses, with few errors.
in many parts. Words used in a difficult to understand because of Some errors in the use of tenses. Mistakes with passives. Sometimes article, missing 3rd person “s”. Mistakes are typing errors, or 3rd
string without organisation. Many errors. Difficulties with word order. Some errors in word order. Some there is confusion at sentence level Accurate spelling and good use of person “s”, which do not affect the
errors in punctuation and spelling. Short sentences. Repeated errors errors in the use of plurals. Some and the meaning is lost. A few punctuation. meaning. Punctuation used to
with punctuation and spelling. errors in the use of passives. Some errors with punctuation and show meaning e.g. non-defining
errors in punctuation and spelling. spelling. relative clauses.
Organisation Few or no linking phrases used. Few or no linking phrases used. Some basic linking words and Different linking phrases used to Every section had a range of linking There was a variety of internal
and links The linking phrases were not Linking phrases used were not phrases used. Some links used open and connect paragraphs. language, used well. More links from a wide range of phrases
appropriate. Errors in the use of appropriate. Only basic linking wrongly so the meaning is lost. Logical organisation. Occasional development of links needed at used well. The text was easy to
basic linking words which makes words e.g. and, also, because. No Some repetition. Some paragraphs errors in the use of linking words, sentence level. Beginning to use follow. There were links between
understanding difficult. No logical links between paragraphs. not always linked. Some problems so sentences are not clear. linking words for building ideas the sections, paragraphs and at
organisation. A basic list of points. Organisation not clear, difficult to in following the organisation. and longer sentences. sentence level which helped to
follow. develop complex ideas and
argument.
Layout + Headings used wrongly. Not Headings used wrongly. Lists of Should not have used headings. A Mostly correct paragraphing. Clear and correct paragraphs, Clear and correct paragraphing
Vocabulary correct paragraphing. Long blocks items. More paragraphs needed. few paragraph changes were Occasional mistakes with paragraphs changing with the topic. Balance of used throughout.
of text. No paragraph change for Too many bullet points. missing. Should not have used a lot too long, or too short. paragraphs needs work. A wide range of suitable
new topics. Lists of sentences. Many sentences difficult to of bullet points. Some new words used wrongly. Good vocabulary, some repetition. vocabulary.
Bullet points used wrongly. understand because of using Confusion caused with wrong
A lot of problems with wrong words with the wrong meaning. words being used in places.
words and confused meaning.
Assessment Brief 002
1. Module code and title EF5231 Academic Writing for non-native speakers of English
2. Module tutor XXXX
3. Tutor with responsibility for this XXXX

Assessment
4. (Element number), Weighting, 002: 75% Coursework: Standard: Essay (1,000 words)
Type and Size of Assessment
You will be penalised according to the Academic Regulations for Taught
Provision if you exceed the size limit.
5. Submission deadline XXXX
Note: This date is the module submission date. You should refer to
Moodle for your personal submission date (i.e. taking into account any
mitigating circumstances or extensions).
Your attention is drawn to the penalties for late submission; see

Academic Regulations for Taught Provision
6. Arrangements for submission Electronic submission via Moodle.

 You are advised to submit work electronically by midday (British
local time) to ensure that technical support is available should
you encounter any issues with the electronic submission process.
 The maximum size for an individual file to be uploaded is 50MB.
 All files must be submitted as Word document (you may have to
copy sections from other types of files, e.g. PDF, Excel, JPG, etc.
and paste them in the Word document file you will be preparing
for submission. Ensure that while copying and pasting such
sections, the quality of them is good.)
 You are responsible for keeping a local copy of your assessment
in case there are problems with the version uploaded.
 You should use the following convention for naming your file,
e.g.: 'Bloggs_J_ s0123456_XX101_A1' (for example, Joe Bloggs –
student number s0123456 – submitting a file for XX101
assessment task 1). You are also advised to add this information
to the header section of your submitted document.
 Information about electronic submission, including a set of
Frequently Asked Questions, is available at
https://infonet.glos.ac.uk/departments/registry/esubmission/Pa
ges/default.aspx
 Enter the following text in the 'Please enter the subject of your
assignment' box: ‘Assessment 002’.
7. Date and location for return of Marks and feedback will be automatically released via Moodle
work
In-line with University policy, assessment feedback will be available 20
working days after your submission date (working days comprise the
normal working week, excluding periods when the University is shut and
weekends).
8. Disabled students Alternative assessment arrangements may be made, where appropriate,

for disabled students. However, these will only be implemented upon
the advice of the Disability Advisor. Disabled students wishing to be
considered for alternative assessment arrangements must give
notification of the disability (with evidence) to the Disability Advisor by
the published deadlines.
9. University Regulations for All assessments are subject to the Academic Regulations for Taught
Assessment Provision. These include regulations relating to Errors of Attribution and
Assessment Offences. In exercising their judgement, Examiners may
penalise any work where the standard of English, numeracy or
presentation adversely affects the quality of the work, or where the work
submitted exceeds the published size or time limits, or where the work
fails to follow normal academic conventions for acknowledging sources.
See endnote
10. The requirements for the assessment
Essay title:
Travelling is a popular pastime and many people go abroad for their holidays. Discuss some of the
benefits and drawbacks for the countries receiving overseas visitors.
11. Assessment criteria
The assessment criteria for this essay are on a separate sheet.
12. Special instructions
a. Resources available or recommended

You are expected to use the session materials to help you with the writing of this essay. You may use
other sources only if they have been approved by your tutor.
b. Suggested approach or assessment structure

The essay should include:
- An introduction and conclusion
- Paragraphs
- A description of the benefits that travelling brings to countries receiving overseas visitors
- A description of the drawbacks that travelling brings to countries receiving overseas visitors
- Examples from sources to support the points.
c. Advice and support available

You can contact the tutors to discuss any aspects of the assignment. Draft part assignments
cannot be read by the tutor but can be taken to the one to one language support sessions for
advice. You can find more information about this here
http://insight.glos.ac.uk/departments/ss/studentachievement/Pages/1to1appointments.aspx
Careful referencing of sources is vital when making use of the work of others. You are expected to
employ the referencing conventions recommended in the course. These conventions apply to
information taken from internet sources, as well as books, journals and lectures. If you are unsure of
the way to reference properly, seek advice from a member of staff before you submit the
assessment. These are some of the points you should check before submitting your work:

 are all direct quotations, from both primary and secondary sources, suitably acknowledged
(placed in quotation marks or indented)?
 have you provided full details of the source of the quotation, according to the referencing
convention used in the Course?
 have you acknowledged the source of ideas not your own, even if you are not quoting
directly from the source?
 have you avoided close paraphrasing from sources? (Check that you are not presenting
other people’s words or phrasing as if they are your own.)
 if you have worked closely with others in preparing for this assessment, is the material you
are presenting sufficiently your own?
EF5231 Assessment 002: Essay Assessment Criteria
Student name: Student Number: Mark: Date:
Skills area 0% to 29% 30% to 39% 40% to 49 % 50%-59% 60% to 69% 70% to 100 %
Content Not fully completed task, missing Not fully completed task. Limited reference to most Complete task with basic Complete task with full reference Complete task, detailed sections
sections. Many points not Reference to only some sections. sections, or limited reference to reference to all sections. Choosing to all sections. A good balance of with examples. Excellent choice
relevant. Does not understand the Some points not relevant. Limited all sections. Some of the material useful material. Clear sourcing content. Useful points, selected and balance of content, with
task. Poor selection of material. understanding of the task. Limited was not appropriate. Some and some paraphrasing. A few well from sources. Clear sourcing correct importance & priority.
Over use of quotes / sources. selection of material. Poor sections were not relevant. Some language errors when changing and good paraphrasing. Quotes Clear sourcing, fully developed
Poor sourcing. Too much sourcing. Over use of quotes / sourcing was missing. Limited the words of text. Some used well and not too many. You ideas using source well for
quotation. Using sources outside sources, very little paraphrasing. evidence of paraphrasing. A lot of quotation. Some sections needed needed more development and examples and limiting use of
the given ones. Using sources outside the given quoted material. Some problems developing. examples. quotations. Good paraphrasing
ones. with how to quote. shows understanding.
Grammar A wide range of basic errors which Many basic errors which cause Some basic errors which cause Trying to use a wider range of A range of structures and tenses A variety of accurate structures
make understanding very difficult misunderstanding. Limited use of misunderstanding, or a loss of structures, leading to some used well and very few mistakes. and complex language used to
in all the stages. Sentence tenses. Repeating the same meaning in places. A limited range errors, but little loss of meaning. Occasional errors, which do not express ideas well. A very good
structure unclear. Meaning structures. Some sections were of structures used. Some errors in Some tense errors. Some missing affect the meaning e.g. missing mix of tenses, with few errors.
unclear in many parts. Words difficult to understand because of the use of tenses. Some errors in articles. Mistakes with passives. article, missing 3rd person “s”. Mistakes are typing errors, or 3rd
used in a string without subject + errors. Difficulties with word word order. Some errors in the Sometimes there is confusion at Accurate spelling and good use of person “s”, which do not affect
verb + object organisation. order. Many short sentences. use of plurals. Some errors in the sentence level and the meaning is punctuation. the meaning. Punctuation used to
Repeated errors with punctuation Repeated errors with punctuation use of passives. Some errors with lost. Occasional errors with show meaning e.g. non-defining
and spelling. and spelling, which make reading punctuation and spelling. punctuation and spelling. relative clauses.
difficult in places.
Organisation Few or no linking phrases used. Few or no linking phrases used. Some basic linking words and Different linking phrases used to Every section had a range of There was a variety of internal
and links The linking phrases were not Linking phrases used were not phrases used. Some links used open and connect paragraphs. linking language, used well. Full links from a wide range of phrases
appropriate. Errors in the use of appropriate. Only basic linking wrongly so the meaning is lost. Clear introduction and conclusion. introduction and conclusion. used well. The text was easy to
basic linking words which makes words e.g. and, also, because. Some repetition. Short More development needed in the More development of links follow. The introduction and
understanding difficult. Introduction /conclusion very introduction and conclusion. introduction /conclusion. Logical needed at sentence level. conclusion were full and related
Introduction or conclusion short. Introduction and/or Some information in the organisation. Occasional errors in Beginning to use linking words for to the task. There were links
missing. Introduction and/or conclusion did not have the right introduction/conclusion was not the use of linking words, so building ideas and longer between the sections, paragraphs
conclusion not appropriate. No information. No links between needed. Some paragraphs not sentences are not clear. sentences. and at sentence level which
logical organisation. A basic list of paragraphs. Organisation not always linked. Some problems in helped to develop complex ideas
points. clear, difficult to follow. following the organisation. and argument.
Vocabulary Very limited use of familiar words. Very limited vocabulary and Limited range of words. More A variety of helpful vocabulary. A wide range of known and new Very good choices of vocabulary
Repeating words. Many words of repeating words. Some words of familiar words used frequently. Some known and some new vocabulary used in the right items, which create a completely
the wrong formality. Unable to the wrong formality. Unable to Some errors in meaning with new words. Most new words used context. Choices of vocabulary academic text. A wide range of
use new words accurately. The use new words accurately. Using words. Some words of the wrong correctly. Some words repeated. help to create a good academic vocabulary used in the right
meaning was completely lost in the wrong vocabulary made it formality. Some repetition. Using Occasional errors in formality, but text. Occasional errors but the context. A change of register used
large sections because of using difficult to understand in many the wrong words causes the meaning is clear. meaning is still clear. for the topic, when it was needed.
the wrong word. sentences. confusion at sentence level. No errors in the use of new words
Layout Headings used wrongly. Not Headings used in the wrong place. Should not have used headings. A Correct paragraphing. Occasional Clear and correct paragraphs, Clear and correct paragraphing
correct paragraphing. Long blocks Lists of items. More paragraphs few paragraph changes were mistakes with paragraphs too changing with the topic. used throughout.
of text. No paragraph change for needed. Too many bullet points. missing. Should not have used a long, or too short.
new topics. Lists of sentences. lot of bullet points.
Bullet points used wrongly.
EF 5231 Academic Writing for Non-native Speakers Semester 1, YEAR
Module Timetable
DAYS TIME ROOM BUILDING
Week Date Sessions’ aims / outcomes

(UoG)
1 (8)
2 (9) To discover the reasons for studying, personal aims, self-assessment

Sess 1 abilities and collate a needs analysis. Overview of the course. Review
stages of writing an essay. Get examples from ss.
Sess 2 To assess and provide strategies for approaching the task and
understanding titles. To practise effective planning. Introduce the
Moodle site.
Look at essay title on the Moodle.
3 (10) To select appropriate ideas, assess material (critical thinking) and
Sess 3 make notes and then make full sentences. Look at assessment 1
(Technology in education).
Sess 4 To look at and practise appropriate paragraph structure. To assess
and practise how to organise an argument paragraph. Look at ideas
for assessment 1 or 2 sources
4 (11) To focus ss. on effective planning - argument + discussion layout/style

Sess 5
Sess 6 To highlight the importance of linking introductions to titles
(conclusions in session 17)
5 (12) To develop skills in effective quotation and selection of relevant
Sess 7 material – avoiding plagiarism. Develop good study habits – follow
assessment process
Reporting the words of others, using reported verbs/speech
Sess 8 Note taking & paraphrasing
What is the difference between summarising and paraphrasing?
6 (13) To work on using sources effectively with quotation and summary
Sess 9 SUBMIT ESSAY
Sess 10 Critical thinking and combining sources for supporting evidence
7 (14) To look at academic style and the use of synonyms

Sess 11
Sess 12 Progress check
Review of cause + effect language and grammar.
8 (15) Review of cohesion (referencing words) + conjunctions.

Sess 13 Grammar of subject + verb agreement / singular or plural
Sess 14 To practise expressing caution and making generalisations

9 (16) Effective use of the passive and a review of punctuation.
Sess 15
Sess 16 Re-writing and proof reading

Students look at their essays
Assessment 2 set up review problem/solution essays
SHOW STUDENTS A MODEL MARKED ESSAY AND EXPLAIN THE
CRITERIA AND ALL THE PAPERWORK THEY WILL SEE.
10 (17) Review of introductions.
Sess 17 Conclusions - according to class needs add the following
To provide an overview of how to give definitions.
(Review of relative clauses)
ESSAY RELEASED ONLINE
Sess 18 Giving examples + generalising
11 (18) Review of different types of writing: longer text Look at style and
Sess 19 layout, stages and headings
Sess 20 Using academic vocabulary
12 (19) Case studies

Sess 21 + using prepositions
Tenses and time markers
Sess 22
13 (20) To review the use of tenses and time expressions OR
Sess 23 To give practice in word-building – nouns + adjectives used
appropriately OR
To practise appropriate use of articles
Punctuation
SUBMIT ESSAY
Sess 24 To give practice in incorporating data from facts and figures using
visual information to develop logical connections
Adjectives vs. adverbs
Essay results will be released online

EF5231 Module Guide 2021-2022 AWNN Latest

Uploaded by

Copyright:

Available Formats

You might also like

EF5231 Module Guide 2021-2022 AWNN Latest

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

EF5231 Module Guide 2021-2022 AWNN Latest

Uploaded by

Copyright:

Available Formats

EF 5231

Academic Writing for

What are the module aims?

What level of English is the module for?

What do you study in this module?

What should I be able to do by the end of the course?

When are the sessions?

What will I do in the sessions?

What materials will we use in sessions?

You are expected to buy this book.

Additional Texts in the Library:

Macmillan English Grammar in Context:

How is the course assessed?

Can I get any support to help with the assessments?

Student Feedback from module evaluation 2017/18

Action Plan for 2018/19

Module Title Academic writing for Non Native Speakers of English

Module Code EF5231

Module Tutor XXXX

School School of Education and Humanities, University of Gloucestershire

Restrictions Not available to native speakers of English or non-native speakers who

Indicative Syllabus The module aims:

 To develop students' awareness and use of the stages in the

Learning Outcomes A student passing this module should be able to:

Learning and Teaching Scheduled Contact Hours: 48

Version date: 1 Sep 2021

2. Module tutor XXXX

3. Tutor with responsibility for this XXXX

Your attention is drawn to the penalties for late submission; see

6. Arrangements for submission Electronic submission via Moodle

You are advised to submit work electronically by midday (British local

The maximum size for an individual file to be uploaded is 50MB.

8. Disabled students Alternative assessment arrangements may be made, where appropriate,

10. The requirements for the assessment

11. Assessment criteria

The assessment criteria for this essay are on a separate sheet.

12. Special instructions

d. Suggested approach or assessment structure:

The paragraphs should:

e. Advice and support available

2. Module tutor XXXX

3. Tutor with responsibility for this XXXX

5. Submission deadline XXXX

Your attention is drawn to the penalties for late submission; see

6. Arrangements for submission Electronic submission via Moodle.

8. Disabled students Alternative assessment arrangements may be made, where appropriate,

10. The requirements for the assessment

11. Assessment criteria

The assessment criteria for this essay are on a separate sheet.

12. Special instructions

a. Resources available or recommended

b. Suggested approach or assessment structure

c. Advice and support available

Week Date Sessions’ aims / outcomes

2 (9) To discover the reasons for studying, personal aims, self-assessment

4 (11) To focus ss. on effective planning - argument + discussion layout/style

7 (14) To look at academic style and the use of synonyms