International College

Brisbane, Australia
CRICOS No: 00213J
TEQSA PRV12079

QCE215 EAP 2 Extended

QCE210 EAP 2 Standard

Unit Outline
 Contents
EAP 2 Standard & Extended Program Description ....................................................................................... 2
Overview ................................................................................................................................................. 2
Aim .......................................................................................................................................................... 2
Learning Outcomes ................................................................................................................................. 2
Content.................................................................................................................................................... 4
Learning Approaches ............................................................................................................................... 5
Review of Grades or Academic Rulings ................................................................................................... 6
Academic Integrity .................................................................................................................................. 6
Assessment Framework ............................................................................................................................... 9
Assessment Task Information .................................................................................................................... 10
Mid Assessment .................................................................................................................................... 10
End Assessment..................................................................................................................................... 12
Assignment Task .................................................................................................................................... 14
GIL.......................................................................................................................................................... 16
Criteria Sheet: Mid Speaking ...................................................................................................................... 17
Criteria Sheet: Mid Writing ........................................................................................................................ 18
Criteria Sheet: End IST ................................................................................................................................ 19
Criteria Sheet: End Seminar ....................................................................................................................... 21
Criteria Sheet: Assignment Annotated Bibliography.................................................................................. 22
Criteria Sheet: Assignment Outline ............................................................................................................ 23
Criteria Sheet: Assignment Final ................................................................................................................ 24
Criteria Sheet: Assignment Reflection........................................................................................................ 26
Criteria Sheet: GIL Reflection ..................................................................................................................... 27
 CRICOS No: 00213J
TEQSA PRV12079

EAP 2 Standard & Extended Program Description

Overview
The primary purpose of the QUTIC EAP Program is to provide a mode of entry into tertiary study for students
who have achieved the necessary academic level, but do not have the English language skills required. The
secondary purpose is to introduce students to, and enable them to practice, the academic skills they will
require for success in their chosen tertiary course.

Students are therefore taught and assessed on English Language Proficiency (ELP) and the use of this language
to complete academic tasks. Students who complete these assessment items to benchmarked EAP 2
standards can then articulate to their chosen QUT course, which recognises the results as being notionally
equivalent to a particular IELTS score.

Aim
The aim of the EAP 2 Program is to provide a pathway to the QUTIC EAP 3 program or QUT faculty courses
requiring specific IELTS scores for international students who do not currently meet the English language level
entry requirements.

Learning Outcomes
1. Overall Language Proficiency
1.1 Achieve an English proficiency level enabling students to enter either an undergraduate or postgraduate
level course at QUT requiring a Common European Framework of Reference for Languages (CEFR) level
of C1, or approved equivalents.

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2. Integrated Academic Skills (R,L,W,S)

Receptive Skills (R/L)

From listening and reading input, students can:
2.1 identify connections and themes between multiple spoken and/or written texts
2.2 use a wide range of strategies and skills to understand spoken and written academic texts
2.3 read and listen critically to analyse and evaluate complex information, and recognise implicit
and inferred meaning

Productive Skills (W/S)

Using listening and/or reading input, students can:
2.4 support main points with subsidiary points, reasons and relevant examples to develop and support a
clear, well-structured, detailed viewpoint
2.5 paraphrase and/or summarise
2.6 synthesize and evaluate information from a number of sources
2.7 select relevant, detailed information from multiple ungraded sources even on unfamiliar academic
topics, and take comprehensive notes
2.8 participate, intervene, respond appropriately and flexibly and act as facilitator to organise and
manage groupwork efficiently
2.9 Use language fluently, accurately, effectively, spontaneously, and almost effortlessly on a wide
range of topics to produce a coherent, cohesive response

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3. Digital Literacy and Academic Research

3.1 utilise a Learning Management System (LMS) to locate important information, communicate and
engage digitally, and submit program related work
3.2 use library, databases and online search tools to locate relevant, appropriate academic sources
3.3 write, edit and format digital documents
3.4 write a research assignment on a given academic topic, with appropriate style, format and referencing
3.5 understand the concept of plagiarism and use strategies effectively to maintain academic integrity

4. Capacity to work independently and collaboratively

4.1 manage time, set priorities, organise learning to achieve goals
4.2 self-reflect, self-assess and use and give feedback effectively
4.3 negotiate skillfully and collaborate effectively with people from different cultural backgrounds

Content
Language and Skills
As stated above, the EAP program will primarily focus on linguistic development embedded in academic-
specific texts and contexts with extensive in-class and online language support provided. In order to tie the
language, academic skills and assessment to the Learning Outcomes, students need to receive explicit
instruction in:

• Grammar & Vocabulary

o The grammar structures and vocabulary taught at each stage of each EAP level is guided by referencing
the following online databases, which are aligned to the Common CEFR:
▪ http://www.englishprofile.org/wordlists - Vocabulary
▪ http://www.englishprofile.org/english-grammar-profile - Grammar
o The Academic Word List (AWL) also contributes to the basis of the target vocabulary at each EAP level.
• Reading and Listening (Receptive Skills)
o developing effective individual approaches and processes for note-taking
o strategies for coping with extended listening and reading texts
o awareness of how discourse markers are used to structure listening/reading texts
o techniques for speed reading, skimming and scanning
• Speaking and Writing (Productive Skills)
o planning, drafting and editing a variety of spoken and written genres
o synthesising individual texts into hybrid genres
o asking questions of, and negotiating details with, fellow students and lecturers/tutors
o enhancing seminar delivery and effectiveness through pronunciation and voice training
o participating effectively in tutorials by appropriately expressing (dis)agreement with students, tutors
and expert opinion
o how to convert notes into structured spoken and written production
o contributing to different stages of group projects
• Critical Thinking, Digital and Research Skills
o interpreting complex assessment tasks accurately
o conducting relevant research efficiently and effectively, and evaluating the legitimacy of different
sources
o analysing and synthesising information from a range of relevant and conflicting sources into original
spoken and written production

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o The importance of students reflecting on their own knowledge and the different perspectives that
informed it
o How to recognise, develop and use individual learning strategies to increase learner independence.

Balance
Even though students enter the 10- and 15-week options for each EAP program level at different English
Language Proficiency (ELP) levels, the program is designed so that students leave both at the same ELP level
and having learnt the same academic skills. Consequently, the guiding principles are:
• For the 15-week options -
o Weeks 1-5 are focused on in-context language teaching and learning
o Weeks 6-15 are a 2:1 mix of in-context language learning and teaching: academic skills
• The 10-week options are identical to Weeks 6-15 above.
• Grammar and vocabulary are presented in context as part of texts modelled on those students will
encounter in QUT Faculties. In summary:
a) Orientation to text features and function
b) Comprehension of text content
c) Analysis of how language is used to structure and convey authors’ key points
d) Practice adapting and using this language to structure and convey students’ key points
e) Production of this language to successfully complete EAP program formative and summative
assessment items.
• Due to the extensive variety of assessment types (which can vary dramatically depending on faculty, unit,
and unit coordinator expectations) now prevalent in Higher Education, emphasis is placed on:
o The deconstruction and analysis of faculty texts and assessment questions
o Teaching the receptive and productive language skills required to successfully navigate these
texts/questions rather than generic academic structural “conventions”.

Guided Independent Learning (GIL)

GIL material is located on the Blackboard platform and is comprised of:
• An extensive online grammar practice program divided into the key structures taught for each week’s
lessons (e.g. past tenses for the week[s] in which reflective writing is taught).
• The Vocabulary lists at the beginning of each course book module (AWL and course content) are extended
by including online practice in collocations, word formation, usage in different contexts, and so on.
• Pronunciation lessons with nationality-specific online exercises linked to the key vocabulary and grammar
of each week.
• The bulk of homework made available and marked online along with formative assessment submissions
and feedback.
• Extensive reading and listening texts, and exam format practice.

Learning Approaches
Proficiency is developed through the presentation and practice of relevant language content and skills in small
classes (average 15 and maximum 18 students). In pedagogical terms, the course should incorporate a range
of student-centred approaches to teaching, such as Task-Based Learning (TBL); The Communicative
Approach; Guided Discovery; Flipped learning; The Lexical Approach.

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Review of Grades or Academic Rulings

For rules on how to apply for a Review of Grade, refer to the EAP Program Guide.

Academic Integrity
Overview
QUT is committed to maintaining high academic standards to protect the value of its qualifications. Students
are expected to engage in learning and assessment at QUT with honesty, transparency and fairness.
Maintaining academic integrity means upholding these principles and demonstrating valuable professional
capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism,
self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g., contract
cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the
academic integrity of your assessment. This includes the use of text matching software that may be available
to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic Integrity policy and the
Student Code of Conduct. Breaching QUT’s Academic Integrity policy is regarded as student misconduct and
can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Academic Expectations
At university, when a student submits work which is not their own, it is considered a type of cheating known
as plagiarism. In many situations, receiving help from another person who edits or does any part of your work
can also be considered cheating (collusion). QUT has strict guidelines regarding academic integrity, including
plagiarism and collusion. At QUTIC, as with all QUT faculties, it is expected that all work submitted by
students is entirely their own.

Although plagiarism and collusion are concepts which may be new, it is important that all students
understand and follow QUT policy. A breach of academic integrity is regarded as student misconduct and can
lead to serious negative academic penalties for the student. More importantly, if a student has someone else
do work for them, it is a lost opportunity to improve on language skills and gain confidence in an academic
environment.

While getting editing assistance with assignments submitted in faculty courses can be encouraged, this is
NOT the case in EAP. QUT Library staff and Language Learning Advisers (LLAs) can give guidance about how
to conduct research, but they can NOT provide EAP students with English language advice or help on
assignments. Similarly, you cannot receive help from other sources such as GIL teachers, other students,
relatives, friends, former teachers or grammar translation websites. It is important to understand that
students in EAP are not expected to submit perfect work as they are still in the process of learning English.
Your teacher will also advise times when peer-editing of your work is acceptable.

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All students are expected to put considerable effort into improving and editing their own work as this is part
of the academic learning process. In addition, the process of correcting and rewriting work that is returned
to you with language feedback is very important.

Assessment Policies
QUTIC has clear policies for staff and students to follow in relation to assessment. See the Program Guide on
Blackboard for more detailed information about specific assessment circumstances. These include:
• Late assessment (if you attempt to hand in assessment after the due date/time)
• Special consideration (if you think your academic performance may be affected by an unexpected event)
• Extensions (if you require extra time to complete an assessment piece)
• Deferred exams (if you need to sit an exam at a later date)
• Review of grades (if you require a consultation with a staff member about your performance in an exam).

Assessment
In EAP 2, all assessment will help students prepare for future courses. It is important that each student has a
clear understanding of what is expected for each assessment task. Students are expected to carefully read
all instructions in this Unit Outline and any distributed Task Sheets as this is an essential university skill. This
means you should not rely only on your teachers or classmates to explain what needs to be done. Use of a
daily/weekly planner or diary (either paper or smartphone app) is highly recommended!

Many of the assessment tasks are exam style. There are reading, listening, and writing tests as well as an
assignment and group presentation. Attending/participating in class and doing homework will help students
to prepare for these assessment tasks as each hour each day is a learning opportunity.

In addition to the above, the following tips will also help you to prepare:
• Be sure that you know the exact date, time, and place for the test. See Unit Details on Blackboard for
assessment schedule.
• Ensure that you also know what the test will cover and what criteria are being assessed.
• Review relevant material before the test (start this as early in the course as possible).
• Arrive on time (10-15 minutes early) for the test and ensure that you get enough sleep the night before.
• You must follow all directions given by teachers during assessment, including moving desks.
• No mobile phones are to be used. They must be turned off and placed in bags, which must be placed at
the front of the test room for all tests.
• Watches and/or devices that connect to the internet must be stored in your bag along with all your
personal effects.
• On all test materials, write your family name in capitals, followed by a comma and then your first name.
If you use a nickname, add that in brackets at the end.
FAMILY NAME, First name (Nick name)
example: JOHNSON, Michael (Mick)
• No paper is to be taken out of the test room.
• You must not leave the test room until the end of the test at the teacher’s direction.
• Dictionaries must not be used in any assessment tasks.

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The following reminders will help you to complete the tasks in EAP 2 successfully:
• Include your FULL name, QUT student number and teacher’s name on all submitted tasks.
• Assignments submitted for assessment after the due date without an approved extension will not be
marked, and you will receive 0%.
• You will need to either hand in the work you have done by the due date or get an approved assignment
extension.
• You are NOT able to submit work on behalf of another student.
• Word count / time limits are important. Students who do not follow them will lose marks.
• As mentioned above, copying work from others is NOT permitted. Copied work may be deemed
academic misconduct and is likely to result in a request to authenticate your work and lost marks.

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Assessment Framework

Please note: This is the proposed schedule and is subject to change.

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Assessment Task Information

Mid Assessment
Grammar and Vocabulary Assessment
Assessment: Students will be tested on the grammar and vocabulary learnt during the first 5 weeks of the
program.
Weighting: 5%
Due Date: Standard Week 5
Related • 2.9: use language mostly fluently, accurately and effectively on a wide range of topics to
Learning produce a coherent, cohesive response
Outcomes: • 4.1: manage time, set priorities, organise learning to achieve goals
Objectives: To specifically assess students’ understanding of:
• grammar and vocabulary taught in the previous 5 weeks of the program
Time: 60 minutes

Reading Assessment
Assessment: Students will be presented with a number of reading texts (at least one long text and multiple
short texts) and will need to complete comprehension questions related to these texts.
Weighting: 10%
Due Date: Standard Week 5
Related • 2.1: identify connections and themes between written texts
Learning • 2.2: use a range of strategies and skills (appropriate to the mid-point of the program) to
Outcomes: understand written texts
• 2.3: read critically to analyse and evaluate information, and recognise implicit and inferred
meaning
• 4.1: manage time, set priorities, organise learning to achieve goals
Objectives: To specifically assess students’ ability to read to:
• preview texts
• identify main ideas and details
• identify patterns of organisation/genre, and recognise cues
• determine speaker opinion/viewpoint
• connect ideas between written texts
Time: 95 minutes

Listening Assessment
Assessment: Students will be presented with a number of listening texts (at least one monologue and one
dialogue) and will need to complete comprehension questions related to these texts.
Weighting: 10%
Due Date: Standard Week 5
Related • 2.1: identify connections and themes between spoken texts
Program • 2.2: use a range of strategies and skills (appropriate to the mid-point of the program) to
Outcomes: understand spoken texts
• 2.3: read critically to analyse and evaluate information, and recognise implicit and inferred
meaning
• 4.1: manage time, set priorities, organise learning to achieve goals
Objectives: To specifically assess students’ ability to listen to:
• identify context, gist, main idea and details
• identify patterns of organisation, and recognise cues
• determine speaker opinion/viewpoint
• connect themes or ideas across spoken texts
Time: 45 minutes

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Writing Assessment
Assessment: Students will be presented with a choice of up to three question prompts and will need to produce
a relevant written response.
Weighting: 5%
Due Date: Standard Week 5
Related • 2.4: support main points with subsidiary points, reasons and relevant examples to develop and
Program support a clear, well-structured, detailed viewpoint
Outcomes: • 2.9: use language mostly fluently, accurately and effectively on a wide range of topics to
produce a coherent, cohesive response
• 4.1: manage time, set priorities, organise learning to achieve goals
Objectives: To specifically assess students’ ability to:
• use correct paragraph structure (topic sentences, supporting sentences, concluding sentences if
appropriate)
• choose appropriate, relevant support
• support main points with details, data, examples, explanations, reasons and definitions
• organise points logically using appropriate cohesive devices referents/substitution, transition
signals, repetition of key words, synonyms, parallel structures)
• use a range of vocabulary accurately: word form, word choice, spelling, collocations,
singular/plural nouns
• use a range of grammar accurately: sentence structure, tense, SVA, conjunctions, parallel
structures, word order, active vs passive, articles, referents, conditionals, nominalisation,
punctuation
• use appropriate genre and register
Time: 75 minutes (including brainstorming, outlining and writing)
Length: Minimum 300 words

Speaking Assessment
Assessment: Students will be randomly placed into small groups and will be required to:
• answer questions about themselves and their opinions
• discuss a written prompt with the other group members in order to reach a decision
• agree and / or disagree; express and justify opinions
Weighting: 5%
Due Date: Standard Week 5
Related • 2.8: participate, intervene, respond appropriately and facilitate discussion in a group setting
Program • 2.9: use language mostly fluently, accurately and effectively on a wide range of topics to
Outcomes: produce a coherent, cohesive response
• 4.1: manage time, set priorities, organise learning to achieve goals
• 4.3: negotiate and collaborate effectively with people from different cultural backgrounds
Objectives: To specifically assess students’ ability to:
• engage in the discussion
• listening actively
• agree/disagree, give and ask for opinions, use strategies for circumlocution, clarifying,
repetition, questioning
• turn-take
• facilitate collaborative interaction with peers
• provide an extended response
• use a wide range of vocabulary accurately: word form, word choice, collocations, singular/plural
nouns
• use a wide range of grammar accurately: sentence structure, tense, SVA, conjunctions, parallel
structures, word order, active vs passive, articles, referents, conditionals, nominalisation
• use a range of phonological features (prosodic features, pronunciation, non-verbals)
• organise points logically using appropriate cohesive devices
Time: Approx. 15 minutes per group

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End Assessment
Integrated Skills Assessment Task
Assessment: Students will be presented with a number of source texts (at least one written text and one short
talk/lecture), and will need to complete comprehension questions related to these texts. From the input
material, students will need to extract ideas, identify connections, evaluate viewpoints and synthesise
ideas to produce a written response to a question.
Weighting: 25%
Due Date: Standard Week 10
Task Details: Listening stage: Students:
• listen once to a short talk/lecture
• answer a set of comprehension questions
• listen to the short talk/lecture a second time
• take notes of main ideas and relevant details
Reading stage: Students:
• read text/s
• answer comprehension questions/complete summary matrix
Writing stage: Students:
• write a response to a question prompt requiring analysis, synthesis, and evaluation of all input source
material and/or a personal reaction to the topic.
NB: Students may refer to the reading text, notes and questions throughout the exam.
Related To assess the degree to which students can:
Program • 2.1: identify connections and themes between spoken and/or written texts
Outcomes: • 2.2: use a range of strategies and skills to understand spoken and written texts
• 2.3: read and listen critically to analyse and evaluate information and recognise implicit and inferred
meaning
• 2.4: support main points with subsidiary points, reasons and relevant examples to develop and
support a clear, well-structured, detailed viewpoint
• 2.5: paraphrase and/or summarise
• 2.6: synthesize and evaluate information from a number of sources
• 2.7: select relevant, detailed information from a lecture/talk and take adequate notes
• 2.9: use language mostly fluently, accurately and effectively on a wide range of topics to produce a
coherent, cohesive response
• 4.1: manage time, set priorities, organise learning to achieve goals
Objectives: To specifically assess students’ ability to:
• identify and note main ideas and details
• identify patterns of organisation/genre, and recognise cues
• determine speaker opinion/viewpoint
• infer meaning
• recognising fact vs opinion
• analyse, evaluate
• connect themes or ideas across spoken/written texts
• use correct paragraph structure (topic sentences, supporting sentences, concluding sentences if
appropriate)
• choose appropriate, relevant support
• support main points with details, data, examples, explanations, reasons and definitions
• organise points logically using appropriate cohesive devices, referents/substitution, transition signals,
repetition of key words, synonyms, parallel structures
• summarise using paraphrasing and selecting appropriate main ideas from the original
• combine ideas from sources in order to produce an original response
• use a range of vocabulary with some degree of accuracy: word form, word choice, spelling,
collocations, singular/plural nouns
• use a range of grammar with some degree of accuracy: sentence structure, tense, SVA, conjunctions,
parallel structures, word order, active vs passive, articles, referents, conditionals, nominalisation,
punctuation
• use appropriate genre and register
Time: 3 hours
Length: Minimum 300 words

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Seminar Assessment
Assessment: Students will be randomly placed into small groups and will be required to:
• Find a journal article on a suitable topic
• Upload the selected journal article to Turnitin
• facilitate a small group discussion on this topic
• participate in small group discussions facilitated by another member of the group
Weighting: 10%
Due Date: Standard Week 10
Related • 2.2: use a range of strategies and skills to understand written academic texts
Program • 2.3: read critically to analyse and evaluate information, and recognise implicit and inferred
Outcomes: meaning
• 2.4: support main points with subsidiary points, reasons and relevant examples to develop and
support a clear, well-structured, detailed viewpoint
• 2.5: paraphrase and/or summarise
• 2.8: participate, intervene, respond appropriately and facilitate discussion in a group setting
• 2.9: use language mostly fluently, accurately and effectively on a wide range of topics to
produce a coherent, cohesive response
• 4.1: manage time, set priorities, organise learning to achieve goals
• 4.3: negotiate and collaborate effectively with people from different cultural backgrounds
Objectives: To specifically assess students’ ability to:
• engage in the discussion
• listening actively
• agree/disagree, give and ask for opinions, use strategies for circumlocution, clarifying,
repetition, questioning
• turn-take
• facilitate collaborative interaction with peers
• provide an extended response
• use a wide range of vocabulary accurately: word form, word choice, collocations, singular/plural
nouns
• use a wide range of grammar accurately: sentence structure, tense, SVA, conjunctions, parallel
structures, word order, active vs passive, articles, referents, conditionals, nominalisation
• use a range of phonological features (prosodic features, pronunciation, non-verbals)
• organise points logically using appropriate cohesive devices
Time: 10 minutes per student

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Assignment Task
Annotated Bibliography
Assessment: Students will be given a choice of up to three topics and required to find relevant academic sources.
They will then be required to summarise and evaluate 3 of those sources.
Weighting: 5%
Due Date: Standard Week 4
Related • 2.2: use a range of strategies and skills to understand written academic texts
Learning • 2.3: read critically to analyse and evaluate information, and recognise implicit and inferred
Outcomes: meaning
• 2.4: support main points with subsidiary points, reasons and relevant examples to develop and
support a clear, well-structured, detailed viewpoint
• 2.5: paraphrase and/or summarise
• 2.9: use language mostly fluently, accurately and effectively on a wide range of topics to
produce a coherent, cohesive response
• 3.1: utilise a Learning Management System (LMS) to locate important information,
communicate and engage digitally, and submit program related work
• 3.2: use library, databases and online search tools to locate relevant, appropriate academic
sources
• 3.3: write, edit and format digital documents
• 3.5: understand the concept of plagiarism and use strategies effectively to maintain academic
integrity
• 4.1: manage time, set priorities, organise learning to achieve goals
Objectives: To summatively assess the degree to which students can:
• manage time, set priorities, organise learning to achieve goals
• use library, databases and online search tools to locate relevant, appropriate academic sources
• understand the concept of plagiarism and use strategies effectively to maintain academic
integrity
• paraphrase and/or summarise
• support main points with subsidiary points, reasons and relevant examples to develop and
support a clear, well-structured, detailed viewpoint
• produce a coherent, cohesive response
Length: Approximately 300 words (maximum of 500)

Assignment Outline
Assessment: Based on the summary and evaluation of sources, students will be required to produce an outline
and reference list of appropriate format.
Weighting: 5%
Due Date: Standard Week 6
Related • 3.1: utilise a Learning Management System (LMS) to locate important information,
Learning communicate and engage digitally, and submit program related work
Outcomes: • 3.2: use library, databases and online search tools to locate relevant, appropriate academic
sources
• 3.3: write, edit and format digital documents
• 3.5: understand the concept of plagiarism and use strategies effectively to maintain academic
integrity
• 4.1: manage time, set priorities, organise learning to achieve goals
Objectives: To specifically assess students’ ability to:
• find and evaluate appropriate, relevant sources
• format outline using task sheet instructions: correct line spacing, font, margins
• reference correctly using relevant CiteWrite style
• use Turnitin: upload, analyse originality report
Length: 2 pages plus references / Using mainly note form (7 references as a minimum)

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Final Draft
Assessment: Based on the outline, students will be required to produce a written assignment.
Weighting: 10%
Due Date: Standard Week 8
Related • 2.1: identify connections and themes between written texts
Learning • 2.2: use a range of strategies and skills to understand written texts
Outcomes: • 2.3: read and listen critically to analyse and evaluate information and recognise implicit and
inferred meaning
• 2.4: support main points with subsidiary points, reasons and relevant examples to develop and
support a clear, well-structured, detailed viewpoint
• 2.5: paraphrase and/or summarise
• 2.6: synthesize and evaluate information from a number of sources
• 2.9: use language mostly fluently, accurately and effectively on a wide range of topics to produce
a coherent, cohesive response
• 3.1: utilise a Learning Management System (LMS) to locate important information, communicate
and engage digitally, and submit program related work
• 3.2 use library, databases and online search tools to locate relevant, appropriate academic
sources
• 3.3 write, edit and format digital documents
• 3.4 write a research assignment on a given academic topic, with appropriate style, format and
referencing
• 3.5 understand the concept of plagiarism and use strategies effectively to maintain academic
integrity
• 4.1: manage time, set priorities, organise learning to achieve goals
Objectives: To specifically assess students’ ability to:
• write a research assignment on a given topic
• use a wide range of reliable and trustworthy sources
• use language fluently, accurately and effectively
• use feedback from the outline
• critically analyse and synthesise
• use coherence and cohesion
• appropriately meet all task requirements (genre, word count, format)
• appropriately use referencing conventions
Length: 1000 words (7 references as a minimum)

Reflection
Assessment: Students will be required to produce a written personal reflection based on / related to the
assignment task
Weighting: 5%
Due Date: Standard Week 9
Related • 2.4: support main points with subsidiary points, reasons and relevant examples to develop and
Learning support a clear, well-structured, detailed viewpoint
Outcomes: • 2.9: use language mostly fluently, accurately and effectively on a wide range of topics to
produce a coherent, cohesive response
• 4.1: manage time, set priorities, organise learning to achieve goals
• 4.2: self-reflect, self-assess and use and give feedback
Objectives: To specifically assess students’ ability to:
• write paragraphs using the reflective genre
• support main points with details, data, examples, explanations, reasons and definitions
• self-reflect and analyse
• use language mostly fluently, accurately and effectively to produce a coherent, cohesive
response
Length: Minimum 200 words

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GIL
Guided Independent Learning
Assessment: Students will be expected to complete program-related activities and tasks using the LMS.
Weighting: 5%
Due Date: Weekly
Related • 2.2: use a range of strategies and skills to understand spoken and/or written texts
Learning • 2.3: read and listen critically to analyse and evaluate information and recognise implicit and
Outcomes: inferred meaning
• 2.4: support main points with subsidiary points, reasons and relevant examples to develop and
support a clear, well-structured, detailed viewpoint
• 2.5: paraphrase and/or summarise
• 2.7: select relevant, detailed information from a lecture/talk and take adequate notes
• 2.9: use language mostly fluently, accurately and effectively on a wide range of topics to
produce a coherent, cohesive response
• 3.1: utilise a Learning Management System (LMS) to locate important information,
communicate and engage digitally, and submit program related work
• 3.3: write, edit and format digital documents
• 4.1: manage time, set priorities, organise learning to achieve goals
• 4.2: self-reflect, self-assess and use and give feedback
Objectives: To specifically assess students’ ability to:
• self-reflect: write blogs, reflective paragraphs
• self-assess using checklists provided
• use peer feedback and using teacher to aid learning
• manage time and set goals and priorities: understanding program outline and assessment
timetable, making a study schedule
• organise learning: review program content, timely preparation for assessment
Length: 5 hours per week

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 CRICOS No: 00213J

Criteria Sheet: Mid Speaking

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 CRICOS No: 00213J

Criteria Sheet: Mid Writing

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 CRICOS No: 00213J

Criteria Sheet: End IST

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EAP2 Integrated High Distinction
Test Criteria 7 (above 85%)
Grammar • Uses a wide range of both
(15%) simple and complex
grammatical forms with full
control, flexibility, and
some precision
• Errors, if present, are
related to complex
structures but the vast
majority of sentences are
accurate
Vocabulary • Uses a wide range of
(15%) appropriate vocabulary,
including less common
vocabulary, flexibly and
with some precision
• Errors, if present, are
related to less common
vocabulary
Comprehension Qs scores 10 or more
(15%)
Distinction
6 (84% - 75)
• Uses a wide range of both
simple and complex
grammatical forms with firm
control and some
flexibility
• Errors are mostly related • Errors are limited with
to complex structures but many sentences accurate
most sentences are
accurate
• Uses a wide range of
appropriate vocabulary,
including some less
common vocabulary, with
flexibility
• Errors tend to occur with
less common vocabulary
scores 8 or 9
End IST Continued
Credit
5 (74% - 65%)
• Uses a wide range of both
simple and complex
grammatical forms with a
good degree of control
• Uses a wide range of
appropriate vocabulary,
including some less
common vocabulary, with
some flexibility
• Errors related to both
common and less
common vocabulary are
minor
scores 6 or 7
Pass
4 (64% - 50%)
• Uses a good range of both
simple and complex
grammatical forms with a
good degree of control
• Although errors are
present, some sentences
are accurate
• Uses a good range of
appropriate vocabulary,
including attempts at less
common vocabulary, but
with limited flexibility
• Errors are present and
tend to occur with more
common vocabulary
scores 5
CRICOS No: 00213J
Marginal Fail Fail Low Fail
3 (49% - 40%) 2 (39% - 25%) 1 (24% or below)
• Uses a range of simple • Uses a range of simple • Uses simple grammatical
grammatical forms with a grammatical forms with a forms with a degree of
good degree of control good degree of control control but only
but only some complex but only a limited occasionally attempts
grammatical forms number of complex complex grammatical forms
grammatical forms
• Errors do not affect • Errors are present in • Errors can cause
comprehension but are complex structures and comprehension
frequent in complex have a minor effect on problems for the reader
structures comprehension
• Uses a range of • The range of vocabulary is • The range of vocabulary is
appropriate vocabulary, only adequate limited
but only attempts less
common vocabulary with
limited success
• Errors are noticeable • Errors are noticeable and • Errors can cause
have a minor effect on comprehension problems
comprehension for the reader
scores 4 scores 3 scores 2 or below
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 CRICOS No: 00213J

Criteria Sheet: End Seminar

EAP2 Final Seminar High Distinction Distinction Credit Pass Marginal Fail Fail Low Fail
Criteria 7 (above 85%) 6 (84% - 75) 5 (74% - 65%) 4 (64% - 50%) 3 (49% - 40%) 2 (39% - 25%) 1 (24% or below)
Task Achievement (10%) • All requirements of the • Most requirements of the • May be problems with • May be problems with a • Some requirements of the • Most requirements of the • Requirements of the task
task appropriately met task appropriately met requirements of the task number of requirements of task not met (timing, task not met (timing, not met (timing,
(timing, appropriate source) (timing, appropriate source) (timing, appropriate source) the task (timing, appropriate appropriate source) appropriate source) appropriate source)
source)
Facilitation (20%) • Successfully uses a range of • Successful in using a range • Successful in using socio- • Mostly successful in using •Makes a reasonable •Makes a limited attempt to •Makes a very limited
sophisticated socio-linguistic of socio-linguistic strategies linguistic strategies to socio-linguistic strategies to attempt to use socio- use socio-linguistic strategies attempt to use socio-
strategies to encourage to encourage balanced encourage balanced encourage balanced linguistic strategies to to encourage participation linguistic strategies to
balanced participation participation participation participation encourage participation, although certain members encourage participation, and
although certain members may dominate the discussion allows certain members to
• Consistently keeps the • Keeps the group on topic • Keeps the group on topic • Attempts to keep the may dominate the discussion or not participate at all dominate the discussion or
group on topic - can most of the time - can some of the time - can group on topic and attempts or not participate at all not participate at all
successfully refocus the successfully refocus the successfully refocus the to refocus the group with
group (if they stray) group most of the time group some of the time limited success • There is little attempt to • There is very little attempt • There is no attempt to keep
keep the group on topic to keep the group on topic the group on topic
• Always allows participants •Usually allows participants • Generally allows • Sometimes allows
to express opinions by letting to express opinions by letting participants to express participants to express • Does not always allow • Can be obstructive to the • In no way allows the
discussion develop when discussion develop when opinions by letting opinions by letting participants to express development of discussion natural development of
appropriate appropriate discussion develop when discussion develop when opinions or let discussion discussion
appropriate appropriate develop
Interaction (as a • Interacts with ease, • Frequently interacts with • Interacts with ease at • Initiates and responds • Initiates and responds • Initiates and responds • Initiates and responds
member of the panel) consistently linking ease, consistently linking times, and consistently appropriately (verbally and appropriately (verbally and appropriately (verbally and (verbally and non-verbally)
(20%) contributions to those of contributions to those of links contributions to those non-verbally) but non-verbally) but non-verbally) but but mechanically and not
other speakers other speakers of other speakers mechanically , often linking mechanically , often linking mechanically, with some always appropriately
contributions to those of contributions to those of linking to contributions of
other speakers other speakers other speakers
• Relevant contributions
• Contributions are relevant • Contributions are relevant • Contributions are mostly • Some contributions are • There are a limited • Relevant contributions are are rare and often do not
and effectively develop and help to develop the relevant and usually help relevant and sometimes number of relevant rare and these may not develop the discussion
the discussion discussion to develop the discussion help to develop the contributions and these may develop the discussion
discussion not develop the discussion
Cohesion (15%) • Uses a wide range of • Uses a wide range of • Uses a wide range of • Uses a wide range of • Uses a good range of • Uses a range of signpost • Responses are
signpost language signpost language signpost language to some signpost language, signpost language but not language but not sufficient insufficient and irrelevant
effectively and skillfully effectively good effect adequate for the task sufficient for the task for the task for the task
Pronunciation and • Speech is effortless to • Speech requires very little • Speech requires little effort • Speech requires some • Speech requires a lot of • Speech requires extreme • Speech is unintelligible
Intonation (15%) understand (even with effort to understand to understand effort to understand effort to understand effort to understand
accent and minor
mispronunciation)
•Intonation is natural with • Intonation is mostly • Intonation is generally • Intonation is sometimes •Intonation is generally • Intonation is unnatural and • Intonation is entirely
no lapsing into monotone or natural with very little lapsing natural with some lapsing natural but with frequent unnatural and largely consists almost entirely of unnatural
evidence of reading into monotone or evidence into monotone or evidence lapses into monotone with monotonous with evidence monotone and/or reading
of reading of reading evidence of reading of excessive reading
Grammar and • Uses a wide range of • Uses a wide range of both • Uses a wide range of both • Uses a good range of both • Uses a range of simple
• Uses a range of simple • Uses simple grammatical
Vocabulary (20%) both simple and complex simple and complex simple and complex simple and complex grammatical forms with a
grammatical forms with a forms with a degree of
grammatical forms with full grammatical forms with firm grammatical forms with a grammatical forms with a good degree of control but
good degree of control but control but only
control, flexibility , and control and some good degree of control good degree of control only some complex only a limited number of occasionally attempts
some precision flexibility grammatical forms complex grammatical forms complex grammatical forms
• The range of vocabulary is • The range of vocabulary is
• Uses a wide range of • Uses a wide range of • Uses a wide range of • Uses a good range of • The range of vocabulary is only adequate for the task limited
appropriate vocabulary appropriate vocabulary appropriate vocabulary to appropriate vocabulary to only adequate for the task and there are noticable
flexibly to suit the task and flexibly to suit the task suit the task with some suit the task but with and there are some errors errors
with some precision flexibility limited flexibility

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 CRICOS No: 00213J

Criteria Sheet: Assignment Annotated Bibliography

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 CRICOS No: 00213J

Criteria Sheet: Assignment Outline

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 CRICOS No: 00213J

Criteria Sheet: Assignment Final

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 CRICOS No: 00213J

Assignment Final Continued

EAP2 Assignment Final High Distinction Distinction Credit Pass Marginal Fail Fail Low Fail
Criteria 7 (above 85%) 6 (84% - 75) 5 (74% - 65%) 4 (64% - 50%) 3 (49% - 40%) 2 (39% - 25%) 1 (24% or below)
Communicative Effect • Holds the target reader's • Holds the target reader's • Holds the target reader's • Holds the target reader's • Holds the target reader's
and Cohesion (15%) attention effectively attention throughout attention throughout attention despite attention only some of the
throughout occasional lapses time.

• Communicates
straightforward and
complex ideas clearly
• Effectively uses a wide
range of simple and
complex cohesive devices
• Communicates • Communicates • Adequately • Can communicate • May have difficulty • Has difficulty
straightforward ideas well straightforward ideas well communicates straightforward ideas in communicating communicating
and some complex ideas straightforward ideas simple ways only straightforward ideas in straightforward ideas in
are clearly expressed simple ways, but the reader simple ways and requires
can still extract meaning considerable effort from
with minimal effort the reader to extract
meaning
• Effectively uses a good • Generally uses a good • Uses basic and/or a
range of simple and range of simple and • Uses an adequate range • Uses a range of cohesive limited number of cohesive • Uses basic, high
complex cohesive devices complex cohesive devices of simple and complex devices but these may be devices frequency linking words
cohesive devices faulty, inappropriate, or only
overused

Grammar (15%) • Uses a wide range of both
simple and complex
grammatical forms with full
control, flexibility, and
some precision
• Uses a wide range of both
simple and complex
grammatical forms with firm
control and some
flexibility
• Uses a wide range of both
simple and complex
grammatical forms with a
good degree of control
• Uses a good range of both
simple and complex
grammatical forms with a
good degree of control
• Uses a range of simple
grammatical forms with a
good degree of control but
only some complex
grammatical forms
• Uses a range of simple
grammatical forms with a
good degree of control but
only a limited number of
complex grammatical forms
• Uses simple grammatical
forms with a degree of
control but only
occasionally attempts
complex grammatical forms

• Errors, if present, are
related to complex
structures but the vast
majority of sentences are
accurate
• Errors are mostly related
to complex structures but
most sentences are
accurate
• Errors are limited with
many sentences accurate
• Although errors are
present, some sentences
are accurate
• Errors do not affect
comprehension but are
frequent in complex
structures
• Errors are present in • Errors can cause
complex structures and comprehension problems
have a minor effect on for the reader
comprehension

Vocabulary (15%) • Uses a wide range of
appropriate vocabulary to
suit the task, including less
common vocabulary,
flexibly and with some
precision
• Errors, if present, are
related to less common
vocabulary
• Uses a wide range of
appropriate vocabulary to
suit the task, including some
less common vocabulary,
with flexibility
• Errors tend to occur with
less common vocabulary
• Uses a wide range of
appropriate vocabulary to
suit the task, including some
less common vocabulary,
with some flexibility
• Errors related to both
common and less
common vocabulary are
minor
• Uses a good range of
appropriate vocabulary to
suit the task, including
attempts at less common
vocabulary, but with limited
flexibility
• Errors are present and
tend to occur with more
common vocabulary
• Uses a range of • The range of vocabulary is • The range of vocabulary is
appropriate vocabulary to only adequate for the task limited
suit the task, but only
attempts less common
vocabulary with limited
success
• Errors are noticeable and
• Errors are noticeable have a minor effect on • Errors can cause
comprehension comprehension problems
for the reader

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 CRICOS No: 00213J

Criteria Sheet: Assignment Reflection

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 CRICOS No: 00213J

Criteria Sheet: GIL Reflection

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