English Language 5 is a compulsory course in the first term of the third year of the English Studies degree. It is part of the English Language Module, training students to acquire C2 proficiency. It builds on the advanced skills developed in English Language 4 (C1.2) and prepares students for Academic English in fourth year.



This course develops skills for analyzing and improving formal writing in essays and reports, and discussing the analyses orally. It is the last in the series of general English language courses. Academic English turns to specific aspects of academic communication.

Given its compulsory character, this course is fundamental to subsequent degree courses that require proficient use and comprehension of English.



The tasks done in this course allow students to develop both formal language skills and analytic argumentative skills that are highly relevant in foreign language teaching, the publishing industry, and international academic research.



Upon beginning the course, students should have good control of the active and passive advanced English language skills developed in English Language 4.

COMPETENCES



This course belongs to the English Language Module (M02). It develops these module competences:



- To understand written and oral texts in English at C2 proficiency (M02CM01)

- To produce written texts (including academic texts) and oral texts in English at C2 proficiency (M02CM02)



The achievement of these Module competences entails the fulfilment of the following general and cross-curricular degree competences:



- To produce and understand any type of oral and written text in English (G001)

- To analyse, synthesize and explain the grammar and the use of English (G003)

- To relate specific knowledge of the degree with other areas and disciplines and to transmit that knowledge in further studies in order to favour conciliatory and tolerant attitudes towards multilingual and multicultural diversity (G007)

- To work autonomously and in teams, making use of the techniques and tools acquired (G008)

- To transmit acquired knowledge in various academic contexts as preparation for various professional contexts (G009)



LEARNING OUTCOMES



By the end of this course, successful students will achieve these outcomes in the following language areas:



- Written Production: produce clear, smoothly flowing, complex reports and essays that give critical appreciation of proposals, or present a case while highlighting significant points.

[Learning outcomes linked to Module/Degree competences M02CM02/G001, G003, G008, G009.]

- Spoken Production: produce clear, smoothly flowing well-structured speech confidently with an effective, persuasive logical structure that helps the recipient to notice and remember significant points; convey finer shades of meaning precisely; handle difficult and hostile questioning.

[Learning outcomes linked to Module/Degree competences M02CM02/G001, G003, G008, G009]

- Grammar: use consistently grammatical complex language, even while attention is otherwise engaged.

[Learning outcomes linked to Module/Degree competences M02CM02/G001, G003.]

- Vocabulary: use consistently correct and appropriate vocabulary with a good command of a very broad lexical repertoire.

[Learning outcomes linked to Module/Degree competences M02CM02/G001, G003, G008.]

- Organisation: take on different roles according to the needs of the participants and the requirements of the activity, and provide appropriate individualised support.

[Learning outcomes linked to Module/Degree competences M02CM02/G008.]

- Reading Comprehension: understand and interpret critically virtually all forms of written language including abstract, structurally complex, or highly colloquial non-literary writings, appreciating subtle distinctions of style and implicit as well as explicit meaning.

[Learning outcomes linked to Module/Degree competences M02CM01/G001, G003.]

- Listening Comprehension: understand with no difficulty any kind of spoken language, whether live or broadcast, delivered at fast native speed; follow specialised lectures and presentations employing a high degree of colloquialism, regional usage or unfamiliar terminology.

[Learning outcomes linked to Module/Degree competences M02CM01/G001, G003.]

- Cultural Awareness: develop cultural self-awareness and awareness of other people, cultures, and countries. [Learning outcome linked to Module/Degree competence G007.]

Written Production: strategies and guidelines to write clear, smoothly flowing written C2 level texts



Spoken Production: strategies and guidelines to speak clear, smoothly flowing oral C2 level texts



Grammar: reinforcement of complex and accurate use of grammar in C2 level oral and written texts



Vocabulary: reinforcement of consistent use of appropriate vocabulary at a C2 level



Organisation: preparation of peer meetings with the role of meeting leader



Reading Comprehension: skills to understand and critically interpret written language at C2 level



Listening Comprehension: skills to understand any type of spoken language at C2 level

This course deploys a combination of three teaching methods, all of which are student-centred and foster autonomous and collaborative work:



Instructors will deliver lectures to explain the specific characteristics of each task. The primary tasks are a writing manual, report, argumentative essay, and peer meeting. Class time focuses on student-centred exercises. The exercises develop the language skills necessary to complete the primary tasks. Students are encouraged to participate actively in face-to-face sessions.



Project-Based Learning (PjBL) methodology is an active methodology in which students develop a project collaboratively in groups and with peers. A simplified PjBL methodology is used to develop the writing manual, report, and peer meeting.



Peer Feedback methodology is used to achieve writing, speaking and organisational learning outcomes. Students will be trained to provide effective feedback.



Students will receive written or face-to-face feedback on their assignments following the criteria in the rubrics. The rubrics are available in the Student Guide. Students will also have opportunities to discuss and re-submit certain assignments before receiving a final grade.

• Sistema de Evaluación Continua
• Sistema de Evaluación Final
• Herramientas y porcentajes de calificación:
  • 1. Listening Test (5%) 2. Reading Test (5%) 3. Writing Manual (15%) 4. Peer Meeting (15%) 5. Argumentative Essay (20%) 6. Self-Report (20%) 7. Use of English Test (20%) (%): 100

Assessment in this course is continuous: tasks are completed throughout the term with no final exam. Continuous Assessment tasks are:



1. Listening Test (5%)

2. Reading Test (5%)

3. Writing Manual (15%)

4. Peer Meeting (15%)

5. Argumentative Essay (20%)

6. Self-Report (20%)

7. Use of English Test (20%)



Feedback will be provided in written or in face-to-face form. Students will also have opportunities to discuss and re-submit certain assignments before receiving a final grade.



Assignments are evaluated with rubrics developed from the specific assignment criteria, and C2 criteria from Cambridge English Language Assessment and the Common European Framework of Reference for Languages (CEFR). The rubrics will be made available in the Student Guide.



The final grade is calculated as the sum of the task results, but students must obtain a minimum grade of 60% on the Writing Manual for the grade on that task to be included in the calculation of the final grade. Fatal Errors criteria apply to tasks 1-3, 5 and 6 (see Student Guide).



Although the course is preferentially a continuous assessment course, students can opt for the final assessment procedure independently of whether or not they have participated in the continuous assessment.



Students desiring final assessment must present the official withdrawal document to their instructor before the end of week 9 of the Course Calendar.



Follow this link to download the official withdrawal document:

https://www.ehu.eus/documents/1690128/3694125/RenunciaEvaluacionContinua_20170911.pdf/9dac285e-9dca-4f6f-b34f-c6184375ca72?t=1505121336000



Final assessment is an in-person, hand-written, exam with seven parts:



1. Listening Test (5%)

2. Reading Test (5%)

3. Writing Manual (15%)

4. Peer Meeting (15%)

5. Argumentative Essay (20%)

6. Self-Report (20%)

7. Use of English Test (20%)



Papers 4-6 are evaluated with rubrics provided in the Student Guide.



The final grade is calculated as the sum of the results, but students must obtain a minimum grade of 60% on part 3 for the grade on that part to be included in the calculation of the final grade. Fatal Errors criteria apply to parts 1-3, 5 and 6 (see Student Guide).



Continuous assessment students withdraw from the First Call by writing their instructor before the end of week 12 of the Course Calendar explicitly withdrawing from the call.



Final assessment students withdraw from the First Exam Call by not sitting the exam.



Students who withdraw from a call receive a final grade of *no grade submitted* [ez aurkeztua/no presentado].



Students who withdraw from the First Call carry over no grades to the Resit Call.



Assignments containing plagiarism will receive a grade of zero (0). Assignments must be done using the student's own words and all sources must be cited and referenced in APA 7th edition style.



Translating from other languages into English and presenting it as one's own work is also plagiarism. Assignments must consist of the student's original work (UPV/EHU's Protocol of Academic Ethics).



If we are confined again, the tasks and papers will be administered virtually.

The Resit Exam has the same structure as the final assessment. It is an in-person, hand-written, exam with seven parts:



1. Listening Test (5%)

2. Reading Test (5%)

3. Writing Manual (15%)

4. Peer Meeting (15%)

5. Argumentative Essay (20%)

6. Self-Report (20%)

7. Use of English Test (20%)



Papers 4-6 are evaluated with rubrics provided in the Student Guide.



The final grade is calculated as the sum of the results, but students must obtain a minimum grade of 60% on part 3 for the grade on that part to be included in the calculation of the final grade. Fatal Errors criteria apply to parts 1-3, 5 and 6 (see Student Guide).



Both First Call continuous and final assessment students may choose to carry their First Call passing grades over to the Resit Call. They may choose to resit the parts corresponding to the First Call tasks that they wish to improve, but no First Call failing grades are carried over to the Resit Call. When they sit a part in the Resit Call, the Resit grade replaces the First Call grade.



Students withdraw from the Resit Call by not sitting the exam.



If we are confined again, the papers will be administered virtually.

Pinker, S. (2014). The sense of style. Penguin Random House.

- Additional course materials are available on the eGela course page.

Bibliografía básica

American Psychological Association. (2019). Concise guide to APA style (7th ed.).



Alexander, L. (1988). Longman English grammar. Longman.



Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.



Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment: Companion volume with new descriptors. https://www.coe.int/en/web/common-european-framework-reference-languages



Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume. https://www.coe.int/en/web/common-european-framework-reference-languages



Cutts, M. (2013). Oxford guide to plain English (4th ed.). Oxford University Press.



Hewings, M. (2013). Advanced grammar in use (3rd ed.). Cambridge University Press.



Swan, M. (2016). Practical English usage (4th ed.). Oxford University Press.



Sword, H. (2016). The writer's diet: A guide to fit prose. University of Chicago Press.



Williams. J. M. (1990). Style: Lessons in clarity and grace. University of Chicago Press.

Bibliografía de profundización

Huddleston, R., & Pullum, G. K. (2002). The Cambridge grammar of the English language. Cambridge University Press.

Quirk, R, Greenbaum, S., Leech, G., & Svartoik, J. (1985). A comprehensive grammar of the English language. Longman.

Revistas

College Composition and Communication; Journal of Second Language Writing; Language Teaching Research

Direcciones web

- Writing
The Writer's Diet: http://writersdiet.com/

Expresso Writing: https://www.expresso-app.org/

Plain Language Commission: https://www.clearest.co.uk/

Classic Prose: http://classicprose.com/csguide.html

Purdue Online Writing Lab: https://owl.purdue.edu/owl/purdue_owl.html

- Speaking
Group of 9 Universities English Monologue Competition: https://www.uni-g9.net/concurso-de-monologos-en-ingles

Toastmaster’s International: https://www.youtube.com/user/Toastmasters

Public Speaking Power: https://www.youtube.com/channel/UCmXvgyHv8srNLQCzQ-duqJg

- Language and Linguistics
The Language Log: https://languagelog.ldc.upenn.edu/nll/

- Dictionaries
American Heritage Dictionary: https://ahdictionary.com/

Cambridge Dictionaries: https://dictionary.cambridge.org/dictionary/english/