Academic English is a compulsory course offered in the first term of the fourth year of the English Studies degree. Its main goal is twofold: 1) to help students develop their writing skills within an academic context and 2) to work on their presenting skills. To this end, the course aims to make students aware of the need for producing a coherent and cohesive text (written and oral) that meets the communicative expectations of an academic situation. This course, which belongs to the 'English language' module (M02), focuses on the academic usage of the English language. Although there are not requirements for students to register in the course, having PASSED ALL English courses previously taught in the degree is highly necessary.

This subject belongs to the "English Language" module (M02); the following SPECIFIC competences will be fostered in the course:

M02CM01 - To understand written and oral texts at a C2 level of English.

M02CM02 - To produce written (including academic) and oral texts at a C2 level of English.

Final achievement of the module competences above entails the fulfilment of the following degree competences:

G001 - To be able to produce and understand any type of oral and written text in English.

G003 - To analyse, synthesise, and explain the grammar and use of English.

G008 - To be able to work autonomously and in teams, making use of the techniques and tools acquired.



Given that the course is tailored for students to feel better prepared to undertake their dissertation, TFG-related competences are also dealt with:

M07CM01 - To be able to produce an extensive argumentative essay in English.

M07CM02 - To be able to work autonomously using previously acquired learning techniques and tools.

M07CM03 - To be able to present and reflect on an argumentation about a specific subject clearly and coherently.

All the competences mentioned above will pursue the following learning outcomes:



Resultados de Aprendizaje: by the end of the course, the students will be aware of the need for and will be able to:

RA1. Structure the introduction of an academic paper according to academic conventions;

RA2. Make an oral presentation where signposting language, non-verbal communication and visuals management are key in successful communication;

RA3. Argue in a formal, coherent, and assertive but non-dogmatic way;

RA4. Cite external sources in different ways and always according to the same academic convention;

RA5. Structure an abstract prototypically, in accordance with academic, genre conventions;

RA6. Use abstract-specific expressions or formulae;

In addition, by the end of the course, the students will have become aware of the important role that context of use plays in order to communicate effectively. As such, they will be able to distinguish between a) the formal and informal (language) register, so as to produce an (acceptable) academic text; b) the communicative purpose of academic genres and the rhetorical functions a genre would serve. Likewise, c) they will have become familiar with typical lexicogrammatical features of academic writing in general, and of the genres studied in particular.

Theoretical contents:

Unit 1. Introduction: What is Academic Writing?

Unit 2. Principles of Academic Writing

Unit 3. Argumentative discourse: Thesis Statement and supporting arguments

Unit 4. Citation strategies, conventions and bibliography managers.

Unit 5. Authorial 'I' and hedging

Unit 6. Textual Standards of Textuality: Cohesion and coherence



Lexico-grammatical contents:(transversal)

1. Verb tenses in use and single-word verbs

2. Low-frequency words

3. Words of classical origin and irregular plurals

4. Nominalisations

5. Complex Phrases (NPs & AdjPs)

6. S-V agreement with quantifying expressions

7. Cohesive resources

8. Complex and compound sentences

Indirect questions

Participial clauses

(Pseudo)Clefts

9. (Register-specific) Lexical bundles

10. Hedges

11. Punctuation



All the contents above, theoretical and lexicogrammatical, will be put into practice in three assignments, here referred to as Procedural contents. One of the assignments is

Assignment 1 – ORAL PRESENTATION of a POSTER related to a written work (group-based);

Assignment 2 – WRITING an ABSTRACT of a research article provided to the students (group-based);

Assignment 3 – ACADEMIC REGISTER eGela QUIZZes (individual).

Teaching will be conducted on site, in class on the assigned schedule. Teacher-led lectures, devoted to the explanation of key theoretical concepts and theories, will be reduced to a minimum number. Most classes are interactive and student-centered; students will do different tasks to strengthen their analytical reading, critical thinking and argumentative skills, in groups as well as individually. Likewise, exercises will be done in class to raise the students' awareness of resources that display an academic register, as well as academic literacies and conventions. The process of learning will be monitored and assessed accordingly, with the lecturer giving feedback to the students on site and/or remotely.

To this end, a variety of teaching-learning methodologies will be employed:

1. Traditional lectures may be carried face-to-face in the classroom. These will be necessary for all three assignments.

2. Cooperative learning will be resorted to in the making of the oral presentation of the poster (assignment 1).

3. Problem-based learning (https://www.youtube.com/watch?v=sNhismExIwU) is employed to complete assignment 2: the abstract. The jigsaw strategy proper of Cooperative learning (https://www.youtube.com/watch?v=Izk76RZO4j0) will also be used in project 2.

4. Flipped classroom will be resorted to in order to approach some of the lexicogrammatical contents, mainly covered in eGela quizzes and also in tailored exercises to be done in the classroom.

Students will be encouraged to work both in the classroom – individually, in pairs and in groups – and at home. Students are expected to do out-of-class work in order to carry out the different assignments required. They need to do literature review and self-study and research tasks in the library. Overall, the methodological design of the course followed favours both summative and formative assessment.

• Ebaluazio Jarraituaren Sistema
• Azken Ebaluazioaren Sistema
• Kalifikazioko tresnak eta ehunekoak:
  • Praktikak egitea (ariketak, kasuak edo buruketak) (%): 25
  • alde lanak (arazoen ebazpenak, proiektuen diseinuak) (%): 45
  • Lanen, irakurketen... aurkezpena (%): 30

By default, the course is assessed on a continuous basis (cf. Normativa de gestión para las enseñanzas grado y de primer y segundo ciclo of our University). Students will have to complete THREE assignments: 1) the ORAL PRESENTATION of a POSTER about a written work; 2) WRITING an ABSTRACT for a research article provided; and 3) a group of QUIZZes on eGela.



POSTER PRESENTATION (45%)

o Written introduction: 15%

o Actual presentation: 30%

This is done in groups of 3 students.



ABSTRACT (30%)

o In-class pre-tasks: 10%

o Actual writing task: 20%

This is done in groups of 3 students.



LEXICOGRAMMATICAL quizzes on eGela: 25%

These will be done individually.

Important: Students are required to pass EVERY assignment (reach at least 50%) so that the mark is added to the total. This does not mean that if someone fails one assignment the course is failed, though!

The students who cannot follow continuous assessment have to FORMALLY APPLY for the final assessment procedure as duly established by the Faculty directives. Students who apply for the 100% final evaluation will have to:

- analyse an abstract (20%)

- do a lexicogrammatical and rhetorical conventions test (30%)

- write an 800-word-long argumentative essay (50%)

All three parts of the exam will have to be written in class on the day of the exam. The essay will develop a thesis statement proposed and it is expected to display academic literacies such as citations, hedged argumentation and the usage of authorial "I" and inclusive/exclusive 'we', together with academic register resources.

In case that online assessment be required, due to a crisis of any kind that shakes the new normal, students who opt for the final assessment will do the exam in the virtual environment (eGela) on the official date of the 1st call.



Withdrawal from Continuous or Mixed Assessment: All students have the right to be evaluated according to the final evaluation procedure independently of whether or not they have participated in the continuous or mixed assessment module. In order to do so, they must write the instructor responsible for the course expressing their desire to withdraw from the continuous/mixed assessment. For four-month courses students can do so within the first 9 weeks of the course, according to the academic calendar of their centre.

Withdrawal from an exam call: Withdrawal from a call will be assessed as “no grade reported” [no presentado/a].

1. In the case of continuous or mixed assessment, all students can withdraw from a call until at least one month before the date of the end of the teaching schedule of the corresponding course. This withdrawal must be submitted in writing to the instructor responsible for the course.



2. In the case of final assessment, not sitting the exam on the official date of the exam qualifies as an automatic withdrawal from the corresponding call.

Students who fail the first call (convocatoria ordinaria) will have to do an exam in June (convocatoria extraordinaria).

- Continuous Assessment students: everything that is passed is kept, and so students would benefit from a second opportunity to RETAKE whatever was done and failed in the first call, ON TWO CONDITIONS:

1) Having taken the assignment in the first place (along the semester) is condition sine qua non to be eligible for a retake.

2) Likewise, only students whose attendance rate reaches 80% along the course are eligible for the retake.

- Continuous assessment students who did not try one of the assignments will automatically become 100% final examination students. Their evaluation, therefore, will depend on a final exam 100% worth.

- Final assessment students: you will have to do a new exam, completely from scratch.

The 100% final exam procedure explained for the 1st call is the same for this second call.

- analyse an abstract (20%)

- do a lexicogrammatical and rhetorical conventions test (30%)

- write an 800-word-long argumentative essay (50%).



All three parts of the exam will have to be written in class on the day of the exam. The essay will develop a thesis statement proposed and it is expected to display academic literacies such as citations, hedged argumentation and the usage of authorial "I" and inclusive/exclusive 'we', together with academic register resources. Every part must be passed to be added to the total.

In case that online assessment be required, due to a crisis of any kind that shakes the new normal, students who opt for the final assessment will do the exam in the virtual environment (eGela) on the official date of the 2nd call.

Graff, G., C. Brikenstein & R. Durst, 2018. They say/I say, with readings. 4th ed. Norton: New York/London (ISBN-13: 978-0393631685)

Hewings, M. & C. Thaine, 2012. Cambridge Academic English. An integrated skills course for EAP.[Advanced C1]. Cambridge: CUP. (ISBN 978-0-521-16521-1)

McCarthy, M. & F. O'Dell, 2016. Academic Vocabulary in Use. Vocabulary reference and practice (2nd ed.). Cambridge: CUP. (ISBN 978-1-107-59166-0)

Due to time constraints, we will just cover a selection of materials from the abovementioned coursebooks. Yet, students are encouraged to purchase them as they are meant to be used for self-study too (especially the last two).

Oinarrizko bibliografia

Burton, G. 2013. Presenting. Academic Skills Series. London: Collins EAP



Coffin, C. et al. 2003. Teaching academic writing. A toolkit for higher education. London and New York: Routledge.



Flowerdew, J. 2002. Academic Discourse. Longman, Pearson Education.



McCormack, J. & J. Slaght, 2012. Extended writing and research skills. English for Academic Study series. Reading:Garnet.



Swales, J. 2001. Academic writing for graduate students. A course for nonnative speakers of English. Michigan





Van Geyte, E. 2013. Writing. Learn to write better academic essays. Academic Skills Series. London: Collins EAP

Gehiago sakontzeko bibliografia

Flowerdew, J. & M. Peacock, 2001. Research perspectives on English for academic purposes. Cambridge: CUP

Fortanet, I et al. 1998. Genre studies in English for academic purposes. Universitát Jaume I, Castelló de la Plana

Halliday M.A.K. & r. Hassan, 1976. Cohesion in English, London:Longman.

Hamp-Lyons, Liz and Ben Heasley. 2006. Study Writing. A course in Written English for Academic Purposes. Cambridge:Cambridge University Press.

Kelly, David. 2005. The Art of Reasoning. Third Edition. W.W.Norton and Co.

Kelly Stuart E.,. 2000. Thinking Well. An Introduction to Critical Thinking. New York: McGraw-Hill

Swales, J. 1990. Genre Analysis: English in Academic and Research Settings. John Benjamins

Aldizkariak

Journal of English for academic purposes, Elsevier, Amsterdam

Web helbideak

BBC Radio 4: intelligent speech
http://bbc.co.uk/radio4

BBC World Service-international news
http://bbc.co.uk/worldservice

British Council-Learning materials
http://learnenglish.org.uk

Central European University on
Academic Writing
http//ceu.hu/writing

CNN-international news
http://www.cnn.com/

Critical Thinking
http://www.mayfieldpub.com/kelly

Dictionaries
http://www.wordreference.com

The Economist
http://www.economist.com

English Language
http://www.davidcrystal.com/

Oxford English Dictionary online
http://dictionary.oed.com/entrance.dtl

BBC Radio 4: intelligent speech
http://bbc.co.uk/radio4

BBC World Service-international news
http://bbc.co.uk/worldservice

British Council-Learning materials
http://learnenglish.org.uk

Central European University on
Academic Writing
http//ceu.hu/writing

CNN-international news
http://www.cnn.com/

Critical Thinking
http://www.mayfieldpub.com/kelly

Dictionaries
http://www.wordreference.com

The Economist
http://www.economist.com

English Language
http://www.davidcrystal.com/

Oxford English Dictionary online
http://dictionary.oed.com/entrance.dtl

Research and documentation
http//dianahacker.com