Module ARA1013 for 2016/7
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Undergraduate Module Descriptor
ARA1013: Elementary Persian
This module descriptor refers to the 2016/7 academic year.
Module Aims
This module is designed to introduce you to the Persian language. At the beginning of the course, for alphabet instruction Elwell-Sutton's Elementary Persian Grammar is used, which also encourages an appreciation of the varieties and aesthetic values of Persian calligraphic techniques at this early stage as well. When you have learned the alphabet (including final and intermediate forms of letters, glottal stops, writing signs, etc.) and are weaned from the use of Latin transliteration, the rest of the class follows a combination of the exercises in Wheeler Thackston's An Introduction to Persian, (using the audio resources that accompany this book), photocopied extracts from Phillot's Higher Persian Grammar and Anne Lambton's Persian Grammar. The tapes which accompany Thackston's textbook provide important assistance to you in the proper pronunciation of Persian. It is expected that you will all learn the proper pronunciation of the vocabulary featured in the textbook by recourse to the teacher during class and to these tapes privately over the course of the week. Translation exercises are regularly given as homework, which is later corrected and analysed by the whole class. Persian poetry and prose readings are also regularly discussed and analysed in class. The students read and learn all texts given by the teacher over the course of the semester, with some of these texts appearing in the final exam.
On successfully completing the programme you will be able to: | |
---|---|
Module-Specific Skills | 1. Demonstrate elementary acquaintance with Persian script and pronunciation, grasp of basic structures of Persian grammar, ability to read with a dictionary elementary texts in Persian, and capacity to carry on basic conversation in elementary Persian. 2. Acquire a basic understanding of the importance of Persian language and civilisation in the broader context of Islamic civilisation and culture. |
Discipline-Specific Skills | 3. Identify, describe and manipulate a range of linguistic forms and structures in reading, writing, and conversation, and to assimilate basic information about another culture |
Personal and Key Skills | 4. Develop time management skills and ability to conduct independent study, as well as to work in groups in conversation and text-based work 5. Demonstrate confidence in the use of a foreign language and able to use the language laboratory |
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|
Discussions in tutorials | Weekly | 1,2 | Verbal feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
---|---|---|
15 | 50 | 35 |
...and this table provides further details on the summative assessments for this module.
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|---|
Homework assignments. | 15 | 2 assignments per term | 1-4 | Written feedback |
Midterm quiz | 15 | 1.5 hours | All | Written feedback |
Oral Examination and questions | 20 | 15 minutes | 4-5 | Written and verbal feedback |
Examination | 50 | 2 hours | 1-2 | Written feedback |
0 | ||||
0 |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
---|---|---|---|
Homework assignments. | Homework assignments. | 1-4 | Rescheduled during term time |
Midterm quiz | 1.5 hours | All | Rescheduled during term time |
Oral Examination and questions | 15 minutes | 4-5 | Rescheduled during term time |
Examination | Examination | 1-2 | August/September assessment period |