Postgraduate Module Descriptor

EFPM837: Teaching and Researching English for Academic Purposes

This module descriptor refers to the 2019/0 academic year.

Module Aims

1. Develop a critical understanding of current approaches to the teaching of English for Academic Purposes (EAP);

2. Develop a critical understanding of current key issues and debates in EAP research and scholarship;

3. Critically review the procedures of analysing needs as a stage in EAP syllabus design;

4. Increase awareness of the language and structure of EAP texts;

5. Develop an awareness of genre and corpus analysis and the role of research into language use in the design of EAP courses and materials; and

6. Develop a critical understanding of programme development and testing techniques appropriate to EAP.

Intended Learning Outcomes (ILOs)
This module's assessment will evaluate your achievement of the ILOs listed here - you will see reference to these ILO numbers in the details of the assessment for this module.
On successfully completing the programme you will be able to:
Module-Specific Skills	1. demonstrate a critical understanding of key issues in EAP research and scholarship; 2. apply an understanding of needs analysis in the design of appropriate EAP courses; 3. demonstrate a critical understanding of key aspects of teaching and testing methodologies appropriate to EAP; 4. use techniques of genre and corpus analysis to deepen their understanding of EAP; 5. present samples of needs/language analysis for group and class discussion;
Discipline-Specific Skills	6. demonstrate a critical understanding of the role of specific needs and learner diversity in language education; 7. explain and justify the rationale behind the choice or design of teaching and testing materials;
Personal and Key Skills	8. engage in independent study and group/pair work; 9. analyse critically relevant academic literature; and 10. demonstrate an understanding of the nature of academic texts.

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
Progress report on summative assessment, presented both orally and in writing to tutor and peer feedback groups.	300-500 word report; 5 minute presentation	Depending on choice of topic: 2 or 4	Oral feedback from peers and tutor

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
100	0	0

...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
Written paper presenting, with reference to the relevant academic literature, either: a) an analysis of the potential role for needs analysis in the process of course design for a particular group of learners and a plan for conducting a suitable needs analysis; or b) an analysis of a collection or corpus of (spoken or written) academic texts and discussion of the implications of the analysis for teaching	100	3,750 words	Depending on choice of topic: 2 or 4	Written feedback from tutor.

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
Written paper presenting, with reference to the relevant academic literature, either: a) an analysis of the potential role for needs analysis in the process of course design for a particular group of learners and a plan for conducting a suitable needs analysis; or b) an analysis of a collection or corpus of (spoken or written) academic texts and discussion of the implications of the analysis for teaching	Written paper presenting, with reference to the relevant academic literature, either: a) an analysis of the potential role for needs analysis in the process of course design for a particular group of learners and a plan for conducting a suitable needs analysis; or b) an analysis of a collection or corpus of (spoken or written) academic texts and discussion of the implications of the analysis for teaching	Depending on choice of topic: 2 or 4	As agreed with module leader