Postgraduate Module Descriptor

EFPM837: Teaching and Researching English for Academic Purposes

This module descriptor refers to the 2021/2 academic year.

Module Content

Syllabus Plan

The module will include the following topics:

The role of English in global higher education and research;
The nature of academic discourse;
Analyzing academic texts through genre and corpus analysis;
EAP needs analysis;
EAP teaching methodologies;
Syllabus design and assessment in EAP.

Learning and Teaching

This table provides an overview of how your hours of study for this module are allocated:

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
16	134	0

...and this table provides a more detailed breakdown of the hours allocated to various study activities:

Category	Hours of study time	Description
Scheduled Learning and Teaching Activities	16 hours	8 x 2-hour Seminars and tutorials
Guided independent study	24 hours	Directed reading: seminar preparation/review
Guided independent study	40 hours	Directed reading: further exploration of chosen topics
Guided independent study	10 hours	Formative assignment preparation
Guided independent study	60 hours	Summative assignment preparation

Online Resources

This module has online resources available via ELE (the Exeter Learning Environment).

ELE – http://vle.exeter.ac.uk

Other Learning Resources

Journals:

English for Specific Purposes: http://www.journals.elsevier.com/english-for-specific-purposes/

Journal of English for Academic Purposes: http://www.journals.elsevier.com/journal-of-english-for-academic-purposes/

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.
	0
	0
	0
	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
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