CDIC2016W English 3

Academic Year 2024/2025

OVSE2007W English 3 is designed for Stage 2 students who are undertaking a dual undergraduate degree programme at Chang’an University. The module aims to help students develop their general academic English language and particularly the skills of spoken production, spoken interaction and writing. The module encourages them to become effective independent learners.

The content reflects themes which are common across academic disciplines (e.g. education, communication, technology, etc.) and students explore these from different perspectives (e.g. economic, technological, legal, social, business). Classroom tasks and activities allow students to replicate the processes they go through in their academic studies. More specifically, students develop their spoken interaction skills through active participation in seminar discussions and they improve their spoken production skills through short presentations. The academic writing classes are designed to take students through the different stages involved in the process of producing written academic assignments and help them develop their writing skills incrementally from sentences, to paragraph structure, to different types of essay (comparison, argumentative, cause and effect, problem-solution) and timed writing tasks.

The receptive skills of listening and reading are also addressed, with an emphasis on effective note-taking, paraphrasing, and summarizing. Students learn how to integrate sources into their own writing. Students also have the opportunity to expand the range and improve the accuracy of academic language (vocabulary, grammar, lexical and grammatical patterns) they use in written and spoken texts.

In addition to the above language-related skills, academic competence and critical thinking are integral parts of the course. Classroom activities support students’ development of: (a) academic study competences (e.g. conveying meaning successfully in speaking and writing, etc.), (b) independent language learning strategies (e.g. finding, analyzing and recording useful language, creating key word lists, etc.). Critical thinking is practised in relation to all aspects of learning (e.g. evaluating information, making conceptual links and supporting ideas with relevant evidence, etc.).

Materials and assessments for the module are designed with reference to B2 and C1 descriptors of the Common European Framework of Reference (CEFR) and The British Association of Lecturers in English for Academic Purposes (BALEAP)’s ‘can-do’ framework for EAP syllabus design and assessment.

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Curricular information is subject to change

Learning Outcomes:

Upon successful completion of the course, students should be able to:

- Demonstrate an understanding of the stages involved in the academic writing process
(generating ideas, creating an outline, synthesizing information, revising, editing, etc.)
- Produce short academic texts (e.g. summaries, argumentative essays, cause-effect,
problem-solution) integrating sources
- understand a clearly-structured lecture on a familiar topic and take notes on points that appear important (CEFR, ‘Note-Taking’ B2)
- summarize a range of factual texts, commenting on and discussing contrasting points of view and main themes (CEFR, ‘Processing Texts’, B2)
- Use appropriate language for different functional purposes (e.g. expressing opinion,
giving reasons/explanations, comparing and contrasting, etc.)
- Structure written texts appropriately
- Apply critical thinking skills in oral interaction and written production for academic
purposes (BALEAP W1.1.5&6)
- Use effective strategies to enhance their academic language knowledge and skills
- Take part in group/seminar discussion on topics of general academic interest (BALEAP S1.2.1&2)
- Plan and deliver high-level academic presentations, selecting appropriate detail and presenting without over-reliance on Powerpoint slides. Respond to questions and comments from the audience (BALEAP S1.3.1,2&4)
- Take part in group work using enquiry-based learning and analysing & solving problems (BALEAP S1.1.3-5)

Indicative Module Content:

The content will be based around coursebook materials and authentic academic sources on topics relevant to all students taking the module.

Student Effort Hours: 
Student Effort Type Hours


Small Group


Specified Learning Activities


Autonomous Student Learning




Approaches to Teaching and Learning:
Task-based learning; peer and group discussions; critical writing; reflective learning; student presentations. 
Requirements, Exclusions and Recommendations
Learning Exclusions:

This module is delivered overseas and is not available to students based at the UCD Belfield or UCD Blackrock campuses

Module Requisites and Incompatibles
English 3 (OVSE2007W)

Assessment Strategy  
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Participation in Learning Activities: Continuous Assessment based on in-class tasks, participation, interaction and progress throughout the semester. Week 15 Graded No


Exam (In-person): Listening-into-Note-Taking Exam (mid-term and final) End of trimester
1 hr(s)
Graded No


Assignment(Including Essay): Coursework essay evaluating main ideas in two academic sources. Week 15 Graded No


Exam (In-person): Reading-into-Writing examination based on an academic source. End of trimester
2 hr(s)
Graded No


Group Work Assignment: Seminar Discussion (with extended turns and Q&A). Students are individually assessed for their contribution. Week 8 Graded No



Carry forward of passed components
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Online automated feedback
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Not yet recorded.

Name Role
Dr Stephen Kelly Lecturer / Co-Lecturer