CDIC2020W English 4

Academic Year 2024/2025

CDIC2020W (English 4: English for Specific Academic Purposes) is designed for Stage 2 students who are undertaking a dual undergraduate degree programme at Chang'an-Dublin International College (CDIC). The module aims to help students develop the Academic English skills that they will need in order to complete their programmes in Civil Engineering, Automotive Engineering, and Transport, City Planning and Environmental Policy.

The module focuses on students’ productive skills, with a particular emphasis on writing and speaking in response to academic texts. As such, students also build on work done in Semester One on reading and summarizing discipline-specific articles, taking notes, and paraphrasing. Likewise, they further practise taking notes from lectures and summarising key points.

In their writing classes, students learn how to plan, research, and produce an academic essay or report. They learn how to source and select appropriately academic articles, to critically assess what they read, and to summarize and evaluate other authors’ arguments in their own writing. They extend their understanding of citation and referencing, and of how to avoid plagiarism. This work is supported with timed writing exercises, designed to help students build confidence in writing without relying upon translation software or other aids. Students also develop their spoken production skills through short subject-specific presentations followed by question-and-answer sessions to develop their interactive skills.

It is expected that autonomous student learning – particularly sourcing and reading texts – will take place outside scheduled class hours. In addition to developing language skills, classroom activities support the development of students’ academic study competences and independent language learning strategies. Students are often expected to work collaboratively in class.

A particular emphasis of the module is the development of critical thinking skills. Students are encouraged to give a rationale for their decisions, to question the arguments they encounter, and to trust their own independent thinking.

Classes are taught in small groups of up to 20 students. They are grouped according to the students’ specific disciplines. While many classroom tasks and activities are relevant to all academic disciplines, much of the content will be discipline-specific, and the main purpose of the module is to enable students to write and speak in English about concepts and practices within their own subject areas.

Students are assessed in the following areas: continuous assessment (based on class tasks completed throughout the semester) (10%); a mid-term written assignment (an annotated bibliography) (15%), a presentation giving a critical evaluation of an academic article (15%), an end-of-semester essay of 1,500 words (35%), and two listening-into-note-taking exams (one at mid-term and one at the end of the semester)(20%).

Materials and assessments for the module are designed with reference to 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:

WRITING

Plan, research and write an extended essay on a topic within their discipline (BALEAP, W3.1,3,5).

Demonstrate an understanding of purposes for writing and the stages involved in the academic writing process (generating ideas, creating an outline, synthesizing information, revising, editing, etc.) (BALEAP, W1.1.2).

Demonstrate an understanding of academic essay/report format, and requirements; organize an essay appropriately (BALEAP, W1.1.4; BALEAP, W2.1.3).

Select and evaluate appropriate academic sources to use in a research essay; synthesise information from sources into a cohesive argument with supporting evidence (BALEAP, W1.2.1).

Write clear, well-structured expositions of complex subjects, underlining the relevant salient issues; expand and support points of view at some length with subsidiary points, reasons and relevant examples (CEFR ‘Reports and Essays’: C1).


SPEAKING

Production

Demonstrate high-level presentation skills, selecting appropriate detail and not over-relying on PowerPoint Slides (BALEAP, S1.3.1,2,3,4).
Give clear, detailed presentations on complex subjects, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion (CEFR, ‘Overall Oral Production’, C1).

Interaction

Take part in group discussions; contribute to discussion in seminars; engage fully in discussion rather than providing superficial contributions (BALEAP, S1.2.1,2,3).

Formulate ideas and opinions with precision and relate contribution skilfully to those of other speakers (CEFR, ‘self assessment grid: spoken interaction’, C1).


GENERAL ACADEMIC AND LANGUAGE SKILLS

Understand a range of demanding, longer texts (CEFR global scale: C1).

Apply critical thinking skills in oral interaction and written production for academic purposes (BALEAP, W1.1.6; S1.1.1).

Use effective strategies to enhance academic language knowledge and skills independently.

Student Effort Hours: 
Student Effort Type Hours
Lectures

0

Small Group

64

Specified Learning Activities

48

Autonomous Student Learning

16

Total

128

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
Equivalents:
English 4 (OVSE2014W)


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

10

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

30

No
Individual Project: Presentation -- a critical review of a source to be used in the research essay. Week 8 Graded No

15

No
Assignment(Including Essay): 1,500 word researched coursework essay on the importance of a concept, practice or process within the student's subject area Week 15 Graded No

20

No
Exam (In-person): Timed-Writing exam (mid-term): essay on an issue related to academic study. End of trimester
Duration:
2 hr(s)
Graded No

15

No
Viva Voce: 10-minute 'oral defence' of research essay: Q&A to interrogate issues raised in the essay. Week 15 Graded No

10

No

Carry forward of passed components
No
 
Resit In Terminal Exam
Summer Yes - 2 Hour
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