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Third Year (Honours)

THIRD YEAR HONOURS – ENGLISH SEMESTER – I

Core Courses

Eng 5201 English Literature – 15

Eng 5202 Intercultural Communication –1

Eng 5203 English Language Studies – 7 (Introduction to Sociolinguistics and Psycholinguistics)

Eng 5204 Effective Negotiating and Effective Meetings

Elective Courses (for English Specialisation)

Eng 5205 World Literature in English – 1

Eng 5206 Communicative Skills – 9

Eng 5207 Business English – 5

Eng 5208 English for Hospitality and Tourism – 1

* An English specialisation student will have to take two electives (elective 1*and 2*) from among those offered.

Eng 5101: English Literature – 15 (Short Stories, Novel, Poetry & Drama in the Themes of Feminism)

Course Description

This module deals with the study of the theme of feminism and the role of women in life and literature. It focuses on the social construction of gender: the gendered division of labour, production, and reproduction; intersections of gender, race, class, and ethnicity. Students will be able to analyse texts in relation to each other – across genres, countries and historical and social contexts. It allows students to track changes in thinking, beliefs and literary conventions which can aid in their understanding and analyses of texts. The repetition of ideas, themes, language and vocabulary across the genres can boost students’ confidence in building up to and dealing with longer and more complex texts, something which is very important for second language learners of literature. The order of study is designed to contribute to this gradual building of the necessary language, reading and critical thinking skills to deal with increasingly more complex texts.

A non-fiction text is introduced in this module. Students will read extracts from this text to develop their understanding of the women’s life at that time and how the works of the writers they are studying reflect and analyse the events of the time and their effects on different peoples around the world. The remaining texts are spread across the 18^th, 19^th and early 20^th centuries to broaden students’ experiences of literature and to allow them to analyse how literature, like politics, beliefs, attitudes etc., and often because of them, change over time.

Short Stories

‘A Jury of Her Peers’ Susan Keating Glaspell (1876 – 1948)
‘New Directions’ Maya Angelou (1928-2014)
‘Regret’ Kate Chopin(1850-1904)

Novel

‘Prelude’ Katherine Mansfield(1888-1923)

Poems

‘No, Thank you, John’ Christina Rossetti (1830 – 1894)
‘Patterns’ Amy Lowell (1874 – 1925)
‘Regret’ Katherine Mansfield(1888-1923)

Drama

‘The Merchants of Venice’ William Shakespeare (1564 – 1616)

Learning Outcomes

After completing the course, students will be able to:

articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.

demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts.

explore connections and comparisons between different literary texts, informed by interpretations of other readers.

demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

Assessment

Assessment will be done through a combination of tutorial-based assessment, and a final closed book written examination.

Students will be able to demonstrate the completion of learning outcomes by:

completion of tutorial-based assessment; group works, written assignments, poster competition/ role play and the presentations
completion of closed book examination

References

Alpers (editor), Antony (1984). The Stories of Katherine Mansfield. Auckland: Oxford University Press.

Bloom, Harold (2007). Heims, Neil (ed). The Merchant of Venice. New York: Infobase.

Bryan, Patricia L. (1997). “Stories in Fiction and in Fact: Susan Glaspell’s A Jury of Her Peers and the 1901 Murder Trial of Margaret Hossack”. Stanford Law Review.

https://www.ukessays.com/essays/english-literature/regret-by-kate-chopin-english-literature-essay.php?vref=1

Eng 5202: Intercultural Communication – 1

Intercultural Communication focuses on the importance of culture in our everyday lives, and the ways in which culture interrelates with and influences communication processes. This module covers such topics as intercultural communication flexibility, cultural value, cultural and ethnic identities, cultural shock, verbal communication and non-verbal communication across cultures, cultural influences on the expression and perception of emotions, intergroup communication and biases against outgroups. It is intended to help students find out how people from different cultural backgrounds communicate, in similar and different ways among themselves, and how they endeavour to communicate across cultures.

Learning Outcomes

By the end of the course, students are expected to

have awareness of self and awareness of others
apply knowledge of intercultural communication concepts to investigate the situation by reflecting, and discussing with others
explore different cultural identities, perception, practices, linguistic differences, stereotyping, and intercultural communication in various fields: education, medicine, business etc.
investigate how people from different cultural backgrounds communicate, in similar and different ways among themselves
have better communication with others through intercultural awareness

Assessments

Total : 100 %

Final Examination : 70%

Class Work : 30 %

Class discussions during the lectures: 5% Active engagement of students in class discussion is requested. During the lectures, students are expected to give proper response when the teacher asks questions that check their understanding of the elements of intercultural communication they are dealing and to give their own opinion, comment and examples enthusiastically in analysing it. The instructor leads the class discussion to check understanding and help them to have intercultural awareness. Their active participation will be highly appreciated or graded.
Attendance: 5% Students are to attend all lectures and their attendance will be one of the criteria in assessment.
Written Assignment: 10% of the grade is for written tasks assigned for elements of intercultural communication (reasons to flexibility, cultural value, verbal communication, nonverbal communication). Students are asked to discuss in groups so that they can learn from each other by sharing their own ideas in groups. The teacher gives a grade to the paper submitted by groups or individuals.
Presentation: 10% Another 10% of the grade is allotted for students’ group presentation on the assigned tasks, (cultural and Ethnic identities, biases against outgroup, nonverbal communication across cultures). In assessing group presentation, Three-fold group assessment will be carried out. The teacher gives a grade to the group’s final product, group members give a grade to each other, and each group member gives a grade to him/herself, and justifies it. Every student’s grade is then a combination of: 50% teacher’s grade, 30% average of peer grades, and 20% of self-assigned grades.

Coursebook

Ting-Toomey & Chung. (1999). Understanding Intercultural Communication. 2^nd ed. OUP.

References

Holliday, Adrian. (2013). Understanding Intercultural Communication: Negotiating a Grammar of Culture. Routledge: London. (H)

Eng 5203: English Language Studies – 7 (Introduction to Sociolinguistics and Psycholinguistics)

Course Description

This module introduces Sociolinguistics and Psycholinguistics. The first part focuses on how language and societies are mutually constitutive and they both have impact on each other. In this part students will learn language variation such as dialects, regional dialects, social dialects, pidgin, creole, registers, second language education, language contact and language in use. The second part focuses on language acquisition. In this part students will be provided with Stages in Language Acquisition.

Learning Outcomes

At the end of this module, students will be able to

use specific functions of language to convey social meaning
classify real-life attitudes and social situations
analyze the structures and processes which underlie a human’s ability to speak and understand language
explain the errors students do in the language learning

Assessment

Assessment will be done through tutorials and examination. They will be given 20% for tutorials and 80% for examination. There will be group assignments, group activities, presentations and individual assignments for tutorials. At the end of the module, there will be an examination.

References

Fromkin, Victoria, Robert Rodman, Nina Hyams(2011) Inroduction to Language. Cengage

Learning: Canada (Page324-374, 430-539)

Radhey L.Varshney(2003). An Introductory Textbook of Linguistics and Phonetics.

Bareilly: Student Store. Chapter 20,21,22

Thomas, W. Stewart, Jr. & Vaillette, N. (eds). Language Files. Columbus: the Ohio State

University Press. File 9,10, 11, 12

Yule, G. (2006). The Study of Language. Cambridge: CUP. Chapter14,15,16,18,19

Eng 5204: English for Negotiating & English for Meetings

Course Description

This module will equip students with important skills that they will need at work: negotiation and meeting skills. Effective negotiating component will provide students with the language they need to hand the typical scenario encountered on the way to successful negotiations. Effective meetings will present all the speaking skills that they students in order to participate in a meeting with confidence. It will also provide them with expressions needed in typical everyday business meetings.

Learning Outcomes

English for Negotiating

At the end of the course, students will be able to:

set objectives for a successful negotiation and draw up the agenda
approach to get the best goal and respond a proposal and offer counterporposal
clarify position, introduce new ideas and resolve the differences
handle conflicts and finalize the agreement and set up action plan for closing

English for Meetings

At the end of the module, students will be able to:

arrange a meeting, confirm a meeting by email and schedule a meeting.
open a meeting , set the objectives and interrupt and deal with interruptions
ask for comments and contribution and express strong and tentative opinions and agreeing and disagreeing.
respond to offer and summarize the results of a meeting , confirm decisions and action points and end a meeting.

Assessment

The assessment will be done through a combination of tutorial-based assessment, presentations and formal written assignment and a final examination.

Tutorial based assessment: Short answer tests (10%)
Written assignments (5%)
Project / presentation: Short oral presentation delivered during tutorials (5%)
Final Examination: Closed book long and short answer questions (80%)

Prescribed Coursebooks

Lafond, Charles, Sheila Vine & Brigit Welch (2010) English for Negotiating. Oxford: OUP.
Kenneth Thomson (2007) Effective Meetings. Oxford: OUP.

Eng 5205: World Literature – 1

Course Description

This module introduces students a vast collection of literary works produced by authors from different nations. It enables students to study different literary genres of international authors in global contexts. Students dealing with this module will have a chance to enjoy different taste given by the world’s national literatures and the circulation of works in the wider world beyond their country of origin.

Learning outcomes

At the end of the course, students will be able to:

recognize the main ideas that express the commonality of human spirit and experience across culture
respond critically to literary works across the world, analysing and evaluating texts’ messages based on international contexts

Assessment

Class discussions during the lectures: 5% Active engagement of students in class discussion is assessed. During the lectures, students are expected to give critical response through discussion.

Attendance: 5% Students are to attend all lectures and their attendance will be one of the criteria in assessment.

Written Assignment: 5% of the grade is for written tasks assigned for the respective literary work. The teacher gives a grade to the paper submitted by groups.

Presentation: 5% Another 5% of the grade is allotted for students’ group presentation on the assigned tasks. In assessing group presentation, three-fold group assessment (the teacher’s grade, average of peer grades, and self-assigned grades will be carried out.

Exam: 80% of the grade is for students’ achievement in the final exam.

References

Allison, A.W. et al. (1986) Masterpieces of the Drama. Macmillan. Fifth Edition

Barnet, S. et al. (1997)Types of Drama: Plays and Context. Longman

Bowler et. al. (1996) Literature: World Masterpieces. Prentice-Hall

Eng 5206: Communicative Skills – 9

Course Description

This Module aims to develop students’ language development, communicative skills and study skills. It introduces language items in authentic and semi-authentic engaging reading and listening texts. It also exposes students to different styles of written texts. The lessons will be conducted in communicative language teaching and deductive approach to present grammar and vocabulary items. Engaging activities will be given to make students practise the language structure, vocabulary and grammar rules in a variety of meaningful contexts to develop their reading, writing, speaking, pronunciation and listening skills.

Learning Outcomes

After the course, students will be able to:

apply grammar rules and vocabulary appropriate to their communication needs
integrate study skills to improve their language and communication skills
identify and choose appropriate language style for different social context
write different types of texts systematically
use English in any different social context with confidence

Assessment

Assessment will be done through the following modes:

a formal written examination (80%)
a combination of tutorial-based assessment, class and group discussion and formal written assignments (20%)

Students will be able to demonstrate the achievement of learning outcomes by:

regular attendance and active participation in class and group discussion
completion of tutorials testing students’ knowledge about language items they have learned
completion of formal written examination

Prescribed Text

Cotton, D., Falvey, D. & Kent, S. (2014). New Language Leader 5: Coursebook. Pearson Education Limited.

MyEnglishLab: english.com/activate

References

Acklam, R.& Crace, A. (2008) Total English, Upper Intermediate, Students’ Book. London: Pearson Longman.

Clandfield, L (2010) Global. Level 4 Course book, T’s book, Work book, Macmillan Publishing House.

Clare, A.& Wilson, J. J. (2008) Total English, Upper Intermediate, Work Book. London: Pearson Longman.

Harris, M. et al. (2006) New Opportunities, Intermediate, Students’ Book. London: Longman.

Naughton, D. (2008) Total English, Upper Intermediate, Teacher’s Resource Book. London: Pearson Longman.

Dean, M. et al. (2006) New Opportunities, Intermediate, Teacher Book. London: Pearson Education Ltd.

Eng 5207: Business English – 5

Course Description

This module covers all the four language learning skills featuring completely updated content and a significantly enhanced range of authentic materials which reflect the latest trends in the business world. It is based on topics of great interest to everyone involved in or studying international business. This module presents business-related vocabulary, grammar points and functions students will need to use in the workplace. It aims to develop students’ spoken and written English, enabling them to use it accurately and appropriately. Students will be able to develop their language skills as well as the content knowledge regarding respective business functions.

Learning Outcomes

At the end of the course, students will be able to:

use business vocabulary they have learnt through authentic interviews with business people in real context
develop reading skills through discussion on the ideas and responding to the issues in the authentic articles which include a variety of contemporary topics from the Financial Times and other newspapers and books on business management
develop essential business communication skills such as giving presentations, dealing with questions, taking an active part in meetings, negotiating, strategies for telephoning and teleconferences, English for networking, as well as using the language for a variety of business writing tasks
practise speaking, listening, reading and writing skills in realistic contexts
raise awareness of potential problems or misunderstandings that may raise when doing business with people from different cultures

Assessment

Tutorials (4 times ) – 10 marks

In terms of tutorials, the questions will mostly be based on writing (Case Study) of each unit. Before the tutorials, students have to discuss the discussion questions given in the text concerning with the respective case study in pairs or in groups to get some ideas or to share their ideas together. Only after that, they have to take the tutorials individually.

Presentations – 5 marks

In terms of presentations, students are asked to do mainly on the questions of discussion part. Group presentations are preferred because of time constraints. Before they do presentations, they have to discuss with their group members so that active participation is one of the important factors in presentation. Students are assessed on relevancy, accuracy, and organization of the content, presentation, pronunciation as well as the effective use of power point.

Assignments + Attendance – 5 marks

In terms of assignments, students are mainly asked to do on tasks of reading and sometimes on writing. Depending on the allotted time and types of task, they will be done at home or in class.

Attendance is thought to be one of the key factors for the students.

References

Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.

North, B. (2000) The Development of a Common Framework Scale of Language Proficiency. New York: Peter Lang.

Schneider, Guenther and Brian North (1999) ‘In anderen Sprachen kann ich’. Skalen zur Beschreibung, Beurteilung und Selbsteinschätzung der fremdsprachlichen Kommunikationmsfähigkeit. Berne, Project Report, National Research Programme 33, Swiss National Science Research Council.

Schneider, G., North, B. (2000) Fremdsprachen können – was heißt das? Chur / Zürich: Rüegger

Eng 5208: English for Hospitality and Tourism – 1

Course Description

This module focuses on the needs of professionals working in the tourism industry. This course builds learner confidence in the professional skills needed for the tourist industry whilst developing their language awareness. Students practise these skills in realistic Case Studies that reflect topical tourism issues.

Learning Outcomes

At the end of the course, students will be able to:

apply the interpersonal and business skills which are essential job requirements in the travel and tourism industries
demonstrate their professional skills such as dealing with enquires, marketing destinations, preparing guided tour, meeting clients’ needs, offering advice, negotiating, writing emails, problem solving, and speaking to groups
use the specialized vocabulary needed for tourism profession

Assessment

Assignment 20 marks

Final Exam 80 marks

Students need to complete five written assignments and they also need to do some in-class activities for the first semester. They are given all the necessary information to write the assignments. Some assignments are group work and some are individual work on writing a brochure and designing an itinerary for a package, describing different options of transportation in region, holding a meeting and writing a meeting-minute, writing a letter of apology, and writing geographical description of their country. Written assignments will be assessed based on the format and criteria for each particular type of writing.

Prescribed Text

Strutt, Peter (2013) English for International Tourism, Intermediate Coursebook (New Edition). Pearson.

References

Agar, M. Culture. In Language Shock: Understanding the Culture of Conversation, 108-139, New York: Perennial, 1994.

Braithwaite, C. A. Communicative Silence: A Cross-cultural Study of Basso’s Hypothesis. In Cultural Communication and Intercultural Contact, ed. D. Carbaugh, 321-327. Hilsdale, NJ: Lawrence Erlbaum, 1990.

Daun, A. Swedishness as an Obstacle in Cross-cultural interaction. In Intercultural Discourse and Communication: The Essential Readings.eds. S. F. Kiesling and C. B. Paulston, 150-163. Oxford: Blackwell, 2005.

Tannen, D. New York Jewish Conversational Style. In Intercultural Discourse and Communication: The Essential Readings. eds. S. F. Kiesling and C. B. Paulston, 135-149. Oxford: Blackwell, 2005.

THIRD YEAR HONOURS – ENGLISH SEMESTER – II

Core Courses

Eng 5209 English Literature – 16

Eng 5210 Intercultural Communication – 2

Eng 5211 English Language Studies – 8 (Introduction to Stylistics and Pragmatics)

Eng 5212 English in the Media

Elective Courses (for English Specialisation)

Eng 5213 World Literature in English – 2

Eng 5214 Communicative Skills – 10

Eng 5215 Business English – 6

Eng 5216 English for Hospitality and Tourism – 2

* An English specialisation student will have to take two electives (elective 1*and 2*) from among those offered.

* It is compulsory for all students to submit term papers at the end of the semester.

Eng 5209: English Literature – 16 (Short Stories, Novel, Poetry & Drama in the themes of Colonialism)

Course Description

This module deals with the study of the theme of colonialism and the effects of civil war. Students will be able to analyse texts in relation to each other – across genres, countries and historical and social contexts. It allows students to track changes in thinking, beliefs and literary conventions which can aid in their understanding and analyses of texts. Also, the repetition of ideas, themes, language and vocabulary across the genres can boost students’ confidence in building up to and dealing with longer and more complex texts, something which is very important for second language learners of literature. The order of study is designed to contribute to this gradual building of the necessary language, reading and critical thinking skills to deal with increasingly more complex texts.

A non-fiction text is introduced in this module. Students will read extracts from this text to develop their understanding of the history of colonialism and post colonialism and how the works of the writers they are studying reflect and analyse the events of the time and their effects on different peoples around the world. The remaining texts are spread across the 18^th, 19^th and early 20^th centuries to broaden students’ experiences of literature and to allow them to analyse how literature, like politics, beliefs, attitudes etc., and often because of them, change over time.

Short Stories

‘The Outstation’ Somerset Maugham (1874 – 1865)
‘The Monkey’s Paw’ W. Jacobs (1863 – 1943)
‘The Man Who Would be King’ Rudyard Kipling (1865 – 1936)

Novel

‘The Heart of Darkness’ Joseph Conrad (1857 – 1924)

Poems

‘A Far Cry from Africa’ Henry Walcott (1869 – 1947)
‘To the Right Honourable William, Earl of Dartmouth’ Phillis Wheatley (1753 – 1784)
‘The Second Coming’ B. Yeats (1865 – 1947)

Drama

‘Peace in Our Time’ Noel Coward (1899 – 1973)

Learning Outcomes

After completing the course, students will be able to:

articulate creative, informed and relevant responses to literary texts, using appropriate terminology and concepts, and coherent, accurate written expression.
demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts.
explore connections and comparisons between different literary texts, informed by interpretations of other readers.
demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.

Assessment

Assessment will be carried out through a combination of tutorial-based assessment, and a final closed book written examination.

Students will be able to demonstrate the completion of learning outcomes by:

Completion of tutorial-based assessment; group works, written assignments, poster competition/ role play and the presentations
Completion of closed book examination

References

Barton, Thomas F., Robert C. Kingsbury, and Gerald R. Showalter (1970). Southeast Asia in Maps. Chicago: Denoyer-Geppert Company.

Lesley, Cole (1976). The Life of Noël Coward. London: Cape.

Olson, James S., ed. (1996) Historical Dictionary of the British Empire

Osborne, M. 2000, Southeast Asia : An introductory history, 8th edn. Sydney: George Allen & Unwin.

Eng 5210: Intercultural Communication – 2

Course Description

This module focuses on gaining an advanced understanding of the concepts associated with culture and communication. It provides students the opportunity to develop intercultural awareness and patterns of perception and thinking to enable effective communication across cultural boundaries. Topics discussed include the effect of cultural differences on communication styles, personal identities, and various organizational contexts. Students will learn strategies to manage intercultural conflict flexibly, the challenges in developing intercultural-intimate relationship, the communication issues facing a global identity and the practices to become ethical intercultural communicator.

Learning Outcomes

By the end of the course, students will be able to:

identify and summarize the fundamental concepts, multiple perspectives, and theories about culture and communication, and the influence of culture and communication on interpersonal and cultural interactions
explain how culture shapes human perception, communication and conflict styles, behaviours, and ways of thinking
apply knowledge of intercultural communication concepts to analyze intercultural communication scenarios regarding styles and methods of communication in different cultural settings
manage cultural conflict flexibly
cope with challenges in developing an intercultural-intimate relationship
deal with cultural bumps appropriately/ successfully through intercultural awareness

Assessments

Total : 100 %

Final Examination : 70 %

Class Work : 30 % (which includes the following a, b, c, and d)

Class discussions during the lectures: 5% Active engagement of students in class discussion is requested. During the lectures, students are expected to give proper response when the teacher asks questions that check their understanding of the elements of intercultural communication they are dealing and to give their own opinion, comment and examples enthusiastically in analyzing it. The instructor leads the class discussion to check students’ understanding and help them to have intercultural awareness. Their active participation will be highly appreciated or graded.
Attendance: 5% Students are to attend all lectures and their attendance will be one of the criteria in assessment.
Written Assignment: 10% Written tasks assigned for elements of intercultural communication (reasons to flexibility, cultural value, verbal communication, nonverbal communication). Students are asked to discuss in groups so that they can learn from each other by sharing their own ideas in groups. The teacher gives a grade to the paper submitted by groups or individuals.
Presentation: 10% Students’ group presentation on the assigned tasks, (cultural and Ethnic identities, biases against outgroup, nonverbal communication across cultures). In assessing group presentation, Three-fold group assessment will be carried out. The teacher gives a grade to the group’s final product, group members give a grade to each other, and each group member gives a grade to him/herself, and justifies it. Every student’s grade is then a combination of: 50% teacher’s grade, 30% average of peer grades, and 20% of self-assigned grades.

Prescribed Coursebook

Ting-Toomey & Chung. (1999). Understanding Intercultural Communication. 2^nd ed. OUP.

References

Agar, M. Culture. In Language Shock: Understanding the Culture of Conversation, 108-139, New York: Perennial, 1994.

Holliday, Adrian. (2013). Understanding Intercultural Communication: Negotiating a Grammar of Culture. Routledge: London. (H)

Tannen, D. New York Jewish Conversational Style. In Intercultural Discourse and Communication: The Essential Readings. eds. S. F. Kiesling and C. B. Paulston, 135-149. Oxford: Blackwell, 2005.

Eng 5211: English Language Studies – 8 (Introduction to Stylistics and Pragmatics)

Course Description

This module introduces Stylistics and Pragmatics. The first part focuses on the interpretation of texts of all types and/or spoken language in regard to their linguistics and tonal style. In this part, students will learn the main concepts and definition of stylistics such as the scope of stylistic study, the definitions of style and stylistics, and stylistic analysis. The second part focuses on how context and convention contribute to meaning and understanding. In this part, students will be provided such definitions as deixis, references, presupposition, and implicature.

Learning Outcomes

At the end of the course, students will be able to:

construct discourse peculiarities
analyze language habits, identifying linguistics features common to English
explain why these features have been used
point out language use in context
explain the aspects of meaning which cannot be found in the plain sense of words or structures

Assessment

Students will be assessed through tutorials and examination. They will be given 20% for tutorials and 80% for examination. There will be group assignments, group activities, presentations and individual assignments for tutorials. At the end of the semester, there will be an examination.

References

Verdonk, Peter (2014) Stylistics. Series Editor H.G. Widdowson. Oxford University Press. (Page 1-40)

Simpson, Paul (2004) Stylistics. Aresource book for sutdents.(Page 1-13, 53-65)

Yule, George (1996) Pragmatics. Series Editor H.G. Widdowson. Oxford University Press

Radhey L.Varshney (2003). An Introductory Textbook of Linguistics and Phonetics.

Bareilly: Student Store. Chapter 17

Rodman, R. & Hyams, N. (2003). An Introduction to Language. Chapter 3

Thomas, W. Stewart, Jr. & Vaillette, N. (eds). Language Files. Columbus: the Ohio State

University Press. File 8

Yule, G. (2006). The Study of Language. Cambridge: CUP. Chapter 11

Eng 5212: English in the Media

Course Description

This module will improve students’ communication skills at work and their language knowledge in key areas of the media. it will also give students opportunity to discuss the media topic, to participate in listening activities reflecting media scenarios, realistic speaking activities, reading and writing practices based on authentic media documents and engage them in topics and articles which ensure that learning is interesting and motivating.

Learning Outcomes

At the end of the course, students will be able to:

plan and write a newspaper article, true life story, film review and plan and write a blog.
organize a film schedule, a shoot and the relaunch of a podcast.
create a podcast, a print advert and a screen advert.
analyse problems and provide solutions, edit a TV documentary and evaluate the success of a relaunch.

Assessment

The assessment will be carried out through a combination of tutorial-based assessment, presentations and formal written assignment and a final examination.

Tutorial based assessment: Short answer tests (10%)
Written assignments (5%)
Project / presentation: Short oral presentation delivered during tutorials (5%)
Final Examination: Closed book long and short answer questions (80%)

References

Ceramella, Nick and Lee, Elizabeth (2009) Cambridge English for the Media. Cambridge University Press

Eng 5213: World Literature in English – 2

Course Description

This module introduces students a vast collection of literary works produced by authors from different nations. This module deals with short story, poetry, drama, prose and the novel ranging from 17^th century to 20^th century, written by writers of great prominence: Russia, France, China, India, Japan, Nigeria, Vietnam, Chile, Spain, South Korea, Norway, Germany, and America. Students are introduced to a rich variety of selections both from the East and the West, written in a variety of styles so that they will get a panorama of the World Literature.

Learning outcomes

At the end of the course, students will be able to:

recognize the main ideas that express the commonality of human spirit and experience across culture
respond critically to literary works across the world, analysing and evaluating texts’ messages based on international contexts

Assessment

Class discussions during the lectures: 5% Active engagement of students in class discussion is assessed. During the lectures, students are expected to give critical response through discussion.

Attendance: 5% Students are to attend all lectures and their attendance will be one of the criteria in assessment.

Written Assignment: 5% of the grade is for written tasks assigned for the respective literary work. The teacher gives a grade to the paper submitted by groups.

Exam:80% of the grade is for students’ achievement in the final exam.

References

Allison, A.W. et al. (1986) Masterpieces of the Drama. Macmillan. Fifth Edition

Barnet, S. et al. (1997)Types of Drama: Plays and Context. Longman

Bowler et. al. (1996) Literature: World Masterpieces. Prentice-Hall

Eng 5214: Communicative Skills – 10

Course Description

Learning Outcomes

After the course, students will be able to:

apply grammar rules and vocabulary appropriate to their communication needs
integrate study skills to improve their language and communication skills
identify and choose appropriate language style for different social context
write different types of texts systematically and comprehend listening and reading text well
use English in any different social context with confidence

Assessment

Assessment will be done through the following modes:

a formal written examination (80%)
a combination of tutorial-based assessment, class and group discussion and formal written assignments (20%)

Students will be able to demonstrate the achievement of learning outcomes by:

regular attendance and active participation in class and group discussion
completion of tutorials testing students’ knowledge about language items they have learned
completion of formal written examination

Prescribed Text

Cotton, D., Falvey, D. & Kent, S. (2014). New Language Leader 5: Coursebook. Pearson Education Limited.

MyEnglishLab: english.com/activate

References

Acklam, R.& Crace, A. (2008) Total English, Upper Intermediate, Students’ Book. London: Pearson Longman.

Clandfield, L (2010) Global. Level 4 Course book, T’s book, Work book, Macmillan Publishing House.

Clare, A.& Wilson, J. J. (2008) Total English, Upper Intermediate, Work Book. London: Pearson Longman.

Harris, M. et al. (2006) New Opportunities, Intermediate, Students’ Book. London: Longman.

Naughton, D. (2008) Total English, Upper Intermediate, Teacher’s Resource Book. London: Pearson Longman.

Dean, M. et al. (2006) New Opportunities, Intermediate, Teacher Book. London: Pearson Education Ltd.

Eng 5215: Business English – 6

Course Description

Learning Outcomes

At the end of the course, students will be able to:

increase business vocabulary through authentic interviews with business people
develop reading skills through discussion on the ideas and responding to the issues in the authentic articles which include a variety of contemporary topics from the Financial Times and other newspapers and books on business management
develop essential business communication skills such as giving presentations, dealing with questions, taking an active part in meetings, negotiating, strategies for telephoning and teleconferences, English for networking, as well as using the language for a variety of business writing tasks
practise speaking, listening, reading and writing skills in realistic contexts
raise awareness of potential problems or misunderstandings that may raise when doing business with people from different cultures

Assessment

Tutorials (4 times ) – 10 marks

Presentations – 5 marks

Assignments + Attendance – 5 marks

In terms of assignments, students are mainly asked to do on tasks of reading and sometimes on writing. Depending on the allotted time and types of task, they will be done at home or in class.

Attendance is thought to be one of the key factors for the students.

References

Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.

North, B. (2000) The Development of a Common Framework Scale of Language Proficiency. New York: Peter Lang.

Schneider, G., North, B. (2000) Fremdsprachen können – was heißt das? Chur / Zürich: Rüegger

Eng 5216: English for Hospitality and Tourism – 2

Course Description

Learning Outcomes

At the end of the course, students will be able to:

apply the interpersonal and business skills which are essential job requirements in the travel and tourism industries
demonstrate their professional skills such as dealing with enquires, marketing destinations, preparing guided tour, meeting clients’ needs, offering advice, negotiating, writing emails, problem solving, and speaking to groups
use the specialized vocabulary needed for tourism profession

Assessment

Assignment 20 marks

Final Exam 80 marks

Coursebook

Strutt, Peter (2013) English for International Tourism, Intermediate Coursebook (New Edition). Pearson.