| Unit name | Accelerated Text Response |
|---|---|
| Unit code | LANG00018 |
| Credit points | 20 |
| Level of study | QCA-3 |
| Teaching block(s) |
Teaching Block 4 (weeks 1-24) |
| Unit director | Ms. Taylor |
| Open unit status | Not open |
| Pre-requisites |
IELTS 7.0 overall; minimum 6.0 in writing or equivalent |
| Co-requisites | |
| School/department | Centre for Academic Language and Development |
| Faculty | Faculty of Arts |
Acccelerated Text Response is a 20-credit unit within the International Foundation Programme, which is designed to prepare international students for undergraduate study in the UK. The unit is designed specifically for the IFP+ students across all IFP Programmes (IFP STEM, IFP Social Sciences and Law and IFP Arts and Humanities).
It is one of a number of complementary units whose overall aims are to improve the language, academic literacy and subject knowledge required to succeed at a British university. Accelerated Text Response explores the difference between factual and evaluative responses to different texts. It will help develop critical questioning, reading, listening and speaking skills and strategies, academic vocabulary and summary writing. This unit moves from factual summaries of data, text, lectures and talks to longer more evaluative and critical reviews culminating in an extended comparative critical review of 1,500 words and academic presentation. As well as helping students use sources in a way that is acceptable to the academic community, it will help students develop interactional and presentational speaking skills for academic settings. It complements written work done in Accelerated Academic Writing.
At the end of this unit students will be able to:
1. recognise and recall the meaning of words from the Academic Word List (Coxhead, 2000);
2. use a range of strategies for unpacking meaning of academic texts and lectures;
3. distinguish fact from opinion;
4. write critical reviews including description and evaluation.
5. prepare and deliver effective academic presentations and reflect critically on performance
Students on the IFP+ will attend 4 hours of study per week. There will be 2 lessons of two academic hours per week; students on the IFP+ pathway will be taught separately to those on the standard pathway. Learning is facilitated in small group classroom sessions (12-16). Individual and group-based work is integrated as appropriate. In addition to a range of textbooks and authentic texts, use will be made of appropriate e-learning technologies for self-study and self-assessment as well as work in class.
This 20-credit unit involves formative and summative assessment.
Assessment for learning (formative assessment):
Portfolio consisting of a collection of classroom work and reflection (required formative component with tutor-led feedback ILO 1; 2; 3; 4). Peer and tutor-led feedback;
Individual Presentation (8-10 minutes). Peer and tutor-led feedback;
Small group poster presentation (12-15 minutes). Peer and tutor-led feedback.
Assessment of learning (summative assessment):
Academic vocabulary test (weighting 10%; ILO 1;2);
Academic grammar (for reading) test weighting 10%; ILO 2;3);
Comparative Critical Review (1,500 words; weighting 30%; ILO 2; 3; 4);
Task based exam - reading & lecture into writing (weighting 40%; ILO 1; 2; 3; 4);
Presentation (weighting 10%; ILO 5).
Beglar, D. &N. Murray (2009). Contemporary Topics 3 Academic Listening and Note-taking Skills. New York: Pearson Longman.
Fletcher, C. (2013) Skills for Study (2). Cambridge: CUP
McNair, A.& Gooch, F. (2013). Skills for Study (3). Cambridge: CUP
Rogers, L. (2011). Reading Skills. Surrey: DELTA.
Authentic materials and targeted materials are exploited and available on Blackboard VLE (interactive tutorials,self-assessment tools and all course documents).
