A230A Reading and Studying Literature (I)
(8) Credit Hours
Reading and Studying Literature builds on the introductory modules, The Arts Past and Present (AA100), and Literary Appreciation and Critique (EL121). It will introduce you to the study of English literature by looking at a selection of texts from the Renaissance to the present day. The module offers a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose fiction as well as autobiography and travel-writing. An overarching concern of the module is the uses we make in the present of the literature of the past.
Like other level 5 courses, this module will provide a broad overview of the study of the discipline of literature. As well as strengthening the curriculum in English, A230 makes some links with other courses, and serves to lead students through from level 4 to level 6.
Course Code |
A230A |
Course Title |
Reading and Studying Literature (I) |
Pre-requisite |
EL121N - EL121 |
Credit Hours |
8 |
Course Description |
Reading and Studying Literature builds on the introductory modules, The Arts Past and Present (AA100), and Literary Appreciation and Critique (EL121). It will introduce you to the study of English literature by looking at a selection of texts from the Renaissance to the present day. The module offers a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose fiction as well as autobiography and travel-writing. An overarching concern of the module is the uses we make in the present of the literature of the past.
Like other level 5 courses, this module will provide a broad overview of the study of the discipline of literature. As well as strengthening the curriculum in English, A230 makes some links with other courses, and serves to lead students through from level 4 to level 6.
|
Course Objectives |
A230 aims to provide a clear and steady progression from Level 4 to Level 6. The module builds on the knowledge and skills acquired on AA100 and EL121. The module is designed to start with a gentle introduction to the discipline and to become gradually more challenging as it progresses, so that by the end of the module students will be prepared to move on to the study of English Literature at Level 6. In an effort to enhance the students' sense of their progression from Level 4 and Level 6, it takes care to identify the specific study-skills being taught at different stages of the module. The assessment will invite students to reflect on their own experience of learning as they progress through the module. A230 adopts a chronological approach to the study of English Literature, introducing students to the six principal literary periods – the Renaissance, the Long Eighteenth Century, the Romantic period, the Victorian Age, and the early and late Twentieth Century. Each of these has a corresponding block of study lasting four weeks which focuses on a few representative literary texts of the period. This clear and logical structure will further contribute to students' sense of progression as well as providing them with a solid grounding in the study of English Literature. Each block of study will also introduce students to particular study skills and to a particular theoretical concept which will aid them in making the transition to the Department's Level 6 modules. |
Course Outcomes |
- Knowledge and understanding
At the end of the module, learners will be expected to show knowledge and understanding of : A1: the formal characteristics of the principal genres and sub-genres of literature (novel, short story, plays, romance and realist novel, novel of growth, tragedy, comedy, life-writing, travel-writing, letters, film, popular fiction, and writing for children); A2: a range of writers, male and female, coming from many cultural backgrounds, including English, Irish, Scottish, French, German, American, African, and Caribbean writers; A3: how literary texts have been written and received within literary, cultural and socio-historical contexts from the Renaissance to the present; A4: theoretical concepts such as 'literature', textuality, the nature of context and inter-text, the idea of the author, the history of reading and the book; A5: the problematic nature of a literary history conceived in terms of period and nation, and the development of the concept of 'literatures';
B. Cognitive skills At the end of the module learners will be expected to: B1. work with a novel, play or a critical text that is the product of a culture other than that of the reader, and to appreciate the historical changes with reference to issues like gender, race, culture, nation; B2. construct an argument, comparing and contrasting two or more literary texts (novels, plays, characters, themes); B3. engage with literary criticism of the assigned texts;
C Practical and professional skills At the end of the module, learners will be expected to: C1. be able to keep to the focus of a question while answering; C2. write an essay in the correct format, with proper beginning, and in logical and coherent development; C3. use correct language: syntax, grammar, spelling, punctuation and quotation marks; C4. use word processing skills effectively, to present a typed answer in a format that aids understanding, using different fonts, highlighting devices, margins and indentations; C5.use secondary sources ethically by avoiding plagiarism.
D Key transferable skills At the end of the module, learners will be expected to: D1. be able to write in an appropriate academic register, using scholarly conventions, like acknowledging borrowings from other sources, like audio video, the internet, and relevant critics, with proper referencing; D2. be able to read and synthesize from a large range of texts; D3. develop listening strategies, especially in relation to audio video course material, and to gain an extended understanding of narrative and dramatic texts; D4. make effective use of feedback from a tutor to improve performance continually. |
A230B Reading and Studying Literature (II)
(8) Credit Hours
Reading and Studying Literature builds on the introductory modules, The Arts Past and Present (AA100), and Literary Appreciation and Critique (EL121). It will introduce you to the study of English literature by looking at a selection of texts from the Renaissance to the present day. The module offers a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose fiction as well as autobiography and travel-writing. An overarching concern of the module is the uses we make in the present of the literature of the past.
Like other level 5 courses, this module will provide a broad overview of the study of the discipline of literature. As well as strengthening the curriculum in English, A230 makes some links with other courses, and serves to lead students through from level 4 to level 6.
Course Code |
A230B |
Course Title |
Reading and Studying Literature (II) |
Pre-requisite |
A230A - A210A |
Credit Hours |
8 |
Course Description |
Reading and Studying Literature builds on the introductory modules, The Arts Past and Present (AA100), and Literary Appreciation and Critique (EL121). It will introduce you to the study of English literature by looking at a selection of texts from the Renaissance to the present day. The module offers a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose fiction as well as autobiography and travel-writing. An overarching concern of the module is the uses we make in the present of the literature of the past.
Like other level 5 courses, this module will provide a broad overview of the study of the discipline of literature. As well as strengthening the curriculum in English, A230 makes some links with other courses, and serves to lead students through from level 4 to level 6.
|
Course Objectives |
A230 aims to provide a clear and steady progression from Level 4 to Level 6. The module builds on the knowledge and skills acquired on AA100 and EL121. The module is designed to start with a gentle introduction to the discipline and to become gradually more challenging as it progresses, so that by the end of the module students will be prepared to move on to the study of English Literature at Level 6. In an effort to enhance the students' sense of their progression from Level 4 and Level 6, it takes care to identify the specific study-skills being taught at different stages of the module. The assessment will invite students to reflect on their own experience of learning as they progress through the module. A230 adopts a chronological approach to the study of English Literature, introducing students to the six principal literary periods – the Renaissance, the Long Eighteenth Century, the Romantic period, the Victorian Age, and the early and late Twentieth Century. Each of these has a corresponding block of study lasting four weeks which focuses on a few representative literary texts of the period. This clear and logical structure will further contribute to students' sense of progression as well as providing them with a solid grounding in the study of English Literature. Each block of study will also introduce students to particular study skills and to a particular theoretical concept which will aid them in making the transition to the Department's Level 6 modules. |
|
Course Outcomes |
- Knowledge and understanding
At the end of the module, learners will be expected to show knowledge and understanding of : A1: the formal characteristics of the principal genres and sub-genres of literature (novel, short story, plays, romance and realist novel, novel of growth, tragedy, comedy, life-writing, travel-writing, letters, film, popular fiction, and writing for children); A2: a range of writers, male and female, coming from many cultural backgrounds, including English, Irish, Scottish, French, German, American, African, and Caribbean writers; A3: how literary texts have been written and received within literary, cultural and socio-historical contexts from the Renaissance to the present; A4: theoretical concepts such as 'literature', textuality, the nature of context and inter-text, the idea of the author, the history of reading and the book; A5: the problematic nature of a literary history conceived in terms of period and nation, and the development of the concept of 'literatures'; B. Cognitive skills At the end of the module learners will be expected to: B1. work with a novel, play or a critical text that is the product of a culture other than that of the reader, and to appreciate the historical changes with reference to issues like gender, race, culture, nation; B2. construct an argument, comparing and contrasting two or more literary texts (novels, plays, characters, themes); B3. engage with literary criticism of the assigned texts; C Practical and professional skills At the end of the module, learners will be expected to: C1. be able to keep to the focus of a question while answering; C2. write an essay in the correct format, with proper beginning, and in logical and coherent development; C3. use correct language: syntax, grammar, spelling, punctuation and quotation marks; C4. use word processing skills effectively, to present a typed answer in a format that aids understanding, using different fonts, highlighting devices, margins and indentations; C5.use secondary sources ethically by avoiding plagiarism. D Key transferable skills At the end of the module, learners will be expected to: D1. be able to write in an appropriate academic register, using scholarly conventions, like acknowledging borrowings from other sources, like audio video, the internet, and relevant critics, with proper referencing; D2. be able to read and synthesize from a large range of texts; D3. develop listening strategies, especially in relation to audio video course material, and to gain an extended understanding of narrative and dramatic texts; D4. make effective use of feedback from a tutor to improve performance continually. |
AA100A The Arts Past and Present (I)
(8) Credit Hours
AA100: The Arts Past and Present: Parts I and II is the Faculty’s pivotal entry level course which prepares students for the challenges of University level study of the arts and humanities. It is a core part of all the Faculty’s named degrees. It will give students a taste of all the Faculty’s major teaching areas.
AA100 presumes the prior study of another first level course EL121 (Literary Appreciation and Critique), and will develop students’ study skills over a range of areas so that they are prepared for the demands of higher level courses.
In addition to the course materials, which will feature a range of different kinds of teaching from print to DVD-Videos and DVD-ROMs to searchable databases, the course will provide students with the opportunity for participating in face-to-face tutorials.
The Arts Past and Present is presented in four books, so that the course has two distinct halves. The course takes a thematic approach to introduce students to the demands of studying the arts and humanities at university level. In the first half, students are introduced to key subject specific skills through books on Reputations and Tradition and Dissent. The second half takes a more interdisciplinary approach, with books on Cultural Encounters (Book 3) and Place and Leisure (Book 4). In the second half of the course, units will foreground topics and connections with other units more than individual disciplines. However, students will always be aware of what they are studying at any given point. We have adopted this structure both to present students with a relatively simple and integrated design, in which the concerns of one Book feed into those of the next, and to foreground issues which students will find interesting and enticing. As with all previous Arts Level 1 courses, AA100 has the ambition to demystify the arts and the humanities for students new to university level study. Workload will be carefully paced throughout the course.
Course Code |
AA100A |
Course Title |
The Arts Past and Present (I) |
Pre-requisite |
EL117 |
Credit Hours |
8 |
Course Description |
AA100: The Arts Past and Present: Parts I and II is the Faculty’s pivotal entry level course which prepares students for the challenges of University level study of the arts and humanities. It is a core part of all the Faculty’s named degrees. It will give students a taste of all the Faculty’s major teaching areas.
AA100 presumes the prior study of another first level course EL121 (Literary Appreciation and Critique), and will develop students’ study skills over a range of areas so that they are prepared for the demands of higher level courses.
In addition to the course materials, which will feature a range of different kinds of teaching from print to DVD-Videos and DVD-ROMs to searchable databases, the course will provide students with the opportunity for participating in face-to-face tutorials.
The Arts Past and Present is presented in four books, so that the course has two distinct halves. The course takes a thematic approach to introduce students to the demands of studying the arts and humanities at university level. In the first half, students are introduced to key subject specific skills through books on Reputations and Tradition and Dissent. The second half takes a more interdisciplinary approach, with books on Cultural Encounters (Book 3) and Place and Leisure (Book 4). In the second half of the course, units will foreground topics and connections with other units more than individual disciplines. However, students will always be aware of what they are studying at any given point. We have adopted this structure both to present students with a relatively simple and integrated design, in which the concerns of one Book feed into those of the next, and to foreground issues which students will find interesting and enticing. As with all previous Arts Level 1 courses, AA100 has the ambition to demystify the arts and the humanities for students new to university level study. Workload will be carefully paced throughout the course.
|
Course Objectives |
The course aims to: 1. prepare students about the study of the arts and humanities at university level by providing them with rich content while equipping them with relevant study skills; 2. deliver a course which is intellectually stretching in terms of the conceptual demands it makes of students while also being realistically achievable as part-time study; 3. make students aware of the variety of approaches, methodologies and concerns covered by the different arts and humanities disciplines; 4. widen participation in the Arts curriculum by delivering a course which appeals to a diverse range of students; 5. stimulate students who want to continue their studies within the Faculty; 6. equip students with transferable skills which would be relevant to other areas of study; 7. prepare students for the study demands of higher level courses by making them self-conscious learners who will be able to organize their time most effectively. |
Course Outcomes |
A. Knowledge and understanding A1. understand the differences between different artistic media and to be able to distinguish and describe the formal components of works of art. (Art History) A2. become aware of the diversity of Ancient Greek and Roman materials and of the contexts in which such materials were produced and subsequently reinterpreted. (Classical Studies) A3. develop an understanding of the principal issues raised by the study of a particular period or topic in history. A4. have an appreciation of the dynamics of literary and dramatic language and form. (Literature) A5. develop the skills of 'close listening' to music. (Music) A6. understand how philosophers appeal to theoretical principles to answer specific philosophical questions. (Philosophy) B. Cognitive skills At the end of the module learners will be expected to: B1. develop a basic competence in the skills of visual analysis. (Art History) B2. develop the ability to move analytically and imaginatively between the present and the past and to expand critical perspectives on cultures and the societies that produce them. (Classical Studies) B3. understand how we come to construct an idea (or ideas) of the past. (History and HSTM) B4. begin the process of reading and understanding literary texts critically. (Literature) B5. develop a sense of the importance of issues of performance in music. (Music) B6. extract a philosophical argument from a text, analyse it and, if appropriate criticise it. (Philosophy) C Practical and professional skills At the end of the module, learners will be expected to: C1. develop skills of reading, listening and visual analysis. C2. develop the ability to synthesize potentially conflicting ideas and information into their own words. C3. reflect in detail on their work as learners through the course. C4. learn how to organize their study time in ways which best suit their lifestyles. C5. recognize the importance of presenting their work coherently and in appropriate forms. C6. learn how to distinguish between different kinds of online resource. D Key transferable skills At the end of the module, learners will be expected to: D1. write an essay that shows the ability to analyse and to construct a plausible, well-substantiated argument. D2. show the ability to reflect on his/her learning through the course, and to present a piece of written work which has been revised in the light of feedback from his/her tutor. D3. take notes from written or spoken sources (taught but not assessed). |
AA100B The Arts Past and Present (II)
(8) Credit Hours
AA100: The Arts Past and Present: Parts I and II is the Faculty’s pivotal entry level course which prepares students for the challenges of University level study of the arts and humanities. It is a core part of all the Faculty’s named degrees. It will give students a taste of all the Faculty’s major teaching areas.
AA100 presumes the prior study of another first level course EL121 (Literary Appreciation and Critique), and will develop students’ study skills over a range of areas so that they are prepared for the demands of higher level courses.
In addition to the course materials, which will feature a range of different kinds of teaching from print to DVD-Videos and DVD-ROMs to searchable databases, the course will provide students with the opportunity for participating in face-to-face tutorials.
The Arts Past and Present is presented in four books, so that the course has two distinct halves. The course takes a thematic approach to introduce students to the demands of studying the arts and humanities at university level. In the first half, students are introduced to key subject specific skills through books on Reputations and Tradition and Dissent. The second half takes a more interdisciplinary approach, with books on Cultural Encounters (Book 3) and Place and Leisure (Book 4). In the second half of the course, units will foreground topics and connections with other units more than individual disciplines. However, students will always be aware of what they are studying at any given point. We have adopted this structure both to present students with a relatively simple and integrated design, in which the concerns of one Book feed into those of the next, and to foreground issues which students will find interesting and enticing. As with all previous Arts Level 1 courses, AA100 has the ambition to demystify the arts and the humanities for students new to university level study. Workload will be carefully paced throughout the course.
Course Code |
AA100B |
Course Title |
The Arts Past and Present (II) |
Pre-requisite |
AA100A - A123A |
Credit Hours |
8 |
Course Description |
AA100: The Arts Past and Present: Parts I and II is the Faculty’s pivotal entry level course which prepares students for the challenges of University level study of the arts and humanities. It is a core part of all the Faculty’s named degrees. It will give students a taste of all the Faculty’s major teaching areas.
AA100 presumes the prior study of another first level course EL121 (Literary Appreciation and Critique), and will develop students’ study skills over a range of areas so that they are prepared for the demands of higher level courses.
In addition to the course materials, which will feature a range of different kinds of teaching from print to DVD-Videos and DVD-ROMs to searchable databases, the course will provide students with the opportunity for participating in face-to-face tutorials.
The Arts Past and Present is presented in four books, so that the course has two distinct halves. The course takes a thematic approach to introduce students to the demands of studying the arts and humanities at university level. In the first half, students are introduced to key subject specific skills through books on Reputations and Tradition and Dissent. The second half takes a more interdisciplinary approach, with books on Cultural Encounters (Book 3) and Place and Leisure (Book 4). In the second half of the course, units will foreground topics and connections with other units more than individual disciplines. However, students will always be aware of what they are studying at any given point. We have adopted this structure both to present students with a relatively simple and integrated design, in which the concerns of one Book feed into those of the next, and to foreground issues which students will find interesting and enticing. As with all previous Arts Level 1 courses, AA100 has the ambition to demystify the arts and the humanities for students new to university level study. Workload will be carefully paced throughout the course.
|
Course Objectives |
The course aims to: 1. prepare students about the study of the arts and humanities at university level by providing them with rich content while equipping them with relevant study skills; 2. deliver a course which is intellectually stretching in terms of the conceptual demands it makes of students while also being realistically achievable as part-time study; 3. make students aware of the variety of approaches, methodologies and concerns covered by the different arts and humanities disciplines; 4. widen participation in the Arts curriculum by delivering a course which appeals to a diverse range of students; 5. stimulate students who want to continue their studies within the Faculty; 6. equip students with transferable skills which would be relevant to other areas of study; 7. prepare students for the study demands of higher level courses by making them self-conscious learners who will be able to organize their time most effectively. |
Course Outcomes |
- Knowledge and understanding
A1. understand the differences between different artistic media and to be able to distinguish and describe the formal components of works of art. (Art History) A2. become aware of the diversity of Ancient Greek and Roman materials and of the contexts in which such materials were produced and subsequently reinterpreted. (Classical Studies) A3. develop an understanding of the principal issues raised by the study of a particular period or topic in history. A4. have an appreciation of the dynamics of literary and dramatic language and form. (Literature) A5. develop the skills of 'close listening' to music. (Music) A6. understand how philosophers appeal to theoretical principles to answer specific philosophical questions. (Philosophy) B. Cognitive skills At the end of the module learners will be expected to: B1. develop a basic competence in the skills of visual analysis. (Art History) B2. develop the ability to move analytically and imaginatively between the present and the past and to expand critical perspectives on cultures and the societies that produce them. (Classical Studies) B3. understand how we come to construct an idea (or ideas) of the past. (History and HSTM) B4. begin the process of reading and understanding literary texts critically. (Literature) B5. develop a sense of the importance of issues of performance in music. (Music) B6. extract a philosophical argument from a text, analyse it and, if appropriate criticise it. (Philosophy) C Practical and professional skills At the end of the module, learners will be expected to: C1. develop skills of reading, listening and visual analysis. C2. develop the ability to synthesize potentially conflicting ideas and information into their own words. C3. reflect in detail on their work as learners through the course. C4. learn how to organize their study time in ways which best suit their lifestyles. C5. recognize the importance of presenting their work coherently and in appropriate forms. C6. learn how to distinguish between different kinds of online resource. D Key transferable skills At the end of the module, learners will be expected to: D1. write an essay that shows the ability to analyse and to construct a plausible, well-substantiated argument. D2. show the ability to reflect on his/her learning through the course, and to present a piece of written work which has been revised in the light of feedback from his/her tutor. D3. take notes from written or spoken sources (taught but not assessed). |
AR111 Arabic Communication Skills (I)
(3) Credit Hours
AR111 is three credit hour university requirements. It aims to enable students to acquire the Arabic language skills needed at university level, specifically: Arabic syntactic structures, grammatical inflection and case ending in spoken and written Arabic, ability to read Arabic texts in different disciplines, adequate training in writing and using dictionary
Course Code |
AR111 |
Course Title |
Arabic Communication Skills (I) |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
AR111 is three credit hour university requirements. It aims to enable students to acquire the Arabic language skills needed at university level, specifically: Arabic syntactic structures, grammatical inflection and case ending in spoken and written Arabic, ability to read Arabic texts in different disciplines, adequate training in writing and using dictionary |
Course Objectives |
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Course Outcomes |
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AR112 Arabic Communication Skills (II)
(3) Credit Hours
AR112 is a three credit hour university requirement. It aims at developing students’ skills in text analysis and literary appreciation. Students are introduced to the principles of accurate pronunciation and sound reading of texts. The course also provides training in Arabic rhetoric and literary genres.
Course Code |
AR112 |
Course Title |
Arabic Communication Skills (II) |
Pre-requisite |
AR111 |
Credit Hours |
3 |
Course Description |
AR112 is a three credit hour university requirement. It aims at developing students’ skills in text analysis and literary appreciation. Students are introduced to the principles of accurate pronunciation and sound reading of texts. The course also provides training in Arabic rhetoric and literary genres. |
Course Objectives |
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Course Outcomes |
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E302A Language and Creativity (I)
(8) Credit Hours
“Language and Creativity” is planned as a remake of E301, “The Art of English”. This new course forms an important part of the FLS curriculum.
The course will be designed to extend and complement students’ work on U214 Worlds of English, which we anticipate will be the main feeder course. (The course will also complement courses in related academic areas. Upon studying this module, students will build on the learning outcomes they achieved in AA100 and EL120 as well as U214.
Course Code |
E302A |
Course Title |
Language and Creativity (I) |
Pre-requisite |
U214B - U210B |
Credit Hours |
8 |
Course Description |
“Language and Creativity” is planned as a remake of E301, “The Art of English”. This new course forms an important part of the FLS curriculum.
The course will be designed to extend and complement students’ work on U214 Worlds of English, which we anticipate will be the main feeder course. (The course will also complement courses in related academic areas. Upon studying this module, students will build on the learning outcomes they achieved in AA100 and EL120 as well as U214.
|
Course Objectives |
“Language and Creativity" looks at creativity in the English language in the context of globalization: from everyday contexts to 'high culture' literary language and the impact of new media. It presents students with instances of creativity in social and artistic life, and examines how these are proliferated and intensified by technology and globalization. It explores the critical potential in creative practice, and investigates the relationships between language and other modes such as image, movement, music and dance. Overall, the focus of E302 is on creativity in the English language: its manifestations, its uses, and the issues it raises. It will give students a firm grounding in stylistic, sociolinguistic and multimodal analysis. This clearly distinguishes it from the alternative Level 3 option, E304 “Exploring English Grammar," which has as its focus the understanding of English grammar, as theorized from both structural and functional perspectives and enhanced through the use of corpus linguistic tools. Both modules assume a basic knowledge of English Language Studies gained from studying U214. The major aims of E302 are to develop an understanding of: - the nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions
- The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice
- Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English
- Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices.
|
Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to demonstrate knowledge and understanding of: A1. The nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions. A2. The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice. A3. Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English. A4. Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices. B. Cognitive skills At the end of the module learners will be expected to: B1. Use appropriate methodologies and related terminology to describe and analyse creative texts across different media B2. Critically evaluate instances of creative texts and practices in relation to appropriate theoretical and analytical approaches B3. Synthesise information and ideas from different sources, including personal research data, in order to reach your own conclusions. C. Practical and professional skills At the end of the module learners will be expected to: C1. Demonstrate autonomy through planning and undertaking a small-scale independent language-focused investigation demonstrating an awareness of the ethical dimensions of research and appropriate rigour in analysis. D Key transferable skills At the end of the module, learners will be expected to: D1. Identify and ask questions appropriately to explore issues within the field of English language studies. D2. Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence. D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions. D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts. D5. Select and use appropriate ICT tools to analyse data and extend your learning. D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance. |
E302B Language and Creativity (II)
(8) Credit Hours
“Language and Creativity” is planned as a remake of E301, “The Art of English”. This new course forms an important part of the FLS curriculum.
The course will be designed to extend and complement students’ work on U214 Worlds of English, which we anticipate will be the main feeder course. (The course will also complement courses in related academic areas. Upon studying this module, students will build on the learning outcomes they achieved in AA100 and EL120 as well as U214.
Course Code |
E302B |
Course Title |
Language and Creativity (II) |
Pre-requisite |
E300A - E302A |
Credit Hours |
8 |
Course Description |
“Language and Creativity” is planned as a remake of E301, “The Art of English”. This new course forms an important part of the FLS curriculum.
The course will be designed to extend and complement students’ work on U214 Worlds of English, which we anticipate will be the main feeder course. (The course will also complement courses in related academic areas. Upon studying this module, students will build on the learning outcomes they achieved in AA100 and EL120 as well as U214.
|
Course Objectives |
“Language and Creativity" looks at creativity in the English language in the context of globalization: from everyday contexts to 'high culture' literary language and the impact of new media. It presents students with instances of creativity in social and artistic life, and examines how these are proliferated and intensified by technology and globalization. It explores the critical potential in creative practice, and investigates the relationships between language and other modes such as image, movement, music and dance. Overall, the focus of E302 is on creativity in the English language: its manifestations, its uses, and the issues it raises. It will give students a firm grounding in stylistic, sociolinguistic and multimodal analysis. This clearly distinguishes it from the alternative Level 3 option, E304 “Exploring English Grammar," which has as its focus the understanding of English grammar, as theorized from both structural and functional perspectives and enhanced through the use of corpus linguistic tools. Both modules assume a basic knowledge of English Language Studies gained from studying U214. The major aims of E302 are to develop an understanding of: - the nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions
- The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice
- Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English
- Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices.
|
|
Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to demonstrate knowledge and understanding of: A1. The nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions. A2. The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice. A3. Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English. A4. Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices. B. Cognitive skills At the end of the module learners will be expected to: B1. Use appropriate methodologies and related terminology to describe and analyse creative texts across different media B2. Critically evaluate instances of creative texts and practices in relation to appropriate theoretical and analytical approaches B3. Synthesise information and ideas from different sources, including personal research data, in order to reach your own conclusions. C. Practical and professional skills At the end of the module learners will be expected to: C1. Demonstrate autonomy through planning and undertaking a small-scale independent language-focused investigation demonstrating an awareness of the ethical dimensions of research and appropriate rigour in analysis. D Key transferable skills At the end of the module, learners will be expected to: D1. Identify and ask questions appropriately to explore issues within the field of English language studies. D2. Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence. D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions. D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts. D5. Select and use appropriate ICT tools to analyse data and extend your learning. D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance. |
EA300A Children’s Literature (I)
(8) Credit Hours
This module provides a broad introduction to the vibrant and growing field of children’s literature studies. You will study children’s literature in English ranging from its beginnings in eighteenth-century chapbooks and fairy tales, through seminal nineteenth-century novels, to contemporary examples of fiction illustrating current trends. The module also includes the study of picture books, stage performance and film, young adult fiction, storytelling and poetry. You will learn about the distinctiveness and purposes of children’s literature, its prestigious and popular modes and its different representations of children’s worlds.
EA300 Children’s Literature will be an elective module within: BA English Language and Literature. EA300 will contribute to specific learning outcomes within those qualifications where it is offered. For the BA in English Language and Literature, for example, it will help the students to ‘critically engage with different theoretical and analytic approaches to children’s literature, to acquire the necessary concepts, theories, knowledge, terminology and skills base to understand its nature, scope and development and to critically analyse and interpret a range of texts, positions and ideas. Students will also be expected to synthesise information and ideas from a variety of sources and to evaluate critically opposing positions. Within the BA in English Language and Literature EA300 will require students to engage with different interpretations of texts, read a range of literary texts and secondary texts analytically and engage with literary texts from the past and from other cultures. EA300 will further students’ understanding of the central role of language and genre in the creation of meaning, develop students’ skills of analysis and interpretation of both literary texts and critical literature, and increase their understanding of how literature and language both reflect and impact on cultural change and difference. EA300 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
Course Code |
EA300A |
Course Title |
Children’s Literature (I) |
Pre-requisite |
A230B - A210B |
Credit Hours |
8 |
Course Description |
This module provides a broad introduction to the vibrant and growing field of children’s literature studies. You will study children’s literature in English ranging from its beginnings in eighteenth-century chapbooks and fairy tales, through seminal nineteenth-century novels, to contemporary examples of fiction illustrating current trends. The module also includes the study of picture books, stage performance and film, young adult fiction, storytelling and poetry. You will learn about the distinctiveness and purposes of children’s literature, its prestigious and popular modes and its different representations of children’s worlds.
EA300 Children’s Literature will be an elective module within: BA English Language and Literature. EA300 will contribute to specific learning outcomes within those qualifications where it is offered. For the BA in English Language and Literature, for example, it will help the students to ‘critically engage with different theoretical and analytic approaches to children’s literature, to acquire the necessary concepts, theories, knowledge, terminology and skills base to understand its nature, scope and development and to critically analyse and interpret a range of texts, positions and ideas. Students will also be expected to synthesise information and ideas from a variety of sources and to evaluate critically opposing positions. Within the BA in English Language and Literature EA300 will require students to engage with different interpretations of texts, read a range of literary texts and secondary texts analytically and engage with literary texts from the past and from other cultures. EA300 will further students’ understanding of the central role of language and genre in the creation of meaning, develop students’ skills of analysis and interpretation of both literary texts and critical literature, and increase their understanding of how literature and language both reflect and impact on cultural change and difference. EA300 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
|
Course Objectives |
The
module aims to provide students with a broad understanding of the field of
children’s literature, including its conceptualisation and development and key
issues and debates in the area. It also aims to equip students with skills for
literary, stylistic and multimodal analysis and to support their in-depth study
of a range of specified texts from different periods and genres of children’s
literature. Children’s books and the critical material collected in the Readers
are therefore a core academic resource for student study of the field of
children’s literature and these are supplemented with a Study Guide, and some
audio material (DVD), providing interviews with academics, authors and
illustrators, publishers, librarians and children themselves, performances of
children’s literature and story-telling, film clips, facsimiles and images.
Specific analytic skills are introduced via the 3 interactive tutorials on a
DVD-Rom and students may develop their academic and personal response to
specific texts through class discussions and assignments. The structured
guidance and activities for each week in the Study Guide will enable students
to coordinate their work on other elements as they progress through the module. |
Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to display: A1: Knowledge and understanding of key critical and theoretical debates in the field of children's literature. A2: Knowledge and understanding of different theoretical and analytical approaches to children's literature A3: Knowledge and understanding of the relationships between the historical development of children's literature and changing conceptions of childhood and of literature. A4: Knowledge and understanding of the nature of children's literature as a site for ideological indoctrination and struggle. A5: Knowledge and understanding of the importance of material conditions of production, circulation and consumption of children's literature. A6: Knowledge and understanding of the changing construct of childhood reflected in children's literature. B. Cognitive skills At the end of the module, learners will be expected to: B1: Analyse and critically evaluate arguments and evidence, from a variety of sources, relating to particular theoretical and analytical approaches to the study of children's literature. B2: Recognise the implicit and explicit assumptions within children's literature about different discourses on childhood. B3: Demonstrate the ability to compare and contrast children's books from both thematic and critical perspectives. B4: Use appropriate literary, critical and linguistic terminology to describe and discuss specific theories, concepts and evidence. B5: Synthesise information and ideas from different sources, including personal experience, in order to reach your own conclusions. C. Practical and professional skills At the end of the module, learners will be expected to: C1: Carry out literary, stylistic and multimodal analysis of children's literature. C2: Articulate arguments and develop a synthesis. C3: Plan and undertake research, abstracting and synthesising information from a variety of sources. C4: Evaluate social, political and ethical issues relevant to children's literature. D Key transferable skills At the end of the module, learners will be expected to: D1: Read academic and other texts critically, identifying and evaluating positions and arguments. D2: Communicate complex ideas effectively in writing, using the appropriate academic genre and style. D3: Construct a coherent argument, supported by evidence and clearly focussed on the topic under discussion. |
|
EA300B Children’s Literature (II)
(8) Credit Hours
This module provides a broad introduction to the vibrant and growing field of children’s literature studies. You will study children’s literature in English ranging from its beginnings in eighteenth-century chapbooks and fairy tales, through seminal nineteenth-century novels, to contemporary examples of fiction illustrating current trends. The module also includes the study of picture books, stage performance and film, young adult fiction, storytelling and poetry. You will learn about the distinctiveness and purposes of children’s literature, its prestigious and popular modes and its different representations of children’s worlds.
EA300 Children’s Literature will be an elective module within: BA English Language and Literature. EA300 will contribute to specific learning outcomes within those qualifications where it is offered. For the BA in English Language and Literature, for example, it will help the students to ‘critically engage with different theoretical and analytic approaches to children’s literature, to acquire the necessary concepts, theories, knowledge, terminology and skills base to understand its nature, scope and development and to critically analyse and interpret a range of texts, positions and ideas. Students will also be expected to synthesise information and ideas from a variety of sources and to evaluate critically opposing positions. Within the BA in English Language and Literature EA300 will require students to engage with different interpretations of texts, read a range of literary texts and secondary texts analytically and engage with literary texts from the past and from other cultures. EA300 will further students’ understanding of the central role of language and genre in the creation of meaning, develop students’ skills of analysis and interpretation of both literary texts and critical literature, and increase their understanding of how literature and language both reflect and impact on cultural change and difference. EA300 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
Course Code |
EA300B |
Course Title |
Children’s Literature (II) |
Pre-requisite |
EA300A - A319A |
Credit Hours |
8 |
Course Description |
This module provides a broad introduction to the vibrant and growing field of children’s literature studies. You will study children’s literature in English ranging from its beginnings in eighteenth-century chapbooks and fairy tales, through seminal nineteenth-century novels, to contemporary examples of fiction illustrating current trends. The module also includes the study of picture books, stage performance and film, young adult fiction, storytelling and poetry. You will learn about the distinctiveness and purposes of children’s literature, its prestigious and popular modes and its different representations of children’s worlds.
EA300 Children’s Literature will be an elective module within: BA English Language and Literature. EA300 will contribute to specific learning outcomes within those qualifications where it is offered. For the BA in English Language and Literature, for example, it will help the students to ‘critically engage with different theoretical and analytic approaches to children’s literature, to acquire the necessary concepts, theories, knowledge, terminology and skills base to understand its nature, scope and development and to critically analyse and interpret a range of texts, positions and ideas. Students will also be expected to synthesise information and ideas from a variety of sources and to evaluate critically opposing positions. Within the BA in English Language and Literature EA300 will require students to engage with different interpretations of texts, read a range of literary texts and secondary texts analytically and engage with literary texts from the past and from other cultures. EA300 will further students’ understanding of the central role of language and genre in the creation of meaning, develop students’ skills of analysis and interpretation of both literary texts and critical literature, and increase their understanding of how literature and language both reflect and impact on cultural change and difference. EA300 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
|
Course Objectives |
The
module aims to provide students with a broad understanding of the field of
children’s literature, including its conceptualisation and development and key
issues and debates in the area. It also aims to equip students with skills for
literary, stylistic and multimodal analysis and to support their in-depth study
of a range of specified texts from different periods and genres of children’s
literature. Children’s books and the critical material collected in the Readers
are therefore a core academic resource for student study of the field of
children’s literature and these are supplemented with a Study Guide, and some
audio material (DVD), providing interviews with academics, authors and
illustrators, publishers, librarians and children themselves, performances of
children’s literature and story-telling, film clips, facsimiles and images.
Specific analytic skills are introduced via the 3 interactive tutorials on a
DVD-Rom and students may develop their academic and personal response to
specific texts through class discussions and assignments. The structured
guidance and activities for each week in the Study Guide will enable students
to coordinate their work on other elements as they progress through the module. |
Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to display: A1: Knowledge and understanding of key critical and theoretical debates in the field of children's literature. A2: Knowledge and understanding of different theoretical and analytical approaches to children's literature A3: Knowledge and understanding of the relationships between the historical development of children's literature and changing conceptions of childhood and of literature. A4: Knowledge and understanding of the nature of children's literature as a site for ideological indoctrination and struggle. A5: Knowledge and understanding of the importance of material conditions of production, circulation and consumption of children's literature. A6: Knowledge and understanding of the changing construct of childhood reflected in children's literature. B. Cognitive skills At the end of the module, learners will be expected to: B1: Analyse and critically evaluate arguments and evidence, from a variety of sources, relating to particular theoretical and analytical approaches to the study of children's literature. B2: Recognise the implicit and explicit assumptions within children's literature about different discourses on childhood. B3: Demonstrate the ability to compare and contrast children's books from both thematic and critical perspectives. B4: Use appropriate literary, critical and linguistic terminology to describe and discuss specific theories, concepts and evidence. B5: Synthesise information and ideas from different sources, including personal experience, in order to reach your own conclusions. C. Practical and professional skills At the end of the module, learners will be expected to: C1: Carry out literary, stylistic and multimodal analysis of children's literature. C2: Articulate arguments and develop a synthesis. C3: Plan and undertake research, abstracting and synthesising information from a variety of sources. C4: Evaluate social, political and ethical issues relevant to children's literature. D Key transferable skills At the end of the module, learners will be expected to: D1: Read academic and other texts critically, identifying and evaluating positions and arguments. D2: Communicate complex ideas effectively in writing, using the appropriate academic genre and style. D3: Construct a coherent argument, supported by evidence and clearly focussed on the topic under discussion. |
|
ED256 English Language Teaching Methods
(4) Credit Hours
This is a practical course that links the findings of research on English language learning to classroom methodology. It exposes the student to the old and current approaches of teaching English as a foreign language, such as the communicative approach, and their implications in teaching methodology. It also gives practical approaches for teaching listening comprehension, reading, writing, and vocabulary. All this information is mainly given in the form of practical examples (lesson plans) and interactive discussions in addition to tasks of practical nature.
Course Code |
ED256 |
Course Title |
English Language Teaching Methods |
Pre-requisite |
EL112 |
Credit Hours |
4 |
Course Description |
This is a practical course that links the findings of research on English language learning to classroom methodology. It exposes the student to the old and current approaches of teaching English as a foreign language, such as the communicative approach, and their implications in teaching methodology. It also gives practical approaches for teaching listening comprehension, reading, writing, and vocabulary. All this information is mainly given in the form of practical examples (lesson plans) and interactive discussions in addition to tasks of practical nature. |
Course Objectives |
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Course Outcomes |
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EFL501 Theories of Foreign Language Learning
(4) Credit Hours
EFL 501 identifies the main theories which address the question of how language is learnt. Special emphasis will be placed on major theories, namely behaviorism and cognitivism among others. Audiolingualism in learning a foreign language as a ‘mimetic’ activity involves students repeating or imitating new information and practice approach to language development.
The cognitive/mentalist approach takes language learning as a mental process rather than a habit formation. The course explains how, through reliance on language theories, research findings, and experiences, educators developed teaching strategies and learning environments that engaged learners in interactive communicative language tasks.
This shift in foreign language pedagogy towards the measurement of language performance/competency has resulted in a change in the role of the teacher from one of authority/expert to that of facilitator/guide.
Course Code |
EFL501 |
Course Title |
Theories of Foreign Language Learning |
Pre-requisite |
|
Credit Hours |
4 |
Course Description |
EFL 501 identifies the main theories which address the question of how language is learnt. Special emphasis will be placed on major theories, namely behaviorism and cognitivism among others. Audiolingualism in learning a foreign language as a ‘mimetic’ activity involves students repeating or imitating new information and practice approach to language development.
The cognitive/mentalist approach takes language learning as a mental process rather than a habit formation. The course explains how, through reliance on language theories, research findings, and experiences, educators developed teaching strategies and learning environments that engaged learners in interactive communicative language tasks.
This shift in foreign language pedagogy towards the measurement of language performance/competency has resulted in a change in the role of the teacher from one of authority/expert to that of facilitator/guide.
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Course Objectives |
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Course Outcomes |
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EFL502 Research Methods
(4) Credit Hours
EFL 502 aims at providing principles and types of research methods which prospective teachers of English need. Research methods comprise a basic requirement that graduate students need for undertaking research at MA level. The module provides a range of theoretical, practical and ethical issues in foreign language research with emphasis on English language teaching and learning.
Course Code |
EFL502 |
Course Title |
Research Methods |
Pre-requisite |
|
Credit Hours |
4 |
Course Description |
EFL 502 aims at providing principles and types of research methods which prospective teachers of English need. Research methods comprise a basic requirement that graduate students need for undertaking research at MA level. The module provides a range of theoretical, practical and ethical issues in foreign language research with emphasis on English language teaching and learning. |
Course Objectives |
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Course Outcomes |
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EFL503 English Language Teaching Methods – Receptive Skills
(4) Credit Hours
The module covers practical and valid approaches and techniques needed to teach English language receptive skills. The module prepares students to teach receptive skills (listening and reading) needed to pursue their career as ESL/EFL teachers. In EFL503, students learn to examine the challenges facing methodologists, material designers and developers as well as foreign language teachers in analysing and choosing the suitable approaches, methods and materials for use in the English language classroom.
By the end of the course, the students should be able to understand the general principles of teaching receptive skills and evaluate teaching and learning materials as used in classes of small and large numbers of learners.
Course Code |
EFL503 |
Course Title |
English Language Teaching Methods – Receptive Skills |
Pre-requisite |
|
Credit Hours |
4 |
Course Description |
The module covers practical and valid approaches and techniques needed to teach English language receptive skills. The module prepares students to teach receptive skills (listening and reading) needed to pursue their career as ESL/EFL teachers. In EFL503, students learn to examine the challenges facing methodologists, material designers and developers as well as foreign language teachers in analysing and choosing the suitable approaches, methods and materials for use in the English language classroom.
By the end of the course, the students should be able to understand the general principles of teaching receptive skills and evaluate teaching and learning materials as used in classes of small and large numbers of learners.
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Course Objectives |
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Course Outcomes |
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EFL504 English Language Teaching Methods – Productive Skills
(4) Credit Hours
The module covers practical and valid approaches and techniques needed to teach English language productive skills. The module prepares students to teach speaking and writing skills needed to pursue their career as ESL/EFL teachers. In EFL504, the students learn to examine the challenges for methodologists, material designers and developers as well as foreign language teachers in analysing and choosing the suitable approaches, methods and materials for use in English language classes.
By the end of course, the students should be able to teach productive skills and evaluate teaching and learning materials as used in classes of small and large numbers of learners.
Course Code |
EFL504 |
Course Title |
English Language Teaching Methods – Productive Skills |
Pre-requisite |
EFL501, EFL502 |
Credit Hours |
4 |
Course Description |
The module covers practical and valid approaches and techniques needed to teach English language productive skills. The module prepares students to teach speaking and writing skills needed to pursue their career as ESL/EFL teachers. In EFL504, the students learn to examine the challenges for methodologists, material designers and developers as well as foreign language teachers in analysing and choosing the suitable approaches, methods and materials for use in English language classes.
By the end of course, the students should be able to teach productive skills and evaluate teaching and learning materials as used in classes of small and large numbers of learners.
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Course Objectives |
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Course Outcomes |
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EFL505 Technology in the Classroom
(4) Credit Hours
EFL505 helps potential tutors of English as a foreign language incorporate technology in the classroom. It provides them with theoretical as well as practical skills in the basic terminology of ICT (Information and Communication Technologies) and e-learning; basic computer skills a tutor needs; advance online search, effective use of E-learning portals such as wikis, blogs, podcasts, using e-communication for study, managing an e-project and the general use of technology for effective classroom study. The course provides EFL MA students with first-hand experience in utilizing technology in the classroom in an effective and modern manner.
Course Code |
EFL505 |
Course Title |
Technology in the Classroom |
Pre-requisite |
EFL501, EFL502 |
Credit Hours |
4 |
Course Description |
EFL505 helps potential tutors of English as a foreign language incorporate technology in the classroom. It provides them with theoretical as well as practical skills in the basic terminology of ICT (Information and Communication Technologies) and e-learning; basic computer skills a tutor needs; advance online search, effective use of E-learning portals such as wikis, blogs, podcasts, using e-communication for study, managing an e-project and the general use of technology for effective classroom study. The course provides EFL MA students with first-hand experience in utilizing technology in the classroom in an effective and modern manner. |
Course Objectives |
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Course Outcomes |
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EFL506 Classroom Management
(4) Credit Hours
EFL506 introduces best practices for managing English language classrooms. The purpose of this course is to provide pre-service teachers with group and individual class management and instructional procedures that can be used in the TEFL classroom. EFL 506 will provide both theoretical understanding and practical application of strategies aimed at creating safe, encouraging, and effective learning environments. Emphasis will be placed on core management principles and the use of evidence-based effective procedures.
Course Code |
EFL506 |
Course Title |
Classroom Management |
Pre-requisite |
EFL501, EFL502 |
Credit Hours |
4 |
Course Description |
EFL506 introduces best practices for managing English language classrooms. The purpose of this course is to provide pre-service teachers with group and individual class management and instructional procedures that can be used in the TEFL classroom. EFL 506 will provide both theoretical understanding and practical application of strategies aimed at creating safe, encouraging, and effective learning environments. Emphasis will be placed on core management principles and the use of evidence-based effective procedures. |
Course Objectives |
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Course Outcomes |
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EFL507 Foreign Language Testing
(4) Credit Hours
EFL507 aims at acquainting students with the most recent trends, methods and procedures in the area of testing. The students will be familiarized with the various test types needed in both receptive and productive skills
Course Code |
EFL507 |
Course Title |
Foreign Language Testing |
Pre-requisite |
EFL501, EFL502 |
Credit Hours |
4 |
Course Description |
EFL507 aims at acquainting students with the most recent trends, methods and procedures in the area of testing. The students will be familiarized with the various test types needed in both receptive and productive skills |
Course Objectives |
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Course Outcomes |
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EFL508 Practicum
(4) Credit Hours
EFL508 introduces potential tutors to an integrated approach in planning and executing successful teaching sessions. The course combines instruction with practical skills and reflective lesson planning. It engages potential tutors in observation and peer teaching to develop independent practices supported by an understanding of the requirements of successful teaching procedures.
Learners have the opportunity to participate in in-field assignments leading to professional development. Familiarity of course material in teaching grammar, pronunciation and vocabulary is combined with other necessary skills of professional conduct, methods of instruction, time management, needs assessments and proficiency tests. The module provides an opportunity to experience the practical aspect of EFL after being coached in the theoretical components.
Course Code |
EFL508 |
Course Title |
Practicum |
Pre-requisite |
EFL503, EFL504, EFL505, EFL506 |
Credit Hours |
4 |
Course Description |
EFL508 introduces potential tutors to an integrated approach in planning and executing successful teaching sessions. The course combines instruction with practical skills and reflective lesson planning. It engages potential tutors in observation and peer teaching to develop independent practices supported by an understanding of the requirements of successful teaching procedures.
Learners have the opportunity to participate in in-field assignments leading to professional development. Familiarity of course material in teaching grammar, pronunciation and vocabulary is combined with other necessary skills of professional conduct, methods of instruction, time management, needs assessments and proficiency tests. The module provides an opportunity to experience the practical aspect of EFL after being coached in the theoretical components.
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Course Objectives |
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Course Outcomes |
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EFL529 Proposal Prep.
(4) Credit Hours
EFL529 focuses on equipping the students with the necessary skills to prepare and structure a research proposal on an appropriate topic of their choice. Students will be assisted in planning, designing, and structuring their research proposal. They will also start reviewing the relevant literature by putting into practice the knowledge acquired in the studied Research Methods Module (EFL502).
Course Code |
EFL529 |
Course Title |
Proposal Prep. |
Pre-requisite |
EFL501, EFL502, EFL503, EFL504, EFL505, EFL506 |
Credit Hours |
4 |
Course Description |
EFL529 focuses on equipping the students with the necessary skills to prepare and structure a research proposal on an appropriate topic of their choice. Students will be assisted in planning, designing, and structuring their research proposal. They will also start reviewing the relevant literature by putting into practice the knowledge acquired in the studied Research Methods Module (EFL502). |
Course Objectives |
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Course Outcomes |
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EFL530 Dissertation
(4) Credit Hours
This MA dissertation (12,000-16,000 words) is the culmination of the MA in TEFL. It gives students a chance to demonstrate what they have learned throughout the program via writing a piece of research on a TEFL topic. The research should reflect a sound methodology, a robust review of related literature and a well-developed discussion. Tutors help decide on the focus of their dissertation, approve their research proposals and comment on draft sections of their work through the year.
Course Code |
EFL530 |
Course Title |
Dissertation |
Pre-requisite |
EFL529 |
Credit Hours |
4 |
Course Description |
This MA dissertation (12,000-16,000 words) is the culmination of the MA in TEFL. It gives students a chance to demonstrate what they have learned throughout the program via writing a piece of research on a TEFL topic. The research should reflect a sound methodology, a robust review of related literature and a well-developed discussion. Tutors help decide on the focus of their dissertation, approve their research proposals and comment on draft sections of their work through the year. |
Course Objectives |
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Course Outcomes |
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EL111 Communication Skills in English 1
(3) Credit Hours
EL111 is three credit hour university requirements. It aims to develop in students the skills of listening, speaking, reading and writing in English, together with attention to function and correct use of vocabulary and grammar. The course introduces thematic topics which aim at developing critical thinking skills. In addition, learning strategies such as prior knowledge, scanning for specific information, skimming for main idea and getting meaning from context are emphasized.
Course Code |
EL111 |
Course Title |
Communication Skills in English 1 |
Pre-requisite |
EL099 |
Credit Hours |
3 |
Course Description |
EL111 is three credit hour university requirements. It aims to develop in students the skills of listening, speaking, reading and writing in English, together with attention to function and correct use of vocabulary and grammar. The course introduces thematic topics which aim at developing critical thinking skills. In addition, learning strategies such as prior knowledge, scanning for specific information, skimming for main idea and getting meaning from context are emphasized.
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Course Objectives |
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Course Outcomes |
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EL112 Communication Skills in English 2
(3) Credit Hours
EL112 is an advanced integrated skills course which builds on knowledge gained from EL111. The course continues to develop the four communication skills of listening, speaking, reading and writing to a more advanced level. In addition, students start to write longer essays.
Course Code |
EL112 |
Course Title |
Communication Skills in English 2 |
Pre-requisite |
EL111 |
Credit Hours |
3 |
Course Description |
EL112 is an advanced integrated skills course which builds on knowledge gained from EL111. The course continues to develop the four communication skills of listening, speaking, reading and writing to a more advanced level. In addition, students start to write longer essays. |
Course Objectives |
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Course Outcomes |
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EL117 Academic Writing
(4) Credit Hours
This is a four-credit-hour module of one semester in length. The module aims at helping students acquire the skills of writing academic essays. It is focused on the process of writing, from stimulating ideas, reading sample student essays, analysing paragraph and essay structure, organizing outlines, editing and rewriting the final draft. The module also develops the students' language by providing exercises on sentence structure, drawing the students' attention to problem areas related to writing like run-on sentences, sentence fragments, and verb tense consistency. Language Focus is an important part of each unit. Each essay type has its own related language focus that is most commonly used when writing such essay type. The module also provides students with practice on writing different rhetorical modes/essay types, e.g. process, classification, persuasion, comparison and contrast essays. Self-editing and peer editing are extensively practiced in each chapter. Exercises and timed out activities on peer feedback guided by editing checklists help students detect specific problem areas, that start with global problems, in relation to content, unity (irrelevant parts), organization; and then moving to surface errors related to grammar and mechanics. Each chapter includes editing and proofreading activities focusing each time on a different type of errors, related to the essay type, grammar and language focus of each chapter.
The module has the following features:
- Theme-based chapters which encourage students to explore ideas.
- Structure and Mechanics sections to develop accuracy.
- Vocabulary Builder sections which provide useful language for writing.
- Abundant and clear models to give students solid support.
- Pair and group assignments to promote collaborative learning.
- Graphic organizers, paragraph checklists, and peer-help worksheets to enrich the writing process.
- Bring It All Together review sections which provide opportunities for consolidation and assessment.
The module prepares the students to write academic essays needed to pursue their academic study throughout different core modules.
Course Code |
EL117 |
Course Title |
Academic Writing |
Pre-requisite |
EL111 |
Credit Hours |
4 |
Course Description |
This is a four-credit-hour module of one semester in length. The module aims at helping students acquire the skills of writing academic essays. It is focused on the process of writing, from stimulating ideas, reading sample student essays, analysing paragraph and essay structure, organizing outlines, editing and rewriting the final draft. The module also develops the students' language by providing exercises on sentence structure, drawing the students' attention to problem areas related to writing like run-on sentences, sentence fragments, and verb tense consistency. Language Focus is an important part of each unit. Each essay type has its own related language focus that is most commonly used when writing such essay type. The module also provides students with practice on writing different rhetorical modes/essay types, e.g. process, classification, persuasion, comparison and contrast essays. Self-editing and peer editing are extensively practiced in each chapter. Exercises and timed out activities on peer feedback guided by editing checklists help students detect specific problem areas, that start with global problems, in relation to content, unity (irrelevant parts), organization; and then moving to surface errors related to grammar and mechanics. Each chapter includes editing and proofreading activities focusing each time on a different type of errors, related to the essay type, grammar and language focus of each chapter.
The module has the following features:
- Theme-based chapters which encourage students to explore ideas.
- Structure and Mechanics sections to develop accuracy.
- Vocabulary Builder sections which provide useful language for writing.
- Abundant and clear models to give students solid support.
- Pair and group assignments to promote collaborative learning.
- Graphic organizers, paragraph checklists, and peer-help worksheets to enrich the writing process.
- Bring It All Together review sections which provide opportunities for consolidation and assessment.
The module prepares the students to write academic essays needed to pursue their academic study throughout different core modules.
|
Course Objectives |
The module aims to provide the learners with necessary information on: 1.Identifying different rhetorical modes/essay types, essay structure and paragraph structures presented through authentic readings and graded series of activities. 2.Integrating reading and writing by transferring and utilizing the content, vocabulary and organization of an authentic reading passage into their own writing. 3.Writing a well-organized essay guided by sample essays and exercises that gradually acquaint the students with the steps of writing an academic essay. 4.Editing their own and their peer's writing making use of peer-review activities, editing exercises and editing checklists. 5.Producing an accurate polished piece of writing, that is almost error free from errors related to sentence structure, use of suitable connectors, pronoun use and other errors related to the mechanics of writing. 6.Writing an in-class essay within a limited period of time being trained on in the timed essay writing activity at the end of every unit. |
Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1. understand what writing an essay involves. A2. become aware of the structure of paragraphs and essays. A3. become familiar with techniques of generating ideas and peer consultation. A4. Understand the basic sentence structure and mechanics of writing an academic essay. A5. recognize different errors related to sentence structure, pronoun use, verb tense consistency and other errors related to the mechanics of writing. A6. become aware of means of editing and correcting their own writing. A7. recognize how to provide feedback on their peer's writing in relation to content, organization, and language issues. B. Cognitive skills At the end of the module, learners will be expected to: B1. acquire information on how to produce well developed, organized and coherent essays. B2. develop their ability to write essays using appropriate grammar and varied vocabulary items relevant to the topic. B3. improve their analytical and critical thinking skills through the continuing process of preparing for the essay that starts with stimulating ideas through class discussions, reading and researching. B4. be able to observe how language works in the sample essays, editing exercises and feedback. C. Practical and professional skills C1. be fully aware of the different stages of writing an academic essay. C2. acquire the skills of writing a well-structured, organized, coherent essay. C3. write a text in appropriate grammar and vocabulary relevant to the written assignment. C4. edit their own and their peer's essays making use of the editing checklists and exercises presented in the course. D. Key transferable skills At the end of the module, learners will be expected to: D1. develop better writing skills through observing the different processes of writing an essay. D2. utilize knowledge and skills of writing structured, relevant, coherent essays and transfer them into more advanced written assignment of the core courses. D3. improve their written language and expand their vocabulary through the different readings, researching, language activities and editing exercises introduced in the course. D4. make use of feedback from tutors to improve their writing skills. D5. develop confidence in writing an assignment within a limited time gained from the in-class timed writing tasks. |
EL118 Reading Comprehension
(4) Credit Hours
This is a four-credit-hour module of one semester in length. The module aims to help students become better readers of English texts and build their vocabulary. It focuses on expanding students’ reading skills and vocabulary use so that they can cope with different academic, professional and social situations effectively. The course applies the Interactive Reading model where reading is an active process in which readers draw upon top-down processing (bringing meaning to the text), as well as bottom-up processing (decoding words and other details of language). The top-down aspect of this construct suggests that reading is facilitated by interesting and relevant reading materials that activate a range of knowledge in a reader's mind. This knowledge is refined and extended during the act of reading. The bottom-up aspect of this model suggests that the students need to pay attention to language proficiency, including vocabulary. As an academic reading course, it addresses the teaching of higher level reading strategies without neglecting the need for language support. In addition, it addresses both sides of the interactive model. High-interest academic readings and activities provide students with opportunities to draw upon authentic life experience in their mastery of a wide variety of reading strategies and skills, including
• previewing
• outlining
• skimming and scanning
• using context clues to clarify meaning
• finding the main idea
• isolating causes and effects
• annotating and highlighting
• categorizing
• interpreting visuals
• describing trends
• making inferences.
• understanding analogies
• analysing criteria
• analysing advantages and disadvantages
• identifying ethics and values
• synthesizing information from several sources
• summarizing
• evaluating generalizations
The course optimizes the reciprocal relationship between reading and vocabulary. Rich vocabulary instruction and practice that targets vocabulary from the Academic Word List (AWL) provide opportunities for students to improve their language proficiency and their ability to decode and process vocabulary. The course also provides some resources to help students read with comprehension and use that knowledge to develop both a rich academic vocabulary and overall academic language proficiency, especially reading skills. The module prepares the students to write academic essays reflecting on a topic under discussion that will help them pursue their academic study throughout different core modules.
Course Code |
EL118 |
Course Title |
Reading Comprehension |
Pre-requisite |
EL111 |
Credit Hours |
4 |
Course Description |
This is a four-credit-hour module of one semester in length. The module aims to help students become better readers of English texts and build their vocabulary. It focuses on expanding students’ reading skills and vocabulary use so that they can cope with different academic, professional and social situations effectively. The course applies the Interactive Reading model where reading is an active process in which readers draw upon top-down processing (bringing meaning to the text), as well as bottom-up processing (decoding words and other details of language). The top-down aspect of this construct suggests that reading is facilitated by interesting and relevant reading materials that activate a range of knowledge in a reader's mind. This knowledge is refined and extended during the act of reading. The bottom-up aspect of this model suggests that the students need to pay attention to language proficiency, including vocabulary. As an academic reading course, it addresses the teaching of higher level reading strategies without neglecting the need for language support. In addition, it addresses both sides of the interactive model. High-interest academic readings and activities provide students with opportunities to draw upon authentic life experience in their mastery of a wide variety of reading strategies and skills, including
• previewing
• outlining
• skimming and scanning
• using context clues to clarify meaning
• finding the main idea
• isolating causes and effects
• annotating and highlighting
• categorizing
• interpreting visuals
• describing trends
• making inferences.
• understanding analogies
• analysing criteria
• analysing advantages and disadvantages
• identifying ethics and values
• synthesizing information from several sources
• summarizing
• evaluating generalizations
The course optimizes the reciprocal relationship between reading and vocabulary. Rich vocabulary instruction and practice that targets vocabulary from the Academic Word List (AWL) provide opportunities for students to improve their language proficiency and their ability to decode and process vocabulary. The course also provides some resources to help students read with comprehension and use that knowledge to develop both a rich academic vocabulary and overall academic language proficiency, especially reading skills. The module prepares the students to write academic essays reflecting on a topic under discussion that will help them pursue their academic study throughout different core modules.
|
Course Objectives |
The module aims to provide the learners with necessary skills trough: 1. Providing the students with opportunities to draw upon life experience in their mastery of a wide variety of reading strategies and skills that include previewing, scanning, using contextual clues to get the meaning, finding the main idea, summarizing and making inferences. 2. Improving the students' language proficiency and the students' ability to decode and process meaning. 3. Helping the students become independent learners by taking the responsibility of building their own vocabulary repertoire 4. Guiding the students to notice and effectively practice new vocabulary items as they encounter them. 5. Enhancing students' academic proficiency by highlighting the reciprocal relationship between reading comprehension and reflection writing. |
Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to: A1. demonstrate understanding of any given reading passages by responding correctly to its tasks and activities individually or in groups. A2. show knowledge and understanding of the learned reading strategies. A3. show recognition of the various “meanings" of words to reach a better understanding of the context and the written word. A4. reveal awareness of appropriate language structures and vocabulary items suitable for different contexts and situations. B. Cognitive skills
At the end of the module, learners will be expected to:
B1. search for and collect specific data related to the topics under discussion. B2. draw conclusions for the discussed topics based on the collected data and analyzed information. B3. incorporate in writing the words learned in real life scenarios. B4. improve the analytical and critical thinking skills through the identification of possible “meanings". B5. analyze language functions used and identify useful language expressions. C. Practical and professional skills
At the end of the module, learners will be expected to: C1. communicate in English orally and in writing on diverse occasions. C2. identify problems in the given topics and provide creative solutions. C3. give oral presentations using power points, flipcharts, pictures, role plays, etc. to discuss what has been read orally. C4. assess the work done using self/peer-assessment. D. Key transferable skills
At the end of the module, learners will be expected to: D1. enrich vocabulary repertoire through exploring new assigned topics and writing on those topics D2. develop communicative confidence (as reader and writer) D3. discuss all posed topics, problems, provided solutions and drawn conclusions. D4. develop effective presentation skills that would enhance self-confidence. |
EL119 Oral & Presentation Skills Course
(4) Credit Hours
The course, oral and presentation skills (EL119), is a four credit hour, level one course that aims to help students conduct successful oral communication in English. It is focused on expanding students’ oral and presentation skills so that they can cope with different academic, professional and social situations effectively.
This course was recently introduced into the English study plan because a large number of our graduates had problems communicating (orally) effectively in English.
Course Code |
EL119 |
Course Title |
Oral & Presentation Skills Course |
Pre-requisite |
EL111 |
Credit Hours |
4 |
Course Description |
The course, oral and presentation skills (EL119), is a four credit hour, level one course that aims to help students conduct successful oral communication in English. It is focused on expanding students’ oral and presentation skills so that they can cope with different academic, professional and social situations effectively.
This course was recently introduced into the English study plan because a large number of our graduates had problems communicating (orally) effectively in English.
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Course Objectives |
The course provides the learner with information on: - Identifying different contexts of language use and engaging in discussions, question and answer dialogues, debates, interviews and using appropriate structures.
- Eliciting and providing information in common, academic and social situations.
- Using features of spoken English, i.e. stress, pitch, rhythm, intonation, in a natural and fluent manner.
- Preparing and conducting a clear presentation that reflects good structure and organization; signaling beginning, gaining audience attention, introducing subject, identifying objectives and outlining presentation strategy.
- Applying successful paralinguistic features of intonation, word play, fronting and tripling strategies, and non verbal techniques of facial and body postures, in oral communication and presentation encounters.
|
Course Outcomes |
A. Knowledge and understanding A.1) know appropriate structures for different social contexts and situations. A.2) recognize the various non-verbal techniques to support verbal communication. A.3) understand questions which require short or extended answers. A.4) understand how language is used strategically for different purposes. B. Intellectual/ Cognitive/ Analytical Skills B.1) produce unified speeches with clear ideas/clear language. B.2) develop the ability to reproduce orally the substance of a text/ passage of English after having heard it or read it. B.3) improve their analytical and critical thinking skills through the development of well thought-out arguments in discussions and presentations. B.4) be able to observe how language works to portray roles and speaker identities. C. Practical and professional skills C.1) be fully aware of the different levels of formality in given situations/ contexts. C.2) anticipate the responses of others in the chosen options. C.3) be able to deliver a well-prepared presentation. C.4) be able to acquire group skills and accordingly appreciate team work. D. Key transferable skills D.1) develop better oral skills through class discussions and situation-based activities. D.2) develop a sense of participation and group work. D.3) expand their vocabulary through exploring new assigned topics and class discussions of students' own presentations. D.4) develop communicative confidence, negotiation ability and the expression of intensions. |
EL120 English Phonetics and Linguistics
(4) Credit Hours
Introduce the students to a basic knowledge in Linguistics and English Phonetics.
Course Code |
EL120 |
Course Title |
English Phonetics and Linguistics |
Pre-requisite |
EL111 |
Credit Hours |
4 |
Course Description |
Introduce the students to a basic knowledge in Linguistics and English Phonetics. |
Course Objectives |
This is an introductory course in English phonetics and linguistics that aims to: 1. Introduce students to both phonetics and linguistics in a simple and practical manner; 2. Give them ample practical training in the two disciplines; 3. Acquaint them with basic terminology used in phonetics and linguistics; 4. Prepare them for the more advanced language courses in the BA programme in English Language and Literature |
Course Outcomes |
- Knowledge and understanding
At the end of the module, learners will be expected to: A1. understand the definition of linguistics as a science and some related branches A2. learn the phonetic component which deals with English sounds 1. Identify and classify English sounds, 2. Listen to English sounds produced by native speakers of the language, 3. Look up the pronunciation of words in online dictionaries, 4. Use phonetic symbols to transcribe English words, A3. understand the Linguistic component: the different aspects of language study - word structure/ morphology
- prosody: intonation, word and sentence stress
- Syntax/ sentence structure
- Semantics: word meaning, synonymy, antonymy, hyponymy
B. Cognitive skills At the end of the module learners will be expected to: B1. Identify and transcribe English sounds; B2. Pronounce words correctly with the appropriate stress and intonation; B3. Divide words into morphemes and distinguish between different types of morphemes; and understand different word formation systems; B4. Understand sentence structure, sentence types and sentence constituents; B5. Be familiar with lexical semantics: synonyms, antonyms, hyponyms, homonyms, metaphor, phrasal verbs, connotations and collocations; C. Practical and professional skills At the end of the module, learners will be expected to: C1. Pronounce English appropriately C2. Understand spoken English D. Key transferable skills At the end of the module, learners will be expected to: D1. be able to define basic linguistic concepts that will be met later in more advanced courses mainly: - Phonemes
- Morphemes
- Prosodic features
- Different types of sentences
- Different types of clauses
- Different types of phrases
- Different semantic relations
D2. Be able to transcribe words and write them phonetically
D3. Divide words into syllables and identify stressed syllables
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EL121N Literary Appreciation and Critique
(4) Credit Hours
The EL121N Course introduces students to the four genres of literature along with the literary elements and concepts. These genres comprise the Short Story, Poetry, Drama and the Essay. The selection covers different literary and historical eras, from earlier to contemporary texts. It also covers texts from culturally diverse backgrounds, by male and female authors.
EL121N is an introductory course to the more advanced literary courses in the English Language and Literature Program (ELL). It gives students an overview of different literary genres, enabling them to appreciate similarities and differences between these genres, mainly focusing on the short story and poetry. This will develop the analytical and critical skills needed to write about literature.
Course Code |
EL121N |
Course Title |
Literary Appreciation and Critique |
Pre-requisite |
EL119 |
Credit Hours |
4 |
Course Description |
The EL121N Course introduces students to the four genres of literature along with the literary elements and concepts. These genres comprise the Short Story, Poetry, Drama and the Essay. The selection covers different literary and historical eras, from earlier to contemporary texts. It also covers texts from culturally diverse backgrounds, by male and female authors.
EL121N is an introductory course to the more advanced literary courses in the English Language and Literature Program (ELL). It gives students an overview of different literary genres, enabling them to appreciate similarities and differences between these genres, mainly focusing on the short story and poetry. This will develop the analytical and critical skills needed to write about literature.
|
Course Objectives |
The EL121N course allows the students to distinguish between different literary genres and to recognize their major similarities and differences. It helps them to explore various ways of reading literary works, using author-, reader-, and text-oriented approaches. It aims to enhance students' research and communication skills through presentations, and reading and writing skills through assignments and assessment. The EL121N course mostly aims at developing students' reflective reading that hones their analytical and critical skills. Literature and Ourselves is the core textbook for the EL121N module. Its introduction aims to acquaint students with various genres and their literary elements and concepts, as well as different reading approaches. The textbook offers a rich selection of texts belonging to all genres and ends with exhaustive appendices on critical approaches to literature, on writing a research paper, and a glossary of literary terms and concepts. |
Course Outcomes |
- Knowledge and understanding
At the end of the module, learners will be expected to display: A1: Knowledge and understanding of different literary genres (short story, poetry, drama, and essay). A2: Knowledge and understanding of literary elements (character, plot, setting, point of view, style, and theme). A3: Knowledge and understanding of literary terms and concepts. A4: Knowledge and understanding of author-, reader-, and text-oriented approaches. A5: Knowledge and understanding of the historical and cultural backgrounds of literary texts. A6: Knowledge and understanding of the multidimensionality of literary texts in terms of ethics and aesthetics. B. Cognitive skills At the end of the module, learners will be expected to: B1: Recognize and analyse the distinctive features of each of the literary genres (short story, poetry, drama, and essay). B2: Recognise the literary terms and concepts needed to discuss literary texts. B3: Compare and contrast different literary approaches in analysing texts (author-, reader-, and text-oriented approaches). B4: Develop appreciation of short stories through close reading and critical analysis. B5: Develop appreciation of poetry through the appreciation of aesthetics and ethics. C. Practical and professional skills At the end of the module, learners will be expected to: C1: Apply various analytical and critical strategies to literary genres. C2: Articulate arguments pertaining to explicit and implicit messages in a literary text. C3: Evaluate the historical, cultural, and biographical context of various literary texts. C4: Plan a proper research based on synthesis, analysis, and critique of different sources. D. Key transferable skills At the end of the module, learners will be expected to: D1: Make use of the key literary concepts and terminology proper to different literary genres. D2: Consider literary and other texts reflectively and critically D3: Construct a coherent and relevant argument supported by evidence from primary and secondary sources. |
EL122 Writing Research
(4) Credit Hours
EL122: Writing Research is a level 1 course aiming to offer students a sound preparation for level 2 courses. EL122 will build on information and skills gained in the EL117 Writing course.
This course further develops the skills and strategies students need in order to write academic assignments that are analytical, reasoned, well-developed and supported. Students are expected to demonstrate that they are capable of following a required citation system; the Harvard Referencing Style. The course is designed for upper-intermediate to advanced students who have had exposure to basic rhetorical styles in their EL117 Writing course and have had experience writing essays with a thesis statement and supporting ideas.
EL122 provides students with a rich and cohesive set of readings in order to train them to synthesize concepts and ideas and to select appropriate evidence in order to produce sound research papers. This is done through elaborate training on note taking, quoting, paraphrasing and summarizing skills. Further, the course trains students on how to academically document the cited resources by using the Harvard Referencing Style. The organization of the course follows two main parts:
Part One: The Writing Process where students are guided on the steps needed to choose a research topic and to find the supporting sources to use as evidence. This part is comprised of 6 chapters; each chapter presents two to four overarching concepts that underlie the steps in the writing process. Examples derived from authentic student writing are included to illustrate each concept. Several complex activities are included after each writing concept to train students on open reading techniques, paraphrasing, responding to writing, summarizing, using quotations, note taking, outlining, writing a thesis statement, integrating evidence in the first draft and evaluating resources.
Part Two: Sources for Research where students use a collection of articles as sources for their research papers. The articles are organized around three themes; each has one or two framing articles which set forth some key concepts about the topic, and two sub-themes.
Integrating Parts One & Two: students choose the sub-theme from Part Two. Students read and discuss the articles and collect theme-related ones for their papers.
To do this, they follow the steps of the writing process specified in Part One.
In addition to the course book Sourcework second edition, there is a support website that is equipped with a wealth of student and instruction resources. These resources include an answer key, teaching notes, grading rubrics and student downloads.
elt.heinle.com/sourcework
Course Code |
EL122 |
Course Title |
Writing Research |
Pre-requisite |
EL117 |
Credit Hours |
4 |
Course Description |
EL122: Writing Research is a level 1 course aiming to offer students a sound preparation for level 2 courses. EL122 will build on information and skills gained in the EL117 Writing course.
This course further develops the skills and strategies students need in order to write academic assignments that are analytical, reasoned, well-developed and supported. Students are expected to demonstrate that they are capable of following a required citation system; the Harvard Referencing Style. The course is designed for upper-intermediate to advanced students who have had exposure to basic rhetorical styles in their EL117 Writing course and have had experience writing essays with a thesis statement and supporting ideas.
EL122 provides students with a rich and cohesive set of readings in order to train them to synthesize concepts and ideas and to select appropriate evidence in order to produce sound research papers. This is done through elaborate training on note taking, quoting, paraphrasing and summarizing skills. Further, the course trains students on how to academically document the cited resources by using the Harvard Referencing Style. The organization of the course follows two main parts:
Part One: The Writing Process where students are guided on the steps needed to choose a research topic and to find the supporting sources to use as evidence. This part is comprised of 6 chapters; each chapter presents two to four overarching concepts that underlie the steps in the writing process. Examples derived from authentic student writing are included to illustrate each concept. Several complex activities are included after each writing concept to train students on open reading techniques, paraphrasing, responding to writing, summarizing, using quotations, note taking, outlining, writing a thesis statement, integrating evidence in the first draft and evaluating resources.
Part Two: Sources for Research where students use a collection of articles as sources for their research papers. The articles are organized around three themes; each has one or two framing articles which set forth some key concepts about the topic, and two sub-themes.
Integrating Parts One & Two: students choose the sub-theme from Part Two. Students read and discuss the articles and collect theme-related ones for their papers.
To do this, they follow the steps of the writing process specified in Part One.
In addition to the course book Sourcework second edition, there is a support website that is equipped with a wealth of student and instruction resources. These resources include an answer key, teaching notes, grading rubrics and student downloads.
elt.heinle.com/sourcework
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Course Objectives |
- Orient students with the meaning and nature of a thesis and thesis development.
- Encourage students to evaluate, critique and narrow down proposed research question.
- Engage students in the process of relevant research material collection.
- Distinguish between primary and secondary sources.
- Develop thesis outline.
- Identify methods of synthesizing information from multiple sources.
- Integrate selected evidence into the research paper and properly document it.
- Incorporate relevant secondary material through the use of the three methods of: in-text citation: quotations, paraphrasing and summarizing.
- Understand the importance of note taking and annotated bibliography.
- Complete a rough draft by correcting punctuation, mechanics and spelling.
- Use a standard research documentation format (Harvard Referencing Style for the purpose of this class) in a completed research paper.
- Compile a final research paper with a works cited page.
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Course Outcomes |
A. Knowledge and understanding At the end of the course, learners will be expected to: A1. Read and discuss an array of primary and secondary sources. A2. Build an understanding of ideas and concepts of selected topics. A3. Develop, support and explain main ideas. A4. Combine information from sources to create a first draft. B. Cognitive & Critical skills At the end of the course learners will be expected to: B1. Narrow down and focus on selected research topic. B2. Develop a reflective awareness of research-related sources they read by writing questions and comments in the margins in pursuit of their research enquiry. B3: Develop an evaluative approach to their writing as well as texts written by others. B4. Develop a thorough understanding of the different subjective responses to a text that come in the form of: an opinion, perception or an insight about an idea or ideas in the read text(s). B5. Develop a contextual awareness of the use of quotations, paraphrases and summaries. B. Practical and professional skills
At the end of the course, learners will be expected to: C1. Write a research thesis statement. C2. Develop a research paper outline. C3. Practice techniques of citing evidences; such as quoting, paraphrasing and summarizing. C4. Develop a Works Cited Page using Harvard Documentation Style. C5. Develop their ability to draft, edit and polish a research paper. - Key transferable skills
At the end of the course, learners will be expected to:
D1: Present and defend their research thesis supported with related selected evidence from both primary and secondary sources.
D2: Learners will have practiced reflective writing and developed a sound awareness of pursuing a research thesis; this can be reflected on how these skills might be used in new situations.
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EL230 American Literature
(4) Credit Hours
EL230 is designed to provide students with a comprehensive introduction to American literature. It will introduce them to a variety of texts that covers American Literature and culture from the discovery of the American Continents until the 20th Century. Students will read a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose, fiction, as well as autobiography, and speeches. EL230 will teach them how to read study and write about this diverse selection of texts. As the module progresses, students will become familiar with some of the cultural contexts and key theoretical concepts that are fundamental to American studies and learn how to use them in their own academic essays. They will also have the opportunity to reflect on what the texts studied in EL230 mean to us today.
EL230 is an elective course offered to students enrolled in the BA English language and Literature Program. It is designed to provide a wide variety of American literary texts and contexts that would enable students, later on to appreciate critically the material they study in core OU courses such as AA100 Arts of Past and Present and A230 Reading and Studying Literature. This module allows students to practice their acquired knowledge from studying EL121—enables them to better grasp the contextual analysis of the material included in more advanced courses such as AA100 Arts of Past and Present, A230 Reading and Studying Literature.
Course Code |
EL230 |
Course Title |
American Literature |
Pre-requisite |
EL121N |
Credit Hours |
4 |
Course Description |
EL230 is designed to provide students with a comprehensive introduction to American literature. It will introduce them to a variety of texts that covers American Literature and culture from the discovery of the American Continents until the 20th Century. Students will read a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose, fiction, as well as autobiography, and speeches. EL230 will teach them how to read study and write about this diverse selection of texts. As the module progresses, students will become familiar with some of the cultural contexts and key theoretical concepts that are fundamental to American studies and learn how to use them in their own academic essays. They will also have the opportunity to reflect on what the texts studied in EL230 mean to us today.
EL230 is an elective course offered to students enrolled in the BA English language and Literature Program. It is designed to provide a wide variety of American literary texts and contexts that would enable students, later on to appreciate critically the material they study in core OU courses such as AA100 Arts of Past and Present and A230 Reading and Studying Literature. This module allows students to practice their acquired knowledge from studying EL121—enables them to better grasp the contextual analysis of the material included in more advanced courses such as AA100 Arts of Past and Present, A230 Reading and Studying Literature.
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Course Objectives |
EL230 will give students an idea of how American Literature developed over the centuries from simple chronicles, diaries and lyric poems to complex literary forms and styles. This survey course will show that American Literature, as any national Literature, not only reflects, but also takes part in the historical and cultural making of the American nation. EL230 will further students' understanding of the central role of language and genre in the creation of meaning; develop students' skills of analysis and interpretation of both literary texts and critical literature. EL230 will develop the skills and knowledge acquired by students in humanities and literature; particularly through: a. The development of students' specialist knowledge, conceptual frameworks and terminology. b. The development of students' critical and analytic skills in relation to primary texts. d. The further development of students' ability to critically evaluate and synthesise ideas from a range of sources. e. Further development of students' ability to present clearly evidenced and constructed arguments in writing. |
Course Outcomes |
A Knowledge and understanding At the end of the module, learners will be expected to have: A1. A broad overview of American Literature and the different stages of its development A2. An understanding that both History and Literature are themselves interpretations and evaluations of America's past and present. A3. An appreciation of American cultural evolution within the larger context of Western Civilization. B. Cognitive skills At the end of the module learners will be expected to be able to: B1. Trace the influence of historical events on writings B2. Distinguish between mainstream and ethnic writings B3. Relate literary concepts to works B4. Apply characteristics of movements and schools to works B5. Analyse literary and non-literary texts. C Practical and professional skills At the end of the module, learners will be expected to be able to: C1. Browse material and on-line sources C2. Develop research skills C3. Relate the course to other courses C4. Meet deadlines and work in a team D Key transferable skills At the end of the module, learners will be expected to be able to: D1. Engage in reflective reading and critical debates of literary and non-literary texts. D2. Make use of the proper key concepts and literary terminology D3. Produce a well-sustained argument supported by textual and critical evidence that keeps the work focused and coherent. |
TR102 Introduction to Translation
(4) Credit Hours
TR102 introduces the basic concepts relevant to translation such as translation equivalence, translation types and translation process. It also examines the different types of meaning (denotation, connotation, contextual meaning and culture-specific meaning). The course is focused on the development of basic translation skills.
Course Code |
TR102 |
Course Title |
Introduction to Translation |
Pre-requisite |
EL121N - EL121 |
Credit Hours |
4 |
Course Description |
TR102 introduces the basic concepts relevant to translation such as translation equivalence, translation types and translation process. It also examines the different types of meaning (denotation, connotation, contextual meaning and culture-specific meaning). The course is focused on the development of basic translation skills. |
Course Objectives |
- Acquaint students with the important role translation has played and still does in facilitating human interaction and overcoming linguistic and cultural barriers.
- Acquaint students with the main definitions and types of translation.
- Orient students to the essential relation between translation and different levels of meaning.
- Introduce students to the important relation between translation and culture.
- Introduce students to the main difficulties involved in the process of translating and the relevant problem-solving strategies.
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Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to: A1: Develop their understanding of the importance of translation to overcome linguistic barriers.
A2: Develop their understanding of some basic translation notions such as equivalence, transference of meaning, etc.
A3: Develop their understanding of some basic translation types and translation difficulties.
B. Cognitive skills
At the end of the module, learners will be expected to: B1: Develop awareness features about types of meanings.
B2: Develop awareness of the difference between written translation and oral interpretation.
B3: Demonstrate understanding of important translation terms and notions.
B4: Develop awareness about some linguistic and cultural difficulties in translation.
C. Practical and professional skills
At the end of the module, learners will be expected to: C1: Interpret text meanings as a basic step in the process of translation.
C2: Carry out the necessary transformations when translating sentences, idioms, and relatively short texts between English and Arabic.
D. Key transferable skills
At the end of the module, learners will be expected to:
D1: Have acquired some basic skills in the analysis of meaning.
D2: Have acquired some basic translation skills.
D3: Enhance self- awareness and confidence in their own translation skills, and the skill of interactive and cooperative learning.
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U214A Worlds of English (I)
(8) Credit Hours
This course introduces students to the major themes, issues and debates current in the field of English language study and to methods of language description and analysis. Students will have the opportunity to see how the English language of today has evolved within the historical setting of the United Kingdom and how it has changed and developed as it has spread around the world.
U214 is a compulsory course for the BA students in English Language and Literature. U214 will contribute to specific learning outcomes within those qualifications where it is compulsory. This module will contribute to ‘a broad understanding of the English language, including its history, contemporary use and its development as a global language’, to developing ‘skills in the interpretation of both literary and non-literary texts, including spoken, written and multimodal texts’ and to developing ‘a critical understanding of the range and variety of traditions and approaches to the study of literature and language’. U214 will provide the skills and knowledge at second level necessary for students to go on with (English) language study at third level. In particular, it will help develop an understanding of:
1. the history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts;
2. how people learn and use English in a range of contexts;
3. how the English language works and how it may be described;
4. the nature of linguistic evidence and ways in which it may be collected and analysed.
It will develop skills in:
1. analysing spoken, written and multimodal texts;
2. identifying and evaluating competing arguments and theories;
3. interpreting and critically evaluating linguistic evidence in the light of alternative explanations, arguments and theories.
It will contribute to further development of key skills from level 1 courses and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
Course Code |
U214A |
Course Title |
Worlds of English (I) |
Pre-requisite |
EL120 |
Credit Hours |
8 |
Course Description |
This course introduces students to the major themes, issues and debates current in the field of English language study and to methods of language description and analysis. Students will have the opportunity to see how the English language of today has evolved within the historical setting of the United Kingdom and how it has changed and developed as it has spread around the world.
U214 is a compulsory course for the BA students in English Language and Literature. U214 will contribute to specific learning outcomes within those qualifications where it is compulsory. This module will contribute to ‘a broad understanding of the English language, including its history, contemporary use and its development as a global language’, to developing ‘skills in the interpretation of both literary and non-literary texts, including spoken, written and multimodal texts’ and to developing ‘a critical understanding of the range and variety of traditions and approaches to the study of literature and language’. U214 will provide the skills and knowledge at second level necessary for students to go on with (English) language study at third level. In particular, it will help develop an understanding of:
1. the history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts;
2. how people learn and use English in a range of contexts;
3. how the English language works and how it may be described;
4. the nature of linguistic evidence and ways in which it may be collected and analysed.
It will develop skills in:
1. analysing spoken, written and multimodal texts;
2. identifying and evaluating competing arguments and theories;
3. interpreting and critically evaluating linguistic evidence in the light of alternative explanations, arguments and theories.
It will contribute to further development of key skills from level 1 courses and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
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Course Objectives |
A major aim of the course will be to enable students understand and apply the tools necessary to observe and account for the diversity of the English language both at the level of the individual speaker and in larger institutional, cultural and national contexts. Spoken, written and multimodal texts from a variety of contexts and genres, including literature, songs, politics and advertising, will be examined. The significance and power of language in social and economic life will be explored in countries where English is the majority language such as England and the USA, and in countries where it exists alongside one or more other languages such as India or South Africa. An important teaching point will be the question of ownership of English and the ideologies that accompany that notion. |
Course Outcomes |
A Knowledge and understanding At the end of the module, learners will be expected to display understanding of: A1. The history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts; A2. How people learn and use English in a range of contexts; A3. How the English language works and how it may be described; A4. The nature of linguistic evidence and ways in which it may be collected and analysed. B. Cognitive skills At the end of the module, learners will be expected to: B1. Develop and practice skills of analysing spoken, written, and multimedia texts; B2. Identify and evaluate competing arguments and theories B3. Interpret and critically evaluate linguistic evidence in the light of alternative explanations, arguments and theories. C Practical and professional skills At the end of the module, learners will be expected to: C1. Find, synthesise and organise information from a variety of sources (including electronic resources), and critically evaluate its significance; C2. Communicate information, arguments and ideas effectively using appropriate styles and language for your audience: for example, writing academic essays for your tutor, or communicating with other students via electronic means; C3. Plan, monitor, and review your progress as an independent learner, including making use of feedback from your tutor; C4. Understand and interpret basic data in the form of maps, graphs and tables. D Key transferable skills At the end of the module, learners will be expected to: D1. Reflect critically on your own linguistic experience and relationship to the English language; D2. Recognise and select appropriate genres of written text and registers of spoken language for personal and professional purposes |