Department of Language and Linguistics

STUDENT HANDBOOK

DEPARTMENT OF

LANGUAGE AND

LINGUISTICS Undergraduate student handbook

2016–2017

This handbook has been designed to give you essential information about the Department of Language & Linguistics and the University. Other sources of information are available to help you at www.essex.ac.uk/myessex. Our friendly Departmental staff are here to help and you can find their contact details in this handbook. Remember that at Essex, we don’t separate our students and academic staff, or our professional services staff from our alumni. Everyone is a member of our community for life. Our three uniquely intimate campuses encourage an inter-weaving of people, ideas and disciplines. We celebrate diversity and challenge inequality. Whatever your background, race or sexual orientation, you are part of a vibrant community that lives, learns and plays together.

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Contents Section 1: Introduction 1. Introduction Welcome from the Head of Department 1.1 Term dates, calendar and academic week numbers 1.2 Timetables 1.3 Study leave and reading week 1.4 Link to myEssex 2. About the Department of Language & Linguistics 2.1 Details of academic staff/GTAs including contact details and office hours 2.2 Details of administrative staff 2.3 Resources supplied or maintained by the department such as departmental library, labs, computer labs 2.4 Location of departmental office, opening hours, common rooms, noticeboards, photocopying 2.5 Personal tutor information 2.6 Details of additional departmental support such as peer mentoring 2.7 Departmental policy on the use of smart phones, laptops, tablets, dictionaries, calculators (if relevant) 2.8 Details of how the department will communicate with students 2.9 Departmental prizes Section 2: Academic Matters 3. Learning and Teaching 4.1 Brief statement about learning, teaching and independent study 4.2 What the department expects from its students and what students can expect from the department 4.3 Information about Moodle and ORB and FASER 4.4 Course structures and learning outcomes, including information about a Professional, Statutory and Regulatory Body if relevant, programme specifications 4.5 Changing your degree and maximum period of study 4.6 Information about modules including: choices, core, optional, enrolling for modules, the location of the directory, reading lists, changing modules, changing your class. 4.7 Listen Again 4.8 Supervision of UG student research and final year projects 4.9 Essex Abroad, terms abroad and opportunities 4.10 Placement information and the employability module 4.11 Summary of how the department offers an inclusive learning experience, ensures the quality of opportunities and responds to the diverse needs of students 4.11.1 Disabled students information cross reference with 11.1 4.11.2 International students information cross reference with 9.4 4.11.3 Information for part-time students 2

4.12 Student representation, SSLC, SAMT, student surveys 4.13 Library services 4.14 Attendance monitoring (Count-me-in), absence. 4. Assessment 5.1 Rules of assessment, including exit awards 5.2 Extenuating circumstances, withdrawing and intermitting 5.3 Re-marking of coursework and essays 5.4 Moderation, second marking policies, external examiners 5.5 Appeals, complaints and fitness to practice 5.6 Academic offences policy 5.7 Ethics 5. Coursework 6.1 Assignment and essay length 6.2 Coursework submission details (including FASer) and deadlines 6.3 Details of samples of coursework 6.4 Return of coursework policy 6.5 Late coursework policy 6.6 Essay writing support 6.7 Anonymous marking policy 6.8 Reassessment in coursework 6.9 Referencing in coursework 6. Exams 7.1 Examination regulations 7.2 Access to exam scripts 7.3 Departmental policy on the use of dictionaries/calculators 7.4 General information about Summer exams and exam results 7.5 Anonymous marking policy in examinations 7.6 Reassessment in examinations 7.7 Referencing in examinations 7. Referencing and good academic practice 8.1 Statement on why good academic practice is part of scholarship and why it is important at Essex 8.2 Information about where to seek guidance on referencing, including links to the relevant referencing scheme and details of any support sessions if relevant 8.3 Information relating to the University’s policy on plagiarism and academic offences

Section Three: You Matter 8. Practicalities: Getting Started and IT Matters 9.1 Registration, enrolling and the Registry, including transcripts 9.2 Find Your Way and room numbering system 9.3 IT support, wifi, email account, free MS office, computer labs, m:drive 3

9.4 Tier 4 information 9.5 On campus facilities 9.6 Graduation 9. Skills, Employability and Experience 10.1 Employability and Careers Centre 10.2 Learning Languages at Essex 10.3 Talent Development Centre 10.4 Career Hub 10.5 Frontrunners 10.6 Student Ambassadors 10.7 Volunteering 10.8 Big Essex Award 10.9 Essex Interns 11 You Matter: Health, Welfare, Support and Safety 11.1 Student services hub, including contacts for disability, wellbeing, counselling and confidential issues 11.2 Harassment advisory network 11.3 Faith groups 11.4 Nightline 11.5 Health and safety on campus, including personal evacuation plans and campus security details such as the shuttle bus 11.6 Residents Support Network (RSN) 11.7 Health Centre 11.8 Student Union Advice Centre 11.9 University Privacy Statement Section 4: Essex Matters 12 The Essex Experience 12.1 The Essex Charter 12.2 Freedom of speech policy and the Code of Conduct – Terms and conditions apply booklet for 2015 12.3 Essex Spirit, social media and other channels of communication with students 12.4 Students’ Union 12.5 Alumni 12.6 What comes next? Brief description of postgraduate study in the department.

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Introduction and Welcome Welcome Welcome to the Department of Language and Linguistics and thank you for choosing to study with us. I extend a very warm welcome to you. We hope your stay here will be happy and exciting and that you fulfil your personal and academic ambitions. This handbook is an essential guide for students joining the department, and outlines the various things you’ll need to know about your department as you start your studies with us. It’s a useful reference book, so make sure you have it to hand throughout your period of study. Other sources of information are available to help you too, including Your Campus Guide and The Rulebook – both available as downloads at: www.essex.ac.uk/student_handbook. Make sure you bookmark our departmental website, too, and the central University module directory and the online resource bank – all of which you can find via the University’s student webpage at: www.essex.ac.uk/students.

Don’t forget our helpful and friendly departmental staff members are here to help you; further details are outlined in this handbook. Professor Nancy Kula Head of Department Department of Language and Linguistics

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1.1 Term dates, calendar and academic week numbers The Academic Year and Term Dates for 2016-2017

Autumn Term: 10th October 2016 – 16th December 2016 Spring Term: 16th January 2017 – 24th March 2017 Summer Term: 24th April 2017 – 30th June 2017 Academic Calendar and week numbers The University uses a week numbering system that covers the 52 weeks of the calendar year, and starts on Monday 3rd October 2016 (Week 1). A table setting out the dates and corresponding week numbers is available at: http://www.essex.ac.uk/students/course-admin/timetables.aspx

Student Staff Liaison Committee Meetings Autumn Term Spring Term Summer Term

Wednesday 30th November 2016 Room 4.305A Wednesday 1st March 2017 Room 4.305A Wednesday 3rd May 2017 Room 4.305A

1.2 Timetables Information about teaching timetables and your individual timetable are at: http://www.essex.ac.uk/students/ The timetables are subject to change and will be updated on a regular basis. Please check regularly to ensure that you have the correct current information. There are likely to be continuing room changes throughout the year. 1.3 Study Leave & Reading Week This Department does not offer study leave, although reading weeks are offered on a number of modules. The individual Module Directors will inform you at the beginning of each year if they will be incorporating reading weeks and if so, when they will be scheduled. 1.4 Link to myEssex Here is a link to My Essex which is your online account. Use it to see your timetable, keep your personal details up-to-date, see how you’re doing on your course, let us know if you’ll miss a lecture or class, contact the Student Services Hub and much more. It would be useful for you to have this link readily available on your smart phones, tablets and laptops so that you can easily access the instructions and forms which you will need to submit. https://www.essex.ac.uk/myessex/

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About Department of Language and Linguistics 2.1 Details of academic staff/GTAs including contact details

Meet your departmental staff Professor Nancy Kula Senior Lecturer Linguistics

Dr Enam Al Wer Senior Lecturer Linguistics

Dr Doug Arnold Senior Lecturer Linguistics

Mrs Dounia Bissar Lecturer Modern Languages (French)

Head of Department, Staff Appraiser, member of Departmental Steering Group, member of Faculty Education Committee, member of Languages for All Steering Group, member of Postgraduate Research Student Staff Liaison Committee, member of Postgraduate Taught Student Staff Liaison Committee, member of Undergraduate Student Staff Liaison Committee, Chair of Recruitment & Conversion Team, member of Research Impact Management Committee PGR Admissions/Visiting scholars Coordinator Course Director MA Sociolinguistics, member of Undergraduate Assessment Committee

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1 Year Linguistics Co-ordinator, Academic Offences Officer (Autumn), GTA Co-ordinator, Health & Safety – Evacuation Chair Operator, Progress Officer, Course Director BA English Language & Linguistics (Spring), Course Director BA Linguistics (Spring), Course Director English Language & History, Course Director BA Linguistics & Sociology Modern Languages Co-ordinator (Deputy), Seminar Co-ordinator (Modern Languages), Study Abroad Advisor (French), Course Director BA French Studies and Modern Languages, Course Director BA International Relations & Modern Languages, Course Director BA Modern Languages and Linguistics, member of MA TIS Management Committee

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Office: 4.326 Ext: 4267 Office Hours: by appointment Email: [email protected]

Office: 4.207 Ext: 2240 Email: [email protected]



Prof Bob Borsley Professor Linguistics

Mrs Daniela Carboni Lecturer Modern Languages (Italian)

Miss Laurine Cathala Lecturer Modern Languages (French) Dr Vineeta Chand Lecturer Linguistics

Ms Dan Chen Lecturer Modern Languages (PGT Translation)

Dr Rebecca Clift Senior Lecturer Linguistics

Director of Postgraduate Education (Autumn Term), Course Director BA English Language & Linguistics (Autumn Term), Course Director BA Linguistics (Autumn Term), Research/ member of Impact Management Committee,

Office: 4.202B Ext: 3762 Email: [email protected]

Undergraduate Admissions Coordinator Modern Languages, member of Recruitment & Conversion Team



Academic Offences Officer (Spring/ Summer), Corpus Development Coordinator, Research/Impact, Research Impact Co-ordinator, member of Research/Impact Management Committee


International Partnerships Co-ordinator, Overseas Recruitment, member of Chinese-English Translation & Interpreting Management Committee, Translation & PGT Assessment Committee, Course Director MA Chinese-English Translation and Interpreting, member of Recruitment and Conversion Team Director of Postgraduate Education (Spring/Summer Term), member of Departmental Steering Group, member of Postgraduate Education Committee, PG scholarships Co-ordinator, Chair Postgraduate Scholarships Committee, member of Postgraduate Research Student-Staff Liaison Committee, member of Postgraduate Taught Student Staff Liaison Committee, Course Director of BA English Language and Literature (Spring/ Summer Term), Course Director MA Linguistic Studies (Spring Term), Course Director MA Linguistic Studies (Spring Term), Course Director MA Linguistics (Spring Term)

Office: 4.204A Ext: 2100 Email: [email protected]

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Dr Tracey Costley Lecturer in Linguistics

Dr Beatriz de Paiva Lecturer Modern Languages (Portuguese)

Dr Claire Delle Luche Lecturer Linguistics

Yujun Ding Part-time Teacher Modern Languages (Mandarin Chinese) Miss Sol Escobar Languages for All

Study Abroad Co-ordinator (Linguistics and International Partnerships). Course DirectorBA English Language and TEFL (Spring Term), member of Postgraduate Scholarships Committee, member of Recruitment & Conversion Team Assistant Director of Research Students, member of PG Education Committee, member of MA TIS Management Committee, ember of CISH Committee, member of Postgraduate Research Student Staff Liaison Committee, Study Abroad Adviser (Portuguese), Course Director BA Portuguese Studies and Modern Languages, Course DirectorBA Spanish, Portuguese and Brazilian Studies Director Baby Lab, Lab Co-ordinator, Course Director MA Psycholinguistics, member of Research/Impact Management Committee

Office: 4.127 Ext: 2227 Email:




Languages for All Co-ordinator, Languages for All Steering Group Coordinator


Dr Adela GanemGutierrez Senior Lecturer Linguistics

Progress Officer (Autumn/Summer terms), Course Director BA English Language and Teaching English as a Foreign Language (TEFL) (Autumn/Summer terms)


Dr Christina Gkonou Lecturer Linguistics

Course Director MA Teaching English as a Foreign Language (TEFL)/Teaching English to Speakers of Other Languages (TESOL)

Office:4.119 Ext: 2633 Email: [email protected]

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Dr Julian Good Senior Lecturer Linguistics

Ms Emma Hopper Lecturer Modern Languages (German) Dr Wyn Johnson Senior Lecturer Linguistics

Dr Mike Jones Reader Linguistics

Ms Jessie Mallinson Lecturer Modern Languages (Spanish)

Ms Gemma Martinez-Garrido Lecturer Modern Languages (Spanish)


Study Abroad Co-ordinator (Modern Languages), member of Undergraduate Education Committee, CISH Link, Study Abroad Adviser (German),Course Director BA Modern Languages and Teaching English as a Foreign Language (TEFL) Course Director MA English Language and Linguistics (Autumn term), Study Abroad Co-ordinator (Linguistics/ International Partnerships)


Senior Tutor, Disability Liaison Officer, Ethics Co-ordinator, Health & Safety Evacuation Chair Operator, UG Exam Scripts Co-ordinator (Linguistics), Course Director MA English Language and Linguistics (Spring/Summer), member of Undergraduate Assessment Committee, member of Undergraduate Student-Staff Liaison Committee Modern Languages Co-ordinator, UG Exam Scripts Co-ordinator (Modern Languages), member of Department Steering Group, CISH Link, member of Languages for All Steering Group, member of Undergraduate Assessment Committee, member of Undergraduate Student-Staff Liaison Committee, Course Director BA Modern Languages; Course Director BA Language Studies; Course Director BA Spanish Studies and Modern Languages; Course Director BA Modern Languages with Latin American Studies; Course Director BA Spanish Studies with Latin American Studies Undergraduate Admissions Coordinator (Modern Languages)


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Prof Florence Myles Professor Linguistics

Mrs Claudia Nehmzow Lecturer Modern Languages (German)

Mrs Lexa Olivera-Smith Lecturer Modern Languages (Spanish) Prof Peter Patrick Professor Linguistics

Director LaDeLi, Module Director LG831 (Undergraduate Project), Student Co-ordinator (PGT), member of Departmental Steering Group, member of MA Translation, Interpreting and Subtitling (TIS) Management Committee, Chair of Postgraduate Education Committee, member of Postgraduate Taught Assessment Committee, Chair of Postgraduate Taught Student Staff Liaison Committee, member of Research/ Impact Management Committee Outreach Co-ordinator (Modern Languages), member of MA TIS Management Committee, Course Director BA German Studies and Modern Languages, Course Director BA Philosophy and/with Modern Languages, member of Recruitment and Conversion team Member of MA TIS Management Committee, Library Link, Spicer Librarian, Course Director MA Translation and Professional Practice


Human Rights Link, Senior Tutor,


Ms Sandrine Perrin Lecturer Modern Languages (French) Ms Ignazia Posadinu Senior Lecturer Modern Languages (Italian)

Office:4.313 Ext: 2212 Email: [email protected]



Staff Appraiser, Study Abroad Advisor (Italian), Chair of MA TIS Committee, member of Undergraduate Assessment Committee, member of Postgraduate Taught Assessment Committee, Course Director MA Translation, Interpreting and Subtitling, Course Director MA Translation & Literature, Course Director BA Italian Studies and Modern Languages

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Dr Karen RoehrBrackin Senior Lecturer Linguistics

Director of Undergraduate Education, member of Departmental Steering Group, member of Faculty Education Committee, Chair of Undergraduate Assessment Committee, Chair Undergraduate Student Staff Liaison Committee, Course Director BA English Language & History, Course Director BA English Language & Literature (Autumn Term), Course Director BA Linguistics & Sociology


Prof Louisa Sadler Professor Linguistics

Director of Research Students (Autumn & Summer Terms), Course Director MA Linguistic Studies (Autumn & Summer Term), Course Director of MA Linguistics (Autumn & Summer Terms), member of Postgraduate Scholarships Committee, Chair of Postgraduate Research , member of Postgraduate Education Committee, member of Student Staff Liaison Committee, Seminar Co-ordinator (Linguistics) (Autumn & Summer) Deputy Head of Department, Research Director, Staff Appraiser, Statistics Adviser, Course Director BA English Language & Language Development, member of Departmental Steering Group, Chair of Research Impact Management Committee, Seminar Coordinator (Linguistics) (Spring Term) Undergraduate Admissions Coordinator (Linguistics), Visit/Open Day Co-ordinator, member of Recruitment & Conversion Team Committee


Employability Development Director, Film Club Co-ordinator (Modern Languages), Study Abroad Adviser (Spanish), Study Abroad Adviser (Assistantships/Internships), Course Director BA Modern Languages & English Language, Course Director BA Politics & Modern Languages, member of CISH Committee, member of Departmental Steering Group Undergraduate Admissions Coordinator (Modern Languages), Visit/ Open Day Co-ordinator, Study Abroad Adviser (French), member of the Recruitment & Conversion Team


Prof Monika Schmid Professor Linguistics

Dr Sophia Skoufaki Lecturer Linguistics

Ms Teresa Torres Lecturer Modern Languages (Spanish)

Dr Laetitia Vedrenne Lecturer Modern Languages (French)

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Ms Yanxi (Antonia) Wu Lecturer Modern Languages (PGT Translation) Dr Nan Zhao Lecturer Modern Languages (PGT Translation)


International Partnerships (ROW) Coordinator (China), Course Director PG Diploma Chinese English Translation & Interpreting, member of TIS Management Committee


Graduate Teaching Assistants GTAs (Graduate Teaching Assistants) are postgraduate students who are close to completing their PhDs and are teaching classes under the direction of the Module Directors LG110-4-AU Sounds t.b.c

t.b.c.

t.b.c.

t.b.c.

LG111-4-SP Words and Sentences t.b.c. t.b.c.

LG113-4-AU Language Variation and Change t.b.c t.b.c

t.b.c

LG114-4-SP Language Variation and Change t.b.c t.b.c

t.b.c

LG115-4-AU Psycholinguistics I – Language Development t.b.c t.b.c t.b.c.

LG116-4-SP Psycholinguistics II – Language Processing t.b.c. t.b.c t.b.c.

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t.b.c

LG117-4-AU Foundations of Teaching English as a Foreign Language I t.b.c t.b.c t.b.c.

LG118-4-SP Foundations of Teaching English as a Foreign Language II t.b.c t.b.c t.b.c

2.2 Details of administrative staff

Administrative Staff The administrative team in the department are your first port of call for any non-academic matters. If they are unable to help directly they will be able to point you in the right direction. The departmental office is open daily between 09:30-12:30 and 14:00-16:15 (closed Wednesday afternoons). Mrs Samantha Durling Departmental Administrator

Sam is the Departmental Administrator and oversees the administrative team, Health & Safety – Evacuation Steward Officer

Office: 4.324A Email: [email protected]

Caralyn supports the Head of Department, the Departmental Administrator and the Research Director. She is also responsible for Health and Safety, Ethical approval applications and departmental finances.

Office: 4.307 Email: [email protected]

Deputy Department Administrator t.b.c.

Mrs Caralyn Elmer Operations Coordinator

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Ms Abigail Ueno Student Administrator

Abigail (Abi) is responsible for all Linguistics PG admissions, student administration and examination matters in respect of all Postgraduate Taught (Linguistics) Students and Postgraduate Research Students in the Department.

Office: 4.305 Email:

Student Administrator t.b.c. Mrs Sharon Gynn Languages for All Administrator

Office: 4.305 Email: [email protected]

Sharon is responsible for the administration of the Languages for All programme.

Office 4.303A Email: [email protected]

2.3 Resources supplied or maintained by the department such as departmental library, labs, computer labs Recording equipment and microphones are available for short-term loan for use by students studying in the Department from the Departmental office (Room 4.305). If you are borrowing expensive items of equipment, we may ask you for a deposit (which is returnable if the equipment is returned in good condition). Foreign language dictionaries in French, German, Italian, Portuguese and Spanish are available for short-term loan for students studying Modern Languages in the Department. The dictionaries can be borrowed from the Departmental office (Room 4.305) and are for use in the Social Space (Room 4.305A) only.

We have Modern Language teaching laboratories and our new interpreting and translation booth adds the very latest technology to our suite of language transcription, video editing and analysis facilities. Our EU- and UN-standard interpreting booths are located in one of our main lecture theatres where you receive training in simultaneous interpreting. You will also have access to an autonomous learning lab where you can practise your interpreting and subtitling skills and the use of translation software on your own.

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Our media studio has cameras, computer facilities, projectors and chairs for a small audience. Here you will practise broadcasting news programmes and have the opportunity to really test your language skills.

Our Linguistics Resource Centre has labs for the study of language production, comprehension and acquisition: eye tracking lab for the monitoring of eye movements while subjects read from a screen or listen to music psycholinguistics lab to measure how long it takes readers or listeners to respond to words, texts or sounds Need to use a computer on campus? We have more than 600 Windowsbased computers on our Colchester Campus for you to use for study or work related tasks. Located within 17 computer labs across campus, including in the Albert Sloman Library. Many stay open until late and some are open for 24 hours a day, 7 days a week. For computer lab locations, opening hours and real-time availability please visit: www.essex.ac.uk/it/computers/labs/

Need to work collaboratively? Our IT-rich group study pods provide an ideal setting for encouraging creative team-working among groups of students. Group study pods are open access and are first-come first-served; they can’t be pre-booked. There are 15 group study pods on our Colchester Campus, to find one go to: www.essex.ac.uk/it/computers/pods/.

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2.4 Location of departmental office, opening hours, rooms, noticeboards, photocopying

common

Our location Colchester Campus Department of Linguistics University of Essex Wivenhoe Park Colchester CO4 3SQ

General enquiries: Student Administrator [email protected] or 01206 872196 Website: http://www.essex.ac.uk/langling/

Facebook: https://www.facebook.com/lalessex Twitter:

https://twitter.com/EssexLang_Ling

Departmental Office (4.305) Opening Hours Term Time and Vacation Period Monday Tuesday

09:30 – 12:30 09:30 – 12:30 17

14:00-16:15 14:00-16:15

Wednesday Thursday Friday

09:30 – 12:30 09:30 – 12:30 09:30 – 12:30

CLOSED 14:00-16:15 14:00-16:15

PLEASE NOTE During the examination period (weeks 33-39), the departmental office will operate on reduced opening hours. Monday Tuesday Wednesday Thursday Thursday Friday

11:00 – 12:30 11:00 – 12:30 11:00 – 12:30 11:00 – 12:30 11:00 – 12:30 11:00 – 12:30

14:00-15:00 14:00-15:00 CLOSED 14:00-15:00 14:00-15:00 14:00-15:00

The Departmental Social Space is located in room 4.305A and is for all students to use. It has a vending machine for tea, coffee and hot chocolate, and there are foreign language newspapers and magazines. You can relax there between classes. Sometimes we use if for one-off events and meetings, but mostly students can come and go as they please.

A photocopier for students use is available in 4.305A. Pre-paid cards (£2.00 for 40 copies) can be purchased from the Departmental Office (Room 4.305) and are for the use on the Departmental machine only.

There are General, Undergraduate and Postgraduate notice boards relating to Language and Linguistics outside the Departmental office (Room 4.305). There are also notice boards for careers information and job opportunities.

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2.5 Details of departmental support

Peer Mentors Peer Mentors are students in their second, third or final years that are available to answer any questions you may have from a student perspective. They have gone through the process that you are going through so are a really valuable source of information. First Year students will have been allocated a Peer Mentor before arrival. However, if you were not and you would like a Peer Mentor, you are welcome to contact any of the students below who will be pleased to guide you. Karla Drpic

Hi everyone! I’m Karla and I am studying BA International Relations and Modern Languages. As a second-year student, I know that starting uni can be a daunting step, so I’d love to help you all as best as I can! I’m sure you’ll love Essex as much as I do once you settle in. Contact email [email protected]

Jenny Quito Pinta

Hola! Tutto bene? Willkommen an der Universitat Essex!! Hey new freshers! My name is Jenny Quito and I am a second year studying Modern Languages. I will be your peer mentor during your first year at University of Essex, so please feel free to ask questions! I will be here for you guys! See you soon! Contact email [email protected]

Edie Barns

Hello everyone. My name is Edie Barns and I’m in my 2 year, studying Spanish, Portugeuse, Brazilian Studies including a year abroad. My experience in Essex has so far been amazing. If you need any help, feel free to get in contact with me. Contact email [email protected]

Sophie Bell

nd

Hi everyone! My name is Sophie Bell and Iʼm currently in my third year studying Linguistics.. If you have any questions, or need any help, please feel free to contact me. Contact email [email protected]

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Diana-Nicoleta Cucos

Hi I am Diana-Nicoleta and I'm studying Modern Languages. My experience of The University of Essex has been fantastic. I have met so many different people from all over the world. If you ever have any questions or queries, feel free to contact me! [email protected]

Valeria Delrio

My name is Valeria and I am currently studying Modern Languages, I am very approachable and always happy to offer any help or guidance! Please do not hesitate to contact me [email protected]

Andreea Dina

Hello, my name is Andreea. . Don't hesitate to contact me regarding your study or student problems, I'd be happy to help you enjoy a stress free time in Uni My contact email is: [email protected]

Raluca Papuc

Hi, my name is Raluca and I am in my third year. I am studying BA English Language & English Language Teaching. I am the secretary of the Linguistics Society, which you could join, as it brings together friendly, interactive people sharing the same passions. If you need any help or have any questions, please, feel free to contact me anytime. Contact email: [email protected]

Rebecca Griffin

Hi Everyone! My name is Rebecca Griffin and I am in my final year of my Modern Languages & Linguistics degree. My experience of the uni has been great so far so if you have any questions, I’m here to help Contact email: [email protected]

Christina Kotrofou

My name is Christina and I am doing an English Language & English Language Teaching Degree. My experience of the university has been great so far so if you have any questions, I am here to help. Contact email: [email protected]

Dmitri Krjukov

My name is Dmitri and I am in the second year of my BSC Banking & Finance with Modern Languages degree. My experience of the university has been great so far so if you have any questions, I am here to help. Contact email: [email protected]

Paulina Lewandowska

My name is Paulina and I am in the third year of my Language Studies Degree. My experience of the university has been great so far so if you have any questions, I am here to help. Contact email: [email protected]

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Lina Staneviciute

My name is Lina and I am in the second year of my Modern Languages Degree. I look forward to helping you. Contact email: [email protected]

Andreea Stapleton

My name is Andreea and I am in the second year of my English Language and Teaching English Degree. I look forward to meeting you and helping you to settle in. Contact email: [email protected]

Bonnie Townsend

Hi, my name is Bonnie and I am in the final year of my English Language & Linguistics Degree. I look forward to catching up with you and if you have any questions, I am here to help. Contact email: [email protected]

David-George Tudurean

Hi, my name is David-George and I am in the second year of my English Language Degree. It will be great to meet you and if you have any questions, I am here to help. Contact email: [email protected]

Who to go to if you need help If you have any queries relating to your Department or course of study, please contact the Student Administrator. Need to talk to your tutor? All teaching staff (except for those on study leave) hold weekly office hours during term time at which time they meet students. Office hours are normally posted on their office door. If you are unable to meet a member of staff during the stated office hours, you should make an appointment via email or telephone. http://www.essex.ac.uk/langling/staff/Staff.aspx?type=academic

Staff research interests A list of our teaching staff with their research interests and backgrounds can be viewed on the Departmental website: http://www.essex.ac.uk/langling/ Course Directors Course Directors have overall responsibility for a degree course and as such have an overview of the modules contained within a particular course. They are responsible for monitoring student progress and addressing any problems students may have.

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Module Directors Module Directors are responsible for the individual modules which make up courses. They design the modules, teach them and examine them. They monitor attendance and student progress and talk to students about any academic issues related to their particular module. Director of Education (Undergraduate) Dr Karen Roehr-Brackin is responsible for co-ordinating and monitoring undergraduate student affairs, student progress and student staff liaison matters The Modern Languages Teaching Co-ordinator Ms Jessie Mallinson is responsible, in co-operation with the named course directors, for monitoring student progress on undergraduate Modern Languages courses administered by the Department including joint courses with other departments (e.g. BA Politics and Modern Languages). 1st Year Linguistics Co-ordinator Dr Doug Arnold is responsible for co-ordinating and overseeing student progress, arranging special syllabuses and for matters relating to examinations on our first-year Linguistics modules.

Your personal tutor All undergraduate students have a personal tutor who you’ll meet soon after you’ve arrived, and who you’ll meet regularly throughout your course. Your personal tutor is there to help you feel connected to your Department, and is someone you can talk to if you have questions about your course or encounter any difficulties which affect your studies. Your personal tutor may also recommend other support services on campus that might be able to help. If you’re unsure who your personal tutor is, please ask a member of the administrative staff in your department.

2.6 Departmental policy on the use of smart phones, laptops and tablets Please refer to your academic teacher in connection with the use of your mobile phone, other technology and dictionaries for teaching-related purposes in lectures and classes, and in-class tests. We respectfully ask you not to use them for personal calls, social networking and texting in classes or in the departmental office. A student may not make a personal recording of a teaching event, supervisory meeting, oral examination or other formal meeting or committee which considers the student’s academic progress or performance without the permission of all other individuals present. If this permission is granted, the recording may be made for the personal use of the student only, in support of their studies and learning. The recording must not be made publicly available or shared for other purposes without the consent of all those present. Disabled students who have difficulty with note-taking are encouraged to contact Student Support for further information on when recording is permissible and other access strategies.

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2.7 Details of how the department will communicate with students

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By email: this is the preferred form of communication with students. Be sure to check your email regularly. The Department strongly recommends you to check your email every day. (see also section 9.3) On the department website: This is a very important source of news about all aspects of your studies. Check it regularly. By a notice: There are notice boards relating to linguistics and modern languages outside the departmental office (4.305). There are also notice boards for careers information and job opportunities. You may also like to follow the department updates on Facebook and Twitter:

By letter: to your local or home address: this is used only when email is inappropriate (e.g. for serious problems concerning academic progress or absence from prescribed instruction). By telephone: this is used in emergencies or when it is otherwise necessary to receive an immediate response. By text message: this is used to inform at very short notice of lecture or class cancellations. Please ensure your mobile details are up to date on ‘myEssex’ to receive this service.

2.8 Departmental Prizes

Celebrating Excellence - Departmental Prizes There are six prizes available to undergraduates in the Department of Language and Linguistics, two in French, two for Modern Languages and two for best overall performance in English Language/Linguistics/TEFL. The John Ross Prize was set up in 1985 in memory of Dr John Ross, Senior Lecturer in French and a founder member of the Department of Language and Linguistics at the University of Essex. 23

There are two prizes: The John Ross Prize for French, which is awarded annually to the best-final year student of French The John Ross Prize for 2nd Year French, which is awarded annually to the best 2nd year student of French Both prizes comprise French dictionaries. For further information, see the Departmental Noticeboard, outside the social space (4.305A) The John Roberts Prize is awarded annually to the student with the best overall performance in Modern Languages. It is named in honour of a former member of staff who contributed much to the development of Modern Languages (and Applied Linguistics) in general, and German Language and Linguistics in particular. The Martin Atkinson Prize is awarded annually to the final-year undergraduate with the best overall performance in English Language and Linguistics. It is named in honour of a former member of staff who served for more than 30 years in the Department (twice acting as Head of Department), and who did a great deal to support the development of Linguistics In addition, the Department annually awards prizes to two first-year undergraduates with the best overall performances in Modern Languages and English Language/Linguistics/TEFL.

Learning and Teaching Section 2: Academic Matters 3.1 Department statement about learning, teaching and independent study

Modern Languages

The Department aims to provide a flexible curriculum offering a wide choice of courses and modules taught by native or bilingual speakers. Modules are designed to enable students to develop proficiency in the target languages and an understanding of aspects of the culture and society of countries where the relevant languages are spoken. This is achieved through a combination of interactive class-based teaching, laboratory- and web-based learning and self-study – utilising a range of authentic (audio, video, lab and web) materials, and employing a variety of assessment techniques. The modes of assessment provide a good test of (and enable students to demonstrate their level of) knowledge and understanding. They include role-play activities, class presentations, oral exams, written coursework (e.g. essays, book reports, translations, project work), unseen written exams, class tests, and web-based assignments. These activities aim to equip students not only with language skills but also with a range of transferable cognitive, practical and key skills, and provide them with a foundation for further study, employment and 24

lifelong learning. The teaching of Modern Languages in the Department provides a supportive environment within which students are offered academic and personal support whenever they ask for it. On courses with an integral year abroad, the role of the Year Abroad is to enable students to experience, engage with and integrate into another culture. For further information about the individual degree courses, please see the relevant Programme Specifications at: http://www.essex.ac.uk/programmespecs Alternatively, please refer to the individual course links in Section 4.4.1.

3.2 What the department expects from its students and what students can expect from the department

What you can expect from us We will address the aims of the course for which you are registered through high quality teaching and supervision of your work, to the best of our abilities. You will be provided with constructive feedback on the assignments we set you as soon as possible, and in any event no later than 28 days (excluding days when the university is officially closed) after receipt. Each lecturer will set aside at least two ‘office hours’ during term time during which students can consult the lecturer on an individual basis. We will treat you as colleagues, and show you the professional respect due between colleagues engaged in a collaborative activity. 25

What we expect of you We expect you to approach all aspects of your work in an organised and professional manner. You must attend all classes that are obligatory components of your course, arriving on time for every scheduled lecture/seminar/class/examination. You must prepare any work required by a lecturer prior to a class, and submit any required assignment by the specified deadline. We expect you to engage in self-directed autonomous learning outside of classes to complement the coursework you do, and take advantage of any opportunity for developing your skills and career opportunities. It is expected that an undergraduate student will prioritise their coursework and attendance above any outside activities. We expect you to treat your fellow classmates and your lecturers with the professional courtesy normally shown between colleagues engaged in a collaborative activity.

4.3 Information about Moodle, ORB and FASER Our online resource bank (ORB) stores important module materials such as reading lists and past exam papers. For more information please visit: https://orb.essex.ac.uk/ We use Moodle as our online learning environment, to enhance face-to-face teaching. It lets you get to course materials, and has built-in features to enhance learning such as discussion forums, chat facilities, quizzes, surveys, glossaries and wikis.

FASER is our online coursework submission and feedback system. Use it to submit your coursework electronically, produce a watermarked copy of your work and receive electronic feedback all in one place. faser.essex.ac.uk www.essex.ac.uk/it/elearning

26

3.4 Course structures and learning outcomes including information about programme specifications 3.4.1

Modern Languages

BA French Studies and Modern Languages BA German Studies and Modern Languages BA International Relations and Modern Languages BA Italian Studies and Modern Languages BA Language Studies BA Modern Languages BA Modern Languages and English Language BA Modern Languages and Linguistics BA Modern Languages and Teaching English as a Foreign Language BA Modern Languages with Latin American Studies BA Philosophy and Modern Languages BA Philosophy with Modern Languages BA Politics and Modern Languages BA Portuguese Studies and Modern Languages BA Spanish Studies and Modern Languages BA Spanish, Portuguese and Brazilian Studies 27

BA Spanish Studies with Latin American Studies

Programme specifications French Studies and Modern Languages Course Director: Ms Dounia Bissar

YEAR 1 Comp Module Code 01 02 03

----

04

--

05

LA099-4-FY

YEAR 2 Comp

Title LA140-4-FY LA147-4-FY SECOND LANGUAGE (INITIAL TO ADVANCED) OR (PART 1 INTENSIVE) LANGUAGE OPTION OR (PART 2 INTENSIVE) (

Title

30

4

0

01 02 03

----

LA150-5-FY LA157-5-FY SECOND LANGUAGE (INTERMEDIATE OR ABOVE)

04

--

LANGUAGE OPTION

5

YEAR 4 Comp Module Code

Title

01

LA067-6-FY

NQF Level 6

28

Comp Credits 30 30 30

4

NQF Level 5 5 5

--

Module Code

CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

NQF Level 4 4 4

Comp Credits 30 30 30 30

Comp Credits 30

Status in Award Core Compulsory Compulsory With Options Compulsory With Options Compulsory

Status in Award Compulsory Compulsory Compulsory With Options Compulsory With Options

Status in Award Compulsory

02 03

---

04

--

05

LA099-6-FY

LA160-6-FY SECOND LANGUAGE (INITIAL TO ADVANCED) OR (PART 1 INTENSIVE) LANGUAGE OPTION OR (PART 2 INTENSIVE)

6 6

30 30

6

30


6

0

Compulsory Compulsory With Options Compulsory With Options Compulsory

By the end of the final year, students must have attained a Mastery level 6 (C2) in the named language, at least Proficiency level 5 (C1) in the second language, and at least Intermediate level 3 (B1) in any other language studied. In consequence, any student taking the major language via the intensive route in the first year must attend an approved language course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent in a country where the second language is spoken.

29

German Studies and Modern Languages Course Director: Mrs Claudia Nehmzow YEAR 1 Comp Module Code

Title

01

--

02

Comp Credits 30

Status in Award

LA240-4-FY OR LA221-4-FY (PART 1 INTENSIVE)

NQF Level 4

--

LA247-4-FY OR LA222-4-FY (PART 2 INTENSIVE)

4

30

03

--

4

30

04

--

SECOND LANGUAGE (INITIAL TO ADVANCED) OPTION(S) FROM LIST LANGUAGE OPTION(S) FROM LIST

4

30

05

LA099-4-FY


4

0

Compulsory With Options Compulsory With Options Compulsory With Options Compulsory


Title

01

--

02

LA240-5-FY OR LA250-5-FY

NQF Level 5

Comp Credits 30

--


5

30

03

--

5

30

04

--

SECOND LANGUAGE (ELEMENTARY TO PROFICIENCY) OPTION(S) FROM LIST LANGUAGE OPTION(S) FROM LIST

5

30

05

LA099-5-FY


5

0

Title

NQF Level 6 6 6



----

04

--

LA67-6-FY LA260-6-FY SECOND LANGUAGE (INTERMEDIATE OR ABOVE) OPTION(S) FROM LIST LANGUAGE OPTION(S) FROM LIST

6

30

Core With Options

Status in Award Compulsory With Options Compulsory With Options Compulsory With Options Compulsory With Options Compulsory



30

International Relations and Modern Languages Course Director: Ms Dounia Bissar YEAR 1 Comp Module Code 01 02 03 04 05

------

06

--

07

LA099-4-FY

Title GV100-4-AU GV101-4-SP GV103-4-AU GV113-4-SP LANGUAGE (ADVANCED) OR (PART 1 INTENSIVE) OPTION(S) FROM LIST LANGUAGE (PART 2 INTENSIVE) OR SOCIAL SCIENCE OPTION(S) CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

NQF Level 4 4 4 4 4

Comp Credits 15 15 15 15 30

Status in Award

4

30

4

0

Compulsory With Options Compulsory

Comp Credits 15


Title

01

--

GV214-5-AU

NQF Level 5

02

--

GV217-5-AU

5

15

03

--

GOVERNMENT OPTION(S) FROM LIST

5

30

04

--

5

30

05

--

5

30

06

LA099-5-FY

LANGUAGE (ADVANCED OR ABOVE) OPTION(S) FROM LIST SECOND LANGUAGE (ELEMENTARY OR ABOVE) OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

5

0

NQF Level 6

Comp Credits 30

6

30


Title

01

--

02

--

FINAL YEAR POLITICS OPTION(S) FROM LIST CREDITS) FINAL YEAR POLITICS OPTION(S) FROM LIST

03

--

FINAL YEAR LANGUAGE OPTION(S) FROM LIST

6

30

04

--

FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE) OPTION(S) FROM LIST

6

30

Compulsory Compulsory Compulsory Compulsory Optional

Status in Award Compulsory With Options Compulsory Compulsory With Options Compulsory With Options Compulsory With Options Compulsory

Status in Award Compulsory With Options Compulsory With Options Compulsory With Options Compulsory With Options

By the end of the final year, students must have attained a Mastery level 6 (C2) in the named language, and at least Intermediate level 3 (B1) in the 2nd language studied. In consequence, any student taking the major language via the intensive route in the first year must attend an approved language course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent in a country where the second language is spoken.

31

Italian Studies and Modern Languages Course Director: Ms Ignazia Posadinu YEAR 1 Comp Module Code

NQF Level 4

Comp Credits 30

Status in Award

4

30

4

30

4

30


4

0

Compulsory With Options Compulsory With Options Compulsory With Options Compulsory


Title

01

--


NQF Level 5

Comp Credits 30

02

--


5

30

03

--

5

30

04

--


5

30

05

LA099-5-FY


5

0

Title

NQF Level 6 6 6


6

30

01

--

02

--

03

--

04

--

05

LA099-4-FY

YEAR 4 Comp 01 02 03

----

04

--

Title LA640-4-FY OR LA621-4-FY (PART 1 INTENSIVE) OPTION(S) FROM LIST LA647-4-FY OR LA622-4-FY (PART 2 INTENSIVE) OPTION(S) FROM LIST SECOND LANGUAGE (INITIAL TO ADVANCED) OPTION(S) FROM LIST LANGUAGE OPTION(S) FROM LIST

Module Code


Core With Options




32

Language Studies Course Director: Ms Jessie Mallinson YEAR 1 Comp Module Code 01

--

02

--

03

--

04

--

05

LA099-4-FY

YEAR 2 Comp

Module Code

01

--

02

--

03

--

04

--

05

LA099-5-FY

YEAR 3 Comp Module Code 01

--

02

--

03

--

04

--

Title LANGUAGE (PART 1 INTENSIVE) OR (INTERMEDIATE OR ABOVE) OPTION(S) FROM LIST LANGUAGE (PART 2 INTENSIVE) OR SECOND LANGUAGE OR SOCIAL SCIENCE OPTION(S) FROM LIST LANGUAGE (INTERMEDIATE OR ABOVE) OPTION(S) FROM LIST LINGUISTICS MODULE OR SOCIAL SCIENCE OR HUMANITIES OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

Title 2ND YEAR LANGUAGE (ADVANCED OR ABOVE) OPTION(S) FROM LIST 2ND YEAR LANGUAGE (ADVANCED OR ABOVE) OPTION(S) FROM LIST 2ND YEAR LANGUAGE (ELEMENTARY OR ABOVE) OPTION(S) FROM LIST 2ND YEAR LANGUAGE (ELEMENTARY OR ABOVE) OR 2ND YEAR LINGUISTICS OR OUTSIDE OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

Title FINAL YEAR LANGUAGE (PROFICIENCY LEVEL OR ABOVE) OPTION(S) FROM LIST FINAL YEAR LANGUAGE (PROFICIENCY LEVEL OR ABOVE) OPTION(S) FROM LIST FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE) OPTION(S) FROM LIST FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE) OR FINAL YEAR LINGUISTICS OR OUTSIDE OPTION(S)

NQF Level 4

Comp Credits 30

Status in Award

4

30

4

30

4

30

4

0

NQF Level 5

Comp Credits 30

5

30

5

30

5

30

5

0

Compulsory

NQF Level 6

Comp Credits 30

Status in Award

6

30

6

30

6

30

Compulsory With Options Compulsory With Options Compulsory With Options Compulsory With Options Compulsory


Compulsory With Options Compulsory With Options Compulsory With Options Compulsory With Options

By the end of the final year, students must have attained at least Proficiency level 5 (C1) in two language modules and at least Intermediate level 3 (B1) in any other language studied. In consequence, any student taking language modules via the intensive route in year 1 must attend an approved language course abroad during the summer of the first year. Note: If any language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent in a country where the language is spoken.

33

Modern Languages Course Director: Ms Jessie Mallinson YEAR 1 Comp Module Code 01

--

02

--

03

--

04

--

05

LA099-4-FY


Title LANGUAGE (ADVANCED) OR (PART 1 INTENSIVE) OPTION(S) FROM LIST LANGUAGE (PART 2 INTENSIVE) OR (SECOND LANGUAGE) OR SOCIAL SCIENCE OPTION(S) FROM LIST SECOND LANGUAGE (INTERMEDIATE OR ABOVE) OPTION(S) FROM LIST LINGUISTICS MODULE OR SOCIAL SCIENCE OR HUMANITIES OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

Title ND

NQF Level 4

Comp Credits 30

Status in Award

4

30

Compulsory With Options

4

30

4

30

4

0

Compulsory With Options Compulsory With Options Compulsory

NQF Level 5

Comp Credits 30

5

30

01

--

02

--

2 YEAR MAJOR LANGUAGE (ADVANCED OR ABOVE) ND 2 YEAR LANGUAGE (ADVANCED OR ABOVE)

03

--

SECOND LANGUAGE (ELEMENTARY OR ABOVE)

5

30

04

--

SECOND YEAR LANGUAGE (ELEMENTARY OR ND ABOVE) OR 2 YEAR LINGUISTICS OR OUTSIDE OPTION FROM LIST

5

30

Title

NQF Level 6

Comp Credits 30

6

30

6

30

6

30

6

0


--

02

--

03

--

04

--

05

LA099-6-FY

FINAL YEAR MAJOR LANGUAGE (MASTERY LEVEL) OPTION(S) FROM LIST FINAL YEAR LANGUAGE (PROFICIENCY LEVEL OR ABOVE) OPTION(S) FROM LIST FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE) OPTION(S) FROM LIST FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE) OR LINGUISTICS OPTION OR OUTSIDE OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

Core With Options




34

Modern Languages and English Language Course Director: Ms Teresa Torres

YEAR 1 Comp Module Code 01 02 03 04 05

------

06

--

07

LA099-4-FY


------

06

--

07

LA099-5-FY

YEAR 4 Comp

Module Code

01

--

02

--

03

--

04

--

Title LG110-4-AU LG113-4-AU LG111-4-SP LG114-4-SP LANGUAGE (ADVANCED OR PART 1 INTENSIVE) OPTION(S) FROM LIST LANGUAGE (PART 2 INTENSIVE) OR SECOND LANGUAGE OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

Title LG210-5-AU LG212-5-AU LG211-5-SP LG213-5-SP LANDGUAGE (ADVANCED OR ABOVE) OPTION(S) FROM LIST LANGUAGE (ELEMENTARY OR ABOVE) OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

Title FINAL YEAR ENGLISH LANGUAGE OPTION(S) FROM LIST FINAL YEAR ENGLISH LANGUAGE OPTION(S) FROM LIST FINAL YEAR MAJOR LANGUAGE (MASTERY LEVEL) OPTION(S) FROM LIST FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE) OPTION(S) FROM LIST

NQF Level 4 4 4 4 4


4

30

4

0

NQF Level 5 5 5 5 5


5

30

5

0

NQF Level 6

Comp Credits 30

6

30

6

30

6

30

Status in Award Compulsory Compulsory Compulsory Compulsory Compulsory with Options Compulsory with Options Compulsory




35

Modern Languages and Linguistics Course Director: Ms Dounia Bissar


------

05

--

06

LA099-4-FY


------

06

LA099-5-FY


Title LG110-4-AU LG113-4-AU LG111-4-SP LG114-4-SP LANGUAGE (ADVANCED OR PART 1 INTENSIVE) OPTION(S) FROM LIST LANGUAGE (PART 2 INTENSIVE OR SECOND LANGUAGE) OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

Title LG210-5-AU LG212-5-AU LG211-5-SP LG213-5-SP LANGUAGE (ADVANCED OR ABOVE) OPTION(S) FROM LIST LANGUAGE (ELEMENTARY OR ABOVE) OPTION(S) FROM LIST

Title

01

--

02

--

03

--

LANGUAGE (MASTERY LEVEL) OPTION(S) FROM LIST LANGUAGE (INTERMEDIATE OR ABOVE) OPTION(S) FROM LIST LINGUISTICS OPTION (S) FROM LIST

04

--

LINGUISTICS OPTION(S) FROM LIST

NQF Level 4 4 4 4 4


4

30

4

0

NQF Level 5 5 5 5 5


5

30

NQF Level 6

Comp Credits 30

6

30

6

30

6

30


Status in Award Compulsory Compulsory Compulsory Compulsory Compulsory with Options Compulsory with Options

Status in Award Compulsory with Options Compulsory with Options Compulsory with Options Compulsory with Options


36

Modern Languages and Teaching English As A Foreign Language Course Director: Ms Emma Hopper YEAR 1 Comp Module Code 01 02 03 04 05

------

06

--

05

LA099-4-FY

YEAR 2 Comp

Module Code

01 01 03 04

-----

05

--

06

LA099-5-FY

Title LG110-4-AU LG113-4-AU LG111-4-SP LG114-4-SP LANGUAGE (ADVANCED OR PART 1 INTENSIVE) OPTION(S) FROM LIST LANGUAGE (PART 2 INTENSIVE OR SECOND LANGUAGE) OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

Title IA605-5-AU IA606-5-FY IA607-5-SP 2ND YEAR MAJOR LANGUAGE (ADVANCED OR ABOVE) OPTION(S) FROM LIST 2ND YEAR LANGUAGE (ELEMENTARY OR ABOVE) OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

NQF Level 4 4 4 4 4


4

30

4

0

NQF Level 5 5 5 5


5

30

5

0

Comp Credits 30


Title

01

--

FINAL YEAR LINGUISTICS OPTION(S) FROM LIST

NQF Level 6

02

--


6

30

03

--

6

30

04

--

FINAL YEAR MAJOR LANGUAGE (MASTERY LEVEL) OPTION(S) FROM LIST FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE) OPTION(S) FROM LIST

6

30


Status in Award Compulsory Compulsory Compulsory Compulsory With Options Compulsory with Options Compulsory

Status in Award Compulsory with Options Compulsory with Options Compulsory wth Options Compulsory with Options


37

Modern Languages with Latin American Studies Course Director: Ms Jessie Mallinson


--

02

--

03

--

04

--

05

LA099-4-FY

01

--

02

--

03

--

04

--

05

LA099-5-FY

01

--

02

--

03

--

04

--

NQF Level 4

Comp Credits 30

4

30

4

30

4

30


4

0

Title

NQF Level 5

Comp Credits 30

5

30

5

30

5

30


5

0

Title

NQF Level

Comp Credits

Status in Award

FINAL YEAR MAJOR LANGUAGE (MASTERY LEVEL) OPTION(S) FROM LIST FINAL YEAR LANGUAGE (PROFICIENCY LEVEL OR ABOVE) OPTION(S) FROM LIST FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE) OPTION(S) FROM LIST LATIN AMERICAN OPTION(S) FROM LIST

6

30

6

30

6

30

6

30

Compulsory with Options Compulsory with Options Compulsory with Options Compulsory with Options

LANGUAGE (ADVANCED) OR (PART 1 INTENSIVE) OPTION(S) FROM LIST LANGUAGE (PART 2 INTENSIVE) OR SECOND LANGUAGE OPTION(S) FROM LIST SECOND LANGUAGE (INTERMEDIATE OR ABOVE) OPTION(S) FROM LIST HR141-4-SP OR CS141-4-AU


YEAR 4 Comp

Title

2ND YEAR MAJOR LANGUAGE (ADVANCED OR ABOVE) OPTION(S) FROM LIST 2ND YEAR LANGUAGE (ADVANCED OR ABOVE) OPTION(S) FROM LIST 2ND YEAR LANGUAGE (ELEMENTARY OR ABOVE) OPTION(S) FROM LIST LATIN AMERICAN OPTION(S) FROM LIST

ModuleCode

Status in Award Compulsory with Options Compulsory with Options Compulsory with Options Compulsory with Options Compulsory



38

Philosophy and Modern Languages Course Director: Mrs Claudia Nehmzow

YEAR 1 Comp Module Code 01 02

---

03

--

04

--

05

LA099-4-FY


--

02

--

03

--

04

--

05

LA099-5-FY

Title PY111-4-FY LANGUAGE (ADVANCED) OR (PART 1 INTENSIVE) OPTION(S) FROM LIST LANGUAGE (PART 2 INTENSIVE) OR SOCIAL SCIENCE OPTION(S) FROM LIST SOCIAL SCIENCE OR HUMANITIES OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

Title PY400-5-FY OR 2ND YEAR PHILOSOPHY OPTION(S) FROM LIST PY408-5-FY OR 2ND YEAR PHILOSOPHY OPTION(S) FROM LIST 2ND YEAR MAJOR LANGUAGE (ADVANCED OR ABOVE) OPTION(S) FROM LIST 2ND YEAR LANGUAGE (ELEMENTARY OR ABOVE) OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

NQF Level 4 4

Comp Credits 30 30

Status in Award

4

30

4

30

4

0

Compulsory with Options Compulsory with Options Compulsory

NQF Level 5

Comp Credits 30

5

30

5

30

5

30

5

0

Comp Credits 30


Title

01

--

FINAL YEAR PHILOSOPHY OPTION(S) FROM LIST

NQF Level 6

02

--


6

30

03

--

6

30

04

--

FINAL YEAR MAJOR LANGUAGE (MASTERY LEVEL) OPTION(S) FROM LIST PHILOSOPHY OPTION(S) FROM LIST OR OUTSIDE OPTION(S)

6

30

Compulsory Core with Options



By the end of the final year, students must have attained a Mastery level 6 (C2) in the named language, and at least Intermediate level nd 3 (B1) in the 2 language studied. In consequence, any student taking the major language via the intensive route in the first year must attend an approved language course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent in a country where the second language is spoken.

39

Philosophy With Modern Languages Course Director: Mrs Claudia Nehmzow YEAR 1 Comp Module Code 01 02

---

03

--

04

--

05

LA099-4-FY


--

03

--

04

--

05

--

05

LA099-5-FY

Title PY111-4-FY SOCIAL SCIENCE OR HUMANITIES OPTION(S) FROM LIST LANGUAGE (ADVANCED) OR (PART 1 INTENSIVE) OPTION(S) FROM LIST LANGUAGE (PART 2 INTENSIVE) OR SOCIAL SCIENCE OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

Title ND

PY400-5-FY OR 2 YEAR PHILOSPHY OPTION(S) FROM LIST ND PY408-5-FY OR 2 YEAR PHILOSPHY OPTION(S) FROM LIST ND 2 YEAR PHILOSOPHY OPTION(S) OR OUTSIDE OPTION(S) FROM LIST ND 2 YEAR MAJOR LANGUAGE (ADVANCED OR ABOVE) OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

NQF Level 4 4

Comp Credits 30 30

4

30

4

30

4

30

NQF Level 5

Comp Credits 30

5

30

5

30

5

30

5

0

Comp Credits 30


Title

01

--


NQF Level 6

02

--


6

30

03

--

6

30

04

--

PHILOSOPHY OPTION(S) OR OUTSIDE OPTION(S) FROM LIST FINAL YEAR MAJOR LANGUAGE (MASTERY LEVEL) OPTION(S) FROM LIST

6

30

Status in Award Compulsory Compulsory with Options Core with Options Compulsory with Options Compulsory



By the end of the final year, students must have attained a Mastery level 6 (C2) in the major language, and at least Intermediate level nd 3 (B1) if a 2 language is studied. In consequence, any student taking the major language via the intensive route in the first year must attend an approved language course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent in a country where the second language is spoken.

40

Politics and Modern Languages Course Director: Ms Teresa Torres YEAR 1 Comp Module Code

Title

01 02

---

GV100-4-AU GV101-4-SP

03

--

04

--

05

--

06

LA099-4-FY

NQF Level 4 4

Comp Credits 15 15

Status in Award

LANGUAGE (ADVANCED) OR (PART 1 INTENSIVE) OPTION(S) FROM LIST LANGUAGE (PART 2 INTENSIVE) OR SOCIAL SCIENCE OPTION(S) FROM LIST SECOND LANGUAGE OR SOCIAL SCIENCES OR HUMANITIES OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

4

30

Core with Options

4

30

4

30

4

30

Compulsory with Options Compulsory with Options Compulsory


Title

01

--

GV250-5-AU

NQF Level 5

Comp Credits 15

02

--

GV254-5-SP

5

15

03

--

5

30

04

--

5

30

05

--

2 YEAR MAJOR LANGUAGE (ADVANCED OR ABOVE) OPTION(S) FROM LIST ND 2 YEAR LANGUAGE (ELEMENTARY OR ABOVE) OPTION(S) FROM LIST POLITICS OPTION(S) FROM LIST

5

30

06

LA099-5-FY


5

0


Title

01

--

FINAL YEAR POLITICS OPTION(S) FROM LIST

NQF Level 6

Comp Credits 30

02

--

6

30

03

--

6

30

04

--

FINAL YEAR POLITICS OPTION(S) OR OUTSIDE OPTION(S) FROM LIST FINAL YEAR MAJOR LANGUAGE (MASTERY LEVEL) OPTION(S) FROM LIST FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE) OPTION(S) FROM LIST

6

30

ND

Compulsory Compulsory

Status in Award Compulsory with Options Compulsory Compulsory with Options Compulsory with Options Compulsory with Options Compulsory


By the end of the final year, students must have attained a Mastery level 6 (C2) in the major language, and at least Intermediate level 3 (B1) if a 2nd language is studied. In consequence, any student taking the major language via the intensive route in the first year must attend an approved language course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent in a country where the second language is spoken.

41

Portuguese Studies and Modern Languages Course Director: Dr Beatriz de Paiva YEAR 1 Comp Module Code 01 -02 -03 -04

--

05

LA099-4-FY

YEAR 2 Comp Module Code 01 -02 -03 -04 05

-LA099-5-FY

YEAR 4 Comp Module Code 01 LA360-6-FY 02 -03 -04

--

Title

NQF Level 4 4 4


4

30


4

0

Title

NQF Level 5 5 5


5 5

30 0

LA340-4-FY LA347-4-FY LANGUAGE OPTION(S) OR PART 2 INTENSIVE OPTION(S) FROM LIST LANGUAGE OPTION(S) FROM LIST

LA350-5-FY LA059-5-FY SECOND LANGUAGE (ELEMENTARY TO PROFICIENCY) OPTION(S) FROM LIST LANGUAGE OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

Title LA360-6-FY LA067-6-FY SECOND LANGUAGE (INTERMEDIATE OR ABOVE) OPTION(S) FROM LIST LANGUAGE OPTION(S) FROM LIST

NQF Level 6 6 6


6

30

Status in Award Core Compulsory Compulsory with Options Compulsory with Options COMPULSORY

Status in Award Compulsory Compulsory Compulsory with Options Optional COMPULSORY

Status in Award Compulsory Compulsory Compulsory with Options Compulsory with Options


42

Spanish Studies and Modern Languages Course Director: Ms Jessie Mallinson YEAR 1 Comp Module Code

Title

01 02

---

LA440-4-FY OR LA421-4-FY (PART 1 INTENSIVE) LA447-4-FY OR LA422-4-FY (PART 2 INTENSIVE)

03

--

04

--

05

LA099-4-FY

NQF Level 4 4

Comp Credits 30 30

SECOND LANGUAGE (INITIAL TO ADVANCED) OPTION(S) FROM LIST LANGUAGE OPTION(S) FROM LIST

4

30

4

30


4

0


Title

01

--


NQF Level 5

Comp Credits 30

02

--


5

30

03

--

5

30

04

--


5

30

05

LA099-5-FY


5

0

Title

NQF Level 6 6 6


6

30


----

04

--


Status in Award Core With Options Compulsory with Options Compulsory with Options Compulsory with Options Compulsory




43

Spanish Studies with Latin American Studies Course Director: Ms Jessie Mallinson YEAR 1 Comp Module Code

NQF Level 4 4 4


4 4

30 30


4

0


Title

01

--

CS241-5-SP

NQF Level 5

Comp Credits 15

02

--


5

30

03

--


5

30

04

--

LA059-5-FY OR OUTSIDE OPTION(S)

5

30

05

--

OPTION FROM LIST

5

15

06

LA099-5-FY


5

0


Title

01 02 03

----

LA069-6-FY LA460-6-FY LA067-6-FY

NQF Level 6 6 6


04

--

LATIN AMERICAN OPTION(S) FROM LIST

6

30

01 02 03

----

04 05

---

06

LA099-4-FY

Title HR141-4-SP CS141-4-AU SOCIAL SCIENCE OR HUMANITIES OPTION(S) FROM LIST LA440-4-FY OR LA421-4-FY (PART 1 INTENSIVE) LA447-4-FY OR LA422-4-FY (PART 2 INTENSIVE)

Status in Award Compulsory Compulsory Compulsory with Options Core with Options Compulsory with Options Compulsory

Status in Award Compulsory with Options Compulsory with Options Compulsory with Options Compulsory with Options Compulsory with Options Compulsory



44

Spanish, Portuguese and Brazilian Studies Course Director: Dr Beatriz de Paiva

YEAR 1 Comp Module Code 01 --

Title LA333-4-FY OR LA340-4-FY

NQF Level 4

Comp Credits 30

4

30

4

30

02

--

03

--

LA347-4-FY OR MODERN LANGUAGE OR HUMANITIES OR SOCIAL SCIENCE OPTION(S) LA421-4-FY OR LA440-4-FY

04

--


4

30

05

LA099-4-FY


4

30

Title LA340-5-FY OR LA350-5-FY

NQF Level 5

Comp Credits 30

YEAR 2 Comp Module Code 01 -02

--


5

30

03

--


5

30

04

--


5

30

05

LA099-5-FY


5

0

NQF Level 6 6 6 6



Title

01 02 03 04

LA360-6-FY LA067-6-FY LA460-6-FY LA069-6-FY

-----



Status in Award Compulsory Compulsory Compulsory Compulsory

Portuguese and Spanish must be taken up to Mastery level (C2) and the year abroad must be spent in a Portuguese or Spanishspeaking country. If two modules are taken in the same language in the same year, both must be at the same level. In consequence, any student taking the major language via the intensive route in the first year must attend an approved language course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent in a country where the second language is spoken.

45

Modern Language Modules LA059 LA067 LA069 LA748 LA757 LA110 LA120 LA130 LA140 LA147 LA150 LA157 LA160 LA210 LA220 LA221/22 LA230 LA240 LA247 LA250 LA260 LA610 LA620 LA621/22 LA630 LA640 LA647 LA650 LA660 LA333 LA340 LA347 LA350 LA410 LA420 LA421 LA422 LA430 LA440 LA447 LA450 LA457 LA460 LA910 LA920

MISC Second Year Modern Languages Project Translation, Interpreting and Subtitling Skills Final Year Language Dissertation Film Production and Editing Skills I Film Production and Editing Skills II FRENCH Initial French Lower Intermediate French Higher Intermediate French Advanced French French Professional Skills Proficiency Level French French Cinema & Culture Mastery Level French GERMAN Initial German Lower Intermediate German Intensive Initial German Higher Intermediate German Advanced German One Language – Three Countries (Austria, Switzerland and Germany) Proficiency Level German Mastery Level German ITALIAN Initial Italian Lower Intermediate Italian Intensive Initial Italian Higher Intermediate Italian Advanced Italian La Dolce Italia: A Journey Across Enduring Italian Traditions Proficiency Level Italian Mastery level Italian PORTUGUESE Spanish/Italian/Romanian to Portuguese Conversion Advanced Portuguese Brazil in Focus: Business, Culture and Society Proficiency Level Portuguese SPANISH Initial Spanish Lower Intermediate Spanish Intensive Initial Spanish Intensive Initial Spanish Higher Intermediate Spanish Advanced Spanish From the Caves to Modern Graffiti: A Visual History of the Spanish Language Proficiency Level Spanish Spanish and Latin American Art, Film & Music Mastery Level Spanish CHINESE Initial Mandarin Chinese Lower Intermediate Mandarin Chinese

46

Miss Hopper Ms Perrin tbc tbc tbc

4.303 4.217 tbc tbc tbc

872191 872111 tbc tbc tbc

eehopp sandrine tbc tbc tbc

Dr Vedrenne Miss Cathala Ms Perrin Ms Bissar Dr Vedrenne Dr Vedrenne Ms Bissar Ms Bissar

4.219 4.217 4.217 4.215 4.219 4.219 4.215 4.215

872114 872111 872111 873312 872114 872114 873312 873312

lmvedr lsmcat sandrine dbissar lmvedr lmvedr dbissar dbissar

Mrs Nehmzow Mrs Nehmzow Mrs Nehmzow Mrs Nehmzow Miss Hopper Miss Hopper

4.313 4.313 4.313 4.313 4.303 4.303

872212 872212 872212 872212 872191 872191

cnehm cnehm cnehm cnehm eehopp eehopp

Miss Hopper Miss Hopper

4.303 4.303

872191 872191

eehopp eehopp

Mrs Carboni Mrs Carboni Ms Posadinu Mrs Carboni Ms Posadinu Mrs Carboni Mrs Carboni Ms Posadinu

4.324 4.324

4.320A

874835 874835 872239 874835 872239 874835 874835 872239

danic danic iposad danic iposad danic danic iposad

Dr Paiva Dr Paiva Dr Paiva Dr Paiva

4.211 4.211 4.211 4.211

872236 872236 872236 872236

bdepaiva bdepaiva bdepaiva bdepaiva

Ms Mallinson Ms Mallinson Ms Mallinson Ms Torres Ms Torres Ms Torres Dr Martinez-Garrido

4.205 4.205 4.205 4.213 4.213 4.213 4.320

872229 872229 872229 872110 872110 872110 872186

mallj mallj mallj torrmi torrmi torrmi gimart

Dr Martinez-Garrido Ms Torres Dr Martinez-Garrido

4.320 4.213 4.320

872186 872210 872186

gimart torrmi gimart

tbc tbc

tbc tbc

tbc tbc

tbc tbc

4.320A

4.324

4.320A

4.324 4.324

Availability of Modern Language modules Unless otherwise specified (e.g. in the case of certain translation modules), LA modules are not open to students who are native speakers of the language in question (whether monolingual or bilingual), or to near-native speakers who are unlikely to improve their language competence by taking the module, and any student contravening this regulation may be deemed to have committed an academic offence.

Languages for All There are a number of ways for you to learn languages at Essex, increasing your global and cultural awareness, giving you the confidence to work and travel internationally, expanding your options for studying abroad, and giving you a competitive edge when you're looking for a job. Our Languages for All initiative lets you learn a language for free, alongside your degree, through two study options, Language Express – where you can study a language module taught in the evening, or Language Portfolio – where you can study flexibly through web-based learning and optional extra activities. www.essex.ac.uk/study/languages/default.aspx

Essex Modern Language Certificates Essex Modern Language Certificates (EMLC) give members of the public, students and staff working at our University the opportunity to learn a language on a part-time basis in a well-established and highlyregarded academic environment (on a fee paying basis). We offer a wide choice of modules in French, German, Italian, Spanish, Portuguese and Chinese ranging from beginner to mastery level. Our Initial Intensive double module courses in German, Italian, Portuguese and Spanish take you from beginner to A-level standard in one year. Whether you're considering a change of career or need to learn a language for your career development or would simply love to learn a language, EMLC offers:    

a wide choice of modules to match your existing language skills; the opportunity to be taught by teachers who are native or bilingual speakers; development from beginner to A-level standard within one year; and excellent preparation if you are considering full-time higher education.

For more information, please contact the Student Administrator.

47

Proficiency Levels and Progression Pathways in Modern Languages Each individual language module carries a module code which comprises the two letters LA (denoting that it is a Modern Languages module normally taught in the language concerned) followed by three digits which identify the language, level and type of the module. The first digit after the LA prefix denotes the language in question – as shown below: 1 = French 4 = Spanish

2 = German 6 = Italian

3 = Portuguese 9 = Chinese

The second digit indicates the level of proficiency achieved by students on successful completion of the module, specified in terms of a 6-point numerical scale. The relation between local (i.e. University of Essex) language proficiency levels and the six attainment levels recognised in the Common European Framework/CEF utilised in the Quality Assurance Agency’s Subject Benchmark Statement for Languages And Related Subjects is as specified in the table below. Benchmark Statement for Languages and Related Subjects is as specified in the table below. Module code LAX10 LAXX1+2, LAX20 LAX33, LAX30 LAX40, LAX47 LAX50, LAX57, LAX59 LAX60, LAX67, LAX69

Local (Essex) level

Common European Framework level

1 ‘Initial’ 2 ‘Elementary’ 3 ‘Intermediate’ 4 ‘Advanced’ 5 ‘Proficiency’ 6 ‘Mastery’

A1 “Break-through” A2 “Waystage” B1 “Threshold” B2 “Vantage” C1 “Effective Operational Proficiency” C2 “Mastery”

The final digit in the code indicates the type of module. The digits 0-3 denote modules designed to equip students with essential language skills in the relevant language: 0 Non-intensive modules which take students to the next proficiency level in one year 1, 2 Intensive modules which allow accelerated progression to the next-but-one level in one year 3 ‘Conversion’ modules which allow students to acquire proficiency in the language concerned on the basis of their knowledge of another closely-related language The final digits 7 and 9 denote supplementary modules which (in the case of modules carrying the final digit 7) focus on particular cultural themes or provide training in specialised skills and (in the case of modules carrying the final digit 9) allow students to develop their expertise in the language and culture through project work. These modules are normally taken in addition to ‘essential language skills’ modules with the final digit 0-3 in the same language at the same level (see Note 4 below). Rules governing module levels Note that the following rules govern the level of the LA modules which students may take in a given language in a given year as part of a University of Essex undergraduate degree course (the level referred to being the local University of Essex proficiency level, indicated by the second digit in the module code: see above).

48

 Students undertaking a four-year degree course, comprising an integral year abroad, must obtain a year mark of 50.0 in their first year of study.  In addition to obtaining a year mark of 50.0 in the first year of study, all students (in their second year of a 4-yr degree course) may proceed under the following circumstances: o

Where the student has failed a maximum of 30 non-core credits and has passed 120 credits in Stage One, or has failed a maximum of 15 non-core credits, has passed 105 credits from Stage One, s/he must undertake reassessment but will be permitted to proceed to the Year Abroad/ Placement Year. The module aggregate mark will be capped at 40%.

o

Where the student has failed a core module or a maximum of 60 credits and s/he wishes to remain on the four-year course, s/he must undertake the necessary reassessment, prior to the next academic Stage. The module aggregate mark will be capped at 40%. Subject to passing the module(s) after reassessment, the student must apply to intermit for the next academic year with a view to proceeding to a placement year or a period of study abroad one year later if places are available. (on courses involving study of a language it may not be advisable to intermit for a year as this may affect the student’s ability to maintain the language at the required level)

 No second-year student can normally take a language module below level 2. However, an exception to this may be made (at the Executive Dean’s discretion) where the student takes a further module in the same language (e.g. a module abroad at the equivalent of level 2) before entering the final year, and takes a module in the relevant language at level 3 or above in the final year.  No final-year student can take a language module below level 3 as part of an Essex undergraduate degree course  In the final year of the 3-year single honours BA Language Studies, at least two LA modules must be taken and passed at level 5 or above  In the final year of any 3-year joint course of the form BA X and/with French etc, (at least) one LA module must be taken and passed at level 5 or above  In the final year of 4-year single honours courses in Modern Languages (e.g. BA Modern Languages, BA German Studies and Modern Languages etc.), at least one LA module must be taken and passed at level 6 (This must be in the named language on courses involving a named language), and at least one other LA module must be taken and passed at level 5 or above  In the final year of 4-year joint courses (BA Modern Languages and/with X), at least one LA module must be taken and passed at level 6  Achievement of a given proficiency level (as required for progression to the next level or for the award of a particular degree) is measured by completion of ‘language skills’ modules (with the final digit 0-3) in the relevant language. Consequently, supplementary modules cannot normally be taken without the corresponding ‘language skills’ module unless (a) the student has already achieved the required 49

proficiency level in the language concerned or (b) the student’s degree course does not require a specific level of achievement in the language (e.g. the supplementary module is taken as an outside option).

 If one or more languages are studied for two or more years at Essex, the choice of modules taken in successive years must normally be in conformity with the Progression Pathways specified in the chart below, with students progressing from one box to the next box to the right in successive years over which the language is studied at Essex:

50

Progression Pathways Title of module

Initial

Elementary

Intermediate

Intensive

Portuguese Conversion

Advanced

Proficiency

Mastery

Year of study Prerequisites

Year one (Y1) No ability in the language (beginners)

Y1, Year two

Y1, Y2 and Final Y1: Preintermediate ability in the language Y2 and Final: after Elementary

Y1, Y2

Y1, Y2 and Final Upper intermediate ability or native speaker of Italian, Romanian and Spanish

Y2 and Final

Final

Y2 and Final: Advanced ability or after Advanced - a period abroad may be required

After Proficiency - a period abroad is required

UK education prerequisites Aimed at

none

GCSE

AS level

none

A-level Italian or Romanian or Spanish

Y1, Y2 and Final Y1: Upper intermediate ability in the language Y2 and Final: after Intermediate, Conversion or Intensive A-level

Nonspecialists and minor pathway students Full year 30 credits A1

Nonspecialists and minor pathway students Full year 30 credits A2

Non-specialists and minor pathway students

Specialists and minor pathway students

All students

All students

All students

Specialists

Full year 30 credits B1



Full year 30 credits C1

Full year 30 credits C2

ALL but Portuguese and German

ALL but Portuguese

ALL but Portuguese

Full year 60 credits B1 including a month abroad ALL but French

Portuguese only

ALL

ALL

ALL

Duration and credits Exit level CEFR* Languages

Y1: Some ability in the language (improvers) Y2: after Initial

No ability in the language (beginners)

* Common European Framework of Reference

51

A student’s starting point for any given language is determined by their level of proficiency in the language on entry (as indicated in the prerequisites specified in individual language module descriptions). Any two or more modules taken in the same language in a given year must normally be at the same level (e.g. two level 4 modules can be taken in the same language in the same year, but not a level 4 and a level 5 module in the same language). Students on specialist language degrees are required to take LAX40/LAX50/LAX60 modules in their major language. Under special circumstances and at the discretion of the module teacher and the Modern Languages Teaching Co-ordinator, a student may ask to be allowed to ‘skip’ a level (i.e. to move to a module specified in the next-but-one box to the right in the chart above) – e.g. if the student has taken an approved module in the language at an institution abroad, or spent a sufficient amount of time in a country where the language is spoken, or makes exceptional progress in the language in question. Any student wishing to be allowed to ‘skip’ a level in this way should fill in the appropriate form obtainable from the Student Administrator. In order to be admitted to a level 6 module in a given language, students must have spent an appropriate amount of time abroad in a country where the language is spoken: the amount of time which students need to spend abroad is specified in the prerequisites in individual module descriptions.

52

Learning outcomes on LA modules On successful completion of a language module at a particular level, it is expected that students will attain a specific level of language proficiency. The expected attainment levels are defined in the Common European Framework documentation as follows: Module code LAX10

Essex level

LAX21+2 LAX20

2 Elementary

A2 Waystage

LAX30 LA333

3 Intermediate

B1 Threshold

LAX40 LAX47

4 Advanced

B2 Vantage

LAX50 LAX57 LAX59

5 Proficiency

C1 Effective Operational Proficiency

LAX60 LAX67 LAX69

6 Mastery

C2 Mastery

1 Initial

CEF level A1 Break-through

Expected attainments on successful completion of LA module/s at the relevant level Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and is prepared to help. Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. Can understand the main points of clear standard input on familiar matters regularly encountered in work, university, leisure etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected texts on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions, and briefly give reasons and explanations for opinions and plans. Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

53

Some LA modules (typically at level 4 and above) have an intrinsic thematic content (e.g. they involve a theme such as the cinema, or contemporary culture), and in such cases the thematic content of the module is assessed by criteria such as those set out below (though the precise criteria employed will vary according to the theme of the module): Learning outcomes for the thematic content of relevant modules Students should demonstrate the ability to… 1 identify & cover key relevant aspects of a topic/task without irrelevance/digression/major shortcomings 2 locate relevant primary and secondary source materials (written and spoken) in the target language 3 extract and accurately summarise key information from source materials, identifying leading ideas/findings 4 make perceptive observations/generalisations about relevant materials/documents/phenomena 5 construct a balanced, coherent, well-judged chain of argumentation supported by appropriate evidence 6 demonstrate the capacity for analysis, evaluation, critical thought, insight and explanation 7 describe, analyse and evaluate similarities and differences between one or more other cultures and their own, showing intercultural awareness 8 acquire specialist knowledge (e.g. of literature, film, culture etc.) 9 acquire and successfully apply specialist skills (e.g. translating, interpreting, website-creation etc.) 10 use specialist language/techniques to describe and comment on relevant materials/documents/ phenomena 11 identify, describe, and discuss problems and propose and evaluate solutions 12 undertake an independent piece of research (or project/practical work) under supervision 13 show some capacity for originality/imagination/creativity/ingenuity/flair 14 present material in a clear, concise, coherent, structured, appropriate, effective and properly referenced fashion and in the requisite form (e.g. written/oral) and format (e.g. project/website/ blog)

54

Marking criteria for work in Modern Languages Students’ performance in respect of a given piece of work is assessed in respect of the extent to which they have attained the learning outcomes which the relevant work is designed to test (as specified in the relevant module or assignment description, and given in more generic terms above), and is assigned a mark in accordance with the following marking scale:

Mark

Accuracy

90-100

No mistakes

80-89

Very few mistakes, none serious

70-79

60-69

50-59

40-49

Power of expression

Oral skills (where applicable)

Content (where applicable; mainly ‘thematic’ modules)

Outstanding range of structures, vocabulary and styles (significantly above expectations* for the relevant level)

Exceptional degree of fluency and aural comprehension (significantly above expectations for the relevant level); authentic pronunciation

Professional quality: exceptional specialist knowledge and understanding of the topic; original insights; thoroughly researched; professional presentation

Excellent range of Excellent fluency and aural structures, vocabulary and comprehension (above normal styles (above normal expectations for the relevant expectations for the relevant level); authentic pronunciation level) High level of Fully appropriate for Fully appropriate for accuracy; occasional communicative tasks at the communicative tasks at the minor mistakes relevant level relevant level

Excellent discussion of the topic, with some exceptional qualities of the type listed above

Generally Good range of structures, accurate; quantity etc. and type of mistakes within normal range for students at the relevant level Fair/erratic (e.g. Modest range of structures, some major errors or etc. frequent careless mistakes) Meets minimal Limited but adequate for standards for the relevant communicative relevant level tasks

Insufficient to carry out communicative tasks effectively at the relevant level

Very competent, well-organised discussion of the topic with no significant deficiencies

Some defects in pronunciation, Good with respect to most criteria with no fluency or comprehension, but significant deficiencies communicates effectively at the relevant level

Fair; deficiencies which occasionally impair communication

Fair with respect to most criteria with no significant deficiencies

Some serious deficiencies in Adequate with respect to most criteria pronunciation, fluency or comprehension, but able to sustain basic communication at the relevant level deficiencies in Inadequate with respect to many criteria pronunciation, fluency or and/or some serious deficiencies comprehension which seriously impair communication at the relevant level

30-39

Below minimal standards for the relevant level

0-29

Work which shows little or no progress towards required levels of achievement

*As a rough guide ‘above expectations’ corresponds to proficiency which would be rated as good or excellent at the next level up. For level 6 (Mastery) modules this would approximate to proficiency of educated native speakers of the language.

55

3.4.2

Language and Linguistics L i The Department aims to provide a flexible curriculum offering a wide choice of modules taught by established scholars. The curriculum introduces students to contemporary linguistic approaches to the study of language and familiarizes them with the results of the best research in relevant area/s of Linguistics. It develops knowledge and understanding of key concepts, issues, ideas, theories, styles of argumentation, evaluation criteria and research methods used in contemporary work in appropriate areas of Linguistics, and of associated methodological, theoretical, descriptive and (where relevant) pedagogical issues. The unassessed and assessed work that students undertake aims to equip them with a wide range of transferable cognitive, practical and key skills, and give them a foundation for further study, employment and lifelong learning. The teaching of English Language and Linguistics in the Department provides a supportive environment within which students are offered academic and personal support whenever they ask for it.

BA English Language and History BA English Language and History (including a year abroad) BA English Language and Linguistics BA English Language and Linguistics (including a year abroad) BA English Language and Literature BA English Language and Literature (including a year abroad)

BA English Language and Language Development BA English Language and Language Development (including a year abroad) BA English Language and Sociology BA English Language and Sociology (including a year abroad) BA English Language and TEFL BA English Language and TEFL (including a year abroad) BA Linguistics BA Linguistics (including a year abroad)

56

English Language And History Course Director: Dr Doug Arnold YEAR 1 Comp Module Code

Title

01 02 03 04 05

------

06 07

LG110-4-AU LG113-4-AU LG111-4-SP LG114-4-SP HR100-4-FY OR HR111-4-FY

NQF Level 4 4 4 4 4


--

CS101-4-FY OR HISTORY OPTION(S) FROM LIST

4

30

LA099-4-FY


4

0


Title

01 02 03 04 05 06 07

--------

HR211-5-FY LG210-5-AU LG212-5-AU LG211-5-SP LG213-5-SP ND 2 YEAR HISTORY OPTION(S) FROM LIST 2ND YEAR HISTORY OPTION(S) FROM LIST

NQF Level 5 5 5 5 5 5 5

Comp Credits 15 15 15 15 15 30 30

08

LA099-5-FY


5

0

Title

NQF Level 6

Comp Credits 30

6

30


--

02

--

FINAL YEAR ENGLISH LANGUAGE OPTION(S) FROM LIST FINAL YEAR LINGUISTICS OPTION(S) FROM LIST

03

--

FINAL YEAR HISTORY OPTION(S) FROM LIST

6

30

04

--

HR831-6-FY OR FINAL YEAR HISTORY OPTION(S) FROM LIST

6

30

57


Status in Award Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory With Options Compulsory

Status in Award Compulsory with Options Compulsory With Options Compulsory With Options Compulsory With Options

English Language and Language Development Course Director: Prof Monika Schmid

YEAR 1 Comp Module Code 01 02 03 04 05 06 07

--------

08

LA099-4-FY

YEAR 2 Comp Module Code 01 02 03 04 05 06 07 08

-------LA099-5-FY

Title LG110-4-AU LG113-4-AU LG115-4-AU LG111-4-SP LG114-4-SP LG116-4-SP LG117-4-AU AND LG118-4-SP OR PS111-4-FY OR LANGUAGE OPTION FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

Title LG210-5-AU LG212-5-AU LG214-5-AU LG211-5-SP LG213-5-SP LG215-5-SP LINGUISTICS OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

NQF Level 4 4 4 4 4 4 4

Comp Credits 15 15 15 15 15 15 30

4

0

NQF Level 5 5 5 5 5 5 5 5

Comp Credits 15 15 15 15 15 15 30 0

Status in Award

Comp Credits 30

Status in Award


Title

01

--

FINAL YEAR ENGLISH LANGUAGE OPTION

NQF Level 6

02

--

FINAL YEAR ENGLISH LANGUAGE OPTION

6

30

03

--

FINAL YEAR LANGUAGE DEVELOPMENT OPTION

6

30

04

--

6

30

05

LA099-6-FY

FINAL YEAR LANGUAGE DEVELOPMENT OR LINGUISTICS OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

6

0

58

Status in Award Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory with options Compulsory

Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory

Compulsory With Options Compulsory With Options Compulsory With Options Compulsory With Options Compulsory

English Language and Linguistics Course Director: Prof Bob Borsley (Autumn) and Dr Doug Arnold (Spring) YEAR 1 Comp Module Code 01 02 03 04 05

------

06

--

07

LA099-4-FY


------

06

--

07

LA099-5-FY


--

02

--

03

--

04

--

05

LA099-6-FY

Title LG110-4-AU LG113-4-AU LG111-4-SP LG114-4-SP LG115-4-AU AND LG116-4-SP OR LG117-4-AU AND LG118-4-SP LG115-4-AU AND LG116-4-SP OR LG117-4-AU AND LG118-4-SP OR LANGUAGE OPTION FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

Title LG210-5-AU LG212-5-AU LG211-5-SP LG213-5-SP ENGLISH LANGUAGE OPTION(S) 2X15 CREDITS OR LA OPTION (LOWER INTERMEDIATE TO PROFICIENCY) 1X30 CREDIT LINGUISTICS OPTION(S) 2 X 15 CREDITS OR LANGAGE OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

Title FINAL YEAR ENGLISH LANGUAGE OPTION(S) FROM LIST FINAL YEAR ENGLISH LANGUAGE OPTION(S) FROM LIST FINAL YEAR LINGUISTICS OPTION(S) FROM LIST FINAL YEAR LINGUISTICS OR LANGUAGE OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

59

NQF Level 4 4 4 4 4


4

30

4

0

Status in Award Compulsory Compulsory Compulsory Compulsory Compulsory with options Compulsory with options Compulsory

NQF Level 5 5 5 5 5


Status in Award

5

30

5

0

Compulsory with Options Compulsory

NQF Level 6

Comp Credits 30

6

30

6

30

6

30

6

0

Compulsory Compulsory Compulsory Compulsory Compulsory with Options


English Language and Literature Course Director: Dr Karen Roehr-Brackin (Autumn) and Dr Rebecca Clift (Spring/Summer) YEAR 1 Comp Module Code 01 02 03 04 05 05

-------

06

LA099-4-FY

YEAR 2 Comp Module Code 01 02 03 04 05 06 06

------LA099-5-FY

Title LG110-4-AU LG113-4-AU LG111-4-SP LG114-4-SP LT111-4-FY TWO OPTIONS FROM LT182-4-AU, LT182-4-SP, SK1814-AU, SK181-4-SP AND LT161-4-AU CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

Title LT201-5-FY LT202-5-FY LG210-5-AU LG212-5-AU LG211-5-SP LG213-5-SP CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

NQF Level 4 4 4 4 4 4

Comp Credits 15 15 15 15 30 30

4

0

Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory With Options Compulsory

NQF Level 5 5 5 5 5 5 5

Comp Credits 30 30 15 15 15 15 0

Status in Award

Comp Credits 30

Status in Award


Title

01

--

FINAL YEAR LITERATURE OPTION(S) FROM LIST

NQF Level 6

02

--

FINAL YEAR LITERATURE OPTION(S) FROM LIST

6

30

03

--

6

30

04

--

FINAL YEAR ENGLISH LANGUAGE OPTION(S) FROM LIST FINAL YEAR LINGUISTICS OPTION(S) FROM LIST

6

30

60

Status in Award

Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory

Compulsory with Options Compulsory with Options Compulsory with Options Compulsory with Options

English Language and Sociology Course Director: Dr Karen Roehr-Brackin YEAR Comp Module Code 01 02 03 04 03 04 06

------LA099-4-FY

Title LG110-4-AU LG113-4-AU LG111-4-SP LG114-4-SP SC101-4-FY SC111-4-FY CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

NQF Level 4 4 4 4 4 4 4

Comp Credits 15 15 15 15 30 30 0

Status in Award

NQF Level 5 5 5 5 5 5

Comp Credits 30 15 15 15 15 30

Status in Award

Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory


Title

01 02 03 04 05 06

-------

SC201-5-FY LG210-5-AU LG212-5-AU LG211-5-SP LG213-5-SP SOCIOLOGY OPTION(S) FROM LIST

07

LA099-5-FY


5

0

Title

NQF Level 6 6 6


Status in Award

6

30

Optional


----

04

--

SC301-6-FY FINAL YEAR SOCIOLOGY OPTION(S) FROM LIST FINAL YEAR ENGLISH LANGUAGE OPTION(S) FROM LIST FINAL YEAR LINGUISTICS OPTION(S) FROM LIST

61

Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory With Options Compulsory

Compulsory Optional Optional

English Language and Teaching English As A Foreign Language Course Director: Dr Adela Ganem (Autumn & Summer) and Dr Tracey Costley (Spring) YEAR 1 Comp Module Code 01 02 03 04 05 06 07

--------

08

LA099-4-FY

YEAR 2 Comp Module Code 01 02 03 04 05 06 07 06

-------LA099-5-FY

Title LG110-4-AU LG113-4-AU LG117-4-AU LG111-4-SP LG114-4-SP LG118-4-SP LG115-4-AU AND LG116-4-SP OR LANGUAGE OPTION FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

Title IA605-5-AU IA606-5-FY IA607-5-SP LG210-5--AU LG212-5-AU LG211-5-SP LG213-5-SP CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS

NQF Level 4 4 4 4 4 4 4

Comp Credits 15 15 15 15 15 15 30

4

0

NQF Level 5 5 5 5 5 5 5 5

Comp Credits 15 30 15 15 15 15 15 0

Status in Award

Comp Credits 30

Status in Award


Title

01

--

TEFL OPTION(S) FROM LIST

NQF Level 6

02

--

TEFL OR LINGUISTICS OPTION(S) FROM LIST

6

30

03

--

ENGLISH LANGUAGE OPTION(S) FROM LIST

6

30

04

--

ENGLISH LANGUAGE OPTION(S) FROM LIST

6

30

62

Status in Award Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory with Options Compulsory

Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory

Compulsory With Options Compulsory With Options Compulsory With Options Compulsory With Options

Linguistics Course Director: Prof Robert Borsley (Autumn) and Dr Doug Arnold (Spring) YEAR 1 Comp Module Code 01 02 03 04 05

------

06

--

07

LA099-4-FY

Title LG110-4-AU LG113-4-AU LG111-4-SP LG114-4-SP LG115-4-AU AND LG116-4-SP OR LG117-4-AU AND LG118-4-SP LG115-4-AU AND LG116-4-SP OR LG117-4-AU AND LG118-4-SP OR LANGUAGE OPTION(S) FROM LIST CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE AND LINGUISTICS


Title

01 02 03 04 05

------

06 07

NQF Level 4 4 4 4 4


4

30

4

0

LG210-5-AU LG212-5-AU LG211-5-SP LG213-5-SP LINGUISTICS OR LANGUAGE OPTION(S) FROM LIST

NQF Level 5 5 5 5 5


--

LINGUISTICS OPTION(S) FROM LIST

5

30

LA099-5-FY


5

0


Title

01

--


NQF Level 6

Comp Credits 30

02

--


6

30

03

--


6

30

04

--

FINAL YEAR LINGUISTICS OR LANGUAGE OPTION OR OUTSIDE OPTION

6

30

63




Code LG110-4-AU LG111-4-SP LG113-4-AU LG114-4-SP LG115-4-AU LG116-4-SP LG117-4-AU LG118-4-SP Code LG210-5-AU LG211-5-SP LG212-5-AU LG213-5-SP LG214-5-AU LG215-5-SP LG216-5-AU LG217-5-SP LG218-5-AU LG219-5-SP LG220-5-AU LG221-5-SP Code LG338-6-AU LG344-6-AU LG352-6-FY LG421-6-SP LG428-6-SP LG429-6-AU LG448-6-AU LG462-6-SP LG474-6-SP LG483-6-AU LG484-6-AU LG490-6-SP LG831-6-FY

st

Module Title (1 years) Sounds Words and Sentences Skills for Linguistics Language Variation and Change Psycholinguistics I – Language Development Psycholinguistics II – Language Processing Foundations of TEFL I Foundations of TEFL II nd Module Title (2 years) Phonology Semantics and Pragmatics Analysing the Structure of English Research Methods for Language and Linguistics Language Development throughout the Lifespan Psycholinguistics Second Language Learning Phonetics Sociolinguistics Multilingualism Language and Sex Variationist Sociolinguistic Analysis Methods rd Module Title (3 and final years) Nature and Nurture in Second Language Acquisition Grammatical Change in the History of English Linguistic Description of English Phonological Development Second Language Vocabulary: Learning, Teaching and Use Topics in the Psychology of Language Learning & Teaching American Languages Sentence Processing Language Rights Pragmatics, Discourse and Rhetoric CA I – Conversation and Social Interaction Literature and Language Learning Linguistics Project

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Module Director Dr Johnson Prof Sadler Dr Chand Dr Arnold Dr Delle Luche Prof Schmid Dr Ganem Dr Ganem Module Director Dr Johnson Dr Clift Dr Jones Dr Delle Luche Prof Schmid Dr Delle Luche Dr Roehr-Brackin t.b.c. Prof Patrick Dr El-Wer Dr El-Wer Dr Chand Module Director Prof Myles Prof Borsley Dr Jones Dr Delle Luche Dr Skoufaki

Office 4.209 4.332 4.315 4.333 4.342 4.208 3.308 3.308 Office 4.209 4.317 4.208 4.342 4.208 4.208 3.306

Email wyn Louisa Vineeta Doug chdell Mschmid aganem aganem Email wyn rclift majones chdell mschmid chdell kroehr

4.328 4.207 4.207 4.315 Office 4.131 4.202B 4.208 4.342 4.123

patrickp enama enama vineeta Email fmyles rborsley majones chdell sskouf

Dr Gkonou

4.119

cgkono

Prof Patrick Dr Delle Luche Prof Patrick Prof Borsley Dr Clift Dr Good Prof Myles

4.328 4.342 4.328 4.202B 4.317 4.125 4.131

patrickp chdell patrickp rborsley rclift jrpgoo fmyles

Learning outcomes and assessment criteria on LG modules Students taking LG modules in English Language/Linguistics/TEFL are expected to achieve a specific set of learning outcomes each year. The expected outcomes vary somewhat from one course of study to another, and can be found in the individual course specifications at http://www.essex.ac.uk/programmespecs/ However, in general terms, what we expect students to be able to do in their first (=1), second (= 2) and final (= F) years is set out below. Learning outcomes on LG modules Students taking a module at the relevant level should be able to… 1 identity & cover main points of topic without irrelevance, digression, or major shortcomings

Level 1 2 √ √

2 demonstrate knowledge of the subject matter and how its various parts are inter-related 3 cite key works from various sources using standard referencing conventions 4 summarise information accurately, identifying ideas/findings that are most significant 5 make perceptive observations/generalisations about data/behaviour 6 present material in a clear, concise, coherent, balanced and structured way 7 discriminate between what is objective evidence and subjective opinion 8 stick to relevant points, avoiding irrelevant observations and unnecessary digression 9 demonstrate command of appropriate language (esp. spelling, grammar, style) 10 use appropriate terminology and techniques to describe/analyse data/phenomena 11 demonstrate understanding of key ideas/techniques and their application 12 be familiar with styles of argumentation and types of evidence used in relevant field/s

√ √ √ √ √ √ √ √ √

13 demonstrate the ability to reason in a consistent, coherent and integrated fashion 14 use appropriate evidence and exemplification to support reasoning 15 describe phenomena/data accurately utilising appropriate techniques and terminology 16 demonstrate skill in identifying and solving problems 17 review existing work on a given topic, identifying its strengths and weaknesses 18 be familiar with relevant data collection techniques and research methods 19 understand the nature of theory/explanation and the relation between theory and data 20 employ specialist techniques to collect/analyse complex data, behaviour or phenomena 21 show understanding of methodological/theoretical/descriptive/pedagogical issues 22 evaluate alternative theories/descriptions/accounts/explanations/approaches 23 demonstrate capacity for critical thought and intellectual depth 24 be able to plan, undertake and report on a piece of small-scale independent research 25 show originality/imagination/creativity/ingenuity/flair 26 demonstrate the ability to handle abstract concepts and constructs 27 show command of the subject and a sense of (e.g. cross-disciplinary) perspective

F √

√ √ √ √ √ √ √ √ √ √ √

√ √ √ √ √ √ √ √ √ √ √

√ √ √ √ √ √

√ √ √ √ √ √ √ √ √ √ √ √ √ √ √

(Note in relation to criterion 3 that whereas in coursework you will be required to give full references to published sources, in exams you are only expected to give an abbreviated reference comprising the surname/s of the author/s and the year of publication: e.g. ‘Smith (2013) claims…’)

65

In marking your coursework and examination scripts, examiners are assessing the extent to which you have demonstrated achievement of the learning outcomes appropriate to your year of study (specified above). The qualities we are looking for in your work may include those listed below. (The extent to which each criterion is relevant will depend on the module and type of assessment task. Module descriptions will specify the criteria that apply). Knowledge The accuracy, breadth and depth of the information you present. This includes:- linguistic data, specialist terminology, representational systems (e.g. phonetic transcription, syntactic trees), summary of theoretical perspectives or the findings of others.  Strategies which demonstrate your knowledge and understanding: summarising or paraphrasing in your own words, illustrating with examples of your own.  Excessive use of direct quotations. Factual errors. Vague or superficial discussion. Critical thinking Your ability to build on your knowledge and understanding of the topic, to develop insights of your own and to discover things for yourself (beyond what you have been taught or have read). Also your ability to develop an informed and coherent point of view on general issues.  Critical evaluation of the work of others. Assessing and testing competing hypotheses. Marshalling relevant evidence and assessing its significance. Applying appropriate methods or analytical procedures to new data. Drawing generalisations from sets of facts. Identifying questions and problems arising from your discussion.  Subjective opinions not supported by evidence or argument. Purely factual presentation (e.g. data with little or no analysis, simply repeating what you have been taught or have read). False/illogical argumentation. Blind acceptance of ‘received wisdom’. External sources Evidence of appropriate reading (or other sources of information) in the preparation of your assignment or, more generally, in developing your expertise in the area. Effective integration of these sources in your discussion. Proper acknowledgment of sources.  Evidence of extensive reading relevant to the topic. Selection of sources which are appropriate to your level of study and the specialisation of the topic (e.g. at more advanced levels, references to the research literature rather than introductory textbooks).  Little or no evidence of relevant reading. Reliance on unauthoritative sources (e.g websites such as Wikipedia) or elementary, non-specialist works. Superfluous references intended solely to extend the number of works you cite. Sloppy referencing (inconsistent or unorthodox conventions, confusing the author with editor or publisher, incomplete bibliographical information). Mismatch between references given in the text (or footnotes) and those listed at the end of the assignment.

66

Coverage & balance Your ability to address the topic as thoroughly and as comprehensively as the word-limit allows, measuring the amount of space or detail devoted to each aspect of the topic in proportion to its importance.  Identifying the main aspects of the topic clearly and addressing them directly. Detailed discussion of the important issues. Succinct discussion of subsidiary matters, background information, etc. Efficient use of language and organisation of the material to maximise the amount of information you can convey within the word-limit (see also ‘Expression’ and ‘Organisation’)  Failure to discuss important aspects of the topic or task. Answering a question which is different from the one that has been set. In exercises, not attempting all of the questions. Lengthy discussion of peripheral or irrelevant issues. Work which is significantly under-length and does not address the topic adequately. Resorting to ‘waffle’ or repetition to make up the word-length. Using ‘lack of space’ as an excuse for not discussing important matters (especially if accompanied by any of the preceding defects). Exceeding the word-limit. Expression Your ability to communicate your ideas clearly, principally through effective use of language, but also by means of diagrams, tables, figures etc. This also includes use of standard conventions:- for presenting examples (e.g. italics for examples given in-text); diacritics indicating acceptability-judgements; glossing, transliteration and translation of data from other languages; use of phonetic transcription (not ‘phonetic spelling’) to indicate pronunciation, etc.  Professional academic style. Effective use of linguistic strategies to indicate connections between sentences, paragraphs and sections. Appropriate use of diagrams, tables, etc. to supplement your discussion. In oral presentations: confident, articulate delivery; ability to engage the audience and keep their attention; good use of visual-aids.  Poor grammar or spelling. Inappropriate style (too informal or too convoluted). Use of ‘erudite’ language as a substitute for clear thinking or exposition. Superfluous or unclear use of diagrams, tables etc. (e.g. without analysis or explanation). Inconsistent or unorthodox conventions for presenting examples, etc. In oral presentations: mumbling, frequent hesitations, excessive use of conversational fillers (e.g. ‘like’, ‘sort of’, ...); monotonous style (e.g. reading from a script). Organisation The way in which you structure your material and the order in which you present it; to ensure development of ideas from one part to the next; to guide the reader; to minimise the need for repetition or digression.  Evidence of clear planning. A succinct introduction which provides essential background and brief statement of objectives – body, which addresses these objectives in detail – a succinct conclusion which brings together the principal findings, showing how they relate to each other and to the initial objectives. Division of the text into coherent Sections (and/or Chapters in longer pieces of work) with appropriate headings. Clear progression from one section to the next. Explicit guidance to the reader. Use of cross references (with page or section numbers) where appropriate.

67



Discussion which wanders aimlessly from one topic to another. Frequent repetitions and/or long digressions. Illogical order of presentation (conclusions before evidence, discussion which presupposes information which you present later on).

The marking scale we employ is summarised below. Level

Assessment Criteria Levels

1

Outstanding work which would be considered competent or beyond at a more advanced stage of study Work which is outstanding in some respects, demonstrating qualities appropriate at a more advanced stage of study Very good or excellent in most respects; work of the standard which can be expected of competent students Work which shows a competent level of understanding overall, but with some minor shortcomings Work which shows an adequate understanding, but with some significant shortcomings Work which shows a basic level of understanding

2 3 4 5 6 7 8 9

Work of an unsatisfactory standard but which shows a partial and/or superficial understanding Work which shows little or no understanding and/or only a partial attempt at the task(s) Work which does not represent a genuine attempt at the task; 0 reserved for non-submission or penalty for a proven academic offence; 10 reserved for empty submission (e.g. exam blank besides name).

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Internals Should Use This Mark Range 90-100 80-89 70-79 60-69 50-59 40-49 30-39 15-29 0-14

4.4.3

Joint Courses (administered by partner departments)

Essex Business School BSC Banking and Finance with a Modern Language BSC Finance and Modern Languages BSC Finance with a Modern Language BSC Finance with Mandarin BSC Management and Mandarin BA Business Management and Modern Languages BA Business Management with a Modern Language Economics BA Economics with French BA Economics with German BA Economics with Italian BA Economics with Portuguese BA Economics with Spanish History BA History with a Modern Language Philosophy and Art History BA Art History and Modern Languages BA Art History with a Modern Language Mathematical Sciences BA Mathematics with a Modern Language

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4.5 Changing your degree and maximum period of study If you want to change your course, you should talk to someone in your department first. Check the deadlines for course changes with the Student Services Hub. Investigate your potential new course by looking at course information on the department’s web pages, talking to students on the course and speaking to tutors. You should also look at our Rules of Assessment for the new course to check whether there are any course-specific requirements. If you are considering changing course due to academic worries with your current course, you might find it useful to seek academic support before changing course. Contact the Talent Development Centre for advice. If you want to make a formal request for a course change, you should do so via the online Course Change form. Go to www.essex.ac.uk/students/course-admin/changingcourse.aspx for more information. Undergraduate students have a maximum period in which to complete their studies. This is set at the point at which you register, and is normally the length of your programme plus two additional years. This is to allow some flexibility in cases where you find you must intermit, or you fail a stage of study and must repeat it, or you want to transfer to a new course and must retake a stage of study.

4.6 Information about modules including: choices, core, optional, enrolling for modules, the location of the directory, reading lists, changing modules, changing your class The Module Directory is a useful tool that is available on the University website. You can find it here: http://www.essex.ac.uk/modules/. By selecting Language and Linguistics from the drop down list and pressing ‘Go’, you will be able to see all of the modules that are offered by the department. You can also set a filter to include only undergraduate, postgraduate or outside options. This gives you full access to the teaching and assessment information as well as the full module description. You can also access the Online Resource Bank (ORB) from the module pages, which will take you to resources such as reading lists that are available for download for that particular module. Before beginning the first year, some students will be expected to select optional modules depending on their programme of study. There are lists which show which modules are available as options on different courses. Students will be able to see from the online module enrolment system (eNROL) how many modules will need to be chosen, and which list to choose them from. eNROL will also show compulsory and core modules. Students can only choose modules from the list specified on the drop-down list in eNROL.

70

More information about choosing optional modules can be found here: http://www2.essex.ac.uk/academic/students/ug/schemes.html When you arrive at the University, you may request changes until the end of week 3. No changes will be considered after this date. Reading lists – Reading lists are accessible via ORB/Moodle or your Module Director. Special Syllabus If you subsequently wish to change one of your modules, because either you have missed the enrol deadline or you want to take something that isn’t available from your list of optional modules available you should speak to your supervisor in the first instance and then if they agree you should complete the relevant Special Syllabus request form via ESF (Electronic Student Files https://www.essex.ac.uk/esf/). Once submitted it will need to be approved by the department before being passed to the Registry for approval. The final decision rests with the Dean. Please note that it is not normally possible to change modules once we are more than a couple of weeks into the first term. Please remember that these types of requests are not always automatically approved. Teaching timetable - Information about teaching timetables and your individual timetable at www.essex.ac.uk/students. Requesting a class change Students are automatically assigned to classes based on availability by the Central Timetabling Office and in the attempt to produce a clash free timetable for every student. Reasons for requesting a class change In special circumstances students may request a change in their class allocations – for example, if you have childcare or caring commitments, work commitments, attendance on other courses of study or for medical reasons. Permission to change to an alternative class or lecture is agreed at departmental or school level and the right is reserved to refuse permission to change. The above list is not exhaustive, and we understand there may be other genuine reasons for changes. Your Department may ask for evidence to support your change of class request. Please note class change requests are subject to availability within other classes. Changing optional modules You will already have made an initial choice of modules. If you are in any doubt as to whether you have made the right choice, try to talk it over with your Course Director. It is usually possible to change modules up to the end of the second week of teaching in the Autumn Term. If you are not sure which modules to take you could attend lectures for several different modules before making your final choice. If you do decide to change, this is what you have to do within the first two weeks of the Autumn Term. For more information go to information on changing modules at the start of the academic year: http://www2.essex.ac.uk/academic/students/ug/chgcrse.html 71

4.7 Listen Again Did you miss something? Our Listen Again digital recording service lets you listen again to lectures so you grasp every detail. Available in teaching rooms or lecture theatres where you see the sign. listenagain.essex.ac.uk 4.8 Supervision of UG student research and final year projects

Final year project On some degree courses, final-year students have the opportunity to do a Linguistics Project (LG831-6-FY) as a full (30-credit) option. Projects take the place of a traditional module assessed by coursework and examination. They help develop a number of transferable skills which are prized by many employers – the ability to work independently, to design and carry out a small-scale piece of research, to write up the results in a professional format, and so on. If you think you might be interested in doing a Project you should start to think concretely about a possible choice of topic well ahead of time.  Be aware that a project is not an easy option. It represents the same amount of work as an entire module. For example, if you reckon that an average working week for a student expecting to get a middle-range degree is 35-40 hours for four modules, then you should expect to spend at least 7-8 hours per week on your project, culminating in an 8,000-word dissertation.  These are Linguistics projects, so any topic you propose must be a linguistic topic. Furthermore, students must normally undertake a project in an area in which they have taken or are taking a module.  In thinking about whether to do a project, it should be the case that you have already encountered a general area of linguistic enquiry which has enthused you (e.g. psycholinguistics, language variation, second language acquisition, phonology, phonetics and so on). If you need someone to tell you the general area in which to do this, then our advice is: forget it! To be successful you need to start from a position of knowledge about the area (from a module you have taken) and have a real interest in the area to sustain you through the long periods of solitary work. Choosing a Linguistics Project  If there is any area which has enthused you, you should think about which particular aspects have enthused you. Read about those aspects, starting with the relevant parts of texts on the reading list of the module you have taken or are taking. Then see if there are any recent articles on these topics in the relevant journals in the library. This should give you a feel for issues of current interest in the area.  One the basis of your thinking and reading, you should begin to formulate the kind of project you might like to do. This should have the following characteristics: (a) it should deal with a small, well-defined issue you want to investigate; (b) it should require some innovative work on your part: this may involve observation, testing, interviewing, or surveying some form of language use; it may involve an application of an established analysis to a new domain or a new language; or similar activity requiring some sort of

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research initiative on your part. What it shouldn’t be is a simple review of previous literature. A literature review will certainly be a part of your project dissertation, but it must not be an end in itself. Once you have reached this point, this is the time to discuss your ideas with a member or members of staff with expertise in the area in which you want to do a project. You should know which members of staff have the relevant expertise from having followed their modules. Another useful pointer to members of staff with appropriate expertise are module outlines and information about staff research interests can be found in the staff profiles available at: http://www.essex.ac.uk/langling/staff/Staff.aspx?type=academic . The questions to ask the relevant member of staff are: ‘Here is the kind of project I have in mind: is this sensible and realistic? If it isn’t, is the idea salvageable by revision? Can you indicate how I might revise the idea? Would you be willing to supervise this project?’ A typical project might contain the following components:  a bibliographical component, presenting a critical review of the existing work in the relevant field  a data component, demonstrating an ability to collect relevant data in a professional way  an analytical component, involving a linguistic description, analysis, and (if appropriate) statistical quantification of the relevant data  a theoretical component, demonstrating that you appreciate the theoretical significance of your findings if appropriate) a practical component, discussing possible applications of your research (in teaching, industry, etc.) Presentation The general advice in this booklet on the organisation and presentation of Linguistics coursework assignments applies equally to Reviews/Projects. Presentation is regarded as particularly important in the case of Projects: consequently, poorly presented Projects which do not conform to the norms for coursework assignments set out in the relevant part of this booklet are likely to be heavily penalised, and may cause you to receive a mark one or more classes lower than might otherwise have been the case. Marking Criteria Projects will be evaluated on the basis of criteria which include the following (where appropriate):      

the breadth of the bibliography, and the depth of the discussion of material it includes the appropriateness and thoroughness of the methodology used to collect the data the depth, accuracy and insightfulness of the analysis the level of understanding of theoretical issues the quality of the practical component the overall organisation, structure and style of presentation

Enrolment If you wish to undertake a Linguistics Project you should (at the time of Module Enrolment in your 2nd year): Obtain a copy of the proposal form from the Undergraduate Administrator, complete it, obtaining 73

the relevant signatures and return the form to the Undergraduate Administrator in 4.305. You will not be permitted to enrol on LG831-6-FY unless you have submitted the appropriate form. 4.9 Essex Abroad, terms abroad and opportunities Study Abroad Web Site: http://www.essex.ac.uk/studyabroad/ Although the Year Abroad is the 3rd year of your four year degree course, preparations begin in the 1st year. Four-year degree courses with integral Modern Languages components involve spending a period abroad in a country where the major language is spoken. During the year abroad you have three options: a) If you are an EU national and a native speaker of English who has completed their secondary education in the UK you are eligible to apply for a salaried post as an English Language Assistant. You will be under contract with the British Council. Apart from your work in the school, you will have to complete some coursework for the department. b) You can study in one of our partner universities in Europe or Latin America. You will enrol for a full-time course load (the equivalent of 60 ECTS credits in total) at your host university, and you will complete all associated coursework and exams. The results will count towards your degree. Passing the study abroad modules will ensure a smooth re-entry into your 4th and final year at Essex. Failing to comply with the requirements of the year abroad may lead to withdrawal from the University or having to change degree scheme. c) You can study for the first term in one of our partner universities in Europe or Latin America and then spend a minimum of 3 months doing a work placement in the same country. You are responsible for finding and securing the work placement. The year is assessed by a combination of coursework and exams at your host university and the coursework set out by the department in relation to your work placement. This option is available for students starting in 2014 and going abroad in 2016."

Studying at a university abroad You spend the year as a student at one of our partner universities, which are: FRANCE GERMANY SPAIN MEXICO CHILE COLOMBIA ITALY PORTUGAL BRAZIL

Lyon 3; Montpellier; Nice; Paris II (Paris is only for students doing Politics or European Studies) Berlin (FUB); Trier (usual destination for Intensive route); Konstanz Murcia; Madrid (Complutense); Madrid (Francisco de Vittoria—for Business Mgmt & ML only); Granada; Cadiz ITESM (campuses all over Mexico); UDEM (Monterrey), UADY (Merida) Universidad Chileno – Británica, Santiago, Chile (paid assistantships available) Universidad de los Andes, Bogotá Bologna, Trento, Urbino Universidade de Coimbra Universidade Federal de Santa Catarina, Florianópolis Federal da Bahia, Salvador

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The decision as to which university you will attend will depend on the number of places available, and the availability of courses suitable to your particular degree structure, and of course we will take into account your preferences. Your first preference cannot be guaranteed. Supervision - You will normally have a local advisor who will provide guidance on academic and other matters. You will keep in regular touch with both this local advisor and with Essex. You will normally receive a monitoring visit from an Essex staff member during the year. You will remain in contact with Essex (and with one another) via email and the Year Abroad website. Accommodation – In some cases this will be provided for you (if you wish) by the host university. However, many partner universities do not have halls of residence, but will often find you accommodation for an initial period before you find your own in the private sector, which is normally not difficult. Fees – For most British or other EU students, no tuition fees will be payable if you study at a European university, either to the host university or to the University of Essex. You must ensure that your normal source of maintenance income will continue for the whole of your third year. If you study in Latin America, you will pay 50% of your normal tuition fees to Essex. If you are studying in Europe or are a language assistant in Europe you will also be eligible to apply for an ERASMUS grant, which will cover some of the living costs for the year. On vacation grants, see below. There are also grants available for study in Latin America (see the information on Santander grants on the Study Abroad website). For further information on your Year Abroad, consult the Study Abroad website: http://www.essex.ac.uk/studyabroad/ An Information Pack is given to students before they leave the University prior to their Year Abroad, containing:    

General information about the Year Abroad Specific information about each host university Information on assessment A schedule of actions to be taken

Consult Year 4 students who spent last year at your host university. Consult exchange students currently here at Essex from your host university.

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Vacation Periods Abroad Vacation periods abroad form part of the prerequisites for level 4 (Advanced), level 5 (Proficiency) and level 6 (Mastery) modules: Four Week Residence Abroad Students who take an intensive language module as part of their degree course in their first year and need to carry on with the language of their intensive module in order to reach level 5 or above in the final year of their degree course must take an approved language course abroad in the summer vacation in order to be able to access level 4 modules (LA240; LA340; LA440; LA640) the following year: for such students the registration fees for the course abroad will be paid by the University and the rest of the expenses will be paid by the students themselves (but for any other students wishing to take a summer vacation language course abroad, the University will not pay for their registration fees and all expenses will be incurred by the student). Students who do not need to reach level 5 or 6 in their final year in the language of their intensive modules and who do not take the approved course abroad can access level 3 courses (LA230; LA333; LA430; LA630) on successful completion of the relevant intensive modules. During the autumn term, you must sign a Vacation Course Acceptance form to signify that you understand this requirement and that you accept the financial commitment involved. Only students who have signed this form will be eligible to have their fees paid. For further information about the vacation courses, please see Claudia Nehmzow (room 3.302) for German, Ignazia Posadinu (room 4.320A) for Italian, Beatriz de Paiva (room 4.211) for Portuguese and Gemma Martinez-Garrido (room 4.320) for Spanish. Please note, Vacation Course Acceptance Forms are to be handed into the Student Administrator (room 4.305) Eight Week Residence Abroad Students on four year courses who completed level 4 modules in their second year and intend to study Proficiency Level Modules (LAX50 or LAX57) in their final year without spending their Year Abroad in the relevant country must spend a vacation period of a minimum of eight weeks in the relevant country. In cases where students have taken a suitable module in the language at the Study Abroad university, or taken two level 4 modules in their 2nd year, or undertaken a language course/module abroad (min. 40 hours of tuition), the relevant module director may accept a shorter vacation period. Sixteen Week Residence Abroad Students who completed level 5 modules in their second year and intend to study Mastery Level Modules (LAX60 or LAX67) in their final year without spending their Year Abroad in the relevant country must spend a vacation period of a minimum of sixteen weeks in the relevant country. In cases where students have taken a suitable module in the language at the Study Abroad university, or taken two level 5 modules in their 2nd year, or undertaken a language course/module abroad (min. 80 hours of tuition), the relevant module director may accept a shorter vacation period. This requirement is designed to ensure that you are able to follow a module in your final year alongside students who have spent an academic year of eight of nine months in the country. The eight/sixteen week residence abroad should be undertaken in each of the two summer vacations between your second and fourth years. You should also consider the possibility of fitting in a few weeks during the two Easter breaks if you think you might find it difficult to complete the full 16 weeks in the two summer vacations. How you organise yourself for the vacation period(s) abroad is largely up to you. You should of course try to ensure that you expose yourself as fully as possible to the language (spoken and 76

written) and to the culture of the country (i.e. do not spend the time with other English-speaking people). You should note that there is no ERASMUS funding for any vacation courses. Before being definitively enrolled on a second language module at level 5 or 6 in the final year, you must complete the Vacation Periods Abroad Form (available from the Departmental Office) and submit it to the relevant module director by 1 October just prior to your fourth year. Students who, for whatever reason, do not satisfy the prerequisites for the final-year language module in terms of minimum periods spent abroad and completion of a vacation course will not normally be admitted to the module. For any language studied below level 4 in the second year there are no compulsory residence abroad prerequisites for moving up to the next level in the fourth year, though clearly it is important to keep any such language ‘alive’ during your Study Abroad period in whatever way possible. Students doing European/Latin American Studies should keep the Centre for Interdisciplinary Studies in the Humanities (CISH) informed of their vacation period plans as they evolve. For further details, see the section on Vacation Periods Abroad on the Study Abroad Web Site.

4.10 Placement Information and the employability module (see also 10) 4.10.1 Employability Module LA099-4/5/6-FY (Careers and Employability Skills for Language and Linguistics) gives students the opportunity to develop their employability skills, their awareness of their own skills and career aims, and their knowledge of the graduate job market and its requirements. It will also introduce students to the resources that the Employability and Careers Centre and the Department provide for their personal and career development, work placements and volunteering, and their research into the job market. The three-year module is non-credit-bearing, but compulsory for all First year Modern Languages and English Language/Linguistics students in the Department. Second and final year students are encouraged to attend where advised. The module will require you to attend a range of different workshops and events and engage in a variety of activities that raise your awareness of your skills, options, and opportunities. It will also provide you with the resources and information that you need to identify appropriate careers and the steps required to achieve their career goals.

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4.11 Summary of how the department offers an inclusive learning experience, ensures the quality of opportunities and responds to the diverse needs of students. In line with the University’s purpose to contribute to society through excellence in education, the Department of Language and Linguistics aims to offer our students a transformational educational experience. We achieve this through high quality teaching in the curriculum and through providing all of our students with a range of extra-curricular workshops, mock conferences and activities that give them the opportunity to fulfil their potential as individuals. We encourage students, as members of our academic community, to become independent learners who are able to take responsibility for their personal and professional development throughout their lives. Our academic community is diverse, and we celebrate and promote this diversity as an important part of the student learning experience, allowing them to develop a genuine world view, inter-cultural awareness and inter-cultural agility, through shared curricula and extra-curricular learning experiences. 4.11.1 Information for disabled students We would encourage all new students with a disability, long term medical condition, specific learning difficulty or mental health difficulty to disclose and register with the disability service so that we can plan how best to support you in your studies. You can find out about the academic and learning support we offer here: http://www.essex.ac.uk/students/disability/academic.aspx UK students may be eligible for a Disabled Students’ Allowance grant. Go here for more information including application forms and key changes for 2015-16 http://www.essex.ac.uk/students/disability/funding.aspx

4.11.2 Information for international students We are proud to be a global community and we recognise that living and studying in the UK may be very different from your own country. Essex has a wide range of support covering academic and health and wellbeing issues. Our friendly and professional staff will be able to guide, advise and assist you during your time at Essex. You can find helpful information here - www.essex.ac.uk/students/new/international/default.aspx. If you are studying on a Tier 4 visa, don’t forget to read section 8.4 Tier 4 Information of this handbook which has further information and links.

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4.11.3 Mature and part-time students As a mature student you’ll be in very good company – around 25% of our students are mature students. We appreciate that studying as a mature student can present challenges. This is particularly true if you have other commitments and responsibilities to meet such as work and family. We want you to be aware of the support available so that you can make the most of your time at Essex. You can find more information here: www.essex.ac.uk/life/students/mature.aspx 4.12 Student representation, Student Staff Liaison Committees, Student Assessment of Modules and Teaching and Student Surveys Student feedback is a vital part of the University's approach to quality assurance and enhancement. It is therefore important that you are given the opportunity to feedback and that you take the time to feedback to the University. You can do this in a number of ways: 1. You can contact (or be elected as) a student representative who represent the voice of fellow students in departmental Student Staff Liaison Committees (SSLCs) and other University level committees. 2. You can find more information on the Students’ Union website www.essexstudent.com/representation/coursereps/ and the University’s policy here: www.essex.ac.uk/quality/student_representation/student_rep.asp. 3. You can find out information about Student Staff Liaison Committees here: www.essex.ac.uk/quality/student_representation/sslc.asp. Every year, we will ask you to complete the Student Assessment of Module and Teaching (SAMT). This survey will be summarised and discussed by SSLCs and will inform reports written by us for central University committees as part of our quality assurance processes. Student satisfaction surveys enable the University to gauge overall satisfaction amongst students. When the results have been reviewed and analysed, the University can then enhance the student experience of learning at Essex. You will probably be aware of the National Student Survey (NSS) for final year undergraduate students which feeds into university league tables. We also run our own Student Satisfaction Survey (SSS) which tells us on a local level how we’re doing and where we can make improvements. It’s for all undergraduate students not covered by the NSS. The surveys are run online and you will receive a link to the survey in your email. 4.13 Library Services At our Colchester Campus, the Albert Sloman Library on Square 5 has long opening hours, a new extension set to open in 2015, and 24 hours a day access in the weeks leading up to exam time, the library has a wide range of learning resources, including books, journals, British and foreign-language newspapers, databases, microfilms and audio-visual materials. There are quiet group study areas and networked PCs on all floors. Further information can be found at: libwww.essex.ac.uk/ 79

4.14 Attendance monitoring (Count-me-in) and absence from sessions Your attendance at lectures and classes has a significant impact on how successful you are in your studies. At Essex, we monitor attendance so we can identify students who may need guidance and support. You’ll need to record your attendance at teaching events using your registration card and the electronic reader in the teaching room. Just ‘tap in’ for every timetabled teaching event you attend. You should not tap in for someone who is not attending the class; and also you should not tap in if you then immediately leave the teaching event. This may result in disciplinary action being taken against you. It’s your responsibility to look after your registration card and to have it with you for all of your teaching events. If you attend a teaching event without your card, or forget to tap in, you will be marked as absent. If you lose your card or it is faulty, go to the Student Services Hub to get a new card and take your faulty card with you (a fee may be applicable) and a form of ID. Your attendance will be adjusted to mark you as present for a limited period only. For further information on attendance monitoring (known as Count-me-in) please visit http://www.essex.ac.uk/students/course-admin/attendance.aspx If you need to report an absence from a teaching event, test or exam due to medical or other circumstances you should do so by completing the relevant form in myEssex for a notified absence. We will consider the reasons and may record it as an authorised absence. Be aware that you may need to provide evidence, including medical evidence if relevant. Please contact your Personal Tutor, department staff or the Student Services Hub for advice and support, particularly if you are going to be absent for several weeks.

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Assessment 5.1 Rules of Assessment www.essex.ac.uk/students/exams-and-coursework/ppg/general/assessrules.aspx The Rules of Assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results. These decisions are made by the Board of Examiners, which meets at the end of the Summer Term. The Board of Examiners use the Rules of Assessment to decide: • whether you can be awarded credit for the modules you have studied • whether you have done enough to move on to the next stage of your course • whether you have done enough to pass your course • what classification you will receive • what reassessment you could be offered • whether you must withdraw from your course, with or without and exit award Exit Awards If you decide to withdraw from your course before you finish, or you fail too many credits to be awarded a Bachelor’s degree, you may be awarded a qualification at a lower level, if appropriate.

5.2 Extenuating Circumstances, withdrawing and intermitting www.essex.ac.uk/students/exams-andcoursework/ext-circ.aspx Extenuating circumstances are circumstances beyond your control which cause you to perform less well in your coursework or examinations than you might have expected. In general, extenuating circumstances will be of a medical or personal nature that affect you for any significant period of time and/or during the examination period. You need to submit your form by the deadline, see: www.essex.ac.uk/students/exams-andcoursework/ppg/general/assess-rules.aspx You will not get extra marks you hand in an extenuating circumstances form. Boards of Examiners use other methods to take into account extenuating circumstances, such as permitting further reassessment opportunities for uncapped marks. Please read the guidance on extenuating circumstances very carefully before submitting your form and evidence. Please seek advice from the Students’ Union Advice Centre, www.essexstudent.com/services/advice_centre/, or the Student Services Hub, www.essex.ac.uk/students/contact/registry.aspx, if you need any guidance. Intermitting is a temporary withdrawal or leave of absence from your studies for one term, two terms or one academic year (stage). In exceptional circumstances, a period of up to two academic years away from our University may be allowed as long as it does not exceed your maximum period of study. 81

Normally this is for reasons beyond your control such as health or personal problems. An intermission is approved for a defined period of time after which you would return to your studies. This is a formal process which needs formal approval. If you are thinking about intermitting, there are some practical things you need to consider such as academic issues, for example the impact on your module choices and maximum period of study, accommodation, financial matters including the impact on your tuition fees and visas if you have a student or Tier 4 visa. If you decide to intermit you will no longer be entitled to attend tuition but you will still have access to your Essex email account which we will use to communicate with you and some library access. If you decide to intermit, you will need to complete the online form at: www.essex.ac.uk/esf/ and you will receive an email confirming whether your request to intermit has been successful. You should read the guidance on intermitting very carefully before submitting your form, at: www.essex.ac.uk/students/course-admin/intermission.aspx. You are strongly advised to discuss intermitting with your department.

Withdrawing from your course is the formal process for permanently leaving your programme of study and the University. Before deciding that withdrawal is the best action for you, there are plenty of people at our University who can offer you information and advice. Where possible, we will try and give you the advice and support you need to help you stay and carry on with your studies. You should consider whether taking a temporary break from your studies will help you to address the concerns that are making you think about leaving. If you are thinking about withdrawing, there are some practical things you need to consider: accommodation, financial matters including your tuition fees, visas if you have a student or Tier 4 visa, and careers advice, available from our Employability and Careers Centre www.essex.ac.uk/careers/. If you decide to withdraw, you will need to complete an online form at www.essex.ac.uk/esf/ and you will receive a letter confirming that your withdrawal has been completed. 5.3 Re-marking of coursework You have the right to request a re-mark of your coursework under certain circumstances which your department will advise you on. The University Marking Policy can be found at: www.essex.ac.uk/quality/university_policies/examination_and_assessment/marking_policy. You will need to complete a form and be aware that marks can go down as well as up.

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5.4 Moderation, second marking policies and External Examiners The University policy on moderation is part of the Marking Policy. When work is moderated, it means that a second member of academic staff takes a random sample of the work for a particular assessment and reviews the marks given. A moderator would not change the individual marks for the work, but would liaise with the first marker if he or she believed that the marks were not at the correct level, with a view to the first marker reviewing and adjusting the marking. Second marking is where a second marker marks the work but has access to the first marker’s marks and/or comments. Where two members of staff are involved in marking a piece of work, the markers should make every effort to agree a mark, rather than merely averaging the two marks. Departments must keep a full record of both individual and agreed marks for all work which is second or double marked. External Examiners are usually academics from other universities but may be from industry, business or the profession depending on the requirements of the course. They give an impartial view of the course and independent advice to ensure that courses at the University meet the academic standards expected across UK higher education. External Examiners write reports on the courses and modules they are responsible for which are made available to you via your department. You can find the name and institution of the External Examiner for your course and modules by looking on the Programme Specifications Catalogue and the Module Directory. You can find out more about how the University uses External Examiners at: www.essex.ac.uk/quality/external_examiners/default.asp Please note: you may not contact External Examiners directly under any circumstances. If you have any concerns about the quality and standards of your course, please contact your student rep, your Head of Department or the Students’ Union. 5.5 Appeals and complaints The Academic Appeals Procedure can be found at www.essex.ac.uk/students/exams-andcoursework/ppg/ug/appeals.aspx Following the meeting of the Board of Examiners and the publication of your results, you are eligible to submit a formal appeal against the Board’s decision. Be aware that there are strict deadlines for the submission of the appeal form and your evidence. A student appealing against the progress decision of a First or Second Year Board of Examiners must submit a formal appeal within two weeks of the publication of results. In all other cases the appeal must be submitted within four weeks of publication of the results The main legitimate grounds for appeal are the following: (i) extenuating circumstances of which the Board of Examiners was unaware and of which the student could not reasonably have been expected to inform the Board of Examiners in advance, of such a nature as to cause reasonable doubt as to whether the result might have been different had they not occurred. (ii) procedural irregularities in the conduct of the Board of Examiners (including alleged administrative error) of such a nature as to cause reasonable doubt as to whether the result might have been different had they not occurred. 83

Other grounds will be considered on their merits. You may not appeal against academic judgement. This means that you can’t appeal against the marks you have been given by a Board of Examiners without evidence of extenuating circumstances or procedural irregularity. The following are not considered legitimate grounds on which to appeal, and any appeals based exclusively on one or more of these grounds will be rejected automatically: (i) disagreement with a mark or grade and/or appeals against the academic judgement of internal or external examiners. Coursework and examinations cannot be remarked, except in cases of procedural irregularities. (ii) any provisional mark or informal assessment of the student’s work by a member of staff that is not the final mark approved by the Board of Examiners. (iii) the retrospective reporting of extenuating circumstances which a student might reasonably have been expected to disclose to the Board of Examiners before their meeting. (iv) appeals against the judgement of the Board of Examiners in assessing the significance of extenuating circumstances, and whether and to what extent they affected academic performance. (v) marginal failure to attain a higher class of degree. (vi) appeals where the grounds of complaint concern the inadequacy of teaching or other arrangements during the period of study; such complaints must be raised, in writing, before the examination board meets Foundation, first or second year students of a three or four year programme of study can consult the Executive Dean before submitting a formal appeal. The Dean has power to take action on behalf of the Board to change the original progress decision if you present appropriate new evidence to support your case. The Dean can also consider requests from students who want to repeat the year rather than take reassessment across the summer. We strongly advise all students thinking about making an appeal to contact the Students’ Union Advice Centre for information and assistance. The Advice Centre can be found on Square 3, telephone: 01206 874034, email: [email protected]. You may also appeal against the outcome of academic offences committees and progress committees under certain circumstances. You can find more information at: www.essex.ac.uk/students/exams-and-coursework/ppg/ug/appeals.aspx

The Complaints Procedure can be found at: www.essex.ac.uk/students/experience/complaints.aspx The University is a large community engaged in many activities of both an academic and non-academic nature. From time to time, you may feel dissatisfied with some aspect of your dealings with the University and, when that happens, it is important that the issue is dealt with constructively and as quickly as possible without risk of disadvantage or recrimination. You can find the complaints procedure and the forms here - www.essex.ac.uk/students/experience/complaints.aspx A complaint is defined as ‘an expression of a dissatisfaction by one or more students about a university’s action or lack of action, or about the standard of service provided by or on behalf of the university’ (this is 84

in line with the QAA Quality Code for Higher Education, Chapter B9: Academic Appeals and Student Complaints). The University aims to resolve complaints quickly and informally in accordance with the complaints procedure for students. Examples of complaints might include: • failure by the University to meet its obligations including those outlined in the Student Charter • misleading or incorrect information provided by the University • concerns about the delivery of a programme, teaching or administration • poor quality facilities, learning resources or services provided directly by the University Complaints not covered The definition of a complaint is very broad and the list above is not exhaustive. However, some issues may be more appropriately considered under processes other than the complaints procedure. The complaints procedure will not normally cover: • • • • • •

appeals relating to examinations or assessments or to academic progress or against a finding of guilt in relation to an academic offence (see the academic appeals procedure) complaints involving an allegation that a student has failed to meet his/her academic commitments (see the academic progress procedure for taught programmes or for research degrees) complaints involving an allegation of misconduct by a student or dissatisfaction about an outcome of the student conduct process (see the Code of Student Conduct) complaints involving an allegation of harassment a concern about a decision made under other specific regulations such as Fitness to Practise or Disclosure and Barring Service complaints regarding admissions decisions

5.6 Academic Offences Policy (see also 8) www.essex.ac.uk/about/governance/policies/academic-offences.aspx The University takes academic offences very seriously. It is your responsibility to make yourself aware of the Academic Offences Policy, the regulations governing examinations, and how to correctly reference and cite the work of others. If you aren’t sure what referencing system you should use, you should ask your department and also refer to 8: Referencing and good academic practice in this handbook. Academic offences include plagiarism, falsifying data or evidence, submitting a fraudulent claim of extenuating circumstances and copying the work of another candidate or otherwise communicating with another candidate in an examination. This list is not exhaustive. An academic offence can take place even if you didn’t mean to commit one.

5.7 Ethics All research involving human participants, whether undertaken by the University's staff or students, must undergo an ethics review and ethical approval must be obtained before it commences. You can find our Guidelines for Ethical Approval of Research Involving Human Participants at: www.essex.ac.uk/reo/governance/human.aspx along with the Ethical Approval application form.

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‘Human participants’ are defined as including living human beings, human beings who have recently died (cadavers, human remains and body parts), embryos and foetuses, human tissue and bodily fluids, and personal data and records (such as, but not restricted to medical, genetic, financial, personnel, criminal or administrative records and test results including scholastic achievements). Our Departmental Ethics Co-ordinator is Dr. Mike Jones, office: 4.208, tel: 01206 872231 and Email: [email protected]

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Coursework 6.1 Assignment and essay length The length of coursework assignments is specified in number of words for each module that uses this method of assessment. You may be penalised for work which exceeds the maximum length specified: the normal departmental penalty is 1 mark per 100 words (or part thereof) over the maximum (up to a maximum penalty of 10 marks). Part of the art of writing assignments, lies in the discipline of producing a specific piece of work, of a specific length, by a specific deadline. For linguistics assignments, you should indicate the length of the main text of each assignment you produce (excluding bibliography and appendices) at the end of your assignment. There is no fixed penalty for work which falls short of the word limit, but you may of course be penalised for not covering the topic in sufficient depth or detail.

6.2 Coursework submission details (including FASer) and deadlines You will be able to access FASer via your myEssex student portal or via https://www.essex.ac.uk/e-learning/tools/faser/ Each module director will, at the start of the module, specify a deadline date by which each assessed piece of coursework must be submitted: All coursework assignments, (whether a compulsory module or an option) must be submitted on-line through FASer (Feedback, Assessment, Submission electronic repository) by 16:00hrs on the day in question. Any essays or assignments submitted via email or hard copy to a class teacher, lecturer or administrator will not be accepted as a submission. We have a single policy at the University of Essex for the late submission of coursework in Undergraduate courses: All coursework submitted after the deadline will receive a mark of zero. No extensions will be granted. A student submitting coursework late will have the University’s and department’s arrangements for late submission drawn to their attention. The policy states that the mark of zero shall stand unless you submit satisfactory evidence of extenuating circumstances that indicate that you were unable to submit the work by the deadline. More information about extenuating circumstances relating to late submission of coursework is available at: www.essex.ac.uk/dsh/extenuatingug.

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6.3 Details of samples of coursework All work which counts towards assessment for a degree at Essex must be made available for inspection by the External Examiners (expert academic staff who work in other universities) whose function is to ensure that all students are assessed fairly and that marking standards at Essex are comparable with those of other universities. For each module, we routinely send a representative sample of coursework and exam scripts to the relevant external examiners so that they can assess how fair our marking standards are. External Examiners also have the right to look at any other work which contributes to the award of a degree (at Essex or another Institution).

You should note that all coursework marks that you receive are provisional until the marks have been ratified by the Board of Examiners at the end of the summer term. In the light of the above, all second and final year students, Erasmus, International Course, Essex Modern Language Certificate students must re-submit ALL their assessed coursework and classwork for the year to the Undergraduate Administrator or the Student Administrator within two days of the examination for the module (or by the stipulated deadline for modules which are not assessed by an exam). After the Exam Board has met (usually at the very end of June), your coursework and classwork can be collected from the Departmental Office (4.305). It is recommended that students keep all assessed work until three months after the conferment of their degree, in case of appeal against Exam Board decisions. 6.4 Return of coursework policy Marked assignments and tests are normally returned to you within 28 days of the submission deadline (excluding days when the University is closed). Where this is not possible (e.g. because of illness or overload), staff should notify students by e-mail that they will not be able to mark the work on time, and say when they expect to be able to complete the marking. 6.5 Late coursework policy If you submit a piece of work beyond the specified deadline, and there is a good reason why your work is late, it is YOUR responsibility to fill in a Late Submission of Coursework form. If you do not submit a form and your essay is submitted to FASer after the deadline, a mark of zero will be imposed and entered onto the student database. To request to have the mark re-instated, you must follow the steps below. Failure to follow this procedure will result in a mark of zero.  Submit the coursework via FASer. You have seven days from the original deadline in which to do this.  Fill in a Late Submission of Coursework Form, on-line here: www.essex.ac.uk/dsh/latesubmission  You must submit your coursework before you submit the form and you must provide evidence to support your claim.  Return the completed form to either the Undergraduate or Student Administrator by email or by hand to the departmental office (room 4.305).

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 The Late Submissions Committee will consider your reasons for late submission.  The Late Submissions Committee will let you know whether your request has been successful or not and whether you will be allowed a mark for your coursework. Guidelines for late submission and form can be found here: www.essex.ac.uk/dsh/latesubmission

6.6 Essay writing support The advice given below is formulated in terms of how to write essay-style linguistics coursework assignments. Although different types of coursework assignment test different skills (so that it is difficult to give any general advice which is applicable to the full range of modules that we offer), there are standard criteria by which we judge linguistics assignments. These include: i. contents ii. organisation iii. presentation and style iv. balance v. conciseness

vi. relevance vii. exemplification viii.linguistic awareness ix. originality x. bibliographical informedness

Brief notes on what is meant by each of these terms are given below. Contents A substantial proportion of the marks for an assignment will go on contents. There are three main aspects of contents - namely coverage, argumentation, and evaluation. In the case of an essay-style assignment, coverage means: ‘Have you covered all the main points relating to the relevant topic, without digression or irrelevance?’ Argumentation means ‘Have you presented a properly argued case, using the accepted canons and style of argumentation in the relevant field?’ Arguments should be based on objective rather than subjective evidence, and show evidence of a clear understanding of each of the relevant arguments, rather than simply regurgitating arguments from lectures or published works without any apparent understanding of their true nature or significance. Subjective evidence is evidence based on personal opinion; objective evidence is evidence based on experimentation, or observation: a subjective (non-) argument against a particular theory would be e.g. ‘Theory X is obviously too complex to be a plausible model of human behaviour.’ An experimental objective argument would be e.g. ‘Theory X is falsified by the experiment by Ploncker (2013), which showed that...’ An objective observational argument would be: ‘Theory X cannot account for the following range of observed phenomena...’ 89

Evaluation means: ‘Have you shown clear evidence of the ability to make a reasoned evaluation of particular claims, ideas, hypotheses or theories, and the ability to identify their relative strengths and weaknesses?’ In the case of a set of exercises, contents refers to the depth and perspicacity of the analysis of the exercise material. Overall, it is the quality of your work which counts, not the quantity (which is why we specify word-limits for assignments).

Organisation Two assignments which cover more or less the same ground can be awarded very different marks, depending on the degree of internal organisation of the material being presented. What we are assessing (in part) is the ability to see the relevant issues clearly, and a well-structured essay suggests a higher level of understanding of the complex inter-relations between key issues. Hence, it makes sense to try and structure your assignment into separate sections: indeed, you can make the organisation into sections clearer visually, e.g. by using underlined/italicised/CAPITALISED numbered section headings, and leaving a couple of lines blank between the end of one section and the start of the next. Include a brief (5-10 lines) introduction at the beginning of your assignment, setting out clearly the approach you are going to adopt to the assignment topic, e.g. ‘In the first half of my assignment I shall give a brief outline of the X theory, and then present a number of arguments which appear to lend support to X; in the second half, I shall present a detailed critique of these arguments in the light of more recent research, concluding that X may not be as convincing as was once thought.’ The main body of your assignment should be clearly structured into paragraphs of roughly equal length; each paragraph should contain one and only one argument/point expounded clearly and concisely. In order to provide essential continuity in your assignment, you should link each paragraph both to the preceding one and to the following one, making the relation between adjacent paragraphs totally explicit. In other words, don’t leave the internal and external examiners to try and work out just how paragraph 3 links to paragraph 4 - assume that they won’t be able to work out the link for themselves unless you tell them directly. This is particularly important at major turning points in your assignment, e.g. where you turn from exposition of some idea to criticism of it. You must make it obvious to the examiners that you yourself realise that there is now a major change in the direction of your argument, e.g. ‘Hitherto I have presented three arguments which appear to lend support to X, namely (i) A, (ii) B, and (iii) C; now I turn from exposition to criticism, and attempt to assess the validity of this type of argumentation by presenting an in-depth critique of just one of these arguments, viz. B. I shall attempt to show that B contains 3 major deficiencies relating to (i) P, (ii) Q, and (iii) R. I shall look at each of these deficiencies in turn...’ You should end your assignment with a brief conclusion (5-10 lines), summarising the main points you have made (in case the examiners forget any of them), the overall conclusion(s) which you have drawn, and the implications of your work for future research (e.g. If some issue is left unresolved, you might suggest a future line of research which could help to resolve the issue).

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Presentation and style It is important that your work shows clear evidence that you are familiar with the typographical conventions and style of presentation used in the relevant technical or professional literature. This means that you should set out your assignment in exactly the same way as a published article in the relevant field would be set out. As far as style is concerned, you should always use the appropriate technical terms and phraseology in discussion and avoid folk terminology (Hence, talk about ‘segments’ not ‘sounds’, ‘graphemes’ not ‘letters’, ‘morphemes’, not ‘parts of words’, etc.). It is important to write in a style which does not discriminate against (or give offence to) any individual or group of individuals. For example, you should be sensitive to gender issues, and try and avoid (e.g.) using masculine pronouns to refer to expressions denoting mixed gender groups. Hence, rather than say ‘10 months after he is born, a child will generally produce his first word’, say ‘Ten months after they are born, children produce their first word.’ You are responsible for the contents of everything you write, and hence must ensure that nothing you write is libellous, prejudiced or offensive. Balance Try and see both sides of the question - i.e. points in favour of and points against whatever idea(s) you are discussing. Uncritical regurgitation of Bloggs’ book/article/lecture (or part of it) will be heavily penalised. Don’t spend 3 pages making one point and 3 lines making another: rather, spend about 200 words on each of the major points you are making. Any argument which is so contorted that it needs to be spread over 3 pages is probably best avoided, since it will doubtless confuse both you and the examiners, and produce an unwelcome imbalance in your assignment. Conciseness Present your ideas clearly and concisely. We give you word-limits for assignments in order to train you to be concise. A good assignment can often be ruined simply because the writer felt the misplaced urge to pad it out with another 1,000 words of self-opinionated, ill-informed waffle, in the mistaken belief that the more you write, the more marks you get. In fact, the converse is generally true: the more concisely you make a point, the more credit you are likely to get (provided, of module, that it is properly substantiated). Conversely, the more you write, the greater the danger that eventually you will say something totally inept, and thereby lose marks. Relevance Everything you write must be demonstrably relevant to the title of the assignment you have been set. The guiding principle is that you gain marks for relevant observations, but lose marks for irrelevant observations. With every argument you present, you must say exactly how the point you are making relates to the assignment title (Does it support it, or go against it, and how?). Never assume that the examiners will be able to work out for themselves how what you are saying relates to the set topic: they may simply assume that if you don’t say how and why some observation is relevant, it’s because you don’t really know whether it is, but decided to include it just in case it was. Exemplification Wherever possible, always give an example to illustrate the point you are making. For example, if you are talking about a type of error made by second language learners, give one or more typical examples of the relevant type of error (and give a full reference to the book or article that you pinched the examples from!). This is particularly important where you are dealing with abstract hypotheses, simply to show to 91

examiners in practical terms that you understand what the hypothesis is really about. Ideally, each paragraph should deal with a separate point, illustrated by a single (good) set of examples: but don’t waste time giving 20 examples when a couple of good ones will make the same point just as effectively (otherwise you may lose marks for lack of conciseness, imbalance, etc.). In essays where you give a lot of example sentences, number each of the sentences consecutively, for ease of reference (both for you and for the examiners) - and leave a blank line above and below each example sentence in the text. Linguistic awareness Remember that your work is being assessed by examiners whose professional training is in some area of linguistics, and that your degree is being awarded by a (Language and) Linguistics department. It must therefore be linguistically informed - i.e. it must show clear awareness of the linguistic techniques relevant to the topic you are tackling. If the topic is an experimental one, then awareness of empirical research methods is expected; if the topic is a theoretical one, then an appropriate level of mastery of the relevant theoretical apparatus is expected; if the topic is a pedagogical one, then awareness of the appropriate pedagogical concepts must be demonstrated. You can demonstrate your ‘linguistic awareness’ in a number of ways - for example, by the organisation of your assignment. So, for instance, in an essay dealing with (e.g.) pronunciation errors, it is obviously better to divide the essay into sections on the basis of a phonetic classification of the sounds (e.g. dealing with plosives in one section, fricatives in another, etc.) than to do so on the basis of some non-linguistic criterion (e.g. alphabetical order). You can also demonstrate your ‘linguistic awareness’ by using the relevant technical or professional terminology wherever possible (e.g. talk about ‘morphemes’ rather than ‘parts of words’). Originality Originality is an elusive quality: much of what you say in your assignments will inevitably be based on ideas which you have gleaned from books, articles, lectures, or classes - and indeed there is no harm in that, provided that you present the relevant ideas in your own words (though being careful to use technical terminology where appropriate), and provided that you properly acknowledge the source of your inspiration in each case. However, to achieve first class degree standard, you must provide evidence of some originality. To show originality, you do not need to invent a new theory (and it is unrealistic to expect to do so): on the contrary, it is more realistic to try and show originality in terms of description (e.g. by using an existing theory to arrive at an insightful description of some phenomenon not previously described in those terms), or experimentation (devising a new experiment to test a particular hypothesis), or evaluation (coming up with new insights or perspectives on existing work), or synthesis (in writing a novel review of existing research in some complex domain, where the originality may relate in part to the selection and presentation of the material, and in part to the particular perspective which you adopt).

Bibliographical Informedness Examiners want to see clear evidence that you have read and understood the key works in the relevant field. They expect to find (at the end of your assignment) a section entitled References which lists all and only the works which you have cited in the text of your assignment. (Note that you should not include items which are not referred to in your assignment.) Examiners expect to find clear evidence that the material you cite has actually been read by you and that you have understood its relevance to the point(s) you are discussing. They want evidence that you’ve read the relevant primary literature (i.e. original articles in their original form), not just secondary literature (e.g. a simplified summary of the primary literature in an elementary textbook). It is therefore important to include precise page references to 92

specific points made in primary articles, or short quotes from one or two such articles (but note that quoted or closely paraphrased material should not comprise more than 10% of your assignment and should be properly quoted and referenced). A good assignment would normally be expected to contain a dozen or more references to relevant primary literature (though to some extent this depends on the field concerned). Be professional in the way you set out references in your assignments.

6.7 Anonymous marking policy Effective feedback helps students to understand the mark given for a particular piece of work, and helps students to reflect on their own learning and to achieve better marks in future pieces of work. A variety of methods of providing feedback are used across the University, and departments chose the most appropriate for their courses and modules. The University does not have an institution-wide approach to anonymous marking in coursework. Departments decide whether to use anonymous marking in coursework or not. This department does not operate a system of anonymous marking. We believe that marking provides an important point of contact with the student, through which individualised and personal forms of encouragement and involvement can be fostered. We believe that the quality of formative feedback is enhanced when the marker knows the student, and current work can be seen in the context of earlier assignments and classroom interactions. The comments we provide in coursework seek to encourage some students that they have done well and other students that they could do better. We take great care to mark fairly and effectively and we feel strongly that our ability to do this is improved through knowing our students. If you take optional modules outside your home department, you should make sure you are aware of the policy on whether coursework is marked anonymously or not, and how to submit coursework. 6.8 Reassessment in coursework If the Board of Examiners has required you to complete essays or assignments over the vacation, the Registry will send you a letter by email with further information. Please check your Essex email account regularly once your results have been published. Your department will send you details of the assignments which you are required to undertake. If you haven’t received anything within three weeks of the results being published, you must contact your department or the Registry.

6.9 Referencing in coursework (see Section 8)

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Examinations 7.1 Examination regulations The General Regulations which govern examinations can be found via the website here www.essex.ac.uk/about/governance/regulations/affairs.aspx#exams. Attendance at examinations is compulsory. For exams that are more than an hour long, you will not be allowed to enter the examination room if you arrive later than 55 minutes after the start of the exam. If your exam is only an hour long, you will only be admitted up to ten minutes after the start of the exam.

7.2 Access to exam scripts If you want to see your exam script, you should normally make the request within four weeks after the exam to the department which is responsible for that module. The department should either: let you see the script in the presence of one of the staff responsible for teaching the module or give you a copy or summary of the examiners’ comments on your performance. You can find further information about Assessment Policies for Undergraduate and Taught Postgraduate Awards at: www.essex.ac.uk/quality/university_policies/default.asp 7.3 Departmental policy on the use of dictionaries/calculators Dictionaries are not permitted in examinations unless the rubric of the examination specifically states that candidates may use a dictionary, for example a translation dictionary may be permitted in certain language examinations. Electronic dictionaries are never permitted to be used. If you take a dictionary to an examination where it is not permitted, you will be reported on suspicion of committing an Academic Offence If you are allowed to use a calculator in your examinations, the only models you are permitted to use are the Casio FX-83GT PLUS or the Casio FX-85GT PLUS. You can buy these from the Burrow, everythingEssex or Waterstones at the Colchester Campus or online from Amazon or eBay, or from Tesco, Argos or WH Smith. A limited number of the permitted calculators will be available to borrow on the day of your exam from the Exams Office on a first-come, first-served basis, on production of your registration card. 7.4 General information about summer exams and examination results You can find your personalised exam timetable online at: www.essex.ac.uk/examtimes/ You must bring your registration card and exam entry form with you to the exam. You will not be allowed entry without them. Remember to check your exam entry form carefully and contact the Examinations Office if there are any errors. 94

You can download a guide to examinations at: www.essex.ac.uk/students/exams-andcoursework/default.aspx and watch a short video at: www.essex.ac.uk/students/exams-andcoursework/default.aspx You will receive an email to your Essex email account as soon as your results are published. You can find the publication schedule at: www.essex.ac.uk/students/exams-and-coursework/schedule.aspx 7.5 Anonymous marking policy in examinations All formal examinations at the University of Essex are marked anonymously. 7.6 Reassessment in examinations You can find information relating to resitting exams at: www.essex.ac.uk/students/exams-andcoursework/resits.aspx. Remember that reassessment in examinations (and coursework) carries a fee. 7.7 Referencing in examinations Exam papers are judged differently from essays during term, for a number of reasons: (i) exams allow only minimal planning once you are provided the prompt, (ii) they are prepared manually and do not involve fully revised drafts (e.g. handwritten, without ability to spell/grammar check or easily reorganize written sections--while you can and should make an organizational plan before writing your response) and (iii) you cannot consult sources while writing. Speaking to this final point, we do not expect the same level of referencing detail for your in text citations (if used), and unless specifically requested, you do not need to provide an end of paper bibliographic reference list. If you are asked an exam question which involves describing a linguistic phenomenon which has been documented in multiple sources, your mark will focus more on the content and accuracy of your response, not on citing authors for each descriptive point. For essay questions which consider theoretical positions or the evolution of thought on a topic or linguistic phenomenon, it is generally a good habit to demonstrate that you are aware of different authors' positions, theories and findings by mentioning author names or through in-text citations, but your mark will generally will not be affected if you mistake the year of publication, or do not include the year of publication. However, some modules, and some prompts, rely strongly on demonstrating the evolution of thoughts or policies--for these the expectations for accurate reporting of publication years, along with authors, will likely be higher. Direct quotes from authors are generally not expected in exams, but if you do provide one, please try and cite it in the appropriate (Author Year: Page Number) in text format, and use quotation marks around the quoted material. If you sketch out a graph or chart from an academic source to illustrate a point within your essay, you are expected to properly attribute this in your essay (either within a sentence or via an in-text citation, e.g. somehow tell us the author(s) of this graphic/finding), but you will not be penalized for minor changes from the original graphic (e.g. in the scale of the X and Y columns or the specific data points when showing a larger trend), given that you are replicating it from memory. Any further questions regarding referencing in specific modules should be directed towards the module instructor.

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Referencing and good academic practice 8.1 Statement on why good academic practice is part of scholarship and why it is important at Essex Respecting authorship through good academic practice is one of the key values of higher education in the UK. The University takes academic offences very seriously. You should read the sections of this handbook which refer to referencing, coursework and examinations very carefully. The Talent Development Centre offers a Moodle course in referencing via their website www.essex.ac.uk/students/study-resources/tdc/writing/default.aspx. You can also find online referencing guides for the main referencing guides used by the University at: www.essex.ac.uk/students/studyresources/tdc/research/referencing.aspx and attend workshops www.essex.ac.uk/students/studyresources/tdc/research/workshops.aspx Further information relating to authorship and plagiarism is available at: www.essex.ac.uk/plagiarism/index.html Remember, if you have any questions about referencing you can ask our academic staff, or staff in the Talent Development Centre. 8.2 Information about where to seek guidance on referencing, including links to the relevant referencing scheme and details of any support sessions if relevant Referencing Style Referencing (both in the text and at the end of your paper) needs to follow a consistent style within your coursework submissions. Several styles are commonly used in Linguistics (e.g. compare the presentation style for the references across an edited volume and a journal article—these small differences in how they use punctuation, boldface, italics, underlining, and the order in which they present information reflect their use of different referencing styles). If your assignment does not specify a particular referencing style, you can follow any reasonable style (e.g. that you see in other linguistic work), but you must be consistent, and your references must be complete. If in doubt, the APA style is a good choice: http://www.apastyle.org/learn/index.aspx.

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In-text Referencing When you refer to published ideas, arguments, findings or frameworks within the body of your assignment, you need to acknowledge the original author by following the author-date system: you identify the relevant work by the surname(s) of its author(s), followed by the date of publication and (where appropriate) the relevant page references. These can be placed in parentheses immediately following a general frame (Example 1), or at the end of the sentence (Example 2). If the author name(s) are used within the sentence (Example 3), then the in-text citation in parentheses does not repeat the author name(s), and instead only includes the year of publication and the page numbers, if appropriate:

1.Recent findings (e.g. Cramm 2013, Swott 2012) suggest that last-minute exam revision can help to overcome Blanck-Page Syndrome. 2.Last-minute exam revision can help to overcome Blanck-Page Syndrome (Cramm 2013, Swott 2012). 3.Hardnutt (2013) maintains that the claim made by Plodd and Truncheon (2000, p.99) that police-speak is a lexically impoverished code is ‘a load of old cobblers.’ In all of these, the in-text citation is inside the sentence where the non-original ideas are introduced. It is not appropriate to provide several sentences of non-original ideas and only have a single in-text citation at the end of the paragraph. However, if after offering non-original material and citing the original reference, you then in subsequent sentences explain or provide further details from this reference, you do not need to continue to offer an in-text citation for each sentence, as long as it is clear that the subsequent elements are also drawing on that already cited reference. When in doubt, more explicit referencing is safer than light referencing. If you continue to cite the same reference across several sections, it is appropriate to use (ibid.)—Latin for ‘the same place’—which is a briefer way of showing that you are continuing to draw on the last full in-text citation. When your paper uses multiple works by a single author which were published in the same year, you need to identify each work you mention in the text using the author’s surname, followed by the year of publication, followed by a lower case letter – ‘a’ for the first item mentioned, ‘b’ for the second, ‘c’ for the third, and so on: In a number of recent works, Snyde (2013a, 2013b, 2013c) argues that the relation of the linguist to the language teacher is analogous to that of a parasite to its host. If you refer to works by more than one author with the same surname, these must be distinguished wherever you mention them in your text by including the author’s initials or first name(s)—use initials/first name only in such cases: J. Glumm (2013a) argues against the hypothesis put forward by K. Glumm (2012b) that Eurosceptics make poor second language learners. If you wish to further identify a particularly important work in your text, you can do so by including its title as well as the relevant author-date information. Be judicious in your use of titles—including them for all or a majority of your cited references is not appropriate, and takes up word space which would better be employed for your argument/analysis. 97

Chimpsky (2013c), in his influential work Talking in Trees, puts forward the hypothesis that linguists’ morbid preoccupation with trees is a reflection of their primate origins. For works by two authors, both surnames must be included in your in-text citation (in the order given in the original publication): Colt (2013, p.45) shoots down the myth (propagated by Smith & Wesson 2012) that guns symbolise guts. For works by 3+ authors, you can abbreviate the reference in the main text by giving the surname of the first author followed by et al. (a Latin abbreviation meaning ‘and others’), while the full author list must be given in the reference list at the end of your assignment: Hovis et al. (2013) argue that brown bread stimulates the production of antibodies to the sygma-blockers in the brain that impair performance on semantics assignments. For individually authored chapters within an edited volume, in-text you should cite the author of that chapter (and year and pages, as appropriate), not the authors of the edited volume here, although they need to be included in the reference list: Direct quotations from authors must always be enclosed in inverted commas. Always cite the author(s), the work (using the date+letter system, e.g. 2013b) and full page references for any direct quotation. The second example demonstrates how to cite a direct quote which is a stand-alone sentence—the period is outside of the final comma, and is preceded by the in-text citation: 1.It is the view of Pratt (2013c, p.999) that ‘The decline in reading standards in contemporary society is entirely due to the demise of the children’s comic.’ 2.‘The decline in reading standards in contemporary society is entirely due to the demise of the children’s comic’ (Pratt 2013c, p.999). In general, you should place references in the main body of your text (as in the examples above), rather than in footnotes or endnotes. However, lengthy lists of references (which might disrupt the flow of the main text) are best placed in footnotes – as in the following example (where the superscript number in the main text refers to a footnote at the bottom of the page): There is a considerable body of evidence from recent research5 suggesting that there is a higher frequency of pseudo-intellectual jargon words in Linguology than in any other academic discipline. _______________________________________ 5 See e.g. Terminophobe (2007), Textosterone (2008), Skeptik (2009), Linguaphobick (2010), and Knoe-Whittall (2012). Ideally, you should only refer to primary works which you have consulted yourself, but sometimes you may be unable to obtain a given primary work and instead have to rely on someone else’s summary of it (e.g. in a textbook, or subsequent publication which summarizes it). In such cases, you must refer to both the original primary source and the publication in which it is summarised: you need to show what you

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consulted (the secondary source summarizing), in addition to where the idea originated (the original author, the primary source) using the cited in formula: 1.Knurd 2011 (cited in Pfaff 2012, p.47) maintains that there is a strong correlation between introversion and syntactophilia. 2.There is a strong correlation between introversion and syntactophilia (Knurd 2011 cited in Pfaff 2012, p. 47). If you are citing multiple sources for a single point, they will all be enclosed within the same parenthesis, and should be organized either alphabetically—Example 1--or by year of publication—Example 2, organized from earliest to most recent. You can also have multiple discrete in-text citations within the same sentence (Example 3). These are all valuable techniques to demonstrate your ability to synthesize multiple primary sources, and to present your summary of past research compactly 1.There are several negative consequences linked to language shift away from minority languages (Hoffmann 2009, Michael 2011, Sridhar 1982). 2.There are several negative consequences linked to language shift away from minority languages (Sridhar 1982, Hoffmann 2009, Michael 2011). 3.Heritage language shift within a minority community towards the dominant language can lead to loss of identity (Hoffmann 2009) and loss of cultural knowledge (Michael 2011).

End of Paper Reference Lists At the end of your assignment, you should have a section titled References in which you list the works cited in your assignment and no others: this section is specifically to provide full bibliographic details for your in-text citations. These should be organized alphabetically by surname and (where more than one reference by the same author is cited) by date (listing earlier works before later works). When you cite more than one work published by the same author in the same year, list the works in the order they are cited in-text e.g. 2013a, 2013b, 2013c. All of your references will include the author(s), the date of publication, the title, and additional details— specific to the type of work—which will allow your reader to find materials. There are many standardized styles for presenting this reference information, just like for in-text referencing. If your assignment directs you to follow a specific style, use that one. If not, you need to follow a single style consistently and fully (including all elements required, excluding additional elements). Again, an appropriate reference style to use is APA: http://www.apastyle.org/learn/index.aspx. Briefly, you will need the following information for these common types of print references. Depending on the reference style you follow, they will be presented in slightly different format. Book: Author name(s), Year of publication, Book title, Publisher, Place of publication. Journal Article: Author name(s), Year of publication, Article title, Journal name, Journal volume, Journal issue, pages of article within journal Book Chapter in an edited volume: Author name(s), Year of publication, Chapter title, Editor name(s), Book title, Publisher, Place of publication, pages of chapter within book.

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Some additional elements to keep in mind Electronic resources are increasingly common as references, be they webpages, e-books, electronic versions of journal articles, or other electronic materials. You need to ensure that you are only using appropriate ones (e.g. Wikipedia is never an appropriate reference for academic work), and need to provide specific information within the reference for electronic materials—all popular referencing styles have online manuals explaining how various electronic references should be presented. For websites, you must including the date you accessed the website (e.g. Date accessed: 11/11/14), and the full direct URL (not, e.g. the lengthy google link available from google search). Not all websites will have an author listed: in such cases, you need to use the title of the webpage in place of an author (and alphabetize it within your references following the first word of the title). For electronic books or articles, if they also exist in print form then you use the standard print format for your references. Do not also include the URL or date of access. If they do not also exist in print form, then use the DOI (digital object identifier), not the URL, and again do not provide the date of access, as these are stable documents which will not change. Occasionally you will want to reference unpublished works (e.g. a finding from your own previous coursework, module handouts, lecture notes). These still need to be referenced appropriately: simply follow the formats for citing unpublished works within the style you are using. 8.3 Information relating to the University’s policy on plagiarism and academic offences (see also 5.6, 6.9 and 7.7) Please see section 5.6 and remember that the Academic Offences Policy applies to all students www.essex.ac.uk/about/governance/policies/academic-offences.aspx. What is plagiarism? In the academic setting, it is the failure to acknowledge the original source of ideas, wording, arguments, examples, or audio/visual material within your work. Essentially, plagiarism is when something is inappropriately passed off as your own original work, be it deliberate or accidental. This, and any other form of cheating, is taken very seriously by the University and the penalties are severe (in some cases students are required to withdraw from the University). Therefore, you need to ensure that you understand the University regulations on academic offences, and what constitutes plagiarism. Please see https://www.essex.ac.uk/plagiarism/ for details. How to avoid plagiarism • Give yourself enough time to plan, draft, write, edit and proof-read your work prior to the submission deadline. • Make sure you save full details of all references, so that you can cite them easily when you use them within your coursework. • Try not to include large chunks of text from the internet, or any source, even if you cite them appropriately because extended quotes do not demonstrate your understanding of the material. Instead, 100

read the source material critically, identify the main themes, arguments and/or findings, and take detailed notes in your own words. • Once you have taken notes, close the original source and use your notes to develop your arguments and supporting evidence in your own words, citing all ideas that are not your original ideas. • This process of paraphrasing does not mean changing the odd word within a sentence, or simply reorganizing the quote syntactically. You need to rephrase the entire segment in your own words, thus demonstrating your understanding of the material. • While you can use direct quotes (again requiring proper attribution, in addition to providing the page where the original quote can be found), this is a less effective way of demonstrating your command of the material, and should be used sparingly. • Finally, you need to have an end-of-paper reference list (sometimes called a “bibliography”) which provides full reference details for all of the references used within your thesis, presented in alphabetical order. Details on how to properly cite works in the text, and how to organise an end-of-paper reference list, are given in this section. Consequences of Confirmed Plagiarism One of the most serious of all academic offences is to pass off others’ work, writing, ideas, and findings as your own. This, and any other form of cheating, is taken very seriously by the University and the penalties are severe (in some cases students are required to withdraw from the University). Guidelines for Avoiding Plagiarism-Related Academic Offences in Assessed Work • Do not copy content—in structure or in wording—without proper acknowledgment. • Fully cite all references used, both in text and at the end of your assignment in a reference list. • Acknowledge outside assistance (e.g. groupwork, copyediting help, etc.) • Ignorance of the rules is not an excuse—you can still be found guilty of plagiarism even if it was unintentional. Therefore, you need to ensure that you understand the University regulations on academic offences, and what constitutes plagiarism. Please see https://www.essex.ac.uk/plagiarism/ for details. It is important to use and cite references carefully and at an academic level consistent with the expectations of your assignment. The first question to ask is: ‘What works should I refer to?’ You should use the assignment, and the larger module syllabus as a guide: if the assignment asks you to focus on specific reference works (e.g. books, articles, manuscripts, e-materials, module handouts), then you should draw on those. If your assignment directs you to find and discuss reference works beyond suggested/provided readings, then you need to independently find additional materials, using library resources. You need to learn to distinguish between primary and secondary sources, and when they are appropriate for you to use. Primary sources are original content, e.g. a journal article or book within which an author introduces novel theories and/or findings. Secondary sources, e.g. textbooks, meanwhile, summarize, and analyse primary sources—they do not introduce novel research findings. When you are expected to find additional academic work to support your essay, the references need to be at the appropriate level: within first year assignments, it may be appropriate to use a mixture of primary and secondary sources, while within third year modules, an overreliance on secondary sources suggests that you are not able to engage with primary literature of the field, and is likely to affect your marks. 101

Practicalities: Getting Started and IT Matters Section Three: You Matter 9.1 Registration, enrolling and transcripts All new and returning students must register at the start of each academic year. The full process for new students includes activating your student record for the academic year – which is held by our Registry team – getting your email account, gaining access to IT and library services, and enrolment on modules and confirming your contact details. As your studies draw to a close, once your exam board has met, it takes up to five working days for your results to be confirmed. The Registry will publish your results, close your record and send you an award confirmation letter. Your award certificate and academic transcript cannot be produced until the Registry has completed the above step so if you have not received your award confirmation letter, the Graduation Office cannot produce your documents. For more about registration and the Registry (NB these are two different things) visit our student webpages. www.essex.ac.uk/students/new/registration.aspx www.essex.ac.uk/students/graduation/award-documents/default.aspx 9.2 Find Your Way and room numbering system Use our Find Your Way app for your phone, tablet or computer to find a location, such as your teaching rooms, and get directions quickly and easily. It’ll always be in your pocket. Download the app or use the online version: http://findyourway.essex.ac.uk/ If you’re looking for a specific room, follow these rules: if the room number has three parts and the first is alphabetical eg TC.1.20 then the room is in one of the outer buildings. The format is building.floor.room. The first part indicates the building - "TC" is the Teaching Centre and "LH" is the Ivor Crewe Lecture Hall. The second part tells you the floor and the third the room number. For example, LH.1.12 is Ivor Crewe Lecture Hall, floor 1, room 12. If the number has three parts and the first contains numbers and letters eg 5N.7.16, then the room is in square 4 or 5. The format is entrance.floor.room. The first part tells you the square and corner (eg 4S is the south corner of square 4), which matches the labels on the entrances (eg door 4NW is next to The Store). The second part is the floor and the third part the room. For example, 5NW.6.12 is in the northwest (NW) corner of Square 5 (entrance "5NW"), floor 6, room 12. If the number has two elements and the second element has three digits eg 4.722, the room is in the Maths/Social Studies/Rab Butler/Square 1 building area. The first number shows the floor and the last three digits shows the room number. Also, if the last three digits are 700-799 the room is off Square 1, and if the last three digits are 500-599 the room is in the Square 2 area (Computer Science). For example, 5.512 is room 512, floor 5. www.essex.ac.uk/about/colchester/documents/location_of_teaching_rooms.pdf

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9.3 IT support, wifi, email account, free MS office, computer labs, m:drive Your IT account and password are the key to your IT world at Essex. Once you’re set up, you can access email, log on to lab computers, connect to eduroam wi-fi and much more. If you haven’t got your login name and password yet, go to: www.essex.ac.uk/it/getaccount. You must change your password within four weeks of starting, and then once every four months after that. The easiest way to change your password is at: www.essex.ac.uk/password. As part of your Office 365 email account you also get OneDrive which gives you unlimited cloud storage space for all your documents. OneDrive lets you create, edit, and share documents online. You also get at least 300 MB of local network storage, known as your M: drive. Access this by going to ‘My Documents’ on any lab computer. For IT support you can visit the IT Services website at: www.essex.ac.uk/it for helpful information, including how-to guides, answers to frequently asked questions and links to video screencasts. If you can’t find what you’re looking for, or if you need support, then you can get help from the IT Helpdesk. Find us in the Silberrad Student Centre at the Learning Hub on the ground floor. We’re open Monday to Thursday 8.30am to 6.00pm, and Friday 8.30am to 5.45pm. You can also tweet us at @UniEssexIT. You can also download the latest version of Microsoft Office software for free, available for installation on up to five PCs and Macs, and up to five phones and tablets. Get your free Office at: www.essex.ac.uk/it/office (note: download links usually appear one week before your official start date) and visit: www.essex.ac.uk/see/software If you need to use a computer on campus we have more than 600 of them. Our Windows-based computers on our Colchester Campus are here for you to use for study and work, and they’re in 16 computer labs across campus, including in the Albert Sloman Library. Many labs stay open until late and some are open for 24 hours a day, seven days a week. For computer lab locations, opening hours and real-time availability visit: www.essex.ac.uk/it/computers/labs. 9.4 Tier 4 information If you are a citizen of a country that is not part of the European Economic Area or Switzerland it is likely that you will require a visa to enter or remain in the UK to study. The type of visa you need to apply for will depend on your personal circumstances, proposed study and where you are applying from. Find out more on the University’s website at: www.essex.ac.uk/immigration/ 9.5 On-campus facilities There is a broad range of facilities to support your living and learning experience at our Colchester Campus – including study-based services like the IT helpdesk and group study pods, but also various food and drink venues, three banks, a general store run by the Students’ Union, a printing and copy centre, market stalls each Thursday, a Post Office, launderettes, and much, much more. Full details on all on-campus facilities feature on our student webpages and in the campus guide you received with your welcome information when you joined us as a student member. www.essex.ac.uk/students www.essex.ac.uk/welcome 103

9.6 Graduation The culmination of all your hard work, Graduation ceremonies take place at our Colchester Campus each July in the Ivor Crewe Lecture Hall. All eligible students studying at our Colchester, Loughton and Southend Campuses will be invited to attend. For more information visit our graduation pages: www.essex.ac.uk/students/graduation/default.aspx

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Skills, Employability and Experience 10.1 Employability and Careers Centre Our employability and careers team are here to help you boost the skills and get the experience needed to make your CV shine. Take time to explore what’s available. Our careers specialists can give you valuable advice throughout your time at Essex and beyond. They offer one-to-one advice and guidance, job-hunting workshops and online access to graduate and part-time job vacancies, plus careers fairs, placements and internship schemes. www.essex.ac.uk/careers

10.2 Learning Languages at Essex Learn a language at Essex to increase your global and cultural awareness, and to give you the confidence to work and travel internationally, to expand your options for studying abroad, and to give you a competitive edge when you’re looking for a job. There are a number of ways to do it, find out more about this great opportunity. www.essex.ac.uk/langling/languages_for_all

10.3 Talent Development Centre Unleash your true potential and visit our on-campus Talent Development Centre. Providing support on academic literacy, numeracy, English language, employability and IT – look no further to get ahead of the game. www.essex.ac.uk/skillscentre

10.4 Career Hub A great place to start if you’re looking for part-time or seasonal work as you study is our online Career Hub. It’s an online jobs portal, and much more. www.essex.ac.uk/see/careerhub

10.5 Frontrunners Frontrunners is the on-campus work placement scheme, and one of the best ways to enrich your experience and get noticed. Get meaningful, paid work around campus and boost your skills. Open to all University of Essex students, Frontrunner placements are between one and three terms in length and up to eight hours per week during term time, and 18 hours per week over the summer. www.essex.ac.uk/frontrunners

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10.6 Student Ambassadors We invite current students to be ambassadors to help out on visit days, school talks, open days and campus tours, and recruit student ambassadors at the start of the autumn term. www.essex.ac.uk/careers/job_hunting/on_campus.aspx

10.7 Volunteering There are plenty of opportunities to volunteer during your time at Essex, to benefit our University and the local community, as well as further boost your experience and employability. The Students’ Union runs the vTeam, find out more at Freshers’ Fair or ask at SU reception. www.essex.su/vteam

10.8 Big Essex Award This is the University’s employability award. Sign up and showcase your extra-curricular achievements and provide concrete proof to employers just how employable you are. Get ahead of the game and make your CV really stand out. Plus, complete the award and it will be recorded on your degree transcript. www.essex.ac.uk/careers/bige

10.9 Essex Interns Find a CV-boosting paid internship with local and national employers with some help from the employability team. Internships can be part time whilst you study or full time outside of term-time, and from six weeks to 12 months’ duration. All internships are advertised on Facebook and Twitter, so make sure you ‘like’ the page and get in touch if you see a post you’re interested in. www.essex.ac.uk/careers/internships/default.aspx Facebook: www.facebook.com/internshipsessex Twitter: @EssexInterns

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You Matter: Health, Welfare, Support and Safety 11.1 Student Services Hub, including contacts for disability, wellbeing, counselling and confidential issues If you need practical advice, a confidential conversation, or general information and guidance on University life, no matter what the issue is, our new Student Services Hub, within the new Silberrad Student Centre, is the place to go. Want to know how and when to apply for accommodation? Just ask us. Having problems with your funding? We’re here to help. Struggling with exam stress? We will listen. Your question matters and you’ll get answers from our team of experts. At Colchester Campus find us on the first floor of the Silberrad Student Centre. Our helpful staff are ready to take your questions by email or phone, all you have to do is contact us; we’ll provide information and guidance to help you. Student Services Hub Colchester email: [email protected] www.essex.ac.uk/students/health-and-wellbeing/default.aspx If you get into financial difficulty get help and talk to someone as soon as possible. The sooner your problem is identified, the sooner it can be solved. Advisers in our Student Services Hub and our independent SU Advice Centre on campus can listen and talk you through the issues. www.essex.ac.uk/studentfinance/money_matters www.essexstudent.com/services/advice_centre/money 11.2 Harassment advisory network The University of Essex is a diverse, multicultural community and we encourage a culture of dignity and respect. We’re committed to upholding an environment that’s free from any form of harassment or bullying. Though rare, these incidents can occur and if they do our network of trained harassment advisors are on hand to help. www.essex.ac.uk/equality www.essex.ac.uk/equality/harassment www.essex.ac.uk/students/new 11.3 Faith groups We’re a secular community and we recognise and support the many different religions and beliefs on campus. Our facilities and opportunities for worship include space for prayer or quiet reflection in our Multi-Faith Chaplaincy. www.essex.ac.uk/students/experience/mfc/default.aspx 11.4 Nightline Established at Essex in 1970, Nightline is a friendly help and support service run by students, for students. We’re open and listening during term-time from 10pm to 8am, located on the ground floor of 107

Keynes Tower. We work under strict confidentiality ensuring complete anonymity, and we’re always willing to listen. From tea and toast to campbeds, whether you’re waiting for a taxi, need a revision break, or just want to chat, pop in or call us. www.essex.ac.uk/students/health-and-wellbeing/nightline.aspx 11.5 Health and safety on campus, including personal evacuation plans and campus security details such as the shuttle bus There are a few things to know to help you stay well and safe on and off campus. Follow some common-sense tips – such as avoid walking or cycling alone in isolated areas or unlit or poorly lit footpaths, arrange to walk with others at night and keep to well-lit streets avoiding shortcuts, lock your room when you leave and don’t let strangers in to your building, don’t use ATMs if anyone suspicious is hanging around, don’t carry large sums of money around, or store large sums in your room – use banking facilities, get a personal alarm, available at SU Advice Centre, Information Centre and Nightline, and be vigilant and report anything suspicious to our security patrol officers, in the Information Centre on Square 3. The SU runs a safe minibus service to and from off-campus residences at night – make sure you use it if you need to. For just £1 the safety bus collects from under podia at Sub Zero and will drop you to as near as your front door as possible, calling at stops in Wivenhoe, Greenstead, The Hythe and The Quays. The service runs Monday to Saturday 8.30pm – 3.30am and Sunday 8pm to midnight. In the event of a fire: shout out, get out, stay out. Please read the emergency evacuation notice in your accommodation, work or study location for fire safety procedures. If you have a permanent or temporary disability that may mean you have difficulty in evacuating one or more areas, you can arrange for a Personal Emergency Evacuation Plan (PEEP). www.essex.ac.uk/students/experience/safety.aspx www.essexstudent.com/services/safety_bus www.essex.ac.uk/students/campus/emergency.aspx www.essex.ac.uk/ohsas/fireSafety/peep.htm 11.6 Residence Life Our Residence Life team is here to help you settle in and support you during your time living in University-provided accommodation. Each residents’ assistant (RA) is assigned an area and will aim to get to know you, and organise a range of social activities. Plus they can help if you’ve concerns and complaints and they operate an on-call rota, from 5pm to 9am and on weekends. www.essex.ac.uk/accommodation 11.7 Health Centre If you’re studying on a course for more than six months, you’re required to register with a local doctor throughout your period of study. Our Colchester Campus has its own health centre offering NHS services including appointments with doctors, a nurse triage system for emergencies during opening hours, and specialist nurse clinics including asthma, diabetes, sexual health and contraception. The centre is operated by our NHS partners Rowhedge Surgery. Alternatively, use the NHS Choices postcode finder to find your nearest doctor to register with. www.rowhedgesurgery.co.uk www.nhs.uk/Pages/HomePage.aspx

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11.8 Student Union Advice Centre The SU advice centre offers free, confidential, independent and impartial advice on any issue that might be affecting you. Our friendly, trained staff are on hand to support you throughout your time at Essex, including help with education, health, housing, immigration and money. Call into the centre on Square 3 between 10am and 4pm each weekday during term time or check our website. www.essex.su/advice Telephone: 01206 874034 Email: [email protected] 11.9 University Privacy Statement Under the Data Protection Act 1998, any individuals about whom the University may be holding personal data have the right to access the data that is being held about them. Full details about how this works, and how to request such information are available on the Records Management web pages, see: ‘How to access your personal data’. www.essex.ac.uk/site/privacy_policy.aspx www.essex.ac.uk/records_management/request

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The Essex Experience Section 4: Essex Matters

12.1 The Essex Student Charter Our Student Charter is developed by the University of Essex and our Students' Union as a part of our ongoing commitment to create an outstanding environment that offers the highest standards of teaching, research and support in an international and multi-cultural community. www.essex.ac.uk/students/experience/charter 12.2 Freedom of speech policy and Code of Conduct – Terms and Conditions Apply booklet for 2015 For regulations relating to the Code of Student Conduct; procedures for investigating breaches; appeals process please refer to the Terms and Conditions apply booklet all new students receive with welcome information, previously known as the Code of Student Conduct and The Rulebook. This information is on the University’s website and is updated annually. www.essex.ac.uk/students/study-resources/handbooks/default.aspx www.essex.ac.uk/about/governance/regulations/code-conduct.aspx#current 12.3 Essex Spirit, social media and other channels of communication with students Keep up-to-date with important news, events and offers from our student communications team with our Essex Spirit blog, and go to our email lists to subscribe to the fortnightly e-bulletin. We have more than 60 Facebook pages – including one for each department, and we love Twitter. Join the conversation. http://blogs.essex.ac.uk/essexspirit https://www.essex.ac.uk/it/groups-lists www.facebook.com/uniofessex twitter.com/Uni_of_Essex 12.4 Students’ Union We’re famous for our Students’ Union at Essex, and for good reason. Here you’re not just a member of a normal Students’ Union, you’re part of a family. We’re here to cheer you on as you walk into exams and to help you absolutely destroy the competition in interviews and land your dream job. We’ve given students the tools to set up over 100 societies for anything they want. And if you’re into sport – we run more than 40 sports teams and unlike other Universities ours are free to join. You choose what drinks we serve in our bar and what products we stock in our shops, just write it on the wall and we’ll do our absolute best to get it in stock for you ASAP. Say hello at essex.su

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12.5 Alumni Your time will fly by, but the University of Essex is for ever, not just for a few years. When you graduate, you’ll get an alumni card, which gets you access to all alumni events, like our popular Sports Weekend, and allows you to keep using the gym and the library. Being an alumi also gives you free access to thousands of academic journals and books, discounts – apply for your first period of postgraduate study here and get up to 33% off your first year tuition fee, careers support for three years after you graduate, an alumni magazine to keep you up-to-date, access to great range of events – from the House of Commons to the London Eye, from Madrid to Kuala Lumpur and NUS extra. www.essex.ac.uk/alumni

12.6 What comes next? Choosing to be a postgraduate research student at Essex is one of the few decisions in life that's black and white. Our research degrees include PhD, MPhil, MSc, MA and MD, and our culture of world-class research provides an outstanding and supportive environment in which to undertake your research study. If you decide to stay on for further study with us, you’ll have a great opportunity to study a challenging course within a research-intensive and supportive environment. You’ll develop knowledge in your chosen area and learn from some of the top academics in the field, while becoming a valued member of our postgraduate community. Explore our courses on our course finder, and find out more about the value of being a postgrad. www.essex.ac.uk/study/pg www.essex.ac.uk/coursefinder

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