A230A Reading and Studying Literature (I)
(8) Credit Hours
Reading and Studying Literature builds on the introductory modules, The Arts Past and Present (AA100), and Literary Appreciation and Critique (EL121). It will introduce you to the study of English literature by looking at a selection of texts from the Renaissance to the present day. The module offers a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose fiction as well as autobiography and travel-writing. An overarching concern of the module is the uses we make in the present of the literature of the past.
Like other level 5 courses, this module will provide a broad overview of the study of the discipline of literature. As well as strengthening the curriculum in English, A230 makes some links with other courses, and serves to lead students through from level 4 to level 6.
Course Code |
A230A |
Course Title |
Reading and Studying Literature (I) |
Pre-requisite |
EL121N - EL121 |
Credit Hours |
8 |
Course Description |
Reading and Studying Literature builds on the introductory modules, The Arts Past and Present (AA100), and Literary Appreciation and Critique (EL121). It will introduce you to the study of English literature by looking at a selection of texts from the Renaissance to the present day. The module offers a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose fiction as well as autobiography and travel-writing. An overarching concern of the module is the uses we make in the present of the literature of the past.
Like other level 5 courses, this module will provide a broad overview of the study of the discipline of literature. As well as strengthening the curriculum in English, A230 makes some links with other courses, and serves to lead students through from level 4 to level 6.
|
Course Objectives |
Module Specification: A230A&B (Reading and Studying Literature)
1. 1. Factual information
| Module title | A230A&B: Reading and Studying Literature | Level | 5 | Module tutor | Dr. Banan Draiseh | Credit value | 16 credit hours | Module type | Taught | Notional learning hours | 2 hours / week |
2. Rationale for the module and its links with other modules | Reading and Studying Literature builds on the introductory modules, The Arts Past and Present (AA100), and Literary Appreciation and Critique (EL121). It will introduce you to the study of English literature by looking at a selection of texts from the Renaissance to the present day. The module offers a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose fiction as well as autobiography and travel-writing. An overarching concern of the module is the uses we make in the present of the literature of the past. Like other level 5 courses, this module will provide a broad overview of the study of the discipline of literature. As well as strengthening the curriculum in English, A230 makes some links with other courses, and serves to lead students through from level 4 to level 6. |
3. Aims of the module | A230 aims to provide a clear and steady progression from Level 4 to Level 6. The module builds on the knowledge and skills acquired on AA100 and EL121. The module is designed to start with a gentle introduction to the discipline and to become gradually more challenging as it progresses, so that by the end of the module students will be prepared to move on to the study of English Literature at Level 6. In an effort to enhance the students’ sense of their progression from Level 4 and Level 6, it takes care to identify the specific study-skills being taught at different stages of the module. The assessment will invite students to reflect on their own experience of learning as they progress through the module. A230 adopts a chronological approach to the study of English Literature, introducing students to the six principal literary periods – the Renaissance, the Long Eighteenth Century, the Romantic period, the Victorian Age, and the early and late Twentieth Century. Each of these has a corresponding block of study lasting four weeks which focuses on a few representative literary texts of the period. This clear and logical structure will further contribute to students’ sense of progression as well as providing them with a solid grounding in the study of English Literature. Each block of study will also introduce students to particular study skills and to a particular theoretical concept which will aid them in making the transition to the Department’s Level 6 modules. |
4. Pre-requisite modules or specified entry requirements | EL121: Literary Appreciation and Critique |
5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to show knowledge and understanding of : A1: the formal characteristics of the principal genres and sub-genres of literature (novel, short story, plays, romance and realist novel, novel of growth, tragedy, comedy, life-writing, travel-writing, letters, film, popular fiction, and writing for children);
A2: a range of writers, male and female, coming from many cultural backgrounds, including English, Irish, Scottish, French, German, American, African, and Caribbean writers; A3: how literary texts have been written and received within literary, cultural and socio-historical contexts from the Renaissance to the present; A4: theoretical concepts such as ‘literature’, textuality, the nature of context and inter-text, the idea of the author, the history of reading and the book; A5: the problematic nature of a literary history conceived in terms of period and nation, and the development of the concept of ‘literatures’; | The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
Learning and teaching strategies: - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Post-reading activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc...
- Giving short presentations expressing their views on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the course.
|
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1. work with a novel, play or a critical text that is the product of a culture other than that of the reader, and to appreciate the historical changes with reference to issues like gender, race, culture, nation; B2. construct an argument, comparing and contrasting two or more literary texts (novels, plays, characters, themes); B3. engage with literary criticism of the assigned texts; | - In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Researching some relevant material through the e-library, the internet, etc
- Giving short presentations expressing their views on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the course.
|
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1. be able to keep to the focus of a question while answering; C2. write an essay in the correct format, with proper beginning, and in logical and coherent development; C3. use correct language: syntax, grammar, spelling, punctuation and quotation marks; C4. use word processing skills effectively, to present a typed answer in a format that aids understanding, using different fonts, highlighting devices, margins and indentations; C5.use secondary sources ethically by avoiding plagiarism. | - In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the course.
|
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1. be able to write in an appropriate academic register, using scholarly conventions, like acknowledging borrowings from other sources, like audio video, the internet, and relevant critics, with proper referencing; D2. be able to read and synthesize from a large range of texts; D3. develop listening strategies, especially in relation to audio video course material, and to gain an extended understanding of narrative and dramatic texts; D4. make effective use of feedback from a tutor to improve performance continually. | - In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the course.
|
6. Indicative content. | This module is made up of 6 blocks: Block 1 Love and Death in the Renaissance features a pair of plays, William Shakespeare’s Othello and John Webster’s The Duchess of Malfi. It is designed to introduce students to the Renaissance as a period dominated by and still best known for its drama. Chapters will focus on the linked portrayal of love and death in these two plays, putting it into cultural context and linking it to generic and poetic conventions. The theoretical concept featured in this block is ‘text’. Chapters will therefore deal with the relation of text to performance practice past and present, while also considering modern investments in these texts. Print material will be supported by an audio-visual discussion of different performances of Othello and an interactive lecture on The Duchess of Malfi as a performance text. Block 2 Travels in the Long Eighteenth Century explores the origins of prose fiction in relation to travel-writing, through fictional and non-fictional texts, to provide both European views on the rest of the world, and views of Europe from the outside. The block features writers such as Aphra Behn,Voltaire’s, and the letters of the ex-slave Ukawsaw Gronniosaw.Contemporary reflection upon journeys of exploration is provided through a concluding case-study of the mutiny on the Bounty, which considers the original documents alongside twentieth-century film versions of the story. The theoretical concept of the week is ‘context’ and this will be explored in relation to the question of how and why texts might be contextualised. Block 3 Romantic Lives approaches European romanticism by considering the evolution of the idea of the romantic author, and more generally, of the romantic inner life. It is shaped by a sense that contemporary culture is still living with and through the idea of the romantic life. The Block deals with authors such as Wordsworth and Shelley and then juxtaposed with authors such as de Quincey, Pushkin and E.T. Hoffman. The featured theoretical concept is ‘the author’. Block 4 Victorians at Home and Abroad organises its exploration into Victorian culture through a reading of Victorian representations of ‘home’ and ‘abroad’. Emily Brontë’s Wuthering Heights (1847) and its version of domesticity troubled by an outsider. Students will also be reading Arthur Conan Doyle’s The Sign of Four and R.L.Stevenson’s ‘The Beach at Falesà’ from South Sea Tales. The theoretical concept for this block is ‘books and readers’, and there will accordingly be an emphasis upon the 19C and 20C publication, reception, and cross-media adaptation of both Wuthering Heights and The Sign of Four. Block 5 Twentieth-Century Cities is a consciously cosmopolitan block that concentrates upon depictions of the city in the literature of modernism and its aftermath, travelling from Dublin, to New York, and to a dystopian city of the future. Texts featured include James Joyce’s Dubliners (1914), Fritz Lang’s silent film Metropolis and a collection of poems and prose associated with New Yorkby Langston Hughes and McKay published between the twenties and forties. The theoretical concept of this block is ‘period’, and so chapters and activities will address the problem of constructing literary history through appeal to the concept of ‘period’. Block 6 Migration and Memory looks at the expansion of English into Englishes and the rethinking of national traditions within a newly global sensibility. The texts in this block all deal in different ways with the experience of being severed from the past and the persistence and uses of memory with authors such as Elizabeth Bishop, Brian Friel’s play Translations (1980),W.G. Sebald’ssemi-autobiographical set of fictive memoirs, The Emigrants (1993, trans. 1996), and Sam Selvon’s novella The Lonely Londoners (1956). The theoretical concept for this block is ‘literatures’. |
7. Assessment strategy, assessment methods and their relative weightings | - TMA (related to chapters that the students already covered and representing 20 per cent of the overall continuous assessment score [OCAS]). TMA will assess the students’ ability to perform a close reading using genre-appropriate methodology in the analysis of a literary text as well as the skills of critical evaluation and argumentation.
- One two- hour Mid-Term Assessment (MTA)
- One three- hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
|
| | | 8. Mapping of assessment tasks to learning outcomes | Assessment tasks | | | | Learning outcomes | A1 | A2 | A3 | A4 | A5 | | B1 | B2 | B3 | | C1 | C2 | C3 | C4 | C5 | | D1 | D2 | D3 | D4 | TMA | | | | X | X | | | X | X | | X | X | X | X | X | | X | X | X | X | MTA | X | X | X | X | X | | X | X | X | | X | | X | | | | X | X | | | Final | X | X | X | X | X | | X | X | X | | X | X | X | | | | | | | |
9. Teaching staff associated with the module / Potential tutors | Tutor’s name | Contact details | Contact hours | Dr. Banan Draiseh | banan@aou.edu.kw | NOT AVAILABLE YET |
10. Key reading list | Author / Editors | Year | Title | Publisher | ISBN or location | | | | | | Anita Pacheco and David Johnson (eds) | 2012 | The Renaissance and Long Eighteenth Century | Bloomsbury Academic | 9781849666145 | Nicola J. Watson and Shafquat Towheed (eds) | 2012 | Romantics and Victorians | Bloomsbury Academic | 9781849666244 | Sara Haslam and Sue Asbee (eds) | 2012 | The Twentieth Century | Bloomsbury Academic | 9781849666213 | | | | | | Aphra Behn | 2003 | Oroonoko | Penguin Classics | 9780140439885 | Emily Brontë | 2009 | Wuthering Heights | Oxford World’s Classics | 9780199541898 | Arthur Conan Doyle | 2010 | The Sign of Four | Broadview Press | 9781551118376 | Brian Friel, | 1990 | Dancing at Lughnasa | Faber and Faber | 9780571144792 | James Joyce | 2000 | Dubliners | Penguin | 978014118245 | W.G. Sebald | 2002 | The Emigrants | Vintage | 9780099448884 | William Shakespeare | 2008 | Othello | Oxford World’s Classics | 9780199535873 | Voltaire | 2005 | Candide, or Optimism | Penguin Classics | 9780140455106 | John Webster | 2009 | The Duchess of Malfi | Pearson Longman | 9780582817791 |
11. Other indicative text (e.g. websites) | A230 places a great deal of emphasis on information literacy skills, through the use of an online Study Guide that recommends relevant websites and Library electronic resources. Students will be provided with a number of supplementary assets, such as revision quizzes (one per block) and interactive tutorials on aspects of literary analysis such as supporting audio, video and interactive electronic exercises possibly sited together on DVD rom; alternatively as cds, dvds or on website (equivalent to 8 CDs, 2 DVDs as specified in Level 2 model) A230A&B.pdf
|
|
Course Outcomes |
|
A230B Reading and Studying Literature (II)
(8) Credit Hours
Reading and Studying Literature builds on the introductory modules, The Arts Past and Present (AA100), and Literary Appreciation and Critique (EL121). It will introduce you to the study of English literature by looking at a selection of texts from the Renaissance to the present day. The module offers a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose fiction as well as autobiography and travel-writing. An overarching concern of the module is the uses we make in the present of the literature of the past.
Like other level 5 courses, this module will provide a broad overview of the study of the discipline of literature. As well as strengthening the curriculum in English, A230 makes some links with other courses, and serves to lead students through from level 4 to level 6.
Course Code |
A230B |
Course Title |
Reading and Studying Literature (II) |
Pre-requisite |
A230A - A210A |
Credit Hours |
8 |
Course Description |
Reading and Studying Literature builds on the introductory modules, The Arts Past and Present (AA100), and Literary Appreciation and Critique (EL121). It will introduce you to the study of English literature by looking at a selection of texts from the Renaissance to the present day. The module offers a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose fiction as well as autobiography and travel-writing. An overarching concern of the module is the uses we make in the present of the literature of the past.
Like other level 5 courses, this module will provide a broad overview of the study of the discipline of literature. As well as strengthening the curriculum in English, A230 makes some links with other courses, and serves to lead students through from level 4 to level 6.
|
Course Objectives |
Module Specification: A230A&B (Reading and Studying Literature)
1. 1. Factual information
| Module title | A230A&B: Reading and Studying Literature | Level | 5 | Module tutor | Dr. Banan Draiseh | Credit value | 16 credit hours | Module type | Taught | Notional learning hours | 2 hours / week |
2. Rationale for the module and its links with other modules | Reading and Studying Literature builds on the introductory modules, The Arts Past and Present (AA100), and Literary Appreciation and Critique (EL121). It will introduce you to the study of English literature by looking at a selection of texts from the Renaissance to the present day. The module offers a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose fiction as well as autobiography and travel-writing. An overarching concern of the module is the uses we make in the present of the literature of the past. Like other level 5 courses, this module will provide a broad overview of the study of the discipline of literature. As well as strengthening the curriculum in English, A230 makes some links with other courses, and serves to lead students through from level 4 to level 6. |
3. Aims of the module | A230 aims to provide a clear and steady progression from Level 4 to Level 6. The module builds on the knowledge and skills acquired on AA100 and EL121. The module is designed to start with a gentle introduction to the discipline and to become gradually more challenging as it progresses, so that by the end of the module students will be prepared to move on to the study of English Literature at Level 6. In an effort to enhance the students’ sense of their progression from Level 4 and Level 6, it takes care to identify the specific study-skills being taught at different stages of the module. The assessment will invite students to reflect on their own experience of learning as they progress through the module. A230 adopts a chronological approach to the study of English Literature, introducing students to the six principal literary periods – the Renaissance, the Long Eighteenth Century, the Romantic period, the Victorian Age, and the early and late Twentieth Century. Each of these has a corresponding block of study lasting four weeks which focuses on a few representative literary texts of the period. This clear and logical structure will further contribute to students’ sense of progression as well as providing them with a solid grounding in the study of English Literature. Each block of study will also introduce students to particular study skills and to a particular theoretical concept which will aid them in making the transition to the Department’s Level 6 modules. |
4. Pre-requisite modules or specified entry requirements | EL121: Literary Appreciation and Critique |
5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to show knowledge and understanding of : A1: the formal characteristics of the principal genres and sub-genres of literature (novel, short story, plays, romance and realist novel, novel of growth, tragedy, comedy, life-writing, travel-writing, letters, film, popular fiction, and writing for children);
A2: a range of writers, male and female, coming from many cultural backgrounds, including English, Irish, Scottish, French, German, American, African, and Caribbean writers; A3: how literary texts have been written and received within literary, cultural and socio-historical contexts from the Renaissance to the present; A4: theoretical concepts such as ‘literature’, textuality, the nature of context and inter-text, the idea of the author, the history of reading and the book; A5: the problematic nature of a literary history conceived in terms of period and nation, and the development of the concept of ‘literatures’; | The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
Learning and teaching strategies: - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Post-reading activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc...
- Giving short presentations expressing their views on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the course.
|
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1. work with a novel, play or a critical text that is the product of a culture other than that of the reader, and to appreciate the historical changes with reference to issues like gender, race, culture, nation; B2. construct an argument, comparing and contrasting two or more literary texts (novels, plays, characters, themes); B3. engage with literary criticism of the assigned texts; | - In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Researching some relevant material through the e-library, the internet, etc
- Giving short presentations expressing their views on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the course.
|
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1. be able to keep to the focus of a question while answering; C2. write an essay in the correct format, with proper beginning, and in logical and coherent development; C3. use correct language: syntax, grammar, spelling, punctuation and quotation marks; C4. use word processing skills effectively, to present a typed answer in a format that aids understanding, using different fonts, highlighting devices, margins and indentations; C5.use secondary sources ethically by avoiding plagiarism. | - In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the course.
|
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1. be able to write in an appropriate academic register, using scholarly conventions, like acknowledging borrowings from other sources, like audio video, the internet, and relevant critics, with proper referencing; D2. be able to read and synthesize from a large range of texts; D3. develop listening strategies, especially in relation to audio video course material, and to gain an extended understanding of narrative and dramatic texts; D4. make effective use of feedback from a tutor to improve performance continually. | - In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the course.
|
6. Indicative content. | This module is made up of 6 blocks: Block 1 Love and Death in the Renaissance features a pair of plays, William Shakespeare’s Othello and John Webster’s The Duchess of Malfi. It is designed to introduce students to the Renaissance as a period dominated by and still best known for its drama. Chapters will focus on the linked portrayal of love and death in these two plays, putting it into cultural context and linking it to generic and poetic conventions. The theoretical concept featured in this block is ‘text’. Chapters will therefore deal with the relation of text to performance practice past and present, while also considering modern investments in these texts. Print material will be supported by an audio-visual discussion of different performances of Othello and an interactive lecture on The Duchess of Malfi as a performance text. Block 2 Travels in the Long Eighteenth Century explores the origins of prose fiction in relation to travel-writing, through fictional and non-fictional texts, to provide both European views on the rest of the world, and views of Europe from the outside. The block features writers such as Aphra Behn,Voltaire’s, and the letters of the ex-slave Ukawsaw Gronniosaw.Contemporary reflection upon journeys of exploration is provided through a concluding case-study of the mutiny on the Bounty, which considers the original documents alongside twentieth-century film versions of the story. The theoretical concept of the week is ‘context’ and this will be explored in relation to the question of how and why texts might be contextualised. Block 3 Romantic Lives approaches European romanticism by considering the evolution of the idea of the romantic author, and more generally, of the romantic inner life. It is shaped by a sense that contemporary culture is still living with and through the idea of the romantic life. The Block deals with authors such as Wordsworth and Shelley and then juxtaposed with authors such as de Quincey, Pushkin and E.T. Hoffman. The featured theoretical concept is ‘the author’. Block 4 Victorians at Home and Abroad organises its exploration into Victorian culture through a reading of Victorian representations of ‘home’ and ‘abroad’. Emily Brontë’s Wuthering Heights (1847) and its version of domesticity troubled by an outsider. Students will also be reading Arthur Conan Doyle’s The Sign of Four and R.L.Stevenson’s ‘The Beach at Falesà’ from South Sea Tales. The theoretical concept for this block is ‘books and readers’, and there will accordingly be an emphasis upon the 19C and 20C publication, reception, and cross-media adaptation of both Wuthering Heights and The Sign of Four. Block 5 Twentieth-Century Cities is a consciously cosmopolitan block that concentrates upon depictions of the city in the literature of modernism and its aftermath, travelling from Dublin, to New York, and to a dystopian city of the future. Texts featured include James Joyce’s Dubliners (1914), Fritz Lang’s silent film Metropolis and a collection of poems and prose associated with New Yorkby Langston Hughes and McKay published between the twenties and forties. The theoretical concept of this block is ‘period’, and so chapters and activities will address the problem of constructing literary history through appeal to the concept of ‘period’. Block 6 Migration and Memory looks at the expansion of English into Englishes and the rethinking of national traditions within a newly global sensibility. The texts in this block all deal in different ways with the experience of being severed from the past and the persistence and uses of memory with authors such as Elizabeth Bishop, Brian Friel’s play Translations (1980),W.G. Sebald’ssemi-autobiographical set of fictive memoirs, The Emigrants (1993, trans. 1996), and Sam Selvon’s novella The Lonely Londoners (1956). The theoretical concept for this block is ‘literatures’. |
7. Assessment strategy, assessment methods and their relative weightings | - TMA (related to chapters that the students already covered and representing 20 per cent of the overall continuous assessment score [OCAS]). TMA will assess the students’ ability to perform a close reading using genre-appropriate methodology in the analysis of a literary text as well as the skills of critical evaluation and argumentation.
- One two- hour Mid-Term Assessment (MTA)
- One three- hour FINAL EXAM at the end of the course.
The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
|
| | | 8. Mapping of assessment tasks to learning outcomes | Assessment tasks | | | | Learning outcomes | A1 | A2 | A3 | A4 | A5 | | B1 | B2 | B3 | | C1 | C2 | C3 | C4 | C5 | | D1 | D2 | D3 | D4 | TMA | | | | X | X | | | X | X | | X | X | X | X | X | | X | X | X | X | MTA | X | X | X | X | X | | X | X | X | | X | | X | | | | X | X | | | Final | X | X | X | X | X | | X | X | X | | X | X | X | | | | | | | |
9. Teaching staff associated with the module / Potential tutors | Tutor’s name | Contact details | Contact hours | Dr. Banan Draiseh | banan@aou.edu.kw | NOT AVAILABLE YET |
10. Key reading list | Author / Editors | Year | Title | Publisher | ISBN or location | | | | | | Anita Pacheco and David Johnson (eds) | 2012 | The Renaissance and Long Eighteenth Century | Bloomsbury Academic | 9781849666145 | Nicola J. Watson and Shafquat Towheed (eds) | 2012 | Romantics and Victorians | Bloomsbury Academic | 9781849666244 | Sara Haslam and Sue Asbee (eds) | 2012 | The Twentieth Century | Bloomsbury Academic | 9781849666213 | | | | | | Aphra Behn | 2003 | Oroonoko | Penguin Classics | 9780140439885 | Emily Brontë | 2009 | Wuthering Heights | Oxford World’s Classics | 9780199541898 | Arthur Conan Doyle | 2010 | The Sign of Four | Broadview Press | 9781551118376 | Brian Friel, | 1990 | Dancing at Lughnasa | Faber and Faber | 9780571144792 | James Joyce | 2000 | Dubliners | Penguin | 978014118245 | W.G. Sebald | 2002 | The Emigrants | Vintage | 9780099448884 | William Shakespeare | 2008 | Othello | Oxford World’s Classics | 9780199535873 | Voltaire | 2005 | Candide, or Optimism | Penguin Classics | 9780140455106 | John Webster | 2009 | The Duchess of Malfi | Pearson Longman | 9780582817791 |
11. Other indicative text (e.g. websites) | A230 places a great deal of emphasis on information literacy skills, through the use of an online Study Guide that recommends relevant websites and Library electronic resources. Students will be provided with a number of supplementary assets, such as revision quizzes (one per block) and interactive tutorials on aspects of literary analysis such as supporting audio, video and interactive electronic exercises possibly sited together on DVD rom; alternatively as cds, dvds or on website (equivalent to 8 CDs, 2 DVDs as specified in Level 2 model) A230A&B.pdf
|
|
Course Outcomes |
|
A335A Literature in Transition
(8) Credit Hours
As the module title indicates, the emphasis in A335 is on literary transitions and processes rather than apparently stable, received or conventional categories of texts/authors/genres/periodization. This is a crucial dimension of the field for the period in question in A335, consistent with critical and technological developments relevant to literary study. Accordingly, the three blocks of this module progressively introduce challenges and shifts in the production, reception and criticism of literature: from relatively narrow Anglophone to global circuits, from literature in print to literature amidst different media, from being centred on dominant identities to becoming pluralistic, and so on. Students will encounter a significant number of ‘canonical’ and well-known set texts as well as a small number of relatively unfamiliar set texts: these cross various conventional generic and media boundaries; are available to multiple critical perspectives; derive from diverse contexts (predominantly from the UK, but also well beyond and including a few translations into English).
A335 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature (EL121, AA100, and A230), in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognize and manage their skills and knowledge in support of their own goals.
Course Code |
A335A |
Course Title |
Literature in Transition |
Pre-requisite |
A230B - A210B |
Credit Hours |
8 |
Course Description |
As the module title indicates, the emphasis in A335 is on literary transitions and processes rather than apparently stable, received or conventional categories of texts/authors/genres/periodization. This is a crucial dimension of the field for the period in question in A335, consistent with critical and technological developments relevant to literary study. Accordingly, the three blocks of this module progressively introduce challenges and shifts in the production, reception and criticism of literature: from relatively narrow Anglophone to global circuits, from literature in print to literature amidst different media, from being centred on dominant identities to becoming pluralistic, and so on. Students will encounter a significant number of ‘canonical’ and well-known set texts as well as a small number of relatively unfamiliar set texts: these cross various conventional generic and media boundaries; are available to multiple critical perspectives; derive from diverse contexts (predominantly from the UK, but also well beyond and including a few translations into English).
A335 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature (EL121, AA100, and A230), in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognize and manage their skills and knowledge in support of their own goals.
|
Course Objectives |
Module Specification: A335 A & B (Literature in Transition) 1. 1. Factual information | Module title | A335A&B: Literature in Transition | Level | 6 | Module tutor | Veena Vijaya, GCC | Credit value | 16 credit hours | Module type | Taught | Notional learning hours | 2 hours / week |
2. Rationale for the module and its links with other modules | As the module title indicates, the emphasis in A335 is on literary transitions and processes rather than apparently stable, received or conventional categories of texts/authors/genres/periodization. This is a crucial dimension of the field for the period in question in A335, consistent with critical and technological developments relevant to literary study. Accordingly, the three blocks of this module progressively introduce challenges and shifts in the production, reception and criticism of literature: from relatively narrow Anglophone to global circuits, from literature in print to literature amidst different media, from being centred on dominant identities to becoming pluralistic, and so on. Students will encounter a significant number of ‘canonical’ and well-known set texts as well as a small number of relatively unfamiliar set texts: these cross various conventional generic and media boundaries; are available to multiple critical perspectives; derive from diverse contexts (predominantly from the UK, but also well beyond and including a few translations into English).
A335 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature (EL121, AA100, and A230), in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognize and manage their skills and knowledge in support of their own goals. |
3. Aims of the module | The underlying principle of the module design has been to provide: - a sound grounding and adequate coverage for students from 1800 literature to the present.
- offering considerable scope for students to explore specific texts, contexts, literary processes and critical perspectives in depth.
|
4. Pre-requisite modules or specified entry requirements | Course Prerequisites: - A335A: A230B: Reading and Studying Literature (II)
- A335B: A335A: Literature in Transition (I)
This OU-based module was originally designed to be delivered over one academic year. For practical purposes the module is divided into two equal parts each delivered as an independent course as follows: (i) A335A: Literature in Transition: (Part I) (ii) A335B: Literature in Transition: (Part II) The Relationship between the two parts (A335A & A335B) is as follows: - A335A is a prerequisite for A335B. This means students cannot register in A335B unless they have passed A335A.
- A335A and A335B are treated as independent modules for purposes of student registration.
- A335A and A335B are treated as independent modules for purposes of assessment. This means that students will be assessed independently for each module and that they have to pass each of the two modules. The marks they earn in each of A335A and A335B will be entered separately onto their transcripts.
- Some of the teaching/learning materials used in A335A will also be used in A335B. This means students will receive a complete module kit upon registering in A335A.
|
5. Intended learning outcomes
A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, you will be expected to display: A1. A broad knowledge of literature in English in a range of genres between c.1800-present. A2. A detailed knowledge of the set texts written in (or translated into) English, particularly in terms of style and form. A3. An understanding of how an interpretation of any given text is determined by exploring its historical and cultural contexts, including its production, distribution, consumption and reception. A4. An awareness of the relationship between literary text and media (print, performance, recorded audio-visual, digital convergence). A5. An understanding of the processes through which texts come to be regarded as canonical or non-canonical. | The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive distance learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
Learning and teaching strategies - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analyzing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Post-reading and doing activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc
- Giving short presentations expressing their views and skills on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the module.
Students will be assessed through - tutorial sessions
- TMA
- Midterm assessment
- Final exam
|
B. Cognitive skills | Learning and teaching strategy | At the end of the module, you will be expected to: B1. Show the ability to compare and contrast set texts from both a thematic and a critical perspective. B2. Show the ability to read and engage with a range of scholarly voices and critical perspectives and to question them appropriately. B3. Show the ability to identify and understand issues for further study, and to select appropriate tools to answer them, by searching and using a range of online resources. B4. Show the ability to examine and understand any of the set texts in relation to their historical and cultural contexts, including the material conditions of production, distribution, consumption and reception. | - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analyzing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Post-reading and doing activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views and skills on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the module.
Students will be assessed through - tutorial sessions
- TMA
- Midterm assessment
- Final exam
|
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, you will be expected to: C1. Communicate clearly and effectively in the register appropriate for the task. C2. Demonstrate the ability to use a range of tools to acquire, organise, critically evaluate and accurately reference information from a variety of printed and online sources. C3. Demonstrate the ability to logically structure a considered argument in written and/or in-class presentation. C4. Demonstrate competence in independent study and learning, including the ability to meet deadlines, organise your time effectively, solve problems and show initiative. | - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analyzing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Post-reading and doing activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views and skills on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the module.
Students will be assessed through - tutorial sessions
- TMA
- Midterm assessment
- Final exam
|
D. Key skills | Learning and teaching strategy | At the end of the module, you will be expected to: D1. Assimilate, understand, and critically synthesise information and ideas from multiple sources, and use these to support your own argument. D2. Evaluate and effectively use a wide range of online resources appropriate to the discipline. D3. Communicate complex ideas clearly and effectively through written and/or in-class presentations. D4. Demonstrate the ability to improve your own learning and performance through the development of independent study skills (including research). | - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analyzing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Post-reading and doing activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views and skills on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the module.
Students will be assessed through - tutorial sessions
- TMA
- Midterm assessment
- Final exam
|
6. Indicative content. | A335 draws you into the main currents of literature from 1800 to the present day. You will engage with some of the most stimulating literary works ever written, and track the seismic historical transitions and transformations relevant to them – with an eye on our present and the future. Numerous major authors are offered for close critical study (Dickens, Tennyson, Woolf, T.S. Eliot, Dylan Thomas, Winterson, and others), alongside exciting but relatively neglected authors. Influential literary movements and critical interventions will be discussed, while leaving ample space for your own ideas. The module has three parts: Realities; Movements; Futures.
The thrust of this module is captured in its title “literature in transition”. This suggests that the relation between texts and contexts, and between different texts, cannot be thought of in fixed ways. You will be encouraged to consider these relations as processes. In examining texts from 1800 to the present day closely, you are asked to consider whether literature generally should be understood in terms of continuous transitions. There are three parts in the module.
Part 1, “Realities” (weeks 1-12, six set texts), covers the period 1800-1870. Here you will examine literary works which were produced within English-speaking contexts and reflected social realities of the time. The set texts here complicate notions of literary study which you have encountered at Level 2. Some of these texts follow narrative strategies which allow for multiple and contradictory readings. Some work deliberately across several conventional genres. Seemingly these texts were written to generate complex responses and question conventions. They appear to push the boundaries of interpretation and genres. All do this with an intense awareness of the social issues which they contemplate. This part as a whole, therefore, encourages you to question conventional approaches to genre and interpretation. And, you are asked to think about the relationship between literature and history. The texts in question here are: Charles Dickens’ Bleak House, Henry Mayhew’s London Labour and the London Poor, Henry Thoreau’s Walden, poetry by Alfred Tennyson and Arthur Clough, and George Eliot’s Mill on the Floss.
Covering the period 1870-1940, Part 2, “Movements” (weeks 13-21, six set texts), develops the issues raised in Part 1 and takes you beyond them. Self-conscious artistic and intellectual movements played a significant part in the literature of this period. Different phases of modernist experimentation deliberately played with literary expression, form and effect. Ideas from other fields were actively brought to bear upon literature: from, for example, psychology, sociology, philosophy, science. This is also a period of very significant social and political transitions. Stronger ties and exchanges developed within Europe and across the Atlantic. The imperialist domination of Europe in the world was challenged by new anti-colonial nationalisms. Political ideologies – capitalism, socialism, fascism – were hotly debated. A series of global conflicts, particularly World War 1, changed the face of global arrangements. All this was reflected in the literature of the time, both as themes and through the stylistic experiments mentioned above. The chosen texts here enable you to examine literature in relation to a more complex English-speaking world and the global situation at large. The texts here include: J.M. Synge’s Playboy of the Western World, Katherine Mansfield’s short stories, Ford Madox Ford’s The Good Soldier, two parts from T.S. Eliot’s Four Quartets, Virginia Woolf’s Between the Acts, and Jean Rhys’ Good Morning, Midnight.
Part 3, ‘Futures’ (weeks 22-31, seven set texts), examines texts from 1940 to the present. Here the picture of literature from Parts 1 and 2 is expanded further, leading towards features of the contemporary (our) world. You will focus on several trajectories of transition here. The changing global context is traced from World War 2 to the invasion of Iraq in 2003 and beyond. The increasingly close connections between countries across the world provide the backdrop: variously, in the postcolonial sphere, during the Cold War, through the European Union, through economic globalization. Identity-based movements -- along the lines of race, gender, sexuality, religion – challenged traditional social orders, and continue to be passionately debated. These transitions have wrought a sea change in the current condition of literature and literary criticism. Also, technological developments in mass and new media have transformed literary production and reception. You will engage with these exciting recent and contemporary developments through carefully chosen literary texts, to obtain a sense of our world. Literary works featured in this part are: Dylan Thomas’s Under Milk Wood, Italo Calvino’s Cosmicomics, Jeanette Winterson’s Oranges Are Not the Only Fruit, Tayib Saleh’s Season of Migration to the North, David Hare’s Stuff Happens, short stories from Jhumpa Lahiri’s Unaccustomed Earth, and a selection of electronic literary works. |
7. Assessment strategy, assessment methods and their relative weightings | A335A and A335B each has ONE tutor marked assignment (known as TMA), ONE Mid-Term Assessment (known as MTA) and ONE 3-hour FINAL EXAM at the end of the course. - TMA (related to Blocks that the students already covered and representing 20 per cent of the overall continuous assessment score [OCAS]).
- One two- hour Mid-Term Assessment (MTA)
- One 3-hour FINAL EXAM at the end of the course.
- The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUSASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINALEXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment
tasks | Learning outcomes | A1 | A2 | A3 | A4 | A5 | | B1 | B2 | B3 | B4 | | C1 | C2 | C3 | C4 | | D1 | D2 | D3 | D4 | TMA | X | X | X | X | X | | X | X | X | X | | X | X | X | X | | X | X | X | X | MTA | X | X | X | X | X | | X | X | | | | X | | X | | | | | X | | Final Exam | X | X | X | X | X | | X | X | | | | X | | X | | | X | | X | |
10. Key reading list | Author | Year | Title | Publisher | ISBN | Lynda Prescott | 2016 | Realities 1800-1870 | OU | Milton Keynes | | 2016 | Movements 1870-1940 | OU | Milton Keynes | | 2016 | Futures 1940 to the present | OU | Milton Keynes | Charles Dickens | 1993 | Bleak House | Wordsworth Classics | 978-1853260827 | Henry Mayhew | 1993 | London Labour and the London Poor | Wordsworth Classics | 978-1853260827 | George Eliot | 2008 | The Mill on the Floss | Oxford World’s Classics | 978-0199536764 | Henry David Thoreau | 2006 | Walden | Yale Nota Bene | 978-0300110081 | J. M. Synge | 1983 | The Playboy of the Western World | Methuen Drama | 978-0413519405 | Ford Madox Ford | 2010 | The Good Soldier | Wordsworth Classics | 978-1840226539 | T.S. Eliot | 2001 | Four Quartets | Faber | 978-0571068944 | Virginia Woolf | 2008 | Between the Acts | Oxford World’s Classics | 978-0199536573 | Jean Rhys | 2000 | Good Morning, Midnight | Penguin Modern Classics | 978-0141183930 | Dylan Thomas | 2014 | Under Milk Wood | the definitive edition | 978-1780227245 | Italo Calvino | 2010 | The Complete Cosmicomics | Penguin Classics | 978-0141189680 | Jeannette Winterson | 1991 | Oranges are not the only fruit | Vintage Paperbacks | 978-0099935704 | Tsitsi Dangarembga | 2004 | Nervous Conditions | Ayebia Clarke Publishing Ltd | 978-0954702335 | David Hare | 2006 | Stuff Happens | Faber | 978-0571234066 | 11. Other indicative text (e.g. websites) | More material will be provided by the GCC to all BCCs and tutors on weekly basis. |
A335A&B.pdf
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Course Outcomes |
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A335B Literature in Transition
(8) Credit Hours
As the module title indicates, the emphasis in A335 is on literary transitions and processes rather than apparently stable, received or conventional categories of texts/authors/genres/periodization. This is a crucial dimension of the field for the period in question in A335, consistent with critical and technological developments relevant to literary study. Accordingly, the three blocks of this module progressively introduce challenges and shifts in the production, reception and criticism of literature: from relatively narrow Anglophone to global circuits, from literature in print to literature amidst different media, from being centred on dominant identities to becoming pluralistic, and so on. Students will encounter a significant number of ‘canonical’ and well-known set texts as well as a small number of relatively unfamiliar set texts: these cross various conventional generic and media boundaries; are available to multiple critical perspectives; derive from diverse contexts (predominantly from the UK, but also well beyond and including a few translations into English).
A335 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature (EL121, AA100, and A230), in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognize and manage their skills and knowledge in support of their own goals.
Course Code |
A335B |
Course Title |
Literature in Transition |
Pre-requisite |
A300A - A335A |
Credit Hours |
8 |
Course Description |
As the module title indicates, the emphasis in A335 is on literary transitions and processes rather than apparently stable, received or conventional categories of texts/authors/genres/periodization. This is a crucial dimension of the field for the period in question in A335, consistent with critical and technological developments relevant to literary study. Accordingly, the three blocks of this module progressively introduce challenges and shifts in the production, reception and criticism of literature: from relatively narrow Anglophone to global circuits, from literature in print to literature amidst different media, from being centred on dominant identities to becoming pluralistic, and so on. Students will encounter a significant number of ‘canonical’ and well-known set texts as well as a small number of relatively unfamiliar set texts: these cross various conventional generic and media boundaries; are available to multiple critical perspectives; derive from diverse contexts (predominantly from the UK, but also well beyond and including a few translations into English).
A335 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature (EL121, AA100, and A230), in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognize and manage their skills and knowledge in support of their own goals.
|
Course Objectives |
Module Specification: A335 A & B (Literature in Transition)
1. 1. Factual information |
Module title | A335A&B: Literature in Transition |
Level | 6 |
Module tutor | Veena Vijaya, GCC |
Credit value | 16 credit hours |
Module type | Taught |
Notional learning hours | 2 hours / week |
2. Rationale for the module and its links with other modules | As the module title indicates, the emphasis in A335 is on literary transitions and processes rather than apparently stable, received or conventional categories of texts/authors/genres/periodization. This is a crucial dimension of the field for the period in question in A335, consistent with critical and technological developments relevant to literary study. Accordingly, the three blocks of this module progressively introduce challenges and shifts in the production, reception and criticism of literature: from relatively narrow Anglophone to global circuits, from literature in print to literature amidst different media, from being centred on dominant identities to becoming pluralistic, and so on. Students will encounter a significant number of ‘canonical’ and well-known set texts as well as a small number of relatively unfamiliar set texts: these cross various conventional generic and media boundaries; are available to multiple critical perspectives; derive from diverse contexts (predominantly from the UK, but also well beyond and including a few translations into English).
A335 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature (EL121, AA100, and A230), in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources. e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing. It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognize and manage their skills and knowledge in support of their own goals. |
3. Aims of the module | The underlying principle of the module design has been to provide: -
a sound grounding and adequate coverage for students from 1800 literature to the present.
-
offering considerable scope for students to explore specific texts, contexts, literary processes and critical perspectives in depth.
|
4. Pre-requisite modules or specified entry requirements |
Course Prerequisites: -
A335A: A230B: Reading and Studying Literature (II)
-
A335B: A335A: Literature in Transition (I)
This OU-based module was originally designed to be delivered over one academic year. For practical purposes the module is divided into two equal parts each delivered as an independent course as follows: (i) A335A: Literature in Transition: (Part I)
(ii) A335B: Literature in Transition: (Part II) The Relationship between the two parts (A335A & A335B) is as follows: -
A335A is a prerequisite for A335B. This means students cannot register in A335B unless they have passed A335A.
-
A335A and A335B are treated as
independent modules for purposes of student registration.
-
A335A and A335B are treated as
independent modules for purposes of assessment. This means that students will be assessed independently for each module and that they have to pass each of the two modules. The marks they earn in each of A335A and A335B will be entered separately onto their transcripts.
-
Some of the teaching/learning materials used in A335A will also be used in A335B. This means
students will receive a complete module kit upon registering in A335A.
|
5. Intended learning outcomes
A. Knowledge and understanding |
Learning and teaching strategy |
At the end of the module, you will be expected to display:
A1. A broad knowledge of literature in English in a range of genres between c.1800-present.
A2. A detailed knowledge of the set texts written in (or translated into) English, particularly in terms of style and form.
A3. An understanding of how an interpretation of any given text is determined by exploring its historical and cultural contexts, including its production, distribution, consumption and reception.
A4. An awareness of the relationship between literary text and media (print, performance, recorded audio-visual, digital convergence).
A5. An understanding of the processes through which texts come to be regarded as canonical or non-canonical. | The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive distance learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
Learning and teaching strategies -
Pre-class preparation and reading of assigned texts
-
In-class discussion by making inter-textual connections.
-
Analyzing texts from different theoretical point of views
-
Reading critical articles pertinent to the literary work under discussion
-
Post-reading and doing activities to allow students to deepen and expand their understanding
-
Researching some relevant material through the e-library, the internet, etc
-
Giving short presentations expressing their views and skills on the work studied.
-
Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
-
Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the module.
Students will be assessed through - tutorial sessions
- TMA
- Midterm assessment
- Final exam
|
B. Cognitive skills |
Learning and teaching strategy |
At the end of the module, you will be expected to:
B1. Show the ability to compare and contrast set texts from both a thematic and a critical perspective.
B2. Show the ability to read and engage with a range of scholarly voices and critical perspectives and to question them appropriately.
B3. Show the ability to identify and understand issues for further study, and to select appropriate tools to answer them, by searching and using a range of online resources.
B4. Show the ability to examine and understand any of the set texts in relation to their historical and cultural contexts, including the material conditions of production, distribution, consumption and reception. |
-
Pre-class preparation and reading of assigned texts
-
In-class discussion by making inter-textual connections.
-
Analyzing texts from different theoretical point of views
-
Reading critical articles pertinent to the literary work under discussion
-
Post-reading and doing activities to allow students to deepen and expand their understanding
-
Researching some relevant material through the e-library, the internet, etc.
-
Giving short presentations expressing their views and skills on the work studied.
-
Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
-
Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the module.
Students will be assessed through - tutorial sessions
- TMA
- Midterm assessment
- Final exam
|
C. Practical and professional skills |
Learning and teaching strategy |
At the end of the module, you will be expected to:
C1. Communicate clearly and effectively in the register appropriate for the task.
C2. Demonstrate the ability to use a range of tools to acquire, organise, critically evaluate and accurately reference information from a variety of printed and online sources.
C3. Demonstrate the ability to logically structure a considered argument in written and/or in-class presentation.
C4. Demonstrate competence in independent study and learning, including the ability to meet deadlines, organise your time effectively, solve problems and show initiative. | -
Pre-class preparation and reading of assigned texts
-
In-class discussion by making inter-textual connections.
-
Analyzing texts from different theoretical point of views
-
Reading critical articles pertinent to the literary work under discussion
-
Post-reading and doing activities to allow students to deepen and expand their understanding
-
Researching some relevant material through the e-library, the internet, etc.
-
Giving short presentations expressing their views and skills on the work studied.
-
Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
-
Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the module.
Students will be assessed through - tutorial sessions
- TMA
- Midterm assessment
- Final exam
|
D. Key skills |
Learning and teaching strategy |
At the end of the module, you will be expected to:
D1. Assimilate, understand, and critically synthesise information and ideas from multiple sources, and use these to support your own argument.
D2. Evaluate and effectively use a wide range of online resources appropriate to the discipline.
D3. Communicate complex ideas clearly and effectively through written and/or in-class presentations.
D4. Demonstrate the ability to improve your own learning and performance through the development of independent study skills (including research). | -
Pre-class preparation and reading of assigned texts
-
In-class discussion by making inter-textual connections.
-
Analyzing texts from different theoretical point of views
-
Reading critical articles pertinent to the literary work under discussion
-
Post-reading and doing activities to allow students to deepen and expand their understanding
-
Researching some relevant material through the e-library, the internet, etc.
-
Giving short presentations expressing their views and skills on the work studied.
-
Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
-
Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the module.
Students will be assessed through - tutorial sessions
- TMA
- Midterm assessment
- Final exam
|
6. Indicative content. | A335 draws you into the main currents of literature from 1800 to the present day. You will engage with some of the most stimulating literary works ever written, and track the seismic historical transitions and transformations relevant to them – with an eye on our present and the future. Numerous major authors are offered for close critical study (Dickens, Tennyson, Woolf, T.S. Eliot, Dylan Thomas, Winterson, and others), alongside exciting but relatively neglected authors. Influential literary movements and critical interventions will be discussed, while leaving ample space for your own ideas. The module has three parts: Realities; Movements; Futures. The thrust of this module is captured in its title “literature in transition”. This suggests that the relation between texts and contexts, and between different texts, cannot be thought of in fixed ways. You will be encouraged to consider these relations as
processes. In examining texts from 1800 to the present day closely, you are asked to consider whether literature generally should be understood in terms of continuous transitions. There are three parts in the module.
Part 1, “Realities” (weeks 1-12, six set texts), covers the period 1800-1870. Here you will examine literary works which were produced within English-speaking contexts and reflected social realities of the time. The set texts here complicate notions of literary study which you have encountered at Level 2. Some of these texts follow narrative strategies which allow for multiple and contradictory readings. Some work deliberately across several conventional genres. Seemingly these texts were written to generate complex responses and question conventions. They appear to push the boundaries of interpretation and genres. All do this with an intense awareness of the social issues which they contemplate. This part as a whole, therefore, encourages you to question conventional approaches to genre and interpretation. And, you are asked to think about the relationship between literature and history. The texts in question here are: Charles Dickens’
Bleak House, Henry Mayhew’s
London Labour and the London Poor, Henry Thoreau’s
Walden, poetry by Alfred Tennyson and Arthur Clough, and George Eliot’s
Mill on the Floss.
Covering the period 1870-1940,
Part 2, “Movements” (weeks 13-21, six set texts), develops the issues raised in Part 1 and takes you beyond them. Self-conscious artistic and intellectual movements played a significant part in the literature of this period. Different phases of modernist experimentation deliberately played with literary expression, form and effect. Ideas from other fields were actively brought to bear upon literature: from, for example, psychology, sociology, philosophy, science. This is also a period of very significant social and political transitions. Stronger ties and exchanges developed within Europe and across the Atlantic. The imperialist domination of Europe in the world was challenged by new anti-colonial nationalisms. Political ideologies – capitalism, socialism, fascism – were hotly debated. A series of global conflicts, particularly World War 1, changed the face of global arrangements. All this was reflected in the literature of the time, both as themes and through the stylistic experiments mentioned above. The chosen texts here enable you to examine literature in relation to a more complex English-speaking world and the global situation at large. The texts here include: J.M. Synge’s
Playboy of the Western World, Katherine Mansfield’s short stories, Ford Madox Ford’s
The Good Soldier, two parts from T.S. Eliot’s
Four Quartets, Virginia Woolf’s
Between the Acts, and Jean Rhys’
Good Morning, Midnight.
Part 3, ‘Futures’ (weeks 22-31, seven set texts), examines texts from 1940 to the present. Here the picture of literature from Parts 1 and 2 is expanded further, leading towards features of the contemporary (our) world. You will focus on several trajectories of transition here. The changing global context is traced from World War 2 to the invasion of Iraq in 2003 and beyond. The increasingly close connections between countries across the world provide the backdrop: variously, in the postcolonial sphere, during the Cold War, through the European Union, through economic globalization. Identity-based movements -- along the lines of race, gender, sexuality, religion – challenged traditional social orders, and continue to be passionately debated. These transitions have wrought a sea change in the current condition of literature and literary criticism. Also, technological developments in mass and new media have transformed literary production and reception. You will engage with these exciting recent and contemporary developments through carefully chosen literary texts, to obtain a sense of our world. Literary works featured in this part are: Dylan Thomas’s
Under Milk Wood, Italo Calvino’s
Cosmicomics, Jeanette Winterson’s
Oranges Are Not the Only Fruit, Tayib Saleh’s
Season of Migration to the North, David Hare’s
Stuff Happens, short stories from Jhumpa Lahiri’s
Unaccustomed Earth, and a selection of electronic literary works. |
7. Assessment strategy, assessment methods and their relative weightings | A335A and A335B each has ONE tutor marked assignment (known as
TMA), ONE Mid-Term Assessment (known as
MTA) and ONE 3-hour
FINAL EXAM at the end of the course. -
TMA (related to Blocks that the students already covered and representing 20 per cent of the overall continuous assessment score [OCAS]).
-
One two- hour Mid-Term Assessment (MTA)
-
One 3-hour FINAL EXAM at the end of the course.
- The balance between components of assessment is shown in the following table:
Components |
Form of Assessment & Marks |
% | CONTINUOUSASSESSMENT | TMA |
20 |
50% | MTA |
30 | FINAL ASSESSMENT | FINALEXAM |
50 |
50% | GRAND TOTAL |
100 |
100% |
|
8. Mapping of assessment tasks to learning outcomes |
Assessment
tasks |
Learning outcomes |
A1 |
A2 |
A3 |
A4 |
A5 |
|
B1 |
B2 |
B3 |
B4 |
|
C1 |
C2 |
C3 |
C4 |
|
D1 |
D2 |
D3 |
D4 | TMA | X | X | X | X | X | | X | X | X | X | | X | X | X | X | | X | X | X | X | MTA | X | X | X | X | X | | X | X | | | | X | | X | | | | | X | | Final Exam | X | X | X | X | X | | X | X | | | | X | | X | | | X | | X | |
10. Key reading list | Author | Year | Title | Publisher | ISBN | Lynda Prescott | 2016 |
Realities 1800-1870 | OU | Milton Keynes | | 2016 |
Movements 1870-1940 | OU | Milton Keynes | | 2016 |
Futures 1940 to the present | OU | Milton Keynes | Charles Dickens | 1993 |
Bleak House | Wordsworth Classics | 978-1853260827 | Henry Mayhew | 1993 |
London Labour and the London Poor | Wordsworth Classics | 978-1853260827 | George Eliot | 2008 |
The Mill on the Floss | Oxford World’s Classics | 978-0199536764 | Henry David Thoreau | 2006 |
Walden | Yale Nota Bene | 978-0300110081 | J. M. Synge | 1983 |
The Playboy of the Western World | Methuen Drama | 978-0413519405 | Ford Madox Ford | 2010 |
The Good Soldier | Wordsworth Classics | 978-1840226539 | T.S. Eliot | 2001 |
Four Quartets | Faber | 978-0571068944 | Virginia Woolf | 2008 |
Between the Acts | Oxford World’s Classics | 978-0199536573 | Jean Rhys | 2000 |
Good Morning, Midnight | Penguin Modern Classics | 978-0141183930 | Dylan Thomas | 2014 |
Under Milk Wood | the definitive edition | 978-1780227245 | Italo Calvino | 2010 |
The Complete Cosmicomics | Penguin Classics | 978-0141189680 | Jeannette Winterson | 1991 |
Oranges are not the only fruit | Vintage Paperbacks | 978-0099935704 | Tsitsi Dangarembga | 2004 |
Nervous Conditions | Ayebia Clarke Publishing Ltd | 978-0954702335 | David Hare | 2006 |
Stuff Happens | Faber | 978-0571234066 | 11. Other indicative text (e.g. websites) | More material will be provided by the GCC to all BCCs and tutors on weekly basis. |
A335A&B.pdf |
Course Outcomes |
|
A801 Research in English Studies
(4) Credit Hours
•It provides a flexible open learning opportunity to students.
•It combines both face-to-face instruction (50%) and interactive distance learning (50%);
•Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
•Successful candidates will qualify not only for the AOU MA degree but for the UK OU MA degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries.
. It creates for graduates good job opportunities in education as well as in the public and private sectors.
Course Code |
A801 |
Course Title |
Research in English Studies |
Pre-requisite |
- |
Credit Hours |
4 |
Course Description |
•It provides a flexible open learning opportunity to students.
•It combines both face-to-face instruction (50%) and interactive distance learning (50%);
•Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
•Successful candidates will qualify not only for the AOU MA degree but for the UK OU MA degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries.
. It creates for graduates good job opportunities in education as well as in the public and private sectors.
|
Course Objectives |
The general aims of the module are to: - Provide students with appropriate training in the techniques of postgraduate studies in the humanities;
- Develop students' interest and study skills.
The module also aims to teach students about - the importance of textual and bibliographical study in postgraduate work in literature;
- how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
- engaging critically with a range of literary texts and complex critical, theoretical and historical material;
- how to contribute, in an informed way, to current debates about literature;
- constructing and presenting sophisticated, coherent and persuasive written and oral arguments;
- planning and writing a TMA, presented with appropriate scholarly apparatus and acknowledgement of the work of others;
- communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
- using feedback from your tutor and fellow students and other resources effectively to improve your performance;
- using ICT resources for postgraduate research.
|
Course Outcomes |
A.
Knowledge and understanding At the end of the module, learners will be expected to: A1 : know a range of research tools and methods appropriate to postgraduate study in the humanities; A2 : understand current issues and debates in one or more humanities subject area. A3: plan an essay at postgraduate level; A4: design a research project with some support from the course materials and a tutor; A5: use feedback from your tutor and fellow students effectively to improve your work; A6: use other resources, such as libraries and ICT resources, to improve your learning. B. Cognitive skills At the end of the module learners will be expected to: B1: evaluate critically current research in one or more areas of literary studies; B2: evaluate and critique some of the methods used in literary studies' research; B3: use concepts and theories appropriately; B4: evaluate bodies of evidence and draw conclusions from them. C.
Practical and professional skills At the end of the module, learners will be expected to: C1: use research libraries, their archives and their contents efficiently; C2: use specialist online databases and other online facilities for postgraduate study; C3: form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions; C4: plan a project according to specific guidelines; C5: work independently on a research project. D
Key transferable skills At the end of the module, learners will be expected to: D1 : communicate effectively in writing to a specialised audience; D2: vary your means of communication according to the specialised task at hand; D3: be aware of the tools which can help you in the task of effective communication. D4: gain independent learning ability required for continuing professional development |
A802 Theories in Criticism
(4) Credit Hours
The general aims of the module are to:
•Provide students with appropriate training in the techniques of postgraduate; study in the humanities;
•Develop students’ interest in the study of literary theory.
The module also aims to teach students about
•the importance of textual and bibliographical study in postgraduate work in literature;
•how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
•engaging critically with a range of literary texts and complex critical, theoretical and historical material;
•how to contribute, in an informed way, to current debates about literature;
•constructing and presenting sophisticated, coherent and persuasive written and oral arguments;
•planning and writing a TMA, presented with appropriate scholarly apparatus and acknowledgement of the work of others;
•communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
•using feedback from your tutor and fellow students and other resources effectively to improve your performance;
• using ICT resources for postgraduate research.
Course Code |
A802 |
Course Title |
Theories in Criticism |
Pre-requisite |
- |
Credit Hours |
4 |
Course Description |
The general aims of the module are to:
•Provide students with appropriate training in the techniques of postgraduate; study in the humanities;
•Develop students’ interest in the study of literary theory.
The module also aims to teach students about
•the importance of textual and bibliographical study in postgraduate work in literature;
•how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
•engaging critically with a range of literary texts and complex critical, theoretical and historical material;
•how to contribute, in an informed way, to current debates about literature;
•constructing and presenting sophisticated, coherent and persuasive written and oral arguments;
•planning and writing a TMA, presented with appropriate scholarly apparatus and acknowledgement of the work of others;
•communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
•using feedback from your tutor and fellow students and other resources effectively to improve your performance;
• using ICT resources for postgraduate research.
|
Course Objectives |
|
Course Outcomes |
|
A803 The English Novel
(4) Credit Hours
The general aims of the module are to:
•Provide students with appropriate training in the techniques of postgraduate studies in the humanities;
•Provide students with comprehensive knowledge of literature especially of the English novel;
•Build upon and develop students’ interest in the study of literature and the English novel.
The module also aims to teach students about
•the importance of textual and bibliographical study in postgraduate work in literature;
•how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
•how to engage critically with a range of literary texts and complex critical, theoretical and historical material;
•how to contribute in an informed way to current debates about literature;
•how to construct and present sophisticated, coherent and persuasive written and oral arguments;
•using a research library and a range of electronic information resources.
•communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
•undertaking academic tasks of increasing length and complexity;
•how to use feedback from your tutor and fellow students and other resources effectively to improve your performance;
how to use ICT resources for postgraduate research.
Course Code |
A803 |
Course Title |
The English Novel |
Pre-requisite |
A801 - A802 |
Credit Hours |
4 |
Course Description |
The general aims of the module are to:
•Provide students with appropriate training in the techniques of postgraduate studies in the humanities;
•Provide students with comprehensive knowledge of literature especially of the English novel;
•Build upon and develop students’ interest in the study of literature and the English novel.
The module also aims to teach students about
•the importance of textual and bibliographical study in postgraduate work in literature;
•how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
•how to engage critically with a range of literary texts and complex critical, theoretical and historical material;
•how to contribute in an informed way to current debates about literature;
•how to construct and present sophisticated, coherent and persuasive written and oral arguments;
•using a research library and a range of electronic information resources.
•communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
•undertaking academic tasks of increasing length and complexity;
•how to use feedback from your tutor and fellow students and other resources effectively to improve your performance;
how to use ICT resources for postgraduate research.
|
Course Objectives |
|
Course Outcomes |
|
A804 Cultural Studies
(4) Credit Hours
The general aims of the module are to:
•Provide students with appropriate training in the techniques of postgraduate studies in cultural studies;
•Provide students with comprehensive knowledge of cultural studies.
•Develop students’ interest in cultural studies.
The module also aims to teach students about
•the importance of interdisciplinary in cultural studies;
•how contemporary developments in critical theory bear upon the nature of cultural studies;
•the interaction between literature and other forms of art :music, painting and film;
•comparative inquiries involving literature and adjacent disciplines: history and philosophy
•the importance of translation in an age of globalization
•politics as a literary theme
•the place of psychoanalysis in cultural and literary studies
•how to engage critically with a range of literary texts and complex critical, theoretical and historical material;
•how to contribute in an informed way to current debates about cultural studies;
•how to construct and present sophisticated, coherent and persuasive written and oral arguments;
•using a research library and a range of electronic information resources.
•communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
•undertaking academic tasks of increasing length and complexity;
•how to use feedback from your tutor and fellow students and other resources effectively to improve your performance;
how to use ICT resources for postgraduate research.
Course Code |
A804 |
Course Title |
Cultural Studies |
Pre-requisite |
A801 - A802 |
Credit Hours |
4 |
Course Description |
The general aims of the module are to:
•Provide students with appropriate training in the techniques of postgraduate studies in cultural studies;
•Provide students with comprehensive knowledge of cultural studies.
•Develop students’ interest in cultural studies.
The module also aims to teach students about
•the importance of interdisciplinary in cultural studies;
•how contemporary developments in critical theory bear upon the nature of cultural studies;
•the interaction between literature and other forms of art :music, painting and film;
•comparative inquiries involving literature and adjacent disciplines: history and philosophy
•the importance of translation in an age of globalization
•politics as a literary theme
•the place of psychoanalysis in cultural and literary studies
•how to engage critically with a range of literary texts and complex critical, theoretical and historical material;
•how to contribute in an informed way to current debates about cultural studies;
•how to construct and present sophisticated, coherent and persuasive written and oral arguments;
•using a research library and a range of electronic information resources.
•communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
•undertaking academic tasks of increasing length and complexity;
•how to use feedback from your tutor and fellow students and other resources effectively to improve your performance;
how to use ICT resources for postgraduate research.
|
Course Objectives |
|
Course Outcomes |
|
A805 The 19th and 20th Century Novel: The Historical Approach
(4) Credit Hours
It provides a flexible open learning opportunity to students.
• It combines both face-to-face instruction (50%) and interactive distance learning (50%);
• Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
• Successful candidates will qualify not only for the AOU MA degree but for the UK OU MA degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries
• It creates for graduates good job opportunities in education as well as in the public and private sectors.
Course Code |
A805 |
Course Title |
The 19th and 20th Century Novel: The Historical Approach |
Pre-requisite |
A803 - A804 |
Credit Hours |
4 |
Course Description |
It provides a flexible open learning opportunity to students.
• It combines both face-to-face instruction (50%) and interactive distance learning (50%);
• Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
• Successful candidates will qualify not only for the AOU MA degree but for the UK OU MA degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries
• It creates for graduates good job opportunities in education as well as in the public and private sectors. |
Course Objectives |
The general aims of the module are to: - Provide students with appropriate training in the techniques of postgraduate; study in the humanities;
- Provide students with comprehensive knowledge of literature especially of British and Indian nations;
- Build upon and develop students' interest in the study of literature.
The module also aims to teach students about
- the importance of textual and bibliographical study in postgraduate work in literature;
- how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
- at least two specific areas of literature;
- how to engage critically with a range of literary texts and complex critical, theoretical and historical material;
- how to contribute in an informed way to current debates about literature;
- how to construct and present sophisticated, coherent and persuasive written and oral arguments;
- using a research library and a range of electronic information resources.
- communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
- undertaking academic tasks of increasing length and complexity;
- how to use feedback from your tutor and fellow students and other resources effectively to improve your performance;
how to use ICT resources for postgraduate research. |
Course Outcomes |
A. Knowledge and understanding (A) Knowledge and understanding When you have completed this module you will have knowledge and understanding of: - a range of research tools and methods appropriate to postgraduate study in one humanities subject area;
- current issues and debates in one humanities subject area.
(B) Cognitive skills When you have completed this module you will be able to: - evaluate critically current research in one humanities area;
- evaluate and critique some of the methods used in humanities research;
- use concepts and theories appropriately.
C. Practical and
professional skills When you have completed this module you will be able to: use research libraries, their archives and their contents efficiently; use specialist online databases and other online facilities for postgraduate study; form arguments at postgraduate level and express those arguments in pieces of writing, using proper academic conventions. D Key transferable
skills (D) Key skills When you have completed this module you will be able to demonstrate the following skills: Communication You will be able to: 1. communicate effectively in writing to a specialised audience; 2. vary your means of communication according to the specialised task at hand; 3. be aware of the tools which can help you in the task of effective communication. |
A806 Studies in Poetry
(4) Credit Hours
It provides a flexible open learning opportunity to students.
• It combines both face-to-face instruction (50%) and interactive distance learning (50%);
• Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
• Successful candidates will qualify not only for the AOU MA degree but for the UK OU MA degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries
• It creates for graduates good job opportunities in education as well as in the public and private sectors.
Course Code |
A806 |
Course Title |
Studies in Poetry |
Pre-requisite |
A803 - A804 |
Credit Hours |
4 |
Course Description |
It provides a flexible open learning opportunity to students.
• It combines both face-to-face instruction (50%) and interactive distance learning (50%);
• Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
• Successful candidates will qualify not only for the AOU MA degree but for the UK OU MA degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries
• It creates for graduates good job opportunities in education as well as in the public and private sectors.
|
Course Objectives |
The general aims of the module are to: Provide students with appropriate training in the techniques of postgraduate; - study in the humanities;
- Provide students with comprehensive knowledge of literature especially of British and Indian nations;
- Build upon and develop students' interest in the study of literature.
The module also aims to teach students about
- the importance of textual and bibliographical study in postgraduate work in literature;
- how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
- at least two specific areas of literature;
- how to engage critically with a range of literary texts and complex critical, theoretical and historical material;
- how to contribute in an informed way to current debates about literature;
- how to construct and present sophisticated, coherent and persuasive written and oral arguments;
- using a research library and a range of electronic information resources.
- communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
- undertaking academic tasks of increasing length and complexity;
- how to use feedback from your tutor and fellow students and other resources effectively to improve your performance;
how to use ICT resources for postgraduate research. |
Course Outcomes |
A. Knowledge and understanding (A) Knowledge and understanding When you have completed this module you will have knowledge and understanding of: - a range of research tools and methods appropriate to postgraduate study in one humanities subject area;
- current issues and debates in one humanities subject area.
B. Cognitive skills (B) Cognitive skills When you have completed this module you will be able to: - evaluate critically current research in one humanities area;
- evaluate and critique some of the methods used in humanities research;
- use concepts and theories appropriately.
C. Practical and
professional skills When you have completed this module you will be able to: - use research libraries, their archives and their contents efficiently;
use specialist online databases and other online facilities for postgraduate study; form arguments at postgraduate level and express those arguments in
pieces of writing, using proper academic conventions D Key transferable
skills (D) Key skills When you have completed this module you will be able to demonstrate the following skills: Communication You will be able to: 1. communicate effectively in writing to a specialised audience; 2. vary your means of communication according to the specialised task at hand; 3. be aware of the tools which can help you in the task of effective communication. |
A807 Comparative Literature
(4) Credit Hours
The rationale for this module is to encourage students to engage with different cultures through the study of literature. This course aims to introduce students to the various strategies, methodologies and areas of comparative literary theory, especially as students will be expected to engage with texts from all over the world (British, Arabic, Indian and African texts). This module will provide students with the knowledge and methodologies required to compare literary texts that will potentially inform their MA dissertations. Comparative literary strategies, of course, also form the backbone of the A806 Studies in Poetry and A808 Postcolonial Studies modules. This course will encourage MA students to compare different cultures’ literatures, histories and ideologies with the hope of allowing students to better understand other cultures’ experiences.
Course Code |
A807 |
Course Title |
Comparative Literature |
Pre-requisite |
A805 - A806 |
Credit Hours |
4 |
Course Description |
The rationale for this module is to encourage students to engage with different cultures through the study of literature. This course aims to introduce students to the various strategies, methodologies and areas of comparative literary theory, especially as students will be expected to engage with texts from all over the world (British, Arabic, Indian and African texts). This module will provide students with the knowledge and methodologies required to compare literary texts that will potentially inform their MA dissertations. Comparative literary strategies, of course, also form the backbone of the A806 Studies in Poetry and A808 Postcolonial Studies modules. This course will encourage MA students to compare different cultures’ literatures, histories and ideologies with the hope of allowing students to better understand other cultures’ experiences. |
Course Objectives |
The aims of this module include the following: - To gain a working knowledge of comparative literary theory and methodology.
- To examine the important role of the comparative literary approach for understanding other cultures' literatures and experiences.
- To study major novelists, poets and dramatists from different parts of the world (i.e. Clements's three dimensions, the Western heritage, East-West and world literature) comparatively.
- To engage critically with a range of literary texts and complex critical, theoretical and historical material in a comparative way.
- To apply important comparative literary approaches (both traditional and modern) to the studied texts.
- To construct and present sophisticated, coherent and persuasive written and oral arguments.
- To use a research library and a range of electronic information resources.
- To communicate ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner.
|
Course Outcomes |
A.
Knowledge and understanding At the end of the module, learners will be expected to: A1: gain a working knowledge of comparative literary theory and methodology. A2: examine the important role of the comparative literary approach for understanding other cultures' literatures and experiences. A3: study major novelists, poets and dramatists from different parts of the world (i.e. Clements's three dimensions, the Western heritage, East-West and world literature) comparatively. B. Cognitive skills At the end of the module learners will be expected to: B1: evaluate critically current research and methods used in comparative literary theory. B2: use concepts and theories appropriately. B3: evaluate bodies of evidence and draw conclusions from them. B4: engage critically with a range of literary texts and complex critical, theoretical and historical material in a comparative way. C.
Practical and professional skills At the end of the module, learners will be expected to: C1: apply important comparative literary approaches (both traditional and modern) to the studied texts. C2: provide students with the opportunity to carry out a substantial piece of independent research, using the appropriate scholarly apparatus. C3: use research libraries, their archives and their contents efficiently. C4: form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions. D
Key transferable skills At the end of the module, learners will be expected to: D1. communicate effectively in writing to a specialised audience. D2. gain independent learning ability required for continuing professional development. |
A808 Postcolonial Studies
(4) Credit Hours
The rationale for this module is to engage students with literary, theoretical and historical topics that are relevant to their current circumstances of living in an Arab world that is deeply shaped by Western imperialism in one way or another. This module aims to introduce students to the various theories, strategies and themes in postcolonial studies, especially as students will be expected to engage with texts from all over the world (British, Arabic, Indian and African texts). This module will provide students with the knowledge and strategies required to closely examine literary texts from a postcolonial perspective that will potentially inform their MA dissertations. Postcolonial Studies will inevitably be in dialogue with most of the modules in this programme, such as A802 Theories in Criticism, A803 English Novel, A806 Studies in Poetry and A807 Comparative literature. This course will encourage MA students to examine past and ongoing anti-colonial struggles, whereby themes such as national culture and identity, exile, cultural and armed resistance and revolutionary struggle amongst others, are highlighted.
Course Code |
A808 |
Course Title |
Postcolonial Studies |
Pre-requisite |
A805 - A806 |
Credit Hours |
4 |
Course Description |
The rationale for this module is to engage students with literary, theoretical and historical topics that are relevant to their current circumstances of living in an Arab world that is deeply shaped by Western imperialism in one way or another. This module aims to introduce students to the various theories, strategies and themes in postcolonial studies, especially as students will be expected to engage with texts from all over the world (British, Arabic, Indian and African texts). This module will provide students with the knowledge and strategies required to closely examine literary texts from a postcolonial perspective that will potentially inform their MA dissertations. Postcolonial Studies will inevitably be in dialogue with most of the modules in this programme, such as A802 Theories in Criticism, A803 English Novel, A806 Studies in Poetry and A807 Comparative literature. This course will encourage MA students to examine past and ongoing anti-colonial struggles, whereby themes such as national culture and identity, exile, cultural and armed resistance and revolutionary struggle amongst others, are highlighted.
|
Course Objectives |
The aims of this module include the following: - To gain a working knowledge of postcolonial literary theory and methodology.
- To examine different colonial and postcolonial texts and explore certain postcolonial themes, such as constructing a national culture, exile and revolutionary struggle.
- To explore how literature can create reality by examining several literary and theoretical texts.
- To engage critically with a range of literary texts and complex critical, theoretical and historical material based on postcolonial theoretical precepts.
- To understand the difference between various colonial encounters by examining different postcolonial theories and exploring the different historical circumstances of particular colonial situations.
- To construct and present sophisticated, coherent and persuasive written and oral arguments.
- To use a research library and a range of electronic information resources.
- To communicate ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner.
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Course Outcomes |
A.
Knowledge and understanding At the end of the module, learners will be expected to: A1: gain a working knowledge of postcolonial literary theory and methodology. A2: examine different colonial and postcolonial texts and explore certain postcolonial themes, such as constructing a national culture, exile and revolutionary struggle. A3: understand the difference between various colonial encounters by examining different postcolonial theories and exploring the different historical circumstances of particular colonial situations. B. Cognitive skills At the end of the module learners will be expected to: B1:evaluate critically current research and methods used in postcolonial studies. B2: explore how literature can create reality by examining several literary and theoretical texts. B3: use concepts and theories appropriately. B4: evaluate bodies of evidence and draw conclusions from them. B5: engage critically with a range of literary texts and complex critical, theoretical and historical material from a postcolonial perspective. C.
Practical and professional skills At the end of the module, learners will be expected to: C1: provide students with the opportunity to carry out a substantial piece of independent research, using the appropriate scholarly apparatus. C2: use research libraries, their archives and their contents efficiently. C3: form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions. D
Key transferable skills At the end of the module, learners will be expected to: D1: communicate effectively in writing to a specialised audience. D2: gain independent learning ability required for continuing professional development. |
A813 Literature in context
(16) Credit Hours
• It provides a flexible open learning opportunity to students.
• It combines both face-to-face instruction (25%) and interactive distance learning (75%);
• Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
• Successful candidates will qualify not only for the AOU MA degree but for the UK OU MA degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries
• It creates for graduates good job opportunities in education as well as in the public and private sectors.
Course Code |
A813 |
Course Title |
Literature in context |
Pre-requisite |
AA810 |
Credit Hours |
16 |
Course Description |
• It provides a flexible open learning opportunity to students.
• It combines both face-to-face instruction (25%) and interactive distance learning (75%);
• Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
• Successful candidates will qualify not only for the AOU MA degree but for the UK OU MA degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries
• It creates for graduates good job opportunities in education as well as in the public and private sectors. |
Course Objectives |
The general aims of the module are to: - Provide students with appropriate training in the techniques of postgraduate studies in the humanities;
- Provide students with comprehensive knowledge of literature especially of British and Indian nations;
- Build upon and develop students' interest in the study of literature.
The module also aims to teach students about
- the importance of textual and bibliographical study in postgraduate work in literature;
- how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
- how to engage critically with a range of literary texts and complex critical, theoretical and historical material;
- how to contribute in an informed way to current debates about literature;
- how to construct and present sophisticated, coherent and persuasive written and oral arguments;
- using a research library and a range of electronic information resources.
- communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
- undertaking academic tasks of increasing length and complexity;
- how to use feedback from your tutor and fellow students and other resources effectively to improve your performance;
how to use ICT resources for postgraduate research.
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Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to have knowledge and understanding of: A1. a range of research tools and methods appropriate to postgraduate study in one humanities subject area; A2. A variety of literary texts through close reading of primary texts. A3. The literary theories and current debates relevant to the study of literature. A4. Literary texts within their cultural and historical contexts. B. Cognitive skills At the end of the module learners will be expected to: B1. evaluate critically current research and methods used in the study of literature; B2. use concepts and apply literary theories to the study of literary texts appropriately; B3. evaluate bodies of evidence and draw conclusions from them. C.
Practical and professional skills At the end of the module, learners will be expected to: C1: use research libraries, their archives and their contents efficiently; C2. form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions; C3. work independently on a research project. D
Key transferable skills At the end of the module, learners will be expected to: D1. communicate effectively in writing to a specialised audience; D2. gain independent learning ability required for continuing professional development |
A817 MA Dissertation
(16) Credit Hours
This dissertation (12,000-16,000 words) is the culmination of the MA in English Literature and tests a student's ability to present a sustained academic argument in clear, logical prose. Within the rules of the MA, students have considerable freedom in their choice of topic. They are not expected to make an original contribution to scholarly knowledge but they must demonstrate a reasonable grasp of work done in the subject area, with a thorough survey of primary and secondary sources. Tutors help decide on the focus of their dissertation, approve their research proposals and comment on draft sections of their work through the year.
Course Code |
A817 |
Course Title |
MA Dissertation |
Pre-requisite |
A801 - A802 - A803 - A804 |
Credit Hours |
16 |
Course Description |
This dissertation (12,000-16,000 words) is the culmination of the MA in English Literature and tests a student's ability to present a sustained academic argument in clear, logical prose. Within the rules of the MA, students have considerable freedom in their choice of topic. They are not expected to make an original contribution to scholarly knowledge but they must demonstrate a reasonable grasp of work done in the subject area, with a thorough survey of primary and secondary sources. Tutors help decide on the focus of their dissertation, approve their research proposals and comment on draft sections of their work through the year.
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Course Objectives |
This module aims to provide students with training and knowledge in: - working independently on a research project;
- Learning the techniques of postgraduate studies in the humanities;
- acquiring a range of research tools and methods appropriate to postgraduate studies in the humanities;
- using research libraries, their archives and their contents efficiently;
- using specialist online databases and other online facilities for postgraduate studies.
It also aims to teach students to:
- Understand current issues and debates in one or more humanities subject area.
- evaluate critically current research in one or more humanities area;
- evaluate and critique some of the methods used in humanities research;
- evaluate bodies of evidence and draw conclusions from them;
- form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions;
- use feedback from tutors and fellow students effectively to modify this programme of work.
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Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to have knowledge and understanding of: A1: a range of research tools and methods appropriate to postgraduate study in literature; A2: the importance of textual and bibliographical study in postgraduate work in literature; A3: how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level; A4: a chosen topic within a specialist area of literature. B. Cognitive skills At the end of the module learners will be expected to: B1: engage critically with a range of literary texts and complex critical, theoretical and historical material; B2: contribute in an informed way to current debates about literature; B3: recognise a potential area for research in literature. C.
Practical and professional skills At the end of the module, learners will be expected to: C1: construct and present sophisticated, coherent and persuasive written and oral arguments; C2: collect, sift and organise substantial bodies of material, and evaluate their significance; C3: independently design a research proposal; C4: plan and write a substantial piece of work, presented with appropriate scholarly apparatus and acknowledgement of the work of others; C5: use a research library and a range of electronic information resources. D
Key transferable skills At the end of the module, learners will be expected to: D1: design a programme of independent research and writing; D2: use feedback from their tutor and fellow students and other resources effectively to improve their performance; D3: use ICT resources for postgraduate research; D4: gain independent learning ability required for continuing professional development |
AA100A The Arts Past and Present (I)
(8) Credit Hours
AA100: The Arts Past and Present: Parts I and II is the Faculty’s pivotal entry level course which prepares students for the challenges of University level study of the arts and humanities. It is a core part of all the Faculty’s named degrees. It will give students a taste of all the Faculty’s major teaching areas.
AA100 presumes the prior study of another first level course EL121 (Literary Appreciation and Critique), and will develop students’ study skills over a range of areas so that they are prepared for the demands of higher level courses.
In addition to the course materials, which will feature a range of different kinds of teaching from print to DVD-Videos and DVD-ROMs to searchable databases, the course will provide students with the opportunity for participating in face-to-face tutorials.
The Arts Past and Present is presented in four books, so that the course has two distinct halves. The course takes a thematic approach to introduce students to the demands of studying the arts and humanities at university level. In the first half, students are introduced to key subject specific skills through books on Reputations and Tradition and Dissent. The second half takes a more interdisciplinary approach, with books on Cultural Encounters (Book 3) and Place and Leisure (Book 4). In the second half of the course, units will foreground topics and connections with other units more than individual disciplines. However, students will always be aware of what they are studying at any given point. We have adopted this structure both to present students
Course Code |
AA100A |
Course Title |
The Arts Past and Present (I) |
Pre-requisite |
EL117 |
Credit Hours |
8 |
Course Description |
AA100: The Arts Past and Present: Parts I and II is the Faculty’s pivotal entry level course which prepares students for the challenges of University level study of the arts and humanities. It is a core part of all the Faculty’s named degrees. It will give students a taste of all the Faculty’s major teaching areas.
AA100 presumes the prior study of another first level course EL121 (Literary Appreciation and Critique), and will develop students’ study skills over a range of areas so that they are prepared for the demands of higher level courses.
In addition to the course materials, which will feature a range of different kinds of teaching from print to DVD-Videos and DVD-ROMs to searchable databases, the course will provide students with the opportunity for participating in face-to-face tutorials.
The Arts Past and Present is presented in four books, so that the course has two distinct halves. The course takes a thematic approach to introduce students to the demands of studying the arts and humanities at university level. In the first half, students are introduced to key subject specific skills through books on Reputations and Tradition and Dissent. The second half takes a more interdisciplinary approach, with books on Cultural Encounters (Book 3) and Place and Leisure (Book 4). In the second half of the course, units will foreground topics and connections with other units more than individual disciplines. However, students will always be aware of what they are studying at any given point. We have adopted this structure both to present students |
Course Objectives |
Module Specification: AA100A&B (The Arts Past and Present)
1. 1. Factual information
| Module title | AA100A: The Arts Past and Present | Level | 4 | Module tutor | Mr. Amir Simkesh | Credit value | 8 credit hours | Module type | Taught | Notional learning hours |
2 hours/week |
2. Rationale for the module and its links with other modules | AA100: The Arts Past and Present: Parts I and II is the Faculty’s pivotal entry level course which prepares students for the challenges of University level study of the arts and humanities. It is a core part of all the Faculty’s named degrees. It will give students a taste of all the Faculty’s major teaching areas.
AA100 presumes the prior study of another first level course EL121 (Literary Appreciation and Critique), and will develop students’ study skills over a range of areas so that they are prepared for the demands of higher level courses.
In addition to the course materials, which will feature a range of different kinds of teaching from print to DVD-Videos and DVD-ROMs to searchable databases, the course will provide students with the opportunity for participating in face-to-face tutorials.
The Arts Past and Present is presented in four books, so that the course has two distinct halves. The course takes a thematic approach to introduce students to the demands of studying the arts and humanities at university level. In the first half, students are introduced to key subject specific skills through books on Reputations and Tradition and Dissent. The second half takes a more interdisciplinary approach, with books on Cultural Encounters (Book 3) and Place and Leisure (Book 4). In the second half of the course, units will foreground topics and connections with other units more than individual disciplines. However, students will always be aware of what they are studying at any given point. We have adopted this structure both to present students with a relatively simple and integrated design, in which the concerns of one Book feed into those of the next, and to foreground issues which students will find interesting and enticing. As with all previous Arts Level 1 courses, AA100 has the ambition to demystify the arts and the humanities for students new to university level study. Workload will be carefully paced throughout the course. |
3. Aims of the module | The course aims to:
1. prepare students about the study of the arts and humanities at university level by providing them with rich content while equipping them with relevant study skills;
2. deliver a course which is intellectually stretching in terms of the conceptual demands it makes of students while also being realistically achievable as part-time study;
3. make students aware of the variety of approaches, methodologies and concerns covered by the different arts and humanities disciplines;
4. widen participation in the Arts curriculum by delivering a course which appeals to a diverse range of students;
5. stimulate students who want to continue their studies within the Faculty;
6. equip students with transferable skills which would be relevant to other areas of study;
7. prepare students for the study demands of higher level courses by making them self-conscious learners who will be able to organize their time most effectively. |
4. Pre-requisite modules or specified entry requirements | Course Prerequisites: - AA100A: Prerequisites: EL117
- AA100B: Prerequisite: AA100A
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5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1. understand the differences between different artistic media and to be able to distinguish and describe the formal components of works of art. (Art History)
A2. become aware of the diversity of Ancient Greek and Roman materials and of the contexts in which such materials were produced and subsequently reinterpreted. (Classical Studies)
A3. develop an understanding of the principal issues raised by the study of a particular period or topic in history.
A4. have an appreciation of the dynamics of literary and dramatic language and form. (Literature)
A5. develop the skills of ‘close listening’ to music. (Music)
A6. understand how philosophers appeal to theoretical principles to answer specific philosophical questions. (Philosophy) | - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical points of view
- Reading critical articles pertinent to the literary work under discussion
- Post-reading activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views on the work studied.
Students will be assessed through the following: - Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- 1 in-class activity
- 1 in-class presentation
- 1 final exam
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B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1. develop a basic competence in the skills of visual analysis. (Art History)
B2. develop the ability to move analytically and imaginatively between the present and the past and to expand critical perspectives on cultures and the societies that produce them. (Classical Studies)
B3. understand how we come to construct an idea (or ideas) of the past. (History and HSTM)
B4. begin the process of reading and understanding literary texts critically. (Literature)
B5. develop a sense of the importance of issues of performance in music. (Music)
B6. extract a philosophical argument from a text, analyse it and, if appropriate criticise it. (Philosophy) | - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical points of view
- Reading critical articles pertinent to the literary work under discussion
- Post-reading activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views on the work studied.
Students will be assessed through the following: - Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- 1 in-class activity
- 1 in-class presentation
- 1 final exam
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C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1. develop skills of reading, listening and visual analysis.
C2. develop the ability to synthesize potentially conflicting ideas and information into their own words.
C3. reflect in detail on their work as learners through the course.
C4. learn how to organize their study time in ways which best suit their lifestyles.
C5. recognize the importance of presenting their work coherently and in appropriate forms.
C6. learn how to distinguish between different kinds of online resource. | - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical points of view
- Reading critical articles pertinent to the literary work under discussion
- Post-reading activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views on the work studied.
Students will be assessed through the following: - Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- 1 in-class activity
- 1 in-class presentation
- 1 final exam
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D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1. write an essay that shows the ability to analyse and to construct a plausible, well-substantiated argument.
D2. show the ability to reflect on his/her learning through the course, and to present a piece of written work which has been revised in the light of feedback from his/her tutor.
D3. take notes from written or spoken sources (taught but not assessed). | - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Post-reading activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views on the work studied.
Students will be assessed through the following: - Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- 1 in-class activity
- 1 in-class presentation
- 1 final exam
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6. Indicative content. | Book 1: Reputations
The first book aims to engage students with an issue of wide relevance and currency. Why are some individuals famous? What is it about Cézanne’s paintings or Cleopatra’s life which makes them famous? This Book takes students from the distant past to the contemporary world to consider these questions in the light of the famous, the infamous and the unjustly neglected. In the process, it will begin demystifying the study of humanities through an issue which remains at the heart of many Arts disciplines. Case studies of significant figures (Cleopatra, Stalin, Michael Faraday and the Dalai Lama) introduce and elucidate discipline-specific skills such as differentiating between primary and secondary sources, understanding and interpreting varied points of view, and appreciating the way in which reputations have been made and remade at different moments in time. This will allow students to develop an understanding of how we come to construct ideas of the past. Units on Marlowe and Cézanne will consider artistic reputation through focussing on some of the work which made them famous. Students will acquire basic competence in visual analysis and the critical reading of literary texts. The unit on opera divas will explore artistic reputation from a different perspective, investigating why certain performers become famous at certain moments in time. It will introduce students to a range of different musical repertoires and develop their close listening skills. Implicit in the Book’s theme will be the question of why some individuals are celebrated and others are not. The Book will introduce students to debates about canonicity through fostering a sense of the ambiguities of fame. These units will raise at a necessarily basic level questions about the tensions within traditional canons: why are they dominated by ‘dead white males’? What do such canons exclude? We have chosen a narrow yet relatively diverse range of individuals from a broad historical spectrum and range of places, whose lives and works can help students begin to engage in these debates.
Book 2: Tradition and Dissent
After the first Book, students should have a sense of methodological issues important to a range of subjects and have acquired perspectives on those figures discussed. The second Book continues the first Book’s demystifying agenda, but broadens focus to look at the significance of tradition in several disciplines. Tradition is a word widely used in academic discourse and in the wider culture, but what do we mean by it? Why and how is it important to an understanding of the arts? This Book tries to provide some answers. To emphasise that cultural and artistic traditions are seldom static or uncontested, the Book considers dissent from traditional ideas. Tradition is conceived broadly, encompassing both established forms in art and belief as well as cultural forms such as Christmas. The Book begins with a unit on Plato’s Laches, which raises fundamental questions about tradition as a source of knowledge; an introduction to reading poetry through an anthology of poems about beasts, whose contents range from the ancient to the contemporary; a social history of Christmas; and a case study of Shostakovich as both a traditional and a dissenting composer.
Book 3: Cultural Encounters
During the first half of the course, students will have studied each of the major Arts disciplines, gaining experience in different and related critical methods. They will have looked at a broad range of topics and individuals, which taken together will give them a sense of the significance of ideas of reputation and tradition to the arts. We begin with Migration and Translation to address questions which are pertinent both to the changing world we live in and to all Arts subjects: what is the relationship between cultural artefacts and colonial history? To what extent can objects and texts be translated or transplanted from one culture to another? As Book 2 has concentrated on the tension between tradition and dissent, Book 3 explores the ways in which the artistic forms and intellectual paradigms mutate in response to political and cultural upheaval. This Book addresses these issues through case studies of texts and artefacts from a wide range of contexts and cultures. It begins with two units which consider the migration of culture and knowledge from the ancient world to the modern. Seamus Heaney’s translation of Sophocles’s Antigone, The Burial at Thebes, allows students to study an ancient text in detail through a recent translation by a major contemporary writer. A unit on medical theory investigates the transmission of knowledge from 8th and 11th century Arabic texts to Renaissance Europe. This is followed by linked units which consider the colonial history of Benin in the nineteenth century and the expropriation and display of the Benin bronzes by the British Museum. The Book’s focus then turns to the contemporary world firstly in the discussion of the tension between the philosophies of multiculturalism and liberalism, and secondly in a unit which presents a brief anthology of contemporary short stories which deal with issues relating to migration.
Book 4: Place and Leisure
After studying Book 3, students will have a broader base for their studies, having seen how different disciplines can combine to address a topic of current and historical interest. The final Book draws together some of the course’s main preoccupations further to develop students’ thinking and prompt their growth as learners. It explores ideas of place and leisure: how should we interpret ‘sacred’ spaces or classical houses? What is the meaning and purpose of leisure philosophically? The course closes by trying to bring the discussion of events and artefacts into contact with students’ own experience as learners and as cultural consumers. The Book has two related concerns. Firstly we consider the construction and interpretation of the human environment from Neolithic monuments through to twentieth century cities. Building on this, the second concentrates on leisure to investigate the sense we make of our lives and the cultural history of leisure. As well as providing students with the opportunity to engage with interdisciplinary perspectives, the Book will also consolidate subject-specific skills of visual analysis, close reading and listening and critical argument in relation to the Book themes. The Book begins with units on sacred space and the classical villa. It then addresses the philosophy of leisure. Finally, the course concludes with an interdisciplinary study of the seaside. This material combines social history of the development of the British seaside resort in the nineteenth and twentieth centuries, including work on the changing technologies which fostered seaside holidays, with analysis of different representations of the seaside phenomenon in film, music, literature and visual art. |
7. Assessment strategy, assessment methods and their relative weightings | Students in AA100A & B are assessed through the following: - In-class activity represents 10% of the overall continuous assessment score [OCAS]. This activity will assess the students’ knowledge and understanding of the key concepts of the module.
- In-class presentation on social and cultural issues carries 10% of the OCAS. Presentations start from Week 3 and continue until the end of the semester. Students are expected to give an original presentation, using basic methods of research.
- One 90-minute Mid-Term Assessment (MTA)
- One 3-hour FINAL EXAM at the end of the course.
- The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | One in-class activity | 10 | 50% | One in-class presentation | 10 | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of Assessment tasks and Learning Outcomes | | Learning Outcomes | | A1 | A2 | A3 | A4 | A5 | A6 | B1 | B2 | B3 | B4 | B5 | B6 | C1 | C2 | C3 | C4 | C5 | C6 | D1 | D2 | D3 | In-class activity | X | | X | | X | | X | | | | | | X | | | | | | | | | In-class presentation | X | X | X | | X | | X | X | | X | X | | X | | X | | | X | | X | | MTA | X | X | X | X | | X | X | | | X | | X | X | | X | X | X | | X | X | | Final Exam | X | X | X | X | | X | X | X | X | X | | X | X | X | X | X | X | | X | X | |
9. Teaching staff associated with the module / Potential Tutors | Tutor’s name | Contact | Contact hours | Mr. Amir Simkish | asimkesh@aou.edu.kw | NOT AVAILABLE YET |
10. Key reading list | Author | Year | Title | Publisher | Location / ISBN | Moohan, E. (ed) | 2008 | Reputations | OU | Milton Keynes | Price, C. (ed) | 2008 | Tradition and Dissent | OU | Milton Keynes | Brown, R. D. | 2008 | Cultural Encounters | OU | Milton Keynes | Brunton, D. (ed) | 2008 | Place and Leisure | OU | Milton Keynes | Marlowe, C.: O'Connor | 2004 | Dr Faustus | Pearson Longman | 9780582817807 | Seamus Heaney | 2005 | The Burial at Thebes: Sophocles ‘Antigone’ | Faber and Faber | 9780571223626 | Muldoon, P. | 1997 | The Faber Book of Beasts | Faber and Faber | 9780571195473 | Prescott, L. (ed) | 2004 | A World of Difference: An Anthology of Short Stories from Five Continents | Palgrave Macmillan | 9780230202085 |
11. Other indicative text (e.g. websites) | Audio-Visual Materials: - 4 DVD-Videos (one per book)
- 4 DVD-ROM (one per book)
- 8 audio CDs (two per book)
- course website
Online Support Materials: For each course there are different types of support materials which the student can learn from. An obvious example is the Specimen Exam Papers (SEP) of actual examinations used in previous years. Each SEP is followed by an Answer Key. There are also some sample TMAs followed by tutors’ comments, which constitute a learning experience with regard to text organization and the developments of arguments, and hence improve writing skills. The Course Guide includes also some useful guidelines regarding TMAs. The Course Guide is available to students in a soft and hard copy. AA100A & B.pdf
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Course Outcomes |
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AA100B The Arts Past and Present (II)
(8) Credit Hours
AA100: The Arts Past and Present: Parts I and II is the Faculty’s pivotal entry level course which prepares students for the challenges of University level study of the arts and humanities. It is a core part of all the Faculty’s named degrees. It will give students a taste of all the Faculty’s major teaching areas.
AA100 presumes the prior study of another first level course EL121 (Literary Appreciation and Critique), and will develop students’ study skills over a range of areas so that they are prepared for the demands of higher level courses.
In addition to the course materials, which will feature a range of different kinds of teaching from print to DVD-Videos and DVD-ROMs to searchable databases, the course will provide students with the opportunity for participating in face-to-face tutorials.
The Arts Past and Present is presented in four books, so that the course has two distinct halves. The course takes a thematic approach to introduce students to the demands of studying the arts and humanities at university level. In the first half, students are introduced to key subject specific skills through books on Reputations and Tradition and Dissent. The second half takes a more interdisciplinary approach, with books on Cultural Encounters (Book 3) and Place and Leisure (Book 4). In the second half of the course, units will foreground topics and connections with other units more than individual disciplines. However, students will always be aware of what they are studying at any given point. We have adopted this structure both to present students with a relatively simple and integrated design, in which the concerns of one Book feed into those of the next, and to foreground issues which students will find interesting and enticing. As with all previous Arts Level 1 courses, AA100 has the ambition to demystify the arts and the humanities for students new to university level study. Workload will be carefully paced throughout the course.
Course Code |
AA100B |
Course Title |
The Arts Past and Present (II) |
Pre-requisite |
AA100A - A123A |
Credit Hours |
8 |
Course Description |
AA100: The Arts Past and Present: Parts I and II is the Faculty’s pivotal entry level course which prepares students for the challenges of University level study of the arts and humanities. It is a core part of all the Faculty’s named degrees. It will give students a taste of all the Faculty’s major teaching areas.
AA100 presumes the prior study of another first level course EL121 (Literary Appreciation and Critique), and will develop students’ study skills over a range of areas so that they are prepared for the demands of higher level courses.
In addition to the course materials, which will feature a range of different kinds of teaching from print to DVD-Videos and DVD-ROMs to searchable databases, the course will provide students with the opportunity for participating in face-to-face tutorials.
The Arts Past and Present is presented in four books, so that the course has two distinct halves. The course takes a thematic approach to introduce students to the demands of studying the arts and humanities at university level. In the first half, students are introduced to key subject specific skills through books on Reputations and Tradition and Dissent. The second half takes a more interdisciplinary approach, with books on Cultural Encounters (Book 3) and Place and Leisure (Book 4). In the second half of the course, units will foreground topics and connections with other units more than individual disciplines. However, students will always be aware of what they are studying at any given point. We have adopted this structure both to present students with a relatively simple and integrated design, in which the concerns of one Book feed into those of the next, and to foreground issues which students will find interesting and enticing. As with all previous Arts Level 1 courses, AA100 has the ambition to demystify the arts and the humanities for students new to university level study. Workload will be carefully paced throughout the course.
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Course Objectives |
Module Specification: AA100A&B (The Arts Past and Present)
1. 1. Factual information
| Module title | AA100B:
The Arts Past and Present | Level | 4 | Module tutor | Mr. Amir Simkesh | Credit value | 8 credit hours | Module type | Taught | Notional learning hours |
2 hours/week |
2. Rationale for the module and its links with other modules | AA100: The Arts Past and Present: Parts I and II is the Faculty’s pivotal entry level course which prepares students for the challenges of University level study of the arts and humanities. It is a core part of all the Faculty’s named degrees. It will give students a taste of all the Faculty’s major teaching areas.
AA100 presumes the prior study of another first level course EL121 (Literary Appreciation and Critique), and will develop students’ study skills over a range of areas so that they are prepared for the demands of higher level courses.
In addition to the course materials, which will feature a range of different kinds of teaching from print to DVD-Videos and DVD-ROMs to searchable databases, the course will provide students with the opportunity for participating in face-to-face tutorials.
The Arts Past and Present is presented in four books, so that the course has two distinct halves. The course takes a thematic approach to introduce students to the demands of studying the arts and humanities at university level. In the first half, students are introduced to key subject specific skills through books on Reputations and Tradition and Dissent. The second half takes a more interdisciplinary approach, with books on Cultural Encounters (Book 3) and Place and Leisure (Book 4). In the second half of the course, units will foreground topics and connections with other units more than individual disciplines. However, students will always be aware of what they are studying at any given point. We have adopted this structure both to present students with a relatively simple and integrated design, in which the concerns of one Book feed into those of the next, and to foreground issues which students will find interesting and enticing. As with all previous Arts Level 1 courses, AA100 has the ambition to demystify the arts and the humanities for students new to university level study. Workload will be carefully paced throughout the course. |
3. Aims of the module | The course aims to:
1. prepare students about the study of the arts and humanities at university level by providing them with rich content while equipping them with relevant study skills;
2. deliver a course which is intellectually stretching in terms of the conceptual demands it makes of students while also being realistically achievable as part-time study;
3. make students aware of the variety of approaches, methodologies and concerns covered by the different arts and humanities disciplines;
4. widen participation in the Arts curriculum by delivering a course which appeals to a diverse range of students;
5. stimulate students who want to continue their studies within the Faculty;
6. equip students with transferable skills which would be relevant to other areas of study;
7. prepare students for the study demands of higher level courses by making them self-conscious learners who will be able to organize their time most effectively. |
4. Pre-requisite modules or specified entry requirements | Course Prerequisites: - AA100A: Prerequisites: EL117
- AA100B: Prerequisite: AA100A
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5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1. understand the differences between different artistic media and to be able to distinguish and describe the formal components of works of art. (Art History)
A2. become aware of the diversity of Ancient Greek and Roman materials and of the contexts in which such materials were produced and subsequently reinterpreted. (Classical Studies)
A3. develop an understanding of the principal issues raised by the study of a particular period or topic in history.
A4. have an appreciation of the dynamics of literary and dramatic language and form. (Literature)
A5. develop the skills of ‘close listening’ to music. (Music)
A6. understand how philosophers appeal to theoretical principles to answer specific philosophical questions. (Philosophy) | - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical points of view
- Reading critical articles pertinent to the literary work under discussion
- Post-reading activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views on the work studied.
Students will be assessed through the following: - Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- 1 in-class activity
- 1 in-class presentation
- 1 final exam
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B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1. develop a basic competence in the skills of visual analysis. (Art History)
B2. develop the ability to move analytically and imaginatively between the present and the past and to expand critical perspectives on cultures and the societies that produce them. (Classical Studies)
B3. understand how we come to construct an idea (or ideas) of the past. (History and HSTM)
B4. begin the process of reading and understanding literary texts critically. (Literature)
B5. develop a sense of the importance of issues of performance in music. (Music)
B6. extract a philosophical argument from a text, analyse it and, if appropriate criticise it. (Philosophy) | - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical points of view
- Reading critical articles pertinent to the literary work under discussion
- Post-reading activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views on the work studied.
Students will be assessed through the following: - Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- 1 in-class activity
- 1 in-class presentation
- 1 final exam
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C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1. develop skills of reading, listening and visual analysis.
C2. develop the ability to synthesize potentially conflicting ideas and information into their own words.
C3. reflect in detail on their work as learners through the course.
C4. learn how to organize their study time in ways which best suit their lifestyles.
C5. recognize the importance of presenting their work coherently and in appropriate forms.
C6. learn how to distinguish between different kinds of online resource. | - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical points of view
- Reading critical articles pertinent to the literary work under discussion
- Post-reading activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views on the work studied.
Students will be assessed through the following: - Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- 1 in-class activity
- 1 in-class presentation
- 1 final exam
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D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1. write an essay that shows the ability to analyse and to construct a plausible, well-substantiated argument.
D2. show the ability to reflect on his/her learning through the course, and to present a piece of written work which has been revised in the light of feedback from his/her tutor.
D3. take notes from written or spoken sources (taught but not assessed). | - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Post-reading activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views on the work studied.
Students will be assessed through the following: - Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- 1 in-class activity
- 1 in-class presentation
- 1 final exam
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6. Indicative content. | Book 1: Reputations
The first book aims to engage students with an issue of wide relevance and currency. Why are some individuals famous? What is it about Cézanne’s paintings or Cleopatra’s life which makes them famous? This Book takes students from the distant past to the contemporary world to consider these questions in the light of the famous, the infamous and the unjustly neglected. In the process, it will begin demystifying the study of humanities through an issue which remains at the heart of many Arts disciplines. Case studies of significant figures (Cleopatra, Stalin, Michael Faraday and the Dalai Lama) introduce and elucidate discipline-specific skills such as differentiating between primary and secondary sources, understanding and interpreting varied points of view, and appreciating the way in which reputations have been made and remade at different moments in time. This will allow students to develop an understanding of how we come to construct ideas of the past. Units on Marlowe and Cézanne will consider artistic reputation through focussing on some of the work which made them famous. Students will acquire basic competence in visual analysis and the critical reading of literary texts. The unit on opera divas will explore artistic reputation from a different perspective, investigating why certain performers become famous at certain moments in time. It will introduce students to a range of different musical repertoires and develop their close listening skills. Implicit in the Book’s theme will be the question of why some individuals are celebrated and others are not. The Book will introduce students to debates about canonicity through fostering a sense of the ambiguities of fame. These units will raise at a necessarily basic level questions about the tensions within traditional canons: why are they dominated by ‘dead white males’? What do such canons exclude? We have chosen a narrow yet relatively diverse range of individuals from a broad historical spectrum and range of places, whose lives and works can help students begin to engage in these debates.
Book 2: Tradition and Dissent
After the first Book, students should have a sense of methodological issues important to a range of subjects and have acquired perspectives on those figures discussed. The second Book continues the first Book’s demystifying agenda, but broadens focus to look at the significance of tradition in several disciplines. Tradition is a word widely used in academic discourse and in the wider culture, but what do we mean by it? Why and how is it important to an understanding of the arts? This Book tries to provide some answers. To emphasise that cultural and artistic traditions are seldom static or uncontested, the Book considers dissent from traditional ideas. Tradition is conceived broadly, encompassing both established forms in art and belief as well as cultural forms such as Christmas. The Book begins with a unit on Plato’s Laches, which raises fundamental questions about tradition as a source of knowledge; an introduction to reading poetry through an anthology of poems about beasts, whose contents range from the ancient to the contemporary; a social history of Christmas; and a case study of Shostakovich as both a traditional and a dissenting composer.
Book 3: Cultural Encounters
During the first half of the course, students will have studied each of the major Arts disciplines, gaining experience in different and related critical methods. They will have looked at a broad range of topics and individuals, which taken together will give them a sense of the significance of ideas of reputation and tradition to the arts. We begin with Migration and Translation to address questions which are pertinent both to the changing world we live in and to all Arts subjects: what is the relationship between cultural artefacts and colonial history? To what extent can objects and texts be translated or transplanted from one culture to another? As Book 2 has concentrated on the tension between tradition and dissent, Book 3 explores the ways in which the artistic forms and intellectual paradigms mutate in response to political and cultural upheaval. This Book addresses these issues through case studies of texts and artefacts from a wide range of contexts and cultures. It begins with two units which consider the migration of culture and knowledge from the ancient world to the modern. Seamus Heaney’s translation of Sophocles’s Antigone, The Burial at Thebes, allows students to study an ancient text in detail through a recent translation by a major contemporary writer. A unit on medical theory investigates the transmission of knowledge from 8th and 11th century Arabic texts to Renaissance Europe. This is followed by linked units which consider the colonial history of Benin in the nineteenth century and the expropriation and display of the Benin bronzes by the British Museum. The Book’s focus then turns to the contemporary world firstly in the discussion of the tension between the philosophies of multiculturalism and liberalism, and secondly in a unit which presents a brief anthology of contemporary short stories which deal with issues relating to migration.
Book 4: Place and Leisure
After studying Book 3, students will have a broader base for their studies, having seen how different disciplines can combine to address a topic of current and historical interest. The final Book draws together some of the course’s main preoccupations further to develop students’ thinking and prompt their growth as learners. It explores ideas of place and leisure: how should we interpret ‘sacred’ spaces or classical houses? What is the meaning and purpose of leisure philosophically? The course closes by trying to bring the discussion of events and artefacts into contact with students’ own experience as learners and as cultural consumers. The Book has two related concerns. Firstly we consider the construction and interpretation of the human environment from Neolithic monuments through to twentieth century cities. Building on this, the second concentrates on leisure to investigate the sense we make of our lives and the cultural history of leisure. As well as providing students with the opportunity to engage with interdisciplinary perspectives, the Book will also consolidate subject-specific skills of visual analysis, close reading and listening and critical argument in relation to the Book themes. The Book begins with units on sacred space and the classical villa. It then addresses the philosophy of leisure. Finally, the course concludes with an interdisciplinary study of the seaside. This material combines social history of the development of the British seaside resort in the nineteenth and twentieth centuries, including work on the changing technologies which fostered seaside holidays, with analysis of different representations of the seaside phenomenon in film, music, literature and visual art. |
7. Assessment strategy, assessment methods and their relative weightings | Students in AA100A & B are assessed through the following: - In-class activity represents 10% of the overall continuous assessment score [OCAS]. This activity will assess the students’ knowledge and understanding of the key concepts of the module.
- In-class presentation on social and cultural issues carries 10% of the OCAS. Presentations start from Week 3 and continue until the end of the semester. Students are expected to give an original presentation, using basic methods of research.
- One 90-minute Mid-Term Assessment (MTA)
- One 3-hour FINAL EXAM at the end of the course.
- The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | One in-class activity | 10 | 50% | One in-class presentation | 10 | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of Assessment tasks and Learning Outcomes | | Learning Outcomes | | A1 | A2 | A3 | A4 | A5 | A6 | B1 | B2 | B3 | B4 | B5 | B6 | C1 | C2 | C3 | C4 | C5 | C6 | D1 | D2 | D3 | In-class activity | X | | X | | X | | X | | | | | | X | | | | | | | | | In-class presentation | X | X | X | | X | | X | X | | X | X | | X | | X | | | X | | X | | MTA | X | X | X | X | | X | X | | | X | | X | X | | X | X | X | | X | X | | Final Exam | X | X | X | X | | X | X | X | X | X | | X | X | X | X | X | X | | X | X | |
9. Teaching staff associated with the module / Potential Tutors | Tutor’s name | Contact | Contact hours | Mr. Amir Simkish | asimkesh@aou.edu.kw | NOT AVAILABLE YET |
10. Key reading list | Author | Year | Title | Publisher | Location / ISBN | Moohan, E. (ed) | 2008 | Reputations | OU | Milton Keynes | Price, C. (ed) | 2008 | Tradition and Dissent | OU | Milton Keynes | Brown, R. D. | 2008 | Cultural Encounters | OU | Milton Keynes | Brunton, D. (ed) | 2008 | Place and Leisure | OU | Milton Keynes | Marlowe, C.: O'Connor | 2004 | Dr Faustus | Pearson Longman | 9780582817807 | Seamus Heaney | 2005 | The Burial at Thebes: Sophocles ‘Antigone’ | Faber and Faber | 9780571223626 | Muldoon, P. | 1997 | The Faber Book of Beasts | Faber and Faber | 9780571195473 | Prescott, L. (ed) | 2004 | A World of Difference: An Anthology of Short Stories from Five Continents | Palgrave Macmillan | 9780230202085 |
11. Other indicative text (e.g. websites) | Audio-Visual Materials: - 4 DVD-Videos (one per book)
- 4 DVD-ROM (one per book)
- 8 audio CDs (two per book)
- course website
Online Support Materials: For each course there are different types of support materials which the student can learn from. An obvious example is the Specimen Exam Papers (SEP) of actual examinations used in previous years. Each SEP is followed by an Answer Key. There are also some sample TMAs followed by tutors’ comments, which constitute a learning experience with regard to text organization and the developments of arguments, and hence improve writing skills. The Course Guide includes also some useful guidelines regarding TMAs. The Course Guide is available to students in a soft and hard copy. AA100A & B.pdf
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Course Outcomes |
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AA810 Postgraduate Foundation Module in Literature
(16) Credit Hours
The general aims of the module are to:
•Provide students with appropriate training in the techniques of postgraduate studies in the humanities;
•Provide students with comprehensive foundational knowledge of literature;
•Build upon and develop students’ interest in the study of literature.
The module also aims to teach students about
•the importance of textual and bibliographical study in postgraduate work in literature;
•how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
•engaging critically with a range of literary texts and complex critical, theoretical and historical material;
•how to contribute, in an informed way, to current debates about literature;
•constructing and presenting sophisticated, coherent and persuasive written and oral arguments;
•planning and writing a TMA, presented with appropriate scholarly apparatus and acknowledgement of the work of others;
•communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
•using feedback from your tutor and fellow students and other resources effectively to improve your performance;
using ICT resources for postgraduate research.
Course Code |
AA810 |
Course Title |
Postgraduate Foundation Module in Literature |
Pre-requisite |
- |
Credit Hours |
16 |
Course Description |
The general aims of the module are to:
•Provide students with appropriate training in the techniques of postgraduate studies in the humanities;
•Provide students with comprehensive foundational knowledge of literature;
•Build upon and develop students’ interest in the study of literature.
The module also aims to teach students about
•the importance of textual and bibliographical study in postgraduate work in literature;
•how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
•engaging critically with a range of literary texts and complex critical, theoretical and historical material;
•how to contribute, in an informed way, to current debates about literature;
•constructing and presenting sophisticated, coherent and persuasive written and oral arguments;
•planning and writing a TMA, presented with appropriate scholarly apparatus and acknowledgement of the work of others;
•communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
•using feedback from your tutor and fellow students and other resources effectively to improve your performance;
using ICT resources for postgraduate research.
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Course Objectives |
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Course Outcomes |
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AFL113 متطلب عام إجباري للناطقين بغير العربية
(3) Credit Hours
هذا الكتاب هو الكتاب الأول من سلسلة (مناهج اللغة العربية- لغة التواصل) لتعليم الناطقين بغيرها الذي قام به المركز الثقافي لتعليم اللغة العربية للناطقين بغيرها التابع لإدارة الدراسات الإسلامية بوزارة الأوقاف بدولة الكويت.
وهو منهج واف مترابط يلبي احتياجات الدارسين في الجامعة العربية المفتوحة، ويشتمل على وسائل تربوية مناسبة كالصور الملونة، والخرائط، وكذلك وجود فراغات مناسبة لحل التدريبات، بحيث يغدو الكتاب كتاباً دراسياً ودفتراً خاصاً للطالب في الوقت نفسه.
ويرمي الكتاب إلى تعريف المتعلم بأساسيات اللغة العربية وامتدادها التاريخي والجغرافي، والوصول به في مدة زمنية محددة إلى مستوى لا بأس به من الإلمام بمهاراتها الأربع، من استماع وقراءة وكتابة وتحدث، ليمتلك القدرة على استكمال التعلُّم والتزود من معين اللغة الواسع.
ويتناول الكتاب الأول لغة التواصل، وهي لغة الحياة اليومية حيث التعامل التلقائي مع أبناء اللغة في محيط البيئة التي يتعايش معها الدارس في المرافق العامة لمجتمعاتنا العربية كالطائرات، والمستشفيات، والأسواق.... إلخ.
وذلك من خلال الإلمام يما يأتي:
- تعلم الأبجدية العربية.
- المفردات والجمل.
- موضوعات منوعة عن البلد الذي يعيش فيه الدارسون.
- الأسس النحوية التي تبنى عليها قواعد اللغة العربية.
- المحادثة وطرق التواصل بين الدارسين فيما بينهم من جهة، وفيما بينهم وبين العرب من جهة أخرى.
- الكتابة والاستيعاب.
Course Code |
AFL113 |
Course Title |
متطلب عام إجباري للناطقين بغير العربية |
Pre-requisite |
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Credit Hours |
3 |
Course Description |
هذا الكتاب هو الكتاب الأول من سلسلة (مناهج اللغة العربية- لغة التواصل) لتعليم الناطقين بغيرها الذي قام به المركز الثقافي لتعليم اللغة العربية للناطقين بغيرها التابع لإدارة الدراسات الإسلامية بوزارة الأوقاف بدولة الكويت.
وهو منهج واف مترابط يلبي احتياجات الدارسين في الجامعة العربية المفتوحة، ويشتمل على وسائل تربوية مناسبة كالصور الملونة، والخرائط، وكذلك وجود فراغات مناسبة لحل التدريبات، بحيث يغدو الكتاب كتاباً دراسياً ودفتراً خاصاً للطالب في الوقت نفسه.
ويرمي الكتاب إلى تعريف المتعلم بأساسيات اللغة العربية وامتدادها التاريخي والجغرافي، والوصول به في مدة زمنية محددة إلى مستوى لا بأس به من الإلمام بمهاراتها الأربع، من استماع وقراءة وكتابة وتحدث، ليمتلك القدرة على استكمال التعلُّم والتزود من معين اللغة الواسع.
ويتناول الكتاب الأول لغة التواصل، وهي لغة الحياة اليومية حيث التعامل التلقائي مع أبناء اللغة في محيط البيئة التي يتعايش معها الدارس في المرافق العامة لمجتمعاتنا العربية كالطائرات، والمستشفيات، والأسواق.... إلخ.
وذلك من خلال الإلمام يما يأتي:
- تعلم الأبجدية العربية.
- المفردات والجمل.
- موضوعات منوعة عن البلد الذي يعيش فيه الدارسون.
- الأسس النحوية التي تبنى عليها قواعد اللغة العربية.
- المحادثة وطرق التواصل بين الدارسين فيما بينهم من جهة، وفيما بينهم وبين العرب من جهة أخرى.
- الكتابة والاستيعاب.
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Course Objectives |
2 ـ أهداف المقرر: إلمام الدارس بالكفايات الآتية: الكفاية اللغوية، والكفاية الاتصالية، والكفاية الثقافية، وفيما يأتي بيان موجز بهذه الجوانب: · الكفاية اللغوية: وتضم ما يلي: 1- الاستماع (فهم المسموع) 2- الكلام (الحديث). 3- القراءة (فهم المقروء). 4- الكتابة. - الكفاية الاتصالية: وترمي إلى إكساب الدارس القدرة على الاتصال بأهل اللغة بصورة ملائمة من خلال السياق الاجتماعي المقبول.
- الكفاية الثقافية: إذ يتم تزويد الدارس بجوانب متنوعة من ثقافة اللغة، وهي هنا الثقافة العربية خصوصاً.
3 ـ طريقة التعلم:
يدرس هذا المقرر وفق منهجية تجمع بين التعليم المفتوح والتعلم عن بعد، بما تسمح به آليات الدراسة الذاتية، مع الحرص على دوام الاتصال والتواصل المباشر بين الطالب والمشرف الأكاديمي, ويكون ذلك من خلال عقد لقاءين في كل أسبوع دراسي، كما يمكن التواصل في الساعات المكتبية وعن طريق الموقع التعليمي، ويبقى الجهد الأوفى متمثلا ًفي استيعاب الطالب لنمط التعلم الذاتي، وتكوين مجتمع طلابي قائم على الشغف بالمعرفة.
AFL113.pdf
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Course Outcomes |
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AR111 Arabic Communication Skills (I)
(3) Credit Hours
AR111 is three credit hour university requirements. It aims to enable students to acquire the Arabic language skills needed at university level, specifically: Arabic syntactic structures, grammatical inflection and case ending in spoken and written Arabic, ability to read Arabic texts in different disciplines, adequate training in writing and using dictionary
Course Code |
AR111 |
Course Title |
Arabic Communication Skills (I) |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
AR111 is three credit hour university requirements. It aims to enable students to acquire the Arabic language skills needed at university level, specifically: Arabic syntactic structures, grammatical inflection and case ending in spoken and written Arabic, ability to read Arabic texts in different disciplines, adequate training in writing and using dictionary |
Course Objectives |
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Course Outcomes |
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AR112 Arabic Communication Skills (II)
(3) Credit Hours
AR112 is a three credit hour university requirement. It aims at developing students’ skills in text analysis and literary appreciation. Students are introduced to the principles of accurate pronunciation and sound reading of texts. The course also provides training in Arabic rhetoric and literary genres.
Course Code |
AR112 |
Course Title |
Arabic Communication Skills (II) |
Pre-requisite |
AR111 |
Credit Hours |
3 |
Course Description |
AR112 is a three credit hour university requirement. It aims at developing students’ skills in text analysis and literary appreciation. Students are introduced to the principles of accurate pronunciation and sound reading of texts. The course also provides training in Arabic rhetoric and literary genres. |
Course Objectives |
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Course Outcomes |
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AR113 مهارات التواصل في اللغة العربية
(3) Credit Hours
أهداف المقرر : - تنمية مهارات التواصل اللغوي لدى الطالب، من خلال إكسابه بعض المعارف اللغوية المناسبة لمستوى الجامعة.
- الإلمام بفنون البلاغة العربية، والتدريب على نماذجها.
- التعرف على طبيعة الشعر، مفهوماً، ومكانة، والوقوف على مفاتيح تذوقه، وضرورة قراءته.
- التدريب على كتابة بعض النشاطات الكتابية مع الاستعمال الصحيح لعلامات الترقيم واجتناب الأخطاء الإملائية
- تبين عناصر الكتابة في كل فن من فنونها.
- التعرّف على الفنون النثرية، وسماتها.
- الاطلاع على نماذج من النصوص, وصلا للطالب بتراث أمته وحضارتها.
Course Code |
AR113 |
Course Title |
مهارات التواصل في اللغة العربية |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
أهداف المقرر : - تنمية مهارات التواصل اللغوي لدى الطالب، من خلال إكسابه بعض المعارف اللغوية المناسبة لمستوى الجامعة.
- الإلمام بفنون البلاغة العربية، والتدريب على نماذجها.
- التعرف على طبيعة الشعر، مفهوماً، ومكانة، والوقوف على مفاتيح تذوقه، وضرورة قراءته.
- التدريب على كتابة بعض النشاطات الكتابية مع الاستعمال الصحيح لعلامات الترقيم واجتناب الأخطاء الإملائية
- تبين عناصر الكتابة في كل فن من فنونها.
- التعرّف على الفنون النثرية، وسماتها.
- الاطلاع على نماذج من النصوص, وصلا للطالب بتراث أمته وحضارتها.
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Course Objectives |
مخرجات التعلم:
بعد دراسة هذا المقرر يتوقع من الطالب: - أن تزداد لديه مهارات التواصل اللغوي السليم والأداء الجيد.
- أن تنمو ملكة التفكير والتحليل الناقد لديه، وهي من سبل التفوق والتميز.
- أن تتكون لديه حصيلة لغوية وافرة, مفردات وتعابير وأساليب.
- أن يميز بين الفنون البلاغية، ويقف على مواطن الجمال فيها.
- أن يمتلك القدرة على تحليل النصوص الأدبية وتذوقها.
- أن تنهض وتستقيم قدراته القرائية والكتابية.
- أن يدرك أهمية الحفاظ على اللغة والحرص على صحتها.
- أن يحلل الجمل والفقرات تحليلا قائما على الأسس اللغوية والفنية التي يشملها المقرر.
أن يتمكن من الناحية الوظيفية من بعض المهارات الكتابية التي يحتاجها في الحياة مثل: المقالة – الخاطرة – الخطبة – القصة القصيرة_ التقرير_ الرسالة_ كلمات المناسبات.
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Course Outcomes |
محتوى المقرر (المادة التعليمية):
Ø تتألف مادة هذا المقرر من كتاب مقرر، ودليل: أ. الكتاب المقرر (اللغة العربية مهارات وفنون) ويضم خمس وحدات هي: · قطوف من البلاغة · في طبيعة الشعر
· الكتابة الوظيفية · الكتابة الأدبية · نصوص مختارة ومهارات لغوية. ============================= ج_ دليل المقرر: ويحتوي على توصيف موجز للمقرر, وأهدافه, ومكوناته, وتقويمه الجامعي, وطريقة تقييم الطالب فيه, ومراجع للمساعدة.
الأنشطة التدريسية
المستخدمة
- أسلوب اللقاءات الصفية والعروض وحلقات النقاش.
- التدريبات والأنشطة الملحقة بالفصول/ الوحدات الدراسية.
- 25% لقاءات صفية مباشرة.
- 75% تعلم ذاتي.
أساليب القياس
والتقييم
الدرجة الكلية لهذا المقرر ( 100 درجة) موزعة على النحو الآتي: - الأعمال الفصلية (50 درجة) موزعة كما يلي:
- 20 درجة للنشاط الفصلي
- 30 الاختبار الفصلي
- الامتحان النهائي (50 درجة)
المادة التعليمية الأساسية
- د محمد حسان الطيان، د. إيهاب النجدي: اللغة العربية مهارات وفنون، الجامعة العربية المفتوحة، الكويت 2020.
المادة التعليمية
المساندة :
- عز الدين إسماعيل: الأدب وفنونه, بيروت, دار الفكر العربي. - التدريب اللغــوي : د. عبد اللطيف الخطيب ود. سعد عبد العزيز مصلوح, مكتبة دار الترجمة, الكويت ط1- 1996. - أحمد مطلوب: معجم المصطلحات البلاغية, مكتبة لبنان. - الكتابة العربية مهاراتها وفنونها. د. محمد رجب النجار وآخرون , دار العروبة – الكويت2001. - علي الجارم ومصطفى أمين: البلاغة الواضحة, دار المعارف بمصر. - المحتويات التعليمية (Online) الموجودة على المنبر التعليمي Arab Campus. http://lexicons.sakhr.com/default.HTM المعاجم العربية. المواقع الأدبية البارزة.
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AR113.pdf
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BE322/4 Entrepreneurship & Small Business Management
(4) Credit Hours
BE322 is an introductory four credit undergraduate course. It assumes no deep knowledge of business. Indeed, it provides students with an overview of business in an-increasingly global society. This is not a course of theory; it is more an application or "how-to" course. It is designed to increase awareness of the opportunities and challenges in today's business environment. The success of any business depends upon several factors: marketing, management and leadership, human resources, financing, logistics, planning, and knowledge of the business environment.
An overview of business topics will be discussed including the entrepreneur's success factors, developing business plans, forms of business ownership, management and leadership styles, marketing and market research, technology and e-commerce, understanding financial statements and testing the feasibility and viability of a new venture.
Course Code |
BE322/4 |
Course Title |
Entrepreneurship & Small Business Management |
Pre-requisite |
B120 |
Credit Hours |
4 |
Course Description |
BE322 is an introductory four credit undergraduate course. It assumes no deep knowledge of business. Indeed, it provides students with an overview of business in an-increasingly global society. This is not a course of theory; it is more an application or "how-to" course. It is designed to increase awareness of the opportunities and challenges in today's business environment. The success of any business depends upon several factors: marketing, management and leadership, human resources, financing, logistics, planning, and knowledge of the business environment.
An overview of business topics will be discussed including the entrepreneur's success factors, developing business plans, forms of business ownership, management and leadership styles, marketing and market research, technology and e-commerce, understanding financial statements and testing the feasibility and viability of a new venture.
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Course Objectives |
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Course Outcomes |
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CH101 Chinese for Beginners (I)
(3) Credit Hours
The course introduces the student to the basics of Chinese (Mandarin). These include the alphabet, common everyday expressions, simple sentences, short dialogues and small paragraphs. The four skills of reading, writing, listening and speaking will be equally emphasized. However, as we live in the age of the image, students will have ample exposure to a variety of audio-visual material which boost their command of the language at the beginner’s level. The communicative approach is to be adopted in face-to-face tutorials and the various methods of enabling students to learn on their own will be prioritized.
Course Code |
CH101 |
Course Title |
Chinese for Beginners (I) |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
The course introduces the student to the basics of Chinese (Mandarin). These include the alphabet, common everyday expressions, simple sentences, short dialogues and small paragraphs. The four skills of reading, writing, listening and speaking will be equally emphasized. However, as we live in the age of the image, students will have ample exposure to a variety of audio-visual material which boost their command of the language at the beginner’s level. The communicative approach is to be adopted in face-to-face tutorials and the various methods of enabling students to learn on their own will be prioritized. |
Course Objectives |
|
Course Outcomes |
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CH102 Chinese for Beginners (II)
(3) Credit Hours
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own.
Course Code |
CH102 |
Course Title |
Chinese for Beginners (II) |
Pre-requisite |
CH101 |
Credit Hours |
3 |
Course Description |
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own. |
Course Objectives |
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Course Outcomes |
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E302A Language and Creativity (I)
(8) Credit Hours
“Language and Creativity” is planned as a remake of E301, “The Art of English”. This new course forms an important part of the FLS curriculum.
The course will be designed to extend and complement students’ work on U214 Worlds of English, which we anticipate will be the main feeder course. (The course will also complement courses in related academic areas. Upon studying this module, students will build on the learning outcomes they achieved in AA100 and EL120 as well as U214.
Course Code |
E302A |
Course Title |
Language and Creativity (I) |
Pre-requisite |
U214B - U210B |
Credit Hours |
8 |
Course Description |
“Language and Creativity” is planned as a remake of E301, “The Art of English”. This new course forms an important part of the FLS curriculum.
The course will be designed to extend and complement students’ work on U214 Worlds of English, which we anticipate will be the main feeder course. (The course will also complement courses in related academic areas. Upon studying this module, students will build on the learning outcomes they achieved in AA100 and EL120 as well as U214.
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Course Objectives |
“Language and Creativity" looks at creativity in the English language in the context of globalization: from everyday contexts to 'high culture' literary language and the impact of new media. It presents students with instances of creativity in social and artistic life, and examines how these are proliferated and intensified by technology and globalization. It explores the critical potential in creative practice, and investigates the relationships between language and other modes such as image, movement, music and dance. Overall, the focus of E302 is on creativity in the English language: its manifestations, its uses, and the issues it raises. It will give students a firm grounding in stylistic, sociolinguistic and multimodal analysis. This clearly distinguishes it from the alternative Level 3 option, E304 “Exploring English Grammar," which has as its focus the understanding of English grammar, as theorized from both structural and functional perspectives and enhanced through the use of corpus linguistic tools. Both modules assume a basic knowledge of English Language Studies gained from studying U214. The major aims of E302 are to develop an understanding of: - the nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions
- The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice
- Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English
- Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices.
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Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to demonstrate knowledge and understanding of: A1. The nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions. A2. The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice. A3. Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English. A4. Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices. B. Cognitive skills At the end of the module learners will be expected to: B1. Use appropriate methodologies and related terminology to describe and analyse creative texts across different media B2. Critically evaluate instances of creative texts and practices in relation to appropriate theoretical and analytical approaches B3. Synthesise information and ideas from different sources, including personal research data, in order to reach your own conclusions. C. Practical and professional skills At the end of the module learners will be expected to: C1. Demonstrate autonomy through planning and undertaking a small-scale independent language-focused investigation demonstrating an awareness of the ethical dimensions of research and appropriate rigour in analysis. D Key transferable skills At the end of the module, learners will be expected to: D1. Identify and ask questions appropriately to explore issues within the field of English language studies. D2. Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence. D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions. D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts. D5. Select and use appropriate ICT tools to analyse data and extend your learning. D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance. |
E302A Language and Creativity
(8) Credit Hours
“Language and Creativity” is planned as a remake of E301, “The Art of English”. This new course forms an important part of the FLS curriculum.
The course will be designed to extend and complement students’ work on U214 Worlds of English, which we anticipate will be the main feeder course. (The course will also complement courses in related academic areas. Upon studying this module, students will build on the learning outcomes they achieved in AA100 and EL120 as well as U214.
Course Code |
E302A |
Course Title |
Language and Creativity |
Pre-requisite |
E300B - E302B |
Credit Hours |
8 |
Course Description |
“Language and Creativity” is planned as a remake of E301, “The Art of English”. This new course forms an important part of the FLS curriculum.
The course will be designed to extend and complement students’ work on U214 Worlds of English, which we anticipate will be the main feeder course. (The course will also complement courses in related academic areas. Upon studying this module, students will build on the learning outcomes they achieved in AA100 and EL120 as well as U214.
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Course Objectives |
Module Specification: E302A&B (Language and Creativity)
1. 1. Factual information |
Module title | E302A&B Language and Creativity |
Level | 6 |
Module tutor | Dr. Yusuf Shudooh |
Credit value | 16 Credit Hours |
Module type | Taught |
Notional learning hours | 2 hours / week |
2. Rationale for the module and its links with other modules | “Language and Creativity” is planned as a remake of E301, “The Art of English”. This new course forms an important part of the FLS curriculum. The course will be designed to extend and complement students’ work on U214 Worlds of English, which we anticipate will be the main feeder course. (The course will also complement courses in related academic areas. Upon studying this module, students will build on the learning outcomes they achieved in AA100 and EL120 as well as U214. |
3. Aims of the module | “Language and Creativity” looks at creativity in the English language in the context of globalization: from everyday contexts to ‘high culture’ literary language and the impact of new media. It presents students with instances of creativity in social and artistic life, and examines how these are proliferated and intensified by technology and globalization. It explores the critical potential in creative practice, and investigates the relationships between language and other modes such as image, movement, music and dance. Overall, the focus of E302 is on creativity in the English language: its manifestations, its uses, and the issues it raises. It will give students a firm grounding in stylistic, sociolinguistic and multimodal analysis. This clearly distinguishes it from the alternative Level 3 option, E304 “Exploring English Grammar,” which has as its focus the understanding of English grammar, as theorized from both structural and functional perspectives and enhanced through the use of corpus linguistic tools. Both modules assume a basic knowledge of English Language Studies gained from studying U214. The major aims of E302 are to develop an understanding of: -
the nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions
-
The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice
-
Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English
-
Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices.
|
4. Pre-requisite modules or specified entry requirements |
E302A: U214B Worlds of English (II) E302B: E302A Language and Creativity (I) |
5. Intended learning outcomes |
A. Knowledge and understanding |
Learning and teaching strategy |
At the end of the module, learners will be expected to demonstrate knowledge and understanding of:
A1. The nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions.
A2. The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice.
A3. Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English.
A4. Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices. | E302 is to be delivered in a mode of study/learning comprising face-to-face instruction/tutoring (25%) and self-learning (75%) that addresses the academic and vocational needs of students. Some of the learning sources include: -
Online delivery [via the internet] and offline delivery [via computer and other media, e.g. print].
-
Audio-Visual Materials: The course is accompanied by different types of AV material and online forums. Such material will encourage and support interactivity and collaboration. Students will be taught adequate skills for multimodal analysis, and will be utilizing and evaluating online and offline multimodal texts. Students will have the opportunity of collecting and analysing their own data for TMA purposes.
-
Online Support Materials: There are different types of support materials which the student can learn from. They appear on the AOU website. An obvious example is the Specimen Exam Papers (SEP) of actual examinations used in previous years. Each SEP is followed by an Answer Key. There are also some sample TMAs followed by tutors’ comments, which constitute a learning experience with regard to text organization and the developments of arguments, and hence improve writing skills.
-
Online EFL Sites: There are many sites that deal with various aspects of "English as a Foreign Language", grammar, pronunciation, vocabulary, idioms, writing, etc. Some of these sites are listed on AOU website under
English Communication Skills.
|
B. Cognitive skills |
Learning and teaching strategy |
At the end of the module learners will be expected to:
B1. Use appropriate methodologies and related terminology to describe and analyse creative texts across different media
B2. Critically evaluate instances of creative texts and practices in relation to appropriate theoretical and analytical approaches
B3. Synthesise information and ideas from different sources, including personal research data, in order to reach your own conclusions. | Students are provided with a diversity of learning resources. These comprise the following: -
course learning packages which consist of printed course materials, and audio-visual aids. These are prepared by the UK Open University for all specialization courses.
-
supplementary materials prepared by Course Chairs.
-
A tutorial of two contact hours per week for all specialization courses.
-
A weekly direct contact with the tutor during his/her office hours.
-
Writing a TMA and learning from tutors’ remarks.
-
Preparing for the MTA and exams and learning from feedback.
-
Using e-library, branch resource centres and computer facilities.
-
Engaging in LMS interaction with tutors.
The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
|
C. Practical and professional skills |
Learning and teaching strategy |
At the end of the module learners will be expected to:
C1. Demonstrate autonomy through planning and undertaking a small-scale independent language-focused investigation demonstrating an awareness of the ethical dimensions of research and appropriate rigour in analysis. | Students are provided with a diversity of learning resources. These comprise the following: -
course learning packages which consist of printed course materials, and audio-visual aids. These are prepared by the UK Open University for all specialization courses.
-
supplementary materials prepared by Course Chairs.
-
A tutorial of two contact hours per week for all specialization courses.
-
A weekly direct contact with the tutor during his/her office hours.
-
Writing a TMA and learning from tutors’ remarks.
-
Preparing for the MTA and exams and learning from feedback.
-
Using e-library, branch resource centres and computer facilities.
-
Engaging in LMS interaction with tutors.
The module is delivered through the blended open learning system, which – according to the AOU regulations – consists of two complementary modes: -
face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
|
D Key transferable skills |
Learning and teaching strategy |
At the end of the module, learners will be expected to:
D1. Identify and ask questions appropriately to explore issues within the field of English language studies.
D2. Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence.
D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions.
D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts.
D5. Select and use appropriate ICT tools to analyse data and extend your learning.
D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance. | Students are provided with a diversity of learning resources. These comprise the following: -
course learning packages which consist of printed course materials, and audio-visual aids. These are prepared by the UK Open University for all specialization courses.
-
supplementary materials prepared by Course Chairs.
-
A tutorial of two contact hours per week for all specialization courses.
-
A weekly direct contact with the tutor during his/her office hours.
-
Writing TMAs and learning from tutors’ remarks.
-
Preparing for the TMA and exams and learning from feedback.
-
Using e-library, branch resource centres and computer facilities.
-
Engaging in LMS interaction with tutors.
The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
|
6. Indicative content. | The course is relevant to anyone with a general interest in the English language and how it is used by speakers, writers and producers of multimodal texts such as illustrated books and film; or in specific areas of language study such as language and literature; language and media and the politics of language and creativity. It is also relevant to teachers and others with a professional interest in English. Unless you have previous experience of studying the English language, or linguistics, language and literature or some other branch of language studies, you are advised to take this course after studying the University’s second level course U214
Worlds of English.
The main content of the course is described below. The course is divided into two main sections, organised as three main teaching texts and a set book [Stylistics], with accompanying module guide and online and offline material. The module guide will link all the components of the course, including audio visual activities. The course also makes use of one set book [Stylistics], the details of which are given below.
Creativity in Language -The first part of the course looks at both written and spoken language, drawing on the perspectives of stylistics and discourse analysis; it includes practitioners’ approaches in terms both of creative writing and translation; and it extends out to consider other forms of semiotic creativity, looking in particular at visual communication and the way it combines with the verbal mode. Underpinning all the topics that this book covers is the conviction that creativity, in one form or another, is central to human activities. It examines how speakers use forms of language often associated with literary texts in their everyday talk, metaphorical imagery, and everyday performances in interaction with others. It also examines creativity and creative writing and translation. Moreover, it looks at words as images and metaphor and creative genres.
Course book chapters: Chapter 1: What is linguistic creativity? Chapter 2: Creativity in everyday conversation Chapter 3: Creativity and creative writing Chapter 4: Creativity in translation Chapter 5: Word and image, words as image Chapter 6: Art and language Chapter 7: Metaphor, creativity and genres
Narrative, Language and Creativity - The second part of the course draws together recent work in language and related fields which demonstrate the foundational role of narrative across a wide spectrum of social activity. The ubiquity of narrative in private and public life is matched by the rich variety of its forms across different media, and of its functions and purposes. Contemporary stories found in such diverse contexts as young children’s crib talk, conversation, Facebook updates, the founding myths of commercial companies, verbatim theatre and commemorative quilts transform the raw material of human experience into creative expressions of identity, relationship, suffering, pleasure, hope and aspiration – all of which play a unique and complex part in our lives.
There will be focus on topics such as the role of narrative as a fundamental communication mode for making sense of experience, as well as the role of narrative in childhood, the workplace, illness, creative writing, translation and social media.
Course book chapters: Chapter 1: Narrative, creativity and performance Chapter 2: From crib talk to You Tube Chapter 3: Narratives at work Chapter 4: Life stories: complex narratives and everyday truths Chapter 5: Borderlands of fact and fiction Chapter 6: Narratives of translation and processes of adaptation Chapter 7: Storytelling and identity performance through social media
The Politics of Language and Creativity in a Globalised World:
- The second part of the course explores the many ways in which linguistic creativity is a resource for political activity, and the politics surrounding the production, ownership and evaluation of different kinds of creative activity in contemporary society. It draws on a range of approaches including sociolinguistics, discourse studies and social semiotics to explore creative practices such as the making of advertisements, political speeches, plays, hip hop music and banners in grassroots demonstrations. At the heart of this book is a recognition of the recent explosion of ‘production’ activity across texts, modes, media and technologies which, in turn, is forcing us to ask questions about what gets counted and valued as ‘creative’ linguistic and semiotic practice, and why.
Course book chapters: Chapter 1: Politics, creativity and language Chapter 2: Creativity in political discourse Chapter 3: Creativity on sale Chapter 4: Language, creativity and the politics of value Chapter 5: Talking and rapping in the globalised world Chapter 6: Ownership, regulation and production
Chapter 7: Looking back, leaping forwards |
7. Assessment strategy, assessment methods and their relative weightings | Module assessment is based on three main types of written work -
Tutor-Marked Assignment (TMA)
-
Mid-Term Assessment (MTAs)
-
Final Exams (FEs)
The following table shows the distribution of marks for the various types of module assessment in one-semester.
Components |
Mark |
Total Mark |
CONTINUOUS ASSESSMENT |
TMA |
20 |
50 |
MTA |
30 |
FINAL ASSESSMENT |
FINAL EXAM |
50 |
50 |
GRAND TOTAL |
100 |
100 |
-
Tutor-Marked Assignment (TMA)
Students prepare one TMA for the whole semester. This assignment serves to invoke and develop the investigative and research skills of students. The TMA carries 20% of the overall grade of the course. -
Mid-Term Assessment (MTA)
MTAs are viewed to be another contributor to monitoring the progression of students' achievement. They carry 30% of the overall grade of the course. Questions in MTAs typically require short notes/answers/comments: e.g. definitions; exemplification; writing short essays [2–3 paragraphs], etc.
Final exams are typically, but not always, of the essay type and are divided into three Sections/Parts each covering one or two blocks/themes of the module as in the table below: Students are required to answer 3 questions in 3 hours. |
8. Mapping of assessment tasks to learning outcomes |
Assessment
tasks |
Learning outcomes |
A1 |
A2 |
A3 |
A4 |
|
B1 |
B2 |
B3 |
|
C1 |
|
D1 |
D2 |
D3 |
D4 |
D5 |
D6 |
|
|
| TMA | X | X | X | X | | X | X | X | | X | | X | X | X | X | X | X | | | | MTA | X | X | X | X | | | X | | | | | | X | X | | | | | | | Final Exam | X | X | x | X | | X | X | | | | | X | X | X | | | | | | |
9. Teaching staff associated with the module | Name and contact details | Dr. Yusuf Shedooh |
yshudooh@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | | 2016 | Module Guide | The Open University | Milton Keynes | Zsofia Demjen and Philip Seareant | 2016 | Creativity in Language - From everyday style to verbal art | The Open University | Milton Keynes | Janet Maybin | 2016 | Narrative, Language and Creativity – Contemporary approaches | The Open University | Milton Keynes |
| 2016 | The Politics of Language and Creativity in Globalised World | The Open University | Milton Keynes | Lesley Jeffries and Dan McIntyre | 2016 | Stylistics | Cambridge University Press | Cambridge |
11. Other indicative text (e.g. websites) | 1. Online and offline material.
E302A&B.pdf
| |
Course Outcomes |
|
E302B Language and Creativity (II)
(8) Credit Hours
“Language and Creativity” is planned as a remake of E301, “The Art of English”. This new course forms an important part of the FLS curriculum.
The course will be designed to extend and complement students’ work on U214 Worlds of English, which we anticipate will be the main feeder course. (The course will also complement courses in related academic areas. Upon studying this module, students will build on the learning outcomes they achieved in AA100 and EL120 as well as U214.
Course Code |
E302B |
Course Title |
Language and Creativity (II) |
Pre-requisite |
E300A - E302A |
Credit Hours |
8 |
Course Description |
“Language and Creativity” is planned as a remake of E301, “The Art of English”. This new course forms an important part of the FLS curriculum.
The course will be designed to extend and complement students’ work on U214 Worlds of English, which we anticipate will be the main feeder course. (The course will also complement courses in related academic areas. Upon studying this module, students will build on the learning outcomes they achieved in AA100 and EL120 as well as U214.
|
Course Objectives |
Module Specification: E302A&B (Language and Creativity) 1. 1. Factual information | Module title | E302A&B Language and Creativity | Level | 6 | Module tutor | Dr. Yusuf Shudooh | Credit value | 16 Credit Hours | Module type | Taught | Notional learning hours | 2 hours / week |
2. Rationale for the module and its links with other modules | “Language and Creativity” is planned as a remake of E301, “The Art of English”. This new course forms an important part of the FLS curriculum.
The course will be designed to extend and complement students’ work on U214 Worlds of English, which we anticipate will be the main feeder course. (The course will also complement courses in related academic areas. Upon studying this module, students will build on the learning outcomes they achieved in AA100 and EL120 as well as U214. |
3. Aims of the module | “Language and Creativity” looks at creativity in the English language in the context of globalization: from everyday contexts to ‘high culture’ literary language and the impact of new media. It presents students with instances of creativity in social and artistic life, and examines how these are proliferated and intensified by technology and globalization. It explores the critical potential in creative practice, and investigates the relationships between language and other modes such as image, movement, music and dance.
Overall, the focus of E302 is on creativity in the English language: its manifestations, its uses, and the issues it raises. It will give students a firm grounding in stylistic, sociolinguistic and multimodal analysis. This clearly distinguishes it from the alternative Level 3 option, E304 “Exploring English Grammar,” which has as its focus the understanding of English grammar, as theorized from both structural and functional perspectives and enhanced through the use of corpus linguistic tools. Both modules assume a basic knowledge of English Language Studies gained from studying U214.
The major aims of E302 are to develop an understanding of: - the nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions
- The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice
- Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English
- Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices.
|
4. Pre-requisite modules or specified entry requirements | E302A: U214B Worlds of English (II)
E302B: E302A Language and Creativity (I) |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to demonstrate knowledge and understanding of:
A1. The nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions.
A2. The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice.
A3. Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English. A4. Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices. | E302 is to be delivered in a mode of study/learning comprising face-to-face instruction/tutoring (25%) and self-learning (75%) that addresses the academic and vocational needs of students. Some of the learning sources include: - Online delivery [via the internet] and offline delivery [via computer and other media, e.g. print].
- Audio-Visual Materials: The course is accompanied by different types of AV material and online forums. Such material will encourage and support interactivity and collaboration. Students will be taught adequate skills for multimodal analysis, and will be utilizing and evaluating online and offline multimodal texts. Students will have the opportunity of collecting and analysing their own data for TMA purposes.
- Online Support Materials: There are different types of support materials which the student can learn from. They appear on the AOU website. An obvious example is the Specimen Exam Papers (SEP) of actual examinations used in previous years. Each SEP is followed by an Answer Key. There are also some sample TMAs followed by tutors’ comments, which constitute a learning experience with regard to text organization and the developments of arguments, and hence improve writing skills.
- Online EFL Sites: There are many sites that deal with various aspects of "English as a Foreign Language", grammar, pronunciation, vocabulary, idioms, writing, etc. Some of these sites are listed on AOU website under English Communication Skills.
|
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to:
B1. Use appropriate methodologies and related terminology to describe and analyse creative texts across different media
B2. Critically evaluate instances of creative texts and practices in relation to appropriate theoretical and analytical approaches
B3. Synthesise information and ideas from different sources, including personal research data, in order to reach your own conclusions. | Students are provided with a diversity of learning resources. These comprise the following: - course learning packages which consist of printed course materials, and audio-visual aids. These are prepared by the UK Open University for all specialization courses.
- supplementary materials prepared by Course Chairs.
- A tutorial of two contact hours per week for all specialization courses.
- A weekly direct contact with the tutor during his/her office hours.
- Writing a TMA and learning from tutors’ remarks.
- Preparing for the MTA and exams and learning from feedback.
- Using e-library, branch resource centres and computer facilities.
- Engaging in LMS interaction with tutors.
The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
|
C. Practical and professional skills | Learning and teaching strategy | At the end of the module learners will be expected to:
C1. Demonstrate autonomy through planning and undertaking a small-scale independent language-focused investigation demonstrating an awareness of the ethical dimensions of research and appropriate rigour in analysis. | Students are provided with a diversity of learning resources. These comprise the following: - course learning packages which consist of printed course materials, and audio-visual aids. These are prepared by the UK Open University for all specialization courses.
- supplementary materials prepared by Course Chairs.
- A tutorial of two contact hours per week for all specialization courses.
- A weekly direct contact with the tutor during his/her office hours.
- Writing a TMA and learning from tutors’ remarks.
- Preparing for the MTA and exams and learning from feedback.
- Using e-library, branch resource centres and computer facilities.
- Engaging in LMS interaction with tutors.
The module is delivered through the blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
|
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1. Identify and ask questions appropriately to explore issues within the field of English language studies. D2. Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence. D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions. D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts. D5. Select and use appropriate ICT tools to analyse data and extend your learning. D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance. | Students are provided with a diversity of learning resources. These comprise the following: - course learning packages which consist of printed course materials, and audio-visual aids. These are prepared by the UK Open University for all specialization courses.
- supplementary materials prepared by Course Chairs.
- A tutorial of two contact hours per week for all specialization courses.
- A weekly direct contact with the tutor during his/her office hours.
- Writing TMAs and learning from tutors’ remarks.
- Preparing for the TMA and exams and learning from feedback.
- Using e-library, branch resource centres and computer facilities.
- Engaging in LMS interaction with tutors.
The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
|
6. Indicative content. | The course is relevant to anyone with a general interest in the English language and how it is used by speakers, writers and producers of multimodal texts such as illustrated books and film; or in specific areas of language study such as language and literature; language and media and the politics of language and creativity. It is also relevant to teachers and others with a professional interest in English. Unless you have previous experience of studying the English language, or linguistics, language and literature or some other branch of language studies, you are advised to take this course after studying the University’s second level course U214 Worlds of English.
The main content of the course is described below. The course is divided into two main sections, organised as three main teaching texts and a set book [Stylistics], with accompanying module guide and online and offline material. The module guide will link all the components of the course, including audio visual activities. The course also makes use of one set book [Stylistics], the details of which are given below.
Creativity in Language -The first part of the course looks at both written and spoken language, drawing on the perspectives of stylistics and discourse analysis; it includes practitioners’ approaches in terms both of creative writing and translation; and it extends out to consider other forms of semiotic creativity, looking in particular at visual communication and the way it combines with the verbal mode. Underpinning all the topics that this book covers is the conviction that creativity, in one form or another, is central to human activities.
It examines how speakers use forms of language often associated with literary texts in their everyday talk, metaphorical imagery, and everyday performances in interaction with others. It also examines creativity and creative writing and translation. Moreover, it looks at words as images and metaphor and creative genres.
Course book chapters:
Chapter 1: What is linguistic creativity?
Chapter 2: Creativity in everyday conversation
Chapter 3: Creativity and creative writing
Chapter 4: Creativity in translation
Chapter 5: Word and image, words as image
Chapter 6: Art and language
Chapter 7: Metaphor, creativity and genres Narrative, Language and Creativity - The second part of the course draws together recent work in language and related fields which demonstrate the foundational role of narrative across a wide spectrum of social activity. The ubiquity of narrative in private and public life is matched by the rich variety of its forms across different media, and of its functions and purposes. Contemporary stories found in such diverse contexts as young children’s crib talk, conversation, Facebook updates, the founding myths of commercial companies, verbatim theatre and commemorative quilts transform the raw material of human experience into creative expressions of identity, relationship, suffering, pleasure, hope and aspiration – all of which play a unique and complex part in our lives.
There will be focus on topics such as the role of narrative as a fundamental communication mode for making sense of experience, as well as the role of narrative in childhood, the workplace, illness, creative writing, translation and social media.
Course book chapters:
Chapter 1: Narrative, creativity and performance
Chapter 2: From crib talk to You Tube
Chapter 3: Narratives at work
Chapter 4: Life stories: complex narratives and everyday truths
Chapter 5: Borderlands of fact and fiction
Chapter 6: Narratives of translation and processes of adaptation
Chapter 7: Storytelling and identity performance through social media The Politics of Language and Creativity in a Globalised World: - The second part of the course explores the many ways in which linguistic creativity is a resource for political activity, and the politics surrounding the production, ownership and evaluation of different kinds of creative activity in contemporary society. It draws on a range of approaches including sociolinguistics, discourse studies and social semiotics to explore creative practices such as the making of advertisements, political speeches, plays, hip hop music and banners in grassroots demonstrations. At the heart of this book is a recognition of the recent explosion of ‘production’ activity across texts, modes, media and technologies which, in turn, is forcing us to ask questions about what gets counted and valued as ‘creative’ linguistic and semiotic practice, and why.
Course book chapters:
Chapter 1: Politics, creativity and language
Chapter 2: Creativity in political discourse
Chapter 3: Creativity on sale
Chapter 4: Language, creativity and the politics of value
Chapter 5: Talking and rapping in the globalised world
Chapter 6: Ownership, regulation and production
Chapter 7: Looking back, leaping forwards |
7. Assessment strategy, assessment methods and their relative weightings | Module assessment is based on three main types of written work - Tutor-Marked Assignment (TMA)
- Mid-Term Assessment (MTAs)
- Final Exams (FEs)
The following table shows the distribution of marks for the various types of module assessment in one-semester. Components | Mark | Total Mark | CONTINUOUS ASSESSMENT | TMA | 20 | 50 | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50 | GRAND TOTAL | 100 | 100 |
- Tutor-Marked Assignment (TMA)
Students prepare one TMA for the whole semester. This assignment serves to invoke and develop the investigative and research skills of students. The TMA carries 20% of the overall grade of the course. - Mid-Term Assessment (MTA)
MTAs are viewed to be another contributor to monitoring the progression of students' achievement. They carry 30% of the overall grade of the course. Questions in MTAs typically require short notes/answers/comments: e.g. definitions; exemplification; writing short essays [2–3 paragraphs], etc. Final exams are typically, but not always, of the essay type and are divided into three Sections/Parts each covering one or two blocks/themes of the module as in the table below: Students are required to answer 3 questions in 3 hours. |
8. Mapping of assessment tasks to learning outcomes | Assessment
tasks | Learning outcomes | A1 | A2 | A3 | A4 | | B1 | B2 | B3 | | C1 | | D1 | D2 | D3 | D4 | D5 | D6 | | | | TMA | X | X | X | X | | X | X | X | | X | | X | X | X | X | X | X | | | | MTA | X | X | X | X | | | X | | | | | | X | X | | | | | | | Final Exam | X | X | x | X | | X | X | | | | | X | X | X | | | | | | |
9. Teaching staff associated with the module | Name and contact details | Dr. Yusuf Shedooh | yshudooh@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | | 2016 | Module Guide | The Open University | Milton Keynes | Zsofia Demjen and Philip Seareant | 2016 | Creativity in Language - From everyday style to verbal art | The Open University | Milton Keynes | Janet Maybin | 2016 | Narrative, Language and Creativity – Contemporary approaches | The Open University | Milton Keynes | | 2016 | The Politics of Language and Creativity in Globalised World | The Open University | Milton Keynes | Lesley Jeffries and Dan McIntyre | 2016 | Stylistics | Cambridge University Press | Cambridge |
11. Other indicative text (e.g. websites) | 1. Online and offline material. E302A&B.pdf
|
|
Course Outcomes |
|
E304A Exploring English Grammar (I)
(8) Credit Hours
Grammar continues to play a significant role in formal education around the world, and can often be the key to academic success or failure. However, conceptions of what is meant by grammar vary widely, and are often based on writing rather than speech, and on prescriptive ideas about what ought to be the case rather than an analysis of how language is actually used. This course helps you to recognise grammar as the chief means of making meaning through language, and to evaluate the relative success of different texts in achieving this goal. If you are involved in the teaching or learning of English, the relevance of the course to you should therefore be obvious.
E304: Exploring English Grammar is designed for anyone needing an up-to-date framework for describing and analysing the English language as used in the world today.
The module provides a range of material to anticipate students' different needs and expectations. It combines grammatical description – based on a hands-on approach which draws on computer analysis – with demonstrations of how such analytical techniques can be applied to real-world data and problems.
The module content is designed to be of broad interest: examples are drawn from, amongst other fields, everyday conversation, fiction, academic writing and the news media. The applications of grammar in professional fields such as translation, teaching, lexicography, and the law are also highlighted. In the process of studying grammar in this way, students can expect to improve their own communicative effectiveness, including their academic writing, and to become more discriminating readers of other people’s texts.
The intellectual and scholarly skills learned and honed in this module, including a sophisticated knowledge of the English language, will serve any student well, no matter what career he or she chooses to practise upon graduating from AOU. With other modules in linguistics/applied linguistics such as E301 and U214, E304 tries to broaden the students’ understanding of English grammar and applied linguistics and gives them a perspective on how English works and how texts written in English can be analyzed and interpreted.
Course Code |
E304A |
Course Title |
Exploring English Grammar (I) |
Pre-requisite |
U214B - U210B |
Credit Hours |
8 |
Course Description |
Grammar continues to play a significant role in formal education around the world, and can often be the key to academic success or failure. However, conceptions of what is meant by grammar vary widely, and are often based on writing rather than speech, and on prescriptive ideas about what ought to be the case rather than an analysis of how language is actually used. This course helps you to recognise grammar as the chief means of making meaning through language, and to evaluate the relative success of different texts in achieving this goal. If you are involved in the teaching or learning of English, the relevance of the course to you should therefore be obvious.
E304: Exploring English Grammar is designed for anyone needing an up-to-date framework for describing and analysing the English language as used in the world today.
The module provides a range of material to anticipate students' different needs and expectations. It combines grammatical description – based on a hands-on approach which draws on computer analysis – with demonstrations of how such analytical techniques can be applied to real-world data and problems.
The module content is designed to be of broad interest: examples are drawn from, amongst other fields, everyday conversation, fiction, academic writing and the news media. The applications of grammar in professional fields such as translation, teaching, lexicography, and the law are also highlighted. In the process of studying grammar in this way, students can expect to improve their own communicative effectiveness, including their academic writing, and to become more discriminating readers of other people’s texts.
The intellectual and scholarly skills learned and honed in this module, including a sophisticated knowledge of the English language, will serve any student well, no matter what career he or she chooses to practise upon graduating from AOU. With other modules in linguistics/applied linguistics such as E301 and U214, E304 tries to broaden the students’ understanding of English grammar and applied linguistics and gives them a perspective on how English works and how texts written in English can be analyzed and interpreted.
|
Course Objectives |
Module Specification: E304A & B (Exploring English Grammar)
1. 1. Factual information |
Module title | E304A&B: Exploring English Grammar |
Level | 6 |
Module tutor | Dr. Ismail Safieh |
Credit value | 16 credit hours |
Module type | Taught |
Notional learning hours | 2 hours / week |
2. Rationale for the module and its links with other modules | Grammar continues to play a significant role in formal education around the world, and can often be the key to academic success or failure. However, conceptions of what is meant by grammar vary widely, and are often based on writing rather than speech, and on prescriptive ideas about what ought to be the case rather than an analysis of how language is actually used. This course helps you to recognise
grammar as the chief means of making meaning through language, and to evaluate the relative success of different texts in achieving this goal. If you are involved in the teaching or learning of English, the relevance of the course to you should therefore be obvious.
E304:
Exploring English Grammar is designed for anyone needing an up-to-date framework for describing and analysing the English language as used in the world today. The module provides a range of material to anticipate students' different needs and expectations. It combines grammatical description – based on a hands-on approach which draws on computer analysis – with demonstrations of how such analytical techniques can be applied to real-world data and problems. The module content is designed to be of broad interest: examples are drawn from, amongst other fields, everyday conversation, fiction, academic writing and the news media. The applications of grammar in professional fields such as translation, teaching, lexicography, and the law are also highlighted. In the process of studying grammar in this way, students can expect to improve their own communicative effectiveness, including their academic writing, and to become more discriminating readers of other people’s texts. The intellectual and scholarly skills learned and honed in this module, including a sophisticated knowledge of the English language, will serve any student well, no matter what career he or she chooses to practise upon graduating from AOU. With other modules in linguistics/applied linguistics such as E301 and U214, E304 tries to broaden the students’ understanding of English grammar and applied linguistics and gives them a perspective on how English works and how texts written in English can be analyzed and interpreted. |
3. Aims of the module | The overall aim of this module is to show how a knowledge and understanding of English grammar can be applied in practical and useful ways. In broad terms, upon completing this course students will acquire: - An understanding of the major characteristics of English grammar;
- Skills in language description and grammatical analysis and interpretation in order to gain an insight into how English ‘works’ in real-life contexts;
- Skills in applying grammatical/linguistic understanding in order to evaluate and, where appropriate, improve the quality of spoken and written texts.
|
4. Pre-requisite modules or specified entry requirements |
Course Prerequisites: -
E304A: U214B
-
E304B: E304A
This OU-based module was originally designed to be delivered over one academic year. For practical purposes, the module is divided into two equal parts each delivered as an independent course as follows: (i) E304A: Exploring English Grammar (Part I)
(ii) E304B: Exploring English Grammar (Part II) The Relationship between the two parts (E304A & E304B) is as follows:
: -
E304A is a prerequisite for E304B. This means students cannot register in E304B unless they have passed E304A.
-
E304A and E304B are treated as
independent modules for purposes of student registration.
-
E304A and E304B are treated as
independent modules for purposes of assessment. This means that students will be assessed independently for each module and that they have to pass each of the two modules. The marks they earn in each of E304A and E304B will be entered separately onto their transcripts.
-
Some of the teaching/learning materials used in E304A will also be used in E304B. This means
students will receive a complete module kit upon registering in E304A.
Students will be expected to have access to a computer with standard features, an appropriate audio-video card to support it and speakers or headphones. |
5. Intended learning outcomes
A. Knowledge and understanding |
Learning and teaching strategy |
If students successfully complete the course they will have knowledge and understanding of:
A1. the major characteristics of structural and functional theories of English grammar;
A2. a range of methods, analytical tools, concepts and metalanguage for describing and analysing English Grammar in use;
A3. insights into the grammar of English which can be applied to a range of real-life (including professional) contexts.
| The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
Learning and teaching strategies -
Pre-class preparation and reading of assigned texts
-
In-class discussion by making inter-textual connections.
-
Analysing texts from different registers
-
Reading research articles pertinent to the linguistic work under discussion
-
Post-reading and doing activities to allow students to deepen and expand their understanding
-
Researching some relevant material through the e-library, the internet, etc
-
Giving short presentations expressing their views and skills on the work studied.
-
Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
-
Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, principles, and linguistic works discussed in the module.
|
B. Cognitive skills |
Learning and teaching strategy |
If students successfully complete the course, they will be able to:
B1. Describe major grammatical structures and patterns in English in use and relate these to meaning, purpose and context.
B2. Apply the analytical frameworks acquired through the module to the analysis, interpretation and evaluation of authentic spoken and written English texts in relation to their context.
B3. Acquire and synthesize information and ideas drawn from varied sources, and critically evaluate alternative explanations and arguments deriving from different theoretical paradigms and value positions.
B4. Argue a case in a grammatically principled way, using appropriate linguistic terminology, for a particular analysis/ interpretation/ evaluation of English language use in context.
B5. Engage with different interpretations of texts and relate abstract concepts and theories to specific texts. |
-
Pre-class preparation and reading of assigned texts
-
In-class discussion by making inter-textual connections.
-
Analysing texts from different registers
-
Reading research articles pertinent to the linguistic work under discussion
-
Post-reading and doing activities to allow students to deepen and expand their understanding
-
Researching some relevant material through the e-library, the internet, etc
-
Giving short presentations expressing their views and skills on the work studied.
-
Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
-
Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, principles, and linguistic works discussed in the module.
|
C. Practical and professional skills |
Learning and teaching strategy |
If students successfully complete the course, they will be able to:
C1. Assess the value of evidence critically (including simple statistical data);
C2. Make independent judgements;
C3. Construct coherent written arguments, supported by relevant evidence, appropriately referenced. | -
In-class discussion by making inter-textual connections.
-
Researching some relevant material through the e-library, the internet, etc
-
Giving short presentations expressing their views and skills on the work studied.
-
Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
-
Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, principles, and linguistic works discussed in the module.
|
D. Key skills |
Learning and teaching strategy |
If students successfully complete the course, they will be able to:
D1. Identify and ask questions appropriately to explore issues within the field of English language studies;
D2: Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence;
D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions;
D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts;
D5. Select and use appropriate ICT tools to analyze data and extend your learning;
D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance. | -
Pre-class preparation and reading of assigned texts
-
In-class discussion by making inter-textual connections.
-
Analysing texts from different registers
-
Reading critical articles pertinent to the linguistic work under discussion
-
Post-reading and doing activities to allow students to deepen and expand their understanding
-
Researching some relevant material through the e-library, the internet, etc
-
Giving short presentations expressing their views and skills on the work studied.
-
Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
-
Writing essays (TMAs) to engage further in the relevant argument, and develop a synthesis of the concepts, principles, and linguistic works discussed in the module.
|
6. Indicative content. | E304 is divided into four blocks each of which has an associated print book. The study books will contain the main teaching text and activities. The books will be accompanied by a range of resources. The module makes focused use of accounts of grammar knowledge influencing or underpinning work-based practice, using AV resources and on-line activities. Linguistic analysis is supported by both interactive grammar practice resources and corpus software for grammar analysis.
The main content of each of the Blocks is described below. E304A: E304A consists of two complete Blocks as described below: Block 1:
Grammar, context and meaning Block 1 of this module is a foundational block that serves two purposes. It is meant to review the basic grammatical terminology (noun groups, adjective groups, finite clauses, etc.) needed in order to get the most out of this module. It will also preview what is to come in the rest of the module by introducing the framework of Systemic Functional Linguistics (SFL). Each block contains some digital information literacy work. These activities are designed to reinforce and build on the information literacy skills introduced in U214, and will comply with the new DiL framework. In addition, students will be introduced to the use of a specially designed corpus software tool which will aid language analysis. Block 2:Construing the world: Ideational meaning making In Block 2 students focus on the way in which we use language to experience the world and also understand and have ideas about the world. They explore how language refers to who does what to whom, how, when, where and why by examining the functional elements of processes (actions, events and states), participants (the people or things involved in the processes) and circumstances (extra information describing how or why the events or states of the clause took place). Using these elements students can better describe the topic or subject matter of a text (answering the question: what is the text about?) the social activity taking place in a text (answering the questions: what is the nature of the social action taking place? what is the purpose?), and lastly the way in which a speaker or writer represents and makes sense of what is happening, known as the ‘angle of representation’.
E304B: E304B consists of two complete Blocks as described below: Block 3:Managing communication flow: Textual meaning making Block 3 continues to explore grammatical variation but focuses increasingly on developing a critical orientation to English use. Students will be expected not only to describe, and interpret texts, but also to apply grammatical knowledge and analytical skills as a means of judging and improving the communicative effectiveness of a range of everyday texts. This block also introduces students to researching on English through grammatical analysis and paves the way for the project work that they will undertake in the TMA. Corpus analysis work continues, focusing on how this can be combined with manual analysis of texts and on viable small-scale projects for the TMA. Block 3 also highlights research methods relevant to analyzing English in various contexts. Students are taken through the stages of conducting and writing up a research project with illustrations from authentic student and published research. Digital information literacy activities will involve students searching online for corpus and other resources. Block 4:
Creating relationships: Interpersonal meaning-making In this block, the specific topic is the interpersonal function of language, that is, the linguistic means by which speakers and writers: -
form and negotiate relationships
-
act out social roles
-
present themselves (for example, as powerful or deferential, assertive or conciliatory, emotionally engaged or uninvolved)
and so on. The relationship between all these components, together with an indicative timetable of study, is illustrated in the table in the
Study Calendar in the Course Guide. |
7. Assessment strategy, assessment methods and their relative weightings | E304A and E304B each has ONE tutor marked assignment (TMA), ONE Mid-Term Assessment (MTA) and ONE 3-hour
FINAL EXAM at the end of the course. -
TMA (related to Blocks that the students already covered and representing 20 per cent of the overall continuous assessment score [OCAS]).
-
One two- hour Mid-Term Assessment (MTA)
-
One 3-hour FINAL EXAM at the end of the course.
- The balance between components of assessment is shown in the following table:
Components |
Form of Assessment & Marks |
% | CONTINUOUSASSESSMENT | TMA |
20 |
50% | MTA |
30 | FINAL ASSESSMENT | FINALEXAM |
50 |
50% | GRAND TOTAL |
100 |
100% |
|
Assessment tasks |
Learning outcomes |
A1 |
A2 |
A3 |
|
B1 |
B2 |
B3 |
B4 |
B5 |
|
C1 |
C2 |
C3 |
|
D1 |
D2 |
D3 |
D4 |
D5 |
D6 | TMA | | X | X | | X | X | X | X | X | | X | X | X | | X | X | X | X | X | X | MTA | X | X | X | | | | | | | | | X | X | | X | | | | X | X | Final Exam | X | X | X | | | | X | | | | | X | X | | X | X | | | X | |
9. Teaching staff associated with the module | Name and contact details | Dr. Ismail Safieh |
isafieh@aou.edu.kw |
10. Key reading list | Off-line Delivery via Print Material: |
Title |
Module Guide | Exploring English Grammar: Part I and Part II:
Course Guide & Course Support Materials |
fOUR main teaching TEXTBOOKS (ou pUBLICATIONS) |
1.Grammar, context and meaning |
2. Construing the world: Ideational meaning making |
3. Managing communication flow: Textual meaning making |
4. Creating relationships: Interpersonal meaning-making |
aPPLICATIONS BOOK | Grammar in Practice |
Corpus tool booklet |
|
OFF-LINE DELIVERY VIA COMPUTER: | |
CORPUS TOOL AND ASSOCIATED LANGUAGE ANALYSIS ACTIVITIES |
|
E304A.pdf |
Course Outcomes |
|
E304B Exploring English Grammar (II)
(8) Credit Hours
Grammar continues to play a significant role in formal education around the world, and can often be the key to academic success or failure. However, conceptions of what is meant by grammar vary widely, and are often based on writing rather than speech, and on prescriptive ideas about what ought to be the case rather than an analysis of how language is actually used. This course helps you to recognise grammar as the chief means of making meaning through language, and to evaluate the relative success of different texts in achieving this goal. If you are involved in the teaching or learning of English, the relevance of the course to you should therefore be obvious.
E304: Exploring English Grammar is designed for anyone needing an up-to-date framework for describing and analysing the English language as used in the world today.
The module provides a range of material to anticipate students' different needs and expectations. It combines grammatical description – based on a hands-on approach which draws on computer analysis – with demonstrations of how such analytical techniques can be applied to real-world data and problems.
The module content is designed to be of broad interest: examples are drawn from, amongst other fields, everyday conversation, fiction, academic writing and the news media. The applications of grammar in professional fields such as translation, teaching, lexicography, and the law are also highlighted. In the process of studying grammar in this way, students can expect to improve their own communicative effectiveness, including their academic writing, and to become more discriminating readers of other people’s texts.
The intellectual and scholarly skills learned and honed in this module, including a sophisticated knowledge of the English language, will serve any student well, no matter what career he or she chooses to practise upon graduating from AOU. With other modules in linguistics/applied linguistics such as E301 and U214, E304 tries to broaden the students’ understanding of English grammar and applied linguistics and gives them a perspective on how English works and how texts written in English can be analyzed and interpreted.
Course Code |
E304B |
Course Title |
Exploring English Grammar (II) |
Pre-requisite |
E304A - E303A |
Credit Hours |
8 |
Course Description |
Grammar continues to play a significant role in formal education around the world, and can often be the key to academic success or failure. However, conceptions of what is meant by grammar vary widely, and are often based on writing rather than speech, and on prescriptive ideas about what ought to be the case rather than an analysis of how language is actually used. This course helps you to recognise grammar as the chief means of making meaning through language, and to evaluate the relative success of different texts in achieving this goal. If you are involved in the teaching or learning of English, the relevance of the course to you should therefore be obvious.
E304: Exploring English Grammar is designed for anyone needing an up-to-date framework for describing and analysing the English language as used in the world today.
The module provides a range of material to anticipate students' different needs and expectations. It combines grammatical description – based on a hands-on approach which draws on computer analysis – with demonstrations of how such analytical techniques can be applied to real-world data and problems.
The module content is designed to be of broad interest: examples are drawn from, amongst other fields, everyday conversation, fiction, academic writing and the news media. The applications of grammar in professional fields such as translation, teaching, lexicography, and the law are also highlighted. In the process of studying grammar in this way, students can expect to improve their own communicative effectiveness, including their academic writing, and to become more discriminating readers of other people’s texts.
The intellectual and scholarly skills learned and honed in this module, including a sophisticated knowledge of the English language, will serve any student well, no matter what career he or she chooses to practise upon graduating from AOU. With other modules in linguistics/applied linguistics such as E301 and U214, E304 tries to broaden the students’ understanding of English grammar and applied linguistics and gives them a perspective on how English works and how texts written in English can be analyzed and interpreted.
|
Course Objectives |
Module Specification: E304A & B (Exploring English Grammar)
1. 1. Factual information |
Module title | E304A&B: Exploring English Grammar |
Level | 6 |
Module tutor | Dr. Ismail Safieh |
Credit value | 16 credit hours |
Module type | Taught |
Notional learning hours | 2 hours / week |
2. Rationale for the module and its links with other modules | Grammar continues to play a significant role in formal education around the world, and can often be the key to academic success or failure. However, conceptions of what is meant by grammar vary widely, and are often based on writing rather than speech, and on prescriptive ideas about what ought to be the case rather than an analysis of how language is actually used. This course helps you to recognise
grammar as the chief means of making meaning through language, and to evaluate the relative success of different texts in achieving this goal. If you are involved in the teaching or learning of English, the relevance of the course to you should therefore be obvious.
E304:
Exploring English Grammar is designed for anyone needing an up-to-date framework for describing and analysing the English language as used in the world today. The module provides a range of material to anticipate students' different needs and expectations. It combines grammatical description – based on a hands-on approach which draws on computer analysis – with demonstrations of how such analytical techniques can be applied to real-world data and problems. The module content is designed to be of broad interest: examples are drawn from, amongst other fields, everyday conversation, fiction, academic writing and the news media. The applications of grammar in professional fields such as translation, teaching, lexicography, and the law are also highlighted. In the process of studying grammar in this way, students can expect to improve their own communicative effectiveness, including their academic writing, and to become more discriminating readers of other people’s texts. The intellectual and scholarly skills learned and honed in this module, including a sophisticated knowledge of the English language, will serve any student well, no matter what career he or she chooses to practise upon graduating from AOU. With other modules in linguistics/applied linguistics such as E301 and U214, E304 tries to broaden the students’ understanding of English grammar and applied linguistics and gives them a perspective on how English works and how texts written in English can be analyzed and interpreted. |
3. Aims of the module | The overall aim of this module is to show how a knowledge and understanding of English grammar can be applied in practical and useful ways. In broad terms, upon completing this course students will acquire: - An understanding of the major characteristics of English grammar;
- Skills in language description and grammatical analysis and interpretation in order to gain an insight into how English ‘works’ in real-life contexts;
- Skills in applying grammatical/linguistic understanding in order to evaluate and, where appropriate, improve the quality of spoken and written texts.
|
4. Pre-requisite modules or specified entry requirements |
Course Prerequisites: -
E304A: U214B
-
E304B: E304A
This OU-based module was originally designed to be delivered over one academic year. For practical purposes, the module is divided into two equal parts each delivered as an independent course as follows: (i) E304A: Exploring English Grammar (Part I)
(ii) E304B: Exploring English Grammar (Part II) The Relationship between the two parts (E304A & E304B) is as follows:
: -
E304A is a prerequisite for E304B. This means students cannot register in E304B unless they have passed E304A.
-
E304A and E304B are treated as
independent modules for purposes of student registration.
-
E304A and E304B are treated as
independent modules for purposes of assessment. This means that students will be assessed independently for each module and that they have to pass each of the two modules. The marks they earn in each of E304A and E304B will be entered separately onto their transcripts.
-
Some of the teaching/learning materials used in E304A will also be used in E304B. This means
students will receive a complete module kit upon registering in E304A.
Students will be expected to have access to a computer with standard features, an appropriate audio-video card to support it and speakers or headphones. |
5. Intended learning outcomes
A. Knowledge and understanding |
Learning and teaching strategy |
If students successfully complete the course they will have knowledge and understanding of:
A1. the major characteristics of structural and functional theories of English grammar;
A2. a range of methods, analytical tools, concepts and metalanguage for describing and analysing English Grammar in use;
A3. insights into the grammar of English which can be applied to a range of real-life (including professional) contexts.
| The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
Learning and teaching strategies -
Pre-class preparation and reading of assigned texts
-
In-class discussion by making inter-textual connections.
-
Analysing texts from different registers
-
Reading research articles pertinent to the linguistic work under discussion
-
Post-reading and doing activities to allow students to deepen and expand their understanding
-
Researching some relevant material through the e-library, the internet, etc
-
Giving short presentations expressing their views and skills on the work studied.
-
Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
-
Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, principles, and linguistic works discussed in the module.
|
B. Cognitive skills |
Learning and teaching strategy |
If students successfully complete the course, they will be able to:
B1. Describe major grammatical structures and patterns in English in use and relate these to meaning, purpose and context.
B2. Apply the analytical frameworks acquired through the module to the analysis, interpretation and evaluation of authentic spoken and written English texts in relation to their context.
B3. Acquire and synthesize information and ideas drawn from varied sources, and critically evaluate alternative explanations and arguments deriving from different theoretical paradigms and value positions.
B4. Argue a case in a grammatically principled way, using appropriate linguistic terminology, for a particular analysis/ interpretation/ evaluation of English language use in context.
B5. Engage with different interpretations of texts and relate abstract concepts and theories to specific texts. |
-
Pre-class preparation and reading of assigned texts
-
In-class discussion by making inter-textual connections.
-
Analysing texts from different registers
-
Reading research articles pertinent to the linguistic work under discussion
-
Post-reading and doing activities to allow students to deepen and expand their understanding
-
Researching some relevant material through the e-library, the internet, etc
-
Giving short presentations expressing their views and skills on the work studied.
-
Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
-
Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, principles, and linguistic works discussed in the module.
|
C. Practical and professional skills |
Learning and teaching strategy |
If students successfully complete the course, they will be able to:
C1. Assess the value of evidence critically (including simple statistical data);
C2. Make independent judgements;
C3. Construct coherent written arguments, supported by relevant evidence, appropriately referenced. | -
In-class discussion by making inter-textual connections.
-
Researching some relevant material through the e-library, the internet, etc
-
Giving short presentations expressing their views and skills on the work studied.
-
Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
-
Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, principles, and linguistic works discussed in the module.
|
D. Key skills |
Learning and teaching strategy |
If students successfully complete the course, they will be able to:
D1. Identify and ask questions appropriately to explore issues within the field of English language studies;
D2: Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence;
D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions;
D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts;
D5. Select and use appropriate ICT tools to analyze data and extend your learning;
D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance. | -
Pre-class preparation and reading of assigned texts
-
In-class discussion by making inter-textual connections.
-
Analysing texts from different registers
-
Reading critical articles pertinent to the linguistic work under discussion
-
Post-reading and doing activities to allow students to deepen and expand their understanding
-
Researching some relevant material through the e-library, the internet, etc
-
Giving short presentations expressing their views and skills on the work studied.
-
Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
-
Writing essays (TMAs) to engage further in the relevant argument, and develop a synthesis of the concepts, principles, and linguistic works discussed in the module.
|
6. Indicative content. | E304 is divided into four blocks each of which has an associated print book. The study books will contain the main teaching text and activities. The books will be accompanied by a range of resources. The module makes focused use of accounts of grammar knowledge influencing or underpinning work-based practice, using AV resources and on-line activities. Linguistic analysis is supported by both interactive grammar practice resources and corpus software for grammar analysis.
The main content of each of the Blocks is described below. E304A: E304A consists of two complete Blocks as described below: Block 1:
Grammar, context and meaning Block 1 of this module is a foundational block that serves two purposes. It is meant to review the basic grammatical terminology (noun groups, adjective groups, finite clauses, etc.) needed in order to get the most out of this module. It will also preview what is to come in the rest of the module by introducing the framework of Systemic Functional Linguistics (SFL). Each block contains some digital information literacy work. These activities are designed to reinforce and build on the information literacy skills introduced in U214, and will comply with the new DiL framework. In addition, students will be introduced to the use of a specially designed corpus software tool which will aid language analysis. Block 2:Construing the world: Ideational meaning making In Block 2 students focus on the way in which we use language to experience the world and also understand and have ideas about the world. They explore how language refers to who does what to whom, how, when, where and why by examining the functional elements of processes (actions, events and states), participants (the people or things involved in the processes) and circumstances (extra information describing how or why the events or states of the clause took place). Using these elements students can better describe the topic or subject matter of a text (answering the question: what is the text about?) the social activity taking place in a text (answering the questions: what is the nature of the social action taking place? what is the purpose?), and lastly the way in which a speaker or writer represents and makes sense of what is happening, known as the ‘angle of representation’.
E304B: E304B consists of two complete Blocks as described below: Block 3:Managing communication flow: Textual meaning making Block 3 continues to explore grammatical variation but focuses increasingly on developing a critical orientation to English use. Students will be expected not only to describe, and interpret texts, but also to apply grammatical knowledge and analytical skills as a means of judging and improving the communicative effectiveness of a range of everyday texts. This block also introduces students to researching on English through grammatical analysis and paves the way for the project work that they will undertake in the TMA. Corpus analysis work continues, focusing on how this can be combined with manual analysis of texts and on viable small-scale projects for the TMA. Block 3 also highlights research methods relevant to analyzing English in various contexts. Students are taken through the stages of conducting and writing up a research project with illustrations from authentic student and published research. Digital information literacy activities will involve students searching online for corpus and other resources. Block 4:
Creating relationships: Interpersonal meaning-making In this block, the specific topic is the interpersonal function of language, that is, the linguistic means by which speakers and writers: -
form and negotiate relationships
-
act out social roles
-
present themselves (for example, as powerful or deferential, assertive or conciliatory, emotionally engaged or uninvolved)
and so on. The relationship between all these components, together with an indicative timetable of study, is illustrated in the table in the
Study Calendar in the Course Guide. |
7. Assessment strategy, assessment methods and their relative weightings | E304A and E304B each has ONE tutor marked assignment (TMA), ONE Mid-Term Assessment (MTA) and ONE 3-hour
FINAL EXAM at the end of the course. -
TMA (related to Blocks that the students already covered and representing 20 per cent of the overall continuous assessment score [OCAS]).
-
One two- hour Mid-Term Assessment (MTA)
-
One 3-hour FINAL EXAM at the end of the course.
- The balance between components of assessment is shown in the following table:
Components |
Form of Assessment & Marks |
% | CONTINUOUSASSESSMENT | TMA |
20 |
50% | MTA |
30 | FINAL ASSESSMENT | FINALEXAM |
50 |
50% | GRAND TOTAL |
100 |
100% |
|
Assessment tasks |
Learning outcomes |
A1 |
A2 |
A3 |
|
B1 |
B2 |
B3 |
B4 |
B5 |
|
C1 |
C2 |
C3 |
|
D1 |
D2 |
D3 |
D4 |
D5 |
D6 | TMA | | X | X | | X | X | X | X | X | | X | X | X | | X | X | X | X | X | X | MTA | X | X | X | | | | | | | | | X | X | | X | | | | X | X | Final Exam | X | X | X | | | | X | | | | | X | X | | X | X | | | X | |
9. Teaching staff associated with the module | Name and contact details | Dr. Ismail Safieh |
isafieh@aou.edu.kw |
10. Key reading list | Off-line Delivery via Print Material: |
Title |
Module Guide | Exploring English Grammar: Part I and Part II:
Course Guide & Course Support Materials |
fOUR main teaching TEXTBOOKS (ou pUBLICATIONS) |
1.Grammar, context and meaning |
2. Construing the world: Ideational meaning making |
3. Managing communication flow: Textual meaning making |
4. Creating relationships: Interpersonal meaning-making |
aPPLICATIONS BOOK | Grammar in Practice |
Corpus tool booklet |
|
OFF-LINE DELIVERY VIA COMPUTER: | |
CORPUS TOOL AND ASSOCIATED LANGUAGE ANALYSIS ACTIVITIES |
|
E304A.pdf |
Course Outcomes |
|
EA300A Children’s Literature (I)
(8) Credit Hours
This module provides a broad introduction to the vibrant and growing field of children’s literature studies. You will study children’s literature in English ranging from its beginnings in eighteenth-century chapbooks and fairy tales, through seminal nineteenth-century novels, to contemporary examples of fiction illustrating current trends. The module also includes the study of picture books, stage performance and film, young adult fiction, storytelling and poetry. You will learn about the distinctiveness and purposes of children’s literature, its prestigious and popular modes and its different representations of children’s worlds.
EA300 Children’s Literature will be an elective module within: BA English Language and Literature. EA300 will contribute to specific learning outcomes within those qualifications where it is offered. For the BA in English Language and Literature, for example, it will help the students to ‘critically engage with different theoretical and analytic approaches to children’s literature, to acquire the necessary concepts, theories, knowledge, terminology and skills base to understand its nature, scope and development and to critically analyse and interpret a range of texts, positions and ideas. Students will also be expected to synthesise information and ideas from a variety of sources and to evaluate critically opposing positions. Within the BA in English Language and Literature EA300 will require students to engage with different interpretations of texts, read a range of literary texts and secondary texts analytically and engage with literary texts from the past and from other cultures. EA300 will further students’ understanding of the central role of language and genre in the creation of meaning, develop students’ skills of analysis and interpretation of both literary texts and critical literature, and increase their understanding of how literature and language both reflect and impact on cultural change and difference. EA300 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
Course Code |
EA300A |
Course Title |
Children’s Literature (I) |
Pre-requisite |
A230B - A210B |
Credit Hours |
8 |
Course Description |
This module provides a broad introduction to the vibrant and growing field of children’s literature studies. You will study children’s literature in English ranging from its beginnings in eighteenth-century chapbooks and fairy tales, through seminal nineteenth-century novels, to contemporary examples of fiction illustrating current trends. The module also includes the study of picture books, stage performance and film, young adult fiction, storytelling and poetry. You will learn about the distinctiveness and purposes of children’s literature, its prestigious and popular modes and its different representations of children’s worlds.
EA300 Children’s Literature will be an elective module within: BA English Language and Literature. EA300 will contribute to specific learning outcomes within those qualifications where it is offered. For the BA in English Language and Literature, for example, it will help the students to ‘critically engage with different theoretical and analytic approaches to children’s literature, to acquire the necessary concepts, theories, knowledge, terminology and skills base to understand its nature, scope and development and to critically analyse and interpret a range of texts, positions and ideas. Students will also be expected to synthesise information and ideas from a variety of sources and to evaluate critically opposing positions. Within the BA in English Language and Literature EA300 will require students to engage with different interpretations of texts, read a range of literary texts and secondary texts analytically and engage with literary texts from the past and from other cultures. EA300 will further students’ understanding of the central role of language and genre in the creation of meaning, develop students’ skills of analysis and interpretation of both literary texts and critical literature, and increase their understanding of how literature and language both reflect and impact on cultural change and difference. EA300 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
|
Course Objectives |
Module Specification: EA300 A & B (Children’s Literature)
1. 1. Factual information |
Module title | EA300A&B: Children’s Literature |
Level | 6 |
Module tutor | Dr. Chekra Allani |
Credit value | 16 credit hours |
Module type | taught |
Notional learning hours | 2 hours / week |
2. Rationale for the module and its links with other modules | This module provides a broad introduction to the vibrant and growing field of children’s literature studies. You will study children’s literature in English ranging from its beginnings in eighteenth-century chapbooks and fairy tales, through seminal nineteenth-century novels, to contemporary examples of fiction illustrating current trends. The module also includes the study of picture books, stage performance and film, young adult fiction, storytelling and poetry. You will learn about the distinctiveness and purposes of children’s literature, its prestigious and popular modes and its different representations of children’s worlds. EA300 Children’s Literaturewill be an elective module within: BA English Language and Literature. EA300 will contribute to specific learning outcomes within those qualifications where it is offered. For the BA in English Language and Literature, for example, it will help the students to ‘critically engage with different theoretical and analytic approaches to children’s literature, to acquire the necessary concepts, theories, knowledge, terminology and skills base to understand its nature, scope and development and to critically analyse and interpret a range of texts, positions and ideas. Students will also be expected to synthesise information and ideas from a variety of sources and to evaluate critically opposing positions. Within the BA in English Language and Literature EA300 will require students to engage with different interpretations of texts, read a range of literary texts and secondary texts analytically and engage with literary texts from the past and from other cultures. EA300 will further students’ understanding of the central role of language and genre in the creation of meaning, develop students’ skills of analysis and interpretation of both literary texts and critical literature, and increase their understanding of how literature and language both reflect and impact on cultural change and difference. EA300 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources. e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing. It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals. |
3. Aims of the module | The module aims to provide students with a broad understanding of the field of children’s literature, including its conceptualisation and development and key issues and debates in the area. It also aims to equip students with skills for literary, stylistic and multimodal analysis and to support their in-depth study of a range of specified texts from different periods and genres of children’s literature. Children’s books and the critical material collected in the Readers are therefore a core academic resource for student study of the field of children’s literature and these are supplemented with a Study Guide, and some audio material (DVD), providing interviews with academics, authors and illustrators, publishers, librarians and children themselves, performances of children’s literature and story-telling, film clips, facsimiles and images. Specific analytic skills are introduced via the 3 interactive tutorials on a DVD-Rom and students may develop their academic and personal response to specific texts through class discussions and assignments. The structured guidance and activities for each week in the Study Guide will enable students to coordinate their work on other elements as they progress through the module. |
4. Pre-requisite modules or specified entry requirements | EA300A: A230B Reading and Studying Literature (II) EA00B: EA300B Children’s Literature (I) |
5. Intended learning outcomes
A. Knowledge and understanding |
Learning and teaching strategy |
At the end of the module, learners will be expected to display:
A1: Knowledge and understanding of key critical and theoretical debates in the field of children’s literature.
A2: Knowledge and understanding of different theoretical and analytical approaches to children’s literature
A3: Knowledge and understanding of the relationships between the historical development of children’s literature and changing conceptions of childhood and of literature.
A4: Knowledge and understanding of the nature of children’s literature as a site for ideological indoctrination and struggle.
A5: Knowledge and understanding of the importance of material conditions of production, circulation and consumption of children’s literature.
A6: Knowledge and understanding of the changing construct of childhood reflected in children’s literature. | The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
Learning and teaching strategies -
Pre-class preparation and reading of assigned texts
-
In-class discussion by making inter-textual connections.
-
Analysing texts from different theoretical point of views
-
Reading critical articles pertinent to the literary work under discussion
-
Post-reading activities to allow students to deepen and expand their understanding
-
Researching some relevant material through the e-library, the internet, etc.
-
Giving short presentations expressing their views on the work studied.
-
Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
-
Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the module.
Students will be assessed through - TMA
- Midterm assessment
- Final exam
|
B. Cognitive skills |
Learning and teaching strategy |
At the end of the module, learners will be expected to:
B1: Analyse and critically evaluate arguments and evidence, from a variety of sources, relating to particular theoretical and analytical approaches to the study of children’s literature.
B2: Recognise the implicit and explicit assumptions within children’s literature about different discourses on childhood.
B3: Demonstrate the ability to compare and contrast children’s books from both thematic and critical perspectives.
B4: Use appropriate literary, critical and linguistic terminology to describe and discuss specific theories, concepts and evidence.
B5: Synthesise information and ideas from different sources, including personal experience, in order to reach your own conclusions. | The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
Learning and teaching strategies -
Pre-class preparation and reading of assigned texts
-
In-class discussion by making inter-textual connections.
-
Analysing texts from different theoretical point of views
-
Reading critical articles pertinent to the literary work under discussion
-
Post-reading activities to allow students to deepen and expand their understanding
-
Researching some relevant material through the e-library, the internet, etc.
-
Giving short presentations expressing their views on the work studied.
-
Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
-
Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the module.
Students will be assessed through - TMA
- Midterm assessment
- Final exam
|
C. Practical and professional skills |
Learning and teaching strategy |
At the end of the module, learners will be expected to:
C1: Carry out literary, stylistic and multimodal analysis of children’s literature.
C2: Articulate arguments and develop a synthesis.
C3: Plan and undertake research, abstracting and synthesising information from a variety of sources.
C4: Evaluate social, political and ethical issues relevant to children’s literature. | The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
Learning and teaching strategies -
Pre-class preparation and reading of assigned texts
-
In-class discussion by making inter-textual connections.
-
Analysing texts from different theoretical point of views
-
Reading critical articles pertinent to the literary work under discussion
-
Post-reading activities to allow students to deepen and expand their understanding
-
Researching some relevant material through the e-library, the internet, etc.
-
Giving short presentations expressing their views on the work studied.
-
Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
-
Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the module.
Students will be assessed through - TMA
- Midterm assessment
- Final exam
|
D Key transferable skills |
Learning and teaching strategy |
At the end of the module, learners will be expected to:
D1: Read academic and other texts critically, identifying and evaluating positions and arguments.
D2: Communicate complex ideas effectively in writing, using the appropriate academic genre and style.
D3: Construct a coherent argument, supported by evidence and clearly focussed on the topic under discussion. | The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
Learning and teaching strategies -
Pre-class preparation and reading of assigned texts
-
In-class discussion by making inter-textual connections.
-
Analysing texts from different theoretical point of views
-
Reading critical articles pertinent to the literary work under discussion
-
Post-reading activities to allow students to deepen and expand their understanding
-
Researching some relevant material through the e-library, the internet, etc.
-
Giving short presentations expressing their views on the work studied.
-
Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
-
Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the module.
Students will be assessed through - TMA
- Midterm assessment
- Final exam
|
6. Indicative content. | The module will comprise six blocks of study:
EA300A Block 1:
Instruction or delight? Raises questions about the nature, significance and purposes of children’s literature, examines different ways of conceptualising the field and its history, raises the issue of multi-modality, and, with special reference to the cross-cultural form of folk and fairy-tales, and to Kipling’s
Just-So Stories, addresses issues such as how oral forms become literate, how tales migrate across linguistic and national borders, and how adult literature has become children’s literature. Block 2:
Identities addresses the production and policing of gender, class, sexuality, disability, ethnicity and nationality in relation 1) to the representation of identities within children’s books (pairing
Little Women and
Treasure Island with recent books sharply differentiated for boys and girls) and 2) to authoring, illustration, publishing, marketing, and reading practices.
Block 3:
Poems, Plays, and Performance examines the interconnections between children’s live theatre, story-telling, and poems and verse written for children or assigned to them, with special reference to
Peter Pan; or the Boy Who Would Not Grow Up, the Mowgli stories/poems from
The Jungle Book, a live story-telling event, and Roger McGough’s anthology,
100 Best Poems for Children, chosen by Children, which ranges from Carroll, Belloc, and Allingham through to Agard, Dahl, Grace Nicols, Seuss, and Zephaniah.
EA300B Block 4:
Twentieth Century Modes: considers the realisms represented by
Swallows and Amazons and Mildred Taylor’s
Roll of Thunder Hear My Cry before contrasting them with fantasy fiction in the shape of Philippa Pearce’s
Tom’s Midnight Garden, Harry Potter and the Philosopher’s Stone, and Pullman’s
Northern Lights. Block 5:
Words and Pictures focuses on picture-books, comics, cartoons, and animations, ranging across texts designed for different age-groups, also revisiting illustrations across the set books. Block 6:
Contemporary Trends explores trends in the market and in the field since 1990, picking out for especial attention the emergence of social realist teen fiction, the continuing gender-specificity of fiction, the ongoing interest in the construction of alternative worlds, contemporary picture books for children, and the importance of series-fiction. |
7. Assessment strategy, assessment methods and their relative weightings |
EA300A and
EA300B have ONE tutor marked assignment (TMA), ONE Mid-Term Assessment (MTA) and ONE 3-hour
FINAL EXAM at the end of the module. -
TMA (related to Blocks that the students already covered and representing 20 per cent of the overall continuous assessment score [OCAS]) TMA will assess the students’ ability to perform a close reading using genre-appropriate methodology in the analysis of a literary text as well as their skills of critical evaluation and argumentation.
-
One 2- hour Mid-Term Assessment (MTA)
-
One 3-hour FINAL EXAM at the end of the module.
- The balance between components of assessment is shown in the following table:
Components |
Form of Assessment & Marks |
% | CONTINUOUS ASSESSMENT | TMA |
20 |
50% | MTA |
30 | FINAL ASSESSMENT | FINAL EXAM |
50 |
50% | GRAND TOTAL |
100 |
100% |
|
8. Mapping of assessment tasks to learning outcomes |
Assessment tasks |
Learning outcomes |
A1 |
A2 |
A3 |
A4 |
A5 |
A6 |
B1 |
B2 |
B3 |
B4 |
B5 |
C1 |
C2 |
C3 |
C4 |
D1 |
D2 |
D3 | Assignments (TMA) | X | X | X | X | | X | X | X | X | X | X | X | X | X | X | X | X | X | Midterm assessment (MTA) | X | X | X | X | X | X | X | X | X | X | X | X | X | | X | | X | X | Final exam | X | X | X | X | | X | X | X | X | X | X | X | X | | X | | X | X |
Tutor’s name and contact details | Email | Contact hours | Chekra Allani |
callani@aou.edu.kw | Not available yet |
10. Key reading list | Author | Year | Title | Publisher | Location / ISBN | 2 module books | 2012 |
EA300 Children’s Literature | OU | Milton Keynes | 1 Study Guide & 1 Course Guide assignment booklet | 2012 |
EA300 Children’s Literature | OU | Milton Keynes | two DVDs, one DVD-ROM, play text of
Peter Pan. | 2012 |
EA300 Children’s Literature | OU | Milton Keynes | Arthur Ransome | 2001 |
Swallows and Amazons | Vintage | 9780099572794 | Philip Reeve | 2009 |
Mortal Engines | Scholastic | 9781407152134 | Mildred D. Taylor | 2011 |
Roll of Thunder, Hear my Cry | Puffin | 9780141354873 | Beatrix Potter | 2002 |
The Tale of Peter Rabbit | Frederick Warne Publishers | 9780723247708 | J.K. Rowling. | 2001 |
Harry Potter and the Philosopher's Stone | Bloomsbury | 9781408855652 | Phillip Pullman | 2005 |
Northern Lights | Scholastic | 9781407154169 | Philippa Pearce | 2008 |
Tom's Midnight Garden | Oxford University Press | 9780192734501 | Beverley Naidoo | 2000 |
The Other Side of Truth | Puffin | 9780141304762 | Roger McGough | 2002 |
100 Best Poems for Children | Puffin | 9780141310589 | Jamila Gavin | 2000 |
Coram Boy | Egmont | 9781405277037 | Melvin Burgess | 2011 |
Junk | Andersen Press | 9781783440627 | Anthony Browne | 1999 |
Voices in the Park | Corgi | 9780552545648 | Louisa May Alcott | 2008 |
Little Women | Oxford World's Classics | 9780199538119 | Robert Louis Stevenson | 2011 |
Treasure Island | Oxford World's Classics | 9780199560356 | 11. Other indicative text (e.g. websites) |
DVD
Audio-visual material will be presented through a DVD video, with six blocks of material, each associated with its respective module block. Material will comprise, for example, theatre and storytelling performances, interviews with children, authors and publishers, extracts from radio and TV documentaries, lectures and discussions.
DVD-Rom
At key points during the module, students will work through an e-tutorial on DVD Rom, which will introduce them to literary, stylistic and multimodal analytic tools for their work on children’s literature.
EA300A&B.pdf
|
|
Course Outcomes |
|
EA300B Children’s Literature (II)
(8) Credit Hours
This module provides a broad introduction to the vibrant and growing field of children’s literature studies. You will study children’s literature in English ranging from its beginnings in eighteenth-century chapbooks and fairy tales, through seminal nineteenth-century novels, to contemporary examples of fiction illustrating current trends. The module also includes the study of picture books, stage performance and film, young adult fiction, storytelling and poetry. You will learn about the distinctiveness and purposes of children’s literature, its prestigious and popular modes and its different representations of children’s worlds.
EA300 Children’s Literature will be an elective module within: BA English Language and Literature. EA300 will contribute to specific learning outcomes within those qualifications where it is offered. For the BA in English Language and Literature, for example, it will help the students to ‘critically engage with different theoretical and analytic approaches to children’s literature, to acquire the necessary concepts, theories, knowledge, terminology and skills base to understand its nature, scope and development and to critically analyse and interpret a range of texts, positions and ideas. Students will also be expected to synthesise information and ideas from a variety of sources and to evaluate critically opposing positions. Within the BA in English Language and Literature EA300 will require students to engage with different interpretations of texts, read a range of literary texts and secondary texts analytically and engage with literary texts from the past and from other cultures. EA300 will further students’ understanding of the central role of language and genre in the creation of meaning, develop students’ skills of analysis and interpretation of both literary texts and critical literature, and increase their understanding of how literature and language both reflect and impact on cultural change and difference. EA300 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
Course Code |
EA300B |
Course Title |
Children’s Literature (II) |
Pre-requisite |
EA300A - A319A |
Credit Hours |
8 |
Course Description |
This module provides a broad introduction to the vibrant and growing field of children’s literature studies. You will study children’s literature in English ranging from its beginnings in eighteenth-century chapbooks and fairy tales, through seminal nineteenth-century novels, to contemporary examples of fiction illustrating current trends. The module also includes the study of picture books, stage performance and film, young adult fiction, storytelling and poetry. You will learn about the distinctiveness and purposes of children’s literature, its prestigious and popular modes and its different representations of children’s worlds.
EA300 Children’s Literature will be an elective module within: BA English Language and Literature. EA300 will contribute to specific learning outcomes within those qualifications where it is offered. For the BA in English Language and Literature, for example, it will help the students to ‘critically engage with different theoretical and analytic approaches to children’s literature, to acquire the necessary concepts, theories, knowledge, terminology and skills base to understand its nature, scope and development and to critically analyse and interpret a range of texts, positions and ideas. Students will also be expected to synthesise information and ideas from a variety of sources and to evaluate critically opposing positions. Within the BA in English Language and Literature EA300 will require students to engage with different interpretations of texts, read a range of literary texts and secondary texts analytically and engage with literary texts from the past and from other cultures. EA300 will further students’ understanding of the central role of language and genre in the creation of meaning, develop students’ skills of analysis and interpretation of both literary texts and critical literature, and increase their understanding of how literature and language both reflect and impact on cultural change and difference. EA300 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
|
Course Objectives |
Module Specification: EA300 A & B (Children’s Literature) 1. 1. Factual information | Module title | EA300A&B: Children’s Literature | Level | 6 | Module tutor | Dr. Chekra Allani | Credit value | 16 credit hours | Module type | taught | Notional learning hours | 2 hours / week |
2. Rationale for the module and its links with other modules | This module provides a broad introduction to the vibrant and growing field of children’s literature studies. You will study children’s literature in English ranging from its beginnings in eighteenth-century chapbooks and fairy tales, through seminal nineteenth-century novels, to contemporary examples of fiction illustrating current trends. The module also includes the study of picture books, stage performance and film, young adult fiction, storytelling and poetry. You will learn about the distinctiveness and purposes of children’s literature, its prestigious and popular modes and its different representations of children’s worlds.
EA300 Children’s Literaturewill be an elective module within: BA English Language and Literature. EA300 will contribute to specific learning outcomes within those qualifications where it is offered. For the BA in English Language and Literature, for example, it will help the students to ‘critically engage with different theoretical and analytic approaches to children’s literature, to acquire the necessary concepts, theories, knowledge, terminology and skills base to understand its nature, scope and development and to critically analyse and interpret a range of texts, positions and ideas. Students will also be expected to synthesise information and ideas from a variety of sources and to evaluate critically opposing positions. Within the BA in English Language and Literature EA300 will require students to engage with different interpretations of texts, read a range of literary texts and secondary texts analytically and engage with literary texts from the past and from other cultures. EA300 will further students’ understanding of the central role of language and genre in the creation of meaning, develop students’ skills of analysis and interpretation of both literary texts and critical literature, and increase their understanding of how literature and language both reflect and impact on cultural change and difference. EA300 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals. |
3. Aims of the module | The module aims to provide students with a broad understanding of the field of children’s literature, including its conceptualisation and development and key issues and debates in the area. It also aims to equip students with skills for literary, stylistic and multimodal analysis and to support their in-depth study of a range of specified texts from different periods and genres of children’s literature. Children’s books and the critical material collected in the Readers are therefore a core academic resource for student study of the field of children’s literature and these are supplemented with a Study Guide, and some audio material (DVD), providing interviews with academics, authors and illustrators, publishers, librarians and children themselves, performances of children’s literature and story-telling, film clips, facsimiles and images. Specific analytic skills are introduced via the 3 interactive tutorials on a DVD-Rom and students may develop their academic and personal response to specific texts through class discussions and assignments. The structured guidance and activities for each week in the Study Guide will enable students to coordinate their work on other elements as they progress through the module. |
4. Pre-requisite modules or specified entry requirements | EA300A: A230B Reading and Studying Literature (II)
EA00B: EA300B Children’s Literature (I) |
5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to display: A1: Knowledge and understanding of key critical and theoretical debates in the field of children’s literature. A2: Knowledge and understanding of different theoretical and analytical approaches to children’s literature
A3: Knowledge and understanding of the relationships between the historical development of children’s literature and changing conceptions of childhood and of literature. A4: Knowledge and understanding of the nature of children’s literature as a site for ideological indoctrination and struggle.
A5: Knowledge and understanding of the importance of material conditions of production, circulation and consumption of children’s literature.
A6: Knowledge and understanding of the changing construct of childhood reflected in children’s literature. | The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
Learning and teaching strategies - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Post-reading activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the module.
Students will be assessed through - TMA
- Midterm assessment
- Final exam
|
B. Cognitive skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
B1: Analyse and critically evaluate arguments and evidence, from a variety of sources, relating to particular theoretical and analytical approaches to the study of children’s literature.
B2: Recognise the implicit and explicit assumptions within children’s literature about different discourses on childhood.
B3: Demonstrate the ability to compare and contrast children’s books from both thematic and critical perspectives.
B4: Use appropriate literary, critical and linguistic terminology to describe and discuss specific theories, concepts and evidence.
B5: Synthesise information and ideas from different sources, including personal experience, in order to reach your own conclusions. | The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
Learning and teaching strategies - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Post-reading activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the module.
Students will be assessed through - TMA
- Midterm assessment
- Final exam
|
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
C1: Carry out literary, stylistic and multimodal analysis of children’s literature.
C2: Articulate arguments and develop a synthesis.
C3: Plan and undertake research, abstracting and synthesising information from a variety of sources.
C4: Evaluate social, political and ethical issues relevant to children’s literature. | The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
Learning and teaching strategies - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Post-reading activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the module.
Students will be assessed through - TMA
- Midterm assessment
- Final exam
|
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Read academic and other texts critically, identifying and evaluating positions and arguments. D2: Communicate complex ideas effectively in writing, using the appropriate academic genre and style. D3: Construct a coherent argument, supported by evidence and clearly focussed on the topic under discussion. | The module is delivered through a blended open learning system, which – according to the AOU regulations – consists of two complementary modes: - face-to-face interactive tutorials, constituting 25% of course credit hours, and;
- interactive online learning delivered through specially designed teaching and support materials that are conducive to self-learning, constituting 75% of course credit hours.
Learning and teaching strategies - Pre-class preparation and reading of assigned texts
- In-class discussion by making inter-textual connections.
- Analysing texts from different theoretical point of views
- Reading critical articles pertinent to the literary work under discussion
- Post-reading activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc.
- Giving short presentations expressing their views on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the module.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and literary works discussed in the module.
Students will be assessed through - TMA
- Midterm assessment
- Final exam
|
6. Indicative content. | The module will comprise six blocks of study: EA300A
Block 1: Instruction or delight? Raises questions about the nature, significance and purposes of children’s literature, examines different ways of conceptualising the field and its history, raises the issue of multi-modality, and, with special reference to the cross-cultural form of folk and fairy-tales, and to Kipling’s Just-So Stories, addresses issues such as how oral forms become literate, how tales migrate across linguistic and national borders, and how adult literature has become children’s literature.
Block 2: Identities addresses the production and policing of gender, class, sexuality, disability, ethnicity and nationality in relation 1) to the representation of identities within children’s books (pairing Little Women and Treasure Island with recent books sharply differentiated for boys and girls) and 2) to authoring, illustration, publishing, marketing, and reading practices.
Block 3: Poems, Plays, and Performance examines the interconnections between children’s live theatre, story-telling, and poems and verse written for children or assigned to them, with special reference to Peter Pan; or the Boy Who Would Not Grow Up, the Mowgli stories/poems from The Jungle Book, a live story-telling event, and Roger McGough’s anthology, 100 Best Poems for Children, chosen by Children, which ranges from Carroll, Belloc, and Allingham through to Agard, Dahl, Grace Nicols, Seuss, and Zephaniah.
EA300B
Block 4: Twentieth Century Modes: considers the realisms represented by Swallows and Amazons and Mildred Taylor’s Roll of Thunder Hear My Cry before contrasting them with fantasy fiction in the shape of Philippa Pearce’s Tom’s Midnight Garden, Harry Potter and the Philosopher’s Stone, and Pullman’s Northern Lights.
Block 5: Words and Pictures focuses on picture-books, comics, cartoons, and animations, ranging across texts designed for different age-groups, also revisiting illustrations across the set books.
Block 6: Contemporary Trends explores trends in the market and in the field since 1990, picking out for especial attention the emergence of social realist teen fiction, the continuing gender-specificity of fiction, the ongoing interest in the construction of alternative worlds, contemporary picture books for children, and the importance of series-fiction. |
7. Assessment strategy, assessment methods and their relative weightings | EA300A and EA300B have ONE tutor marked assignment (TMA), ONE Mid-Term Assessment (MTA) and ONE 3-hour FINAL EXAM at the end of the module. - TMA (related to Blocks that the students already covered and representing 20 per cent of the overall continuous assessment score [OCAS]) TMA will assess the students’ ability to perform a close reading using genre-appropriate methodology in the analysis of a literary text as well as their skills of critical evaluation and argumentation.
- One 2- hour Mid-Term Assessment (MTA)
- One 3-hour FINAL EXAM at the end of the module.
- The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
|
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | A5 | A6 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | Assignments (TMA) | X | X | X | X | | X | X | X | X | X | X | X | X | X | X | X | X | X | Midterm assessment
(MTA) | X | X | X | X | X | X | X | X | X | X | X | X | X | | X | | X | X | Final exam | X | X | X | X | | X | X | X | X | X | X | X | X | | X | | X | X |
Tutor’s name and contact details | Email | Contact hours | Chekra Allani | callani@aou.edu.kw | Not available yet |
10. Key reading list | Author | Year | Title | Publisher | Location / ISBN | 2 module books | 2012 | EA300 Children’s Literature | OU | Milton Keynes | 1 Study Guide & 1 Course Guide
assignment booklet | 2012 | EA300 Children’s Literature | OU | Milton Keynes | two DVDs, one DVD-ROM, play text of Peter Pan. | 2012 | EA300 Children’s Literature | OU | Milton Keynes | Arthur Ransome | 2001 | Swallows and Amazons | Vintage | 9780099572794 | Philip Reeve | 2009 | Mortal Engines | Scholastic | 9781407152134 | Mildred D. Taylor | 2011 | Roll of Thunder, Hear my Cry | Puffin | 9780141354873 | Beatrix Potter | 2002 | The Tale of Peter Rabbit | Frederick Warne Publishers | 9780723247708 | J.K. Rowling. | 2001 | Harry Potter and the Philosopher's Stone | Bloomsbury | 9781408855652 | Phillip Pullman | 2005 | Northern Lights | Scholastic | 9781407154169 | Philippa Pearce | 2008 | Tom's Midnight Garden | Oxford University Press | 9780192734501 | Beverley Naidoo | 2000 | The Other Side of Truth | Puffin | 9780141304762 | Roger McGough | 2002 | 100 Best Poems for Children | Puffin | 9780141310589 | Jamila Gavin | 2000 | Coram Boy | Egmont | 9781405277037 | Melvin Burgess | 2011 | Junk | Andersen Press | 9781783440627 | Anthony Browne | 1999 | Voices in the Park | Corgi | 9780552545648 | Louisa May Alcott | 2008 | Little Women | Oxford World's Classics | 9780199538119 | Robert Louis Stevenson | 2011 | Treasure Island | Oxford World's Classics | 9780199560356 | 11. Other indicative text (e.g. websites) | DVD
Audio-visual material will be presented through a DVD video, with six blocks of material, each associated with its respective module block. Material will comprise, for example, theatre and storytelling performances, interviews with children, authors and publishers, extracts from radio and TV documentaries, lectures and discussions.
DVD-Rom
At key points during the module, students will work through an e-tutorial on DVD Rom, which will introduce them to literary, stylistic and multimodal analytic tools for their work on children’s literature. EA300A&B.pdf
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Course Outcomes |
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ED256 English Language Teaching Methods
(4) Credit Hours
This is a practical course that links the findings of research on English language learning to classroom methodology. It exposes the student to the old and current approaches of teaching English as a foreign language, such as the communicative approach, and their implications in teaching methodology. It also gives practical approaches for teaching listening comprehension, reading, writing, and vocabulary. All this information is mainly given in the form of practical examples (lesson plans) and interactive discussions in addition to tasks of practical nature.
Course Code |
ED256 |
Course Title |
English Language Teaching Methods |
Pre-requisite |
EL112 |
Credit Hours |
4 |
Course Description |
This is a practical course that links the findings of research on English language learning to classroom methodology. It exposes the student to the old and current approaches of teaching English as a foreign language, such as the communicative approach, and their implications in teaching methodology. It also gives practical approaches for teaching listening comprehension, reading, writing, and vocabulary. All this information is mainly given in the form of practical examples (lesson plans) and interactive discussions in addition to tasks of practical nature. |
Course Objectives |
Module Specification: ED256 English Language Teaching Methods Course Title: | English Language Teaching Methods | Course Code: | ED256 | Number of Hours: | 4 credit hours | Type of Course: | Elective | Level: | 1 | Pre-requisites: | EL112 | Course Objectives | The students will be able to have a general understanding of the various English Language teaching methods in order to adopt some of these approaches and guidelines when teaching English as a Foreign Language.
The students will be able to: - Appreciate the educational foundations and techniques of modern approaches for Teaching English as a Foreign Language
- Apply various techniques and principles deriving from the modern approaches for Teaching English as a Foreign Language
- Develop their analytical and critical thinking skills as educators and teachers when assessing the relevance and efficiency of activities and methods
- Prepare and write well-organized lesson plans.
- Construct and develop diverse activities relevant to the covered chapter to support the learning process
- Use technology effectively in their classes and capitalize on its attributes to foster a more interactive atmosphere when Teaching English as a Foreign Language.
| Course Description and Contents: | This course addresses the following topics and chapters: - Traditional Approaches to Teaching English as a Foreign Language including the Grammar Translation Method, the Direct Method, Description, the Audio-Lingual Method, and their analysis
- Current Teaching Approaches & Models including the Communicative Approach, the Natural Approach and Krashen’s 5 Hypotheses, the Content Based Instruction and the Task Based Instruction
- Effective and Reflective Teaching
- Teaching Listening Comprehension
- Teaching Speaking
- Teaching Reading Comprehension
- Teaching Writing
- Vocabulary Teaching & Learning
| Learning Outcomes: | - Knowledge and Understanding
At the end of this course, students should know and understand: - the contextual and theoretical background of the main methods and techniques of teaching English as a second language
- the foundations and pedagogical implications of each of the covered methods
- the nature and approaches to teaching English skills
- the standards and formats of lesson plans along with their components
- the significance of the use of technology and means to integrate in the English lessons
- Cognitive Skills
At the end of his course, students will be able to: - improve their analytical and critical thinking skills as educators and teachers when assessing any course material or activity
- analyze the usefulness and relevance of a variety of the main methods for teaching English as a foreign language, such as the communicative approach, and their implications in teaching methodology.
- evaluate the applicability and effectiveness of some English Teaching textbooks
- Practical Professional Skills
At the end of this course, , students will be able to: - acquire practical approaches for teaching listening comprehension, reading, writing, and vocabulary
- design games and interactive activities that would foster both learning and motivation in the classroom
- develop well-designed lesson plans
- use technology effectively in their classes and capitalize on its attributes to foster a more interactive atmosphere in the classroom
- Key or Transferrable Skills
At the end of this course, , students will be able to: - apply various techniques and principles deriving from the modern approaches for Teaching English as a Foreign Language
- plan and develop an English Language lesson plan
- take initiative and be creative when teaching English lessons
- research for new material and adapt its content to class needs and social contexts
| Teaching Methodology: | - PowerPoint Presentations
- Assigned Reading Material
- Interactive Discussions
- Practical Examples and Tasks
- Analysis of Cases
| Assessment Strategy: | - 1 TMA that calls for researching, planning, creativity, and adaptation skills
- Mid-Term and Final Exams that cover an analysis of the course content
- In class Presentations that assess initiative and communication capabilities
- 20 hours of English Lab at AOU LRC that improve students’ grammar and vocabulary skills.
| The teaching Course Book: | English Language Teaching Methodology AOU publishing- 2007 | Supporting learning materials | -Spiro, J. (2013). Changing Methodologies in TESOL. Edinburgh: Edinburgh University Press.
-Linse, C. (2006). Practical English Language Teaching: Young Learners. New York, McGraw-Hill. | Tutor name and contact details | Dr. Marine Milad
marine@aou.edu.kw |
ED256.pdf
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Course Outcomes |
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EL111 Communication Skills in English 1
(3) Credit Hours
EL111 is three credit hour university requirements. It aims to develop in students the skills of listening, speaking, reading and writing in English, together with attention to function and correct use of vocabulary and grammar. The course introduces thematic topics which aim at developing critical thinking skills. In addition, learning strategies such as prior knowledge, scanning for specific information, skimming for main idea and getting meaning from context are emphasized.
Course Code |
EL111 |
Course Title |
Communication Skills in English 1 |
Pre-requisite |
EL099 |
Credit Hours |
3 |
Course Description |
EL111 is three credit hour university requirements. It aims to develop in students the skills of listening, speaking, reading and writing in English, together with attention to function and correct use of vocabulary and grammar. The course introduces thematic topics which aim at developing critical thinking skills. In addition, learning strategies such as prior knowledge, scanning for specific information, skimming for main idea and getting meaning from context are emphasized.
|
Course Objectives |
1. 1. Factual information |
| EL111: Communication Skills in English 1 |
Level | One |
Module Tutor | Mr. Khaldun Said ksaid@aou.edu.kw
|
Credit Value | 3 credit hours |
Module Type | Taught |
| |
2. Rationale for the module and its links with other modules | As an integrated skills syllabus, EL111 continues to develop the communication skills – listening, speaking reading and writing- together with functions, vocabulary and grammar. However, special emphasis is placed on the two major skills of READING and WRITING through which structure, vocabulary, etc. can be integrated and developed. The course is learner-centered and seeks to introduce thematic topics which aim at developing critical thinking skills. It emphasizes the skill of reading through the application of learning strategies such as prior knowledge, scanning for specific information, skimming for main idea, and getting meaning from context. The course helps students to become more independent learners through extensive reading and writing practice. |
3. Aims of the module | -
Acquaint students with the four basic language skills of listening, speaking, reading and writing.
-
Have students practice all four skills through drilling, in-class work, home assignments, and online practice.
-
Placing extra emphasis on the two language skills of
reading and
writing.
-
Involve students in oral practice and allow them to take part in class activities to develop the skill of speaking.
-
Enable students to write reports, and well organized 3-paragraph essays.
By the end of the first course (i.e.
EL111) students should be able to: -
listen to and comprehend varieties of English discourse spoken at normal speed.
-
speak correctly and fluently with reasonable pronunciation.
-
communicate with ease and confidence on a variety of daily topics as well as
on topics related to university education, using appropriate structures and vocabulary.
-
read and understand a variety of English texts of varying length, complexity, and genres.
-
write different types of paragraphs (descriptive, narrative, argumentative, persuasive, cause and effect, comparison and contrast, definition, process) and different letter types (personal letters, letters of inquiry, letters of application, etc.) using appropriate punctuation marks, mechanics of writing, as well as cohesive devices. Eventually, students should be able to write a three-paragraph essay.
-
Summarize different types of texts correctly and efficiently.
|
4. Pre-requisite:
Passing EL099 or earning a qualifying Placement Test (OOPT) score
5. Intended learning outcomes
A. Knowledge and understanding |
Learning and teaching strategy | At the end of the module, learners will be expected to: A1: Develop good understanding the four language skills.
A2: Develop student’s knowledge and familiarize them with some basic concepts for improving language skills | In-class presentation of material with emphasis on skill using. Class discussion and home assignments. Online tasks and practice. |
B. Cognitive skills |
Learning and teaching strategy |
At the end of the module, learners will be expected to: B1: Develop awareness of the relevant strategies for improving each language skill B2: Develop awareness of the relationship between all four language skills | Practicing the various language skills through in-class exercises. Doing some short assignments to assess students’ understanding. Giving short presentations and explanation followed by interactive in-class discussion. |
C. Practical and professional skills |
Learning and teaching strategy |
At the end of the module, learners will be expected to: C1: Produce well-written reports and well- organized 3-paragraph essays on different writing functions and purposes C2: Read short 1-2 page texts with understanding and reasonable comprehension | Continuous practice through in-class writing and home assignments. Exposure to online samples of reading and writing to enhance students’ reading and writing ability |
D Key transferable skills |
Learning and teaching strategy | D1: Demonstrate ability to read texts with understanding, while using some key reading strategies and techniques like scanning and skimming. D2: Write 3-paragraph essay with cohesion, coherence, | Extensive practice on how to apply acquired knowledge in real-life practical situations Engaging students in real reading and writing tasks in different topics by applying relevant reading strategies: skimming, scanning, summary and paraphrase |
6. Indicative content. |
The course material covers all five themes of the textbook: 1) Culture and civilization 2) Technology 3) News and media 4) Sports and leisure 5) Nutrition and health It also covers all 12 units of the textbooks: Course Book & Workbook, together with supporting online and e-learning materials. |
6. Assessment strategy, assessment methods and their relative weightings |
EL111
has: -
ONE TMA (Two in-class writing tasks)
= 20%
-
One 90-minute
Mid-Term Assessment [MTA] =
30%
-
One 2-Hour
FINAL Exam = 50%
_______________________________________________________________________________
Total = 100% | |
Course Outcomes |
|
EL112 Communication Skills in English 2
(3) Credit Hours
EL112: Communication Skills II
EL112 is an advanced integrated skills course which builds on experience gained from EL111. The course continues to develop the four communication skills of listening, speaking, reading and writing, while stressing aspects of vocabulary and grammatical structure through the two major skills of READING and WRITING. Special emphasis is placed on the skill of WRITING where students will be prepared to write longer essays and be introduced to research paper writing.
Course Code |
EL112 |
Course Title |
Communication Skills in English 2 |
Pre-requisite |
EL111 |
Credit Hours |
3 |
Course Description |
EL112: Communication Skills II
EL112 is an advanced integrated skills course which builds on experience gained from EL111. The course continues to develop the four communication skills of listening, speaking, reading and writing, while stressing aspects of vocabulary and grammatical structure through the two major skills of READING and WRITING. Special emphasis is placed on the skill of WRITING where students will be prepared to write longer essays and be introduced to research paper writing.
|
Course Objectives |
1. 1. Factual information |
| EL112: Communication Skills in English 2 |
Level | One |
Module Tutor | Mr. Khaldun Said ksaid@aou.edu.kw |
Credit Value | 3 credit hours |
Module Type | Taught |
| |
2. Rationale for the module and its links with other modules |
EL112: Communication Skills II EL112 is an advanced integrated skills course which builds on experience gained from EL111. The course continues to develop the four communication skills of listening, speaking, reading and writing, while stressing aspects of vocabulary and grammatical structure through the two major skills of READING and WRITING. Special emphasis is placed on the skill of WRITING where students will be prepared to write longer essays and be introduced to research paper writing. |
3. Aims of the module | -
Shedding more light, with more intensive training in the four basic language skills of listening, speaking, reading and writing.
-
Engaging students in more advanced practice of all four skills through drilling, in-class work, home assignments, and online oral and written practice.
-
Involve students in real discussions, debates to develop the speaking skill and critical thinking.
-
Highlighting, enhancing, and boosting the two language skills of
reading and
writing.
-
Enable students to read lengthy texts on different topics with good understanding, and also write reports, summarize, paraphrase, and produce well organized 5-paragraph essays.
By the end of the second course (i.e.
EL112) students should be able to: -
listen to, comprehend and identify or match relevant information from lectures and tutorials. Students need to be able to decide quickly which texts, or parts of texts are relevant to a task or an extract of information,
-
speak fluently and accurately about academic topics using vocabulary learnt,
-
read and understand a variety of academic lectures, reports and tutorials of varying length, complexity, styles and genres,
-
write different types of essays (argumentative, persuasive and descriptive) using appropriate punctuation marks, mechanics of writing, as well as cohesive ties, and
-
analyze and evaluate academic information from a particular text.
|
4. Pre-requisite: EL111
5. Intended learning outcomes
A. Knowledge and understanding |
Learning and teaching strategy | At the end of the module, learners will be expected to: A1: Develop more sophisticated knowledge and understanding of the four language skills.
A2: Develop student’s knowledge and familiarize them with more specialized concepts for improving language skills especially those of reading and writing. | In-class presentation of material with emphasis on skill using where students take lead in such activities Class discussion and home assignments. Intensive online practice, with students reporting on their experience and findings. |
B. Cognitive skills |
Learning and teaching strategy |
At the end of the module, learners will be expected to: B1: Develop well-informed and more sophisticated awareness of the relevant strategies for improving each language skill B2: Develop high-level awareness of the relationship between all four language skills, with special emphasis on reading and writing | Applying the most relevant strategies to develop the various language skills, especially reading and writing, through intensive in-class practice Engaging students in different activities and s assignments to assess their awareness and understanding of skill using Encouraging students and enabling them to give presentations and explanations followed by interactive in-class discussions targeting mainly the two skills of reading and writing |
C. Practical and professional skills |
Learning and teaching strategy |
At the end of the module, learners will be expected to: C1: Produce well-written reports and well- organized 5-paragraph essays on different writing functions and purposes C2: Read lengthy page texts with understanding and reasonable comprehension | Extensive and intensive practice through in-class writing and home assignments Exposure to online samples of reading and writing to enhance students’ reading and writing ability |
D Key transferable skills |
Learning and teaching strategy | D1: Demonstrate an advanced ability to read texts with ease and understanding, while using key reading strategies and techniques like scanning and skimming. D2: Write 5-paragraph essay with cohesion, coherence, with the ability to summarize, and paraphrase. | Extensive practice on how to apply acquired knowledge in real-life practical situations Engaging students in real reading and writing tasks in different topics by applying relevant reading and strategies: skimming, scanning, summary and paraphrase, with cohesion and coherence |
6. Indicative content. |
The course material covers all five themes of the textbook: 1) Remembering and forgetting 2) Friends and family 3) Managing to be successful 4) The media 5) Customs: origins and effects It also covers all 12 units of the textbooks: Course Book & Workbook, together with supporting online and e-learning materials. |
7. Assessment strategy, assessment methods and their relative weightings |
EL112
has: -
ONE TMA (Two in-class writing tasks) = 20%
-
One 90-minute
Mid-Term Assessment [MTA] = 30%
-
One 2-Hour
FINAL Exam = 50%
_________________________________________________________________________________________
Total = 100% |
|
Course Outcomes |
|
EL117 Academic Writing
(4) Credit Hours
This is a four-credit-hour module of one semester in length. The module aims at helping students acquire the skills of writing academic essays. It is focused on the process of writing, from stimulating ideas, reading sample student essays, analysing paragraph and essay structure, organizing outlines, editing and rewriting the final draft. The module also develops the students' language by providing exercises on sentence structure, drawing the students' attention to problem areas related to writing like run-on sentences, sentence fragments, and verb tense consistency. Language Focus is an important part of each unit. Each essay type has its own related language focus that is most commonly used when writing such essay type. The module also provides students with practice on writing different rhetorical modes/essay types, e.g. process, classification, persuasion, comparison and contrast essays. Self-editing and peer editing are extensively practiced in each chapter. Exercises and timed out activities on peer feedback guided by editing checklists help students detect specific problem areas, that start with global problems, in relation to content, unity (irrelevant parts), organization; and then moving to surface errors related to grammar and mechanics. Each chapter includes editing and proofreading activities focusing each time on a different type of errors, related to the essay type, grammar and language focus of each chapter.
The module has the following features:
- Theme-based chapters which encourage students to explore ideas.
- Structure and Mechanics sections to develop accuracy.
- Vocabulary Builder sections which provide useful language for writing.
- Abundant and clear models to give students solid support.
- Pair and group assignments to promote collaborative learning.
- Graphic organizers, paragraph checklists, and peer-help worksheets to enrich the writing process.
- Bring It All Together review sections which provide opportunities for consolidation and assessment.
The module prepares the students to write academic essays needed to pursue their academic study throughout different core modules.
Course Code |
EL117 |
Course Title |
Academic Writing |
Pre-requisite |
EL111 |
Credit Hours |
4 |
Course Description |
This is a four-credit-hour module of one semester in length. The module aims at helping students acquire the skills of writing academic essays. It is focused on the process of writing, from stimulating ideas, reading sample student essays, analysing paragraph and essay structure, organizing outlines, editing and rewriting the final draft. The module also develops the students' language by providing exercises on sentence structure, drawing the students' attention to problem areas related to writing like run-on sentences, sentence fragments, and verb tense consistency. Language Focus is an important part of each unit. Each essay type has its own related language focus that is most commonly used when writing such essay type. The module also provides students with practice on writing different rhetorical modes/essay types, e.g. process, classification, persuasion, comparison and contrast essays. Self-editing and peer editing are extensively practiced in each chapter. Exercises and timed out activities on peer feedback guided by editing checklists help students detect specific problem areas, that start with global problems, in relation to content, unity (irrelevant parts), organization; and then moving to surface errors related to grammar and mechanics. Each chapter includes editing and proofreading activities focusing each time on a different type of errors, related to the essay type, grammar and language focus of each chapter.
The module has the following features:
- Theme-based chapters which encourage students to explore ideas.
- Structure and Mechanics sections to develop accuracy.
- Vocabulary Builder sections which provide useful language for writing.
- Abundant and clear models to give students solid support.
- Pair and group assignments to promote collaborative learning.
- Graphic organizers, paragraph checklists, and peer-help worksheets to enrich the writing process.
- Bring It All Together review sections which provide opportunities for consolidation and assessment.
The module prepares the students to write academic essays needed to pursue their academic study throughout different core modules.
|
Course Objectives |
Module Specification: EL117: Academic Writing 1. 1. Factual information | | EL117: Academic Writing | Level | One | Module Tutor | Ms. Fatma Fayez | Credit Value | 4 credit hours | Module Type | Taught | | |
2. Rationale for the module and its links with other modules | This is a four-credit-hour module of one semester in length. The module aims at helping students acquire the skills of writing academic essays. It is focused on the process of writing, from stimulating ideas, reading sample student essays, analysing paragraph and essay structure, organizing outlines, editing and rewriting the final draft. The module also develops the students' language by providing exercises on sentence structure, drawing the students' attention to problem areas related to writing like run-on sentences, sentence fragments, and verb tense consistency. Language Focus is an important part of each unit. Each essay type has its own related language focus that is most commonly used when writing such essay type. The module also provides students with practice on writing different rhetorical modes/essay types, e.g. process, classification, persuasion, comparison and contrast essays. Self-editing and peer editing are extensively practiced in each chapter. Exercises and timed out activities on peer feedback guided by editing checklists help students detect specific problem areas, that start with global problems, in relation to content, unity (irrelevant parts), organization; and then moving to surface errors related to grammar and mechanics. Each chapter includes editing and proofreading activities focusing each time on a different type of errors, related to the essay type, grammar and language focus of each chapter.
The module has the following features:
- Theme-based chapters which encourage students to explore ideas.
- Structure and Mechanics sections to develop accuracy.
- Vocabulary Builder sections which provide useful language for writing.
- Abundant and clear models to give students solid support.
- Pair and group assignments to promote collaborative learning.
- Graphic organizers, paragraph checklists, and peer-help worksheets to enrich the writing process.
- Bring It All Together review sections which provide opportunities for consolidation and assessment.
The module prepares the students to write academic essays needed to pursue their academic study throughout different core modules. |
3. Aims of the module | The module aims to provide the learners with necessary information on:
1. Identifying different rhetorical modes/essay types, essay structure and paragraph structures presented through authentic readings and graded series of activities.
2. Integrating reading and writing by transferring and utilizing the content, vocabulary and organization of an authentic reading passage into their own writing.
3. Writing a well-organized essay guided by sample essays and exercises that gradually acquaint the students with the steps of writing an academic essay.
4. Editing their own and their peer’s writing making use of peer-review activities, editing exercises and editing checklists.
5. Producing an accurate polished piece of writing, that is almost error free from errors related to sentence structure, use of suitable connectors, pronoun use and other errors related to the mechanics of writing.
6. Writing an in-class essay within a limited period of time being trained on in the timed essay writing activity at the end of every unit. |
4. Pre-requisite: EL099
5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1. understand what writing an essay involves.
A2. become aware of the structure of paragraphs and essays.
A3. become familiar with techniques of generating ideas and peer consultation.
A4. Understand the basic sentence structure and mechanics of writing an academic essay.
A5. recognize different errors related to sentence structure, pronoun use, verb tense consistency and other errors related to the mechanics of writing.
A6. become aware of means of editing and correcting their own writing.
A7. recognize how to provide feedback on their peer’s writing in relation to content, organization, and language issues. | Giving short presentations about basics of academic writing to develop students’ knowledge and skills of writing an academic text and the structure of an essay.
Analyse sample paragraphs and essays in-class discussions.
|
B. Cognitive skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
B1. acquire information on how to produce well developed, organized and coherent essays.
B2. develop their ability to write essays using appropriate grammar and varied vocabulary items relevant to the topic.
B3. improve their analytical and critical thinking skills through the continuing process of preparing for the essay that starts with stimulating ideas through class discussions, reading and researching.
B4. be able to observe how language works in the sample essays, editing exercises and feedback. | Brainstorming sessions to generate ideas
Explanation of different rhetoric patterns followed by interactive in-class discussion.
Practicing in-class writing and editing exercises. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1. be fully aware of the different stages of writing an academic essay.
C2. acquire the skills of writing a well-structured, organized, coherent essay.
C3. write a text in appropriate grammar and vocabulary relevant to the written assignment.
C4. edit their own and their peer’s essays making use of the editing checklists and exercises presented in the course. | Pre-class and in-class writing of assigned topics followed by discussions.
Doing some assignments (graded in difficulty) to assess students’ production (writing paragraphs and essays).
Encouraging cooperative interaction whereby learners express their viewpoints on the texts under discussion. Post–class activities are provided to allow students to expand their understanding by encouraging them to research some relevant topics through the Internet and paraphrase and summarize what they have read to write a certain rhetoric pattern. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
D1. develop better writing skills through observing the different processes of writing an essay.
D2. utilize knowledge and skills of writing structured, relevant, coherent essays and transfer them into more advanced written assignment of the core courses.
D3. improve their written language and expand their vocabulary through the different readings, researching, language activities and editing exercises introduced in the course.
D4. make use of feedback from tutors to improve their writing skills.
D5. develop confidence in writing an assignment within a limited time gained from the in-class timed writing tasks. | Pre-class preparation and in class discussions, including practicing close reading and text–analysis of sample paragraphs and essays.
Researching some relevant material through the Internet.
Writing assignments that reflect learners’ acquired theoretical and practical writing skills in relation to the relevant concepts discussed in the course. |
6. Indicative content. | Week 1
1. Course Introduction (a walk through the course book and the assessment)
2. Chapter 1: The Organisation of Paragraphs - Identifying a word
- Building vocabulary
- Building paragraphs
- Building a sentences
- Writing paragraphs on holidays around the world
Weeks 2
1. Chapter 2: Characteristics of Good Writing
2. Chapter 3: The Writing Process (Reading) - Checking homework
- Building Vocabulary
- Answering selected exercises on coherence, cohesion and unity
- Drawing mind map, using columns and free writing to start outlining your topic
- Writing the first draft, revising and editing it to write the final version
Weeks 3
1. Chapter 4: From Paragraph to Essay - Checking homework
- Building vocabulary
- Expanding a paragraph into a short essay
- Outlining an essay
- Using transitions
- In-class writing assessment (portfolio)
Week 4
1. Chapter 5: The Thesis Statement
2. Chapter 6: The Introductory Paragraph - Checking homework
- Analysing thesis statements
- writing prepositional phrases
- Identifying types of introductory paragraphs
- Evaluating introductory paragraphs
- Avoiding fragments and run-on sentences
Week 5
1. Chapter 7: The Concluding Paragraph
2. Chapter 8: Body Paragraphs (Reading) - Checking homework
- Analysing a concluding paragraph
- Developing topic sentences to support the thesis statement
- Writing topic sentences for body paragraphs
- Analysing the first and last sentences in body paragraphs
- Writing body paragraphs
Week 6
1. Revision of learned skills
2. In-class writing quiz (1) Week 7
1. Chapter 9: Process - Checking homework
- Analysing model essays (1), (2), and (3)
- Reviewing ideas and error analysis
- Using chronological connectors
2. Revision of learned skills - Bringing it All Together (p. 45 & 46)
- Bringing it All Together (p. 109 – 111)
Weeks 8
The MTA sittings is unified across branches. It consists of three sections:
(1) Writing Focus: Students analyse a short essay and fill in the spaces with a suitable chronological connector.
(2) Outlining Section: Students plan an essay question by filling in a graphic organizer (flow chart).
(3) Writing Section: Students transfer the previous outline into full sentences to write a four-paragraph essay (350 words) on Process Analysis.
Weeks 9 & 10
Chapter 11: Persuasion - Checking homework
- Building vocabulary
- Choosing a topic for persuasion
- Ordering of arguments using graphic organizers
- Analysing model essays (1), (2) and (3)
- Using connectors of argumentation
Week 11
Chapter 12: Compare and Contrast - Checking homework
- Building Vocabulary
- Organizing your essay:
- Basic block style
- Block comparison style
- Point-by-point comparison style
- Analysing model essays (1)
Week 12
1. Revision of learned skills
2. In-class writing quiz (2)
Week 13
1. Chapter 12: Compare and Contrast - Checking homework
- Building Vocabulary
- Analysing model essays (2) and (3)
- Using connectors of comparison
2. In-class writing assessment (portfolio)
Week 14
Revision of learned skills
Bringing it All Together (p. 170 - 172)
Week 15
Final exam |
6. Assessment strategy, assessment methods and their relative weightings | The nature of EL117 as a writing practice module dictates a special mode of assessment in which regular writing in class is essential. The assessment plan comprises two major components:
1) Continuous Assessment which consists of:
A. Class work including: - Two in-class TMAs (14%)
- Two written assignments submitted for the portfolio (6%)
This form of assessment will be conducted as follows:
Students are expected to attend every lecture and are also expected to participate fully during class time. The students will be asked to write two in-class TMAs (14%) on weeks five and twelve. Each in-class TMA (7%) has an essay and an editing activity that will be assessed by the tutor.
The students will also be asked to submit two written assignments for the portfolio (6%) by week three and thirteen. - In first assignment, the students will be asked to write an extended paragraph about 100 - 150 words on a topic of their choice and then write it in-class for the first 15 minutes of the tutorial in week three. The students will be assessed on the content, organization, language and mechanics of their writing.
- In the second assignment, the students will be asked to edit and rewrite a given paragraph. They have to edit for unity, cohesion and coherence in addition to grammar, spelling and punctuation marks.
B. Mid-term assessment (MTA) (30%)
The mid-term exam will be carried out during week 8 and will be one hour and a half in duration. It will be composed of two essay prompts to choose one from. The students would be assessed as well on an outline (graphic organizer) of the topic they will write on. The exam will also include an error correction activity or a paragraph to edit after specifying the number of mistakes in the text.
2) Final Assessment:
The final exam will be two hours in duration. The students will be given an essay to read and outline using a graphic organizer/diagrammed outline. There will be two essay prompts to choose one from and write about 400 words on the topic. The students will be requested to reflect on the learned structure and mechanics of writing through some editing exercises.
The balance between components of assessment is shown in the table below: Components | Form of Assessment | Marks | % | CONTINUOUS ASSESSMENT | - Two written assignments submitted for the portfolio
| 7
7 6 | 7%
7% 6% | | MTA | 30 | 30% | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | TOTAL | 100 | 100% |
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7. Course Material | The teaching material for EL117 consists of: - Printed Material:
- Course Book
- Answer Key Booklet
- This Course Guide
- Additional Readings
- Recommended Texts
- Online resources that are introduced in this Course Guide
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8. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Name: Ms. Fatma Fayez
Email ID: ffayez@aou.edu.kw | TBA | EL117.pdf | |
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Course Outcomes |
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EL118 Reading Comprehension
(4) Credit Hours
This is a four-credit-hour module of one semester in length. The module aims to help students become better readers of English texts and build their vocabulary. It focuses on expanding students’ reading skills and vocabulary use so that they can cope with different academic, professional and social situations effectively. The course applies the Interactive Reading model where reading is an active process in which readers draw upon top-down processing (bringing meaning to the text), as well as bottom-up processing (decoding words and other details of language). The top-down aspect of this construct suggests that reading is facilitated by interesting and relevant reading materials that activate a range of knowledge in a reader's mind. This knowledge is refined and extended during the act of reading. The bottom-up aspect of this model suggests that the students need to pay attention to language proficiency, including vocabulary. As an academic reading course, it addresses the teaching of higher level reading strategies without neglecting the need for language support. In addition, it addresses both sides of the interactive model. High-interest academic readings and activities provide students with opportunities to draw upon authentic life experience in their mastery of a wide variety of reading strategies and skills, including
• previewing
• outlining
• skimming and scanning
• using context clues to clarify meaning
• finding the main idea
• isolating causes and effects
• annotating and highlighting
• categorizing
• interpreting visuals
• describing trends
• making inferences.
• understanding analogies
• analysing criteria
• analysing advantages and disadvantages
• identifying ethics and values
• synthesizing information from several sources
• summarizing
• evaluating generalizations
The course optimizes the reciprocal relationship between reading and vocabulary. Rich vocabulary instruction and practice that targets vocabulary from the Academic Word List (AWL) provide opportunities for students to improve their language proficiency and their ability to decode and process vocabulary. The course also provides some resources to help students read with comprehension and use that knowledge to develop both a rich academic vocabulary and overall academic language proficiency, especially reading skills. The module prepares the students to write academic essays reflecting on a topic under discussion that will help them pursue their academic study throughout different core modules.
Course Code |
EL118 |
Course Title |
Reading Comprehension |
Pre-requisite |
EL111 |
Credit Hours |
4 |
Course Description |
This is a four-credit-hour module of one semester in length. The module aims to help students become better readers of English texts and build their vocabulary. It focuses on expanding students’ reading skills and vocabulary use so that they can cope with different academic, professional and social situations effectively. The course applies the Interactive Reading model where reading is an active process in which readers draw upon top-down processing (bringing meaning to the text), as well as bottom-up processing (decoding words and other details of language). The top-down aspect of this construct suggests that reading is facilitated by interesting and relevant reading materials that activate a range of knowledge in a reader's mind. This knowledge is refined and extended during the act of reading. The bottom-up aspect of this model suggests that the students need to pay attention to language proficiency, including vocabulary. As an academic reading course, it addresses the teaching of higher level reading strategies without neglecting the need for language support. In addition, it addresses both sides of the interactive model. High-interest academic readings and activities provide students with opportunities to draw upon authentic life experience in their mastery of a wide variety of reading strategies and skills, including
• previewing
• outlining
• skimming and scanning
• using context clues to clarify meaning
• finding the main idea
• isolating causes and effects
• annotating and highlighting
• categorizing
• interpreting visuals
• describing trends
• making inferences.
• understanding analogies
• analysing criteria
• analysing advantages and disadvantages
• identifying ethics and values
• synthesizing information from several sources
• summarizing
• evaluating generalizations
The course optimizes the reciprocal relationship between reading and vocabulary. Rich vocabulary instruction and practice that targets vocabulary from the Academic Word List (AWL) provide opportunities for students to improve their language proficiency and their ability to decode and process vocabulary. The course also provides some resources to help students read with comprehension and use that knowledge to develop both a rich academic vocabulary and overall academic language proficiency, especially reading skills. The module prepares the students to write academic essays reflecting on a topic under discussion that will help them pursue their academic study throughout different core modules.
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Course Objectives |
Module Specification: EL118 (Reading) 1. 1. Factual information | Module title | EL118: Reading Comprehension | Level | 4 | Module tutor | Dr. Marine Milad | Credit Value | 4 | Module type | Taught | Notional learning hours | 2 hours / week |
2. Rationale for the module and its links with other modules | This is a four-credit-hour module of one semester in length. The module aims to help students become better readers of English texts and build their vocabulary. It focuses on expanding students’ reading skills and vocabulary use so that they can cope with different academic, professional and social situations effectively. The course applies the Interactive Reading model where reading is an active process in which readers draw upon top-down processing (bringing meaning to the text), as well as bottom-up processing (decoding words and other details of language). The top-down aspect of this construct suggests that reading is facilitated by interesting and relevant reading materials that activate a range of knowledge in a reader's mind. This knowledge is refined and extended during the act of reading. The bottom-up aspect of this model suggests that the students need to pay attention to language proficiency, including vocabulary. As an academic reading course, it addresses the teaching of higher level reading strategies without neglecting the need for language support. In addition, it addresses both sides of the interactive model. High-interest academic readings and activities provide students with opportunities to draw upon authentic life experience in their mastery of a wide variety of reading strategies and skills, including
• previewing
• outlining
• skimming and scanning
• using context clues to clarify meaning
• finding the main idea
• isolating causes and effects
• annotating and highlighting
• categorizing
• interpreting visuals
• describing trends
• making inferences.
• understanding analogies
• analysing criteria
• analysing advantages and disadvantages
• identifying ethics and values
• synthesizing information from several sources
• summarizing
• evaluating generalizations
The course optimizes the reciprocal relationship between reading and vocabulary. Rich vocabulary instruction and practice that targets vocabulary from the Academic Word List (AWL) provide opportunities for students to improve their language proficiency and their ability to decode and process vocabulary. The course also provides some resources to help students read with comprehension and use that knowledge to develop both a rich academic vocabulary and overall academic language proficiency, especially reading skills. The module prepares the students to write academic essays reflecting on a topic under discussion that will help them pursue their academic study throughout different core modules. |
3. Aims of the module | The module aims to provide the learners with necessary skills trough: 1. Providing the students with opportunities to draw upon life experience in their mastery of a wide variety of reading strategies and skills that include previewing, scanning, using contextual clues to get the meaning, finding the main idea, summarizing and making inferences.
2. Improving the students’ language proficiency and the students’ ability to decode and process meaning.
3. Helping the students become independent learners by taking the responsibility of building their own vocabulary repertoire
4. Guiding the students to notice and effectively practice new vocabulary items as they encounter them.
5. Enhancing students’ academic proficiency by highlighting the reciprocal relationship between reading comprehension and reflection writing. |
4. Pre-requisite modules or specified entry requirements | The pre-requisite for EL118: Reading Comprehension course is EL111: General English Communication Skills (I). |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to:
A1. demonstrate understanding of any given reading passages by responding correctly to its tasks and activities individually or in groups.
A2. show knowledge and understanding of the learned reading strategies.
A3. show recognition of the various “meanings” of words to reach a better understanding of the context and the written word.
A4. reveal awareness of appropriate language structures and vocabulary items suitable for different contexts and situations. | - Exposing students to a variety of reading passages on various topics. - Training students on the use of relevant reading strategies. - Analysing sample reading passages through class discussions. - Having students identify key vocabulary items and how to use them in context. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
B1. search for and collect specific data related to the topics under discussion.
B2. draw conclusions for the discussed topics based on the collected data and analyzed information.
B3. incorporate in writing the words learned in real life scenarios.
B4. improve the analytical and critical thinking skills through the identification of possible “meanings”.
B5. analyze language functions used and identify useful language expressions. | - Conducting brainstorming sessions to generate ideas - Explaining different sub-reading skills followed by interactive in-class discussion. - Practicing in-class reading and vocabulary exercises.
- Training students on the use of relevant reading strategies. - Analysing sample reading passages through class discussions. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
C1. communicate in English orally and in writing on diverse occasions. C2. identify problems in the given topics and provide creative solutions. C3. give oral presentations using power points, flipcharts, pictures, role plays, etc. to discuss what has been read orally. C4. assess the work done using self/peer-assessment. | - Exposing students to a variety of reading passages on various topics. - Performing pre-class reading preparation of assigned topics to conduct in-class discussions. - Doing some assignments (graded in difficulty) to assess students’ reading comprehension level. - Encouraging cooperative interaction whereby learners express their viewpoints on the texts under discussion. - Assigning post–class activities to encourage students to expand their understanding by researching some relevant reading topics through the Internet and reflecting on what they have read through oral class presentation. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
D1. enrich vocabulary repertoire through exploring new assigned topics and writing on those topics
D2. develop communicative confidence (as reader and writer)
D3. discuss all posed topics, problems, provided solutions and drawn conclusions.
D4. develop effective presentation skills that would enhance self-confidence. | - Exposing students to a variety of reading passages on various topics. - Assigning pre-class preparation followed by in class discussions to practice close reading and text–analysis of sample reading passages. - Researching some relevant material through the Internet. - Giving class presentations that reflect learners’ acquired theoretical and practical reading skills in relation to the relevant concepts discussed in the module. |
6. Indicative content. | Week 1 & 2
1. Course Introduction (a walk through the course book and the assessment)
2. Unit 1: The Strength to Survive - Building vocabulary
- Skimming
- Scanning
- Outlining
Weeks 3
Unit 2: Your Attention, Please - Checking homework
- Building Vocabulary
- Eliciting main idea
- Identifying cause and effect
Weeks 4
Unit 3: Movie Magic - Checking homework
- Building vocabulary
- Annotating
- Highlighting
Week 5
Unit 4: The Power of Music - Checking homework
- Building vocabulary
- Identifying /stating point of view
Week 6
Unit 5: Sensory Perception - Checking homework
- Building vocabulary
- Categorizing
- Interpreting charts
Week 7
1. Check for integration of vocabulary into writing of Topics of Units1, 2, 3&4.
2. Revision of learned skills
Week 8
The MTA sittings are unified across branches. It consists of two sections:
(1) Reading Comprehension: Students read unseen reading passages and answer a variety of questions.
(2) Building Vocabulary: Students answer some vocabulary questions in the form of multiple choice, matching, fill in.
Weeks 9
Unit 6: The Boom and Bust - Checking homework
- Building vocabulary
- Describing trends
- Summarizing
Weeks 10
Unit 7: Decisions, Decisions - Checking homework
- Building vocabulary
- Evaluating generalizations
- Understanding analogies
Week 11
Unit 8: Searching for Success - Checking homework
- Building vocabulary
- Analysing Criteria
- Determining degree
Week 12
Unit 9: Modelling Nature - Checking homework
- Building vocabulary
- Analysing advantages and disadvantages
- Identifying ethics and values
Week 13
Unit 10: The Mystery of Easter Island - Checking homework
- Building vocabulary
- Identifying factors/causes
- Synthesizing information
Week 14
Revision of learned skills
Check for the integration of vocabulary into the writing Topics of Units 6,7,8, 9 and 10
Week 15
The final exam sitting is unified across branches. It consists of three sections:
(1) Reading Comprehension: Students read unseen reading passages and answer a variety of questions.
(2) Building Vocabulary: Students answer some vocabulary questions in the form of multiple choice, matching, fill in.
(3) Writing Reflection: Students write a four-paragraph essay reflecting on one of the topics that have been discussed throughout the semester. |
7. Assessment strategy, assessment methods and their relative weightings | EL118 as a module that examines reading and vocabulary in context is tested in a written format for reading comprehension and proper vocabulary usage. The assessment structure comprises two major components:
Continuous Assessment: - 2 in-class activities where students have to apply the learned reading strategies and vocabulary acquisition within a structured assignment (writing analysis, summaries, synthesis; in addition to skimming, scanning, outlining, annotating, stating point of view, interpreting charts and visuals)
- 1 in-class presentation: Guidelines and marking criteria will follow
- 1 Mid-term Assessment (MTA) where the student is tested under invigilated conditions on the reading skills and vocabulary acquisition covered up to the MTA week.
Final Assessment:
Similar to the MTA, the Final Exam is conducted under invigilated conditions and examines the student’s grasp of the course content.
The breakdown of the components of assessment is shown in the following table: Components | Form of Assessment | Marks | % | | CONTINUOUS ASSESSMENT | In-class activity (1) | 5 | 5% | In-class activity (2) | 5 | 5% | Class presentation for one of the assigned reading topics | 10 | 10% | MTA | 30 | 30% | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | | B1 | B2 | B3 | B4 | B5 | | C1 | C2 | C3 | C4 | | D1 | D2 | D3 | D4 | | In-class activity 1 | X | X | X | X | | | | X | X | X | | X | | | X | | X | X | X | | | In-class activity 2 | X | X | X | X | | | | X | X | X | | X | | | X | | X | X | X | | | Class Presentation | | | X | X | | X | X | | X | | | X | X | X | X | | X | X | X | X | | MTA | X | X | X | X | | | | X | X | X | | X | X | | | | X | X | X | | | Final | X | X | X | X | | | X | X | X | X | | X | X | | | | X | X | X | | |
9. Teaching staff associated with the module | Name and contact details | Dr. Marine Miled | marine@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | Kent Richmond | 2009 | Inside Reading: The Academic Word List in Context | Oxford | New York |
EL118.pdf
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Course Outcomes |
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EL119 Oral & Presentation Skills Course
(4) Credit Hours
The course, oral and presentation skills (EL119), is a four credit hour, level one course that aims to help students conduct successful oral communication in English. It is focused on expanding students’ oral and presentation skills so that they can cope with different academic, professional and social situations effectively.
This course was recently introduced into the English study plan because a large number of our graduates had problems communicating (orally) effectively in English.
Course Code |
EL119 |
Course Title |
Oral & Presentation Skills Course |
Pre-requisite |
EL111 |
Credit Hours |
4 |
Course Description |
The course, oral and presentation skills (EL119), is a four credit hour, level one course that aims to help students conduct successful oral communication in English. It is focused on expanding students’ oral and presentation skills so that they can cope with different academic, professional and social situations effectively.
This course was recently introduced into the English study plan because a large number of our graduates had problems communicating (orally) effectively in English.
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Course Objectives |
Module Specification: EL119: Oral & Presentation Skills Course | | EL119: Oral & Presentation Skills Course | Level | One | Module Tutor | Mr. Mohammad Farran | Credit Value | 4 credit hours | Module Type | Taught | | |
2. Rationale for the module and its links with other modules | The course, oral and presentation skills (EL119), is a four credit hour, level one course that aims to help students conduct successful oral communication in English. It is focused on expanding students’ oral and presentation skills so that they can cope with different academic, professional and social situations effectively. This course was recently introduced into the English study plan because a large number of our graduates had problems communicating (orally) effectively in English. |
3. Aims of the module | The course provides the learner with information on: - Identifying different contexts of language use and engaging in discussions, question and answer dialogues, debates, interviews and using appropriate structures.
- Eliciting and providing information in common, academic and social situations.
- Using features of spoken English, i.e. stress, pitch, rhythm, intonation, in a natural and fluent manner.
- Preparing and conducting a clear presentation that reflects good structure and organization; signaling beginning, gaining audience attention, introducing subject, identifying objectives and outlining presentation strategy.
- Applying successful paralinguistic features of intonation, word play, fronting and tripling strategies, and non verbal techniques of facial and body postures, in oral communication and presentation encounters.
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4. Pre-requisite: EL111
5. Intended learning outcomes At the end of the course, students will be expected to: A. Knowledge and understanding | Learning and teaching strategy | A.1) know appropriate structures for different social contexts and situations.
A.2) recognize the various non-verbal techniques to support verbal communication.
A.3) understand questions which require short or extended answers.
A.4) understand how language is used strategically for different purposes. | Students will be exposed to different speakers (both good and bad). They will have to understand the difference between them and what makes a good speaker such. In order for such a course to succeed, several post-class activities will be given to the students.
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B. Intellectual/ Cognitive/ Analytical Skills | Learning and teaching strategy |
B.1) produce unified speeches with clear ideas/clear language.
B.2) develop the ability to reproduce orally the substance of a text/ passage of English after having heard it or read it.
B.3) improve their analytical and critical thinking skills through the development of well thought-out arguments in discussions and presentations.
B.4) be able to observe how language works to portray roles and speaker identities. | Students will interact with one another and learn to use their language with others. They will assume other identities and learn to debate with others in a professional manner. |
C. Practical and professional skills | Learning and teaching strategy | C.1) be fully aware of the different levels of formality in given situations/ contexts.
C.2) anticipate the responses of others in the chosen options.
C.3) be able to deliver a well-prepared presentation.
C.4) be able to acquire group skills and accordingly appreciate team work. | We will show students how to do several things: pronouncing words correctly, giving presentations and working in teams. A lot of practice will be done in and out of class.
A strictly English-only environment will be established in and out of class as well. |
D. Key transferable skills | Learning and teaching strategy |
D.1) develop better oral skills through class discussions and situation-based activities.
D.2) develop a sense of participation and group work.
D.3) expand their vocabulary through exploring new assigned topics and class discussions of students' own presentations.
D.4) develop communicative confidence, negotiation ability and the expression of intensions. | Confidence and the ability to express oneself in a clear manner. The acceptance of not being perfect and making mistakes. Develop a sense of community with the students and show them the importance of this course. |
6. Indicative content | Our content and activities revolve around a certain theme each week. Students are expected to come prepared and bring with them examples from their real lives. The actual content is made relevant for the students in a way where they can easily relate and share their own input. Week | Unit / Theme | Activities | 1 | - | Introduction to EL119 + Discussion on the importance of speaking + Ice breaker activity | 2 | Unit 1: First Impressions | The importance of first impressions + turn taking | 3 | Unit 2: Taste & Nutrition | Students practice talking to audience for very first time | 4 | Unit 3: Success & Failure | Listening Quiz (5 Marks) | 5 | Unit 4: Change | Students bring in real life examples from their own experience | 6 | - | Activity 1: Formal speech (5 Marks) | 7 | Unit 5: The World & Responsibility | Feedback on first presentation & ways of doing better | 8 | Unit 6: Advertising | Debate: Is advertising necessary? | 9 | ~ MTAs ~ | Note: Classes may or may not take place. | 10 | Unit 7: Risk-Taking | Role-playing activity: Child trying to convince parent to let him/her do something risky | 11 | - | Activity 2: Presentation (10 Marks) | 12 | Unit 8: Cities & Culture + Unit 9: Money & Happiness | Group work: Students are put into groups and discuss with one another the concepts and ideas presented | 13 | - | Activity 3: Project (10 Marks) | 14 | Unit 10: Tech & Communication | Students reflect on what they’ve learned throughout the course, what worked, what didn’t | 15 | - | Note: One on one conversation (final exam) will be done in this week in class. | 16 | ~ FINAL EXAMS ~ |
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7. Assessment strategy, assessment methods and their relative weightings | The nature of EL119 as an oral skills proper course dictates a special mode of assessment in which the written component is virtually eliminated. The assessment plan comprises of three major components: - Class work (30 marks total)
a) Listening Quiz (5 marks)
b) Three in-class oral presentations (25 marks total) The MTA will consist of 2 parts (each worth 10 marks). First, a listening exam will be given and then a presentation done by the students. The presentation will cover themes from Units 1 - 5. - Final Assessment (50 marks)
The final exam will also consist of 2 parts (each worth 20 marks). First, a listening & video critique exam will be given. Then, a one on one conversation will take place with each student. The conversation topics are topics in general and from Units 6 - 10. The final 10 marks will be allocated to the audio recordings the students do at home throughout the semester.
The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | Class work: | 5
25 | 5%
25% | | | MTA | 20 | 20% | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Course Material | The teaching material for EL119 consists of:
Printed Material:
1. Course Book
2. This Guide
3. Online resources Student Resources:
Listening and Speaking 3 Student Book: with Q Online Practice
Craven, Miles and Kristin D. Sherman. (2011). Q: Skills for Success: Listening and Speaking (3). Oxford: oxford University Press. Additional resources at:
www. oup.com/elt/teacher/Qskillsforsuccess Additional Readings: - Grussendorf, Marrion. (2007). English for Presentations Oxford University Press.
- Hood, Michael. (2007). Dynamic Presentations Pearson & Longman.
- Moritoshi, Paul. (2007). Basic Parts of Speech. Thomson & Heinle.
- Gershon, Steven. (2002). Present Yourself. Cambridge University Press
- Powell, Mark. (2002). Presenting in English. Thomson & Heinle.
- Harrington, David & Charles LeBeau (2009). Speaking of Speech. MacMillan.
- Meyers, Colleen, and Sheryl Holt. (2002). Success with Presentations. Burnvsville, MN: Aspen Production.
ONLINE RESOURCES Additional sources are found under the following link:
http://www.skillsproject.ie/useful/oralcomm.html |
EL119.pdf
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Course Outcomes |
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EL120 English Phonetics and Linguistics
(4) Credit Hours
Introduce the students to a basic knowledge in Linguistics and English Phonetics.
Course Code |
EL120 |
Course Title |
English Phonetics and Linguistics |
Pre-requisite |
EL111 |
Credit Hours |
4 |
Course Description |
Introduce the students to a basic knowledge in Linguistics and English Phonetics. |
Course Objectives |
Module Specification: EL120 (English Phonetics and Linguistics)
1. 1. Factual information | Module title | EL120: English Phonetics and Linguistics | Level 1 | 4 | Module tutor | Ms. Fatma Fayez | Credit value | 4 credit hours | Module type | Taught | Notional learning hours | 2 hours/weekly |
2. Rationale for the module and its links with other modules | Introduce the students to a basic knowledge in Linguistics and English Phonetics |
3. Aims of the module | This is an introductory course in English phonetics and linguistics that aims to:
1. Introduce students to both phonetics and linguistics in a simple and practical manner;
2. Give them ample practical training in the two disciplines;
3. Acquaint them with basic terminology used in phonetics and linguistics;
4. Prepare them for the more advanced language courses in the BA programme in English Language and Literature |
4. Pre-requisite modules or specified entry requirements | EL111 |
5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1. understand the definition of linguistics as a science and some related branches A2. learn the phonetic component which deals with English sounds
1. Identify and classify English sounds,
2. Listen to English sounds produced by native speakers of the language,
3. Look up the pronunciation of words in online dictionaries,
4. Use phonetic symbols to transcribe English words, A3. understand the Linguistic component: the different aspects of language study - word structure/ morphology
- prosody: intonation, word and sentence stress
- Syntax/ sentence structure
- Semantics: word meaning, synonymy, antonymy, hyponymy
| Tutorials are interactive sessions which focus chiefly on the practical aspect of the course. They include: - pre-class preparation: reading and trying to understand the unit under study
- In-class explanation and discussion of the new concepts
- Post-class activities: perform a wide range of online exercises basically on English sounds and pronunciation
In addition, the students will - Take an online mid-term exam: MTA to test their understanding of the key concepts
- Respond to a quiz in week 5 on the content covered so far in the course. (10 marks)
- Work on a project (individually or within a group of two) on a topic relevant to the course and then give a presentation in week 12 on the same topic of the project. (10 marks)
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B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1. Identify and transcribe English sounds; B2. Pronounce words correctly with the appropriate stress and intonation; B3. Divide words into morphemes and distinguish between different types of morphemes; and understand different word formation systems; B4. Understand sentence structure, sentence types and sentence constituents; B5. Be familiar with lexical semantics: synonyms, antonyms, hyponyms, homonyms, metaphor, phrasal verbs, connotations and collocations; | Tutorials are interactive sessions which focus chiefly on the practical aspect of the course. They include: - pre-class preparation: reading and trying to understand the unit under study
- In-class explanation and discussion of the new concepts
- Post-class activities: perform a wide range of online exercises basically on English sounds and pronunciation
In addition, the students will - Take an online mid-term exam: MTA to test their understanding of the key concepts
- Respond to a quiz in week 5 on the content covered so far in the course. (10 marks)
- Work on a project (individually or within a group of two) on a topic relevant to the course and then give a presentation in week 12 on the same topic of the project. (10 marks)
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C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1. Pronounce English appropriately
C2. Understand spoken English | Intensive on-line activities: including exercises on pronunciation and listening skills from BBC English and electronic dictionaries. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1. be able to define basic linguistic concepts that will be met later in more advanced courses mainly: - Phonemes
- Morphemes
- Prosodic features
- Different types of sentences
- Different types of clauses
- Different types of phrases
- Different semantic relations
D2. Be able to transcribe words and write them phonetically D3. Divide words into syllables and identify stressed syllables | Tutorials are interactive sessions which focus chiefly on the practical aspect of the course. They include: - pre-class preparation: reading and trying to understand the unit under study
- In-class explanation and discussion of the new concepts
- Post-class activities: perform a wide range of online exercises basically on English sounds and pronunciation
In addition, the students will - Take an online mid-term exam: MTA to test their understanding of the key concepts
- Respond to a quiz in week 5 on the content covered so far in the course. (10 marks)
- Work on a project (individually or within a group of two) on a topic relevant to the course and then give a presentation in week 12 on the same topic of the project. (10 marks)
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6. Indicative content. | EL 120 course book is divided into units each one discusses one aspect of language study Unit 1 Introduction to Linguistics as a science and language universals
Units 2, 3 & 4 Phonetics: definition, recognition and classification of English sounds into consonants, vowels and diphthongs and how to describe and transcribe them.
Unit 5 & 6 Phonology: Definition of Phonemes and allophones, minimal pairs, and explanation of phonological rules like assimilation and aspiration. Prosody: stress, rhythm and intonation.
Unit 7 Morphology: Definition of morphemes and different morpheme types: bound, free, affixes, derivational, and inflectional morphemes. Different word formation processes: blending, borrowing, acronyms, abbreviation
Unit 8, 9, 10 & 11 Syntax: Sentence structure, division of sentence into immediate constituents, tree diagrams, sentence complexity, and sentence forms and functions.
Unit 12 Semantics: connotative, denotative meanings, synonymy, antonym, polysemy, homonymy, homography. Meaning beyond the word: metaphors and similes, phrasal verbs and collocations. |
7. Assessment strategy, assessment methods and their relative weightings | - One quiz in week 5 on the content covered in units 1-4. (10 marks)
- One project (individually or within a group of two) on a topic relevant to the course (5 marks) and then
- One presentation in week 12 on the same topic of the project. (5marks)
One MTA online Midterm Exam: MTA, 90 minutes, 30%
One Final online Exam, 2hrs, 50% Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | - 1 quiz,
- 1 project and presentation
- 1 presentation | 10 5
5 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | | B1 | B2 | B3 | B4 | B5 | | C1 | C2 | | D1 | D2 | D3 | | Quiz | X | X | X | | X | | X | X | X | | | X | | X | X | X | | Project | X | X | X | | | | X | X | X | | | X | | X | | | | Presentation | X | X | X | | | X | | X | | | X | X | | X | | | | MTA | X | X | X | | X | X | X | X | X | | | X | | X | X | X | | Final | X | X | X | | X | X | X | X | X | | | X | | X | X | X | |
9. Teaching staff associated with the module (Potential Tutors) | Tutor’s name and contact details | Contact details | Contact hours | Ms. Fatma Fayez | ffayez@aou.edu.kw | Not available |
10. Key reading list | Author | Year | Title | Publisher | Location | L.Mukatish, N. Shalabi, H. Al-Khatib | 2008 | English Phonetics and Linguistics | AOU | KUWAIT |
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Course Outcomes |
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EL121N Literary Appreciation and Critique
(4) Credit Hours
The EL121N Course introduces students to the four genres of literature along with the literary elements and concepts. These genres comprise the Short Story, Poetry, Drama and the Essay. The selection covers different literary and historical eras, from earlier to contemporary texts. It also covers texts from culturally diverse backgrounds, by male and female authors.
EL121N is an introductory course to the more advanced literary courses in the English Language and Literature Program (ELL). It gives students an overview of different literary genres, enabling them to appreciate similarities and differences between these genres, mainly focusing on the short story and poetry. This will develop the analytical and critical skills needed to write about literature.
Course Code |
EL121N |
Course Title |
Literary Appreciation and Critique |
Pre-requisite |
EL119 |
Credit Hours |
4 |
Course Description |
The EL121N Course introduces students to the four genres of literature along with the literary elements and concepts. These genres comprise the Short Story, Poetry, Drama and the Essay. The selection covers different literary and historical eras, from earlier to contemporary texts. It also covers texts from culturally diverse backgrounds, by male and female authors.
EL121N is an introductory course to the more advanced literary courses in the English Language and Literature Program (ELL). It gives students an overview of different literary genres, enabling them to appreciate similarities and differences between these genres, mainly focusing on the short story and poetry. This will develop the analytical and critical skills needed to write about literature.
|
Course Objectives |
Module Specification: EL121 (Literary Appreciation and Critique)
1. 1. Factual information | Module title | EL121: Literary Appreciation and Critique | Level | 4 | Module tutor | Ms. Haneen Al Shelbayeh | Credit value | 4 credit hours | Module type | Taught | Notional learning hours | 2 hours / week |
2. Rationale for the module and its links with other modules | The EL121 Course introduces students to the four genres of literature along with the literary elements and concepts. These genres comprise the Short Story, Poetry, Drama and the Essay. The selection covers different literary and historical eras, from earlier to contemporary texts. It also covers texts from culturally diverse backgrounds, by male and female authors. EL121 is an introductory course to the more advanced literary courses in the English Language and Literature Program (ELL). It gives students an overview of different literary genres, enabling them to appreciate similarities and differences between these genres, mainly focusing on the short story and poetry. This will develop the analytical and critical skills needed to write about literature. |
3. Aims of the module | The EL121 course allows the students to distinguish between different literary genres and to recognize their major similarities and differences. It helps them to explore various ways of reading literary works, using author-, reader-, and text-oriented approaches. It aims to enhance students’ research and communication skills through presentations, and reading and writing skills through assignments and assessment. The EL121 course mostly aims at developing students’ reflective reading that hones their analytical and critical skills. Literature and Ourselves is the core textbook for the EL121 module. Its introduction aims to acquaint students with various genres and their literary elements and concepts, as well as different reading approaches. The textbook offers a rich selection of texts belonging to all genres and ends with exhaustive appendices on critical approaches to literature, on writing a research paper, and a glossary of literary terms and concepts. |
4. Pre-requisite modules or specified entry requirements | EL117: Writing
EL119: Oral & Presentation Skills |
5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to display: A1: Knowledge and understanding of different literary genres (short story, poetry, drama, and essay). A2: Knowledge and understanding of literary elements (character, plot, setting, point of view, style, and theme). A3: Knowledge and understanding of literary terms and concepts. A4: Knowledge and understanding of author-, reader-, and text-oriented approaches.
A5: Knowledge and understanding of the historical and cultural backgrounds of literary texts.
A6: Knowledge and understanding of the multidimensionality of literary texts in terms of ethics and aesthetics. | - Pre-class preparation and reading of selected literary texts
- In-class discussion of the four genres.
- Analysing texts and discussing the importance of the six literary elements.
- Introducing literary terms and concepts to be used in literary discussions and written assignments
- Reading the works, bearing in mind the importance of author, reader, and text.
- Considering the text in relation to its historical and cultural context.
Students will be assessed through - In-class presentations, based on original research, and using previously introduced literary concepts
- A quiz to show their knowledge of the text, and their understanding of literary concepts.
- An MTA reflecting their analytical and critical skills.
- A Final Exam showing an awareness of the multidimensionality of literary texts and concepts.
(A detailed assessment strategy is provided in the course guide) |
B. Cognitive skills | Learning and teaching strategy | At the end of the module, learners will be expected to: B1: Recognize and analyse the distinctive features of each of the literary genres (short story, poetry, drama, and essay). B2: Recognise the literary terms and concepts needed to discuss literary texts. B3: Compare and contrast different literary approaches in analysing texts (author-, reader-, and text-oriented approaches). B4: Develop appreciation of short stories through close reading and critical analysis. B5: Develop appreciation of poetry through the appreciation of aesthetics and ethics. | - Pre-class preparation and reading of selected literary texts
- In-class discussion of the four genres.
- Analysing texts and discussing the importance of the six literary elements.
- Introducing literary terms and concepts to be used in literary discussions and written assignments
- Reading the works, bearing in mind the importance of author, reader, and text.
- Considering the text in relation to its historical and cultural context.
Students will be assessed through - In-class presentations, based on original research, and using previously introduced literary concepts
- A quiz to show their knowledge of the text, and their understanding of literary concepts.
- An MTA reflecting their analytical and critical skills.
- A Final Exam showing an awareness of the multidimensionality of literary texts and concepts.
(A detailed assessment strategy is provided in the course guide) |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Apply various analytical and critical strategies to literary genres.
C2: Articulate arguments pertaining to explicit and implicit messages in a literary text.
C3: Evaluate the historical, cultural, and biographical context of various literary texts.
C4: Plan a proper research based on synthesis, analysis, and critique of different sources. | - Pre-class preparation and reading of selected literary texts
- In-class discussion of the four genres.
- Analysing texts and discussing the importance of the six literary elements.
- Introducing literary terms and concepts to be used in literary discussions and written assignments
- Reading the works, bearing in mind the importance of author, reader, and text.
- Considering the text in relation to its historical and cultural context.
Students will be assessed through - In-class presentations, based on original research, and using previously introduced literary concepts
- A quiz to show their knowledge of the text, and their understanding of literary concepts.
- An MTA reflecting their analytical and critical skills.
- A Final Exam showing an awareness of the multidimensionality of literary texts and concepts.
(A detailed assessment strategy is provided in the course guide) |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Make use of the key literary concepts and terminology proper to different literary genres. D2: Consider literary and other texts reflectively and critically
D3: Construct a coherent and relevant argument supported by evidence from primary and secondary sources. | - Pre-class preparation and reading of selected literary texts
- In-class discussion of the four genres.
- Analysing texts and discussing the importance of the six literary elements.
- Introducing literary terms and concepts to be used in literary discussions and written assignments
- Reading the works, bearing in mind the importance of author, reader, and text.
- Considering the text in relation to its historical and cultural context.
Students will be assessed through - In-class presentations, based on original research, and using previously introduced literary concepts
- A quiz to show their knowledge of the text, and their understanding of literary concepts.
- An MTA reflecting their analytical and critical skills.
- A Final Exam showing an awareness of the multidimensionality of literary texts and concepts.
(A detailed assessment strategy is provided in the course guide) |
6. Indicative content. | The course is divided in three main parts. The Longman anthology Literature and Ourselves comprises a rich variety of primary sources from the four genres (short story, poetry, drama, and essay), as well as secondary sources. Block I: The four literary genres and their elements
This block introduces basic literary concepts: the specificity of each literary genre, and the importance of literary elements.
These basic literary concepts are used to study one literary text from each genre. Block II: The Short Story
Literature and Ourselves offers a rich selection of short stories, from different historical and literary eras, and from diverse cultural backgrounds. Six short stories will be selected, each highlighting one of the elements of the short story (character, plot, setting, point of view, style, and theme). Block III: Poetry
Literature and Ourselves offers a wide range of poems from different periods and covering various sub-genres.
Primary sources are subject to change every semester |
7. Assessment strategy, assessment methods and their relative weightings | EL121 has one quiz, one in-class presentation, one Mid-Term Assessment (MTA), and one FINAL EXAM. - Quiz is related to Block I. It represents 10% of the overall continuous assessment score [OCAS]. The quiz will assess the students’ knowledge and understanding of the key concepts and primary sources introduced in Block I.
- In-class Presentation carries 10% of the OCAS. Presentations start from Week 3 and continue until the end of the semester. Students are expected to give an original presentation, using basic methods of research.
- One 90-minute Mid-Term Assessment (MTA)
- One 2-hour FINAL EXAM at the end of the course.
- The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | One quiz | 10 | 50% | One in-class presentation | 10 | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | A5 | A6 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | Quiz | X | X | X | X | | | X | X | | | | X | | | | X | | | Presentation | X | X | X | X | | | X | X | | | | X | X | | X | X | | | MTA | X | X | X | X | X | | X | X | X | X | | X | X | X | | X | X | | Final exam | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X |
9. Teaching staff associated with the module (Potential Tutors) | Tutor’s name | Contact details | Contact hours | Ms. Haneen Shelbayeh | haneen@aou.edu.kw | Not available |
10. Key reading list | Author | Year | Title | Publisher | Location | G. Henderson, W. Day, and S. Waller | 2009 | Literature and Ourselves | Pearson/ Longman | New York- USA |
11. Other indicative text (e.g. websites) | The Pearson/Longman Anthology: Literature and Ourselvesincludes:
Critical Reading: Engagement, Response and Analysis
This section covers the genres and their elements.
Critical Writing: Argument
This section includes steps for writing about literature
Thematic Anthology:
This rich thematic anthology includes all four genres. Each text is preceded by a casebook on the author.
A variety of texts will be selected from this anthology.
Appendices:
Exhaustive appendices on critical approaches to literature, and on writing a research paper.
Glossary
The anthology ends with a glossary defining literary terms and concepts.
Literary Genres:
http://literarydevices.net/genre/
Literary Concepts:
http://literarydevices.net/?s=concepts Short Story:
https://www.englishclub.com/reading/short-stories
Poetry:
https://www.poetryfoundation.org/ |
EL121.pdf
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Course Outcomes |
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EL122 Writing Research
(4) Credit Hours
EL122: Writing Research is a level 1 course aiming to offer students a sound preparation for level 2 courses. EL122 will build on information and skills gained in the EL117 Writing course.
This course further develops the skills and strategies students need in order to write academic assignments that are analytical, reasoned, well-developed and supported. Students are expected to demonstrate that they are capable of following a required citation system; the Harvard Referencing Style. The course is designed for upper-intermediate to advanced students who have had exposure to basic rhetorical styles in their EL117 Writing course and have had experience writing essays with a thesis statement and supporting ideas.
EL122 provides students with a rich and cohesive set of readings in order to train them to synthesize concepts and ideas and to select appropriate evidence in order to produce sound research papers. This is done through elaborate training on note taking, quoting, paraphrasing and summarizing skills. Further, the course trains students on how to academically document the cited resources by using the Harvard Referencing Style. The organization of the course follows two main parts:
Part One: The Writing Process where students are guided on the steps needed to choose a research topic and to find the supporting sources to use as evidence. This part is comprised of 6 chapters; each chapter presents two to four overarching concepts that underlie the steps in the writing process. Examples derived from authentic student writing are included to illustrate each concept. Several complex activities are included after each writing concept to train students on open reading techniques, paraphrasing, responding to writing, summarizing, using quotations, note taking, outlining, writing a thesis statement, integrating evidence in the first draft and evaluating resources.
Part Two: Sources for Research where students use a collection of articles as sources for their research papers. The articles are organized around three themes; each has one or two framing articles which set forth some key concepts about the topic, and two sub-themes.
Integrating Parts One & Two: students choose the sub-theme from Part Two. Students read and discuss the articles and collect theme-related ones for their papers.
To do this, they follow the steps of the writing process specified in Part One.
In addition to the course book Sourcework second edition, there is a support website that is equipped with a wealth of student and instruction resources. These resources include an answer key, teaching notes, grading rubrics and student downloads.
elt.heinle.com/sourcework
Course Code |
EL122 |
Course Title |
Writing Research |
Pre-requisite |
EL117 |
Credit Hours |
4 |
Course Description |
EL122: Writing Research is a level 1 course aiming to offer students a sound preparation for level 2 courses. EL122 will build on information and skills gained in the EL117 Writing course.
This course further develops the skills and strategies students need in order to write academic assignments that are analytical, reasoned, well-developed and supported. Students are expected to demonstrate that they are capable of following a required citation system; the Harvard Referencing Style. The course is designed for upper-intermediate to advanced students who have had exposure to basic rhetorical styles in their EL117 Writing course and have had experience writing essays with a thesis statement and supporting ideas.
EL122 provides students with a rich and cohesive set of readings in order to train them to synthesize concepts and ideas and to select appropriate evidence in order to produce sound research papers. This is done through elaborate training on note taking, quoting, paraphrasing and summarizing skills. Further, the course trains students on how to academically document the cited resources by using the Harvard Referencing Style. The organization of the course follows two main parts:
Part One: The Writing Process where students are guided on the steps needed to choose a research topic and to find the supporting sources to use as evidence. This part is comprised of 6 chapters; each chapter presents two to four overarching concepts that underlie the steps in the writing process. Examples derived from authentic student writing are included to illustrate each concept. Several complex activities are included after each writing concept to train students on open reading techniques, paraphrasing, responding to writing, summarizing, using quotations, note taking, outlining, writing a thesis statement, integrating evidence in the first draft and evaluating resources.
Part Two: Sources for Research where students use a collection of articles as sources for their research papers. The articles are organized around three themes; each has one or two framing articles which set forth some key concepts about the topic, and two sub-themes.
Integrating Parts One & Two: students choose the sub-theme from Part Two. Students read and discuss the articles and collect theme-related ones for their papers.
To do this, they follow the steps of the writing process specified in Part One.
In addition to the course book Sourcework second edition, there is a support website that is equipped with a wealth of student and instruction resources. These resources include an answer key, teaching notes, grading rubrics and student downloads.
elt.heinle.com/sourcework
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Course Objectives |
Module Specification: EL122 (Writing Research) 1. 1. Factual information | Module Title | EL122: Writing Research | Level | 4 | Module Tutor | Dr. Israa Draiseh | Credit Value | 4 credit hours | Module Type | Taught | Notional Learning Hours | 2 hours/week |
2. Rationale for the module and its links with other modules | EL122: Writing Research is a level 1 course aiming to offer students a sound preparation for level 2 courses. EL122 will build on information and skills gained in the EL117 Writing course. This course further develops the skills and strategies students need in order to write academic assignments that are analytical, reasoned, well-developed and supported. Students are expected to demonstrate that they are capable of following a required citation system; the Harvard Referencing Style. The course is designed for upper-intermediate to advanced students who have had exposure to basic rhetorical styles in their EL117 Writing course and have had experience writing essays with a thesis statement and supporting ideas. EL122 provides students with a rich and cohesive set of readings in order to train them to synthesize concepts and ideas and to select appropriate evidence in order to produce sound research papers. This is done through elaborate training on note taking, quoting, paraphrasing and summarizing skills. Further, the course trains students on how to academically document the cited resources by using the Harvard Referencing Style. The organization of the course follows two main parts: Part One: The Writing Process where students are guided on the steps needed to choose a research topic and to find the supporting sources to use as evidence. This part is comprised of 6 chapters; each chapter presents two to four overarching concepts that underlie the steps in the writing process. Examples derived from authentic student writing are included to illustrate each concept. Several complex activities are included after each writing concept to train students on open reading techniques, paraphrasing, responding to writing, summarizing, using quotations, note taking, outlining, writing a thesis statement, integrating evidence in the first draft and evaluating resources. Part Two: Sources for Research where students use a collection of articles as sources for their research papers. The articles are organized around three themes; each has one or two framing articles which set forth some key concepts about the topic, and two sub-themes.
Integrating Parts One & Two: students choose the sub-theme from Part Two. Students read and discuss the articles and collect theme-related ones for their papers.
To do this, they follow the steps of the writing process specified in Part One.
In addition to the course book Sourcework second edition, there is a support website that is equipped with a wealth of student and instruction resources. These resources include an answer key, teaching notes, grading rubrics and student downloads. elt.heinle.com/sourcework | |
3. Aims of the module | - Orient students with the meaning and nature of a thesis and thesis development.
- Encourage students to evaluate, critique and narrow down proposed research question.
- Engage students in the process of relevant research material collection.
- Distinguish between primary and secondary sources.
- Develop thesis outline.
- Identify methods of synthesizing information from multiple sources.
- Integrate selected evidence into the research paper and properly document it.
- Incorporate relevant secondary material through the use of the three methods of: in-text citation: quotations, paraphrasing and summarizing.
- Understand the importance of note taking and annotated bibliography.
- Complete a rough draft by correcting punctuation, mechanics and spelling.
- Use a standard research documentation format (Harvard Referencing Style for the purpose of this class) in a completed research paper.
- Compile a final research paper with a works cited page.
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4. Pre-requisite modules or specified entry requirements | Course Prerequisite: |
5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the course, learners will be expected to: A1. Read and discuss an array of primary and secondary sources. A2. Build an understanding of ideas and concepts of selected topics. A3. Develop, support and explain main ideas. A4. Combine information from sources to create a first draft.
| Practice close reading and text–analysis. Collect theme-related articles to use as secondary sources. Practice note-taking, quoting, paraphrasing, summarizing and citation. Practice writing a focussed research question. Post–reading activities to allow students to expand their understanding and apply writing process techniques. Taking a Mid-term Assessment [MTA] to assess and evaluate students’ knowledge and understanding of the key concepts and skills of the course. Writing a short research paper (TMA) to assess and evaluate the students’ ability to apply what they learnt in the course. Responding to one scheduled in-class quiz that shows evidence of learners’ synthesis and application of the course’s key concepts and research writing strategies and skills. Giving in-class presentations, where learners have to discuss their research thesis, cite evidences from their papers, defend their ideas and respond to tutor’s/panel’s questions. |
B. Cognitive & Critical skills | Learning and teaching strategy | At the end of the course learners will be expected to: B1. Narrow down and focus on selected research topic.
B2. Develop a reflective awareness of research-related sources they read by writing questions and comments in the margins in pursuit of their research enquiry. B3: Develop an evaluative approach to their writing as well as texts written by others. B4. Develop a thorough understanding of the different subjective responses to a text that come in the form of: an opinion, perception or an insight about an idea or ideas in the read text(s). B5. Develop a contextual awareness of the use of quotations, paraphrases and summaries. | Pre-class preparation and reading of assigned texts for class discussion. Practice skills of skimming and scanning. Post–reading activities to allow students to expand their understanding. Researching relevant sources through the internet, online and physical library. Practising with quoting, paraphrasing and summarizing on selected portions of read texts.
Peer assessment guided with tutor’s comments on quoted, paraphrased and summarized parts to allow no text-intrusion. Taking a Mid-term Assessment [MTA] to assess and evaluate students’ knowledge and understanding of the key concepts of the course. Writing a short research paper (TMA) to assess and evaluate the students’ ability to apply what they learnt in the course. Responding to one scheduled in-class quiz that shows evidence of learners’ synthesis and application of the course’s key concepts and research writing strategies and skills. Giving in-class presentations, where learners have to discuss their thesis, cite evidences from their papers, defend their ideas and respond to tutor’s/panel’s raised questions. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the course, learners will be expected to: C1. Write a research thesis statement. C2. Develop a research paper outline. C3. Practice techniques of citing evidences; such as quoting, paraphrasing and summarizing. C4. Develop a Works Cited Page using Harvard Documentation Style. C5. Develop their ability to draft, edit and polish a research paper. | Practice producing detailed outline and thesis statement. Practice close reading and text –analysis. Practice research paper drafting integrating evidence from primary and secondary sources. Practice editing skills to produce a cohesive short research (TMA). Writer a correctly- formatted Works Cited Page. Take a Mid-term Assessment [MTA] to assess and evaluate students’ knowledge and understanding of the key concepts of the course. Respond to one scheduled in-class quiz that shows evidence of learners’ synthesis and application of the course’s key concepts and research writing strategies and skills.
Give in-class presentations, where learners have to discuss their thesis, cite evidences from their papers, defend their ideas and respond to tutor’s/panel’s raised questions. |
D Key transferable skills | Learning and teaching strategy | At the end of the course, learners will be expected to: D1: Present and defend their research thesis supported with related selected evidence from both primary and secondary sources. D2: Learners will have practiced reflective writing and developed a sound awareness of pursuing a research thesis; this can be reflected on how these skills might be used in new situations. | Learners will be required to give a culminating individual class presentation on a selected research topic. Learners will have to discuss their pursued research thesis and cite evidence to defend their thesis. Taking a Mid-term Assessment [MTA] to assess and evaluate students’ knowledge and understanding of the key concepts of the course Writing a short research paper (TMA) to assess and evaluate the students’ ability to apply what they learnt in the course. Responding to one scheduled in-class quiz that shows evidence of learners’ synthesis and application of the course’s key concepts and research writing strategies and skills. Giving class presentations, where learners have to discuss their research thesis, cite evidence from their papers, defend their ideas and respond to tutor’s/panel’s questions. |
6. Indicative content. | Part One: The Writing Process
Students are required to build a short research assignment. They are asked to work through several articles and to focus on one aspect of the topic. Part One adopts an approach to use sources and to master research-related strategies such as reflecting, open reading, paraphrasing, responding to texts, note taking and summarizing. Students are also expected to differentiate between primary and secondary sources and to properly integrate selected ones into their research papers’ drafts. Students will use different strategies to read for their research paper, to learn what others said about a selected topic, and to form their own thoughts as well. This is done through guided activities that take students through the aforementioned strategies that give the student a chance to experiment with and master these key concepts.
Part Two: Sources for Research
After exploring several research themes in a broad sense in Part One, students are ready to develop their unique point of view and to write a research paper on one specific aspect of the topic. Students will be assigned a focussed research question. To pursue their research question, they will read the sources again but this time take note only of the parts that help answer the research question. As they read, they will be able to accumulate ideas that will contribute to the content of their paper. Students will make use of the strategies in Part One. |
7. Assessment strategy, assessment methods and their relative weightings | EL122 has: - One In- Class Quiz that assesses the student’s acquired skills.
- One 90 minutes Mid-Term Assessment [MTA].
- One In-Class Presentation.
- One short research paper (TMA)
- One 2-Hour FINAL Exam, at the end of the course.
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | Quiz 1
In-Class Presentation | 5
5 | 10% | | | MTA | 20 | 20% | TMA | 20 | | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of Assessment tasks and Learning Outcomes | | Learning Outcomes | | A1 | A2 | A3 | A4 | | B1 | B2 | B3 | B4 | B5 | | C1 | C2 | C3 | C4 | C5 | | D1 | D2 | | | Quiz | | | | | | | | | X | | | X | X | X | X | | | | | | | In-class presentation | X | | | | | | | | X | X | | X | X | X | X | | | X | | | | TMA | X | X | X | X | | X | X | X | X | X | | X | X | X | X | X | | | X | | | MTA | X | X | X | | | | | X | X | X | | X | X | X | X | | | | X | | | Final Exam | X | X | X | | | | | X | X | X | | X | X | X | X | | | | X | | |
9. Teaching staff associated with the module / Potential Tutors | Tutor’s name and contact details / | Contact hours | Dr. Israa Draiseh | idraiseh@aou.edu.kw | NOT AVAILABLE YET |
10. Key reading list | Author | Year | Title | Publisher | Location | N.E. Dollahite and J. Haun | 2012 | Sourcework: Academic Writing from Sources, Second Edition. | Heinle | London |
11. Other Sources | - MLA Handbook for Writers of Research Papers, Eighth Edition
- Online Resources: elt.heinle.com/sourcework
EL122.pdf |
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Course Outcomes |
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EL123 Discourse Analysis
(4) Credit Hours
EL123- Discourse Analysis is a level 1 module that offers students a sound preparation on how language works in a fully integrated manner in texts and discourses. EL123 examines different definitions and approaches to discourse, looking at discourse and different spoken and written genres, discourse and context, discourse and cohesion (lexical and grammatical), thematic analysis, coherence, and corpus approaches to discourse analysis.
The course, which is practical in nature, will also include exercises and assignments related to the analysis of various texts, to provide opportunities for students to develop their practical skills in text and discourse analysis to understand connections in a text and appreciate foregrounding and backgrounding strategies that contribute to setting focal information points, from different perspectives. It is intended to be particularly useful to students as they will benefit from spending more time consolidating their academic competences and confidence before moving to level 2 studies.
Course Code |
EL123 |
Course Title |
Discourse Analysis |
Pre-requisite |
EL120 |
Credit Hours |
4 |
Course Description |
EL123- Discourse Analysis is a level 1 module that offers students a sound preparation on how language works in a fully integrated manner in texts and discourses. EL123 examines different definitions and approaches to discourse, looking at discourse and different spoken and written genres, discourse and context, discourse and cohesion (lexical and grammatical), thematic analysis, coherence, and corpus approaches to discourse analysis.
The course, which is practical in nature, will also include exercises and assignments related to the analysis of various texts, to provide opportunities for students to develop their practical skills in text and discourse analysis to understand connections in a text and appreciate foregrounding and backgrounding strategies that contribute to setting focal information points, from different perspectives. It is intended to be particularly useful to students as they will benefit from spending more time consolidating their academic competences and confidence before moving to level 2 studies. |
Course Objectives |
EL123: Discourse Analysis Module Specification
IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM
1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module Title | EL123- Discourse Analysis | Level | 4 | Module Tutor | | Credit Value | 4 credit hours | Module Type | Taught | Notional Learning Hours | 2 hours/week |
2. Rationale for the module and its links with other modules | EL123- Discourse Analysis is a level 1 module that offers students a sound preparation on how language works in a fully integrated manner in texts and discourses. EL123 examines different definitions and approaches to discourse, looking at discourse and different spoken and written genres, discourse and context, discourse and cohesion (lexical and grammatical), thematic analysis, coherence, and corpus approaches to discourse analysis.
The course, which is practical in nature, will also include exercises and assignments related to the analysis of various texts, to provide opportunities for students to develop their practical skills in text and discourse analysis to understand connections in a text and appreciate foregrounding and backgrounding strategies that contribute to setting focal information points, from different perspectives. It is intended to be particularly useful to students as they will benefit from spending more time consolidating their academic competences and confidence before moving to level 2 studies. |
3. Aims of the module | - Engage students and alert them to the important role discourse plays in language and communication.
- Engage students and alert them to how language works in communicative contexts.
- Orient students to how lexis and grammar create cohesion and coherence.
- Introduce students to the diversity of language and the way this diversity achieves communicative functions and goals.
- Introduce students to different types of discourse analysis and discourse strategies.
- Introduce students to the ways in which different genres and texts require different strategies of discourse analysis and interpretation.
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4. Pre-requisite modules or specified entry requirements | Course Prerequisite: - EL 120 (Phonetics and Linguistics).
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5. Intended learning outcome
A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1: Develop their understanding of different types of discourse. A2: Develop their understanding of the discourse tools and strategies
A3: Develop their understanding of discourse analysis as process and product.
| Giving short presentations whereby learners express their viewpoints on general discourse issues, followed by discussion concerning the different meanings of the term ‘discourse analyses’. Post–class activities to allow students to expand their understanding by encouraging them to research some relevant material through the internet in relation to different discourse types and texts. Posting online questions through the Course Forum as pre-class preparation, to be discussed and elaborated on in class meetings, in order to enhance students’ knowledge and understanding of the key concepts of the course. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to: B1: Develop students’ awareness of the difference between written and spoken discourse. B2: Develop their awareness of different important discourse perspectives. B3: Develop their skills of analysing features of spoken and written discourse.
B4: Develop understanding of how language is planned and produced with appropriate tools (such as intonation, layout, structure and linguistic strategies of cohesion/coherence). | Pre-class preparation and reading of assigned texts in class discussion.
Practicing close reading and text –analysis, followed by interactive in-class discussion. Doing some short assignments to assess students’ understanding. Encouraging students to research some relevant material through the internet. Short texts will be analysed and discussed as to discourse tools and strategies of texture.
MTAs and TMAs will further enhance students’ understanding of discourse notions and strategies. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Be able to practise text analysis as a basic step in the process of discourse analysis. C2: Develop skills in working co-operatively with others which provides a valuable experience in its own right. C3. Develop an evaluative approach to their discourse analysis through an integrated understanding of language use in communicative contexts. | Students will be given home assignments (short texts from different discourses to be analysed, in order to evaluate their knowledge and understanding of the key concepts of the course. In-class discussion of their assignments and feedback. Encouraging cooperative interaction whereby learners express their viewpoints on the texts under discussion. Short quizzes and assignments. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Communicate ideas clearly and appropriately in relation to various levels of discourse analysis. D2: Develop skills on working co-operatively with others. D3: Learners will have developed an enhanced self awareness of and confidence in their own skills and this can be reflected on how these skills might be used in new situations. | In-class, close reading, text–analysis and discussion Researching some relevant material through the internet. Giving short presentations whereby learners express their viewpoints on the texts under discussion. In-class discussions and feedback. Writing TMAs that show learners ’engagement and skills in relation to the relevant concepts discussed in the course. |
6. Indicative content. | NO Indicative Content |
7. Assessment strategy, assessment methods and their relative weightings | EL123 has ONE TMA [Tutor Marked Assignment] related to discourse analysis. In addition to the TMA, there will be: One or more in-class quizzes. One Mid-Term Assessment [MTA] and One 2-Hour FINAL Exam, at the end of the course. Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA
(total: 1) | 10 | 10% | | | One or more in-class quizzes | 10 | 10% | MTA | 30 | 30% | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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Mapping of Assessment tasks and Learning Outcomes | | Learning Outcomes | | A1 | A2 | A3 | | | | B1 | B2 | B3 | B4 | | | C1 | C2 | C3 | | | | D1 | D2 | D3 | Quizzes | X | X | | | | | X | X | X | X | | | | | | | | | | | | MTA | | X | X | | | | X | X | X | X | | | X | | | | | | | | | TMA | X | X | X | | | | | X | X | X | | | X | X | X | | | | X | X | X | Final Exam | | X | X | | | | | X | X | X | | | X | | | | | | X | | X |
9. Teaching staff associated with the module / Potential Tutors | Tutor’s name and contact details / | Contact hours | Hayat Al-Khatib | hkhatib@aou.edu.lb | NOT AVAILABLE YET | Ralph Sleiman | rasleiman@aou.edu.lb | Helen Zadourian | hzadourian@aou.edu.lb | Asim Ilyas | asimlys@yahoo.com | Manar Shalaby | manar@aou.edu.eg | Marine Miled | marine@aou.edu.kw | Nay Hannawi | nhannawi@aou.edu.kw | Mariam Naim | mnaim@arabou.edu.sa | Amira Fouad | sfouad@aou.edu.eg | Seham Osama | Seham.sheban@aou.org.bh | Omar Nofal | o-nofal@aou.edu.jo | Fatma Fayez | ffayez@aou.edu.kw | Aziz Thabet | athabit@aou.edu.kw | | Musa Elkheir | m.elkheir@aou.edu.sd | Yusuf Shadooh | shudoohy@gmail.com | Nejib Shihabi | n.shehabi@aou.edu.kw | Habib Abdelatif | habib@aou.edu.om |
10. Key reading list | Author | Year | Title | Publisher | Location | Paltridge, Brian. | 2012 | Discourse Analysis: An Introduction | MPG Book Ltd | UK | Van Leeuwen, Theo | 2008 | Discourse and Practice: New Tools for Critical Discourse Analysis | Oxford University Press | Oxford | Renkema, Jan | 2004 | Introduction to Discourse Studies | John Benjamins Publishing Company | Amsterdam | Cutting, Joan. | 2002 | Pragmatics and Discourse: A Resource Book for Students | Routledge | London | Raphael, Salkie | 1995 | Text and Discourse Analysis | Routledge | London |
11. Other indicative text (e.g. websites) | The course will include a combination of printed material and computer-based resources. Students will be introduced to the fundamentals and major debates in discourse analysis theory and application, with the practical nature of the courses being emphasized through assignments, project, presentations, and other coursework activities. EL123.pdf
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Course Outcomes |
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EL230 American Literature
(4) Credit Hours
EL230 is designed to provide students with a comprehensive introduction to American literature. It will introduce them to a variety of texts that covers American Literature and culture from the discovery of the American Continents until the 20th Century. Students will read a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose, fiction, as well as autobiography, and speeches. EL230 will teach them how to read study and write about this diverse selection of texts. As the module progresses, students will become familiar with some of the cultural contexts and key theoretical concepts that are fundamental to American studies and learn how to use them in their own academic essays. They will also have the opportunity to reflect on what the texts studied in EL230 mean to us today.
EL230 is an elective course offered to students enrolled in the BA English language and Literature Program. It is designed to provide a wide variety of American literary texts and contexts that would enable students, later on to appreciate critically the material they study in core OU courses such as AA100 Arts of Past and Present and A230 Reading and Studying Literature. This module allows students to practice their acquired knowledge from studying EL121—enables them to better grasp the contextual analysis of the material included in more advanced courses such as AA100 Arts of Past and Present, A230 Reading and Studying Literature.
Course Code |
EL230 |
Course Title |
American Literature |
Pre-requisite |
EL121N |
Credit Hours |
4 |
Course Description |
EL230 is designed to provide students with a comprehensive introduction to American literature. It will introduce them to a variety of texts that covers American Literature and culture from the discovery of the American Continents until the 20th Century. Students will read a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose, fiction, as well as autobiography, and speeches. EL230 will teach them how to read study and write about this diverse selection of texts. As the module progresses, students will become familiar with some of the cultural contexts and key theoretical concepts that are fundamental to American studies and learn how to use them in their own academic essays. They will also have the opportunity to reflect on what the texts studied in EL230 mean to us today.
EL230 is an elective course offered to students enrolled in the BA English language and Literature Program. It is designed to provide a wide variety of American literary texts and contexts that would enable students, later on to appreciate critically the material they study in core OU courses such as AA100 Arts of Past and Present and A230 Reading and Studying Literature. This module allows students to practice their acquired knowledge from studying EL121—enables them to better grasp the contextual analysis of the material included in more advanced courses such as AA100 Arts of Past and Present, A230 Reading and Studying Literature.
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Course Objectives |
Module Specification: EL230 (American Literature) 1. 1. Factual information | Module title | EL230: American Literature | Level | 4 | Module tutor | Dr. Hend Hamed | Credit value | 4 credit hours | Module type | taught | Notional learning hours | 2 hours/ week |
2. Rationale for the module and its links with other modules | EL230 is designed to provide students with a comprehensive introduction to American literature. It will introduce them to a variety of texts that covers American Literature and culture from the discovery of the American Continents until the 20th Century. Students will read a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose, fiction, as well as autobiography, and speeches. EL230 will teach them how to read study and write about this diverse selection of texts. As the module progresses, students will become familiar with some of the cultural contexts and key theoretical concepts that are fundamental to American studies and learn how to use them in their own academic essays. They will also have the opportunity to reflect on what the texts studied in EL230 mean to us today.
EL230 is an elective course offered to students enrolled in the BA English language and Literature Program. It is designed to provide a wide variety of American literary texts and contexts that would enable students, later on to appreciate critically the material they study in core OU courses such as AA100 Arts of Past and Present and A230 Reading and Studying Literature. This module allows students to practice their acquired knowledge from studying EL121—enables them to better grasp the contextual analysis of the material included in more advanced courses such as AA100 Arts of Past and Present, A230 Reading and Studying Literature. |
3. Aims of the module | EL230 will give students an idea of how American Literature developed over the centuries from simple chronicles, diaries and lyric poems to complex literary forms and styles. This survey course will show that American Literature, as any national Literature, not only reflects, but also takes part in the historical and cultural making of the American nation. EL230 will further students’ understanding of the central role of language and genre in the creation of meaning; develop students’ skills of analysis and interpretation of both literary texts and critical literature. EL230 will develop the skills and knowledge acquired by students in humanities and literature; particularly through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology.
b. The development of students’ critical and analytic skills in relation to primary texts.
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing. |
4. Pre-requisite modules or specified entry requirements | EL121 Literary Appreciation and Critique |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to have:
A1. A broad overview of American Literature and the different stages of its development
A2. An understanding that both History and Literature are themselves interpretations and evaluations of America’s past and present.
A3. An appreciation of American cultural evolution within the larger context of Western Civilization. | Introductory lecture provides the socio-historical context out of which subsequent lectures trace the analogical developments in American Literature and culture. Each subsequent lecture opens up with brainstorming, simultaneously assessing student’s knowledge and linking the present lecture content with that of the previous one(s). Online supplements provide additional information and links. Individual assignments necessitate the search for reliable material from both reliable resources. Hence, students will be assessed through
1. Level of individual competence as reflected in class discussions.
2. Individual writing assignment requesting analysis of a given text.
3. Essay questions on Mid-term and Final exams [A detailed assessment strategy is provided in the Course Guide] |
B. Cognitive skills | Learning and teaching strategy | At the end of the module learners will be expected to be able to:
B1. Trace the influence of historical events on writings
B2. Distinguish between mainstream and ethnic writings
B3. Relate literary concepts to works
B4. Apply characteristics of movements and schools to works
B5. Analyse literary and non-literary texts. | Lectures provide a detailed timeline of socio-historical developments in American culture and the corresponding literary productions or outcomes. Students are given selected texts to read, discuss, and analyse in class. At a later stage in the course, a selected home-reading text is briefly discussed in class and is subject for the TMA. Hence, students will be assessed through 1. Level of individual competence as reflected in class discussions.
2. Individual writing assignment requesting analysis of a given text.
3. Essay questions on Mid-term and Final exams.
[A detailed assessment strategy is provided in the Course Guide] |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to be able to:
C1. Browse material and on-line sources
C2. Develop research skills
C3. Relate the course to other courses
C4. Meet deadlines and work in a team | Students are asked to look up key terms and to read relevant texts in their assigned textbook before coming to class each week. This should support their levels of self-confidence and provide incentive for in-class participation. The individual writing assignment of a selected home-reading literary text, with its set deadline, require self-reliance in detecting resources and developing self-study skills.
Hence, students will be assessed through
1. Level of individual competence as reflected in class discussions.
2. Individual writing assignment requesting analysis of a given text.
3. Essay questions on Mid-term and Final exams. [A detailed assessment strategy is provided in the Course Guide] |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to be able to: D1. Engage in reflective reading and critical debates of literary and non-literary texts.
D2. Make use of the proper key concepts and literary terminology
D3. Produce a well-sustained argument supported by textual and critical evidence that keeps the work focused and coherent. | Students are asked to look up key terms and to read relevant texts in their assigned textbook before coming to class each week. This should support their levels of self-confidence and provide incentive for in-class participation. The individual writing assignment of a selected home-reading literary text, with its set deadline, require self-reliance in detecting resources and developing self-study skills. Hence, students will be assessed through 1. Level of individual competence as reflected in class discussions.
2. Individual writing assignment requesting analysis of a given text.
3. Essay questions on Mid-term and Final exams.
[A detailed assessment strategy is provided in the Course Guide] |
6. Indicative content. | EL230 course content is set within the historical framework of the establishment and evolution of American nationality and culture. Hence, it proceeds through studying a selection of texts within set historical periods and their corresponding literary concepts/movement thus:
Weeks 1 & 2: Beginnings: Discovery of the Americas, The Puritans, and the Revolutionary Period.
Week 3: American Romanticism, Transcendentalism, and the Gothic
Weeks 4 & 5: American Naissance in Fiction and Poetry
Weeks 6 & 7: The Civil War, Slavery, and Black American Voices
Week 9: Realism & Naturalism in American Literature
Weeks 10 – 13: American Literature between Two World Wars [Modernism and Experimental Writing]
Week 14: African-American Writers |
7. Assessment strategy, assessment methods and their relative weightings | EL230 assessment plan is: 1) One TMA (20%):
The students are asked to respond to an essay question that addresses a relevant text, selected from the textbook. They are expected to search for supporting material through the E-library or other resources, read, and then synthesize their acquired knowledge into a written critical analysis that addresses the requirements of the essay question. 2) One 2-hour Mid-term assessment (MTA) (30%)
The MTA: students will analyse texts from the material covered. They will comment on different texts, either by writing about certain themes, comparing/contrasting two texts, doing a close analysis of a particular texts or any other activity related to the course material. 3) One 2-hour Final Exam (50%)
The final exam will be two hours in duration. It will include texts for close reading but it may also include shorter essay questions on the cultural contexts and basic key terms studied. Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | | | Learning outcomes | A1 | A2 | A3 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | Assignment | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | Midterm Assessment | X | X | X | X | X | X | X | X | | | | | X | X | X | Final Exam | X | X | X | X | X | X | X | X | | | | | X | X | X |
10. Key reading list | Author | Year | Title | Publisher | Location | Course Book | 2013 | The Norton Anthology of American Literature | W.W. Norton & Company | New York, USA | | | | | |
11. Other indicative text (e.g. websites) | The course material consists of The Norton Anthology of American Literature [Eighth Shorter Edition]. It is inclusive of: Introductions and Timelines:
Each key period in American Literature is given a brief explanation of socio-historical background and context; followed by a timeline of major events/literary productions. Headnotes:
These give a biography of the writer along with a historical and contextual introduction to the excerpts or full-texts of his/her work[s] that follow. Excerpts and full-texts:
The Norton Anthology contains excerpts and full-texts of over 80 authors. Photos and Illustrations:
These help students visualize the socio-historical contexts of the included material. Additional suggested e-sources: • An Outline of American Literature http://odur.let.rug.nl/~usa/LIT/index.htm • A Student’s History of American Literature http://classiclit.about.com/library/bl-etexts/esimonds/bl-esimonds-student-1-1.htm • The Cambridge History of British and American Literature http://www.bartleby.com/cambridge/ • Literary Resources—American http://andromeda.rutgers.edu/~jlynch/Lit/american.html • Perspectives in American Literature http://web.csustan.edu/english/reuben/pal/table.html • American Literature on the Web http://www.nagasaki-gaigo.ac.jp/ishikawa/amlit/ • Outline of American Literature http://usinfo.state.gov/products/pubs/oal/oaltoc.htm • American Literature Web Resources http://www.millikin.edu/aci/crow/links.html EL230.pdf
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Course Outcomes |
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EL240 Modern and Contemporary Drama
(4) Credit Hours
The EL240 course on drama introduces the student to a rich selection of international plays and offers a global perspective of the drama and theater that has been produced during the last 150 years. From the West's modern canon, to texts from underrepresented regions, such as China, Africa, Latin America, and the Caribbean, the course provides plays that are recognized for their importance within an ongoing narrative history of world drama. Along with the historical and cultural background students need to read these plays into context.
EL240 Modern and Contemporary Drama is an elective course in the BA English and Literature Program. The broad range of plays is designed to inspire and provoke the students to deeply understand the literary and production history of modern and contemporary drama. Students are expected to investigate the theatrical innovations of early modernism, mature and declining
modernism and postmodern eras, introducing them to skills of play analysis and readings of landmark plays and locating texts and performances in their cultural and historical contexts.
EL240 is the first course on drama and it is intended to pave the way for the second level course A230 Reading and Studying Literature with its more advanced component on Renaissance Drama. It will help students develop their understanding of the historical and stylistic context of the plays, acquire the basic skills of interpreting plays using relevant terminology, key terms and concepts and explore the performance dimensions of the plays to better appreciate their theatrical and their literary appeal.
Course Code |
EL240 |
Course Title |
Modern and Contemporary Drama |
Pre-requisite |
EL121N - EL121 |
Credit Hours |
4 |
Course Description |
The EL240 course on drama introduces the student to a rich selection of international plays and offers a global perspective of the drama and theater that has been produced during the last 150 years. From the West's modern canon, to texts from underrepresented regions, such as China, Africa, Latin America, and the Caribbean, the course provides plays that are recognized for their importance within an ongoing narrative history of world drama. Along with the historical and cultural background students need to read these plays into context.
EL240 Modern and Contemporary Drama is an elective course in the BA English and Literature Program. The broad range of plays is designed to inspire and provoke the students to deeply understand the literary and production history of modern and contemporary drama. Students are expected to investigate the theatrical innovations of early modernism, mature and declining
modernism and postmodern eras, introducing them to skills of play analysis and readings of landmark plays and locating texts and performances in their cultural and historical contexts.
EL240 is the first course on drama and it is intended to pave the way for the second level course A230 Reading and Studying Literature with its more advanced component on Renaissance Drama. It will help students develop their understanding of the historical and stylistic context of the plays, acquire the basic skills of interpreting plays using relevant terminology, key terms and concepts and explore the performance dimensions of the plays to better appreciate their theatrical and their literary appeal.
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Course Objectives |
EL240: Modern and Contemporary Drama - Module Specification IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 |
1. 1. Factual information | Module title | EL240: Modern and Contemporary Drama | Level | 4 | Module tutor | Dr. Chekra Allani | Credit value | 4 credit hours | Module type | taught | Notional learning hours | 2 hours / week |
2. Rationale for the module and its links with other modules | The EL240 course on drama introduces the student to a rich selection of international plays and offers a global perspective of the drama and theater that has been produced during the last 150 years. From the West's modern canon, to texts from underrepresented regions, such as China, Africa, Latin America, and the Caribbean, the course provides plays that are recognized for their importance within an ongoing narrative history of world drama. Along with the historical and cultural background students need to read these plays into context. EL240 Modern and Contemporary Drama is an elective course in the BA English and Literature Program. The broad range of plays is designed to inspire and provoke the students to deeply understand the literary and production history of modern and contemporary drama. Students are expected to investigate the theatrical innovations of early modernism, mature and declining modernism and postmodern eras, introducing them to skills of play analysis and readings of landmark plays and locating texts and performances in their cultural and historical contexts.
EL240 is the first course on drama and it is intended to pave the way for the second level course A230 Reading and Studying Literature with its more advanced component on Renaissance Drama. It will help students develop their understanding of the historical and stylistic context of the plays, acquire the basic skills of interpreting plays using relevant terminology, key terms and concepts and explore the performance dimensions of the plays to better appreciate their theatrical and their literary appeal. |
3. Aims of the module | EL240 module aims to develop the students’ attributes of communication skills by expressing themselves in performance and in writing, their presentation skills, by performing selected scenes and giving class presentations, their team-working skills, by participating with class mates in group research presentations and performances, their reading skills, by using a range of approaches to tackle different dramatic subgenres, their analytical abilities, by interpreting and theorizing about the meanings of texts and performances and their writing abilities, by preparing assignments using the essay structure and the elements, genres, styles and conventions of drama.
The Longman Anthology of Modern and Contemporary Drama: A Global perspectiveis the core textbook for the EL240 module. Its headnotes introduce each playwright and the historical and stylistic context of the play. Its commentaries and showcases provide brief history lessons on theater companies; sum up historically important plays that influenced the development of modern drama and cultural phenomena of particular plays to reveal the very impulses that contributed to the development of theater. The appendix offers a glossary that defines principal terms and key concepts. Supplements come in the form of e-resources and websites and in shrink-wrapped hard copies that intend to guide students to write play reviews. |
4. Pre-requisite modules or specified entry requirements | EL121 Literary Appreciation and Critique |
5. Intended learning outcomes
A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to display: A1: Knowledge and understanding of the cultural and historical background of the modern and postmodern drama. A2: Knowledge and understanding of several influential styles of representative plays. A3: Knowledge and understanding of the relationships between the different movements (isms) the plays exemplify. A4: Knowledge and understanding of dramatic texts and performance practices as insights into human experiences in the context of social history.
A5: Knowledge and understanding of the rituals and folk customs that enhance our understanding of the human need to create theatre and specific plays.
A6: Knowledge and understanding of the elements, genres, styles and conventions of drama. | - Pre-class preparation and reading of selected scenes from plays
- In-class discussion and demonstration of comparative play analysis.
- Analysing texts and accounting for the ways in which shared thematic preoccupations are articulated in a range of different plays.
- Reading showcases and commentaries related to the play under discussion
- Post-reading activities extrapolating the major developments in playwriting in the modern and contemporary periods with reference to form, content and artistic style
- Giving short presentations that reflect the skills of close analysis, critical writing, performance analysis and acting
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts and the dramatic subgenres discussed in the course.
- Writing guided essays in class to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and plays tackled in the course.
Students will be assessed through - tutorial sessions and in-class presentations
- Two In-class assignments
- Midterm assessment
- Final exam
( A detailed assessment strategy is provided in the course guide) |
B. Cognitive skills | Learning and teaching strategy | At the end of the module, learners will be expected to: B1: Analyse and critically evaluate the effect of the major three eras on the development of new movements in drama. B2: Recognise the professional approach to theatre production, rehearsal and performance. B3: Demonstrate the ability to compare and contrast dramatic works whether chronologically, thematically or stylistically. B4: Use key concepts and appropriate literary jargon for the discussion of plays and subgenres. B5: Synthesise and cultivate research and independent study to develop personal and creative skills. | - Pre-class preparation and reading of the showcases, commentaries and selected plays
- In-class discussion and demonstration of comparative play analysis.
- Analysing texts and accounting for the ways in which plays are produced, rehearsed and performed.
- Reading showcases and commentaries related to the play under discussion.
- Post-reading activities extrapolating the major developments in playwriting in the modern and contemporary periods with reference to form, content and artistic style.
- Giving short presentations that reflect the skills of close analysis in research, critical writing, performance analysis and acting.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts and the dramatic subgenres discussed in the course.
- Writing guided essays in class to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and plays tackled in the course.
Students will be assessed through - tutorial sessions and in-class presentations
- Two In-class assignments
- Midterm assessment
- Final exam
(A detailed assessment strategy is provided in the course guide) |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: apply various analytical and critical strategies to modern plays as texts and performances
C2: reflect on political, racial and ethical issues in the construction and performance of modern dramatic literature
C3: research and evaluate the key concepts across a variety of modern dramatic literature within a global perspective.
C4: identify and explain variances in dramatic presentation and performance from the precursors of modern drama to the postmodern drama. | - Pre-class preparation and reading of the showcases, commentaries and selected plays
- In-class discussion and demonstration of comparative play analysis.
- Analysing texts and accounting for the ways in which plays are produced, rehearsed and performed.
- Reading showcases and commentaries related to the play under discussion
- Post-reading activities extrapolating the major developments in playwriting in the modern and contemporary periods with
reference to form, content and artistic style - Giving short presentations that reflect the skills of close analysis in research, critical writing, performance analysis and acting
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts and the dramatic subgenres discussed in the course.
- Writing guided essays in class to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and plays tackled in the course.
Students will be assessed through - tutorial sessions and in-class presentations
- Two In-class assignments
- Midterm assessment
- Final exam
(A detailed assessment strategy is provided in the course guide) |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Engage in reflective reading and critical debates within theatre practice
D2: Make use of the proper key concepts and literary terminology akin to the dramatic genre.
D3: Produce a well-sustained argument supported by textual and critical evidence that keeps the work focused and coherent. | - Pre-class preparation and reflecting over the showcases, commentaries and selected plays
- In-class discussion and demonstration of comparative play analysis.
- Analysing texts and accounting for the ways in which plays are produced, rehearsed and performed using the appropriate literary jargon
- Giving short presentations that reflect the skills of close analysis in research, critical writing, performance analysis and acting
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts and the dramatic subgenres discussed in the course.
- Writing guided essays in class to engage further with the relevant argument, and develop a synthesis of the concepts, theories, and plays tackled in the course.
Students will be assessed through - tutorial sessions and in-class presentations
- Two In-class assignments
- Midterm assessment
- Final exam
(A detailed assessment strategy is provided in the course guide) |
6. Indicative content. | The course comprises an introduction and three main blocks. The Longman anthology comprises 31 plays- 20 of which are ground-breaking plays from the West’s modern canon- which offers a flexibility of selection of plays and explores the diversity of voices in the world’s theatre.
Introduction: The Precursors of Modern Drama
The introductory session to the course paves the way for the subsequent three blocks. It summarises the drama of the mid-nineteenth century and influential styles such as the romantic melodrama (Hugo), the problem play (Dumas fils) and the precursor of modern plays Buchner’s Woyzech. Block I- The Early Modern Drama: 1870- 1918
It traces the rise of realism under Henrik Ibsen, Anton Chekhov, Bernard Shaw and August Strindberg, where the action within the plays was so much like the life they lived in their homes, a replication of everyday speech and movement. Through the works of Ibsen and Chekhov, the block explores the new realistic drama with its attempt to recreate actual life on stage in a manner that employs the details and routines of daily dress, speech, environment, and situations. Block II- Late Modern Drama: 1920-1963
It illustrates how the work of pioneers has been fused to create a more innovative drama that incorporates Realism and Expressionism. Pirandello’s Relativism, Brecht’s Epic Theatre and the Theatre of the Absurd. Block III- Contemporary and Modern Drama: 1964- The Present
It surveys a variety of approaches to contemporary and postmodern drama, including the theatre of menace, the theatre of the fabulous, the theatre of images, docudramas, multicultural theatre, and feminist theatre. |
7. Assessment strategy, assessment methods and their relative weightings | EL240 has one quiz and two in-class presentations, ONE Mid-Term Assessment (MTA) and ONE 2-hour FINAL EXAM at the end of the course. - Quiz one is related to Block I, the early and modern drama and represents 10% of the overall continuous assessment score [OCAS]. Quiz I will assess the students’ ability to critically analyse a short excerpt from one of the scenes of the plays of the early and modern drama, using the skills of critical evaluation and appreciation.
- Two in-class presentations carrying 5% each of the OCAS. These test the students’ communication, presentation and team-work skills. Students may perform selected excerpts from scenes of plays or present their dramatic appreciation of a particular play.
- One Mid-Term Assessment (MTA)
- One 2-hour FINAL EXAM at the end of the course.
- The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | One quiz | 10 | 50% | Two in-class presentations | 10 | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | A5 | A6 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | Quiz | X | X | X | | | X | X | X | X | | | X | X | | | | X | | Presentation | X | X | X | | | | X | X | X | | X | X | X | | | | | | MTA | X | X | X | X | | | X | X | X | | | X | X | | X | X | X | X | Final exam | X | X | X | X | X | X | X | X | X | X | X | X | X | X | | X | X | X |
10. Key reading list | Author | Year | Title | Publisher | Location | 1 course book | 2004 | EL240 Modern and Contemporary Drama | Pearson Longman | New York- USA | 1 shrink-wrapped supplement & 1 Course Guide | 2004 | EL240 Modern and Contemporary Drama | Pearson Longman | New York- USA |
11. Other indicative text (e.g. websites) | The course material consists of The Longman Anthology of Modern and contemporary Drama. It is inclusive of:
Headnotes:
These give a biography of the playwright along with a historical, stylistic and contextual introduction to the play.
Commentaries:
After each play script, commentaries give a single interpretation of the play. However, further suggested readings come after the commentaries. Titles of relevant videos and films related to the play and its author are an added feature.
Showcases:
The Longman Anthology comprises over 40 showcases. They serve as concise mini-lessons on a rich variety of theatre topics, providing a historical approach of theatre companies, influential movements in the development of the theatre.
Timelines:
Brief and focused timelines precede each play. These consider the global events and those that are particular to the play, allowing the students to see the cultural context of the play.
Photos and Illustrations:
Help students visualize possible theatrical productions particularly with regard to non-realistic styles.
Appendix:
Contains a glossary defining key concepts and literary terms. Three additional e-appendices are suggested below
The Elements of Drama:
http://www.slideshare.net/angeliemaefrondoso/the-elements-of-drama-14329651
The genres of drama:
https://btk.ppke.hu/uploads/articles/135505/file/introduction/drama/other_genres.html
Styles and Conventions:
http://www.slideshare.net/SalvatoreGiovanniSorce/theatre-styles
Supplements:
The Longman Anthology of Modern and contemporary Drama comprises supplements that can be shrink-wrapped along with the anthology. Either Evaluating a Performance may be selected as A Student’s Guide to Writing the Play Review, or Evaluating a Film as A Student’s Guide to Watching a Play on Film.
EL240.pdf
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Course Outcomes |
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EL350 Introduction to Literary Theory
(4) Credit Hours
This module is designed for English language and literature students. It introduces the student to the study of literature – literary analysis, interpretation and contextual factors. Students will focus on the major literary theories such as Marxism, Feminism, New Criticism, Structuralism, and Postcolonial Criticism. This module prepares students to OU based courses by giving them the tools they need to read, understand and interpret literary texts in a sophisticated manner.
Course Code |
EL350 |
Course Title |
Introduction to Literary Theory |
Pre-requisite |
EL121N - EL121 |
Credit Hours |
4 |
Course Description |
This module is designed for English language and literature students. It introduces the student to the study of literature – literary analysis, interpretation and contextual factors. Students will focus on the major literary theories such as Marxism, Feminism, New Criticism, Structuralism, and Postcolonial Criticism. This module prepares students to OU based courses by giving them the tools they need to read, understand and interpret literary texts in a sophisticated manner. |
Course Objectives |
Module Specification: EL350 (Introduction to Literary Theory) 1. 1. Factual information | Module title
Module Code | Introduction to Literary Theory
EL350 | Level | 4 | Module tutor | Dalia Saad, Course Chair | Credit value | 4 | Module type | Elective | Notional learning hours | 2 |
2. Rationale for the module and its links with other modules | This module is designed for English language and literature students. It introduces the student to the study of literature – literary analysis, interpretation and contextual factors. Students will focus on the major literary theories such as Marxism, Feminism, New Criticism, Structuralism, and Postcolonial Criticism. This module prepares students to OU based courses by giving them the tools they need to read, understand and interpret literary texts in a sophisticated manner.
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3. Aims of the module | Literary theory is an integral part of studying literature. This module introduces English language and literature students to basic literary concepts and theoretical schools covering both the formal and the non- formal approaches to analysing literary texts. The course allows students of ELL program to identify and differentiate between current prominent literary schools and concepts. The course presents briefly major critical approaches to literary works including New Criticism, Structuralism, Marxism, psychoanalytical-criticism, feminism and postcolonial criticism among others. It illuminates complex critical concepts by briefly highlighting their principles, seminal works and main critics. The course also offers discussions of how specific critical theories allow different readings and interpretations of literary works. |
4. Pre-requisite modules or specified entry requirements | EL121 Literary Appreciation and Critique |
5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to show: A1. Knowledge of the complexity and intricacies of literary theories.
A2. Understanding of the characteristics of each of the literary schools discussed.
A3. Understanding of the possible interpretations of literary texts offered by different schools
A4: knowledge of the basic tenets of critical schools | - Pre-class preparation and reading of assigned articles
- In-class discussion of critical concepts
- Further analysis of sample literary extracts using a particular theoretical approach.
- Post-reading activities to allow students to deepen and expand their understanding
- Researching some relevant material through the e-library, the internet, etc
- Giving short presentations expressing their views on the work studied.
- Taking a mid-term exam (MTA) to show their knowledge and understanding of the key concepts discussed in the course.
- Writing essays (TMAs) to engage further with the relevant argument, and develop a synthesis of the concepts, and theories, discussed in the course.
Students will be assessed through - TMA
- Midterm assessment
- Final exam
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B. Cognitive skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
B1: Evaluate theoretical and analytical approaches.
B2: Compare and contrast the different interpretations of literary texts based on specific theoretical approaches.
B3: Use appropriate critical and literary terminology to discuss specific theories and concepts.
B4: Synthesize information from different sources | - In class Discussion
- Presentations
- Group and peer work
- Lecturing
- Reading samples of different interpretations of literary works
Students will be assessed through - TMA
- Midterm assessment
- Final exam
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C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
C1: Analyze texts from the perspective of literary theories.
C2: Draw conclusion based on solid evidence.
C3: Present an argument supported by evidence from sources.
C4: Use appropriate vocabulary in analysis of texts set in English literature. | - In Class discussions
- Presentations
- Group and peer work Students will be assessed through - TMA
- Midterm assessment
- Final exam
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D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
D1: Use the computer to enhance learning skills.
D2: Communicate effectively in English.
D3: Write essays following academic conventions. | In Class discussions
Presentations
Group and peer work Students will be assessed through - tutorial sessions
- TMA
- Midterm assessment
- Final exam
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6. Indicative content. | The module will cover the following:: - Basic discussion of “What is literary theory?”
- Marxist Criticism: Marxism and literature (Marx, Lukacs/ commodification and value theory), the role of ideology (Althusseur)
- Feminist criticism and gender studies: a brief survey of first, second and third wave feminism and the divergent interests of different feminists. Elaine Showalter’s digging up the literary tradition of women writers; Toril Moi’s focus on the cross interaction between class and gender; Judith Butler’s work on performativity. Alluding to African American criticism to introduce students to how theory is affected by race as well as gender.
- Psychoanalytic Criticism: basic premises of Freud, Lacan and Jung’s arguments emphasizing how to read the literary text from a psychoanalytic perspective.
- New Criticism: The formal approach to literary text with special emphasis on the close reading method and reference to I.A. Richards and Brooks.
- Structuralism and Post-structuralism: brief discussion of the structure of the literary genres and of literary interpretations giving special attention to narratology and semiotics.
- Postcolonial Criticism: postcolonial literature, the issues of identity and exile, (Edward Said, Spivak and Homi Bahbha)
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7. Assessment strategy, assessment methods and their relative weightings | EL350 has ONE tutor marked assignment (TMA), ONE Mid-Term Assessment (MTA) and ONE 3-hour FINAL EXAM at the end of the module. - TMA (related to Blocks that the students already covered and representing 20 per cent of the overall continuous assessment score [OCAS])
- One 2- hour Mid-Term Assessment (MTA)
- One 3-hour FINAL EXAM at the end of the module.
- The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | Final Exam | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | | B1 | B2 | B3 | B4 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | Assignments (TMA) | X | X | X | X | | X | X | X | X | X | X | X | X | X | X | X | Midterm assessment | X | X | X | X | | X | X | X | X | X | X | | X | | X | X | Final exam | X | X | X | X | | X | X | X | X | X | X | X | X | | X | X |
10. Key reading list | Author | Year | Title | Publisher -ISBN | Location | Lois Tyson | 2006 | Critcial Theory Today: A User friendly Guide | Routledge | New York and London | Peter Barry | 2002 | Beginning Theory: An Introduction to Literary and Cultural Theory (2nd Edition) | ISBN 0719062683 | |
11. Other indicative text (e.g. websites) | Books: - Raman Selden, Peter Widdowson & Peter Brooker. A Reader’s Guide to Contemporary Literary Theory (5th edition). Pearson and Longman
- Culler, Jonathan. Literary Theory: A Very Short Introduction. Oxford: Oxford University Press, 1997.
- During, Simon. Ed. The Cultural Studies Reader. London: Routledge, 1999.
- Terry Eagleton. Literary Theory: An Introduction. Minneapolis: Minnesota University press 1983
- Lentricchia, Frank. After the New Criticism. Chicago: University of Chicago Press, 1980.
- Moore-Gilbert, Bart, Stanton, Gareth, and Maley, Willy. Eds. Postcolonial Criticism. New York: Addison, Wesley, Longman, 1997.
- Rice, Philip and Waugh, Patricia. Eds. Modern Literary Theory: A Reader. 4th edition.
- Richter, David H. Ed. The Critical Tradition: Classic Texts and Contemporary Trends. 2nd Ed. Bedford Books: Boston, 1998.
- Rivkin, Julie and Ryan, Michael. Eds. Literary Theory: An Anthology. Malden, Massachusetts: Blackwell, 1998
General Theory Websites: Websites on Psychoanalytic and Archetypal Criticism:
"Definition of Psychoanalytic Criticism" from virtuaLit (Bedford-St.Martin's resource)
"Freudian, Lacanian and Object Relations Theory" - Timothy R. Quigley
"Introduction to Psychoanalysis" by Dr. Dino Felluga
"The Mind and the Book: A Long Look at Psychoanalytic Criticism" by Norman N. Holland
"Psychoanalysis and Sigmund Freud" by Dr. Mary Klages (University of Colorado at Boulder)
"Jacques Lacan" by Dr. Mary Klages (University of Colorado at Boulder)
"Archetypal Criticism" from the Literary Encyclopedia
"Mythological and Archetypal Approaches" (from Guerin et al - see General Resources below)
Johns Hopkins' Guide to Literary Theory and Criticism: Archetypal Theory and Criticism
"Carl Jung" - Wikipedia
"Handout on Carl Gustav Jung" - Dr. Victor Daniels (Psychology Dept. - Sonoma University)
Websites For Marxism:
"Definition of Marxist Criticism" - virtuaLit (Bedford-St. Martin's resource)
"Marxism" - Wikipedia Encyclopedia
Marxist Theory and Criticism - from the Johns Hopkins Guide to Literary Criticism
"Marxism and Ideology" by Dr. Mary Klages - University of Colorado at Boulder
Websites for Feminist criticism :
https://andromeda.rutgers.edu/~jlynch/Lit/women.html
Course chair will be providing supplementary material on weekly basis . EL350.pdf
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Course Outcomes |
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FR101 French for Beginners (I)
(3) Credit Hours
The course introduces the student to the basics of French. These include the alphabet, common everyday expressions, simple sentences, short dialogues and small paragraphs. The four skills of reading, writing, listening and speaking will be equally emphasized. However, as we live in the age of the image, students will have ample exposure to a variety of audio-visual material which boost their command of the language at the beginner’s level. The communicative approach is to be adopted in face-to-face tutorials and the various methods of enabling students to learn on their own will be prioritized.
Course Code |
FR101 |
Course Title |
French for Beginners (I) |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
The course introduces the student to the basics of French. These include the alphabet, common everyday expressions, simple sentences, short dialogues and small paragraphs. The four skills of reading, writing, listening and speaking will be equally emphasized. However, as we live in the age of the image, students will have ample exposure to a variety of audio-visual material which boost their command of the language at the beginner’s level. The communicative approach is to be adopted in face-to-face tutorials and the various methods of enabling students to learn on their own will be prioritized. |
Course Objectives |
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Course Outcomes |
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FR102 French for Beginners (II)
(3) Credit Hours
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own.
Course Code |
FR102 |
Course Title |
French for Beginners (II) |
Pre-requisite |
FR101 |
Credit Hours |
3 |
Course Description |
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own. |
Course Objectives |
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Course Outcomes |
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GB102 مبادئ ريادة الأعمال لغير المتخصصين – ريادة
(3) Credit Hours
Course Code |
GB102 |
Course Title |
مبادئ ريادة الأعمال لغير المتخصصين – ريادة |
Pre-requisite |
|
Credit Hours |
3 |
Course Description |
|
Course Objectives |
المعلومات الأساسية
اسم ورمز المقرر الدراسي: مبادئ ريادة الأعمال لغير المتخصصين – ريادة
GB102 |
عدد الساعات المعتمدة: ثلاث ساعات |
البرامج التي يقدم ضمنها المقرر الدراسي:
برنامج البكالوريوس لجميع التخصصات |
المستوى الأكاديمي الذي يعطى فيه المقرر الدراسي:
المستوى الأول |
المتطلبات السابقة لهذا المقرر:
لا يوجد |
اسم مدرس المادة: أ/ بتال المطيري،
batal@aou.edu.kw |
توصيف المقرر:
تزويد الطلبة بمفاهيم وأدوات تساعدهم في التعرّف على مبادئ ريادة الأعمال وأهميتها وخطوات إنشاء المشروعات الصغيرة وإدارتها، بالاضافة الى تعريف الطلاب بالخطوات اللازمة لانشاء المشروع الخاص صغير الحجم من خلال الطرق الرئيسية التالية:
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تطوير قدره الطلاب علي تطبيق المفاهيم الضرورية للبدء بمشروع في واقع الاعمال
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تحسين قدره الطلاب علي استخدام أدوات إنشاء الاعمال التجارية مثل خطه العمل ونموذج الاعمال
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تطبيق الادوات التكنولوجية في ريادة الاعمال من خلال مشاريع يتم مناقشتها ضمن مجموعات تفاعلية.
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أهداف المقرر: -
معرفة أساسيات ومبادىء ريادة الأعمال وتطبيقاتها العملية
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تنمية مفهوم ثقافة العمل الحر
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تحديد المسار المناسب للمشروع والاستفادة من الفرص المتاحة
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التعرف على اهم سمات رائد الاعمال وكيفية تطويرها
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التعرف على اهم الجهات الداعمة لرواد الاعمال
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إيجاد فرص للمشاريع الناجحة والمفاضلة بينها باستخدام الطرق العلمية الحديثة
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التعرف على الاجراءات والتشريعات الناظمة لمنشأت الاعمال
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اكتساب مهارات إدارة المشروعات الريادية وتطويرها
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أولاً: الخطة الدراسية لمقرر ريادة أعمال:
المفاهيم الأساسية لريادة الأعمال
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مفهوم الريادة وتطوره
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فوائد ريادة الأعمال
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سمات وخصائص رائد الأعمال
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نشاط عملي عن الصفات اللازم توفرها في رائد الاعمال
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الأسبوع الأول |
1 |
كيف تكون رائداً للأعمال -
من هو رائد الأعمال؟
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الصفات الشخصية لرائد الأعمال وكيف يفكر
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العوامل التي تحقق النجاح لرائد الاعمال
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الأسبوع الثاني |
2 |
المشروع التجاري -
الفرق بين المشروع الصغير والمشروع الكبير
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أهمية ريادة الأعمال
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خطوات انشاء المشروع
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عوامل نجاح المشروع
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العوامل البيئية للمشروع
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كيف يمكن تجنب الفشل في ريادة الاعمال
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الأسبوع الثالث |
3 |
صياغة الأفكار الريادية وتحويلها الى فرص حقيقية -
كيفية تصفية الأفكار الإبداعية وإختيار ما يتناسب منها مع الواقع العملي
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تحديد طبيعة المعلومات الضرورية بهدف تحويل الفكرة الريادية الى واقع ملموس
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التحليل الرباعي (SWOT
) للمشاريع واختيار البديل الافضل
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الأسبوع الرابع |
4 |
خطة الاعمال -
تعريف خطة الاعمال
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مكونات خطة الاعمال
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نموذج عملي لتصميم خطة الاعمال
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مصادر المعلومات لانشاء المشروع
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الأسبوع الخامس |
5 |
إدارة المشاريع الريادية -
ماهية إدارة المشاريع الريادية الصغيرة وكيف نشأت
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أساسيات إدارة المشاريع الريادية الصغيرة
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التطبيقات العملية لإدارة المشاريع الريادية الصغيرة
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الأسبوع السادس |
6 |
التمويل والتسويق -
مصادر تمويل المشروعات التجارية
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تقييم أنسب المصادر المالية الملائمة للمشروع
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الأسبوع السابع |
7 |
التمويل والتسويق -
حساب تكاليف المشروع
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عناصر التسويق الأربعة المتوافقة مع المشروع (المنتج، التسعير، التوزيع، الترويج)
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تطبيق عملي: بناء خطة تسويقية مصغرة
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الأسبوع الثامن |
8 |
خيارات انشاء المشروع -
البدء بانشاء مشروع جديد
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شراء مشروع قائم
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الامتياز التجاري
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الأسبوع التاسع |
9 |
الشكل القانوني لمنشأت الاعمال -
المؤسسة الفردية
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الشركة
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العمل من المنزل
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حالة عملية: نحو اختيار شكل المشروع التجاري المتناسب وقدراتك
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الأسبوع العاشر |
10 |
أمثلة لمشروعات عملية -
المشروعات صغيرة والتجهيزات المطلوبه لانجاحها
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مشروعات المنزل القائمة على استخدام الانترنت
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الأسبوع الحادي عشر |
11 |
جهات داعمة لرواد الأعمال -
المشروعات الصغيرة والتنمية الاقتصادية
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أهم الجهات المانحة للمشروعات الريادية
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الأسبوع الثاني عشر |
12 |
أخلاقيات رائد الأعمال -
عدم تغليب المصلحة الخاصة على المصلحة العامة
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مراعاة الجوانب البيئية الخاصة بالمشروع
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الابتعاد عن الممارسات غير الأخلاقية في التعامل مع جميع الأطراف
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الأسبوع الثالث عشر |
13 |
مراجعة عامة
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الأسبوع الرابع عشر |
14 |
ثانياً: تقييم الطلاب:
آلية التقييم المعتمدة وتوزيع الدرجات:
30% |
اختبارات نصف فصلية عدد 2 (15% لكل واحد) |
50% |
الاختبار النهائي |
20% |
المشروع |
100% |
المجموع |
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Course Outcomes |
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GB102E Entrepreneurship
(4) Credit Hours
GB102 is an introductory four credit undergraduate course. Business students, as well as those from other disciplines, can benefit from Entrepreneurship. Entrepreneurship is a balanced mix of the academic and applied components of entrepreneurship education. Students are introduced to the theories, methods, and requisite knowledge and skills required of entrepreneurs, and are then immediately given practical examples and discussion opportunities.
Course Code |
GB102E |
Course Title |
Entrepreneurship |
Pre-requisite |
|
Credit Hours |
4 |
Course Description |
GB102 is an introductory four credit undergraduate course. Business students, as well as those from other disciplines, can benefit from Entrepreneurship. Entrepreneurship is a balanced mix of the academic and applied components of entrepreneurship education. Students are introduced to the theories, methods, and requisite knowledge and skills required of entrepreneurs, and are then immediately given practical examples and discussion opportunities. |
Course Objectives |
GB102E&A Online Course syllabus
Academic year: 2020/2021
Semester: X First Second Summer | | | | -
Course Title: Entrepreneurship
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General Course Coordinator, GCC: Mr. Batal Al Mutairi, batal@aou.edu.kw
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Branch Course Coordinator, BCC:
Mr. Batal Al Mutairi, batal@aou.edu.kw
| | Entrepreneurship, the art, Science, and process for success. Bamford, Bruton.
McGraw-Hill 3rd Edition | -
Other Educational Resources (periodicals, software, Course webpage, etc.):
N/A | -
Course Description (Module Specification):
GB102 is an introductory four credit undergraduate course. Business students, as well as those from other disciplines, can benefit from
Entrepreneurship.
Entrepreneurship is a balanced mix of the academic and applied components of entrepreneurship education. Students are introduced to the theories, methods, and requisite knowledge and skills required of entrepreneurs, and are then immediately given practical examples and discussion opportunities. | -
Course Aims / Objectives:
This book encourages college students to think through every step of creating their own small business. Upon completion of this course, students will be able to:
Intended learning outcomes: -
To possess a well-grounded understanding of essential entrepreneurial business principals.
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To develop an understanding of marketing concepts as they relate to new Businesses.
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To identify, appreciate, and assess the knowledge, attitudes, and skills of an entrepreneur.
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To Understand income and balance sheet statements
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To Analyze markets and create effective marketing plans
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Assessment Type |
Number |
Weight | Quiz 1 | 1 | 5% | Quiz 2 | 1 | 5% | Quiz 3 | 1 | 5% | Quiz 4 | 1 | 5% | MTA | 1 | 30% | Final | 1 | 50% | Total | 4 | 100% |
Week |
Date |
Topics Covered |
Notes |
1 |
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CHAPTER 1
The Twenty-First-Century Entrepreneur -
Explain the rationale behind starting an entrepreneurial business.
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Identify the type of people who are entrepreneurs.
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Describe the impact of entrepreneurial businesses on society.
CHAPTER 2 Individual Leadership and Entrepreneurial Start-Ups -
Discuss the importance of an entrepreneurial orientation
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List the triggers that encourage new business formations
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2 |
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Self-study |
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3 |
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CHAPTER 3 Business Idea Generation and Initial Evaluation -
Describe a systematic means for examining skills in order to generate new business ideas.
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Discuss the elements of opportunity analysis.
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Analyze how to choose a business.
Class Activity and quiz 1 |
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4 |
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Self-study |
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5 |
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CHAPTER 4
External Analysis -
Describe how to examine the industry that the new business plans to enter.
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Discuss how to create a profile of the target customers for a new business.
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Explain how to categorize competitors of the new business using external analysis.
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Explain how to construct competitive maps.
Class Activity and quiz 2 |
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6 |
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Self-study |
MTA period: (30% of course grade)
Chapters included for MTA:
1,2, 3, and 4 |
7 |
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CHAPTER 10 Human Resources Management -
Explain the elements of human resources.
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Discuss the process of hiring employees.
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Analyze the means for retaining employees.
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8 |
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Self-study |
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9 |
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CHAPTER 11 Marketing -
Discuss the basics of a marketing plan.
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Explain how to develop a pricing model.
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Differentiate between the various types of promotion available to a new business.
Class Activity and quiz 3 |
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10 |
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Self-study |
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11 |
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CHAPTER 12 Establishing Operations -
Describe how location can be used as a competitive advantage.
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Discuss the important issues in the financing considerations of new firms.
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Discuss the type and condition of equipment needed at start-up.
Class Activity and quiz 4 |
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12 |
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Self-study |
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13 |
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CHAPTER 14 Franchising and purchasing an existing Business -
Describe the elements of franchising.
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Explain the process of buying a franchise.
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14 |
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Final Exams
(50% of course grade) |
Chapters included for the final:
10, 11, 12 and 14 |
Methods of evaluation:
Consists of: -
20% on 4 online quizzes/activities through LMS and McGraw-Hill –Connect platform during the semester.
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30% on an online MTA to be uploaded to the LMS.
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50% on an online Final to be uploaded to the LMS.
Mechanism of implementation: -
As for lectures, interactive classes will be fully online through LMS and the application and tools decided on based on central and local requirements and limitations, tutors and students will be able to use fully the features of applications and online interaction to apply theories and concepts in a reflective way with availability to record lectures and posted on the LMS for all students.
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Online activities and quizzes will be conducted through the LMS and McGraw-Hill connect platform.
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Mid-term and final assessments will be designed and conducted online through the LMS, where students will have the time to answer and upload the answers electronically through the LMS.
GB102E.pdf
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Course Outcomes |
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GR101 Self-Learning Skills
(3) Credit Hours
GR101 focuses on developing self-learning skills. It prepares students for university studying and specifically time management, good study habits, critical and analytic thinking styles.
Course Code |
GR101 |
Course Title |
Self-Learning Skills |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
GR101 focuses on developing self-learning skills. It prepares students for university studying and specifically time management, good study habits, critical and analytic thinking styles. |
Course Objectives |
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Course Outcomes |
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GR111 Arabic Islamic Civilization
(3) Credit Hours
Overall views in the history of Arabic-Islamic Civilization.
Concepts and Social Issues.
The effect of Islamic Civilization on the European Renaissance.
Trends of Stagnation in the Islamic Civilization.
Modern Arabic Renaissance.
Islamic Arts and Architecture.
Course Code |
GR111 |
Course Title |
Arabic Islamic Civilization |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
Overall views in the history of Arabic-Islamic Civilization.
Concepts and Social Issues.
The effect of Islamic Civilization on the European Renaissance.
Trends of Stagnation in the Islamic Civilization.
Modern Arabic Renaissance.
Islamic Arts and Architecture.
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Course Objectives |
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Course Outcomes |
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GR112 Issues and Problems of Development in the Arab Region
(3) Credit Hours
GR112 deals with issues and problems related to the development of the Arab region, specifically human development and its social indicators, Arab culture, education, mass media, health, nutrition, women, environment and natural resources.
Course Code |
GR112 |
Course Title |
Issues and Problems of Development in the Arab Region |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
GR112 deals with issues and problems related to the development of the Arab region, specifically human development and its social indicators, Arab culture, education, mass media, health, nutrition, women, environment and natural resources. |
Course Objectives |
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Course Outcomes |
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GR115 Current International Affairs
(3) Credit Hours
GR115 examines current international concerns such as the interactions of civilizations, North and South relations, national and international civil societies, human rights and illegal immigration.
Course Code |
GR115 |
Course Title |
Current International Affairs |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
GR115 examines current international concerns such as the interactions of civilizations, North and South relations, national and international civil societies, human rights and illegal immigration. |
Course Objectives |
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Course Outcomes |
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GR131 Branch Requirement Course
(3) Credit Hours
GR131 introduces students to current issues of interest to socio-economic development at the local and regional levels.
Course Code |
GR131 |
Course Title |
Branch Requirement Course |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
GR131 introduces students to current issues of interest to socio-economic development at the local and regional levels. |
Course Objectives |
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Course Outcomes |
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SL101 Spanish for Beginners (I)
(3) Credit Hours
The course introduces the student to the basics of Spanish. These include the alphabet, common everyday expressions, simple sentences, short dialogues and small paragraphs. The four skills of reading, writing, listening and speaking will be equally emphasized. However, as we live in the age of the image, students will have ample exposure to a variety of audio-visual material which boost their command of the language at the beginner’s level. The communicative approach is to be adopted in face-to-face tutorials and the various methods of enabling students to learn on their own will be prioritized.
Course Code |
SL101 |
Course Title |
Spanish for Beginners (I) |
Pre-requisite |
SL101 |
Credit Hours |
3 |
Course Description |
The course introduces the student to the basics of Spanish. These include the alphabet, common everyday expressions, simple sentences, short dialogues and small paragraphs. The four skills of reading, writing, listening and speaking will be equally emphasized. However, as we live in the age of the image, students will have ample exposure to a variety of audio-visual material which boost their command of the language at the beginner’s level. The communicative approach is to be adopted in face-to-face tutorials and the various methods of enabling students to learn on their own will be prioritized. |
Course Objectives |
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Course Outcomes |
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SL102 Spanish for Beginners (II)
(3) Credit Hours
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own.
Course Code |
SL102 |
Course Title |
Spanish for Beginners (II) |
Pre-requisite |
SL101 |
Credit Hours |
3 |
Course Description |
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own. |
Course Objectives |
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Course Outcomes |
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TR102 Introduction to Translation
(4) Credit Hours
TR102 introduces the basic concepts relevant to translation such as translation equivalence, translation types and translation process. It also examines the different types of meaning (denotation, connotation, contextual meaning and culture-specific meaning). The course is focused on the development of basic translation skills.
Course Code |
TR102 |
Course Title |
Introduction to Translation |
Pre-requisite |
EL121N - EL121 |
Credit Hours |
4 |
Course Description |
TR102 introduces the basic concepts relevant to translation such as translation equivalence, translation types and translation process. It also examines the different types of meaning (denotation, connotation, contextual meaning and culture-specific meaning). The course is focused on the development of basic translation skills. |
Course Objectives |
Module Specification 1. 1. Factual information | Module Title | TR102: Introduction to Translation | Level | One | Module Tutor | Mohamad Yaseen, Course Chair | Credit Value | 4 credit hours | Module Type | Taught | Notional Learning Hours | 1.5 hours/week |
2. Rationale for the module and its links with other modules | TR102 introduces the basic concepts relevant to translation such as translation equivalence, translation types and translation process. It also examines the different types of meaning (denotation, connotation, contextual meaning and culture-specific meaning). The course is focused on the development of basic translation skills. | |
3. Aims of the module | - Acquaint students with the important role translation has played and still does in facilitating human interaction and overcoming linguistic and cultural barriers.
- Acquaint students with the main definitions and types of translation.
- Orient students to the essential relation between translation and different levels of meaning.
- Introduce students to the important relation between translation and culture.
- Introduce students to the main difficulties involved in the process of translating and the relevant problem-solving strategies.
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4. Pre-requisite modules or specified entry requirements | |
5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1: Develop their understanding of the importance of translation to overcome linguistic barriers.
A2: Develop their understanding of some basic translation notions such as equivalence, transference of meaning, etc. A3: Develop their understanding of some basic translation types and translation difficulties. | Giving short presentations about basic translation notions, followed by examples from English-Arabic translation and in-class discussions. Post–class activities to allow students to expand their understanding by encouraging them to research some relevant material through the Internet. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module, learners will be expected to: B1: Develop awareness features about types of meanings. B2: Develop awareness of the difference between written translation and oral interpretation. B3: Demonstrate understanding of important translation terms and notions. B4: Develop awareness about some linguistic and cultural difficulties in translation. | Practicing in-class translation exercises.
Doing some short assignments to assess students’ understanding. Short presentation and explanation followed by interactive in-class discussion. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Interpret text meanings as a basic step in the process of translation. C2: Carry out the necessary transformations when translating sentences, idioms, and relatively short texts between English and Arabic. | Pre-class and in-class translation of assigned texts followed by discussions. Practicing in-class text –analysis before translating.
Encouraging cooperative interaction whereby learners express their viewpoints on the texts under discussion. |
D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1: Have acquired some basic skills in the analysis of meaning. D2: Have acquired some basic translation skills. D3: Enhance self- awareness and confidence in their own translation skills, and the skill of interactive and cooperative learning. | Pre-class preparation and in class discussions, including practicing close reading and text–analysis. Post–reading activities to allow students to expand their understanding, and assess their performance. Researching some relevant material through the Internet.
Writing assignments that reflect learners’ acquired theoretical and practical translation skills in relation to the relevant concepts discussed in the course. |
6. Indicative content. | Block 1: A Historical Perspective & Basic Translation Notions - A Historical Perspective and Basic Translation Notions such as equivalence, translation types, etc.
Block 2: Translation at the Morpheme and Word Levels
- Prefixes and Suffixes, Culture-specific words, connotation, style
formality, collocation, etc.)
Block 3: Translation and Grammar - Translating Articles, Demonstratives, Number, Gender, Word-order, Tense, Aspect, Passive Voice, Coordination and Subordination, etc
Block 4: Translating Short Texts from Different Registers and Genres - Journalistic and Political Texts, Business Texts, Scientific Texts, Literary Texts (Narrative, Poetic, Dramatic), etc
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7. Assessment strategy, assessment methods and their relative weightings | TR102 has ONE TMA [Tutor Marked Assignment] related to translating a text in relation to a certain register/genre in which students write a list of the difficult terms and expressions they encounter, and how they tackle the difficulties. In addition to the TMA, there will be: One 90-minute Mid-Term Assessment [MTA] and One 2-Hour FINAL Exam, at the end of the course. Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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Mapping of Assessment tasks and Learning Outcomes | | Learning Outcomes | | A1 | A2 | A3 | | | | B1 | B2 | B3 | B4 | | | C1 | C2 | | | | | D1 | D2 | D3 | TMA | X | X | X | | | | X | | | X | | | X | X | | | | | | X | | MTA | X | X | X | | | | | | X | | | | | X | | | | | X | | | Final Exam | X | X | X | | | | X | X | | | | | | X | | | | | | | X |
9. Teaching staff associated with the module / Potential Tutors | Tutor’s name and contact details / | Contact hours | Dr. Hayat Al-Khatib, <hkhatib@aou.edu.lb> | NOT AVAILABLE YET | Mr. Ralph Sleiman, <rasleiman@aou.edu.lb> | Ms. Helen Zadourian, <hzadourian@aou.edu.lb> | Dr. Najwa Nasr, <nnasr@aou.edu.lb> | Dr. Suha Safieddine, <ssafieddine @aou.edu.lb> | Dr. Zeinat Cheouiry, < zs29@aub.edu.lb> | Dr. Saleh m. Al-Salman, <s.alsalman@arabou.edu.kw> | Dr. Aziz Thabit, <a.thabit@arabou.edu.kw> | Dr. Rania Yacoub, <raniaj2000@yahoo.com> | Nay Hanawi, nhannawi@aou.edu.kw | Dr Najib Al-Shehabi, <drnajibsh@hotmail.com> | Dr. Heba Ahmed Badreldin, < hebadadr@hotmail.com> | Dr. Leila Lakhoua, <Laila@aou.edu.om> | Dr. Suleiman Awad Al-Abbas, <s_abbas@aou.edu.jo> | Dr. Asim L. Ilyas, <a-elias@aou.edu.jo> | Mr. Mohammad Yaseen, <yaseenargha@hotmail.com> | Mr. khaldoon Said, <ksaid@aiu.edu.kw> |
10. Key Reading List | - Ilyas, Asim (2015) Fundamentals of Translation. AOU Course Book.
- Catford, John Cunnison (1978). Linguistic Theory of Translation. Oxford: Oxford University Press.
- Nida, Eugene (2003). Towards a Science of Translation. Brill Academic Publishers.
- Baker, Mona (2001). In Other Words. London: Published by Routledge.
- El Mustafa Lahlali, Wafa Abu Hatab (2014). Advanced English-Arabic Translation: A Practical Guide. Edinburgh: Edinburgh University Press.
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11. Other indicative text (e.g. websites) | The course will include a combination of printed material and computer-based resources the students will be introduced to the fundamentals and major debates in translation theory and application. TR102.pdf
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Course Outcomes |
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TU170 Computing Essentials
(3) Credit Hours
TU170 introduces students to the essential concepts related to using computers with confidence. This is a fundamental course that familiarizes students with basic concepts of information technology, internet and web. The course also introduces students to practical skills for using computers as well as basic software and hardware applications.
Course Code |
TU170 |
Course Title |
Computing Essentials |
Pre-requisite |
EL098 |
Credit Hours |
3 |
Course Description |
TU170 introduces students to the essential concepts related to using computers with confidence. This is a fundamental course that familiarizes students with basic concepts of information technology, internet and web. The course also introduces students to practical skills for using computers as well as basic software and hardware applications. |
Course Objectives |
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Course Outcomes |
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U214A Worlds of English (I)
(8) Credit Hours
This course introduces students to the major themes, issues and debates current in the field of English language study and to methods of language description and analysis. Students will have the opportunity to see how the English language of today has evolved within the historical setting of the United Kingdom and how it has changed and developed as it has spread around the world.
U214 is a compulsory course for the BA students in English Language and Literature. U214 will contribute to specific learning outcomes within those qualifications where it is compulsory. This module will contribute to ‘a broad understanding of the English language, including its history, contemporary use and its development as a global language’, to developing ‘skills in the interpretation of both literary and non-literary texts, including spoken, written and multimodal texts’ and to developing ‘a critical understanding of the range and variety of traditions and approaches to the study of literature and language’. U214 will provide the skills and knowledge at second level necessary for students to go on with (English) language study at third level. In particular, it will help develop an understanding of:
1. the history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts;
2. how people learn and use English in a range of contexts;
3. how the English language works and how it may be described;
4. the nature of linguistic evidence and ways in which it may be collected and analysed.
It will develop skills in:
1. analysing spoken, written and multimodal texts;
2. identifying and evaluating competing arguments and theories;
3. interpreting and critically evaluating linguistic evidence in the light of alternative explanations, arguments and theories.
It will contribute to further development of key skills from level 1 courses and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
Course Code |
U214A |
Course Title |
Worlds of English (I) |
Pre-requisite |
EL120 |
Credit Hours |
8 |
Course Description |
This course introduces students to the major themes, issues and debates current in the field of English language study and to methods of language description and analysis. Students will have the opportunity to see how the English language of today has evolved within the historical setting of the United Kingdom and how it has changed and developed as it has spread around the world.
U214 is a compulsory course for the BA students in English Language and Literature. U214 will contribute to specific learning outcomes within those qualifications where it is compulsory. This module will contribute to ‘a broad understanding of the English language, including its history, contemporary use and its development as a global language’, to developing ‘skills in the interpretation of both literary and non-literary texts, including spoken, written and multimodal texts’ and to developing ‘a critical understanding of the range and variety of traditions and approaches to the study of literature and language’. U214 will provide the skills and knowledge at second level necessary for students to go on with (English) language study at third level. In particular, it will help develop an understanding of:
1. the history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts;
2. how people learn and use English in a range of contexts;
3. how the English language works and how it may be described;
4. the nature of linguistic evidence and ways in which it may be collected and analysed.
It will develop skills in:
1. analysing spoken, written and multimodal texts;
2. identifying and evaluating competing arguments and theories;
3. interpreting and critically evaluating linguistic evidence in the light of alternative explanations, arguments and theories.
It will contribute to further development of key skills from level 1 courses and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
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Course Objectives |
Module Specification: U214A&B (Worlds of English)
1. 1. Factual information
| Module title | U214A&B: Worlds of English | Level | 5 | Module tutor | Ms. Nay Al Hennawi | Credit value | 16 credit hours | Module type | taught | Notional learning hours | 2 Hours / week |
2. Rationale for the module and its links with other modules | This course introduces students to the major themes, issues and debates current in the field of English language study and to methods of language description and analysis. Students will have the opportunity to see how the English language of today has evolved within the historical setting of the United Kingdom and how it has changed and developed as it has spread around the world. U214 is a compulsory course for the BA students in English Language and Literature. U214 will contribute to specific learning outcomes within those qualifications where it is compulsory. This module will contribute to ‘a broad understanding of the English language, including its history, contemporary use and its development as a global language’, to developing ‘skills in the interpretation of both literary and non-literary texts, including spoken, written and multimodal texts’ and to developing ‘a critical understanding of the range and variety of traditions and approaches to the study of literature and language’. U214 will provide the skills and knowledge at second level necessary for students to go on with (English) language study at third level. In particular, it will help develop an understanding of: - the history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts;
- how people learn and use English in a range of contexts;
- how the English language works and how it may be described;
- the nature of linguistic evidence and ways in which it may be collected and analysed.
It will develop skills in: - analysing spoken, written and multimodal texts;
- identifying and evaluating competing arguments and theories;
- interpreting and critically evaluating linguistic evidence in the light of alternative explanations, arguments and theories.
It will contribute to further development of key skills from level 1 courses and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals. |
3. Aims of the module | A major aim of the course will be to enable students understand and apply the tools necessary to observe and account for the diversity of the English language both at the level of the individual speaker and in larger institutional, cultural and national contexts. Spoken, written and multimodal texts from a variety of contexts and genres, including literature, songs, politics and advertising, will be examined. The significance and power of language in social and economic life will be explored in countries where English is the majority language such as England and the USA, and in countries where it exists alongside one or more other languages such as India or South Africa. An important teaching point will be the question of ownership of English and the ideologies that accompany that notion. |
4. Pre-requisite modules or specified entry requirements | EL120: English Phonetics and Linguistics |
5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to display understanding of: A1. The history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts;
A2. How people learn and use English in a range of contexts;
A3. How the English language works and how it may be described;
A4. The nature of linguistic evidence and ways in which it may be collected and analysed. | - tutorial sessions
- fact finding from audio and video resources
- interactive activities
- problem solving tasks
- encouraging different questions,
- demonstrating evidence from different perspectives
- TMA
- Midterm assessment
- Final exam
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B. Cognitive skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
B1. Develop and practice skills of analysing spoken, written, and multimedia texts;
B2. Identify and evaluate competing arguments and theories
B3. Interpret and critically evaluate linguistic evidence in the light of alternative explanations, arguments and theories | - tutorial sessions
- fact finding from audio and video resources
- interactive activities
- encouraging different questions,
- employing different research paradigms,
- modeling different standards of evidence
- problem solving tasks
- TMA
- Midterm assessment
- Final exam
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C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
C1. Find, synthesise and organise information from a variety of sources (including electronic resources), and critically evaluate its significance;
C2. Communicate information, arguments and ideas effectively using appropriate styles and language for your audience: for example, writing academic essays for your tutor, or communicating with other students via electronic means;
C3. Plan, monitor, and review your progress as an independent learner, including making use of feedback from your tutor;
C4. Understand and interpret basic data in the form of maps, graphs and tables. | - tutorial sessions
- fact finding from audio and video resources
- seminars and workshops
- interactive activities
- enhancing inquiry, using different assumptions,
- encouraging different questions,
- problem solving tasks
- employing different research paradigms,
- modeling different standards of evidence
- problem solving tasks
- TMA
- Midterm assessment
- Final exam
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D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to: D1. Reflect critically on your own linguistic experience and relationship to the English language; D2. Recognise and select appropriate genres of written text and registers of spoken language for personal and professional purposes | - tutorial sessions
- interactive workshops
- encouraging different questions,
- employing different research paradigms,
- modeling different standards of evidence
- enhancing inquiry, using different assumptions,
- problem solving tasks
- TMA
- Midterm assessment
- Final exam
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6. Indicative content. | The course will comprise six blocks of study:
Block 1: This block looks at the historical development of the English language, its spread across the globe, the diversity that has resulted from this spread, and the social and political factors which have influenced the development of the language. Block 2: The second block continues to explore the socio-political factors and processes which influence variation and change in our contemporary worlds of English, and examines and assesses the debates engendered by the diversity of the English language. Block 3: This block looks at the fine detail of spoken interactions and texts in relation to the contexts in which they occur, and the purposes which they realise. It introduces the English language as a medium for social activity, showing how people use it to communicate as they build, maintain and break relationships, work and play together, promote particular points of view, and create verbal artefacts such as poems and stories. Block 4: The fourth block covers several centuries of history, but moves right up to date with the digital era and the democratisation of the tools of text production, including multimodal texts. It considers the English language as something that is itself communicated through the medium of technology, looking at how it has been both disseminated and transformed through being written, printed, broadcast, and digitised. Block 5: The main focus in Block 5 is on the individual language learner at various stages of the life cycle in relation to community socialisation and educational provision. Although the dominant focus will be on the role of English in the learners’ lives, the examples will be drawn from a wide range of contexts, where English takes various forms and functions in various relationships to other languages. There will be an interplay throughout the block between the cognitive and the social, but with an orientation towards the social. Block 6: This block looks at the ways in which the English language is transmitted through formal education policies and commercial imperatives, what it means to individuals and communities in multilingual contexts, and on how those individuals and communities act upon English and manage the relationship between English and other languages. How language/linguistic choices (varieties/codes/languages) influence personal and cultural identities. How English and its relationship with other languages may be manipulated – through translation, teaching, policies and politics. |
7. Assessment strategy, assessment methods and their relative weightings | U214 has ONE tutor marked assignment (TMA), ONE Mid-Term Assessment (MTA) and ONE 3-hour FINAL EXAM at the end of the course. - TMA (related to Blocks that the students have already covered and representing 20 per cent of the overall continuous assessment score [OCAS]) TMA will assess the students’ ability to perform a close reading using genre-appropriate methodology in the analysis of a literary text as well as your skills of critical evaluation and argumentation.
- One two- hour Mid-Term Assessment (MTA)
- One 3 hour FINAL EXAM at the end of the course.
- The balance between components of assessment is shown in the following table:
Components | Form of Assessment & Marks | % | CONTINUOUS ASSESSMENT | TMA | 20 | 50% | MTA | 30 | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | GRAND TOTAL | 100 | 100% |
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8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | B1 | B2 | B3 | C1 | C2 | C3 | C4 | D1 | D2 | TMA | X | X | X | X | X | X | X | X | X | X | X | X | X | MTA | X | X | X | X | X | X | X | X | | X | | | | Final exam | X | X | X | X | X | X | X | X | | X | | X | X |
9. Teaching staff associated with the module | Name and contact details | Ms. Nay Al Hennawi | nhannawi@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | 3 course books & 3 study guides | 2012 | U214
Worlds of English | OU | Milton Keynes | 1 foundation resource for language description | 2012 | U214
Worlds of English | OU | Milton Keynes | 3 DVD Roms | 2012 | U214
Worlds of English | OU | Milton Keynes |
11. Other indicative text (e.g. websites) | The course will be a mix of print and AV delivered via DVD-ROM and 2 hrs per block will be kept available for work directed from the course website by the presentation team e.g., interviews and mini lectures on English language items in the news, a blog, or alternative readings to those supplied in the course books. We will draw on the expertise of ALs in particular areas of the course curriculum to help this ongoing updating strategy and to support the presentation team. |
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Course Outcomes |
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U214B Worlds of English (II)
(8) Credit Hours
This course introduces students to the major themes, issues and debates current in the field of English language study and to methods of language description and analysis. Students will have the opportunity to see how the English language of today has evolved within the historical setting of the United Kingdom and how it has changed and developed as it has spread around the world.
U214 is a compulsory course for the BA students in English Language and Literature. U214 will contribute to specific learning outcomes within those qualifications where it is compulsory. This module will contribute to ‘a broad understanding of the English language, including its history, contemporary use and its development as a global language’, to developing ‘skills in the interpretation of both literary and non-literary texts, including spoken, written and multimodal texts’ and to developing ‘a critical understanding of the range and variety of traditions and approaches to the study of literature and language’. U214 will provide the skills and knowledge at second level necessary for students to go on with (English) language study at third level. In particular, it will help develop an understanding of:
1. the history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts;
2. how people learn and use English in a range of contexts;
3. how the English language works and how it may be described;
4. the nature of linguistic evidence and ways in which it may be collected and analysed.
It will develop skills in:
1. analysing spoken, written and multimodal texts;
2. identifying and evaluating competing arguments and theories;
3. interpreting and critically evaluating linguistic evidence in the light of alternative explanations, arguments and theories.
It will contribute to further development of key skills from level 1 courses and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
Course Code |
U214B |
Course Title |
Worlds of English (II) |
Pre-requisite |
|
Credit Hours |
8 |
Course Description |
This course introduces students to the major themes, issues and debates current in the field of English language study and to methods of language description and analysis. Students will have the opportunity to see how the English language of today has evolved within the historical setting of the United Kingdom and how it has changed and developed as it has spread around the world.
U214 is a compulsory course for the BA students in English Language and Literature. U214 will contribute to specific learning outcomes within those qualifications where it is compulsory. This module will contribute to ‘a broad understanding of the English language, including its history, contemporary use and its development as a global language’, to developing ‘skills in the interpretation of both literary and non-literary texts, including spoken, written and multimodal texts’ and to developing ‘a critical understanding of the range and variety of traditions and approaches to the study of literature and language’. U214 will provide the skills and knowledge at second level necessary for students to go on with (English) language study at third level. In particular, it will help develop an understanding of:
1. the history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts;
2. how people learn and use English in a range of contexts;
3. how the English language works and how it may be described;
4. the nature of linguistic evidence and ways in which it may be collected and analysed.
It will develop skills in:
1. analysing spoken, written and multimodal texts;
2. identifying and evaluating competing arguments and theories;
3. interpreting and critically evaluating linguistic evidence in the light of alternative explanations, arguments and theories.
It will contribute to further development of key skills from level 1 courses and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
|
Course Objectives |
Module Specification: U214A&B (Worlds of English)
1. 1. Factual information |
Module title | U214A&B: Worlds of English |
Level | 5 |
Module tutor | Ms. Nay Al Hennawi |
Credit value | 16 credit hours |
Module type | taught |
Notional learning hours | 2 Hours / week |
2. Rationale for the module and its links with other modules | This course introduces students to the major themes, issues and debates current in the field of English language study and to methods of language description and analysis. Students will have the opportunity to see how the English language of today has evolved within the historical setting of the United Kingdom and how it has changed and developed as it has spread around the world. U214 is a compulsory course for the BA students in English Language and Literature. U214 will contribute to specific learning outcomes within those qualifications where it is compulsory. This module will contribute to ‘a broad understanding of the English language, including its history, contemporary use and its development as a global language’, to developing
‘skills in the interpretation of both literary and non-literary texts, including spoken, written and multimodal texts’ and to developing ‘a critical understanding of the range and variety of traditions and approaches to the study of literature and language’. U214 will provide the skills and knowledge at second level necessary for students to go on with (English) language study at third level. In particular, it will help develop an understanding of: - the history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts;
- how people learn and use English in a range of contexts;
- how the English language works and how it may be described;
- the nature of linguistic evidence and ways in which it may be collected and analysed.
It will develop skills in: - analysing spoken, written and multimodal texts;
- identifying and evaluating competing arguments and theories;
- interpreting and critically evaluating linguistic evidence in the light of alternative explanations, arguments and theories.
It will contribute to further development of key skills from level 1 courses and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals. |
3. Aims of the module | A major aim of the course will be to enable students understand and apply the tools necessary to observe and account for the diversity of the English language both at the level of the individual speaker and in larger institutional, cultural and national contexts. Spoken, written and multimodal texts from a variety of contexts and genres, including literature, songs, politics and advertising, will be examined. The significance and power of language in social and economic life will be explored in countries where English is the majority language such as England and the USA, and in countries where it exists alongside one or more other languages such as India or South Africa. An important teaching point will be the question of ownership of English and the ideologies that accompany that notion. |
4. Pre-requisite modules or specified entry requirements |
EL120: English Phonetics and Linguistics |
5. Intended learning outcomes
A. Knowledge and understanding |
Learning and teaching strategy |
At the end of the module, learners will be expected to display understanding of:
A1. The history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts;
A2. How people learn and use English in a range of contexts;
A3. How the English language works and how it may be described;
A4. The nature of linguistic evidence and ways in which it may be collected and analysed. | - tutorial sessions
- fact finding from audio and video resources
- interactive activities
- problem solving tasks
- encouraging different questions,
- demonstrating evidence from different perspectives
- TMA
- Midterm assessment
- Final exam
|
B. Cognitive skills |
Learning and teaching strategy |
At the end of the module, learners will be expected to:
B1. Develop and practice skills of analysing spoken, written, and multimedia texts;
B2. Identify and evaluate competing arguments and theories
B3. Interpret and critically evaluate linguistic evidence in the light of alternative explanations, arguments and theories | - tutorial sessions
- fact finding from audio and video resources
- interactive activities
- encouraging different questions,
- employing different research paradigms,
- modeling different standards of evidence
- problem solving tasks
- TMA
- Midterm assessment
- Final exam
|
C. Practical and professional skills |
Learning and teaching strategy |
At the end of the module, learners will be expected to:
C1. Find, synthesise and organise information from a variety of sources (including electronic resources), and critically evaluate its significance;
C2. Communicate information, arguments and ideas effectively using appropriate styles and language for your audience: for example, writing academic essays for your tutor, or communicating with other students via electronic means;
C3. Plan, monitor, and review your progress as an independent learner, including making use of feedback from your tutor;
C4. Understand and interpret basic data in the form of maps, graphs and tables. | - tutorial sessions
- fact finding from audio and video resources
- seminars and workshops
- interactive activities
- enhancing inquiry, using different assumptions,
- encouraging different questions,
- problem solving tasks
- employing different research paradigms,
- modeling different standards of evidence
- problem solving tasks
- TMA
- Midterm assessment
- Final exam
|
D Key transferable skills |
Learning and teaching strategy |
At the end of the module, learners will be expected to:
D1. Reflect critically on your own linguistic experience and relationship to the English language;
D2. Recognise and select appropriate genres of written text and registers of spoken language for personal and professional purposes | - tutorial sessions
- interactive workshops
- encouraging different questions,
- employing different research paradigms,
- modeling different standards of evidence
- enhancing inquiry, using different assumptions,
- problem solving tasks
- TMA
- Midterm assessment
- Final exam
|
6. Indicative content. | The course will comprise six blocks of study:
Block 1: This block looks at the historical development of the English language, its spread across the globe, the diversity that has resulted from this spread, and the social and political factors which have influenced the development of the language.
Block 2: The second block continues to explore the socio-political factors and processes which influence variation and change in our contemporary worlds of English, and examines and assesses the debates engendered by the diversity of the English language.
Block 3: This block looks at the fine detail of spoken interactions and texts in relation to the contexts in which they occur, and the purposes which they realise. It introduces the English language as a medium for social activity, showing how people use it to communicate as they build, maintain and break relationships, work and play together, promote particular points of view, and create verbal artefacts such as poems and stories.
Block 4: The fourth block covers several centuries of history, but moves right up to date with the digital era and the democratisation of the tools of text production, including multimodal texts. It considers the English language as something that is itself communicated through the medium of technology, looking at how it has been both disseminated and transformed through being written, printed, broadcast, and digitised.
Block 5: The main focus in Block 5 is on the individual language learner at various stages of the life cycle in relation to community socialisation and educational provision. Although the dominant focus will be on the role of English in the learners’ lives, the examples will be drawn from a wide range of contexts, where English takes various forms and functions in various relationships to other languages. There will be an interplay throughout the block between the cognitive and the social, but with an orientation towards the social.
Block 6: This block looks at the ways in which the English language is transmitted through formal education policies and commercial imperatives, what it means to individuals and communities in multilingual contexts, and on how those individuals and communities act upon English and manage the relationship between English and other languages. How language/linguistic choices (varieties/codes/languages) influence personal and cultural identities. How English and its relationship with other languages may be manipulated – through translation, teaching, policies and politics. |
7. Assessment strategy, assessment methods and their relative weightings | U214 has ONE tutor marked assignment (TMA), ONE Mid-Term Assessment (MTA) and ONE 3-hour
FINAL EXAM at the end of the course. -
TMA (related to Blocks that the students have already covered and representing 20 per cent of the overall continuous assessment score [OCAS]) TMA will assess the students’ ability to perform a close reading using genre-appropriate methodology in the analysis of a literary text as well as your skills of critical evaluation and argumentation.
-
One two- hour Mid-Term Assessment (MTA)
-
One 3 hour FINAL EXAM at the end of the course.
- The balance between components of assessment is shown in the following table:
Components |
Form of Assessment & Marks |
% | CONTINUOUS ASSESSMENT | TMA |
20 |
50% | MTA |
30 | FINAL ASSESSMENT | FINAL EXAM |
50 |
50% | GRAND TOTAL |
100 |
100% |
|
8. Mapping of assessment tasks to learning outcomes |
Assessment tasks |
Learning outcomes |
A1 |
A2 |
A3 |
A4 |
B1 |
B2 |
B3 |
C1 |
C2 |
C3 |
C4 |
D1 |
D2 | TMA | X | X | X | X | X | X | X | X | X | X | X | X | X | MTA | X | X | X | X | X | X | X | X | | X | | | | Final exam | X | X | X | X | X | X | X | X | | X | | X | X |
9. Teaching staff associated with the module | Name and contact details | Ms. Nay Al Hennawi |
nhannawi@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | 3 course books & 3 study guides | 2012 | U214 Worlds of English | OU | Milton Keynes | 1 foundation resource for language description | 2012 | U214 Worlds of English | OU | Milton Keynes | 3 DVD Roms | 2012 | U214 Worlds of English | OU | Milton Keynes |
11. Other indicative text (e.g. websites) | The course will be a mix of print and AV delivered via DVD-ROM and 2 hrs per block will be kept available for work directed from the course website by the presentation team e.g., interviews and mini lectures on English language items in the news, a blog, or alternative readings to those supplied in the course books. We will draw on the expertise of ALs in particular areas of the course curriculum to help this ongoing updating strategy and to support the presentation team. |
|
Course Outcomes |
|