Professional Documents
Culture Documents
Eap
Eap
2013/14
CONTENTS
AMENDMENT HISTORY
July 2012 V1
Amendments to Learning
Outcomes
Amendments to IFY Assessment
Structure
Amendments to EAP Proficient
User (EAPPU) Assessment
Structure
Amendments to Int. Dip
Assessment Structure
Amendments to PMP Assessment
Structure
Amendments to Task Description
and Criteria for:
o Active Listening Task
August o Active Reading Task
V2 o Listening Log SL
2013
o Reading to Writing Task
o Annotated Bibliography
Task
o Pre-Writing Pack Task
o Language Learning Journal
1
Amendments to course work
writing criteria
Amendments to exam writing
criteria
Amendments to presentation
grading criteria
Addition of Graduate Diploma/Pre
Masters Programme dissertation
criteria
A copy of the EAP syllabus should be given to each member of the teaching staff
contributing to the delivery of the:
The aim of the NCUK EAP module is to provide students with the English language and
academic skills required by UK university programmes.
2 ENROLLMENT
NCUK Guarantee
The EAP module is designed for students who are not native English speakers and who
also do not have a Secure English Language Test (SELT) that is acceptable for entry to
undergraduate programmes at UK universities.
NCUK also offer other options for students with different English language backgrounds:
The EAP for Proficient Users (EAPPU) module is designed for students who have
either previously studied in English throughout their education but have an English
language qualification that is not accepted for UK visa purposes or, have a very good
level of English but no SELT to prove this.
The Research and Communication Skills (RCS) module is designed for students who
already possess a SELT at an acceptable level for UK visa purposes and the requirements
of UK universities. Typically these students will hold an acceptable qualification at IELTS
6.0 or better (with a minimum of 5.5 in individual skills).
N.B. Students enrolling in Graduate Diploma Route A and B or Pre Masters Programme
must study EAP irrespective of their English Language background.
The flowchart below will help you to decide on the best module for your students:
START
No Yes Yes No
Will the student
be applying for
competitive
programmes at
Russell Group
universities?
No Yes
Yes No
*A small number of very competitive courses at Russell Group universities may require
IELTS 7.0 or equivalent e.g. Law, Journalism, Psychology, Education. Students who do
not have this level of qualification should study the EAPPU module.
Notes
It is important that delivery partners recognise that the NCUK guarantee is the minimum
level at which NCUK can guarantee a placement at an owner university. Depending on
the preferred university or course of study, students may need an EAP qualification
above the minimum outlined in the guarantee. In such cases, it is important that
students are counselled appropriately and are directed to enrol in the NCUK EAP module.
It should also be recognised that some SELTs have their validity time limited (e.g. an
IELTS qualification is valid for two years) and students will need a valid English language
qualification when to applying for university. If a SELT is used for entrance requirements,
but will expire before the students applies to university, the student should enrol in the
NCUK EAP module or take another SELT that will be valid when the student enters
university.
It is noted in some countries that qualified EAP staff are difficult to recruit. Centres may
be given exceptional permission (which must be agreed with NCUK in advance) to
substitute the preparation for a SELT in the place of EAP.
Centres are not expected to run all three modules (EAP, EAPPU and RCS) even if they
have different types of students enrolled on the programme. In particular the EAPPU and
RCS modules are highly integrated and can be delivered within the same classes.
Centres should choose the best solution for the number and type of students who they
have enrolled. If you are unsure which module(s) to deliver, please contact your NCUK
Academic Support Manager.
Please refer to the table below to allocate teaching hours and organise teaching
schedules.
Note that for all EAP modules, class sizes for EAP must not exceed 16.
Teaching
hours per Suggested breakdown of
Comments
week teaching hours
MINIMUM
3 x Reading and Writing Ideally there will be as much integration
2 x Speaking and Listening of the teaching of skills as possible with
1 x Language and Exam Skills as few teachers as possible being
assigned to the different classes.
OR
IFY 6 2 x Writing skills
1 x Reading Skills
1 x Seminar and Discussion
Skills
1 x Listening and note taking
1 x Language and Exam Skills
These additional hours can be used to
provide language support for subject
work. As many of the EAP continuous
Recommended 3x Subject specific language
3 assessments tasks are based around
additional EAP support
subject work, it is recommended these
hours are used to work on assessment
tasks.
Students will need to be included in EAP
classes where necessary but particularly
for exam skills preparation.
IFY Proficient As above where deemed
6 Students may have independent study
User necessary.
time to work on their projects but ideally
tutors will be available to facilitate their
learning.
It is highly recommended that the same
1 x Reading teacher teaches all classes to maintain
1 x Writing consistency and quality of teaching.
Int Dip/Year 2 Min 4
1 x Listening and Speaking Where this is not possible it is
1 x Exam Skills recommended no more than 2 teacher
share the classes.
3 x Writing
3x Reading
Grad Dip Route
10 3 x Oral Skills (Speaking, and
A
Listening)
1 x Exam and Language Skills
3 x writing
3x Reading
Grad Dip Route 3 x oral skills (Speaking,
10
B seminar, listening and note
taking)
1 x Exam and language skills
3 x writing
3x Reading
3 x oral skills (Speaking,
PMP 10
seminar, listening and note
taking)
1 x Exam and language skills
The syllabus outlines what is to be taught and how it will be assessed. The syllabus is
divided into sections which provide guidance to the teachers as follows:
Learning Outcomes (LOs): These outline what students are intended to know,
understand and be able to do on successful completion of the EAP module. The
LOs should therefore be used to inform planning of teaching and the content of
teaching sessions. Detailed teaching and learning activities can be found on
Welcome in the document library. Many of the learning outcomes will be
developed by students over time, so need to be revisited constantly throughout
the programme of study. It should be acknowledged that students will
demonstrate the LOs at different levels, and that students in the same class may
be at very different points in their skills development. Students level of skills
development will be reflected in their assessments tasks and the different stages
of development are outlined in the different continuous and final assessment
grading criteria. Teaching activities and resources will therefore vary depending
on the level of students skills.
Continuous Assessment (CA) Tasks: Together with the final exams these form
the assessment of EAP. Centres can select which continuous assessment tasks
they use, based on the assessment structures for the different programmes.
Centres need to follow the task outlines and grading criteria in this syllabus. All
assessment material (task descriptions and grading criteria) should be given to
students to enable them to be clear as to how they are assessed. It is intended
that the continuous assessment tasks focus on authentic academic tasks and,
where possible, use authentic material. This will require the EAP teacher to
coordinate and liaise with subject teachers to understand how students are being
assessed in other modules, what tasks and assessments they are working on and
the materials and resources they are using. By integrating EAP assessments with
subject assessments, students workload should be manageable.
Planning teaching: Once the continuous assessment (CA) tasks have been
selected it is then possible to devise a teaching and learning work plan. An EAP
teaching guide can be found in this document at EAP Teaching guidelines (Section
9). There is more detailed content outlined in the EAP Content and Teaching
Activities, in the Welcome document library. There are exemplar teaching
schedules on the document library, but these are intended as guides only and it is
expected each delivery partner will develop their own teaching and assessment
schedule, which addresses the needs of their particular students and is based
around the continuous assessment tasks and the demands of the other subjects
studied by students.
Resources: The EAP module and in particular the CA tasks focus on authentic
academic tasks. As a result, much of the teaching should ideally utilise authentic
academic texts (written and oral). It is therefore necessary for EAP teachers to
liaise with subject teachers in order to use the same materials. It is anticipated,
therefore, that textbooks and articles being used by subject teachers will be
shared with EAP teachers for use as study materials.
5 LEARNING OUTCOMES
Academic Reading
Academic Writing
W1 plan, draft, write, edit and re-write a range of extended subject specific academic
texts of different genres ( e.g. cause and effect, describing a process,
comparison/contrast, presenting an argument, evaluation, exposition, discussing
problems and solutions, providing definitions) and text types (e.g. essays, lab
reports, poster presentation, PowerPoint slides).
W2 use dictionaries, grammar references, spell checker and grammar checker as well
as teacher and peer feedback to edit and redraft a document.
W3 use a range of simple and complex grammatical structures, cohesive devices and
general and academic vocabulary to produce accurate, coherent and effective
written texts.
W4 synthesise and paraphrase texts and use to support academic writing.
W5 use notes to summarise and paraphrase texts accurately.
W6 develop an argument in a text.
W7 develop a critical voice in their written work.
W8 cite and reference texts correctly, understand plagiarism and how to avoid it.
Academic Speaking
S1 take part actively and effectively in academic group discussions and seminars.
S2 present the results of academic reading and listening and use notes to present
ideas orally, in a presentation, seminar or discussion.
S3 summarise and reformulate ideas.
S4 contribute to group understanding of ideas and concepts.
S5 negotiate meaning and outcomes through participation in a group.
S6 use accurate grammar, vocabulary and appropriate eye contact and gestures to
produce comprehensible speech.
S7 use pronunciation, stress and intonation to produce comprehensible speech.
Academic Listening
L1 understand how connected speech differs from written text and be able to extract
meaning from extended connected speech.
L2 prepare for a lecture by pre-reading and predicting key content and vocabulary
L3 extract key information from a lecture and distinguish it from supporting and
unnecessary information.
L4 make accurate and effective notes on a lecture using symbols, abbreviations,
headings, linear notes, patterns, spider grams and tables etc.
L5 understand how a lecture can be structured, paraphrased and recapped.
L6 follow up a lecture by using notes to make a summary and engage in further
reading or discussion to establish key information.
L7 take part in academic group discussions and seminars.
Academic Vocabulary
ISS1 identify their language learning strengths, weaknesses and needs based on the
EAP learning outcomes.
ISS2 devise strategies for improving specific language skills, including locating suitable
resources.
ISS3 use feedback (from teachers, peers, and own learning) to reflect on their
language learning successes and failures.
6 EAP ASSESSMENT
Formative Assessment
Formative assessment and feedback are essential to the teaching and learning cycle. The
formative assessment structure is outlined; it is important that ample opportunities are
provided for formative assessment. We require that students are given the opportunity
to engage in and submit continuous assessment tasks during the first semester and
receive formative feedback on those tasks to scaffold them to complete the summative
continuous assessment tasks in the second semester. In addition, it is important that
students are given regular feedback on exam performance. It is therefore recommended
that students sit a mock EAP exam at the end of Semester 1 or start of Semester 2.
This, together with the feedback on formative continuous assessment tasks, will be
extremely useful as a basis for reflection as well as giving students feedback on their
progress. This can also provide a basis for counselling of students who are falling below
the standards required.
Examinations
The aims of the EAP continuous assessment (CA) tasks are to assess students ability
over the four skills in authentic academic tasks. These tasks have been designed to allow
students to develop language and study skills that will be required of them in
undergraduate and postgraduate study. The tasks contain both formative and
summative aspects. Students should receive formative feedback on their performance on
tasks required for CA and use the feedback to improve future performance. These tasks
do not necessarily require test conditions and vary from in-class assessments to
extended process writing and reading activities.
The aims of the Independent Study Tasks (IST) are to assess students ability to direct
their own learning and study independently, both vital components of academic study in
higher education. These assessments extend over the duration of the programme and
provide opportunities for formative feedback as the tasks progress.
All programmes will follow the same generic assessment structure and all students sit
the same final exams. The continuous assessment tasks may be different.
Independent
Writing Reading Listening Speaking Overall
Study Task
Continuous
50% 50% 50% 50%
Assessment
100%
Final Exam 50% 50% 50% 50%
Component
100% 100% 100% 100% 100%
Grade
Contribution
to Overall 20% 20% 20% 20% 20% 100%
Grade
7 BENCHMARKING
Details of how NCUK EAP is aligned to other English Language benchmarks can be found
at: www.ncuk.ac.uk
8 PROGRESSION
A full description of the NCUK guarantee can be found on the NCUK website:
www.ncuk.ac.uk
Details of specific teaching activities for each skill and resources can be found in the
document library.
Academic Writing
Writing is a key skill for students entering undergraduate and postgraduate study and
will form the basis of the majority of their assessments. It is therefore imperative that
students develop written academic fluency.
Key features
A clear focus on authentic tasks, ideally using writing tasks set by the subject area,
as well as the use of pedagogic texts (e.g. from text books) to focus on teaching of
particular writing skills.
Constructive and frequent feedback is an important part of developing writing skills.
Specific and detailed feedback based on aspects of the genre e.g. organisation,
rhetorical functions, grammar and vocabulary can be based on the grading criteria.
Academic Reading
Many students are surprised at the amount, level and type of reading required at
universities. It is important that students understand that in many disciplines, the
expectation is that most of their learning should come from independent reading rather
than lecture notes. In order to ensure that students are not overwhelmed, it is important
that reading classes prepare students for the demands of university study.
Key features
Texts used in the EAP class should include the type of texts students will meet at
university i.e. extended academic texts and specialist subject texts such as
textbooks, reports, government papers, manuals, reference texts, journals and
conference papers. Many authentic texts can be taken from students subject
textbooks or provided by subject lecturers.
strategies for dealing with extended complex texts such as global reading strategies
(sampling, skimming and scanning) and matching text with a purpose for reading.
Students need extensive practice in employing these skills with both pedagogic and
authentic texts.
a clear purpose for reading. Different purposes have different strategies. An
introduction to the different purposes of reading at University level is important for
them to understand the different strategies.
critical reading skills
integration of skills e.g. reading to writing tasks, reading to speaking tasks.
increasing reading speed as this is often a problem for students taught intensive
reading for exams which encourages a slow reading speed.
strategies for dealing with unknown vocabulary.
noticing and recording unknown vocabulary.
strategies for dealing with complex sentences.
locating relevant and appropriate academic texts.
selection and evaluation of texts.
noticing when, how and why writers cite other sources. Look for differences between
genres and disciplines. Pay attention to the format of referencing and in text
citations.
highlighting how effective use of literature and correct citations and references avoid
plagiarism.
different methods of note taking such as linear notes using symbols and
abbreviations as well as exploring different types of patterns for note taking e.g.
tables, flow charts and spider-grams.
Academic Listening
Academic Speaking
Students often find participating in classroom discussions challenging. This may be due
to difficulty in keeping up with the pace of the discussion, lack of confidence in their own
ideas, unfamiliarity with interactive classrooms or simply lack of practice in speaking.
Students who do not participate in class or group discussions may be viewed as
uncooperative. Thus, it is important that students understand the importance attached
to participation and are equipped with the skills to enable them to do so actively and
effectively. Effective oral skills are also an important factor in their personal and social
development at university.
examination and understanding of speaking criteria, with self and peer evaluation
being used as a means of enabling students to understand the criteria.
understanding key aspects of an effective presentation.
practice and observation of student presentations
developing and practicing effective interactive skills for participation in academic
discussions
o initiating discussion or ideas
o turn taking
o responding to others
o inviting others to speak
o interrupting
o keeping your turn
o agreeing and disagreeing
o summing up earlier ideas
pronunciation/intonation and stress of key words and extended speech.
Vocabulary
Vocabulary guidance:
The amount of vocabulary available for study is far beyond what most students can
manage. An important way to decide which vocabulary to study and which to ignore
for the moment is to consider the usefulness of the words and phrases students
identify as unknown.
Usefulness of vocabulary has two main properties:
o A word/phrase is key to understanding the text you are currently working
with.
o A word/phrase is valuable for understanding future reading/listening texts and
for your own production.
The second of these is of the greatest use for their overall studies. There are a
number of clues that can help students to determine whether or not vocabulary will
be valuable for future study. These include:
o The word/phrase occurs with high frequency in most academic texts
o The word/phrase occurs with high frequency in the subject area they are
studying
o The word/phrase occurs with high or mid-frequency in general texts.
Academic vocabulary allows students to write with the correct level of formality and
also includes words such as issue or factor which allow students to talk about and
categorize important ideas and concepts in a variety of subject areas. Mid-frequency
words and subject-specific high frequency words enable them to speak or write with
greater precision and sophistication. This is important for expressing complex ideas
and demonstrating evidence of criticality.
Accurate and appropriate use of such vocabulary will enable students to achieve the
highest marks on their exams and coursework. Students can find out whether a
word is included in one of the above categories by referring to the vocabulary
profilers at http://www.lextutor.ca/vp/ Use the VP Classic v.4 to find words from the
Academic Word List. Use the BNC-20 profiler to find mid-frequency words. Mid-
frequency words are those in 4,000 to 8,000 frequency range.
When recording vocabulary for further study, students can include a wide range of
information. For example:
definitions word family members synonyms
sample sentences
Its not necessary or useful to record everything students see in a dictionary entry in
their vocabulary notebook. Its more important to begin by recording enough
information that will help them to remember the word and think about contexts in
which they can use it. As they review the entries in their notebooks, they can add
additional information which will deepen their knowledge of their chosen words.
Study Skills
The development of study skills is a key but extremely difficult area for many students.
It may be significantly different from their previous learning experiences, which may
2013 Northern Consortium UK Ltd. Page 20 of 83
EAP Syllabus 13/14
The IFY programme prepares students for undergraduate study. The EAP module
therefore introduces students to the linguistic demands of undergraduate study including
independent reading and study, accessing academic texts and extended writing.
Students enter the programme with a minimum of the equivalent an EAP band E (IELTS
5.0) and are required to attain a minimum level D, with no skill less than a D (IELTS 5.5)
in order to meet the NCUK guarantee.
Formative Assessment
Formative assessment and feedback are essential to the teaching and learning cycle. The
formative assessment structure is outlined below; it is important that ample
opportunities are provided for formative assessment. We require that students are given
the opportunity to engage in and submit continuous assessment tasks during the first
semester and receive formative feedback on those tasks to scaffold them to complete
the summative continuous assessment tasks in the second semester. Feedback should
include marking on the assessment criteria. In addition, it is important that students are
given regular feedback on exam performance. It is therefore recommended that students
sit a mock EAP exam at the end of Semester 1 or start of Semester 2. This, together
with the feedback on formative continuous assessment tasks, will be extremely useful as
a basis for reflection as well as giving students feedback on their progress. This can also
provide a basis for counselling of students who are falling below the standards required.
Students should
submit journal
entries in relation
Pre-writing Active Reading Active Listening Practice to Semester 1. No
pack Task Task Presentation marks should be
awarded but
formative feedback
should be clear and
detailed.
Summative Assessment
NB. Details of the tasks and grading criteria can be found in the Appendices.
Independent
Writing Reading Listening Speaking
Study Task
Continuous
Assessment 10% 10% 10% 10% 20%
Weighting
Continuous 1 x Subject 1 x Active 1 x Active 1 x Assessed 1 x Language
Assessment Specific Reading Task Listening Presentation Learning Journal
Tasks Essay/Report Task (Note: there are
OR two different
1 x Pre- styles of Language
writing pack Learning Journals:
Language
Learning Journal 1
and Language
Learning Journal
2. Students should
complete one
journal over the
module as per the
task description)
Oshima, A. and Hogue. A. (2006). Writing Academic English Level 4. Pearson Longman.
ISBN: 978-0131523593
Oshima, A. and Hogue. A. (2006). Writing Academic English Answer Key. Pearson
Longman. ISBN: 978-0131947016
Slaght, J. and Harben, P. (2009). Reading Teacher Book. Reading: Garnet. ISBN: 978-
1859645017
Slaght, J. Harben, P. Pallant, A. (2009). Reading and Writing Source Book. Reading:
Garnet. ISBN: 978-1859645185
de Chazal, E. and McCarter, S. (2012). Oxford EAP. Oxford: Oxford University Press.
ISBN: 978-0194001786-
References
Alexander, O., Argent, S. and Spencer, J. (2008). EAP Essentials. Reading: Garnet. 978-
1859644195
Godfrey, J. (2010). Reading and Making Notes. Basingstoke: Palgrave Macmillan. 978-
0230247581
Godfrey, J. (2013). How to Use Your Reading in Your Essays. Basingstoke: Palgrave
Macmillan. ISBN: 9781137294685
Jordan, R. R. (1997). English for Academic Purposes: A Guide and Resource Book for
Teachers. Cambridge: CUP. ISBN: 978-0521556187
Lebauer, R.S. (3rd Ed) (2010). Learn to Listen, Listen to Learn 1. Pearson Education.
ISBN: 978-0138140014
Pallant, A. (2009). English for Academic Study: Writing. Reading: Garnet (Course book
ISBN: 978-1908614391 and Teachers book )
Paterson, K. (2013). Oxford Grammar for EAP. Oxford: Oxford University Press. 978-0-
19-432999-6
Porter, D. (2003) Check Your Vocabulary for Academic English. Bloomsbury. ISBN: 978-
0230033641
University of Gloucestershire
Harvard Referencing Tutorial (Online interactive)
http://ist.glos.ac.uk/referencing/harvard/activity.html
Introducing Quotations
http://writing.wisc.edu/Handbook/QPA_quoting.html
Integration of EAP with subject study is an important aspect of the delivery of the Int
Dip. The demands of subject study in this programme are high and therefore, where
possible, coursework assessment should be based around tasks set in the subjects. In
this way the EAP assessments can be seen as a means of support and scaffolding for
work in the subjects.
The role of the EAP teacher in this integration is vital since language and study skills are
involved in all aspects of the course. It is therefore necessary for EAP teachers to not
only read this syllabus document but to familiarise themselves with the language skills
required for other modules of the Int Dip. To this end, all Int Dip modules that relate to
the students in any EAP class should be available to the EAP teachers, and the lecturers
delivering these modules must meet on a regular basis to discuss how best the EAP
programme can be tailored to meet the needs of each class. In each semester
coursework assessment tasks should be planned in conjunction with the Route
Leader/Module Lecturer(s).
Formative Assessment
Formative assessment and feedback are essential to the teaching and learning cycle. The
formative assessment structure is outlined below; it is important that ample
opportunities are provided for formative assessment. We require that students are given
the opportunity to engage in and submit continuous assessment tasks during the first
semester and receive formative feedback on those tasks to scaffold them to complete
the summative continuous assessment tasks in the second semester. Feedback should
include marking on the assessment criteria. In addition, it is important that students are
given regular feedback on exam performance. It is therefore recommended that students
sit a mock EAP exam at the end of Semester 1 or start of Semester 2. This, together
with the feedback on formative continuous assessment tasks, will be extremely useful as
a basis for reflection as well as giving students feedback on their progress. This can also
provide a basis for counselling of students who are falling below the standards required.
Summative Assessment
NB Details of the tasks and grading criteria can be found in the Appendices.
Continuous
Assessment 10% 10% 10% 10% 20%
Weighting
Continuous 1 x Subject 1 x Active 1 x Active 1 x Assessed Reading to
assessment Specific Essay/ Reading Task Listening Presentation Writing task
tasks Report Task
de Chazal, E. and McCarter, S. (2012). Oxford EAP. Oxford: Oxford University Press.
ISBN: 978-0194001786
References
Alexander, O., Argent, S. and Spencer, J. (2008). EAP Essentials. Reading: Garnet. 978-
1859644195
Godfrey, J. (2010). Reading and Making Notes. Basingstoke: Palgrave Macmillan. 978-
0230247581
Godfrey, J. (2009). How to Use Your Reading in Your Essays. Basingstoke: Palgrave
Macmillan. ISBN: 978-0230205406
Jordan, R. R. (1997). English for Academic Purposes: A Guide and Resource Book for
Teachers. Cambridge: CUP. ISBN: 978-0521556187
Lebauer, R.S. (3rd Ed) (2010). Learn to Listen, Listen to Learn 1. Pearson Education.
ISBN: 978-0138140014
Oshima, A. and Hogue. A. (2006). Writing Academic English Level 4. Pearson Longman.
ISBN: 978-0131523593
Oshima, A. and Hogue. A. (2006). Writing Academic English Answer Key. Pearson
Longman. ISBN: 978-0131947016
Pallant, A. (2009). English for Academic Study: Writing. Reading: Garnet (Course book
ISBN: 978-1908614391 and Teachers book )
Porter, D. (2003) Check Your Vocabulary for Academic English. Bloomsbury. ISBN: 978-
0230033641
University of Gloucestershire
Harvard Referencing Tutorial (Online interactive)
http://ist.glos.ac.uk/referencing/harvard/activity.html
Introducing Quotations
http://writing.wisc.edu/Handbook/QPA_quoting.html
The first term for Grad Dip Route A is the Preparatory Term. Assessment during this
term is formative only. In the second term the Core Term Route B students join
Route A. The Final Term is identical for Routes A and B.
PMP students follow a modified version of the Route A and B syllabus. Elements of work
done in Routes A and B are incorporated into the PMP, but the continuous assessment
tasks may differ. However, the final EAP examination for the PMP is the same as for the
Grad Dip.
Core Term
Final Assessments
Formative Assessment
During this term, assessment is formative only and should generate a skills profile for
the students based on continuous assessment and exam performance. Centre
administration requires this information to ensure students meet the entry requirements
for Route B. Students also require feedback on performance to monitor their progress.
NCUK do not require reporting of these grades but may ask to be provided with them
under certain circumstances.
Assessment tasks can be developed by centres or taken from this syllabus (details in
Appendix). The results from the tasks and exam should be used to build an EAP profile
for the students.
Continuous
Assessment 50% 50% 50% 50%
Weighting
Continuous Centre developed Centre developed Centre Centre
assessment task or any task or any reading developed developed
tasks writing task from task from NCUK EAP task or any task or any
NCUK EAP syllabus listening task speaking
syllabus from NCUK task from
EAP syllabus NCUK EAP
syllabus
Formative Assessment
During the course of the module it is essential that strategies are in place to provide
students with formative feedback on their performance. During the Grad Dip
programme, formative feedback on the continuous assessment tasks provides one
opportunity for students to monitor their own progress.
It is also important that students receive formative feedback on exam performance and
therefore it is important students sit a mock exam at the end of the Core Term.
In addition students should be provided with copies of the coursework, speaking and
writing criteria in order that they can understand the grading of their work as well as
being made aware of what they need to do to improve performance.
Summative Assessment
Continuous
Assessment 10% 10% 10% 10% 20%
Weighting
Continuous Research 1 x Annotated Listening Log Dissertation Dissertation
assessment Proposal (See Bibliography (to be linked Presentation
tasks: Grad Research (for to
Dip Route A Methods: grade dissertation) Management
and B according to course)
GD/PMP
Dissertation/
Proposal
Writing Grading
Criteria)
PMP
Formative Assessment
During the course of the module it is essential that strategies are in place to provide
students with formative feedback on their performance. During the PMP programme,
formative feedback on the continuous assessment tasks provides one opportunity for
students to monitor their own progress.
In addition students should be provided with copies of the coursework, speaking and
writing criteria in order that they can understand the grading of their work as well as
being made aware of what they need to do to improve performance.
Summative Assessment
Independent
Writing Reading Listening Speaking
Study Task
Continuous
Assessment 10% 10% 10% 10% 20%
Weighting
Continuous 1 x Pre 1 x Active 1 x Active Proposal Research
assessment Writing Reading Task Listening Task Presentation Proposal
tasks: PMP Pack
Godfrey, J. (2013). How to Use Your Reading in Your Essays. Basingstoke: Palgrave
Macmillan. ISBN: 9781137294685 McCormack, J and Slaght, J. (2009). Extended
Writing and Research Skills. Reading: Garnet ISBN: 978-1859644867
References
Alexander, O., Argent, S. and Spencer, J. (2008). EAP Essentials. Reading: Garnet. 978-
1859644195
Godfrey, J. (2010). Reading and Making Notes. Basingstoke: Palgrave Macmillan. 978-
0230247581
Jordan, R. R. (1997). English for Academic Purposes: A Guide and Resource Book for
Teachers. Cambridge: CUP. ISBN: 978-0521556187
Lebauer, R.S. (3rd Ed) (2010). Learn to Listen, Listen to Learn 1. Pearson Education.
ISBN: 978-0138140014
Oshima, A. and Hogue. A. (2006). Writing Academic English Level 4. Pearson Longman.
ISBN: 978-0131523593
Oshima, A. and Hogue. A. (2006). Writing Academic English Answer Key. Pearson
Longman. ISBN: 978-0131947016
Pallant, A. (2009). English for Academic Study: Writing. Reading: Garnet (Course book
ISBN: 978-1908614391 and Teachers book )
Porter, D. (2003) Check Your Vocabulary for Academic English. Bloomsbury. ISBN: 978-
0230033641
Cardiff University
Harvard Compile the References Activity (Online interactive)
https://ilrb.cf.ac.uk/citingreferences/correctorder/index.html
University of Gloucestershire
Harvard Referencing Tutorial (Online interactive)
http://ist.glos.ac.uk/referencing/harvard/activity.html
Introducing Quotations
http://writing.wisc.edu/Handbook/QPA_quoting.html
APPENDICES:
2. Notes
Make notes during the lecture and include these plus any visuals
or hand-outs, if provided, annotated where appropriate. These
are used as evidence of your engagement during the lecture.
3. Summary
Write a summary of the lecture (250 words +/- 10%) from your
notes of the key ideas and supporting ideas which demonstrate
your understanding of the topic. If possible, use some of the
words from your list. If you do not use any of the words from
your list, you should give a short explanation about why this was
not possible.
4. Lecture Follow-up
a. Show how ideas in the lecture link to other ideas you
have read about or which have been presented in other
lectures ( e.g. which ideas are supported, refuted or
developed in this lecture)
b. Identify 3 further questions which follow on from the
lecture. Make sure the questions are specific and relevant
to the topic.
Important
You should state clearly the subject assignment that this task
relates to and give its full title. Make sure you have completed each
of the four tasks and use the headings above to identify each one.
Grading Criteria See attached sheet
Reading/Links/
Vocabulary Summary
Questions
Student . Student ID
Name
Comments
Final Mark
calculation = __________
Vocabulary __________ x 0.2
TOTAL __________
Marker 1 Signature Marker 2 Signature
. .
The lecture should last 20 minutes give or take 10%. Longer lectures should be
broken up into a 20 minute segment.
The lecturer should provide a summary (bullets points) in written form of the key
points and supporting ideas (the information he or she would wish the students to
take from the lecture). N.B. These should be included in the moderation
pack for the external examiners. The lecturers summary should be used as
the basis for marking the students summary under the Summary criteria.
For the pre reading students should be asked to provide sources, although you
may provide one source. This is because students should be encouraged to
search for their own material and become experienced in selection.
The student summary should be 250 words, plus or minus 10%.
Take care to ensure students are aware it is a summary and not a report on the
whole lecture. The word limit should help to address this.
All of the students pre-listening preparation must be included as evidence as part
of task fulfilment. However, the notes that students make on the pre-reading and
on the lecture will not be assessed.
Task You will be given a text by your teacher which links to a subject related
description assignment. You need to read the text and then:
1. Assignment
Indicate the full assignment details the reading relates to.
2. Reading Notes
Identify the sections of the text and the key points which are relevant
to the assignment, add questions, and make links between ideas
within the text. These will show your degree of engagement with the
text. You can do this on a copy of the text or you can make notes.
3. Summary
Produce a summary of the text which shows your understanding of
the text and includes:
A correct reference in Harvard style.
A summary of the sections of the text which are relevant to
the assignment task, and which accurately paraphrases key
points and supporting evidence.
4. Discussion
Write a critical discussion of the value of the text in relation to the
assignment. Here, you will need to:
a) Explain how the text content relates to the assignment and
b) Critically evaluate the text in relation to the assignment. Evaluate
the:
1. relevance of each text you have chosen to the subject
assignment
2. source of each text
3. author and date published
4. objectivity and impartiality of author
5. Vocabulary
As you read, identify unknown and key vocabulary (words and
phrases) in the text(s).
Select 10 items (words or phrases) which you think will be useful
for your studies
Explain why your list is useful (e.g. key term, high frequency, high
frequency academic word, common academic phrase).
Record information which will help you use this word in your
studies. This might include the definition, word family, word forms,
synonyms, collocations and/or usage.
Grading
See attached sheet
Criteria
Comments
Final Mark
calculation Annotations/
Notes/ __________ x 0.2 = __________
Reference
= __________
Summary __________ x 0.4
TOTAL __________
Marker 1 Signature Marker 2 Signature
. .
Select a text in consultation with the subject teacher. This should be an academic
text and can be the students textbook or a journal article, reference book or other
academic source.
Encourage students to annotate or make notes on the text by:
highlighting the key points (i.e. only those relevant to the assignment task);
adding questions that occur to them as they read (e.g. anything difficult to
understand; something that links with their existing knowledge);
making links within the text (e.g. from one section/idea to another) and to
other texts that they have read on this/a similar topic.
These notes show the students engagement with the text. This can be difficult to
pin down; essentially, it is about how involved the student has become, how closely
they have attended to the text, and how much effort they have made to understand
it and place it within the wider landscape of their knowledge/understanding.
While students can do this on a copy of the text or by making notes, you might
prefer to begin with a hard copy of the text, followed up by separate notes.
The summary sheet is intended to show the student understands of the text, and
specifically the parts which are relevant to the assignment; it is not necessary to
summarise the whole text. It should also include the students evaluation of the text.
Here, they should be looking for bias or the writers stance; regarding the source of
the text, they should be considering, for example, reliability. Again, these should
relate to the assignment itself.
Skill
Description
Learning
outcomes it
addresses
Why chosen
Reflection:
How success
was achieved
What future
action will be
taken
Comments
TOTAL __________
Marker 1 Signature Marker 2 Signature
. .
Task description During your programme you will need to take responsibility for
your language learning. This will help you develop independent
study skills, which you will need for university study and you will
also develop your EAP skills. In order to do this you will need to:
Complete a needs analysis of your EAP skills using the
learning outcomes in the NCUK EAP syllabus. Your teacher
will advise you on how to do this.
Based on your needs analysis, choose one skill and
identify the learning outcomes in that skill that you think
you need to work on for each semester (2 different skills
in total).
During the semester you need to use a variety of
methods to develop your skills in this area. This should
include:
responding to feedback from your teachers or peers
your own reflection on your learning and work you
have completed.
independent work that you think will help you e.g.
redrafting written work based on feedback, exercises
from textbooks, help from the internet
To complete the log you need to include:
your needs analysis
evidence of independent learning activities which link to
the skill and the learning outcomes
evidence of how you developed the skill e.g. all the work
you did for an essay ( brainstorm, reading notes, draft,
feedback, redraft) or outline what you did to improve your
listening (e.g. notes on pre reading before a lecture, using
lecture notes or hand-outs to check on vocabulary, online
or text book activities)
evidence of reflection on your learning, development,
achievements in this skill.( this can be notes on work or
written paragraphs to sum up or feedback on draft and
final work with reflection).
a reflective statement for each semester (500 words)
which describes your progress in the skill and explores
the reasons for progress.
Grading Criteria See attached sheet
E Student demonstrates limited Independent work has little Reflection is very brief
35-39% ability to identify strengths and linking to the learning and largely descriptive.
weaknesses or link them to outcomes being developed.
needs analysis and learning There is little variation to
outcomes. the independent learning
activities, most of which are
inappropriate.
U Little evidence of ability to There is little evidence of Very little reflection, very
34% and assess their own strengths and appropriate independent descriptive and brief.
weaknesses or link them to work
under learning outcomes.
Comments
. .
1. Reading
Produce a list of key ideas from your reading, with
annotations to show which you are going to use and which
have been rejected and why.
2. Reference List
Produce a correctly formatted reference list for all your
sources, in alphabetical order and following Harvard
referencing guidelines.
3. Plan
Produce a detailed plan of how your essay and each
paragraph or section will be structured, including where and
how source material will be used. You can choose the style of
your plan e.g. a table, a spider gram or notes.
4. Vocabulary
Select 10 words, key terms or phrases which you think will
be useful for your assignment.
Write a paragraph explaining why your list of words is useful
(e.g. key concept, high frequency academic words etc.)
Record information which will help you use these words in
your assignment. This might include the definition, word
family, usage etc.
The items above do not need to be done in order. You may also go
back and revise any part of the plan during the writing process.
Important
You should state clearly the subject assignment that this task
relates to and give its full title. Make sure you have completed each
of the four tasks and use the headings above to identify each one.
Grading Criteria See attached sheet
A* 80%+ An A* should be awarded if all aspects of the A grade has been achieved.
A The overall essay structure is There is a clear indication of how At least 10 words are
70-79% logical and very detailed. sources will be used throughout the listed.
The internal structure of essay. Explanation of
paragraphs or sections is Key points from sources are accurately usefulness shows good
detailed and highly relevant. identified and paraphrased. awareness of the role of
Each paragraph or section has The sources selected are all academic vocabulary in texts.
a clear central topic, which is and relevant. Method of recording
fully supported and The reference list is complete, supports further study
developed. accurate and correctly formatted. and recycling.
All aspects of each entry
are correctly recorded.
B The overall essay structure is There is a clear indication of how At least 10 words are
60-69% logical and reasonably sources will be used in the essay. listed.
detailed. The sources selected are nearly all Explanation of
The internal structure of academic and relevant. usefulness shows
paragraphs or sections is Key points from sources are identified adequate awareness of
detailed and relevant. Each and paraphrased. the role of vocabulary in
paragraph or section has a The reference list is complete. texts.
central topic, which is clearly Reference list and formatting contain 1 Recording shows good
supported and developed. or 2 minor types of errors which will awareness of
still allow source to be located. vocabulary learning
strategies.
Information is almost
entirely correct.
C The overall essay structure is There is a generally clear indication of At least 10 words are
50-59% logical, but may occasionally how sources will be used for most of listed.
lack detail. the essay. Explanation of
The internal structure of Sources selected are mostly academic usefulness shows some
paragraphs or sections has and appropriate. awareness of the role of
some detail and is relevant. Most key points from sources identified vocabulary in texts.
Each paragraph or section has and paraphrased. Recording shows some
a central topic, with sufficient The reference list is complete. awareness of
support. Reference list and formatting contain 3 vocabulary learning
The development may or 4 minor types of errors which will strategies.
occasionally be unclear or still allow source to be located.. Information is mostly
repetitive. correct.
D The overall essay structure is It is not always clear how source At least 9-10 words are
40-49% generally logical but is material will be used in the essay. listed.
insufficiently detailed. Sources selected may not all be Explanation of
The internal structure of academic or appropriate. usefulness shows little
paragraphs or sections is Some key points from sources awareness of the role of
indicated but may sometimes identified and paraphrased. vocabulary in texts.
lack detail and/or relevance. The reference list is complete. Recording shows limited
Each paragraph or sections Reference list and formatting contain awareness of
has a central topic, but the 3 or 4 minor types of errors which will vocabulary recording
development may sometimes still allow source to be located. strategies.
be unclear, repetitive, or Some information is
insufficient. correct.
E An overall structure is There may be little indication of how 6-8 words are listed.
35-39% indicated, but may not be source material will be used in the Explanation of
logical. essay. usefulness shows no
There is an attempt to Key points from sources are not clear. awareness of the role of
indicate the internal structure Sources selected may be vocabulary in texts.
of paragraphs or sections but inappropriate. Method of recording is
the relationship between main Reference list is incomplete and/or likely to hinder
ideas and support may be contains several errors of formatting vocabulary learning.
unclear or there may be and referencing which prevent the Very little information is
insufficient support. source being located. correct.
U The structure of the essay is It is not clear how source material will 5 or fewer words are
34% and illogical. be used in the essay. listed.
under Main ideas may be difficult to Sources selected are not appropriate. No explanation of
distinguish from support or Reference list is missing and/or largely usefulness is provided.
support and development of inaccurate. Information is
ideas may be missing. extremely
limited/incorrect.
Assessment
Pre-Writing Pack
Task
Comments
Final Mark
calculation Plan __________ x 0.4 = __________
Reading and = __________
__________ x 0.4
Reference List
TOTAL __________
Marker 1 Signature Marker 2 Signature
. .
It is important that students develop plans which are suitable to their own style of
organisation and information management. No templates have been given as this is a
personal activity. Students should be made aware that providing they address the
criteria, the style in which they do that is not important.
If the essay is short they can produce a plan for each paragraph. Where students are
engaged in producing extended essays of over 1,000 words for example, they may
wish to plan the different sections. However they should be guided to understand
that key paragraphs or paragraphs with complex material might benefit from
planning also.
In teaching students to structure their essays it is a good point at which to teach the
language they need to achieve a logical flow of ideas. Anaphoric and cataphoric
referencing, substitution, cohesive devices and formulaic chunks of language can be
taught here.
Learning R1, R2, R3, R5, R6, R7, R8, R9, R10, R11
outcomes W1, W4, W5, W6, W8
assessed
100% of IST grade
Weighting
20% of overall grade
Task With the advice of your EAP tutor, choose a written assignment from one
description of your subject modules and locate appropriate texts that will help you to
write your subject assignment. You will need to read extensively around
the subject area and complete the following tasks.
1. Text selection and references
Select five texts related to the subject assignment from a variety
of sources e.g. professional magazines, newspapers, textbooks,
journal articles, online sources. All texts should be of an academic
nature. Produce an accurate reference list for your chosen texts
using Harvard referencing.
2. Justification
Write a justification of why you have chosen the five texts. You
should write approximately 300-400 words in total. Base your
judgment on criteria such as:
1. relevance of each text you have chosen to the subject
assignment
2. source of each text
3. author and date published
4. objectivity and impartiality of author
3. Notes
Make notes in order to identify key points and supporting
evidence. You should use your own words, and your notes should
be concise and relevant. You must make clear where you have
taken your notes from. You will use these notes when you write
your plan.
4. Plan
Make a detailed plan of how you will write your subject
assignment, indicating where and how you will use information
from these texts. Include citations you will use. Your plan should
show the reader how your reading informs the structure and
content of your assignment.
Important
You should state clearly the subject assignment that this task relates to
and give its full title. Make sure you have completed each of the four
tasks and use the headings above to identify each one.
Grading
See attached sheet
Criteria
Comments
Final Mark
calculation Selection/
x 0.3
References/ __________ = __________
Justification
x 0.3
Notes = __________
__________
Plan x 0.4
__________ = __________
TOTAL __________
Marker 1 Signature Marker 2 Signature
. .
Task description This assessment will be linked to a subject specific written task.
Your teachers will provide you with a writing task. You need to
prepare to write by finding relevant sources that you will need to
complete the task. When you have found 5 sources you need to:
1. References
Write a reference list which includes all the sources. The list
must be correctly formatted, in alphabetical order and use
accurate Harvard referencing.
For each source provide:
2. Selection
an explanation of your purpose for selecting the text;
explain why you think this might be useful for your
subject assignment. You might consider the following
criteria when assessing each sources potential value:
type and derivation of source
date
relevance of the text type to your assignment
trustworthiness
objectivity
3. Summary
a summary of key points and the authors argument
where relevant
4. Evaluation
evaluate whether the ideas in the text are relevant to
your assignment and explain why or why not. Explain
how you might use the ideas in your assignment e.g. to
support or refute an argument.
Important
You should state clearly the subject assignment that this task
relates to and give its full title. Make sure you have completed each
of the four tasks and use the headings above to identify each one.
Grading Criteria See attached sheet
A* Award an A* only when the student has achieved an A grade in all four categories.
80%
A The reference list is An appropriate range of Summaries are Evaluation of ideas
70-79% complete with 5 source types has been accurate, concise from each text is
different sources. selected. Provides a well- and coherently based on sound,
It is accurate and argued rationale for the cover all the main informed criteria
correctly formatted. selection of each source points. relevant to the
which shows an Paraphrasing is assignment. A
awareness of the criteria accurate. detailed indication of
for determining whether a how ideas from the
source is academic, source may
relevant and reliable in contribute to the
relation to a specific assignment is given.
assignment.
B The reference list is Appropriate source types Summaries are Evaluation of ideas
60-69% complete. The list have been selected. accurate, concise from each text is
or the formatting Provides a clear rationale and coherently based on sound,
contains a small for the selection of each cover most of the informed criteria
number of source which shows an main points. relevant to the
individual errors awareness of the criteria Paraphrasing is assignment. A clear
which will still allow for determining whether a mostly accurate. indication of how
sources to be source is academic, ideas from the
located. relevant and reliable in source may
relation to a specific contribute to the
assignment. assignment is given.
C The reference list is A good range of source Summaries are Evaluation of ideas
50-59% complete. The list types has been selected. adequate, but from each text is
or the formatting Provides a partial may not be well- mostly based on
contains a small rationale for each source organised or criteria relevant to
number of recurring selected which shows concise. the assignment.
error types which some awareness of the Paraphrasing may Some indication of
will still allow criteria for selecting rely on word how ideas may
sources to be sources, but some swaps and lexical contribute to the
located. selections may not be chunking. assignment is given.
fully justified.
D The reference list is Source types selected do Summaries Evaluation of ideas
40-49% complete with 5 not reflect a range demonstrate from each text is
different sources. appropriate to the minor general in nature
The list contains assignment. Although misunderstanding and may not be
numerous errors there is some awareness of key points clearly related to the
and error types of the criteria for selecting and/or may be assignment. There is
which still allow sources, the rationale overly long or little indication of
sources to be provided is weak in some poorly organised. how ideas contribute
located. areas. Paraphrasing to the assignment.
relies on original
text.
E The reference list is Sources appear to be Summaries show Only minimal
35-39% incomplete and/or randomly selected. little evaluation of ideas
contains several Demonstrates minimal understanding of which may not be
errors which awareness of the criteria key points. relevant. No
prevent sources for selecting sources. The Paraphrasing indication of how
from being located. rationale provided is relies heavily on ideas from sources
weak. original text. may be used.
Comments
Final Mark
calculation
Referencing __________ x 0.1 = __________
TOTAL __________
Marker 1 Signature Marker 2 Signature
. .
In order to illustrate what should be included in a summary, it is useful to take the case
of a journal article. These normally already come with a summary in the form of an
abstract. Abstracts are usually about 150-250 words long and provide a bare bones
summary paper of a paper. We are looking for more than the bare bones, but the
framework of the abstract provides a good start which can be filled out with additional
details that would enable someone who has not read the article to understand the key
themes, approaches and conclusions of the original authors. Summaries should be
written in continuous prose and the total length should not exceed 500 words. Original
sources will differ in length. Therefore, the length of each summary should be
proportionate to the length of the original text. Thus, naturally shorter texts will
generate shorter summaries.
1. This abstract begins directly by describing the study. The students summary
should begin with a report of the aims of the research. They should explain why
the author(s) felt the topic was useful for or deserving of investigation.
2. The summary should include definitions of key terminology.
3. The summary should report the area(s) of focus for the literature review.
4. The summary could explain why the researchers chose to use this methodology
and these data collection instruments.
5. The summary could include more details about the results.
6. The summary should include a fuller account of the conclusions and implications.
Teacher Notes
You will need to liaise with the subject teachers to choose a piece of written work
which will allow students to achieve the highest levels on the criteria
Science and Engineering reports may not be suitable as they stand, but in
discussion with the subject teachers it may be possible to add a literature
summary or review to these tasks which would allow students to demonstrate the
full range of EAP writing skills. If you are not sure please check with the NCUK
EAP Subject Leader.
Another alternative for Engineering and Science students is to liaise with the
subject teachers to provide an essay task, which while it is not authentic, is
related to the work they are doing in their subjects.
It is recommended that students prepare for this task by completing the pre
Writing Pack task, which will not be assessed but which will allow them to prepare
fully for this task and will result in better quality writing and in particular task
fulfilment and coherence.
Students should be taught how to effectively edit their work and eliminate
common errors.
Please highlight the relevant criteria in the table above and add any additional comments below. Any additional comments by the 2nd Marker should be
highlighted differently.
Additional Comments
TF O P L Final TF O P L Final
A* A fully developed answer. Ideas are easy to follow due to the use of A very wide range of vocabulary is used. A wide range of complex
(80-100) A very clear position is sophisticated organisation within and across Vocabulary is used accurately to convey precise structures used to very good
presented. paragraphs. meaning. effect.
Ideas are totally relevant and Referencing and substitution are used with The tone is consistently and naturally academic. Simple and complex structures
fully supported. sophistication. Phrases and collocations are completely natural. are accurate and natural.
Cohesive devices are used skilfully and There are virtually no spelling errors. Punctuation is used accurately
convey precise relationships between ideas. and to good effect.
Paragraphing is used effectively.
A A well-developed answer. Ideas are easy to follow and are logically A wide range of vocabulary is used with a variety of A wide range of complex and
(70-79) A clear position is presented presented. mid- and low- frequency words and phrases being simple structures used
and leads to a full, relevant Referencing and substitution are used used. appropriately.
conclusion. effectively. Vocabulary is used accurately. Simple structures are accurate.
Ideas are relevant, detailed Cohesive devices are used naturally within The tone is academic. Complex structures are
and well supported. and between paragraphs and sentences. Phrases and collocations are natural, though there accurate.
Paragraphing is used effectively. are occasional errors in word choice. Punctuation is used accurately.
There are only occasional spelling errors.
B The answer addresses the Ideas are easy to follow and there is overall A wide range of vocabulary is used. A range of complex and simple
(60-69) task. progression. Vocabulary is generally used accurately. structures are used.
A position is presented and a Referencing and substitution are used well. The tone is mostly academic. There are a few minor
conclusion relates to that Cohesive devices are used within and Phrases/collocations are mostly natural, though there inaccuracies in basic
position. between paragraphs and sentences. are occasional errors in word choice. structures.
Ideas are relevant, detailed Paragraphing is largely effective. There are only occasional spelling errors. There is evidence of some
and supported but with some accurate complex structures.
generalisation. There are a few minor slips in
punctuation.
C Task is addressed. Ideas are mainly easy to follow and there is An adequate range of vocabulary is used and some Complex structures are
(50-59) The position presented is clear progression. mid- and low-frequency words are attempted. attempted and some are
relevant but conclusions may There is evidence of some cohesion between There may be some errors in word formation, word accurate.
be unclear. sentences using referencing and substitution. choice and spelling, but they do not impede There are several minor
Ideas are relevant, and there Cohesive devices are used, but are communication. inaccuracies in basic
is some support, but it is sometimes repetitive, An academic tone is attempted but may be structures.
sometimes simplistic/ inappropriate or inaccurate. inconsistent or faulty. There are minor errors in
repetitive. Effectiveness of paragraphing is uneven. There are phrase/collocation errors but they do not punctuation.
impede communication.
D Generally addresses the task. Ideas are not always easy to follow and/or Range of vocabulary is limited. There is repetition of Complex structures are
(40-49) A position presented, but progression may be lacking. words due to lack of vocabulary. Mid- and low- attempted, but are rarely
conclusions are unclear or do Coherence between sentences and frequency words and phrases are attempted, but accurate and / or there is too
not follow from the points paragraphs is attempted but is sometimes used inaccurately. much reliance on basic
made. faulty. Word formation, word choice, and spelling errors are structures.
Ideas are mostly relevant. Cohesion is attempted but is sometimes common and cause some strain. There are errors in basic
Some parts of the answer are faulty. The tone is not academic, even though some structures which sometimes
not well developed or clearly Paragraphing is used, but is minimally helpful academic vocabulary is used. impede communication.
supported. to the reader. Phrase/collocation errors cause some strain. There are errors in
punctuation.
E Does not fully address the Ideas are not easy to follow. Range of vocabulary is limited. Frequent repetition Complex structures are rare
(35-39) question/response is partial. Cohesive devices are often inappropriate, due to insufficient vocabulary causes strain. and if attempted are not
A position is attempted but is over-used or absent. Frequent word formation, word choice, and spelling accurate.
unclear with no conclusion Text is repetitive due to lack of referencing or errors cause strain. There are frequent errors in
drawn. substitution. The tone is not academic due to a lack of appropriate basic structures which cause
Ideas are limited and/or Paragraphing is attempted, but largely vocabulary. strain for the reader.
irrelevant and lack support. ineffective. Frequent phrase/collocation errors cause strain. There are frequent errors in
May focus on details and/ or punctuation.
be a partial response. Errors cause some difficulty for
the reader.
U Does not address the Ideas have no logical organisation. Range of vocabulary is inadequate. Repetition is Errors in grammar, and
(34 and question. Cohesive devices are rarely used or are frequent and causes severe strain. punctuation predominate.
under) No position is presented.. inappropriate. Vocabulary errors predominate and impede
Ideas are irrelevant. Paragraphing is attempted, but wholly communication.
Is significantly below word ineffective or is not attempted. The tone is inappropriate.
count. Frequent phrase/collocation errors impede
communication.
Please highlight the relevant criteria in the table above and add any additional comments below. Any additional comments by the 2nd Marker should be highlighted differently.
Additional Comments
Fluency and Coherence Pronunciation Grammatical Accuracy Vocabulary Use Interactive Communication
A Communicates with natural Some L1 influence A wide range of structures used A range of vocabulary, including Initiates and develops dialogue
(70-79) rhythm and fluency. individual sounds are including complex and compound some idiomatic language, is used very effectively and
Uses a variety of discourse mostly, but not always, well sentences. for both familiar and unfamiliar appropriately.
markers accurately. formed, with no negative Error free sentences are frequent. topics. Demonstrates good awareness
Some hesitation, but mainly to effect on understanding. Some minor inaccuracies persist. Occasional inappropriate word of turn-taking conventions.
think about topic not language. Sentence stress is used formation and/or collocation. Contributes fully and
Some repetition, but it does not effectively and, for the most Can paraphrase well. effectively and rarely
affect the flow. part, naturally. Chunking is dominates.
appropriate.
Natural intonation is used.
B Communicates fluently in familiar Some individual sounds are There is a mix of simple and Vocabulary is sufficient to discuss Initiates and develops dialogue
(60-69) situations, but there are not well formed, but they do complex structures. both familiar and unfamiliar topics appropriately.
occasional lapses with more not impede understanding. Errors sometimes occur in at length and with some precision. Mostly demonstrates good
complex ideas. Mainly effective sentence complex structures. Some errors occur in word awareness of turn-taking
Generally uses discourse makers stress and chunking with There are a few basic formation and/or collocation, but conventions.
accurately. minor issues. Effective inaccuracies, but these do not these do not cause any strain on Contributes fully and on the
Some hesitation or repetition to intonation mostly employed, impede communication. the listener. whole effectively.
access language or to self- not always naturally. Generally able to paraphrase.
correct.
C Communicates quite fluently in Some individual sounds are There is a mix of simple and Vocabulary is sufficient to discuss Actively participates in
(50-59) familiar situations, but there are not well formed, and cause complex structures, though familiar and non-familiar topics at discussion.
lapses with more complex ideas. occasional strain. complex structures are used with length and make meaning clear. Shows good awareness of turn
Uses a range of discourse Sentence stress and limited flexibility. Errors occur in word formation taking and Contributions to
makers, but with some repetition chunking is not always Errors are more frequent in and/or collocation. discussion are relevant.
and inaccuracies. natural. complex structures. Attempts to paraphrase, or use
Hesitation to access language Intonation is not always There are basic inaccuracies, but circumlocution, though not always
affects the flow. natural and causes these do not impede effectively.
Repetition is to self-correct. occasional strain. communication.
D Does not always communicate Some individual sounds are Complex structures are Vocabulary is adequate to discuss Initiates and develops
(40-49) fluently, speech is slow or too not well formed, and cause attempted but usually contain familiar topics, but range is limited dialogue, though not always
fast. strain. inaccuracies and require for discussion of unfamiliar ones. appropriately.
Inconsistent/inaccurate use of Sentence stress and reformulation. Errors occur in word formation Does not always manage turn-
discourse markers. chunking is not natural and Basic structures generally used. and/or collocation which cause taking conventions effectively.
Hesitation and/or repetition sometimes causes strain. Errors may occasionally cause occasional strain for the listener. Is often dominant or reluctant
persistently affect the flow. Some strain on listener due strain on the listener. Attempts to paraphrase or use to speak.
to unnatural intonation. circumlocution are generally Contributes sufficiently to the
unsuccessful. discussion.
Fluency and Coherence Pronunciation Grammatical Accuracy Vocabulary Use Interactive Communication
E Usually maintains flow of speech. Some individual sounds are Some complex structures are Vocabulary is adequate for familiar Initiates but may fail to
(35-39) Very poor use of discourse not well formed, and cause attempted but generally topics but inadequate for develop dialogue.
markers. misunderstanding. inaccurate. unfamiliar topics. Turn-taking is attempted but
Hesitation and/or repetition Sentence stress used causes Some accuracy using simple Errors in word formation and may break down due to over
significantly affect the flow some strain and chunking is sentence forms but overall errors collocation cause confusion. dominance or reluctance to
causing strain. inappropriate. may cause comprehension Rarely able/Unable to paraphrase speak.
Intonation patterns used problems. or use circumlocution.
cause some strain.
U Unable to keep talking without Problems with individual Only very basic structures are Vocabulary is limited in both Turn-taking regularly breaks
(34 and frequent hesitation or repetition. sounds sentence stress and used. familiar and unfamiliar situations. down.
under) Speech is largely incoherent, intonation make significant Turns are short. Errors in word formation and Rarely contributes to the
causing persistent strain. patches of speech very There are frequent inaccuracies collocation dominate, no meaning discussion, often remains silent
Unable to use discourse markers. difficult to understand. which cause persistent strain on is conveyed. or dominates throughout.
the listener. Not able to paraphrase or use
circumlocution.
Please highlight the relevant criteria in the table above and add any additional comments below. Any additional comments by the 2nd Marker should be highlighted differently.
Additional Comments
Final
1st Marker Name 2nd Marker Name
Mark
F&C P GA V IC Final F&C P GA V IC Final