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Teaching English for Academic Purposes (TEAP) Online Course Course Handbook Welcome to TEAP Online! The course is run by lectures in English for Academic Study (EAS), which is part of the School of Modern Languages and Cultures at Glasgow. We run a range of English for academic purposes (EAP) courses and teacher development and education courses from introductory to masters level and beyond. You can find out more about our work on our webpages: http://www.gla.ac.uk/schools/mlc/eas/ This course handbook provides you with information on the following:

1. Key contacts 2. Student Support 3. Email & Communications 4. Participation & ‘Absence’ 5. Assessment 6. University Regulations 7. Guidance for students on reporting Good Cause 8. Academic writing and referencing 9. Code of Conduct

Appendix 1: the 22-point scale

Appendix 2: Good Cause

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1. Key contacts

Your main points of contact during the online course will be the course convenor and the course lectures.

Dr Carole MacDiarmid Course Convenor

Carole.MacDiarmid@glasgow.ac.uk

Anneli Williams Lecturer Anneli.Williams@glasgow.ac.uk

Anna Rolinska Lecturer Anna.Rolinska@glasgow.ac.uk

Brían Doonan Lecturer Brian.Doonan@glasgow.ac.uk

Lecturer

Carolyn Donaldson

Course Administrator (PG) Administrative issues only

arts-languages@glasgow.ac.uk Please put TEAP Online in subject line

2. Student Support & representation

If you have any questions or problems, or need to contact someone about personal or academic issues, there is a wide range of options available to you. As always, the sooner you contact someone about whatever is causing concern, the better. Online ‘office’ hours are posted on the course moodle. You can also e-mail tutors if you have a personal or pressing issue. The course convenor will be available every week and for each unit of work, a different lecturer will lead the week. For information/advice about:

General matters arising from your studies on the course

Your course convenor

IT Issues including email & access ITservices www.gla.ac.uk/services/it/forstudents/

We will ask one participation to take on the role of class representative (‘Class rep.’) to

represent your views to the staff-student liaison meeting that we will arrange for mid-

course. You can find more information on student representation and the role of the liaison

committee on the Senate web pages under on Student Representation/My Class Reps.

Online training should be made available by the SRC.

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3. Email & Communications

Your university email account is the main point of contact for information. It is essential you check this account regularly. Once you have registered, your student email account is used on all communications from TEAP Online/ EAS and the University. When you e-mail, please always ensure you include a short, informative subject line that explains what the email is about. Please remember to put TEAP Online in subject line

4. Participation & ‘Absence’

Obviously on an online course there is no actual fixed attendance requirement and the very nature of the course means you can choose to do the coursework to fit around your schedules. However, we do expect weekly participation on the course and there are a number of specific task we will ask you to complete. We are aware that you may choose to concentrate your studies at one end of the week (beginning or end) or pace yourself throughout. Please also be mindful of other people’s work schedules. Once we get into the course, you’ll find a rhythm and who is avaible when. Please don’t be put off from contributing if you find you can add more in the second half of the week, postings are always welcomed and add to the learning experience. If you something occurs that significantly affects your ability to engage with the course and which will affect your ability to complete course assessments, please let us know (see below and ‘Good Cause’).

5. Assessment

To successfully complete the course, you need to submit and pass the assessed assignments. For each assignment, there are detailed guidelines and criteria. The University of Glasgow uses a 22-point scale to grade work (A-D are considered a pass). The 22-point scale is included in Appendix 1, and you can find out more about the grades in ‘understanding the marking system- a guide for students’ here: http://www.gla.ac.uk/media/media_106264_en.pdf See also Just the basics. For the duration of the course we follow generic regulations, which include the guidelines for submission of assessed work. 5.1 Grading of Assessments

The ‘University Calendar’ is a useful reference document for regulations for the conduct of the programmes to ensure standards and quality: https://www.gla.ac.uk/myglasgow/senateoffice/policies/calendar/

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All assessed work is internally moderated and all grades are moderated by an External Examiner.

5.2 Feedback

Apart from your grade, assessments will give you summative and formative feedback. The formative comments indicate strengths and weakness and are based on criteria required at master’s level, so that you have advice on how to improve for the next assignment. You are advised to discuss the feedback with the first marker if any parts are unclear. One of the skills you have to learn and demonstrate during the course at master’s level is how to provide evidence of critical thinking and present information following academic conventions. You can use ‘Urkund’ to help you use sources appropriately and avoid plagiarism. 5.3 Arrangements for late submission of an assignment

Deadlines for the submission of coursework which is to be formally assessed are as follows. Late submissions are not normally accepted unless there are extenuating circumstances and you can provide ‘Good Cause’ for a late submission. If you anticipate being unable to submit coursework by the published deadline, you should apply before the deadline to the course convenor for a deferral. You must be able to provide evidence of Good Cause (e.g. illness). There are Penalties for late submission of coursework: Please read the regulations §16.25 - §16.28 in the Code of Assessment in the Calendar carefully. These mean that if your work is submitted after the deadline, we mark your work in the usual way, but we then have to reduce the primary grade and secondary band by two secondary bands for each working day (or part of a working day) the work was submitted late. Work submitted more than five working days after the deadline will be awarded grade H. If you achieve an overall grade below D, you will be allowed to re-submit on one occasion. 5.4 Guidelines for submitting assignments

For each assignment, you need to do the following:

submit your assignment to *Urkund

include a front sheet containing the title of the assignment, your student number and a final word count (not including the references or appendices)

in the header of the body of the assignment include your student number. As marking is anonymous, there should be no other identification of the student

include appendices where relevant. * Urkund is software that helps you to check that you have used and referred to sources correctly (i.e. to avoid plagiarism and follow expected conventions).

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Font and line spacing:

Arial or Times New Roman, font 12

1.5 line spacing Naming files (document):

Before you upload your file (document), make sure it is named as follows: TEAP_COURSE_Assignment_studentnumber e.gTEAPOnline_assignment 1_ 0123457 (Please use underscores (_ not hyphens); do not include your name )

You will be required to confirm a ‘declaration of originality’ when you submit your final version electronically. Important note: If you are unsure on conventions for referring to sources (i.e. your reading),

then seek help before you submit an assignment. More information is provided in Section 8

of this Handbook, the library web pages and on the course Moodles. Failure to follow

appropriate conventions can be regarded as plagiarism, which can have very serious

consequences, including referral for academic misconduct and failing assignments.

6. University Regulations

The University Calendar is the annual publication of University degree regulations and other information and regulations which cover fees, student codes, assessment and examinations. The regulations that govern this programme can be found in the University Calendar. The key changes this year can be found by clicking here.

7. Guidance for students on reporting Good Cause

It is your responsibility to bring any factors that may have affected your academic performance to the attention of the University. If you miss an assessment deadline, or if you believe your assessment performance has been affected by adverse circumstances, you should submit a Good Cause Claim, and this must be via MyCampus.

Submission of a Good Cause Claim is the mechanism which allows your circumstances to be considered by the Board of Examiners. Please note all Good Cause Claims must be submitted within a week of the date of the affected assessment.

To submit a Good Cause Claim* on MyCampus:

1. Go to the ‘Student Center’ and select My Good Cause from the Academics menu. 2. Select the relevant course(s). 3. Complete the report in MyCampus (there is provision for particularly sensitive

information to be provided separately, outwith the system, but a claim report must still be entered into MyCampus).

4. Add supporting evidence by uploading documents.

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N.B. A week equals five working days.

If you encounter any difficulties with this process, please contact the course administrator immediately to let them know you have a problem with your Good Cause Claim. What will happen to your Good Cause claim

The course administrator and/or course convenor will ensure that your claim is considered and this will be in accordance with the section of the Code of Assessment which covers incomplete assessment and good cause (paragraphs 16.45 to 16.53). The outcome of your claim will be posted into the Approval Information section on your Good Cause Claim in MyCampus. If it is accepted that your assessment was affected by good cause, the work in question will be set aside and you will (as far as is practicable) be given another opportunity to take the assessment with the affected attempt discounted. 8. Academic writing and referencing

A large part of your assessment will be through written assignments. Although the type and length will vary depending on the course and focus of the assessment, you will be expected to demonstrate evidence of reading and research by making reference to *sources. Making reference to (citing) sources, is an important, integral and expected part of written work. It is vital that you familiarise yourself with the appropriate conventions for citing sources. Failure to do so can result in plagiarism, which can have very serious consequences. *Sources: reading/references that you have done in researching assignments. Lecturers may refer to this also as reading/background adding/the literature/sources.

8.1 Conventions for presenting a list of references

At the end of an assignment you need to provide a list of references. These are all the works that you have read and referred to in the assignment. The aim of referencing and the reference list is to provide the reader with details of sources you have used in preparing your work. The information supports the credibility of your argument. In order to judge this, the reader will wish to know who wrote it and when. They may also want to follow up there references and so need to know exactly how to access them. If it is a public or internet source, the reader will wish to consider its status and currency.

Some people will argue that there is a difference between 'references' and a 'bibliography'. Here we use references.

The following list of references shows how to present the information for different types of sources using the Harvard style1 at the end of an assignment.

1 The University of Glasgow does not prescribe any one format; the main point is to be consistent. You may

like to use Harvard or APA however, as these are common in our field.

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Primary Sources: these are texts that you have read written by the originator of the theory A book:

Yule, G. 2017, The study of language, Sixth edn, Cambridge University Press,

Cambridge, United Kingdom.

A chapter/ article within a book:

Pawley, A., and Syder, F.H. 1983. Two puzzles for linguistic theory: Nativelike

selection and nativelike fluency. In J.C. Richards & R.W. Schmidt (Eds.), Language and

communication. New York: Longman, pp. 191–226.

A journal article:

Hu, R. 2016, "The age factor in second language learning", Theory and Practice in

Language Studies, vol. 6, no. 11, pp. 2164.

A website:

Wenger-Trayner, E & B. 2015. Introduction to communities of practice [Online]. Available at: http://wenger-trayner.com/introduction-to-communities-of-practice/ [Accessed: 12 September, 2017]

Teaching bibliographic conventions (30/08/02) http://www.life.ac.uk.

Unpublished Phd.

Salazar, D. 2011, Lexical bundles in scientific English: A corpus-based study of native

and non-native writing. Unpublished PhD thesis, University of Barcelona. Retrieved

from (give URL).

8.2 Ways of putting sources in your text

You will often be summarising, or perhaps paraphrasing work that you have read and on

occasion you may make use of quotations. Depending on the purpose and way you are

referring to sources, you will follow different conventions. The following examples are taken

from an essay on cultural perspectives*.

Author prominent quote:

This means that many of the learners who come to us have work goals in mind rather than

further study, and needs are as Phillipson has it (1992a:178) ‘notoriously difficult to specify,

the more so when instrumental language use merges with general educational goals.’

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N.B. Any quotes/parts that you copy word for word (verbatim) MUST be put in quotation marks and the page number given along with the author and year. Author prominent citation:

These learners concur with Alptekin (1993:139), Pennycook (1994) and McKay (2003:145) in seeing English as an international language.

On the whole, the learners state long term goals and purposes, but as Van Lier says, (1996:105) that is quite different from the ‘here-and-now’ action needed to achieve them.

Information prominent:

Ten years ago, there would have been learners who would have mentioned identification with or admiration of British or American people and culture, thereby displaying an integrative orientation (Ellis 1994:509).

8.3 Reference list (extract)

Alptekin, C. (1993). Target-language culture in EFL materials. ELT Journal, 47(2), 136-143

Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford

University Press.

McKay, S. (2003). Teaching English as an International Language: The Chilean

Context. ELT Journal, 57(2), 139-148

Phillipson, R. (1992a). Linguistic Imperialism. Oxford: Oxford University Press.

Phillipson, R. (1992b). ELT: the native speaker’s burden? ELT Journal, 46(1), 12-18

Van Lier, L. (1996). Interaction in the Language Classroom. England: Longman

N.B. - 1992a above as there are two references to Phillipson.

* Source of extracts: Hirst, S. (2004). SLA: Building bridges between educational cultures. Unpublished MSc assignment, Language Studies Unit, Aston University, UK. Citing secondary sources: these are sources you read about in another scholar’s work. If you want to refer to a work you did not read, but which was cited (referred to) in a text you read, present it like this in the text and omit it from the Bibliography 'According to Daborn (1999, cited in Graham 2001) …..x,y,z…etc’ You give the reference for Graham 2001 in the list of references, but not for Daborn 1999, as you did not read the whole text. 8.4 For further information on referencing styles see the Library website under Referencing

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https://www.gla.ac.uk/myglasgow/library/help/librarybasics/referencing/ The following web pages provide general guidance on citing a wide range of source types: http://www.cite.auckland.ac.nz/index.php?p=quickcite To test how much you know, you might like to try the plagiarism test on the Indiana University WebPages: https://www.indiana.edu/~istd/test.html Advice on and support with academic writing can be found on the Learning Enhancement and Academic Development (LEADs) webpages.

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9 Code of Conduct

Student Conduct

All students taking a course or programme with the University of Glasgow are subject to the

provisions of the University’s Code of Student Conduct, and action is taken against those

students alleged to have breached this Code. Students are representatives of the University

and as such are expected to behave appropriately.

A suspected breach can be reported by any member of staff in the University and associated

bodies, another student, or a member of the public. Behaviour which might breach the Code

include academic misconduct (plagiarism, cheating in examinations), violent, harassing or

threatening behaviour, dishonest or fraudulent behaviour, use or supply of drugs, etc.

Certain breaches can be dealt with by your School, while others have to be referred to the

Senate Assessors for Student Conduct. Very serious matters may be escalated to the Senate

Student Conduct Committee.

You will find the answers to the questions students most frequently ask about student

conduct at

http://www.gla.ac.uk/services/senateoffice/studentcodes/students/studentconduct/

If you have another question or concern that is not addressed here, please contact Helen

Clegg (helen.clegg@glasgow.ac.uk) in the Senate Office.

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Appendix 1: the 22-point scale (Schedule A)

Post Graduate Taught Courses

Secondary Bands & Aggregation Scores

Primary verbal descriptors for attainment of Intended Learning Outcomes

Primary Grade Gloss Secondary Band* Aggregation

Score

A Excellent

1 2 3 4 5

22 21 20 19 18

Exemplary range and depth of attainment of intended learning outcomes, secured by discriminating command of a comprehensive range of relevant materials and analyses, and by deployment of considered judgement relating to key issues, concepts and procedures

B Very Good 1 2 3

17 16 15

Conclusive attainment of virtually all intended learning outcomes, clearly grounded on a close familiarity with a wide range of supporting evidence, constructively utilised to reveal appreciable depth of understanding

C Good 1 2 3

14 13 12

Clear attainment of most of the intended learning outcomes, some more securely grasped than others, resting on a circumscribed range of evidence and displaying a variable depth of understanding

D Satisfactory 1 2 3

11 10 9

Acceptable attainment of intended learning outcomes, displaying a qualified familiarity with a minimally sufficient range of relevant materials, and a grasp of the analytical issues and concepts which is generally reasonable, albeit insecure

E Weak 1 2 3

8 7 6

Attainment deficient in respect of specific intended learning outcomes, with mixed evidence as to the depth of knowledge and weak deployment of arguments or deficient manipulations

F Poor 1 2 3

5 4 3

Attainment of intended learning outcomes appreciably deficient in critical respects, lacking secure basis in relevant factual and analytical dimensions

G Very Poor 1 2

2 1

Attainment of intended learning outcomes markedly deficient in respect of nearly all intended learning outcomes, with irrelevant use of materials and incomplete and flawed explanation

H 0 No convincing evidence of attainment of intended learning outcomes, such treatment of the subject as is in evidence being directionless and fragmentary

CR CREDIT REFUSED

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Appendix 2: Good Cause Definitions Good Cause Good cause means:2

illness or other adverse personal circumstances affecting a candidate and resulting in either:

(i) the candidate’s failure to

attend an examination, or

submit coursework at or by the due time, or

otherwise satisfy the requirements of the scheme of assessment appropriate to his or her programme of studies; or,

(ii) the candidate’s performance in examination or other instrument of assessment being

manifestly prejudiced.

A chronic medical condition shall not itself be considered a good cause although a short-term exacerbation of such a condition might be so judged. Evidence3 ‘Evidence’ shall mean a report descriptive of the medical condition or other adverse personal circumstances which are advanced by the candidate for consideration as amounting to good cause. Such a report should include a supporting statement from an ‘appropriate person’ as defined in the University’s Student Absence Policy. Where the report refers to a medical condition of more than five days’ duration the report must be completed by an appropriate medical practitioner. Appropriate certification of a medical condition may take the form of: a medical certificate, a medical report, a note from a hospital, or a formal notification of a hospital or clinic appointment Suitable types of documentation for other circumstances include: a note from an independent responsible person who can vouch for the event which led to the absence, evidence from a member of staff who was alerted to the circumstances at the time, a letter from a student counsellor or other professional that the student actually consulted during the period when the difficulties were occurring, and a note from the police. The Student Absence Policy can be found here: http://www.gla.ac.uk/media/media_129312_en.pdf

2 Code of Assessment, Regulation 16.45(a), 3 Code of Assessment, Regulation 16.45(b),

http://www.gla.ac.uk/media/media_477756_en.pdf