MODULE SPECIFICATION TEMPLATE
1. The title of the module Language and Structure
2. The Department which will be responsible for management of the module
School of European Culture and Languages
3. The Start Date of the Module Autumn 2010
4. The cohort of students (onwards) to which the module will be applicable. 2010/2011
5. The number of students expected to take the module 80
6. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant
Departments and Faculties regarding the withdrawal None
7. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Level C
8. The number of credits which the module represents 15 credits
9. Which term(s) the module is to be taught in (or other teaching pattern) Term 1
10. Prerequisite and co-requisite modules None
11. The programmes of study to which the module contributes This module will be compulsory for
students on the BA in English Language and Linguistics.
12. The intended subject specific learning outcomes and, as appropriate, their relationship to programme
learning outcomes
Students will be able to:
1
2
3
4
5
6
7
Understand the major characteristics of English grammar (A2, A4).
Select and apply appropriate terminology to describe and analyse the structure and
systems of English, e.g. noun, verb, clause, phrase, aspect, adjunct, complement (A2,
C23).
Understand the properties of words, structures and longer stretches of language used
to convey meaning (A3, A4, A8).
Develop an awareness of the nature of theory and what constitutes an explanation (B11,
B17, C19, C21).
Analyse and compare styles of writing and speech in light of grammatical information
(A5, B12, B13, C23).
Account for the implications of specific grammatical choices writers/speakers make in
terms of their effect on the reader/listener. (A6, A7, B12, B13, C22).
Apply grammatical understanding in order to improve the quality of their written texts
(D23, D24).
13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning
outcomes
Students will be able to:
8
Communicate the results of study and work accurately, with well structured and
coherent arguments in an effective and fluent manner both in speech and in writing (B10,
B12, C20, D24, D25).
9
Develop their skills in critical reflection and analytical discussion of their own writing
and the writing of others (B11, B16, B17, D32).
10
Develop their ability to work cooperatively with others, exercising personal
responsibility and sensitivity (D25, D26, D27, D30).
11
Develop a sensitivity to the social, cultural and political issues which surround the use
of language (A1, A7, A8, C19, D28).
12
Demonstrate their ability to undertake independent learning, by taking initiative, being
organised and meeting deadlines (D27, D28, D29, D31).
The module will activate the following key skills:
13
14
15
Communication: seminars enable students to take part in discussions, making clear and
relevant contributions in a way that suits the situation and listening and responding
appropriately to others. Reading and responding to reading enables students to extract
necessary information and to summarise coherently from the information obtained from
different sources. Producing written work enables students to present clear and relevant
information in a suitable format, organised coherently (B11, B12, B14, C22, D25, D26,
D27, D28, D29).
IT: use IT skills to present information effectively; develop and exchange relevant
information through the use of shared access to documents and web-based learning
(D30).
Working with others: students will be able to evaluate information obtained from
discussions with others; synthesise information by presenting their own interpretation;
take a leading role in group discussions; respond perceptively to contributions from
others (D26, D27, D31, D33).
14. A synopsis of the curriculum
This module will focus specifically on the level of language we call grammar. Each week
students will focus on a particular aspect of English grammar (e.g. word classes, grammatical
functions, sentence structure) from both theoretical and practical perspectives. Through being
provided with a conceptual framework for description and analysis, students will gain a deeper
understanding of English grammar, whereas practical application will enable students to be
more critical of their own written work, and thus also to develop and hone their writing skills.
The module is particularly useful for students who are studying language or literature, as it
enables them to compare styles in light of grammatical information, or for students who are
contemplating a career in publishing, journalism or teaching, in which the ability to express
oneself accurately and succinctly is essential.
15. Indicative Reading List
Biber, D., S. Conrad & G. Leech (2002). Longman Student Grammar of Spoken and Written
English. London: Longman.
Burton-Roberts, N. (1997). Analysing Sentences: An Introduction to English Syntax. London:
Longman.
Crystal, D. (2003). Rediscover Grammar. London: Longman.
Crystal, D. (2004). Making Sense out of Grammar. London: Longman.
Huddleston, R. & G. K. Pullum (2005). A Student's Introduction to English Grammar.
Cambridge: Cambridge University Press.
Leech, G. & J. Svartvik (1994). A Communicative Grammar of the English Language. London:
Longman.
Quirk, R. (1985). A Comprehensive Grammar of the English Language. London: Longman.
16. Learning and Teaching Methods, including the nature and number of contact hours and the total study
hours which will be expected of students, and how these relate to achievement of the intended learning
outcomes
This module will be taught in two sessions, consisting of a 1-hour lecture and a 1-hour seminar.
The lecture will address key aspects of grammar with examples (learning outcomes 1- 6), while
the seminar will provide for in-depth practice and discussion of the topics covered in the lectures
(learning outcomes 6-15).
Total number of study hours per week: 150
17. Assessment methods and how these relate to testing achievement of the intended learning outcomes
Coursework only, weighted as below:
(a) 2 x written assignments (2 x 35%)
(b) End of term test (30%)
The two written assignments will comprise a combination of grammatical tasks and text analyses.
These will assess the students’ ability i) to describe examples of written and spoken language in
grammatical terms (learning outcomes 1-5) and ii) to apply their understanding of grammar to the
analysis of meaning in examples of written and spoken discourse (learning outcomes 6-8). The
end of term test will consist of 2 questions from 7 or 8 on topics discussed during the term and
general issues raised by the module.
18. Implications for learning resources, including staff, library, IT and space
No major implications, although some extra titles will need to be purchased for the library collection.
19. A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and
teaching methods and forms of assessment do not present any non-justifiable disadvantage to students
with disabilities
The School of European Culture and Languages is committed to actively fostering an inclusive
community within the classroom. We have enabled students with physical disabilities,
sensory impairments and learning difficulties to play a full part in the curriculum of our
programmes. Such support has taken the form of assisted note-taking and alternative
assessment formats. We will continue to work together with individual students and the
Disability Support Unit to identify strategy aids and assess needs in order to provide
educational support.