STUDENT HANDBOOK
DEPARTMENT OF
LANGUAGE AND
LINGUISTICS
Undergraduate student handbook
2016–2017
This handbook has been designed to give you essential information about the Department of Language &
Linguistics and the University.
Other sources of information are available to help you at www.essex.ac.uk/myessex. Our friendly
Departmental staff are here to help and you can find their contact details in this handbook.
Remember that at Essex, we don’t separate our students and academic staff, or our professional services
staff from our alumni. Everyone is a member of our community for life. Our three uniquely intimate campuses
encourage an inter-weaving of people, ideas and disciplines. We celebrate diversity and challenge inequality.
Whatever your background, race or sexual orientation, you are part of a vibrant community that lives, learns
and plays together.
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Contents
Section 1: Introduction
1. Introduction
Welcome from the Head of Department
1.1 Term dates, calendar and academic week numbers
1.2 Timetables
1.3 Study leave and reading week
1.4 Link to myEssex
2. About the Department of Language & Linguistics
2.1 Details of academic staff/GTAs including contact details and office hours
2.2 Details of administrative staff
2.3 Resources supplied or maintained by the department such as departmental library, labs, computer
labs
2.4 Location of departmental office, opening hours, common rooms, noticeboards, photocopying
2.5 Personal tutor information
2.6 Details of additional departmental support such as peer mentoring
2.7 Departmental policy on the use of smart phones, laptops, tablets, dictionaries, calculators (if relevant)
2.8 Details of how the department will communicate with students
2.9 Departmental prizes
Section 2: Academic Matters
3. Learning and Teaching
4.1 Brief statement about learning, teaching and independent study
4.2 What the department expects from its students and what students can expect from the department
4.3 Information about Moodle and ORB and FASER
4.4 Course structures and learning outcomes, including information about a Professional, Statutory and
Regulatory Body if relevant, programme specifications
4.5 Changing your degree and maximum period of study
4.6 Information about modules including: choices, core, optional, enrolling for modules, the location of the
directory, reading lists, changing modules, changing your class.
4.7 Listen Again
4.8 Supervision of UG student research and final year projects
4.9 Essex Abroad, terms abroad and opportunities
4.10 Placement information and the employability module
4.11 Summary of how the department offers an inclusive learning experience, ensures the quality of
opportunities and responds to the diverse needs of students
4.11.1 Disabled students information cross reference with 11.1
4.11.2 International students information cross reference with 9.4
4.11.3 Information for part-time students
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4.12 Student representation, SSLC, SAMT, student surveys
4.13 Library services
4.14 Attendance monitoring (Count-me-in), absence.
4. Assessment
5.1 Rules of assessment, including exit awards
5.2 Extenuating circumstances, withdrawing and intermitting
5.3 Re-marking of coursework and essays
5.4 Moderation, second marking policies, external examiners
5.5 Appeals, complaints and fitness to practice
5.6 Academic offences policy
5.7 Ethics
5. Coursework
6.1 Assignment and essay length
6.2 Coursework submission details (including FASer) and deadlines
6.3 Details of samples of coursework
6.4 Return of coursework policy
6.5 Late coursework policy
6.6 Essay writing support
6.7 Anonymous marking policy
6.8 Reassessment in coursework
6.9 Referencing in coursework
6. Exams
7.1 Examination regulations
7.2 Access to exam scripts
7.3 Departmental policy on the use of dictionaries/calculators
7.4 General information about Summer exams and exam results
7.5 Anonymous marking policy in examinations
7.6 Reassessment in examinations
7.7 Referencing in examinations
7. Referencing and good academic practice
8.1 Statement on why good academic practice is part of scholarship and why it is important at Essex
8.2 Information about where to seek guidance on referencing, including links to the relevant referencing
scheme and details of any support sessions if relevant
8.3 Information relating to the University’s policy on plagiarism and academic offences
Section Three: You Matter
8. Practicalities: Getting Started and IT Matters
9.1 Registration, enrolling and the Registry, including transcripts
9.2 Find Your Way and room numbering system
9.3 IT support, wifi, email account, free MS office, computer labs, m:drive
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9.4 Tier 4 information
9.5 On campus facilities
9.6 Graduation
9. Skills, Employability and Experience
10.1 Employability and Careers Centre
10.2 Learning Languages at Essex
10.3 Talent Development Centre
10.4 Career Hub
10.5 Frontrunners
10.6 Student Ambassadors
10.7 Volunteering
10.8 Big Essex Award
10.9 Essex Interns
11 You Matter: Health, Welfare, Support and Safety
11.1 Student services hub, including contacts for disability, wellbeing, counselling and confidential issues
11.2 Harassment advisory network
11.3 Faith groups
11.4 Nightline
11.5 Health and safety on campus, including personal evacuation plans and campus security details such
as the shuttle bus
11.6 Residents Support Network (RSN)
11.7 Health Centre
11.8 Student Union Advice Centre
11.9 University Privacy Statement
Section 4: Essex Matters
12 The Essex Experience
12.1 The Essex Charter
12.2 Freedom of speech policy and the Code of Conduct – Terms and conditions apply booklet for 2015
12.3 Essex Spirit, social media and other channels of communication with students
12.4 Students’ Union
12.5 Alumni
12.6 What comes next? Brief description of postgraduate study in the department.
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Introduction and Welcome
Welcome
Welcome to the Department of Language and Linguistics and thank you
for choosing to study with us.
I extend a very warm welcome to you. We hope your stay here will be
happy and exciting and that you fulfil your personal and academic
ambitions.
This handbook is an essential guide for students joining the department,
and outlines the various things you’ll need to know about your
department as you start your studies with us. It’s a useful reference
book, so make sure you have it to hand throughout your period of study.
Other sources of information are available to help you too, including Your Campus Guide and The
Rulebook – both available as downloads at: www.essex.ac.uk/student_handbook.
Make sure you bookmark our departmental website, too, and the central University module directory and
the online resource bank – all of which you can find via the University’s student webpage at:
www.essex.ac.uk/students.
Don’t forget our helpful and friendly departmental staff members are here to help you; further details are
outlined in this handbook.
Professor Nancy Kula
Head of Department
Department of Language and Linguistics
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1.1 Term dates, calendar and academic week numbers
The Academic Year and Term Dates for 2016-2017
Autumn Term: 10th October 2016 – 16th December 2016
Spring Term: 16th January 2017 – 24th March 2017
Summer Term: 24th April 2017 – 30th June 2017
Academic Calendar and week numbers
The University uses a week numbering system that covers the 52 weeks of the calendar year, and starts
on Monday 3rd October 2016 (Week 1).
A table setting out the dates and corresponding week numbers is available at:
http://www.essex.ac.uk/students/course-admin/timetables.aspx
Student Staff Liaison Committee Meetings
Autumn Term
Spring Term
Summer Term
Wednesday 30th November 2016 Room 4.305A
Wednesday 1st March 2017 Room 4.305A
Wednesday 3rd May 2017 Room 4.305A
1.2 Timetables
Information about teaching timetables and your individual timetable are at:
http://www.essex.ac.uk/students/
The timetables are subject to change and will be updated on a regular basis. Please check regularly to
ensure that you have the correct current information. There are likely to be continuing room changes
throughout the year.
1.3 Study Leave & Reading Week
This Department does not offer study leave, although reading weeks are offered on a number of modules.
The individual Module Directors will inform you at the beginning of each year if they will be incorporating
reading weeks and if so, when they will be scheduled.
1.4 Link to myEssex
Here is a link to My Essex which is your online account. Use it to see your timetable, keep your personal
details up-to-date, see how you’re doing on your course, let us know if you’ll miss a lecture or class,
contact the Student Services Hub and much more. It would be useful for you to have this link readily
available on your smart phones, tablets and laptops so that you can easily access the instructions and
forms which you will need to submit.
https://www.essex.ac.uk/myessex/
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About Department of Language and
Linguistics
2.1 Details of academic staff/GTAs including contact details
Meet your departmental staff
Professor
Nancy Kula
Senior Lecturer
Linguistics
Dr Enam Al Wer
Senior Lecturer
Linguistics
Dr Doug Arnold
Senior Lecturer
Linguistics
Mrs Dounia
Bissar
Lecturer
Modern
Languages
(French)
Head of Department, Staff Appraiser,
member of Departmental Steering
Group, member of Faculty Education
Committee, member of Languages for
All Steering Group, member of
Postgraduate Research Student Staff
Liaison Committee, member of
Postgraduate Taught Student Staff
Liaison Committee, member of
Undergraduate Student Staff Liaison
Committee, Chair of Recruitment &
Conversion Team, member of
Research Impact Management
Committee
PGR Admissions/Visiting scholars Coordinator
Course Director MA Sociolinguistics,
member of Undergraduate Assessment
Committee
st
1 Year Linguistics Co-ordinator,
Academic Offences Officer (Autumn),
GTA Co-ordinator, Health & Safety –
Evacuation Chair Operator, Progress
Officer, Course Director BA English
Language & Linguistics (Spring),
Course Director BA Linguistics (Spring),
Course Director English Language &
History, Course Director BA Linguistics
& Sociology
Modern Languages Co-ordinator
(Deputy), Seminar Co-ordinator
(Modern Languages), Study Abroad
Advisor (French), Course Director BA
French Studies and Modern
Languages, Course Director BA
International Relations & Modern
Languages, Course Director BA
Modern Languages and Linguistics,
member of MA TIS Management
Committee
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Office: 4.326
Ext: 4267
Office Hours: by appointment
Email: [email protected]
Office: 4.207
Ext: 2240
Email: [email protected]
Office: 4.334
Ext: 2084
Email: [email protected]
Office: 4.215
Ext: 2213
Email: [email protected]
Prof Bob
Borsley
Professor
Linguistics
Mrs Daniela
Carboni
Lecturer
Modern
Languages
(Italian)
Miss Laurine
Cathala
Lecturer
Modern
Languages
(French)
Dr Vineeta
Chand
Lecturer
Linguistics
Ms Dan Chen
Lecturer
Modern
Languages
(PGT
Translation)
Dr Rebecca
Clift
Senior
Lecturer
Linguistics
Director of Postgraduate Education
(Autumn Term), Course Director BA
English Language & Linguistics
(Autumn Term), Course Director BA
Linguistics (Autumn Term), Research/
member of Impact Management
Committee,
Office: 4.202B
Ext: 3762
Email: [email protected]
Undergraduate Admissions Coordinator Modern Languages, member
of Recruitment & Conversion Team
Office: 4.324
Ext: 4835
Email: [email protected]
Office: 4.217
Ext: 2111
Email:
[email protected]
Academic Offences Officer (Spring/
Summer), Corpus Development Coordinator, Research/Impact, Research
Impact Co-ordinator, member of
Research/Impact Management
Committee
Office: 4.315
Ext: 2101
Email: [email protected]
International Partnerships Co-ordinator,
Overseas Recruitment, member of
Chinese-English Translation &
Interpreting Management Committee,
Translation & PGT Assessment
Committee, Course Director MA
Chinese-English Translation and
Interpreting, member of Recruitment
and Conversion Team
Director of Postgraduate Education
(Spring/Summer Term), member of
Departmental Steering Group, member
of Postgraduate Education Committee,
PG scholarships Co-ordinator, Chair
Postgraduate Scholarships Committee,
member of Postgraduate Research
Student-Staff Liaison Committee,
member of Postgraduate Taught
Student Staff Liaison Committee,
Course Director of BA English
Language and Literature (Spring/
Summer Term), Course Director MA
Linguistic Studies (Spring Term),
Course Director MA Linguistic Studies
(Spring Term), Course Director MA
Linguistics (Spring Term)
Office: 4.204A
Ext: 2100
Email: [email protected]
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Office: 4.317
Ext: 2204
Email: [email protected]
Dr Tracey
Costley
Lecturer in
Linguistics
Dr Beatriz de
Paiva
Lecturer
Modern
Languages
(Portuguese)
Dr Claire Delle
Luche
Lecturer
Linguistics
Yujun Ding
Part-time
Teacher
Modern
Languages
(Mandarin
Chinese)
Miss Sol
Escobar
Languages for
All
Study Abroad Co-ordinator (Linguistics
and International Partnerships). Course
DirectorBA English Language and
TEFL (Spring Term), member of
Postgraduate Scholarships Committee,
member of Recruitment & Conversion
Team
Assistant Director of Research
Students, member of PG Education
Committee, member of MA TIS
Management Committee, ember of
CISH Committee, member of
Postgraduate Research Student Staff
Liaison Committee, Study Abroad
Adviser (Portuguese), Course Director
BA Portuguese Studies and Modern
Languages, Course DirectorBA
Spanish, Portuguese and Brazilian
Studies
Director Baby Lab, Lab Co-ordinator,
Course Director MA Psycholinguistics,
member of Research/Impact
Management Committee
Office: 4.127
Ext: 2227
Email:
Office: 4.211
Ext: 2236
Email: [email protected]
Office: 4.342
Ext: 2113
Email: [email protected]
Office: 4.203
Ext: 2666
Email: [email protected]
Languages for All Co-ordinator,
Languages for All Steering Group Coordinator
Office: 4.303A
Ext: 2085
Email: [email protected]
Dr Adela
GanemGutierrez
Senior Lecturer
Linguistics
Progress Officer (Autumn/Summer
terms), Course Director BA English
Language and Teaching English as a
Foreign Language (TEFL)
(Autumn/Summer terms)
Office: 3.308
Ext: 2207
Email: [email protected]
Dr Christina
Gkonou
Lecturer
Linguistics
Course Director MA Teaching English
as a Foreign Language
(TEFL)/Teaching English to Speakers
of Other Languages (TESOL)
Office:4.119
Ext: 2633
Email: [email protected]
9
Dr Julian Good
Senior Lecturer
Linguistics
Ms Emma
Hopper
Lecturer
Modern
Languages
(German)
Dr Wyn
Johnson
Senior
Lecturer
Linguistics
Dr Mike Jones
Reader
Linguistics
Ms Jessie
Mallinson
Lecturer
Modern
Languages
(Spanish)
Ms Gemma
Martinez-Garrido
Lecturer
Modern
Languages
(Spanish)
Office: 4.125
Ext: 4833
Email: [email protected]
Study Abroad Co-ordinator (Modern
Languages), member of Undergraduate
Education Committee, CISH Link, Study
Abroad Adviser (German),Course
Director BA Modern Languages and
Teaching English as a Foreign
Language (TEFL)
Course Director MA English Language
and Linguistics (Autumn term), Study
Abroad Co-ordinator (Linguistics/
International Partnerships)
Office: 4.303
Ext: 2191
Email: [email protected]
Senior Tutor, Disability Liaison Officer,
Ethics Co-ordinator, Health & Safety
Evacuation Chair Operator, UG Exam
Scripts Co-ordinator (Linguistics),
Course Director MA English Language
and Linguistics (Spring/Summer),
member of Undergraduate Assessment
Committee, member of Undergraduate
Student-Staff Liaison Committee
Modern Languages Co-ordinator, UG
Exam Scripts Co-ordinator (Modern
Languages), member of Department
Steering Group, CISH Link, member of
Languages for All Steering Group,
member of Undergraduate Assessment
Committee, member of Undergraduate
Student-Staff Liaison Committee,
Course Director BA Modern
Languages; Course Director BA
Language Studies; Course Director BA
Spanish Studies and Modern
Languages; Course Director BA
Modern Languages with Latin American
Studies; Course Director BA Spanish
Studies with Latin American Studies
Undergraduate Admissions Coordinator (Modern Languages)
Office: 4.208
Ext: 2231
Email: [email protected]
10
Office: 4.209
Ext: 2082
Email: [email protected]
Office: 4.205
Ext: 2229
Email: [email protected]
Office: 4.320
Ext: 2186
Email: [email protected]
Prof Florence
Myles
Professor
Linguistics
Mrs Claudia
Nehmzow
Lecturer
Modern
Languages
(German)
Mrs Lexa
Olivera-Smith
Lecturer
Modern
Languages
(Spanish)
Prof Peter
Patrick
Professor
Linguistics
Director LaDeLi, Module Director
LG831 (Undergraduate Project),
Student Co-ordinator (PGT), member of
Departmental Steering Group, member
of MA Translation, Interpreting and
Subtitling (TIS) Management
Committee, Chair of Postgraduate
Education Committee, member of
Postgraduate Taught Assessment
Committee, Chair of Postgraduate
Taught Student Staff Liaison
Committee, member of Research/
Impact Management Committee
Outreach Co-ordinator (Modern
Languages), member of MA TIS
Management Committee, Course
Director BA German Studies and
Modern Languages, Course Director
BA Philosophy and/with Modern
Languages, member of Recruitment
and Conversion team
Member of MA TIS Management
Committee, Library Link, Spicer
Librarian, Course Director MA
Translation and Professional Practice
Office: 4.131
Ext: 2228
Email: [email protected]
Human Rights Link, Senior Tutor,
Office: 4.328
Ext: 2088
Email: [email protected]
Ms Sandrine
Perrin
Lecturer
Modern
Languages
(French)
Ms Ignazia
Posadinu
Senior Lecturer
Modern
Languages
(Italian)
Office:4.313
Ext: 2212
Email: [email protected]
Office: 4.322
Ext: 2235
Email: [email protected]
Office: 4.217
Ext: 2111
Email: [email protected]
Staff Appraiser, Study Abroad Advisor
(Italian), Chair of MA TIS Committee,
member of Undergraduate Assessment
Committee, member of Postgraduate
Taught Assessment Committee,
Course Director MA Translation,
Interpreting and Subtitling, Course
Director MA Translation & Literature,
Course Director BA Italian Studies and
Modern Languages
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Office: 4.320A
Ext: 2239
Email: [email protected]
Dr Karen RoehrBrackin
Senior Lecturer
Linguistics
Director of Undergraduate Education,
member of Departmental Steering
Group, member of Faculty Education
Committee, Chair of Undergraduate
Assessment Committee, Chair
Undergraduate Student Staff Liaison
Committee, Course Director BA English
Language & History, Course Director
BA English Language & Literature
(Autumn Term), Course Director BA
Linguistics & Sociology
Office: 3.306
Ext: 2189
Email: [email protected]
Prof Louisa
Sadler
Professor
Linguistics
Director of Research Students (Autumn
& Summer Terms), Course Director MA
Linguistic Studies (Autumn & Summer
Term), Course Director of MA
Linguistics (Autumn & Summer Terms),
member of Postgraduate Scholarships
Committee, Chair of Postgraduate
Research , member of Postgraduate
Education Committee, member of
Student Staff Liaison Committee,
Seminar Co-ordinator (Linguistics)
(Autumn & Summer)
Deputy Head of Department, Research
Director, Staff Appraiser, Statistics
Adviser, Course Director BA English
Language & Language Development,
member of Departmental Steering
Group, Chair of Research Impact
Management Committee, Seminar Coordinator (Linguistics) (Spring Term)
Undergraduate Admissions Coordinator (Linguistics), Visit/Open Day
Co-ordinator, member of Recruitment &
Conversion Team Committee
Office: 4.332
Ext: 2888
Email: [email protected]
Employability Development Director,
Film Club Co-ordinator (Modern
Languages), Study Abroad Adviser
(Spanish), Study Abroad Adviser
(Assistantships/Internships), Course
Director BA Modern Languages &
English Language, Course Director BA
Politics & Modern Languages, member
of CISH Committee, member of
Departmental Steering Group
Undergraduate Admissions Coordinator (Modern Languages), Visit/
Open Day Co-ordinator, Study Abroad
Adviser (French), member of the
Recruitment & Conversion Team
Office: 4.213
Ext: 2110
Email: [email protected]
Prof Monika
Schmid
Professor
Linguistics
Dr Sophia
Skoufaki
Lecturer
Linguistics
Ms Teresa
Torres
Lecturer
Modern
Languages
(Spanish)
Dr Laetitia
Vedrenne
Lecturer
Modern
Languages
(French)
12
Office: 4.206
Ext: 2089
Email: [email protected]
Office: 4.123
Ext: 3754
Email: [email protected]
Office: 4.219
Ext: 2114
Email:
[email protected]
Ms Yanxi
(Antonia) Wu
Lecturer
Modern
Languages
(PGT
Translation)
Dr Nan Zhao
Lecturer
Modern
Languages
(PGT
Translation)
Office: 3.304
Ext: 3748
Email: [email protected]
International Partnerships (ROW) Coordinator (China), Course Director PG
Diploma Chinese English Translation &
Interpreting, member of TIS
Management Committee
Office: 4.121
Ext: 2830
Email: [email protected]
Graduate Teaching Assistants
GTAs (Graduate Teaching Assistants) are postgraduate students who are close to completing their PhDs and
are teaching classes under the direction of the Module Directors
LG110-4-AU Sounds
t.b.c
t.b.c.
t.b.c.
t.b.c.
LG111-4-SP Words and Sentences
t.b.c.
t.b.c.
LG113-4-AU Language Variation and Change
t.b.c
t.b.c
t.b.c
LG114-4-SP Language Variation and Change
t.b.c
t.b.c
t.b.c
LG115-4-AU Psycholinguistics I – Language Development
t.b.c
t.b.c
t.b.c.
LG116-4-SP Psycholinguistics II – Language Processing
t.b.c.
t.b.c
t.b.c.
13
t.b.c
LG117-4-AU Foundations of Teaching English as a Foreign Language I
t.b.c
t.b.c
t.b.c.
LG118-4-SP Foundations of Teaching English as a Foreign Language II
t.b.c
t.b.c
t.b.c
2.2 Details of administrative staff
Administrative Staff
The administrative team in the department are your first port of call for any non-academic matters. If they are
unable to help directly they will be able to point you in the right direction. The departmental office is open
daily between 09:30-12:30 and 14:00-16:15 (closed Wednesday afternoons).
Mrs Samantha
Durling
Departmental
Administrator
Sam is the Departmental
Administrator and oversees the
administrative team, Health &
Safety – Evacuation Steward
Officer
Office: 4.324A
Email:
[email protected]
Caralyn supports the Head of
Department, the Departmental
Administrator and the Research
Director. She is also responsible
for Health and Safety, Ethical
approval applications and
departmental finances.
Office: 4.307
Email:
[email protected]
Deputy
Department
Administrator
t.b.c.
Mrs Caralyn
Elmer
Operations Coordinator
14
Ms Abigail Ueno
Student
Administrator
Abigail (Abi) is responsible for all
Linguistics PG admissions,
student administration and
examination matters in respect of
all Postgraduate Taught
(Linguistics) Students and
Postgraduate Research Students
in the Department.
Office: 4.305
Email:
Student
Administrator
t.b.c.
Mrs Sharon
Gynn
Languages for
All Administrator
Office: 4.305
Email: [email protected]
Sharon is responsible for the
administration of the Languages
for All programme.
Office 4.303A
Email:
[email protected]
2.3 Resources supplied or maintained by the department such as departmental library, labs, computer
labs
Recording equipment and microphones are available for short-term loan for
use by students studying in the Department from the Departmental office
(Room 4.305). If you are borrowing expensive items of equipment, we may
ask you for a deposit (which is returnable if the equipment is returned in
good condition).
Foreign language dictionaries in French, German, Italian, Portuguese and
Spanish are available for short-term loan for students studying Modern
Languages in the Department. The dictionaries can be borrowed from the
Departmental office (Room 4.305) and are for use in the Social Space
(Room 4.305A) only.
We have Modern Language teaching laboratories and our new interpreting
and translation booth adds the very latest technology to our suite of
language transcription, video editing and analysis facilities. Our EU- and
UN-standard interpreting booths are located in one of our main lecture
theatres where you receive training in simultaneous interpreting. You will
also have access to an autonomous learning lab where you can practise
your interpreting and subtitling skills and the use of translation software on
your own.
15
Our media studio has cameras, computer facilities, projectors and chairs for
a small audience. Here you will practise broadcasting news programmes
and have the opportunity to really test your language skills.
Our Linguistics Resource Centre has labs for the study of language
production, comprehension and acquisition:
eye tracking lab for the monitoring of eye movements while subjects read
from a screen or listen to music
psycholinguistics lab to measure how long it takes readers or listeners to
respond to words, texts or sounds
Need to use a computer on campus? We have more than 600 Windowsbased computers on our Colchester Campus for you to use for study or
work related tasks. Located within 17 computer labs across campus,
including in the Albert Sloman Library. Many stay open until late and some
are open for 24 hours a day, 7 days a week. For computer lab locations,
opening hours and real-time availability please visit:
www.essex.ac.uk/it/computers/labs/
Need to work collaboratively? Our IT-rich group study pods provide an ideal
setting for encouraging creative team-working among groups of students.
Group study pods are open access and are first-come first-served; they
can’t be pre-booked. There are 15 group study pods on our Colchester
Campus, to find one go to: www.essex.ac.uk/it/computers/pods/.
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2.4 Location of departmental office, opening hours,
rooms, noticeboards, photocopying
common
Our location
Colchester Campus
Department of Linguistics
University of Essex
Wivenhoe Park
Colchester
CO4 3SQ
General enquiries: Student Administrator
[email protected] or 01206 872196
Website: http://www.essex.ac.uk/langling/
Facebook: https://www.facebook.com/lalessex
Twitter:
https://twitter.com/EssexLang_Ling
Departmental Office (4.305) Opening Hours
Term Time and Vacation Period
Monday
Tuesday
09:30 – 12:30
09:30 – 12:30
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14:00-16:15
14:00-16:15
Wednesday
Thursday
Friday
09:30 – 12:30
09:30 – 12:30
09:30 – 12:30
CLOSED
14:00-16:15
14:00-16:15
PLEASE NOTE
During the examination period (weeks 33-39), the departmental office will operate on reduced opening hours.
Monday
Tuesday
Wednesday
Thursday
Thursday
Friday
11:00 – 12:30
11:00 – 12:30
11:00 – 12:30
11:00 – 12:30
11:00 – 12:30
11:00 – 12:30
14:00-15:00
14:00-15:00
CLOSED
14:00-15:00
14:00-15:00
14:00-15:00
The Departmental Social Space is located in room 4.305A and is for all
students to use. It has a vending machine for tea, coffee and hot chocolate,
and there are foreign language newspapers and magazines. You can relax
there between classes. Sometimes we use if for one-off events and
meetings, but mostly students can come and go as they please.
A photocopier for students use is available in 4.305A. Pre-paid cards
(£2.00 for 40 copies) can be purchased from the Departmental Office
(Room 4.305) and are for the use on the Departmental machine only.
There are General, Undergraduate and Postgraduate notice boards relating
to Language and Linguistics outside the Departmental office (Room 4.305).
There are also notice boards for careers information and job opportunities.
18
2.5 Details of departmental support
Peer Mentors
Peer Mentors are students in their second, third or final years that are available to answer any questions
you may have from a student perspective. They have gone through the process that you are going
through so are a really valuable source of information. First Year students will have been allocated a Peer
Mentor before arrival. However, if you were not and you would like a Peer Mentor, you are welcome to
contact any of the students below who will be pleased to guide you.
Karla Drpic
Hi everyone! I’m Karla and I am studying BA International Relations and Modern
Languages. As a second-year student, I know that starting uni can be a daunting step, so
I’d love to help you all as best as I can! I’m sure you’ll love Essex as much as I do once
you settle in.
Contact email [email protected]
Jenny Quito
Pinta
Hola! Tutto bene? Willkommen an der Universitat Essex!! Hey new freshers! My name
is Jenny Quito and I am a second year studying Modern Languages. I will be your peer
mentor during your first year at University of Essex, so please feel free to ask questions! I
will be here for you guys! See you soon!
Contact email [email protected]
Edie Barns
Hello everyone. My name is Edie Barns and I’m in my 2 year, studying Spanish,
Portugeuse, Brazilian Studies including a year abroad. My experience in Essex has so far
been amazing. If you need any help, feel free to get in contact with me.
Contact email [email protected]
Sophie Bell
nd
Hi everyone! My name is Sophie Bell and Iʼm currently in my third year studying
Linguistics.. If you have any questions, or need any help, please feel free to contact me.
Contact email [email protected]
19
Diana-Nicoleta
Cucos
Hi I am Diana-Nicoleta and I'm studying Modern Languages. My experience of The
University of Essex has been fantastic. I have met so many different people from all over
the world. If you ever have any questions or queries, feel free to contact me!
[email protected]
Valeria Delrio
My name is Valeria and I am currently studying Modern Languages, I am very
approachable and always happy to offer any help or guidance! Please do not hesitate to
contact me [email protected]
Andreea Dina
Hello, my name is Andreea. . Don't hesitate to contact me regarding your study or student
problems, I'd be happy to help you enjoy a stress free time in Uni
My contact email is:
[email protected]
Raluca Papuc
Hi, my name is Raluca and I am in my third year. I am studying BA English Language &
English Language Teaching. I am the secretary of the Linguistics Society, which you
could join, as it brings together friendly, interactive people sharing the same passions. If
you need any help or have any questions, please, feel free to contact me
anytime. Contact email: [email protected]
Rebecca
Griffin
Hi Everyone! My name is Rebecca Griffin and I am in my final year of my Modern
Languages & Linguistics degree. My experience of the uni has been great so far so if you
have any questions, I’m here to help
Contact email: [email protected]
Christina
Kotrofou
My name is Christina and I am doing an English Language & English Language
Teaching Degree. My experience of the university has been great so far so if you have
any questions, I am here to help.
Contact email: [email protected]
Dmitri Krjukov
My name is Dmitri and I am in the second year of my BSC Banking & Finance with
Modern Languages degree. My experience of the university has been great so far so if
you have any questions, I am here to help.
Contact email: [email protected]
Paulina
Lewandowska
My name is Paulina and I am in the third year of my Language Studies Degree. My
experience of the university has been great so far so if you have any questions, I am here
to help.
Contact email: [email protected]
20
Lina
Staneviciute
My name is Lina and I am in the second year of my Modern Languages Degree. I look
forward to helping you.
Contact email: [email protected]
Andreea
Stapleton
My name is Andreea and I am in the second year of my English Language and Teaching
English Degree. I look forward to meeting you and helping you to settle in.
Contact email: [email protected]
Bonnie
Townsend
Hi, my name is Bonnie and I am in the final year of my English Language & Linguistics
Degree. I look forward to catching up with you and if you have any questions, I am here
to help.
Contact email: [email protected]
David-George
Tudurean
Hi, my name is David-George and I am in the second year of my English Language
Degree. It will be great to meet you and if you have any questions, I am here to help.
Contact email: [email protected]
Who to go to if you need help
If you have any queries relating to your Department or course of study, please contact the Student
Administrator.
Need to talk to your tutor?
All teaching staff (except for those on study leave) hold weekly office hours during term time at which time
they meet students. Office hours are normally posted on their office door. If you are unable to meet a member
of staff during the stated office hours, you should make an appointment via email or telephone.
http://www.essex.ac.uk/langling/staff/Staff.aspx?type=academic
Staff research interests
A list of our teaching staff with their research interests and backgrounds can be viewed on the Departmental
website: http://www.essex.ac.uk/langling/
Course Directors
Course Directors have overall responsibility for a degree course
and as such have an overview of the modules contained within a
particular course. They are responsible for monitoring student
progress and addressing any problems students may have.
21
Module Directors
Module Directors are responsible for the individual modules which make up courses. They design the
modules, teach them and examine them. They monitor attendance and student progress and talk to students
about any academic issues related to their particular module.
Director of Education (Undergraduate)
Dr Karen Roehr-Brackin is responsible for co-ordinating and monitoring undergraduate student affairs, student
progress and student staff liaison matters
The Modern Languages Teaching Co-ordinator
Ms Jessie Mallinson is responsible, in co-operation with the named course directors, for monitoring student
progress on undergraduate Modern Languages courses administered by the Department including joint
courses with other departments (e.g. BA Politics and Modern Languages).
1st Year Linguistics Co-ordinator
Dr Doug Arnold is responsible for co-ordinating and overseeing student progress, arranging special
syllabuses and for matters relating to examinations on our first-year Linguistics modules.
Your personal tutor
All undergraduate students have a personal tutor who you’ll meet soon after you’ve arrived, and who you’ll
meet regularly throughout your course. Your personal tutor is there to help you feel connected to your
Department, and is someone you can talk to if you have questions about your course or encounter any
difficulties which affect your studies. Your personal tutor may also recommend other support services on
campus that might be able to help. If you’re unsure who your personal tutor is, please ask a member of the
administrative staff in your department.
2.6 Departmental policy on the use of smart phones, laptops and tablets
Please refer to your academic teacher in connection with the use of your mobile phone, other technology and
dictionaries for teaching-related purposes in lectures and classes, and in-class tests. We respectfully ask you
not to use them for personal calls, social networking and texting in classes or in the departmental office.
A student may not make a personal recording of a teaching event, supervisory meeting, oral examination or
other formal meeting or committee which considers the student’s academic progress or performance without
the permission of all other individuals present. If this permission is granted, the recording may be made for the
personal use of the student only, in support of their studies and learning. The recording must not be made
publicly available or shared for other purposes without the consent of all those present. Disabled students who
have difficulty with note-taking are encouraged to contact Student Support for further information on when
recording is permissible and other access strategies.
22
2.7 Details of how the department will communicate with students
@
By email: this is the preferred form of communication with students. Be sure to check your
email regularly. The Department strongly recommends you to check your email
every day. (see also section 9.3)
On the department website: This is a very important source of news about all aspects of
your studies. Check it regularly.
By a notice: There are notice boards relating to linguistics and modern languages outside
the departmental office (4.305). There are also notice boards for careers information and
job opportunities.
You may also like to follow the department updates on Facebook and Twitter:
By letter: to your local or home address: this is used only when email is inappropriate (e.g.
for serious problems concerning academic progress or absence from prescribed
instruction).
By telephone: this is used in emergencies or when it is otherwise necessary to receive an
immediate response.
By text message: this is used to inform at very short notice of lecture or class
cancellations. Please ensure your mobile details are up to date on ‘myEssex’ to receive
this service.
2.8 Departmental Prizes
Celebrating Excellence - Departmental Prizes
There are six prizes available to undergraduates in the Department of Language and Linguistics, two in
French, two for Modern Languages and two for best overall performance in English
Language/Linguistics/TEFL.
The John Ross Prize was set up in 1985 in memory of Dr John Ross, Senior Lecturer in French and a founder
member of the Department of Language and Linguistics at the University of Essex.
23
There are two prizes:
The John Ross Prize for French, which is awarded annually to the best-final year student of French
The John Ross Prize for 2nd Year French, which is awarded annually to the best 2nd year student of French
Both prizes comprise French dictionaries. For further information, see the Departmental Noticeboard, outside
the social space (4.305A)
The John Roberts Prize is awarded annually to the student with the best overall performance in Modern
Languages. It is named in honour of a former member of staff who contributed much to the development of
Modern Languages (and Applied Linguistics) in general, and German Language and Linguistics in particular.
The Martin Atkinson Prize is awarded annually to the final-year undergraduate with the best overall
performance in English Language and Linguistics. It is named in honour of a former member of staff who
served for more than 30 years in the Department (twice acting as Head of Department), and who did a great
deal to support the development of Linguistics
In addition, the Department annually awards prizes to two first-year undergraduates with the best overall
performances in Modern Languages and English Language/Linguistics/TEFL.
Learning and Teaching
Section 2: Academic Matters
3.1 Department statement about learning, teaching and independent study
Modern Languages
The Department aims to provide a flexible curriculum offering a wide choice of courses and modules
taught by native or bilingual speakers. Modules are designed to enable students to develop proficiency in
the target languages and an understanding of aspects of the culture and society of countries where the
relevant languages are spoken. This is achieved through a combination of interactive class-based
teaching, laboratory- and web-based learning and self-study – utilising a range of authentic (audio, video,
lab and web) materials, and employing a variety of assessment techniques. The modes of assessment
provide a good test of (and enable students to demonstrate their level of) knowledge and understanding.
They include role-play activities, class presentations, oral exams, written coursework (e.g. essays, book
reports, translations, project work), unseen written exams, class tests, and web-based assignments.
These activities aim to equip students not only with language skills but also with a range of transferable
cognitive, practical and key skills, and provide them with a foundation for further study, employment and
24
lifelong learning. The teaching of Modern Languages in the Department provides a supportive
environment within which students are offered academic and personal support whenever they ask for it.
On courses with an integral year abroad, the role of the Year Abroad is to enable students to experience,
engage with and integrate into another culture. For further information about the individual degree
courses, please see the relevant Programme Specifications at: http://www.essex.ac.uk/programmespecs
Alternatively, please refer to the individual course links in Section 4.4.1.
3.2 What the department expects from its students and what students can expect from the
department
What you can expect from us
We will address the aims of the course for which you are registered through high quality teaching and
supervision of your work, to the best of our abilities. You will be provided with constructive feedback on
the assignments we set you as soon as possible, and in any event no later than 28 days (excluding days
when the university is officially closed) after receipt.
Each lecturer will set aside at least two ‘office hours’ during term time during which students can consult
the lecturer on an individual basis.
We will treat you as colleagues, and show you the professional respect due between colleagues engaged
in a collaborative activity.
25
What we expect of you
We expect you to approach all aspects of your work in an organised and professional manner. You must
attend all classes that are obligatory components of your course, arriving on time for every scheduled
lecture/seminar/class/examination. You must prepare any work required by a lecturer prior to a class, and
submit any required assignment by the specified deadline.
We expect you to engage in self-directed autonomous learning outside of classes to complement the
coursework you do, and take advantage of any opportunity for developing your skills and career
opportunities. It is expected that an undergraduate student will prioritise their coursework and attendance
above any outside activities.
We expect you to treat your fellow classmates and your lecturers with the professional courtesy normally
shown between colleagues engaged in a collaborative activity.
4.3 Information about Moodle, ORB and FASER
Our online resource bank (ORB) stores important module materials such as reading lists and past exam
papers.
For more information please visit: https://orb.essex.ac.uk/
We use Moodle as our online learning environment, to enhance face-to-face teaching. It lets you get to
course materials, and has built-in features to enhance learning such as discussion forums, chat facilities,
quizzes, surveys, glossaries and wikis.
FASER is our online coursework submission and feedback system. Use it to submit your coursework
electronically, produce a watermarked copy of your work and receive electronic feedback all in one place.
faser.essex.ac.uk
www.essex.ac.uk/it/elearning
26
3.4 Course structures and learning outcomes including information about programme
specifications
3.4.1
Modern Languages
BA French Studies and Modern Languages
BA German Studies and Modern Languages
BA International Relations and Modern Languages
BA Italian Studies and Modern Languages
BA Language Studies
BA Modern Languages
BA Modern Languages and English Language
BA Modern Languages and Linguistics
BA Modern Languages and Teaching English as a Foreign Language
BA Modern Languages with Latin American Studies
BA Philosophy and Modern Languages
BA Philosophy with Modern Languages
BA Politics and Modern Languages
BA Portuguese Studies and Modern Languages
BA Spanish Studies and Modern Languages
BA Spanish, Portuguese and Brazilian Studies
27
BA Spanish Studies with Latin American Studies
Programme specifications
French Studies and Modern Languages
Course Director: Ms Dounia Bissar
YEAR 1
Comp Module Code
01
02
03
----
04
--
05
LA099-4-FY
YEAR 2
Comp
Title
LA140-4-FY
LA147-4-FY
SECOND LANGUAGE (INITIAL TO ADVANCED) OR
(PART 1 INTENSIVE)
LANGUAGE OPTION OR (PART 2 INTENSIVE) (
Title
30
4
0
01
02
03
----
LA150-5-FY
LA157-5-FY
SECOND LANGUAGE (INTERMEDIATE OR ABOVE)
04
--
LANGUAGE OPTION
5
YEAR 4
Comp Module Code
Title
01
LA067-6-FY
NQF
Level
6
28
Comp
Credits
30
30
30
4
NQF
Level
5
5
5
--
Module Code
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
NQF
Level
4
4
4
Comp
Credits
30
30
30
30
Comp
Credits
30
Status in Award
Core
Compulsory
Compulsory
With Options
Compulsory
With Options
Compulsory
Status in Award
Compulsory
Compulsory
Compulsory
With Options
Compulsory
With Options
Status in Award
Compulsory
02
03
---
04
--
05
LA099-6-FY
LA160-6-FY
SECOND LANGUAGE (INITIAL TO ADVANCED) OR
(PART 1 INTENSIVE)
LANGUAGE OPTION OR (PART 2 INTENSIVE)
6
6
30
30
6
30
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
6
0
Compulsory
Compulsory
With Options
Compulsory
With Options
Compulsory
By the end of the final year, students must have attained a Mastery level 6 (C2) in the named language, at least Proficiency level 5
(C1) in the second language, and at least Intermediate level 3 (B1) in any other language studied.
In consequence, any student taking the major language via the intensive route in the first year must attend an approved language
course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is
spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent
in a country where the second language is spoken.
29
German Studies and Modern Languages
Course Director: Mrs Claudia Nehmzow
YEAR 1
Comp
Module Code
Title
01
--
02
Comp
Credits
30
Status in Award
LA240-4-FY OR LA221-4-FY (PART 1 INTENSIVE)
NQF
Level
4
--
LA247-4-FY OR LA222-4-FY (PART 2 INTENSIVE)
4
30
03
--
4
30
04
--
SECOND LANGUAGE (INITIAL TO ADVANCED)
OPTION(S) FROM LIST
LANGUAGE OPTION(S) FROM LIST
4
30
05
LA099-4-FY
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
4
0
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory
YEAR 2
Comp
Module Code
Title
01
--
02
LA240-5-FY OR LA250-5-FY
NQF
Level
5
Comp
Credits
30
--
LA247-5-FY OR LA059-5-FY
5
30
03
--
5
30
04
--
SECOND LANGUAGE (ELEMENTARY TO
PROFICIENCY) OPTION(S) FROM LIST
LANGUAGE OPTION(S) FROM LIST
5
30
05
LA099-5-FY
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
5
0
Title
NQF
Level
6
6
6
Comp
Credits
30
30
30
YEAR 4
Comp
Module Code
01
02
03
----
04
--
LA67-6-FY
LA260-6-FY
SECOND LANGUAGE (INTERMEDIATE OR ABOVE)
OPTION(S) FROM LIST
LANGUAGE OPTION(S) FROM LIST
6
30
Core With Options
Status in Award
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory
Status in Award
Compulsory
Compulsory
Compulsory With
Options
Compulsory With
Options
By the end of the final year, students must have attained a Mastery level 6 (C2) in the named language, at least Proficiency level 5
(C1) in the second language, and at least Intermediate level 3 (B1) in any other language studied.
In consequence, any student taking the major language via the intensive route in the first year must attend an approved language
course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is
spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent
in a country where the second language is spoken.
30
International Relations and Modern Languages
Course Director: Ms Dounia Bissar
YEAR 1
Comp Module Code
01
02
03
04
05
------
06
--
07
LA099-4-FY
Title
GV100-4-AU
GV101-4-SP
GV103-4-AU
GV113-4-SP
LANGUAGE (ADVANCED) OR (PART 1 INTENSIVE)
OPTION(S) FROM LIST
LANGUAGE (PART 2 INTENSIVE) OR SOCIAL
SCIENCE OPTION(S)
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
NQF
Level
4
4
4
4
4
Comp
Credits
15
15
15
15
30
Status in Award
4
30
4
0
Compulsory With
Options
Compulsory
Comp
Credits
15
YEAR 2
Comp
Module Code
Title
01
--
GV214-5-AU
NQF
Level
5
02
--
GV217-5-AU
5
15
03
--
GOVERNMENT OPTION(S) FROM LIST
5
30
04
--
5
30
05
--
5
30
06
LA099-5-FY
LANGUAGE (ADVANCED OR ABOVE) OPTION(S)
FROM LIST
SECOND LANGUAGE (ELEMENTARY OR ABOVE)
OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
5
0
NQF
Level
6
Comp
Credits
30
6
30
YEAR 4
Comp Module Code
Title
01
--
02
--
FINAL YEAR POLITICS OPTION(S) FROM LIST
CREDITS)
FINAL YEAR POLITICS OPTION(S) FROM LIST
03
--
FINAL YEAR LANGUAGE OPTION(S) FROM LIST
6
30
04
--
FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE)
OPTION(S) FROM LIST
6
30
Compulsory
Compulsory
Compulsory
Compulsory
Optional
Status in Award
Compulsory With
Options
Compulsory
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory
Status in Award
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
By the end of the final year, students must have attained a Mastery level 6 (C2) in the named language, and at least Intermediate level
3 (B1) in the 2nd language studied.
In consequence, any student taking the major language via the intensive route in the first year must attend an approved language
course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is
spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent
in a country where the second language is spoken.
31
Italian Studies and Modern Languages
Course Director: Ms Ignazia Posadinu
YEAR 1
Comp Module Code
NQF
Level
4
Comp
Credits
30
Status in Award
4
30
4
30
4
30
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
4
0
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory
YEAR 2
Comp Module Code
Title
01
--
LA640-5-FY OR LA650-5-FY
NQF
Level
5
Comp
Credits
30
02
--
LA647-5-FY OR LA059-5-FY
5
30
03
--
5
30
04
--
SECOND LANGUAGE (ELEMENTARY TO
PROFICIENCY) OPTION(S) FROM LIST
LANGUAGE OPTION(S) FROM LIST
5
30
05
LA099-5-FY
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
5
0
Title
NQF
Level
6
6
6
Comp
Credits
30
30
30
6
30
01
--
02
--
03
--
04
--
05
LA099-4-FY
YEAR 4
Comp
01
02
03
----
04
--
Title
LA640-4-FY OR LA621-4-FY (PART 1 INTENSIVE)
OPTION(S) FROM LIST
LA647-4-FY OR LA622-4-FY (PART 2 INTENSIVE)
OPTION(S) FROM LIST
SECOND LANGUAGE (INITIAL TO ADVANCED)
OPTION(S) FROM LIST
LANGUAGE OPTION(S) FROM LIST
Module Code
LA660-6-FY
LA067-6-FY
SECOND LANGUAGE (INTERMEDIATE OR ABOVE)
OPTION(S) FROM LIST
LANGUAGE OPTION(S) FROM LIST
Core With Options
Status in Award
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory
Status in Award
Compulsory
Compulsory
Compulsory With
Options
Compulsory With
Options
By the end of the final year, students must have attained a Mastery level 6 (C2) in the named language, at least Proficiency level 5
(C1) in the second language, and at least Intermediate level 3 (B1) in any other language studied.
In consequence, any student taking the major language via the intensive route in the first year must attend an approved language
course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is
spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent
in a country where the second language is spoken.
32
Language Studies
Course Director: Ms Jessie Mallinson
YEAR 1
Comp Module Code
01
--
02
--
03
--
04
--
05
LA099-4-FY
YEAR 2
Comp
Module Code
01
--
02
--
03
--
04
--
05
LA099-5-FY
YEAR 3
Comp Module Code
01
--
02
--
03
--
04
--
Title
LANGUAGE (PART 1 INTENSIVE) OR (INTERMEDIATE
OR ABOVE) OPTION(S) FROM LIST
LANGUAGE (PART 2 INTENSIVE) OR SECOND
LANGUAGE OR SOCIAL SCIENCE OPTION(S) FROM
LIST
LANGUAGE (INTERMEDIATE OR ABOVE) OPTION(S)
FROM LIST
LINGUISTICS MODULE OR SOCIAL SCIENCE OR
HUMANITIES OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
Title
2ND YEAR LANGUAGE (ADVANCED OR ABOVE)
OPTION(S) FROM LIST
2ND YEAR LANGUAGE (ADVANCED OR ABOVE)
OPTION(S) FROM LIST
2ND YEAR LANGUAGE (ELEMENTARY OR ABOVE)
OPTION(S) FROM LIST
2ND YEAR LANGUAGE (ELEMENTARY OR ABOVE) OR
2ND YEAR LINGUISTICS OR OUTSIDE OPTION(S)
FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
Title
FINAL YEAR LANGUAGE (PROFICIENCY LEVEL OR
ABOVE) OPTION(S) FROM LIST
FINAL YEAR LANGUAGE (PROFICIENCY LEVEL OR
ABOVE) OPTION(S) FROM LIST
FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE)
OPTION(S) FROM LIST
FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE)
OR FINAL YEAR LINGUISTICS OR OUTSIDE OPTION(S)
NQF
Level
4
Comp
Credits
30
Status in Award
4
30
4
30
4
30
4
0
NQF
Level
5
Comp
Credits
30
5
30
5
30
5
30
5
0
Compulsory
NQF
Level
6
Comp
Credits
30
Status in Award
6
30
6
30
6
30
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory
Status in Award
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
By the end of the final year, students must have attained at least Proficiency level 5 (C1) in two language modules and at least
Intermediate level 3 (B1) in any other language studied. In consequence, any student taking language modules via the intensive route
in year 1 must attend an approved language course abroad during the summer of the first year.
Note: If any language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent in a
country where the language is spoken.
33
Modern Languages
Course Director: Ms Jessie Mallinson
YEAR 1
Comp Module Code
01
--
02
--
03
--
04
--
05
LA099-4-FY
YEAR 2
Comp
Module Code
Title
LANGUAGE (ADVANCED) OR (PART 1 INTENSIVE)
OPTION(S) FROM LIST
LANGUAGE (PART 2 INTENSIVE) OR (SECOND
LANGUAGE) OR SOCIAL SCIENCE OPTION(S) FROM
LIST
SECOND LANGUAGE (INTERMEDIATE OR ABOVE)
OPTION(S) FROM LIST
LINGUISTICS MODULE OR SOCIAL SCIENCE OR
HUMANITIES OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
Title
ND
NQF
Level
4
Comp
Credits
30
Status in Award
4
30
Compulsory With
Options
4
30
4
30
4
0
Compulsory With
Options
Compulsory With
Options
Compulsory
NQF
Level
5
Comp
Credits
30
5
30
01
--
02
--
2 YEAR MAJOR LANGUAGE (ADVANCED OR
ABOVE)
ND
2 YEAR LANGUAGE (ADVANCED OR ABOVE)
03
--
SECOND LANGUAGE (ELEMENTARY OR ABOVE)
5
30
04
--
SECOND YEAR LANGUAGE (ELEMENTARY OR
ND
ABOVE) OR 2 YEAR LINGUISTICS OR OUTSIDE
OPTION FROM LIST
5
30
Title
NQF
Level
6
Comp
Credits
30
6
30
6
30
6
30
6
0
YEAR 4
Comp
Module Code
01
--
02
--
03
--
04
--
05
LA099-6-FY
FINAL YEAR MAJOR LANGUAGE (MASTERY LEVEL)
OPTION(S) FROM LIST
FINAL YEAR LANGUAGE (PROFICIENCY LEVEL OR
ABOVE) OPTION(S) FROM LIST
FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE)
OPTION(S) FROM LIST
FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE)
OR LINGUISTICS OPTION OR OUTSIDE OPTION(S)
FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
Core With Options
Status in Award
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Status in Award
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory
By the end of the final year, students must have attained a Mastery level 6 (C2) in the named language, at least Proficiency level 5
(C1) in the second language, and at least Intermediate level 3 (B1) in any other language studied.
In consequence, any student taking the major language via the intensive route in the first year must attend an approved language
course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is
spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent
in a country where the second language is spoken.
34
Modern Languages and English Language
Course Director: Ms Teresa Torres
YEAR 1
Comp Module Code
01
02
03
04
05
------
06
--
07
LA099-4-FY
YEAR 2
Comp Module Code
01
02
03
04
05
------
06
--
07
LA099-5-FY
YEAR 4
Comp
Module
Code
01
--
02
--
03
--
04
--
Title
LG110-4-AU
LG113-4-AU
LG111-4-SP
LG114-4-SP
LANGUAGE (ADVANCED OR PART 1 INTENSIVE)
OPTION(S) FROM LIST
LANGUAGE (PART 2 INTENSIVE) OR SECOND
LANGUAGE OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
Title
LG210-5-AU
LG212-5-AU
LG211-5-SP
LG213-5-SP
LANDGUAGE (ADVANCED OR ABOVE) OPTION(S)
FROM LIST
LANGUAGE (ELEMENTARY OR ABOVE) OPTION(S)
FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
Title
FINAL YEAR ENGLISH LANGUAGE OPTION(S) FROM
LIST
FINAL YEAR ENGLISH LANGUAGE OPTION(S) FROM
LIST
FINAL YEAR MAJOR LANGUAGE (MASTERY LEVEL)
OPTION(S) FROM LIST
FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE)
OPTION(S) FROM LIST
NQF
Level
4
4
4
4
4
Comp
Credits
15
15
15
15
30
4
30
4
0
NQF
Level
5
5
5
5
5
Comp
Credits
15
15
15
15
30
5
30
5
0
NQF
Level
6
Comp
Credits
30
6
30
6
30
6
30
Status in Award
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory with
Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory with
Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
By the end of the final year, students must have attained a Mastery level 6 (C2) in the named language, and at least Intermediate level
3 (B1) in the 2nd language studied.
In consequence, any student taking the major language via the intensive route in the first year must attend an approved language
course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is
spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent
in a country where the second language is spoken.
35
Modern Languages and Linguistics
Course Director: Ms Dounia Bissar
YEAR 1
Comp Module Code
01
02
03
04
04
------
05
--
06
LA099-4-FY
YEAR 2
Comp
Module Code
01
02
03
04
05
------
06
LA099-5-FY
YEAR 4
Comp
Module Code
Title
LG110-4-AU
LG113-4-AU
LG111-4-SP
LG114-4-SP
LANGUAGE (ADVANCED OR PART 1 INTENSIVE)
OPTION(S) FROM LIST
LANGUAGE (PART 2 INTENSIVE OR SECOND
LANGUAGE) OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
Title
LG210-5-AU
LG212-5-AU
LG211-5-SP
LG213-5-SP
LANGUAGE (ADVANCED OR ABOVE) OPTION(S)
FROM LIST
LANGUAGE (ELEMENTARY OR ABOVE) OPTION(S)
FROM LIST
Title
01
--
02
--
03
--
LANGUAGE (MASTERY LEVEL) OPTION(S) FROM
LIST
LANGUAGE (INTERMEDIATE OR ABOVE) OPTION(S)
FROM LIST
LINGUISTICS OPTION (S) FROM LIST
04
--
LINGUISTICS OPTION(S) FROM LIST
NQF
Level
4
4
4
4
4
Comp
Credits
15
15
15
15
30
4
30
4
0
NQF
Level
5
5
5
5
5
Comp
Credits
15
15
15
15
30
5
30
NQF
Level
6
Comp
Credits
30
6
30
6
30
6
30
Status in Award
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory with
Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory with
Options
Compulsory with
Options
Status in Award
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
By the end of the final year, students must have attained a Mastery level 6 (C2) in the named language, and at least Intermediate level
3 (B1) in the 2nd language studied.
In consequence, any student taking the major language via the intensive route in the first year must attend an approved language
course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is
spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent
in a country where the second language is spoken.
36
Modern Languages and Teaching English As A Foreign Language
Course Director: Ms Emma Hopper
YEAR 1
Comp Module Code
01
02
03
04
05
------
06
--
05
LA099-4-FY
YEAR 2
Comp
Module
Code
01
01
03
04
-----
05
--
06
LA099-5-FY
Title
LG110-4-AU
LG113-4-AU
LG111-4-SP
LG114-4-SP
LANGUAGE (ADVANCED OR PART 1 INTENSIVE)
OPTION(S) FROM LIST
LANGUAGE (PART 2 INTENSIVE OR SECOND
LANGUAGE) OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
Title
IA605-5-AU
IA606-5-FY
IA607-5-SP
2ND YEAR MAJOR LANGUAGE (ADVANCED OR
ABOVE) OPTION(S) FROM LIST
2ND YEAR LANGUAGE (ELEMENTARY OR ABOVE)
OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
NQF
Level
4
4
4
4
4
Comp
Credits
15
15
15
15
30
4
30
4
0
NQF
Level
5
5
5
5
Comp
Credits
15
30
15
30
5
30
5
0
Comp
Credits
30
YEAR 4
Comp Module Code
Title
01
--
FINAL YEAR LINGUISTICS OPTION(S) FROM LIST
NQF
Level
6
02
--
FINAL YEAR LINGUISTICS OPTION(S) FROM LIST
6
30
03
--
6
30
04
--
FINAL YEAR MAJOR LANGUAGE (MASTERY LEVEL)
OPTION(S) FROM LIST
FINAL YEAR LANGUAGE (INTERMEDIATE OR
ABOVE) OPTION(S) FROM LIST
6
30
Status in Award
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory with
Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory
Compulsory
Compulsory
Compulsory
With Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory with
Options
Compulsory with
Options
Compulsory wth
Options
Compulsory with
Options
By the end of the final year, students must have attained a Mastery level 6 (C2) in the named language, and at least Intermediate level
3 (B1) in the 2nd language studied.
In consequence, any student taking the major language via the intensive route in the first year must attend an approved language
course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is
spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent
in a country where the second language is spoken.
37
Modern Languages with Latin American Studies
Course Director: Ms Jessie Mallinson
YEAR 1
Comp Module Code
01
--
02
--
03
--
04
--
05
LA099-4-FY
01
--
02
--
03
--
04
--
05
LA099-5-FY
01
--
02
--
03
--
04
--
NQF
Level
4
Comp
Credits
30
4
30
4
30
4
30
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
4
0
Title
NQF
Level
5
Comp
Credits
30
5
30
5
30
5
30
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
5
0
Title
NQF
Level
Comp
Credits
Status in Award
FINAL YEAR MAJOR LANGUAGE (MASTERY LEVEL)
OPTION(S) FROM LIST
FINAL YEAR LANGUAGE (PROFICIENCY LEVEL OR
ABOVE) OPTION(S) FROM LIST
FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE)
OPTION(S) FROM LIST
LATIN AMERICAN OPTION(S) FROM LIST
6
30
6
30
6
30
6
30
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
LANGUAGE (ADVANCED) OR (PART 1 INTENSIVE)
OPTION(S) FROM LIST
LANGUAGE (PART 2 INTENSIVE) OR SECOND
LANGUAGE OPTION(S) FROM LIST
SECOND LANGUAGE (INTERMEDIATE OR ABOVE)
OPTION(S) FROM LIST
HR141-4-SP OR CS141-4-AU
YEAR 2
Comp Module Code
YEAR 4
Comp
Title
2ND YEAR MAJOR LANGUAGE (ADVANCED OR ABOVE)
OPTION(S) FROM LIST
2ND YEAR LANGUAGE (ADVANCED OR ABOVE)
OPTION(S) FROM LIST
2ND YEAR LANGUAGE (ELEMENTARY OR ABOVE)
OPTION(S) FROM LIST
LATIN AMERICAN OPTION(S) FROM LIST
ModuleCode
Status in Award
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory
By the end of the final year, students must have attained a Mastery level 6 (C2) in the named language, at least Proficiency level 5
(C1) in the second language, and at least Intermediate level 3 (B1) in any other language studied.
In consequence, any student taking the major language via the intensive route in the first year must attend an approved language
course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is
spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent
in a country where the second language is spoken.
38
Philosophy and Modern Languages
Course Director: Mrs Claudia Nehmzow
YEAR 1
Comp Module Code
01
02
---
03
--
04
--
05
LA099-4-FY
YEAR 2
Comp Module Code
01
--
02
--
03
--
04
--
05
LA099-5-FY
Title
PY111-4-FY
LANGUAGE (ADVANCED) OR (PART 1 INTENSIVE)
OPTION(S) FROM LIST
LANGUAGE (PART 2 INTENSIVE) OR SOCIAL SCIENCE
OPTION(S) FROM LIST
SOCIAL SCIENCE OR HUMANITIES OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE
AND LINGUISTICS
Title
PY400-5-FY OR 2ND YEAR PHILOSOPHY OPTION(S)
FROM LIST
PY408-5-FY OR 2ND YEAR PHILOSOPHY OPTION(S)
FROM LIST
2ND YEAR MAJOR LANGUAGE (ADVANCED OR ABOVE)
OPTION(S) FROM LIST
2ND YEAR LANGUAGE (ELEMENTARY OR ABOVE)
OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE
AND LINGUISTICS
NQF
Level
4
4
Comp
Credits
30
30
Status in Award
4
30
4
30
4
0
Compulsory with
Options
Compulsory with
Options
Compulsory
NQF
Level
5
Comp
Credits
30
5
30
5
30
5
30
5
0
Comp
Credits
30
YEAR 4
Comp Module Code
Title
01
--
FINAL YEAR PHILOSOPHY OPTION(S) FROM LIST
NQF
Level
6
02
--
FINAL YEAR PHILOSOPHY OPTION(S) FROM LIST
6
30
03
--
6
30
04
--
FINAL YEAR MAJOR LANGUAGE (MASTERY LEVEL)
OPTION(S) FROM LIST
PHILOSOPHY OPTION(S) FROM LIST OR OUTSIDE
OPTION(S)
6
30
Compulsory
Core with Options
Status in Award
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
By the end of the final year, students must have attained a Mastery level 6 (C2) in the named language, and at least Intermediate level
nd
3 (B1) in the 2 language studied.
In consequence, any student taking the major language via the intensive route in the first year must attend an approved language
course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is
spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent
in a country where the second language is spoken.
39
Philosophy With Modern Languages
Course Director: Mrs Claudia Nehmzow
YEAR 1
Comp Module Code
01
02
---
03
--
04
--
05
LA099-4-FY
YEAR 2
Comp Module Code
02
--
03
--
04
--
05
--
05
LA099-5-FY
Title
PY111-4-FY
SOCIAL SCIENCE OR HUMANITIES OPTION(S) FROM
LIST
LANGUAGE (ADVANCED) OR (PART 1 INTENSIVE)
OPTION(S) FROM LIST
LANGUAGE (PART 2 INTENSIVE) OR SOCIAL SCIENCE
OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
Title
ND
PY400-5-FY OR 2 YEAR PHILOSPHY OPTION(S)
FROM LIST
ND
PY408-5-FY OR 2 YEAR PHILOSPHY OPTION(S)
FROM LIST
ND
2 YEAR PHILOSOPHY OPTION(S) OR OUTSIDE
OPTION(S) FROM LIST
ND
2 YEAR MAJOR LANGUAGE (ADVANCED OR
ABOVE) OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
NQF
Level
4
4
Comp
Credits
30
30
4
30
4
30
4
30
NQF
Level
5
Comp
Credits
30
5
30
5
30
5
30
5
0
Comp
Credits
30
YEAR 4
Comp Module Code
Title
01
--
FINAL YEAR PHILOSOPHY OPTION(S) FROM LIST
NQF
Level
6
02
--
FINAL YEAR PHILOSOPHY OPTION(S) FROM LIST
6
30
03
--
6
30
04
--
PHILOSOPHY OPTION(S) OR OUTSIDE OPTION(S)
FROM LIST
FINAL YEAR MAJOR LANGUAGE (MASTERY LEVEL)
OPTION(S) FROM LIST
6
30
Status in Award
Compulsory
Compulsory with
Options
Core with Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
By the end of the final year, students must have attained a Mastery level 6 (C2) in the major language, and at least Intermediate level
nd
3 (B1) if a 2 language is studied.
In consequence, any student taking the major language via the intensive route in the first year must attend an approved language
course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is
spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent
in a country where the second language is spoken.
40
Politics and Modern Languages
Course Director: Ms Teresa Torres
YEAR 1
Comp Module Code
Title
01
02
---
GV100-4-AU
GV101-4-SP
03
--
04
--
05
--
06
LA099-4-FY
NQF
Level
4
4
Comp
Credits
15
15
Status in Award
LANGUAGE (ADVANCED) OR (PART 1 INTENSIVE)
OPTION(S) FROM LIST
LANGUAGE (PART 2 INTENSIVE) OR SOCIAL SCIENCE
OPTION(S) FROM LIST
SECOND LANGUAGE OR SOCIAL SCIENCES OR
HUMANITIES OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
4
30
Core with Options
4
30
4
30
4
30
Compulsory with
Options
Compulsory with
Options
Compulsory
YEAR 2
Comp Module Code
Title
01
--
GV250-5-AU
NQF
Level
5
Comp
Credits
15
02
--
GV254-5-SP
5
15
03
--
5
30
04
--
5
30
05
--
2 YEAR MAJOR LANGUAGE (ADVANCED OR
ABOVE) OPTION(S) FROM LIST
ND
2 YEAR LANGUAGE (ELEMENTARY OR ABOVE)
OPTION(S) FROM LIST
POLITICS OPTION(S) FROM LIST
5
30
06
LA099-5-FY
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
5
0
YEAR 4
Comp Module Code
Title
01
--
FINAL YEAR POLITICS OPTION(S) FROM LIST
NQF
Level
6
Comp
Credits
30
02
--
6
30
03
--
6
30
04
--
FINAL YEAR POLITICS OPTION(S) OR OUTSIDE
OPTION(S) FROM LIST
FINAL YEAR MAJOR LANGUAGE (MASTERY LEVEL)
OPTION(S) FROM LIST
FINAL YEAR LANGUAGE (INTERMEDIATE OR ABOVE)
OPTION(S) FROM LIST
6
30
ND
Compulsory
Compulsory
Status in Award
Compulsory with
Options
Compulsory
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
By the end of the final year, students must have attained a Mastery level 6 (C2) in the major language, and at least Intermediate level
3 (B1) if a 2nd language is studied.
In consequence, any student taking the major language via the intensive route in the first year must attend an approved language
course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is
spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent
in a country where the second language is spoken.
41
Portuguese Studies and Modern Languages
Course Director: Dr Beatriz de Paiva
YEAR 1
Comp
Module
Code
01
-02
-03
-04
--
05
LA099-4-FY
YEAR 2
Comp
Module
Code
01
-02
-03
-04
05
-LA099-5-FY
YEAR 4
Comp Module
Code
01
LA360-6-FY
02
-03
-04
--
Title
NQF
Level
4
4
4
Comp
Credits
30
30
30
4
30
CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE
AND LINGUISTICS
4
0
Title
NQF
Level
5
5
5
Comp
Credits
30
30
30
5
5
30
0
LA340-4-FY
LA347-4-FY
LANGUAGE OPTION(S) OR PART 2 INTENSIVE
OPTION(S) FROM LIST
LANGUAGE OPTION(S) FROM LIST
LA350-5-FY
LA059-5-FY
SECOND LANGUAGE (ELEMENTARY TO PROFICIENCY)
OPTION(S) FROM LIST
LANGUAGE OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR LANGUAGE
AND LINGUISTICS
Title
LA360-6-FY
LA067-6-FY
SECOND LANGUAGE (INTERMEDIATE OR ABOVE)
OPTION(S) FROM LIST
LANGUAGE OPTION(S) FROM LIST
NQF
Level
6
6
6
Comp
Credits
30
30
30
6
30
Status in Award
Core
Compulsory
Compulsory with
Options
Compulsory with
Options
COMPULSORY
Status in Award
Compulsory
Compulsory
Compulsory with
Options
Optional
COMPULSORY
Status in Award
Compulsory
Compulsory
Compulsory with
Options
Compulsory with
Options
By the end of the final year, students must have attained a Mastery level 6 (C2) in the named language, at least Proficiency level 5
(C1) in the second language, and at least Intermediate level 3 (B1) in any other language studied.
In consequence, any student taking the major language via the intensive route in the first year must attend an approved language
course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is
spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent
in a country where the second language is spoken.
42
Spanish Studies and Modern Languages
Course Director: Ms Jessie Mallinson
YEAR 1
Comp Module Code
Title
01
02
---
LA440-4-FY OR LA421-4-FY (PART 1 INTENSIVE)
LA447-4-FY OR LA422-4-FY (PART 2 INTENSIVE)
03
--
04
--
05
LA099-4-FY
NQF
Level
4
4
Comp
Credits
30
30
SECOND LANGUAGE (INITIAL TO ADVANCED)
OPTION(S) FROM LIST
LANGUAGE OPTION(S) FROM LIST
4
30
4
30
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
4
0
YEAR 2
Comp Module Code
Title
01
--
LA440-5-FY OR LA450-5-FY
NQF
Level
5
Comp
Credits
30
02
--
LA447-5-FY OR LA457-5-FY
5
30
03
--
5
30
04
--
SECOND LANGUAGE (ELEMENTARY TO
PROFICIENCY) OPTION(S) FROM LIST
LANGUAGE OPTION(S) FROM LIST
5
30
05
LA099-5-FY
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
5
0
Title
NQF
Level
6
6
6
Comp
Credits
30
30
30
6
30
YEAR 4
Comp Module Code
01
02
03
----
04
--
LA460-6-FY
LA067-6-FY
SECOND LANGUAGE (INTERMEDIATE OR ABOVE)
OPTION(S) FROM LIST
LANGUAGE OPTION(S) FROM LIST
Status in Award
Core With Options
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory
Compulsory
Compulsory with
Options
Compulsory with
Options
By the end of the final year, students must have attained a Mastery level 6 (C2) in the named language, at least Proficiency level 5
(C1) in the second language, and at least Intermediate level 3 (B1) in any other language studied.
In consequence, any student taking the major language via the intensive route in the first year must attend an approved language
course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is
spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent
in a country where the second language is spoken.
43
Spanish Studies with Latin American Studies
Course Director: Ms Jessie Mallinson
YEAR 1
Comp Module Code
NQF
Level
4
4
4
Comp
Credits
15
15
30
4
4
30
30
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
4
0
YEAR 2
Comp Module Code
Title
01
--
CS241-5-SP
NQF
Level
5
Comp
Credits
15
02
--
LA440-5-FY OR LA450-5-FY
5
30
03
--
LA447-5-FY OR LA457-5-FY
5
30
04
--
LA059-5-FY OR OUTSIDE OPTION(S)
5
30
05
--
OPTION FROM LIST
5
15
06
LA099-5-FY
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
5
0
YEAR 4
Comp Module Code
Title
01
02
03
----
LA069-6-FY
LA460-6-FY
LA067-6-FY
NQF
Level
6
6
6
Comp
Credits
30
30
30
04
--
LATIN AMERICAN OPTION(S) FROM LIST
6
30
01
02
03
----
04
05
---
06
LA099-4-FY
Title
HR141-4-SP
CS141-4-AU
SOCIAL SCIENCE OR HUMANITIES OPTION(S) FROM
LIST
LA440-4-FY OR LA421-4-FY (PART 1 INTENSIVE)
LA447-4-FY OR LA422-4-FY (PART 2 INTENSIVE)
Status in Award
Compulsory
Compulsory
Compulsory with
Options
Core with Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory
Compulsory
Compulsory with
Options
Compulsory with
Options
By the end of the final year, students must have attained a Mastery level 6 (C2) in the named language, at least Proficiency level 5
(C1) in the second language, and at least Intermediate level 3 (B1) in any other language studied.
In consequence, any student taking the major language via the intensive route in the first year must attend an approved language
course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is
spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent
in a country where the second language is spoken.
44
Spanish, Portuguese and Brazilian Studies
Course Director: Dr Beatriz de Paiva
YEAR 1
Comp
Module
Code
01
--
Title
LA333-4-FY OR LA340-4-FY
NQF
Level
4
Comp
Credits
30
4
30
4
30
02
--
03
--
LA347-4-FY OR MODERN LANGUAGE OR HUMANITIES
OR SOCIAL SCIENCE OPTION(S)
LA421-4-FY OR LA440-4-FY
04
--
LA422-4-FY OR LA447-4-FY
4
30
05
LA099-4-FY
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
4
30
Title
LA340-5-FY OR LA350-5-FY
NQF
Level
5
Comp
Credits
30
YEAR 2
Comp
Module
Code
01
-02
--
LA347-5-FY OR LA059-5-FY
5
30
03
--
LA440-5-FY OR LA450-5-FY
5
30
04
--
LA447-5-FY OR LA457-5-FY
5
30
05
LA099-5-FY
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
5
0
NQF
Level
6
6
6
6
Comp
Credits
30
30
30
30
YEAR 4
Comp Module Code
Title
01
02
03
04
LA360-6-FY
LA067-6-FY
LA460-6-FY
LA069-6-FY
-----
Status in Award
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory
Compulsory
Compulsory
Compulsory
Portuguese and Spanish must be taken up to Mastery level (C2) and the year abroad must be spent in a Portuguese or Spanishspeaking country. If two modules are taken in the same language in the same year, both must be at the same level.
In consequence, any student taking the major language via the intensive route in the first year must attend an approved language
course abroad during the summer of the first year and the year abroad must be spent in a country where the major language is
spoken. If the second language is studied to Mastery level (C2) in the final year, there is a requirement that 16 weeks should be spent
in a country where the second language is spoken.
45
Modern Language Modules
LA059
LA067
LA069
LA748
LA757
LA110
LA120
LA130
LA140
LA147
LA150
LA157
LA160
LA210
LA220
LA221/22
LA230
LA240
LA247
LA250
LA260
LA610
LA620
LA621/22
LA630
LA640
LA647
LA650
LA660
LA333
LA340
LA347
LA350
LA410
LA420
LA421
LA422
LA430
LA440
LA447
LA450
LA457
LA460
LA910
LA920
MISC
Second Year Modern Languages Project
Translation, Interpreting and Subtitling Skills
Final Year Language Dissertation
Film Production and Editing Skills I
Film Production and Editing Skills II
FRENCH
Initial French
Lower Intermediate French
Higher Intermediate French
Advanced French
French Professional Skills
Proficiency Level French
French Cinema & Culture
Mastery Level French
GERMAN
Initial German
Lower Intermediate German
Intensive Initial German
Higher Intermediate German
Advanced German
One Language – Three Countries (Austria, Switzerland and
Germany)
Proficiency Level German
Mastery Level German
ITALIAN
Initial Italian
Lower Intermediate Italian
Intensive Initial Italian
Higher Intermediate Italian
Advanced Italian
La Dolce Italia: A Journey Across Enduring Italian Traditions
Proficiency Level Italian
Mastery level Italian
PORTUGUESE
Spanish/Italian/Romanian to Portuguese Conversion
Advanced Portuguese
Brazil in Focus: Business, Culture and Society
Proficiency Level Portuguese
SPANISH
Initial Spanish
Lower Intermediate Spanish
Intensive Initial Spanish
Intensive Initial Spanish
Higher Intermediate Spanish
Advanced Spanish
From the Caves to Modern Graffiti: A Visual History of the
Spanish Language
Proficiency Level Spanish
Spanish and Latin American Art, Film & Music
Mastery Level Spanish
CHINESE
Initial Mandarin Chinese
Lower Intermediate Mandarin Chinese
46
Miss Hopper
Ms Perrin
tbc
tbc
tbc
4.303
4.217
tbc
tbc
tbc
872191
872111
tbc
tbc
tbc
eehopp
sandrine
tbc
tbc
tbc
Dr Vedrenne
Miss Cathala
Ms Perrin
Ms Bissar
Dr Vedrenne
Dr Vedrenne
Ms Bissar
Ms Bissar
4.219
4.217
4.217
4.215
4.219
4.219
4.215
4.215
872114
872111
872111
873312
872114
872114
873312
873312
lmvedr
lsmcat
sandrine
dbissar
lmvedr
lmvedr
dbissar
dbissar
Mrs Nehmzow
Mrs Nehmzow
Mrs Nehmzow
Mrs Nehmzow
Miss Hopper
Miss Hopper
4.313
4.313
4.313
4.313
4.303
4.303
872212
872212
872212
872212
872191
872191
cnehm
cnehm
cnehm
cnehm
eehopp
eehopp
Miss Hopper
Miss Hopper
4.303
4.303
872191
872191
eehopp
eehopp
Mrs Carboni
Mrs Carboni
Ms Posadinu
Mrs Carboni
Ms Posadinu
Mrs Carboni
Mrs Carboni
Ms Posadinu
4.324
4.324
4.320A
874835
874835
872239
874835
872239
874835
874835
872239
danic
danic
iposad
danic
iposad
danic
danic
iposad
Dr Paiva
Dr Paiva
Dr Paiva
Dr Paiva
4.211
4.211
4.211
4.211
872236
872236
872236
872236
bdepaiva
bdepaiva
bdepaiva
bdepaiva
Ms Mallinson
Ms Mallinson
Ms Mallinson
Ms Torres
Ms Torres
Ms Torres
Dr Martinez-Garrido
4.205
4.205
4.205
4.213
4.213
4.213
4.320
872229
872229
872229
872110
872110
872110
872186
mallj
mallj
mallj
torrmi
torrmi
torrmi
gimart
Dr Martinez-Garrido
Ms Torres
Dr Martinez-Garrido
4.320
4.213
4.320
872186
872210
872186
gimart
torrmi
gimart
tbc
tbc
tbc
tbc
tbc
tbc
tbc
tbc
4.320A
4.324
4.320A
4.324
4.324
Availability of Modern Language modules
Unless otherwise specified (e.g. in the case of certain translation modules), LA modules are not open to
students who are native speakers of the language in question (whether monolingual or bilingual), or to
near-native speakers who are unlikely to improve their language competence by taking the module, and
any student contravening this regulation may be deemed to have committed an academic offence.
Languages for All
There are a number of ways for you to learn languages at Essex, increasing your global and cultural
awareness, giving you the confidence to work and travel internationally, expanding your options for
studying abroad, and giving you a competitive edge when you're looking for a job. Our Languages for All
initiative lets you learn a language for free, alongside your degree, through two study options, Language
Express – where you can study a language module taught in the evening, or Language Portfolio – where
you can study flexibly through web-based learning and optional extra activities.
www.essex.ac.uk/study/languages/default.aspx
Essex Modern Language Certificates
Essex Modern Language Certificates (EMLC) give members of the public, students and staff working at
our University the opportunity to learn a language on a part-time basis in a well-established and highlyregarded academic environment (on a fee paying basis).
We offer a wide choice of modules in French, German, Italian, Spanish, Portuguese and Chinese ranging
from beginner to mastery level. Our Initial Intensive double module courses in German, Italian,
Portuguese and Spanish take you from beginner to A-level standard in one year.
Whether you're considering a change of career or need to learn a language for your career development
or would simply love to learn a language, EMLC offers:




a wide choice of modules to match your existing language skills;
the opportunity to be taught by teachers who are native or bilingual speakers;
development from beginner to A-level standard within one year; and
excellent preparation if you are considering full-time higher education.
For more information, please contact the Student Administrator.
47
Proficiency Levels and Progression Pathways in Modern Languages
Each individual language module carries a module code which comprises the two letters LA (denoting
that it is a Modern Languages module normally taught in the language concerned) followed by three
digits which identify the language, level and type of the module. The first digit after the LA prefix denotes
the language in question – as shown below:
1 = French
4 = Spanish
2 = German
6 = Italian
3 = Portuguese
9 = Chinese
The second digit indicates the level of proficiency achieved by students on successful completion of the
module, specified in terms of a 6-point numerical scale. The relation between local (i.e. University of
Essex) language proficiency levels and the six attainment levels recognised in the Common European
Framework/CEF utilised in the Quality Assurance Agency’s Subject Benchmark Statement for Languages
And Related Subjects is as specified in the table below.
Benchmark Statement for
Languages and Related
Subjects is as specified in the
table below. Module code
LAX10
LAXX1+2, LAX20
LAX33, LAX30
LAX40, LAX47
LAX50, LAX57, LAX59
LAX60, LAX67, LAX69
Local (Essex) level
Common European Framework level
1 ‘Initial’
2 ‘Elementary’
3 ‘Intermediate’
4 ‘Advanced’
5 ‘Proficiency’
6 ‘Mastery’
A1 “Break-through”
A2 “Waystage”
B1 “Threshold”
B2 “Vantage”
C1 “Effective Operational Proficiency”
C2 “Mastery”
The final digit in the code indicates the type of module. The digits 0-3 denote modules designed to equip
students with essential language skills in the relevant language:
0
Non-intensive modules which take students to the next proficiency level in one year
1, 2 Intensive modules which allow accelerated progression to the next-but-one level in one year
3
‘Conversion’ modules which allow students to acquire proficiency in the language concerned on the
basis of their knowledge of another closely-related language
The final digits 7 and 9 denote supplementary modules which (in the case of modules carrying the final
digit 7) focus on particular cultural themes or provide training in specialised skills and (in the case of
modules carrying the final digit 9) allow students to develop their expertise in the language and culture
through project work. These modules are normally taken in addition to ‘essential language skills’ modules
with the final digit 0-3 in the same language at the same level (see Note 4 below).
Rules governing module levels
Note that the following rules govern the level of the LA modules which students may take in a given language
in a given year as part of a University of Essex undergraduate degree course (the level referred to being the
local University of Essex proficiency level, indicated by the second digit in the module code: see above).
48
 Students undertaking a four-year degree course, comprising an integral year abroad, must obtain a year
mark of 50.0 in their first year of study.
 In addition to obtaining a year mark of 50.0 in the first year of study, all students (in their second year of a
4-yr degree course) may proceed under the following circumstances:
o
Where the student has failed a maximum of 30 non-core credits and has passed 120 credits in
Stage One, or has failed a maximum of 15 non-core credits, has passed 105 credits from Stage
One, s/he must undertake reassessment but will be permitted to proceed to the Year Abroad/
Placement Year. The module aggregate mark will be capped at 40%.
o
Where the student has failed a core module or a maximum of 60 credits and s/he wishes to
remain on the four-year course, s/he must undertake the necessary reassessment, prior to the
next academic Stage. The module aggregate mark will be capped at 40%. Subject to passing the
module(s) after reassessment, the student must apply to intermit for the next academic year with
a view to proceeding to a placement year or a period of study abroad one year later if places are
available. (on courses involving study of a language it may not be advisable to intermit for a year
as this may affect the student’s ability to maintain the language at the required level)
 No second-year student can normally take a language module below level 2. However, an exception to
this may be made (at the Executive Dean’s discretion) where the student takes a further module in the
same language (e.g. a module abroad at the equivalent of level 2) before entering the final year, and
takes a module in the relevant language at level 3 or above in the final year.
 No final-year student can take a language module below level 3 as part of an Essex undergraduate
degree course
 In the final year of the 3-year single honours BA Language Studies, at least two LA modules must be
taken and passed at level 5 or above
 In the final year of any 3-year joint course of the form BA X and/with French etc, (at least) one LA module
must be taken and passed at level 5 or above
 In the final year of 4-year single honours courses in Modern Languages (e.g. BA Modern Languages, BA
German Studies and Modern Languages etc.), at least one LA module must be taken and passed at level
6 (This must be in the named language on courses involving a named language), and at least one other
LA module must be taken and passed at level 5 or above
 In the final year of 4-year joint courses (BA Modern Languages and/with X), at least one LA module must
be taken and passed at level 6
 Achievement of a given proficiency level (as required for progression to the next level or for the award of
a particular degree) is measured by completion of ‘language skills’ modules (with the final digit 0-3) in the
relevant language. Consequently, supplementary modules cannot normally be taken without the
corresponding ‘language skills’ module unless (a) the student has already achieved the required
49
proficiency level in the language concerned or (b) the student’s degree course does not require a specific
level of achievement in the language (e.g. the supplementary module is taken as an outside option).
 If one or more languages are studied for two or more years at Essex, the choice of modules taken in
successive years must normally be in conformity with the Progression Pathways specified in the chart
below, with students progressing from one box to the next box to the right in successive years over which
the language is studied at Essex:
50
Progression Pathways
Title of
module
Initial
Elementary
Intermediate
Intensive
Portuguese
Conversion
Advanced
Proficiency
Mastery
Year of
study
Prerequisites
Year one
(Y1)
No ability in
the language
(beginners)
Y1, Year two
Y1, Y2 and
Final
Y1: Preintermediate
ability in the
language
Y2 and Final:
after
Elementary
Y1, Y2
Y1, Y2 and
Final
Upper
intermediate
ability or native
speaker of
Italian,
Romanian and
Spanish
Y2 and Final
Final
Y2 and Final:
Advanced ability
or after
Advanced - a
period abroad
may be required
After
Proficiency
- a period
abroad is
required
UK
education
prerequisites
Aimed at
none
GCSE
AS level
none
A-level Italian
or Romanian
or Spanish
Y1, Y2 and
Final
Y1: Upper
intermediate
ability in the
language
Y2 and Final:
after
Intermediate,
Conversion or
Intensive
A-level
Nonspecialists
and minor
pathway
students
Full year 30
credits
A1
Nonspecialists
and minor
pathway
students
Full year 30
credits
A2
Non-specialists
and minor
pathway
students
Specialists
and minor
pathway
students
All students
All students
All students
Specialists
Full year 30
credits
B1
Full year 30
credits
B1
Full year 30
credits
B2
Full year 30
credits
C1
Full year
30 credits
C2
ALL but
Portuguese
and German
ALL but
Portuguese
ALL but
Portuguese
Full year 60
credits
B1 including
a month
abroad
ALL but
French
Portuguese
only
ALL
ALL
ALL
Duration
and credits
Exit level
CEFR*
Languages
Y1: Some
ability in the
language
(improvers)
Y2: after
Initial
No ability in
the language
(beginners)
* Common European Framework of Reference
51
A student’s starting point for any given language is determined by their level of proficiency in the
language on entry (as indicated in the prerequisites specified in individual language module descriptions).
Any two or more modules taken in the same language in a given year must normally be at the same level
(e.g. two level 4 modules can be taken in the same language in the same year, but not a level 4 and a
level 5 module in the same language). Students on specialist language degrees are required to take
LAX40/LAX50/LAX60 modules in their major language.
Under special circumstances and at the discretion of the module teacher and the Modern Languages
Teaching Co-ordinator, a student may ask to be allowed to ‘skip’ a level (i.e. to move to a module
specified in the next-but-one box to the right in the chart above) – e.g. if the student has taken an
approved module in the language at an institution abroad, or spent a sufficient amount of time in a
country where the language is spoken, or makes exceptional progress in the language in question. Any
student wishing to be allowed to ‘skip’ a level in this way should fill in the appropriate form obtainable
from the Student Administrator. In order to be admitted to a level 6 module in a given language, students
must have spent an appropriate amount of time abroad in a country where the language is spoken: the
amount of time which students need to spend abroad is specified in the prerequisites in individual module
descriptions.
52
Learning outcomes on LA modules
On successful completion of a language module at a particular level, it is expected that students will
attain a specific level of language proficiency. The expected attainment levels are defined in the Common
European Framework documentation as follows:
Module
code
LAX10
Essex level
LAX21+2
LAX20
2
Elementary
A2 Waystage
LAX30
LA333
3
Intermediate
B1
Threshold
LAX40
LAX47
4
Advanced
B2
Vantage
LAX50
LAX57
LAX59
5
Proficiency
C1
Effective
Operational
Proficiency
LAX60
LAX67
LAX69
6
Mastery
C2
Mastery
1
Initial
CEF
level
A1
Break-through
Expected attainments on successful completion of LA module/s at the
relevant level
Can understand and use familiar everyday expressions and very
basic phrases aimed at the satisfaction of needs of a concrete type.
Can introduce him/herself and others and can ask and answer
questions about personal details such as where he/she lives, people
he/she knows and things he/she has. Can interact in a simple way
provided the other person talks slowly and is prepared to help.
Can understand sentences and frequently used expressions related to
areas of most immediate relevance (e.g. very basic personal and
family information, shopping, local geography, employment). Can
communicate in simple and routine tasks requiring a simple and direct
exchange of information on familiar and routine matters. Can describe
in simple terms aspects of his/her background, immediate
environment and matters in areas of immediate need.
Can understand the main points of clear standard input on familiar
matters regularly encountered in work, university, leisure etc. Can
deal with most situations likely to arise whilst travelling in an area
where the language is spoken. Can produce simple connected texts
on topics which are familiar or of personal interest. Can describe
experiences and events, dreams, hopes and ambitions, and briefly
give reasons and explanations for opinions and plans.
Can understand the main ideas of complex text on both concrete and
abstract topics, including technical discussions in his/her field of
specialisation. Can interact with a degree of fluency and spontaneity
that makes regular interaction with native speakers quite possible
without strain for either party. Can produce clear, detailed text on a
wide range of subjects and explain a viewpoint on a topical issue
giving the advantages and disadvantages of various options.
Can understand a wide range of demanding, longer texts, and
recognise implicit meaning. Can express him/herself fluently and
spontaneously without much obvious searching for expressions. Can
use language flexibly and effectively for social, academic and
professional purposes. Can produce clear, well-structured, detailed
text on complex subjects, showing controlled use of organisational
patterns, connectors and cohesive devices.
Can understand with ease virtually everything heard or read. Can
summarise information from different spoken and written sources,
reconstructing arguments and accounts in a coherent presentation.
Can express him/herself spontaneously, very fluently and precisely,
differentiating finer shades of meaning even in more complex
situations.
53
Some LA modules (typically at level 4 and above) have an intrinsic thematic content (e.g. they
involve a theme such as the cinema, or contemporary culture), and in such cases the thematic
content of the module is assessed by criteria such as those set out below (though the precise
criteria employed will vary according to the theme of the module):
Learning outcomes for the thematic content of relevant modules
Students should demonstrate the ability to…
1 identify & cover key relevant aspects of a topic/task without irrelevance/digression/major
shortcomings
2 locate relevant primary and secondary source materials (written and spoken) in the target
language
3 extract and accurately summarise key information from source materials, identifying leading
ideas/findings
4 make perceptive observations/generalisations about relevant materials/documents/phenomena
5 construct a balanced, coherent, well-judged chain of argumentation supported by appropriate
evidence
6 demonstrate the capacity for analysis, evaluation, critical thought, insight and explanation
7 describe, analyse and evaluate similarities and differences between one or more other cultures
and their own, showing intercultural awareness
8 acquire specialist knowledge (e.g. of literature, film, culture etc.)
9 acquire and successfully apply specialist skills (e.g. translating, interpreting, website-creation etc.)
10 use specialist language/techniques to describe and comment on relevant materials/documents/
phenomena
11 identify, describe, and discuss problems and propose and evaluate solutions
12 undertake an independent piece of research (or project/practical work) under supervision
13 show some capacity for originality/imagination/creativity/ingenuity/flair
14 present material in a clear, concise, coherent, structured, appropriate, effective and properly
referenced fashion and in the requisite form (e.g. written/oral) and format (e.g. project/website/
blog)
54
Marking criteria for work in Modern Languages
Students’ performance in respect of a given piece of work is assessed in respect of the extent to which
they have attained the learning outcomes which the relevant work is designed to test (as specified in the
relevant module or assignment description, and given in more generic terms above), and is assigned a
mark in accordance with the following marking scale:
Mark
Accuracy
90-100
No mistakes
80-89
Very few mistakes,
none serious
70-79
60-69
50-59
40-49
Power of expression
Oral skills
(where applicable)
Content
(where applicable;
mainly ‘thematic’ modules)
Outstanding range of
structures, vocabulary and
styles (significantly above
expectations* for the
relevant level)
Exceptional degree of
fluency and aural
comprehension (significantly
above
expectations for the relevant
level); authentic pronunciation
Professional quality:
exceptional specialist
knowledge and understanding of the
topic; original insights; thoroughly
researched; professional presentation
Excellent range of
Excellent fluency and aural
structures, vocabulary and comprehension (above normal
styles (above normal
expectations for the relevant
expectations for the relevant level); authentic pronunciation
level)
High level of
Fully appropriate for
Fully appropriate for
accuracy; occasional communicative tasks at the communicative tasks at the
minor mistakes
relevant level
relevant level
Excellent discussion of the topic, with
some exceptional qualities of the type
listed above
Generally
Good range of structures,
accurate; quantity
etc.
and type of mistakes
within normal range
for students at the
relevant level
Fair/erratic (e.g.
Modest range of structures,
some major errors or etc.
frequent careless
mistakes)
Meets minimal
Limited but adequate for
standards for the
relevant communicative
relevant level
tasks
Insufficient to carry out
communicative tasks
effectively at the relevant
level
Very competent, well-organised
discussion of the topic with no significant
deficiencies
Some defects in pronunciation, Good with respect to most criteria with no
fluency or comprehension, but significant deficiencies
communicates effectively at the
relevant level
Fair; deficiencies which
occasionally impair
communication
Fair with respect to most criteria with no
significant deficiencies
Some serious deficiencies in
Adequate with respect to most criteria
pronunciation, fluency or
comprehension, but able to
sustain basic communication at
the relevant level
deficiencies in
Inadequate with respect to many criteria
pronunciation, fluency or
and/or some serious deficiencies
comprehension which seriously
impair communication at the
relevant level
30-39
Below minimal
standards for the
relevant level
0-29
Work which shows little or no progress towards required levels of achievement
*As a rough guide ‘above expectations’ corresponds to proficiency which would be rated as good or excellent at the
next level up. For level 6 (Mastery) modules this would approximate to proficiency of educated native speakers of
the language.
55
3.4.2
Language and Linguistics
L
i
The Department aims to provide a flexible curriculum offering a wide choice of modules taught by
established scholars. The curriculum introduces students to contemporary linguistic approaches to the
study of language and familiarizes them with the results of the best research in relevant area/s of
Linguistics. It develops knowledge and understanding of key concepts, issues, ideas, theories, styles of
argumentation, evaluation criteria and research methods used in contemporary work in appropriate areas
of Linguistics, and of associated methodological, theoretical, descriptive and (where relevant)
pedagogical issues. The unassessed and assessed work that students undertake aims to equip them
with a wide range of transferable cognitive, practical and key skills, and give them a foundation for further
study, employment and lifelong learning. The teaching of English Language and Linguistics in the
Department provides a supportive environment within which students are offered academic and personal
support whenever they ask for it.
BA English Language and History
BA English Language and History (including a year abroad)
BA English Language and Linguistics
BA English Language and Linguistics (including a year abroad)
BA English Language and Literature
BA English Language and Literature (including a year abroad)
BA English Language and Language Development
BA English Language and Language Development (including a year abroad)
BA English Language and Sociology
BA English Language and Sociology (including a year abroad)
BA English Language and TEFL
BA English Language and TEFL (including a year abroad)
BA Linguistics
BA Linguistics (including a year abroad)
56
English Language And History
Course Director: Dr Doug Arnold
YEAR 1
Comp Module Code
Title
01
02
03
04
05
------
06
07
LG110-4-AU
LG113-4-AU
LG111-4-SP
LG114-4-SP
HR100-4-FY OR HR111-4-FY
NQF
Level
4
4
4
4
4
Comp
Credits
15
15
15
15
30
--
CS101-4-FY OR HISTORY OPTION(S) FROM LIST
4
30
LA099-4-FY
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
4
0
YEAR 2
Comp Module Code
Title
01
02
03
04
05
06
07
--------
HR211-5-FY
LG210-5-AU
LG212-5-AU
LG211-5-SP
LG213-5-SP
ND
2 YEAR HISTORY OPTION(S) FROM LIST
2ND YEAR HISTORY OPTION(S) FROM LIST
NQF
Level
5
5
5
5
5
5
5
Comp
Credits
15
15
15
15
15
30
30
08
LA099-5-FY
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
5
0
Title
NQF
Level
6
Comp
Credits
30
6
30
YEAR 3
Comp Module Code
01
--
02
--
FINAL YEAR ENGLISH LANGUAGE OPTION(S) FROM
LIST
FINAL YEAR LINGUISTICS OPTION(S) FROM LIST
03
--
FINAL YEAR HISTORY OPTION(S) FROM LIST
6
30
04
--
HR831-6-FY OR FINAL YEAR HISTORY OPTION(S)
FROM LIST
6
30
57
Status in Award
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory with
Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory With
Options
Compulsory
Status in Award
Compulsory with
Options
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
English Language and Language Development
Course Director: Prof Monika Schmid
YEAR 1
Comp Module Code
01
02
03
04
05
06
07
--------
08
LA099-4-FY
YEAR 2
Comp
Module Code
01
02
03
04
05
06
07
08
-------LA099-5-FY
Title
LG110-4-AU
LG113-4-AU
LG115-4-AU
LG111-4-SP
LG114-4-SP
LG116-4-SP
LG117-4-AU AND LG118-4-SP OR PS111-4-FY OR
LANGUAGE OPTION FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
Title
LG210-5-AU
LG212-5-AU
LG214-5-AU
LG211-5-SP
LG213-5-SP
LG215-5-SP
LINGUISTICS OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
NQF
Level
4
4
4
4
4
4
4
Comp
Credits
15
15
15
15
15
15
30
4
0
NQF
Level
5
5
5
5
5
5
5
5
Comp
Credits
15
15
15
15
15
15
30
0
Status in Award
Comp
Credits
30
Status in Award
YEAR 3
Comp
Module Code
Title
01
--
FINAL YEAR ENGLISH LANGUAGE OPTION
NQF
Level
6
02
--
FINAL YEAR ENGLISH LANGUAGE OPTION
6
30
03
--
FINAL YEAR LANGUAGE DEVELOPMENT OPTION
6
30
04
--
6
30
05
LA099-6-FY
FINAL YEAR LANGUAGE DEVELOPMENT OR
LINGUISTICS OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
6
0
58
Status in Award
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory with
options
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
With Options
Compulsory
With Options
Compulsory
With Options
Compulsory
With Options
Compulsory
English Language and Linguistics
Course Director: Prof Bob Borsley (Autumn) and Dr Doug Arnold (Spring)
YEAR 1
Comp Module Code
01
02
03
04
05
------
06
--
07
LA099-4-FY
YEAR 2
Comp
Module Code
01
02
03
04
05
------
06
--
07
LA099-5-FY
YEAR 3
Comp
Module Code
01
--
02
--
03
--
04
--
05
LA099-6-FY
Title
LG110-4-AU
LG113-4-AU
LG111-4-SP
LG114-4-SP
LG115-4-AU AND LG116-4-SP OR LG117-4-AU AND
LG118-4-SP
LG115-4-AU AND LG116-4-SP OR LG117-4-AU AND
LG118-4-SP OR LANGUAGE OPTION FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
Title
LG210-5-AU
LG212-5-AU
LG211-5-SP
LG213-5-SP
ENGLISH LANGUAGE OPTION(S) 2X15 CREDITS OR
LA OPTION (LOWER INTERMEDIATE TO
PROFICIENCY) 1X30 CREDIT
LINGUISTICS OPTION(S) 2 X 15 CREDITS OR
LANGAGE OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
Title
FINAL YEAR ENGLISH LANGUAGE OPTION(S) FROM
LIST
FINAL YEAR ENGLISH LANGUAGE OPTION(S) FROM
LIST
FINAL YEAR LINGUISTICS OPTION(S) FROM LIST
FINAL YEAR LINGUISTICS OR LANGUAGE
OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
59
NQF
Level
4
4
4
4
4
Comp
Credits
15
15
15
15
30
4
30
4
0
Status in Award
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory with
options
Compulsory with
options
Compulsory
NQF
Level
5
5
5
5
5
Comp
Credits
15
15
15
15
30
Status in Award
5
30
5
0
Compulsory with
Options
Compulsory
NQF
Level
6
Comp
Credits
30
6
30
6
30
6
30
6
0
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory with
Options
Status in Award
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory
English Language and Literature
Course Director: Dr Karen Roehr-Brackin (Autumn) and Dr Rebecca Clift (Spring/Summer)
YEAR 1
Comp Module Code
01
02
03
04
05
05
-------
06
LA099-4-FY
YEAR 2
Comp
Module Code
01
02
03
04
05
06
06
------LA099-5-FY
Title
LG110-4-AU
LG113-4-AU
LG111-4-SP
LG114-4-SP
LT111-4-FY
TWO OPTIONS FROM LT182-4-AU, LT182-4-SP, SK1814-AU, SK181-4-SP AND LT161-4-AU
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
Title
LT201-5-FY
LT202-5-FY
LG210-5-AU
LG212-5-AU
LG211-5-SP
LG213-5-SP
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
NQF
Level
4
4
4
4
4
4
Comp
Credits
15
15
15
15
30
30
4
0
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory With
Options
Compulsory
NQF
Level
5
5
5
5
5
5
5
Comp
Credits
30
30
15
15
15
15
0
Status in Award
Comp
Credits
30
Status in Award
YEAR 3
Comp
Module Code
Title
01
--
FINAL YEAR LITERATURE OPTION(S) FROM LIST
NQF
Level
6
02
--
FINAL YEAR LITERATURE OPTION(S) FROM LIST
6
30
03
--
6
30
04
--
FINAL YEAR ENGLISH LANGUAGE OPTION(S) FROM
LIST
FINAL YEAR LINGUISTICS OPTION(S) FROM LIST
6
30
60
Status in Award
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
Compulsory with
Options
English Language and Sociology
Course Director: Dr Karen Roehr-Brackin
YEAR
Comp Module Code
01
02
03
04
03
04
06
------LA099-4-FY
Title
LG110-4-AU
LG113-4-AU
LG111-4-SP
LG114-4-SP
SC101-4-FY
SC111-4-FY
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
NQF
Level
4
4
4
4
4
4
4
Comp
Credits
15
15
15
15
30
30
0
Status in Award
NQF
Level
5
5
5
5
5
5
Comp
Credits
30
15
15
15
15
30
Status in Award
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
YEAR 2
Comp Module Code
Title
01
02
03
04
05
06
-------
SC201-5-FY
LG210-5-AU
LG212-5-AU
LG211-5-SP
LG213-5-SP
SOCIOLOGY OPTION(S) FROM LIST
07
LA099-5-FY
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
5
0
Title
NQF
Level
6
6
6
Comp
Credits
30
30
30
Status in Award
6
30
Optional
YEAR 3
Comp Module Code
01
02
03
----
04
--
SC301-6-FY
FINAL YEAR SOCIOLOGY OPTION(S) FROM LIST
FINAL YEAR ENGLISH LANGUAGE OPTION(S) FROM
LIST
FINAL YEAR LINGUISTICS OPTION(S) FROM LIST
61
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory With
Options
Compulsory
Compulsory
Optional
Optional
English Language and Teaching English As A Foreign Language
Course Director: Dr Adela Ganem (Autumn & Summer) and Dr Tracey Costley (Spring)
YEAR 1
Comp Module Code
01
02
03
04
05
06
07
--------
08
LA099-4-FY
YEAR 2
Comp Module Code
01
02
03
04
05
06
07
06
-------LA099-5-FY
Title
LG110-4-AU
LG113-4-AU
LG117-4-AU
LG111-4-SP
LG114-4-SP
LG118-4-SP
LG115-4-AU AND LG116-4-SP OR LANGUAGE OPTION
FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
Title
IA605-5-AU
IA606-5-FY
IA607-5-SP
LG210-5--AU
LG212-5-AU
LG211-5-SP
LG213-5-SP
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
NQF
Level
4
4
4
4
4
4
4
Comp
Credits
15
15
15
15
15
15
30
4
0
NQF
Level
5
5
5
5
5
5
5
5
Comp
Credits
15
30
15
15
15
15
15
0
Status in Award
Comp
Credits
30
Status in Award
YEAR 3
Comp Module Code
Title
01
--
TEFL OPTION(S) FROM LIST
NQF
Level
6
02
--
TEFL OR LINGUISTICS OPTION(S) FROM LIST
6
30
03
--
ENGLISH LANGUAGE OPTION(S) FROM LIST
6
30
04
--
ENGLISH LANGUAGE OPTION(S) FROM LIST
6
30
62
Status in Award
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory with
Options
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Linguistics
Course Director: Prof Robert Borsley (Autumn) and Dr Doug Arnold (Spring)
YEAR 1
Comp Module Code
01
02
03
04
05
------
06
--
07
LA099-4-FY
Title
LG110-4-AU
LG113-4-AU
LG111-4-SP
LG114-4-SP
LG115-4-AU AND LG116-4-SP OR LG117-4-AU AND
LG118-4-SP
LG115-4-AU AND LG116-4-SP OR LG117-4-AU AND
LG118-4-SP OR LANGUAGE OPTION(S) FROM LIST
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
YEAR 2
Comp
Module Code
Title
01
02
03
04
05
------
06
07
NQF
Level
4
4
4
4
4
Comp
Credits
15
15
15
15
30
4
30
4
0
LG210-5-AU
LG212-5-AU
LG211-5-SP
LG213-5-SP
LINGUISTICS OR LANGUAGE OPTION(S) FROM LIST
NQF
Level
5
5
5
5
5
Comp
Credits
15
15
15
15
30
--
LINGUISTICS OPTION(S) FROM LIST
5
30
LA099-5-FY
CAREERS AND EMPLOYABILITY SKILLS FOR
LANGUAGE AND LINGUISTICS
5
0
YEAR 3
Comp
Module Code
Title
01
--
FINAL YEAR LINGUISTICS OPTION(S) FROM LIST
NQF
Level
6
Comp
Credits
30
02
--
FINAL YEAR LINGUISTICS OPTION(S) FROM LIST
6
30
03
--
FINAL YEAR LINGUISTICS OPTION(S) FROM LIST
6
30
04
--
FINAL YEAR LINGUISTICS OR LANGUAGE OPTION
OR OUTSIDE OPTION
6
30
63
Status in Award
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory with
Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory with
Options
Compulsory with
Options
Compulsory
Status in Award
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Compulsory With
Options
Code
LG110-4-AU
LG111-4-SP
LG113-4-AU
LG114-4-SP
LG115-4-AU
LG116-4-SP
LG117-4-AU
LG118-4-SP
Code
LG210-5-AU
LG211-5-SP
LG212-5-AU
LG213-5-SP
LG214-5-AU
LG215-5-SP
LG216-5-AU
LG217-5-SP
LG218-5-AU
LG219-5-SP
LG220-5-AU
LG221-5-SP
Code
LG338-6-AU
LG344-6-AU
LG352-6-FY
LG421-6-SP
LG428-6-SP
LG429-6-AU
LG448-6-AU
LG462-6-SP
LG474-6-SP
LG483-6-AU
LG484-6-AU
LG490-6-SP
LG831-6-FY
st
Module Title (1 years)
Sounds
Words and Sentences
Skills for Linguistics
Language Variation and Change
Psycholinguistics I – Language Development
Psycholinguistics II – Language Processing
Foundations of TEFL I
Foundations of TEFL II
nd
Module Title (2 years)
Phonology
Semantics and Pragmatics
Analysing the Structure of English
Research Methods for Language and Linguistics
Language Development throughout the Lifespan
Psycholinguistics
Second Language Learning
Phonetics
Sociolinguistics
Multilingualism
Language and Sex
Variationist Sociolinguistic Analysis Methods
rd
Module Title (3 and final years)
Nature and Nurture in Second Language Acquisition
Grammatical Change in the History of English
Linguistic Description of English
Phonological Development
Second Language Vocabulary: Learning, Teaching and
Use
Topics in the Psychology of Language Learning &
Teaching
American Languages
Sentence Processing
Language Rights
Pragmatics, Discourse and Rhetoric
CA I – Conversation and Social Interaction
Literature and Language Learning
Linguistics Project
64
Module Director
Dr Johnson
Prof Sadler
Dr Chand
Dr Arnold
Dr Delle Luche
Prof Schmid
Dr Ganem
Dr Ganem
Module Director
Dr Johnson
Dr Clift
Dr Jones
Dr Delle Luche
Prof Schmid
Dr Delle Luche
Dr Roehr-Brackin
t.b.c.
Prof Patrick
Dr El-Wer
Dr El-Wer
Dr Chand
Module Director
Prof Myles
Prof Borsley
Dr Jones
Dr Delle Luche
Dr Skoufaki
Office
4.209
4.332
4.315
4.333
4.342
4.208
3.308
3.308
Office
4.209
4.317
4.208
4.342
4.208
4.208
3.306
Email
wyn
Louisa
Vineeta
Doug
chdell
Mschmid
aganem
aganem
Email
wyn
rclift
majones
chdell
mschmid
chdell
kroehr
4.328
4.207
4.207
4.315
Office
4.131
4.202B
4.208
4.342
4.123
patrickp
enama
enama
vineeta
Email
fmyles
rborsley
majones
chdell
sskouf
Dr Gkonou
4.119
cgkono
Prof Patrick
Dr Delle Luche
Prof Patrick
Prof Borsley
Dr Clift
Dr Good
Prof Myles
4.328
4.342
4.328
4.202B
4.317
4.125
4.131
patrickp
chdell
patrickp
rborsley
rclift
jrpgoo
fmyles
Learning outcomes and assessment criteria on LG modules
Students taking LG modules in English Language/Linguistics/TEFL are expected to achieve a specific set
of learning outcomes each year. The expected outcomes vary somewhat from one course of study to
another, and can be found in the individual course specifications at
http://www.essex.ac.uk/programmespecs/
However, in general terms, what we expect students to be able to do in their first (=1), second (= 2) and
final (= F) years is set out below.
Learning outcomes on LG modules
Students taking a module at the relevant level should be able to…
1 identity & cover main points of topic without irrelevance, digression, or major shortcomings
Level
1
2
√
√
2 demonstrate knowledge of the subject matter and how its various parts are inter-related
3 cite key works from various sources using standard referencing conventions
4 summarise information accurately, identifying ideas/findings that are most significant
5 make perceptive observations/generalisations about data/behaviour
6 present material in a clear, concise, coherent, balanced and structured way
7 discriminate between what is objective evidence and subjective opinion
8 stick to relevant points, avoiding irrelevant observations and unnecessary digression
9 demonstrate command of appropriate language (esp. spelling, grammar, style)
10 use appropriate terminology and techniques to describe/analyse data/phenomena
11 demonstrate understanding of key ideas/techniques and their application
12 be familiar with styles of argumentation and types of evidence used in relevant field/s
√
√
√
√
√
√
√
√
√
13 demonstrate the ability to reason in a consistent, coherent and integrated fashion
14 use appropriate evidence and exemplification to support reasoning
15 describe phenomena/data accurately utilising appropriate techniques and terminology
16 demonstrate skill in identifying and solving problems
17 review existing work on a given topic, identifying its strengths and weaknesses
18 be familiar with relevant data collection techniques and research methods
19 understand the nature of theory/explanation and the relation between theory and data
20 employ specialist techniques to collect/analyse complex data, behaviour or phenomena
21 show understanding of methodological/theoretical/descriptive/pedagogical issues
22 evaluate alternative theories/descriptions/accounts/explanations/approaches
23 demonstrate capacity for critical thought and intellectual depth
24 be able to plan, undertake and report on a piece of small-scale independent research
25 show originality/imagination/creativity/ingenuity/flair
26 demonstrate the ability to handle abstract concepts and constructs
27 show command of the subject and a sense of (e.g. cross-disciplinary) perspective
F
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
(Note in relation to criterion 3 that whereas in coursework you will be required to give full references to
published sources, in exams you are only expected to give an abbreviated reference comprising the
surname/s of the author/s and the year of publication: e.g. ‘Smith (2013) claims…’)
65
In marking your coursework and examination scripts, examiners are assessing the extent to which you
have demonstrated achievement of the learning outcomes appropriate to your year of study (specified
above). The qualities we are looking for in your work may include those listed below. (The extent to which
each criterion is relevant will depend on the module and type of assessment task. Module descriptions
will specify the criteria that apply).
Knowledge
The accuracy, breadth and depth of the information you present. This includes:- linguistic data, specialist
terminology, representational systems (e.g. phonetic transcription, syntactic trees), summary of
theoretical perspectives or the findings of others.

Strategies which demonstrate your knowledge and understanding: summarising or paraphrasing
in your own words, illustrating with examples of your own.

Excessive use of direct quotations. Factual errors. Vague or superficial discussion.
Critical thinking
Your ability to build on your knowledge and understanding of the topic, to develop insights of your own
and to discover things for yourself (beyond what you have been taught or have read). Also your ability to
develop an informed and coherent point of view on general issues.

Critical evaluation of the work of others. Assessing and testing competing hypotheses.
Marshalling relevant evidence and assessing its significance. Applying appropriate methods or
analytical procedures to new data. Drawing generalisations from sets of facts. Identifying
questions and problems arising from your discussion.

Subjective opinions not supported by evidence or argument. Purely factual presentation (e.g. data
with little or no analysis, simply repeating what you have been taught or have read). False/illogical
argumentation. Blind acceptance of ‘received wisdom’.
External sources
Evidence of appropriate reading (or other sources of information) in the preparation of your
assignment or, more generally, in developing your expertise in the area. Effective integration of these
sources in your discussion. Proper acknowledgment of sources.

Evidence of extensive reading relevant to the topic. Selection of sources which are appropriate to
your level of study and the specialisation of the topic (e.g. at more advanced levels, references to
the research literature rather than introductory textbooks).

Little or no evidence of relevant reading. Reliance on unauthoritative sources (e.g websites such
as Wikipedia) or elementary, non-specialist works. Superfluous references intended solely to
extend the number of works you cite. Sloppy referencing (inconsistent or unorthodox conventions,
confusing the author with editor or publisher, incomplete bibliographical information). Mismatch
between references given in the text (or footnotes) and those listed at the end of the assignment.
66
Coverage & balance
Your ability to address the topic as thoroughly and as comprehensively as the word-limit allows,
measuring the amount of space or detail devoted to each aspect of the topic in proportion to its
importance.

Identifying the main aspects of the topic clearly and addressing them directly. Detailed discussion
of the important issues. Succinct discussion of subsidiary matters, background information, etc.
Efficient use of language and organisation of the material to maximise the amount of information
you can convey within the word-limit (see also ‘Expression’ and ‘Organisation’)

Failure to discuss important aspects of the topic or task. Answering a question which is different
from the one that has been set. In exercises, not attempting all of the questions. Lengthy
discussion of peripheral or irrelevant issues. Work which is significantly under-length and does not
address the topic adequately. Resorting to ‘waffle’ or repetition to make up the word-length. Using
‘lack of space’ as an excuse for not discussing important matters (especially if accompanied by
any of the preceding defects). Exceeding the word-limit.
Expression
Your ability to communicate your ideas clearly, principally through effective use of language, but also by
means of diagrams, tables, figures etc. This also includes use of standard conventions:- for presenting
examples (e.g. italics for examples given in-text); diacritics indicating acceptability-judgements; glossing,
transliteration and translation of data from other languages; use of phonetic transcription (not ‘phonetic
spelling’) to indicate pronunciation, etc.

Professional academic style. Effective use of linguistic strategies to indicate connections
between sentences, paragraphs and sections. Appropriate use of diagrams, tables, etc. to
supplement your discussion.
In oral presentations: confident, articulate delivery; ability to engage the audience and keep their
attention; good use of visual-aids.

Poor grammar or spelling. Inappropriate style (too informal or too convoluted). Use of ‘erudite’
language as a substitute for clear thinking or exposition. Superfluous or unclear use of diagrams,
tables etc. (e.g. without analysis or explanation). Inconsistent or unorthodox conventions for
presenting examples, etc.
In oral presentations: mumbling, frequent hesitations, excessive use of conversational fillers (e.g.
‘like’, ‘sort of’, ...); monotonous style (e.g. reading from a script).
Organisation
The way in which you structure your material and the order in which you present it; to ensure
development of ideas from one part to the next; to guide the reader; to minimise the need for repetition or
digression.

Evidence of clear planning. A succinct introduction which provides essential background and brief
statement of objectives – body, which addresses these objectives in detail – a succinct conclusion
which brings together the principal findings, showing how they relate to each other and to the
initial objectives. Division of the text into coherent Sections (and/or Chapters in longer pieces of
work) with appropriate headings. Clear progression from one section to the next. Explicit guidance
to the reader. Use of cross references (with page or section numbers) where appropriate.
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
Discussion which wanders aimlessly from one topic to another. Frequent repetitions and/or long
digressions. Illogical order of presentation (conclusions before evidence, discussion which
presupposes information which you present later on).
The marking scale we employ is summarised below.
Level
Assessment Criteria Levels
1
Outstanding work which would be considered competent or beyond
at a more advanced stage of study
Work which is outstanding in some respects, demonstrating qualities
appropriate at a more advanced stage of study
Very good or excellent in most respects; work of the standard which
can be expected of competent students
Work which shows a competent level of understanding overall, but
with some minor shortcomings
Work which shows an adequate understanding, but with some
significant shortcomings
Work which shows a basic level of understanding
2
3
4
5
6
7
8
9
Work of an unsatisfactory standard but which shows a partial and/or
superficial understanding
Work which shows little or no understanding and/or only a partial
attempt at the task(s)
Work which does not represent a genuine attempt at the task; 0
reserved for non-submission or penalty for a proven academic
offence; 10 reserved for empty submission (e.g. exam blank besides
name).
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Internals
Should Use
This Mark
Range
90-100
80-89
70-79
60-69
50-59
40-49
30-39
15-29
0-14
4.4.3
Joint Courses (administered by partner departments)
Essex Business School
BSC Banking and Finance with a Modern Language
BSC Finance and Modern Languages
BSC Finance with a Modern Language
BSC Finance with Mandarin
BSC Management and Mandarin
BA Business Management and Modern Languages
BA Business Management with a Modern Language
Economics
BA Economics with French
BA Economics with German
BA Economics with Italian
BA Economics with Portuguese
BA Economics with Spanish
History
BA History with a Modern Language
Philosophy and Art History
BA Art History and Modern Languages
BA Art History with a Modern Language
Mathematical Sciences
BA Mathematics with a Modern Language
69
4.5 Changing your degree and maximum period of study
If you want to change your course, you should talk to someone in your department first. Check the
deadlines for course changes with the Student Services Hub.
Investigate your potential new course by looking at course information on the department’s web pages,
talking to students on the course and speaking to tutors. You should also look at our Rules of Assessment
for the new course to check whether there are any course-specific requirements.
If you are considering changing course due to academic worries with your current course, you might find it
useful to seek academic support before changing course.
Contact the Talent Development Centre for advice.
If you want to make a formal request for a course change,
you should do so via the online Course Change form. Go to
www.essex.ac.uk/students/course-admin/changingcourse.aspx for more information.
Undergraduate students have a maximum period in which
to complete their studies. This is set at the point at which
you register, and is normally the length of your programme
plus two additional years. This is to allow some flexibility in
cases where you find you must intermit, or you fail a stage
of study and must repeat it, or you want to transfer to a new
course and must retake a stage of study.
4.6 Information about modules including: choices, core, optional, enrolling for modules, the location
of the directory, reading lists, changing modules, changing your class
The Module Directory is a useful tool that is available on the University website.
You can find it here: http://www.essex.ac.uk/modules/. By selecting Language and Linguistics from the drop
down list and pressing ‘Go’, you will be able to see all of the modules that are offered by the department.
You can also set a filter to include only undergraduate, postgraduate or outside options. This gives you full
access to the teaching and assessment information as well as the full module description.
You can also access the Online Resource Bank (ORB) from the module pages, which will take you to
resources such as reading lists that are available for download for that particular module. Before beginning
the first year, some students will be expected to select optional modules depending on their programme of
study. There are lists which show which modules are available as options on different courses. Students will
be able to see from the online module enrolment system (eNROL) how many modules will need to be
chosen, and which list to choose them from. eNROL will also show compulsory and core modules.
Students can only choose modules from the list specified on the drop-down list in eNROL.
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More information about choosing optional modules can be found here:
http://www2.essex.ac.uk/academic/students/ug/schemes.html
When you arrive at the University, you may request changes until the end of week 3. No changes will be
considered after this date.
Reading lists – Reading lists are accessible via ORB/Moodle or your Module Director.
Special Syllabus
If you subsequently wish to change one of your modules, because either you have missed the enrol deadline
or you want to take something that isn’t available from your list of optional modules available you should
speak to your supervisor in the first instance and then if they agree you should complete the relevant Special
Syllabus request form via ESF (Electronic Student Files https://www.essex.ac.uk/esf/). Once submitted it will
need to be approved by the department before being passed to the Registry for approval. The final decision
rests with the Dean. Please note that it is not normally possible to change modules once we are more than a
couple of weeks into the first term. Please remember that these types of requests are not always
automatically approved.
Teaching timetable - Information about teaching timetables and your individual timetable at
www.essex.ac.uk/students.
Requesting a class change
Students are automatically assigned to classes based on availability by the Central Timetabling Office and in
the attempt to produce a clash free timetable for every student.
Reasons for requesting a class change
In special circumstances students may request a change in
their class allocations – for example, if you have childcare or
caring commitments, work commitments, attendance on other
courses of study or for medical reasons. Permission to change
to an alternative class or lecture is agreed at departmental or
school level and the right is reserved to refuse permission to
change. The above list is not exhaustive, and we understand
there may be other genuine reasons for changes. Your
Department may ask for evidence to support your change of
class request. Please note class change requests are subject
to availability within other classes.
Changing optional modules
You will already have made an initial choice of modules. If you are in any doubt as to whether you have
made the right choice, try to talk it over with your Course Director. It is usually possible to change modules
up to the end of the second week of teaching in the Autumn Term. If you are not sure which modules to take
you could attend lectures for several different modules before making your final choice. If you do decide to
change, this is what you have to do within the first two weeks of the Autumn Term. For more information go
to information on changing modules at the start of the academic year:
http://www2.essex.ac.uk/academic/students/ug/chgcrse.html
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4.7 Listen Again
Did you miss something? Our Listen Again digital recording service lets you listen again to lectures so you
grasp every detail. Available in teaching rooms or lecture theatres where you see the sign.
listenagain.essex.ac.uk
4.8 Supervision of UG student research and final year projects
Final year project
On some degree courses, final-year students have the opportunity to do a Linguistics Project (LG831-6-FY)
as a full (30-credit) option.
Projects take the place of a traditional module assessed by coursework and examination. They help develop
a number of transferable skills which are prized by many employers – the ability to work independently, to
design and carry out a small-scale piece of research, to write up the results in a professional format, and so
on. If you think you might be interested in doing a Project you should start to think concretely about a
possible choice of topic well ahead of time.
 Be aware that a project is not an easy option. It represents the same amount of work as an entire
module. For example, if you reckon that an average working week for a student expecting to get a
middle-range degree is 35-40 hours for four modules, then you should expect to spend at least 7-8 hours
per week on your project, culminating in an 8,000-word dissertation.
 These are Linguistics projects, so any topic you propose must be a linguistic topic. Furthermore,
students must normally undertake a project in an area in which they have taken or are taking a module.
 In thinking about whether to do a project, it should be the case that you have already encountered a
general area of linguistic enquiry which has enthused you (e.g. psycholinguistics, language variation,
second language acquisition, phonology, phonetics and so on). If you need someone to tell you the
general area in which to do this, then our advice is: forget it! To be successful you need to start from a
position of knowledge about the area (from a module you have taken) and have a real interest in the area
to sustain you through the long periods of solitary work.
Choosing a Linguistics Project
 If there is any area which has enthused you, you should think about which particular aspects have
enthused you. Read about those aspects, starting with the relevant parts of texts on the reading list of
the module you have taken or are taking. Then see if there are any recent articles on these topics in the
relevant journals in the library. This should give you a feel for issues of current interest in the area.
 One the basis of your thinking and reading, you should begin to formulate the kind of project you might
like to do. This should have the following characteristics: (a) it should deal with a small, well-defined
issue you want to investigate; (b) it should require some innovative work on your part: this may involve
observation, testing, interviewing, or surveying some form of language use; it may involve an application
of an established analysis to a new domain or a new language; or similar activity requiring some sort of
72
research initiative on your part. What it shouldn’t be is a simple review of previous literature. A literature
review will certainly be a part of your project dissertation, but it must not be an end in itself.
Once you have reached this point, this is the time to discuss your ideas with a member or members of
staff with expertise in the area in which you want to do a project. You should know which members of
staff have the relevant expertise from having followed their modules. Another useful pointer to members
of staff with appropriate expertise are module outlines and information about staff research interests can
be found in the staff profiles available at:
http://www.essex.ac.uk/langling/staff/Staff.aspx?type=academic .
The questions to ask the relevant member of staff are: ‘Here is the kind of project I have in mind: is this
sensible and realistic? If it isn’t, is the idea salvageable by revision? Can you indicate how I might revise
the idea? Would you be willing to supervise this project?’
A typical project might contain the following components:
 a bibliographical component, presenting a critical review of the existing work in the relevant field
 a data component, demonstrating an ability to collect relevant data in a professional way
 an analytical component, involving a linguistic description, analysis, and (if appropriate) statistical
quantification of the relevant data
 a theoretical component, demonstrating that you appreciate the theoretical significance of your findings
if appropriate) a practical component, discussing possible applications of your research (in teaching,
industry, etc.)
Presentation
The general advice in this booklet on the organisation and presentation of Linguistics coursework
assignments applies equally to Reviews/Projects. Presentation is regarded as particularly important in the
case of Projects: consequently, poorly presented Projects which do not conform to the norms for
coursework assignments set out in the relevant part of this booklet are likely to be heavily penalised, and
may cause you to receive a mark one or more classes lower than might otherwise have been the case.
Marking Criteria
Projects will be evaluated on the basis of criteria which include the following (where appropriate):






the breadth of the bibliography, and the depth of the discussion of material it includes
the appropriateness and thoroughness of the methodology used to collect the data
the depth, accuracy and insightfulness of the analysis
the level of understanding of theoretical issues
the quality of the practical component
the overall organisation, structure and style of presentation
Enrolment
If you wish to undertake a Linguistics Project you should (at the time of Module Enrolment in your 2nd
year): Obtain a copy of the proposal form from the Undergraduate Administrator, complete it, obtaining
73
the relevant signatures and return the form to the Undergraduate Administrator in 4.305. You will not be
permitted to enrol on LG831-6-FY unless you have submitted the appropriate form.
4.9 Essex Abroad, terms abroad and opportunities
Study Abroad Web Site: http://www.essex.ac.uk/studyabroad/
Although the Year Abroad is the 3rd year of your four year degree course, preparations begin in the 1st
year.
Four-year degree courses with integral Modern Languages components involve spending a period abroad
in a country where the major language is spoken. During the year abroad you have three options:
a) If you are an EU national and a native speaker of English who has completed their secondary
education in the UK you are eligible to apply for a salaried post as an English Language Assistant. You
will be under contract with the British Council. Apart from your work in the school, you will have to
complete some coursework for the department.
b) You can study in one of our partner universities in Europe or Latin America. You will enrol for a full-time
course load (the equivalent of 60 ECTS credits in total) at your host university, and you will complete
all associated coursework and exams. The results will count towards your degree. Passing the study
abroad modules will ensure a smooth re-entry into your 4th and final year at Essex. Failing to comply with
the requirements of the year abroad may lead to withdrawal from the University or having to change
degree scheme.
c) You can study for the first term in one of our partner universities in Europe or Latin America and then
spend a minimum of 3 months doing a work placement in the same country. You are responsible for
finding and securing the work placement. The year is assessed by a combination of coursework and
exams at your host university and the coursework set out by the department in relation to your work
placement. This option is available for students starting in 2014 and going abroad in 2016."
Studying at a university abroad
You spend the year as a student at one of our partner universities, which are:
FRANCE
GERMANY
SPAIN
MEXICO
CHILE
COLOMBIA
ITALY
PORTUGAL
BRAZIL
Lyon 3; Montpellier; Nice; Paris II (Paris is only for students doing Politics or European
Studies)
Berlin (FUB); Trier (usual destination for Intensive route); Konstanz
Murcia; Madrid (Complutense); Madrid (Francisco de Vittoria—for Business Mgmt & ML
only); Granada; Cadiz
ITESM (campuses all over Mexico); UDEM (Monterrey), UADY (Merida)
Universidad Chileno – Británica, Santiago, Chile (paid assistantships available)
Universidad de los Andes, Bogotá
Bologna, Trento, Urbino
Universidade de Coimbra
Universidade Federal de Santa Catarina, Florianópolis Federal da Bahia, Salvador
74
The decision as to which university you will attend will depend on the number of places available, and the
availability of courses suitable to your particular degree structure, and of course we will take into account
your preferences. Your first preference cannot be guaranteed.
Supervision - You will normally have a local advisor who will provide guidance on academic and other
matters. You will keep in regular touch with both this local advisor and with Essex. You will normally
receive a monitoring visit from an Essex staff member during the year. You will remain in contact with
Essex (and with one another) via email and the Year Abroad website.
Accommodation – In some cases this will be provided for you (if you wish) by the host university.
However, many partner universities do not have halls of residence, but will often find you accommodation
for an initial period before you find your own in the private sector, which is normally not difficult.
Fees – For most British or other EU students, no tuition fees will be payable if you study at a European
university, either to the host university or to the University of Essex. You must ensure that your normal
source of maintenance income will continue for the whole of your third year. If you study in Latin America,
you will pay 50% of your normal tuition fees to Essex.
If you are studying in Europe or are a language assistant in Europe you will also be eligible to apply for an
ERASMUS grant, which will cover some of the living costs for the year. On vacation grants, see below.
There are also grants available for study in Latin America (see the information on Santander grants on
the Study Abroad website).
For further information on your Year Abroad, consult the Study Abroad website:
http://www.essex.ac.uk/studyabroad/
An Information Pack is given to students before they leave the University prior to their Year Abroad,
containing:




General information about the Year Abroad
Specific information about each host university
Information on assessment
A schedule of actions to be taken
Consult Year 4 students who spent last year at your host university.
Consult exchange students currently here at Essex from your host university.
75
Vacation Periods Abroad
Vacation periods abroad form part of the prerequisites for level 4 (Advanced), level 5 (Proficiency) and
level 6 (Mastery) modules:
Four Week Residence Abroad
Students who take an intensive language module as part of their degree course in their first year and
need to carry on with the language of their intensive module in order to reach level 5 or above in the final
year of their degree course must take an approved language course abroad in the summer vacation in
order to be able to access level 4 modules (LA240; LA340; LA440; LA640) the following year: for such
students the registration fees for the course abroad will be paid by the University and the rest of the
expenses will be paid by the students themselves (but for any other students wishing to take a summer
vacation language course abroad, the University will not pay for their registration fees and all expenses
will be incurred by the student). Students who do not need to reach level 5 or 6 in their final year in the
language of their intensive modules and who do not take the approved course abroad can access level 3
courses (LA230; LA333; LA430; LA630) on successful completion of the relevant intensive modules.
During the autumn term, you must sign a Vacation Course Acceptance form to signify that you
understand this requirement and that you accept the financial commitment involved. Only students who
have signed this form will be eligible to have their fees paid. For further information about the vacation
courses, please see Claudia Nehmzow (room 3.302) for German, Ignazia Posadinu (room 4.320A) for
Italian, Beatriz de Paiva (room 4.211) for Portuguese and Gemma Martinez-Garrido (room 4.320) for
Spanish. Please note, Vacation Course Acceptance Forms are to be handed into the Student
Administrator (room 4.305)
Eight Week Residence Abroad
Students on four year courses who completed level 4 modules in their second year and intend to study
Proficiency Level Modules (LAX50 or LAX57) in their final year without spending their Year Abroad in
the relevant country must spend a vacation period of a minimum of eight weeks in the relevant country.
In cases where students have taken a suitable module in the language at the Study Abroad university, or
taken two level 4 modules in their 2nd year, or undertaken a language course/module abroad (min. 40
hours of tuition), the relevant module director may accept a shorter vacation period.
Sixteen Week Residence Abroad
Students who completed level 5 modules in their second year and intend to study Mastery Level Modules
(LAX60 or LAX67) in their final year without spending their Year Abroad in the relevant country must
spend a vacation period of a minimum of sixteen weeks in the relevant country. In cases where students
have taken a suitable module in the language at the Study Abroad university, or taken two level 5
modules in their 2nd year, or undertaken a language course/module abroad (min. 80 hours of tuition), the
relevant module director may accept a shorter vacation period. This requirement is designed to ensure
that you are able to follow a module in your final year alongside students who have spent an academic
year of eight of nine months in the country.
The eight/sixteen week residence abroad should be undertaken in each of the two summer vacations
between your second and fourth years. You should also consider the possibility of fitting in a few weeks
during the two Easter breaks if you think you might find it difficult to complete the full 16 weeks in the two
summer vacations. How you organise yourself for the vacation period(s) abroad is largely up to you. You
should of course try to ensure that you expose yourself as fully as possible to the language (spoken and
76
written) and to the culture of the country (i.e. do not spend the time with other English-speaking people).
You should note that there is no ERASMUS funding for any vacation courses.
Before being definitively enrolled on a second language module at level 5 or 6 in the final year, you must
complete the Vacation Periods Abroad Form (available from the Departmental Office) and submit it to
the relevant module director by 1 October just prior to your fourth year. Students who, for whatever
reason, do not satisfy the prerequisites for the final-year language module in terms of minimum periods
spent abroad and completion of a vacation course will not normally be admitted to the module.
For any language studied below level 4 in the second year there are no compulsory residence abroad
prerequisites for moving up to the next level in the fourth year, though clearly it is important to keep any
such language ‘alive’ during your Study Abroad period in whatever way possible.
Students doing European/Latin American Studies should keep the Centre for Interdisciplinary Studies in
the Humanities (CISH) informed of their vacation period plans as they evolve.
For further details, see the section on Vacation Periods Abroad on the Study Abroad Web Site.
4.10 Placement Information and the employability module (see also 10)
4.10.1 Employability Module
LA099-4/5/6-FY (Careers and Employability Skills for Language and Linguistics) gives students the
opportunity to develop their employability skills, their awareness of their own skills and career aims, and
their knowledge of the graduate job market and its requirements. It will also introduce students to the
resources that the Employability and Careers Centre and the Department provide for their personal and
career development, work placements and volunteering, and their research into the job market. The
three-year module is non-credit-bearing, but compulsory for all First year Modern Languages and English
Language/Linguistics students in the Department. Second and final year students are encouraged to
attend where advised. The module will require you to attend a range of different workshops and events
and engage in a variety of activities that raise your awareness of your skills, options, and opportunities. It
will also provide you with the resources and information that you need to identify appropriate careers and
the steps required to achieve their career goals.
77
4.11 Summary of how the department offers an inclusive learning experience, ensures the quality
of opportunities and responds to the diverse needs of students.
In line with the University’s purpose to contribute to society through excellence in education, the
Department of Language and Linguistics aims to offer our students a transformational educational
experience. We achieve this through high quality teaching in the curriculum and through providing all of
our students with a range of extra-curricular workshops, mock conferences and activities that give them
the opportunity to fulfil their potential as individuals. We encourage students, as members of our
academic community, to become independent learners who are able to take responsibility for their
personal and professional development throughout their lives. Our academic community is diverse, and
we celebrate and promote this diversity as an important part of the student learning experience, allowing
them to develop a genuine world view, inter-cultural awareness and inter-cultural agility, through shared
curricula and extra-curricular learning experiences.
4.11.1 Information for disabled students
We would encourage all new students with a disability, long term medical condition, specific learning
difficulty or mental health difficulty to disclose and register with the disability service so that we can plan
how best to support you in your studies.
You can find out about the academic and learning support we offer here:
http://www.essex.ac.uk/students/disability/academic.aspx
UK students may be eligible for a Disabled Students’ Allowance grant. Go here for more information
including application forms and key changes for 2015-16
http://www.essex.ac.uk/students/disability/funding.aspx
4.11.2 Information for international students
We are proud to be a global community and we recognise that living and studying in the UK may be very
different from your own country.
Essex has a wide range of support covering academic and health and wellbeing issues. Our friendly and
professional staff will be able to guide, advise and assist you during your time at Essex.
You can find helpful information here - www.essex.ac.uk/students/new/international/default.aspx.
If you are studying on a Tier 4 visa, don’t forget to read section 8.4 Tier 4 Information of this handbook
which has further information and links.
78
4.11.3 Mature and part-time students
As a mature student you’ll be in very good company – around 25% of our students are mature students.
We appreciate that studying as a mature student can present challenges. This is particularly true if you
have other commitments and responsibilities to meet such as work and family. We want you to be aware
of the support available so that you can make the most of your time at Essex.
You can find more information here: www.essex.ac.uk/life/students/mature.aspx
4.12 Student representation, Student Staff Liaison Committees, Student Assessment of Modules
and Teaching and Student Surveys
Student feedback is a vital part of the University's approach to quality assurance and enhancement. It is
therefore important that you are given the opportunity to feedback and that you take the time to feedback
to the University.
You can do this in a number of ways:
1. You can contact (or be elected as) a student representative who represent the voice of fellow
students in departmental Student Staff Liaison Committees (SSLCs) and other University level
committees.
2. You can find more information on the Students’ Union website
www.essexstudent.com/representation/coursereps/ and the University’s policy here:
www.essex.ac.uk/quality/student_representation/student_rep.asp.
3. You can find out information about Student Staff Liaison Committees here:
www.essex.ac.uk/quality/student_representation/sslc.asp.
Every year, we will ask you to complete the Student Assessment of Module and Teaching (SAMT).
This survey will be summarised and discussed by SSLCs and will inform reports written by us for central
University committees as part of our quality assurance processes.
Student satisfaction surveys enable the University to gauge overall satisfaction amongst students.
When the results have been reviewed and analysed, the University can then enhance the student
experience of learning at Essex. You will probably be aware of the National Student Survey (NSS) for
final year undergraduate students which feeds into university league tables. We also run our own Student
Satisfaction Survey (SSS) which tells us on a local level how we’re doing and where we can make
improvements. It’s for all undergraduate students not covered by the NSS. The surveys are run online
and you will receive a link to the survey in your email.
4.13 Library Services
At our Colchester Campus, the Albert Sloman Library on Square 5 has long opening hours, a new
extension set to open in 2015, and 24 hours a day access in the weeks leading up to exam time, the
library has a wide range of learning resources, including books, journals, British and foreign-language
newspapers, databases, microfilms and audio-visual materials. There are quiet group study areas and
networked PCs on all floors.
Further information can be found at:
libwww.essex.ac.uk/
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4.14 Attendance monitoring (Count-me-in) and absence from sessions
Your attendance at lectures and classes has a significant impact on how successful you are in your
studies. At Essex, we monitor attendance so we can identify students who may need guidance and
support.
You’ll need to record your attendance at teaching events using your registration card and the electronic
reader in the teaching room. Just ‘tap in’ for every timetabled teaching event you attend.
You should not tap in for someone who is not attending the class; and also you should not tap in
if you then immediately leave the teaching event. This may result in disciplinary action being taken
against you.
It’s your responsibility to look after your registration card and to have it with you for all of your teaching
events. If you attend a teaching event without your card, or forget to tap in, you will be marked as
absent. If you lose your card or it is faulty, go to the Student Services Hub to get a new card and take
your faulty card with you (a fee may be applicable) and a form of ID. Your attendance will be adjusted to
mark you as present for a limited period only. For further information on attendance monitoring (known
as Count-me-in) please visit http://www.essex.ac.uk/students/course-admin/attendance.aspx
If you need to report an absence from a teaching event, test or exam due to medical or other
circumstances you should do so by completing the relevant form in myEssex for a notified absence. We
will consider the reasons and may record it as an authorised absence. Be aware that you may need to
provide evidence, including medical evidence if relevant.
Please contact your Personal Tutor, department staff or the Student Services Hub for advice and support,
particularly if you are going to be absent for several weeks.
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Assessment
5.1 Rules of Assessment www.essex.ac.uk/students/exams-and-coursework/ppg/general/assessrules.aspx
The Rules of Assessment are the rules, principles and frameworks which the University uses to
calculate your course progression and final results. These decisions are made by the Board of
Examiners, which meets at the end of the Summer Term. The Board of Examiners use the Rules of
Assessment to decide:
• whether you can be awarded credit for the modules you have studied
• whether you have done enough to move on to the next stage of your course
• whether you have done enough to pass your course
• what classification you will receive
• what reassessment you could be offered
• whether you must withdraw from your course, with or without and exit award
Exit Awards
If you decide to withdraw from your course before you finish, or you fail too many credits to be awarded a
Bachelor’s degree, you may be awarded a qualification at a lower level, if appropriate.
5.2 Extenuating Circumstances, withdrawing and intermitting www.essex.ac.uk/students/exams-andcoursework/ext-circ.aspx
Extenuating circumstances are circumstances beyond your control which cause you to perform less
well in your coursework or examinations than you might have expected. In general, extenuating
circumstances will be of a medical or personal nature that affect you for any significant period of time
and/or during the examination period.
You need to submit your form by the deadline, see: www.essex.ac.uk/students/exams-andcoursework/ppg/general/assess-rules.aspx
You will not get extra marks you hand in an extenuating circumstances form. Boards of Examiners use
other methods to take into account extenuating circumstances, such as permitting further reassessment
opportunities for uncapped marks.
Please read the guidance on extenuating circumstances very carefully before submitting your
form and evidence. Please seek advice from the Students’ Union Advice Centre,
www.essexstudent.com/services/advice_centre/, or the Student Services Hub,
www.essex.ac.uk/students/contact/registry.aspx, if you need any guidance.
Intermitting is a temporary withdrawal or leave of absence from your studies for one term, two terms or
one academic year (stage). In exceptional circumstances, a period of up to two academic years away
from our University may be allowed as long as it does not exceed your maximum period of study.
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Normally this is for reasons beyond your control such as health or personal problems. An intermission is
approved for a defined period of time after which you would return to your studies. This is a formal
process which needs formal approval.
If you are thinking about intermitting, there are some practical things you need to consider such as
academic issues, for example the impact on your module choices and maximum period of study,
accommodation, financial matters including the impact on your tuition fees and visas if you have a
student or Tier 4 visa.
If you decide to intermit you will no longer be entitled to attend tuition but you will still have access to your
Essex email account which we will use to communicate with you and some library access.
If you decide to intermit, you will need to complete the online form at: www.essex.ac.uk/esf/ and you will
receive an email confirming whether your request to intermit has been successful.
You should read the guidance on intermitting very carefully before submitting your form, at:
www.essex.ac.uk/students/course-admin/intermission.aspx. You are strongly advised to discuss
intermitting with your department.
Withdrawing from your course is the formal process for permanently leaving your programme of study
and the University. Before deciding that withdrawal is the best action for you, there are plenty of people at
our University who can offer you information and advice. Where possible, we will try and give you the
advice and support you need to help you stay and carry on with your studies.
You should consider whether taking a temporary break from your studies will help you to address the
concerns that are making you think about leaving.
If you are thinking about withdrawing, there are some practical things you need to consider:
accommodation, financial matters including your tuition fees, visas if you have a student or Tier 4 visa,
and careers advice, available from our Employability and Careers Centre www.essex.ac.uk/careers/.
If you decide to withdraw, you will need to complete an online form at www.essex.ac.uk/esf/ and you will
receive a letter confirming that your withdrawal has been completed.
5.3 Re-marking of coursework
You have the right to request a re-mark of your coursework under certain circumstances which your
department will advise you on. The University Marking Policy can be found at:
www.essex.ac.uk/quality/university_policies/examination_and_assessment/marking_policy.
You will need to complete a form and be aware that marks can go down as well as up.
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5.4 Moderation, second marking policies and External Examiners
The University policy on moderation is part of the Marking Policy. When work is moderated, it means
that a second member of academic staff takes a random sample of the work for a particular assessment
and reviews the marks given. A moderator would not change the individual marks for the work, but would
liaise with the first marker if he or she believed that the marks were not at the correct level, with a view to
the first marker reviewing and adjusting the marking.
Second marking is where a second marker marks the work but has access to the first marker’s marks
and/or comments. Where two members of staff are involved in marking a piece of work, the markers
should make every effort to agree a mark, rather than merely averaging the two marks. Departments
must keep a full record of both individual and agreed marks for all work which is second or double
marked.
External Examiners are usually academics from other universities but may be from industry, business or
the profession depending on the requirements of the course. They give an impartial view of the course
and independent advice to ensure that courses at the University meet the academic standards expected
across UK higher education. External Examiners write reports on the courses and modules they are
responsible for which are made available to you via your department. You can find the name and
institution of the External Examiner for your course and modules by looking on the Programme
Specifications Catalogue and the Module Directory. You can find out more about how the University uses
External Examiners at: www.essex.ac.uk/quality/external_examiners/default.asp
Please note: you may not contact External Examiners directly under any circumstances. If you
have any concerns about the quality and standards of your course, please contact your student rep, your
Head of Department or the Students’ Union.
5.5 Appeals and complaints
The Academic Appeals Procedure can be found at www.essex.ac.uk/students/exams-andcoursework/ppg/ug/appeals.aspx
Following the meeting of the Board of Examiners and the publication of your results, you are eligible to
submit a formal appeal against the Board’s decision. Be aware that there are strict deadlines for the
submission of the appeal form and your evidence.
A student appealing against the progress decision of a First or Second Year Board of Examiners must
submit a formal appeal within two weeks of the publication of results. In all other cases the appeal
must be submitted within four weeks of publication of the results
The main legitimate grounds for appeal are the following:
(i)
extenuating circumstances of which the Board of Examiners was unaware and of which the
student could not reasonably have been expected to inform the Board of Examiners in advance,
of such a nature as to cause reasonable doubt as to whether the result might have been different
had they not occurred.
(ii)
procedural irregularities in the conduct of the Board of Examiners (including alleged administrative
error) of such a nature as to cause reasonable doubt as to whether the result might have been
different had they not occurred.
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Other grounds will be considered on their merits.
You may not appeal against academic judgement. This means that you can’t appeal against the
marks you have been given by a Board of Examiners without evidence of extenuating circumstances or
procedural irregularity.
The following are not considered legitimate grounds on which to appeal, and any appeals based
exclusively on one or more of these grounds will be rejected automatically:
(i) disagreement with a mark or grade and/or appeals against the academic judgement of internal or
external examiners. Coursework and examinations cannot be remarked, except in cases of procedural
irregularities.
(ii) any provisional mark or informal assessment of the student’s work by a member of staff that is not the
final mark approved by the Board of Examiners.
(iii) the retrospective reporting of extenuating circumstances which a student might reasonably have been
expected to disclose to the Board of Examiners before their meeting.
(iv) appeals against the judgement of the Board of Examiners in assessing the significance of extenuating
circumstances, and whether and to what extent they affected academic performance.
(v) marginal failure to attain a higher class of degree.
(vi) appeals where the grounds of complaint concern the inadequacy of teaching or other arrangements
during the period of study; such complaints must be raised, in writing, before the examination board
meets
Foundation, first or second year students of a three or four year programme of study can consult the
Executive Dean before submitting a formal appeal. The Dean has power to take action on behalf of the
Board to change the original progress decision if you present appropriate new evidence to support your
case.
The Dean can also consider requests from students who want to repeat the year rather than take
reassessment across the summer. We strongly advise all students thinking about making an appeal
to contact the Students’ Union Advice Centre for information and assistance. The Advice Centre
can be found on Square 3, telephone: 01206 874034, email: [email protected].
You may also appeal against the outcome of academic offences committees and progress
committees under certain circumstances. You can find more information at:
www.essex.ac.uk/students/exams-and-coursework/ppg/ug/appeals.aspx
The Complaints Procedure can be found at: www.essex.ac.uk/students/experience/complaints.aspx
The University is a large community engaged in many activities of both an academic and non-academic
nature. From time to time, you may feel dissatisfied with some aspect of your dealings with the University
and, when that happens, it is important that the issue is dealt with constructively and as quickly as
possible without risk of disadvantage or recrimination. You can find the complaints procedure and the
forms here - www.essex.ac.uk/students/experience/complaints.aspx
A complaint is defined as ‘an expression of a dissatisfaction by one or more students about a university’s
action or lack of action, or about the standard of service provided by or on behalf of the university’ (this is
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in line with the QAA Quality Code for Higher Education, Chapter B9: Academic Appeals and Student
Complaints). The University aims to resolve complaints quickly and informally in accordance with the
complaints procedure for students.
Examples of complaints might include:
• failure by the University to meet its obligations including those outlined in the Student Charter
• misleading or incorrect information provided by the University
• concerns about the delivery of a programme, teaching or administration
• poor quality facilities, learning resources or services provided directly by the University
Complaints not covered
The definition of a complaint is very broad and the list above is not exhaustive. However, some issues
may be more appropriately considered under processes other than the complaints procedure. The
complaints procedure will not normally cover:
•
•
•
•
•
•
appeals relating to examinations or assessments or to academic progress or against a finding of guilt
in relation to an academic offence (see the academic appeals procedure)
complaints involving an allegation that a student has failed to meet his/her academic commitments
(see the academic progress procedure for taught programmes or for research degrees)
complaints involving an allegation of misconduct by a student or dissatisfaction about an outcome of
the student conduct process (see the Code of Student Conduct)
complaints involving an allegation of harassment
a concern about a decision made under other specific regulations such as Fitness to Practise or
Disclosure and Barring Service
complaints regarding admissions decisions
5.6 Academic Offences Policy (see also 8)
www.essex.ac.uk/about/governance/policies/academic-offences.aspx
The University takes academic offences very seriously. It is your responsibility to make yourself aware of
the Academic Offences Policy, the regulations governing examinations, and how to correctly reference
and cite the work of others. If you aren’t sure what referencing system you should use, you should ask
your department and also refer to 8: Referencing and good academic practice in this handbook.
Academic offences include plagiarism, falsifying data or evidence, submitting a fraudulent claim of
extenuating circumstances and copying the work of another candidate or otherwise communicating with
another candidate in an examination. This list is not exhaustive. An academic offence can take place
even if you didn’t mean to commit one.
5.7 Ethics
All research involving human participants, whether undertaken by the University's staff or students, must
undergo an ethics review and ethical approval must be obtained before it commences. You can find our
Guidelines for Ethical Approval of Research Involving Human Participants at:
www.essex.ac.uk/reo/governance/human.aspx along with the Ethical Approval application form.
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‘Human participants’ are defined as including living human beings, human beings who have recently died
(cadavers, human remains and body parts), embryos and foetuses, human tissue and bodily fluids, and
personal data and records (such as, but not restricted to medical, genetic, financial, personnel, criminal or
administrative records and test results including scholastic achievements).
Our Departmental Ethics Co-ordinator is Dr. Mike Jones, office: 4.208, tel: 01206 872231 and
Email: [email protected]
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Coursework
6.1 Assignment and essay length
The length of coursework assignments is specified in number of words for each module that uses this
method of assessment. You may be penalised for work which exceeds the maximum length specified: the
normal departmental penalty is 1 mark per 100 words (or part thereof) over the maximum (up to a
maximum penalty of 10 marks). Part of the art of writing assignments, lies in the discipline of producing a
specific piece of work, of a specific length, by a specific deadline. For linguistics assignments, you should
indicate the length of the main text of each assignment you produce (excluding bibliography and
appendices) at the end of your assignment. There is no fixed penalty for work which falls short of the
word limit, but you may of course be penalised for not covering the topic in sufficient depth or detail.
6.2 Coursework submission details (including FASer) and deadlines
You will be able to access FASer via your myEssex student portal or via
https://www.essex.ac.uk/e-learning/tools/faser/
Each module director will, at the start of the module, specify a deadline date by
which each assessed piece of coursework must be submitted: All coursework
assignments, (whether a compulsory module or an option) must be submitted
on-line through FASer (Feedback, Assessment, Submission electronic
repository) by 16:00hrs on the day in question.
Any essays or assignments submitted via email or hard copy to a class teacher, lecturer or administrator
will not be accepted as a submission.
We have a single policy at the University of Essex for the late submission of coursework in
Undergraduate courses: All coursework submitted after the deadline will receive a mark of zero. No
extensions will be granted. A student submitting coursework late will have the University’s and
department’s arrangements for late submission drawn to their attention.
The policy states that the mark of zero shall stand unless you submit satisfactory evidence of extenuating
circumstances that indicate that you were unable to submit the work by the deadline. More information
about extenuating circumstances relating to late submission of coursework is available at:
www.essex.ac.uk/dsh/extenuatingug.
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6.3 Details of samples of coursework
All work which counts towards assessment for a degree at Essex must be made available for inspection
by the External Examiners (expert academic staff who work in other universities) whose function is to
ensure that all students are assessed fairly and that marking standards at Essex are comparable with
those of other universities. For each module, we routinely send a representative sample of coursework
and exam scripts to the relevant external examiners so that they can assess how fair our marking
standards are. External Examiners also have the right to look at any other work which contributes to the
award of a degree (at Essex or another Institution).
You should note that all coursework marks that you receive are provisional until the marks
have been ratified by the Board of Examiners at the end of the summer term.
In the light of the above, all second and final year students, Erasmus, International Course, Essex
Modern Language Certificate students must re-submit ALL their assessed coursework and classwork for
the year to the Undergraduate Administrator or the Student Administrator within two days of the
examination for the module (or by the stipulated deadline for modules which are not assessed by an
exam). After the Exam Board has met (usually at the very end of June), your coursework and classwork
can be collected from the Departmental Office (4.305). It is recommended that students keep all
assessed work until three months after the conferment of their degree, in case of appeal against Exam
Board decisions.
6.4 Return of coursework policy
Marked assignments and tests are normally returned to you within 28 days of the submission deadline
(excluding days when the University is closed). Where this is not possible (e.g. because of illness or
overload), staff should notify students by e-mail that they will not be able to mark the work on time, and
say when they expect to be able to complete the marking.
6.5 Late coursework policy
If you submit a piece of work beyond the specified deadline, and there is a good reason why your work is
late, it is YOUR responsibility to fill in a Late Submission of Coursework form. If you do not submit a form
and your essay is submitted to FASer after the deadline, a mark of zero will be imposed and entered onto
the student database.
To request to have the mark re-instated, you must follow the steps below. Failure to follow this procedure
will result in a mark of zero.
 Submit the coursework via FASer. You have seven days from the original deadline in which to do this.
 Fill in a Late Submission of Coursework Form, on-line here: www.essex.ac.uk/dsh/latesubmission
 You must submit your coursework before you submit the form and you must provide evidence to
support your claim.
 Return the completed form to either the Undergraduate or Student Administrator by email or by hand
to the departmental office (room 4.305).
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 The Late Submissions Committee will consider your reasons for late submission.
 The Late Submissions Committee will let you know whether your request has been successful or not
and whether you will be allowed a mark for your coursework.
Guidelines for late submission and form can be found here: www.essex.ac.uk/dsh/latesubmission
6.6 Essay writing support
The advice given below is formulated in terms of how to write essay-style linguistics coursework
assignments. Although different types of coursework assignment test different skills (so that it is difficult to
give any general advice which is applicable to the full range of modules that we offer), there are standard
criteria by which we judge linguistics assignments. These include:
i. contents
ii. organisation
iii. presentation and style
iv. balance
v. conciseness
vi. relevance
vii. exemplification
viii.linguistic awareness
ix. originality
x. bibliographical informedness
Brief notes on what is meant by each of these terms are given below.
Contents
A substantial proportion of the marks for an assignment will go on contents. There are three main
aspects of contents - namely coverage, argumentation, and evaluation. In the case of an essay-style
assignment, coverage means: ‘Have you covered all the main points relating to the relevant topic, without
digression or irrelevance?’ Argumentation means ‘Have you presented a properly argued case, using the
accepted canons and style of argumentation in the relevant field?’ Arguments should be based on
objective rather than subjective evidence, and show evidence of a clear understanding of each of the
relevant arguments, rather than simply regurgitating arguments from lectures or published works without
any apparent understanding of their true nature or significance. Subjective evidence is evidence based
on personal opinion; objective evidence is evidence based on experimentation, or observation: a
subjective (non-) argument against a particular theory would be e.g.
‘Theory X is obviously too complex to be a plausible model of human behaviour.’
An experimental objective argument would be e.g.
‘Theory X is falsified by the experiment by Ploncker (2013), which showed
that...’
An objective observational argument would be:
‘Theory X cannot account for the following range of observed phenomena...’
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Evaluation means: ‘Have you shown clear evidence of the ability to make a reasoned evaluation of
particular claims, ideas, hypotheses or theories, and the ability to identify their relative strengths and
weaknesses?’ In the case of a set of exercises, contents refers to the depth and perspicacity of the
analysis of the exercise material. Overall, it is the quality of your work which counts, not the quantity
(which is why we specify word-limits for assignments).
Organisation
Two assignments which cover more or less the same ground can be awarded very different marks,
depending on the degree of internal organisation of the material being presented. What we are
assessing (in part) is the ability to see the relevant issues clearly, and a well-structured essay suggests a
higher level of understanding of the complex inter-relations between key issues. Hence, it makes sense
to try and structure your assignment into separate sections: indeed, you can make the organisation into
sections clearer visually, e.g. by using underlined/italicised/CAPITALISED numbered section headings,
and leaving a couple of lines blank between the end of one section and the start of the next. Include a
brief (5-10 lines) introduction at the beginning of your assignment, setting out clearly the approach you
are going to adopt to the assignment topic, e.g. ‘In the first half of my assignment I shall give a brief
outline of the X theory, and then present a number of arguments which appear to lend support to X; in the
second half, I shall present a detailed critique of these arguments in the light of more recent research,
concluding that X may not be as convincing as was once thought.’
The main body of your assignment should be clearly structured into paragraphs of roughly equal length;
each paragraph should contain one and only one argument/point expounded clearly and concisely. In
order to provide essential continuity in your assignment, you should link each paragraph both to the
preceding one and to the following one, making the relation between adjacent paragraphs totally explicit.
In other words, don’t leave the internal and external examiners to try and work out just how paragraph 3
links to paragraph 4 - assume that they won’t be able to work out the link for themselves unless you tell
them directly. This is particularly important at major turning points in your assignment, e.g. where you
turn from exposition of some idea to criticism of it. You must make it obvious to the examiners that you
yourself realise that there is now a major change in the direction of your argument, e.g.
‘Hitherto I have presented three arguments which appear to lend support to X, namely (i) A, (ii) B, and (iii)
C; now I turn from exposition to criticism, and attempt to assess the validity of this type of argumentation
by presenting an in-depth critique of just one of these arguments, viz. B. I shall attempt to show that B
contains 3 major deficiencies relating to (i) P, (ii) Q, and (iii) R. I shall look at each of these deficiencies in
turn...’
You should end your assignment with a brief conclusion (5-10 lines), summarising the main points you
have made (in case the examiners forget any of them), the overall conclusion(s) which you have drawn,
and the implications of your work for future research (e.g. If some issue is left unresolved, you might
suggest a future line of research which could help to resolve the issue).
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Presentation and style
It is important that your work shows clear evidence that you are familiar with the typographical
conventions and style of presentation used in the relevant technical or professional literature. This
means that you should set out your assignment in exactly the same way as a published article in the
relevant field would be set out. As far as style is concerned, you should always use the appropriate
technical terms and phraseology in discussion and avoid folk terminology (Hence, talk about ‘segments’
not ‘sounds’, ‘graphemes’ not ‘letters’, ‘morphemes’, not ‘parts of words’, etc.).
It is important to write in a style which does not discriminate against (or give offence to) any individual or
group of individuals. For example, you should be sensitive to gender issues, and try and avoid (e.g.)
using masculine pronouns to refer to expressions denoting mixed gender groups. Hence, rather than say
‘10 months after he is born, a child will generally produce his first word’, say ‘Ten months after they are
born, children produce their first word.’ You are responsible for the contents of everything you write, and
hence must ensure that nothing you write is libellous, prejudiced or offensive.
Balance
Try and see both sides of the question - i.e. points in favour of and points against whatever idea(s) you
are discussing. Uncritical regurgitation of Bloggs’ book/article/lecture (or part of it) will be heavily
penalised. Don’t spend 3 pages making one point and 3 lines making another: rather, spend about 200
words on each of the major points you are making. Any argument which is so contorted that it needs to
be spread over 3 pages is probably best avoided, since it will doubtless confuse both you and the
examiners, and produce an unwelcome imbalance in your assignment.
Conciseness
Present your ideas clearly and concisely. We give you word-limits for assignments in order to train you to
be concise. A good assignment can often be ruined simply because the writer felt the misplaced urge to
pad it out with another 1,000 words of self-opinionated, ill-informed waffle, in the mistaken belief that the
more you write, the more marks you get. In fact, the converse is generally true: the more concisely you
make a point, the more credit you are likely to get (provided, of module, that it is properly substantiated).
Conversely, the more you write, the greater the danger that eventually you will say something totally
inept, and thereby lose marks.
Relevance
Everything you write must be demonstrably relevant to the title of the assignment you have been set.
The guiding principle is that you gain marks for relevant observations, but lose marks for irrelevant
observations. With every argument you present, you must say exactly how the point you are making
relates to the assignment title (Does it support it, or go against it, and how?). Never assume that the
examiners will be able to work out for themselves how what you are saying relates to the set topic: they
may simply assume that if you don’t say how and why some observation is relevant, it’s because you
don’t really know whether it is, but decided to include it just in case it was.
Exemplification
Wherever possible, always give an example to illustrate the point you are making. For example, if you
are talking about a type of error made by second language learners, give one or more typical examples of
the relevant type of error (and give a full reference to the book or article that you pinched the examples
from!). This is particularly important where you are dealing with abstract hypotheses, simply to show to
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examiners in practical terms that you understand what the hypothesis is really about. Ideally, each
paragraph should deal with a separate point, illustrated by a single (good) set of examples: but don’t
waste time giving 20 examples when a couple of good ones will make the same point just as effectively
(otherwise you may lose marks for lack of conciseness, imbalance, etc.). In essays where you give a lot
of example sentences, number each of the sentences consecutively, for ease of reference (both for you
and for the examiners) - and leave a blank line above and below each example sentence in the text.
Linguistic awareness
Remember that your work is being assessed by examiners whose professional training is in some area of
linguistics, and that your degree is being awarded by a (Language and) Linguistics department. It must
therefore be linguistically informed - i.e. it must show clear awareness of the linguistic techniques relevant
to the topic you are tackling. If the topic is an experimental one, then awareness of empirical research
methods is expected; if the topic is a theoretical one, then an appropriate level of mastery of the relevant
theoretical apparatus is expected; if the topic is a pedagogical one, then awareness of the appropriate
pedagogical concepts must be demonstrated. You can demonstrate your ‘linguistic awareness’ in a
number of ways - for example, by the organisation of your assignment. So, for instance, in an essay
dealing with (e.g.) pronunciation errors, it is obviously better to divide the essay into sections on the basis
of a phonetic classification of the sounds (e.g. dealing with plosives in one section, fricatives in another,
etc.) than to do so on the basis of some non-linguistic criterion (e.g. alphabetical order). You can also
demonstrate your ‘linguistic awareness’ by using the relevant technical or professional terminology
wherever possible (e.g. talk about ‘morphemes’ rather than ‘parts of words’).
Originality
Originality is an elusive quality: much of what you say in your assignments will inevitably be based on
ideas which you have gleaned from books, articles, lectures, or classes - and indeed there is no harm in
that, provided that you present the relevant ideas in your own words (though being careful to use
technical terminology where appropriate), and provided that you properly acknowledge the source of your
inspiration in each case. However, to achieve first class degree standard, you must provide evidence of
some originality. To show originality, you do not need to invent a new theory (and it is unrealistic to
expect to do so): on the contrary, it is more realistic to try and show originality in terms of description (e.g.
by using an existing theory to arrive at an insightful description of some phenomenon not previously
described in those terms), or experimentation (devising a new experiment to test a particular hypothesis),
or evaluation (coming up with new insights or perspectives on existing work), or synthesis (in writing a
novel review of existing research in some complex domain, where the originality may relate in part to the
selection and presentation of the material, and in part to the particular perspective which you adopt).
Bibliographical Informedness
Examiners want to see clear evidence that you have read and understood the key works in the relevant
field. They expect to find (at the end of your assignment) a section entitled References which lists all
and only the works which you have cited in the text of your assignment. (Note that you should not include
items which are not referred to in your assignment.) Examiners expect to find clear evidence that the
material you cite has actually been read by you and that you have understood its relevance to the point(s)
you are discussing. They want evidence that you’ve read the relevant primary literature (i.e. original
articles in their original form), not just secondary literature (e.g. a simplified summary of the primary
literature in an elementary textbook). It is therefore important to include precise page references to
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specific points made in primary articles, or short quotes from one or two such articles (but note that
quoted or closely paraphrased material should not comprise more than 10% of your assignment and
should be properly quoted and referenced). A good assignment would normally be expected to contain a
dozen or more references to relevant primary literature (though to some extent this depends on the field
concerned). Be professional in the way you set out references in your assignments.
6.7 Anonymous marking policy
Effective feedback helps students to understand the mark given for a particular piece of work, and helps
students to reflect on their own learning and to achieve better marks in future pieces of work. A variety of
methods of providing feedback are used across the University, and departments chose the most
appropriate for their courses and modules. The University does not have an institution-wide approach to
anonymous marking in coursework. Departments decide whether to use anonymous marking in
coursework or not.
This department does not operate a system of anonymous marking. We believe that marking provides an
important point of contact with the student, through which individualised and personal forms of
encouragement and involvement can be fostered. We believe that the quality of formative feedback is
enhanced when the marker knows the student, and current work can be seen in the context of earlier
assignments and classroom interactions. The comments we provide in coursework seek to encourage
some students that they have done well and other students that they could do better. We take great care
to mark fairly and effectively and we feel strongly that our ability to do this is improved through knowing
our students.
If you take optional modules outside your home department, you should make sure you are aware
of the policy on whether coursework is marked anonymously or not, and how to submit
coursework.
6.8 Reassessment in coursework
If the Board of Examiners has required you to complete essays or assignments over the vacation, the
Registry will send you a letter by email with further information. Please check your Essex email account
regularly once your results have been published. Your department will send you details of the
assignments which you are required to undertake. If you haven’t received anything within three weeks of
the results being published, you must contact your department or the Registry.
6.9 Referencing in coursework (see Section 8)
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Examinations
7.1 Examination regulations
The General Regulations which govern examinations can be found via the website here
www.essex.ac.uk/about/governance/regulations/affairs.aspx#exams.
Attendance at examinations is compulsory. For exams that are more than an hour long, you will not be
allowed to enter the examination room if you arrive later than 55 minutes after the start of the exam. If
your exam is only an hour long, you will only be admitted up to ten minutes after the start of the exam.
7.2 Access to exam scripts
If you want to see your exam script, you should normally make the request within four weeks after the
exam to the department which is responsible for that module. The department should either: let you see
the script in the presence of one of the staff responsible for teaching the module or give you a copy or
summary of the examiners’ comments on your performance. You can find further information about
Assessment Policies for Undergraduate and Taught Postgraduate Awards at:
www.essex.ac.uk/quality/university_policies/default.asp
7.3 Departmental policy on the use of dictionaries/calculators
Dictionaries are not permitted in examinations unless the rubric of the examination specifically states that
candidates may use a dictionary, for example a translation dictionary may be permitted in certain
language examinations. Electronic dictionaries are never permitted to be used. If you take a dictionary to
an examination where it is not permitted, you will be reported on suspicion of committing an Academic
Offence
If you are allowed to use a calculator in your examinations, the only models you are permitted to use are
the Casio FX-83GT PLUS or the Casio FX-85GT PLUS. You can buy these from the Burrow,
everythingEssex or Waterstones at the Colchester Campus or online from Amazon or eBay, or from
Tesco, Argos or WH Smith.
A limited number of the permitted calculators will be available to borrow on the day of your exam from
the Exams Office on a first-come, first-served basis, on production of your registration card.
7.4 General information about summer exams and examination results
You can find your personalised exam timetable online at: www.essex.ac.uk/examtimes/
You must bring your registration card and exam entry form with you to the exam. You will not be
allowed entry without them. Remember to check your exam entry form carefully and contact the
Examinations Office if there are any errors.
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You can download a guide to examinations at: www.essex.ac.uk/students/exams-andcoursework/default.aspx and watch a short video at: www.essex.ac.uk/students/exams-andcoursework/default.aspx
You will receive an email to your Essex email account as soon as your results are published. You can
find the publication schedule at: www.essex.ac.uk/students/exams-and-coursework/schedule.aspx
7.5 Anonymous marking policy in examinations
All formal examinations at the University of Essex are marked anonymously.
7.6 Reassessment in examinations
You can find information relating to resitting exams at: www.essex.ac.uk/students/exams-andcoursework/resits.aspx.
Remember that reassessment in examinations (and coursework) carries a fee.
7.7 Referencing in examinations
Exam papers are judged differently from essays during term, for a number of reasons: (i) exams allow
only minimal planning once you are provided the prompt, (ii) they are prepared manually and do not
involve fully revised drafts (e.g. handwritten, without ability to spell/grammar check or easily reorganize
written sections--while you can and should make an organizational plan before writing your response)
and (iii) you cannot consult sources while writing. Speaking to this final point, we do not expect the same
level of referencing detail for your in text citations (if used), and unless specifically requested, you do not
need to provide an end of paper bibliographic reference list. If you are asked an exam question which
involves describing a linguistic phenomenon which has been documented in multiple sources, your mark
will focus more on the content and accuracy of your response, not on citing authors for each descriptive
point. For essay questions which consider theoretical positions or the evolution of thought on a topic or
linguistic phenomenon, it is generally a good habit to demonstrate that you are aware of different authors'
positions, theories and findings by mentioning author names or through in-text citations, but your mark
will generally will not be affected if you mistake the year of publication, or do not include the year of
publication. However, some modules, and some prompts, rely strongly on demonstrating the evolution of
thoughts or policies--for these the expectations for accurate reporting of publication years, along with
authors, will likely be higher. Direct quotes from authors are generally not expected in exams, but if you
do provide one, please try and cite it in the appropriate (Author Year: Page Number) in text format, and
use quotation marks around the quoted material. If you sketch out a graph or chart from an academic
source to illustrate a point within your essay, you are expected to properly attribute this in your essay
(either within a sentence or via an in-text citation, e.g. somehow tell us the author(s) of this
graphic/finding), but you will not be penalized for minor changes from the original graphic (e.g. in the
scale of the X and Y columns or the specific data points when showing a larger trend), given that you are
replicating it from memory. Any further questions regarding referencing in specific modules should be
directed towards the module instructor.
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Referencing and good academic
practice
8.1 Statement on why good academic practice is part of scholarship and why it is important at
Essex
Respecting authorship through good academic practice is one of the key values of higher education in the
UK.
The University takes academic offences very seriously. You should read the sections of this handbook
which refer to referencing, coursework and examinations very carefully.
The Talent Development Centre offers a Moodle course in referencing via their website
www.essex.ac.uk/students/study-resources/tdc/writing/default.aspx. You can also find online referencing
guides for the main referencing guides used by the University at: www.essex.ac.uk/students/studyresources/tdc/research/referencing.aspx and attend workshops www.essex.ac.uk/students/studyresources/tdc/research/workshops.aspx
Further information relating to authorship and plagiarism is available at:
www.essex.ac.uk/plagiarism/index.html
Remember, if you have any questions about referencing you can ask our academic staff, or staff in the
Talent Development Centre.
8.2 Information about where to seek guidance on referencing, including links to the relevant
referencing scheme and details of any support sessions if relevant
Referencing Style
Referencing (both in the text and at the end of your paper) needs to follow a consistent style within your
coursework submissions. Several styles are commonly used in Linguistics (e.g. compare the presentation
style for the references across an edited volume and a journal article—these small differences in how
they use punctuation, boldface, italics, underlining, and the order in which they present information reflect
their use of different referencing styles). If your assignment does not specify a particular referencing
style, you can follow any reasonable style (e.g. that you see in other linguistic work), but you must be
consistent, and your references must be complete. If in doubt, the APA style is a good choice:
http://www.apastyle.org/learn/index.aspx.
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In-text Referencing
When you refer to published ideas, arguments, findings or frameworks within the body of your
assignment, you need to acknowledge the original author by following the author-date system: you
identify the relevant work by the surname(s) of its author(s), followed by the date of publication and
(where appropriate) the relevant page references. These can be placed in parentheses immediately
following a general frame (Example 1), or at the end of the sentence (Example 2). If the author name(s)
are used within the sentence (Example 3), then the in-text citation in parentheses does not repeat the
author name(s), and instead only includes the year of publication and the page numbers, if appropriate:
1.Recent findings (e.g. Cramm 2013, Swott 2012) suggest that last-minute exam revision can help to
overcome Blanck-Page Syndrome.
2.Last-minute exam revision can help to overcome Blanck-Page Syndrome (Cramm 2013, Swott 2012).
3.Hardnutt (2013) maintains that the claim made by Plodd and Truncheon (2000, p.99) that police-speak
is a lexically impoverished code is ‘a load of old cobblers.’
In all of these, the in-text citation is inside the sentence where the non-original ideas are introduced. It is
not appropriate to provide several sentences of non-original ideas and only have a single in-text citation
at the end of the paragraph. However, if after offering non-original material and citing the original
reference, you then in subsequent sentences explain or provide further details from this reference, you do
not need to continue to offer an in-text citation for each sentence, as long as it is clear that the
subsequent elements are also drawing on that already cited reference. When in doubt, more explicit
referencing is safer than light referencing. If you continue to cite the same reference across several
sections, it is appropriate to use (ibid.)—Latin for ‘the same place’—which is a briefer way of showing that
you are continuing to draw on the last full in-text citation.
When your paper uses multiple works by a single author which were published in the same year, you
need to identify each work you mention in the text using the author’s surname, followed by the year of
publication, followed by a lower case letter – ‘a’ for the first item mentioned, ‘b’ for the second, ‘c’ for
the third, and so on:
In a number of recent works, Snyde (2013a, 2013b, 2013c) argues that the relation of the linguist to the
language teacher is analogous to that of a parasite to its host.
If you refer to works by more than one author with the same surname, these must be distinguished
wherever you mention them in your text by including the author’s initials or first name(s)—use initials/first
name only in such cases:
J. Glumm (2013a) argues against the hypothesis put forward by K. Glumm (2012b) that Eurosceptics
make poor second language learners.
If you wish to further identify a particularly important work in your text, you can do so by including its title
as well as the relevant author-date information. Be judicious in your use of titles—including them for all or
a majority of your cited references is not appropriate, and takes up word space which would better be
employed for your argument/analysis.
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Chimpsky (2013c), in his influential work Talking in Trees, puts forward the hypothesis that linguists’
morbid preoccupation with trees is a reflection of their primate origins.
For works by two authors, both surnames must be included in your in-text citation (in the order given in
the original publication):
Colt (2013, p.45) shoots down the myth (propagated by Smith & Wesson 2012) that guns symbolise guts.
For works by 3+ authors, you can abbreviate the reference in the main text by giving the surname of the
first author followed by et al. (a Latin abbreviation meaning ‘and others’), while the full author list must be
given in the reference list at the end of your assignment:
Hovis et al. (2013) argue that brown bread stimulates the production of antibodies to the sygma-blockers
in the brain that impair performance on semantics assignments.
For individually authored chapters within an edited volume, in-text you should cite the author of that
chapter (and year and pages, as appropriate), not the authors of the edited volume here, although they
need to be included in the reference list:
Direct quotations from authors must always be enclosed in inverted commas. Always cite the author(s),
the work (using the date+letter system, e.g. 2013b) and full page references for any direct quotation. The
second example demonstrates how to cite a direct quote which is a stand-alone sentence—the period is
outside of the final comma, and is preceded by the in-text citation:
1.It is the view of Pratt (2013c, p.999) that ‘The decline in reading standards in contemporary society is
entirely due to the demise of the children’s comic.’
2.‘The decline in reading standards in contemporary society is entirely due to the demise of the children’s
comic’ (Pratt 2013c, p.999).
In general, you should place references in the main body of your text (as in the examples above), rather
than in footnotes or endnotes. However, lengthy lists of references (which might disrupt the flow of the
main text) are best placed in footnotes – as in the following example (where the superscript number in the
main text refers to a footnote at the bottom of the page):
There is a considerable body of evidence from recent research5 suggesting that there is a higher
frequency of pseudo-intellectual jargon words in Linguology than in any other academic discipline.
_______________________________________
5 See e.g. Terminophobe (2007), Textosterone (2008), Skeptik (2009), Linguaphobick (2010), and
Knoe-Whittall (2012).
Ideally, you should only refer to primary works which you have consulted yourself, but sometimes you
may be unable to obtain a given primary work and instead have to rely on someone else’s summary of it
(e.g. in a textbook, or subsequent publication which summarizes it). In such cases, you must refer to both
the original primary source and the publication in which it is summarised: you need to show what you
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consulted (the secondary source summarizing), in addition to where the idea originated (the original
author, the primary source) using the cited in formula:
1.Knurd 2011 (cited in Pfaff 2012, p.47) maintains that there is a strong correlation between introversion
and syntactophilia.
2.There is a strong correlation between introversion and syntactophilia (Knurd 2011 cited in Pfaff 2012, p.
47).
If you are citing multiple sources for a single point, they will all be enclosed within the same parenthesis,
and should be organized either alphabetically—Example 1--or by year of publication—Example 2,
organized from earliest to most recent. You can also have multiple discrete in-text citations within the
same sentence (Example 3). These are all valuable techniques to demonstrate your ability to synthesize
multiple primary sources, and to present your summary of past research compactly
1.There are several negative consequences linked to language shift away from minority languages
(Hoffmann 2009, Michael 2011, Sridhar 1982).
2.There are several negative consequences linked to language shift away from minority languages
(Sridhar 1982, Hoffmann 2009, Michael 2011).
3.Heritage language shift within a minority community towards the dominant language can lead to loss of
identity (Hoffmann 2009) and loss of cultural knowledge (Michael 2011).
End of Paper Reference Lists
At the end of your assignment, you should have a section titled References in which you list the works
cited in your assignment and no others: this section is specifically to provide full bibliographic details for
your in-text citations. These should be organized alphabetically by surname and (where more than one
reference by the same author is cited) by date (listing earlier works before later works). When you cite
more than one work published by the same author in the same year, list the works in the order they are
cited in-text e.g. 2013a, 2013b, 2013c.
All of your references will include the author(s), the date of publication, the title, and additional details—
specific to the type of work—which will allow your reader to find materials. There are many standardized
styles for presenting this reference information, just like for in-text referencing. If your assignment directs
you to follow a specific style, use that one. If not, you need to follow a single style consistently and fully
(including all elements required, excluding additional elements). Again, an appropriate reference style to
use is APA: http://www.apastyle.org/learn/index.aspx.
Briefly, you will need the following information for these common types of print references. Depending on
the reference style you follow, they will be presented in slightly different format.
Book: Author name(s), Year of publication, Book title, Publisher, Place of publication.
Journal Article: Author name(s), Year of publication, Article title, Journal name, Journal volume, Journal
issue, pages of article within journal
Book Chapter in an edited volume: Author name(s), Year of publication, Chapter title, Editor name(s),
Book title, Publisher, Place of publication, pages of chapter within book.
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Some additional elements to keep in mind
Electronic resources are increasingly common as references, be they webpages, e-books, electronic
versions of journal articles, or other electronic materials. You need to ensure that you are only using
appropriate ones (e.g. Wikipedia is never an appropriate reference for academic work), and need to
provide specific information within the reference for electronic materials—all popular referencing styles
have online manuals explaining how various electronic references should be presented.
For websites, you must including the date you accessed the website (e.g. Date accessed: 11/11/14), and
the full direct URL (not, e.g. the lengthy google link available from google search). Not all websites will
have an author listed: in such cases, you need to use the title of the webpage in place of an author (and
alphabetize it within your references following the first word of the title).
For electronic books or articles, if they also exist in print form then you use the standard print format for
your references. Do not also include the URL or date of access. If they do not also exist in print form, then
use the DOI (digital object identifier), not the URL, and again do not provide the date of access, as these
are stable documents which will not change.
Occasionally you will want to reference unpublished works (e.g. a finding from your own previous
coursework, module handouts, lecture notes). These still need to be referenced appropriately: simply
follow the formats for citing unpublished works within the style you are using.
8.3 Information relating to the University’s policy on plagiarism and academic offences (see also
5.6, 6.9 and 7.7)
Please see section 5.6 and remember that the Academic Offences Policy applies to all students
www.essex.ac.uk/about/governance/policies/academic-offences.aspx.
What is plagiarism?
In the academic setting, it is the failure to acknowledge the original source of ideas, wording, arguments,
examples, or audio/visual material within your work. Essentially, plagiarism is when something is
inappropriately passed off as your own original work, be it deliberate or accidental. This, and any other
form of cheating, is taken very seriously by the University and the penalties are severe (in some cases
students are required to withdraw from the University).
Therefore, you need to ensure that you understand the University regulations on academic offences, and
what constitutes plagiarism. Please see https://www.essex.ac.uk/plagiarism/ for details.
How to avoid plagiarism
• Give yourself enough time to plan, draft, write, edit and proof-read your work prior to the submission
deadline.
• Make sure you save full details of all references, so that you can cite them easily when you use them
within your coursework.
• Try not to include large chunks of text from the internet, or any source, even if you cite them
appropriately because extended quotes do not demonstrate your understanding of the material. Instead,
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read the source material critically, identify the main themes, arguments and/or findings, and take detailed
notes in your own words.
• Once you have taken notes, close the original source and use your notes to develop your arguments and
supporting evidence in your own words, citing all ideas that are not your original ideas.
• This process of paraphrasing does not mean changing the odd word within a sentence, or simply
reorganizing the quote syntactically. You need to rephrase the entire segment in your own words, thus
demonstrating your understanding of the material.
• While you can use direct quotes (again requiring proper attribution, in addition to providing the page
where the original quote can be found), this is a less effective way of demonstrating your command of the
material, and should be used sparingly.
• Finally, you need to have an end-of-paper reference list (sometimes called a “bibliography”) which
provides full reference details for all of the references used within your thesis, presented in alphabetical
order.
Details on how to properly cite works in the text, and how to organise an end-of-paper reference list, are
given in this section.
Consequences of Confirmed Plagiarism
One of the most serious of all academic offences is to pass off others’ work, writing, ideas, and findings as
your own. This, and any other form of cheating, is taken very seriously by the University and the penalties
are severe (in some cases students are required to withdraw from the University).
Guidelines for Avoiding Plagiarism-Related Academic Offences in Assessed Work
• Do not copy content—in structure or in wording—without proper acknowledgment.
• Fully cite all references used, both in text and at the end of your assignment in a reference list.
• Acknowledge outside assistance (e.g. groupwork, copyediting help, etc.)
• Ignorance of the rules is not an excuse—you can still be found guilty of plagiarism even if it was
unintentional.
Therefore, you need to ensure that you understand the University regulations on academic offences, and
what constitutes plagiarism. Please see https://www.essex.ac.uk/plagiarism/
for details.
It is important to use and cite references carefully and at an academic level consistent with the
expectations of your assignment. The first question to ask is: ‘What works should I refer to?’ You should
use the assignment, and the larger module syllabus as a guide: if the assignment asks you to focus on
specific reference works (e.g. books, articles, manuscripts, e-materials, module handouts), then you should
draw on those. If your assignment directs you to find and discuss reference works beyond
suggested/provided readings, then you need to independently find additional materials, using library
resources. You need to learn to distinguish between primary and secondary sources, and when they are
appropriate for you to use. Primary sources are original content, e.g. a journal article or book within which
an author introduces novel theories and/or findings. Secondary sources, e.g. textbooks, meanwhile,
summarize, and analyse primary sources—they do not introduce novel research findings. When you are
expected to find additional academic work to support your essay, the references need to be at the
appropriate level: within first year assignments, it may be appropriate to use a mixture of primary and
secondary sources, while within third year modules, an overreliance on secondary sources suggests that
you are not able to engage with primary literature of the field, and is likely to affect your marks.
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Practicalities: Getting Started and IT
Matters
Section Three: You Matter
9.1 Registration, enrolling and transcripts
All new and returning students must register at the start of each academic year. The full process for new
students includes activating your student record for the academic year – which is held by our Registry
team – getting your email account, gaining access to IT and library services, and enrolment on modules
and confirming your contact details. As your studies draw to a close, once your exam board has met, it
takes up to five working days for your results to be confirmed. The Registry will publish your results, close
your record and send you an award confirmation letter. Your award certificate and academic transcript
cannot be produced until the Registry has completed the above step so if you have not received your
award confirmation letter, the Graduation Office cannot produce your documents. For more about
registration and the Registry (NB these are two different things) visit our student webpages.
www.essex.ac.uk/students/new/registration.aspx
www.essex.ac.uk/students/graduation/award-documents/default.aspx
9.2 Find Your Way and room numbering system
Use our Find Your Way app for your phone, tablet or computer to find a location, such as your teaching
rooms, and get directions quickly and easily. It’ll always be in your pocket. Download the app or use the
online version:
http://findyourway.essex.ac.uk/
If you’re looking for a specific room, follow these rules: if the room number has three parts and the first
is alphabetical eg TC.1.20 then the room is in one of the outer buildings. The format is
building.floor.room. The first part indicates the building - "TC" is the Teaching Centre and "LH" is the Ivor
Crewe Lecture Hall. The second part tells you the floor and the third the room number. For example,
LH.1.12 is Ivor Crewe Lecture Hall, floor 1, room 12.
If the number has three parts and the first contains numbers and letters eg 5N.7.16, then the room is
in square 4 or 5. The format is entrance.floor.room. The first part tells you the square and corner (eg 4S is
the south corner of square 4), which matches the labels on the entrances (eg door 4NW is next to The
Store). The second part is the floor and the third part the room. For example, 5NW.6.12 is in the northwest (NW) corner of Square 5 (entrance "5NW"), floor 6, room 12.
If the number has two elements and the second element has three digits eg 4.722, the room is in the
Maths/Social Studies/Rab Butler/Square 1 building area. The first number shows the floor and the last
three digits shows the room number. Also, if the last three digits are 700-799 the room is off Square 1,
and if the last three digits are 500-599 the room is in the Square 2 area (Computer Science). For
example, 5.512 is room 512, floor 5.
www.essex.ac.uk/about/colchester/documents/location_of_teaching_rooms.pdf
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9.3 IT support, wifi, email account, free MS office, computer labs, m:drive
Your IT account and password are the key to your IT world at Essex. Once you’re set up, you can
access email, log on to lab computers, connect to eduroam wi-fi and much more. If you haven’t got
your login name and password yet, go to: www.essex.ac.uk/it/getaccount. You must change your
password within four weeks of starting, and then once every four months after that. The easiest way
to change your password is at: www.essex.ac.uk/password.
As part of your Office 365 email account you also get OneDrive which gives you unlimited cloud
storage space for all your documents. OneDrive lets you create, edit, and share documents online.
You also get at least 300 MB of local network storage, known as your M: drive. Access this by
going to ‘My Documents’ on any lab computer.
For IT support you can visit the IT Services website at: www.essex.ac.uk/it for helpful information,
including how-to guides, answers to frequently asked questions and links to video screencasts. If
you can’t find what you’re looking for, or if you need support, then you can get help from the IT
Helpdesk. Find us in the Silberrad Student Centre at the Learning Hub on the ground floor. We’re
open Monday to Thursday 8.30am to 6.00pm, and Friday 8.30am to 5.45pm. You can also tweet us
at @UniEssexIT.
You can also download the latest version of Microsoft Office software for free, available for
installation on up to five PCs and Macs, and up to five phones and tablets. Get your free Office at:
www.essex.ac.uk/it/office (note: download links usually appear one week before your official start
date) and visit: www.essex.ac.uk/see/software
If you need to use a computer on campus we have more than 600 of them. Our Windows-based
computers on our Colchester Campus are here for you to use for study and work, and they’re in 16
computer labs across campus, including in the Albert Sloman Library. Many labs stay open until late
and some are open for 24 hours a day, seven days a week. For computer lab locations, opening
hours and real-time availability visit: www.essex.ac.uk/it/computers/labs.
9.4 Tier 4 information
If you are a citizen of a country that is not part of the European Economic Area or Switzerland it is likely
that you will require a visa to enter or remain in the UK to study. The type of visa you need to apply for
will depend on your personal circumstances, proposed study and where you are applying from. Find out
more on the University’s website at: www.essex.ac.uk/immigration/
9.5 On-campus facilities
There is a broad range of facilities to support your living and learning experience at our Colchester
Campus – including study-based services like the IT helpdesk and group study pods, but also various
food and drink venues, three banks, a general store run by the Students’ Union, a printing and copy
centre, market stalls each Thursday, a Post Office, launderettes, and much, much more. Full details on all
on-campus facilities feature on our student webpages and in the campus guide you received with your
welcome information when you joined us as a student member.
www.essex.ac.uk/students
www.essex.ac.uk/welcome
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9.6 Graduation
The culmination of all your hard work, Graduation ceremonies take place at our Colchester Campus
each July in the Ivor Crewe Lecture Hall. All eligible students studying at our Colchester, Loughton and
Southend Campuses will be invited to attend. For more information visit our graduation pages:
www.essex.ac.uk/students/graduation/default.aspx
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Skills, Employability and Experience
10.1 Employability and Careers Centre
Our employability and careers team are here to help you boost the skills and get the experience needed
to make your CV shine. Take time to explore what’s available. Our careers specialists can give you
valuable advice throughout your time at Essex and beyond. They offer one-to-one advice and guidance,
job-hunting workshops and online access to graduate and part-time job vacancies, plus careers fairs,
placements and internship schemes.
www.essex.ac.uk/careers
10.2 Learning Languages at Essex
Learn a language at Essex to increase your global and cultural awareness, and to give you the
confidence to work and travel internationally, to expand your options for studying abroad, and to give you
a competitive edge when you’re looking for a job. There are a number of ways to do it, find out more
about this great opportunity.
www.essex.ac.uk/langling/languages_for_all
10.3 Talent Development Centre
Unleash your true potential and visit our on-campus Talent Development Centre. Providing support on
academic literacy, numeracy, English language, employability and IT – look no further to get ahead of the
game.
www.essex.ac.uk/skillscentre
10.4 Career Hub
A great place to start if you’re looking for part-time or seasonal work as you study is our online Career
Hub. It’s an online jobs portal, and much more.
www.essex.ac.uk/see/careerhub
10.5 Frontrunners
Frontrunners is the on-campus work placement scheme, and one of the best ways to enrich your
experience and get noticed. Get meaningful, paid work around campus and boost your skills. Open to all
University of Essex students, Frontrunner placements are between one and three terms in length and
up to eight hours per week during term time, and 18 hours per week over the summer.
www.essex.ac.uk/frontrunners
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10.6 Student Ambassadors
We invite current students to be ambassadors to help out on visit days, school talks, open days and
campus tours, and recruit student ambassadors at the start of the autumn term.
www.essex.ac.uk/careers/job_hunting/on_campus.aspx
10.7 Volunteering
There are plenty of opportunities to volunteer during your time at Essex, to benefit our University and the
local community, as well as further boost your experience and employability. The Students’ Union runs
the vTeam, find out more at Freshers’ Fair or ask at SU reception. www.essex.su/vteam
10.8 Big Essex Award
This is the University’s employability award. Sign up and showcase your extra-curricular achievements
and provide concrete proof to employers just how employable you are. Get ahead of the game and make
your CV really stand out. Plus, complete the award and it will be recorded on your degree transcript.
www.essex.ac.uk/careers/bige
10.9 Essex Interns
Find a CV-boosting paid internship with local and national employers with some help from the
employability team. Internships can be part time whilst you study or full time outside of term-time, and
from six weeks to 12 months’ duration. All internships are advertised on Facebook and Twitter, so make
sure you ‘like’ the page and get in touch if you see a post you’re interested in.
www.essex.ac.uk/careers/internships/default.aspx
Facebook: www.facebook.com/internshipsessex
Twitter: @EssexInterns
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You Matter: Health, Welfare,
Support and Safety
11.1 Student Services Hub, including contacts for disability, wellbeing, counselling and
confidential issues
If you need practical advice, a confidential conversation, or general information and guidance on
University life, no matter what the issue is, our new Student Services Hub, within the new Silberrad
Student Centre, is the place to go. Want to know how and when to apply for accommodation? Just ask
us. Having problems with your funding? We’re here to help. Struggling with exam stress? We will listen.
Your question matters and you’ll get answers from our team of experts. At Colchester Campus find us on
the first floor of the Silberrad Student Centre. Our helpful staff are ready to take your questions by email
or phone, all you have to do is contact us; we’ll provide information and guidance to help you.
Student Services Hub Colchester email: [email protected]
www.essex.ac.uk/students/health-and-wellbeing/default.aspx
If you get into financial difficulty get help and talk to someone as soon as possible. The sooner your
problem is identified, the sooner it can be solved. Advisers in our Student Services Hub and our
independent SU Advice Centre on campus can listen and talk you through the issues.
www.essex.ac.uk/studentfinance/money_matters
www.essexstudent.com/services/advice_centre/money
11.2 Harassment advisory network
The University of Essex is a diverse, multicultural community and we encourage a culture of dignity
and respect. We’re committed to upholding an environment that’s free from any form of harassment or
bullying. Though rare, these incidents can occur and if they do our network of trained harassment
advisors are on hand to help.
www.essex.ac.uk/equality
www.essex.ac.uk/equality/harassment
www.essex.ac.uk/students/new
11.3 Faith groups
We’re a secular community and we recognise and support the many different religions and beliefs on
campus. Our facilities and opportunities for worship include space for prayer or quiet reflection in our
Multi-Faith Chaplaincy.
www.essex.ac.uk/students/experience/mfc/default.aspx
11.4 Nightline
Established at Essex in 1970, Nightline is a friendly help and support service run by students, for
students. We’re open and listening during term-time from 10pm to 8am, located on the ground floor of
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Keynes Tower. We work under strict confidentiality ensuring complete anonymity, and we’re always
willing to listen. From tea and toast to campbeds, whether you’re waiting for a taxi, need a revision break,
or just want to chat, pop in or call us.
www.essex.ac.uk/students/health-and-wellbeing/nightline.aspx
11.5 Health and safety on campus, including personal evacuation plans and campus security
details such as the shuttle bus
There are a few things to know to help you stay well and safe on and off campus.
Follow some common-sense tips – such as avoid walking or cycling alone in isolated areas or unlit or
poorly lit footpaths, arrange to walk with others at night and keep to well-lit streets avoiding shortcuts, lock
your room when you leave and don’t let strangers in to your building, don’t use ATMs if anyone
suspicious is hanging around, don’t carry large sums of money around, or store large sums in your room
– use banking facilities, get a personal alarm, available at SU Advice Centre, Information Centre and
Nightline, and be vigilant and report anything suspicious to our security patrol officers, in the Information
Centre on Square 3.
The SU runs a safe minibus service to and from off-campus residences at night – make sure you use it
if you need to. For just £1 the safety bus collects from under podia at Sub Zero and will drop you to as
near as your front door as possible, calling at stops in Wivenhoe, Greenstead, The Hythe and The Quays.
The service runs Monday to Saturday 8.30pm – 3.30am and Sunday 8pm to midnight.
In the event of a fire: shout out, get out, stay out. Please read the emergency evacuation notice in
your accommodation, work or study location for fire safety procedures. If you have a permanent or
temporary disability that may mean you have difficulty in evacuating one or more areas, you can arrange
for a Personal Emergency Evacuation Plan (PEEP).
www.essex.ac.uk/students/experience/safety.aspx
www.essexstudent.com/services/safety_bus
www.essex.ac.uk/students/campus/emergency.aspx
www.essex.ac.uk/ohsas/fireSafety/peep.htm
11.6 Residence Life
Our Residence Life team is here to help you settle in and support you during your time living in
University-provided accommodation. Each residents’ assistant (RA) is assigned an area and will aim to
get to know you, and organise a range of social activities. Plus they can help if you’ve concerns and
complaints and they operate an on-call rota, from 5pm to 9am and on weekends.
www.essex.ac.uk/accommodation
11.7 Health Centre
If you’re studying on a course for more than six months, you’re required to register with a local doctor
throughout your period of study. Our Colchester Campus has its own health centre offering NHS services
including appointments with doctors, a nurse triage system for emergencies during opening hours, and
specialist nurse clinics including asthma, diabetes, sexual health and contraception. The centre is
operated by our NHS partners Rowhedge Surgery. Alternatively, use the NHS Choices postcode finder to
find your nearest doctor to register with.
www.rowhedgesurgery.co.uk
www.nhs.uk/Pages/HomePage.aspx
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11.8 Student Union Advice Centre
The SU advice centre offers free, confidential, independent and impartial advice on any issue that might
be affecting you. Our friendly, trained staff are on hand to support you throughout your time at Essex,
including help with education, health, housing, immigration and money. Call into the centre on Square 3
between 10am and 4pm each weekday during term time or check our website.
www.essex.su/advice Telephone: 01206 874034 Email: [email protected]
11.9 University Privacy Statement
Under the Data Protection Act 1998, any individuals about whom the University may be holding personal
data have the right to access the data that is being held about them. Full details about how this works,
and how to request such information are available on the Records Management web pages, see: ‘How to
access your personal data’.
www.essex.ac.uk/site/privacy_policy.aspx
www.essex.ac.uk/records_management/request
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The Essex Experience
Section 4: Essex Matters
12.1 The Essex Student Charter
Our Student Charter is developed by the University of Essex and our Students' Union as a part of our
ongoing commitment to create an outstanding environment that offers the highest standards of teaching,
research and support in an international and multi-cultural community.
www.essex.ac.uk/students/experience/charter
12.2 Freedom of speech policy and Code of Conduct – Terms and Conditions Apply booklet for
2015
For regulations relating to the Code of Student Conduct; procedures for investigating breaches; appeals
process please refer to the Terms and Conditions apply booklet all new students receive with welcome
information, previously known as the Code of Student Conduct and The Rulebook. This information is on
the University’s website and is updated annually.
www.essex.ac.uk/students/study-resources/handbooks/default.aspx
www.essex.ac.uk/about/governance/regulations/code-conduct.aspx#current
12.3 Essex Spirit, social media and other channels of communication with students
Keep up-to-date with important news, events and offers from our student communications team with our
Essex Spirit blog, and go to our email lists to subscribe to the fortnightly e-bulletin. We have more than
60 Facebook pages – including one for each department, and we love Twitter. Join the conversation.
http://blogs.essex.ac.uk/essexspirit
https://www.essex.ac.uk/it/groups-lists
www.facebook.com/uniofessex
twitter.com/Uni_of_Essex
12.4 Students’ Union
We’re famous for our Students’ Union at Essex, and for good reason. Here you’re not just a member of
a normal Students’ Union, you’re part of a family. We’re here to cheer you on as you walk into exams and
to help you absolutely destroy the competition in interviews and land your dream job. We’ve given
students the tools to set up over 100 societies for anything they want. And if you’re into sport – we run
more than 40 sports teams and unlike other Universities ours are free to join. You choose what drinks we
serve in our bar and what products we stock in our shops, just write it on the wall and we’ll do our
absolute best to get it in stock for you ASAP.
Say hello at essex.su
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12.5 Alumni
Your time will fly by, but the University of Essex is for ever, not just for a few years. When you
graduate, you’ll get an alumni card, which gets you access to all alumni events, like our popular Sports
Weekend, and allows you to keep using the gym and the library. Being an alumi also gives you free
access to thousands of academic journals and books, discounts – apply for your first period of
postgraduate study here and get up to 33% off your first year tuition fee, careers support for three years
after you graduate, an alumni magazine to keep you up-to-date, access to great range of events – from
the House of Commons to the London Eye, from Madrid to Kuala Lumpur and NUS extra.
www.essex.ac.uk/alumni
12.6 What comes next?
Choosing to be a postgraduate research student at Essex is one of the few decisions in life that's black
and white. Our research degrees include PhD, MPhil, MSc, MA and MD, and our culture of world-class
research provides an outstanding and supportive environment in which to undertake your research study.
If you decide to stay on for further study with us, you’ll have a great opportunity to study a challenging
course within a research-intensive and supportive environment. You’ll develop knowledge in your chosen
area and learn from some of the top academics in the field, while becoming a valued member of our
postgraduate community. Explore our courses on our course finder, and find out more about the value of
being a postgrad.
www.essex.ac.uk/study/pg
www.essex.ac.uk/coursefinder
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