A112A Cultures I
(8) Credit Hours
produced and encountered, and helps them explore the importance of such processes. The themes examined in this module are key themes of place, power, literary ‘classics’, and journeys. Students learn about contemporary cultures and relationships between cultures throughout history in an attempt to uncover how and why cultural identities emerge, and how they are expressed using texts, images and objects. Part A of the Module explores Why do certain works of art demand our attention through the centuries? and What is at stake when we label something as ‘a classic’?
Course Code |
A112A |
Course Title |
Cultures I |
Pre-requisite |
EL112 |
Credit Hours |
8 |
Course Description |
produced and encountered, and helps them explore the importance of such processes. The themes examined in this module are key themes of place, power, literary ‘classics’, and journeys. Students learn about contemporary cultures and relationships between cultures throughout history in an attempt to uncover how and why cultural identities emerge, and how they are expressed using texts, images and objects. Part A of the Module explores Why do certain works of art demand our attention through the centuries? and What is at stake when we label something as ‘a classic’? |
Course Objectives |
A112A aims to: - Explore examples of art and literature to develop an understanding of how people are inspired by ancient places, including those who encountered them in the eighteenth and nineteenth centuries.
- Engage learners in exploring how writing involves a journey of discovery, as well as how contemporary writers have used their experiences of real-life journeys to evoke a sense of place and to write about home
- Introduce learners to some of the principle skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting.
- Demonstrate how texts, which are deeply rooted within the cultural contexts in which they were written, can still have much impact on us today.
- Explore cultures with reference to the module's four subject areas: art history, classical studies, creative writing, and English literature.
- Help learners develop analytic skills in relation to placing ancient cultures through looking at evidence from different ancient places to underline what was important to the people of the ancient world, as well as why ancient places continued to have cultural relevance in later centuries.
- Guide learners to critique the techniques that artists have used to show how works of art have been used to represent power as well as to challenge it.
Explore texts which began as 'popular' works but which have come to be regarded as - 'classics' of English literature.
- Build critical skills that can help learners identify the characteristics that make a classic text
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Course Outcomes |
A. Knowledge and understanding At the end of the module, learners should be able to: A1: Demonstrate understanding of how people are inspired by ancient places, including those who encountered them in the eighteenth and nineteenth centuries. A2: Understand the role of cultures in text production A3: Develop knowledge of the principle skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting. A4: Develop knowledge of the techniques that artists used to show how works of art have been used to represent power as well as to challenge it. A5: Develop knowledge of cultures with reference to the module's four subject areas: art history, classical
B. Cognitive skills At the end of the module learners should be able to: B1: Develop awareness of the role of culture in studying art history, classical studies, creative writing and English literature B2: Understand the requirements of looking at evidence from ancient cultures to appreciate how they continue to have relevance in later centuries. B3: Discuss the requirements of a classic text B4: Develop an understanding of the role of different types of texts. B5: Develop different reflective strategies that critically and constructively explore how writing involves a journey of discovery.
C. Practical and professional skills
At the end of the module, learners should be able to: C1: Demonstrate awareness of the role of culture in impacting texts C2: Adopt and apply suitable professional attitude in looking at art history, classical studies, creative writing and English literature C3. Demonstrate a reflective approach through an integrated understanding of the role of cultural identities and how they emerge and are expressed. |
D Key transferable skills
At the end of the module, learners should be able to: D1: Discuss with confidence issues related to how are cultures produced and encountered. D2: Demonstrate skills on working co-operatively with others. D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated
and used in new situations.
|
A112B Cultures II
(8) Credit Hours
A112 continues to invite learners to investigate the role played by texts, images and objects in different cultures, discovering what these can tell us about the ideas or identities of particular communities and historical groups. A112 B explores more how cultural encounters affect the creative process of writing, and develops the student's ability to study arts and humanities independently.
Course Code |
A112B |
Course Title |
Cultures II |
Pre-requisite |
A112A |
Credit Hours |
8 |
Course Description |
A112 continues to invite learners to investigate the role played by texts, images and objects in different cultures, discovering what these can tell us about the ideas or identities of particular communities and historical groups. A112 B explores more how cultural encounters affect the creative process of writing, and develops the student's ability to study arts and humanities independently. |
Course Objectives |
|
Course Outcomes |
A. Knowledge and understanding At the end of the module, learners should be able to: A1: Demonstrate understanding of how people are inspired by ancient places, including those who encountered them in the eighteenth and nineteenth centuries. A2: Understand the role of cultures in text production A3: Develop knowledge of the principle skills of creative writing, including how to read as a writer and the essentials of structure, character construction, language, and setting. A4: Develop knowledge of the techniques that artists used to show how works of art have been used to represent power as well as to challenge it. A5: Develop knowledge of cultures with reference to the module's four subject areas: art history, classical
B. Cognitive skills
At the end of the module learners should be able to:
B1: Develop awareness of the role of culture in studying art history, classical studies, creative writing and English literature
B2: Understand the requirements of looking at evidence from ancient cultures to appreciate how they continue to have relevance in later centuries.
B3: Discuss the requirements of a classic text
B4: Develop an understanding of the role of different types of texts. B5: Develop different reflective strategies that critically and constructively explore how writing involves a journey of discovery.
C. Practical and professional skills
At the end of the module, learners should be able to: C1: Demonstrate awareness of the role of culture in
impacting texts
C2: Adopt and apply suitable professional attitude in looking at art history, classical studies, creative writing and English literature C3. Demonstrate a reflective approach through an integrated understanding of the role of cultural identities and how they emerge and are expressed.
D Key transferable skills At the end of the module, learners should be able to: D1: Discuss with confidence issues related to how are cultures produced and encountered.
D2: Demonstrate skills on working co-operatively with others.
D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.
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A112T Cultures T
(8) Credit Hours
A112T introduces the translation students to how cultures are produced and encountered, and helps them explore the importance of such processes. The themes examined in this module are key themes of place, power, literary ‘classics’, and journeys. Students learn about contemporary cultures and relationships between cultures throughout history in an attempt to uncover how and why cultural identities emerge, and how they are expressed using texts, images and objects.
Course Code |
A112T |
Course Title |
Cultures T |
Pre-requisite |
EL117 |
Credit Hours |
8 |
Course Description |
A112T introduces the translation students to how cultures are produced and encountered, and helps them explore the importance of such processes. The themes examined in this module are key themes of place, power, literary ‘classics’, and journeys. Students learn about contemporary cultures and relationships between cultures throughout history in an attempt to uncover how and why cultural identities emerge, and how they are expressed using texts, images and objects. |
Course Objectives |
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Course Outcomes |
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A215A Creative Writing I
(8) Credit Hours
This module provides a student-centered approach to creative writing, providing a variety of tools to aid the student's writing development. The emphasis is very practical, with exercises and activities designed to help you get started and keep going with writing.
Course Code |
A215A |
Course Title |
Creative Writing I |
Pre-requisite |
A112T |
Credit Hours |
8 |
Course Description |
This module provides a student-centered approach to creative writing, providing a variety of tools to aid the student's writing development. The emphasis is very practical, with exercises and activities designed to help you get started and keep going with writing. |
Course Objectives |
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Course Outcomes |
A. Knowledge and understanding At the end of the module, learners should be able to: A1: Develop an understanding of the strategies used in creative writing. A2: Develop a critical appreciation of the most popular forms or writing; fiction, poetry and life writing. A3: Develop knowledge of the key linguistic tools and terminologies for the analysis and evaluation of forms of narrative, fiction and autobiography, including collected examples. A4: Develop a perspective on creative writing, including aspects of structure and genre, role and function, representation of self and other. A5: Develop an understanding of requirement for professional presentation of manuscripts, audience and market.
B. Cognitive skills
At the end of the module, learners should be able to: B1: Develop awareness of the requirements of writing in a range of genres.
B2: Understand the role of memory and experience in advancing and building a daily discipline for writing. B3: Discuss the characteristics and styles of popular forms or writing; fiction, poetry and life writing B4: Develop different reflective strategies that critically and constructively explore aspects of structure and genre, role and function, representation of self and other, in different forms of creative writing.
C. Practical and professional skills
At the end of the module, learners should be able to: C1: Demonstrate awareness of the range of strategies that are applied in creative writing. C2: Adopt and examine examples of creative writing from a range of genres. C3. Demonstrate a reflective approach through an integrated understanding of the significance of professional presentation of creative writing, audience and market.
D Key transferable skills
At the end of the module, learners will be expected to: D1: Discuss with confidence issues related to styles and genres of creative writing. D2: Demonstrate skills on working co-operatively with others. D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.
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A215B Creative Writing II
(8) Credit Hours
A215B continues to explore the main aspects of narrative, including story structure and time, and introduces the student to the basics of contemporary poetry, covering a variety of approaches and techniques designed for beginning poets. the course also discusses some of the central issues raised by life writing
Course Code |
A215B |
Course Title |
Creative Writing II |
Pre-requisite |
A215A |
Credit Hours |
8 |
Course Description |
A215B continues to explore the main aspects of narrative, including story structure and time, and introduces the student to the basics of contemporary poetry, covering a variety of approaches and techniques designed for beginning poets. the course also discusses some of the central issues raised by life writing |
Course Objectives |
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Course Outcomes |
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A230A Reading and Studying Literature (I)
(8) Credit Hours
Reading and Studying Literature builds on the introductory modules, Cultures (A112), and Introduction to Literature (E121) It will introduce you to the study of English literature by looking at a selection of texts from the Renaissance to the present day. The module offers a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose fiction as well as autobiography and travel-writing. An overarching concern of the module is the uses we make in the present of the literature of the past.
Like other level 5 courses, this module will provide a broad overview of the study of the discipline of literature. As well as strengthening the curriculum in English, A230 makes some links with other courses, and serves to lead students through from level 4 to level 6.
Course Code |
A230A |
Course Title |
Reading and Studying Literature (I) |
Pre-requisite |
A112 A&B (Cultures) |
Credit Hours |
8 |
Course Description |
Reading and Studying Literature builds on the introductory modules, Cultures (A112), and Introduction to Literature (E121) It will introduce you to the study of English literature by looking at a selection of texts from the Renaissance to the present day. The module offers a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose fiction as well as autobiography and travel-writing. An overarching concern of the module is the uses we make in the present of the literature of the past.
Like other level 5 courses, this module will provide a broad overview of the study of the discipline of literature. As well as strengthening the curriculum in English, A230 makes some links with other courses, and serves to lead students through from level 4 to level 6.
|
Course Objectives |
A230 aims
to: - provide a clear and steady progression from Level 4 to Level 6 as the module builds on the knowledge and skills acquired on A112 and E121.
- develop students' specialized knowledge, conceptual frameworks, jargon and terminology.
- develop students' critical and analytical skills in relation to primary and secondary texts, including critical theory in literature.
- improve students' abilities to critically evaluate and synthesise ideas from a range of sources.
- enhance students' abilities to present clearly evidenced and constructed arguments in writing.
The module builds on the knowledge and skills acquired on A112 and E121. The module is designed to start with a gentle introduction to the discipline and to become gradually more challenging as it progresses, so that by the end of the module students will be prepared to move on to the study of English Literature at Level 6. In an effort to enhance the students' sense of their progression from Level 4 and Level 6, it takes care to identify the specific study-skills being taught at different stages of the module. The assessment will invite students to reflect on their own experience of learning as they progress through the module. A230 adopts a chronological approach to the study of English Literature, introducing students to the six principal literary periods – the Renaissance, the Long Eighteenth Century, the Romantic period, the Victorian Age, and the early and late Twentieth Century. Each of these has a corresponding block of study lasting four weeks which focuses on a few representative literary texts of the period. This clear and logical structure will further contribute to students' sense of progression as well as providing them with a solid grounding in the study of English Literature. Each block of study will also introduce students to particular study skills and to a particular theoretical concept which will aid them in making the transition to the Department's Level 6 modules. A230 module aims at the following:
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Course Outcomes |
- Knowledge and understanding
At the end of the module, learners will be expected to show knowledge and understanding of: A1: the formal characteristics of the principal genres and sub-genres of literature (novel, short story, plays, romance and realist novel, novel of growth, tragedy, comedy, life-writing, travel-writing, letters, film, popular fiction, and writing for children). A2: a range of writers coming from many cultural backgrounds, including English, Irish, Scottish, French, German, American, African, and Caribbean writers.
A3: how literary texts have been written and received within literary, cultural and socio-historical contexts from the Renaissance to the present.
A4: theoretical concepts such as 'literature', textuality, the nature of context and inter-text, the idea of the author, the history of reading and the book.
A5: the problematic nature of a literary history conceived in terms of period and nation, and the development of the concept of 'literatures'.
B. Cognitive skills
At the end of the module, learners should be able to: B1. work with a novel, play or a critical text that is the product of a culture other than that of the reader, and to appreciate the historical changes with reference to issues like gender, race, culture, nation.
B2. construct an argument, comparing and contrasting two or more literary texts (novels, plays, characters, themes).
B3. engage with literary criticism of the assigned texts.
B4. Use appropriate literary, critical, and linguistic terminology to describe and discuss specific theories, concepts and evidence.
B5: Synthesise information and ideas from different sources in order to reach their own conclusions.
C Practical and professional skills
At the end of the module, learners should be able to: C1. be able to keep to the focus of a question while answering
C2. write an essay in the correct format, with proper beginning, and in logical and coherent development;
C3. use correct language: syntax, grammar, spelling, punctuation and quotation marks;
C4. use word processing skills effectively, to present a typed answer in a format that aids understanding, using different fonts, highlighting devices, margins and indentations;
C5.use secondary sources ethically by avoiding plagiarism.
D Key transferable skills
At the end of the module, learners should be able to: D1. be able to write in an appropriate academic register, using scholarly conventions, like acknowledging borrowings from other sources, like audio video, the internet, and relevant critics, with proper referencing.
D2. be able to read and synthesize from a large range of texts.
D3. develop listening strategies, especially in relation to audio video course material, and to gain an extended understanding of narrative and dramatic texts.
D4. make effective use of feedback from a tutor to improve performance continually.
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A230B Reading and Studying Literature (II)
(8) Credit Hours
Reading and Studying Literature builds on the introductory modules, Cultures (A112), and Introduction to Literature (E121) It will introduce you to the study of English literature by looking at a selection of texts from the Renaissance to the present day. The module offers a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose fiction as well as autobiography and travel-writing. An overarching concern of the module is the uses we make in the present of the literature of the past.
Like other level 5 courses, this module will provide a broad overview of the study of the discipline of literature. As well as strengthening the curriculum in English, A230 makes some links with other courses, and serves to lead students through from level 4 to level 6.
Course Code |
A230B |
Course Title |
Reading and Studying Literature (II) |
Pre-requisite |
A112 A&B (Cultures) |
Credit Hours |
8 |
Course Description |
Reading and Studying Literature builds on the introductory modules, Cultures (A112), and Introduction to Literature (E121) It will introduce you to the study of English literature by looking at a selection of texts from the Renaissance to the present day. The module offers a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose fiction as well as autobiography and travel-writing. An overarching concern of the module is the uses we make in the present of the literature of the past.
Like other level 5 courses, this module will provide a broad overview of the study of the discipline of literature. As well as strengthening the curriculum in English, A230 makes some links with other courses, and serves to lead students through from level 4 to level 6.
|
Course Objectives |
A230 aims to: - provide a clear and steady progression from Level 4 to Level 6 as the module builds on the knowledge and skills acquired on A112 and E121.
- develop students' specialized knowledge, conceptual frameworks, jargon and terminology.
- develop students' critical and analytical skills in relation to primary and secondary texts, including critical theory in literature.
- improve students' abilities to critically evaluate and synthesise ideas from a range of sources.
- enhance students' abilities to present clearly evidenced and constructed arguments in writing.
The module builds on the knowledge and skills acquired on A112 and E121. The module is designed to start with a gentle introduction to the discipline and to become gradually more challenging as it progresses, so that by the end of the module students will be prepared to move on to the study of English Literature at Level 6. In an effort to enhance the students' sense of their progression from Level 4 and Level 6, it takes care to identify the specific study-skills being taught at different stages of the module. The assessment will invite students to reflect on their own experience of learning as they progress through the module. A230 adopts a chronological approach to the study of English Literature, introducing students to the six principal literary periods – the Renaissance, the Long Eighteenth Century, the Romantic period, the Victorian Age, and the early and late Twentieth Century. Each of these has a corresponding block of study lasting four weeks which focuses on a few representative literary texts of the period. This clear and logical structure will further contribute to students' sense of progression as well as providing them with a solid grounding in the study of English Literature. Each block of study will also introduce students to particular study skills and to a particular theoretical concept which will aid them in making the transition to the Department's Level 6 modules. A230 module aims at the following: |
|
Course Outcomes |
- Knowledge and understanding
At the end of the module, learners will be expected to show knowledge and understanding of :
A1: the formal characteristics of the principal genres and sub-genres of literature (novel, short story, plays, romance and realist novel, novel of growth, tragedy, comedy, life-writing, travel-writing, letters, film, popular fiction, and writing for children). A2: a range of writers coming from many cultural backgrounds, including English, Irish, Scottish, French, German, American, African, and Caribbean writers.
A3: how literary texts have been written and received within literary, cultural and socio-historical contexts from the Renaissance to the present.
A4: theoretical concepts such as 'literature', textuality, the nature of context and inter-text, the idea of the author, the history of reading and the book.
A5: the problematic nature of a literary history conceived in terms of period and nation, and the development of the concept of 'literatures'.
B. Cognitive skills At the end of the module learners will be expected to:
B1. work with a novel, play or a critical text that is the product of a culture other than that of the reader, and to appreciate the historical changes with reference to issues like gender, race, culture, nation.
B2. construct an argument, comparing and contrasting two or more literary texts (novels, plays, characters, themes).
B3. engage with literary criticism of the assigned texts.
B4. Use appropriate literary, critical, and linguistic terminology to describe and discuss specific theories, concepts and evidence.
B5: Synthesise information and ideas from different sources in order to reach their own conclusions.
C Practical and professional skills At the end of the module, learners will be expected to:
C1. be able to keep to the focus of a question while answering
C2. write an essay in the correct format, with proper beginning, and in logical and coherent development;
C3. use correct language: syntax, grammar, spelling, punctuation and quotation marks;
C4. use word processing skills effectively, to present a typed answer in a format that aids understanding, using different fonts, highlighting devices, margins and indentations;
C5.use secondary sources ethically by avoiding plagiarism.
D Key transferable skills At the end of the module, learners will be expected to: D1. be able to write in an appropriate academic register, using scholarly conventions, like acknowledging borrowings from other sources, like audio video, the internet, and relevant critics, with proper referencing.
D2. be able to read and synthesize from a large range of texts.
D3. develop listening strategies, especially in relation to audio video course material, and to gain an extended understanding of narrative and dramatic texts.
D4. make effective use of feedback from a tutor to improve performance continually.
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A335A Literature in Transition
(8) Credit Hours
As the module title indicates, the emphasis in A335 is on literary transitions and processes rather than apparently stable, received or conventional categories of texts/authors/genres/periodization. This is a crucial dimension of the field for the period in question in A335, consistent with critical and technological developments relevant to literary study. Accordingly, the three blocks of this module progressively introduce challenges and shifts in the production, reception and criticism of literature: from relatively narrow Anglophone to global circuits, from literature in print to literature amidst different media, from being centred on dominant identities to becoming pluralistic, and so on. Students will encounter a significant number of ‘canonical’ and well-known set texts as well as a small number of relatively unfamiliar set texts: these cross various conventional generic and media boundaries; are available to multiple critical perspectives; derive from diverse contexts (predominantly from the UK, but also well beyond and including a few translations into English).
A335 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature (EL121, AA100, and A230), in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognize and manage their skills and knowledge in support of their own goals.
Course Code |
A335A |
Course Title |
Literature in Transition |
Pre-requisite |
A230B - A210B |
Credit Hours |
8 |
Course Description |
As the module title indicates, the emphasis in A335 is on literary transitions and processes rather than apparently stable, received or conventional categories of texts/authors/genres/periodization. This is a crucial dimension of the field for the period in question in A335, consistent with critical and technological developments relevant to literary study. Accordingly, the three blocks of this module progressively introduce challenges and shifts in the production, reception and criticism of literature: from relatively narrow Anglophone to global circuits, from literature in print to literature amidst different media, from being centred on dominant identities to becoming pluralistic, and so on. Students will encounter a significant number of ‘canonical’ and well-known set texts as well as a small number of relatively unfamiliar set texts: these cross various conventional generic and media boundaries; are available to multiple critical perspectives; derive from diverse contexts (predominantly from the UK, but also well beyond and including a few translations into English).
A335 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature (EL121, AA100, and A230), in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognize and manage their skills and knowledge in support of their own goals.
|
Course Objectives |
The underlying principle of the module design has been to provide: - a sound grounding and adequate coverage for students from 1800 literature to the present.
offering considerable scope for students to explore specific texts, contexts, literary processes and critical perspectives in depth. |
Course Outcomes |
A. Knowledge and understanding At the end of the module, you will be expected to display: A1. A broad knowledge of literature in English in a range of genres between c.1800-present. A2. A detailed knowledge of the set texts written in (or translated into) English, particularly in terms of style and form. A3. An understanding of how an interpretation of any given text is determined by exploring its historical and cultural contexts, including its production, distribution, consumption and reception. A4. An awareness of the relationship between literary text and media (print, performance, recorded audio-visual, digital convergence). A5. An understanding of the processes through which texts come to be regarded as canonical or non-canonical. B. Cognitive skills At the end of the module, you will be expected to: B1. Show the ability to compare and contrast set texts from both a thematic and a critical perspective. B2. Show the ability to read and engage with a range of scholarly voices and critical perspectives and to question them appropriately. B3. Show the ability to identify and understand issues for further study, and to select appropriate tools to answer them, by searching and using a range of online resources. B4. Show the ability to examine and understand any of the set texts in relation to their historical and cultural contexts, including the material conditions of production, distribution, consumption and reception. C. Practical and
professional skills At the end of the module, you will be expected to: C1. Communicate clearly and effectively in the register appropriate for the task. C2. Demonstrate the ability to use a range of tools to acquire, organise, critically evaluate and accurately reference information from a variety of printed and online sources. C3. Demonstrate the ability to logically structure a considered argument in written and/or in-class presentation. C4. Demonstrate competence in independent study and learning, including the ability to meet deadlines, organise your time effectively, solve problems and show initiative. D. Key skills At the end of the module, you will be expected to: D1. Assimilate, understand, and critically synthesise information and ideas from multiple sources, and use these to support your own argument. D2. Evaluate and effectively use a wide range of online resources appropriate to the discipline. D3. Communicate complex ideas clearly and effectively through written and/or in-class presentations. D4. Demonstrate the ability to improve your own learning and performance through the development of independent study skills (including research). |
A335B Literature in Transition
(8) Credit Hours
As the module title indicates, the emphasis in A335 is on literary transitions and processes rather than apparently stable, received or conventional categories of texts/authors/genres/periodization. This is a crucial dimension of the field for the period in question in A335, consistent with critical and technological developments relevant to literary study. Accordingly, the three blocks of this module progressively introduce challenges and shifts in the production, reception and criticism of literature: from relatively narrow Anglophone to global circuits, from literature in print to literature amidst different media, from being centred on dominant identities to becoming pluralistic, and so on. Students will encounter a significant number of ‘canonical’ and well-known set texts as well as a small number of relatively unfamiliar set texts: these cross various conventional generic and media boundaries; are available to multiple critical perspectives; derive from diverse contexts (predominantly from the UK, but also well beyond and including a few translations into English).
A335 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature (EL121, AA100, and A230), in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognize and manage their skills and knowledge in support of their own goals.
Course Code |
A335B |
Course Title |
Literature in Transition |
Pre-requisite |
A300A - A335A |
Credit Hours |
8 |
Course Description |
As the module title indicates, the emphasis in A335 is on literary transitions and processes rather than apparently stable, received or conventional categories of texts/authors/genres/periodization. This is a crucial dimension of the field for the period in question in A335, consistent with critical and technological developments relevant to literary study. Accordingly, the three blocks of this module progressively introduce challenges and shifts in the production, reception and criticism of literature: from relatively narrow Anglophone to global circuits, from literature in print to literature amidst different media, from being centred on dominant identities to becoming pluralistic, and so on. Students will encounter a significant number of ‘canonical’ and well-known set texts as well as a small number of relatively unfamiliar set texts: these cross various conventional generic and media boundaries; are available to multiple critical perspectives; derive from diverse contexts (predominantly from the UK, but also well beyond and including a few translations into English).
A335 will consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature (EL121, AA100, and A230), in particular through:
a. The development of students’ specialist knowledge, conceptual frameworks and terminology
b. The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
c. The development of students’ critical and analytic skills in relation to primary and secondary texts, including critical research literature
d. The further development of students’ ability to critically evaluate and synthesise ideas from a range of sources.
e. Further development of students’ ability to present clearly evidenced and constructed arguments in writing.
It will contribute to further development of key skills from level 4 modules and enhance students’ personal and career development through helping them to recognize and manage their skills and knowledge in support of their own goals.
|
Course Objectives |
The underlying principle of the module design has been to provide: - a sound grounding and adequate coverage for students from 1800 literature to the present.
offering considerable scope for students to explore specific texts, contexts, literary processes and critical perspectives in depth. |
Course Outcomes |
A. Knowledge and understanding At the end of the module, you will be expected to display: A1. A broad knowledge of literature in English in a range of genres between c.1800-present. A2. A detailed knowledge of the set texts written in (or translated into) English, particularly in terms of style and form. A3. An understanding of how an interpretation of any given text is determined by exploring its historical and cultural contexts, including its production, distribution, consumption and reception. A4. An awareness of the relationship between literary text and media (print, performance, recorded audio-visual, digital convergence). A5. An understanding of the processes through which texts come to be regarded as canonical or non-canonical. B. Cognitive skills At the end of the module, you will be expected to: B1. Show the ability to compare and contrast set texts from both a thematic and a critical perspective. B2. Show the ability to read and engage with a range of scholarly voices and critical perspectives and to question them appropriately. B3. Show the ability to identify and understand issues for further study, and to select appropriate tools to answer them, by searching and using a range of online resources. B4. Show the ability to examine and understand any of the set texts in relation to their historical and cultural contexts, including the material conditions of production, distribution, consumption and reception. C. Practical and professional skills At the end of the module, you will be expected to: C1. Communicate clearly and effectively in the register appropriate for the task. C2. Demonstrate the ability to use a range of tools to acquire, organise, critically evaluate and accurately reference information from a variety of printed and online sources. C3. Demonstrate the ability to logically structure a considered argument in written and/or in-class presentation. C4. Demonstrate competence in independent study and learning, including the ability to meet deadlines, organise your time effectively, solve problems and show initiative. D. Key skills At the end of the module, you will be expected to: D1. Assimilate, understand, and critically synthesise information and ideas from multiple sources, and use these to support your own argument. D2. Evaluate and effectively use a wide range of online resources appropriate to the discipline. D3. Communicate complex ideas clearly and effectively through written and/or in-class presentations. D4. Demonstrate the ability to improve your own learning and performance through the development of independent study skills (including research). |
A801 Research in English Studies
(4) Credit Hours
•It provides a flexible open learning opportunity to students.
•It combines both face-to-face instruction (50%) and interactive distance learning (50%);
•Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
•Successful candidates will qualify not only for the AOU MA degree but for the UK OU MA degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries.
. It creates for graduates good job opportunities in education as well as in the public and private sectors.
Course Code |
A801 |
Course Title |
Research in English Studies |
Pre-requisite |
- |
Credit Hours |
4 |
Course Description |
•It provides a flexible open learning opportunity to students.
•It combines both face-to-face instruction (50%) and interactive distance learning (50%);
•Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
•Successful candidates will qualify not only for the AOU MA degree but for the UK OU MA degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries.
. It creates for graduates good job opportunities in education as well as in the public and private sectors.
|
Course Objectives |
The general aims of the module are to: - Provide students with appropriate training in the techniques of postgraduate studies in the humanities;
- Develop students' interest and study skills.
The module also aims to teach students about - the importance of textual and bibliographical study in postgraduate work in literature;
- how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
- engaging critically with a range of literary texts and complex critical, theoretical and historical material;
- how to contribute, in an informed way, to current debates about literature;
- constructing and presenting sophisticated, coherent and persuasive written and oral arguments;
- planning and writing a TMA, presented with appropriate scholarly apparatus and acknowledgement of the work of others;
- communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
- using feedback from your tutor and fellow students and other resources effectively to improve your performance;
- using ICT resources for postgraduate research.
|
Course Outcomes |
A.
Knowledge and understanding At the end of the module, learners will be expected to: A1 : know a range of research tools and methods appropriate to postgraduate study in the humanities; A2 : understand current issues and debates in one or more humanities subject area. A3: plan an essay at postgraduate level; A4: design a research project with some support from the course materials and a tutor; A5: use feedback from your tutor and fellow students effectively to improve your work; A6: use other resources, such as libraries and ICT resources, to improve your learning. B. Cognitive skills At the end of the module learners will be expected to: B1: evaluate critically current research in one or more areas of literary studies; B2: evaluate and critique some of the methods used in literary studies' research; B3: use concepts and theories appropriately; B4: evaluate bodies of evidence and draw conclusions from them. C.
Practical and professional skills At the end of the module, learners will be expected to: C1: use research libraries, their archives and their contents efficiently; C2: use specialist online databases and other online facilities for postgraduate study; C3: form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions; C4: plan a project according to specific guidelines; C5: work independently on a research project. D
Key transferable skills At the end of the module, learners will be expected to: D1 : communicate effectively in writing to a specialised audience; D2: vary your means of communication according to the specialised task at hand; D3: be aware of the tools which can help you in the task of effective communication. D4: gain independent learning ability required for continuing professional development |
A802 Theories in Criticism
(4) Credit Hours
The general aims of the module are to:
•Provide students with appropriate training in the techniques of postgraduate; study in the humanities;
•Develop students’ interest in the study of literary theory.
The module also aims to teach students about
•the importance of textual and bibliographical study in postgraduate work in literature;
•how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
•engaging critically with a range of literary texts and complex critical, theoretical and historical material;
•how to contribute, in an informed way, to current debates about literature;
•constructing and presenting sophisticated, coherent and persuasive written and oral arguments;
•planning and writing a TMA, presented with appropriate scholarly apparatus and acknowledgement of the work of others;
•communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
•using feedback from your tutor and fellow students and other resources effectively to improve your performance;
• using ICT resources for postgraduate research.
Course Code |
A802 |
Course Title |
Theories in Criticism |
Pre-requisite |
- |
Credit Hours |
4 |
Course Description |
The general aims of the module are to:
•Provide students with appropriate training in the techniques of postgraduate; study in the humanities;
•Develop students’ interest in the study of literary theory.
The module also aims to teach students about
•the importance of textual and bibliographical study in postgraduate work in literature;
•how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
•engaging critically with a range of literary texts and complex critical, theoretical and historical material;
•how to contribute, in an informed way, to current debates about literature;
•constructing and presenting sophisticated, coherent and persuasive written and oral arguments;
•planning and writing a TMA, presented with appropriate scholarly apparatus and acknowledgement of the work of others;
•communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
•using feedback from your tutor and fellow students and other resources effectively to improve your performance;
• using ICT resources for postgraduate research.
|
Course Objectives |
|
Course Outcomes |
|
A803 The English Novel
(4) Credit Hours
The general aims of the module are to:
•Provide students with appropriate training in the techniques of postgraduate studies in the humanities;
•Provide students with comprehensive knowledge of literature especially of the English novel;
•Build upon and develop students’ interest in the study of literature and the English novel.
The module also aims to teach students about
•the importance of textual and bibliographical study in postgraduate work in literature;
•how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
•how to engage critically with a range of literary texts and complex critical, theoretical and historical material;
•how to contribute in an informed way to current debates about literature;
•how to construct and present sophisticated, coherent and persuasive written and oral arguments;
•using a research library and a range of electronic information resources.
•communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
•undertaking academic tasks of increasing length and complexity;
•how to use feedback from your tutor and fellow students and other resources effectively to improve your performance;
how to use ICT resources for postgraduate research.
Course Code |
A803 |
Course Title |
The English Novel |
Pre-requisite |
A801 - A802 |
Credit Hours |
4 |
Course Description |
The general aims of the module are to:
•Provide students with appropriate training in the techniques of postgraduate studies in the humanities;
•Provide students with comprehensive knowledge of literature especially of the English novel;
•Build upon and develop students’ interest in the study of literature and the English novel.
The module also aims to teach students about
•the importance of textual and bibliographical study in postgraduate work in literature;
•how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
•how to engage critically with a range of literary texts and complex critical, theoretical and historical material;
•how to contribute in an informed way to current debates about literature;
•how to construct and present sophisticated, coherent and persuasive written and oral arguments;
•using a research library and a range of electronic information resources.
•communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
•undertaking academic tasks of increasing length and complexity;
•how to use feedback from your tutor and fellow students and other resources effectively to improve your performance;
how to use ICT resources for postgraduate research.
|
Course Objectives |
|
Course Outcomes |
|
A804 Cultural Studies
(4) Credit Hours
The general aims of the module are to:
•Provide students with appropriate training in the techniques of postgraduate studies in cultural studies;
•Provide students with comprehensive knowledge of cultural studies.
•Develop students’ interest in cultural studies.
The module also aims to teach students about
•the importance of interdisciplinary in cultural studies;
•how contemporary developments in critical theory bear upon the nature of cultural studies;
•the interaction between literature and other forms of art :music, painting and film;
•comparative inquiries involving literature and adjacent disciplines: history and philosophy
•the importance of translation in an age of globalization
•politics as a literary theme
•the place of psychoanalysis in cultural and literary studies
•how to engage critically with a range of literary texts and complex critical, theoretical and historical material;
•how to contribute in an informed way to current debates about cultural studies;
•how to construct and present sophisticated, coherent and persuasive written and oral arguments;
•using a research library and a range of electronic information resources.
•communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
•undertaking academic tasks of increasing length and complexity;
•how to use feedback from your tutor and fellow students and other resources effectively to improve your performance;
how to use ICT resources for postgraduate research.
Course Code |
A804 |
Course Title |
Cultural Studies |
Pre-requisite |
A801 - A802 |
Credit Hours |
4 |
Course Description |
The general aims of the module are to:
•Provide students with appropriate training in the techniques of postgraduate studies in cultural studies;
•Provide students with comprehensive knowledge of cultural studies.
•Develop students’ interest in cultural studies.
The module also aims to teach students about
•the importance of interdisciplinary in cultural studies;
•how contemporary developments in critical theory bear upon the nature of cultural studies;
•the interaction between literature and other forms of art :music, painting and film;
•comparative inquiries involving literature and adjacent disciplines: history and philosophy
•the importance of translation in an age of globalization
•politics as a literary theme
•the place of psychoanalysis in cultural and literary studies
•how to engage critically with a range of literary texts and complex critical, theoretical and historical material;
•how to contribute in an informed way to current debates about cultural studies;
•how to construct and present sophisticated, coherent and persuasive written and oral arguments;
•using a research library and a range of electronic information resources.
•communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
•undertaking academic tasks of increasing length and complexity;
•how to use feedback from your tutor and fellow students and other resources effectively to improve your performance;
how to use ICT resources for postgraduate research.
|
Course Objectives |
|
Course Outcomes |
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A805 The 19th and 20th Century Novel: The Historical Approach
(4) Credit Hours
It provides a flexible open learning opportunity to students.
• It combines both face-to-face instruction (50%) and interactive distance learning (50%);
• Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
• Successful candidates will qualify not only for the AOU MA degree but for the UK OU MA degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries
• It creates for graduates good job opportunities in education as well as in the public and private sectors.
Course Code |
A805 |
Course Title |
The 19th and 20th Century Novel: The Historical Approach |
Pre-requisite |
A803 - A804 |
Credit Hours |
4 |
Course Description |
It provides a flexible open learning opportunity to students.
• It combines both face-to-face instruction (50%) and interactive distance learning (50%);
• Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
• Successful candidates will qualify not only for the AOU MA degree but for the UK OU MA degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries
• It creates for graduates good job opportunities in education as well as in the public and private sectors. |
Course Objectives |
The general aims of the module are to: - Provide students with appropriate training in the techniques of postgraduate; study in the humanities;
- Provide students with comprehensive knowledge of literature especially of British and Indian nations;
- Build upon and develop students' interest in the study of literature.
The module also aims to teach students about
- the importance of textual and bibliographical study in postgraduate work in literature;
- how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
- at least two specific areas of literature;
- how to engage critically with a range of literary texts and complex critical, theoretical and historical material;
- how to contribute in an informed way to current debates about literature;
- how to construct and present sophisticated, coherent and persuasive written and oral arguments;
- using a research library and a range of electronic information resources.
- communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
- undertaking academic tasks of increasing length and complexity;
- how to use feedback from your tutor and fellow students and other resources effectively to improve your performance;
how to use ICT resources for postgraduate research. |
Course Outcomes |
A. Knowledge and understanding (A) Knowledge and understanding When you have completed this module you will have knowledge and understanding of: - a range of research tools and methods appropriate to postgraduate study in one humanities subject area;
- current issues and debates in one humanities subject area.
(B) Cognitive skills When you have completed this module you will be able to: - evaluate critically current research in one humanities area;
- evaluate and critique some of the methods used in humanities research;
- use concepts and theories appropriately.
C. Practical and
professional skills When you have completed this module you will be able to: use research libraries, their archives and their contents efficiently; use specialist online databases and other online facilities for postgraduate study; form arguments at postgraduate level and express those arguments in pieces of writing, using proper academic conventions. D Key transferable
skills (D) Key skills When you have completed this module you will be able to demonstrate the following skills: Communication You will be able to: 1. communicate effectively in writing to a specialised audience; 2. vary your means of communication according to the specialised task at hand; 3. be aware of the tools which can help you in the task of effective communication. |
A806 Studies in Poetry
(4) Credit Hours
It provides a flexible open learning opportunity to students.
• It combines both face-to-face instruction (50%) and interactive distance learning (50%);
• Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
• Successful candidates will qualify not only for the AOU MA degree but for the UK OU MA degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries
• It creates for graduates good job opportunities in education as well as in the public and private sectors.
Course Code |
A806 |
Course Title |
Studies in Poetry |
Pre-requisite |
A803 - A804 |
Credit Hours |
4 |
Course Description |
It provides a flexible open learning opportunity to students.
• It combines both face-to-face instruction (50%) and interactive distance learning (50%);
• Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
• Successful candidates will qualify not only for the AOU MA degree but for the UK OU MA degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries
• It creates for graduates good job opportunities in education as well as in the public and private sectors.
|
Course Objectives |
The general aims of the module are to: Provide students with appropriate training in the techniques of postgraduate; - study in the humanities;
- Provide students with comprehensive knowledge of literature especially of British and Indian nations;
- Build upon and develop students' interest in the study of literature.
The module also aims to teach students about
- the importance of textual and bibliographical study in postgraduate work in literature;
- how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
- at least two specific areas of literature;
- how to engage critically with a range of literary texts and complex critical, theoretical and historical material;
- how to contribute in an informed way to current debates about literature;
- how to construct and present sophisticated, coherent and persuasive written and oral arguments;
- using a research library and a range of electronic information resources.
- communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
- undertaking academic tasks of increasing length and complexity;
- how to use feedback from your tutor and fellow students and other resources effectively to improve your performance;
how to use ICT resources for postgraduate research. |
Course Outcomes |
A. Knowledge and understanding (A) Knowledge and understanding When you have completed this module you will have knowledge and understanding of: - a range of research tools and methods appropriate to postgraduate study in one humanities subject area;
- current issues and debates in one humanities subject area.
B. Cognitive skills (B) Cognitive skills When you have completed this module you will be able to: - evaluate critically current research in one humanities area;
- evaluate and critique some of the methods used in humanities research;
- use concepts and theories appropriately.
C. Practical and
professional skills When you have completed this module you will be able to: - use research libraries, their archives and their contents efficiently;
use specialist online databases and other online facilities for postgraduate study; form arguments at postgraduate level and express those arguments in
pieces of writing, using proper academic conventions D Key transferable
skills (D) Key skills When you have completed this module you will be able to demonstrate the following skills: Communication You will be able to: 1. communicate effectively in writing to a specialised audience; 2. vary your means of communication according to the specialised task at hand; 3. be aware of the tools which can help you in the task of effective communication. |
A807 Comparative Literature
(4) Credit Hours
The rationale for this module is to encourage students to engage with different cultures through the study of literature. This course aims to introduce students to the various strategies, methodologies and areas of comparative literary theory, especially as students will be expected to engage with texts from all over the world (British, Arabic, Indian and African texts). This module will provide students with the knowledge and methodologies required to compare literary texts that will potentially inform their MA dissertations. Comparative literary strategies, of course, also form the backbone of the A806 Studies in Poetry and A808 Postcolonial Studies modules. This course will encourage MA students to compare different cultures’ literatures, histories and ideologies with the hope of allowing students to better understand other cultures’ experiences.
Course Code |
A807 |
Course Title |
Comparative Literature |
Pre-requisite |
A805 - A806 |
Credit Hours |
4 |
Course Description |
The rationale for this module is to encourage students to engage with different cultures through the study of literature. This course aims to introduce students to the various strategies, methodologies and areas of comparative literary theory, especially as students will be expected to engage with texts from all over the world (British, Arabic, Indian and African texts). This module will provide students with the knowledge and methodologies required to compare literary texts that will potentially inform their MA dissertations. Comparative literary strategies, of course, also form the backbone of the A806 Studies in Poetry and A808 Postcolonial Studies modules. This course will encourage MA students to compare different cultures’ literatures, histories and ideologies with the hope of allowing students to better understand other cultures’ experiences. |
Course Objectives |
The aims of this module include the following: - To gain a working knowledge of comparative literary theory and methodology.
- To examine the important role of the comparative literary approach for understanding other cultures' literatures and experiences.
- To study major novelists, poets and dramatists from different parts of the world (i.e. Clements's three dimensions, the Western heritage, East-West and world literature) comparatively.
- To engage critically with a range of literary texts and complex critical, theoretical and historical material in a comparative way.
- To apply important comparative literary approaches (both traditional and modern) to the studied texts.
- To construct and present sophisticated, coherent and persuasive written and oral arguments.
- To use a research library and a range of electronic information resources.
- To communicate ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner.
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Course Outcomes |
A.
Knowledge and understanding At the end of the module, learners will be expected to: A1: gain a working knowledge of comparative literary theory and methodology. A2: examine the important role of the comparative literary approach for understanding other cultures' literatures and experiences. A3: study major novelists, poets and dramatists from different parts of the world (i.e. Clements's three dimensions, the Western heritage, East-West and world literature) comparatively. B. Cognitive skills At the end of the module learners will be expected to: B1: evaluate critically current research and methods used in comparative literary theory. B2: use concepts and theories appropriately. B3: evaluate bodies of evidence and draw conclusions from them. B4: engage critically with a range of literary texts and complex critical, theoretical and historical material in a comparative way. C.
Practical and professional skills At the end of the module, learners will be expected to: C1: apply important comparative literary approaches (both traditional and modern) to the studied texts. C2: provide students with the opportunity to carry out a substantial piece of independent research, using the appropriate scholarly apparatus. C3: use research libraries, their archives and their contents efficiently. C4: form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions. D
Key transferable skills At the end of the module, learners will be expected to: D1. communicate effectively in writing to a specialised audience. D2. gain independent learning ability required for continuing professional development. |
A808 Postcolonial Studies
(4) Credit Hours
The rationale for this module is to engage students with literary, theoretical and historical topics that are relevant to their current circumstances of living in an Arab world that is deeply shaped by Western imperialism in one way or another. This module aims to introduce students to the various theories, strategies and themes in postcolonial studies, especially as students will be expected to engage with texts from all over the world (British, Arabic, Indian and African texts). This module will provide students with the knowledge and strategies required to closely examine literary texts from a postcolonial perspective that will potentially inform their MA dissertations. Postcolonial Studies will inevitably be in dialogue with most of the modules in this programme, such as A802 Theories in Criticism, A803 English Novel, A806 Studies in Poetry and A807 Comparative literature. This course will encourage MA students to examine past and ongoing anti-colonial struggles, whereby themes such as national culture and identity, exile, cultural and armed resistance and revolutionary struggle amongst others, are highlighted.
Course Code |
A808 |
Course Title |
Postcolonial Studies |
Pre-requisite |
A805 - A806 |
Credit Hours |
4 |
Course Description |
The rationale for this module is to engage students with literary, theoretical and historical topics that are relevant to their current circumstances of living in an Arab world that is deeply shaped by Western imperialism in one way or another. This module aims to introduce students to the various theories, strategies and themes in postcolonial studies, especially as students will be expected to engage with texts from all over the world (British, Arabic, Indian and African texts). This module will provide students with the knowledge and strategies required to closely examine literary texts from a postcolonial perspective that will potentially inform their MA dissertations. Postcolonial Studies will inevitably be in dialogue with most of the modules in this programme, such as A802 Theories in Criticism, A803 English Novel, A806 Studies in Poetry and A807 Comparative literature. This course will encourage MA students to examine past and ongoing anti-colonial struggles, whereby themes such as national culture and identity, exile, cultural and armed resistance and revolutionary struggle amongst others, are highlighted.
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Course Objectives |
The aims of this module include the following: - To gain a working knowledge of postcolonial literary theory and methodology.
- To examine different colonial and postcolonial texts and explore certain postcolonial themes, such as constructing a national culture, exile and revolutionary struggle.
- To explore how literature can create reality by examining several literary and theoretical texts.
- To engage critically with a range of literary texts and complex critical, theoretical and historical material based on postcolonial theoretical precepts.
- To understand the difference between various colonial encounters by examining different postcolonial theories and exploring the different historical circumstances of particular colonial situations.
- To construct and present sophisticated, coherent and persuasive written and oral arguments.
- To use a research library and a range of electronic information resources.
- To communicate ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner.
|
Course Outcomes |
A.
Knowledge and understanding At the end of the module, learners will be expected to: A1: gain a working knowledge of postcolonial literary theory and methodology. A2: examine different colonial and postcolonial texts and explore certain postcolonial themes, such as constructing a national culture, exile and revolutionary struggle. A3: understand the difference between various colonial encounters by examining different postcolonial theories and exploring the different historical circumstances of particular colonial situations. B. Cognitive skills At the end of the module learners will be expected to: B1:evaluate critically current research and methods used in postcolonial studies. B2: explore how literature can create reality by examining several literary and theoretical texts. B3: use concepts and theories appropriately. B4: evaluate bodies of evidence and draw conclusions from them. B5: engage critically with a range of literary texts and complex critical, theoretical and historical material from a postcolonial perspective. C.
Practical and professional skills At the end of the module, learners will be expected to: C1: provide students with the opportunity to carry out a substantial piece of independent research, using the appropriate scholarly apparatus. C2: use research libraries, their archives and their contents efficiently. C3: form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions. D
Key transferable skills At the end of the module, learners will be expected to: D1: communicate effectively in writing to a specialised audience. D2: gain independent learning ability required for continuing professional development. |
A813 Literature in context
(16) Credit Hours
• It provides a flexible open learning opportunity to students.
• It combines both face-to-face instruction (25%) and interactive distance learning (75%);
• Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
• Successful candidates will qualify not only for the AOU MA degree but for the UK OU MA degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries
• It creates for graduates good job opportunities in education as well as in the public and private sectors.
Course Code |
A813 |
Course Title |
Literature in context |
Pre-requisite |
AA810 |
Credit Hours |
16 |
Course Description |
• It provides a flexible open learning opportunity to students.
• It combines both face-to-face instruction (25%) and interactive distance learning (75%);
• Students admitted will avail themselves of excellent up-to-date teaching and support materials conducive for self-learning
• Successful candidates will qualify not only for the AOU MA degree but for the UK OU MA degree as well, which will provide graduates with ample opportunity to continue their PhD study abroad, particularly in international universities in English-speaking countries
• It creates for graduates good job opportunities in education as well as in the public and private sectors. |
Course Objectives |
The general aims of the module are to: - Provide students with appropriate training in the techniques of postgraduate studies in the humanities;
- Provide students with comprehensive knowledge of literature especially of British and Indian nations;
- Build upon and develop students' interest in the study of literature.
The module also aims to teach students about
- the importance of textual and bibliographical study in postgraduate work in literature;
- how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
- how to engage critically with a range of literary texts and complex critical, theoretical and historical material;
- how to contribute in an informed way to current debates about literature;
- how to construct and present sophisticated, coherent and persuasive written and oral arguments;
- using a research library and a range of electronic information resources.
- communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
- undertaking academic tasks of increasing length and complexity;
- how to use feedback from your tutor and fellow students and other resources effectively to improve your performance;
how to use ICT resources for postgraduate research.
|
|
Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to have knowledge and understanding of: A1. a range of research tools and methods appropriate to postgraduate study in one humanities subject area; A2. A variety of literary texts through close reading of primary texts. A3. The literary theories and current debates relevant to the study of literature. A4. Literary texts within their cultural and historical contexts. B. Cognitive skills At the end of the module learners will be expected to: B1. evaluate critically current research and methods used in the study of literature; B2. use concepts and apply literary theories to the study of literary texts appropriately; B3. evaluate bodies of evidence and draw conclusions from them. C.
Practical and professional skills At the end of the module, learners will be expected to: C1: use research libraries, their archives and their contents efficiently; C2. form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions; C3. work independently on a research project. D
Key transferable skills At the end of the module, learners will be expected to: D1. communicate effectively in writing to a specialised audience; D2. gain independent learning ability required for continuing professional development |
A817 MA Dissertation
(16) Credit Hours
This dissertation (12,000-16,000 words) is the culmination of the MA in English Literature and tests a student's ability to present a sustained academic argument in clear, logical prose. Within the rules of the MA, students have considerable freedom in their choice of topic. They are not expected to make an original contribution to scholarly knowledge but they must demonstrate a reasonable grasp of work done in the subject area, with a thorough survey of primary and secondary sources. Tutors help decide on the focus of their dissertation, approve their research proposals and comment on draft sections of their work through the year.
Course Code |
A817 |
Course Title |
MA Dissertation |
Pre-requisite |
A801 - A802 - A803 - A804 |
Credit Hours |
16 |
Course Description |
This dissertation (12,000-16,000 words) is the culmination of the MA in English Literature and tests a student's ability to present a sustained academic argument in clear, logical prose. Within the rules of the MA, students have considerable freedom in their choice of topic. They are not expected to make an original contribution to scholarly knowledge but they must demonstrate a reasonable grasp of work done in the subject area, with a thorough survey of primary and secondary sources. Tutors help decide on the focus of their dissertation, approve their research proposals and comment on draft sections of their work through the year.
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Course Objectives |
This module aims to provide students with training and knowledge in: - working independently on a research project;
- Learning the techniques of postgraduate studies in the humanities;
- acquiring a range of research tools and methods appropriate to postgraduate studies in the humanities;
- using research libraries, their archives and their contents efficiently;
- using specialist online databases and other online facilities for postgraduate studies.
It also aims to teach students to:
- Understand current issues and debates in one or more humanities subject area.
- evaluate critically current research in one or more humanities area;
- evaluate and critique some of the methods used in humanities research;
- evaluate bodies of evidence and draw conclusions from them;
- form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions;
- use feedback from tutors and fellow students effectively to modify this programme of work.
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Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to have knowledge and understanding of: A1: a range of research tools and methods appropriate to postgraduate study in literature; A2: the importance of textual and bibliographical study in postgraduate work in literature; A3: how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level; A4: a chosen topic within a specialist area of literature. B. Cognitive skills At the end of the module learners will be expected to: B1: engage critically with a range of literary texts and complex critical, theoretical and historical material; B2: contribute in an informed way to current debates about literature; B3: recognise a potential area for research in literature. C.
Practical and professional skills At the end of the module, learners will be expected to: C1: construct and present sophisticated, coherent and persuasive written and oral arguments; C2: collect, sift and organise substantial bodies of material, and evaluate their significance; C3: independently design a research proposal; C4: plan and write a substantial piece of work, presented with appropriate scholarly apparatus and acknowledgement of the work of others; C5: use a research library and a range of electronic information resources. D
Key transferable skills At the end of the module, learners will be expected to: D1: design a programme of independent research and writing; D2: use feedback from their tutor and fellow students and other resources effectively to improve their performance; D3: use ICT resources for postgraduate research; D4: gain independent learning ability required for continuing professional development |
AA100A The Arts Past and Present (I)
(8) Credit Hours
AA100: The Arts Past and Present: Parts I and II is the Faculty’s pivotal entry level course which prepares students for the challenges of University level study of the arts and humanities. It is a core part of all the Faculty’s named degrees. It will give students a taste of all the Faculty’s major teaching areas.
AA100 presumes the prior study of another first level course EL121 (Literary Appreciation and Critique), and will develop students’ study skills over a range of areas so that they are prepared for the demands of higher level courses.
In addition to the course materials, which will feature a range of different kinds of teaching from print to DVD-Videos and DVD-ROMs to searchable databases, the course will provide students with the opportunity for participating in face-to-face tutorials.
The Arts Past and Present is presented in four books, so that the course has two distinct halves. The course takes a thematic approach to introduce students to the demands of studying the arts and humanities at university level. In the first half, students are introduced to key subject specific skills through books on Reputations and Tradition and Dissent. The second half takes a more interdisciplinary approach, with books on Cultural Encounters (Book 3) and Place and Leisure (Book 4). In the second half of the course, units will foreground topics and connections with other units more than individual disciplines. However, students will always be aware of what they are studying at any given point. We have adopted this structure both to present students with a relatively simple and integrated design, in which the concerns of one Book feed into those of the next, and to foreground issues which students will find interesting and enticing. As with all previous Arts Level 1 courses, AA100 has the ambition to demystify the arts and the humanities for students new to university level study. Workload will be carefully paced throughout the course.
Course Code |
AA100A |
Course Title |
The Arts Past and Present (I) |
Pre-requisite |
EL117 |
Credit Hours |
8 |
Course Description |
AA100: The Arts Past and Present: Parts I and II is the Faculty’s pivotal entry level course which prepares students for the challenges of University level study of the arts and humanities. It is a core part of all the Faculty’s named degrees. It will give students a taste of all the Faculty’s major teaching areas.
AA100 presumes the prior study of another first level course EL121 (Literary Appreciation and Critique), and will develop students’ study skills over a range of areas so that they are prepared for the demands of higher level courses.
In addition to the course materials, which will feature a range of different kinds of teaching from print to DVD-Videos and DVD-ROMs to searchable databases, the course will provide students with the opportunity for participating in face-to-face tutorials.
The Arts Past and Present is presented in four books, so that the course has two distinct halves. The course takes a thematic approach to introduce students to the demands of studying the arts and humanities at university level. In the first half, students are introduced to key subject specific skills through books on Reputations and Tradition and Dissent. The second half takes a more interdisciplinary approach, with books on Cultural Encounters (Book 3) and Place and Leisure (Book 4). In the second half of the course, units will foreground topics and connections with other units more than individual disciplines. However, students will always be aware of what they are studying at any given point. We have adopted this structure both to present students with a relatively simple and integrated design, in which the concerns of one Book feed into those of the next, and to foreground issues which students will find interesting and enticing. As with all previous Arts Level 1 courses, AA100 has the ambition to demystify the arts and the humanities for students new to university level study. Workload will be carefully paced throughout the course.
|
Course Objectives |
The course aims to: 1. prepare students about the study of the arts and humanities at university level by providing them with rich content while equipping them with relevant study skills; 2. deliver a course which is intellectually stretching in terms of the conceptual demands it makes of students while also being realistically achievable as part-time study; 3. make students aware of the variety of approaches, methodologies and concerns covered by the different arts and humanities disciplines; 4. widen participation in the Arts curriculum by delivering a course which appeals to a diverse range of students; 5. stimulate students who want to continue their studies within the Faculty; 6. equip students with transferable skills which would be relevant to other areas of study; 7. prepare students for the study demands of higher level courses by making them self-conscious learners who will be able to organize their time most effectively. |
Course Outcomes |
A. Knowledge and understanding A1. understand the differences between different artistic media and to be able to distinguish and describe the formal components of works of art. (Art History) A2. become aware of the diversity of Ancient Greek and Roman materials and of the contexts in which such materials were produced and subsequently reinterpreted. (Classical Studies) A3. develop an understanding of the principal issues raised by the study of a particular period or topic in history. A4. have an appreciation of the dynamics of literary and dramatic language and form. (Literature) A5. develop the skills of 'close listening' to music. (Music) A6. understand how philosophers appeal to theoretical principles to answer specific philosophical questions. (Philosophy) B. Cognitive skills At the end of the module learners will be expected to: B1. develop a basic competence in the skills of visual analysis. (Art History) B2. develop the ability to move analytically and imaginatively between the present and the past and to expand critical perspectives on cultures and the societies that produce them. (Classical Studies) B3. understand how we come to construct an idea (or ideas) of the past. (History and HSTM) B4. begin the process of reading and understanding literary texts critically. (Literature) B5. develop a sense of the importance of issues of performance in music. (Music) B6. extract a philosophical argument from a text, analyse it and, if appropriate criticise it. (Philosophy) C Practical and professional skills At the end of the module, learners will be expected to: C1. develop skills of reading, listening and visual analysis. C2. develop the ability to synthesize potentially conflicting ideas and information into their own words. C3. reflect in detail on their work as learners through the course. C4. learn how to organize their study time in ways which best suit their lifestyles. C5. recognize the importance of presenting their work coherently and in appropriate forms. C6. learn how to distinguish between different kinds of online resource. D Key transferable skills At the end of the module, learners will be expected to: D1. write an essay that shows the ability to analyse and to construct a plausible, well-substantiated argument. D2. show the ability to reflect on his/her learning through the course, and to present a piece of written work which has been revised in the light of feedback from his/her tutor. D3. take notes from written or spoken sources (taught but not assessed). |
AA100B The Arts Past and Present (II)
(8) Credit Hours
AA100: The Arts Past and Present: Parts I and II is the Faculty’s pivotal entry level course which prepares students for the challenges of University level study of the arts and humanities. It is a core part of all the Faculty’s named degrees. It will give students a taste of all the Faculty’s major teaching areas.
AA100 presumes the prior study of another first level course EL121 (Literary Appreciation and Critique), and will develop students’ study skills over a range of areas so that they are prepared for the demands of higher level courses.
In addition to the course materials, which will feature a range of different kinds of teaching from print to DVD-Videos and DVD-ROMs to searchable databases, the course will provide students with the opportunity for participating in face-to-face tutorials.
The Arts Past and Present is presented in four books, so that the course has two distinct halves. The course takes a thematic approach to introduce students to the demands of studying the arts and humanities at university level. In the first half, students are introduced to key subject specific skills through books on Reputations and Tradition and Dissent. The second half takes a more interdisciplinary approach, with books on Cultural Encounters (Book 3) and Place and Leisure (Book 4). In the second half of the course, units will foreground topics and connections with other units more than individual disciplines. However, students will always be aware of what they are studying at any given point. We have adopted this structure both to present students with a relatively simple and integrated design, in which the concerns of one Book feed into those of the next, and to foreground issues which students will find interesting and enticing. As with all previous Arts Level 1 courses, AA100 has the ambition to demystify the arts and the humanities for students new to university level study. Workload will be carefully paced throughout the course.
Course Code |
AA100B |
Course Title |
The Arts Past and Present (II) |
Pre-requisite |
AA100A - A123A |
Credit Hours |
8 |
Course Description |
AA100: The Arts Past and Present: Parts I and II is the Faculty’s pivotal entry level course which prepares students for the challenges of University level study of the arts and humanities. It is a core part of all the Faculty’s named degrees. It will give students a taste of all the Faculty’s major teaching areas.
AA100 presumes the prior study of another first level course EL121 (Literary Appreciation and Critique), and will develop students’ study skills over a range of areas so that they are prepared for the demands of higher level courses.
In addition to the course materials, which will feature a range of different kinds of teaching from print to DVD-Videos and DVD-ROMs to searchable databases, the course will provide students with the opportunity for participating in face-to-face tutorials.
The Arts Past and Present is presented in four books, so that the course has two distinct halves. The course takes a thematic approach to introduce students to the demands of studying the arts and humanities at university level. In the first half, students are introduced to key subject specific skills through books on Reputations and Tradition and Dissent. The second half takes a more interdisciplinary approach, with books on Cultural Encounters (Book 3) and Place and Leisure (Book 4). In the second half of the course, units will foreground topics and connections with other units more than individual disciplines. However, students will always be aware of what they are studying at any given point. We have adopted this structure both to present students with a relatively simple and integrated design, in which the concerns of one Book feed into those of the next, and to foreground issues which students will find interesting and enticing. As with all previous Arts Level 1 courses, AA100 has the ambition to demystify the arts and the humanities for students new to university level study. Workload will be carefully paced throughout the course.
|
Course Objectives |
The course aims to: 1. prepare students about the study of the arts and humanities at university level by providing them with rich content while equipping them with relevant study skills; 2. deliver a course which is intellectually stretching in terms of the conceptual demands it makes of students while also being realistically achievable as part-time study; 3. make students aware of the variety of approaches, methodologies and concerns covered by the different arts and humanities disciplines; 4. widen participation in the Arts curriculum by delivering a course which appeals to a diverse range of students; 5. stimulate students who want to continue their studies within the Faculty; 6. equip students with transferable skills which would be relevant to other areas of study; 7. prepare students for the study demands of higher level courses by making them self-conscious learners who will be able to organize their time most effectively. |
Course Outcomes |
- Knowledge and understanding
A1. understand the differences between different artistic media and to be able to distinguish and describe the formal components of works of art. (Art History) A2. become aware of the diversity of Ancient Greek and Roman materials and of the contexts in which such materials were produced and subsequently reinterpreted. (Classical Studies) A3. develop an understanding of the principal issues raised by the study of a particular period or topic in history. A4. have an appreciation of the dynamics of literary and dramatic language and form. (Literature) A5. develop the skills of 'close listening' to music. (Music) A6. understand how philosophers appeal to theoretical principles to answer specific philosophical questions. (Philosophy) B. Cognitive skills At the end of the module learners will be expected to: B1. develop a basic competence in the skills of visual analysis. (Art History) B2. develop the ability to move analytically and imaginatively between the present and the past and to expand critical perspectives on cultures and the societies that produce them. (Classical Studies) B3. understand how we come to construct an idea (or ideas) of the past. (History and HSTM) B4. begin the process of reading and understanding literary texts critically. (Literature) B5. develop a sense of the importance of issues of performance in music. (Music) B6. extract a philosophical argument from a text, analyse it and, if appropriate criticise it. (Philosophy) C Practical and professional skills At the end of the module, learners will be expected to: C1. develop skills of reading, listening and visual analysis. C2. develop the ability to synthesize potentially conflicting ideas and information into their own words. C3. reflect in detail on their work as learners through the course. C4. learn how to organize their study time in ways which best suit their lifestyles. C5. recognize the importance of presenting their work coherently and in appropriate forms. C6. learn how to distinguish between different kinds of online resource. D Key transferable skills At the end of the module, learners will be expected to: D1. write an essay that shows the ability to analyse and to construct a plausible, well-substantiated argument. D2. show the ability to reflect on his/her learning through the course, and to present a piece of written work which has been revised in the light of feedback from his/her tutor. D3. take notes from written or spoken sources (taught but not assessed). |
AA810 Postgraduate Foundation Module in Literature
(16) Credit Hours
The general aims of the module are to:
•Provide students with appropriate training in the techniques of postgraduate studies in the humanities;
•Provide students with comprehensive foundational knowledge of literature;
•Build upon and develop students’ interest in the study of literature.
The module also aims to teach students about
•the importance of textual and bibliographical study in postgraduate work in literature;
•how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
•engaging critically with a range of literary texts and complex critical, theoretical and historical material;
•how to contribute, in an informed way, to current debates about literature;
•constructing and presenting sophisticated, coherent and persuasive written and oral arguments;
•planning and writing a TMA, presented with appropriate scholarly apparatus and acknowledgement of the work of others;
•communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
•using feedback from your tutor and fellow students and other resources effectively to improve your performance;
using ICT resources for postgraduate research.
Course Code |
AA810 |
Course Title |
Postgraduate Foundation Module in Literature |
Pre-requisite |
- |
Credit Hours |
16 |
Course Description |
The general aims of the module are to:
•Provide students with appropriate training in the techniques of postgraduate studies in the humanities;
•Provide students with comprehensive foundational knowledge of literature;
•Build upon and develop students’ interest in the study of literature.
The module also aims to teach students about
•the importance of textual and bibliographical study in postgraduate work in literature;
•how contemporary developments in critical theory bear upon the practice of literary research at postgraduate level;
•engaging critically with a range of literary texts and complex critical, theoretical and historical material;
•how to contribute, in an informed way, to current debates about literature;
•constructing and presenting sophisticated, coherent and persuasive written and oral arguments;
•planning and writing a TMA, presented with appropriate scholarly apparatus and acknowledgement of the work of others;
•communicating ideas effectively in the form of extended, postgraduate-level essays, presented in an appropriately academic manner;
•using feedback from your tutor and fellow students and other resources effectively to improve your performance;
using ICT resources for postgraduate research.
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Course Objectives |
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Course Outcomes |
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AR111 Arabic Communication Skills (I)
(3) Credit Hours
AR111 is three credit hour university requirements. It aims to enable students to acquire the Arabic language skills needed at university level, specifically: Arabic syntactic structures, grammatical inflection and case ending in spoken and written Arabic, ability to read Arabic texts in different disciplines, adequate training in writing and using dictionary
Course Code |
AR111 |
Course Title |
Arabic Communication Skills (I) |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
AR111 is three credit hour university requirements. It aims to enable students to acquire the Arabic language skills needed at university level, specifically: Arabic syntactic structures, grammatical inflection and case ending in spoken and written Arabic, ability to read Arabic texts in different disciplines, adequate training in writing and using dictionary |
Course Objectives |
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Course Outcomes |
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AR112 Arabic Communication Skills (II)
(3) Credit Hours
AR112 is a three credit hour university requirement. It aims at developing students’ skills in text analysis and literary appreciation. Students are introduced to the principles of accurate pronunciation and sound reading of texts. The course also provides training in Arabic rhetoric and literary genres.
Course Code |
AR112 |
Course Title |
Arabic Communication Skills (II) |
Pre-requisite |
AR111 |
Credit Hours |
3 |
Course Description |
AR112 is a three credit hour university requirement. It aims at developing students’ skills in text analysis and literary appreciation. Students are introduced to the principles of accurate pronunciation and sound reading of texts. The course also provides training in Arabic rhetoric and literary genres. |
Course Objectives |
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Course Outcomes |
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AR113 Introduction to Creative Writing
(4) Credit Hours
This course seeks to provide the ELLT students with an introduction to the needed knowledge of creative writing concepts, skills, and key figures in the Arabic Language
Course Code |
AR113 |
Course Title |
Introduction to Creative Writing |
Pre-requisite |
AR113 |
Credit Hours |
4 |
Course Description |
This course seeks to provide the ELLT students with an introduction to the needed knowledge of creative writing concepts, skills, and key figures in the Arabic Language |
Course Objectives |
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Course Outcomes |
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BE322/4 Entrepreneurship & Small Business Management
(4) Credit Hours
BE322 is an introductory four credit undergraduate course. It assumes no deep knowledge of business. Indeed, it provides students with an overview of business in an-increasingly global society. This is not a course of theory; it is more an application or "how-to" course. It is designed to increase awareness of the opportunities and challenges in today's business environment. The success of any business depends upon several factors: marketing, management and leadership, human resources, financing, logistics, planning, and knowledge of the business environment.
An overview of business topics will be discussed including the entrepreneur's success factors, developing business plans, forms of business ownership, management and leadership styles, marketing and market research, technology and e-commerce, understanding financial statements and testing the feasibility and viability of a new venture.
Course Code |
BE322/4 |
Course Title |
Entrepreneurship & Small Business Management |
Pre-requisite |
B120 |
Credit Hours |
4 |
Course Description |
BE322 is an introductory four credit undergraduate course. It assumes no deep knowledge of business. Indeed, it provides students with an overview of business in an-increasingly global society. This is not a course of theory; it is more an application or "how-to" course. It is designed to increase awareness of the opportunities and challenges in today's business environment. The success of any business depends upon several factors: marketing, management and leadership, human resources, financing, logistics, planning, and knowledge of the business environment.
An overview of business topics will be discussed including the entrepreneur's success factors, developing business plans, forms of business ownership, management and leadership styles, marketing and market research, technology and e-commerce, understanding financial statements and testing the feasibility and viability of a new venture.
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Course Objectives |
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Course Outcomes |
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CH101 Chinese for Beginners (I)
(3) Credit Hours
The course introduces the student to the basics of Chinese (Mandarin). These include the alphabet, common everyday expressions, simple sentences, short dialogues and small paragraphs. The four skills of reading, writing, listening and speaking will be equally emphasized. However, as we live in the age of the image, students will have ample exposure to a variety of audio-visual material which boost their command of the language at the beginner’s level. The communicative approach is to be adopted in face-to-face tutorials and the various methods of enabling students to learn on their own will be prioritized.
Course Code |
CH101 |
Course Title |
Chinese for Beginners (I) |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
The course introduces the student to the basics of Chinese (Mandarin). These include the alphabet, common everyday expressions, simple sentences, short dialogues and small paragraphs. The four skills of reading, writing, listening and speaking will be equally emphasized. However, as we live in the age of the image, students will have ample exposure to a variety of audio-visual material which boost their command of the language at the beginner’s level. The communicative approach is to be adopted in face-to-face tutorials and the various methods of enabling students to learn on their own will be prioritized. |
Course Objectives |
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Course Outcomes |
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CH102 Chinese for Beginners (II)
(3) Credit Hours
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own.
Course Code |
CH102 |
Course Title |
Chinese for Beginners (II) |
Pre-requisite |
CH101 |
Credit Hours |
3 |
Course Description |
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own. |
Course Objectives |
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Course Outcomes |
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E121 Introduction to Literature
(4) Credit Hours
The E121 Course introduces students to the five genres of literature along with the literary elements and concepts. These genres comprise the Short Story, Poetry, Drama, Autobiography and the Essay. The selection covers different literary and historical eras. It also covers texts from culturally diverse backgrounds, by male and female authors.
E121 is an introductory course to the more advanced literary courses in the English Language and Literature Program (ELL). It gives students an overview of different literary genres, enabling them to appreciate similarities and differences between these genres, mainly focusing on the short story and poetry. This will develop the analytical and critical skills needed to write about literature.
Course Code |
E121 |
Course Title |
Introduction to Literature |
Pre-requisite |
EL117: Writing EL119: Oral & Presentation Skills |
Credit Hours |
4 |
Course Description |
The E121 Course introduces students to the five genres of literature along with the literary elements and concepts. These genres comprise the Short Story, Poetry, Drama, Autobiography and the Essay. The selection covers different literary and historical eras. It also covers texts from culturally diverse backgrounds, by male and female authors.
E121 is an introductory course to the more advanced literary courses in the English Language and Literature Program (ELL). It gives students an overview of different literary genres, enabling them to appreciate similarities and differences between these genres, mainly focusing on the short story and poetry. This will develop the analytical and critical skills needed to write about literature.
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Course Objectives |
The module aims to: - Allow students to distinguish between different literary genres and to recognize their major similarities and differences.
- Help them to explore various ways of reading literary works, using author, reader, and text-oriented approaches.
- Enhance students' research and communication skills through presentations, and reading and writing skills through assignments and different forms of assessment.
- Develop students' reflective reading that enhances their analytical and critical skills.
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Course Outcomes |
A. Knowledge and understanding A1: Knowledge and understanding of different literary genres (short story, poetry, drama, and essay). A2: Knowledge and understanding of literary elements (character, plot, setting, point of view, style, and theme). A3: Knowledge and understanding of literary terms and concepts. A4: Knowledge and understanding of author-, reader-, and text-oriented approaches. A5: Knowledge and understanding of the historical and cultural backgrounds of literary texts. A6: Knowledge and understanding of the multidimensionality of literary texts in terms of ethics and aesthetics.
B. Cognitive skills At the end of the module, learners should be able to: B1: Recognize and analyse the distinctive features of each of the literary genres (short story, poetry, drama, and essay). B2: Recognise the literary terms and concepts needed to discuss literary texts. B3: Compare and contrast different literary approaches in analysing texts (author-, reader-, and text-oriented approaches). B4: Develop appreciation of short stories through close reading and critical analysis.
B5: Develop appreciation of poetry through the appreciation of aesthetics and ethics. C. Practical and professional skills
At the end of the module, learners should be able to: C1: Apply various analytical and critical strategies to literary genres. C2: Articulate arguments pertaining to explicit and implicit messages in a literary text. C3: Evaluate the historical, cultural, and biographical context of various literary texts.
C4: Plan a proper research based on synthesis, analysis, and critique of different sources.
D Key transferable skills
At the end of the module, learners should be able to: D1: Make use of the key literary concepts and terminology proper to different literary genres.
D2: Consider literary and other texts reflectively and critically D3: Construct a coherent and relevant argument supported by evidence from primary and secondary sources.
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E302A Language and Creativity (I)
(8) Credit Hours
“Language and Creativity” is planned as a remake of E301, “The Art of English”. This new course forms an important part of the FLS curriculum.
The course will be designed to extend and complement students’ work on U214 Worlds of English, which we anticipate will be the main feeder course. (The course will also complement courses in related academic areas. Upon studying this module, students will build on the learning outcomes they achieved in AA100 and EL120 as well as U214.
Course Code |
E302A |
Course Title |
Language and Creativity (I) |
Pre-requisite |
U214B - U210B |
Credit Hours |
8 |
Course Description |
“Language and Creativity” is planned as a remake of E301, “The Art of English”. This new course forms an important part of the FLS curriculum.
The course will be designed to extend and complement students’ work on U214 Worlds of English, which we anticipate will be the main feeder course. (The course will also complement courses in related academic areas. Upon studying this module, students will build on the learning outcomes they achieved in AA100 and EL120 as well as U214.
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Course Objectives |
“Language and Creativity" looks at creativity in the English language in the context of globalization: from everyday contexts to 'high culture' literary language and the impact of new media. It presents students with instances of creativity in social and artistic life, and examines how these are proliferated and intensified by technology and globalization. It explores the critical potential in creative practice, and investigates the relationships between language and other modes such as image, movement, music and dance. Overall, the focus of E302 is on creativity in the English language: its manifestations, its uses, and the issues it raises. It will give students a firm grounding in stylistic, sociolinguistic and multimodal analysis. This clearly distinguishes it from the alternative Level 3 option, E304 “Exploring English Grammar," which has as its focus the understanding of English grammar, as theorized from both structural and functional perspectives and enhanced through the use of corpus linguistic tools. Both modules assume a basic knowledge of English Language Studies gained from studying U214. The major aims of E302 are to develop an understanding of: - the nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions
- The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice
- Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English
- Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices.
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Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to demonstrate knowledge and understanding of: A1. The nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions. A2. The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice. A3. Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English. A4. Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices. B. Cognitive skills At the end of the module learners will be expected to: B1. Use appropriate methodologies and related terminology to describe and analyse creative texts across different media B2. Critically evaluate instances of creative texts and practices in relation to appropriate theoretical and analytical approaches B3. Synthesise information and ideas from different sources, including personal research data, in order to reach your own conclusions. C. Practical and professional skills At the end of the module learners will be expected to: C1. Demonstrate autonomy through planning and undertaking a small-scale independent language-focused investigation demonstrating an awareness of the ethical dimensions of research and appropriate rigour in analysis. D Key transferable skills At the end of the module, learners will be expected to: D1. Identify and ask questions appropriately to explore issues within the field of English language studies. D2. Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence. D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions. D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts. D5. Select and use appropriate ICT tools to analyse data and extend your learning. D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance. |
E302B Language and Creativity (II)
(8) Credit Hours
“Language and Creativity” is planned as a remake of E301, “The Art of English”. This new course forms an important part of the FLS curriculum.
The course will be designed to extend and complement students’ work on U214 Worlds of English, which we anticipate will be the main feeder course. (The course will also complement courses in related academic areas. Upon studying this module, students will build on the learning outcomes they achieved in AA100 and EL120 as well as U214.
Course Code |
E302B |
Course Title |
Language and Creativity (II) |
Pre-requisite |
E300A - E302A |
Credit Hours |
8 |
Course Description |
“Language and Creativity” is planned as a remake of E301, “The Art of English”. This new course forms an important part of the FLS curriculum.
The course will be designed to extend and complement students’ work on U214 Worlds of English, which we anticipate will be the main feeder course. (The course will also complement courses in related academic areas. Upon studying this module, students will build on the learning outcomes they achieved in AA100 and EL120 as well as U214.
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Course Objectives |
“Language and Creativity" looks at creativity in the English language in the context of globalization: from everyday contexts to 'high culture' literary language and the impact of new media. It presents students with instances of creativity in social and artistic life, and examines how these are proliferated and intensified by technology and globalization. It explores the critical potential in creative practice, and investigates the relationships between language and other modes such as image, movement, music and dance. Overall, the focus of E302 is on creativity in the English language: its manifestations, its uses, and the issues it raises. It will give students a firm grounding in stylistic, sociolinguistic and multimodal analysis. This clearly distinguishes it from the alternative Level 3 option, E304 “Exploring English Grammar," which has as its focus the understanding of English grammar, as theorized from both structural and functional perspectives and enhanced through the use of corpus linguistic tools. Both modules assume a basic knowledge of English Language Studies gained from studying U214. The major aims of E302 are to develop an understanding of: - the nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions
- The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice
- Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English
- Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices.
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Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to demonstrate knowledge and understanding of: A1. The nature of creativity in English in a global context and the ways in which it is used to fulfil a range of social, cultural, artistic and political functions. A2. The roles, interests and concerns of different participants in the construction and interpretation of creative texts and practice. A3. Different theories and debates about the nature and functions of creative language practices in both everyday and literary uses of English. A4. Different analytical approaches to the study of creativity in English, drawing on linguistics, stylistics and semiotics, and their relative strengths and limitations for the study of creative texts and practices. B. Cognitive skills At the end of the module learners will be expected to: B1. Use appropriate methodologies and related terminology to describe and analyse creative texts across different media B2. Critically evaluate instances of creative texts and practices in relation to appropriate theoretical and analytical approaches B3. Synthesise information and ideas from different sources, including personal research data, in order to reach your own conclusions. C. Practical and professional skills At the end of the module learners will be expected to: C1. Demonstrate autonomy through planning and undertaking a small-scale independent language-focused investigation demonstrating an awareness of the ethical dimensions of research and appropriate rigour in analysis. D Key transferable skills At the end of the module, learners will be expected to: D1. Identify and ask questions appropriately to explore issues within the field of English language studies. D2. Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence. D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions. D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts. D5. Select and use appropriate ICT tools to analyse data and extend your learning. D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance. |
E304A Exploring English Grammar (I)
(8) Credit Hours
Grammar continues to play a significant role in formal education around the world, and can often be the key to academic success or failure. However, conceptions of what is meant by grammar vary widely, and are often based on writing rather than speech, and on prescriptive ideas about what ought to be the case rather than an analysis of how language is actually used. This course helps you to recognise grammar as the chief means of making meaning through language, and to evaluate the relative success of different texts in achieving this goal. If you are involved in the teaching or learning of English, the relevance of the course to you should therefore be obvious.
E304: Exploring English Grammar is designed for anyone who needs an up-to-date framework for describing and analysing the English language as used in the world today. The module provides a range of material to anticipate students' different needs and expectations. It combines grammatical description – based on a hands-on approach which draws on computer analysis – with demonstrations of how such analytical techniques can be applied to real-world data and problems.
The module content is designed to be of broad interest: examples are drawn from, amongst other fields, everyday conversation, fiction, academic writing and the news media. The applications of grammar in professional fields such as translation, teaching, lexicography, and the law are also highlighted. In the process of studying grammar in this way, students can expect to improve their own communicative effectiveness, including their academic writing, and to become more discriminating readers of other people’s texts.
The intellectual and scholarly skills learned and honed in this module, including a sophisticated knowledge of the English language, will serve any student well, no matter what career he or she chooses to practise upon graduating from AOU. With other modules in linguistics/applied linguistics such as E302 and U214, E304 tries to broaden the students’ understanding of English grammar and applied linguistics and gives them a perspective on how English works and how texts written in English can be analyzed and interpreted.
Course Code |
E304A |
Course Title |
Exploring English Grammar (I) |
Pre-requisite |
L201B |
Credit Hours |
8 |
Course Description |
Grammar continues to play a significant role in formal education around the world, and can often be the key to academic success or failure. However, conceptions of what is meant by grammar vary widely, and are often based on writing rather than speech, and on prescriptive ideas about what ought to be the case rather than an analysis of how language is actually used. This course helps you to recognise grammar as the chief means of making meaning through language, and to evaluate the relative success of different texts in achieving this goal. If you are involved in the teaching or learning of English, the relevance of the course to you should therefore be obvious.
E304: Exploring English Grammar is designed for anyone who needs an up-to-date framework for describing and analysing the English language as used in the world today. The module provides a range of material to anticipate students' different needs and expectations. It combines grammatical description – based on a hands-on approach which draws on computer analysis – with demonstrations of how such analytical techniques can be applied to real-world data and problems.
The module content is designed to be of broad interest: examples are drawn from, amongst other fields, everyday conversation, fiction, academic writing and the news media. The applications of grammar in professional fields such as translation, teaching, lexicography, and the law are also highlighted. In the process of studying grammar in this way, students can expect to improve their own communicative effectiveness, including their academic writing, and to become more discriminating readers of other people’s texts.
The intellectual and scholarly skills learned and honed in this module, including a sophisticated knowledge of the English language, will serve any student well, no matter what career he or she chooses to practise upon graduating from AOU. With other modules in linguistics/applied linguistics such as E302 and U214, E304 tries to broaden the students’ understanding of English grammar and applied linguistics and gives them a perspective on how English works and how texts written in English can be analyzed and interpreted.
|
Course Objectives |
The overall aim of this module is to show how a knowledge and understanding of English grammar can be applied in practical and useful ways. In broad terms, upon completing this course, students will acquire: - An understanding of the major characteristics of English grammar;
- Skills in language description and grammatical analysis and interpretation in order to gain an insight into how English 'works' in real-life contexts;
Skills in applying grammatical/linguistic understanding in order to evaluate and, where appropriate, improve the quality of spoken and written texts.
|
Course Outcomes |
A. Knowledge and
understanding If students successfully complete the course they will have knowledge and understanding of:
A1. Knowledge and understanding of the major characteristics of structural and functional theories of English grammar; A2. Knowledge and understanding of a range of methods, analytical tools, concepts and metalanguage for describing and analysing English Grammar in use; A3. Knowledge and understanding of insights into the grammar of English which can be applied to a range of real-life (including professional) contexts.
B. Cognitive skills If students successfully complete the course, they will be able to:
B1. Describe major grammatical structures and patterns in English in use and relate these to meaning, purpose and context. B2. Apply the analytical frameworks acquired through the module to the analysis, interpretation and evaluation of authentic spoken and written English texts in relation to their context. B3. Acquire and synthesize information and ideas drawn from varied sources, and critically evaluate alternative explanations and arguments deriving from different theoretical paradigms and value positions. B4. Argue a case in a grammatically principled way, using appropriate linguistic terminology, for a particular analysis/ interpretation/ evaluation of English language use in context. B5. Engage with different interpretations of texts and relate abstract concepts and theories to specific texts.
C. Practical and
professional skills If students successfully complete the course, they will be able to: C1. Assess the value of evidence critically (including simple statistical data); C2. Make independent judgements; C3. Construct coherent written arguments, supported by relevant evidence, appropriately referenced. D. Key skills If students successfully complete the course, they will be able to:
D1. Identify and ask questions appropriately to explore issues within the field of English language studies;
D2: Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence; D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions; D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts; D5. Select and use appropriate ICT tools to analyze data and extend your learning; D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance.
|
E304B Exploring English Grammar (II)
(8) Credit Hours
Grammar continues to play a significant role in formal education around the world, and can often be the key to academic success or failure. However, conceptions of what is meant by grammar vary widely, and are often based on writing rather than speech, and on prescriptive ideas about what ought to be the case rather than an analysis of how language is actually used. This course helps you to recognise grammar as the chief means of making meaning through language, and to evaluate the relative success of different texts in achieving this goal. If you are involved in the teaching or learning of English, the relevance of the course to you should therefore be obvious.
E304: Exploring English Grammar is designed for anyone who needs an up-to-date framework for describing and analysing the English language as used in the world today. The module provides a range of material to anticipate students' different needs and expectations. It combines grammatical description – based on a hands-on approach which draws on computer analysis – with demonstrations of how such analytical techniques can be applied to real-world data and problems.
The module content is designed to be of broad interest: examples are drawn from, amongst other fields, everyday conversation, fiction, academic writing and the news media. The applications of grammar in professional fields such as translation, teaching, lexicography, and the law are also highlighted. In the process of studying grammar in this way, students can expect to improve their own communicative effectiveness, including their academic writing, and to become more discriminating readers of other people’s texts.
The intellectual and scholarly skills learned and honed in this module, including a sophisticated knowledge of the English language, will serve any student well, no matter what career he or she chooses to practise upon graduating from AOU. With other modules in linguistics/applied linguistics such as E302 and U214, E304 tries to broaden the students’ understanding of English grammar and applied linguistics and gives them a perspective on how English works and how texts written in English can be analyzed and interpreted.
Course Code |
E304B |
Course Title |
Exploring English Grammar (II) |
Pre-requisite |
E304B: E304A |
Credit Hours |
8 |
Course Description |
Grammar continues to play a significant role in formal education around the world, and can often be the key to academic success or failure. However, conceptions of what is meant by grammar vary widely, and are often based on writing rather than speech, and on prescriptive ideas about what ought to be the case rather than an analysis of how language is actually used. This course helps you to recognise grammar as the chief means of making meaning through language, and to evaluate the relative success of different texts in achieving this goal. If you are involved in the teaching or learning of English, the relevance of the course to you should therefore be obvious.
E304: Exploring English Grammar is designed for anyone who needs an up-to-date framework for describing and analysing the English language as used in the world today. The module provides a range of material to anticipate students' different needs and expectations. It combines grammatical description – based on a hands-on approach which draws on computer analysis – with demonstrations of how such analytical techniques can be applied to real-world data and problems.
The module content is designed to be of broad interest: examples are drawn from, amongst other fields, everyday conversation, fiction, academic writing and the news media. The applications of grammar in professional fields such as translation, teaching, lexicography, and the law are also highlighted. In the process of studying grammar in this way, students can expect to improve their own communicative effectiveness, including their academic writing, and to become more discriminating readers of other people’s texts.
The intellectual and scholarly skills learned and honed in this module, including a sophisticated knowledge of the English language, will serve any student well, no matter what career he or she chooses to practise upon graduating from AOU. With other modules in linguistics/applied linguistics such as E302 and U214, E304 tries to broaden the students’ understanding of English grammar and applied linguistics and gives them a perspective on how English works and how texts written in English can be analyzed and interpreted.
|
Course Objectives |
The overall aim of this module is to show how a knowledge and understanding of English grammar can be applied in practical and useful ways. In broad terms, upon completing this course, students will acquire: - An understanding of the major characteristics of English grammar;
- Skills in language description and grammatical analysis and interpretation in order to gain an insight into how English 'works' in real-life contexts;
Skills in applying grammatical/linguistic understanding in order to evaluate and, where appropriate, improve the quality of spoken and written texts.
|
Course Outcomes |
A. Knowledge and
understanding If students successfully complete the course they will have knowledge and understanding of:
A1. Knowledge and understanding of the major characteristics of structural and functional theories of English grammar; A2. Knowledge and understanding of a range of methods, analytical tools, concepts and metalanguage for describing and analysing English Grammar in use; A3. Knowledge and understanding of insights into the grammar of English which can be applied to a range of real-life (including professional) contexts.
B. Cognitive skills If students successfully complete the course, they will be able to:
B1. Describe major grammatical structures and patterns in English in use and relate these to meaning, purpose and context. B2. Apply the analytical frameworks acquired through the module to the analysis, interpretation and evaluation of authentic spoken and written English texts in relation to their context. B3. Acquire and synthesize information and ideas drawn from varied sources, and critically evaluate alternative explanations and arguments deriving from different theoretical paradigms and value positions. B4. Argue a case in a grammatically principled way, using appropriate linguistic terminology, for a particular analysis/ interpretation/ evaluation of English language use in context. B5. Engage with different interpretations of texts and relate abstract concepts and theories to specific texts.
C. Practical and
professional skills If students successfully complete the course, they will be able to:
C1. Assess the value of evidence critically (including simple statistical data); C2. Make independent judgements; C3. Construct coherent written arguments, supported by relevant evidence, appropriately referenced.
D. Key skills If students successfully complete the course, they will be able to:
D2: Construct coherent academic arguments, clearly relevant to the task and supported by linguistic evidence; D3. Communicate complex information, arguments and ideas effectively using appropriate style and academic conventions; D4. Find, critically evaluate and accurately use information and linguistic data in complex contexts; D5. Select and use appropriate ICT tools to analyze data and extend your learning; D6. As an independent learner, plan, monitor and evaluate your own learning and seek ways to improve your performance.
|
EA300A Children’s Literature (I)
(8) Credit Hours
This module provides a broad introduction to the vibrant and growing field of children’s literature studies. You will study children’s literature in English ranging from its beginnings in eighteenth-century chapbooks and fairy tales, through seminal nineteenth-century novels, to contemporary examples of fiction illustrating current trends. The module also includes the study of picture books, stage performance and film, young adult fiction, storytelling and poetry. You will learn about the distinctiveness and purposes of children’s literature, its prestigious and popular modes and its different representations of children’s worlds.
EA300 will contribute to specific learning outcomes within those qualifications where it is offered. For the BA in English Language and Literature, for example, it will help the students to ‘critically engage with different theoretical and analytic approaches to children’s literature, to acquire the necessary concepts, theories, knowledge, terminology and skills base to understand its nature, scope and development and to critically analyse and interpret a range of texts, positions and ideas. Students will also be expected to synthesise information and ideas from a variety of sources and to evaluate critically opposing positions. Within the BA in English Language and Literature, EA300 will require students to engage with different interpretations of texts, read a range of literary texts and secondary texts analytically and engage with literary texts from the past and from other cultures. EA300 will further students’ understanding of the central role of language and genre in the creation of meaning, develop students’ skills of analysis and interpretation of both literary texts and critical literature, and increase their understanding of how literature and language both reflect and impact on cultural change and difference.
Course Code |
EA300A |
Course Title |
Children’s Literature (I) |
Pre-requisite |
A230B Reading and Studying Literature (II) |
Credit Hours |
8 |
Course Description |
This module provides a broad introduction to the vibrant and growing field of children’s literature studies. You will study children’s literature in English ranging from its beginnings in eighteenth-century chapbooks and fairy tales, through seminal nineteenth-century novels, to contemporary examples of fiction illustrating current trends. The module also includes the study of picture books, stage performance and film, young adult fiction, storytelling and poetry. You will learn about the distinctiveness and purposes of children’s literature, its prestigious and popular modes and its different representations of children’s worlds.
EA300 will contribute to specific learning outcomes within those qualifications where it is offered. For the BA in English Language and Literature, for example, it will help the students to ‘critically engage with different theoretical and analytic approaches to children’s literature, to acquire the necessary concepts, theories, knowledge, terminology and skills base to understand its nature, scope and development and to critically analyse and interpret a range of texts, positions and ideas. Students will also be expected to synthesise information and ideas from a variety of sources and to evaluate critically opposing positions. Within the BA in English Language and Literature, EA300 will require students to engage with different interpretations of texts, read a range of literary texts and secondary texts analytically and engage with literary texts from the past and from other cultures. EA300 will further students’ understanding of the central role of language and genre in the creation of meaning, develop students’ skills of analysis and interpretation of both literary texts and critical literature, and increase their understanding of how literature and language both reflect and impact on cultural change and difference.
|
Course Objectives |
The
module aims to: - Provide students with a broad understanding of the field of children's literature, including its conceptualization and development and key issues and debates in the area.
- Equip students with skills for literary, stylistic and multimodal analysis and to support their in-depth study of a range of specified texts from different periods and genres of children's literature.
- Consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:
- The development of students' specialist knowledge, conceptual frameworks and terminology
- The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
- The development of students' critical and analytical skills in relation to primary and secondary texts, including critical research literature
- The further development of students' ability to critically evaluate and synthesise ideas from a range of sources.
- Further development of students' ability to present clearly evidenced and constructed arguments in writing.
- Further development of key skills from level 4 modules and enhance students' personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
Children's books and the critical material collected in the Readers are therefore a core academic resource for student' study of the field of children's literature and these are supplemented with a Study Guide, and some audio material (DVD), providing interviews with academics, authors and illustrators, publishers, librarians and children themselves, performances of children's literature and story-telling,
film clips, facsimiles and images. Specific analytic skills are introduced via
the 3 interactive tutorials on a DVD-Rom and students may develop their
academic and personal response to specific texts through class discussions and
assignments. The structured guidance and activities for each week in the Study
Guide will enable students to coordinate their work on other elements as they
progress through the module.
|
Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to display:
At the end of the module, learners should be able to: A1: Knowledge and understanding of key critical and theoretical debates in the field of children's literature. A2: Knowledge and understanding of the relationships between the historical development of children's literature and changing conceptions of childhood and of literature. A3: Knowledge and understanding of the nature of children's literature as a site for ideological indoctrination and struggle. A4: Knowledge and understanding of the importance of material conditions of production, circulation and consumption of children's literature. A5: Knowledge and understanding of the changing construct of childhood reflected in children's literature.
B. Cognitive skills At the end of the module, learners will be expected to:
B1: Analyse and critically evaluate arguments and evidence from a variety of sources, relating to particular theoretical and analytical approaches to the study of children's literature. B2: Recognise the implicit and explicit assumptions within children's literature about different discourses on childhood. B3: Demonstrate the ability to compare and contrast children's books from both thematic and critical perspectives. B4: Use appropriate literary, critical, and linguistic terminology to describe and discuss specific theories, concepts and evidence. B5: Synthesise information and ideas from different sources, including personal experience, in order to reach your own conclusions.
C. Practical and professional skills At the end of the module, learners will be expected to:
C1: Carry out literary, stylistic, and multimodal analysis of children's literature. C2: Articulate arguments and develop a synthesis. C3: Plan and undertake research, abstracting and synthesising information from a variety of sources
C4: Evaluate social, political, and ethical issues relevant to children's literature.
D Key transferable skills At the end of the module, learners will be expected to:
D1: Read academic and other texts critically, identifying and evaluating positions and arguments. D2: Communicate complex ideas effectively in writing, using the appropriate academic genre and style. D3: Construct a coherent argument, supported by evidence and clearly focused on the topic under discussion.
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EA300B Children’s Literature (II)
(8) Credit Hours
This module provides a broad introduction to the vibrant and growing field of children’s literature studies. You will study children’s literature in English ranging from its beginnings in eighteenth-century chapbooks and fairy tales, through seminal nineteenth-century novels, to contemporary examples of fiction illustrating current trends. The module also includes the study of picture books, stage performance and film, young adult fiction, storytelling and poetry. You will learn about the distinctiveness and purposes of children’s literature, its prestigious and popular modes and its different representations of children’s worlds.
EA300 will contribute to specific learning outcomes within those qualifications where it is offered. For the BA in English Language and Literature, for example, it will help the students to ‘critically engage with different theoretical and analytic approaches to children’s literature, to acquire the necessary concepts, theories, knowledge, terminology and skills base to understand its nature, scope and development and to critically analyse and interpret a range of texts, positions and ideas. Students will also be expected to synthesise information and ideas from a variety of sources and to evaluate critically opposing positions. Within the BA in English Language and Literature, EA300 will require students to engage with different interpretations of texts, read a range of literary texts and secondary texts analytically and engage with literary texts from the past and from other cultures. EA300 will further students’ understanding of the central role of language and genre in the creation of meaning, develop students’ skills of analysis and interpretation of both literary texts and critical literature, and increase their understanding of how literature and language both reflect and impact on cultural change and difference.
Course Code |
EA300B |
Course Title |
Children’s Literature (II) |
Pre-requisite |
EA300A Children’s Literature (I) |
Credit Hours |
8 |
Course Description |
This module provides a broad introduction to the vibrant and growing field of children’s literature studies. You will study children’s literature in English ranging from its beginnings in eighteenth-century chapbooks and fairy tales, through seminal nineteenth-century novels, to contemporary examples of fiction illustrating current trends. The module also includes the study of picture books, stage performance and film, young adult fiction, storytelling and poetry. You will learn about the distinctiveness and purposes of children’s literature, its prestigious and popular modes and its different representations of children’s worlds.
EA300 will contribute to specific learning outcomes within those qualifications where it is offered. For the BA in English Language and Literature, for example, it will help the students to ‘critically engage with different theoretical and analytic approaches to children’s literature, to acquire the necessary concepts, theories, knowledge, terminology and skills base to understand its nature, scope and development and to critically analyse and interpret a range of texts, positions and ideas. Students will also be expected to synthesise information and ideas from a variety of sources and to evaluate critically opposing positions. Within the BA in English Language and Literature, EA300 will require students to engage with different interpretations of texts, read a range of literary texts and secondary texts analytically and engage with literary texts from the past and from other cultures. EA300 will further students’ understanding of the central role of language and genre in the creation of meaning, develop students’ skills of analysis and interpretation of both literary texts and critical literature, and increase their understanding of how literature and language both reflect and impact on cultural change and difference. |
Course Objectives |
The
module aims to : - Provide students with a broad understanding of the field of children's literature, including its conceptualization and development and key issues and debates in the area.
- Equip students with skills for literary, stylistic and multimodal analysis and to support their in-depth study of a range of specified texts from different periods and genres of children's literature.
- Consolidate and develop the skills and knowledge acquired by students on level 4 & 5 modules in Literature, in particular through:
- The development of students' specialist knowledge, conceptual frameworks and terminology
- The introduction of a more meta-level focus on approaches and discourses, via key critical and theoretical debates in the field
- The development of students' critical and analytical skills in relation to primary and secondary texts, including critical research literature
- The further development of students' ability to critically evaluate and synthesise ideas from a range of sources.
- Further development of students' ability to present clearly evidenced and constructed arguments in writing.
- Further development of key skills from level 4 modules and enhance students' personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
Children's books and the critical material collected in the Readers are therefore a core academic resource for student' study of the field of children's literature and these are supplemented with a Study Guide, and some audio material (DVD), providing interviews with academics, authors and illustrators, publishers, librarians and children themselves, performances of children's literature and story- telling,
film clips, facsimiles and images. Specific analytic skills are introduced via
the 3 interactive tutorials on a DVD-Rom and students may develop their
academic and personal response to specific texts through class discussions and
assignments. The structured guidance and activities for each week in the Study
Guide will enable students to coordinate their work on other elements as they
progress through the module.
|
Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to display:
A1: Knowledge and understanding of key critical and theoretical debates in the field of children's literature. A2: Knowledge and understanding of the relationships between the historical development of children's literature and changing conceptions of childhood and of literature. A3: Knowledge and understanding of the nature of children's literature as a site for ideological indoctrination and struggle. A4: Knowledge and understanding of the importance of material conditions of production, circulation and consumption of children's literature. A5: Knowledge and understanding of the changing construct of childhood reflected in children's literature.
B. Cognitive skills At the end of the module, learners will be expected to:
B1: Analyse and critically evaluate arguments and evidence from a variety of sources, relating to particular theoretical and analytical approaches to the study of children's literature. B2: Recognise the implicit and explicit assumptions within children's literature about different discourses on childhood. B3: Demonstrate the ability to compare and contrast children's books from both thematic and critical perspectives. B4: Use appropriate literary, critical, and linguistic terminology to describe and discuss specific theories, concepts and evidence. B5: Synthesise information and ideas from different sources, including personal experience, in order to reach your own conclusions.
C. Practical and professional skills At the end of the module, learners will be expected to:
C1: Carry out literary, stylistic, and multimodal analysis of children's literature. C2: Articulate arguments and develop a synthesis. C3: Plan and undertake research, abstracting and synthesising information from a variety of sources
C4: Evaluate social, political, and ethical issues relevant to children's literature.
D Key transferable skills At the end of the module, learners will be expected to:
D1: Read academic and other texts critically, identifying and evaluating positions and arguments. D2: Communicate complex ideas effectively in writing, using the appropriate academic genre and style. D3: Construct a coherent argument, supported by evidence and clearly focused on the topic under discussion.
|
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ED256 English Language Teaching Methods
(4) Credit Hours
This is a practical course that links the findings of research on English language learning to classroom methodology. It exposes the student to the old and current approaches of teaching English as a foreign language, such as the communicative approach, and their implications in teaching methodology. It also gives practical approaches for teaching listening comprehension, reading, writing, and vocabulary. All this information is mainly given in the form of practical examples (lesson plans) and interactive discussions in addition to tasks of practical nature.
Course Code |
ED256 |
Course Title |
English Language Teaching Methods |
Pre-requisite |
EL112 |
Credit Hours |
4 |
Course Description |
This is a practical course that links the findings of research on English language learning to classroom methodology. It exposes the student to the old and current approaches of teaching English as a foreign language, such as the communicative approach, and their implications in teaching methodology. It also gives practical approaches for teaching listening comprehension, reading, writing, and vocabulary. All this information is mainly given in the form of practical examples (lesson plans) and interactive discussions in addition to tasks of practical nature. |
Course Objectives |
|
Course Outcomes |
|
EFL501 Theories of Foreign Language Learning
(4) Credit Hours
EFL 501 identifies the main theories which address the question of how language is learnt. Special emphasis will be placed on major theories, namely behaviorism and cognitivism among others. Audiolingualism in learning a foreign language as a ‘mimetic’ activity involves students repeating or imitating new information and practice approach to language development.
The cognitive/mentalist approach takes language learning as a mental process rather than a habit formation. The course explains how, through reliance on language theories, research findings, and experiences, educators developed teaching strategies and learning environments that engaged learners in interactive communicative language tasks.
This shift in foreign language pedagogy towards the measurement of language performance/competency has resulted in a change in the role of the teacher from one of authority/expert to that of facilitator/guide.
Course Code |
EFL501 |
Course Title |
Theories of Foreign Language Learning |
Pre-requisite |
BA in English |
Credit Hours |
4 |
Course Description |
EFL 501 identifies the main theories which address the question of how language is learnt. Special emphasis will be placed on major theories, namely behaviorism and cognitivism among others. Audiolingualism in learning a foreign language as a ‘mimetic’ activity involves students repeating or imitating new information and practice approach to language development.
The cognitive/mentalist approach takes language learning as a mental process rather than a habit formation. The course explains how, through reliance on language theories, research findings, and experiences, educators developed teaching strategies and learning environments that engaged learners in interactive communicative language tasks.
This shift in foreign language pedagogy towards the measurement of language performance/competency has resulted in a change in the role of the teacher from one of authority/expert to that of facilitator/guide.
|
Course Objectives |
- Familiarize students with the major theories of foreign language learning.
- Engage students with the activities that represent each of the main theories of language learning.
- Introduce students to the relevant teaching methods which are compatible with the basic tenets of each theory of language learning.
- Introduce students to the differences between the audio-lingual approach and the cognitive approach to language learning.
- Introduce students to the two major schools of linguistic thought: structuralism and generativism and their role in the teaching-learning practice, together with other foreign learning models.
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Course Outcomes |
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EFL502 Research Methods
(4) Credit Hours
EFL 502 aims at providing principles and types of research methods which prospective teachers of English need. Research methods comprise a basic requirement that graduate students need for undertaking research at MA level. The module provides a range of theoretical, practical and ethical issues in foreign language research with emphasis on English language teaching and learning.
Course Code |
EFL502 |
Course Title |
Research Methods |
Pre-requisite |
BA in English |
Credit Hours |
4 |
Course Description |
EFL 502 aims at providing principles and types of research methods which prospective teachers of English need. Research methods comprise a basic requirement that graduate students need for undertaking research at MA level. The module provides a range of theoretical, practical and ethical issues in foreign language research with emphasis on English language teaching and learning. |
Course Objectives |
- Prepare graduate students in research methods to be able to critically evaluate published research and design their own research projects.
- Introduce students to the main research methods that they can use to conduct small-scale research in the foreign language classroom, including case study method, quasi experimental method, qualitative experiment, meta-analysis, descriptive research, action research, error analysis, research and development (R&D), and survey method.
- Offer learners insight into the principles for undertaking research.
- Provide hands-on experience in research design.
- Provide instruments for data collection.
- Provide ways of evaluating published research.
- Provide techniques of report writing.
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Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners should be able to: A1. Engage in (plan, design, implement, and present) a small-scale research, thereby demonstrating an understanding of the research methods literature A2. Develop awareness of the role of technology in enhancing research methods in EFL. A3. Evaluate the appropriacy of particular approaches, methods, and techniques for data collection and data analysis in the chosen area of research, as channelled through the small scale research. A4. Critically reflect on the process of carrying out research and on the development of their own researcher competence.
B. Cognitive skills At the end of the module, learners should be able to:
B1. Demonstrate understanding of research methods and ideas in their designated field. B2. Critically evaluate the appropriacy of specific research methods and their compatibility with selected EFL topics
B3. Provide a rationale for the design of small-scale research.
C. Practical and
professional skills
At the end of the module, learners should be able to: C1. Use ICT to support relevant academic and researcher activities;
C2. Prepare a small-scale project on research methods.
C3. Write clear and coherent research reports
D. Key transferable
skills
At the end of the module, learners should be able to: D1. Organise and manage research effectively. D2. Demonstrate enhanced academic and digital literacies including academic presentation, information processing (on- and off-line) and online networking. D3. Show skills in critical evaluation and professional communication. D4. Use autonomy and enhanced meta-cognitive strategies with regard to study skills and further professional development.
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EFL503 English Language Teaching Methods – Receptive Skills
(4) Credit Hours
The module covers practical and valid approaches and techniques needed to teach English language receptive skills. The module prepares students to teach receptive skills (listening and reading) needed to pursue their career as ESL/EFL teachers. In EFL503, students learn to examine the challenges facing methodologists, material designers and developers as well as foreign language teachers in analysing and choosing the suitable approaches, methods and materials for use in the English language classroom.
By the end of the course, the students should be able to understand the general principles of teaching receptive skills and evaluate teaching and learning materials as used in classes of small and large numbers of learners.
Course Code |
EFL503 |
Course Title |
English Language Teaching Methods – Receptive Skills |
Pre-requisite |
EFL501 EFL502 |
Credit Hours |
4 |
Course Description |
The module covers practical and valid approaches and techniques needed to teach English language receptive skills. The module prepares students to teach receptive skills (listening and reading) needed to pursue their career as ESL/EFL teachers. In EFL503, students learn to examine the challenges facing methodologists, material designers and developers as well as foreign language teachers in analysing and choosing the suitable approaches, methods and materials for use in the English language classroom.
By the end of the course, the students should be able to understand the general principles of teaching receptive skills and evaluate teaching and learning materials as used in classes of small and large numbers of learners. |
Course Objectives |
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Course Outcomes |
A. Knowledge and understanding
At the end of the module, students should be able to: A1: Identify the historical development of methods and approaches in the teaching of English (receptive skills).
A2: Integrate listening and reading skills into inspiring and meaningful activities.
A3: Distinguish varied methods of organizing instruction (bottom-up and top-down).
A4: Recognize the current curriculum as a framework for professional development.
A5: Identify the tones of the English sound system and varieties of English.
A6: Recognize the grammatical structure of English and how meaning and vocabulary can be developed
B. Cognitive skills At the end of the module, students should be able to:
B1: Define the listening process, reading skill, and vocabulary knowledge.
B2: Demonstrate understanding of the bottom-up and top-down approaches to developing students' mastery of a wide variety of listening comprehension strategies and reading skills.
B3: Show understanding of the various ways of implementing the inductive and deductive approaches to draw upon life experience in their students' mastery of reading strategies and skills that include: previewing, scanning, using contextual clues to get the meaning, finding the main idea, summarizing and making inferences.
B4: Facilitate diverse and differentiated learning activities that
promote the development of students’ receptive language skills, including the
educational use of digital learning tools C. Practical and
professional skills At the end of the module, students should be able to: C1: Plan, implement and evaluate teaching, taking into account the diversity of the student group.
C2: Critically evaluate their own practices in relation to the current curriculum in English for the different school levels.
C3: Work independently on issues in the subject
C4: Specify the uses of computer and the Internet in language learning and teaching D. Key transferable
skills At the end of the module, students should be able to:
D1: Reflect on their own learning and practices in relation to ethical values, and the institution's responsibility for the development of learners' language proficiency.
D2: Work independently and with others in identifying, analysing and solving problems related to pupils' learning and development in English receptive skills.
D3: Demonstrate knowledge of current methods of teaching listening, reading, and relevant vocabulary.
D4: Apply some methods for teaching listening, reading and relevant vocabulary.
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EFL504 English Language Teaching Methods – Productive Skills
(4) Credit Hours
The module covers practical and valid approaches and techniques needed to teach English language productive skills. The module prepares students to teach speaking and writing skills needed to pursue their career as ESL/EFL teachers. In EFL504, the students learn to examine the challenges for methodologists, material designers and developers as well as foreign language teachers in analysing and choosing the suitable approaches, methods and materials for use in English language classes.
By the end of course, the students should be able to teach productive skills and evaluate teaching and learning materials as used in classes of small and large numbers of learners.
Course Code |
EFL504 |
Course Title |
English Language Teaching Methods – Productive Skills |
Pre-requisite |
EFL501 EFL502 |
Credit Hours |
4 |
Course Description |
The module covers practical and valid approaches and techniques needed to teach English language productive skills. The module prepares students to teach speaking and writing skills needed to pursue their career as ESL/EFL teachers. In EFL504, the students learn to examine the challenges for methodologists, material designers and developers as well as foreign language teachers in analysing and choosing the suitable approaches, methods and materials for use in English language classes.
By the end of course, the students should be able to teach productive skills and evaluate teaching and learning materials as used in classes of small and large numbers of learners. |
Course Objectives |
The module aims to provide the learners with necessary skills through:
1. Promoting students' knowledge of the different methods of teaching productive skills in English as a foreign language. 2. Examining the different approaches and views on the nature of the productive skills and how these views are applied to materials and classroom tasks. 3. Improving students' language proficiency and their ability to produce and convey meaning through organized utterances. 4. Guiding the students on how to detect and effectively practice approaches of generating ideas and expanding them. 5. Promoting the students' knowledge of the uses of computers in language learning and teaching in light of Computer Assisted Language Learning (CALL). 6. Developing a lesson plan on the basis of the learnt methods of teaching productive skills. 7. Using interactive programs to promote learner autonomy of learning how to teach productive skills
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Course Outcomes |
A. Knowledge and understanding At the end of the module, students should be able to: A1: Identify the historical development of methods and approaches in the teaching of English (productive skills).
A2: Integrate speaking and writing skills through conducting brainstorming sessions.
A3: Distinguish varied methods of organizing instruction (bottom-up and top-down).
A4: Recognize the current curriculum as a framework for professional development.
A5: Demonstrate awareness of various cultural contexts and different methods of communicating in English.
A6: Recognize the language's grammatical structure and how speaking and mechanics of writing can be developed. B. Cognitive skills At the end of the module, students should be able to: B1: Define the speaking ability, writing ability, and vocabulary knowledge.
B2: Demonstrate understanding of the bottom-up and top-down approaches to develop students' mastery of a wide variety of speaking situations and writing skills.
B3: implement the inductive and deductive approaches to draw upon authentic life experience in their students' mastery of a wide variety of speaking contexts and writing genres. B4: Facilitate diverse and differentiated learning activities that promote the development of students' productive language skills, including the educational use of digital learning tools.
C. Practical and
professional skills At the end of the module, students should be able to: C1: Use updated methods of teaching EFL productive skills. C2: Plan, implement and evaluate teaching, taking into account the diversity of the student group.
C3: Critically evaluate the students' own practices in relation to the current curriculum in English for the different school levels.
C4: Work independently on issues of teaching EFL productive skills.
C5: Specify the uses of computer and the Internet in language learning and teaching. D. Key transferable
skills
At the end of the module, students should be able to: D1: Reflect on their own learning and practices in relation to ethical values, and the institution's responsibility for the development of learners' language proficiency.
D2: Work independently and with others in identifying, analysing and solving problems related to students' learning and development in English.
D3: Demonstrate knowledge of current methods of teaching speaking, writing, and related vocabulary.
D4: Apply some methods for teaching speaking, writing, and related vocabulary.
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EFL505 Technology in the Classroom
(4) Credit Hours
EFL 505 helps potential tutors of English as a foreign language incorporate technology in the classroom. It provides them with theoretical as well as practical skills in the basic terminology of ICT (Information and Communication Technologies) and e-learning; basic computer skills a tutor needs; advance online search, effective use of E-learning portals such as wikis, blogs, podcasts, using e-communication for study, managing an e-project and the general use of technology for effective classroom study. The course provides EFL MA students with first-hand experience in utilizing technology in the classroom in an effective and modern manner.
Course Code |
EFL505 |
Course Title |
Technology in the Classroom |
Pre-requisite |
EFL501 EFL502 |
Credit Hours |
4 |
Course Description |
EFL 505 helps potential tutors of English as a foreign language incorporate technology in the classroom. It provides them with theoretical as well as practical skills in the basic terminology of ICT (Information and Communication Technologies) and e-learning; basic computer skills a tutor needs; advance online search, effective use of E-learning portals such as wikis, blogs, podcasts, using e-communication for study, managing an e-project and the general use of technology for effective classroom study. The course provides EFL MA students with first-hand experience in utilizing technology in the classroom in an effective and modern manner. |
Course Objectives |
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Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners should be able to: A1: Develop an understanding of the major benefits and challenges of using technology in the classroom. A2: Develop knowledge of the basic computer skills and web search engines. A3: Develop understanding of means of effective integration of technology into classroom practices.
B. Cognitive skills At the end of the module, learners should be able to: B1: Demonstrate understanding of the benefits and challenges of using innovative technological means in learning.
B2: Carry out advanced online searches and incorporate information in assignments, lesson plans and projects.
B3: Use several E-learning portals, e.g. wikis, blogs, podcasts, etc. B4: Evaluate the effectiveness of different technology types in the classroom. C. Practical and
professional skills At the end of the module, learners should be able to: C1: Identify user needs and have the ability to incorporate this knowledge in selecting, creating and evaluating class material and technology.
C2: Use recent teaching methodology, technical knowledge and practices.
C3: Carry out advanced web searches, and use effectively classroom facilities, smart board, etc.
C4: Design, implement and identify relevant technology and material appropriate for students' needs and proficiency. D Key transferable
skills At the end of the module, learners will be expected to: D1: Use up-to-date technology and computing skills in other courses.
D2: Select, design and evaluate new teaching methodologies and tools in the other courses
D3: Assist other tutors in the creation of a more innovative class environment and tools.
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EFL506 Classroom Management
(4) Credit Hours
EFL 506 introduces best practices for managing English language classrooms. The purpose of this course is to provide pre-service teachers with group and individual class management and instructional procedures that can be used in the TEFL classroom. EFL 506 will provide both theoretical understanding and practical application of strategies aimed at creating safe, encouraging, and effective learning environments. Emphasis will be placed on core management principles and the use of evidence-based effective procedures.
Course Code |
EFL506 |
Course Title |
Classroom Management |
Pre-requisite |
EFL501 EFL502 |
Credit Hours |
4 |
Course Description |
EFL 506 introduces best practices for managing English language classrooms. The purpose of this course is to provide pre-service teachers with group and individual class management and instructional procedures that can be used in the TEFL classroom. EFL 506 will provide both theoretical understanding and practical application of strategies aimed at creating safe, encouraging, and effective learning environments. Emphasis will be placed on core management principles and the use of evidence-based effective procedures. |
Course Objectives |
A. Knowledge and understanding By the end of this module, students should be able to: A1: Demonstrate understanding of the theories and techniques of classroom management.
A2: Show understanding of the major technical, linguistic, behavioural, and intellectual principles needed in classroom management.
A3: Identify different practices and approaches to classroom management in relation to physical setting, resources, time, learners, and content management. B. Cognitive skills By the end of this module, students should be able to: B1: Analyse different practices for particular classroom requirements.
B2: Design and carry out a variety of creative tasks for content material.
B3: Observe, analyse and document student behaviour to match an appropriate intervention strategy to vary class activities (or setting) in the desired direction.
C. Practical and
professional skills By the end of this module, students should be able to: C1: Plan and organize classroom instructional resources (computers, books, writing materials, reference material, manipulatives, creative constructive materials, etc.) to ensure their optimum use.
C2: Design the physical aspects of a classroom (furniture, areas, etc.) for ease of transition, use, safety and traffic flow based on effective designs presented in the literature and to establish classroom procedures to promote a
positive, effective learning environment. C3: Construct a time management plan that includes various content areas, instructional strategies, grouping strategies, levels of energy use, etc. within large blocks of time
C4: Enhance the ability of individual students to master various learning styles
C5 : Use affective domain-based theoretical models for (1) setting and managing the emotional tone of a classroom, (2) managing the psycho-social atmosphere of the classroom and individual students, and (3) managing motivation of students to succeed in learning academic content, social skills, self-responsibility skills, and inter-relationship skills with other class members.
C6: Role-play effective and ineffective teaching behaviours as related to classroom management
D Key transferable
skills By the end of this module, students should be able to: D1: Demonstrate classroom managing skills needed for the success of the learning/ teaching process
D2: Show ability to cope with different teaching environments.
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Course Outcomes |
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EFL507 Foreign Language Testing
(4) Credit Hours
EFL 507 aims at acquainting students with the most recent trends, methods and procedures in the area of testing. The students will be familiarized with the various test types needed in both receptive and productive skills.
Course Code |
EFL507 |
Course Title |
Foreign Language Testing |
Pre-requisite |
EFL 501 EFL 502 |
Credit Hours |
4 |
Course Description |
EFL 507 aims at acquainting students with the most recent trends, methods and procedures in the area of testing. The students will be familiarized with the various test types needed in both receptive and productive skills. |
Course Objectives |
- Acquaint candidates with the important role that testing plays especially in foreign language learning classrooms.
- Provide adequate information showing the inseparable link between teaching and testing in EFL classes.
- Train candidates on the principles and mechanics of testing the communicative competence of students who are learning English as a foreign language.
- Make the candidates aware of the differences between Measurement, Assessment and Evaluation in testing the acquisition of language skills.
- Provide knowledge about the difficulties which hamper the achievement of the previous aims.
Teach learners how to construct essay and multiple-choice questions.
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Course Outcomes |
A. Knowledge and understanding
Upon the completion of this module, students should be able to: A1: Demonstrate knowledge of a wide range of current ideas and methods in language testing. A2: Relate current methods of testing to recent theories of language learning. A3: Show competence in writing classroom tests and evaluating such tests. A4: Use tests as research tools, e.g. by evaluating test items and by considering ethics.
B. Cognitive skills
By the end of the module, learners should be able to: B1: Show knowledge of accountability and fairness in language testing.
B2: Develop awareness of the concerns of professional language test writers.
B3: Demonstrate awareness of the difference between validity and reliability in language testing.
C. Practical and
professional skills
C1: Display ability to assess productive skills (writing and speaking).
C2: Exhibit ability to assess receptive skills (listening and reading).
C3: Demonstrate necessary skills of assessing essays on topics in TEFL and other related areas.
D Key transferable
skills
By the end of the module, learners should be able to: D1: Write multiple-choice questions.
D2: Write short-answer questions.
D3: Weigh various types of questions.
D4: Evaluate test items.
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EFL508 Practicum
(4) Credit Hours
EFL 508 introduces potential tutors to an integrated approach in planning and executing successful teaching sessions. The course combines instruction with practical skills and reflective lesson planning. It engages potential tutors in observation and peer teaching to develop independent practices supported by an understanding of the requirements of successful teaching procedures.
Learners have the opportunity to participate in in-field assignments leading to professional development. Familiarity of course material in teaching grammar, pronunciation and vocabulary is combined with other necessary skills of professional conduct, methods of instruction, time management, needs assessments and proficiency tests. The module provides an opportunity to experience the practical aspect of EFL after being coached in the theoretical components.
Course Code |
EFL508 |
Course Title |
Practicum |
Pre-requisite |
EFL 503 EFL 504 EFL 505 EFL 506 |
Credit Hours |
4 |
Course Description |
EFL 508 introduces potential tutors to an integrated approach in planning and executing successful teaching sessions. The course combines instruction with practical skills and reflective lesson planning. It engages potential tutors in observation and peer teaching to develop independent practices supported by an understanding of the requirements of successful teaching procedures.
Learners have the opportunity to participate in in-field assignments leading to professional development. Familiarity of course material in teaching grammar, pronunciation and vocabulary is combined with other necessary skills of professional conduct, methods of instruction, time management, needs assessments and proficiency tests. The module provides an opportunity to experience the practical aspect of EFL after being coached in the theoretical components.
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Course Objectives |
- Help potential tutors develop the practical skills necessary for analysing and evaluating effective teaching in the EFL classroom.
- Guide potential tutors in designing and conducting needs assessments, placement measures and proficiency tests as necessary.
- Familiarize potential tutors with the means of planning effective lessons, facilitating and evaluating classroom instruction, especially through the use of modern computer technology.
- Help potential tutors evaluate their own teaching in order to improve their skills as classroom instructors, based on feedback from mentor and self-evaluation.
- Engage potential tutors in instructional and reflective practices to develop effective teaching
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Course Outcomes |
A. Knowledge and understanding | At the end of the module, learners should be able to: A1: Demonstrate understanding of the requirements of teaching practicum in a TEFL class
A2: Develop knowledge of designing and implementing various lesson plans
A3: Understand the role of teachers in a TEFL class
A4: Develop knowledge of the reflective teaching practices in EFL
A5: Develop knowledge of designing and conducting various types of assessments B. Cognitive skills
At the end of the module learners should be able to: B1: Develop awareness of the need to vary teaching strategies in
relation to learners' needs B2: Explain the requirements for pre-session, in-session and post session tasks B3: Discuss the requirements of various lesson plans to reflect listening, comprehension, pronunciation, classroom interaction and drills. B4: Develop different reflective strategies that critically and constructively discuss attempts at new approaches, methodologies, suggestions and outcomes. B5: Develop an understanding of the role of different types of assessments.
C. Practical and professional skills | At the end of the module, learners should be able to: C1: Demonstrate professional conduct: authority, language, appearance and attitude. C2: Adopt and apply suitable foreign language teaching strategies in actual classroom. C3. Demonstrate a reflective approach through an integrated understanding of classroom context and learners needs. D Key transferable skills | At the end of the module, learners will be expected to: D1: Discuss with confidence issues related to TEFL. D2: Demonstrate skills on working co-operatively with others. D3: Develop an enhanced self-awareness of and confidence in their own skills and how these skills might be disseminated and used in new situations.
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EFL529 Proposal Prep.
(4) Credit Hours
EFL529: Proposal Prep course focuses on equipping the students with the necessary skills to prepare and structure a research proposal on an appropriate topic of their choice. Students will be assisted in planning, designing and structuring their research proposal. They will also start reviewing the relevant literature by putting into practice the knowledge acquired in the studied Research Methods Module (EFL502) as well as the knowledge they acquired in EFL501 - Theories of Foreign Language Learning.
Course Code |
EFL529 |
Course Title |
Proposal Prep. |
Pre-requisite |
EFL501 EFL502 |
Credit Hours |
4 |
Course Description |
EFL529: Proposal Prep course focuses on equipping the students with the necessary skills to prepare and structure a research proposal on an appropriate topic of their choice. Students will be assisted in planning, designing and structuring their research proposal. They will also start reviewing the relevant literature by putting into practice the knowledge acquired in the studied Research Methods Module (EFL502) as well as the knowledge they acquired in EFL501 - Theories of Foreign Language Learning. |
Course Objectives |
The Course Aims to: - Provide MA in TEFL students with foundation in the skills and knowledge required to effectively create MA proposals.
- Support MA in TEFL students in developing the research design, writing and sectionalizing the content of their MA proposal.
- Emphasize best practices in management, presentation, research skills and ethics necessary to manage proposal efforts.
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Course Outcomes |
A. B | At the end of the module, learners should be able to: A1. Identify previous relevant research to discover gaps in the scholarly literature; A2. Identify the principles of academic ethics; A3. Understand the key elements of a good quality research proposal; A4: Understand how to develop and organise learners' thinking about key concepts and issues in the courses they learned; A5: Identify the theoretical framework supporting the proposed topic; B. Cognitive skills | At the end of the module, learners should be able to: B1: Propose a potential area for research in TEFL that fills the gap in the literature; B2. Plan the design of the selected TEFL research topic; B3. Develop the research statements with objectives and sub-questions; B4. Match methodological choices to research questions; B5: Develop relevant inclusive and well-structured literature review; C. Practical and professional skills | At the end of the module, learners should be able to: C1. Write a clear and coherent full MA proposal that demonstrates originality and innovation in the area chosen; C2. Communicate effectively to present and defend their choice; C3. Select research methods to address their research problem; D. Key transferable skills | At the end of the module, learners should be able to: D1. Transform a broad topic/idea into a proper, feasible research proposal; D2. Plan independent research proposal that follows the acknowledged standards of academic writing; D3. Carry out systematic library search in scientific and other databases; D4. Select and critique relevant research; D5. Manage time and meet deadlines; D6. Gain independent learning ability required for continuing professional development; |
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EFL531 Dissertation
(12) Credit Hours
2. Rationale for the module and its links with other modules
This MA dissertation (12,000-16,000 words) is the culmination of the MA in TEFL. It gives students a chance to demonstrate what they have learned throughout the program via writing a piece of research on a TEFL topic. The research should reflect a sound methodology, a robust review of related literature and a well-developed discussion.
Course Code |
EFL531 |
Course Title |
Dissertation |
Pre-requisite |
EFL529 |
Credit Hours |
12 |
Course Description |
2. Rationale for the module and its links with other modules
This MA dissertation (12,000-16,000 words) is the culmination of the MA in TEFL. It gives students a chance to demonstrate what they have learned throughout the program via writing a piece of research on a TEFL topic. The research should reflect a sound methodology, a robust review of related literature and a well-developed discussion.
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Course Objectives |
This module aims to provide students with training and knowledge in: - working independently on a research project;
- learning the techniques of postgraduate studies in the humanities;
- acquiring a range of research tools and methods appropriate to postgraduate studies in the humanities;
- using physical and online research libraries, their archives and their contents efficiently;
- using specialist online databases and other online facilities for postgraduate studies.
- exploring and consolidating what was learnt in the courses.
It also aims to teach students to:
- evaluate critically current research in TEFL;
- evaluate and critique some of the methods used in humanities research;
- evaluate bodies of evidence and draw conclusions from them;
- form arguments at postgraduate level and express those arguments in substantial pieces of writing using proper academic conventions;
- use feedback from tutors and fellow students effectively to modify this programme of work.
- be resourceful, clear, concise, efficient, organised and analytical.
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Course Outcomes |
A. Knowledge and understanding | At the end of the module, learners will be expected to have knowledge and understanding of: A1: a range of research tools and methods appropriate to postgraduate study in TEFL; A2: the importance of textual and bibliographical study in postgraduate work in TEFL; A3: how contemporary developments in EFL theory bear upon the practice of TEFL research at postgraduate level; B. Cognitive skills | By the end of the module, students should be able to: B1: engage critically with a range of TEFL/applied linguistics topics and complex critical, theoretical and pedagogic material; B2: contribute in an informed way to current debates on the domain of teaching English as a B3: enhance students' logic and reasoning capacity. B4: Use feedback and actively engage with their studies. B6: make their own glossary of terms or timeline of dates.
C. Practical and professional skills | By the end of the module, students should be able to: C1: construct and present sophisticated, coherent and persuasive written and oral arguments; C2: collect, sift and organise substantial bodies of material, and evaluate their significance; C3: plan and write a substantial piece of work, presented with appropriate scholarly apparatus and acknowledgement of the work of others; C4: use a research library and a range of electronic information resources. C5: develop their reading and note-taking skills. C6: keep their academic and professional skills up to date.
D Key transferable skills | By the end of the module, students should be able to: D1: design a programme of independent research and writing; D2: use feedback from their tutor and fellow students and other resources effectively to improve their performance; D3: use ICT resources for postgraduate research; |
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EL111 Communication Skills in English 1
(3) Credit Hours
EL111 is three credit hour university requirements. It aims to develop in students the skills of listening, speaking, reading and writing in English, together with attention to function and correct use of vocabulary and grammar. The course introduces thematic topics which aim at developing critical thinking skills. In addition, learning strategies such as prior knowledge, scanning for specific information, skimming for main idea and getting meaning from context are emphasized.
Course Code |
EL111 |
Course Title |
Communication Skills in English 1 |
Pre-requisite |
EL099 |
Credit Hours |
3 |
Course Description |
EL111 is three credit hour university requirements. It aims to develop in students the skills of listening, speaking, reading and writing in English, together with attention to function and correct use of vocabulary and grammar. The course introduces thematic topics which aim at developing critical thinking skills. In addition, learning strategies such as prior knowledge, scanning for specific information, skimming for main idea and getting meaning from context are emphasized.
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Course Objectives |
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Course Outcomes |
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EL112 Communication Skills in English 2
(3) Credit Hours
EL112 is an advanced integrated skills course which builds on knowledge gained from EL111. The course continues to develop the four communication skills of listening, speaking, reading and writing to a more advanced level. In addition, students start to write longer essays.
Course Code |
EL112 |
Course Title |
Communication Skills in English 2 |
Pre-requisite |
EL111 |
Credit Hours |
3 |
Course Description |
EL112 is an advanced integrated skills course which builds on knowledge gained from EL111. The course continues to develop the four communication skills of listening, speaking, reading and writing to a more advanced level. In addition, students start to write longer essays. |
Course Objectives |
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Course Outcomes |
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EL117 Academic Writing
(4) Credit Hours
This is a four-credit-hour module of one semester in length. The module aims at helping students acquire the skills of writing academic essays. It is focused on the process of writing, from stimulating ideas, reading sample student essays, analysing paragraph and essay structure, organizing outlines, editing and rewriting the final draft. The module also develops the students' language by providing exercises on sentence structure, drawing the students' attention to problem areas related to writing like run-on sentences, sentence fragments, and verb tense consistency. Language Focus is an important part of each unit. Each essay type has its own related language focus that is most commonly used when writing such essay type. The module also provides students with practice on writing different rhetorical modes/essay types, e.g. descriptive narrative, process, classification, persuasion, comparison and contrast essays. Self-editing and peer editing are extensively practiced in each chapter. Exercises and timed out activities on peer feedback guided by editing checklists help students detect specific problem areas, that start with global problems, in relation to content, unity (irrelevant parts), organization; and then moving to editing by correcting errors related to grammar and mechanics. Each chapter includes editing and proofreading activities focusing each time on a different type of errors, related to the essay type, grammar and language focus of each chapter.
The module has the following features:
- Theme-based chapters which encourage students to explore and identify real-world application for writing different genres.
- Characteristics of each genre which provide useful language tips to improve writing.
- Abundant and clear models and sample essays to give students solid support.
- Pair and group assignments to promote collaborative learning.
- Graphic organizers, rhetorical star (subject, audience, purpose, strategy, and design), paragraph checklists, and peer/self-assessment checklists to enrich the writing process.
- Editing guide sections to provide sound practice of structure and mechanics to develop accuracy.
EL117: Academic writing course has a founding nature that paves the way for the later academic study throughout different core modules. The module prepares the students to write academic essays needed to pursue their core courses.
Course Code |
EL117 |
Course Title |
Academic Writing |
Pre-requisite |
EL111 |
Credit Hours |
4 |
Course Description |
This is a four-credit-hour module of one semester in length. The module aims at helping students acquire the skills of writing academic essays. It is focused on the process of writing, from stimulating ideas, reading sample student essays, analysing paragraph and essay structure, organizing outlines, editing and rewriting the final draft. The module also develops the students' language by providing exercises on sentence structure, drawing the students' attention to problem areas related to writing like run-on sentences, sentence fragments, and verb tense consistency. Language Focus is an important part of each unit. Each essay type has its own related language focus that is most commonly used when writing such essay type. The module also provides students with practice on writing different rhetorical modes/essay types, e.g. descriptive narrative, process, classification, persuasion, comparison and contrast essays. Self-editing and peer editing are extensively practiced in each chapter. Exercises and timed out activities on peer feedback guided by editing checklists help students detect specific problem areas, that start with global problems, in relation to content, unity (irrelevant parts), organization; and then moving to editing by correcting errors related to grammar and mechanics. Each chapter includes editing and proofreading activities focusing each time on a different type of errors, related to the essay type, grammar and language focus of each chapter.
The module has the following features:
- Theme-based chapters which encourage students to explore and identify real-world application for writing different genres.
- Characteristics of each genre which provide useful language tips to improve writing.
- Abundant and clear models and sample essays to give students solid support.
- Pair and group assignments to promote collaborative learning.
- Graphic organizers, rhetorical star (subject, audience, purpose, strategy, and design), paragraph checklists, and peer/self-assessment checklists to enrich the writing process.
- Editing guide sections to provide sound practice of structure and mechanics to develop accuracy.
EL117: Academic writing course has a founding nature that paves the way for the later academic study throughout different core modules. The module prepares the students to write academic essays needed to pursue their core courses.
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Course Objectives |
The module aims to provide the learners with necessary information on: 1. Identifying different rhetorical modes/essay types, essay structure and paragraph structures presented through authentic readings and graded series of activities. 2. Integrating reading and writing by transferring and utilizing the content, vocabulary and organization of an authentic reading passage into their own writing. 3. Writing a well-organized essay guided by sample essays and exercises that gradually acquaint the students with the steps of writing an academic essay. 4. Producing an accurate polished piece of writing, that is almost free from errors related to sentence structure, use of suitable connectors, pronoun use and other errors related to the mechanics of writing. 5. Editing their own and their peer's writing making use of peer-review activities, editing exercises and editing checklists. 6. Writing an in-class essay within a limited period of time being trained on in the timed essay writing activity at the end of every chapter.
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Course Outcomes |
A. Knowledge and understanding
At the end of the module, learners will be expected to:
A1. what writing an essay involves. A2. the structure of paragraphs and essays.
A3. techniques of generating ideas and peer consultation.
A4. the basic sentence structure and mechanics of writing an academic essay. A5. different errors related to sentence structure, pronoun use, verb tense consistency and other errors related to the mechanics of writing. A6. means of editing and correcting their own writing. A7. how to provide feedback on their peer's writing in relation to content, organization, and language issues.
B. Cognitive skills At the end of the module, learners will be expected to: B1. acquire information on how to produce well developed, organized and coherent essays. B2. develop their ability to write essays using appropriate grammar and varied vocabulary items relevant to the topic. B3. improve their analytical and critical thinking skills through the continuing process of preparing for the essay that starts with stimulating ideas through class discussions, reading and researching. B4. be able to observe how language works in the sample essays, editing exercises and feedback. B5. Engage with different interpretations of texts and relate abstract concepts and theories to specific texts.
C. Practical and professional skills C1. be fully aware of the different stages of writing an academic essay. C2. acquire the skills of writing a well-structured, organized, coherent essay. C3. write a text in appropriate grammar and vocabulary relevant to the written assignment. C4. edit their own and their peer's essays making use of the editing checklists and exercises presented in the course. C5. Use communication tools, such as recordings, telephone-conferencing and ICT-based tools.
D. Key transferable skills
On completion of the module, you will be expected to: D1. develop better writing skills through observing the different processes of writing an essay. D2. identify relevant material from a variety of sources, including multimedia material D3. utilize knowledge and skills of writing structured, relevant, coherent essays and transfer them into more advanced written assignment of the core courses. D3. improve written language and expand vocabulary through the different readings, researching, language activities and editing exercises introduced in the course. D4. make use of feedback from tutors to improve their writing skills. D5. develop confidence in writing an assignment within a limited time gained from the in-class timed writing tasks. D6. Present sustained and persuasive arguments cogently and coherently. C7. Use information technology skills to access, store, manage and present data effectively.
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EL118 Reading Comprehension
(4) Credit Hours
This is a four-credit-hour module of one semester in length. The module aims to help students become better readers of English texts and build their vocabulary. It focuses on expanding students’ reading skills and vocabulary use so that they can cope with different academic, professional and social situations effectively. The course applies the Interactive Reading model where reading is an active process in which readers draw upon top-down processing (bringing meaning to the text), as well as bottom-up processing (decoding words and other details of language). The top-down aspect of this construct suggests that reading is facilitated by interesting and relevant reading materials that activate a range of knowledge in a reader's mind. This knowledge is refined and extended during the act of reading. The bottom-up aspect of this model suggests that the students need to pay attention to language proficiency, including vocabulary. As an academic reading course, it addresses the teaching of higher level reading strategies without neglecting the need for language support. In addition, it addresses both sides of the interactive model. High-interest academic readings and activities provide students with opportunities to draw upon authentic life experience in their mastery of a wide variety of reading strategies and skills, including
• previewing
• outlining
• skimming and scanning
• using context clues to clarify meaning
• finding the main idea
• isolating causes and effects
• annotating and highlighting
• categorizing
• interpreting visuals
• describing trends
• making inferences.
• understanding analogies
• analysing criteria
• analysing advantages and disadvantages
• identifying ethics and values
• synthesizing information from several sources
• summarizing
• evaluating generalizations
The course optimizes the reciprocal relationship between reading and vocabulary. Rich vocabulary instruction and practice that targets vocabulary from the Academic Word List (AWL) provide opportunities for students to improve their language proficiency and their ability to decode and process vocabulary. The course also provides some resources to help students read with comprehension and use that knowledge to develop both a rich academic vocabulary and overall academic language proficiency, especially reading skills. The module prepares the students to write academic essays reflecting on a topic under discussion that will help them pursue their academic study throughout different core modules.
Course Code |
EL118 |
Course Title |
Reading Comprehension |
Pre-requisite |
Reading course is EL111: General English Communication Skills (I). |
Credit Hours |
4 |
Course Description |
This is a four-credit-hour module of one semester in length. The module aims to help students become better readers of English texts and build their vocabulary. It focuses on expanding students’ reading skills and vocabulary use so that they can cope with different academic, professional and social situations effectively. The course applies the Interactive Reading model where reading is an active process in which readers draw upon top-down processing (bringing meaning to the text), as well as bottom-up processing (decoding words and other details of language). The top-down aspect of this construct suggests that reading is facilitated by interesting and relevant reading materials that activate a range of knowledge in a reader's mind. This knowledge is refined and extended during the act of reading. The bottom-up aspect of this model suggests that the students need to pay attention to language proficiency, including vocabulary. As an academic reading course, it addresses the teaching of higher level reading strategies without neglecting the need for language support. In addition, it addresses both sides of the interactive model. High-interest academic readings and activities provide students with opportunities to draw upon authentic life experience in their mastery of a wide variety of reading strategies and skills, including
• previewing
• outlining
• skimming and scanning
• using context clues to clarify meaning
• finding the main idea
• isolating causes and effects
• annotating and highlighting
• categorizing
• interpreting visuals
• describing trends
• making inferences.
• understanding analogies
• analysing criteria
• analysing advantages and disadvantages
• identifying ethics and values
• synthesizing information from several sources
• summarizing
• evaluating generalizations
The course optimizes the reciprocal relationship between reading and vocabulary. Rich vocabulary instruction and practice that targets vocabulary from the Academic Word List (AWL) provide opportunities for students to improve their language proficiency and their ability to decode and process vocabulary. The course also provides some resources to help students read with comprehension and use that knowledge to develop both a rich academic vocabulary and overall academic language proficiency, especially reading skills. The module prepares the students to write academic essays reflecting on a topic under discussion that will help them pursue their academic study throughout different core modules.
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Course Objectives |
The module aims to provide the learners with necessary skills trough: 1. Providing the students with opportunities to draw upon life experience in their mastery of a wide variety of reading strategies and skills that include previewing, scanning, using contextual clues to get the meaning, finding the main idea, summarizing and making inferences. 2. Improving the students' language proficiency and the students' ability to decode and process meaning. 3. Helping the students become independent learners by taking the responsibility of building their own vocabulary repertoire 4. Guiding the students to notice and effectively practice new vocabulary items as they encounter them. 5. Enhancing students' academic proficiency by highlighting the reciprocal relationship between reading comprehension and reflection writing.
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Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to: A1. demonstrate understanding of any given reading passages by responding correctly to its tasks and activities individually or in groups. A2. show knowledge and understanding of the learned reading strategies. A3. show recognition of the various “meanings" of words to reach a better understanding of the context and the written word. A4. reveal awareness of appropriate language structures and vocabulary items suitable for different contexts and situations. B. Cognitive skills
At the end of the module, learners will be expected to:
B1. search for and collect specific data related to the topics under discussion. B2. draw conclusions for the discussed topics based on the collected data and analyzed information. B3. incorporate in writing the words learned in real life scenarios. B4. improve the analytical and critical thinking skills through the identification of possible “meanings". B5. analyze language functions used and identify useful language expressions. C. Practical and professional skills
At the end of the module, learners will be expected to: C1. communicate in English orally and in writing on diverse occasions. C2. identify problems in the given topics and provide creative solutions. C3. give oral presentations using power points, flipcharts, pictures, role plays, etc. to discuss what has been read orally. C4. assess the work done using self/peer-assessment. D. Key transferable skills
At the end of the module, learners will be expected to: D1. enrich vocabulary repertoire through exploring new assigned topics and writing on those topics D2. develop communicative confidence (as reader and writer) D3. discuss all posed topics, problems, provided solutions and drawn conclusions. D4. develop effective presentation skills that would enhance self-confidence. |
EL119 Oral & Presentation Skills Course
(4) Credit Hours
The course, oral and presentation skills (EL119), is a four credit hour, level one course that aims to help students conduct successful oral communication in English. It is focused on expanding students’ oral and presentation skills so that they can cope with different academic, professional and social situations effectively.
This course was recently introduced into the English study plan because a large number of our graduates had problems communicating (orally) effectively in English.
Course Code |
EL119 |
Course Title |
Oral & Presentation Skills Course |
Pre-requisite |
EL111 |
Credit Hours |
4 |
Course Description |
The course, oral and presentation skills (EL119), is a four credit hour, level one course that aims to help students conduct successful oral communication in English. It is focused on expanding students’ oral and presentation skills so that they can cope with different academic, professional and social situations effectively.
This course was recently introduced into the English study plan because a large number of our graduates had problems communicating (orally) effectively in English.
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Course Objectives |
The course provides the learner with information on: - Identifying different contexts of language use and engaging in discussions, question and answer dialogues, debates, interviews and using appropriate structures.
- Eliciting and providing information in common, academic and social situations.
- Using features of spoken English, i.e. stress, pitch, rhythm, intonation, in a natural and fluent manner.
- Preparing and conducting a clear presentation that reflects good structure and organization; signaling beginning, gaining audience attention, introducing subject, identifying objectives and outlining presentation strategy.
- Applying successful paralinguistic features of intonation, word play, fronting and tripling strategies, and non verbal techniques of facial and body postures, in oral communication and presentation encounters.
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Course Outcomes |
A. Knowledge and understanding A.1) know appropriate structures for different social contexts and situations. A.2) recognize the various non-verbal techniques to support verbal communication. A.3) understand questions which require short or extended answers. A.4) understand how language is used strategically for different purposes. B. Intellectual/ Cognitive/ Analytical Skills B.1) produce unified speeches with clear ideas/clear language. B.2) develop the ability to reproduce orally the substance of a text/ passage of English after having heard it or read it. B.3) improve their analytical and critical thinking skills through the development of well thought-out arguments in discussions and presentations. B.4) be able to observe how language works to portray roles and speaker identities. C. Practical and professional skills C.1) be fully aware of the different levels of formality in given situations/ contexts. C.2) anticipate the responses of others in the chosen options. C.3) be able to deliver a well-prepared presentation. C.4) be able to acquire group skills and accordingly appreciate team work. D. Key transferable skills D.1) develop better oral skills through class discussions and situation-based activities. D.2) develop a sense of participation and group work. D.3) expand their vocabulary through exploring new assigned topics and class discussions of students' own presentations. D.4) develop communicative confidence, negotiation ability and the expression of intensions. |
EL120 Introduction to Langauage
(4) Credit Hours
E120 introduces the students to a basic knowledge in Linguistics and English Phonetics. The course introduces the learner to linguistics, the scientific study of language, as well as introduces the major aspects of language study: Phonetics, Phonology, Morphology, Syntax, Semantics, pragmatics.
Course Code |
EL120 |
Course Title |
Introduction to Langauage |
Pre-requisite |
EL111 |
Credit Hours |
4 |
Course Description |
E120 introduces the students to a basic knowledge in Linguistics and English Phonetics. The course introduces the learner to linguistics, the scientific study of language, as well as introduces the major aspects of language study: Phonetics, Phonology, Morphology, Syntax, Semantics, pragmatics. |
Course Objectives |
This is an introductory course in English phonetics and linguistics that aims to: 1. Introduce students to both phonetics and linguistics in a simple and practical manner; 2. Give them ample practical training in the two disciplines; 3. Acquaint them with basic terminology used in phonetics and linguistics; 4. Prepare them for the more advanced language courses in the BA programme in English Language and Literature |
Course Outcomes |
- Knowledge and understanding
At the end of the module, learners will be expected to: A1. understand the definition of linguistics as a science and some related branches A2. learn the phonetic component which deals with English sounds 1. Identify and classify English sounds, 2. Listen to English sounds produced by native speakers of the language, 3. Look up the pronunciation of words in online dictionaries, 4. Use phonetic symbols to transcribe English words, A3. understand the Linguistic component: the different aspects of language study - word structure/ morphology
- prosody: intonation, word and sentence stress
- Syntax/ sentence structure
- Semantics: word meaning, synonymy, antonymy, hyponymy, idioms, collocations
Pragmatics: Grice's maxims, The Cooperative Principle
B. Cognitive skills At the end of the module learners will be expected to: B1. Identify and transcribe English sounds; B2. Pronounce words correctly with the appropriate stress and intonation; B3. Divide words into morphemes and distinguish between different types of morphemes; and understand different word formation systems; B4. Understand sentence structure, sentence types and sentence constituents; B5. Be familiar with lexical semantics: synonyms, antonyms, hyponyms, homonyms, metaphor, phrasal verbs, connotations and collocations.
B6. Understand Grice's maxims and the cooperative principle and know when they are flouted.
C. Practical and professional skills At the end of the module, learners will be expected to: C1. Pronounce English appropriately C2. Understand spoken English C3. Analyse words, clauses, sentences and texts linguistically (phonetically, morphologically, syntactically, somatically and pragmatically). D. Key transferable skills At the end of the module, learners will be expected to: D1. be able to define basic linguistic concepts that will be met later in more advanced courses mainly: - Phonemes
- Morphemes
- Prosodic features
- Different types of sentences
- Different types of clauses
- Different types of phrases
- Different semantic relations
D2. Be able to transcribe words and write them phonetically
D3. Divide words into syllables and identify stressed syllables
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EL121 introduction to Literature
(4) Credit Hours
The E121 Course introduces students to the five genres of literature along with the literary elements and concepts. These genres comprise the Short Story, Poetry, Drama, Autobiography and the Essay. The selection covers different literary and historical eras. It also covers texts from culturally diverse backgrounds, by male and female authors.
Course Code |
EL121 |
Course Title |
introduction to Literature |
Pre-requisite |
EL117 & EL119 |
Credit Hours |
4 |
Course Description |
The E121 Course introduces students to the five genres of literature along with the literary elements and concepts. These genres comprise the Short Story, Poetry, Drama, Autobiography and the Essay. The selection covers different literary and historical eras. It also covers texts from culturally diverse backgrounds, by male and female authors. |
Course Objectives |
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Course Outcomes |
- Knowledge and understanding
At the end of the module, learners will be expected to display: A1: Knowledge and understanding of different literary genres (short story, poetry, drama, and essay). A2: Knowledge and understanding of literary elements (character, plot, setting, point of view, style, and theme). A3: Knowledge and understanding of literary terms and concepts. A4: Knowledge and understanding of author-, reader-, and text-oriented approaches. A5: Knowledge and understanding of the historical and cultural backgrounds of literary texts. A6: Knowledge and understanding of the multidimensionality of literary texts in terms of ethics and aesthetics. B. Cognitive skills At the end of the module, learners will be expected to: B1: Recognize and analyse the distinctive features of each of the literary genres (short story, poetry, drama, and essay). B2: Recognise the literary terms and concepts needed to discuss literary texts. B3: Compare and contrast different literary approaches in analysing texts (author-, reader-, and text-oriented approaches). B4: Develop appreciation of short stories through close reading and critical analysis. B5: Develop appreciation of poetry through the appreciation of aesthetics and ethics. C. Practical and professional skills At the end of the module, learners will be expected to: C1: Apply various analytical and critical strategies to literary genres. C2: Articulate arguments pertaining to explicit and implicit messages in a literary text. C3: Evaluate the historical, cultural, and biographical context of various literary texts. C4: Plan a proper research based on synthesis, analysis, and critique of different sources. D. Key transferable skills At the end of the module, learners will be expected to: D1: Make use of the key literary concepts and terminology proper to different literary genres. D2: Consider literary and other texts reflectively and critically D3: Construct a coherent and relevant argument supported by evidence from primary and secondary sources. |
EL122 Writing Research
(4) Credit Hours
EL122: Writing Research is a level 1 course aiming to offer students a sound preparation for level 2 courses. EL122 will build on information and skills gained in the EL117 Writing course.
This course further develops the skills and strategies students need in order to write academic assignments that are analytical, reasoned, well-developed and supported. Students are expected to demonstrate that they are capable of following a required citation system; the Harvard Referencing Style. The course is designed for upper-intermediate to advanced students who have had exposure to basic rhetorical styles in their EL117 Writing course and have had experience writing essays with a thesis statement and supporting ideas.
EL122 provides students with a rich and cohesive set of readings in order to train them to synthesize concepts and ideas and to select appropriate evidence in order to produce sound research papers. This is done through elaborate training on note taking, quoting, paraphrasing and summarizing skills. Further, the course trains students on how to academically document the cited resources by using the Harvard Referencing Style. The organization of the course follows two main parts:
Part One: The Writing Process where students are guided on the steps needed to choose a research topic and to find the supporting sources to use as evidence. This part is comprised of 6 chapters; each chapter presents two to four overarching concepts that underlie the steps in the writing process. Examples derived from authentic student writing are included to illustrate each concept. Several complex activities are included after each writing concept to train students on open reading techniques, paraphrasing, responding to writing, summarizing, using quotations, note taking, outlining, writing a thesis statement, integrating evidence in the first draft and evaluating resources.
Part Two: Sources for Research where students use a collection of articles as sources for their research papers. The articles are organized around three themes; each has one or two framing articles which set forth some key concepts about the topic, and two sub-themes.
Integrating Parts One & Two: students choose the sub-theme from Part Two. Students read and discuss the articles and collect theme-related ones for their papers.
To do this, they follow the steps of the writing process specified in Part One.
In addition to the course book Sourcework second edition, there is a support website that is equipped with a wealth of student and instruction resources. These resources include an answer key, teaching notes, grading rubrics and student downloads.
elt.heinle.com/sourcework
Course Code |
EL122 |
Course Title |
Writing Research |
Pre-requisite |
EL117 |
Credit Hours |
4 |
Course Description |
EL122: Writing Research is a level 1 course aiming to offer students a sound preparation for level 2 courses. EL122 will build on information and skills gained in the EL117 Writing course.
This course further develops the skills and strategies students need in order to write academic assignments that are analytical, reasoned, well-developed and supported. Students are expected to demonstrate that they are capable of following a required citation system; the Harvard Referencing Style. The course is designed for upper-intermediate to advanced students who have had exposure to basic rhetorical styles in their EL117 Writing course and have had experience writing essays with a thesis statement and supporting ideas.
EL122 provides students with a rich and cohesive set of readings in order to train them to synthesize concepts and ideas and to select appropriate evidence in order to produce sound research papers. This is done through elaborate training on note taking, quoting, paraphrasing and summarizing skills. Further, the course trains students on how to academically document the cited resources by using the Harvard Referencing Style. The organization of the course follows two main parts:
Part One: The Writing Process where students are guided on the steps needed to choose a research topic and to find the supporting sources to use as evidence. This part is comprised of 6 chapters; each chapter presents two to four overarching concepts that underlie the steps in the writing process. Examples derived from authentic student writing are included to illustrate each concept. Several complex activities are included after each writing concept to train students on open reading techniques, paraphrasing, responding to writing, summarizing, using quotations, note taking, outlining, writing a thesis statement, integrating evidence in the first draft and evaluating resources.
Part Two: Sources for Research where students use a collection of articles as sources for their research papers. The articles are organized around three themes; each has one or two framing articles which set forth some key concepts about the topic, and two sub-themes.
Integrating Parts One & Two: students choose the sub-theme from Part Two. Students read and discuss the articles and collect theme-related ones for their papers.
To do this, they follow the steps of the writing process specified in Part One.
In addition to the course book Sourcework second edition, there is a support website that is equipped with a wealth of student and instruction resources. These resources include an answer key, teaching notes, grading rubrics and student downloads.
elt.heinle.com/sourcework
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Course Objectives |
- Orient students with the meaning and nature of a thesis and thesis development.
- Encourage students to evaluate, critique and narrow down proposed research question.
- Engage students in the process of relevant research material collection.
- Distinguish between primary and secondary sources.
- Develop thesis outline.
- Identify methods of synthesizing information from multiple sources.
- Integrate selected evidence into the research paper and properly document it.
- Incorporate relevant secondary material through the use of the three methods of: in-text citation: quotations, paraphrasing and summarizing.
- Understand the importance of note taking and annotated bibliography.
- Complete a rough draft by correcting punctuation, mechanics and spelling.
- Use a standard research documentation format (Harvard Referencing Style for the purpose of this class) in a completed research paper.
- Compile a final research paper with a works cited page.
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Course Outcomes |
A. Knowledge and understanding At the end of the course, learners will be expected to: A1. Read and discuss an array of primary and secondary sources. A2. Build an understanding of ideas and concepts of selected topics. A3. Develop, support and explain main ideas. A4. Combine information from sources to create a first draft. B. Cognitive & Critical skills At the end of the course learners will be expected to: B1. Narrow down and focus on selected research topic. B2. Develop a reflective awareness of research-related sources they read by writing questions and comments in the margins in pursuit of their research enquiry. B3: Develop an evaluative approach to their writing as well as texts written by others. B4. Develop a thorough understanding of the different subjective responses to a text that come in the form of: an opinion, perception or an insight about an idea or ideas in the read text(s). B5. Develop a contextual awareness of the use of quotations, paraphrases and summaries. B. Practical and professional skills
At the end of the course, learners will be expected to: C1. Write a research thesis statement. C2. Develop a research paper outline. C3. Practice techniques of citing evidences; such as quoting, paraphrasing and summarizing. C4. Develop a Works Cited Page using Harvard Documentation Style. C5. Develop their ability to draft, edit and polish a research paper. - Key transferable skills
At the end of the course, learners will be expected to:
D1: Present and defend their research thesis supported with related selected evidence from both primary and secondary sources.
D2: Learners will have practiced reflective writing and developed a sound awareness of pursuing a research thesis; this can be reflected on how these skills might be used in new situations.
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EL123 Discourse Analysis
(4) Credit Hours
EL123- Discourse Analysis is a level 1 module that offers students a sound preparation on how language works in a fully integrated manner in texts and discourses. EL123 examines different definitions and approaches to discourse, looking at discourse and different spoken and written genres, discourse and context, discourse and cohesion (lexical and grammatical), thematic analysis, coherence, and corpus approaches to discourse analysis.
The course, which is practical in nature, will also include exercises and assignments related to the analysis of various texts, to provide opportunities for students to develop their practical skills in text and discourse analysis to understand connections in a text and appreciate foregrounding and backgrounding strategies that contribute to setting focal information points, from different perspectives. It is intended to be particularly useful to students as they will benefit from spending more time consolidating their academic competences and confidence before moving to level 2 studies.
Course Code |
EL123 |
Course Title |
Discourse Analysis |
Pre-requisite |
EL120 |
Credit Hours |
4 |
Course Description |
EL123- Discourse Analysis is a level 1 module that offers students a sound preparation on how language works in a fully integrated manner in texts and discourses. EL123 examines different definitions and approaches to discourse, looking at discourse and different spoken and written genres, discourse and context, discourse and cohesion (lexical and grammatical), thematic analysis, coherence, and corpus approaches to discourse analysis.
The course, which is practical in nature, will also include exercises and assignments related to the analysis of various texts, to provide opportunities for students to develop their practical skills in text and discourse analysis to understand connections in a text and appreciate foregrounding and backgrounding strategies that contribute to setting focal information points, from different perspectives. It is intended to be particularly useful to students as they will benefit from spending more time consolidating their academic competences and confidence before moving to level 2 studies. |
Course Objectives |
- Engage students and alert them to the important role discourse plays in language and communication.
- Engage students and alert them to how language works in communicative contexts.
- Orient students to how lexis and grammar create cohesion and coherence.
- Introduce students to the diversity of language and the way this diversity achieves communicative functions and goals.
- Introduce students to different types of discourse analysis and discourse strategies.
- Introduce students to the ways in which different genres and texts require different strategies of discourse analysis and interpretation.
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Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to: A1: Develop their understanding of different types of discourse. A2: Develop their understanding of the discourse tools and strategies A3: Develop their understanding of discourse analysis as process and product. B. Cognitive skills At the end of the module learners will be expected to: B1: Develop students' awareness of the difference between written and spoken discourse. B2: Develop their awareness of different important discourse perspectives. B3: Develop their skills of analysing features of spoken and written discourse. B4: Develop understanding of how language is planned and produced with
appropriate tools (such as intonation, layout, structure and linguistic strategies
of cohesion/coherence). C. Practical and
professional skills At the end of the module, learners will be expected to: C1: Be able to practise text analysis as a basic step in the process of discourse analysis. C2: Develop skills in working co-operatively with others which provides a valuable experience in its own right. C3. Develop an evaluative approach to their discourse analysis through an integrated understanding of language use in communicative contexts. D Key transferable
skills At the end of the module, learners will be expected to: D1: Communicate ideas clearly and appropriately in relation to various levels of discourse analysis. D2: Develop skills on working co-operatively with others. D3:
Learners will have developed an enhanced self awareness of and confidence in
their own skills and this can be reflected on how these skills might be used in
new situations. |
EL230 American Literature
(4) Credit Hours
EL230 is designed to provide students with a comprehensive introduction to American literature. It will introduce them to a variety of texts that covers American Literature and culture from the discovery of the American Continents until the 20th Century. Students will read a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose, fiction, as well as autobiography, and speeches. EL230 will teach them how to read study and write about this diverse selection of texts. As the module progresses, students will become familiar with some of the cultural contexts and key theoretical concepts that are fundamental to American studies and learn how to use them in their own academic essays. They will also have the opportunity to reflect on what the texts studied in EL230 mean to us today.
EL230 is an elective course offered to students enrolled in the BA English language and Literature Program. It is designed to provide a wide variety of American literary texts and contexts that would enable students, later on to appreciate critically the material they study in core OU courses such as AA100 Arts of Past and Present and A230 Reading and Studying Literature. This module allows students to practice their acquired knowledge from studying EL121—enables them to better grasp the contextual analysis of the material included in more advanced courses such as AA100 Arts of Past and Present, A230 Reading and Studying Literature.
Course Code |
EL230 |
Course Title |
American Literature |
Pre-requisite |
EL121N |
Credit Hours |
4 |
Course Description |
EL230 is designed to provide students with a comprehensive introduction to American literature. It will introduce them to a variety of texts that covers American Literature and culture from the discovery of the American Continents until the 20th Century. Students will read a stimulating mix of classic texts and less well-known works from a range of genres, including drama, poetry and prose, fiction, as well as autobiography, and speeches. EL230 will teach them how to read study and write about this diverse selection of texts. As the module progresses, students will become familiar with some of the cultural contexts and key theoretical concepts that are fundamental to American studies and learn how to use them in their own academic essays. They will also have the opportunity to reflect on what the texts studied in EL230 mean to us today.
EL230 is an elective course offered to students enrolled in the BA English language and Literature Program. It is designed to provide a wide variety of American literary texts and contexts that would enable students, later on to appreciate critically the material they study in core OU courses such as AA100 Arts of Past and Present and A230 Reading and Studying Literature. This module allows students to practice their acquired knowledge from studying EL121—enables them to better grasp the contextual analysis of the material included in more advanced courses such as AA100 Arts of Past and Present, A230 Reading and Studying Literature.
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Course Objectives |
EL230 will give students an idea of how American Literature developed over the centuries from simple chronicles, diaries and lyric poems to complex literary forms and styles. This survey course will show that American Literature, as any national Literature, not only reflects, but also takes part in the historical and cultural making of the American nation. EL230 will further students' understanding of the central role of language and genre in the creation of meaning; develop students' skills of analysis and interpretation of both literary texts and critical literature. EL230 will develop the skills and knowledge acquired by students in humanities and literature; particularly through: a. The development of students' specialist knowledge, conceptual frameworks and terminology. b. The development of students' critical and analytic skills in relation to primary texts. d. The further development of students' ability to critically evaluate and synthesise ideas from a range of sources. e. Further development of students' ability to present clearly evidenced and constructed arguments in writing. |
Course Outcomes |
A Knowledge and understanding At the end of the module, learners will be expected to have: A1. A broad overview of American Literature and the different stages of its development A2. An understanding that both History and Literature are themselves interpretations and evaluations of America's past and present. A3. An appreciation of American cultural evolution within the larger context of Western Civilization. B. Cognitive skills At the end of the module learners will be expected to be able to: B1. Trace the influence of historical events on writings B2. Distinguish between mainstream and ethnic writings B3. Relate literary concepts to works B4. Apply characteristics of movements and schools to works B5. Analyse literary and non-literary texts. C Practical and professional skills At the end of the module, learners will be expected to be able to: C1. Browse material and on-line sources C2. Develop research skills C3. Relate the course to other courses C4. Meet deadlines and work in a team D Key transferable skills At the end of the module, learners will be expected to be able to: D1. Engage in reflective reading and critical debates of literary and non-literary texts. D2. Make use of the proper key concepts and literary terminology D3. Produce a well-sustained argument supported by textual and critical evidence that keeps the work focused and coherent. |
EL240 Modern and Contemporary Drama
(4) Credit Hours
The EL240 course on drama introduces the student to a rich selection of international plays and offers a global perspective of the drama and theater that has been produced during the last 150 years. From the West's modern canon, to texts from underrepresented regions, such as China, Africa, Latin America, and the Caribbean, the course provides plays that are recognized for their importance within an ongoing narrative history of world drama. Along with the historical and cultural background students need to read these plays into context.
EL240 Modern and Contemporary Drama is an elective course in the BA English and Literature Program. The broad range of plays is designed to inspire and provoke the students to deeply understand the literary and production history of modern and contemporary drama. Students are expected to investigate the theatrical innovations of early modernism, mature and declining
modernism and postmodern eras, introducing them to skills of play analysis and readings of landmark plays and locating texts and performances in their cultural and historical contexts.
EL240 is the first course on drama and it is intended to pave the way for the second level course A230 Reading and Studying Literature with its more advanced component on Renaissance Drama. It will help students develop their understanding of the historical and stylistic context of the plays, acquire the basic skills of interpreting plays using relevant terminology, key terms and concepts and explore the performance dimensions of the plays to better appreciate their theatrical and their literary appeal.
Course Code |
EL240 |
Course Title |
Modern and Contemporary Drama |
Pre-requisite |
EL121N - EL121 |
Credit Hours |
4 |
Course Description |
The EL240 course on drama introduces the student to a rich selection of international plays and offers a global perspective of the drama and theater that has been produced during the last 150 years. From the West's modern canon, to texts from underrepresented regions, such as China, Africa, Latin America, and the Caribbean, the course provides plays that are recognized for their importance within an ongoing narrative history of world drama. Along with the historical and cultural background students need to read these plays into context.
EL240 Modern and Contemporary Drama is an elective course in the BA English and Literature Program. The broad range of plays is designed to inspire and provoke the students to deeply understand the literary and production history of modern and contemporary drama. Students are expected to investigate the theatrical innovations of early modernism, mature and declining
modernism and postmodern eras, introducing them to skills of play analysis and readings of landmark plays and locating texts and performances in their cultural and historical contexts.
EL240 is the first course on drama and it is intended to pave the way for the second level course A230 Reading and Studying Literature with its more advanced component on Renaissance Drama. It will help students develop their understanding of the historical and stylistic context of the plays, acquire the basic skills of interpreting plays using relevant terminology, key terms and concepts and explore the performance dimensions of the plays to better appreciate their theatrical and their literary appeal.
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Course Objectives |
EL240 module aims to develop the students' attributes of communication skills by expressing themselves in performance and in writing, their presentation skills, by performing selected scenes and giving class presentations, their team-working skills, by participating with class mates in group research presentations and performances, their reading skills, by using a range of approaches to tackle different dramatic subgenres, their analytical abilities, by interpreting and theorizing about the meanings of texts and performances and their writing abilities, by preparing assignments using the essay structure and the elements, genres, styles and conventions of drama. The Longman Anthology of Modern and Contemporary Drama: A Global perspective is the core textbook for the EL240 module. Its headnotes introduce each playwright and the historical and stylistic context of the play. Its commentaries and showcases provide brief history lessons on theater companies; sum up historically important plays that influenced the development of modern drama and cultural phenomena of particular plays to reveal the very impulses that contributed to the development of theater. The appendix offers a glossary that defines principal terms and key concepts. Supplements come in the form of e-resources and websites and in shrink-wrapped hard copies that intend to guide students to write play reviews. |
Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to display: A1: Knowledge and understanding of the cultural and historical background of the modern and postmodern drama. A2: Knowledge and understanding of several influential styles of representative plays. A3: Knowledge and understanding of the relationships between the different movements (isms) the plays exemplify. A4: Knowledge and understanding of dramatic texts and performance practices as insights into human experiences in the context of social history. A5: Knowledge and understanding of the rituals and folk customs that enhance our understanding of the human need to create theatre and specific plays. A6: Knowledge and understanding of the elements, genres, styles and conventions of drama. B. Cognitive skills At the end of the module, learners will be expected to: B1: Analyse and critically evaluate the effect of the major three eras on the development of new movements in drama. B2: Recognise the professional approach to theatre production, rehearsal and performance. B3: Demonstrate the ability to compare and contrast dramatic works whether chronologically, thematically or stylistically. B4: Use key concepts and appropriate literary jargon for the discussion of plays and subgenres. B5: Synthesise and cultivate research and independent study to develop personal and creative skills. C. Practical and professional skills At the end of the module, learners will be expected to: C1: apply various analytical and critical strategies to modern plays as texts and performances C2: reflect on political, racial and ethical issues in the construction and performance of modern dramatic literature C3: research and evaluate the key concepts across a variety of modern dramatic literature within a global perspective. C4: identify and explain variances in dramatic presentation and performance from the precursors of modern drama to the postmodern drama. D Key transferable skills At the end of the module, learners will be expected to: D1: Engage in reflective reading and critical debates within theatre practice D2: Make use of the proper key concepts and literary terminology akin to the dramatic genre. D3: Produce a well-sustained argument supported by textual and critical evidence that keeps the work focused and coherent. |
EL330 Teaching English as a Foreign Language
(4) Credit Hours
EL330 is a practical course that links the findings of recent research on teaching/learning English language to classroom methodology. The module discusses English language teaching approaches and methodologies which provide an overview of current approaches to develop language student-teachers who seek a career in teacher education.
Course Code |
EL330 |
Course Title |
Teaching English as a Foreign Language |
Pre-requisite |
EL112 |
Credit Hours |
4 |
Course Description |
EL330 is a practical course that links the findings of recent research on teaching/learning English language to classroom methodology. The module discusses English language teaching approaches and methodologies which provide an overview of current approaches to develop language student-teachers who seek a career in teacher education. |
Course Objectives |
A. Knowledge and understanding:
On completion of the module, you will have knowledge and understanding to:
A1. Demonstrate knowledge of different traditional and modern methods of teaching English as a foreign language.
A2. show knowledge and understanding of the stages of designing a contextualized thematic lesson plan with a variety of activities.
A3. reveal awareness of the importance of developing 21st century language skills that suit current contexts and situations.
A4. show recognition of the importance of providing feedback and assessment on the students' performance in any activity.
A5. Demonstrate recognition of the classroom management plan
B. Cognitive skills
On completion of the module, you will be expected to:
B1. search for and collect specific data related to the methods of TEFL.
B2. draw conclusions for TEFL discussed methods and models based on the collected data and analysed information.
B3. acquire information on how to integrate the different approaches and strategies into classroom practices.
B4. improve the analytical and critical thinking skills through the process of preparing a lesson plan that starts with stimulating ideas through class discussions as a warm-up, then presenting, practicing and producing the intended learning outcomes in the target language.
B5. acquire information on how to analyse and assess methods and language functions used in the lesson plan.
B6. recognize how to develop a classroom management plan.
C. Practical and professional skills
On completion of the module, you will be expected to:
C1. communicate in English orally and in writing to integrate different approaches and strategies into developing classroom practices.
C2. analyse and practice implementing the sub-skills involved in listening and speaking.
C3. analyse and practice implementing the sub-skills involved in listening and speaking.
C4. give oral presentations using power points, flipcharts, pictures, role plays, etc. to give a demo class presentation of the designed lesson plans.
C5. assess the work done using different assessment principles.
C6. Use communication tools, such as recordings, telephone-conferencing and ICT-based tools.
C7. develop a classroom management plan
D Key transferable skills
On completion of the module, you will be expected to:
D1. read, synthesize, and evaluate relevant TEFL methods and principles to design a lesson plan.
D2. develop communicative confidence in classroom discussions.
D3. work independently on designing a lesson plan applying the learned TEFL methods and strategies.
D4. develop effective presentation skills that would enhance self-confidence.
D5. Make use or the given feedback and assessment to improve the lesson plan
D6. Use information technology skills to access, store, manage and present lesson plan data effectively.
D7. Use the relevant computational tools and software programmes to design the lesson plan
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Course Outcomes |
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EL350 Introduction to Literary Theory
(4) Credit Hours
This module is designed for English language and literature students. It introduces the student to the study of literature – literary analysis, interpretation and contextual factors. Students will focus on the major literary theories such as Marxism, Feminism, New Criticism, Structuralism, and Postcolonial Criticism. This module prepares students to OU based courses by giving them the tools they need to read, understand and interpret literary texts in a sophisticated manner.
Course Code |
EL350 |
Course Title |
Introduction to Literary Theory |
Pre-requisite |
EL121N - EL121 |
Credit Hours |
4 |
Course Description |
This module is designed for English language and literature students. It introduces the student to the study of literature – literary analysis, interpretation and contextual factors. Students will focus on the major literary theories such as Marxism, Feminism, New Criticism, Structuralism, and Postcolonial Criticism. This module prepares students to OU based courses by giving them the tools they need to read, understand and interpret literary texts in a sophisticated manner. |
Course Objectives |
Literary theory is an integral
part of studying literature. This module introduces English language and
literature students to basic literary concepts and theoretical schools covering
both the formal and the non- formal approaches to analysing literary texts. The
course allows students of ELL program to identify and differentiate between current
prominent literary schools and concepts. The course presents briefly major
critical approaches to literary works including New Criticism, Structuralism,
Marxism, psychoanalytical-criticism, feminism and postcolonial criticism among
others. It illuminates complex critical
concepts by briefly highlighting their principles, seminal works and main
critics. The course also offers discussions of how specific critical theories
allow different readings and interpretations of literary works. |
Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to show: A1. Knowledge of the complexity and intricacies of literary theories. A2. Understanding of the characteristics of each of the literary schools discussed. A3. Understanding of the possible interpretations of literary texts offered by different schools A4: knowledge of the basic tenets of critical schools B. Cognitive skills At the end of the module, learners will be expected to: B1: Evaluate theoretical and analytical approaches. B2: Compare and contrast the different interpretations of literary texts based on specific theoretical approaches. B3: Use appropriate critical and literary terminology to discuss specific theories and concepts. B4: Synthesize information from different sources C. Practical and professional skills At the end of the module, learners will be expected to: C1: Analyze texts from the perspective of literary theories. C2: Draw conclusion based on solid evidence. C3: Present an argument supported by evidence from sources. C4: Use appropriate vocabulary in analysis of texts set in English literature. D Key transferable skills At the end of the module, learners will be expected to: D1: Use the computer to enhance learning skills. D2: Communicate effectively in English. D3: Write essays following academic conventions. |
FR101 French for Beginners (I)
(3) Credit Hours
The course introduces the student to the basics of French. These include the alphabet, common everyday expressions, simple sentences, short dialogues and small paragraphs. The four skills of reading, writing, listening and speaking will be equally emphasized. However, as we live in the age of the image, students will have ample exposure to a variety of audio-visual material which boost their command of the language at the beginner’s level. The communicative approach is to be adopted in face-to-face tutorials and the various methods of enabling students to learn on their own will be prioritized.
Course Code |
FR101 |
Course Title |
French for Beginners (I) |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
The course introduces the student to the basics of French. These include the alphabet, common everyday expressions, simple sentences, short dialogues and small paragraphs. The four skills of reading, writing, listening and speaking will be equally emphasized. However, as we live in the age of the image, students will have ample exposure to a variety of audio-visual material which boost their command of the language at the beginner’s level. The communicative approach is to be adopted in face-to-face tutorials and the various methods of enabling students to learn on their own will be prioritized. |
Course Objectives |
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Course Outcomes |
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FR102 French for Beginners (II)
(3) Credit Hours
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own.
Course Code |
FR102 |
Course Title |
French for Beginners (II) |
Pre-requisite |
FR101 |
Credit Hours |
3 |
Course Description |
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own. |
Course Objectives |
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Course Outcomes |
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GR101 Self-Learning Skills
(3) Credit Hours
GR101 focuses on developing self-learning skills. It prepares students for university studying and specifically time management, good study habits, critical and analytic thinking styles.
Course Code |
GR101 |
Course Title |
Self-Learning Skills |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
GR101 focuses on developing self-learning skills. It prepares students for university studying and specifically time management, good study habits, critical and analytic thinking styles. |
Course Objectives |
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Course Outcomes |
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GR111 Arabic Islamic Civilization
(3) Credit Hours
Overall views in the history of Arabic-Islamic Civilization.
Concepts and Social Issues.
The effect of Islamic Civilization on the European Renaissance.
Trends of Stagnation in the Islamic Civilization.
Modern Arabic Renaissance.
Islamic Arts and Architecture.
Course Code |
GR111 |
Course Title |
Arabic Islamic Civilization |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
Overall views in the history of Arabic-Islamic Civilization.
Concepts and Social Issues.
The effect of Islamic Civilization on the European Renaissance.
Trends of Stagnation in the Islamic Civilization.
Modern Arabic Renaissance.
Islamic Arts and Architecture.
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Course Objectives |
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Course Outcomes |
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GR112 Issues and Problems of Development in the Arab Region
(3) Credit Hours
GR112 deals with issues and problems related to the development of the Arab region, specifically human development and its social indicators, Arab culture, education, mass media, health, nutrition, women, environment and natural resources.
Course Code |
GR112 |
Course Title |
Issues and Problems of Development in the Arab Region |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
GR112 deals with issues and problems related to the development of the Arab region, specifically human development and its social indicators, Arab culture, education, mass media, health, nutrition, women, environment and natural resources. |
Course Objectives |
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Course Outcomes |
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GR115 Current International Affairs
(3) Credit Hours
GR115 examines current international concerns such as the interactions of civilizations, North and South relations, national and international civil societies, human rights and illegal immigration.
Course Code |
GR115 |
Course Title |
Current International Affairs |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
GR115 examines current international concerns such as the interactions of civilizations, North and South relations, national and international civil societies, human rights and illegal immigration. |
Course Objectives |
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Course Outcomes |
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GR131 Branch Requirement Course
(3) Credit Hours
GR131 introduces students to current issues of interest to socio-economic development at the local and regional levels.
Course Code |
GR131 |
Course Title |
Branch Requirement Course |
Pre-requisite |
- |
Credit Hours |
3 |
Course Description |
GR131 introduces students to current issues of interest to socio-economic development at the local and regional levels. |
Course Objectives |
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Course Outcomes |
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L201A English in the World I
(8) Credit Hours
century world characterised by global power shifts, protests, pandemic, and complex population flows. The module explores how English became the pre-eminent international language of the modern period. L201 traces how English changed as it spread to other countries through colonialism, and considers the impact that it has had on societies, cultures and other languages around the world.
Course Code |
L201A |
Course Title |
English in the World I |
Pre-requisite |
E120 |
Credit Hours |
8 |
Course Description |
century world characterised by global power shifts, protests, pandemic, and complex population flows. The module explores how English became the pre-eminent international language of the modern period. L201 traces how English changed as it spread to other countries through colonialism, and considers the impact that it has had on societies, cultures and other languages around the world. |
Course Objectives |
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Course Outcomes |
A. Knowledge and understanding A1: Develop an understanding of the history and development of English, and its contemporary role alongside other languages in a globalised world. A2: Develop a critical appreciation of the contemporary uses of English in conjunction with other modes of communication in a range of social, cultural, political and educational contexts. A3: Develop knowledge of the key linguistic tools and terminologies for the analysis and evaluation of spoken, written and digital texts, including collected examples. A4: Develop a perspective on English language experiences, including aspects of communication skills.
B. Cognitive skills
At the end of the module, learners should be able to: B1: Develop awareness of the stages of the processes associated with the spread of English, highlighting its links with colonialism and the role that people, cultures and technologies have played in this spread. B2: Understand how language varies between individuals and also in different institutional, cultural and national settings. B3: Discuss the benefits of diversity and its implication in discrimination. B4: Develop an understanding of the use of varieties of English in social, educational and work-based contexts around the world. B5: Develop different reflective strategies that critically and constructively explore global political issues associated with the spread of English; such as migration, political protest, and attempts to 'decolonise' the curriculum
C. Practical and professional skills
At the end of the module, learners should be able to: C1: Demonstrate awareness of the diversity of factors, practices and interpretations associated with the spread of English in the world. C2: Adopt and examine examples of speech and writing from a variety of global contexts and genres, including literature, poetry, song, film, political speeches and advertising. C3. Demonstrate a reflective approach through an integrated understanding of the significance and power of English in social, cultural, and economic life. C4. Demonstrate awareness of the social and economic opportunities opened up by English, and the implications for those people who don't have access to the language.
D Key transferable skills
At the end of the module, learners will be expected to:
D1: Discuss with confidence issues related to the position of English in the world, factors contributing to its spread, and negative and positive views on the matter. D2: Demonstrate skills on working co-operatively with others. D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.
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L201B English in the World II
(8) Credit Hours
Contemporary views are offered on how the English language continues to be shaped by a growing number of users in a range of everyday settings from home to education and work, and the important role that it plays in a range of political issues. A major aim of the module is to enable the learner to observe and account for how language varies between individuals and also in different institutional, cultural and national settings. Examples of speech and writing from a variety of global contexts and genres, including literature, poetry, song, film, political speeches and advertising are presented. Recorded material are offered from countries where English is the majority language such as the UK and USA, and from countries where it exists alongside one or more other languages, such as India and South Africa, in addition to examples on the growing utility of English as a foreign language, presented from countries outside the post-colonial context such as China and the Arab world.
Course Code |
L201B |
Course Title |
English in the World II |
Pre-requisite |
L201A |
Credit Hours |
8 |
Course Description |
Contemporary views are offered on how the English language continues to be shaped by a growing number of users in a range of everyday settings from home to education and work, and the important role that it plays in a range of political issues. A major aim of the module is to enable the learner to observe and account for how language varies between individuals and also in different institutional, cultural and national settings. Examples of speech and writing from a variety of global contexts and genres, including literature, poetry, song, film, political speeches and advertising are presented. Recorded material are offered from countries where English is the majority language such as the UK and USA, and from countries where it exists alongside one or more other languages, such as India and South Africa, in addition to examples on the growing utility of English as a foreign language, presented from countries outside the post-colonial context such as China and the Arab world. |
Course Objectives |
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Course Outcomes |
A. Knowledge and understanding A1: Develop an understanding of the history and development of English, and its contemporary role alongside other languages in a globalised world. A2: Develop a critical appreciation of the contemporary uses of English in conjunction with other modes of communication in a range of social, cultural, political and educational contexts. A3: Develop knowledge of the key linguistic tools and terminologies for the analysis and evaluation of spoken, written and digital texts, including collected examples. A4: Develop a perspective on English language experiences, including aspects of communication skills.
B. Cognitive skills
At the end of the module, learners should be able to: B1: Develop awareness of the stages of the processes associated with the spread of English, highlighting its links with colonialism and the role that people, cultures and technologies have played in this spread. B2: Understand how language varies between individuals and also in different institutional, cultural and national settings. B3: Discuss the benefits of diversity and its implication in discrimination. B4: Develop an understanding of the use of varieties of English in social, educational and work-based contexts around the world. B5: Develop different reflective strategies that critically and constructively explore global political issues associated with the spread of English; such as migration, political protest, and attempts to 'decolonise' the curriculum
C. Practical and professional skills
At the end of the module, learners should be able to: C1: Demonstrate awareness of the diversity of factors, practices and interpretations associated with the spread of English in the world. C2: Adopt and examine examples of speech and writing from a variety of global contexts and genres, including literature, poetry, song, film, political speeches and advertising. C3. Demonstrate a reflective approach through an integrated understanding of the significance and power of English in social, cultural, and economic life. C4. Demonstrate awareness of the social and economic opportunities opened up by English, and the implications for those people who don't have access to the language.
D Key transferable skills
At the end of the module, learners will be expected to:
D1: Discuss with confidence issues related to the position of English in the world, factors contributing to its spread, and negative and positive views on the matter. D2: Demonstrate skills on working co-operatively with others. D3: Develop an enhanced self-awareness of and confidence in own skills and how these skills might be disseminated and used in new situations.
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SL101 Spanish for Beginners (I)
(3) Credit Hours
The course introduces the student to the basics of Spanish. These include the alphabet, common everyday expressions, simple sentences, short dialogues and small paragraphs. The four skills of reading, writing, listening and speaking will be equally emphasized. However, as we live in the age of the image, students will have ample exposure to a variety of audio-visual material which boost their command of the language at the beginner’s level. The communicative approach is to be adopted in face-to-face tutorials and the various methods of enabling students to learn on their own will be prioritized.
Course Code |
SL101 |
Course Title |
Spanish for Beginners (I) |
Pre-requisite |
SL101 |
Credit Hours |
3 |
Course Description |
The course introduces the student to the basics of Spanish. These include the alphabet, common everyday expressions, simple sentences, short dialogues and small paragraphs. The four skills of reading, writing, listening and speaking will be equally emphasized. However, as we live in the age of the image, students will have ample exposure to a variety of audio-visual material which boost their command of the language at the beginner’s level. The communicative approach is to be adopted in face-to-face tutorials and the various methods of enabling students to learn on their own will be prioritized. |
Course Objectives |
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Course Outcomes |
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SL102 Spanish for Beginners (II)
(3) Credit Hours
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own.
Course Code |
SL102 |
Course Title |
Spanish for Beginners (II) |
Pre-requisite |
SL101 |
Credit Hours |
3 |
Course Description |
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own. |
Course Objectives |
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Course Outcomes |
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TR102 Introduction to Translation
(4) Credit Hours
TR102 introduces the basic concepts relevant to translation such as translation equivalence, translation types and translation process. It also examines the different types of meaning (denotation, connotation, contextual meaning and culture-specific meaning). The course is focused on the development of basic translation skills.
Course Code |
TR102 |
Course Title |
Introduction to Translation |
Pre-requisite |
EL121N - EL121 |
Credit Hours |
4 |
Course Description |
TR102 introduces the basic concepts relevant to translation such as translation equivalence, translation types and translation process. It also examines the different types of meaning (denotation, connotation, contextual meaning and culture-specific meaning). The course is focused on the development of basic translation skills. |
Course Objectives |
- Acquaint students with the important role translation has played and still does in facilitating human interaction and overcoming linguistic and cultural barriers.
- Acquaint students with the main definitions and types of translation.
- Orient students to the essential relation between translation and different levels of meaning.
- Introduce students to the important relation between translation and culture.
- Introduce students to the main difficulties involved in the process of translating and the relevant problem-solving strategies.
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Course Outcomes |
- Knowledge and understanding
At the end of the module, learners will be expected to: A1: Develop their understanding of the importance of translation to overcome linguistic barriers. A2: Develop their understanding of some basic translation notions such as equivalence, transference of meaning, etc. A3: Develop their understanding of some basic translation types and translation difficulties. B. Cognitive skills At the end of the module, learners will be expected to: B1: Develop awareness features about types of meanings. B2: Develop awareness of the difference between written translation and oral interpretation. B3: Demonstrate understanding of important translation terms and notions. B4: Develop awareness about some linguistic and cultural difficulties in translation. C. Practical and professional skills At the end of the module, learners will be expected to: C1: Interpret text meanings as a basic step in the process of translation. C2: Carry out the necessary transformations when translating sentences, idioms, and relatively short texts between English and Arabic. D. Key transferable skills At the end of the module, learners will be expected to: D1: Have acquired some basic skills in the analysis of meaning. D2: Have acquired some basic translation skills. D3: Enhance self- awareness and confidence in their own translation skills, and the skill of interactive and cooperative learning. |
TR103 Contrastive Analysis for Translation Purposes
(4) Credit Hours
This course acquaints students with the main grammatical aspects, categories and relations in English and Arabic in relation to translation. This will provide students with better knowledge of both English and Arabic morphology and grammar, which will in turn enhance their ability to conduct proper syntactic analysis of the ST and appropriate syntactic restructuring of the TT. As students learn the different language aspects of English and Arabic, they should be able to describe the negotiation process that takes place between the translator and the text.
Course Code |
TR103 |
Course Title |
Contrastive Analysis for Translation Purposes |
Pre-requisite |
EL117 |
Credit Hours |
4 |
Course Description |
This course acquaints students with the main grammatical aspects, categories and relations in English and Arabic in relation to translation. This will provide students with better knowledge of both English and Arabic morphology and grammar, which will in turn enhance their ability to conduct proper syntactic analysis of the ST and appropriate syntactic restructuring of the TT. As students learn the different language aspects of English and Arabic, they should be able to describe the negotiation process that takes place between the translator and the text. |
Course Objectives |
The module aims to:
- Engage students and alert them to the important role that grammatical structures play in constructing meaningful utterances.
- Acquaint students with the comparative and contrastive (similarities and differences) aspects of the main grammatical categories in English and Arabic.
- Help students carry out well-formed and coherent translation between English and Arabic grammatical categories and structures in relation to such grammatical categories and structures as:
- Pronouns, Articles and Demonstratives
- Modification
- Clauses and word-order
- Coordination and subordination
- Conditional Clauses
- Tenses - Train students on describing the negotiation process that takes place between themselves as translators and the text.
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Course Outcomes |
A. Knowledge and understanding:
At the end of the module, learners will be expected to: A1. Understand the resemblances and differences between English and Arabic grammatical categories.
A2. Understand the nature of both grammatical systems (English and Arabic) as to similarities and differences.
A3. Understand the contribution of structure to meaning, and its importance in translation.
B. Cognitive skills
At the end of the module, learners will be expected to: B1. Develop awareness of grammatical notions and categories in English and Arabic.
B2. Develop awareness of comparative and contrastive features in English and Arabic. B3. Develop analytical skills of grammatical analysis in English and Arabic.
C. Practical and professional skills
At the end of the module, learners will be expected to: C1. Use grammatical rules correctly in Arabic and English.
C2. Analyse grammatical structures in Arabic and English.
C3. Develop awareness on how to benefit from their acquired grammar skills in the process of translation.
D Key transferable skills
D1. Demonstrate ability to understand comparative and contrastive aspects of grammatical structures in both English and Arabic as to word order, passive voice, nominal and verbal structures, condition, etc.
D2. Show ability to recognize structural ambiguities and how to resolve them.
D3. Show ability to apply their acquired skills to translating.
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TR301N Creative Writing in Arabic
(4) Credit Hours
This course introduces students of translation to the concept of “creative writing” with its characteristics, features, functions, types, patterns, and communicative elements. It aims at developing the fundamental (linguistic and stylistic) skills needed for a student/writer/translator whenever they initiate the act of writing.
Course Code |
TR301N |
Course Title |
Creative Writing in Arabic |
Pre-requisite |
AR113 |
Credit Hours |
4 |
Course Description |
This course introduces students of translation to the concept of “creative writing” with its characteristics, features, functions, types, patterns, and communicative elements. It aims at developing the fundamental (linguistic and stylistic) skills needed for a student/writer/translator whenever they initiate the act of writing. |
Course Objectives |
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Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to: A1. Recall the knowledge acquired on writing and its educational and cultural data. A2. Define the act of writing and its function in the light of communication theory. A3. Develop some knowledge of the stylistic features of texts of different genres. A4. Be involved in the understanding of the content of texts of different genres. B. Cognitive skills
At the end of the module, learners will be expected to: B1. Be cognizant of the fundamentals of writing skills. B2. Develop an awareness of the genre features of various text types. B3. Develop critical thinking and analytical skills. B4. Develop reading and writing abilities to go beyond the revision of the original text to discover relations between languages and cultures in order to reconstruct the translated text.
C. Practical and professional skills
At the end of the module, learners will be expected to: C1. Have the basic knowledge of various creative genres and their stylistic features. C2. Analyse written text to identify their different genres. C3. Produce linguistically correct written texts that are characterized by academic quality.
D Key transferable skills At the end of the module, learners will be expected to: D1. Be able to apply their acquired skills and knowledge to achieve success in a multicultural community.
D2: Acquire some basic knowledge of how to evaluate written texts and translations. D3. Be functionally capable of using their writing skills in letter writing and scientific research.
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TR302 Computer-Assisted Translation
(4) Credit Hours
This course helps students acquire the necessary knowledge about the possible uses of translation technology, its limitations, and how the CAT systems provide students with insights about translation tools that can be of help in the translation process. Students will make use of several CAT software products. They will learn through practical work how to use various translation software, electronic dictionaries, and translation memories. The students’ acquired CAT knowledge and experience will increase their productivity and save much time as their CAT skills develop.
Course Code |
TR302 |
Course Title |
Computer-Assisted Translation |
Pre-requisite |
TR102 |
Credit Hours |
4 |
Course Description |
This course helps students acquire the necessary knowledge about the possible uses of translation technology, its limitations, and how the CAT systems provide students with insights about translation tools that can be of help in the translation process. Students will make use of several CAT software products. They will learn through practical work how to use various translation software, electronic dictionaries, and translation memories. The students’ acquired CAT knowledge and experience will increase their productivity and save much time as their CAT skills develop. |
Course Objectives |
The module aims to: - Introduce students to computer-assisted translation (CAT).
- Introduce students to the ways in which computer assisted translation (CAT) can support human translation (HT.)
- Help students develop their skills in using CAT tools.
- Encourage students to collaborate in CAT activities
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Course Outcomes |
A. Knowledge and understanding:
At the end of the module, learners will be expected to: A1. Show understanding of the possible uses of translation technology, and its limitations.
A2. Understand the mechanism of CAT through a relevant software product.
A3. Demonstrate awareness of the role of CAT in creating electronic translation memories that can help translators and save much time. B. Cognitive skills:
At the end of the module learners will be expected to: B1. Develop awareness of the practical benefits of CAT to translators, and learn how to benefit from some basic tools such as Translation Memories.
B2. Demonstrate reflective awareness of the role of CAT in interactive translation and teamwork.
B3. Acquire the skill of applying CAT software under the guidance of the tutor.
C. Practical and professional skills:
At the end of the module, learners will be expected to: C1. Use some simple CAT translation functions. C2. Learn about using Translation Memories. C3.Become familiar with a number of selected CAT
software products
D Key transferable skills : At the end of the module, learners will be expected to:
D1. Show some ability in using relevant software products.
D2. Demonstrate interest in working with technology.
D3. Develop some basic technology skills related to CAT.
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TR303 Translation of Business Texts
(4) Credit Hours
TR303 focuses on translating business and economic texts that include printed and online promotional and informational material, as well as predominant types of business correspondence and transactions.
Course Code |
TR303 |
Course Title |
Translation of Business Texts |
Pre-requisite |
TR103 : Constructive analysis for translation Purposes |
Credit Hours |
4 |
Course Description |
TR303 focuses on translating business and economic texts that include printed and online promotional and informational material, as well as predominant types of business correspondence and transactions. |
Course Objectives |
The module aims to:
- Introduce students to ways of analysing and assessing business texts in the source language.
- Orient students to the fundamental terms and concepts in the business field.
- Introduce students to the basic principles and techniques for translating different types of business texts.
- Help students to critically analyse and produce various types of business texts in Arabic and English.
- Develop a list of lexical terms.
- Enable students to effectively translate a range of business documents from source to target language.
- Explore and justify translation solutions.
- Assist students to apply practical translation skills to the standards required of a newly qualified translator.
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Course Outcomes |
A. Knowledge and understanding:
At the end of the module, learners will be expected to: A1. Understand the basic principles and techniques for translating different types of texts. A2. Understand the strategies and procedures of translating business texts from source language to target language.
A3. Understand the impact of text type and function on translation.
B. Cognitive skills: At the end of the module learners will be expected to: B1. Develop their skills in translating different business texts.
B2. Develop reflective awareness on the issues surrounding text types and function in translation.
B3. Apply appropriate strategies and procedures in translating business texts.
C. Practical and professional skills: At the end of the module, learners will be expected to: C1. Analyze text types and functions. C2. Reproduce business texts in Arabic and English. C3. Develop awareness and ability to select appropriate translation strategies and procedures.
D Key transferable skills :
At the end of the module, learners will be expected to: D1. Reproduce business texts in the source and target language. D2. Show confidence in using different strategies and processes in translation. D3. Develop appropriate resources and approaches in translating business texts.
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TR304 Translation of Official and Legal Texts
(4) Credit Hours
The Module focuses on translating official and legal documents that include printed and online promotional and informational material. The course also introduces students to frequently used legal terminology.
Course Code |
TR304 |
Course Title |
Translation of Official and Legal Texts |
Pre-requisite |
TR103 |
Credit Hours |
4 |
Course Description |
The Module focuses on translating official and legal documents that include printed and online promotional and informational material. The course also introduces students to frequently used legal terminology. |
Course Objectives |
The module aims to: - Acquaint students with types of official and legal texts, language and terminology.
- Introduce students to the relationship between different aspects of legal language.
- Identify the way language is used in different official and legal settings.
- Introduce students to the ways in which official and legal texts of different levels may be handled.
- Introduce students to the fundamental distinction between the various types of legal and official texts.
- Develop students' textual analysis skills through analysing official and legal texts, which is a main step towards translating these types of texts.
- Help students to read official and legal texts from different resources to enhance their background in the field.
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Course Outcomes |
A. Knowledge and understanding:
On successful completion of this course, students will be able to:
A1. Translate official and legal texts, contracts, treaties, leases, etc, from English into Arabic and vice versa.
A2. Use and understand the correct meanings of relative terms and concepts.
A3. Identify the basic features of Legal language used in translation.
A4. Demonstrate ability to use both SL and TL in Legal discussions. B. Cognitive skills:
At the end of the module, learners will be expected to: B1. Develop their skills of analysing official and legal texts to be translated.
B2. Reflect an awareness of issues surrounding the acts of writing and translating.
B3. Develop an evaluative approach to their writing as well as original official and legal texts written by others.
B4. Demonstrate ability to draft, edit and polish original official and legal texts.
C. Practical and professional skills: At the end of the module, learners will be expected to: C1. Interact with the interactive process of re–reading and re-writing as they will be encouraged to see the relationship between the different types of official and legal texts.
C2. Work on analytical tasks within a restricted time –scale.
C3. Engage with analysing different official and legal texts.
C4. Develop skills in working cooperatively with others which provides a valuable experience in its own right.
D Key transferable skills :
At the end of the module, learners will be expected to: D1: Communicate ideas clearly and appropriately to their subject, purpose and audience. D2: Work cooperatively with others while translating official and legal texts.
D3: Develop an enhanced self-awareness and confidence in their own transferable skills.
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TR305 Translation of Media Texts
(4) Credit Hours
This course aims to provide students with the necessary skills and training to analyse media texts and acquire collaborative skills that are needed when dealing with various media genres. Students will be familiarized with the main media terminology and idioms. They will also discuss strategies and methods needed to translate such texts when translating news headlines, news leads, news stories, editorials and TV and radio reports. Students will also be oriented concerning the translation of electronic media.
Course Code |
TR305 |
Course Title |
Translation of Media Texts |
Pre-requisite |
TR103 |
Credit Hours |
4 |
Course Description |
This course aims to provide students with the necessary skills and training to analyse media texts and acquire collaborative skills that are needed when dealing with various media genres. Students will be familiarized with the main media terminology and idioms. They will also discuss strategies and methods needed to translate such texts when translating news headlines, news leads, news stories, editorials and TV and radio reports. Students will also be oriented concerning the translation of electronic media. |
Course Objectives |
The module aims to: - Familiarize students with media style, features and format in some media genres.
- Enhance students' linguistic skills in Arabic and English in relation to media terminology and idioms.
- Develop students' awareness about the relation between media translation and socio-cultural contexts.
- Equip students with the necessary basic skills and strategies required for media translation.
- Train students on subtitling of film scripts.
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Course Outcomes |
A. Knowledge and understanding: At the end of the module, learners will be expected to: A1. Understand the meanings of high-frequency terms and expressions used in mass media publications and forums.
A2.Recognise the stylistic and linguistic features of written media text format.
A3. Understand the semiotics or multimodality of Radio and TV reports. 4. Train students on subtitling film scripts. A5. Understand the nature of difficulties involved in translating media texts in cross-cultural encounters.
B. Cognitive skills:
At the end of the module, learners will be expected to: B1. Develop reflective awareness of the different media genres.
B2. Develop awareness of the skills needed for analysing media texts and subtitling film scripts. B3. Develop interest in collaborative skills and teamwork needed for working with media genres.
B4. Understand the importance of socio-cultural context in media texts' interpretation and reproduction in translation. B5. Develop collaborative skills and strategies. C. Practical and professional skills
At the end of the module, learners will be expected to: C1. Develop strategies needed for translating media texts and subtitling film scripts.
C2. Develop ability to deal with the flow of information from electronic and conventional sources.
C3. Develop awareness of the appropriate translation strategies
usually used in translating media texts.
C4. Develop ability to apply appropriate translation strategies. C5 .Train students to create a subtitling file in all its phases. This includes, spotting, synchronization, captioning and translation.
D Key transferable skills : At the end of the module, learners will be expected to: D1. Develop ability in translating some written media texts and subtitling film script.
D2. Develop ability in translating some radio and TV reports.
D3. Use the problem-solving strategies involved in media translation.
D4. Develop ability to evaluate translated media texts.
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TR306 Consecutive and Simultaneous Interpreting
(4) Credit Hours
This elementary course familiarises students with the study and practice of consecutive and simultaneous interpreting. Students are acquainted with required skills for interpreting: active listening, retentive memory, note-taking, logical analysis, shadowing, and synchronizing. Sequential modes of interpreting will be adopted to ensure students' progress from consecutive to simultaneous interpreting. Within the context of bilingual (English/Arabic) conference settings, students will increase their specialized terminology repertoire. Students are expected to interpret short, simple oral texts (1 minute) of different themes in the consecutive and simultaneous modes.
Course Code |
TR306 |
Course Title |
Consecutive and Simultaneous Interpreting |
Pre-requisite |
TR304 |
Credit Hours |
4 |
Course Description |
This elementary course familiarises students with the study and practice of consecutive and simultaneous interpreting. Students are acquainted with required skills for interpreting: active listening, retentive memory, note-taking, logical analysis, shadowing, and synchronizing. Sequential modes of interpreting will be adopted to ensure students' progress from consecutive to simultaneous interpreting. Within the context of bilingual (English/Arabic) conference settings, students will increase their specialized terminology repertoire. Students are expected to interpret short, simple oral texts (1 minute) of different themes in the consecutive and simultaneous modes. |
Course Objectives |
The module aims to: • Acquaint students with the nature of consecutive and simultaneous interpreting. • Introduce students with the main skills required for consecutive interpreting such as note-taking, concentration, and memory activation. • Familiarise students with the basic skills required for simultaneous interpreting such as summarising, speedy memory retrieval, and some problem-solving strategies. • Engage students in some simple practical consecutive and at a later stage simultaneous interpreting exercises.
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Course Outcomes |
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TR307 Political and Diplomatic Translation
(4) Credit Hours
This course introduces students to the translation of political and diplomatic texts. The course will focus on the practical side of translation where students will be trained and involved in the translation of simple political texts.
The module also promotes students’ knowledge as to the nature and characteristics of political and diplomatic discourse and the language resources used. Students will also promote their knowledge of the main relevant political and diplomatic jargon in English and Arabic.
Course Code |
TR307 |
Course Title |
Political and Diplomatic Translation |
Pre-requisite |
TR304 |
Credit Hours |
4 |
Course Description |
This course introduces students to the translation of political and diplomatic texts. The course will focus on the practical side of translation where students will be trained and involved in the translation of simple political texts.
The module also promotes students’ knowledge as to the nature and characteristics of political and diplomatic discourse and the language resources used. Students will also promote their knowledge of the main relevant political and diplomatic jargon in English and Arabic.
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Course Objectives |
The module aims to: - Acquaint students with the characteristics of the political and diplomatic genres in English and Arabic.
- Introduce students to techniques and strategies used in the translation of political and diplomatic texts.
- Help students build a database of some basic terminology in the field of politics and diplomacy.
Engage students in the translation of some simple political and diplomatic texts and documents.
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Course Outcomes |
A. Knowledge and understanding: At the end of the module, learners will be expected to: A1: Develop some knowledge of the genre of political and diplomatic texts.
A2: Develop some knowledge of the basic terminology used in translating political and diplomatic texts.
A3: Develop some knowledge of the strategies used in translating political and diplomatic texts.
A4: Be involved in the translation of political and diplomatic documents. B. Cognitive skills: At the end of the module, learners will be expected to:
B1. Be cognizant of some basic terminology used in the translation of different types of political and diplomatic documents. B2. Develop an awareness of the genre features of political and diplomatic language such as connotations and artistic language play. B3. Develop an awareness of how political and diplomatic texts relate to socio-cultural contexts. B4. Develop an awareness of indirect or hidden ideologies in political and diplomatic texts. C. Practical and professional skills:
At the end of the module, learners will be expected to: C1. Have the basic knowledge of the political and diplomatic genres and specific features.
C2. Translate simple political and diplomatic texts.
D Key transferable skills :
At the end of the module, learners will be expected to: D1. Be able to apply their acquired skills and knowledge in the translation of political texts. D2: Acquire some basic knowledge of how to evaluate the translation of a political text.
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TR308 Special Topics in Translation
(4) Credit Hours
The course offers an in-depth study of selected themes, theories and theoretical issues in translation, which have not been covered thoroughly in the other courses to expand students’ knowledge and awareness of the linguistic, socio-political and ideological perspectives. Students will explore the linguistic, stylistic and cultural differences between the SL and the TL to apply skills and theoretical understanding to solve translation problems.
Course Code |
TR308 |
Course Title |
Special Topics in Translation |
Pre-requisite |
TR302 |
Credit Hours |
4 |
Course Description |
The course offers an in-depth study of selected themes, theories and theoretical issues in translation, which have not been covered thoroughly in the other courses to expand students’ knowledge and awareness of the linguistic, socio-political and ideological perspectives. Students will explore the linguistic, stylistic and cultural differences between the SL and the TL to apply skills and theoretical understanding to solve translation problems. |
Course Objectives |
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Course Outcomes |
A. Knowledge and understanding:
At the end of the module, learners will be expected to: A1. Understand in-depth a certain translation domain.
A2. Develop deeper understanding of the similarities and differences between the source language (SL) and the target language (TL) in relation to the relevant translation domain under study.
A3. Acquire deeper insight in relation to the translation of such domains. A4. Discuss the differences between copyediting and proofreading, and revision for English and Arabic texts.
B. Cognitive skills:
At the end of the module, learners will be expected to: B1. Comprehend a richer jargon in translation.
B2. Develop better skills in analyzing ST meanings and producing quality equivalent translations.
B3. Apply newly-learnt theoretical knowledge in the process of translation that will positively reflect on the output.
C. Practical and professional skills:
At the end of the module, learners will be expected to: C1. Demonstrate better ability in translating specialized texts. C2. Reflect more professional knowledge and experience in translating relevant texts between Arabic and English. C3. Show confidence in their capabilities to translate. C4. Apply copyediting and proofreading, and revision to monolingual and bilingual texts.
D Key transferable skills : At the end of the module, learners will be expected to: D1. Communicate and translate effectively as bilingual and bicultural professionals in Arabic and English, both in the spoken and written forms. D2. Develop better understanding of the SL and TL. D3. Develop the necessary interpersonal skills and professional ethics for a career in translation and / or interpretation.
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TU170 Computing Essentials
(3) Credit Hours
TU170 introduces students to the essential concepts related to using computers with confidence. This is a fundamental course that familiarizes students with basic concepts of information technology, internet and web. The course also introduces students to practical skills for using computers as well as basic software and hardware applications.
Course Code |
TU170 |
Course Title |
Computing Essentials |
Pre-requisite |
EL098 |
Credit Hours |
3 |
Course Description |
TU170 introduces students to the essential concepts related to using computers with confidence. This is a fundamental course that familiarizes students with basic concepts of information technology, internet and web. The course also introduces students to practical skills for using computers as well as basic software and hardware applications. |
Course Objectives |
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Course Outcomes |
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U214A Worlds of English (I)
(8) Credit Hours
This course introduces students to the major themes, issues and debates current in the field of English language study and to methods of language description and analysis. Students will have the opportunity to see how the English language of today has evolved within the historical setting of the United Kingdom and how it has changed and developed as it has spread around the world.
U214 is a compulsory course for the BA students in English Language and Literature. U214 will contribute to specific learning outcomes within those qualifications where it is compulsory. This module will contribute to ‘a broad understanding of the English language, including its history, contemporary use and its development as a global language’, to developing ‘skills in the interpretation of both literary and non-literary texts, including spoken, written and multimodal texts’ and to developing ‘a critical understanding of the range and variety of traditions and approaches to the study of literature and language’. U214 will provide the skills and knowledge at second level necessary for students to go on with (English) language study at third level. In particular, it will help develop an understanding of:
1. the history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts;
2. how people learn and use English in a range of contexts;
3. how the English language works and how it may be described;
4. the nature of linguistic evidence and ways in which it may be collected and analysed.
It will develop skills in:
1. analysing spoken, written and multimodal texts;
2. identifying and evaluating competing arguments and theories;
3. interpreting and critically evaluating linguistic evidence in the light of alternative explanations, arguments and theories.
It will contribute to further development of key skills from level 1 courses and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
Course Code |
U214A |
Course Title |
Worlds of English (I) |
Pre-requisite |
EL120 |
Credit Hours |
8 |
Course Description |
This course introduces students to the major themes, issues and debates current in the field of English language study and to methods of language description and analysis. Students will have the opportunity to see how the English language of today has evolved within the historical setting of the United Kingdom and how it has changed and developed as it has spread around the world.
U214 is a compulsory course for the BA students in English Language and Literature. U214 will contribute to specific learning outcomes within those qualifications where it is compulsory. This module will contribute to ‘a broad understanding of the English language, including its history, contemporary use and its development as a global language’, to developing ‘skills in the interpretation of both literary and non-literary texts, including spoken, written and multimodal texts’ and to developing ‘a critical understanding of the range and variety of traditions and approaches to the study of literature and language’. U214 will provide the skills and knowledge at second level necessary for students to go on with (English) language study at third level. In particular, it will help develop an understanding of:
1. the history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts;
2. how people learn and use English in a range of contexts;
3. how the English language works and how it may be described;
4. the nature of linguistic evidence and ways in which it may be collected and analysed.
It will develop skills in:
1. analysing spoken, written and multimodal texts;
2. identifying and evaluating competing arguments and theories;
3. interpreting and critically evaluating linguistic evidence in the light of alternative explanations, arguments and theories.
It will contribute to further development of key skills from level 1 courses and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
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Course Objectives |
A major aim of the course will be to enable students understand and apply the tools necessary to observe and account for the diversity of the English language both at the level of the individual speaker and in larger institutional, cultural and national contexts. Spoken, written and multimodal texts from a variety of contexts and genres, including literature, songs, politics and advertising, will be examined. The significance and power of language in social and economic life will be explored in countries where English is the majority language such as England and the USA, and in countries where it exists alongside one or more other languages such as India or South Africa. An important teaching point will be the question of ownership of English and the ideologies that accompany that notion. |
Course Outcomes |
A Knowledge and understanding At the end of the module, learners will be expected to display understanding of: A1. The history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts; A2. How people learn and use English in a range of contexts; A3. How the English language works and how it may be described; A4. The nature of linguistic evidence and ways in which it may be collected and analysed. B. Cognitive skills At the end of the module, learners will be expected to: B1. Develop and practice skills of analysing spoken, written, and multimedia texts; B2. Identify and evaluate competing arguments and theories B3. Interpret and critically evaluate linguistic evidence in the light of alternative explanations, arguments and theories. C Practical and professional skills At the end of the module, learners will be expected to: C1. Find, synthesise and organise information from a variety of sources (including electronic resources), and critically evaluate its significance; C2. Communicate information, arguments and ideas effectively using appropriate styles and language for your audience: for example, writing academic essays for your tutor, or communicating with other students via electronic means; C3. Plan, monitor, and review your progress as an independent learner, including making use of feedback from your tutor; C4. Understand and interpret basic data in the form of maps, graphs and tables. D Key transferable skills At the end of the module, learners will be expected to: D1. Reflect critically on your own linguistic experience and relationship to the English language; D2. Recognise and select appropriate genres of written text and registers of spoken language for personal and professional purposes |
U214B Worlds of English (I)
(8) Credit Hours
This course introduces students to the major themes, issues and debates current in the field of English language study and to methods of language description and analysis. Students will have the opportunity to see how the English language of today has evolved within the historical setting of the United Kingdom and how it has changed and developed as it has spread around the world. U214 is a compulsory course for the BA students in English Language and Literature. U214 will contribute to specific learning outcomes within those qualifications where it is compulsory. This module will contribute to ‘a broad understanding of the English language, including its history, contemporary use and its development as a global language’, to developing ‘skills in the interpretation of both literary and non-literary texts, including spoken, written and multimodal texts’ and to developing ‘a critical understanding of the range and variety of traditions and approaches to the study of literature and language’. U214 will provide the skills and knowledge at second level necessary for students to go on with (English) language study at third level. In particular, it will help develop an understanding of: 1. the history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts; 2. how people learn and use English in a range of contexts; 3. how the English language works and how it may be described; 4. the nature of linguistic evidence and ways in which it may be collected and analysed. It will develop skills in: 1. analysing spoken, written and multimodal texts; 2. identifying and evaluating competing arguments and theories; 3. interpreting and critically evaluating linguistic evidence in the light of alternative explanations, arguments and theories. It will contribute to further development of key skills from level 1 courses and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals.
Course Code |
U214B |
Course Title |
Worlds of English (I) |
Pre-requisite |
EL120 |
Credit Hours |
8 |
Course Description |
This course introduces students to the major themes, issues and debates current in the field of English language study and to methods of language description and analysis. Students will have the opportunity to see how the English language of today has evolved within the historical setting of the United Kingdom and how it has changed and developed as it has spread around the world. U214 is a compulsory course for the BA students in English Language and Literature. U214 will contribute to specific learning outcomes within those qualifications where it is compulsory. This module will contribute to ‘a broad understanding of the English language, including its history, contemporary use and its development as a global language’, to developing ‘skills in the interpretation of both literary and non-literary texts, including spoken, written and multimodal texts’ and to developing ‘a critical understanding of the range and variety of traditions and approaches to the study of literature and language’. U214 will provide the skills and knowledge at second level necessary for students to go on with (English) language study at third level. In particular, it will help develop an understanding of: 1. the history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts; 2. how people learn and use English in a range of contexts; 3. how the English language works and how it may be described; 4. the nature of linguistic evidence and ways in which it may be collected and analysed. It will develop skills in: 1. analysing spoken, written and multimodal texts; 2. identifying and evaluating competing arguments and theories; 3. interpreting and critically evaluating linguistic evidence in the light of alternative explanations, arguments and theories. It will contribute to further development of key skills from level 1 courses and enhance students’ personal and career development through helping them to recognise and manage their skills and knowledge in support of their own goals. |
Course Objectives |
A major aim of the course will be to enable students understand and apply the tools necessary to observe and account for the diversity of the English language both at the level of the individual speaker and in larger institutional, cultural and national contexts. Spoken, written and multimodal texts from a variety of contexts and genres, including literature, songs, politics and advertising, will be examined. The significance and power of language in social and economic life will be explored in countries where English is the majority language such as England and the USA, and in countries where it exists alongside one or more other languages such as India or South Africa. An important teaching point will be the question of ownership of English and the ideologies that accompany that notion.
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Course Outcomes |
A Knowledge and understanding At the end of the module, learners will be expected to display understanding of: A1. The history of English, its development as a global language and debates surrounding its contemporary role in a range of international social and cultural contexts; A2. How people learn and use English in a range of contexts; A3. How the English language works and how it may be described; A4. The nature of linguistic evidence and ways in which it may be collected and analysed. B. Cognitive skills At the end of the module, learners will be expected to: B1. Develop and practice skills of analysing spoken, written, and multimedia texts; B2. Identify and evaluate competing arguments and theories B3. Interpret and critically evaluate linguistic evidence in the light of alternative explanations, arguments and theories. C Practical and professional skills At the end of the module, learners will be expected to: C1. Find, synthesise and organise information from a variety of sources (including electronic resources), and critically evaluate its significance; C2. Communicate information, arguments and ideas effectively using appropriate styles and language for your audience: for example, writing academic essays for your tutor, or communicating with other students via electronic means; C3. Plan, monitor, and review your progress as an independent learner, including making use of feedback from your tutor; C4. Understand and interpret basic data in the form of maps, graphs and tables. D Key transferable skills At the end of the module, learners will be expected to: D1. Reflect critically on your own linguistic experience and relationship to the English language; D2. Recognise and select appropriate genres of written text and registers of spoken language for personal and professional purposes
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