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TRANSCRIPT
THE CREDIT-RATED
INSESSIONAL PROGRAMME
MODULES:
ELC 1714 Reading and Writing for Academic Study (Intermediate)
ELC 2715 Reading and Writing for Academic Study (Advanced)
ELC 1724 Listening and Speaking for Academic Study (Intermediate)
ELC 2725 Listening and speaking for Academic Study (Advanced)
STUDENT HANDBOOK SEMESTER 1 2009-2010
Contents:
Module descriptions
Assessment procedures and criteria
The Old Library, Prince of Wales Road, EX4 4SB, UK
Tel: +44 (0)1392 264282
CONTENTS
1. Introduction to the Credit-rated Insessional courses
1.1 Entry levels and placement tests
2. Assessment and marking procedure
2.2 Rules on assessment
2.3 Assessment methods
2.4 Marking procedures
3. Reading and writing: module outline
3.1 Aims
3.2 Syllabus
3.3 Study Methods
3.4 Assessment
3.5 CEF descriptors in the assessment of written assignments
3.6 Task fulfilment guidelines for the assessment of timed writing
4. Listening and speaking: module outline
4.1 Aims
4.2 Syllabus
4.3 Study Methods
4.4 Assessment
4.5 CEF descriptors in the assessment of presentations
4.6 CEF descriptors in the assessment of seminars
5. Task fulfilment guidelines for the assessment of Key Texts, Presentations/ Seminars
The Credit-Rated In-sessional Programme
1. INTRODUCTION
About the modules
These modules will enable you to improve your communication skills in English for academic purposes and
gain credits at the same time. Each module carries a credit value of 15 Exeter credits (equivalent to 7.5
ECTS). They are intended for undergraduate students on Exeter degree programmes or study abroad
programmes, namely students on exchange programmes such as Erasmus. Enrolment will normally be
restricted to students requiring credits for Exeter degrees or their home universities.
The modules are offered at two levels: intermediate and advanced. Students taking intermediate modules
will be working at Common European Framework (CEF) reference level B2. On advanced level courses
students will be working at CEF reference level C1.
ELC 1724 Listening and Speaking for Academic Study (Intermediate)
ELC 2725 Listening and Speaking for Academic Study (Advanced)
These modules are designed to help you improve your listening and speaking in an academic context. The
skills of listening and speaking are developed through various topics of general interest, such as
Communication and Justice. Assessment will involve giving a presentation (40%), participating in a seminar
discussion (30%), and a listening and note-taking test (30%).
ELC 1714 Reading and Writing for Academic Study (Intermediate)
ELC 2715 Reading and Writing for Academic Study (Advanced)
These modules will help you to improve your reading and writing for academic purposes. The focus will be
on raising awareness of the requirements of academic writing and on strategies and techniques in reading
for academic study through English. There will be substantial practice in both reading and writing. You will
be assessed on two pieces of written coursework (25% + 25%), and you will also be required to take a timed
writing test (25%) and a timed reading test (25%).
All students registering on credit-rated modules must be committed to the programme and be prepared to
meet the assessment criteria and the programme attendance criteria (80% attendance). For each module,
there will be 4 hours of classes per week (2 x 2 hours). Out of class, students will be required to undertake
assigned tasks and self-directed study. You will be able to make use of the independent learning resources in
the Centre’s Computer Room and the Study Centre, and make use of online resources.
1.1 Entry levels and placement tests
Entry to the intermediate courses is minimum IELTS 5.5 or INTO Credit-rated in-sessional placement test
40%. The Intermediate modules are at these levels:
� CEF level B2
� INTO Intermediate/Upper intermediate (level 4)
� University level 1
Entry to the advanced courses is minimum IELTS 6.5 or INTO Credit-rated in-sessional placement test 70%.
The Advanced modules are at these levels:
� CEF level C1
� INTO Advanced (levels 5/6)
� University level 2
2. ASSESSMENT AND MARKING PROCEDURE
ELC 1714 Reading and Writing for Academic Study (Intermediate)
ELC 2715 Reading and Writing for Academic Study (Advanced)
ELC 1724 Listening and Speaking for Academic Study (Intermediate)
ELC 2725 Listening and speaking for Academic Study (Advanced)
Each of the above modules consists of 15 credits.
• The intermediate modules are at these levels:
CEF level B2
INTO Intermediate/Upper intermediate (level 4)
University level 1
Entry to the Intermediate courses is minimum IELTS 5.5 or INTO Credit-rated in-sessional placement
test 40%.
• The advanced modules are at these levels:
CEF level C1
INTO Advanced (levels 5/6)
University level 2
Entry to the Advanced courses is minimum IELTS 6.5 or INTO Credit-rated in-sessional placement test
70%.
2.2 Rules on assessment
To pass the modules, students must complete the assessed assignments with marks of at least 40%.
Referrals
A candidate who has failed any of the assessments may be referred on one further occasion.
Referral will constitute the substitution of one or more pieces of course work for which marks of below 40%
have been achieved by wholly new piece(s) of assessed work to an equivalent number of credits. Or the
referral will constitute a second formal test.
For further details on the regulations regarding referrals, deferrals and resits etc, refer to:
Undergraduate Degrees and awards: assessment Procedures, on
http://www.ex.ac.uk/admin/academic/tls/tqa/ugexams2.htm
2.3 Assessment methods
ELC 1714 Reading and Writing for Academic Study (Intermediate)
ELC 2715 Reading and Writing for Academic Study (Advanced)
(i) Course work (2 key texts). The marks for these texts will each constitute 25%
(ii) Prepared timed reading assignment (25%)
(iii) Prepared timed writing assignment (25%)
ELC 1724 Listening and Speaking for Academic Study (Intermediate)
ELC 2725 Listening and speaking for Academic Study (Advanced)
(i) Assessed listening tasks (30%)
(ii) Assessed presentation (40%)
(iii) Assessed seminar (30%)
2.4 Marking procedures
• The reading and listening assignments and tests use objective marking systems and usually do not
require second marking.
• Writing and speaking assessments are based on the guidelines attached, which relate to Common
European Framework (CEF) reference levels and in-house Task Fulfilment criteria. In order to ensure
marker reliability, the following points apply:
(i) The Centre ensures that markers are experienced in interpreting CEF reference level descriptors
and task fulfilment criteria.
(ii) Marking co-ordination and moderation meetings are held before and after assessment takes
place.
(iii) Between 25-33% of all assessed written work is second marked.
(iv) Any assessed written work which is felt to be ‘borderline’ receives is second marked.
(v) All assessed presentations are recorded and observed seminars recorded to DVD.
(vi) At least 25% of the assessed presentations/seminars are second marked.
(vii) A sample of Key Texts 1 & 2, assessed presentations and seminars will be selected for cross-unit
standardisation at the end of each Semester. The sample will be of the order of 10% of Key
Texts, presentations and seminar performances.
(viii) Former students’ assignments will sometimes be used in class for discussion and illustration. If
you would prefer that your work is not used in this way, you should inform John Straker
([email protected]) or Gareth Butt ([email protected]).
3. MODULE OUTLINE: READING AND WRITING
ELC 1714 Reading and Writing for Academic Study (intermediate)
ELC 2715 Reading and Writing for Academic Study (advanced)
Credit value: 15 (7.5 ECTS)
3.1 Aims
The aim of these modules is to provide students with essential skills for undertaking academic study through
the medium of English. The focus will be on:
1. Raising students’ awareness of the requirements of academic writing;
2. Strategies in reading for academic study;
3. Study skills for writing.
3.2 Syllabus
• Stages of the writing process: planning, drafting, revising
• The language of academic texts, e.g. language used to describe, argue, speculate and evaluate
• Using tables and diagrams to present data; linking ideas together and referring backwards and
forwards; using formal academic style
• Sentence, paragraph and text structure
• Different genres of writing with their text structure such as description, argument, problem-solution,
report
• Skills and strategies for reading comprehension: surveying texts, relating purposes to reading styles,
note-taking and summarising, comprehension and critical evaluation of texts, vocabulary work
• Using source materials: paraphrase, summary, quotation
• Selecting and using references sources; writing bibliographies
While the modules draw from the same broad syllabus, the depth of engagement will differ as follows:
Students taking ELC 1714 will be working at Common European Framework (CEF) reference level B2.
Students taking ELC 2715 will work at CEF reference level C1.
3.3 Study Methods
Class sessions will consist of whole class, individual, pair and group-based activities. As the focus will be on
skills improvement, students will be required to participate in class activities, in the construction of texts and
in giving feedback to others. As well as short writing tasks in class, students will also work individually on two
key texts, the first of which will be approximately 500 words and the second about 1000 words long, with
bibliographical references.
Examples of possible text types:
• A description of a problem with possible solutions
• A research report which will include tables, graphs, or other kinds of data
• An argument, using source materials to support your view
These key texts will be written on topics chosen by the students.
3.4 Assessment
Assessment of writing will be based on two key texts and a timed writing test. The best mark of the two key
texts will be chosen (2 elements). Reading assessment is in the form of a test based on a prepared reading
assignment (2 elements).
Each element constitutes 25% of the overall mark for the module.
3.5
Co
mm
on
Eu
rop
ea
n F
ram
ew
ork
(C
EF
) d
esc
rip
tors
in
th
e a
sse
ssm
en
t o
f w
ritt
en
ass
ign
me
nts
(E
LC 1
71
4/2
71
5)
co
mm
un
ica
tiv
e e
ffe
ctiv
en
ess
co
nte
nt
an
d a
na
lysi
s co
he
ren
ce o
rga
nis
ati
on
an
d
lin
kin
g
inco
rpo
rati
on
of
sou
rce
ma
teri
al
vo
cab
ula
ry
gra
mm
ar
& c
oh
esi
on
C2
Ve
ry c
lea
r fo
cus
& p
oin
t o
f vie
w.
Sm
oo
thly
flo
win
g t
ext,
wit
h e
xce
lle
nt
pre
sen
tati
on
of
the
wri
ter’
s ca
se,
an
d/o
r cr
itic
al
ap
pre
cia
tio
n .
(E)
Ide
as
rele
va
nt,
we
ll d
eve
lop
ed
&
cla
rifi
ed
, w
ith
so
ph
isti
cate
d e
lab
ora
tio
n.
(T)
Ma
in i
de
as
ve
ry w
ell
su
pp
ort
ed
wit
h
ap
pro
pri
ate
evid
en
ce,
exa
mp
les
or
exp
lan
ati
on
. S
ub
-th
em
es
ve
ry w
ell
inte
gra
ted
, w
ell
-de
ve
lop
ed
pa
rtic
ula
r
po
ints
, a
pp
rop
ria
te c
on
clu
sio
n .
(T
) (P
)
Ve
ry c
oh
ere
nt
wit
h a
n a
pp
rop
ria
te
va
rie
ty o
f o
rga
nis
ati
on
al
pa
tte
rns,
Lin
ks
be
twe
en
id
ea
s ve
ry c
lea
r a
nd
log
ica
l.
Exc
elle
nt
org
an
isa
tio
n a
t w
ho
le-t
ext
an
d p
ara
gra
ph
le
ve
l. (
C)
Wh
ere
re
leva
nt,
su
mm
ari
ses
info
rma
tio
n
fro
m d
iffe
ren
t so
urc
es,
re
con
stru
ctin
g
arg
um
en
ts a
nd
/or
acc
ou
nts
, w
ith
a
coh
ere
nt
pre
sen
tati
on
of
the
ove
rall
re
sult
.
(P)
Pro
fici
en
t u
nd
ers
tan
din
g &
ap
plic
ati
on
of
refe
ren
cin
g a
nd
co
ntr
ol o
f co
nve
nti
on
s
for
inco
rpo
rati
on
of
sou
rce
ma
teri
al a
nd
bib
liog
rap
hic
al co
nve
nti
on
s. (
T)
Go
od
co
mm
an
d &
wid
e r
an
ge
of
ap
pro
pri
ate
vo
cab
ula
ry,
incl
.
ap
pro
pri
ate
id
iom
ati
c e
xp
ress
ion
s. (
V)
Aw
are
ne
ss o
f co
nn
ota
tive
le
ve
ls o
f
me
an
ing
. (V
)
Co
nsi
ste
nt
acc
ura
te u
se o
f le
xis.
(V
)
Exc
elle
nt
con
tro
l o
ve
r w
ord
fo
rma
tio
n.
(V)
(G)
Exc
elle
nt
com
ma
nd
, r
an
ge
& c
on
tro
l o
f
ap
pro
pri
ate
(a
nd
co
mp
lex)
gra
mm
ati
cal
stru
ctu
res.
(G
)
Acc
ura
te u
se o
f se
nte
nce
pu
nct
ua
tio
n.
(C).
Exc
elle
nt
con
tro
l o
f a
wid
e r
an
ge
of
ap
pro
pri
ate
co
he
sive
de
vic
es.
(C
)
C1
Ca
n w
rite
cle
ar,
we
ll-s
tru
ctu
red
exp
osi
tio
ns
of
com
ple
x s
ub
ject
s,
un
de
rlin
ing
th
e r
ele
va
nt
sali
en
t is
sue
s.
Go
od
fo
cus
an
d p
oin
t o
f vie
w.(
E)
Co
nte
nt
ha
s a
cle
ar
focu
s a
nd
id
ea
s a
re
ge
ne
rall
y r
ele
va
nt,
we
ll d
eve
lop
ed
an
d
sup
po
rte
d w
ith
ap
pro
pri
ate
evid
en
ce,
exa
mp
les
or
exp
lan
ati
on
wit
h a
na
lysi
s.
(T)
(P)
Te
xt i
s g
en
era
lly c
oh
ere
nt
an
d
log
ica
lly o
rga
nis
ed
at
wh
ole
te
xt
an
d
pa
rag
rap
h l
eve
l a
nd
lin
ks
be
twe
en
ide
as
are
ge
ne
rall
y c
lea
r a
nd
eff
ect
ive
ly m
an
ag
ed
.(C
)
Wri
ter
sho
ws
ove
rall
a g
oo
d u
nd
ers
tan
din
g
an
d c
on
tro
l o
f co
nve
nti
on
s fo
r
inco
rpo
rati
on
of
sou
rce
ma
teri
al
thro
ug
h
pa
rap
hra
se,
qu
ota
tio
n,
refe
ren
ce t
o
sou
rce
, a
nd
bib
liog
rap
hy (
P),
alt
ho
ug
h o
ne
or
two
min
or
err
ors
ma
y b
e p
rese
nt.
Is
ab
le t
o s
um
ma
rise
lo
ng
de
ma
nd
ing
te
xts.
(T).
Ha
s a
go
od
co
mm
an
d o
f a
bro
ad
le
xic
al
rep
ert
oir
e,
incl
ud
ing
id
iom
ati
c
exp
ress
ion
s. O
cca
sio
na
l m
ino
r (p
oss
ibly
collo
cati
on
al)
sli
ps,
bu
t n
o s
ign
ific
an
t
vo
cab
ula
ry e
rro
rs.
Go
od
co
ntr
ol o
ve
r
wo
rd f
orm
ati
on
. (V
)
Co
nsi
ste
ntl
y m
ain
tain
s a
hig
h d
eg
ree
of
gra
mm
ati
cal a
ccu
racy
, w
ith
occ
asi
on
al
rare
err
ors
. (G
) H
as
ove
rall
go
od
co
ntr
ol
of
coh
esi
ve
de
vic
es.
(C
)
B2
.1
Ca
n w
rite
an
ess
ay w
hic
h d
eve
lop
s a
n
arg
um
en
t re
aso
na
bly
syst
em
ati
cally
wit
h g
en
era
lly a
pp
rop
ria
te h
igh
lig
hti
ng
of
sig
nif
ica
nt
po
ints
an
d r
ele
va
nt
sup
po
rtin
g d
eta
ils.
(E
)
Ca
n d
eve
lop
a c
lea
r d
esc
rip
tio
n,
exp
an
din
g a
nd
su
pp
ort
ing
ma
in p
oin
ts
wit
h m
ost
ly r
ele
va
nt
sup
po
rtin
g d
eta
ils
an
d e
xam
ple
s, w
ith
so
me
an
aly
sis
of
con
ten
t. T
he
re m
ay
be
occ
asi
on
al
lack
of
focu
s a
nd
/or
rele
va
nce
. (T
) (P
)
Ca
n u
se a
va
rie
ty o
f li
nkin
g w
ord
s to
ma
rk t
he
re
lati
on
ship
be
twe
en
id
ea
s.
Te
xt i
s m
ost
ly a
de
qu
ate
ly o
rga
nis
ed
at
wh
ole
te
xt
an
d p
ara
gra
ph
le
ve
l.
Ove
rall
coh
ere
nce
wit
h v
ery
occ
asi
on
al la
pse
s p
oss
ible
. (C
)
Ca
n g
en
era
lly s
um
ma
rise
sh
ort
er
fact
ua
l
text
s a
nd
co
mm
en
t o
n c
on
tra
stin
g v
iew
s.
Wri
ter
sho
ws
a g
en
era
lly g
oo
d
un
de
rsta
nd
ing
an
d c
on
tro
l o
f co
nve
nti
on
s
for
inco
rpo
rati
on
of
sou
rce
ma
teri
al
thro
ug
h p
ara
ph
rase
, re
fere
nce
to
so
urc
es
an
d b
iblio
gra
ph
y,
alt
ho
ug
h s
om
e
we
ak
ne
sse
s m
ay
be
no
tice
ab
le.
(P)
(T)
A r
an
ge
of
vo
cab
ula
ry u
sed
ap
pro
pri
ate
ly o
ve
rall
fo
r m
att
ers
rela
ted
to
his
/he
r fi
eld
an
d m
ost
ge
ne
ral
top
ics.
Ca
pa
ble
of
form
ula
tio
n
va
ria
tio
n t
o a
vo
id r
ep
eti
tio
n b
ut
lexi
cal/
colo
cati
on
al
ga
ps
som
eti
me
s
ob
vio
us.
Occ
asi
on
al
wo
rd f
orm
ati
on
lap
ses
.(V
)
Go
od
gra
mm
ati
cal co
ntr
ol;
occ
asi
on
al
slip
s o
r n
on
-syst
em
ati
c e
rro
rs,
min
or
fla
ws
in s
en
ten
ce s
tru
ctu
re.
(G)
Ad
eq
ua
te c
on
tro
l o
f co
he
sive
de
vic
es.
(C)
B2
.2
Ca
n d
eve
lop
a t
ext
or
arg
um
en
t to
a
cert
ain
exte
nt,
giv
ing
re
aso
ns
for
or
ag
ain
st a
po
int-
of-
vie
w.
(E)
Co
nte
nt
ma
y la
ck a
cle
arl
y d
efi
ne
d
focu
s, w
ith
so
me
do
ub
tfu
l re
leva
nce
in
som
e a
rea
s. (
T)
Ra
the
r d
esc
rip
tive
an
d
the
refo
re s
om
ew
ha
t la
ckin
g i
n a
na
lysi
s
an
d c
om
me
nt
(P)
Ca
n u
se a
lim
ite
d n
um
be
r o
f
coh
esi
ve
de
vic
es.
No
tice
ab
le
pro
ble
ms
wit
h c
oh
ere
nce
fro
m t
ime
to t
ime
. (C
)
Is a
ble
to
so
me
de
gre
e t
o s
yn
the
size
info
rma
tio
n f
rom
va
rio
us
sou
rce
s,
alt
ho
ug
h t
he
re is
a c
ert
ain
la
ck o
f
un
de
rsta
nd
ing
of
the
no
rma
l co
nve
nti
on
s
for
the
in
corp
ora
tio
n o
f so
urc
e m
ate
ria
l
thro
ug
h s
um
ma
risi
ng
, p
ara
ph
rase
,
qu
ota
tio
n,
refe
ren
ce t
o s
ou
rce
an
d
bib
liog
rap
hy.
Fa
ilu
re t
o a
ckn
ow
led
ge
an
d
ove
r-re
lian
ce o
n s
ou
rce
te
xts
ma
y b
e
evid
en
t. (
P)
(T)
So
me
lim
ita
tio
ns
on
le
xic
al a
bil
itie
s.
No
tice
ab
le c
ollo
cati
on
err
ors
fre
qu
en
t.
Ina
de
qu
ate
co
ntr
ol o
ve
r w
ord
form
ati
on
. (V
)
A r
ea
son
ab
le d
eg
ree
of
gra
mm
ati
cal
con
tro
l; d
oe
s n
ot
ma
ke
mis
take
s w
hic
h
lea
d t
o m
isu
nd
ers
tan
din
g.
Ho
we
ve
r
ran
ge
of
gra
mm
ati
cal st
ruct
ure
s li
mit
ed
,
esp
eci
all
y i
n m
ore
co
mp
lex s
en
ten
ces.
(G)
So
me
pro
ble
ms
wit
h c
oh
esi
ve
de
vic
es.
(C
)
CE
F c
lass
ific
ati
on
of
de
scri
pto
rs:
E=
Ess
ays
an
d r
ep
ort
s: o
ve
rall
wri
tte
n p
rod
uct
ion
– T
= T
he
ma
tic
de
ve
lop
me
nt
– P
= P
roce
ssin
g t
ext
– C
= C
oh
ere
nce
an
d c
oh
esi
on
– G
= G
ram
ma
tica
l a
ccu
racy
– V
= V
oca
bu
lary
ra
ng
e a
nd
co
ntr
ol –
O=
Ort
ho
gra
ph
ic c
on
tro
l
Ass
ess
me
nt
(%)
ELC
27
15
E
LC1
71
4
80
+
70
-79
60
-69
50
-59
40
-49
C2
de
scri
pto
rs a
pp
ly.
Ap
pro
ach
ing
C2
. S
om
e C
2 d
esc
rip
tors
ma
y a
pp
ly.
C1
de
scri
pto
rs a
pp
ly.
Ap
pro
ach
ing
C1
. S
om
e C
1 d
esc
rip
tors
ma
y a
pp
ly.
B2
.1 d
esc
rip
tors
ap
ply
.
80
+
70
-79
60
-69
50
-59
40
-49
C1
de
scri
pto
rs a
pp
ly.
Ap
pro
ach
ing
C1
. S
om
e C
1 d
esc
rip
tors
ma
y a
pp
ly.
B2
.1 d
esc
rip
tors
ap
ply
.
Ap
pro
ach
ing
B2
.1.
B2
.2 a
nd
so
me
B2
.1 d
esc
rip
tors
ap
ply
.
B2
.2 d
esc
rip
tors
ap
ply
; B
2.1
de
scri
pto
rs d
o n
ot
ye
t a
pp
ly
3.6 TASK FULFILMENT GUIDELINES FOR THE ASSESSMENT OF TIMED WRITING
ELC 1714 & 2715
1. Is the question addressed?
A: Yes. The essay focuses centrally on the essay question
B: Mainly. Much of the essay addresses the question
C: Partly. The focus of the essay drifts although at points the question is addressed
D: No. The essay does not address the question
2. Does the essay provide a coherent argument?
A: Yes. The argument is clear and logically developed.
B: To some extent. There moments when the argument is muddled or falters
C: Partially. The overall direction of the argument is clear though some steps are difficult to follow or not
really relevant.
D: Not really. It is difficult to see what the argument is.
3. Is the argument enriched by sub-arguments and counter-arguments?
A: Yes. There is considerable development of sub-arguments and counter-arguments.
B: To some extent. Sub-arguments and counter-arguments are put forward though not explored to any
greater extent.
C: Partially. Sub-arguments/counter-arguments are alluded to.
D: No. The essay sticks to the main argument without seeking to problematise it.
4. To what extent is the argument supported by references to the literature?
A: The essay refers to a variety of sources including literature sources.
B: The essay does cite literature and/or external sources but is mainly based on personal
experience/knowledge
C: The essay is entirely based on personal experience/knowledge and/or sources are not always
acknowledged
D: The essay expresses a personal opinion without seeking to support this through reference to experience
or research and/or there is an over-reliance on cutting and pasting
Marking:
25
24
23
22
21
A 20
19
18
17
B 16
15
14
C 13
12
11
D 10
9
8
NB: Students have access to their Reading-Response journals for this task
4. MODULE OUTLINE: LISTENING AND SPEAKING
ELC 1724 Listening and Speaking for Academic Study (Intermediate)
ELC 2725 Listening and Speaking for Academic Study (Advanced)
Credit value: 15 (7.5 ECTS)
4.1 Aims
The aim of these modules is to provide students with essential skills for undertaking academic study through
the medium of English. The focus will be on understanding the conventions and the practice of academic
listening and speaking through comparative cultural studies topics such as communication, justice,
education, and health and welfare.
4.2 Syllabus
• Listening and note taking skills: identifying main points, using abbreviations, using your notes for
discussion, building up speed, focus on accuracy
• Seminar discussion skills: expressing opinion, supporting and justifying your ideas, organising and
linking your ideas, agreeing, disagreeing, obtaining clarification, conceding a point, chairing a
discussion
• Seminar presentation skills: planning, organising, signposting, using visual/audio support (including
multimedia applications), improving pronunciation, choosing material, improving delivery,
responding to questions
While the modules draw from the same broad syllabus, the depth of engagement will differ as follows:
Students taking ELC 1724 will work at Common European Framework (CEF) reference level B2.
Students taking ELC 2725 will work at CEF reference level C1.
4.3 Study Methods
Class sessions will consist of whole class, individual, pair and group-based activities on the topic of choice
and designed to practise the skills outlined above. Students will also be expected to engage in independent
study using the Centre’s online resources and those in the Study Centre and Computer. Materials used will
include recordings from broadcasts, mini-lectures, relevant texts and discussion topics. Students will also be
able to participate in practice sessions. As the focus will be on skills improvement, students will be required
to play an active role in class and attend regularly.
4.4 Assessment
Assessment of listening skills will involve a video listening and note-taking test (30%). Speaking will be
assessed by an observed seminar (30%) and a presentation completed in class (40%). The listening tests and
presentations will take place at the end of the semester.
4.5
PR
ES
EN
TA
TIO
N a
sse
ssm
en
t cr
ite
ria
ba
sed
on
th
e C
om
mo
n E
uro
pe
an
Fra
me
wo
rk (
CE
F)
de
scri
pto
rs (
ELC
17
24
/27
25
)
Lan
gu
ag
e (
25
% o
f to
tal)
C
om
mu
nic
ati
ve
Eff
ect
ive
ne
ss (
25
% o
f to
tal)
Le
ve
ls
Ov
era
ll s
pe
ak
ing
V
oca
bu
lary
ra
ng
e &
acc
ura
cy
Gra
mm
ati
cal
ran
ge
& a
ccu
racy
A
dd
ress
ing
au
die
nce
s P
ho
no
log
ica
l co
ntr
ol
C2
Sp
on
tan
eo
us,
ve
ry f
lue
nt
an
d p
reci
se,
wit
h li
ttle
or
no
se
arc
hin
g f
or
exp
ress
ion
.
Ab
le t
o d
iffe
ren
tia
te f
ine
r sh
ad
es
of
me
an
ing
in c
om
ple
x si
tua
tio
ns.
Exc
elle
nt,
ne
ar-
na
tive
co
ntr
ol o
f
org
an
isa
tio
na
l pa
tte
rns,
co
nn
ect
ors
an
d
coh
esi
ve d
evi
ces.
Ha
s a
str
on
g c
om
ma
nd
of
a w
ide
ra
ng
e o
f
ap
pro
pri
ate
vo
cab
ula
ry
Sh
ow
s a
wa
ren
ess
of
con
no
tati
ve le
vels
of
me
an
ing
.
Exc
elle
nt
con
tro
l an
d c
on
sist
en
tly
acc
ura
te
use
of
voca
bu
lary
.
Sh
ow
s g
rea
t fl
exi
bili
ty r
efo
rmu
lati
ng
ide
as
in
dif
feri
ng
fo
rms
to c
on
vey
fin
er
sha
de
s o
f
me
an
ing
.
Exc
elle
nt
com
ma
nd
, ra
ng
e a
nd
co
ntr
ol o
f
ap
pro
pri
ate
(a
nd
co
mp
lex)
gra
mm
ati
cal
stru
ctu
res.
Ca
n p
rese
nt
a c
om
ple
x to
pic
con
fid
en
tly
an
d a
ccu
rate
ly,
stru
ctu
rin
g a
nd
ad
ap
tin
g t
he
ta
lk
fle
xib
ly t
o m
ee
t a
ud
ien
ce n
ee
ds.
Ca
n h
an
dle
inte
rje
ctio
ns
an
d
dif
ficu
lt q
ue
stio
nin
g w
ith
ea
se,
resp
on
din
g s
po
nta
ne
ou
sly
an
d
alm
ost
eff
ort
less
ly.
Su
btl
ety
of
me
an
ing
is e
xpre
sse
d
wit
h in
ton
ati
on
an
d s
en
ten
ce s
tre
ss.
Ve
ry f
ew
err
ors
occ
ur
an
d t
he
se d
o
no
t im
pe
de
co
mm
un
ica
tio
n.
Co
ntr
ol o
f in
ton
ati
on
an
d
pro
nu
nci
ati
on
is c
lose
to
na
tive
-
spe
ak
er
leve
l an
d e
asi
ly in
telli
gib
le.
C1
Sp
on
tan
eo
us
an
d f
lue
nt,
bu
t w
ith
occ
asi
on
al s
ea
rch
ing
fo
r e
xpre
ssio
n.
Ca
n u
se la
ng
ua
ge
fle
xib
ly a
nd
eff
ect
ive
ly
for
aca
de
mic
pu
rpo
ses.
Go
od
co
ntr
ol o
f o
rga
nis
ati
on
al p
att
ern
s,
con
ne
cto
rs a
nd
co
he
sive
de
vice
s.
Ha
s a
go
od
co
mm
an
d o
f a
wid
e r
an
ge
of
voca
bu
lary
.
Ga
ps
in e
xpre
ssio
n r
ea
dily
ove
rco
me
wit
h
circ
um
locu
tio
n.
Go
od
co
ntr
ol o
ver
wo
rd f
orm
ati
on
, b
ut
occ
asi
on
al m
ino
r sl
ips.
No
sig
nif
ica
nt
voca
bu
lary
err
ors
.
Go
od
co
mm
an
d o
f a
bro
ad
ra
ng
e o
f
lan
gu
ag
e,
refo
rmu
lati
ng
wh
en
ne
cess
ary
an
d c
lea
rly
in a
n a
pp
rop
ria
te a
cad
em
ic
sty
le.
Co
nsi
ste
ntl
y m
ain
tain
s a
hig
h d
eg
ree
of
gra
mm
ati
cal a
ccu
racy
; e
rro
rs a
re r
are
an
d
dif
ficu
lt t
o s
po
t a
nd
oft
en
co
rre
cte
d.
Ca
n g
ive
a c
lea
rly,
we
ll-st
ruct
ure
d
pre
sen
tati
on
of
a c
om
ple
x su
bje
ct,
exp
an
din
g a
nd
su
pp
ort
ing
po
ints
of
vie
w w
ith
re
aso
ns
an
d r
ele
van
t
exa
mp
les.
Ca
n r
esp
on
d f
lexi
bly
to
au
die
nce
qu
est
ion
ing
, sh
ow
ing
flu
en
cy a
nd
som
e e
ase
of
exp
ress
ion
.
Me
an
ing
is c
lea
rly
exp
ress
ed
wit
h
into
na
tio
n a
nd
se
nte
nce
str
ess
.
Occ
asi
on
al e
rro
rs d
o n
ot
imp
ed
e
com
mu
nic
ati
on
.
Ph
on
em
ic o
r w
ord
str
ess
err
ors
ma
y
occ
asi
on
ally
re
qu
ire
ext
ra e
ffo
rt o
n
the
pa
rt o
f th
e li
ste
ne
r.
B2
.1
Inte
ract
s w
ith
a d
eg
ree
of
flu
en
cy a
nd
spo
nta
ne
ity
, co
mm
un
ica
tin
g id
ea
s w
ith
occ
asi
on
al p
rob
lem
s in
exp
ress
ion
.
Ca
n e
xpla
in a
vie
wp
oin
t o
n a
to
pic
al
issu
e,
giv
ing
ad
van
tag
es
an
d
dis
ad
van
tag
es.
Ca
n u
se a
nu
mb
er
of
coh
esi
ve d
evi
ces
an
d li
nk
ing
wo
rds
rea
son
ab
ly
acc
ura
tely
.
Ha
s a
go
od
ra
ng
e o
f vo
cab
ula
ry f
or
ma
tte
rs
con
ne
cte
d t
o o
wn
su
bje
ct a
nd
mo
st g
en
era
l
top
ics.
Ca
n v
ary
fo
rmu
lati
on
to
avo
id f
req
ue
nt
rep
eti
tio
n,
bu
t le
xica
l ga
ps
are
so
me
tim
es
ob
vio
us
an
d c
an
ca
use
he
sita
tio
n.
Occ
asi
on
al i
nco
rre
ct w
ord
ch
oic
e o
ccu
rs
wit
ho
ut
hin
de
rin
g c
om
mu
nic
ati
on
.
A g
oo
d r
an
ge
of
stru
ctu
res;
ab
le t
o g
ive
cle
ar
de
scri
pti
on
s, u
sin
g c
om
ple
x b
ut
no
t
ne
cess
ari
ly a
cad
em
ic e
xpre
ssio
ns
to d
o s
o.
Go
od
ove
rall
gra
mm
ati
cal c
on
tro
l;
occ
asi
on
al f
law
s in
se
nte
nce
str
uct
ure
wh
ich
are
ge
ne
rally
co
rre
cte
d.
Ca
n g
ive
a c
lea
rly
str
uct
ure
d
pre
sen
tati
on
, h
igh
ligh
tin
g m
ain
po
ints
an
d a
dd
ing
su
pp
ort
ing
de
tail.
Ca
n r
esp
on
d t
o in
terj
ect
ion
s w
ith
a
rea
son
ab
le d
eg
ree
of
fle
xib
ility
an
d
flu
en
cy.
Me
an
ing
is a
de
qu
ate
ly e
xpre
sse
d
thro
ug
h in
ton
ati
on
an
d s
en
ten
ce
stre
ss.
Err
ors
ma
y s
om
eti
me
s in
terf
ere
wit
h
com
mu
nic
ati
on
. T
he
se a
re
som
eti
me
s co
rre
cte
d.
Pro
nu
nci
ati
on
ge
ne
rally
inte
llig
ible
,
bu
t so
me
sy
ste
ma
tic
ph
on
em
ic o
r
wo
rd s
tre
ss e
rro
rs m
ay
inh
ibit
com
mu
nic
ati
on
.
B2
.2
Co
nve
ys b
asi
c m
ea
nin
gs
tho
ug
h lo
ng
er
utt
era
nce
s so
me
tim
es
bre
ak
do
wn
.
Ca
n p
rod
uce
sim
ple
sp
ee
ch o
n f
am
ilia
r
top
ics
or
tho
se o
f p
ers
on
al i
nte
rest
su
ch
as
exp
eri
en
ces,
an
d b
rie
fly
giv
e r
ea
son
s
an
d e
xpla
na
tio
ns
for
op
inio
ns.
Ca
n u
se a
lim
ite
d n
um
be
r o
f co
he
sive
de
vice
s a
nd
lin
kin
g w
ord
s, b
ut
som
e
err
ors
occ
ur.
Go
od
co
ntr
ol o
f b
asi
c vo
cab
ula
ry b
ut
som
e
limit
ati
on
s in
lexi
cal a
bili
ty.
No
tice
ab
le a
nd
fre
qu
en
t co
lloca
tio
n e
rro
rs.
Ina
de
qu
ate
co
ntr
ol o
ver
wo
rd f
orm
ati
on
.
A r
ea
son
ab
le d
eg
ree
of
gra
mm
ati
cal
con
tro
l; d
oe
s n
ot
ma
ke
mis
tak
es
wh
ich
lea
d
to m
isu
nd
ers
tan
din
g.
Ho
we
ver,
th
e r
an
ge
of
gra
mm
ati
cal
stru
ctu
res
is li
mit
ed
, e
spe
cia
lly in
mo
re
com
ple
x se
nte
nce
s.
Ca
n g
ive
a p
rep
are
d,
stra
igh
tfo
rwa
rd p
rese
nta
tio
n,
giv
ing
rea
son
s in
su
pp
ort
of
or
ag
ain
st a
po
int
of
vie
w.
Ca
n r
esp
on
d w
ith
a d
eg
ree
of
flu
en
cy t
o a
se
rie
s o
f q
ue
stio
ns,
bu
t
wit
h s
om
e s
tra
in f
or
the
au
die
nce
.
Into
na
tio
n a
nd
se
nte
nce
str
ess
err
ors
imp
ed
e c
om
mu
nic
ati
on
.
L1 in
terf
ere
nce
is s
om
eti
me
s e
vid
en
t
an
d m
ajo
r p
ho
no
log
ica
l err
ors
occ
ur
wh
ich
inh
ibit
co
mm
un
ica
tio
n.
Ass
ess
me
nt
(%)
ELC
27
25
E
LC 1
72
4
80
+
70
-79
60
-69
50
-59
40
-49
C2
de
scri
pto
rs a
pp
ly
Ap
pro
ach
ing
C2
. So
me
C2
de
scri
pto
rs m
ay
ap
ply
C1
de
scri
pto
rs a
pp
ly
Ap
pro
ach
ing
C1
. So
me
C1
de
scri
pto
rs m
ay
ap
ply
B2
.1 d
esc
rip
tors
ap
ply
80
+
70
-79
60
-69
50
-59
40
-49
C1
de
scri
pto
rs a
pp
ly
Ap
pro
ach
ing
C1
. So
me
C1
de
scri
pto
rs m
ay
ap
ply
B2
.1 d
esc
rip
tors
ap
ply
Ap
pro
ach
ing
B2
.1.
B2
.2 a
nd
so
me
B2
.1 d
esc
rip
tors
ma
y a
pp
ly
B2
.2 d
esc
rip
tors
ap
ply
; B
2.1
de
scri
pto
rs d
o n
ot
ye
t a
pp
ly
4.6
SE
MIN
AR
ass
ess
me
nt
crit
eri
a b
ase
d o
n t
he
Co
mm
on
Eu
rop
ea
n F
ram
ew
ork
(C
EF
) d
esc
rip
tors
(E
LC 1
72
4/2
72
5)
Lan
gu
ag
e (
35
% o
f to
tal)
C
om
mu
nic
ati
ve
Eff
ect
ive
ne
ss (
35
% o
f to
tal)
Le
ve
ls
Ov
era
ll s
pe
ak
ing
V
oca
b.
ran
ge
& a
ccu
racy
G
ram
ma
r ra
ng
e &
acc
ura
cy
Ov
era
ll l
iste
nin
g
Tu
rn-t
ak
ing
& C
o-o
pe
rati
on
P
ho
no
log
ica
l co
ntr
ol
C2
Sp
on
tan
eo
us,
ve
ry f
lue
nt
an
d p
reci
se,
wit
h li
ttle
or
no
se
arc
hin
g f
or
exp
ress
ion
.
Ab
le t
o d
iffe
ren
tia
te f
ine
r sh
ad
es
of
me
an
ing
in c
om
ple
x si
tua
tio
ns.
Exc
elle
nt,
ne
ar-
na
tive
co
ntr
ol o
f
org
an
isa
tio
na
l pa
tte
rns,
co
nn
ect
ors
an
d c
oh
esi
ve d
evi
ces.
Ha
s a
str
on
g c
om
ma
nd
of
a
wid
e r
an
ge
of
ap
pro
pri
ate
voca
bu
lary
Sh
ow
s a
wa
ren
ess
of
con
no
tati
ve le
vels
of
me
an
ing
.
Exc
elle
nt
con
tro
l an
d
con
sist
en
tly
acc
ura
te u
se o
f
voca
bu
lary
.
Sh
ow
s g
rea
t fl
exi
bili
ty
refo
rmu
lati
ng
ide
as
in d
iffe
rin
g
form
s to
co
nve
y f
ine
r sh
ad
es
of
me
an
ing
.
Exc
elle
nt
com
ma
nd
, ra
ng
e a
nd
con
tro
l of
ap
pro
pri
ate
(a
nd
com
ple
x) g
ram
ma
tica
l str
uct
ure
s.
Ca
n u
nd
ers
tan
d w
ith
ea
se v
irtu
ally
eve
ryth
ing
he
ard
.
Ab
le t
o r
eco
nst
ruct
com
ple
x a
rgu
me
nts
& a
cco
un
ts
coh
ere
ntl
y a
nd
wit
h
som
e s
kill
.
Se
lect
s a
pp
osi
te p
hra
ses
wit
h e
ase
in o
rde
r to
tak
e t
he
flo
or.
Ma
inta
ins
the
flo
or
wit
h c
on
fid
en
ce t
o g
ain
tim
e a
nd
ke
ep
th
e f
loo
r w
hils
t th
ink
ing
.
Re
late
s o
wn
co
ntr
ibu
tio
n s
kilf
ully
to
th
ose
of
oth
er
spe
ak
ers
, re
spo
nd
ing
inte
llig
en
tly
an
d
art
icu
late
ly t
o t
he
ir id
ea
s.
Su
btl
ety
of
me
an
ing
is e
xpre
sse
d w
ith
into
na
tio
n a
nd
se
nte
nce
str
ess
.
Ve
ry f
ew
err
ors
occ
ur
an
d t
he
se d
o n
ot
imp
ed
e c
om
mu
nic
ati
on
.
Co
ntr
ol o
f in
ton
ati
on
an
d p
ron
un
cia
tio
n
is c
lose
to
na
tive
-sp
ea
ke
r le
vel a
nd
ea
sily
inte
llig
ible
.
C1
Sp
on
tan
eo
us
an
d f
lue
nt,
bu
t w
ith
occ
asi
on
al s
ea
rch
ing
fo
r e
xpre
ssio
n.
Ca
n u
se la
ng
ua
ge
fle
xib
ly a
nd
eff
ect
ive
ly f
or
aca
de
mic
pu
rpo
ses.
Go
od
co
ntr
ol o
f o
rga
nis
ati
on
al
pa
tte
rns,
co
nn
ect
ors
an
d c
oh
esi
ve
de
vice
s.
Ha
s a
go
od
co
mm
an
d o
f a
wid
e
ran
ge
of
voca
bu
lary
.
Ga
ps
in e
xpre
ssio
n r
ea
dily
ove
rco
me
wit
h c
ircu
mlo
cuti
on
.
Go
od
co
ntr
ol o
ver
wo
rd
form
ati
on
, b
ut
occ
asi
on
al
min
or
slip
s. N
o s
ign
ific
an
t
voca
bu
lary
err
ors
.
Go
od
co
mm
an
d o
f a
bro
ad
ra
ng
e
of
lan
gu
ag
e,
refo
rmu
lati
ng
wh
en
ne
cess
ary
an
d c
lea
rly
in a
n
ap
pro
pri
ate
aca
de
mic
sty
le.
Co
nsi
ste
ntl
y m
ain
tain
s a
hig
h
de
gre
e o
f g
ram
ma
tica
l acc
ura
cy;
err
ors
are
ra
re a
nd
dif
ficu
lt t
o
spo
t a
nd
oft
en
co
rre
cte
d.
Ca
n u
nd
ers
tan
d a
wid
e r
an
ge
of
de
ma
nd
ing
inp
ut,
an
d u
nd
ers
tan
d
imp
licit
me
an
ing
.
Ab
le t
o r
eco
nst
ruct
arg
um
en
ts &
acc
ou
nts
co
he
ren
tly.
Se
lect
s su
ita
ble
ph
rase
s to
pre
face
re
ma
rks
ap
pro
pri
ate
ly in
ord
er
to g
ain
an
d k
ee
p t
he
flo
or
wh
ilst
thin
kin
g.
Ca
n r
ela
te o
wn
co
ntr
ibu
tio
n s
kilf
ully
to
th
ose
of
oth
er
spe
ak
ers
.
Me
an
ing
is c
lea
rly
exp
ress
ed
wit
h
into
na
tio
n a
nd
se
nte
nce
str
ess
.
Occ
asi
on
al e
rro
rs d
o n
ot
imp
ed
e
com
mu
nic
ati
on
.
Ph
on
em
ic o
r w
ord
str
ess
err
ors
ma
y
occ
asi
on
ally
re
qu
ire
ext
ra e
ffo
rt o
n t
he
pa
rt o
f th
e li
ste
ne
r.
B2
.1
Inte
ract
s w
ith
a d
eg
ree
of
flu
en
cy a
nd
spo
nta
ne
ity
, co
mm
un
ica
tin
g id
ea
s w
ith
occ
asi
on
al p
rob
lem
s in
exp
ress
ion
.
Ca
n e
xpla
in a
vie
wp
oin
t o
n a
to
pic
al
issu
e,
giv
ing
ad
van
tag
es
an
d
dis
ad
van
tag
es.
Ca
n u
se a
nu
mb
er
of
coh
esi
ve d
evi
ces
an
d li
nk
ing
wo
rds
rea
son
ab
ly
acc
ura
tely
.
Ha
s a
go
od
ra
ng
e o
f vo
cab
ula
ry
for
ma
tte
rs c
on
ne
cte
d t
o o
wn
sub
ject
an
d m
ost
ge
ne
ral
top
ics.
Ca
n v
ary
fo
rmu
lati
on
to
avo
id
fre
qu
en
t re
pe
titi
on
, b
ut
lexi
cal
ga
ps
are
so
me
tim
es
ob
vio
us
an
d c
an
ca
use
he
sita
tio
n.
Occ
asi
on
al i
nco
rre
ct w
ord
cho
ice
occ
urs
wit
ho
ut
hin
de
rin
g c
om
mu
nic
ati
on
.
A g
oo
d r
an
ge
of
stru
ctu
res;
ab
le
to g
ive
cle
ar
de
scri
pti
on
s, u
sin
g
com
ple
x b
ut
no
t n
ece
ssa
rily
aca
de
mic
exp
ress
ion
s to
do
so
.
Go
od
ove
rall
gra
mm
ati
cal
con
tro
l; o
cca
sio
na
l fla
ws
in
sen
ten
ce s
tru
ctu
re w
hic
h a
re
ge
ne
rally
co
rre
cte
d.
Ca
n u
nd
ers
tan
d t
he
ma
in id
ea
s o
f in
pu
t
on
bo
th c
on
cre
te a
nd
ab
stra
ct t
op
ics.
Ca
n r
eco
nst
ruct
fam
ilia
r a
rgu
me
nts
&
acc
ou
nts
fa
irly
coh
ere
ntl
y.
Ca
n in
terv
en
e in
dis
cuss
ion
s, u
sin
g g
en
era
lly
ap
pro
pri
ate
lan
gu
ag
e t
o d
o s
o.
Ca
n u
se s
tock
ph
rase
s (e
.g.
‘Th
at’
s a
dif
ficu
lt
qu
est
ion
to
an
swe
r’)
to g
ain
tim
e a
nd
ke
ep
th
e
turn
.
Ca
n g
ive
fe
ed
ba
ck o
n a
nd
fo
llow
up
sta
tem
en
t
an
d s
o h
elp
th
e d
eve
lop
me
nt
of
the
dis
cuss
ion
.
Me
an
ing
is a
de
qu
ate
ly e
xpre
sse
d t
hro
ug
h
into
na
tio
n a
nd
se
nte
nce
str
ess
.
Err
ors
ma
y s
om
eti
me
s in
terf
ere
wit
h
com
mu
nic
ati
on
. T
he
se a
re s
om
eti
me
s
corr
ect
ed
.
Pro
nu
nci
ati
on
ge
ne
rally
inte
llig
ible
, b
ut
som
e s
yst
em
ati
c p
ho
ne
mic
or
wo
rd
stre
ss e
rro
rs m
ay
inh
ibit
co
mm
un
ica
tio
n.
B2
.2
Co
nve
ys b
asi
c m
ea
nin
gs
tho
ug
h lo
ng
er
utt
era
nce
s so
me
tim
es
bre
ak
do
wn
.
Ca
n p
rod
uce
sim
ple
sp
ee
ch o
n f
am
ilia
r
top
ics
or
tho
se o
f p
ers
on
al i
nte
rest
such
as
exp
eri
en
ces,
an
d b
rie
fly
giv
e
rea
son
s a
nd
exp
lan
ati
on
s fo
r o
pin
ion
s.
Ca
n u
se a
lim
ite
d n
um
be
r o
f co
he
sive
de
vice
s a
nd
lin
kin
g w
ord
s, b
ut
som
e
err
ors
occ
ur.
Go
od
co
ntr
ol o
f b
asi
c
voca
bu
lary
bu
t so
me
limit
ati
on
s in
lexi
cal a
bili
ty.
No
tice
ab
le a
nd
fre
qu
en
t
collo
cati
on
err
ors
.
Ina
de
qu
ate
co
ntr
ol o
ver
wo
rd
form
ati
on
.
A r
ea
son
ab
le d
eg
ree
of
gra
mm
ati
cal c
on
tro
l; d
oe
s n
ot
ma
ke
mis
tak
es
wh
ich
lea
d t
o
mis
un
de
rsta
nd
ing
.
Ho
we
ver,
th
e r
an
ge
of
gra
mm
ati
cal s
tru
ctu
res
is li
mit
ed
,
esp
eci
ally
in m
ore
co
mp
lex
sen
ten
ces.
Ca
n u
nd
ers
tan
d t
he
ma
in p
oin
ts o
f cl
ea
r
sta
nd
ard
inp
ut
on
fam
ilia
r to
pic
s, a
nd
de
al w
ith
eve
ryd
ay
situ
ati
on
s.
Ca
n r
eco
nst
ruct
ba
sic
arg
um
en
ts f
air
ly
coh
ere
ntl
y.
Ca
n in
terv
en
e in
a d
iscu
ssio
n o
n a
fa
mili
ar
top
ic,
usi
ng
a s
uit
ab
le p
hra
se t
o g
ain
th
e f
loo
r.
Ca
n u
se a
lim
ite
d n
um
be
r o
f b
asi
c p
hra
ses
to
ga
in t
ime
an
d k
ee
p t
he
tu
rn.
Ca
n e
xplo
it a
ba
sic
rep
ert
oir
e o
f la
ng
ua
ge
an
d
stra
teg
ies
to h
elp
ke
ep
a c
on
vers
ati
on
or
dis
cuss
ion
go
ing
; ca
n s
um
ma
rise
po
ints
an
d s
o
he
lp f
ocu
s th
e t
alk
; ca
n in
vite
oth
ers
into
th
e
dis
cuss
ion
.
Into
na
tio
n a
nd
se
nte
nce
str
ess
err
ors
imp
ed
e c
om
mu
nic
ati
on
.
L1 in
terf
ere
nce
is s
om
eti
me
s e
vid
en
t a
nd
ma
jor
ph
on
olo
gic
al e
rro
rs o
ccu
r w
hic
h
inh
ibit
co
mm
un
ica
tio
n.
Ass
ess
me
nt
(%)
ELC
27
25
E
LC 1
72
4
80
+
70
-79
60
-69
50
-59
40
-49
C2
de
scri
pto
rs a
pp
ly
Ap
pro
ach
ing
C2
. S
om
e C
2 d
esc
rip
tors
ma
y a
pp
ly
C1
de
scri
pto
rs a
pp
ly
Ap
pro
ach
ing
C1
. S
om
e C
1 d
esc
rip
tors
ma
y a
pp
ly
B2
.1 d
esc
rip
tors
ap
ply
80
+
70
-79
60
-69
50
-59
40
-49
C1
de
scri
pto
rs a
pp
ly
Ap
pro
ach
ing
C1
. S
om
e C
1 d
esc
rip
tors
ma
y a
pp
ly
B2
.1 d
esc
rip
tors
ap
ply
Ap
pro
ach
ing
B2
.1.
B2
.2 a
nd
so
me
B2
.1 d
esc
rip
tors
ma
y a
pp
ly
B2
.2 d
esc
rip
tors
ap
ply
; B
2.1
de
scri
pto
rs d
o n
ot
ye
t a
pp
ly
5. TASK FULFILMENT CRITERIA
Key Texts and Presentations/Observed Seminars
ELC 2715 ELC 1714 ELC 1724 ELC 2725
Product Mark Process
The requirements of the task have been
exceeded.
No relevant information could be
appropriately added to the text /
presentation / discussion to improve the task
achievement.
80%+
Exceeds
expectations
Engagement with the task procedure
exceeds expectations
Manifests a full and critical response to
feedback
All requirement of the task are fully and
appropriately satisfied.
Selection and handling of content fully meets
the expectations of the task.
70-80%
Fully
observes
criteria
The task procedure has been fully
observed.
A full account has been taken of tutor
and peer feedback.
The text/presentation satisfactorily covers
the requirement of the task.
The content is relevant and accurate – any
lapses in these areas are minimal.
60-69%
Satisfactory
The task procedure has been
satisfactorily observed.
A satisfactory account has been taken
of tutor and peer feedback.
The response generally addresses the
requirement of the task.
Key features are presented but are not
adequately discussed.
50-59%
Generally
satisfactory
The task procedure has not been fully
observed.
Only partial account taken of tutor and
peer feedback.
The response only partially addresses the
requirement of the task.
Key features that are presented are often
irrelevant.
40-49%
Little
relevant
response to
feedback
Little account has been taken of the
task procedure.
It is hard to see evidence of account
taken of tutor and peer feedback.