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
|
| 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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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 |
The module 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
|
| 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.
|
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:
|
| 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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AR113 مهارات التواصل في اللغة العربية
(3) Credit Hours
تنمية الحسّ اللغوي والإلمام بالمهارات اللغوية الأربع في اللغة العربية (استماع وقراءة وكتابة وتحدث)، وتطبيق استخدامها بشكل صحيح في الحياة العامة وفي مكان العمل، بصورة تعزز مكتسبات الطالب الثقافية واللغوية والمعرفية بما يتلاءم مع بقية المواد المدروسة ضمن برنامج البكالوريوس..
| Course Code |
AR113 |
| Course Title |
مهارات التواصل في اللغة العربية |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
تنمية الحسّ اللغوي والإلمام بالمهارات اللغوية الأربع في اللغة العربية (استماع وقراءة وكتابة وتحدث)، وتطبيق استخدامها بشكل صحيح في الحياة العامة وفي مكان العمل، بصورة تعزز مكتسبات الطالب الثقافية واللغوية والمعرفية بما يتلاءم مع بقية المواد المدروسة ضمن برنامج البكالوريوس.. |
| Course Objectives |
· تنمية مهارات التواصل اللغوي لدى الطالب، من خلال إكسابه بعض المعارف اللغوية المناسبة لمستوى الجامعة. · الإلمام بفنون البلاغة العربية، والتدرب على نماذجها. · التعرف على طبيعة الشعر، مفهوما، ومكانة، والوقوف على مفاتيح تذوقه، وضرورة قراءته.
· التدرب على كتابة بعض النشاطات الكتابية مع الاستعمال الصحيح لعلامات الترقيم واجتناب الاخطاء الاملائية. · تبين عناصر الكتابة في كل فن من فنونها. · التعرف على الفنون النثرية، وسماتها. · الاطلاع على نماذج من النصوص، وصلاً للطالب بتراث امته وحضارته.
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| Course Outcomes |
| أ. المعرفة والإدراك | بعد دراسة هذا المقرر يتوقع من الطالب أن: أ1- يدرك أهمية الحفاظ على اللغة والحرص على استخدامها بشكل صحيح، كتابة ونطقا، وذلك من عبر اكتساب جوانب متعددة من ثقافة اللغة. أ2- يكتسب القدرة على الاتصال بأهل اللغة بصورة تتلاءم مع السياق الاجتماعي. أ3- يكون قادرًا على فهم النصوص العربية المكتوبة والمنطوقة في أي سياق اجتماعي معين. أ4- يكتسب المعرفة والإلمام بالكفاءة اللغوية والتواصلية والثقافية للغة العربية.
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| ب. المهارات المعرفية | بعد دراسة هذا المقرر يتوقع من الطالب: ب1- أن تنمو ملكة التفكير والتحليل الناقد لديه، حيال قراءة النصوص العربية أو الاستماع إليها. ب2- أن يميز بين الفنون البلاغية، ويقف على مواطن الجمال فيها. ب3- أن يمتلك القدرة على تحليل النصوص الادبية وتذوقها. ب4- أن تنهض وتستقيم قدراته القرائية والكتابية. ب5- تعزيز مكاسبهم الثقافية واللغوية والمعرفية بما يتماشى مع بقية المواد التي تمت دراستها في إطار برنامج البكالوريوس.
|
| ج. المهارات العملية والمهنية | بعد دراسة هذا المقرر يتوقع من الطالب: ج1. أن يكون قادراً على تحليل الجمل والفقرات استناداً إلى الأسس اللغوية والفنية التي تمت دراستها في هذا المقرر. ج2. أن يتمكن من الناحية الوظيفية من بعض المهارات الكتابية التي يحتاجها في الحياة العامة وفي مكان العمل، مثل: القدرة على كتابة المقالة، القدرة على كتابة الخاطرة، القدرة على كتابة القصة القصيرة، القدرة على كتابة التقرير، القدرة على كتابة الرسالة، القدرة على كتابة كلمات المناسبات الاجتماعية باختلاف انواعها. ج3. أن يكون قادرًا على التواصل بشكل مناسب، باللغة العربية، في أي سياق اجتماعي معين.
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| د. المهارات الأساسية القابلة للتحويل | بعد دراسة هذا المقرر يتوقع من الطالب: د1. أن تزداد لديه مهارات التواصل اللغوي السليم والأداء الجيد. د2. أن تتكون لديه حصيلة لغوية وافرة، وكذلك وفرة من المفردات، والتعابير والأساليب البلاغية والإنشائية. د3. أن يميز بين الفنون البلاغية، ويقف على مواطن الجمال فيها. د4. أن يمتلك القدرة على تحليل النصوص الأدبية وتذوقها. د5. أن تنهض وتستقيم قدراته القرائية والكتابية د6. أن يتمكن من تحليل الجمل والفقرات تحليلا قائما على الأسس اللغوية والفنية التي يشملها المقرر. د7. استخدام اللغة العربية بشكل كافٍ في الحياة اليومية وكذلك في مكان العمل.
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CH101 Chinese for Beginners (I)
(3) Credit Hours
This introductory course offers a foundation in Mandarin Chinese, designed for beginners with no prior knowledge of the language. Through immersive lessons and interactive practice, students will learn basic vocabulary, pronunciation, sentence structures, and key phrases used in everyday conversations. The course will also provide insight into Chinese culture, including customs, traditions, and etiquette, helping students appreciate the context and nuances of the language.
| Course Code |
CH101 |
| Course Title |
Chinese for Beginners (I) |
| Pre-requisite |
- |
| Credit Hours |
3 |
| Course Description |
This introductory course offers a foundation in Mandarin Chinese, designed for beginners with no prior knowledge of the language. Through immersive lessons and interactive practice, students will learn basic vocabulary, pronunciation, sentence structures, and key phrases used in everyday conversations. The course will also provide insight into Chinese culture, including customs, traditions, and etiquette, helping students appreciate the context and nuances of the language. |
| Course Objectives |
|
| Course Outcomes |
By the end of the course, students will be able to: - Recognize and pronounce basic Chinese sounds and tones.
- Understand and use common greetings, numbers, days of the week, and basic expressions.
- Form simple sentences and questions in Mandarin.
- Write basic Chinese characters and understand their meanings.
- Engage in introductory conversations about personal topics, such as family, hobbies, and daily routines.
- Demonstrate an awareness of Chinese cultural practices and customs.
|
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 |
|
| Course Outcomes |
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E120 Introduction to Langauage
(4) Credit Hours
This is a four-credit-hour module of one semester in length. It aims to introduce 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. The phonetic and phonological components of the course are practical in nature where students will be trained in identifying and recognising English sounds, listening to English sounds produced by native speakers of the language, looking up the pronunciation of words in pronouncing dictionaries, using phonetic symbols to transcribe English words, and marking stress on syllables. The course also provides access to free online resources that can help learners with pronunciation.
| Course Code |
E120 |
| Course Title |
Introduction to Langauage |
| Pre-requisite |
EL111 |
| Credit Hours |
4 |
| Course Description |
This is a four-credit-hour module of one semester in length. It aims to introduce 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. The phonetic and phonological components of the course are practical in nature where students will be trained in identifying and recognising English sounds, listening to English sounds produced by native speakers of the language, looking up the pronunciation of words in pronouncing dictionaries, using phonetic symbols to transcribe English words, and marking stress on syllables. The course also provides access to free online resources that can help learners with pronunciation. |
| 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 and the translation track.
|
| Course Outcomes |
At the end of the module, learners should be able 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, types and functions
- Semantics: word meaning, synonymy, antonymy, hyponymy, idioms, collocations
Pragmatics: Grice's maxims, The Cooperative Principle
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. C1. Pronounce English appropriately C2. Understand spoken English C3. Analyse words, clauses, sentences and texts linguistically (phonetically, morphologically, syntactically, somatically and pragmatically). 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
|
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.
|
| 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.
|
| 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.
|
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 |
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.
|
|
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.
|
|
EL097 English for 21st Century
(0) Credit Hours
As an integrated skills syllabus, EL097 combines a general English syllabus with a focus on C21 skills – listening, speaking, reading and writing- together with functions, vocabulary and grammar with 21st century skills such as communication, creativity, critical thinking and study skills in a unique way. The course equips students with essential skills to thrive in the 21st century. The course places extra emphasis on the two language skills of reading and writing through which structure, vocabulary, etc. can be integrated and developed.
The course is learner-centered and seeks to introduce thematic topics which aim at developing critical thinking skills. It emphasizes the skill of reading through the application of learning strategies such as prior knowledge, scanning for specific information, skimming for main idea, and getting meaning from context. The course helps students to become more independent learners through extensive reading and writing practice.
| Course Code |
EL097 |
| Course Title |
English for 21st Century |
| Pre-requisite |
None |
| Credit Hours |
0 |
| Course Description |
As an integrated skills syllabus, EL097 combines a general English syllabus with a focus on C21 skills – listening, speaking, reading and writing- together with functions, vocabulary and grammar with 21st century skills such as communication, creativity, critical thinking and study skills in a unique way. The course equips students with essential skills to thrive in the 21st century. The course places extra emphasis on the two language skills of reading and writing through which structure, vocabulary, etc. can be integrated and developed.
The course is learner-centered and seeks to introduce thematic topics which aim at developing critical thinking skills. It emphasizes the skill of reading through the application of learning strategies such as prior knowledge, scanning for specific information, skimming for main idea, and getting meaning from context. The course helps students to become more independent learners through extensive reading and writing practice.
|
| Course Objectives |
- The module aims to help students to: - Develop their overall communicative ability and become independent, autonomous learners. - Enhance proficiency in listening, speaking, reading, and writing through structured classwork, independent assignments, and online activities. - Read and understand a variety of short texts. - Predict and identify key information in texts. - Develop and increase their vocabulary by encouraging them to use the vocabulary as much as possible so that they can develop an understanding of how the words can be used in various situations. - Enhance their listening skills via practicing listening for gist and listening for specific information. - Develop their speaking skill via engaging in oral practice and taking part in class activities.
|
| Course Outcomes |
By the end of the module, learners will be expected to:
A1: Gain a basic understanding the four language skills.
A2: Develop student’s knowledge and familiarize them with some basic concepts for improving language skills
B. Cognitive skills
By the end of the module, learners will be expected to:
B1: Understand the main ideas and details of conversations, and dialogues on familiar topics such as daily routines, hobbies, and travel. (Listening)
B2: Read short texts, such as emails, advertisements, and narratives, to identify key details, infer meaning from context, and summarize the main ideas.
C. Practical and professional skills
By the end of the module, learners will be expected to: C1: Participate in structured discussions and role-plays, expressing opinions, asking for clarification, and responding to questions using appropriate vocabulary and grammar. C2: Write coherent paragraphs with clear topic sentences, supporting details, and appropriate use of linking words, focusing on topics like personal experiences, jobs in the world, people and places.
D Key transferable skills
By the end of the module, learners will be expected to: D1: Take notes on essential information from audio recordings, such as instructions, numbers, directions, and use these notes to write brief summaries. D2: Read dialogues, or informational texts aloud with appropriate pronunciation and intonation to improve fluency and confidence in speaking. D3: Use target grammar structures and vocabulary in all four skills (e.g., describing past events, describing daily routines, or giving directions) through a combination of listening, reading, writing, and speaking activities.
|
EL098 English for 21st Century
(0) Credit Hours
As an integrated skills syllabus, EL098 continues to develop the communication skills – listening, speaking reading and writing- together with functions, vocabulary and grammar with 21st century skills such as communication, creativity, critical thinking and study skills in a unique way. Students of C21 English for the 21st Century will be fully prepared to face the challenges of the 21st century. The course places extra emphasis on the two language skills of reading and writing through which structure, vocabulary, etc. can be integrated and developed.
The course is learner-centered and seeks to introduce thematic topics which aim at developing critical thinking skills. It emphasizes the skill of reading through the application of learning strategies such as prior knowledge, scanning for specific information, skimming for main idea, and getting meaning from context. The course helps students to become more independent learners through extensive reading and writing practice.
| Course Code |
EL098 |
| Course Title |
English for 21st Century |
| Pre-requisite |
Passing EL097 or earning a qualifying Placement Test (OOPT) score |
| Credit Hours |
0 |
| Course Description |
As an integrated skills syllabus, EL098 continues to develop the communication skills – listening, speaking reading and writing- together with functions, vocabulary and grammar with 21st century skills such as communication, creativity, critical thinking and study skills in a unique way. Students of C21 English for the 21st Century will be fully prepared to face the challenges of the 21st century. The course places extra emphasis on the two language skills of reading and writing through which structure, vocabulary, etc. can be integrated and developed.
The course is learner-centered and seeks to introduce thematic topics which aim at developing critical thinking skills. It emphasizes the skill of reading through the application of learning strategies such as prior knowledge, scanning for specific information, skimming for main idea, and getting meaning from context. The course helps students to become more independent learners through extensive reading and writing practice.
|
| Course Objectives |
- The module aims to help students to: - Develop their overall communicative ability and become independent, autonomous learners. - Practice all four skills through drilling, in-class work, home assignments, and online practice. - Read and understand variety of short texts. - Predict and identify key information in texts. - Develop and increase their vocabulary by encouraging them to use the vocabulary as much as possible so that they can develop an understanding of how the words can be used in various situations. - Enhance their listening skills via practicing listening for gist and listening for specific information. - Develop their speaking skill via engaging in oral practice and taking part in class activities.
|
| Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to:
A1: Gain basic understanding the four language skills.
A2: Develop student’s knowledge and familiarize them with some basic concepts for improving language skills
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Understand the main ideas and details of conversations, and dialogues on familiar topics such as daily routines, hobbies, and travel. (Listening)
B2: Read short texts, such as emails, advertisements, and narratives, to identify key details, infer meaning from context, and summarize the main ideas.
C. Practical and professional skills At the end of the module, learners will be expected to: C1: Participate in structured discussions and role-plays, expressing opinions, asking for clarification, and responding to questions using appropriate vocabulary and grammar. C2: Write coherent paragraphs with clear topic sentences, supporting details, and appropriate use of linking words, focusing on topics like personal experiences, future plans, and preferences.
D Key transferable skills At the end of the module, learners will be expected to: D1: Take notes on essential information from audio recordings, such as instructions, numbers, directions, and use these notes to write brief summaries. D2: Read dialogues, or informational texts aloud with appropriate pronunciation and intonation to improve fluency and confidence in speaking. D3: Use target grammar structures and vocabulary in all four skills (e.g., describing past events, describing daily routines, or giving directions) through a combination of listening, reading, writing, and speaking activities.
|
EL099 Progressive Skills in English
() Credit Hours
As a theme-based, integrated skills course, EL099 continues to develop the four communication skills – listening, speaking reading and writing- together with language functions, vocabulary, and grammar. This allows students to stand on solid ground and gives them the confidence to pursue their study in the university. . Along with the previous modules (EL097 and EL098), it aims to give students a good foundation before attempting more academic reading and writing tasks. It prepares students for EL111 where they will write their first essays and read longer passages.
| Course Code |
EL099 |
| Course Title |
Progressive Skills in English |
| Pre-requisite |
Passing EL098/EL098R |
| Credit Hours |
|
| Course Description |
As a theme-based, integrated skills course, EL099 continues to develop the four communication skills – listening, speaking reading and writing- together with language functions, vocabulary, and grammar. This allows students to stand on solid ground and gives them the confidence to pursue their study in the university. . Along with the previous modules (EL097 and EL098), it aims to give students a good foundation before attempting more academic reading and writing tasks. It prepares students for EL111 where they will write their first essays and read longer passages. |
| Course Objectives |
1. Listen to and comprehend varieties of English discourse spoken at normal speed,
2. Speak correctly with good pronunciation, 3. Communicate with ease and confidence on a variety of topics using appropriate structures. 4. Read and understand a variety of English texts of moderate length, complexity, styles and genres, 5. Write different types of paragraphs using appropriate punctuation marks and mechanics of writing.
By the end of the EL099 course, students should be able to:
1. listen to and comprehend varieties of English discourse spoken at normal speed,
2. speak correctly and fluently with reasonable pronunciation,
3. communicate with ease and confidence on a variety of daily topics as well as on topics related to university education, using appropriate structures and vocabulary.
4. read and understand a variety of English texts of varying length, complexity, and genres.
5. write diverse types of paragraphs (descriptive, and comparison and contrast paragraphs) using appropriate punctuation marks, mechanics of writing, as well as cohesive devices. Eventually, students should be able to write a 100-word 6. paragraph.
|
| Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will be expected to:
A1: Develop good understanding of the four language skills. A1: communicate with ease and confidence on a variety of daily topics as well as on topics related to university education, using appropriate structures and vocabulary. A1: recognize the various meanings of words in context to use them effectively in speaking and writing. A1: demonstrate understanding of level-appropriate reading passages by responding correctly to its tasks and activities.
B. Cognitive skills
At the end of the module, learners will be expected to:
B1: Use novel words in real life scenarios
B1: demonstrate critical thinking skills in reading and writing
C. Practical and professional skills At the end of the module, learners will be expected to:
C1: Write diverse types of paragraphs C1, C2: Read short 1-page texts and demonstrate reasonable comprehension
D Key transferable skills D1: communicate with ease and confidence on a variety of daily topics as well as on topics related to university education, using appropriate structures and vocabulary.
D1, D4: Write a 100-word paragraph with cohesion, coherence
|
EL111 English Communication Skills (L4)
(3) Credit Hours
C21 English for the 21st Century is a course that combines a general English syllabus with a focus on 21st-centruy (C21) skills. These skills combine academic skills, study skills and 21st-century skills such as critical thinking, creative thinking and collaboration. The course encourages learners to develop their overall communicative skills and become independent, autonomous, and active learners. This is achieved by giving learners help and guidance through specific notes and activities. Learners are expected to provide comprehensive answers and explanations, incorporating their personal experiences and ideas in the classroom. A wide range of skills is introduced to help learners succeed in their studies and future work. Creative thinking is emphasized, enabling learners to generate solutions to various problem scenarios. Research plays an integral role in this process, requiring learners to engage with material outside the classroom. Teamwork is also highly encouraged, fostering collaboration and respect for diverse perspectives to overcome communication challenges.
| Course Code |
EL111 |
| Course Title |
English Communication Skills (L4) |
| Pre-requisite |
EF003 |
| Credit Hours |
3 |
| Course Description |
C21 English for the 21st Century is a course that combines a general English syllabus with a focus on 21st-centruy (C21) skills. These skills combine academic skills, study skills and 21st-century skills such as critical thinking, creative thinking and collaboration. The course encourages learners to develop their overall communicative skills and become independent, autonomous, and active learners. This is achieved by giving learners help and guidance through specific notes and activities. Learners are expected to provide comprehensive answers and explanations, incorporating their personal experiences and ideas in the classroom. A wide range of skills is introduced to help learners succeed in their studies and future work. Creative thinking is emphasized, enabling learners to generate solutions to various problem scenarios. Research plays an integral role in this process, requiring learners to engage with material outside the classroom. Teamwork is also highly encouraged, fostering collaboration and respect for diverse perspectives to overcome communication challenges. |
| Course Objectives |
The module aims to help students:
Develop effective language communication skills applicable to various situations. Understand and differentiate between diverse writing styles and contexts. Enhance critical thinking and comprehension abilities for analyzing and interpreting texts. Build the capacity to construct well-organized and context-appropriate written texts. Evaluate texts and arguments with clarity and precision. Produce focused, coherent, and professional written outputs. Cultivate logical reasoning and problem-solving skills transferable to academic and professional environments.
|
| Course Outcomes |
By the end of the module, students should be able to: A. Knowledge and understanding A1: Demonstrate effective language communication skills in various situations. A2: Distinguish between different writing styles in diverse contexts. B. Cognitive skills B1: Apply essential skills to comprehend texts effectively. B2: Develop writing texts in accordance with specific requirements. C. Practical and professional skills C1: Analyze texts and evaluate various arguments. C2: Produce clear and focused written texts. D. Key transferable skills D1: Cultivate logical thinking and problem-solving skills.
|
EL112 English Communication Skills (L5)
(3) Credit Hours
The course aims to encourage learners to further develop their overall communicative abilities and become independent, autonomous learners. Learners are prompted to take a more active role in the learning process. They are given help and guidance towards this goal both through specific notes and activities and as part of an approach straddling the course. For many activities, giving simple monosyllabic yes/no answers are discouraged and learners are often encouraged to explain or support their answers. They are also asked to bring their own experiences and ideas into the classroom. Learners are introduced to a wide range of skills that will be useful to them in both their future studies and when they enter the world of work. Learners are encouraged to think about ways in which they can think and act more effectively. They also focus on how to be more creative and are often required to produce creative solutions to problems similar to those they are likely to face in the future. Research plays an important part in this process; learners will be required to do work between classes and not treat the course as simply something they do in the classroom. At the same time, learners are introduced to the various aspects of collaboration – how to work effectively with other people, showing deference to people, their views and cultures, whether they are similar or different to their own. Communicating in groups and teams is challenging. Learners are given opportunities throughout the course to develop awareness of themselves and the people they work and study with and to adapt and develop strategies that allow them to work creatively and productively while avoiding misunderstanding and conflict.
| Course Code |
EL112 |
| Course Title |
English Communication Skills (L5) |
| Pre-requisite |
EL111 |
| Credit Hours |
3 |
| Course Description |
The course aims to encourage learners to further develop their overall communicative abilities and become independent, autonomous learners. Learners are prompted to take a more active role in the learning process. They are given help and guidance towards this goal both through specific notes and activities and as part of an approach straddling the course. For many activities, giving simple monosyllabic yes/no answers are discouraged and learners are often encouraged to explain or support their answers. They are also asked to bring their own experiences and ideas into the classroom. Learners are introduced to a wide range of skills that will be useful to them in both their future studies and when they enter the world of work. Learners are encouraged to think about ways in which they can think and act more effectively. They also focus on how to be more creative and are often required to produce creative solutions to problems similar to those they are likely to face in the future. Research plays an important part in this process; learners will be required to do work between classes and not treat the course as simply something they do in the classroom. At the same time, learners are introduced to the various aspects of collaboration – how to work effectively with other people, showing deference to people, their views and cultures, whether they are similar or different to their own. Communicating in groups and teams is challenging. Learners are given opportunities throughout the course to develop awareness of themselves and the people they work and study with and to adapt and develop strategies that allow them to work creatively and productively while avoiding misunderstanding and conflict. |
| Course Objectives |
- This course complements and builds upon English 111.
- It particularly seeks to develop the reading, writing, listening, and study skills that students need in order to meet the demands of Blended Learning university education.
|
| Course Outcomes |
At the end of the module, learners will be able to: A. Knowledge and understanding A1: Demonstrate proficient language communication skills both in productive and receptive skills. A2: Understand reading and writing genres to appreciate context and style. B. Cognitive skills B1: Apply subskills to decode lengthy reading texts. B2: Produce writing according to prescribed mechanics and templates C. Practical and professional skills C1: Analyse texts and rhetoric to understand meaning and context. C2: Use a variety of vocabulary and language structures in productive and receptive skills. D. Key transferable skills D1: Demonstrate advanced reading and writing abilities
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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.
|
| 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.
|
| 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.
|
| 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.
|
| 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.
|
| 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.
|
| 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. |
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
|
| 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.
|
| 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.
|
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 |
E120 |
| 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.
|
| 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.
|
| 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.
|
| 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
This is a four-credit-hour module of one semester in length. It 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. It presents foundational concepts, best practices and practical suggestions on how to develop lessons and activities for energetic and curious minds of young learners in the 21st Century classroom. The course module aims at familiarizing the students with the basic framework of designing a lesson plan. It also gives insight into classroom management, assessment, and ongoing professional development. Moreover, it features the perspectives and suggestions from practicing teachers around the world that can be used as a basic text for prospective teachers to develop the knowledge and skills to teach English as a foreign language.
The course book has the following features:
- Content-based chapters which encourage students to explore traditional and modern approaches of teaching.
- Abundant and clear examples, models and graphic organizers to give students solid support.
- Exercises sections to practice the learned content and sustain knowledge acquisition.
- Pair and group assignments to promote collaborative learning.
- Lesson plan sections which provide opportunities for consolidation and assessment.
- List of references for further readings.
| Course Code |
EL330 |
| Course Title |
Teaching English as a Foreign Language |
| Pre-requisite |
EL112 |
| Credit Hours |
4 |
| Course Description |
This is a four-credit-hour module of one semester in length. It 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. It presents foundational concepts, best practices and practical suggestions on how to develop lessons and activities for energetic and curious minds of young learners in the 21st Century classroom. The course module aims at familiarizing the students with the basic framework of designing a lesson plan. It also gives insight into classroom management, assessment, and ongoing professional development. Moreover, it features the perspectives and suggestions from practicing teachers around the world that can be used as a basic text for prospective teachers to develop the knowledge and skills to teach English as a foreign language.
The course book has the following features:
- Content-based chapters which encourage students to explore traditional and modern approaches of teaching.
- Abundant and clear examples, models and graphic organizers to give students solid support.
- Exercises sections to practice the learned content and sustain knowledge acquisition.
- Pair and group assignments to promote collaborative learning.
- Lesson plan sections which provide opportunities for consolidation and assessment.
- List of references for further readings.
|
| Course Objectives |
1. identifying different traditional and modern methods of teaching English as a foreign language 2. integrating Contextualized Instruction into classroom practices 3. integrating Thematic Instructions into classroom practices 4. adopting content-based and task-based instruction models 5. incorporating all the learned approaches and instructional models to design a lesson plan for teaching the flour language skills 6. designing an assessment plan for assessing English language learning and teaching 7. designing a classroom management plan
|
| Course Outcomes |
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.
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.
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 reading and writing. 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
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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
This beginner course provides a foundational introduction to the French language, focusing on essential vocabulary, pronunciation, and sentence structures for simple, everyday communication. Through engaging lessons and real-life practice, students will learn basic conversational phrases, build listening and speaking skills, and begin to read and write in French. The course also introduces students to French-speaking cultures, exploring customs, traditions, and social etiquette. By the end of the course, students will feel comfortable with introductory conversations and have a base for further study.
| Course Code |
FR101 |
| Course Title |
French for Beginners (I) |
| Pre-requisite |
- |
| Credit Hours |
3 |
| Course Description |
This beginner course provides a foundational introduction to the French language, focusing on essential vocabulary, pronunciation, and sentence structures for simple, everyday communication. Through engaging lessons and real-life practice, students will learn basic conversational phrases, build listening and speaking skills, and begin to read and write in French. The course also introduces students to French-speaking cultures, exploring customs, traditions, and social etiquette. By the end of the course, students will feel comfortable with introductory conversations and have a base for further study. |
| Course Objectives |
FR101 course aims at: - Developing an efficient and economical learning of the language focusing on achieving tasks in specific actions that the learner performs as part of his social and professional life.
- Responding to the learner's motivation to quickly acquire the skills that enable him to act and interact in a francophone environment or with French speakers in varied circumstances.
Providing a rigorous methodological approach for greater efficiency and action with structured rubrics, current documents taking into account the evolution of the professional world, concrete business scenarios, cultural cues and professional benchmarks to understand some codes of French corporate culture and business records and a DVD-ROM with authentic video footage
|
| Course Outcomes |
By the end of this course, students will be able to: - Pronounce basic French sounds, including vowels, accents, and common letter combinations.
- Use essential vocabulary for greetings, numbers, dates, weather, and daily expressions.
- Form simple sentences and questions in French for common interactions.
- Understand and apply basic grammar, including noun gender, articles, and the present tense.
- Engage in introductory conversations on topics such as personal information, family, and daily activities.
- Display a basic understanding of cultural norms, traditions, and practices in French-speaking regions.
|
FR102 French for Beginners (II)
(3) Credit Hours
This beginner course provides a foundational introduction to the French language, focusing on essential vocabulary, pronunciation, and sentence structures for simple, everyday communication. Through engaging lessons and real-life practice, students will learn basic conversational phrases, build listening and speaking skills, and begin to read and write in French. The course also introduces students to French-speaking cultures, exploring customs, traditions, and social etiquette. By the end of the course, students will feel comfortable with introductory conversations and have a base for further study.
| Course Code |
FR102 |
| Course Title |
French for Beginners (II) |
| Pre-requisite |
FR101 |
| Credit Hours |
3 |
| Course Description |
This beginner course provides a foundational introduction to the French language, focusing on essential vocabulary, pronunciation, and sentence structures for simple, everyday communication. Through engaging lessons and real-life practice, students will learn basic conversational phrases, build listening and speaking skills, and begin to read and write in French. The course also introduces students to French-speaking cultures, exploring customs, traditions, and social etiquette. By the end of the course, students will feel comfortable with introductory conversations and have a base for further study. |
| Course Objectives |
Developing an efficient and economical learning of the language focusing on achieving tasks in specific actions that the learner performs as part of his social and professional life. Responding to the learner's motivation to quickly acquire the skills that enable him to act and interact in a francophone environment or with French speakers in varied circumstances. Providing a rigorous methodological approach for greater efficiency and action with structured rubrics, current documents taking into account the evolution of the professional world, concrete business scenarios, cultural cues and professional benchmarks to understand some codes of French corporate culture and business records and a DVD-ROM with authentic video footage.
|
| Course Outcomes |
By the end of this course, students will be able to: - Pronounce basic French sounds, including vowels, accents, and common letter combinations.
- Use essential vocabulary for greetings, numbers, dates, weather, and daily expressions.
- Form simple sentences and questions in French for common interactions.
- Understand and apply basic grammar, including noun gender, articles, and the present tense.
- Engage in introductory conversations on topics such as personal information, family, and daily activities.
- Display a basic understanding of cultural norms, traditions, and practices in French-speaking regions.
|
GB102 Principles of entrepreneurship for non-specialists
(3) Credit Hours
Providing students with concepts and tools that help them learn about the principles of entrepreneurship, its importance, and the steps for establishing and managing small projects, in addition to introducing students to the steps necessary to establish a small-sized private project through the following main methods: Developing students’ ability to apply the concepts necessary to start a project in business reality Improve students' ability to use business creation tools such as business plan and business model Applying technological tools in entrepreneurship through projects that are discussed within interactive groups.
| Course Code |
GB102 |
| Course Title |
Principles of entrepreneurship for non-specialists |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
Providing students with concepts and tools that help them learn about the principles of entrepreneurship, its importance, and the steps for establishing and managing small projects, in addition to introducing students to the steps necessary to establish a small-sized private project through the following main methods: Developing students’ ability to apply the concepts necessary to start a project in business reality Improve students' ability to use business creation tools such as business plan and business model Applying technological tools in entrepreneurship through projects that are discussed within interactive groups. |
| Course Objectives |
1. Knowledge of the basics and principles of entrepreneurship and their practical applications 2.Developing the concept of self-employment culture 3.Determine the appropriate path for the project and take advantage of the available opportunities 4.Identify the most important characteristics of an entrepreneur and how to develop them 5. Identifying the most important bodies that support entrepreneurs 6. Finding opportunities for successful projects and comparing them using modern scientific methods 7. Identifying the procedures and legislation regulating business establishments 8. Acquiring and developing entrepreneurial project management skills
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| Course Outcomes |
A. Knowledge and Understanding
A1: Explain the fundamental principles and concepts of entrepreneurship and their importance in the business world.. A2: Articulate the role and significance of entrepreneurship in economic development and innovation. A3: Describe the necessary steps and procedures for establishing a small-sized private project, including legal, financial, and operational considerations.
B. Cognitive Skills
B1: Generate and evaluate viable business ideas for small projects. B2: Assess the feasibility and potential success of new business ventures using appropriate analytical techniques. B3: Develop an entrepreneurial mindset that fosters innovation, risk-taking, and problem-solving in business contexts.
C. Practical and Professional Skills
C1: Develop comprehensive business plans that outline the strategy, objectives, and financial projections for a small business. C2: Create effective business models that detail the value proposition, customer segments, revenue streams, and key activities of a new business venture. C3: Demonstrate the ability to manage the day-to-day operations of a small business, including marketing, finance, and human resources.
D. Key Transferable Skills
D1: Utilize business creation tools , market research, and financial forecasting to support business planning and development. D2: Prepare to face real-world challenges in entrepreneurship by applying theoretical knowledge to practical situations through case studies and projects. D3: Apply entrepreneurial concepts and methodologies in practical scenarios to initiate and manage small projects.
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GR111 Arabic Islamic Civilization
(3) Credit Hours
This course aims to provide students with knowledge of the achievements of Islamic civilization and its impact on Western civilization during the Middle Ages through a series of objectives associated with each unit.
| Course Code |
GR111 |
| Course Title |
Arabic Islamic Civilization |
| Pre-requisite |
- |
| Credit Hours |
3 |
| Course Description |
This course aims to provide students with knowledge of the achievements of Islamic civilization and its impact on Western civilization during the Middle Ages through a series of objectives associated with each unit.
|
| Course Objectives |
This course aims to provide students with knowledge of the achievements of Islamic civilization and its impact on Western civilization during the Middle Ages through a series of objectives associated with each unit.
|
| Course Outcomes |
Unit 1:
Understand the concept of civilization both linguistically and terminologically. Recognize the differences in defining civilization and the reasons for these differences. Learn about various definitions of ""civilization"" from Western and Islamic philosophers. Formulate a definition of Islamic civilization that aligns with Islamic thought principles. Choose the appropriate term for Islamic civilization and understand the reason for this choice. Identify the distinctive characteristics of Islamic civilization. Unit 2:
Recognize the scientific institutions that contributed to the spread of knowledge, such as mosques and schools. Learn about public and private libraries that supported knowledge and educational centers. Understand the major developments in religious sciences across different branches and the evolution of literature, criticism, and rhetoric. Identify advancements in scientific fields and geography and recognize prominent Arab geographers. Unit 3:
Understand the political system in the pre-Islamic, Prophetic, and Rashidun Caliphate eras. Recognize the administrative and security aspects, such as judiciary and police, within Islamic civilization. Comprehend the evolution of the Islamic city, its inhabitants, and social classes. Know the rights guaranteed to women in Islam compared to the pre-Islamic era. Review the economic aspects of the Islamic state, including industrial, agricultural, and commercial developments. Unit 4:
Recognize propaganda directed against Islamic civilization. Trace the origin and development of Islamic civilization across eras. Understand the channels through which Islamic civilization spread to Europe. Recognize the influence of Arabic literature on modern Western literature. Familiarize with the experimental sciences that significantly evolved during the golden age of Islamic civilization, such as chemistry, medicine, pharmacy, astronomy, and mathematics. Unit 7:
Identify the developments in Islamic architecture and its unique characteristics across different regions. Learn about the types of Islamic arts, such as decoration on glass, copper, carpets, and pottery. Recognize the development of Arabic calligraphy and the types of scripts prevalent in the Islamic world. Understand the types of currency used throughout Islamic civilization and how these currencies reflected the era in which they were minted.
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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 |
This course aims to provide students with knowledge of key development issues in the Arab world through a series of unit-specific 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 |
|
| Course Outcomes |
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GR118 Life Skills and Coexistence
(3) Credit Hours
This course deals with the abilities that enable individuals to engage in adaptive and positive behavior that makes them able to deal effectively with life's demands and challenges. It seeks to know the concept of skill and how to acquire and develop it, such as the skill of developing self-awareness, managing psychological stress, effective communication, solving problems and conflicts, leadership, and building work teams, in addition to presenting topics in pluralism and democracy, women’s rights, the subject of the Universal Declaration of Human Rights, and acceptance of... The other, coexistence and tolerance.
| Course Code |
GR118 |
| Course Title |
Life Skills and Coexistence |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
This course deals with the abilities that enable individuals to engage in adaptive and positive behavior that makes them able to deal effectively with life's demands and challenges. It seeks to know the concept of skill and how to acquire and develop it, such as the skill of developing self-awareness, managing psychological stress, effective communication, solving problems and conflicts, leadership, and building work teams, in addition to presenting topics in pluralism and democracy, women’s rights, the subject of the Universal Declaration of Human Rights, and acceptance of... The other, coexistence and tolerance. |
| Course Objectives |
1.A deep understanding of the concept of skill and its importance in shaping adaptive and positive behavior. 2. Acquiring and developing self-awareness and psychological stress management skills. 3. Enhancing effective communication skills. 4. Developing problem-solving and conflict management skills. 5. Enhancing understanding of leadership skills and building work teams. 6. Providing concepts and skills of coexistence and tolerance. 7. Reviewing issues of pluralism and democracy. 8. Promoting women’s rights and promoting equality in society. 9. Promoting awareness of the Universal Declaration of Human Rights. 10. Encouraging students to accept others regardless of differences.
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| Course Outcomes |
A. Knowledge and Understanding
A1: Define the concept of skill and explain methods for acquiring and developing essential life skills. A2: Describe techniques for developing self-awareness and recognizing personal strengths and weaknesses. A3: Explain effective strategies for managing psychological stress in various life situations.
B. Cognitive Skills
B1: Analyze personal strengths and weaknesses to enhance self-awareness. B2: Apply problem-solving and conflict resolution techniques to address and manage disputes and challenges.
C. Practical and Professional Skills
C1: Demonstrate effective communication skills, including active listening and clear expression of ideas. C2: Exhibit leadership skills by leading and motivating others in various settings. C3: Form and manage effective work teams, fostering collaboration and teamwork.
D. Key Transferable Skills
D1: Utilize strategies for managing psychological stress effectively. D2: Demonstrate the ability to communicate ideas clearly in both personal and professional contexts. D3: Develop and apply skills in teamwork and collaboration to work effectively in group settings.
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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 |
|
| Course Outcomes |
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GT101 Learning and Information Technology
(3) Credit Hours
Learning and Information Technology is a fundamental module for all students enrolled in Arab Open University. It provides students a college level academic experiences that develop self-learning skills. It also provides students with a broad introduction to computing and Information Technology concepts and principles.
| Course Code |
GT101 |
| Course Title |
Learning and Information Technology |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
Learning and Information Technology is a fundamental module for all students enrolled in Arab Open University. It provides students a college level academic experiences that develop self-learning skills. It also provides students with a broad introduction to computing and Information Technology concepts and principles. |
| Course Objectives |
The module aims to: 1. Introduce e-Learning concepts such as meaning, accessibility, skills, and resources. 2. Help students to develop their understanding about flexible learning. 3. Prepare the student for further academic studies by helping them develop their study skills. 4. Enhance student’s knowledge about basic computer system applications, big data, IoT and AI. 5. Familiarize with the basic concepts of Information Technology: Internet, Web, and Systems. 6. Introduce students to the concepts of security and ethics.
|
|
| Course Outcomes |
A. Knowledge and understanding
Students will be able to: 1.Define the different learning styles. 2.Describe the differences between conventional and blended-learning education systems. 3.Understand how to create learning opportunities that are adapted to learners. 4.Understand the development of learning strategies to promote effective learning. 5.Explain the Web and Internet inventions. 6.Explain different parts in computer system. 7.Explain different terms in digital communication such as network, connectivity, wireless, server, client and IoT. 8.Describe the e-commerce and big data. 9.Understand clearly the difference between privacy and security. 10.Describe what are computer ethics and computer crime.
B. Cognitive skills Students will be able to: 1.Learn by themselves and describe the difference between learning styles. 2.Apply problem-solving techniques. 3.Compare different learning strategies. 4.Apply skills needed for effective learning. 5.Use an understanding of individual and group behavior to create an active learning environment. 6.Deal with computer problems. 7.Describe the Web and search engines.
C. Practical and professional skills Students will be able to: 1.Read analytically and critically for learning and avoid plagiarisms. 2.Connect and surf the internet, search using the search engines and send and receive email, and share files in a secure way, and avoid computer crime and use computer ethically. 3.Organize and manage a plan for optimal learning. 4.Enhance the learning environment by incorporating the use of technological equipment. 5.Operate the computer system properly and interact with applications and programs confidently. 6.Communicate with others electronically (Email, instant messaging, blogs, microblogs and wikis) and Initiate a transaction electronically (e-commerce) in a secure way and use the social media in the process of learning and communication with others. D. Key transferable skills Students will be able to: 1.Interact effectively within a group using social media and electronic conferencing techniques. 2.Working in groups using the LMS system and course forum online and contribute to discussions on a conference using instant messaging. 3.Improve own learning and performance. 4.Work independently, scheduling (schedule) tasks and mange time effectively. 5.Utilize effective environments for learning. 6.Take responsibility for personal and professional learning. 7.Manage learning time effectively.
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L201A English in the World I
(8) Credit Hours
L201 explores the role of the English language in a boisterous early twenty-first-century world characterised by global power shifts, protests, pandemic, and complex population flows. The module explores how English, the language of a small island off the mainland of Europe, 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. 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 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.
The choice of English in multilingual contexts from education and business to films and popular music exemplify the significance and power of the language in social, cultural, and economic life. The social and economic opportunities opened up by English, and the implications for those people who don’t have access to the language, are critically examined.
As a result of studying this module, learners become better able to draw on their knowledge of English in the world in post-requisite modules in their programme of study.
| Course Code |
L201A |
| Course Title |
English in the World I |
| Pre-requisite |
E120 |
| Credit Hours |
8 |
| Course Description |
L201 explores the role of the English language in a boisterous early twenty-first-century world characterised by global power shifts, protests, pandemic, and complex population flows. The module explores how English, the language of a small island off the mainland of Europe, 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. 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 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.
The choice of English in multilingual contexts from education and business to films and popular music exemplify the significance and power of the language in social, cultural, and economic life. The social and economic opportunities opened up by English, and the implications for those people who don’t have access to the language, are critically examined.
As a result of studying this module, learners become better able to draw on their knowledge of English in the world in post-requisite modules in their programme of study.
|
| Course Objectives |
- Explore the position and role of the English language in the contemporary twenty-first-century world.
- Assess how English became the pre-eminent international language of the modern period.
- Trace how English changed as it spread to other countries through colonialism, and evaluate the impact that it has had on societies, cultures and other languages around the world.
- Explore 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 its impact on political and educational issues.
- Observe and account for how language varies between individuals and also in different institutional, cultural and national settings.
- Examine examples of speech and writing from a variety of global contexts and genres, including literature, poetry, song, film, political speeches and advertising.
- Develop learners' skills as effective communicators in personal and professional life.
|
| 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 |
• Explore the position and role of the English language in the contemporary twenty-first-century world. • Assess how English became the pre-eminent international language of the modern period. • Trace how English changed as it spread to other countries through colonialism, and evaluate the impact that it has had on societies, cultures and other languages around the world. • Explore 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 its impact on political and educational issues. • Observe and account for how language varies between individuals and also in different institutional, cultural and national settings. • Examine examples of speech and writing from a variety of global contexts and genres, including literature, poetry, song, film, political speeches and advertising. • Develop learners’ skills as effective communicators in personal and professional life.
|
| 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 Introduction to Spanish Language (I)
(3) Credit Hours
This beginner course introduces students to the fundamentals of Spanish, focusing on essential vocabulary, pronunciation, and sentence structures for everyday communication. The course emphasizes basic conversational skills, listening comprehension, and cultural understanding, using practical situations that enable students to engage in real-life Spanish interactions. Students will also gain an appreciation for the diversity and richness of Spanish-speaking cultures around the world. By the end of this course, students will have the foundational skills needed to engage in simple conversations and continue their Spanish language journey
| Course Code |
SL101 |
| Course Title |
Introduction to Spanish Language (I) |
| Pre-requisite |
SL101 |
| Credit Hours |
3 |
| Course Description |
This beginner course introduces students to the fundamentals of Spanish, focusing on essential vocabulary, pronunciation, and sentence structures for everyday communication. The course emphasizes basic conversational skills, listening comprehension, and cultural understanding, using practical situations that enable students to engage in real-life Spanish interactions. Students will also gain an appreciation for the diversity and richness of Spanish-speaking cultures around the world. By the end of this course, students will have the foundational skills needed to engage in simple conversations and continue their Spanish language journey |
| Course Objectives |
COMMUNICATION. At the end of the 100-level series students will have acquired a novice high/intermediate low proficiency level, which means they will be able to handle successfully a variety of basic communicative tasks necessary for survival in a Spanish speaking context. More specifically, students completing SPANISH 101 will be able to: - Introduce themselves to others
- Exchange personal information
- Introduce yourself in writing on an online platform
- Identify topics of interest
- Ask and answer questions about basic information
- Express likes and dislikes
- Make an infographic introducing an influential person or celebrity
- Talk about everyday topics such as their studies, their family, and activities in their free time
- Talk about future plans
- Express degree
- Talk about abilities and knowledge
- Write a cover letter to apply for a Spanish study abroad program
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| Course Outcomes |
- Pronounce Spanish sounds, including vowels and common letter combinations.
- Use basic Spanish vocabulary for greetings, introductions, numbers, colors, days, and common activities.
- Construct simple sentences and questions in Spanish for daily interactions.
- Recognize and use basic grammatical structures, such as gendered nouns and present tense verbs.
- Engage in introductory conversations about themselves, family, and everyday life.
- Demonstrate an understanding of fundamental cultural practices and traditions in Spanish-speaking countries.
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SL102 Introduction to Spanish Language (II)
(3) Credit Hours
This beginner course introduces students to the fundamentals of Spanish, focusing on essential vocabulary, pronunciation, and sentence structures for everyday communication. The course emphasizes basic conversational skills, listening comprehension, and cultural understanding, using practical situations that enable students to engage in real-life Spanish interactions. Students will also gain an appreciation for the diversity and richness of Spanish-speaking cultures around the world. By the end of this course, students will have the foundational skills needed to engage in simple conversations and continue their Spanish language journey.
| Course Code |
SL102 |
| Course Title |
Introduction to Spanish Language (II) |
| Pre-requisite |
SL101 |
| Credit Hours |
3 |
| Course Description |
This beginner course introduces students to the fundamentals of Spanish, focusing on essential vocabulary, pronunciation, and sentence structures for everyday communication. The course emphasizes basic conversational skills, listening comprehension, and cultural understanding, using practical situations that enable students to engage in real-life Spanish interactions. Students will also gain an appreciation for the diversity and richness of Spanish-speaking cultures around the world. By the end of this course, students will have the foundational skills needed to engage in simple conversations and continue their Spanish language journey. |
| Course Objectives |
Talk about college life and evaluate the quality of housing on campus Indicate location and identify places Describe and compare Write a report on the quality of campus housing Talk about daily routines Express likes, interests, and preferences Talk about the weather, months, and seasons Write about an important day in your community Express obligation Talk about travel Narrate experiences related to travels Talk about cultural differences and influences Talk about past actions and events
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| Course Outcomes |
- Pronounce Spanish sounds, including vowels and common letter combinations.
- Use basic Spanish vocabulary for greetings, introductions, numbers, colors, days, and common activities.
- Construct simple sentences and questions in Spanish for daily interactions.
- Recognize and use basic grammatical structures, such as gendered nouns and present tense verbs.
- Engage in introductory conversations about themselves, family, and everyday life.
- Demonstrate an understanding of fundamental cultural practices and traditions in Spanish-speaking countries.
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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. |
