FB2CAL-English for Science
Module Provider: Food and Nutritional Sciences
Number of credits: 20 [10 ECTS credits]
Level:5
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2019/0
Email: j.wylie@reading.ac.uk
Type of module:
Summary module description:
This module is for international students whose first language is not English and who have arrived on Part 2 or Part 3 as visiting students or as part of a 2+2 programme. The module recognises the need to continue language development for students whose first language is not English, and to develop their academic and professional skills in a UK Food Science context.
Aims:
The aims of this module are to develop and enhance students’:
- productive knowledge of language and vocabulary specific to Food Science
- ability to communicate scientific ideas in English through a range of media for a variety of purposes and audiences
- ability to interact fluently and spontaneously in various situations specific to Food Science
- ability to understand and use information specific to Food Science from a range of sources appropriately in English
- career management skills so as to provide a foundation for future career development
In addition, this module hopes to develop students’:
- ability to use referencing software
- ability to collaborate effectively in pairs and small groups
Assessable learning outcomes:
On completing this module, students should be able to:
- Communicate scientific ideas and research more effectively in English in a variety of situations and to a variety of audiences.
- Communicate using a wider range of scientific vocabulary with more fluency and accuracy.
- Communicate scientific ideas and research from outside sources more effectively in their own words.
- Communicate their skills and experience more effectively in English in order to persuade a prospective employer that they should be employed.
- Interact with more fluency and spontaneity a variety of situations specific to their current studies and future career.
Additional outcomes:
On completing this module, students should also be able to:
- Use referencing software to cite sources more effectively.
- Collaborate more effectively with peers.
Outline content:
Language and vocabulary:
- Spelling and pronunciation
- Collocation and word grammar
- Prefixes and suffixes
- Constructing noun phrases
- Cohesive devices in science writing
- Action verbs for career management
Writing and speaking:
- Writing in a variety of genres (e.g. reports, essays, posters, CVs and covering letters)
- Speaking in a variety of situations (e.g. presentations, videos, tutorials, meetings and interviews)
- Adapting register to different situations and audiences
Reading and listening:
- Understanding journal articles, job adverts and lectures
- Using reading lists and citing sources
Global context:
This module develops international students’ ability to communicate in English in a variety of contexts specific to Food Science and the UK workplace, which will help them adapt to the UK work and study context and develop their intercultural competence.
Brief description of teaching and learning methods:
Teaching and learning is facilitated through a combination of Task-Based Learning (TBL), guided analysis of texts, library and careers workshops, a practical session and feedback on assessment tasks.
A Task-Based Learning approach is used to develop communication skills and productive vocabulary knowledge. In class, students participate in task cycles in which students: (1) study target vocabulary within a spoken or written text; (2) use the target vocabulary in a writing or speaking task; (3) reflect on/review their performance; (4) repeat the writing task/speaking task. This task cycle is complemented by guided independent learning of connected vocabulary and language outside class.
Guided analysis of model texts is used to develop knowledge of register, genre, structure and cohesion. This includes, for example, comparing spoken texts with written, and comparing texts written for an expert audience with those written for a non-expert audience.
Some classes are replaced by workshops led by the Library and the Careers Centre. These are used, in conjunction with formative and summative assessment tasks, to develop information finding and career management skills. One class is replaced by a chemistry practical session led by a Food Science tutor. This is used to develop interactional skills and also forms the basis of some of the English classes and assessment tasks of the Autumn term. One class in the Spring term is replaced by a Farm to Fork lecturer delivered by a Food Science tutor. This is used to develop listening skills and also forms the basis of some of the English classes and assessment tasks of the Spring term.
The feedback cycle on formative and summative oral and written assessment tasks is used to bring these strands together and to develop the ability to use information from outside sources appropriately.
| Autumn | Spring | Summer | |
| Lectures | 30 | 30 | 3 |
| Guided independent study: | 67 | 70 | |
| Total hours by term | 97 | 100 | 3 |
| Total hours for module | 200 |
| Method | Percentage |
| Written assignment including essay | 35 |
| Oral assessment and presentation | 30 |
| Class test administered by School | 35 |
Summative assessment- Examinations:
N/A
Summative assessment- Coursework and in-class tests:
To help students develop their communication skills over the duration of the module, summative assessment will be spread out over three terms as follows:
| Autumn Term | Written Assignment 1 (report, essay, poster, CV or letter) | 15% |
|---|---|---|
| Oral Assessment 1 (presentation, video, meeting or interview) | 15% | |
| Spring Term | Written Assignment 2 (report, essay, poster, CV or letter) | 20% |
| Oral Assessment 2 (report, essay, poster, CV or letter) | 15% | |
| Summer Term | Class Test (vocabulary, grammar, reading and writing) | 35% |
Spreading assessment out gives students the opportunity to respond to feedback and make improvements.
Formative assessment methods:
Because much of the content will be delivered through Task-Based Learning, students will be given many opportunities to work towards the assessable learning outcomes in a formative manner. At each of these points, there will be an opportunity for formative feedback from peers and from the tutor. In addition, the Written Assignments will be undertaken in two drafts, with the first draft being formatively assessed.
Penalties for late submission:
The Module Convener will apply the following penalties for work submitted late:
The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.
Assessment requirements for a pass:
overall mark of 40%
Reassessment arrangements:
Reassessment arrangements are in accordance with University policy. Reassessment of the written examination is held during the University administered re-examination period in August. Failed coursework may be re-assessed by an alternative assignment before or during the August re-examination period.
Additional Costs (specified where applicable):
1) Required text books:
2) Specialist equipment or materials:
3) Specialist clothing, footwear or headgear:
4) Printing and binding:
5) Computers and devices with a particular specification:
6) Travel, accommodation and subsistence:
Last updated: 2 September 2019
THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.