UNIVERSITY OF READING

English for Erasmus Students (IL1GEE)

SPRING TERM ASSESSMENT

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1 Overview
1.1 Assessable learning outcomes:
ALO1: Clearly communicate information and arguments of some complexity
in spoken and written English, in order to produce coherent and
accurate essays and oral contributions.
ALO2: Read, understand and make use of information from a wide range of
written texts and spoken discourse in a variety of topic areas.
ALO3: Correctly apply a range of vocabulary and grammatical structures in
an appropriate register, enabling more complex information to be
communicated.
ALO4: Research, construct and present a clear argument, and express and
defend opinions on a wide range of current issues.
ALO5: Apply awareness of cultural and language-learning issues to spoken
and written work.

1.2 Mode of assessment

1.2.1 Autumn and Spring
What When Where Feedback
Essay 30% Formative Turn it-in On formative submission
ALO: 1-5 – for submission submissio 4/11/2020 in class
written language 30/10/2020 2pm n
On final submission
Final Submission 06/01/2021 2pm
07/12/2020 2pm
Written Formative Turn it-in On formative submission
Assignment 30% submission submissio 24/02/2021 in class
ALO: 1-5 – for 12/02/2021 2pm n
written language On final submission
Final Submission 16/04/2021 2pm
22/03/2021 2pm
Oral exam 40% 24/03/2021 ON MS 20/04/2021
ALO: 1-5 – for 2pm-5pm TEAMS
spoken language Time slot to be
confirmed

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1.2.2 Spring only
What When Where Feedback
Written Formative Turn it-in On formative submission
Assignment 50% submission submissio 24/02/2021 in class
ALO: 1-5 – for 12/02/2021 2pm n
written language On final submission
Final Submission 16/04/2021 2pm
22/03/2021 2pm
Oral exam 50% 24/03/2021 On MS 20/04/2020
ALO: 1-5 – for 2pm-5pm TEAMS
spoken language Time slot to be
confirmed

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2 Spring Term Project
2.1 Key information:

Weight: Written Essay 30% of the overall mark (50% Spring Only)
Oral Exam 40% of the overall mark (50% Spring Only)

ALO tested: Assessable Learning outcomes 1-5

Format: 1,600 words essay

10 minutes oral pair/group discussion on MS Teams

Deadlines: see Modes of assessment

Feedback: You will receive both formative and summative feedback

in the form of tutor comments and peer feedback at
regular points of the project.

2.2 How to approach this task

This term we will be covering five themes: Food, Climate, Fashion,
Technology and Family. For each of these themes there will be at least one
discussion session during class time (this will take place on the online
Friday small group sessions), in which we will discuss a controversial
topical issue related to this theme. This is how the discussion sessions will
work:
 Each student will be responsible for leading one discussion session,
and will choose a controversial topical issue for the group to focus on.
 In advance of the session you are leading, you will select a news article
and a news clip for the class to read and listen to in preparation. At least
one of these should express a point of view or attitude towards the
issue, which you should look carefully for. If both your article and your
clip express a point of view, even better – and if they are contrasting
viewpoints, this is ideal.
 At the start of the discussion session, you will give a mini presentation
(5 minutes) that introduces the topical issue, the content and
viewpoint(s) of the news article and clip you have chosen, and some
questions you would like the group to discuss. You should explain how
you have detected the point of view embedded in the article/clip from
the language used – what were the clues that helped you to work it out?

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 During the session, the group will discuss the questions you have
chosen, with each student sharing and justifying their own opinion. You
should try to listen carefully to each other, challenge each other, and
build on each other’s contributions. All students should take notes on
the discussion, as these will be useful in writing the essay. Your notes
are your personal record of the session: please do not share these with
other students.

2.3 Essay
Choose a topical issue related to one of our themes for this term and frame it
as a controversial question. We will brainstorm ideas for topical issues in class,
and then work on shaping these into a question that can be discussed using
the ‘toolbox’ in Appendix 1. Sometimes multiple smaller issues can be
combined within a wider topic, or a broad issue will need to be narrowed
down further – it might be a good idea to start off with a more open question
to ensure there will be enough to say about it, and then refine the focus if
necessary. Asking a wider range of questions during the discussion session you
lead could be fruitful and allow you to see which aspects provoke the most
discussion. To some extent, your controversial question will be a ‘working title’
that evolves as you go through the project – but please keep your teacher up-
to-date with what you are doing to ensure you stay on track.Reading around
the topic

2.3.1 Researching your topic

Research your issue and different attitudes towards it in the news. This
research will include:
a. Reading at least 3 news articles (e.g. from online newspapers), including
at least 2 broadsheet articles, and
b. Watching/listening to at least 3 audio/video news pieces (e.g. TV or
radio news, discussion programmes, online news clips).
These news sources should all be in English (although not necessarily from the
UK). They are likely to include the article and clip you choose for your
discussion session, but you can also opt to write your essay about one of the
other issues discussed if you prefer (providing you have kept good notes from
that session and find 3 articles + 3 clips of your own, in addition to the ones
presented in the session).

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As you read/listen to each piece of news, try to analyse the opinions and
attitudes it embodies – what kind of stance does the author take, what
reasons does s/he give for this view, and how does s/he construct an
argument? You will need to consult a balance of written and audio/video
sources representing different points of view. Some questions to consider are:
a. Is this actually a ‘real’ news source? Try to avoid fake news, blogs, etc.
The link to a list of UK news sources in Appendix 2 is a good place to
start.
b. What kind of news source is this? Tabloid/broadsheet? Public
service/commercial broadcaster?
c. Is this news source associated with a particular political bias?

Remember that all of these sources must be referenced in your written

project using citations in the text and a references list at the end of the work
(see below).

Research different opinions and attitudes towards your chosen issue by

discussing it with people. This research will include:
a. The discussion sessions during class time and the notes you have made
on these, and
b. Field work: other conversations and interviews with people you know
here in Reading and back home – old and new friends, flatmates, family.
What do they think?
Keep careful notes of these discussions so you can analyse the information you
have gathered afterwards. Think about:
a. What percentage of the people you have spoken to hold one view or
another;
b. Whether these views align with any of the opinions from the news
analysis;
c. The reasons people give for the views they hold, and whether or not
you find these convincing;
d. Whether any trends emerge in terms of the opinions of different groups
of people you interview.

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2.3.2 Writing your essay.
This should be structured as follows:

Introduction Include here any information that the reader needs

(1 paragraph) to understand about the issue before you go on to
discuss different viewpoints. Together, the
Background introduction and background section should not
(only if necessary) make up more than about 10-15% of the whole
essay. You could leave the background section out
if it is not needed – in some cases the introduction
will be enough. It is more important to devote space
in your essay to your analysis and argumentation.
News analysis Compare and contrast the viewpoints and attitudes
Likely to be several embedded in the 6 or more news sources you have
paragraphs analysed, explaining for each source what type of
Approx. 25% of news it was, how its stance comes across to the
essay reader through the language used, and the reasons
that were given to support the argument it
presented.
Analysis of Compare and contrast the opinions and attitudes
discussions and you gathered from the class discussions and
field work fieldwork interviews, explaining the reasons given
Likely to be several for these views and, where possible, making links
paragraphs back to the viewpoints uncovered in the news
Approx. 25% of analysis. You can also discuss any trends you
essay observed here. NB: Please do not refer to people
directly by name; use anonymous formulations such
as ‘one student interviewed…’ or ‘70% of the
group…’.
Argumentation Here, you are going to weigh up the different
Several paragraphs arguments presented in the previous two sections,
Approx. 25% of construct an argument and take a stance yourself.
essay Bring together the ideas you have laid out for the
reader in your analysis (you will need to refer back
to them concisely, rather than explaining them
again in full), making it clear which side(s) of the
argument you find most convincing and why. You
should also bring in here any additional ideas or
supporting evidence of your own that did not

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 emerge from the news analysis or your discussions
with other people. In this section, you need to
adopt a balanced view that takes account of all the
opinions raised previously, but also build a coherent
argument so that the reader is left in no doubt as to
your own position on the issue and your
justification for this.
Conclusion Finally, draw together for the reader what has been
(1 paragraph) covered in your essay, summarise the main strands
of argument, and reiterate your final position.

A formal/academic style is appropriate for this essay – try to maintain this

where possible, even in the argumentation section, where you are putting
across your own view. As you will have seen from your reading, it is possible to
build a strong argument without referring to yourself personally.

2.4 Presentation and Submission

Upload your project to the Turnitin submission point on Blackboard when it is
ready and you have checked it through for mistakes. When naming your
document: Do not include your name or student number in the document
title or anywhere in the document itself as it will be marked anonymously.

Please follow these guidelines:

 Font: Calibri, size 14
 Spacing between lines: 2.0 (essential to leave space for language
feedback!)
 Margins: appropriate width to leave space for feedback
 Include page numbers
 Use British or American English consistently
 Use APA or Harvard referencing (not footnotes or endnotes)
 Include a word count for the essay at the end (this does not include the
references list).

2.5 Feedback
You will be able to submit a draft of a small part of your essay and receive
detailed feedback. You should make the most of this opportunity.

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After submission you will receive detailed feedback on your project, you are
expected to engage closely with this to help you improve your English for your
next piece of work. You may be asked to use the feedback to redraft your
project (NB: this redraft is not formally reassessed) and submit a written
evaluation, in which you reflect on your experience of completing the project
and respond to the feedback you have received.

2.6 Oral Exam

In the final week of term, you and a partner will be given a 10-minute slot in
which you are asked to discuss two controversial topical issues based on this
term’s themes.

The themes selected will be different from those that you and your partner
chose to write your essays on. You will be given a focus question for each
theme that draws on the content of the discussion session(s) for that theme
during the term.

The two of you should develop your discussion naturally, weighing up different
points of view together in the same way that you did in the argumentation
section of your essay, and interacting as you did in the discussion sessions in
class. It is not necessary to disagree with each other, but you should take a
balanced view of different attitudes towards the issue and make your own
view clear.

2.7 Feedback
There will be opportunities for individualised feedback during the term.
After submission you will receive detailed feedback on your achievement, with
suggestion for the future.

Daniela Standen English for Erasmus Students 2020-2021 V1

3 What I am looking for in this project
This project will allow you to demonstrate the full range of Learning outcomes
for this module (see Assessable Learning Outcomes)

Specifically in this assessment you will demonstrate how well you can:
 Select a controversial topical issue and discuss it in writing in an
appropriate style, using clear, accurate and varied English at an
advanced level, and suitable organisation
 Research attitudes towards your chosen issue by reading and listening to
news in English, analysing stance in the language used
 Research opinions about your chosen issue through discussion with
peers, analysing trends that emerge
 Present this research in writing, comparing, contrasting, explaining and
justifying different views
 Construct an argument, weighing up different viewpoints and taking a
stance towards the issue
 Show critical awareness in your writing, e.g. in the reasoning you provide
to support your argument and the language choices you make
 Discuss controversial issues orally with another student, weighing up
different points of view and taking a stance.

Please read the attached marking criteria carefully to see in detail how your
work will be assessed and how you can achieve the best marks for your
project.

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4 Relevant University Policies
4.1 Extenuating Circumstances
If you are likely to miss a deadline due to extenuating circumstances, you can
apply for an extension or other special consideration in accordance with the
University policy. 
4.2 Late Submission
Penalties for late submission are detailed in the University policy.
4.3 Academic Misconduct and Plagiarism
The University Policy on Academic Integrity and Academic Misconduct applies.
Academic Misconduct and Plagiarism may be different in a UK University from
school or other contexts. You must make sure that you reference sources
using appropriate conventions. We use Turn it in to generate similarities
report to find matches with the internet.

Each time you submit a piece of work on Blackboard, you are making a formal
declaration that the work is your own. Full details here:
https://www.reading.ac.uk/exa-misconduct.aspx

The written work you submit must be all your own writing. The main reason
for completing this work is to allow your teacher to assess your written English,
not to produce a flawless piece of text that is a false representation of your
English ability (this is plagiarism). Clearly you will want to make your writing as
accurate and interesting as possible, so you will need to use resources such as
dictionaries, grammar books and online explanations to help you edit your
writing, but:
 You must not use software such as Grammarly or Google Translate or
other online translation tools to translate whole sentences or chunks of
writing. It’s fine to look up how words are used (e.g. using a Google
search like a collection of language data, and analysing it like a
researcher), check collocations or grammatical patterns, or use an online
dictionary to find out how to say something in the same way that you
might use a paper dictionary – but you must construct your phrases and
sentences yourself. Online translators are notoriously unreliable and
often produce erratic and confusing writing.
 You must not get a native speaker to check your work through or write it
for you you must not use a proofreading service. This is also plagiarism.

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  You must not work with another student on this project or write
anything together. The written work you submit for this project must be
all your own work and individually drafted.

When using sources, you must follow academic conventions for

acknowledging others’ work:
 Every time you use an idea from a source you have read, you must
include a citation (see example below). For each citation, there
should be a full reference to the source in a references list at the end
of the project
 Every time you use the exact words from a source you have read,
you should include a citation and reference as above, but also use
“quotation marks” to show that you are borrowing another author’s
words. If you are not using a direct quotation, you must paraphrase
the idea thoroughly in your own words.
 Do not base your work too heavily on one source or its argument
(derivative work). Use several different sources and combine them
with your own ideas.

Do not re-use anything you have already submitted for assessment on

another module here in Reading or at your university. This work must be
new and not overlap with other work you have done.

Plagiarism is taken very seriously at the University of Reading, and is

considered a form of academic misconduct, for which there can be severe
penalties. DO NOT risk it.

4.3.1 Referencing example

In the essay:
According to Michael, Armstrong and King (2004), international students can
bring a great deal of income to a host country through tourism. For example,
they found that in Victoria, Australia, “overseas students contributed
approximately A$8.2m to the economy” (Michael, Armstrong & King, 2004, p.
1).
In the references list:
References
Michael, I., Armstrong, A., & King, B. (2004). The travel behaviour of
international students: The relationship between studying abroad and their

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choice of tourist destinations. Journal of Vacation Marketing, 10(1), 57-66.
https://doi.org/10.1177/135676670301000106

4.3.2 Useful links

Referencing and citations:
http://libguides.reading.ac.uk/citing-references

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Daniela Standen English for Erasmus Students 2020-2021 V1
5 Marking Criteria
5.1 Essay
Outstanding (85-100) Excellent (70-84) Good (60-69) Competent (50-59) Basic (40-49) Failing (below 40)
Selection and use of Excellent grasp of key Strong grasp of key Good grasp of key Appropriate grasp of Satisfactory grasp of No discernible use of
source materials concepts, all points concepts, nearly all concepts, most points key concepts, some key concepts, few key concepts, hardly
relevant and backed up points relevant and relevant and backed up points relevant and points relevant and any points relevant
by sources. Sources backed up by sources. by sources. Sources backed up by sources. backed up by sources. and backed up by
selected completely Sources selected selected mostly Sources selected Some relevant sources sources.Completely
relevant. Referenced almost wholly relevant. Mostly generally relevant. selected. Some irrelevant sources
appropriately. relevant. Referenced referenced Mostly referenced referencing present. selected. Major
appropriately. appropriately. appropriately. problems with
referencing.
Structure and Structure totally Structure almost Structure mostly Structure partially There is a sense of Structure
development of appropriate to the totally appropriate to appropriate to the planned structure: structure being inappropriate to the
answer task: faultlessly clear the task: clear and task: a few parts might some parts may lack attempted but it is task: disjointed.
and logical. logical. Coherent lack clarity. Mostly clarity. Argument has often unclear. Argument is very
Coherent and argument but there are coherent argument, some coherence, Argument is difficult to difficult to follow point
persuasive argument minor weaknesses in with weaknesses in linking points are follow linking points are introduced with no
and points linking points. linking points. weak or missing. are very weak or linking, organisation is
appropriately linked. sections may be not successful, sections
missing. are missing.
Control of academic Language completely Language highly Language mostly Language sufficiently Language occasionally Language
language. appropriate to the task appropriate to the task appropriate to the task appropriate to the task appropriate to the task inappropriate to the
and the reader. Highly and the reader. Varied and the reader. Mostly and the reader. Some and the reader. Mostly task and the reader.
varied and complex and complex lexical, varied and complex variety and complexity basic lexical, Poor use of lexical,
lexical, grammatical grammatical and lexical, grammatical of lexical, grammatical grammatical and grammatical and
and syntactic syntactic structures and syntactic and syntactic syntactic structures syntactic structures.
structures used. used. structures used. structures used. used.
Lexico-grammatical Near-complete Few inaccuracies of Some inaccuracies of Some inaccuracies of Frequent inaccuracies Many inaccuracies of
accuracy accuracy of vocabulary vocabulary and vocabulary and vocabulary and of vocabulary and vocabulary and
and grammar. grammar. grammar, but they do grammar, which grammar, which grammar impede
not impede occasionally impede occasionally impede comprehension.
comprehension. comprehension. comprehension.
*As writing concisely is being assessed markers will not consider work above the maximum words count.

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 5.2 Discussion
Content:
18-20 Complex and detailed information; engaging; well-structured; clear throughout.
14-17 Detailed information; well-structured; easy to follow.
12-13 Information clear and fairly complete, only minor omissions.
10-11 Most essential information conveyed. There may be a lack of detail.
8-9 Information partially covered and there may also be a lack of detail.
6-7 Some relevant information but difficult to follow and no detail provided.
0-5 Information irrelevant or extremely difficult to follow.
Fluency:
18-20 No hesitation; communication is fluid, natural and intelligible throughout.
14-17 Communication remains largely fluid and intelligible; there may be occasional pauses for thought but no strain is put on the listener.
12-13 Some pausing/ fumbling for words but communication sustained.
10-11 Utterances are slow and sometimes fragmentary, with some pauses or prompting needed, but generally sustained.
8-9 Utterances are slow and often fragmentary, with long pauses and/ or frequent prompting needed.
6-7 Constant prompting needed but some recognizable language produced.
0-5 Constant prompting needed and little or no language of any value produced.
Quality of interaction
18-20 Able to exchange opinions and ideas effectively and to react to others’ questions and statements with ease. Actively participates in and facilitates others’ contribution to the
conversation. High level of understanding and appropriate reaction. Displays conversational skills such as agreement/disagreement, the ability to interject appropriately and to
move the conversation on.
14-17 Able to exchange opinions and ideas competently and to react to others’ questions and statements effectively. Actively participates in the discussion and attempts to facilitate
others’ contribution. High level of understanding. Displays conversational skills such as agreement/disagreement.
12-13 Participates in conversation, contributes ideas and opinions. Able to maintain fair share of the conversation. Generally sound level of understanding. Displays conversational skills
such as clarifying and explaining own point of view .
10-11 Adequate participation but may be relatively passive or dominant at times. Some difficulties in communication. Reasonable level of understanding. Displays some conversational
skills but does not react very effectively to the pressure of discussion or monopolises the conversation.
8-9 Able to exchange some opinions and ideas, but with limited participation and communication. Some difficulties with understanding. Only occasionally able to interject own point of
view, to raise objections or to support another’s point of view.
6-7 Limited and intermittent participation and communication. Frequent difficulties with understanding. Very limited conversational skills.
0-5 Very little participation or communication. Largely unable to follow the discussion or to contribute to it. Very limited or no conversational skills.
Range of Vocabulary and Expression:
18-20 Exceptional range of vocabulary for the topic; varied and precise; correct term always adopted.
14-17 Very good range of vocabulary used to give clarity to topic; little or no unnecessary repetition.
12-13 Good range of vocabulary for topic but there may be some misuse of terms or unnecessary repetition.
10-11 Basic vocabulary evident but there is some inappropriate use of vocabulary, or breakdown due to lack of vocabulary.
8-9 Some areas covered by use of basic vocabulary; some breakdown of communication due to lack of vocabulary
6-7 Mostly inadequate vocabulary, but limited areas covered. Too many words borrowed from other languages.
0-5 Inadequate vocabulary to communicate information; excessive use of words from other languages.

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Grammatical Accuracy and Variety:
9-10 An exceptional range of structures for the stage, hardly any errors and very good attention to detail.
7-8 A very good range of structures included with attention to detail and few significant errors in key structures for the stage.
6 A good range of structures expected at the stage, used mostly accurately but possibly some shortcomings in the attention to detail.
5 Most sentences simple, a proportion of key structures correct but allowing for some error, for the stage.
4 Very simple utterances with frequent basic errors for the stage.
3 Sentences fragmentary; some sense of an attempt to follow grammatical rules for the stage, in parts.
0-2 Sentences fragmentary; no sense of grammatical rules being followed.
Pronunciation and Intonation:
9-10 Pronunciation and intonation authentic
7-8 Some sounds and intonation patterns may have other language interference but always easily comprehensible and placing no strain on the listener.
6 Always comprehensible despite some mispronunciations. Places little strain on the listener.
5 Generally comprehensible but frequent mispronunciation. Places some strain on the listener.
4 Some parts comprehensible but often difficult for speakers of the language to comprehend.
3 Often very difficult for speakers of the language to comprehend. Or, so little said so that difficult to judge.
0-2 Barely comprehensible and significant parts incomprehensible. Or, so little said so that difficult to judge.

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Appendix 1: Toolbox for transforming your chosen issue into a question that
can be discussed

If you’ve identified a topical issue but are not sure how to mould it into a
controversial question, try applying one of these frames:

Asking ‘how big a To what extent is [issue] a problem in [place] today?

deal’ the issue is:
Is [issue] taken seriously enough?
Is this important,
Is there too much sensitivity/hype surrounding
significant,
[issue]?
dangerous,
something we need Is there too much obsession with/dependence on
to be concerned [issue] in modern society?
about, etc.?
Is [issue] exaggerated?
Or just exaggerated,
To what extent is [issue] a concern/a threat to […]?
sensationalised,
overhyped, etc.? To what extent is […] under threat?

To what extent does [issue] have a negative impact

on […]?
Asking whether Should [group of people] be able/allowed to/free to
something is morally X?
‘right or wrong’,
Is [issue] ethical/morally justifiable?
better or worse,
whether it should be Is it acceptable for [people/companies/the
seen one way or government] to X?
another, or should/
Is [situation 1] better than [situation 2] for [group of
shouldn’t be allowed
people]?

Should [issue/phenomenon] be viewed as X or Y?

Does [issue/phenomenon] mainly represent an

opportunity or a threat?
Asking who is chiefly To what extent should/must individuals/companies/
responsible for industries/the government/international

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causing or solving a organisations take responsibility for [causing/solving
problem, or what the problem]?
main cause or
Is X to blame for [problem]?
contributing factor is
To what extent is X responsible for [problem]?

To what extent does X contribute/lead to [problem]?

Who is chiefly responsible for [solving problem]?

Asking how best to What is the best way to tackle/solve/address
solve a problem, or if [problem]?
a particular solution
Is X the best way to tackle/solve/address [problem]?
is the best answer
Is X the answer to [problem]?

Is X an effective/the most effective way of addressing

[problem]?

Which way of approaching [problem] is most

effective?

To what extent can [problem] be tackled/addressed

by X?

What should be done to tackle/solve/address

[problem]?

How successfully is the problem of […] being

addressed in [place] today?

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Appendix 2: Possible news sources

For a list of UK national newspapers and news sites, many of which you can
access free online, go to: http://www.world-newspapers.com/uk.html

Well-known UK newspapers and news sites include BBC News, The Daily
Express, The Daily Mail, The Daily Telegraph, The Economist, The Guardian, The
Independent, The Mirror, The Observer, The Sun and The Times. Consult the
list at the link above to find out more about their political bias and type
(tabloid/broadsheet), as well as plenty of other sources.

Tip: If the news source has an ‘Opinion’, ‘Comment’ or ‘Editorial’ section, this
might be particularly useful for this project. Sometimes it can be helpful to
browse articles from specific columnists. You may also find sections specifically
devoted to technology, fashion, food, etc.

Although you will find news clips on many of these newspapers’ websites, you
can also watch TV news and current affairs programmes (e.g. Newsnight or
Question Time) legally on the Box of Broadcasts site, using your university
login: https://learningonscreen.ac.uk/ondemand You can view a transcript for
each programme to help you find what you’re looking for more easily.

Many radio stations can also be accessed online; BBC Radio 4 in particular
covers lots of topical issues: https://www.bbc.co.uk/radio4

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