Eap

English for Academic Purposes (EAP)
2013/14
2013 Northern Consortium UK Ltd. Page 1 of 83

EAP Syllabus 13/14
CONTENTS
1 AIMS OF NCUK EAP SYLLABUS.................................................................. 5

2 ENROLLMENT ............................................................................................ 5
3 ALLOCATION OF TEACHING HOURS .......................................................... 8
4 HOW TO USE THE SYLLABUS..................................................................... 9
5 LEARNING OUTCOMES ............................................................................ 11
6 EAP ASSESSMENT ................................................................................... 14
7 BENCHMARKING ..................................................................................... 16
8 PROGRESSION ........................................................................................ 16
9 EAP TEACHING GUIDELINES................................................................... 17
10 PROGRAMME SPECIFIC ASSESSMENT: IFY.............................................. 22
11 PROGRAMME SPECIFIC ASSESSMENT: .................................................... 26
INTERNATIONAL DIPLOMA .............................................................................. 26
12 PROGRAMME SPECIFIC ASSESSMENT: .................................................... 30
GRADUATE DIPLOMA/PRE-MASTERS PROGRAMME .......................................... 30
APPENDICES: ................................................................................................... 36
ACTIVE LISTENING TASK ASSESSMENT DOCUMENTS ....................................... 37
ACTIVE READING TASK ASSESSMENT DOCUMENTS .......................................... 42
LANGUAGE LEARNING JOURNAL (1) ASSESSMENT DOCUMENTS ...................... 48
LANGUAGE LEARNING JOURNAL (2) ASSESSMENT DOCUMENTS ...................... 53
PRE-WRITING PACK ASSESSMENT DOCUMENTS ............................................... 56
READING TO WRITING TASK ASSESSMENT DOCUMENTS ................................. 60
ANNOTATED BIBLIOGRAPHY ASSESSMENT DOCUMENTS ................................. 65
SUBJECT SPECIFIC ESSAY ASSESSMENT DOCUMENTS ...................................... 70
IFY/INT DIP CONTINUOUS ASSESSMENT WRITING CRITERIA ......................... 72
PRESENTATION ASSESSMENT DOCUMENTS ...................................................... 74
GD/PMP DISSERTATION/PROPOSAL ASSESSMENT CRITERIA .......................... 78
EXAM WRITING CRITERIA ................................................................................ 80
NCUK EXAM SPEAKING CRITERIA .................................................................... 82

EAP Syllabus 13/14
AMENDMENT HISTORY
Date of Version Summary of Main Changes Author/Amended

Release No. By/Proof-Read
July 2012 V1
Changes to Active Reading Task

Description
Changes to Listening Log Task
Description and Criteria
Changes to Active Listening Task
V1 Description and Criteria
Dec 2012 SL
amended Changes to Learning Journal (2)
Task Description and Criteria
Changes to Continuous
assessment and exam writing
grading criteria: (Grammar and
Task Fulfilment descriptors)
Amendments to Learning
Outcomes
Amendments to IFY Assessment
Structure
Amendments to EAP Proficient
User (EAPPU) Assessment
Structure
Amendments to Int. Dip
Assessment Structure
Amendments to PMP Assessment
Structure
Amendments to Task Description
and Criteria for:
o Active Listening Task
August o Active Reading Task
V2 o Listening Log SL
2013
o Reading to Writing Task
o Annotated Bibliography
Task
o Pre-Writing Pack Task
o Language Learning Journal
1
Amendments to course work
writing criteria
Amendments to exam writing
criteria
Amendments to presentation
grading criteria
Addition of Graduate Diploma/Pre
Masters Programme dissertation
criteria

EAP Syllabus 13/14
Addition of task description for

Presentations
Addition of task description for
subject specific essay/report
A copy of the EAP syllabus should be given to each member of the teaching staff
contributing to the delivery of the:
International Foundation Year (IFY)

International Diploma Business (Int Dip Bus)
International Diploma Engineering (Int Dip Eng)
Pre-Masters Programme (PMP)
Graduate Diploma (Grad Dip)

EAP Syllabus 13/14
1 AIMS OF NCUK EAP SYLLABUS
The aim of the NCUK EAP module is to provide students with the English language and
academic skills required by UK university programmes.
2 ENROLLMENT
EAP is a means of both providing potential universities with an acknowledged English

language benchmark and also of equipping students with the essential English language
and study skills required for university study in the UK and for their programme of study
with NCUK.
NCUK Guarantee
Students enrolled on an NCUK programme are offered guaranteed placement at an

owner university conditional on meeting subject and EAP requirements. EAP performance
will also form part of the offer of a place at a university. It is therefore important that
students are enrolled in the correct EAP module.
The EAP module is designed for students who are not native English speakers and who
also do not have a Secure English Language Test (SELT) that is acceptable for entry to
undergraduate programmes at UK universities.
NCUK also offer other options for students with different English language backgrounds:
The EAP for Proficient Users (EAPPU) module is designed for students who have
either previously studied in English throughout their education but have an English
language qualification that is not accepted for UK visa purposes or, have a very good
level of English but no SELT to prove this.
The Research and Communication Skills (RCS) module is designed for students who
already possess a SELT at an acceptable level for UK visa purposes and the requirements
of UK universities. Typically these students will hold an acceptable qualification at IELTS
6.0 or better (with a minimum of 5.5 in individual skills).
N.B. Students enrolling in Graduate Diploma Route A and B or Pre Masters Programme
must study EAP irrespective of their English Language background.

EAP Syllabus 13/14
The flowchart below will help you to decide on the best module for your students:
START
Does the Does the

student have Did the student Yes student have
No
an English study fully in an English
qualification English at High qualification
suitable for visa School? suitable for visa
purposes at purposes at
IELTS 6.0 or IELTS 6.0 or
equivalent? equivalent?
No Yes Yes No
Will the student
be applying for
competitive
programmes at
Russell Group
universities?
No Yes
Does the student

have an English
qualification
suitable for visa
purposes at
IELTS 6.5 or
equivalent?*
Yes No
Student studies Student studies Student studies

EAP RCS EAPPU
*A small number of very competitive courses at Russell Group universities may require
IELTS 7.0 or equivalent e.g. Law, Journalism, Psychology, Education. Students who do
not have this level of qualification should study the EAPPU module.
Notes
It is important that delivery partners recognise that the NCUK guarantee is the minimum
level at which NCUK can guarantee a placement at an owner university. Depending on
the preferred university or course of study, students may need an EAP qualification
above the minimum outlined in the guarantee. In such cases, it is important that
students are counselled appropriately and are directed to enrol in the NCUK EAP module.
It should also be recognised that some SELTs have their validity time limited (e.g. an
IELTS qualification is valid for two years) and students will need a valid English language
qualification when to applying for university. If a SELT is used for entrance requirements,
but will expire before the students applies to university, the student should enrol in the
NCUK EAP module or take another SELT that will be valid when the student enters
university.

EAP Syllabus 13/14
It is noted in some countries that qualified EAP staff are difficult to recruit. Centres may
be given exceptional permission (which must be agreed with NCUK in advance) to
substitute the preparation for a SELT in the place of EAP.
Centres are not expected to run all three modules (EAP, EAPPU and RCS) even if they
have different types of students enrolled on the programme. In particular the EAPPU and
RCS modules are highly integrated and can be delivered within the same classes.
Centres should choose the best solution for the number and type of students who they
have enrolled. If you are unsure which module(s) to deliver, please contact your NCUK
Academic Support Manager.

EAP Syllabus 13/14
3 ALLOCATION OF TEACHING HOURS
Please refer to the table below to allocate teaching hours and organise teaching
schedules.
Note that for all EAP modules, class sizes for EAP must not exceed 16.
Teaching
hours per Suggested breakdown of
Comments
week teaching hours
MINIMUM
3 x Reading and Writing Ideally there will be as much integration
2 x Speaking and Listening of the teaching of skills as possible with
1 x Language and Exam Skills as few teachers as possible being
assigned to the different classes.
OR
IFY 6 2 x Writing skills
1 x Reading Skills
1 x Seminar and Discussion
Skills
1 x Listening and note taking
1 x Language and Exam Skills
These additional hours can be used to
provide language support for subject
work. As many of the EAP continuous
Recommended 3x Subject specific language
3 assessments tasks are based around
additional EAP support
subject work, it is recommended these
hours are used to work on assessment
tasks.
Students will need to be included in EAP
classes where necessary but particularly
for exam skills preparation.
IFY Proficient As above where deemed
6 Students may have independent study
User necessary.
time to work on their projects but ideally
tutors will be available to facilitate their
learning.
It is highly recommended that the same
1 x Reading teacher teaches all classes to maintain
1 x Writing consistency and quality of teaching.
Int Dip/Year 2 Min 4
1 x Listening and Speaking Where this is not possible it is
1 x Exam Skills recommended no more than 2 teacher
share the classes.
3 x Writing
3x Reading
Grad Dip Route
10 3 x Oral Skills (Speaking, and
A
Listening)
1 x Exam and Language Skills
3 x writing
3x Reading
Grad Dip Route 3 x oral skills (Speaking,
10
B seminar, listening and note
taking)
1 x Exam and language skills
3 x writing
3x Reading
3 x oral skills (Speaking,
PMP 10
seminar, listening and note
taking)
1 x Exam and language skills

EAP Syllabus 13/14
4 HOW TO USE THE SYLLABUS
The syllabus outlines what is to be taught and how it will be assessed. The syllabus is
divided into sections which provide guidance to the teachers as follows:
Learning Outcomes (LOs): These outline what students are intended to know,
understand and be able to do on successful completion of the EAP module. The
LOs should therefore be used to inform planning of teaching and the content of
teaching sessions. Detailed teaching and learning activities can be found on
Welcome in the document library. Many of the learning outcomes will be
developed by students over time, so need to be revisited constantly throughout
the programme of study. It should be acknowledged that students will
demonstrate the LOs at different levels, and that students in the same class may
be at very different points in their skills development. Students level of skills
development will be reflected in their assessments tasks and the different stages
of development are outlined in the different continuous and final assessment
grading criteria. Teaching activities and resources will therefore vary depending
on the level of students skills.
Continuous Assessment (CA) Tasks: Together with the final exams these form
the assessment of EAP. Centres can select which continuous assessment tasks
they use, based on the assessment structures for the different programmes.
Centres need to follow the task outlines and grading criteria in this syllabus. All
assessment material (task descriptions and grading criteria) should be given to
students to enable them to be clear as to how they are assessed. It is intended
that the continuous assessment tasks focus on authentic academic tasks and,
where possible, use authentic material. This will require the EAP teacher to
coordinate and liaise with subject teachers to understand how students are being
assessed in other modules, what tasks and assessments they are working on and
the materials and resources they are using. By integrating EAP assessments with
subject assessments, students workload should be manageable.
Planning teaching: Once the continuous assessment (CA) tasks have been
selected it is then possible to devise a teaching and learning work plan. An EAP
teaching guide can be found in this document at EAP Teaching guidelines (Section
9). There is more detailed content outlined in the EAP Content and Teaching
Activities, in the Welcome document library. There are exemplar teaching
schedules on the document library, but these are intended as guides only and it is
expected each delivery partner will develop their own teaching and assessment
schedule, which addresses the needs of their particular students and is based
around the continuous assessment tasks and the demands of the other subjects
studied by students.
Resources: The EAP module and in particular the CA tasks focus on authentic
academic tasks. As a result, much of the teaching should ideally utilise authentic
academic texts (written and oral). It is therefore necessary for EAP teachers to
liaise with subject teachers in order to use the same materials. It is anticipated,
therefore, that textbooks and articles being used by subject teachers will be
shared with EAP teachers for use as study materials.

EAP Syllabus 13/14
Textbooks: These have been recommended and core textbooks highlighted. It is

not a requirement to issue textbooks, but these have been recommended for
centres to consider. It is, however, essential that teachers are provided with
resources as outlined in the syllabus, with the core list of textbooks being the
minimum. Teachers should be able to use any resources they see as appropriate
to ensure the learning outcomes are met.
Sample Assessments: Samples of completed and graded continuous

assessments tasks can be found on the Welcome Document Library. Here you
can also find samples of graded writing and speaking exam performance which
can be used for standardisation purposes.

EAP Syllabus 13/14
5 LEARNING OUTCOMES
Academic Reading
On successful completion of the module, students will be able to:
R1 read a range of extended, academic, subject-related texts with speed and

understanding.
R2 establish a specific purpose for reading a text.
R3 read for general meaning to assess relevance and evaluate text.
R4 employ effective reading strategies to understand detailed meaning: prediction,
search reading followed by close reading of relevant sections, scanning, and
inferring meaning.
R5 employ a range of critical reading strategies: distinguish fact from opinion,
recognise authors stance and purpose, distinguish key points and supporting
evidence, question the author.
R6 understand how organisation, structure and language are used to achieve a
specific purpose (e.g. describing a process, comparing and contrasting,
evaluating, explaining, defining, presenting an argument and discussing problems
and solutions).
R7 follow the organisation and structure of an argument in texts( e.g. through
utilising general-to-specific and given-to-new structures in academic texts).
R8 make effective notes (e.g. use symbols, abbreviations, headings, cause and effect
chain, table of comparisons, classification diagrams, flow charts) on an academic
text and use notes to summarise texts.
R9 utilise a range of strategies for dealing with unknown words.
R10 locate and select relevant academic texts in a library, online or a database.
R11 read extensively within their subject area.
Academic Writing
W1 plan, draft, write, edit and re-write a range of extended subject specific academic
texts of different genres ( e.g. cause and effect, describing a process,
comparison/contrast, presenting an argument, evaluation, exposition, discussing
problems and solutions, providing definitions) and text types (e.g. essays, lab
reports, poster presentation, PowerPoint slides).
W2 use dictionaries, grammar references, spell checker and grammar checker as well
as teacher and peer feedback to edit and redraft a document.
W3 use a range of simple and complex grammatical structures, cohesive devices and
general and academic vocabulary to produce accurate, coherent and effective
written texts.
W4 synthesise and paraphrase texts and use to support academic writing.
W5 use notes to summarise and paraphrase texts accurately.
W6 develop an argument in a text.
W7 develop a critical voice in their written work.
W8 cite and reference texts correctly, understand plagiarism and how to avoid it.

EAP Syllabus 13/14
Academic Speaking
S1 take part actively and effectively in academic group discussions and seminars.
S2 present the results of academic reading and listening and use notes to present
ideas orally, in a presentation, seminar or discussion.
S3 summarise and reformulate ideas.
S4 contribute to group understanding of ideas and concepts.
S5 negotiate meaning and outcomes through participation in a group.
S6 use accurate grammar, vocabulary and appropriate eye contact and gestures to
produce comprehensible speech.
S7 use pronunciation, stress and intonation to produce comprehensible speech.
Academic Listening
L1 understand how connected speech differs from written text and be able to extract
meaning from extended connected speech.
L2 prepare for a lecture by pre-reading and predicting key content and vocabulary
L3 extract key information from a lecture and distinguish it from supporting and
unnecessary information.
L4 make accurate and effective notes on a lecture using symbols, abbreviations,
headings, linear notes, patterns, spider grams and tables etc.
L5 understand how a lecture can be structured, paraphrased and recapped.
L6 follow up a lecture by using notes to make a summary and engage in further
reading or discussion to establish key information.
L7 take part in academic group discussions and seminars.
Academic Vocabulary
V1 develop their vocabulary including technical, semi-technical and general academic

vocabulary.
V2 use independent learning skills to select, record and use new vocabulary.
V3 use word lists to develop technical, academic and general vocabulary (e.g. the
Academic Word List (AWL) and General Service List (GSL)).
V4 understand how collocation, word families, synonyms and antonyms and word
formation can offer a means to develop vocabulary knowledge.
V5 use formulaic language for a variety of academic functions (e.g. introducing the
ideas of an author, describing cause and effect, comparing and contrasting,
paraphrasing, transitioning from one paragraph to another).
V6 use a monolingual dictionary and other tools to develop vocabulary and
understand the limitations of using translation tools for developing productive use
of vocabulary.
V7 use word families and knowledge of grammatical patterns in which words occur to
develop vocabulary and effective writing.

EAP Syllabus 13/14
Independent Study Skills
ISS1 identify their language learning strengths, weaknesses and needs based on the
EAP learning outcomes.
ISS2 devise strategies for improving specific language skills, including locating suitable
resources.
ISS3 use feedback (from teachers, peers, and own learning) to reflect on their
language learning successes and failures.

EAP Syllabus 13/14
6 EAP ASSESSMENT
Formative Assessment
Formative assessment and feedback are essential to the teaching and learning cycle. The
formative assessment structure is outlined; it is important that ample opportunities are
provided for formative assessment. We require that students are given the opportunity
to engage in and submit continuous assessment tasks during the first semester and
receive formative feedback on those tasks to scaffold them to complete the summative
continuous assessment tasks in the second semester. In addition, it is important that
students are given regular feedback on exam performance. It is therefore recommended
that students sit a mock EAP exam at the end of Semester 1 or start of Semester 2.
This, together with the feedback on formative continuous assessment tasks, will be
extremely useful as a basis for reflection as well as giving students feedback on their
progress. This can also provide a basis for counselling of students who are falling below
the standards required.
Examinations
The aim of the NCUK EAP examinations is to provide an assessment of students

proficiency in the four skills (Reading, Writing, Speaking and Listening) under exam
conditions. The nature of timed examinations limits the range of learning outcomes that
can be assessed. Given that students at university may experience both timed
assessments and coursework, each skill is assessed by a combination of exam and
continuous assessment (CA) tasks.
Continuous Assessment Tasks
The aims of the EAP continuous assessment (CA) tasks are to assess students ability
over the four skills in authentic academic tasks. These tasks have been designed to allow
students to develop language and study skills that will be required of them in
undergraduate and postgraduate study. The tasks contain both formative and
summative aspects. Students should receive formative feedback on their performance on
tasks required for CA and use the feedback to improve future performance. These tasks
do not necessarily require test conditions and vary from in-class assessments to
extended process writing and reading activities.
Independent Study Tasks
The aims of the Independent Study Tasks (IST) are to assess students ability to direct
their own learning and study independently, both vital components of academic study in
higher education. These assessments extend over the duration of the programme and
provide opportunities for formative feedback as the tasks progress.

EAP Syllabus 13/14
Generic Assessment Structure
All programmes will follow the same generic assessment structure and all students sit
the same final exams. The continuous assessment tasks may be different.
Independent
Writing Reading Listening Speaking Overall
Study Task
Continuous
50% 50% 50% 50%
Assessment
100%
Final Exam 50% 50% 50% 50%
Component
100% 100% 100% 100% 100%
Grade
Contribution
to Overall 20% 20% 20% 20% 20% 100%
Grade

EAP Syllabus 13/14
7 BENCHMARKING
Details of how NCUK EAP is aligned to other English Language benchmarks can be found
at: www.ncuk.ac.uk
8 PROGRESSION
A full description of the NCUK guarantee can be found on the NCUK website:
www.ncuk.ac.uk

EAP Syllabus 13/14
9 EAP TEACHING GUIDELINES
Details of specific teaching activities for each skill and resources can be found in the
document library.
Academic Writing
Writing is a key skill for students entering undergraduate and postgraduate study and
will form the basis of the majority of their assessments. It is therefore imperative that
students develop written academic fluency.
Key features
A clear focus on authentic tasks, ideally using writing tasks set by the subject area,
as well as the use of pedagogic texts (e.g. from text books) to focus on teaching of
particular writing skills.
Constructive and frequent feedback is an important part of developing writing skills.
Specific and detailed feedback based on aspects of the genre e.g. organisation,
rhetorical functions, grammar and vocabulary can be based on the grading criteria.
Teaching should focus on:

demonstrating and practising the process of writing which includes: selecting
texts, reading and making notes on texts, using notes to develop writing, organising
extended writing, using literature to support an argument or provide evidence, citing
and referencing, editing and proof reading and responding to feedback in subsequent
tasks.
clear understanding of the NCUK writing criteria, with opportunities for extensive
teacher feedback based on the criteria, as well as self and peer evaluation and
correction.
using a text based approach to teaching writing in which authentic texts are used
to provide models of appropriate language, vocabulary, organisation and structure.
Reading and examining different genres and text types allows students to see how
different functions are achieved in academic texts through organisation, grammatical
structures and lexical structures and use. Ideally Writing classes should be planned
together with Reading classes in order to develop writing from reading, which is an
authentic academic process.
Academic Reading
Many students are surprised at the amount, level and type of reading required at
universities. It is important that students understand that in many disciplines, the
expectation is that most of their learning should come from independent reading rather
than lecture notes. In order to ensure that students are not overwhelmed, it is important
that reading classes prepare students for the demands of university study.

EAP Syllabus 13/14
Key features
Texts used in the EAP class should include the type of texts students will meet at
university i.e. extended academic texts and specialist subject texts such as
textbooks, reports, government papers, manuals, reference texts, journals and
conference papers. Many authentic texts can be taken from students subject
textbooks or provided by subject lecturers.
strategies for dealing with extended complex texts such as global reading strategies
(sampling, skimming and scanning) and matching text with a purpose for reading.
Students need extensive practice in employing these skills with both pedagogic and
authentic texts.
a clear purpose for reading. Different purposes have different strategies. An
introduction to the different purposes of reading at University level is important for
them to understand the different strategies.
critical reading skills
integration of skills e.g. reading to writing tasks, reading to speaking tasks.
increasing reading speed as this is often a problem for students taught intensive
reading for exams which encourages a slow reading speed.
strategies for dealing with unknown vocabulary.
noticing and recording unknown vocabulary.
strategies for dealing with complex sentences.
locating relevant and appropriate academic texts.
selection and evaluation of texts.
noticing when, how and why writers cite other sources. Look for differences between
genres and disciplines. Pay attention to the format of referencing and in text
citations.
highlighting how effective use of literature and correct citations and references avoid
plagiarism.
different methods of note taking such as linear notes using symbols and
abbreviations as well as exploring different types of patterns for note taking e.g.
tables, flow charts and spider-grams.
Academic Listening
Listening in authentic university situations can prove to be a significant challenge for

students. One of the main problems they face is listening to extended unscripted speech
in the form of lectures.
Focus on extended academic listening to develop skills of note taking and

recognising discourse features of texts.
Integration of listening with reading, writing and speaking. In authentic academic
settings, listening is often preceded by reading and followed by writing or speaking,
so where possible this should be mirrored in the EAP classroom.
Focus on examining and understanding the linguistic devices and formulaic language
used for different functions e.g. cause and effect, problem solutions and evaluation,
outlining theoretical concepts and application, presentation of a thesis and
justification followed by a listening task.
Practising various types of note taking skills and using notes to write or speak.

EAP Syllabus 13/14
Listening texts are an excellent way to introduce and explore aspects of

pronunciation.
Academic Speaking
Students often find participating in classroom discussions challenging. This may be due
to difficulty in keeping up with the pace of the discussion, lack of confidence in their own
ideas, unfamiliarity with interactive classrooms or simply lack of practice in speaking.
Students who do not participate in class or group discussions may be viewed as
uncooperative. Thus, it is important that students understand the importance attached
to participation and are equipped with the skills to enable them to do so actively and
effectively. Effective oral skills are also an important factor in their personal and social
development at university.
examination and understanding of speaking criteria, with self and peer evaluation
being used as a means of enabling students to understand the criteria.
understanding key aspects of an effective presentation.
practice and observation of student presentations
developing and practicing effective interactive skills for participation in academic
discussions
o initiating discussion or ideas
o turn taking
o responding to others
o inviting others to speak
o interrupting
o keeping your turn
o agreeing and disagreeing
o summing up earlier ideas
pronunciation/intonation and stress of key words and extended speech.
Vocabulary
Developing an academic vocabulary is at the core of academic language ability.

Vocabulary learning should be both explicit and planned as well as ad hoc and
individually and context driven.
developing vocabulary size.

using word lists to identify the key vocabulary for teaching and learning.
collocation and lexical phrases. It is important for students to see that not all
lexical items are single words. Students need to recognize formulaic language in
their reading and be able to produce in their writing.
developing an understanding of synonyms.
learner training, students need to learn which words and aspects of vocabulary are
important, how to work with monolingual dictionaries and how to record vocabulary
items.
noticing, selecting, recording and exploring vocabulary both systematically and
as they occur from reading texts.

EAP Syllabus 13/14
using monolingual dictionaries and Word Lists as tools to aid independent

vocabulary development.
Vocabulary guidance:
The amount of vocabulary available for study is far beyond what most students can
manage. An important way to decide which vocabulary to study and which to ignore
for the moment is to consider the usefulness of the words and phrases students
identify as unknown.
Usefulness of vocabulary has two main properties:
o A word/phrase is key to understanding the text you are currently working
with.
o A word/phrase is valuable for understanding future reading/listening texts and
for your own production.
The second of these is of the greatest use for their overall studies. There are a
number of clues that can help students to determine whether or not vocabulary will
be valuable for future study. These include:
o The word/phrase occurs with high frequency in most academic texts
o The word/phrase occurs with high frequency in the subject area they are
studying
o The word/phrase occurs with high or mid-frequency in general texts.
Academic vocabulary allows students to write with the correct level of formality and
also includes words such as issue or factor which allow students to talk about and
categorize important ideas and concepts in a variety of subject areas. Mid-frequency
words and subject-specific high frequency words enable them to speak or write with
greater precision and sophistication. This is important for expressing complex ideas
and demonstrating evidence of criticality.
Accurate and appropriate use of such vocabulary will enable students to achieve the
highest marks on their exams and coursework. Students can find out whether a
word is included in one of the above categories by referring to the vocabulary
profilers at http://www.lextutor.ca/vp/ Use the VP Classic v.4 to find words from the
Academic Word List. Use the BNC-20 profiler to find mid-frequency words. Mid-
frequency words are those in 4,000 to 8,000 frequency range.
When recording vocabulary for further study, students can include a wide range of
information. For example:
definitions word family members synonyms
pronunciation collocations antonyms
spelling (especially irregular plurals and verbs) pictures
sample sentences
Its not necessary or useful to record everything students see in a dictionary entry in
their vocabulary notebook. Its more important to begin by recording enough
information that will help them to remember the word and think about contexts in
which they can use it. As they review the entries in their notebooks, they can add
additional information which will deepen their knowledge of their chosen words.
Study Skills
The development of study skills is a key but extremely difficult area for many students.
It may be significantly different from their previous learning experiences, which may
EAP Syllabus 13/14
have been very teacher-dependent and a key challenge at a UK university is the

expectation that students will work independently for much of their courses. Teachers
should therefore be aware that as the module progresses, teacher support should
decrease as students increase the amount of work they undertake independently.
building an awareness of the expected learning outcomes of the EAP syllabus.

Students should be provided with a copy of the learning outcomes. Teachers can
refer to learning outcomes during lessons, e.g. when giving an overview of the lesson
and its purpose, and also when setting assignments. Students should refer back to
the learning outcomes throughout the course in order to identify needs, and to
check progress and thus identify weaknesses in their current language learning.
making students aware that learning is a continuous process. Knowledge of learning
cycles such as Kolb, would be advantageous, especially the need to reflect on
learning already undertaken, and use successes and failures to plan for future
learning experiences, and to do these activities (following through on plans is an
essential and often overlooked part of the process).
using feedback to identify strengths and weaknesses. Feedback should come from a
variety of sources, and students should develop ways to receive feedback which is
independent of the teacher, e.g. from peers or reflection on their own learning.
exploration of available resources for language improvement in order to seek out
good resources to aid them. The teacher can make some recommendations initially,
but students should be the main agents in their own learning, using resources
available in the library and online.

EAP Syllabus 13/14
10 PROGRAMME SPECIFIC ASSESSMENT: IFY
The IFY programme prepares students for undergraduate study. The EAP module
therefore introduces students to the linguistic demands of undergraduate study including
independent reading and study, accessing academic texts and extended writing.
Students enter the programme with a minimum of the equivalent an EAP band E (IELTS
5.0) and are required to attain a minimum level D, with no skill less than a D (IELTS 5.5)
in order to meet the NCUK guarantee.
formative assessment structure is outlined below; it is important that ample
opportunities are provided for formative assessment. We require that students are given
the opportunity to engage in and submit continuous assessment tasks during the first
semester and receive formative feedback on those tasks to scaffold them to complete
the summative continuous assessment tasks in the second semester. Feedback should
include marking on the assessment criteria. In addition, it is important that students are
given regular feedback on exam performance. It is therefore recommended that students
sit a mock EAP exam at the end of Semester 1 or start of Semester 2. This, together
with the feedback on formative continuous assessment tasks, will be extremely useful as
a basis for reflection as well as giving students feedback on their progress. This can also
provide a basis for counselling of students who are falling below the standards required.
IFY Formative Assessment

(Recommended for Semester 1)
Writing Reading Listening Speaking IST
Students should
submit journal
entries in relation
Pre-writing Active Reading Active Listening Practice to Semester 1. No
pack Task Task Presentation marks should be
awarded but
formative feedback
should be clear and
detailed.
Writing Mock Reading Mock Listening Mock

Exam Exam Exam

EAP Syllabus 13/14
Summative Assessment
NB. Details of the tasks and grading criteria can be found in the Appendices.
IFY Summative Assessment Structure

Independent
Writing Reading Listening Speaking
Study Task
Exam 10% 10% 10% 10%
Continuous
Assessment 10% 10% 10% 10% 20%
Weighting
Continuous 1 x Subject 1 x Active 1 x Active 1 x Assessed 1 x Language
Assessment Specific Reading Task Listening Presentation Learning Journal
Tasks Essay/Report Task (Note: there are
OR two different
1 x Pre- styles of Language
writing pack Learning Journals:
Language
Learning Journal 1
and Language
Learning Journal
2. Students should
complete one
journal over the
module as per the
task description)
Overall 20% 20% 20% 20% 20%

EAP Syllabus 13/14
Core Textbooks (all teachers must have access to these texts)

Campbell, C. and Smith, J. (2009), Listening. Reading: Garnet. ISBN: 978-1908614339
Campbell, C. (2009). Vocabulary. Reading: Garnet. ISBN: 978-1859644881
Oshima, A. and Hogue. A. (2006). Writing Academic English Level 4. Pearson Longman.
ISBN: 978-0131523593
Oshima, A. and Hogue. A. (2006). Writing Academic English Answer Key. Pearson
Longman. ISBN: 978-0131947016
Slaght, J. and Harben, P. (2012). Reading. Reading: Garnet. ISBN: 9781908614377
Slaght, J. and Harben, P. (2009). Reading Teacher Book. Reading: Garnet. ISBN: 978-
1859645017
Slaght, J. Harben, P. Pallant, A. (2009). Reading and Writing Source Book. Reading:
Garnet. ISBN: 978-1859645185
Suggested Student Textbook
de Chazal, E. and McCarter, S. (2012). Oxford EAP. Oxford: Oxford University Press.
ISBN: 978-0194001786-
References
Alexander, O., Argent, S. and Spencer, J. (2008). EAP Essentials. Reading: Garnet. 978-
1859644195
Bailey, S. (3rd Ed) (2011). Academic Writing. Routeledge. 978-0415595810
Godfrey, J. (2010). Reading and Making Notes. Basingstoke: Palgrave Macmillan. 978-
0230247581
Godfrey, J. (2013). How to Use Your Reading in Your Essays. Basingstoke: Palgrave
Macmillan. ISBN: 9781137294685
Grabe, W. (2009) Reading in a Second Language: Moving from Theory to Practice.

Cambridge: CUP. ISBN: 978-0521729741
Jordan, R. R. (1997). English for Academic Purposes: A Guide and Resource Book for
Teachers. Cambridge: CUP. ISBN: 978-0521556187
Lebauer, R.S. (3rd Ed) (2010). Learn to Listen, Listen to Learn 1. Pearson Education.
ISBN: 978-0138140014
McCormack, J. and Watkins, S. (2012). Speaking. Reading: Garnet. ISBN:

9781908614414
Pallant, A. (2009). English for Academic Study: Writing. Reading: Garnet (Course book
ISBN: 978-1908614391 and Teachers book )
Paterson, K. (2013). Oxford Grammar for EAP. Oxford: Oxford University Press. 978-0-
19-432999-6
Porter, D. (2003) Check Your Vocabulary for Academic English. Bloomsbury. ISBN: 978-
0230033641
Schmitt, D. and Schmitt, N. (2011). Focus on Vocabulary 2: Mastering the Academic

Word List. White Plains, NY: Pearson. ISBN: 978-0131376175
Williams, K. and Carroll, J. (2009).Referencing and Understanding Plagiarism.

Basingstoke: Palgrave Macmillan. ISBN: 978-0230574793
EAP Syllabus 13/14
Online Sources for Teaching Referencing Skills

Cardiff University
Harvard Compile the References Activity (Online interactive)
https://ilrb.cf.ac.uk/citingreferences/correctorder/index.html
University of Gloucestershire
Harvard Referencing Tutorial (Online interactive)
http://ist.glos.ac.uk/referencing/harvard/activity.html
Chisholm Institute Library

Harvard referencing activity (Online
interactive)http://library.chisholm.vic.edu.au/coil/essentials/tut6/access_tut6_10.htm
University of Leeds Skills Library

Lesson Plan -Referencing and Citations (1hour/1.5 hours)
http://skills.library.leeds.ac.uk/lecturer/referencing/workshops/lesson_plan.pdf
University of the Highlands and Islands

Referencing using Harvard
http://www.uhi.ac.uk/flash_alternative.pdf
Online Sources for Teaching Paraphrasing

The University of Wisconsin, Madison-Writing Center
Paraphrasing vs. Quoting - Explanation
http://writing.wisc.edu/Handbook/QPA_PorQ.html
How to paraphrase a source

http://writing.wisc.edu/Handbook/QPA_paraphrase2.html
Successful v Unsuccessful Paraphrases

http://writing.wisc.edu/Handbook/QPA_paraphrase.html
Introducing Quotations
http://writing.wisc.edu/Handbook/QPA_quoting.html
Purdue Online Writing Lab

Paraphrase: Write it in Your Own Words
http://owl.english.purdue.edu/owl/resource/619/1/
Indian University Bloomington School of Education

How to Recognize Plagiarism
https://www.indiana.edu/~istd/example1paraphrasing.html
The Open University Open learn

Paraphrasing text
http://www.open.edu/openlearn/history-the-arts/culture/english-
language/paraphrasing-text/content-section-1
University College Toronto

Paraphrase and Summary
http://www.uc.utoronto.ca/paraphrase

EAP Syllabus 13/14
11 PROGRAMME SPECIFIC ASSESSMENT:

INTERNATIONAL DIPLOMA
This EAP module is compulsory for International Diploma (Int Dip) students who have
demonstrated a level of English proficiency at EAP Grade D. Students below this EAP
level are not qualified to enter the Int Dip. Students with components above this NCUK
EAP level who already have an EAP skills profile from prior study of NCUK EAP and who
wish to improve their EAP skills profile are able to do so by retaking the skills component
they wish to improve, which includes both continuous assessment and final exam. For
students who enter directly into the International Diploma programme, enrolment in EAP
should follow the guidelines outlined in Section 2 of this document Enrollment.
Integration of EAP with subject study is an important aspect of the delivery of the Int
Dip. The demands of subject study in this programme are high and therefore, where
possible, coursework assessment should be based around tasks set in the subjects. In
this way the EAP assessments can be seen as a means of support and scaffolding for
work in the subjects.
The role of the EAP teacher in this integration is vital since language and study skills are
involved in all aspects of the course. It is therefore necessary for EAP teachers to not
only read this syllabus document but to familiarise themselves with the language skills
required for other modules of the Int Dip. To this end, all Int Dip modules that relate to
the students in any EAP class should be available to the EAP teachers, and the lecturers
delivering these modules must meet on a regular basis to discuss how best the EAP
programme can be tailored to meet the needs of each class. In each semester
coursework assessment tasks should be planned in conjunction with the Route
Leader/Module Lecturer(s).
formative assessment structure is outlined below; it is important that ample
opportunities are provided for formative assessment. We require that students are given
the opportunity to engage in and submit continuous assessment tasks during the first
semester and receive formative feedback on those tasks to scaffold them to complete
the summative continuous assessment tasks in the second semester. Feedback should
include marking on the assessment criteria. In addition, it is important that students are
given regular feedback on exam performance. It is therefore recommended that students
sit a mock EAP exam at the end of Semester 1 or start of Semester 2. This, together
with the feedback on formative continuous assessment tasks, will be extremely useful as
a basis for reflection as well as giving students feedback on their progress. This can also
provide a basis for counselling of students who are falling below the standards required.

EAP Syllabus 13/14
International Diploma Formative Assessment

Writing Reading Listening Speaking Independent

Study Task
Subject specific Active Reading Active Listening Practice Practice Reading to

Essay/Report Task Task Presentation Writing task
Mock Writing Mock Reading Mock Listening Mock Speaking

Exam Exam Exam Exam
NB Details of the tasks and grading criteria can be found in the Appendices.
INT DIP Summative Assessment Structure

Independent
Study Task
Exam 10% 10% 10% 10%
Continuous
Assessment 10% 10% 10% 10% 20%
Weighting
Continuous 1 x Subject 1 x Active 1 x Active 1 x Assessed Reading to
assessment Specific Essay/ Reading Task Listening Presentation Writing task
tasks Report Task
Overall 20% 20% 20% 20% 20%
Contribution 20% 20% 20% 20% 20%

EAP Syllabus 13/14
Core Texts (all teachers must have access to these texts)

Macmillan. ISBN: 9781137294685 Williams, K. (2009). Getting Critical. Basingstoke:
Palgrave Macmillan. ISBN: 978-0230584761
Williams, K. and Carroll, J. (2009). Referencing and Understanding Plagiarism.

Suggested Student Textbook
de Chazal, E. and McCarter, S. (2012). Oxford EAP. Oxford: Oxford University Press.
ISBN: 978-0194001786
References
1859644195
0230247581
Macmillan. ISBN: 978-0230205406

ISBN: 978-0138140014

978185964483-6
ISBN: 978-0131523593
Longman. ISBN: 978-0131947016
0230033641



EAP Syllabus 13/14

Cardiff University



Online Sources for Teaching paraphrasing



Purdue Online Writing lab



Paraphrasing text


EAP Syllabus 13/14
12 PROGRAMME SPECIFIC ASSESSMENT:

GRADUATE DIPLOMA/PRE-MASTERS PROGRAMME
The Graduate Diploma (Grad Dip)/Pre-Masters Programme (PMP) is designed to permit

entry at three points during the academic year, to allow students with different levels of
English (and differing academic backgrounds) to enter at an appropriate level. The
programme is scheduled so that both routes of the Grad Dip and the PMP route can
finish at the same point, and where possible, students can complete the same
assignments and exams at the same time.
The first term for Grad Dip Route A is the Preparatory Term. Assessment during this
term is formative only. In the second term the Core Term Route B students join
Route A. The Final Term is identical for Routes A and B.
PMP students follow a modified version of the Route A and B syllabus. Elements of work
done in Routes A and B are incorporated into the PMP, but the continuous assessment
tasks may differ. However, the final EAP examination for the PMP is the same as for the
Grad Dip.
Grad Dip Route A

students join
Preparatory
Term
Grad Dip Route B

students join
Core Term
PMP students join
PMP Term Final Term
Final Assessments

EAP Syllabus 13/14
Graduate Diploma Route A Preparatory Term
During this term, assessment is formative only and should generate a skills profile for
the students based on continuous assessment and exam performance. Centre
administration requires this information to ensure students meet the entry requirements
for Route B. Students also require feedback on performance to monitor their progress.
NCUK do not require reporting of these grades but may ask to be provided with them
under certain circumstances.
Assessment tasks can be developed by centres or taken from this syllabus (details in
Appendix). The results from the tasks and exam should be used to build an EAP profile
for the students.
Formative Assessment Structure: Grad Dip Route A
Exam 50% 50% 50% 50%
Continuous
Assessment 50% 50% 50% 50%
Weighting
Continuous Centre developed Centre developed Centre Centre
assessment task or any task or any reading developed developed
tasks writing task from task from NCUK EAP task or any task or any
NCUK EAP syllabus listening task speaking
syllabus from NCUK task from
EAP syllabus NCUK EAP
syllabus

EAP Syllabus 13/14
Graduate Diploma Route A and B (Core and Final Term)
During the course of the module it is essential that strategies are in place to provide
students with formative feedback on their performance. During the Grad Dip
programme, formative feedback on the continuous assessment tasks provides one
opportunity for students to monitor their own progress.
It is also important that students receive formative feedback on exam performance and
therefore it is important students sit a mock exam at the end of the Core Term.
In addition students should be provided with copies of the coursework, speaking and
writing criteria in order that they can understand the grading of their work as well as
being made aware of what they need to do to improve performance.
Graduate Diploma Summative Assessment Structure
Writing Reading Listening Speaking Dissertation
Exam 10% 10% 10% 10%
Continuous
Assessment 10% 10% 10% 10% 20%
Weighting
Continuous Research 1 x Annotated Listening Log Dissertation Dissertation
assessment Proposal (See Bibliography (to be linked Presentation
tasks: Grad Research (for to
Dip Route A Methods: grade dissertation) Management
and B according to course)
GD/PMP
Dissertation/
Proposal
Writing Grading
Criteria)
Overall 20% 20% 20% 20% 20%
Contribution 20% 20% 20% 20% 20%

EAP Syllabus 13/14
PMP
During the course of the module it is essential that strategies are in place to provide
students with formative feedback on their performance. During the PMP programme,
formative feedback on the continuous assessment tasks provides one opportunity for
students to monitor their own progress.
In addition students should be provided with copies of the coursework, speaking and
writing criteria in order that they can understand the grading of their work as well as
being made aware of what they need to do to improve performance.
PMP Summative Assessment Structure
Independent
Study Task
Exam 10% 10% 10% 10%
Continuous
Assessment 10% 10% 10% 10% 20%
Weighting
Continuous 1 x Pre 1 x Active 1 x Active Proposal Research
assessment Writing Reading Task Listening Task Presentation Proposal
tasks: PMP Pack
Overall 20% 20% 20% 20% 20%
Contribution 20% 20% 20% 20% 20%

EAP Syllabus 13/14
Core Texts (all teachers must have access to these texts)
Macmillan. ISBN: 9781137294685 McCormack, J and Slaght, J. (2009). Extended
Writing and Research Skills. Reading: Garnet ISBN: 978-1859644867
Williams, K. (2009). Getting Critical. Basingstoke: Palgrave Macmillan. ISBN: 978-

0230584761

References
1859644195
0230247581

ISBN: 978-0138140014
ISBN: 978-0131523593
Longman. ISBN: 978-0131947016

978185964483-6
0230033641


EAP Syllabus 13/14
Cardiff University



Online Sources for Teaching Paraphrasing



Purdue Online Writing lab



Paraphrasing text


EAP Syllabus 13/14
APPENDICES:
1. Continuous Assessment: Task Descriptions, Grading Criteria and Feedback

Sheets
2. Exam Writing Grading Criteria
3. Speaking Grading Criteria

EAP Syllabus 13/14
ACTIVE LISTENING TASK ASSESSMENT DOCUMENTS
TO BE HANDED OUT TO STUDENTS
ACTIVE LISTENING TASK ASSESSMENT: STUDENT TASK GUIDE
Learning L1, L2, L3, L4, L4, L5, L6
outcomes V3, V6
assessed
Weighting 50% of Listening Grade
10% of Overall EAP Grade
Task description You will be asked to prepare for, take notes on and follow up on a
listening task. This may be recorded or live and will be an academic
lecture related to your subject area. To fulfil the task you will need
to complete the following tasks:
1. Lecture Preparation
a. Describe the pre reading you did and outline what you
learned from which sources.
b. Present the pre lecture vocabulary work you did:
Select 10 words or phrases which you think will be
useful in preparation for the lecture. You may use
some of these words in your summary of the
lecture later.
Write a paragraph explaining why your list of
words is useful (e.g. key concept, high frequency
academic words etc.)
Record information which will help you use these
words in your studies. This might include the
definition, word family, usage etc.
2. Notes
Make notes during the lecture and include these plus any visuals
or hand-outs, if provided, annotated where appropriate. These
are used as evidence of your engagement during the lecture.
3. Summary
Write a summary of the lecture (250 words +/- 10%) from your
notes of the key ideas and supporting ideas which demonstrate
your understanding of the topic. If possible, use some of the
words from your list. If you do not use any of the words from
your list, you should give a short explanation about why this was
not possible.
4. Lecture Follow-up
a. Show how ideas in the lecture link to other ideas you
have read about or which have been presented in other
lectures ( e.g. which ideas are supported, refuted or
developed in this lecture)
b. Identify 3 further questions which follow on from the
lecture. Make sure the questions are specific and relevant
to the topic.
Important
You should state clearly the subject assignment that this task
relates to and give its full title. Make sure you have completed each
of the four tasks and use the headings above to identify each one.
Grading Criteria See attached sheet

EAP Syllabus 13/14
ACTIVE LISTENING ASSESSMENT: GRADING CRITERIA
Reading/Links/
Vocabulary Summary
Questions
Weighting 20% 40% 40%

At least 10 words are listed. The summary includes and Choice of pre- lecture
Explanation of usefulness of the distinguishes all of the main reading is highly
list shows a critical awareness of and supporting ideas from the relevant and extensive.
the role of vocabulary in texts. lecture and is appropriately Links made to readings
A* Method of recording supports organised. and other lectures show
80+% further study and recycling. Summary demonstrates a an original perspective.
All aspects of each entry are sophisticated understanding of Questions show an
correctly recorded. the lecture. original perspective and
Words used in the summary are demonstrate full
appropriate and accurate. engagement.
A At least 10 words are listed. The summary includes and Preparation for lecture is
70-79% Explanation of usefulness shows distinguishes most of the main highly relevant, detailed
good awareness of the role of and supporting ideas from the and useful.
vocabulary in texts. lecture and is appropriately Links made are highly
Method of recording supports organised. relevant and insightful.
further study and recycling. The summary demonstrates an Questions are specific,
All aspects of each entry are excellent understanding of the highly relevant and
correctly recorded. lecture. demonstrate a high level
Words used in the summary are of engagement.
appropriate and mostly accurate.
B At least 10 words are listed. The summary includes and Preparation for lecture is
60-69% Explanation of usefulness shows distinguishes most of the main relevant, detailed and
adequate awareness of the role and supporting ideas from the useful.
of vocabulary in texts. lecture and is generally Links made are relevant
Recording shows good awareness appropriately organised. and show some insight.
of vocabulary learning strategies. The summary shows a very Questions are relevant,
Information is almost entirely good understanding of the specific and demonstrate
correct. lecture. good engagement.
Words used in the summary are
mostly appropriate and accurate.
C At least 10 words are listed. The summary includes some Preparation for lecture is
50-59% Explanation of usefulness shows main and supporting ideas from generally relevant and
some awareness of the role of the lecture. Some attempt is detailed and is generally
vocabulary in texts. made at distinguishing these useful.
Recording shows some and is appropriately organised. Links made are
awareness of vocabulary learning Some aspects of the generally relevant.
strategies. organisation may lack clarity. Some questions have
Information is mostly correct. The summary shows good relevance and are
Words used in the summary may understanding of the lecture. specific and demonstrate
not be appropriate or accurate. some engagement.
D At least 9-10 words are listed. The summary includes some of Evidence of some
40-49% Explanation of usefulness shows the main and supporting ideas preparation which is
little awareness of the role of of the lecture. However, these relevant but with limited
vocabulary in texts. may not be easily use.
Recording shows limited distinguishable or may indicate Links are made with
awareness of vocabulary some misunderstanding. limited relevance.
recording strategies. Organisation may be Questions have limited
Some information is correct. problematic. relevance, may be
Attempt to use words in the The summary demonstrates an general and
summary is mostly unsuccessful. adequate understanding of the demonstrate limited
lecture. engagement.
E 6-8 words are listed. The summary includes a limited Little evidence of
35-39% Explanation of usefulness shows number of main and supporting preparation for the
no awareness of the role of ideas from the lecture but lecture or it is mostly
vocabulary in texts. these are indistinguishable. irrelevant.
Method of recording is likely to Little evidence of organisation Links are made but lack
hinder vocabulary learning. or understanding. relevance.
Very little information is correct. Questions have little or
Words are not used in the no relevance and are
summary. general.

EAP Syllabus 13/14
U 5 or fewer words are listed. The summary does not include No evidence of
34% and No explanation of usefulness any main or supporting ideas preparation for the
under provided. from the lecture. lecture. No links are
Information is extremely limited/ made to other sources
incorrect. or lectures. Questions
Words are not used in the are missing or of no
summary. relevance.

EAP Syllabus 13/14
STUDENT GRADING AND FEEDBACK SHEET

Assessment
Active Listening Task
Task
Student . Student ID
Name
Comments
Final Mark
calculation = __________
Vocabulary __________ x 0.2
Summary __________ x 0.4 = __________

Readings/Links/
__________ x 0.4 = __________
Questions
TOTAL __________
Marker 1 Signature Marker 2 Signature
. .

EAP Syllabus 13/14
Teachers Notes
The lecture should last 20 minutes give or take 10%. Longer lectures should be
broken up into a 20 minute segment.
The lecturer should provide a summary (bullets points) in written form of the key
points and supporting ideas (the information he or she would wish the students to
take from the lecture). N.B. These should be included in the moderation
pack for the external examiners. The lecturers summary should be used as
the basis for marking the students summary under the Summary criteria.
For the pre reading students should be asked to provide sources, although you
may provide one source. This is because students should be encouraged to
search for their own material and become experienced in selection.
The student summary should be 250 words, plus or minus 10%.
Take care to ensure students are aware it is a summary and not a report on the
whole lecture. The word limit should help to address this.
All of the students pre-listening preparation must be included as evidence as part
of task fulfilment. However, the notes that students make on the pre-reading and
on the lecture will not be assessed.

EAP Syllabus 13/14
ACTIVE READING TASK ASSESSMENT DOCUMENTS
STUDENT TASK GUIDE: ACTIVE READING TASK
Learning R1, R2, R3, R4, R5, R7, R8, R9

outcomes
W8
assessed
V2, V3, V5, V6, V7
Weighting 50% of Reading grade

10% of overall grade
Task You will be given a text by your teacher which links to a subject related
description assignment. You need to read the text and then:
1. Assignment
Indicate the full assignment details the reading relates to.
2. Reading Notes
Identify the sections of the text and the key points which are relevant
to the assignment, add questions, and make links between ideas
within the text. These will show your degree of engagement with the
text. You can do this on a copy of the text or you can make notes.
3. Summary
Produce a summary of the text which shows your understanding of
the text and includes:
A correct reference in Harvard style.
A summary of the sections of the text which are relevant to
the assignment task, and which accurately paraphrases key
points and supporting evidence.
4. Discussion
Write a critical discussion of the value of the text in relation to the
assignment. Here, you will need to:
a) Explain how the text content relates to the assignment and
b) Critically evaluate the text in relation to the assignment. Evaluate
the:
1. relevance of each text you have chosen to the subject
assignment
2. source of each text
3. author and date published
4. objectivity and impartiality of author
5. Vocabulary
As you read, identify unknown and key vocabulary (words and
phrases) in the text(s).
Select 10 items (words or phrases) which you think will be useful
for your studies
Explain why your list is useful (e.g. key term, high frequency, high
frequency academic word, common academic phrase).
Record information which will help you use this word in your
studies. This might include the definition, word family, word forms,
synonyms, collocations and/or usage.

EAP Syllabus 13/14
Select some of the words from your list which are useful for your
summary and use them appropriately in the summary.
Important
You should state clearly the subject assignment that this task relates to
and give its full title. Make sure you have completed each of the five
tasks and use the headings above to identify each one.
Grading
See attached sheet
Criteria

EAP Syllabus 13/14
ACTIVE READING ASSESSMENT: GRADING CRITERIA

Annotations/Notes/ Summary Evaluation Vocabulary
Reference
20% 40% 20% 20%
A*
80+ Award an A* only when the student has achieved an A grade in all four categories.
%
A Annotations or notes The summary Critical At least 10 words are listed.
70- identify key points and demonstrates judgements are Explanation of usefulness
79% supporting arguments highly detailed made on the shows good awareness of
accurately. understanding. value of the the role of vocabulary in
Questions and linking The summary source and texts.
demonstrate a high level focuses on the demonstrate a Method of recording
of critical engagement text sections high level critical supports further study and
with the content of the relevant to the awareness (e.g. recycling.
text. assignment. awareness of All aspects of each entry
The reference list is full Paraphrasing is bias, relevance or are correctly recorded.
and is accurately accurate. authors stance, Words used in the summary
presented in accordance nature of source, are appropriate and mostly
with the Harvard system. date). accurate.
B Annotations or notes The summaries Good judgements At least 10 words are listed.
60- identify key points and demonstrate are made on the Explanation of usefulness
69% supporting arguments very good value of the shows adequate awareness
mostly accurately. understanding. source. of the role of vocabulary in
Linking and questions The summary Critical texts.
demonstrate a good level focusses on the judgements are Recording shows good
of critical engagement text sections relevant and awareness of vocabulary
with the content of the relevant to the accurate (e.g. learning strategies.
text. assignment. awareness of Information is almost
The reference list is full Paraphrasing is bias, relevance or entirely correct.
and is accurately generally authors stance, Words used in the summary
presented in accordance accurate. nature of source, are mostly appropriate and
with the Harvard system. date). accurate.
C Annotations or notes The summaries There is some At least 10 words are listed.
50- identify key points and demonstrate evidence of good Explanation of usefulness
59% some supporting good judgements on shows some awareness of
arguments with minor understanding the value of the role of vocabulary in
inaccuracies. but minor sources. texts.
Linking and questions points may be There is evidence Recording shows some
demonstrate some misunderstood. of critical awareness of vocabulary
aspects of critical The summary awareness (e.g. learning strategies.
engagement with the mainly focusses awareness of Information is mostly
text. on relevant text bias, relevance or correct.
The reference list is sections. authors stance) Words used in the summary
complete. Reference list Paraphrasing but they lack may not be appropriate or
and formatting contain may rely on accuracy or accurate.
minor errors which will word swaps and relevance.
still allow source to be lexical chunking
located. from the text.
D Annotations or notes The summaries Some relevant At least 9-10 words are
40- identify some key points demonstrate judgements are listed.
49% and some supporting satisfactory made on the Explanation of usefulness
arguments with some understanding value of the shows little awareness of
inaccuracies. but contain source. the role of vocabulary in
Linking and questions misunderstandi There is very texts.
demonstrate limited ngs. limited evidence Recording shows limited
critical engagement with The summary of critical awareness of vocabulary
the text. does not always awareness (e.g. recording strategies.
The reference list is focus on awareness of Some information is
complete but with relevant text bias, relevance or correct.
several types of errors sections. authors stance) Attempt to use words in the
which will still allow Paraphrasing and it is largely summary is mostly
source to be located. relies heavily inaccurate or unsuccessful.
on original text. irrelevant.
E Annotations or notes The summaries Limited relevant 6-8 words are listed.
35- contain many demonstrate judgements are Explanation of usefulness
39% inaccuracies. limited made on the shows no awareness of the
There is some understanding value of the role of vocabulary in texts.
engagement with the of main points. source. Method of recording is likely
text but it is limited and The summary There is to hinder vocabulary
uncritical. does not focus extremely limited learning.

EAP Syllabus 13/14
Reference list is on relevant evidence of Very little information is
incomplete and/or sections of text. critical awareness correct.
contains several errors of Paraphrasing is (e.g. awareness Words are not used in the
formatting and limited with of bias, relevance summary.
referencing which parts of text or authors
prevent the source being copied. stance).
located.
U Annotations or texts are Summaries No judgements 5 or fewer words are listed.
34% largely inaccurate. demonstrate are made and No explanation of
and Little or no engagement little or no on the value of usefulness provided.
unde with the text. understanding the source. Information is extremely
r Reference list is missing of the text or No critical limited/incorrect.
and/or largely are incorrect. awareness. Words are not used in the
inaccurate. No evidence of summary.
critical
engagement.
A high level of
copying chunks
of text from the
original.

EAP Syllabus 13/14

Assessment
Active Reading Task
Task
Student Name . Student ID
Comments
Final Mark
calculation Annotations/
Notes/ __________ x 0.2 = __________
Reference
= __________
Summary __________ x 0.4
Evaluation __________ x 0.2 = __________
Vocabulary __________ x 0.2 = __________
TOTAL __________
. .

EAP Syllabus 13/14
Notes for teachers
Select a text in consultation with the subject teacher. This should be an academic
text and can be the students textbook or a journal article, reference book or other
academic source.
Encourage students to annotate or make notes on the text by:
highlighting the key points (i.e. only those relevant to the assignment task);
adding questions that occur to them as they read (e.g. anything difficult to
understand; something that links with their existing knowledge);
making links within the text (e.g. from one section/idea to another) and to
other texts that they have read on this/a similar topic.
These notes show the students engagement with the text. This can be difficult to
pin down; essentially, it is about how involved the student has become, how closely
they have attended to the text, and how much effort they have made to understand
it and place it within the wider landscape of their knowledge/understanding.
While students can do this on a copy of the text or by making notes, you might
prefer to begin with a hard copy of the text, followed up by separate notes.
The summary sheet is intended to show the student understands of the text, and
specifically the parts which are relevant to the assignment; it is not necessary to
summarise the whole text. It should also include the students evaluation of the text.
Here, they should be looking for bias or the writers stance; regarding the source of
the text, they should be considering, for example, reliability. Again, these should
relate to the assignment itself.

EAP Syllabus 13/14
LANGUAGE LEARNING JOURNAL (1) ASSESSMENT DOCUMENTS
LANGUAGE LEARNING JOURNAL (1): STUDENT TASK GUIDE

Learning
outcomes ISS1, ISS2, ISS3
assessed
Weighting 20% of Overall EAP Grade
Task During your programme you will need to take responsibility for your
description language learning. This will help you develop independent study skills,
which you will need for university study and you will also develop your
EAP skills. Over the course of the programme, you will work
independently to improve your language skills. In order to do this you
will need to prepare a journal which demonstrates why you worked on
certain aspects of your language, what you did and then reflect on how
successful you were and why.
To complete this task you must compile a folder which contains:

Two language learning needs analyses, one for each semester,
based on the EAP learning outcomes
One piece of evidence that shows your achievement in each of
the skills (Reading, Writing, Listening and Speaking) for each
semester. In total you need to provide 2 pieces of evidence for
each skill, that is 8 pieces of evidence in total.
1. A piece of evidence can be anything that you think
shows your achievement or improvement in one aspect
of your language For example for writing a piece of
evidence could be an essay plan you wrote, a draft and
edited essay or a final essay you submitted. For reading
it could be the notes you made on a textbook, work you
did to select and paraphrase parts of a reading text or a
practice reading test. A piece of evidence shows
achievement; it shows you demonstrating your skill. It
does not include exercises to practice the skill.
For each piece of evidence complete an evidence table as
below. In the table you need to provide:
1. a brief description of the work
2. an indication of which learning outcomes it is evidence
of attainment/improvement in
3. a reflection of how and why you improved in the
learning outcomes and how you might continue to make
improvements
4. an explanation of future strategies you will employ to
continue to improve in this area.
Two reflective statements (one per semester 500 words each)
on how you have improved in EAP over the semester and an
action plan for future language learning.
Grading
See attached sheet
Criteria

EAP Syllabus 13/14
Language Learning Journal (1): Evidence template exemplar

Evidence Name
Skill
Description
Learning
outcomes it
addresses
Why chosen
Reflection:
How success
was achieved
What future
action will be
taken

EAP Syllabus 13/14
Language Learning Journal (1) Grading Criteria

Needs analysis Evidence Reflection
A* Work at A* level has addressed all the criteria of an A grade and, in addition, is
80+% characterised by an outstanding level of accuracy and an original, critical
perspective.
A Student has demonstrated Evidence selected Reflection on the reasons for
70-79% an excellent understanding shows clear improvement includes
of their own strengths and performance in a excellent insights into
weaknesses as language particular skill and language learning processes
learners. All strengths and description links the and is clear, detailed and
weaknesses have clear activity strongly to the relevant. Future strategies
links to the EAP learning needs analysis and show excellent awareness of
outcomes. learning outcomes. highly effective strategies.
B Student has demonstrated Evidence selected Reflection on the reasons for
60-69% a good understanding of shows clear improvement includes good
their own strengths and performance in a insights into language
weaknesses as language particular skill and learning processes and is
learners. Strengths and description links the clear, detailed and relevant.
weaknesses have clear activity well to the Future strategies show good
links to the EAP learning needs analysis and awareness of appropriate
outcomes. learning outcomes. strategies.
C Student has demonstrated Evidence selected Reflection on the reasons for
50-59% good understanding of shows performance in improvement includes some
their own strengths and a particular skill and good insights into language
weaknesses as language description links learning processes, has some
learners. Strengths and activity to the needs detail and is largely relevant.
weaknesses are linked to analysis and learning Some relevant strategies are
the EAP learning outcomes. outcomes. included in future planning.
D Student has identified Evidence selected Reflection is brief and
40-49% some of their own shows performance in sometimes descriptive but
strengths and weaknesses a particular skill and shows some insights and a
as language learners. some description links limited ability to plan future
Some strengths and activity to the needs strategies.
weaknesses are linked to analysis and learning
the EAP learning outcomes. outcomes.
E Student demonstrates Activities rarely link to Reflection is very brief and
35-39% limited ability to identify needs analysis and largely descriptive with little
strengths and weaknesses learning outcomes. evidence of future planning.
or link them to needs
analysis and learning
outcomes.
U Little evidence of ability to Very few relevant Very little reflection, very
34% and assess their own strengths activities included with descriptive and brief.
under and weaknesses. or link no linking to needs
them to learning analysis or learning
outcomes. outcomes.

EAP Syllabus 13/14

Assessment
Language Learning Journal (1)
Task
Student Name . Student ID ..
Comments
Final Mark Needs

calculation __________ x 0.3 = __________
Analysis
Evidence __________ x 0.4 = __________
Reflection __________ x 0.3 = __________
TOTAL __________
. .

EAP Syllabus 13/14
Language Learning Journal 1: Teacher notes
The aim of this assessment is to encourage students to take responsibility for

their own language learning. Once they are at University it is unlikely they will
receive any language support or teaching so it is important that they know how to
develop relevant language skills independently.
The Needs Analysis is the foundation to the task and it is important that students
are supported in completing the two needs analyses. Students will find the first
one challenging but they do need to learn a certain amount of language learning
jargon to assist them in completing the task. They will also need support in
understanding the learning outcomes. This will assist them, however, in reflecting
on their language competencies.
In terms of evidence, it is not the amount of work they submit but selection and
commentary that is graded.
The evidence they choose to select can be any form of work. The aim is that they
show their skill in an authentic task. Students are marked according to how well
this evidence links to their needs analysis and to the learning outcomes. They are
also marked on their ability to reflect on why they were successful as well as
thinking how they can improve further.
Reflection is always difficult for students but it is something students in all
subjects will be asked to do at university. The sample tasks available on the
document library will be useful in providing students with models of effective
reflection.
There is only one mark for the completed journal. It is anticipated that the
highest level responses will come from the second semester and marks can be
awarded for this. It is extremely important however that a semester 1 Language
Learning Journal is submitted for formative feedback. The feedback should be in
the form of a highlighted criteria sheet, but no marks should be awarded.

EAP Syllabus 13/14
LANGUAGE LEARNING JOURNAL (2) ASSESSMENT DOCUMENTS

LANGUAGE LEARNING JOURNAL (2): STUDENT TASK GUIDE
Learning
outcomes ISS1, ISS2, ISS3
assessed
Weighting 100% IST Grade
20% Overall Grade
Task description During your programme you will need to take responsibility for
your language learning. This will help you develop independent
study skills, which you will need for university study and you will
also develop your EAP skills. In order to do this you will need to:
Complete a needs analysis of your EAP skills using the
learning outcomes in the NCUK EAP syllabus. Your teacher
will advise you on how to do this.
Based on your needs analysis, choose one skill and
identify the learning outcomes in that skill that you think
you need to work on for each semester (2 different skills
in total).
During the semester you need to use a variety of
methods to develop your skills in this area. This should
include:
responding to feedback from your teachers or peers
your own reflection on your learning and work you
have completed.
independent work that you think will help you e.g.
redrafting written work based on feedback, exercises
from textbooks, help from the internet
To complete the log you need to include:
your needs analysis
evidence of independent learning activities which link to
the skill and the learning outcomes
evidence of how you developed the skill e.g. all the work
you did for an essay ( brainstorm, reading notes, draft,
feedback, redraft) or outline what you did to improve your
listening (e.g. notes on pre reading before a lecture, using
lecture notes or hand-outs to check on vocabulary, online
or text book activities)
evidence of reflection on your learning, development,
achievements in this skill.( this can be notes on work or
written paragraphs to sum up or feedback on draft and
final work with reflection).
a reflective statement for each semester (500 words)
which describes your progress in the skill and explores
the reasons for progress.

EAP Syllabus 13/14
LANGUAGE LEARNING JOURNAL (2): GRADING CRITERIA
Needs Analysis Independent Learning Reflection

A* Work at A* level has addressed all the criteria of an A grade and, in addition, is
80+% characterised by an outstanding level of accuracy and an original, critical perspective.
A Student has demonstrated an Independent work is clearly Reflection on the reasons

70-79% excellent understanding of their linked to the learning for improvement
own strengths and weaknesses outcomes being developed. includes excellent
as language learners. All There is a very wide variety insights into language
strengths and weaknesses have of appropriate independent learning processes and is
clear links to the EAP learning learning activities. clear, detailed and
outcomes. relevant.
B Student has demonstrated a Independent work is linked Reflection on the reasons

60-69% good understanding of their own to the learning outcomes for improvement
strengths and weaknesses as being developed . There is a includes good insights
language learners. Strengths wide variety of appropriate into language learning
and weaknesses have clear links independent learning processes and is clear,
to the EAP learning outcomes. activities. detailed and relevant.
C Student has demonstrated good Independent work is mostly Reflection on the reasons
50-59% understanding of their own linked to the learning for improvement
strengths and weaknesses as outcomes being developed. includes some good
language learners. Strengths There is a variety of insights into language
and weaknesses are linked to independent learning learning processes, has
the EAP learning outcomes. activities, most of which are some detail and is
appropriate. largely relevant.
D Student has identified some of Independent work is Reflection is brief and
40-49% their own strengths and sometimes linked to the sometimes descriptive
weaknesses as language learning outcomes being but shows some insights.
learners. Some strengths and developed. There is a
weaknesses are linked to the variety of independent
EAP learning outcomes. learning activities, some of
which are appropriate.
E Student demonstrates limited Independent work has little Reflection is very brief
35-39% ability to identify strengths and linking to the learning and largely descriptive.
weaknesses or link them to outcomes being developed.
needs analysis and learning There is little variation to
outcomes. the independent learning
activities, most of which are
inappropriate.
U Little evidence of ability to There is little evidence of Very little reflection, very
34% and assess their own strengths and appropriate independent descriptive and brief.
weaknesses or link them to work
under learning outcomes.

EAP Syllabus 13/14

Assessment
Language Learning Journal (2)
Task
Student Name . Student ID ...
Comments
Final Mark Needs

calculation __________ x 0.3 = __________
Analysis
Independent = __________
__________ x 0.4
learning
Reflection __________ x 0.3 = __________

__________
TOTAL
. .

EAP Syllabus 13/14
PRE-WRITING PACK ASSESSMENT DOCUMENTS
STUDENT TASK GUIDE: PRE-WRITING PACK

Learning W1, W3, W6, W8
outcomes R1, R3, R2
assessed V1, V2, V3,V6
Weighting 50% Writing Grade
10% Overall Grade
Task description You will work on the planning of a subject specific written
assignment. First you will need to brainstorm your ideas and
thoughts on the topic to help you locate suitable sources. Then you
will need to read widely and choose sources which are appropriate
and relevant to this assignment. To complete this task you need to
complete the following:
1. Reading
Produce a list of key ideas from your reading, with
annotations to show which you are going to use and which
have been rejected and why.
2. Reference List
Produce a correctly formatted reference list for all your
sources, in alphabetical order and following Harvard
referencing guidelines.
3. Plan
Produce a detailed plan of how your essay and each
paragraph or section will be structured, including where and
how source material will be used. You can choose the style of
your plan e.g. a table, a spider gram or notes.
4. Vocabulary
Select 10 words, key terms or phrases which you think will
be useful for your assignment.
Write a paragraph explaining why your list of words is useful
(e.g. key concept, high frequency academic words etc.)
Record information which will help you use these words in
your assignment. This might include the definition, word
family, usage etc.
The items above do not need to be done in order. You may also go
back and revise any part of the plan during the writing process.
Important

EAP Syllabus 13/14
PRE-WRITING PACK GRADING CRITERIA
Plan Reading and Reference List Vocabulary
A* 80%+ An A* should be awarded if all aspects of the A grade has been achieved.
A The overall essay structure is There is a clear indication of how At least 10 words are
70-79% logical and very detailed. sources will be used throughout the listed.
The internal structure of essay. Explanation of
paragraphs or sections is Key points from sources are accurately usefulness shows good
detailed and highly relevant. identified and paraphrased. awareness of the role of
Each paragraph or section has The sources selected are all academic vocabulary in texts.
a clear central topic, which is and relevant. Method of recording
fully supported and The reference list is complete, supports further study
developed. accurate and correctly formatted. and recycling.
All aspects of each entry
are correctly recorded.
B The overall essay structure is There is a clear indication of how At least 10 words are
60-69% logical and reasonably sources will be used in the essay. listed.
detailed. The sources selected are nearly all Explanation of
The internal structure of academic and relevant. usefulness shows
paragraphs or sections is Key points from sources are identified adequate awareness of
detailed and relevant. Each and paraphrased. the role of vocabulary in
paragraph or section has a The reference list is complete. texts.
central topic, which is clearly Reference list and formatting contain 1 Recording shows good
supported and developed. or 2 minor types of errors which will awareness of
still allow source to be located. vocabulary learning
strategies.
Information is almost
entirely correct.
C The overall essay structure is There is a generally clear indication of At least 10 words are
50-59% logical, but may occasionally how sources will be used for most of listed.
lack detail. the essay. Explanation of
The internal structure of Sources selected are mostly academic usefulness shows some
paragraphs or sections has and appropriate. awareness of the role of
some detail and is relevant. Most key points from sources identified vocabulary in texts.
Each paragraph or section has and paraphrased. Recording shows some
a central topic, with sufficient The reference list is complete. awareness of
support. Reference list and formatting contain 3 vocabulary learning
The development may or 4 minor types of errors which will strategies.
occasionally be unclear or still allow source to be located.. Information is mostly
repetitive. correct.
D The overall essay structure is It is not always clear how source At least 9-10 words are
40-49% generally logical but is material will be used in the essay. listed.
insufficiently detailed. Sources selected may not all be Explanation of
The internal structure of academic or appropriate. usefulness shows little
paragraphs or sections is Some key points from sources awareness of the role of
indicated but may sometimes identified and paraphrased. vocabulary in texts.
lack detail and/or relevance. The reference list is complete. Recording shows limited
Each paragraph or sections Reference list and formatting contain awareness of
has a central topic, but the 3 or 4 minor types of errors which will vocabulary recording
development may sometimes still allow source to be located. strategies.
be unclear, repetitive, or Some information is
insufficient. correct.
E An overall structure is There may be little indication of how 6-8 words are listed.
35-39% indicated, but may not be source material will be used in the Explanation of
logical. essay. usefulness shows no
There is an attempt to Key points from sources are not clear. awareness of the role of
indicate the internal structure Sources selected may be vocabulary in texts.
of paragraphs or sections but inappropriate. Method of recording is
the relationship between main Reference list is incomplete and/or likely to hinder
ideas and support may be contains several errors of formatting vocabulary learning.
unclear or there may be and referencing which prevent the Very little information is
insufficient support. source being located. correct.
U The structure of the essay is It is not clear how source material will 5 or fewer words are
34% and illogical. be used in the essay. listed.
under Main ideas may be difficult to Sources selected are not appropriate. No explanation of
distinguish from support or Reference list is missing and/or largely usefulness is provided.
support and development of inaccurate. Information is
ideas may be missing. extremely
limited/incorrect.

EAP Syllabus 13/14
Assessment
Pre-Writing Pack
Task
Student Name . Student ID .
Comments
Final Mark
calculation Plan __________ x 0.4 = __________
Reading and = __________
__________ x 0.4
Reference List
Vocabulary __________ x 0.2 = __________
TOTAL __________
. .

EAP Syllabus 13/14
Teacher Notes: Pre-Writing Pack
It is important that students develop plans which are suitable to their own style of
organisation and information management. No templates have been given as this is a
personal activity. Students should be made aware that providing they address the
criteria, the style in which they do that is not important.
If the essay is short they can produce a plan for each paragraph. Where students are
engaged in producing extended essays of over 1,000 words for example, they may
wish to plan the different sections. However they should be guided to understand
that key paragraphs or paragraphs with complex material might benefit from
planning also.
In teaching students to structure their essays it is a good point at which to teach the
language they need to achieve a logical flow of ideas. Anaphoric and cataphoric
referencing, substitution, cohesive devices and formulaic chunks of language can be
taught here.

EAP Syllabus 13/14
READING TO WRITING TASK ASSESSMENT DOCUMENTS
READING TO WRITING TASK (INT DIP): STUDENT TASK GUIDE
Learning R1, R2, R3, R5, R6, R7, R8, R9, R10, R11
outcomes W1, W4, W5, W6, W8
assessed
100% of IST grade
Weighting
20% of overall grade
Task With the advice of your EAP tutor, choose a written assignment from one
description of your subject modules and locate appropriate texts that will help you to
write your subject assignment. You will need to read extensively around
the subject area and complete the following tasks.
1. Text selection and references
Select five texts related to the subject assignment from a variety
of sources e.g. professional magazines, newspapers, textbooks,
journal articles, online sources. All texts should be of an academic
nature. Produce an accurate reference list for your chosen texts
using Harvard referencing.
2. Justification
Write a justification of why you have chosen the five texts. You
should write approximately 300-400 words in total. Base your
judgment on criteria such as:
1. relevance of each text you have chosen to the subject
assignment
2. source of each text
3. author and date published
4. objectivity and impartiality of author
3. Notes
Make notes in order to identify key points and supporting
evidence. You should use your own words, and your notes should
be concise and relevant. You must make clear where you have
taken your notes from. You will use these notes when you write
your plan.
4. Plan
Make a detailed plan of how you will write your subject
assignment, indicating where and how you will use information
from these texts. Include citations you will use. Your plan should
show the reader how your reading informs the structure and
content of your assignment.
Important
You should state clearly the subject assignment that this task relates to
and give its full title. Make sure you have completed each of the four
tasks and use the headings above to identify each one.
Grading
See attached sheet
Criteria

EAP Syllabus 13/14
READING TO WRITING TASK GRADING CRITERIA

Selection/References/
Notes Plan
Justification
30% 30% 40%
All aspects of an A plus:
All aspects of an A plus: All aspects of an A plus:
Cogent, very detailed and
Notes demonstrate an The plan provides an
A* explicit reasons are given for
exceptional level of engagement exceptionally good blueprint for
80+% selection of text based on
with the assignment topic and writing a good response to the
evaluation of source and
critical awareness. assignment task.
relevance of material.
A Texts selected are academic, Notes demonstrate a high level The plan fully addresses the
70- credible and relevant. of engagement with the subject assignment task.
79% Cogent reasons are given for assignment topic and critical The plan contains a very wide
selection of text based on awareness. range of relevant ideas taken
evaluation of source and Notes correctly identify key from a number of texts.
relevance of material. points and supporting evidence. It is clear how the source texts
The reference list is Notes are accurate, coherent and support the main arguments
complete, accurate and clearly organised. and supporting evidence in the
correctly formatted In-text citations are included and plan.
[Harvard]. are accurate. The plan is clearly and logically
structured.
B Texts selected are academic, Notes demonstrate a very good The plan mostly addresses the
60- credible and relevant. level of engagement with the subject assignment task.
69% Good reasons are given for assignment topic and critical The plan contains a very good
selection of texts based on awareness. range of relevant ideas taken
evaluation of source and Notes correctly identify key from a number of texts.
relevance of material. points and most supporting Most of the source texts
The reference list is complete evidence. support the main arguments
but contains a few minor Notes are accurate, mostly and supporting evidence in the
formatting errors [Harvard]. coherent and clearly organised. plan.
In-text citations are included and The plan is clear and has some
are mostly accurate with minor logical structure.
errors.
C Texts selected are academic, Notes demonstrate a good level The plan generally addresses
50- credible and relevant. of engagement with the the subject assignment task,
59% Sufficient reasons for assignment topic and some although the content may not
selection of text are given critical awareness. be well developed.
and are mostly based on Notes correctly identify most key The plan contains a good range
some critical evaluation of points and some supporting of relevant ideas taken from
source and relevance of evidence. texts.
material. Notes are mainly accurate, with The source texts support the
The reference list is complete some coherence, and are main arguments and some of
but contains several minor reasonably organised. the supporting evidence in the
formatting errors [Harvard]. In-text citations are included and plan.
are mostly accurate with minor The plan is generally clear and
errors. has some logical structure.
D At least some of the texts Notes demonstrate a minimum The plan minimally addresses
40- selected are academic, level of engagement with the the task.
49% credible or relevant. assignment topic. The plan makes sufficient
Some reasons are given for Notes identify some key points reference to ideas taken from
the selection of the texts, and some supporting evidence identified texts.
although some are weak. from the source texts, possibly Identified source texts support
At least some references are with some misunderstanding. some of the main arguments.
given. Some references and Notes are legible and show some The plan has some evidence of
citations are incomplete and signs of coherence and structure and organisation.
incorrectly formatted. organisation.
Some attempt is made at
including in-text citations,
although these may not always
be accurate.
E At least some of the texts Notes demonstrate an The plan does not address the
35- selected are academic, unsatisfactory level of task sufficiently.
39% credible or relevant. engagement with the assignment The plan makes inadequate
Some reasons are given for topic. reference to ideas taken from
the selection of the texts, but Notes identify few key points and identified texts.
are weak or irrelevant. supporting evidence from the Very few of the main
Few references are given. source texts. There is substantial arguments identified are
Most references and citations misunderstanding. supported by source texts.
are incomplete and/or Notes are confusing with limited The plan is unclear and/or has
incorrectly formatted. organisation. little evidence of structure and

EAP Syllabus 13/14
Little attempt is made at organisation.
including in-text citations and
errors predominate.
U Texts selected are insufficient The submission does not contain There is little or no relation
34% and/or inappropriate. citations. between the plan, the texts and
and Reference list is missing The notes have little or no the subject assignment.
under and/or largely inaccurate. relation to the source texts. Ideas may be largely copied
from source texts.
The plan is unclear and
unstructured.

EAP Syllabus 13/14

Assessment
Reading to Writing Task
Task
Student Name . Student ID .
Comments
Final Mark
calculation Selection/
x 0.3
References/ __________ = __________
Justification
x 0.3
Notes = __________
__________
Plan x 0.4
__________ = __________
TOTAL __________
. .

EAP Syllabus 13/14
Reading to Writing Assessment: Teacher Notes
It is important that teachers select a substantial piece of work to relate this

assessment task to. In order to achieve the highest levels students will need to
select a variety of sources and write a detailed plan and this is not possible for
short pieces of writing.
Text Selection
o Students should be encouraged to read extensively in order to select
appropriate sources to support their writing task
o Students will also need to be supported in how to read by skimming
through text in order to select sources which are relevant and appropriate
Notes
o Students can make notes in any way they feel is appropriate. This could
be on a copy of the text, on an electronic copy of the text or in a separate
word document.
o Make sure students get into the habit of paraphrasing as they make notes.
This will help them to avoid plagiarism and will help develop their
vocabulary.
Plan
o In teaching students to structure their essays, it is a good point at which
to teach the language they need to achieve a logical flow of ideas.
Anaphoric and cataphoric referencing, substitution, cohesive devices and
formulaic chunks of language can be taught here. Students can then use
these in writing their assignment.

EAP Syllabus 13/14
ANNOTATED BIBLIOGRAPHY ASSESSMENT DOCUMENTS
ANNOTATED BIBLIOGRAPHY ASSESSMENT: STUDENT TASK GUIDE
Learning W5, W8,

outcomes
assessed R1, R2, R3, R4, R5, R7, R8, R10, R11
Weighting 50% of Reading grade

10% of Overall grade
Task description This assessment will be linked to a subject specific written task.
Your teachers will provide you with a writing task. You need to
prepare to write by finding relevant sources that you will need to
complete the task. When you have found 5 sources you need to:
1. References
Write a reference list which includes all the sources. The list
must be correctly formatted, in alphabetical order and use
accurate Harvard referencing.
For each source provide:
2. Selection
an explanation of your purpose for selecting the text;
explain why you think this might be useful for your
subject assignment. You might consider the following
criteria when assessing each sources potential value:
type and derivation of source
date
relevance of the text type to your assignment
trustworthiness
objectivity
3. Summary
a summary of key points and the authors argument
where relevant
4. Evaluation
evaluate whether the ideas in the text are relevant to
your assignment and explain why or why not. Explain
how you might use the ideas in your assignment e.g. to
support or refute an argument.
Important

EAP Syllabus 13/14
ANNOTATED BIBLIOGRAPHY GRADING CRITERIA
Referencing Selection Summary Evaluation
Weighting 10% 30% 30% 30%
A* Award an A* only when the student has achieved an A grade in all four categories.
80%
A The reference list is An appropriate range of Summaries are Evaluation of ideas
70-79% complete with 5 source types has been accurate, concise from each text is
different sources. selected. Provides a well- and coherently based on sound,
It is accurate and argued rationale for the cover all the main informed criteria
correctly formatted. selection of each source points. relevant to the
which shows an Paraphrasing is assignment. A
awareness of the criteria accurate. detailed indication of
for determining whether a how ideas from the
source is academic, source may
relevant and reliable in contribute to the
relation to a specific assignment is given.
assignment.
B The reference list is Appropriate source types Summaries are Evaluation of ideas
60-69% complete. The list have been selected. accurate, concise from each text is
or the formatting Provides a clear rationale and coherently based on sound,
contains a small for the selection of each cover most of the informed criteria
number of source which shows an main points. relevant to the
individual errors awareness of the criteria Paraphrasing is assignment. A clear
which will still allow for determining whether a mostly accurate. indication of how
sources to be source is academic, ideas from the
located. relevant and reliable in source may
relation to a specific contribute to the
assignment. assignment is given.
C The reference list is A good range of source Summaries are Evaluation of ideas
50-59% complete. The list types has been selected. adequate, but from each text is
or the formatting Provides a partial may not be well- mostly based on
contains a small rationale for each source organised or criteria relevant to
number of recurring selected which shows concise. the assignment.
error types which some awareness of the Paraphrasing may Some indication of
will still allow criteria for selecting rely on word how ideas may
sources to be sources, but some swaps and lexical contribute to the
located. selections may not be chunking. assignment is given.
fully justified.
D The reference list is Source types selected do Summaries Evaluation of ideas
40-49% complete with 5 not reflect a range demonstrate from each text is
different sources. appropriate to the minor general in nature
The list contains assignment. Although misunderstanding and may not be
numerous errors there is some awareness of key points clearly related to the
and error types of the criteria for selecting and/or may be assignment. There is
which still allow sources, the rationale overly long or little indication of
sources to be provided is weak in some poorly organised. how ideas contribute
located. areas. Paraphrasing to the assignment.
relies on original
text.
E The reference list is Sources appear to be Summaries show Only minimal
35-39% incomplete and/or randomly selected. little evaluation of ideas
contains several Demonstrates minimal understanding of which may not be
errors which awareness of the criteria key points. relevant. No
prevent sources for selecting sources. The Paraphrasing indication of how
from being located. rationale provided is relies heavily on ideas from sources
weak. original text. may be used.
U The reference list is Demonstrates little or no Little or no Little or no

34% and incomplete and the awareness of the criteria understanding of evaluation is
under entries are largely for selecting source. the main points or provided.
inaccurate. paraphrasing of
original text.

EAP Syllabus 13/14

Assessment
Annotated Bibliography
Task
Student Name . Student ID
Comments
Final Mark
calculation
Referencing __________ x 0.1 = __________
Selection __________ x 0.3 = __________
Summary __________ x 0.3 = __________
Evaluation __________ x 0.3 = __________
TOTAL __________
. .

EAP Syllabus 13/14
Annotated Bibliography Teacher Notes
Students should be introduced to a range of source types which are relevant to

their subjects, e.g. student textbooks, scholarly books, journal articles, official
reports (e.g. government or NGO white papers, annual reports), newspaper and
magazine articles.
Students should be steered away from general internet sites, e.g. blogs, wikis,
etc unless these are specifically relevant to the subject of their assignment.
Whether or not a text is appropriate is task dependent. For example, normally
travel guidebooks (Lonely Planet, Rough Guide) and websites like Trip Advisor or
Expedia would not be appropriate academic sources, however, a student writing a
marketing assignment on a travel related topic may have legitimate reasons for
citing these sources. It is up to the student to make a case for the text types
they select. You will mark this using the criteria under Selection of Sources.
Initial selection of a source is separate from evaluation of the content of a source.
Students may have a good reason for selecting a source, but find after reading it
that it is not very useful after all.
In this task, summaries should be viewed as scaffolding the evaluation process.
In other words, the process of reviewing the texts to select information for the
summary is a first step in evaluating the usefulness of the text for a particular
assignment. A more experienced reader/writer may reverse the process and
evaluate the text first and then write a summary that is only takes account of
information that is relevant to their assignment. It is expected that most
students on NCUK programmes will not have this level of experience, but it is
useful for teachers to make students aware of the value of making this change of
order as they become more practiced with annotating and summarising texts.
Evaluation of a source is done post-reading and relates to the content of the
source and its relevance to a students assignment type and topic. Evaluation
may include making comparisons with other sources in the annotated
bibliography or with lectures or readings assigned by the subject lecturer. The
student should consider in what way information from the source will contribute
to their assignment, e.g. will the source contribute important information or only
minor details, what might a particular source add that others do not. Students
may choose to abandon a source if they judge it is not relevant to their
assignment. The quality of the evaluation should be marked using the
Evaluation of Sources criteria.
Ensure that your students are aware of the difference between Selection of
Sources and Evaluation of Sources.
What should a summary look like for an annotated bibliography entry?
In order to illustrate what should be included in a summary, it is useful to take the case
of a journal article. These normally already come with a summary in the form of an
abstract. Abstracts are usually about 150-250 words long and provide a bare bones
summary paper of a paper. We are looking for more than the bare bones, but the
framework of the abstract provides a good start which can be filled out with additional
details that would enable someone who has not read the article to understand the key
themes, approaches and conclusions of the original authors. Summaries should be
written in continuous prose and the total length should not exceed 500 words. Original
sources will differ in length. Therefore, the length of each summary should be
proportionate to the length of the original text. Thus, naturally shorter texts will
generate shorter summaries.

EAP Syllabus 13/14
Heres an annotated abstract to illustrate:
This article reports1 results of a longitudinal study of vocabulary breadth

knowledge2 growth, vocabulary fluency development, and the relationship
between the two. We administered two versions of the Vocabulary Levels
Test (VLT; Nation 1983; Nation 1990; Schmitt et al. 2001) to 300 students
at a Chinese university at three different time points over 22 months, with
an interval of 11 months between each administration.3 The first version was
administered in paper format to estimate participants vocabulary breadth
knowledge, and the second in computer format to assess their speed of
meaning recognition. Results indicate4 a significant effect of frequency level
on the rate of vocabulary breadth knowledge growth and vocabulary fluency
development as well as a weak relationship between vocabulary breadth
knowledge and vocabulary fluency that is affected by frequency level.
Findings also suggest that vocabulary fluency development lags behind
vocabulary breadth knowledge growth.5
1. This abstract begins directly by describing the study. The students summary
should begin with a report of the aims of the research. They should explain why
the author(s) felt the topic was useful for or deserving of investigation.
2. The summary should include definitions of key terminology.
3. The summary should report the area(s) of focus for the literature review.
4. The summary could explain why the researchers chose to use this methodology
and these data collection instruments.
5. The summary could include more details about the results.
6. The summary should include a fuller account of the conclusions and implications.

EAP Syllabus 13/14
SUBJECT SPECIFIC ESSAY ASSESSMENT DOCUMENTS
SUBJECT SPECIFIC ESSAY ASSESSMENT: STUDENT TASK GUIDE
Learning W1, W2, W3, W4,W6, W7, W8

outcomes
assessed
Weighting 50% of Writing Grade

You will be given an essay or report by one of your subject teachers
Task description
which will also be assessed for EAP. You will need to complete the
following steps to complete the essay/report:
Read and make notes on any sources you think will be
relevant and useful for your essay
Make a detailed plan of each paragraph/section of your
essay/report
Write your essay in a Word document.
Make sure you refer to the sources that will support your
essay/report by using citations, quotations and paraphrasing
Write a reference list using Harvard referencing system at
the end of your essay or report.
Proofread and edit your work to make sure the spelling and
grammar are accurate.
Present your work correctly formatted in an appropriate
academic style.

EAP Syllabus 13/14
Teacher Notes
You will need to liaise with the subject teachers to choose a piece of written work
which will allow students to achieve the highest levels on the criteria
Science and Engineering reports may not be suitable as they stand, but in
discussion with the subject teachers it may be possible to add a literature
summary or review to these tasks which would allow students to demonstrate the
full range of EAP writing skills. If you are not sure please check with the NCUK
EAP Subject Leader.
Another alternative for Engineering and Science students is to liaise with the
subject teachers to provide an essay task, which while it is not authentic, is
related to the work they are doing in their subjects.
It is recommended that students prepare for this task by completing the pre
Writing Pack task, which will not be assessed but which will allow them to prepare
fully for this task and will result in better quality writing and in particular task
fulfilment and coherence.
Students should be taught how to effectively edit their work and eliminate
common errors.

IFY/INT DIP CONTINUOUS ASSESSMENT WRITING CRITERIA
Citing and Referencing Coherence/Cohesion Vocabulary Grammar

A* At A* level the student addresses Ideas are easy to follow due to the use of A very wide range of vocabulary is used. A wide range of complex
(80-100) all the criteria of an A and in sophisticated organisation within and across Vocabulary is used accurately to convey structures used to very good
addition: paragraphs. precise meaning. effect.
Entirely accurate citations and Referencing and substitution are used with The tone is consistently and naturally Simple and complex structures
referencing. sophistication. academic. are accurate and natural.
Literature is used effectively and Cohesive devices are used skilfully and convey Phrases and collocations are completely Punctuation is used accurately
critically to support the writers precise relationships between ideas. natural. and to good effect.
argument. Paragraphing is used effectively. There are virtually no spelling errors.
Strong links are made between sections where
appropriate.
A In-text quotes/paraphrases are Ideas are easy to follow and are logically A wide range of vocabulary is used with a A wide range of complex and
(70-79) used effectively to support points presented. variety of mid- and low- frequency words simple structures used
made. Referencing and substitution are used effectively and phrases being used. appropriately.
All in-text quotes/paraphrases are Cohesive devices are used naturally within and Vocabulary is used accurately. Simple structures are accurate.
cited though there are minor between paragraphs and sentences. The tone is academic. Complex structures are accurate.
errors in style. Paragraphing is used effectively. Phrases and collocations are natural, though Punctuation is used accurately.
Full references are given with 1-2 Appropriate links are made between sections there are occasional errors in word choice.
minor errors in style. where appropriate. There are only occasional spelling errors.
B In-text quotes/paraphrases are Ideas are easy to follow and there is overall A wide range of vocabulary is used. A range of complex and simple
(60-69) used to some effect. progression. Vocabulary is generally used accurately. structures are used.
Most in-text quotes/ paraphrases Referencing and substitution are used well. The tone is mostly academic. There are a few minor
are cited with only minor errors in Cohesive devices are used within and between Phrases/collocations are mostly natural, inaccuracies in basic structures.
style. paragraphs and sentences. though there are occasional errors in word There is evidence of some
Full references are given though Paragraphing is largely effective. choice. accurate complex structures.
there are 3-4 minor errors in style. Links are made between most sections There are only occasional spelling errors. There are a few minor slips in
where appropriate. punctuation.
C In-text quotes/paraphrases are Ideas are mainly easy to follow and there is clear An adequate range of vocabulary is used Complex structures are
(50-59) attempted, but are not always progression. and some mid- and low-frequency words are attempted and some are
relevant. There is evidence of some cohesion between attempted. accurate.
Some in-text quotes/paraphrases sentences using referencing and substitution. There may be some errors in word There are several minor
are not cited. Cohesive devices are used, but are sometimes formation, word choice and spelling, but inaccuracies in basic structures.
There are some errors in citations repetitive, they do not impede communication. There are minor errors in
and referencing. inappropriate or inaccurate. An academic tone is attempted but may be punctuation.
References are given though there Effectiveness of paragraphing is uneven inconsistent or faulty.
are several minor errors in style. Links between sections are attempted, where There are phrase/collocation errors but they
appropriate, but are not effective. do not impede communication.

EAP Syllabus 2013/14
Citing and Referencing Coherence/Cohesion Vocabulary Grammar
D In-text quotes/ paraphrases are Ideas are not always easy to follow and/or Range of vocabulary is limited. There is Complex structures are
(40-49) limited and/or not relevant. progression may be lacking. repetition of words due to lack of attempted, but are rarely
In-text quotes/paraphrases are Coherence between sentences and paragraphs is vocabulary. Mid- and low-frequency words accurate and / or there is too
poorly cited with some omissions. attempted but is sometimes faulty. and phrases are attempted, but used much reliance on basic
References are inaccurate but Cohesion is attempted but is sometimes faulty. inaccurately. structures.
allow location of the source. Paragraphing is used, but is minimally helpful to Word formation, word choice, and spelling There are errors in basic
the reader. errors are common and cause some strain. structures which sometimes
Links between sections, where appropriate, are The tone is not academic, even though impede communication.
missing. some academic vocabulary is used. There are errors in punctuation.
Phrase/collocation errors cause some strain.
E Chunks of text are copied rather Ideas are not easy to follow. Range of vocabulary is limited. Frequent Complex structures are rare and
(35-39) than being quoted or paraphrased. Cohesive devices are often inappropriate, over- repetition due to insufficient vocabulary if attempted are not accurate.
There is little attempt to cite used or absent. causes strain. There are frequent errors in basic
sources used. Text is repetitive due to lack of referencing or Frequent word formation, word choice, and structures which cause strain for
There are limited and/or incorrect substitution. spelling errors cause strain. the reader.
references which would not allow Paragraphing is attempted, but largely The tone is not academic due to a lack of There are frequent errors in
location of the source. ineffective. appropriate vocabulary. punctuation.
Frequent phrase/collocation errors cause Errors cause some difficulty for
strain. the reader.
U There is extremely limited or no Ideas have no logical organisation. Range of vocabulary is inadequate. Errors in grammar, and
(34 and attempt to cite or reference and/or Cohesive devices are rarely used or are Repetition is frequent and causes severe punctuation predominate.
under) no use of source material. inappropriate. strain.
Paragraphing is attempted, but wholly ineffective Vocabulary errors predominate and impede
or is not attempted. communication.
The tone is inappropriate.
Frequent phrase/collocation errors impede
communication.
Please highlight the relevant criteria in the table above and add any additional comments below. Any additional comments by the 2nd Marker should be highlighted differently.
Additional Comments
1st Marker 2nd Marker Final

Name Name Mark
C&R C V G Final C&R C V G Final

PRESENTATION ASSESSMENT DOCUMENTS

PRESENTATION ASSESSMENT: STUDENT TASK GUIDE
Learning S2, S3, S4, S6, S7
outcomes
assessed
Weighting 50% of Speaking Grade
Task You will prepare and give a timed presentation to your peers and
description teachers based on a topic given by your teacher. In order to do
this you will need to:
Plan your presentation to cover all the key points within the
time limit. You will not be given any extra time and will be
told to stop at the time limit.
Prepare PowerPoint slides to support your presentation.
Follow the accepted guidelines on presenting information on
slides.
Practice your presentation so that you do not need to read
directly from cards/notes. You can keep the cards/notes
with you when you present as you may have to refer to
them.
Make sure you understand your topic well so that you can
answer questions on it.
Give your presentation to your peers and teachers.
At the end of the presentation, allow your audience to ask
questions and answer their questions.
Grading See attached sheet

Criteria

Teacher Notes
Students should be given clear guidelines on the purpose of the presentation in

order to be able to assess Task Fulfilment. Where the presentation is set by the
EAP teacher and not a subject teacher the guidelines should clearly state:
o The purpose of the presentation (e.g. to explain, discuss, analyse etc.)
o The content of the presentation
o The intended audience for the presentation
o The time limit of the presentation ( no more than 10 minutes for IFY and
12-15 minutes for Int. Dip, GD/PMP)
It is vital that students keep to the time limit. There should be an indication to
them when they have one minute remaining and also once they reach the time
limit. Once this is reached the student should be stopped. In order to achieve this
keeping to the time limit, students will need considerable practice. This will
ensure their familiarity with their material and will significantly help their
performance.

NCUK PRESENTATION GRADING CRITERIA
Task Fulfilment/ Organisation Paralinguistic Language

Achievement
A* An extremely informative Excellent organisation. The student appears very confident. Pronunciation is excellent displaying near native
(80-100) presentation. Clear and appropriate verbal Excellent eye contact. speaker like features of sentence stress and
Well-developed signposting between and within Gestures, where used, are highly natural and intonation.
introduction, ideas and sections. effective. Appropriate and sophisticated vocabulary is used
conclusion. Visual aids are entirely relevant, Delivery is fluent and natural with little or no accurately.
No more could clear and easy to follow. reliance on cue cards or the screen text. Grammar is complex and accurate.
reasonably be added. Visual aids are skilfully used Delivery is clearly audible at all times. This is sustained during Q&A session.
throughout the presentation to
support/develop points and
enhance audiences understanding.
A An informative Very well organised. The student appears confident. Pronunciation stress and intonation are excellent.
(70-79) presentation. Clear verbal signposting. Very good eye contact. Excellent use of vocabulary, including academic
Clear introduction, ideas Clear and appropriate visual aids Gestures, where used are natural and vocabulary, used flexibly.
and conclusion. which help the audience follow the effective Grammar includes a range of structures used
Some parts would presentation. Delivery is fluent and natural, though accurately.
benefit from more detail. references to cue cards/screen text are This is sustained during Q and A.
needed.
The presentation is clearly audible.
B Generally informative. Well organised. The student is reasonably confident. Pronunciation, stress and intonation are good.
(60-69) Has an introduction and For the most part, sections have Mostly natural and effective eye contact. Vocabulary is wide, accurate and flexible.
conclusion, but may clear verbal signposting. Mostly natural and effective gestures. A wide range of grammatical structures used with a
over-generalise some Visual aids are mostly appropriate Delivery is generally fluent and natural, but good degree of control.
ideas. and generally help the audience references to cue cards/screen text are There is less complexity/accuracy in the Q&A
May occasionally lose follow the presentation. needed regularly. session.
focus on the task set. Presentation is audible with no strain for the
audience.
C Information may become There is some attempt to organise. The student may not always appear Pronunciation is good despite some errors in
(50-59) unclear or repetitive. There is an attempt to signpost confident. sounds, word/sentence stress and intonation.
Some parts are more sections verbally. Some attempts to make eye contact but may A wide range of vocabulary including academic
developed than others, Visual aids may not always be be unnatural. vocabulary is used but may lack precision.
including the introduction appropriate, but generally do help Some gestures used effectively but may be Complex grammar is attempted, but basic
and/or conclusion. the audience follow the unnatural. sentences are more accurate.
May not fully address the presentation. Reliance on cue cards/screen text means There is significantly less accuracy/complexity in
task set. delivery is not always natural. the Q&A session.
The presentation is generally audible with
little strain for the audience.

Task Fulfilment/ Organisation Paralinguistic Language

Achievement
D Information is unclear There is a lack of organisation. The student seems to lack confidence. Pronunciation is adequate despite errors in sounds,
(40-49) and/or repetitive. Sections are not always clearly Eye contact mainly unnatural. word/sentence stress and intonation.
Introduction and/or signposted verbally. Some of the gestures are awkward and Vocabulary may not always be totally appropriate
conclusion not well- Visual aids are sometimes unnatural. or used accurately.
developed and ideas distracting to the audience. Over-reliance on cue cards/screen text makes Simple sentences are generally accurate and more
need expansion. delivery unnatural. frequent than complex.
Does not fully address Low volume causes strain for the audience. The Q&A session is much less accurate and there is
the task set. some hesitation.
E Does not express any The presentation is not easy to The student is not confident. Pronunciation of sounds and inappropriate
(35-39) clear information. follow. Very unnatural eye contact. word/sentence stress and intonation cause strain at
Presents few ideas, or Sections are not clearly signposted Very unnatural gestures. times.
irrelevant ideas, lacks verbally. There is an over-reliance on cue cards/screen Vocabulary is limited with frequent inaccuracies.
introduction and/or Visual aids distract the audience. text, evidenced by reading whole sentences, Simple sentences are mainly correct and
conclusion. so delivery is not natural. predominate.
Does not adequately The presentation may not be audible. Complex language is attempted but errors cause
address the task. some strain.
Is not of appropriate There is hesitation in the Q&A session as even
length. simple language is accessed.
U The presentation is clearly lacking in adequate preparation.
(34 and The student is reading the majority of the presentation from a script.
under) The audience are not informed or engaged.
May be significantly under/over-length
Please highlight the relevant criteria in the table above and add any additional comments below. Any additional comments by the 2nd Marker should be
highlighted differently.
Additional Comments
1st Marker Name 2nd Marker Name Final Mark
TF O P L Final TF O P L Final

GD/PMP DISSERTATION/PROPOSAL ASSESSMENT CRITERIA
Citing and Referencing Task Fulfilment Coherence/Cohesion Vocabulary Grammar

A* At A* level the student addresses The assignment Ideas are easy to follow due to the use A very wide range of vocabulary is used. A wide range of complex
(80-100) all the criteria of an A and in includes all the of sophisticated organisation within and Vocabulary is used accurately to convey structures used to very good
addition: required sections across paragraphs. precise meaning. effect.
Entirely accurate citations and All sections fulfil their Referencing and substitution are used The tone is consistently and naturally Simple and complex structures
referencing. required function with sophistication. academic. are accurate and natural.
Literature is used effectively and completely and Cohesive devices are used skilfully and Phrases and collocations are completely Punctuation is used accurately
critically to support the writers effectively, with a convey precise relationships between natural. and to good effect.
argument. noteworthy original ideas. There are virtually no spelling errors.
personal voice. Paragraphing is used effectively.
Strong links are made between
sections.
A In-text quotes/paraphrases are The assignment Ideas are easy to follow and are A wide range of vocabulary is used with a A wide range of complex and
(70-79) used effectively to support points includes all the logically presented. variety of mid- and low- frequency words and simple structures used
made. required sections. Referencing and substitution are used phrases being used. appropriately.
All in-text quotes/paraphrases All sections fulfil their effectively. Vocabulary is used accurately. Simple structures are
are cited though there are minor required function Cohesive devices are used naturally The tone is academic. accurate.
errors in style. completely and within and between paragraphs and Phrases and collocations are natural, though Complex structures are
Full references are given with 1-2 effectively. sentences. there are occasional errors in word choice. accurate.
minor errors in style. Paragraphing is used effectively. There are only occasional spelling errors. Punctuation is used
Appropriate links are made between accurately.
sections.
B In-text quotes/paraphrases are The assignment Ideas are easy to follow and there is A wide range of vocabulary is used A range of complex and simple
(60-69) used to some effect. includes all the overall progression. Vocabulary is generally used accurately. structures are used.
Most in-text quotes/ paraphrases required sections Referencing and substitution are used The tone is mostly academic. There are a few minor
are cited with only minor errors All sections fulfil their well. Phrases/collocations are mostly natural, inaccuracies in basic
in style. required function, but Cohesive devices are used within and though there are occasional errors in word structures.
Full references are given though some may not be between paragraphs and sentences. choice. There is evidence of some
there are 3-4 minor errors in completely effective. Paragraphing is largely effective. There are only occasional spelling errors. accurate complex structures.
style. Links are made between most sections There are a few minor slips in
punctuation.
C In-text quotes/paraphrases are The assignment Ideas are mainly easy to follow and An adequate range of vocabulary is used and Complex structures are
(50-59) attempted, but are not always includes all the there is clear progression. some mid- and low-frequency words are attempted and some are
relevant. required sections There is evidence of some cohesion attempted. accurate.
Some in-text quotes/paraphrases Some sections may between sentences using referencing There may be some errors in word formation, There are several minor
are not cited only partially fulfil their and substitution. word choice and spelling, but they do not inaccuracies in basic
There are some errors in required function or Cohesive devices are used, but are impede communication. structures.
citations and referencing. several sections may sometimes repetitive, An academic tone is attempted but may be There are minor errors in
References are given though be only partially inappropriate or inaccurate. inconsistent or faulty. punctuation.
there are several minor errors in effective Effectiveness of paragraphing is There are phrase/collocation errors but they
style. uneven. do not impede communication.
Links between sections are attempted,
but not effective.

Citing and Referencing Task Fulfilment Coherence/Cohesion Vocabulary Grammar

D In-text quotes/ paraphrases are The paper includes all Ideas are not always easy to follow Range of vocabulary is limited. There is Complex structures are
(40-49) limited and/or not relevant. the required sections. and/or progression may be lacking. repetition of words due to lack of vocabulary. attempted, but are rarely
In-text quotes/paraphrases are Some sections are Coherence between sentences and Mid- and low-frequency words and phrases accurate and / or there is too
poorly cited with some completed only paragraphs is attempted but is are attempted, but used inaccurately. much reliance on basic
omissions. mechanically and so do sometimes faulty. Word formation, word choice, and spelling structures.
References are inaccurate but not fulfil their required Cohesion is attempted but is errors are common and cause some strain. There are errors in basic
allow location of the source. function and/or are not sometimes faulty. The tone is not academic, even though some structures which sometimes
very effective. Paragraphing is used, but is minimally academic vocabulary is used. impede communication.
helpful to the reader. Phrase/collocation errors cause some strain. There are errors in
Links between sections are missing. punctuation.
E Chunks of text are copied rather Some sections are Ideas are not easy to follow. Range of vocabulary is limited. Frequent Complex structures are rare
(35-39) than being quoted or missing or contain Cohesive devices are often repetition due to insufficient vocabulary and if attempted are not
paraphrased. inappropriate content. inappropriate, over-used or absent. causes strain. accurate.
There is little attempt to cite The focus of sections is Text is repetitive due to lack of Frequent word formation, word choice, and There are frequent errors in
sources used. often not clear. referencing or substitution. spelling errors cause strain. basic structures which cause
There are limited and/or Paragraphing is attempted, but largely The tone is not academic due to a lack of strain for the reader.
incorrect references which would ineffective. appropriate vocabulary. There are frequent errors in
not allow location of the source. Frequent phrase/collocation errors cause punctuation.
strain. Errors cause some difficulty
for the reader.
U There is extremely limited or no Task has not been Ideas have no logical organisation. Range of vocabulary is inadequate. Errors in grammar, and
(34 and attempt to cite or reference fulfilled. Cohesive devices are rarely used or are Repetition is frequent and causes severe punctuation predominate.
under) and/or no use of source material. inappropriate. strain.
Paragraphing is attempted but wholly Vocabulary errors predominate and impede
ineffective or is not attempted. communication.
The tone is inappropriate.
Frequent phrase/collocation errors impede
communication.
Additional Comments

Name Name Mark
C&R C V G Final C&R C V G Final

EXAM WRITING CRITERIA
Task Fulfilment Coherence/Cohesion Vocabulary Grammar
A* A fully developed answer. Ideas are easy to follow due to the use of A very wide range of vocabulary is used. A wide range of complex
(80-100) A very clear position is sophisticated organisation within and across Vocabulary is used accurately to convey precise structures used to very good
presented. paragraphs. meaning. effect.
Ideas are totally relevant and Referencing and substitution are used with The tone is consistently and naturally academic. Simple and complex structures
fully supported. sophistication. Phrases and collocations are completely natural. are accurate and natural.
Cohesive devices are used skilfully and There are virtually no spelling errors. Punctuation is used accurately
convey precise relationships between ideas. and to good effect.
Paragraphing is used effectively.
A A well-developed answer. Ideas are easy to follow and are logically A wide range of vocabulary is used with a variety of A wide range of complex and
(70-79) A clear position is presented presented. mid- and low- frequency words and phrases being simple structures used
and leads to a full, relevant Referencing and substitution are used used. appropriately.
conclusion. effectively. Vocabulary is used accurately. Simple structures are accurate.
Ideas are relevant, detailed Cohesive devices are used naturally within The tone is academic. Complex structures are
and well supported. and between paragraphs and sentences. Phrases and collocations are natural, though there accurate.
Paragraphing is used effectively. are occasional errors in word choice. Punctuation is used accurately.
There are only occasional spelling errors.
B The answer addresses the Ideas are easy to follow and there is overall A wide range of vocabulary is used. A range of complex and simple
(60-69) task. progression. Vocabulary is generally used accurately. structures are used.
A position is presented and a Referencing and substitution are used well. The tone is mostly academic. There are a few minor
conclusion relates to that Cohesive devices are used within and Phrases/collocations are mostly natural, though there inaccuracies in basic
position. between paragraphs and sentences. are occasional errors in word choice. structures.
Ideas are relevant, detailed Paragraphing is largely effective. There are only occasional spelling errors. There is evidence of some
and supported but with some accurate complex structures.
generalisation. There are a few minor slips in
punctuation.
C Task is addressed. Ideas are mainly easy to follow and there is An adequate range of vocabulary is used and some Complex structures are
(50-59) The position presented is clear progression. mid- and low-frequency words are attempted. attempted and some are
relevant but conclusions may There is evidence of some cohesion between There may be some errors in word formation, word accurate.
be unclear. sentences using referencing and substitution. choice and spelling, but they do not impede There are several minor
Ideas are relevant, and there Cohesive devices are used, but are communication. inaccuracies in basic
is some support, but it is sometimes repetitive, An academic tone is attempted but may be structures.
sometimes simplistic/ inappropriate or inaccurate. inconsistent or faulty. There are minor errors in
repetitive. Effectiveness of paragraphing is uneven. There are phrase/collocation errors but they do not punctuation.
impede communication.
D Generally addresses the task. Ideas are not always easy to follow and/or Range of vocabulary is limited. There is repetition of Complex structures are
(40-49) A position presented, but progression may be lacking. words due to lack of vocabulary. Mid- and low- attempted, but are rarely
conclusions are unclear or do Coherence between sentences and frequency words and phrases are attempted, but accurate and / or there is too
not follow from the points paragraphs is attempted but is sometimes used inaccurately. much reliance on basic
made. faulty. Word formation, word choice, and spelling errors are structures.
Ideas are mostly relevant. Cohesion is attempted but is sometimes common and cause some strain. There are errors in basic
Some parts of the answer are faulty. The tone is not academic, even though some structures which sometimes
not well developed or clearly Paragraphing is used, but is minimally helpful academic vocabulary is used. impede communication.
supported. to the reader. Phrase/collocation errors cause some strain. There are errors in
punctuation.

Task Fulfilment Coherence/Cohesion Vocabulary Grammar
E Does not fully address the Ideas are not easy to follow. Range of vocabulary is limited. Frequent repetition Complex structures are rare
(35-39) question/response is partial. Cohesive devices are often inappropriate, due to insufficient vocabulary causes strain. and if attempted are not
A position is attempted but is over-used or absent. Frequent word formation, word choice, and spelling accurate.
unclear with no conclusion Text is repetitive due to lack of referencing or errors cause strain. There are frequent errors in
drawn. substitution. The tone is not academic due to a lack of appropriate basic structures which cause
Ideas are limited and/or Paragraphing is attempted, but largely vocabulary. strain for the reader.
irrelevant and lack support. ineffective. Frequent phrase/collocation errors cause strain. There are frequent errors in
May focus on details and/ or punctuation.
be a partial response. Errors cause some difficulty for
the reader.
U Does not address the Ideas have no logical organisation. Range of vocabulary is inadequate. Repetition is Errors in grammar, and
(34 and question. Cohesive devices are rarely used or are frequent and causes severe strain. punctuation predominate.
under) No position is presented.. inappropriate. Vocabulary errors predominate and impede
Ideas are irrelevant. Paragraphing is attempted, but wholly communication.
Is significantly below word ineffective or is not attempted. The tone is inappropriate.
count. Frequent phrase/collocation errors impede
communication.
Additional Comments

Name Name Mark
TF C V G Final TF C V G Final

NCUK EXAM SPEAKING CRITERIA
Fluency and Coherence Pronunciation Grammatical Accuracy Vocabulary Use Interactive Communication
A* For A* a student needs to address all the descriptors in an A plus:

(80- Near native speaker like fluency
100) Correct and effective use of idiomatic expressions
A sophisticated and ambitious use of a range of complex grammatical structures
Lack of or only minor errors of vocabulary and grammar
A Communicates with natural Some L1 influence A wide range of structures used A range of vocabulary, including Initiates and develops dialogue
(70-79) rhythm and fluency. individual sounds are including complex and compound some idiomatic language, is used very effectively and
Uses a variety of discourse mostly, but not always, well sentences. for both familiar and unfamiliar appropriately.
markers accurately. formed, with no negative Error free sentences are frequent. topics. Demonstrates good awareness
Some hesitation, but mainly to effect on understanding. Some minor inaccuracies persist. Occasional inappropriate word of turn-taking conventions.
think about topic not language. Sentence stress is used formation and/or collocation. Contributes fully and
Some repetition, but it does not effectively and, for the most Can paraphrase well. effectively and rarely
affect the flow. part, naturally. Chunking is dominates.
appropriate.
Natural intonation is used.
B Communicates fluently in familiar Some individual sounds are There is a mix of simple and Vocabulary is sufficient to discuss Initiates and develops dialogue
(60-69) situations, but there are not well formed, but they do complex structures. both familiar and unfamiliar topics appropriately.
occasional lapses with more not impede understanding. Errors sometimes occur in at length and with some precision. Mostly demonstrates good
complex ideas. Mainly effective sentence complex structures. Some errors occur in word awareness of turn-taking
Generally uses discourse makers stress and chunking with There are a few basic formation and/or collocation, but conventions.
accurately. minor issues. Effective inaccuracies, but these do not these do not cause any strain on Contributes fully and on the
Some hesitation or repetition to intonation mostly employed, impede communication. the listener. whole effectively.
access language or to self- not always naturally. Generally able to paraphrase.
correct.
C Communicates quite fluently in Some individual sounds are There is a mix of simple and Vocabulary is sufficient to discuss Actively participates in
(50-59) familiar situations, but there are not well formed, and cause complex structures, though familiar and non-familiar topics at discussion.
lapses with more complex ideas. occasional strain. complex structures are used with length and make meaning clear. Shows good awareness of turn
Uses a range of discourse Sentence stress and limited flexibility. Errors occur in word formation taking and Contributions to
makers, but with some repetition chunking is not always Errors are more frequent in and/or collocation. discussion are relevant.
and inaccuracies. natural. complex structures. Attempts to paraphrase, or use
Hesitation to access language Intonation is not always There are basic inaccuracies, but circumlocution, though not always
affects the flow. natural and causes these do not impede effectively.
Repetition is to self-correct. occasional strain. communication.
D Does not always communicate Some individual sounds are Complex structures are Vocabulary is adequate to discuss Initiates and develops
(40-49) fluently, speech is slow or too not well formed, and cause attempted but usually contain familiar topics, but range is limited dialogue, though not always
fast. strain. inaccuracies and require for discussion of unfamiliar ones. appropriately.
Inconsistent/inaccurate use of Sentence stress and reformulation. Errors occur in word formation Does not always manage turn-
discourse markers. chunking is not natural and Basic structures generally used. and/or collocation which cause taking conventions effectively.
Hesitation and/or repetition sometimes causes strain. Errors may occasionally cause occasional strain for the listener. Is often dominant or reluctant
persistently affect the flow. Some strain on listener due strain on the listener. Attempts to paraphrase or use to speak.
to unnatural intonation. circumlocution are generally Contributes sufficiently to the
unsuccessful. discussion.

Fluency and Coherence Pronunciation Grammatical Accuracy Vocabulary Use Interactive Communication
E Usually maintains flow of speech. Some individual sounds are Some complex structures are Vocabulary is adequate for familiar Initiates but may fail to
(35-39) Very poor use of discourse not well formed, and cause attempted but generally topics but inadequate for develop dialogue.
markers. misunderstanding. inaccurate. unfamiliar topics. Turn-taking is attempted but
Hesitation and/or repetition Sentence stress used causes Some accuracy using simple Errors in word formation and may break down due to over
significantly affect the flow some strain and chunking is sentence forms but overall errors collocation cause confusion. dominance or reluctance to
causing strain. inappropriate. may cause comprehension Rarely able/Unable to paraphrase speak.
Intonation patterns used problems. or use circumlocution.
cause some strain.
U Unable to keep talking without Problems with individual Only very basic structures are Vocabulary is limited in both Turn-taking regularly breaks
(34 and frequent hesitation or repetition. sounds sentence stress and used. familiar and unfamiliar situations. down.
under) Speech is largely incoherent, intonation make significant Turns are short. Errors in word formation and Rarely contributes to the
causing persistent strain. patches of speech very There are frequent inaccuracies collocation dominate, no meaning discussion, often remains silent
Unable to use discourse markers. difficult to understand. which cause persistent strain on is conveyed. or dominates throughout.
the listener. Not able to paraphrase or use
circumlocution.
Additional Comments
Final
1st Marker Name 2nd Marker Name
Mark
F&C P GA V IC Final F&C P GA V IC Final

Eap

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English for Academic Purposes (EAP)

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1 AIMS OF NCUK EAP SYLLABUS.................................................................. 5

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Date of Version Summary of Main Changes Author/Amended

Changes to Active Reading Task

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Addition of task description for

International Foundation Year (IFY)

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1 AIMS OF NCUK EAP SYLLABUS

EAP is a means of both providing potential universities with an acknowledged English

Students enrolled on an NCUK programme are offered guaranteed placement at an

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Does the Does the

Does the student

Student studies Student studies Student studies

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3 ALLOCATION OF TEACHING HOURS

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4 HOW TO USE THE SYLLABUS

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Textbooks: These have been recommended and core textbooks highlighted. It is

Sample Assessments: Samples of completed and graded continuous

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On successful completion of the module, students will be able to:

R1 read a range of extended, academic, subject-related texts with speed and

On successful completion of the module, students will be able to:

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On successful completion of the module, students will be able to:

On successful completion of the module, students will be able to:

On successful completion of the module, students will be able to:

V1 develop their vocabulary including technical, semi-technical and general academic

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Independent Study Skills

On successful completion of the module, students will be able to:

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The aim of the NCUK EAP examinations is to provide an assessment of students

Continuous Assessment Tasks

Independent Study Tasks

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Generic Assessment Structure

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9 EAP TEACHING GUIDELINES

Teaching should focus on:

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Teaching should focus on:

Listening in authentic university situations can prove to be a significant challenge for

Teaching should focus on:

Focus on extended academic listening to develop skills of note taking and

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Listening texts are an excellent way to introduce and explore aspects of

Teaching should focus on:

Developing an academic vocabulary is at the core of academic language ability.

Teaching should focus on:

developing vocabulary size.

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using monolingual dictionaries and Word Lists as tools to aid independent

pronunciation collocations antonyms

spelling (especially irregular plurals and verbs) pictures

have been very teacher-dependent and a key challenge at a UK university is the

Teaching should focus on: