1. Academic English
Introduction

2. Course communications
WeChat group QR code:
Teaching materials:
Teacher
The fastest way to contact me is through WeChat. You can write to me individually or in the WeChat group.

3. Course outcomes By the end of the course learners should be able to
write a short academic journal article reporting a social science research review, in English
write sentences in an appropriate style
write paragraphs in an appropriate structure
write different article sections (introduction, method, etc.) in an appropriate structure
find appropriate sources and use them in their writing
cite sources appropriately
design and complete a review to an appropriate standard
speak about their social science field, in English

4. UK Quality Code – Master’s degree (from QAA)
Master's degrees are awarded to students who have demonstrated:
a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice
a comprehensive understanding of techniques applicable to their own research or advanced scholarship
originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline
conceptual understanding that enables the student:
to evaluate critically current research and advanced scholarship in the discipline
to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.
Typically, holders of the qualification will be able to:
deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences l demonstrate self-direction and originality in tackling and solving problems, and
act autonomously in planning and implementing tasks at a professional or equivalent level
continue to advance their knowledge and understanding, and to develop new skills to a high level.
And holders will have:
the qualities and transferable skills necessary for employment requiring:
the exercise of initiative and personal responsibility
decision-making in complex and unpredictable situations
the independent learning ability required for continuing professional development.

5. In-class participation
Assessment
10%
In-class participation
65%
Written assignment
25%
Speaking test

6. Assessment 65% writing 25% speaking test 10% in-class participation
2,000 word assignment
25% speaking test
At the end of the course
Around 11 mins (similar to IELTS)
10% in-class participation
Contributing in class
Attendance

7. Hand in final written assignment
Draft timetable
 Week
Topic
Task 1
Introduction & noun-based writing 2
Academic style 3
Assignment & Performing a literature review 4
First 1-1 assignment tutorial
Hand in research plan
6 19/10
Method
7 26/10
8 2/11
Speaking
Hand in Method draft 
9 9/11
Review of Methods writing, sentence structure, citations, Findings sections
10 16/11
Citation, synthesis of sources, connectors
11 23/11
Hedging, caution
Hand in Results/Discussion draft 
12 30/11
Introductions
13 7/12
Conclusions
Hand in Introduction draft 
14 14/12
Abstracts, summary
15 21/12
Second 1-1 assignment tutorial
Hand in full draft
16 28/12
Speaking assessment
Hand in final written assignment

8. Assessment: Written assignment process
First tutorial
At the start of the semester, the student will send an assignment plan to teacher.
First one-to-one tutorial: Teacher will meet student to give feedback on assignment plan and answer any questions.
Teaching
Every few weeks, the student will send part of her written assignment (e.g. Introduction section, …) to teacher.
Teacher will review the writing and make notes of common errors and strengths.
Individual feedback will be written on student’s writing, and sent back to student.
Errors common among several students will inform teaching in the following lessons.
Second tutorial
Towards the end of the semester, student will send a complete draft of her article to teacher.
Teacher will review and write individual feedback on the draft.
After several days, teacher will send this feedback to student.
Student and teacher will meet one-to-one to discuss the feedback, how to improve, and any other questions the student has.
Scoring
A few weeks after teaching has finished, final version of assignment to
Teacher puts assignment through automated plagiarism check. (If clear evidence of plagiarism is found, teacher will recommend to faculty administration that the student receives 0 for the assignment.)
Teacher scores assignments, using two evaluative criteria – language (vocabulary, grammar, discourse, presentation); non-linguistic quality (reasoning, depth of literature review, originality) – each on a scale of 0-5. In most cases, NENU students are expected to score from 2-5.
Scores are adjusted proportionally to conform to the university’s scale. These scores are submitted to faculty administration.

9. Reasons for the course
Help you to use research evidence written in English. You can use this research evidence to
do work in your other courses on your Masters
do your Masters dissertation
improve your teaching, when you are a teacher in future (evidence-based practice)
prepare for a PhD in future
…….
Improve English writing and speaking, which should be useful for
your future career, generally
Doing exchange overseas
Doing a PhD
……..

10. Evaluation of this course
Anonymous comments from students last semester, halfway through the course
9. What do you like about this course?
Yes,I like this course.I think the materials are quite useful for me, even though sometimes I can not catch the class.I also enjoy the discussion environment,which can improve my reflection and thinking speed towards the questions.
It's very practical and useful for me. It does not only provide chances to improve our academic writing ability, but also the speaking, logical thinking and even the strict training for doing research. Your teaching is interesting and student-centered. I can see that before offering this course, you've already well prepared for each step.
I like to work in groups with people. It helps me to socialise with others and learn from them. I also like to speak English in this course. It helps me with my fluency. Systimatic literature review is also a powerful tool and ability in the academic career, so this course is definetly useful to me.

12. What will you review? 3 Options
1. All studies in a field
2. All empirical studies about practice in a field
3. All empirical studies about one particular practice in a field
Match the two abstracts to the three types of review

14. How many articles should you review?
Maybe 5-20

15. Lessons
In lessons, no Chinese. Only speak Chinese if you want to learn how to say it in English, e.g. “How do I say 理论 in English?” If you come to class and speak Chinese, it is a waste of my time. Your promise: “I promise that I will speak only English during lessons on this course.”
At the start of each lesson, your seating will be randomised, so you don’t sit next to the same people every lesson. This will give you chance to work with different people.
I tend to use WeChat and the Internet a lot in lessons. You need to bring your phone with plenty of power. We don’t seem to have wifi in this room, so unfortunately you may have to use your own phone credit. If this is a problem for you, let me know.

16. Plagiarism
No plagiarism. It’s a waste of your time and my time. It will be exposed.
A homework found to be plagiarised will not be graded, and you will lose marks for participation.
A formal assignment found to be plagiarised will result in you receiving 0 for the assignment, and so failing the course.

17. Resources These are some of the resources used on the course
APA 2010 Publication Manual of the American Psychological Association 6th Edition
Bailey 2011 Academic Writing A Handbook for International Students 3rd edition
British Council 2017 ‘English grammar’, British Council website
Morley 2016 Academic Phrasebank
Oshima and Hogue 2006 Writing Academic English - Level 4 4th ed
Petticrew and Roberts 2006 Systematic Reviews in the Social Sciences A Practical Guide
Swales and Feak 2012 Academic Writing for Graduate Students
Wallwork 2011c English for Writing Research Papers
Writefull 2017 Writefull software