EAPB3017
English for Academic Purposes 2
Spring 2017
Coursework Brief
Handout: Teaching week 2
Deadline for Submission: Thursday 27 April 2017 by
2pm (Teaching week 11)
Submit this coursework through the Student Portal
Word Limit: Final task - 900 words (Plus or minus
10%)
Learning outcomes assessed:
Produce elements of a cohesive and coherent researched essay
Listen to an academic lecture whilst taking coherent notes
Read, compare and summarise a number of written academic texts.
This coursework is worth 100% of the total marks for this module.EAPB3017 English for Academic Purposes 2 Spring 2017 Coursework Brief
GSM LONDON Page 1 of 13
Coursework Instructions
Please read carefully
• Carefully read the module handbook, the marking criteria and the grade
descriptors.
Academic Misconduct
You are responsible for ensuring you understand the policy and regulations
about academic misconduct. You must:
• Complete this work alone except where required or allowed by this
assignment briefing paper and ensure it has not been written or composed
by or with the assistance of any other person.
• Make sure all sentences or passages quoted from other people’s work in
this assignment (with or without trivial changes) are in quotation marks, and
are specifically acknowledged by reference to the author, work and page.EAPB3017 English for Academic Purposes 2 Spring 2017 Coursework Brief
GSM LONDON Page 2 of 13
ASSESSMENT GUIDELINES
Portfolio (100% of grade)
What is the English for Academic Purposes 2 Portfolio?
English for Academic Purposes 2 is a core module designed to equip you with the
necessary skills to succeed in your degree programme. Over 10 weeks, you are
required to complete a range of related tasks to the production of an
argumentative essay and demonstrate effective note-taking skills.
Certain tasks will be drafted in tutorials and completed outside of class. In some
tasks, you will be working in groups and you will also be required to exchange
feedback with your classmates about written or oral work.
Tasks will sometimes initially be completed in hard copy but all tasks must be
submitted electronically within the English for Academic Purposes 2 Portfolio,
which can be downloaded from GSM Learn.
Week Table of Contents Page Learning Outcome
1 Where are you now? 2 LO 1, 2 & 3
1 & 10 Personal Development Plan 3 LO 1, 2 & 3
2 – 9 Organising your ideas 4 LO 1 & 3
4 Making notes with confidence 6 LO 2
3 – 8 Developing your arguments 8 LO 1, 2 & 3
6 – 9 Writing your argumentative essay (900 words) 10 LO 1 & 3
10 Getting a First! 11 LO 1 & 3
The argumentative essay explained
What am I writing about?
o This task requires you to write a 900 word argumentative essay on the topic below:
The NHS should be privatised. Discuss.
o Following the PESTLE Framework, focus on the Economic and Social aspects to
develop your arguments in favour of and against this topic.EAPB3017 English for Academic Purposes 2 Spring 2017 Coursework Brief
GSM LONDON Page 3 of 13
What is the structure of an argumentative essay?
o Introduction (150 words) [use evidence/research throughout]
What is your question about?
(give the background to your topic)
Include some detail on the topic
(narrow your focus; what exactly are you focusing on? Who are the key
ideas/ people involved/
organisations etc.?)
What is your opinion of this topic?
(this is your thesis statement)
How are you going to structure your arguments?
(this is the overview of your main arguments)
o Body paragraph 1 – Economic (300 words) [use evidence/research throughout]
Say why this is a key issue.
What is the counter-argument of this issue?
(this is the opinion you do not agree with)
What is the main argument of this issue?
(this is your opinion)
o Why is your argument stronger than the counter-argument?
o What evidence/examples do you have to support this?
What can you conclude from this? What are the implications?
o Body paragraph 2 – Social (300 words) [use evidence/research throughout]
Say why this is a key issue.
What is the counter-argument of this issue?
(this is the opinion you do not agree with)
What is the main argument of this issue?
(this is your opinion)
o Why is your argument stronger than the counter-argument?
o What evidence/examples do you have to support this?
What can you conclude from this? What are the implications?
o Conclusion (150 words) [refer back to key evidence/research]
Give a summary of your key points from your body paragraphs.
Include a summary of your key conclusions from your body paragraphs.
(this is the justification of your opinion)
What would you recommend needs to happen now?
o Reference list (word count is not applicable)
Include a full reference for all the sources you have cited in your text.EAPB3017 English for Academic Purposes 2 Spring 2017 Coursework Brief
GSM LONDON Page 4 of 13
How do I find information?
Below is a suggested reading list to help you get started. You can choose some sources
from the list but 2 of your sources must be from your own research. You are required
to include 4 sources in total.
Useful general websites to explore:
Davis, K., Stemikis, K., Squires, D. & Schoen, C. (2014) Mirror, mirror on the wall:
how the performance of the U.S. health care system compares internationally.
Available at:
http://www.commonwealthfund.org/~/media/files/publications/fundreport/2014/jun/1755_davis_mirror_mirror_2014.pdf (Accessed 22nd
September 2016).
An important study which is widely referred to by other sources. Includes
important economic and social data.
NHS (2016) NHS England: Health and high quality care for all,
now and for future generations. Available at: https://www.england.nhs.uk/
(Accessed 22nd September 2016).
The publications and statistics tabs have links to some useful and interesting
information.
Nuffield Trust (2016) Nuffield Trust: Evidence for better health care. Available
at: http://www.nuffieldtrust.org.uk/ (Accessed 22nd September 2016).
This is a huge site with a lot of up to date research on the NHS. Look at the Data
and Charts tab for lots of useful economic data.
Resources that argue against privatisation
Johnstone, I. (2016). ‘Creeping privatisation of healthcare is damaging the NHS,
study finds’. Independent,28th July. Available at:
http://www.independent.co.uk/life-style/health-and-families/health-news/nhshealth-service-healthcare-privatisation-a7160771.html (Accessed 22nd
September 2016).
Pollock, A. (2014). Privatisation of the NHS. Available at:
http://tedxtalks.ted.com/video/Privatisation-of-the-NHS-%7CAllys;search%3APollock (Accessed 22nd September 2016).
Resource that argues for part privatisation of the NHS
Haldenby, A. (2016). Delivering the 2015 spending review objective of successful
NHS partnerships with the private sector. Reform. Available at:
http://www.reform.uk/wp-content/uploads/2016/07/Delivering-the-2015-
Spending-Review-objective-of-successful-NHS-partnerships-with-the-privatesector.pdf (Accessed 23rd September 2016).EAPB3017 English for Academic Purposes 2 Spring 2017 Coursework Brief
GSM LONDON Page 5 of 13
A Resource that looks at and compares different health care systems
(nationalised, part-privatised and privatised)
HSPM (n.d) European Observatory: The Health Systems and Policy Monitor.
Available at: http://www.hspm.org/searchandcompare.aspx (Accessed 23rd
September 2016).
Glossary
Portfolio
It is a collection of student work that shows evidence of
learning and progress in one or more areas. This
collection “represents a personal investment on behalf of
the student that is evident through the student’s
participation in the selection of the contents….and selfreflection” (Gisselle and Martin-Kniep, 2000).
Learning outcome
Learning outcomes are goals that describe how a
student will be different because of
a learning experience (Suskie, 2009).
Discuss
Investigate or examine by argument; debate; give
reason for and against; examine the implications of the
topic.
End of Assignment BriefEAPB3017 English for Academic Purposes 2 Spring 2017 Coursework Brief
GSM LONDON Page 6 of 13
Marking Criteria
Learning Outcomes for English for Academic Purposes 2
1. Produce elements of a cohesive & coherent
researched essay.
2. Listen to an academic lecture whilst taking coherent
notes.
3. Read, compare & summarise a number of written academic
texts.
Excellent evidence Very good evidence Good evidence Some evidence Insufficient
evidence Little/No Evidence
86 – 100%/First 70+/First 60+/2:1 50+/2:2 40+/Third
30+/Fail
Pass by compensation
possible
16 – 29%/Fail 0 – 15%/Fail
Knowledge and understanding (50%)
A. Have you worked
through the tasks in
this portfolio?
(LO 1, 2, 3)
Includes all required
factual content,
accurately
summarised.
Includes relevant
factual content only.
Includes all required
factual content,
accurately
summarised.
Includes relevant
factual content only.
Includes most
required factual
content, mostly
accurately
summarised.
Includes relevant
factual content only.
Includes most
required factual
content, but with
some gaps or
misunderstandings.
Includes some
irrelevant factual
content.
Includes limited
factual content, with
many gaps or
inaccuracies.
Includes significant
irrelevant factual
content.
Includes insufficient
required factual content,
with significant gaps or
inaccuracies.
Includes substantial
irrelevant factual content.
Includes almost no
required factual
content, and with
very significant
inaccuracies.
Includes mainly
irrelevant factual
content.
Does not include
required factual
content.
Includes entirely
irrelevant factual
content.
B. Have you
paraphrased/
summarized ideas
effectively?
(LO 1, 2, 3)
Very accurate
identification of predefined concepts,
theories and/or
principles,
appropriate to this
level.
Excellent
understanding of
factual and
conceptual material,
relative to this level.
Accurate identification
of pre-defined
concepts, theories
and/or principles,
appropriate to this
level.
Very good
understanding of
factual and
conceptual material,
relative to this level.
Mainly accurate
identification of predefined concepts,
theories and/or
principles, appropriate
to this level.
Good understanding
of factual and
conceptual material,
relative to this level.
Some identification of
pre-defined concepts,
theories and/or
principles,
appropriate to this
level.
Adequate
understanding of
factual and
conceptual material,
relative to this level.
Limited identification
of pre-defined
concepts, theories
and/or principles,
appropriate to this
level.
Limited
understanding of
factual and
conceptual material,
relative to this level.
Very limited or inaccurate
identification of predefined concepts,
theories and/or
principles, appropriate to
this level.
Very limited
understanding of factual
and conceptual material,
relative to this level.
No identification of
pre-defined concepts,
theories and/or
principles,
appropriate to this
level.
No understanding of
factual and
conceptual material,
relative to this level.
No identification of
pre-defined
concepts, theories
and/or principles,
appropriate to this
level.
Demonstrates no
understanding of
factual and
conceptual material
and ideas.
C. Do your portfolio
tasks show
understanding of
the essay writing
process?
(LO 1 & 3)
Effective use of class
materials to develop
knowledge and
understanding.
Effective use of class
materials to develop
knowledge and
understanding.
Mostly effective use
of class materials to
develop knowledge
and understanding.
Adequate use of class
materials to develop
knowledge and
understanding.
Limited use of class
materials to develop
knowledge and
understanding.
Very limited use of class
materials to develop
knowledge and
understanding.
Minimal use of class
materials to develop
knowledge and
understanding.
No use of class
materials to develop
knowledge and
understanding.EAPB3017 English for Academic Purposes 2 Spring 2017 Coursework Brief
GSM LONDON Page 7 of 13
D. Have you
researched and
supported your
ideas with evidence
and examples?
(LO 1 & 3)
Very good
independent reading
and research, beyond
standard texts,
appropriate to this
level.
Good independent
reading and research,
beyond standard
texts, appropriate to
this level.
Reasonable
independent reading
and research, beyond
standard texts,
appropriate to this
level.
Some limited
independent reading
and research, beyond
standard texts,
appropriate to this
level.
Minimal independent
reading and research
beyond standard
texts, appropriate to
this level.
Minimal independent
reading and research,
appropriate to this level.
Limited use of standard
texts.
No independent
reading and research,
appropriate to this
level. Very minimal
use of standard texts.
No independent
reading and
research, or use of
standard texts,
appropriate to this
level.
What we are looking for on this module (Relates to all tasks):
An understanding of the essay writing process (including developing an outline, summarising information, structuring a paragraph, and editing and redrafting your work to achieve an effective final essay);
Inclusion of factual content related to the privatisation of the NHS, using information from either the reading list and/or y our own research.EAPB3017 English for Academic Purposes 2 Spring 2017 Coursework Brief
GSM LONDON Page 8 of 13
Learning Outcomes for English for Academic Purposes 2
1. Produce elements of a cohesive & coherent researched essay. 2. Listen to an academic lecture whilst taking coherent notes. 3. Read, compare & summarise a number of written academic
texts.
Excellent evidence Very good evidence Good evidence Some evidence Insufficient
evidence Little/No Evidence
86 – 100%/First 70+/First 60+/2:1 50+/2:2 40+/Third
30+/Fail
Pass by compensation
possible
16 – 29%/Fail 0 – 15%/Fail
Cognitive and Intellectual Skills (25%)
E. Does your essay
include an
introduction & a
conclusion?
(LO 1 & 3)
Well developed,
relevant introduction
and conclusions.
Relevant introduction
and conclusions.
Mostly relevant
introduction and
conclusions.
Adequate
introduction and
conclusions.
Basic introduction
and conclusions.
Incoherent or irrelevant
introduction and
conclusions.
No introduction and
conclusions. No introduction and
conclusions.
F. Do your body
paragraphs contain
a counterargument,
argument &
evidence/
examples, using
appropriate linking
words?
(LO 1 & 3)
Clearly and logically
structured material.
Well-developed
arguments,
referencing a range of
literature, appropriate
to this level.
Clearly structured
material.
Coherent arguments,
referencing a range of
literature, appropriate
to this level.
Clearly structured
material, with a few
gaps.
Mostly coherent
arguments,
referencing a range of
literature, appropriate
to this level.
Adequately structured
material.
Limited arguments
referencing limited
literature. Includes
personal opinion.
Unevenly structured
material.
Little argument,
mainly descriptive or
personal opinion,
with little reference
to literature.
Incoherently structured
material.
Little or no argument,
entirely descriptive or
personal opinion, with no
reference to literature.
Very incoherently
structured material.
Little or no argument,
entirely descriptive or
personal opinion,
with no reference to
literature.
Very incoherently
structured material.
No argument,
entirely personal
opinion, with no
reference to
sources.
G. Have you used at
least 4 sources (2 of
them can be from
the reading list) &
combined your
sources effectively?
(LO 1 & 3)
Information or data
selected from highly
relevant sources, and
categorised, analysed
or evaluated using a
recommended
format.
Information or data
selected from relevant
sources, and
categorised, analysed
or evaluated using a
recommended format.
Information or data
selected from relevant
sources, and
categorised, analysed
or evaluated using a
recommended format,
with some gaps or
errors.
Information or data
selected, categorised,
analysed or evaluated
with an attempt at
using a recommended
format and with gaps
or errors.
Information or data
poorly selected,
categorised, analysed
or evaluated, and
may not use
recommended
format.
Minimal selection of
information or data, and
little attempt at collation,
categorisation, analysis or
evaluation.
No evidence of the
selection,
categorisation,
analysis or evaluation
of information or
data.
No evidence of the
selection,
categorisation,
analysis or
evaluation of
information or data.
H. Have you made
your opinion clear?
(LO 1, 2, 3)
Relates theory to
practice effectively,
appropriate to this
level.
Relates theory to
practice effectively,
appropriate to this
level.
Relates theory to
practice, appropriate
to this level, but with
some gaps or errors.
An attempt to relate
theory to practice,
appropriate to this
level.
Very limited or
inadequate attempt
to relate theory to
practice.
Theory not related to
practice.
Theory not related to
practice.
Theory not related
to practice.EAPB3017 English for Academic Purposes 2 Spring 2017 Coursework Brief
GSM LONDON Page 9 of 13
What we are looking for on this module (Relates to final task and is informed by Tasks 3, 4 & 5):
The use of an argumentative essay structure with well -developed and connected ideas, logical evaluations and effective integration of sources.EAPB3017 English for Academic Purposes 2 Spring 2017 Coursework Brief
GSM LONDON Page 10 of 13
Learning Outcomes for English for Academic Purposes 2
1. Produce elements of a cohesive & coherent researched essay. 2. Listen to an academic lecture whilst taking coherent notes. 3. Read, compare & summarise a number of written academic texts.
Excellent evidence Very good evidence Good evidence Some evidence Insufficient
evidence Little/No Evidence
86 – 100%/First 70+/First 60+/2:1 50+/2:2 40+/Third
30+/Fail
Pass by compensation
possible
16 – 29%/Fail 0 – 15%/Fail
Graduate: Transferable Employability & Practical Skills (25%)
I. Are you within the
word count?
(LO 1 & 3)
Within word count Within word count Within word count Within 10% of word
count
More than 10%
outside word count
More than 10% outside
word count
More than 10%
outside word count
More than 10%
outside word count
J. Have you checked
for spelling,
grammar and
punctuation
mistakes?
(LO 1 & 3)
Accurate spelling,
grammar,
punctuation,
paragraphing
Accurate spelling,
grammar,
punctuation,
paragraphing
Mostly accurate
spelling, grammar,
punctuation,
paragraphing.
Some mistakes in
spelling, grammar,
punctuation,
paragraphing.
Frequent mistakes in
spelling, grammar,
punctuation,
paragraphing.
Serious mistakes in
spelling, grammar,
punctuation,
paragraphing.
Serious and extensive
mistakes in spelling,
grammar,
punctuation,
paragraphing.
Serious and
extensive mistakes
in spelling,
grammar,
punctuation,
paragraphing.
K. Have you used
appropriate
academic style and
appropriate
vocabulary?
(LO 1 & 3)
Fluent, interesting
writing style,
appropriate to the
assignment
Appropriate visual
presentation,
including font, spacing
for essays
Fluent writing style,
appropriate to the
assignment
Appropriate visual
presentation,
including font, spacing
for essays
Mainly fluent writing
style, appropriate to
the assignment
Mostly appropriate
visual presentation,
including font, spacing
for essays
Writing style is mostly
appropriate but not
always fluent
Inconsistent visual
presentation,
including font, spacing
for essays
Awkward or
inappropriate writing
style
Inappropriate visual
presentation,
including font,
spacing for essays
Poor writing style
Poor visual presentation,
including font, spacing for
essays
Incoherent writing
style
Very poor visual
presentation,
including font,
spacing for essays
Incoherent writing
style
Exceptionally poor
visual presentation,
including font,
spacing for essays
L. Have you included
in-text citations and
a reference list that
follow Harvard
Style?
(LO 1 & 3)
Correct use of
academic
conventions,
references and
bibliography.
Correct use of
academic
conventions,
references and
bibliography.
Mostly correct use of
academic
conventions,
references and
bibliography
Inconsistent use of
academic
conventions,
references and
bibliography.
Inconsistent or
incomplete use of
academic
conventions,
references and
bibliography.
Inaccurate or incomplete
use of academic
conventions, references
and bibliography.
Very inaccurate or no
use of academic
conventions,
references and
bibliography.
No use of academic
conventions,
references and
bibliography.
M. Do you show good
awareness of your
strengths and
weaknesses (skills
audit and PDP
target)?
Insightful reflection
on own strengths and
weaknesses in
relation to defined
professional and
practical skills.
Good reflection on
own strengths and
weaknesses in relation
to defined
professional and
practical skills.
Clear reflection on
own strengths and
weaknesses in relation
to defined
professional and
practical skills.
Some evaluation of
own strengths and
weaknesses in
relation to defined
professional and
practical skills.
Limited reflection on
own strengths and
weaknesses in
relation to defined
professional and
practical skills.
Very limited reflection on
own strengths and
weaknesses in relation to
defined professional and
practical skills.
Minimal evaluation of
own strengths and
weaknesses in
relation to defined
professional and
practical skills.
No evaluation of
own strengths and
weaknesses in
relation to defined
professional and
practical skills.EAPB3017 English for Academic Purposes 2 Spring 2017 Coursework Brief
GSM LONDON Page 11 of 13
(LO 1, 2, 3)
What we are looking for on this module (Relates to all tasks):
Effective use of in-text citations and the inclusion of a reference list; communication of ideas in an academic s tyle with attention to accuracy.EAPB3017 English for Academic Purposes 2 Spring 2017 Coursework Brief
GSM LONDON Page 1 of 13