Abraham Lincoln University Online Education or The Formal Education Discussion All the required information in the attached file. Assignment/Coursework Gen

Abraham Lincoln University Online Education or The Formal Education Discussion All the required information in the attached file.
Assignment/Coursework General Submission Requirements

A.Written work

➢ A signed declaration that the work is your own (apart from otherwise referenced acknowledgements) must be included after the reference page of your assignment

➢ Each page must be numbered.

➢ Where appropriate, a contents page, a list of tables/figures and a list of abbreviations should precede your work.

➢ All referencing must adhere to School/Institutional requirements.

➢ A word count must be stated at the end of your work.

➢ Appendices should be kept to the minimum and be of direct relevance to the content of your work.

➢ All tables and figures must be correctly numbered and labelled.

B.Other types of coursework/assignments

➢ Where coursework involves oral presentations, discussions, poster presentations, etc., specific instructions will be provided by your module leader/team.

&———————————————————————————————————————————————

Rewrite below part just after the References of your assignment.

WORK DECLARATION

I, hereby declare that the uploaded Debate through Turnitin is my own work. I affirm that this has been researched and completed in accordance with the college rules and regulations on plagiarism.

I acknowledge the advice given by the module tutors on proper referencing to avoid plagiarism and the rules on the academic unfair practice.

I acknowledge that I read and understand the plagiarism guide written at the end of this assessment. Any academic misconduct will be handled according to the rules and regulations of the university.

Pg. 5

Version 2

General instructions

Debate must be conducted on or before the due date. The dates of the presentation will be sent to your college email. You need to consult your tutor about the schedule of the presentation. After the presentation, you will sign the attendance sheet as an acknowledgement of the completion of the task.

The only circumstance in which presentation can be conducted late is if a Mitigating Circumstances (MC) form is submitted at the same time. In these circumstances work may be submitted within five (5) working days. Make sure to secure MC form and submit the same to the concerned staff.

Your presentation has a corresponding number of words equivalent. You need to use text, graphics and photos to compensate the equivalent number of words. You need to follow the prescribed structure on your module. Provide the list of sources you used at the last slide of your presentation with proper label ‘References’.

You must ensure that you prepare your work in good faith. Any form of collusion and/or academic unfair practice will be dealt with according to the pertinent rules and regulations of the partner university. Please read carefully the plagiarism guide.

Assessment Details

This Debate comprises 30% of the total assessments marks. This will develop the following skills:

• Communication skills as they will orally present information before the class. Students will be somehow learning the rudiments of formal arguments to prove their points in the topic assigned.

• Writing skills as to the grammatical structure and construction of their speeches.

In addition, the assessment will test the following learning outcomes:

1. Evidence their skills and knowledge of the English Language to level B2 of the Common European Framework of Reference;

2. Use vocabulary and grammatical constructions which are reflected at level B2 of the Common European Framework;

3. Actively and meaningfully take part in debates, discussions and conversations; and

4. Orally present information.

Pg. 5

Version 2

Assessment Task

The debate presentation will be individual. Each student should select a topic where he/she is on agree or disagree side. The debate will last for at least 5 minutes where each student is given the chance to orally present his/her views, discuss his/her opinions, and convince the audience about his arguments on the specific topic.

Guidelines for students:

Each student will do the following:

a. Choose a topic from the list duly approved by your module tutor;

b. Research on the assigned topic through online, articles, newspapers and books prior to the debate;

c. Show evidence of their research by citing on-line references, authors or articles about the topic during the discussions in the class;

d. Express in acceptable grammatical construction through oral speech your individual ideas;

e. Video record all the proceedings of the debate for marking purposes.

Suggested Topics:

1. Educational leaders believe that co-education in the classroom is a good idea for better learning. To what extent do you agree or disagree on this statement?

2. Which is better? Online education or the formal education?

3. Is watching television an effective tool in building the minds of the children? Agree or disagree?

4. Should policemen in Oman be allowed to use deadly weapons. Agree or disagree?

5. Is the use of credit card an advantage or a disadvantage? What is your opinion on this?

6. English language is an international language which is very important to learn. What do you think about this statement?

7. Research skills are highly important for college students. To what extent do you agree on this?

8. Omanisation is one of the solutions to give priority to Omanis to reduce unemployment case. To what extent do you agree or disagree on this statement?

9. To what extent do you agree or disagree that curfew is effective to keep teenagers out of trouble?

10. Should newly wed couple stay in their parents’ house or stayin a separate house. What do you think about this statement ?

Specific Instructions for students on the Debate presentation:

1. Choose one topic listed above and present and discuss your views and opinions.

2. Present your views and opinions on the chosen topicwhether you agree or disagree;

3. Discuss and explain the facts about your argument on the chosen topic with citation;

4. Present evidences on the points of your arguments to prove your side;

5. Summarise the standpoint of your arguments and come up with a conclusion;

6. Video record all the proceedings of your argument or an option to present viaMS Teams live for at least five (5) minutes.

7. Save your video recorded presentation with your name and ID number;

8. Email your video record to your module tutor;

9. Upload online, through turnitin, your write up containing your views and opinions;

10. Follow the outline on how to write your arguments given to you by your module tutor. FACULTY OF BUSINESS AND MANAGEMENT STUDIES
UNDERGRADUATE BUSINESS PROGRAMME
ACADEMIC YEAR 2019-2020, 2nd Semester
July – 2020
Portfolio
Programme Title: BMS, A&F, MM, BE, BIS
Module Title: English Language Proficiency
Module Code: GLT3001
Assessment Method: Debate
Level: 3
Block: 2
Module Credits: 20
Weighting: 30%
Due Date: 23 June 2020
Word Count: NA
Examiner(s): Dr. Ruel, Mr. Ashraf, Ms. Deny
Version: 2
Pg. 1 Version 2
Module Title
English Language Proficiency
Module
Number
JACS Subject Code(s)
and % of each subject
GLT3001
Q330
ASC
Category(ies)
ASC 9
Level (0 – M)
Credits
ECTS Credit
Module Value
% Taught in Welsh
Module Type
3 (0)
20
10
2.0
0
Standard
taught
module
Teaching Period
Pre-requisites
Semester-1 & 2
IELTS 5.0 or equivalent
Module Leader
School(s)
Dr. Ruel Ancheta
Gulf College
Assessment Methods
Assessment Type
General English –
Portfolio (Debate,
Analysis of case study
and Note taking)
Duration/Length of Weighting of Assessment
Assessment Type
Summative
100%
Campus
Mabela
Approximate Date of
Submission
End of course
Aim(s)
1. To raise English to level B2/C1 of the Common European Framework of Reference.
2. To improve students’ skills and competence in listening to, reading, writing, and speaking English.
3. To further students’ awareness of grammatical structures of English.
4. To continue to expand students’ vocabulary in English.
Learning Outcomes
The student should be able to:
1. Evidence their skills and knowledge of the English Language to level B2 of the Common
European Framework of Reference
2. Use vocabulary and grammatical constructions which are reflected at level B2 of the Common
European Framework.
3. Identify and organise information that they have received orally in a variety of contexts including
discussions, interviews, podcasts and lectures;
4. Use spoken English to describe trends, evaluate and summarise information from various
sources;
5. Actively and meaningfully take part in debates, discussions and conversations ;
6. Orally discuss, argue and defend information in accordance to their point of view;
7. Apply the above skills to real life situations through argumentation and debate.
Learning and Teaching Delivery Methods
Teaching will incorporate elements of didactic and student centred methods. A wide variety of
methods consonant with best current ELT practice will be used.
Pg. 2 Version 2
Indicative Content
1. Speaking: Understanding, ordering and presenting of facts, ideas and opinions through spoken
language. Recognition of the differences between speech and oration.
2. Listening: Annotation of salient parts of aural presentations, listening for gist, listening for detail at an
intermediate level.
3. Reading: Reading skills: skimming and scanning for information, location of opinions and or facts,
analysis of bias in simple and some more complex texts.
4. Writing: Analysis and practice of a range of written text types, including instructive, persuasive,
descriptive and informative texts, together with a study of English grammar, syntax and spelling
complex vocabulary.
Recommended Reading & Required Reading
Required Reading:
•
•
•
•
Lebeau, I., Rees, G. (2008). Language Leader Pre-Intermediate, Intermediate & Upper
Intermediate. Harlow: Pearson Education Limited.
Wilson, Ken, Taylor, James et al; (2009) Prospects Intermediate Student’s Book, Macmillan
English, London.
Obee, B. (2006) Grammar Activity Book: A Resource Book of Grammar Games, Cambridge
University Press, Cambridge.
Oxenden, Clive, Latham-Koenig, Christina; (2009). New English File Upper-Intermediate: Oxford
University Press, Oxford.
Recommended Reading:
•
•
•
•
•
•
•
MacCarthy, M. (2017) English Vocabulary in Use Upper-intermediate book with answers:
vocabulary reference and practice
Murphy, R. (2012) English Grammar in Use Book with answers. A self-study reference and
practice book for intermediate learners of English.
Blass, Laurie, Vargo, Mari, Vargo & Folse, Keith S. (2014). Pathways: Reading, Writing and
Critical Thinking 4. Boston, U.S.A; National Geographic Learning: Cengage Learning.
Chase, Becky Tarver. Pathways: Listening, Speaking and Critical Thinking 1. Boston, U.S.A;
National Geographic Learning: Cengage Learning.
Healan, Angela & Gormley, Katrina. (2012). National Geographic: Close-Up Student’s Book B1+.
United Kingdom; HEINLE Cengage Learning.
Islam, Carlos & Steenburgh, Carrie. (2009). A Good Read 3: Developing Strategies for Effective
Reading. Singapore; Reading. Publishing House.
Roberts, Rachael, Gakonga, Joanne & Preshous, Andrew. (2014). IELTS Foundation Student’s
Book. London, United Kingdom; McMillan Publishing.
Access to Specialist Requirements
Use of an IT laboratory
Blackboard VLE materials for use in-class and self-access purposes
Pg. 3 Version 2
Gulf College – Faculty of Business and Management Studies – In academic
Affiliation with CARDIFF SCHOOL OF MANAGEMENT
Assignment/Coursework General Submission Requirements
A.
➢
➢
➢
➢
➢
➢
➢
B.
➢
Written work
A signed declaration that the work is your own (apart from otherwise referenced
acknowledgements) must be included after the reference page of your assignment
Each page must be numbered.
Where appropriate, a contents page, a list of tables/figures and a list of abbreviations should
precede your work.
All referencing must adhere to School/Institutional requirements.
A word count must be stated at the end of your work.
Appendices should be kept to the minimum and be of direct relevance to the content of your
work.
All tables and figures must be correctly numbered and labelled.
Other types of coursework/assignments
Where coursework involves oral presentations, discussions, poster presentations, etc.,
specific instructions will be provided by your module leader/team.
——————————————————————————————————————————————–Rewrite below part just after the References of your assignment.
WORK DECLARATION
I, hereby declare that the uploaded Debate through Turnitin is my own work. I affirm that this has
been researched and completed in accordance with the college rules and regulations on plagiarism.
I acknowledge the advice given by the module tutors on proper referencing to avoid plagiarism and
the rules on the academic unfair practice.
I acknowledge that I read and understand the plagiarism guide written at the end of this assessment.
Any academic misconduct will be handled according to the rules and regulations of the university.
Pg. 4 Version 2
General instructions
Debate must be conducted on or before the due date. The dates of the presentation will be sent to
your college email. You need to consult your tutor about the schedule of the presentation. After the
presentation, you will sign the attendance sheet as an acknowledgement of the completion of the
task.
The only circumstance in which presentation can be conducted late is if a Mitigating Circumstances
(MC) form is submitted at the same time. In these circumstances work may be submitted within five
(5) working days. Make sure to secure MC form and submit the same to the concerned staff.
Your presentation has a corresponding number of words equivalent. You need to use text, graphics
and photos to compensate the equivalent number of words. You need to follow the prescribed
structure on your module. Provide the list of sources you used at the last slide of your presentation
with proper label ‘References’.
You must ensure that you prepare your work in good faith. Any form of collusion and/or academic
unfair practice will be dealt with according to the pertinent rules and regulations of the partner
university. Please read carefully the plagiarism guide.
Assessment Details
This Debate comprises 30% of the total assessments marks. This will develop the following skills:
•
•
Communication skills as they will orally present information before the class. Students will
be somehow learning the rudiments of formal arguments to prove their points in the topic
assigned.
Writing skills as to the grammatical structure and construction of their speeches.
In addition, the assessment will test the following learning outcomes:
1. Evidence their skills and knowledge of the English Language to level B2 of the Common
European Framework of Reference;
2. Use vocabulary and grammatical constructions which are reflected at level B2 of the
Common European Framework;
3. Actively and meaningfully take part in debates, discussions and conversations; and
4. Orally present information.
Pg. 5 Version 2
Assessment Task
The debate presentation will be individual. Each student should select a topic where he/she is on agree or
disagree side. The debate will last for at least 5 minutes where each student is given the chance to orally
present his/her views, discuss his/her opinions, and convince the audience about his arguments on the
specific topic.
Guidelines for students:
Each student will do the following:
a. Choose a topic from the list duly approved by your module tutor;
b. Research on the assigned topic through online, articles, newspapers and books prior to the debate;
c. Show evidence of their research by citing on-line references, authors or articles about the topic during
the discussions in the class;
d. Express in acceptable grammatical construction through oral speech your individual ideas;
e. Video record all the proceedings of the debate for marking purposes.
Suggested Topics:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Educational leaders believe that co-education in the classroom is a good idea for better learning. To
what extent do you agree or disagree on this statement?
Which is better? Online education or the formal education?
Is watching television an effective tool in building the minds of the children? Agree or disagree?
Should policemen in Oman be allowed to use deadly weapons. Agree or disagree?
Is the use of credit card an advantage or a disadvantage? What is your opinion on this?
English language is an international language which is very important to learn. What do you think
about this statement?
Research skills are highly important for college students. To what extent do you agree on this?
Omanisation is one of the solutions to give priority to Omanis to reduce unemployment case. To what
extent do you agree or disagree on this statement?
To what extent do you agree or disagree that curfew is effective to keep teenagers out of trouble?
Should newly wed couple stay in their parents’ house or stay in a separate house. What do you think
about this statement ?
Specific Instructions for students on the Debate presentation:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Choose one topic listed above and present and discuss your views and opinions.
Present your views and opinions on the chosen topic whether you agree or disagree;
Discuss and explain the facts about your argument on the chosen topic with citation;
Present evidences on the points of your arguments to prove your side;
Summarise the standpoint of your arguments and come up with a conclusion;
Video record all the proceedings of your argument or an option to present via MS Teams live for at
least five (5) minutes.
Save your video recorded presentation with your name and ID number;
Email your video record to your module tutor;
Upload online, through turnitin, your write up containing your views and opinions;
Follow the outline on how to write your arguments given to you by your module tutor.
Pg. 6 Version 2
GLT3001 – English Language Proficiency
AY: 2019-2020 / 2nd Semester
Marking Scheme
Question
No.
Description
Marks
Allocated
1.
COMMUNICATION SKILLS – Clear, flawless with conversation-like tone of
speech as reflected in the arguments.
20
2.
LANGUAGE PROFICIENCY – Proper usage of grammar, pronunciation and
vocabulary of words that are effective in the discussion.
20
3.
CRITICAL THINKING – Clear analysis, organisation and delivery of points with
conviction in the discussion of the topic during the rebuttal.
20
EVIDENCE OF INFORMATION – Well-defined ideas presented in the course of
the discussions with stating out references and citations following the
Harvard Referencing Style.
ORGANISATION- ideas presented and discussed are well-organised and
relevant.
4.
5.
Total
20
20
100
Plagiarism
1. Plagiarism, which can be defined as using without acknowledgement another person’s words or
ideas and submitting them for assessment as though it were one’s own work, for instance by
copying, translating from one language to another or unacknowledged paraphrasing. Further
examples of plagiarism are given below:
Use of any quotation(s) from the published or unpublished work of other persons, whether
published in textbooks, articles, the Web, or in any other format, which quotations have not been
clearly identified as such by being placed in quotation marks and acknowledged.
Use of another person’s words or ideas that have been slightly changed or paraphrased to make
it look different from the original.
Summarising another person’s ideas, judgments, diagrams, figures, or computer programmes
without reference to that person in the text and the source in a bibliography or reference list.
Use of services of essay banks and/or any other agencies.
Pg. 7 Version 2
Use of unacknowledged material downloaded from the Internet.
Re-use of one’s own material except as authorised by the department.
2. Collusion, which can be defined as when work that has been undertaken by or with others is
submitted and passed off as solely as the work of one person. This also applies where the work of
one candidate is submitted in the name of another. Where this is done with the knowledge of the
originator both parties can be considered to be at fault.
3. Fabrication of data, making false claims to have carried out experiments, observations, interviews
or other forms of data collection and analysis, or acting dishonestly in any other way.
Plagiarism Detection Software (PDS)
As part of its commitment to quality and the maintenance of academic standards, the University reserves
the right to use Plagiarism Detection Software (PDS), including Turnitin. Such software makes no judgment
as to whether a piece of work has been plagiarised; it simply highlights sections of text that have been
found in other sources.
The use of plagiarism detection software fulfills two functions. The first is to enhance student learning
(i.e. as a developmental tool); the second is to guard against and identify unfair practice in assessment.
Further information and guidance can be found in the University’s policy on the Use of Plagiarism
Detection Software.
Pg. 8 Version 2

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