SPANISH %282013-2014%29

SCHOOL OF MODERN LANGUAGES

SPANISH HANDBOOK - 1 -

SPANISH STUDENT HANDBOOK

Doris Salcedo, Colombia, http://tinyurl.com/386nb4f

Academic Year 2013/2014



WELCOME FROM THE HEAD OF SCHOOL

On behalf of all my colleagues, I would like to welcome you to the School of Modern Languages. Within the School, we offer courses in French, German, Spanish and Chinese (as part of our Applied Languages and Translation degree). In addition, a number of our staff also teach on Film Studies (along with colleagues from Media, Film and Journalism). The School has enjoyed a number of successes in recent years in the areas of teaching and research, both within the University and internationally and a number of colleagues have received awards to celebrate their achievements in teaching and research. In 2005, the School was designated as a national Centre for Excellence in Teaching and Learning (CETL) in the area of multimedia language learning and you use a range of innovative and leading-edge resources and facilities to support your learning as part of your studies with us: a number of these have been developed by our own staff. In addition, in 2011, the University was granted the status of Confucius Institute, one of only a small number of institutes throughout the UK and Ireland with responsibility for promoting Chinese language and culture. The Confucius Institute is responsible for the delivery of Chinese on courses within the School. This is an exciting time for you to study on the many courses we offer. Please remember that we are here to help you on this journey in every way. You will be given an Advisor of Studies who you can call on for any academic or personal advice. All colleagues also have weekly consultation hours and if you have problems, please call in with them during those consultation hours or by appointment. The School Office is located in C108 and Mrs Rosemary Moore and Mrs Rosemary Savage are the secretaries in charge of the office who will be able to help you with enquiries. You will also be asked to elect a student representative for your year group who will be able to pass on your ideas and thoughts about your course. I hope you enjoy all aspects of studying your course this year and wish you every success. Dr David Barr Head of School of Modern Languages



DISCLAIMER

Details of the subject are set out in this Handbook. The University will use all reasonable endeavours to deliver the subject in accordance with this description. However the University does not provide education on a commercial basis and is largely dependent on public and charitable funds, which the University has to manage in a way which is efficient and cost-effective, in the context of the provision of a diverse range of programmes to a large number of students. The University therefore reserves the right to make variations in the content or method of delivery or assessment or other changes if such action is reasonably considered necessary by the University in the context of its wider purposes. The University cannot guarantee complete success in placements being secured for all students. RETENTION OF INFORMATION You are advised that you should retain this Handbook and associated module handbooks for future reference. You may be asked to provide documentary evidence of modules taken and their content by potential employers or in connection with an application to undertake further study. The University can provide such details from its records, but will make a charge to cover the costs involved in conducting searches and supplying information.



CONTENTS Page Spanish Staff 5 Studying Spanish 7 How to Improve your Spanish 8 Student Representation 11 Plagiarism 12 Spanish Modules 15 Year Abroad and the Diploma in International Academic Studies (DIAS)/Diploma in Professional Practice (DPP) 22 Assessment, Progress and Degree Classification 27 Marking criteria 28 Guidelines for Writing Spanish Culture 36 and Society Essays Absence from University 40 Key dates 48



SPANISH STAFF The following staff teach the Spanish modules: Room No Tel No Subject Area(s) Mr Alvaro Jaspe C111 028 7012 4180 Spanish Language & [email protected] Hispanic Studies Mr Jaspe is the Subject Director for Spanish Dr S J Black C112b 028 7012 4581 Spanish Language & [email protected] Hispanic Studies Ms Marta Pérez Hernández C010 028 7012 4587 Spanish Lectora [email protected] Ms Nazaret Pérez Nieto C010 028 7012 4587 Spanish Lectora [email protected] Modern Languages School Office Room C108, South Building Secretarial Staff Mrs Rosemary Moore Room C108 Tel: 028 7012 4636 Email: [email protected]

Mrs Rosemary Savage Room C108 Tel: 018 7012 4142 Email: [email protected] Spanish Noticeboard: Opposite School Office in South Building

mailto:[email protected]








INTRODUCTION ¡Bienvenidos! Whether you are a returning student, or a new addition, we are delighted to have you on board. This handbook should be used as a guide over the coming year, and any new information which you will need will be made available either through Blackboard Learn, or directly from your lecturers. We encourage you to read the inside information, and hopefully it will provide some useful information regarding the modules offered in Spanish, your academic career and specific hints and tips related to essay writing. We would like to remind you that learning a language is cumulative. Therefore, not only is regular attendance at classes necessary to your progress and development, but also you should be making an ongoing effort outside of class to increase your exposure to the language. That may be through intercambios (tandem exchanges) with Spanish speakers who are only delighted to make connections with local, native English speakers; listening to podcasts or live radio streams online; watching films and documentaries in Spanish; listening to Spanish language music; reading books, articles and newspapers; and so on. The potential is enormous and exciting. Open yourself up to new cultures (remember Spanish is not just spoken in Spain) and new possibilities. Best of luck with your new academic year, and make the most of all that the University of Ulster has to offer! Saludos Staff in Spanish



STUDYING SPANISH Spanish can be taken from ‘A’ Level or from ab initio level. It can be studied in a wide variety of combinations:

1 BA Honours Applied Languages and Translation (Spanish/French, Spanish/German)

Spanish may be studied within the four-year BA Honours degree in Applied Languages and Translation. You study two languages (from Spanish, French and German) throughout the four years of the course, plus pick up a THIRD language, Chinese. In addition, you take modules on language studies and e-Learning in the first semester of year one, in the module LAN101 Introduction to Applied Languages. In your second year, you have the opportunity of starting a module in Chinese (or Italian) and taking modules in translating and interpreting, in addition to the normal language modules. The third year of the course is split between the two countries whose language you are studying. In Spain you can choose to study at one of several partner universities: Alicante, Barcelona, Cáceres, Coruña, Granada, Oviedo, Madrid, Murcia, Salamanca, Sevilla, Valencia, Valladolid and Vigo. We also have a link with a Mexican university in Monterrey.

2 Combined Programmes

You may be studying Spanish in combination with another subject. You will take six modules in the first year, normally two selected from each of your subjects. As a language student, you should also take LAN102 and CUS103. At the end of your first year, you continue to study the two main subjects either in a Major-Minor or a Main-Main (i.e. joint) mode. Subjects can be combined either as a major-minor programme (with eight modules taken in the major subject and four in the minor) or a main programme (with six modules – three in each year – taken in each subject). Spanish is available as a major, main and minor option. It may be combined with English, Film Studies, German, History, Journalism, Media Studies or French.

In addition, Spanish may be combined as major and minor with Business Studies and Computing, as a major with Education, and as minor with International Travel and Tourism.

LANGUAGE COURSES IN SPAIN If you start Spanish from scratch you will be encouraged to follow an intensive language course in Spain at the end of your first year. This course is normally in the Centro de Lenguas Modernas attached to the University of Granada or the Curso de español para extranjeros at the University of Santiago and usually takes place in September. Post ‘A’ or ‘H’ Level students who take Spanish as a minor option in a combined programme, with Business Studies or Psychology, normally follow a language course at the University of Granada/Santiago in the summer vacation prior to the beginning of their final year.



HOW TO IMPROVE SPANISH IN YOUR OWN TIME

MEET UP WITH SPANISH STUDENTS ON CAMPUS Since we have ERASMUS exchanges with the Universities of Barcelona, Coruña, Oviedo, Granada, Extremadura (Cáceres), Vigo, Alicante, Madrid, Valencia, Murcia, Salamanca, Seville and Valladolid, there are a substantial number of Spanish students on the Coleraine Campus. You will no doubt meet some of them in class and we would encourage you to get to know them. Put up a notice on the Spanish notice board, or follow up on those Spaniards put up. Organise nights out with your friends and invite Spaniards along. They are as eager to meet locals who will help them out with their English. Organise events and staff would be delighted to help. This is an excellent opportunity to get to know people and practise your Spanish. USE THE LIBRARY AND MMRU

Library resources are good and there is a wide range of material available for the civilization strand of the course. Key texts are placed on short loan to ensure that all students can gain access to them. The library is not just a rich source of course books, there are also novels and poetry books in the LRC, dip in and develop your reading skills. There are a number of Spanish newspapers and magazines in the library (such as El País and Cambio16) and you should make an effort to get into the routine of reading them. There are also films and music in Spanish available through the LRC. Tours are arranged for new students during the induction period, but if you miss them the staff are friendly and open to giving you a quick guided tour on another occasion. Use the library, and find out what is available through their website. There is also audio and video material available to students for individual use in the private study areas of the MMRU and language laboratories in South Building. Audio and video cassettes and DVDs are recorded on a regular basis, and the latest current affairs programmes and documentaries are received and recorded via the satellite dishes. If there is something you feel should be recorded, bought in or available to you discuss it with a staff member. A number of software packages are also available. Some of this material is used in class, but there is a great deal more for students to choose from, and a regular amount of time, possibly an hour a week, should be put aside for this purpose. Remember University is about independent learning supported by highly specialised staff ...take responsibility for your own learning.



FACILITIES IN SOUTH BUILDING A wide range of modern technologies enhance the teaching of Spanish. We are fortunate to possess both audio and video material which is made available to students for individual use in the private study areas of the Multimedia Resources Unit in B216. CDs and DVDs are recorded on a regular basis, and the latest current affairs programmes and documentaries are received and recorded via the Satellite dishes. Students may also watch live satellite television and use the multimedia computers to access their language learning software. The School hosts the Centre for Excellence in Multimedia Language Learning which uses the leading edge multimedia laboratory D030 in South Building. ADMINISTRATION OF THE SUBJECT Spanish is run by the Spanish Subject Committee. Applied Languages and Translation has its own Course Committee. These contain student representatives, normally one for each year of the course. These representatives are elected annually by their fellow students, usually in late October. They keep the various Course/Subject Committees informed about student response to the course and bring to their attention any difficulties or problems which may arise. The Spanish Subject Committee consists of all the members of staff who teach Spanish, as well as the Head of School, Dr D Barr, as well as the Dean of the Faculty of Arts, Professor P Ó Dochartaigh. The Subject Director of Spanish and Chair of the Subject Committee is Mr A Jaspe. He is responsible, in the first instance, for the organisation and management of the subject. The external examiner for Spanish is Dr A Conway, Dublin Institute of Technology. Please note that you must not, under any circumstances, contact the external examiner unless she herself gives written permission to do so. MODULE CO-ORDINATOR Each module has a Module Co-ordinator who has overall responsibility for the module. The main responsibilities of the Module Co-ordinator are:

Planning the module and changes to the module

Co-ordinating and managing teaching on the module

Co-ordinating the examining of the students on the module. In cases where a module is delivered by more than one member of staff, some responsibilities will be shared.

ADVISER OF STUDIES On the day you register at the University, you are assigned to an adviser of studies and an appointment is made for you to see your adviser before teaching commences. The role of the adviser of studies is to advise and help students with any academic or personal difficulties they may have. For example, if you initially find it difficult to understand the timetable, you should contact your adviser for assistance. Similarly, if you wish to change one of the subjects you have opted to study, your adviser of studies will help you complete a module amendment form. Please note, however, that you should normally do this only



during the first week of the semester, or, in exceptional cases, during the second week. Advisers of studies usually indicate in notices put up on their office doors the hours at which they are available to see students, but they can often be located at other times as well. In short, do not hesitate to contact your adviser whenever you want help or guidance on academic or other matters. STUDENT SUPPORT If you encounter problems or difficulties that impact upon your ability to complete academic work, you should discuss these with your adviser of studies or with the Subject Director. If appropriate, you may be asked to complete an EC1 form (Presentation of Extenuating Circumstances). The EC1 form and other forms are available from the Faculty Office (Room C100, South Building) or, more conveniently, from the University’s website (in Adobe format). These may be found by going to the homepage of the University. In the left-hand sidebar, under ‘Information’, click on ‘Current Students’. On that page, click on ‘Useful Forms’, and you will come to a page which lists several forms. Simply click on the form you need and print it off, fill it in and return to your subject director (Mr Jaspe). The ‘Useful Forms’ page’s URL is: http://ulster.ac.uk/academic services/student/forms.html However, if the problem is too serious or too personal to discuss with your adviser, the University has an excellent Counselling Service which is completely confidential and has a number of trained professional counsellors on its staff. Visit the Student Support website for more information at: http://studentsupport.ulster.ac.uk The Faculty Health & Safety Manual may be viewed and downloaded from the following link: http://www.arts.ulster.ac.uk/pdf/Faculty_HS.pdf COMMUNICATION You may contact staff by email, by telephone or by letter. You may also discuss matters with them personally. Members of staff indicate on their office doors the times at which they may be consulted.

In addition, there is a notice board for Spanish on the first floor of University House (C Block). Information for students taking Spanish will also be posted on this board and it is important to check it regularly. Staff may need to communicate with students by letter and it is therefore essential that you notify staff in the Faculty Office in Room C100 if you change your term-time address. Students should also check daily the mail rack outside the Faculty Office on the first floor of University House for communications from staff and external post. Problems? Who to speak to General academic guidance Adviser of Studies Issues relating to module contents Class Tutor Issues relating to module administration Module Co-ordinator

http://ulster.ac.uk/academic%20services/student/forms.html

http://studentsupport.ulster.ac.uk/

http://www.arts.ulster.ac.uk/pdf/Faculty_HS.pdf



Extension requests; failed elements/ Modules; periods of absence; Subject Director resits/resubmissions Significant course related issues Subject Director Registration; module enrolment Faculty Office (Room C100, South Building) If any matter cannot be resolved by following the procedure outlined above, please contact the Head of School, Dr D Barr: Room C109; Tel: 028 7012 4636; Email: [email protected]. STUDENT REPRESENTATION

There are a number of methods through which your views will be heard and any issues of importance to you will be addressed.

Method Purpose Studies Advice For providing guidance on academic and personal process matters; assisting students in addressing problems

affecting the totality of their experience at university. You will be given the name and contact details of your own Adviser of Studies.

Staff/Student Student input to discussions relating to the Consultative - programme of study. You will have an opportunity Committees Course/Subject to elect a Student Year Group Representative from

Committees among your peers.

Online Module To review overall academic effectiveness of every Evaluation module with a view to improvement if appropriate.

This will include seeking student views on the module.

For more information on your rights and responsibilities go to http://ulster.ac.uk/studentcharter ATTENDANCE REQUIREMENTS The Faculty regulations governing attendance at classes stipulate that: “Students who are absent without good cause from more than 25 per cent of their classes for a period of four weeks may be required … to discontinue their studies”. If you are prevented by illness from attending classes or submitting assessment work you must notify your adviser of studies at once and, on your return, give a completed medical report form to your adviser. Staff monitor student attendance closely and experience has shown that academic success is directly related to good attendance.


http://ulster.ac.uk/studentcharter



COURSEWORK DEADLINES Coursework must be submitted by the date specified by the appropriate lecturer. Work handed in after the deadline will not be accepted unless a satisfactory explanation (accompanied, in the case of illness, by a medical certificate) is provided. If you hand in an essay at the Court Room (C001) or at the School Office (C108), you should always obtain a receipt. Marked coursework will be given back to you, but it must be returned to the lecturer concerned prior to the meeting of the Board of Examiners at the beginning of June. PLAGIARISM...IS STEALING SOMEONE ELSE’S IDEAS OR WORDS Plagiarism is the act of taking or copying someone else’s work, including another student’s and presenting it as though it were your own. Typically plagiarists use ideas, texts, theories, data, created artistic artefacts or other material without acknowledgement so that the person considering this work is given the impression that what they have before them is the student’s own original work when it is not. Plagiarism also occurs where a student’s own previously published work is re-presented without being properly referenced. Plagiarism is a form of cheating and is dishonest. There are two kinds of plagiarism. The first is the copying of passages from books, articles or some other source, and attempting to pass them off as your own words. A piece of work containing plagiarised passages will normally receive a mark of zero, and plagiarism may lead to formal disciplinary action against you. Remember that it is not enough to quote a source in a general way at the end of your essay. You must formally and explicitly acknowledge ALL sources at the time that they are used. This is usually done in the form of footnotes. If you use someone else’s ideas or words, reference it, give them credit. You can add to it, elaborate on what they have said and debate with them. If you are in any doubt talk to your lecturers, that’s what we are here for! The second type of plagiarism is related to the presence of Spanish students on campus. While it is important and desirable to get to know these students, you must not get them, or anyone else, to help you write translations, essays or other work. All your work must be written by you in your own words. PLAGIARISM CARRIES SEVERE PENALTIES, RANGING FROM FAILURE IN A MODULE TO DISCIPLINARY ACTION



FRAMEWORK OF PENALTIES FOR PLAGIARISM OFFENCES IN TAUGHT PROGRAMMES

1ST

OFFENCE 2ND

OFFENCE 3RD

OFFENCE 4TH

OFFENCE PLAGIARISM DETECTED SUBSEQUENT TO GRADUATION

Reduction in marks based on exclusion of plagiarised work. Formative interview with module co-ordinator and/or tutor. Where 1st offence is in Master’s Dissertation: Mark of zero. Re-submit. Interview with Head of School and/or Course Director and/or supervisor.

Mark of zero for assignment containing plagiarism. Interview with Head of School and/or Course/Subject Director and/or tutor. Formal letter placed on student file.

Mark of zero for assignment containing plagiarism and maximum mark of 40% (UG) or 50% (PG) for coursework element. Case referred to Dean with recommendation of reprimand and fine not exceeding the maximum amount permitted under the Ordinance on Student Discipline at the time of application of penalty. Formal letter placed on student file.

Mark of zero for module. Case referred to University Disciplinary Committee with recommendation of suspension (1 semester or 1 year as advised by Faculty) or discontinue studies at the University. Outcome placed on student file.

The award may be revoked.

TIMETABLE CLASHES One of the attractive features of taking Spanish within combined programmes is that you can combine it with many different subjects. This means, however, that timetable clashes are more likely to occur than on courses where student choice is more restricted. If you have a clash, please inform both the lecturers concerned in the first week of the semester and endeavours will be made to reschedule classes. The most up-to-date timetable for your course is available at the following link: http://ulster.ac.uk/timetabling CAREER DEVELOPMENT CENTRE (http://careers.ulster.ac.uk) The University has an excellent Careers Centre, which helps students in many ways: individual interviews and advice are given, presentations by firms are arranged and students may also visit companies and organisations such as the Civil Service. Most of these activities are aimed at final-year students but it is advisable to think seriously of your career aims and to visit the office earlier, certainly in your second year. YOUR FUTURE... It is important to have goals. This does not mean you stick rigidly to it, as you may change and the economy might change. The job you may get on graduation may not even exist yet! Goals keep you motivated. Think about what you want to do in the future, discuss it with others, make a plan and be guided by it.

http://ulster.ac.uk/timetabling

http://careers.ulster.ac.uk/



HIGHER EDUCATION ACHIEVEMENT REPORT The University of Ulster is committed to implementing the new Higher Education Achievement Report (HEAR) for all undergraduate students in accordance with national developments. This will be developed from the time you arrive at the University, and it is intended to capture more fully your performance. It will also enable you, in your final year and upon graduation, to present a wider range of achievements to employers and postgraduate tutors, thereby enhancing your employability or opportunities for further study. The HEAR will sit alongside the degree certificate and contain:

A detailed academic record of modules undertaken and marks obtained.

A record of additional achievements, such as in volunteering or representative roles, particular additional University awards, and/or academic or professional prizes.

CAREER PROSPECTS Career prospects for Spanish graduates are excellent. In fact, one survey of first career destinations for university graduates concluded employment prospects for Spanish and other language graduates were among the best of any subject. Among our graduates are the following:

o Conor works in Spain importing whiskey from Ireland o Seana is Head of Spanish in a NI grammar school o Stephanie is an events manager in Belfast o Lynne-Ann works for a major food company that exports to Europe and Latin America o Suzanne owns her own export consultancy company o Mara works in PR for Price Waterhouse Coopers in London o Dearbhaile works for a major recycling company in NI o Mary works in Mallorca for a major tourist agency o Gary runs his own translation agency in the north of Spain o Susan is a Spanish teacher in a NI grammar school o Ciaran is a translator and interpreter for the EU and the NI Assembly

TEACHING AND LEARNING SUPPORT CHARTER There is a lot of very useful information in the University’s student charter which can be accessed at http://www.ulster.ac.uk/quality/qmau/t&lsupportcharter.pdf EDGE AWARD

University of Ulster students of Languages have a number of different opportunities to gain recognition on the EDGE AWARD through activities carried out outside of normal course-related classes. This award is not a pre-requisite for a degree but will enhance a student's employability through recognition of specific extra-curricular activities. In each of First, Second and Final Year language students may complete a short module linked to preparing for a career in languages (e.g. CV writing, job searching, interview technique, etc), and in Second Year all students can gain EDGE AWARD credit for attending the Year Abroad Preparation sessions. The EDGE Award: http://edge.ulster.ac.uk/index.php

http://www.ulster.ac.uk/quality/qmau/t&lsupportcharter.pdf

http://edge.ulster.ac.uk/index.php



SPANISH MODULES FIRST YEAR SEMESTER 1 MODULES SPA101 CRN 65040 SPANISH LANGUAGE AND CULTURE (AB INITIO) 1

This module aims to introduce students rapidly to the fundamentals of Spanish grammar, pronunciation and communication. An oral class will explain and practise the basic sounds and intonation of Spanish. There will be classes devoted to a systematic and comprehensive coverage of basic grammar. Finally, classes using the course book (to be arranged) will train students in the manipulation of the language for communicative purposes. Students will be expected to attend all classes and also to undertake regular preparatory work and independent study. They will be given guidance on techniques for language learning and practice. Module Co-ordinator: Mr A Jaspe Coursework: 100% Credits: 20 Level: 4 SPA103 CRN 65042 SPANISH LANGUAGE AND CULTURE 1 This module aims to consolidate and build on the students’ existing skills in the language. As in the other language modules students will be required to undertake a variety of language tasks and exercises, both written and oral/aural. Much use will be made of authentic video material taken from satellite television. There will be regular text based work to develop comprehension, grammatical awareness and to extend vocabulary. In addition to oral work to develop skills of speaking and understanding, one hour a week will be devoted to a review of grammar. The area studies component will involve a broad introduction to Spain, its geography, its people and their history and customs. Attention will focus on aspects such as the media, the education system, social problems (especially among young people) and prominent aspects of Spanish culture, in particular film. You will be informed about books in the module handout. Module Co-ordinator: Dr S Black Coursework: 100% Credits: 20 Level: 4 LAN102 CRN: 70049 LANGUAGE LEARNING IN ACTION This module gives an introduction to skills required for learning new languages, including multimedia language learning and translation and interpreting practice and theory. Through engagement with industry specialists, the module will look at employment opportunities for languages graduates and the types of skills required by employers. Module Co-ordinator: Dr Jonathan Leakey Coursework: 100% Credits: 20 Level: 4



FIRST YEAR SEMESTER 2 MODULES SPA102 CRN 65041 SPANISH LANGUAGE AND CULTURE (AB INITIO) 2 This module aims to develop and consolidate the skills acquired in SPA101. At both oral and written levels more emphasis will be placed on active manipulation of the foreign language. Module Co-ordinator: Mr A Jaspe Coursework: 50% Examination: 50% Credits: 20 Level: 4

SPA104 CRN 65043 SPANISH LANGUAGE AND CULTURE 2

This module is a continuation of SPA103 and similarly involves regular work in text analysis, essay writing, grammar and oral work. Work in the language laboratory will continue to develop the skills of listening and speaking with the help of authentic video and audio material. This module introduces you to the study of contemporary Latin American society, its geography, its people and their history and customs. Attention will focus on the general aspects of Latin American history, geography and customs giving a broad introduction to current social, political and economic issues. Module Co-ordinator: Dr S Black Coursework: 50% Examination: 50% Credits: 20 Level: 4 CUS103 CRN: 69102 EUROPE SINCE 1989 This module focuses on political developments in France, Germany and Spain since 1989 and also provides an introduction to the European Union. Module Co-ordinator: Dr Jonathan Leakey Coursework: 100% Credits: 20 Level: 4 AB INITIO SUMMER COURSE IN SPAIN Ab initio students normally finish the year with an intensive language course of one month’s duration in Spain. This course is scheduled for the month of September.



YEAR 2 SEMESTER 1 MODULES SPA301 CRN 65051 SPANISH LANGUAGE AND CULTURE 3

The aim of this module is to consolidate and extend the learning acquired in year one and prepare the student for the year abroad. It aims to expand the students’ knowledge of contemporary Spain, focusing, in particular, on the Spanish regions. Module Co-ordinator: Mr A Jaspe Coursework: 100% Credits: 20 Level: 5 SPA310 CRN 65056 SPANISH LANGUAGE AND CULTURE (Ab Initio) 3

This module seeks to ensure a sound knowledge of written Spanish and to extend understanding of important issues in Hispanic society today. The focus is on developing oral/aural, reading and writing skills to a competent level. It concentrates on developing advanced written accuracy and enhanced conversational competence. The module will familiarise students with a range of background studies topics and will provide an opportunity for a high level of study of contemporary Hispanic society and culture. Module Co-ordinator: Mr A Jaspe Coursework: 100% Credits: 20 Level: 5 SPA312 CRN 65058 SPANISH CINEMA This module explores a number of Spanish films, from the quasi-fascist dictatorship of General Franco to the pluralist identity that characterises contemporary Spanish society today. The films are studied both for their formal and narrative technique and in their social, cultural and political contexts. Module Co-ordinator Dr Stanley Black Coursework: 100% Credits : 20 Level 5 CUS301 CRN: 70067 WESTERN EUROPE SINCE THE FIRST WORLD

WAR: THE HISTORICAL CONTEXT This module explores political, social and intellectual history in Western Europe from 1918 to 1968 Module Co-ordinator: Dr David Barr Coursework: 100% Credits: 20 Level: 5

http://www2.ulster.ac.uk/staff/black-2.html



YEAR 2 SEMESTER 2 MODULES SPA302 CRN 65052 SPANISH LANGUAGE AND CULTURE 4

This module includes the same range of language exercises as in SPA301 but at a more advanced level. It aims to develop oral/aural, reading and writing skills to an advanced level within the context of a study of contemporary Latin American history and society, with a particular focus on the principal countries of the region. Module Co-ordinator: Mr A Jaspe Coursework: 50% Examination: 50% Credits: 20 Level: 5

SPA311 CRN 65057 SPANISH LANGUAGE AND CULTURE 4

This module is intended to integrate students who took beginners’ modules in Year One with the rest of students taking Spanish. It aims to build on the semester 1 module SPA310 to develop oral/aural, reading and writing skills to an advanced level within the context of a study of contemporary Hispanic culture and society, with an introduction to the countries of Latin America. Module Co-ordinator: Mr A Jaspe Coursework: 50% Examination: 50% Credits: 20 Level: 5 SPA315 CRN 65060 Spanish Interpretation

In this module students are introduced to bilateral interpreting. Module Coordinator: Dr S Black Coursework: 50% Examination: 50% Credits: 10 Level: 5 SPA316 CRN 65061 Spanish Translation

This module consists of regular exercises in practical translation. Module Co-ordinator: Mr A Jaspe Coursework: 50% Examination: 50% Credits: 10 Level: 5 FLM301 CRN: 62470 MAPPING THE CITY This module explores the filmic appropriation of a major contemporary myth, the City, and broadens students’ knowledge of the different means by which film-makers have reflected and transformed our understanding of the module city, while providing a case-study for the broader topic of film’s relationship to history and cultural memory. It may also appeal to students of other programmes who are interested in contemporary cultural studies (European Studies, Media, Modern Languages). Module Co-ordinator Dr Jenny Mullen Coursework: 100% Credits: 20 Level: 5



Integrated Semester Abroad LAN304 CRN: 69451 Semester 2 Credit Points 60 This module is only available to students taking one language in a main combination. It provides an opportunity to undertake a semester’s study in a European country; to acquire linguistic, cultural and educational skills, and to develop skills of independence, initiative and enterprise. THIRD YEAR (INTERCALARY YEAR) MODULES LAN301 CRN: 67666 INTERCALARY YEAR: PLACEMENT (DPP) This module provides an opportunity to undertake an extended work-placement in France, Germany or Spain; to acquire linguistic, cultural and educational or professional skills, and to develop skills of independence, initiative and enterprise. Module Coordinator: Dr Jonathan Leakey Coursework: 100% Credits: 60 Level: 5 LAN302 CRN: 63024 INTERCALARY YEAR: STUDY (DIAS) This module provides an opportunity to undertake an extended period of study in European countries; to acquire linguistic, cultural and educational skills, and to develop skills of independence, initiative and enterprise. Module Coordinator: Dr Jonathan Leakey Coursework: 100% Credits: 120 Level: 5



FINAL YEAR SEMESTER 1 MODULES SPA501 CRN 65062 SPANISH LANGUAGE AND CULTURE 5 This module is intended to consolidate and expand the students’ command of Spanish, in particular, the accuracy, ease and confidence with which they grasp its complexities and nuances and master a wide variety of registers in writing and speech. The module is also designed to augment the students’ knowledge of contemporary cultural, economic, historical and political issues in Spain. Module Co-ordinator: Dr S Black Coursework: 50% Examination: 50% Credits: 20 Level: 6 SPA513 CRN 65069 DISSERTATION

A directed piece of research on an aspect of Spanish language and/or culture leading to the writing of a 5-6,000 word dissertation in Spanish. Module Co-ordinator: Dr S Black Coursework: 100% Credits: 20 Level: 6

FINAL YEAR SEMESTER 2 MODULES SPA502 CRN 65063 SPANISH LANGUAGE AND CULTURE 6 This module is intended to consolidate and enhance the students’ command of Spanish, in particular, the accuracy, ease and confidence with which they extra space heregrasp its complexities and nuances and master a wide variety of registers in writing and speech. The module is also designed to reinforce the students’ knowledge of contemporary cultural issues in Latin American from the late 20th century onwards. Module Co-ordinator: Dr S Black Coursework: 50% Examination: 50% Credits: 20 Level: 6 SPA502 CRN 69006 SPANISH LANGUAGE 6 This module is for Applied Languages students and is intended to consolidate and enhance the students’ command of Spanish, in particular, the accuracy, ease and confidence with which they extra space heregrasp its complexities and nuances and master a wide variety of registers in writing and speech. Module Co-ordinator: Dr S Black Coursework: 50% Examination: 50% Credits: 10 Level: 6



SPA505 CRN 66681 CONTEMPORARY SPAIN

This module is designed to provide students with an in-depth study of the evolution of Spanish history, culture and politics from the end of the Civil. The historical perspective will be supplemented by key cultural texts including novels, poetry and film studied both in the original and in translation. Module Co-ordinator: Dr SJ Black Coursework: 50% Examination: 50% Credits: 20 Level: 6

SPA513 CRN 65070 DISSERTATION

A directed piece of research on an aspect of Spanish language and/or culture leading to the writing of a 5-6,000 word dissertation in Spanish. Module Co-ordinator: Dr S Black Coursework: 100% Credits: 20 Level 6 LAN511 CRN: 63031 Advanced Translation and Interpreting (Spanish)

This module is intended to provide students with experience of advanced specialist translation and interpretation into and out of Spanish. The module aims to train students in the skills of specialist translation and interpretation with special emphasis in translation on the legal and commercial registers and in interpretation on the discourse of the European Union. Module Co-ordinator: Dr S J Black Coursework: 50% Examination: 50% Credits: 20 Level: 6



INTERCALARY PERIOD IN SPAIN OR MEXICO 1 Applied Languages and Translation

Students taking Spanish within, for example, the BA Honours Applied Languages and Translation (French and Spanish) spend the third year of their course abroad. Usually in the first semester you study at a French university and in the second semester attend a Spanish university. If you study Spanish and German, you would normally spend the second semester in Germany. In Spain you can choose any one of our partner universities: Granada, Valladolid, Cáceres, Alicante, Vigo, Oviedo, Barcelona, Madrid, Murcia, Seville and Salamanca. There are a number of places each year for those students interested in attending university in Monterrey in Mexico. Students wishing to study outside Europe, however, will not be part of the ERASMUS mobility scheme and this may affect the availability of an ERASMUS grant and the level of fees to be paid during the intercalary year.

2 Combined Programmes

Students taking Spanish as a main subject are required to spend an intercalary year in a Spanish-speaking country. Students normally apply for a post as an English-speaking Language Assistant in a Spanish-speaking country. Students taking Spanish and French or German as main subjects in a combined programme are normally required to spend six months in each country, studying at a Spanish and French or German university. It is, however, possible to spend a longer period in one country (working again as a language assistant) and a shorter summer period in another country. Students studying Spanish as a minor option within combined programmes are not required to spend an intercalary year in Spain. However, you are strongly recommended to take a year’s Leave of Absence after the second year of your course and apply for a post as an English-speaking Language Assistant in a Spanish-speaking country, especially if you have started Spanish from scratch at the University.

Students may undertake a placement during the intercalary year, although the placement requires approval by the Subject Director and the Head of School and the placement provider must provide evidence of suitable insurance. Placements that take place outside Europe will not be treated as part of the ERASMUS mobility scheme and this may have financial implications (ineligibility to receive an ERASMUS grant, for example)



DIPLOMA IN INTERNATIONAL ACADEMIC STUDIES (DIAS) or DIPLOMA IN PROFESSIONAL PRACTICE (DPP) Year three of the course is spent abroad and does not contribute directly to your overall degree result but rather is assessed by means of the award of a Diploma in International Academic Studies or a Diploma in Professional Practice. The nature of the DIAS or DPP varies according to the course that you do. For students of BA Hons Applied Languages and Translation or Combined programmes the Diploma consists of three elements:

A full year’s study abroad (one semester in each country)

The writing of a Learner’s Log in the foreign language

An oral examination in each of your languages (this will take place during the intercalary year, either during a visit by a member of staff from Ulster or via Skype).

In some cases, study abroad can be substituted by work placement. The University of Ulster cannot find you a placement though we will give you every assistance we can in your attempt to secure one. A work placement abroad can be a very profitable way of both improving your language skills and gaining useful work experience that will look very good on your CV. You should strongly consider this option but consult fully with your tutors about it. Study Abroad During your period of study abroad at one or two of our partner institutions, you must choose a full complement of modules in that institution. This will normally be calculated not in terms of modules but of credit points (ECTS). A full year’s credit points on the Continent is 60 credit points, 30 per semester. You should aim to choose modules to that value for each semester.

Those students on an Applied Languages combination will attend a university in each of the countries they study for one semester each.

Those students on a Combined or Single Honours Programme who take a language as a major or main subject will spend one full academic year in the country of their main language and study at a university. Such students can also opt for a post as an assistant, see below.

Module Approval Once you have chosen your modules, you should send them for approval on the form provided to:

students on the Combined programmes either your main language tutor (Dr Stanley Black: Spanish; Dr Jonathan Leakey: French; Dr Railton: German)

students on the Applied Languages and Translation programme: to Dr Black You can also inform tutors via email to speed things up. What modules should you choose? That depends on what course you are taking: Applied Languages and Translation: In each country it is expected that at least one module should be in your second language and that additional modules should relate to your main programme of study on the Applied Languages and Translation course. That means that modules in contemporary history, geography and language (translation, grammar, interpretation, etc) are particularly appropriate, as are IT, cinema or literature, for example. But you should also feel free to experiment in perhaps one module with an unusual subject which captures your interest (maybe something on religion, art, gender studies, sociology, politics, etc.)



Combined Programmes: In addition to studying classes in Spanish, French or German, you will be expected to attend classes in modules related to the other subject studied in your combination. You should consult fully with a tutor in your second subject prior to confirming your registration. Attendance You are expected to attend all classes, complete the same assessment as the "local" students and present yourself for all assessments (including examinations). Failure to comply with this may result in the award of a DIAS not being made. A transcript detailing performance in the selected modules will be sent to the University of Ulster and it will normally form part of the final assessment for the award of the DIAS. The Log should be submitted to academic staff at the University of Ulster, Coleraine. Performance is assessed over the year as a whole and Ulster reserves the right to set supplementary work as appropriate. AN UNSATISFACTORY PERFORMANCE IN THE DIPLOMA MAY RESULT IN YOUR NOT BEING ALLOWED TO PROCEED TO FINAL YEAR OF YOUR DEGREE PROGRAMME. Oral A 10-minute oral, involving general conversation in the target language, as well as a discussion of the progress made on your dissertation/project (one oral test for each language) will take place during the intercalary year. Where possible, the oral will be conducted by a member of staff from the University of Ulster when he/she visits all the students on their intercalary year. This is likely to take place around the end of November or May. If it is not possible for a member of staff to visit you, the oral will take place using audiovisual telecommunication software, such as Skype. Learner’s Log Part One: All students will do a learner’s log which will vary in length and focus depending on the programme of study concerned but in all cases the Log will involve a section of observation, reflection and evaluation of your experience in the foreign country and in particular how you are coping linguistically in your new environment. You should note the difficulties you are experiencing and how you attempt to overcome those difficulties. You should also focus on the signs of improvement that you are making. The Log could also have a section dealing with good and bad points about the place you are staying in or the people and institutions you have to deal with. Such information could prove of great interest and benefit to future students and to us as we prepare students for the experience of going abroad. You will be given further guidance about possible areas that might be addressed in this section of the Log, however, as a general guide here are some pointers:

The reflection on your experience should include your observations on your process of integration into the new environment, practical issues such as travel, finding accommodation, handling money, etc.

Initial impressions of the language challenges you face and how you cope with them

Strategies you develop for coping and improving your skills of communication



Thoughts on the nature of the society, differences, similarities, issues and how to overcome them

The log should ideally have a conclusion which sums up in an evaluative way the experience and also the log itself.

The log, however, is largely a reflection of your experience and you should feel free to determine yourself what most of the content is. Part Two: The content of part two of the Learner’s Log will vary according to your programme but will be consistent with the first part. Assistantships: Those who choose to go abroad as an assistant in a school or college can also be awarded the Diploma in Professional Practice (DPP). In their case, the composition of the Diploma will be as follows:

Work Placement and Employer’s Report

Learner’s Log

An oral examination in the foreign language (this will take place during the intercalary year, either during a visit by a member of staff from Ulster or via Skype.

Work Placement report This will be a report in the foreign language in which you describe and evaluate the nature of the experience working as an assistant. It will involve an account, inter alia, of your duties, your function within the teaching activities of the school in general, the nature of your teaching and contribution to the delivery of the curriculum, an assessment of the overall functioning and management of the school, strengths and weaknesses, etc. Approximate length: 1500 words. Employer’s report This must be obtained from your employer and, anyway, is standard procedure for British Council assistantships. Assessment will be on a pass/fail basis. A positive report will entitle you to full marks. A negative report will merit no marks and may, depending on the nature of the comments made by the employer, disqualify you from award of the Diploma. Oral A 10-minute oral, involving general conversation in the target language, as well as a discussion of your experience as an assistant will take place during the intercalary year. The oral will be conducted by a member of staff from the University of Ulster using audiovisual telecommunication software, such as Skype around the end of May. Learner’s Log For those students working as assistants, the Log will be similar to that of the students on Combined programmes, i.e. consist of a section of reflection and observation.



AWARD OF THE DIAS/DPP The DIAS/DPP is awarded on a pass/fail basis. There are three categories of pass: Pass; Pass with Distinction; Pass with Commendation. FINAL SUBMISSION The DIAS/DPP will be awarded on the basis of submission of a folder containing:

Your transcript of marks from the partner institution and/or any supplementary work done in lieu

Final copy of the Learner’s Log

A record of your oral mark (supplied by academic staff)



ASSESSMENT, PROGRESS AND DEGREE CLASSIFICATION The regulations concerning these matters are very complex, and if you feel unsure about them you should consult the official document which was distributed at registration or contact Mr Jaspe (C111) or Dr Barr (C109). The following gives an outline of the major principles but does not replace the Faculty regulations: 1 Most Spanish modules are assessed by 50 per cent coursework and 50 per cent

examination, although Semester 1 modules in Years 1 and 2, as well as some others have 100 per cent coursework. The examinations take place at the end of each semester. To pass a module you need to get a mark of 40 per cent in both the coursework and examination. However, a lower mark in either the coursework or the examination may be accepted if the mark for the failed element is above 35 per cent and the overall mark for the module is 40 per cent or above. For example, a student gaining 35 per cent in the examination will need to score 45 per cent in the coursework in order to pass the module overall.

2 a) You must pass both Spanish modules in your first year if you wish to continue

with Spanish in your second year. Similarly, it is necessary to pass both Spanish modules in Year 2 in order to take the final-year Spanish modules.

b) If you fail a module, you will have to resit the examination or repeat the

coursework or both, and in this case you cannot get a mark of more than 40 per cent in the component you are repeating.

c) If you miss coursework or an examination through no fault of your own, you

will be allowed to submit outstanding coursework or sit the examination at a later date and this will not count as a resit.

3 The final degree result is currently calculated on the basis of your six final-year

marks. To obtain specific degree classes you should have these marks: Class I 70 per cent or above Class IIi 60-69 per cent Class IIii 50-59 per cent Class III 40-49 per cent You should also have at least three final-year marks in the appropriate class.



MARKING CRITERIA FOR LANGUAGE WORK This document is to be considered as a general guide to the process of marking language work. 1 Proficiency in language (including one's native language) can be assessed positively or

negatively: a) Positively, the language user should be able to express clearly, precisely and effectively

a wide range of ideas and feelings on a wide range of subjects, with a good feeling for register and style, and should be able to use creatively all the resources of the language.

b) Negatively, the language user (i) should not make it difficult for the reader or listener to

comprehend him or her, (ii) should not offend the reader or listener by inappropriate tone or register and (iii) should not distract the reader or listener by errors of pronunciation, vocabulary or grammar.

2 These positive and negative qualities can be noted on the levels of: (i) formation of sounds (ii) intonation (iii) rapidity of response and fluency of utterance (iv) spelling and punctuation (v) vocabulary (vi) grammatical structures (vii) textual cohesion (viii) overall textual construction and rhetoric 3 Each of the language exercises used tends to focus primarily on some of these

manifested qualities. For instance: Conversation: avoidance of errors in sound formation and intonation; acquisition of rapid and fluent responses; Oral presentations: avoidance of faults in pronunciation, acquisition of fluent

utterance, mastery of good and appropriate expression of ideas and feelings on the set topic;

Essays and avoidance of errors in spelling, vocabulary and dissertations: grammatical structures, use of suitable expression on level of vocabulary

and structure, appropriate textual cohesion and overall construction; Summaries and avoidance of errors in spelling and vocabulary, use of comprehensions: suitable expression on level of vocabulary and structure, textual cohesion; secondarily textual construction and rhetoric; Translations: primarily avoidance of errors of vocabulary, grammar, tone or register;

effective solution of problems of meaning and idiom; successful combination of good style and accuracy.

4 Some of these exercises also require non-linguistic skills, eg: Essays and gathering, assessment and analysis of relevant information; dissertations: presentation and organisation; Summaries: precise comprehension of original.



5 Given the extreme variety of criteria thus involved in language work, the grade awarded

must involve careful balance between various factors. 6 Moreover, the levels of accuracy, appropriacy and expressive ability that can be

reasonably expected should rise from year to year of the course, with stress increasingly falling on the achievement of the positive rather than the avoidance of the negative.

7 Bearing in mind these factors, the significance of classes may be indicated thus:

A First Class student should have a very high level of mastery of the language and show no serious negative features on levels relevant to the set exercise and at the level expected for the year of the course.

A II(i) student should have a high level of mastery of the language and show few negative qualities in relevant areas.

A II(ii) student will be competent in the language though he or she may show negative qualities in some areas.

A Third Class student should have an adequate level of positive competence overall but may show negative qualities in some important areas.

A student should not pass in language work if his or her use of the target language is so inaccurate or unidiomatic that a native speaker would have serious difficulty in comprehending it.

The grids on the next six pages will help you see how a range of exercises is assessed in the various years of your course.



Year 1:

Languages Descriptors – Level 4 (grammar, translation from Target Language and essays)

First: 80-100 First: 70-79 2.1: 60-69 2.2: 50-59 Third: 40-49 Fail: 35-39 Fail: 0-34

gra

mm

ar

wo

rk

very few mistakes; ability to use grammatical forms and structures correctly; good command of tenses; solid grasp of major syntactical structures

very few mistakes; ability to use the main grammatical forms and structures correctly; good command of tenses; solid grasp of major syntactical structures

few major mistakes; ability to use most grammatical forms correctly; good command of tenses; ability to use major syntactical structures

some major mistakes; ability to use most grammatical forms correctly; ability to use some of the major syntactical structures

many basic mistakes; has problems with many grammatical forms; poor knowledge of syntactical structures

many basic mistakes; has problems with most grammatical forms; very poor knowledge of syntactical structures

very many basic mistakes; has problems with all grammatical forms; no knowledge of syntactical structures

tran

sla

tio

n f

rom

TL

full comprehension of original; renders sense, and idiom of text accurately; shows some appreciation of style; excellent use of native language

full comprehension of original; renders sense and idiom of text accurately; excellent use of native language

good comprehension of original; makes intelligent guesses where lexical gaps exist; renders most of sense and some of idiom of text; good use of native language

fairly good comprehension of original; may leave occasional gaps; renders most of the sense of text; fairly good use of native language

poor comprehension of original; several gaps; renders text inaccurately; poor use of native language

does not understand text; major gaps; fails to make sense of text; very poor use of native language

no understanding of original; major gaps; fails to make any sense of text; extremely poor use of native langue

es

sa

y-w

riti

ng

good basic research; clear and focussed argument; good use of secondary material; very accurate use of TL, with only minor mistakes; excellent presentation

good basic research; clear argument; good use of secondary material; accurate use of TL, with some minor mistakes; excellent presentation

some good research; clear argument; some use of secondary material; mostly accurate use of TL, with some mistakes; very good presentation

some research; mostly clear argument; depends a great deal on secondary material; fair use of TL, with a lot of basic mistakes; good presentation

little research; unclear and incoherent argument; poor use of TL, with several basic mistakes; fair presentation

very little research; unclear and incoherent argument; very poor use of TL, with few correct sentences; poor presentation

no research; no clear argument; very poor use of TL, with consistent major mistakes; poor presentation



Year 1 (continued) Languages Descriptors – Level 4 (oral work, aural comprehension, summary)

First: 80-100

First: 70-79 2.1: 60-69 2.2: 50-59 Third: 40-49 Fail: 35-39 Fail: 0-34

ora

l w

ork

very fluent with a good accent; excellent range of idiom and lexis; minor mistakes of grammar and lexis; able to convey ideas clearly and confidently; top class presentation skills

very fluent with a good accent; excellent range of idiom and lexis; some mistakes of grammar and lexis; ability to communicate ideas clearly; excellent presentation skills

fluent with a good accent; good range of idiom and lexis; several mistakes of grammar and lexis; ability to communicate ideas effectively; good presentation skills

fairly fluent with fairly good accent; limited range of idiom and lexis; several mistakes of grammar and lexis; able to communicate ideas adequately; fair presentation skills

hesitant, with poor accent; very limited range of idiom and lexis; very inaccurate use of grammar and lexis; difficulty in communicating ideas; poor presentation skills

very hesitant, with very poor accent; very limited range of idiom and lexis; inadequate use of grammar and lexis; fails to communicate ideas; poor presentation skills

unable to form a sentence; very poor accent; extremely narrow range of idiom and lexis; little knowledge of grammar; unable to communicate ideas

au

ral

co

mp

reh

en

sio

n

understands most levels and registers of TL on familiar topics; can follow most conversational language at normal speed; can retain and reproduce all the main points of a narrative or argument

understands most levels and registers of TL on familiar topics; can follow most conversational language at nearly normal speed; can retain and reproduce most of the main points of a narrative or argument

understands many levels and registers of TL on prepared topics; can follow most conversational language at reduced speed; can reproduce most of the main points of a narrative or argument

understands some levels and registers of TL on prepared topics; can mostly follow clearly enunciated speech in TL; can reproduce some of the main points of the text

has difficulty with most levels and registers of TL, even on prepared topics; can follow only very slow speech in TL; can recognise and reproduce many words in text listened to

little or no understanding of most levels of TL; can understand some words, but has little understanding of global message

virtually no understanding of any levels of TL; may understand some words, but has no understanding of global message

rés

um

é

understands text very well; can identify the sequence of ideas and structure of the argument; can summarise TL text accurately and coherently in target or native language

understands whole text; can identify sequence of ideas and structure of argument; can provide an accurate summary of TL text in TL or native language

understands most of the text; can identify major ideas and structure of argument; can provide a good summary of text in native language and an adequate one in TL

understands part of the text; can identify some of the major ideas but not overall structure; can provide an adequate summary in native language, but not in TL

understands little of text; has problems identifying discrete ideas; cannot give an adequate summary in either TL or native language

inadequate comprehension of text; can identify several words, but not ideas; unable to provide any kind of summary of text

little or no comprehension of text; cannot understand enough to be able to provide any idea of meaning of text



Year 2

Languages Descriptors – level 5 (grammar, translation, essays)

First: 80-100


gra

mm

ar

wo

rk

no major mistakes; excellent use of grammatical forms and syntax; ability to use a variety of grammatical and syntactic structures

no major mistakes; very good use of grammatical forms and syntax; ability to use grammatical and syntactic structures correctly

few major mistakes; good use of grammatical forms and syntax; ability to use most grammatical and syntactic structures correctly

some major mistakes; inconsistent use of grammatical forms and syntax; generally inaccurate

basic grammar mistakes; poor use of grammar and syntax; very inaccurate and inconsistent; some influence of native language forms and structures

inadequate grasp of grammar and syntax; little grasp of basic structures of the language; strong influence of native language forms &structures

little grasp of grammar and syntax; heavily influenced by native language forms and structures

tran

sla

tio

n

excellent comprehension of original; renders sense, idiom and style of original with some flair; excellent use of native language

excellent comprehension of original; accurately renders sense, idiom and style of original; very good use of native language

good comprehension of original; accurately renders sense and some of the idiom and style of original; good use of native language

fair comprehension of original; renders most of the sense and some of idiom and style of original; correct use of native language

poor comprehension of original; renders most of the sense but little of the idiom or style of original; adequate use of native language

little comprehension of original; some gaps and illogical choice of words; renders little of the sense or idiom of original; inadequate use of native language

very little understanding of original text; several gaps and incoherencies; renders little of the sense of original; poor use of native language

es

sa

y-w

riti

ng

wide research, relevant for the topic; coherent and well developed, fully focussed argument; excellent use of target language, with virtually no mistakes; excellent presentation

wide research; coherent, well developed and focussed argument; excellent use of target language, with only minor mistakes; excellent presentation

good research; coherent and focussed argument; very good use of target language, with few major mistakes; very good presentation

limited research; mainly descriptive, with little coherent analysis; good use of target language, but several major mistakes; good presentation

little or no research; no coherent argument; largely descriptive; poor use of target language; fair presentation

no research; no structure or coherence; inadequate use of target language; poor presentation

no research; inadequate information; incoherent; totally inadequate use of target language



Year 2 (Continued)

Languages Descriptors – Level 5 (oral work, aural comprehension and résumé)

First: 80-100


ora

l w

ork

near native fluency and accent; excellent range of idiom and lexis; no mistakes of grammar or syntax; ability to communicate ideas clearly and confidently; excellent presentation skills

very good fluency and accent; excellent range of idiom and lexis; few mistakes of grammar or syntax; ability to communicate ideas clearly; excellent presentation skills

good fluency and accent; good range of idiom and lexis; ability to speak about a good range of topics with few grammatical errors; very good presentation skills

fluent on some topics, but otherwise limited; correct accent; fair range of idiom and lexis; many errors of grammar and syntax; fair presentation skills

limited fluency; poor range of idiom and lexis; little grasp of grammar and syntax; poor comprehension; weak presentation skills

little or no fluency; little grasp of idiom or lexis; grammar and syntax heavily influenced by native language; little comprehension

unable to express even simple ideas adequately; major difficulty in understanding; incapable of maintaining even basic conversation

au

ral

co

mp

reh

en

sio

n

understands nearly all levels and registers of target language on familiar topics; can follow conversational language at normal speed; can retain and reproduce all the main points of a narrative or an argument

understands most levels and registers of target language on prepared topics; can follow most conversational language at normal speed; can retain and reproduce the main points of text listened to

understands many levels and registers of target language on prepared topics; can follow familiar conversational language; can retain and reproduce most of the main points of the text

understands some levels and registers of target language on prepared topics; can follow clearly enunciated speech in target language; can retain and reproduce some of the main points of the text

has difficulty with most levels and registers of target language; can follow only slow speech in target language; can retain and reproduce many words, but not entire sense of text

little or no understanding of most levels of target language; can understand some words, but little understanding of global message

inadequate understanding of all levels and registers of target language; understands few words, and has no understanding of global message

rés

um

é

understands text perfectly; can identify the sequence of ideas and structure of the argument; can summarise the text accurately and coherently in target or native language

understands text very well; can identify the sequence of ideas and structure of the argument; can provide an accurate summary of text in target or native language

understands most of the text; can identify the major ideas and structure of the argument; can provide a good summary of text in native language; an adequate one in target language

uneven comprehension of text; can identify some of the ideas, but not the overall structure; can provide an adequate summary in native language

little comprehension of text; has difficulty identifying discrete ideas in the text; cannot give an adequate summary in either language

inadequate comprehension of text; can identify key words but not ideas; unable to provide summary of text

little or no comprehension of text; cannot understand enough to give any idea of meaning of text



Year 3/4

Languages Descriptors – (grammar and translation)

First: 80-100

First 70-79 2.1: 60-69 2.2: 50-59 Third: 40-49 Fail: 35-39

Fail: 0-34

gra

mm

ar

wo

rk

minor mistakes; mastery of grammatical forms & syntax; ability to use a wide variety of structures

minor mistakes; excellent grasp of grammar & syntax; accurate; good variety of grammatical forms

very solid grammar and syntax, with a few inaccuracies. limited range of grammatical structures

inconsistent use of grammatical forms; some syntactic weakness; generally inaccurate

poor use of grammar and syntax; very inaccurate, with s basic grammar mistakes

inadequate grasp of grammar and syntax; consistent misuse of all grammatical forms

little or no grasp of grammar or syntax; widespread use of native language forms and structures

Tra

nsla

tio

n f

rom

ta

rge

t

lan

gua

ge

comprehends text completely; renders meaning, idiom & style of original with flair and creativity

comprehends text fully; renders meaning, idiom & style accurately with some originality

comprehends virtually whole text; renders most of the meaning, idiom, and some of the style of original

some gaps in comprehension; renders most of the meaning but little of the idiom and style of the original

large gaps in comprehension; renders some of the meaning of the original, but several mis-translations

little grasp of meaning of original; large gaps in text; does not produce a meaningful text

largely misunderstands original text, with poor use of native language. major gaps in text

Tra

nsla

tio

n in

to ta

rget

lan

gu

age

near native fluency ; renders sense and style of original text with creative touches; only very minor mistakes of grammar or idiom

excellent use of target language; renders sense & style of text with total accuracy; may contain a few minor mistakes of grammar or idiom

very good use of target language; renders virtually all the sense and some of the style of the original; may contain some mistakes of grammar or idiom

conveys most of the meaning, but little of the style of the original; may contain several mistakes of grammar and idiom; incorrect use of register; may contain some gaps

conveys some of the meaning of original, but also many mis-translations; weak grasp of grammar, idiom and syntax

conveys little of the meaning of original; may contain several blanks; very weak grasp of target language, with consistent errors of grammar and syntax

much of the text mistranslated; very poor use of target language; major errors of grammar, idiom and syntax; significant sections left untranslated



Year 3/4 (continued)

Languages Descriptors – Level 3 (orals, essays and dissertations)

First: 80-100 First: 70-79 2.1: 60-69 2.2: 50-59 Third: 40-49 Fail: 35-39 Fail: 0-34

ora

l w

ork

native or near native fluency; near native accent; wide-ranging and sophisticated use of idiom; ability to communicate complex ideas confidently and accurately; excellent presentation skills

near native fluency and accent; wide-ranging use of idiom and lexis; ability to communicate ideas confidently and accurately; excellent presentation skills

very fluent with very good accent; very good use of idiom and lexis; can communicate ideas effectively and accurately; very good presentation skills

quite fluent with fairly good accent; uneven use of idiom and lexis; communicates ideas fairly well; good presentation skills

not very fluent; non native accent; poor use of idiom and lexis; difficulty communicating ideas; fair presentation skills

poor accent and little fluency; very weak use of idiom and lexis; cannot communicate all ideas; poor presentation skills

little or no fluency; poor comprehension; inadequate use of idiom and lexis; unable to communicate effectively; poor presentation skills

essa

y-w

ritin

g

extensive research; perceptive, detailed and well developed argument; original and imaginative; near native command of target language; excellent presentation

extensive research; perceptive, detailed and well developed argument; near native command of target language; excellent presentation

good research; clear and well-developed argument; very good use of target language; good presentation

limited research; descriptive rather than analytical; adequate use of target language; adequate presentation

little or no research; unclear and lacking in coherence; limited and inaccurate use of target language; poor presentation

no research; unclear and incoherent argument; inadequate use of target language; very poor presentation

no research; no clear argument or ideas; very poor use of target language; inadequate presentation

dis

se

rtatio

n

extensive research, some of it original; well-developed; fully focussed and convincing argument; original and analytical treatment of subject; error-free language, with a high degree of near native fluency; excellent written style; excellent presentation

extensive research; well-developed, focussed and convincing argument; good analysis of subject; error-free language with near native fluency; wide range of idiom and lexis; excellent presentation

good research from different sources; clear, focussed argument mostly convincing; good level of analysis; accurate and idiomatic use of language; good presentation

limited research; descriptive rather than analytical; uncritical use of sources; good use of language in most areas; good presentation

inadequate and limited research; largely descriptive; poorly focussed; use of language mostly weak; adequate presentation

little or no research; sources not acknowledged; confused or contradictory argument; very poor use of language; inadequate presentation

no research; no coherent argument; totally inadequate use of language; very poor presentation



GUIDELINES FOR WRITING SPANISH CULTURE AND SOCIETY ESSAYS 1 Presentation a) All essays should contain a title page. On this page students should write their name

in the top left hand corner and their course in the top right hand corner. The title of the essay should be written in the centre of the page. In the bottom left hand corner of the page students should write the module number; in the bottom right hand corner they should write the date on which the essay was submitted.

b) Please leave a generous margin of 1½ inches on the left hand side of each page so

that the lecturer can write comments in it. 2 Bibliography You should attach a bibliography to every essay you write. This is a list of the books or articles you consulted in writing the essay. Essays will not be marked unless a bibliography has been provided. Presentation of an essay is important. You must always acknowledge your sources. This includes any material you have used for the preparation of the essay, from books, material sourced online, articles, films, television programmes, letters, interviews and so on. Acknowledge those you directly quote and those you paraphrase. If you have read it, if ideas or quotations have gone into the essay acknowledge it. As you research take notes of where you got the reference: page numbers, authorship, date and place of publication, and any other relevant information. You need two forms of referencing: Bibliography (also called Works Cited) and references in the text of your essay. There are several methods of referencing so decide on one method and stick to it. Consistency is the key. The method here follows the Modern Language Association (MLA) style. There is also the Harvard style (much favoured by Business publications) and the Chicago style, among others. There are reference books in the library which explain each of these. in Bibliographies list all works in alphabetical order - according to the author's surname. In the case of one or more authors write these in the order it is written in the text. You only put the surname first in the case of the first author. For the co-authors write their names the normal way (i.e. first name followed by surname). If it is an anonymous work, list according to the main word of the title. For Books: 1. Author(s)'s name putting the surname first 2. Title of book, in italics 3. Name of editor, translator, or compiler (if applicable) 4. Edition used (if applicable) 5. Number of Volumes (if applicable) 6. Place of publication: Name of publisher, and Date. For articles: 1. Author(s)'s name, surname first 2. Title of article, in quotation marks 3. Name of journal italicised 4. Volume number of journal 5. Issue number of journal 6. Year in parenthesis 7. Page numbers i.e. the first and final page: e.g. pp.21-34 or just 21-34.



Examples: Books: Gellhorn, Martha. The Face of War. London: Granta Books, (1959) 1998. Humm, Peter et al., eds. Popular Fictions. London: Methuen, 1987. Peck, John and Martin Coyle. The Student's Guide to Writing: Grammar, Punctuation and Spelling. Hampshire: Palgrave, 1999. Articles in journals: Kolodny, Annette. "The Feminist as Literary Critic." Critical Inquiry 2 (1975): 822- 32. For articles in newspapers: Álvarez, Robert. “Gasol se gana la eternidad” El País. Martes 16 de junio de 2009, 54. NB in SPANISH you only capitalise the first word and proper nouns. For interviews: Boland, Eavan. Personal interview. 14 June 1991. For films: Todo sobre mi madre, Spain, 1999, Pedro Almodóvar. For websites: Include the full address and the date on which you read or downloaded the information, as websites may change or be removed. If possible also include author and title of article and webpage. Matta Gallery. “Art by Wifredo Lam (1902-1982)”. http://www.matta-art.com/lam/lam.htm. Date accessed 22nd June 2009. Parenthetical references: When you make reference to or quote directly from another you must show in your essay exactly where you have done so. This is done by either parenthetical reference or footnotes. For example: For him it became ‘an exact image of our rapidly changing society, particularly in relation to its youth’ which exhibited an ‘indifference to any standards or earlier terms of reference’ (Melly, 7). If you make reference to the author's name in the essay there is no need to place it in parenthesis. For example:

For Melly it became ‘an exact image of our rapidly changing society, particularly in relation to its youth’ which exhibited an ‘indifference to any standards or earlier terms of reference’ (7).

When using several texts by the same author you should mention the text in your reference. For example:

It can be argued that Dicken's Hard Times is ultimately "more a symptom of the confusion of industrial society than an understanding of it" (Williams, Culture and Society 107).

You may use footnotes instead of parenthetical references, for how to use these, see below.

http://www.matta-art.com/lam/lam.htm



3 Essay style a) Essays should contain an introduction, the main body of the essay and a conclusion.

In the introduction you should ‘set the scene’ for the essay and pose the questions you intend to discuss, but avoid repeating the essay title. In the introduction you should also ‘define’ any terms in the question which are open to different interpretations. The introduction should not normally be shorter than half a page of A4 paper and not longer than a page.

b) Main body in which you develop your argument, summarise others’ ideas, build on

and elaborate an issue, provide examples and so on c) The conclusion of the essay should summarise your findings. New ideas should not

normally be introduced in the conclusion. However, if you find a particularly nice quotation, it is worth saving it for the conclusion. Bear in mind that a clear, well written, logical conclusion is bound to make a favourable impression on a reader who is about to award you a mark for the essay! It is, therefore, worth taking a little time over the conclusion.

d) Please try to organise the material in the essay clearly and coherently. Each

paragraph should follow on logically from the previous one. Make sure that your paragraphs are not too long or too short. As a general rule, a paragraph should not be longer than a page of A4 paper, while too many short paragraphs do now allow the essay to ‘flow’.

There are a lot of books in the library which will help you write essays. Also, ask your lecturers for extra help, if you need it. 4 Footnotes This tends to be the preferred way of acknowledging sources.

As mentioned above, you must acknowledge in a footnote any phrase or sentence reproduced from another source. You should also use footnotes to give the source of statistical information you include in the essay. When setting out footnotes, bear in mind that you must give the source in full on the first occasion you quote it but may use an abbreviated title on subsequent occasions. When writing footnotes you should follow the format below: 1 Chris Ross, Contemporary Spain. A Handbook, 2nd ed. (London: Arnold,

2002), p 45 2 Enrique Moradiellos, “The British Image of Spain and the Civil War”,

International Journal of Iberian Studies, Vol 15, No 1, (2002), p 11 3 Ross, p 100 4 Moradiellos, p 13

In Footnote 1 you must give the full title, as well as the place and date of publication, because it is the first occasion on which you have quoted from this source. Follow the layout in Footnote 2 the first time you quote from an article in a journal. Footnote 3 is an example of referencing the author you have already quoted in full in an earlier footnote. Footnote 4 is an example of an abbreviated version of an article which has already been cited. The golden rule is clarity, consistency and absence of ambiguity. NB READ FINAL NOTE ON PLAGIARISM



PLAGIARISM ...IS STEALING SOMEONE ELSE’S IDEAS OR WORDS There are two kinds of plagiarism. The first is the copying of passages from books, articles or some other source, and attempting to pass them off as your own words. A piece of work containing plagiarised passages will normally receive a mark of zero, and plagiarism may lead to formal disciplinary action against you. Remember that it is not enough to quote a source in a general way at the end of your essay. You must formally and explicitly acknowledge ALL sources at the time that they are used. This is usually done in the form of footnotes. If you use someone else’s ideas or words, reference it, give them credit. You can add to it, elaborate on what they have said and debate with them. If you are in any doubt talk to your lecturers, that’s what we are here for! The second type of plagiarism is related to the presence of Spanish students on campus. While it is important and desirable to get to know these students, you must not get them, or anyone else, to help you write translations, essays or other work. All your work must be written by you in your own words. PLAGIARISM CARRIES SEVERE PENALTIES, RANGING FROM FAILURE IN A MODULE TO DISCIPLINARY ACTION

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UNIVERSITY OF ULSTER

ABSENCE FROM UNIVERSITY

Using the Notification of Absence Form (NA1)

WHO SHOULD USE THIS FORM AND WHEN? This form should be used by all students, whatever their level or mode of attendance. University regulations state that: -

A student who has not been in attendance for more than three days through illness or other cause must notify immediately either the Course/Subject Director or the research supervisor. Where the absence is for a period of more than five working days, and is caused by illness which may affect the student's studies, the student shall arrange for a medical certificate to be presented.

The NA1 form is designed to enable students to note dates of absence as they happen and the effect of this absence on their academic work. Research shows that attendance is a key component in academic success and we hope that this form will make it easier for you to monitor your absence. We also hope that it will help academic staff to be aware of any problems you might be having as they occur and to offer you advice and help or refer you to another service in the University as appropriate. If your health or other circumstances have interfered with your ability to submit assessed work or attend an examination, the NA1 form may authenticate a difficulty which arose before the assessment date but which nevertheless affected your performance. You should also think carefully about whether it is wise to seek assistance from a counsellor or other advisor at an early stage rather than waiting until your problems are severe. Do not feel that you have to go into great detail about your difficulties on this form. If your circumstances are complex then a letter from a doctor or counsellor is advised The University recognises that it is increasingly difficult to obtain medical evidence for illnesses which do not require treatment at the time and Examination Boards are unlikely to take retrospective evidence seriously. It is, therefore, of great importance that you let the University know about ill health or other difficulty at the time that it occurs. If you have been able to obtain a medical certificate or a letter, you should attach it to the form when you submit it to your Course/Subject Director.


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Part-time Students If you are not required to attend on a daily basis, you should use this form to let your Course/Subject Director know when you have been unable to follow your usual pattern of attendance and study.

Absence from placement

Absence of whatever duration from a placement that is part of a course must be made good at the discretion of the respective Placement Tutor and Placement Supervisor. Absence and your funding body The University has the responsibility to inform your Education and Library Board/Local Education Authority, if they are responsible for paying your course fees, for any of the following reasons:

If you cease to attend or withdraw from the course;

If you have been absent from the course or your attendance is unsatisfactory;

If you have been absent from the course for more than 28 days due to illness;

If you have been excluded from attendance at the course by the academic authority.

Leave of absence (LOA)

If your difficulties are insurmountable, and/or likely to take a considerable period before they are resolved, then you should consider applying for Leave of Absence (LOA) until the situation has been resolved. You can apply for LOA by completing section B of a Student Record Amendment Form, available from School and Faculty Offices. LOA should normally only be invoked for an interruption of studies which will mean that you will not be attending for the rest of the semester/year, and will not be undergoing assessment. LOA is normally granted for a maximum of one year at a time, so that circumstances can be reviewed, and for a cumulative maximum of two years. If the difficulties seem likely to extend beyond this period, then you should consider withdrawing from the University and reapplying for entry when fit, or when circumstances allow. In such an event, appropriate exemptions may be granted but you are urged to consult your Studies Advisor about all such issues.

Other shorter periods of absence, which are unlikely to affect overall academic progress, should be notified using the Notification of Absence system (NA1 forms).


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Application for the consideration of extenuating circumstances Extenuating circumstances (EC1) form

The ‘Notification of Absence’ (NA1) form does not replace the ‘Extenuating Circumstances’ (EC1) form which should be completed if you are unable to submit work or sit for an examination. In almost all circumstances the EC1 form is supported by evidence (see below). The EC1 form is used as formal notification of reasons for non-submission of coursework and non- attendance at specified examination(s). What are extenuating circumstances? Extenuating circumstances are circumstances beyond your control which either prevented you from attending an examination, or submitting part or all of your coursework by the due deadline. Extenuating circumstances are defined as circumstances that could not reasonably be foreseen and that either (a) prevent a student from submitting work for assessment (whether by coursework or examination) or else (b) prevent the student from demonstrating / achieving their full potential in the assessment in question.

Extenuating circumstances are normally health-related, or of a sensitive/personal nature, or relate to some unforeseen emergency or crisis affecting the student’s situation.

Although often medical in nature, anything, which is unforeseeable or unpreventable, may be considered as an extenuating circumstance (examples of such are the death of a close family member just prior to an examination, or loss of coursework (paper copies and back up discs in a house fire immediately prior to a submission deadline). Please note that the term extenuating circumstances will have a restrictive interpretation. While an element of discretion will always have to remain with Boards of Examiners, some examples should serve to differentiate between valid and non-valid extenuating circumstances:

Examples of extenuating circumstances that may be accepted by an Exam Board:

(a) Illness in the run-up to an examination or coursework deadline, or during an examination

(b) Bereavement in the run-up to an examination or coursework deadline (normally a close relative i.e. parent, child, partner or sibling)

(c) Sudden illness or emergency in connection with a family member or dependent


43

(d) Civil disturbance (rioting, intimidation, bomb-scares, bus and rail disruption)

(e) Traumatic event (e.g. being assaulted, or witnessing an accident or assault)

(f) Extreme weather conditions preventing either study or travel

(g) Domestic upheaval (fire, burglary, eviction)

Examples of extenuating circumstances that would not normally be accepted:

(h) Employment commitments limiting time available for study (although greater flexibility may be applicable to part-time students in full-time employment)

(i) Pressure of other academic work (e.g. other coursework due around the same time)

(j) Having to take a pre-arranged holiday

(k) Wedding preparations (yours or that of others!)

(l) Sporting commitments (although exceptions might sometimes be made, e.g. if you were representing his/her country, or the University)

(m) Missing a bus

(n) Moving house

(o) Failure of IT systems, or inability to gain access to IT systems, when you haven’t taken adequate precautionary measures (e.g. if you failure to keep copies or save back-up versions, or ill-judged reliance on friends’ or classmates’ equipment for help, or leaving it to the last minute to seek access to University facilities). In all such cases, these difficulties could have been foreseen and avoided at an earlier stage.

These examples are not definitive, and are intended only as a guide. In all cases, the Board of Examiners has ultimate authority to use its discretion, taking into account the full circumstances of a particular case.

How do I present details of my extenuating circumstances? The extenuation circumstances (EC1) form has been designed to give you the opportunity to set out the details of your extenuating circumstances in full. You should complete all sections carefully. Any evidence in support of your claim should be submitted with the form. Where appropriate, the University’s


44

Counselling Service will provide reports in support of claims of extenuating circumstances.

If your claim is on the basis of ill-health you must include appropriate certification from your doctor or other medical practitioner. If you anticipate a delay in obtaining corroboration, it is important that you submit an EC1 form before the deadline, with an indication that a further letter is to follow.

It is vital that you do not withhold evidence. Whilst EC1 forms are normally discussed at a pre-examination board meeting, in advance of the formal Board of Examiners, such meetings are conducted under conditions of absolute confidentiality, and members have wide experience of the full range of problems that students can encounter, please note that the minutes of the Board of Examiners will only record whether or not extenuating circumstances were considered and accepted/rejected – the nature of the circumstances will not be minuted. While there may be some factors which you may prefer not to commit to paper, you should reveal these by means of a private meeting with either your Studies Advisor and/or Course/Subject Director. If satisfied, your Studies Advisor or your Course/Subject Director may then report (without full disclosure) that in their professional opinion you have legitimate extenuating circumstances.

The onus is always on you, the student, to specify the degree of detail that you wish to have disclosed, and this will need to be sufficient to satisfy the Board of Examiners.

When do I present details of extenuating circumstances?

Claims for extenuating circumstances should be made at the time the circumstances occurred and must be submitted not later than the following deadlines:

If you are presenting extenuating circumstances/requiring extension, for all CA you must submit an EC1 form by the date of submission of coursework;

Extenuating circumstances pertaining to examinations must be submitted, along with an EC1 form, as soon as possible and not later than 5 days after the date of the examination

Extenuating circumstances pertaining to coursework must be submitted, along with an EC1 form, no later than the submission date for the coursework in question.


45

If you become ill during the examination, or you conclude afterwards that your decision to undergo assessment was mistaken in light of your circumstances, then you must submit an EC1 form within five working days. Note: Where you are unable to present evidence by the deadlines above due to exceptional circumstances you may submit an appeal. Details of the appeals procedures are available at the following web link: http://www.ulster.ac.uk/academicservices/student/appeals.pdf To whom do I present details of extenuating circumstances? The completed form, together with any supporting documentation, must be presented to your Course/Subject Director. If you are posting your EC1 form you should use recorded delivery. Note: you may provisionally agree an extension for a piece of course work with a module coordinator, but you must still submit an EC1 form to the Course/Subject Director. What happens to my completed form? Your submission will be considered through the appropriate channels and the outcome communicated to you. It is at the discretion of the examination board as to whether the extenuating circumstances as presented are accepted. If the evidence is accepted you will be given the opportunity to be assessed on a further occasion in the appropriate examination(s) or coursework. Please note that a successful outcome will always involve further assessment in the module(s) concerned; the examiners will not give you additional marks to compensate for your extenuating circumstances.

Notification of Absence does not replace the EC1 form which should be completed if you are unable to submit work or sit for an examination. EC1 forms and related guidance notes are available at: http://www.ulster.ac.uk/academicservices/student/

http://www.ulster.ac.uk/academicservices/student/appeals.pdf

http://www.ulster.ac.uk/academicservices/student/


46

UNIVERSITY OF ULSTER

NOTIFICATION OF ABSENCE If you are absent from the University or unable to study for more than 3 days for medical or personal reasons then you should complete this form and submit it to your Course/Subject Director by the 5th working day following the commencement of the absence. For absences of longer than one week a medical certificate or other evidence is required and should be attached. For periods of less than 5 days it is recommended that supporting documentation be attached unless there are clear reasons why this is not available. If no documentation is available you should give your own explanation. If you are unable to hand in coursework or attend for examination you should, in addition, complete an EC1 form. Name.……………………………………………….………Date…………………………... Course Code………………………………………………. Course Title……………………….. Registration Number………………………………………………………….………………….. Term-time Address…………………………………………….……………….………………… …………………………………………………………………………………….……………. Name of Course/Subject Director……………………………………….……………… I was absent from University from…………….…....….. To……………….…….…………… Because of (please tick)

Illness ٱ Personal circumstances ٱ

This affected (please tick all that apply)

Attendance at lectures and seminars ٱ Ability to prepare coursework ٱ

Ability to study privately ٱ I did/did not consult a doctor/counsellor/member of academic staff. A letter/certificate is attached Yes/No If no certificate is attached please give reasons and a brief description of the nature of your illness or other difficulty. ………………………………………………………………………………………………… ……………………………………………………………………………………….………… ……………………………………………………………………………………….…………


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If the matter is personally sensitive, you might wish to consult a doctor or a counsellor to make a statement on your behalf. Please ensure that evidence is submitted to your Course/Subject Director within one week of the period of absence. Signature of Student ………………………..………… Date Submitted……………………


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UNIVERSITY OF ULSTER DATES OF ATTENDANCE/EXAMINATIONS/VACATIONS: 2013/14 Semester 1 Monday 23September 2013 Teaching begins (Autumn) Friday 13 December 2013 Teaching ends Monday 16 December 2013 Christmas Vacation begins Wednesday 25 December 2013 to University Closed (Christmas) Wednesday 1 January 2014 Thursday 2 January 2014 University re-opens Friday 3 January 2014 Christmas Vacation ends Monday 6 January to Saturday Examination Period 18 January 2014 Friday 24 January 2014 Autumn Semester ends Friday 7 February 2014 Last date for meetings of Course/Subject Committees (Semester One Progress review) Semester 2 Monday 27 January 2014 Teaching begins (Spring) Friday 18 April 2014 Easter Vacation begins Monday 21 April to Friday 25 April 2014 University Closed Friday 2 May 2014 Easter Vacation ends Monday 5 May 2014 University Closed (May Day) Tuesday 6 May to Friday 9 May 2014 Revision week (non-teaching) Monday 12 May to Saturday Examination period 24 May 2014(with possible extension to 27 May if required) Friday 30 May 2014 Spring semester ends Thursday 12 June 2014 Last date for meetings of Boards of Examiners Monday 30 June to Tuesday 8 July 2014 Summer Graduation Ceremonies Resit Period Wednesday 13 August to Thursday Supplementary Examinations 21 August 2014 Monday 25 August to Friday 29 August 2014 Meetings of Boards of Examiners

*Semester 3 (intensive) Monday 21 July 2014 Teaching begins (Summer) Monday 1 September to Friday Examination Period 5 September 2014 Friday 12 September 2014 Summer Semester ends Monday 15 September to Friday Meetings of Boards of Examiners 19 September 2014 *Courses requiring a full semester of study (60 credit points) will use the whole summer period between the Spring and Autumn semesters.

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