Answer To: Autumn 2018 English for Academic Purposes 1 (EAP 1) Portfolio (EAPA3004) Name: Vannae holt Student...
Soumi answered on Dec 08 2020
Autumn 2018
English for Academic Purposes 1 (EAP 1) Portfolio (EAPA3004)
Name:
Vannae holt
Student Number:
55857
Tutor name:
This is your EAP 1 Portfolio which you must submit via the student portal by Thursday 20th December Please save a copy on your computer and back it up regularly (e.g. by saving it on your computer / in the cloud (e.g. Google Drive) / emailing it to yourself. You will receive a printed copy which you should bring to all lectures and tutorials. However, at the end of the course, you need to submit a completed electronic copy. Please refer to suggested word counts for each task included within this portfolio.
Assessed Learning Outcomes (LOs):
Produce cohesive and coherent elements of academic writing.
Read, compare and summarise written academic texts.
Week
Contents
Page
Learning Outcome
Section 1: Portfolio Evidence
(These tasks will often be drafted in class and are designed to inform the written task in section 2. Suggested word counts are included are in brackets.)
1
Portfolio evidence I: Self-evaluation checklist
P3
LO 1 & 2
2- 8
Portfolio evidence II: Literature Research
(recommended word count: 400)
P4
LO 2
7 -10
Portfolio evidence III: Self-Assessment
(recommended word count: 100)
P5
LO 1 & 2
9 - 10
Portfolio evidence IV: Reflection
(recommended word count: at least 50 per section. Total word count: 150)
P6
LO 1 & 2
Section 2: Written Tasks
(The written tasks should be developed throughout the semester but completed in weeks 7-10.)
1 - 10
Academic writing [Comparison of two elements of the student body in the English higher education system.]
(Word count: 500 words)
P7
LO 1 & 2
1 - 10
Academic reflective writing [Reflection on your own challenges in higher education]
(Word count: 300 words)
P9
LO 1 & 2
Total word count: Written Task (800 words) + Evidence (Approx. 650 words)
(+/- 10%)
Section 1: Portfolio Evidence I
Self-evaluation checklist
Below is a list of the skills you will need when working on extended pieces of writing during your university career. The work you do on the EAP 1 course will help you develop these skills.
Tick the appropriate box for each skill, according to how well you think you can do this at the beginning of this course. Look again at the checklist throughout the course in order to identify areas for independent study.
Skills I don’t know how to do this. I find this difficult. I can do this quite well. I can do this very well.
Looking for information
Identify which books/journals/websites to use ☐ ☐ ☐
Select relevant parts of a text ☐ ☐ ☐
Using sources
Acknowledge sources of information ☐ ☐ ☐
Avoid plagiarism ☐ ☐ ☐
Planning/ writing
Brainstorm ideas ☐ ☐ ☐
Plan written work ☐ ☐ ☐
Link ideas effectively ☐ ☐ ☐
Paraphrase & summarise ideas ☐ ☐ ☐
Write a topic sentence ☐ ☐ ☐
Write a concluding sentence ☐ ☐ ☐
Personal study
Work independently ☐ ☐ ☐
Manage my time ☐ ☐ ☐
Reflection
Identify strengths / weaknesses in written work ☐ ☐ ☐
Think of ways to improve written work ☐ ☐ ☐
Think about experiences and describe in writing ☐ ☐ ☐
Oral presentation
Discuss written work in a tutorial ☐ ☐ ☐
IT
Access the internet ☐ ☐ ☐
Use search engines ☐ ☐ ☐
Create and save Word documents ☐ ☐ ☐
Section 1: Portfolio Evidence II
Literature Research (Recommended word count 400 words
(4 x 100) excluding references.
1. Find four texts for your research. For each text fill in the table below with the relevant information.
Question title: Identify and compare the challenges for students Lower and higher economic status in higher education in England.
Reference:
Type your reference here in the way that it will appear in your paragraph (in text citation) and in the reference list at the end of your work (full reference).
Notes:
Summarise or paraphrase the information you are going to use from what you have read. Do not use direct quotations.
Justification:
Evaluate the information you have written in the notes section and say why it is relevant to the question you are answering.
Crawford, C., Gregg, P., Macmillan, L., Vignoles, A. and Wyness, G., (2016). Higher education, career opportunities, and intergenerational inequality. Oxford Review of Economic Policy, 32(4), pp.553-575.
The research paper discusses various factors responsible for the socio economic discrimination in higher education in Britain. It includes real time data on higher education involvement based on family incomes, secondary education scores, gender of the graduates, recruitment opportunities in various elite and comparatively new high education universities.
The article provides with comparative studies of higher education participation from different socio economic backgrounds. It also talks about the impact of revised fee structure on the underlying issue along with the university entry criteria on the higher education participation at various levels in the United kingdom, providing a wholesome perspective.
Jerrim, J., Parker, P. and Chmielewski, A.K., (2015). Socioeconomic inequality in access to “high-status” colleges: a cross-country comparison. Research in Social Stratification and Mobility 42, pp.20–32
The article talks about the similarities in challenges faced by lower socio economic background pupils in higher education in Britain, Australia and United States. It also discusses the importance of past academic qualifications along with other non-traditional differences, which play a key role in determining entry barriers in...