Student Handbook - The School of Language, Linguistics and Film

More documents

Recommendations

Info

• Ability to tackle more technically challenging primary literature • Capacity to identify own strengths and learning needs, autonomy to plan and carry out study tasks and use, with minimum guidance, the full range of resources for the discipline available • Ability to apply the concepts of the theoretical models to linguistic data with minimal guidance so as to construct (partial) analyses • Ability to collect and organise data with a full understanding of the methodological implications of the process Level benchmarks for modules in film studies Level 1: At this level students are expected to demonstrate: • A basic factual, conceptual and historical knowledge of the field of study • Awareness of the basic terminology and key concepts • Basic research, analytical and problem-solving skills • Ability to conduct a sequence, or mise-en-scene, analysis • Capacity to place film texts into their cultural, historical and political contexts • Ability to construct a coherent argument • Capacity to communicate ideas effectively in a format appropriate to the discipline • Capacity to identify own learning needs and to develop strategies for improvement • (and for students who opt to study film production) Video production skills in the areas of camera, sound, editing and lighting to a basic level of competence • (and for students who opt to study film production) The ability to write and devise a screenplay with a narrative structure using the required standard and format Level 2: At this level students are additionally expected to demonstrate: • A cultivated and critical sense of a wide range of different theories of film resulting in a more detailed factual, conceptual and historical knowledge of the field of study • Confidence in the use of essential terminology and key concepts • Strong research, analytical and problem-solving skills • The ability to use sequence, or mise-en-scene, analysis, within a wide range of tasks with minimum guidance • Sophisticated understanding of the relationship between film texts and their cultural, historical and political contexts • Capability and confidence in communicating ideas in a format appropriate to the discipline • (and for students who opt to study film production) The ability to demonstrate video production skills related to the directing of drama in terms of working with performers, preparing a script and blocking and staging action • (and for students who opt to study film production) The ability to write a script as an adaptation of a prose text and the ability to write an original screenplay to a good standard in terms of format and layout and in relation to narrative drama (incl. plot, characterization, genre) Level 6: At this level students are additionally expected to demonstrate: • The development of in-depth knowledge of selected theories of film relevant to topics covered and resulting in areas of specialization • Strong research, analytical and problem-solving skills deployed within a wide range of tasks with minimum guidance • Autonomy to plan and carry out study and research tasks and to use, with minimum guidance, the full range of resources and methodologies for the discipline 50
• Capacity to construct a coherent argument that will challenge received opinion and demonstrate marked independence of thought • (and for students who opt to study film production) The ability to produce a complete and coherent narrative drama combining both the skills of video production and scriptwriting developed at levels one and two. Stage benchmarks for language modules Languages for which the School offers degrees (Catalan, French, German, Portuguese, Russian and Spanish) are taught from Stage 1 to Stage 6. Benchmarks for the six stages described below are defined in accordance with the criteria used in the Common European Framework of Reference for Languages (CEFR). A table of language modules indicating their respective stages and the corresponding CEFRL nomenclature, and pathways followed by students in the various departments of the School, can be found at the end of this section of the handbook. Stage 1: At this stage students are expected to: • Understand and use familiar everyday expressions and very basic phrases concerning needs of a concrete type • Introduce him/herself and others and ask and answer questions about personal details • Interact in a simple way provided the other person talks slowly and clearly • Write simple, isolated phrases and sentences, showing some control of simple grammatical structures Stage 2: At this stage students are expected to: • Understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. personal information, likes and dislikes, shopping, local geography, studies, employment) • Communicate in simple, everyday situations requiring a direct exchange of information and requests for information • Describe in simple terms his/her background, immediate environment and matters of immediate need • Write a series of simple phrases and sentences linked with simple connectors, displaying greater control of grammatical structures Stage 3: At this stage students are expected to: • Understand straightforward, factual information and the main points on familiar matters regularly encountered in work, leisure, university, etc. • Produce simple connected texts on topics which are familiar or of personal interest • Describe orally and in writing, presenting these as a linear sequence of points, experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans • Write short, simple essays on relevant topics, expressing thoughts on abstract and cultural topics, showing sound grammatical knowledge Stage 4: At this stage students are expected to: • Understand the main ideas of complex speech and texts, live or broadcast, on both concrete and abstract topics, including technical discussions in his/her field of specialisation 51
Page 1 and 2: 1 School of Languages, Linguistics
Page 3 and 4: 1. INTRODUCTION ...................
Page 5 and 6: 10.2 AUDIO-VISUAL FACILITIES ......
Page 7 and 8: 1. INTRODUCTION Welcome to the Scho
Page 9 and 10: postbox is kept locked, so your wor
Page 11 and 12: challenge, the way in which they th
Page 13 and 14: It is usual for students to progres
Page 15 and 16: available - you will need to find o
Page 17 and 18: Hispanic Studies Students taking Sp
Page 19 and 20: Native speakers of Russian Year 1 R
Page 21 and 22: Taking notes Learning to take clear
Page 23 and 24: Writing essays The School is active
Page 25 and 26: Words and phrases: Try to cut out t
Page 27 and 28: Within the School we recommend that
Page 29 and 30: number as well, in the edition you
Page 31 and 32: We also recommend that you consult
Page 33 and 34: If you feel the relationship is uns
Page 35 and 36: Counselling is offered on personal
Page 37 and 38: The School’s policy is that cours
Page 39 and 40: • a friend - you have the right t
Page 41 and 42: adviser and the School Office. Plea
Page 43 and 44: 5.2 EXAMINATIONS PROCESS Progressio
Page 45 and 46: e-sit it at the next available oppo
Page 47 and 48: The mean for 3-year students is cal
Page 49: Level 6: At this level students are
Page 53 and 54: Not all of the criteria below apply
Page 55 and 56: 4. Non-existent structure that lead
Page 57 and 58: Post GCSE students: German I Intens
Page 59 and 60: passive and active language skills
Page 61 and 62: prolonged period in a country where
Page 63 and 64: • Always keep noise to a minimum
Page 65 and 66: Studies, Professor Galin Tihanov. A
Page 67 and 68: This is the official French governm
Page 69 and 70: for which you will be prepared. In
Page 71 and 72: DEPARTMENT OF FILM STUDIES Name Pos
Page 73: DEPARTMENT OF RUSSIAN Name Position

Student Handbook - The School of Language, Linguistics and Film

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?