Level 1000 German Handbook 2013/14 - University of St Andrews

University of St Andrews
Department of German
First Level Handbook
Academic Year 2013/14

CONTENTS
1. Introduction
2. Glossary
3. German Courses: Structure, Content, and Bibliography
4. Learning Advice and Regulations
5. Assessment Criteria
6. Marking Scales
7. Pathways into Second-Level German
8. Guide to Essay-Writing
9. Guide to Referencing in Essay-Writing
10. Members of Staff
11. Leading Dates
12. Further Information

1
1. INTRODUCTION
The Department of German is a flourishing and active community with an intake of
around 80-100 undergraduates a year and a growing postgraduate presence. It
was ranked first in Scotland and second equal in the UK in the RAE
(Research Assessment Exercise) 2008; it was ranked second in The Complete
University Guide 2010. With five members of permanent staff, a mixture of young and
established scholars, a proven track record of teaching excellence and cutting-edge
research in a number of disciplines, St Andrews is one of the few institutions in the UK
able to offer such an imaginative, challenging, modern and diverse approach to the
study of German.
At the heart of our undergraduate curriculum is a specially designed language
teaching programme that caters for students who have already studied German as a
main subject at school and for students who have done little or no German before
they come to university. In addition, students at St Andrews have scope to
follow their own particular interests by choosing from a broad range of course
options that reflect and explore the enormously rich cultural heritage of the
German-speaking lands, including: medieval studies, literature & society from the
eighteenth century to the present day, linguistics, film and intellectual history.
Germany today is the political, economic, artistic and intellectual powerhouse of the
European Union. Yet German is spoken not only in the Federal Republic, but in
Austria, Switzerland and by minorities in several other countries as well.
Knowledge of the mother tongue of 100 million people has never been more
important for governments, businesses and private citizens, and students of German
are therefore consistently amongst the most sought-after graduates for major
employers.

2
2. GLOSSARY: SOME USEFUL TERMS
New students scanning notices and timetables may find the jargon of the
Department puzzling at first. Here is a short glossary:
Assessed means that a piece of coursework counts towards your marks and
grading for the module as a whole. "Unassessed" exercises will be given a mark
too, but it does not count towards the course work mark.
CALL stands for "computer-assisted language learning". Increasingly, computers are
being used especially to provide support practice in language learning. In St
Andrews we regard them as a valuable ancillary tool, not as a substitute for faceto-face
learning. CALL may be tutored or self-access.
Class hour is the hour at which on each day of the week the German Department
has the right to hold classes in particular modules and has priority over other
departments in requiring your attendance.
Course is an ambiguous term! It means a component or strand of a module, such as
Language or Literature in module GM1001. It is also used to denote a student's
overall programme of study in a subject, as in "the German course at St Andrews".
Groups are the units we allocate you to when we subdivide the students taking
GM1001 for tutorial or seminar teaching. For Language and Literature your
groups are likely to consist of between 12 and 16 students. Some groups will meet in
the class hour, when all students are able to attend. Other groups have to meet at
times outside the class hour.
Lectures are formal presentations to all students taking a module. The lecturer will
give a prepared talk, and you should take notes so that you have a record of the
important points. Your notes will be useful when you come to write an essay or
revise for an exam. You may be given a handout with illustrative or additional
material or even a summary of the lecture. The lecturers may ask occasional
questions, or invite you to put questions to them, but the element of interaction is
relatively small as compared with a tutorial or seminar.
Seminar is a teaching group of roughly 12-20 students. It will tend to be quite
formally organised, with students preparing tasks or presentations individually or in
pairs.
Sprachwerkstatt is a series of drop-in language sessions for German students of all
levels. Students do not have to register to take part in the Sprachwerkstatt. Each
Sprachwerkstatt session focuses on one particular aspect of grammar or
pronunciation and this programme is a quick and easy way to revise some basic

3
grammar points. The semester programme of the Sprachwerkstatt is posted on
all the notice boards and students are also notified by email. These sessions take
place throughout the academic year on Fridays, 3 pm.
Tutorials are what make university university. They are teaching groups of
roughly 10-15 students. Less structured than a seminar, they are nonetheless
based on questions and topics given out in advance. You must prepare
thoroughly for tutorials because you, not the tutor, provide the answers.
Tutorials work best when they target problems or things you do not understand,
so make sure you answer the questions in as much detail as you can before the
tutorial, looking up anything you do not know. The language course will have
elements of tutorial and seminar, depending on the programme in a particular
hour.

4
3. GERMAN COURSES: STRUCTURE AND CONTENT
In order to gain entry into Second-Level German, you must obtain 40 credits in
German in your first year. Depending on your entry qualifications, students have the
choice of the following two different courses in German*:
First Level German A
First Level German B
Module
codes
GM1001/2
GM1003/4
Entry
requirements
Prescribed
books
SCE Higher, A-Level German or
equivalent
Koithan et al., Aspekte Lehrbuch 1 +
Arbeitsbuch 1 (Langenscheidt) (ohne
DVD)
+ literary texts (see set texts)
no formal qualifications required
Moeller et al., Deutsch heute, 9 th
edition.
International edition.
Credits
Class hour
Assessment and
examination
total of 40 credits (20 credits per module)
GM1001/2:
1 Literature lecture (3 pm
Tuesday) +
1 Lit. tutorial (choices given) +
2 Language classes (choices given)
1 grammar lecture (4pm)
3 tutorials
semester 1: course work (40%)+ 2-hour written end-of-semester
examination (60%)
semester 2: course work (40%) + 2-hour written end-ofsemester
examination (60%)
*We strongly encourage you to spend a year in a German-speaking country between your Second
Level and Honours courses, working as an English-language Assistant in a German or Austrian
school, or by spending the year as an Erasmus exchange student in Germany or Austria, taking
assessed courses (worth 120 Honours credits). Our Erasmus partners are the Universities of Bonn and
Vienna. First Level German B students must normally spend the third year of their degree course as
English Language Assistants in a German-speaking country. For academic reasons they may be given
approval for the Erasmus option with excellent marks. After an assistantship year you would return
to St Andrews for two years of Honours study (Junior and Senior Honours). On your return from an
Erasmus year you would join the Senior Honours class.

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German Language
First Level German A
GM1001/2
In a twice-weekly class students will follow an integrated course, designed to
develop students' skills in reading and understanding German texts, presenting their
thoughts and ideas in German, both in writing and speech, and to help students
consolidate their grasp of the grammar of German. These activities will be based
on and develop out the following course book which needs to be purchased:
Ute Koithan et.al., Aspekte Mittelstufe Deutsch Lehrbuch 1 + Arbeitsbuch 1
(Langenscheidt).
If you are going to continue with German it is essential to purchase a good,
large dictionary such as:
Either Collins German/English, English/German Dictionary
or Oxford-Duden German Dictionary
or Learner’s Dictionary (Hueber)
Please do not buy the smaller, "concise" versions of these dictionaries if you wish to
continue German.
For grammar books and other items, please see the bibliography below.
Outside the classroom:
In the course of the first weeks of your studies you will be notified that you have
to complete and submit the so-called skillswork – a document which contains
several questions related to your studies and the School of Modern Languages.
This exercise should help you to get to know the departments, the library and
familiarize you with important learning resources. This is a compulsory element
for ALL students enrolled in a First Year Module. (DEADLINE for
SUBMISSION: 01.11.2013)
The German Department offers a series of weekly Sprachwerkstatt tutorials; see
noticeboard for times. Within these classes we tackle skills needed to study and
carry out research in languages at university. In the first three classes, which are
compulsory for students enrolled in GM1001, we work on learning strategies,
writing and reading skills. This should give you a better idea of what is expected
from you as a First Year student. The subsequent sessions are dedicated to more
specific grammar or pronunciation topics and are highly recommended.
To do well in the course (and to make a real difference to your German) it is
imperative that you work independently in areas which are especially
important for you. On Moodle (Virtual Learning Environment) you will find a

6
data bank with exercises and quizzes for important grammar and vocabulary
topics which are relevant in your first year. The grammar exercises cover topics
which you might already know, but should be practised and consolidated. The
vocabulary section tackles words and expressions from the basic vocabulary
topics of the German language. These exercises are in addition to your regular
language classes and we highly recommend that you make use of this resource
and complete them all.. The exercises will be accessible throughout the year and
can be completed at any time.
German Literature
The course will introduce you to techniques of understanding and analysing
literary texts (prose, poetry and drama) and linguistic patterns. You will also
gain an overview of German studies in the various aspects you will encounter in
the course of your degree programme: the study of linguistics, medieval culture,
modern literature and history of ideas.
Each week you will have a lecture and a tutorial. The lectures will give you an
overview of each topic and acquaint you with key concepts. Tutorials will allow
you to take up in greater detail the issues raised in lectures. Tutorials are your
opportunity to ask questions and to develop your understanding. You will be
expected to read the set texts in advance of the classes and to prepare tasks and
questions for tutorial discussion.
Set Texts:
IT IS ESSENTIAL THAT YOU BUY YOUR OWN COPY OF THE
EDITION LISTED.
Semester 1:
Erpenbeck, Jenny, Geschichte vom alten Kind (btb Verlag, 2001).
Kafka, Franz, Das Urteil (provided by the department)
Schnitzler, Arthur, Fräulein Else (Stuttgart: Reclam, 2001)
Hartmann von Aue, Der arme Heinrich: Mittelhochdeutsch - Neuhochdeutsch, ed. by
Ursula Rautenberg, trans. by Siegfried Grosse (Stuttgart: Reclam, 1986)
Semester 2:
You must buy the two literature texts. It is highly recommended you purchase Fox,
Structure, for linguistics (weeks 1-5)
Fox, A. The structure of German, 2 nd edn (Oxford: Oxford University Press, 2005)
Hay, G. (ed.), Deutsche Lyrik vom Barock bis zur Gegenwart (Munich : dtv, 1997)
Brecht, B., Mutter Courage und ihre Kinder, (Frankfurt a. M. : Suhrkamp, 1964)
For poetry, it is also recommended you purchase a guide, such as :
Kayser, W., Kleine deutsche Versschule (many editions available)
Ryan, J., The Cambridge Introduction to German Poetry (2012)

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First Level German B
GM1003/4
These modules are an intensive language course for beginners and those with little
previous knowledge. It can provide a one-year foundation for those students
looking for an ancillary language skill, or it can lead to entry into the Second Level
German course and subsequently to an Honours degree. The emphasis will be
primarily on the acquisition of competence in the German language, both
written and spoken, and activities in class will combine the teaching of grammar
with developing your communicative competence and written skills. There will
also be an opportunity to look at some suitable literary texts, both verse and prose.
Tuition will occupy four hours per week. A comprehensive course book will be
used, supplemented by audio-visual material and worksheets where appropriate.
In the course of the year students will be introduced to all the major aspects of the
grammar and syntax of the modern German language. A variety of written and oral
language exercises will be used to give practice and to consolidate what is
learned. Some of the written exercises will be done in class and some in the
student's own time.
Outside the classroom:
In the course of the first weeks of your studies you will be notified that you have
to complete and submit the so-called skillswork – a document which contains
several questions related to your studies and the School of Modern Languages.
This exercise should help you to get to know the departments, the library and
familiarize you with important learning resources. This is a compulsory element
for ALL students enrolled in a First Year Module. (DEADLINE for
SUBMISSION: 01.11.2013)
Next to the actual classes we expect you to work independently in areas which
are especially important for you. On Moodle (Virtual Learning Environment)
you will find a data bank with exercises and quizzes for important grammar and
vocabulary topics which are relevant in your first year. The grammar exercises
cover topics which you might already know, but should be practised and
consolidated. The vocabulary section tackles words and expressions from the
basic vocabulary topics of the German language. These exercises are in addition
to your regular language classes and we highly recommend that you make use of
this resource and complete them all. The exercises will be accessible
throughout the year and can be completed at any time.

8
Texts
Prescribed Text for Language
Moeller et. al, Deutsch heute. Ninth edition. International edition. (HEINLE
CENGAGE Learning)
If you are going to continue with German it is essential to purchase a good,
large dictionary such as:
Either Collins German/English, English/German Dictionary
or Oxford-Duden German Dictionary
or Learner’s Dictionary (Hueber)
Please do not buy the smaller, "concise" versions of these dictionaries if you wish to
continue German.
For grammar books and other items see the bibliography below.

9
BIBLIOGRAPHY
Your tutors will provide you with detailed, specific reading lists for each part of the course. Below
are some general works which you may find useful for the course as a whole. There is no perfect
grammar book, dictionary, or history of literature. What you have to do is gradually build up a
personal list of books that answer different types of questions and with which you can work
effectively. Certainly, the aim of this list is neither to be exhaustive nor prescriptive. It is, rather,
to get you started, to get you into the right sections of the library, where that happy combination
of serendipity and the curiosity of the philologist will do the rest.
Bibliographies and General:
To find out what is available on a topic, use SAULCAT.
A useful, though now dated, overview of where and how to find information is:
J. Hansel, Bücherkunde für Germanisten (Berlin: Schmidt, 1967)
Don’t forget the invaluable Encyclopaedia Britannica, and the German version, Brockhaus.
Language
1. Dictionaries:
If you intend to continue with German, you must buy a good bilingual dictionary:
*Either Collins German/English, English/German Dictionary
*or Oxford-Duden German Dictionary
You will also find it useful to consult and, if you are continuing with German,
eventually to purchase, a monolingual dictionary, such as:
*Wahrig, Deutsches Wörterbuch (Various editions)
Often a general dictionary will only get you so far. For the adventurous Germanisten,
the following, more specialized tools are invaluable for reference:
Duden, Stilwörterbuch (Mannheim: Duden, various editions) [for checking
cases/collocations…]
Duden, Die Zweifelsfälle der deutschen Sprache [has now become Richtiges und Gutes
Deutsch. Entries on letters, spelling, capitalization, style…]
M. Durrel, Using German (Cambridge: CUP, 1992) [Contains a useful list of easily
confused words.]
H. F. Eggeling, A Dictionary of Modern German Prose Usage, (Oxford: OUP, 1961) [Not
very modern, but useful. Explains the history of problems/synonyms.]
2. Grammars
*Russon, A. and L. J., Advanced German Course (London: Longman, 1978) [A great book:
includes grammar, exercises, translation, and an introduction to literary analysis]
*Hammer, German Grammar and Usage (London: Arnold, 1978) [The classic English
language grammar of German]
Durrel, Hammer’s German Grammar and Usage (London: Arnold, 1991) [Revised edition;
less complete on lists of plurals and examples]
H. Dreyer & R. Schmitt, Lehr- und Übungsbuch der deutschen Grammatik. Die neue Gelbe

10
(Ismaning: Hueber, 2012) [contains exercises]
3. Vocabulary
E. Tschirner, Grund- und Aufbauwortschatz (Berlin: Cornelsen 2010)
4. Linguistics
D. Crystal, The Cambridge Encyclopaedia of Language (Cambridge: CUP, 1997)
C. Beedham, German Linguistics. An Introduction (Munich: Iudicum, 1995)
W. Walker Chambers and J. Wilkie, A Short History of the German Language (London:
Methuen, 1970).
5. Study Aids:
S. Donald and P. Kneale, Study Skills for Modern Language Students (London: Arnold,
2001)
S. Hurd and L. Murphy, Success with Languages (London: Routledge Study Guides,
2005)
Literature
1. Bibliography and General
*A. Bennett, Literary Taste (London: [ ], 1912) [To inspire the skeptics among you!]
W. Segebrecht, Was sollen Germanisten lesen? (Berlin: Schmidt, 2006) [For ideas on what
to read.]
2. Literary History and Reference:
Literary history is fascinating and there are lots of histories of German literature, some
more useful than others. Resist temptation: Do not spend time reading lots of them.
Some useful ones include:
*H. and M. Garland, Oxford Companion to German Literature, (Oxford: OUP, 1992).
[Indispensable. Articles on periods , authors and texts. You may wish to buy a
copy.]
H. Watanabe-O’Kelly, The Cambridge History of German Literature, (Cambridge: CUP,
1997) [Single volume; detailed chapters on periods]
E. Sagarra and P. Skrine, A Companion to German Literature from 1500 to the Present Day,
(Oxford: Blackwell, 1997) [Very good, but devoted to modern period.]
A Literary History of Germany (London: Croom Helm). [Readable individual volumes
on periods.]
H.A. and E. Frenzel, Daten deutscher Dichtung (various editions) [Chronological list of
works and descriptions of them.]
3. Literary Terms
G. von Wilpert, Sachwörterbuch der Literatur (Stuttgart: Kröner, 1964) [Key literary terms
in German.]
A. Preminger et al, The New Princeton Encyclopaedia of Poetry and Poetics (Princeton:
Princeton University Press, 1993; as e-book 2011) [An excellent reference work.
Entries on a range of key concepts and periods.]

11
Ryan, J., An Introduction to German Poetry (Cambridge: Cambridge University Press,
2012) [Worked examples of analysis and glossary.]
4. Thinking about Literature
You will study different aspects of literary texts with each tutor in first semester.
However, useful overviews are:
R. Wellek and A. Warren, Theory of Literature (various editions) [A classic. Gets you
thinking, and good English style.]
S. Becker, Grundkurs Literaturwissenschaft (Stuttgart: Reclam, 2006) [Use for
bibliography]

12
4. LEARNING ADVICE AND REGULATIONS
For important information regarding absence from classes or examinations, late
submission of work, academic integrity of work, Academic alert etc., students should
consult the online version of the Modern Languages Undergraduate Handbook,
which is available at
http://www.st-andrews.ac.uk/modlangs/Currentstudents/Undergraduatehandbook/
Students must make sure that they familiarise themselves with the advice and
regulations outlined in the Undergraduate Handbook when taking up their
studies.
5. ASSESSMENT CRITERIA
GM 1001/02
The final mark for this module consist of 50% language and 50% literature.
In both semesters your mark for the module will be divided between your assessed
course work assignments (40%) and your performance in the end-of-module
examination (60%). In order to pass you must pass both the assessed coursework and
the end-of-module examination.
You must also achieve a pass in EACH individual strand (language, literature and
linguistics) of GM1001/2. If you are awarded a mark of zero in 3 or more assessments in
any part of the module you will automatically fail the module. Please see the SoML
Undergraduate handbook for further details on assessment and awarding policy.
For further information on assessment and examinations see the School of Modern
Languages home page and click on Undergraduate.
GM 1003
In both semesters your mark for the module will be divided between your assessed
course work assignments (40%) and your performance in the end-of-module
examination (60%). In order to pass you must pass both the assessed coursework and
the end-of-module examination. In order to pass you must pass both the assessed
coursework and the end-of-module examination.
For further information on assessment and examinations see the School of Modern
Languages home page and click on Undergraduate.

13
6. MARKING SCALES
The School of Modern Languages uses the following marking scale for reporting all
coursework. Where other scales (e.g. 1-100) are used for marking purposes the
reporting (0-20) mark will also figure on the returned work.
First class
19.5 - 20 Exceptional First Class work
18 - 19 Clear First Class work
17 - 17.5 Marginal First Class work
Upper Second Class
16 - 16.9 Strong Upper Second Class work
15 - 15.5 Clear Upper Second Class work
14 - 14.5 Marginal Upper Second Class work
Lower Second Class
13 - 13.9 Strong Lower Second Class work
12 - 12.5 Clear Lower Second Class work
11 - 11.5 Marginal Lower Second Class work
Third Class
10 - 10.9 Strong Third Class work
9 - 9.5 Clear Third Class work
8 - 8.5 Marginal Third Class work
Pass
7 - 7.9 Pass level work
Fail
4 - 6.9 Fail with right to reassessment
0 - 3.9 Fail with no right to reassessment

14
For definitions of all criteria in these tables, please refer to the relevant section of the School’s undergraduate handbook.
While the same criteria are stated for both 1000 and 2000 Levels, tutors at 2000 Level will seek clear evidence of progress over 1000 Level
performance.
Criteria
Grammatical
accuracy
Class
Command of
vocabulary and
idiom
Use of
discourse
strategies
Language
I (17-20) II.i (14-16.9) II.ii (11-13.9)
Honours entry
very high to very sound to basic
excellent: no high: very few some
recurrent errors recurrent errors errors
very effective to very sound to
excellent effective
advanced:
effective
excellent
very moderate: very
to sound to effective
Assessment criteria
work, 1000 (non-beginners) & 2000 Levels
to sound;
recurrent
III (8-10.9)
Discretionary
Hons entry
very basic:
frequent recurrent
errors
Pass (7-7.9) Fail 1 (4-6.9) Fail 2 (0-3.9)
Below Hons
entry
elementary poor or very almost none to
poor
nil
basic to sound very basic elementary poor or very
poor
adequate: basic to
sound
inadequate:
very basic
elementary poor or very
poor
almost none to
nil
almost none to
nil
Fluency high degree to moderate: very basic to sound very basic elementary poor or very almost none to
excellent sound to effective
poor
nil
Analysis (as highly intelligent but adequate but basic elementary poor or very almost none to
applicable) intelligent, well with some flaws flawed
poor
nil
structured
Oral: add the criteria below to those above
Pronunciation
& Intonation
Comprehension
advanced:
excellent in both
criteria
advanced:
excellent
moderate: good to
very good in both
criteria
moderate: good to
very good, few
misunderstandings
adequate: basic to
sound in both
criteria
adequate: basic to very
sound, some
misunderstandings
very basic: some
ability in both
criteria
limited
understanding
basic:
elementary and
inadequate
both criteria
in
inadequate, very
limited
standing
under-
poor or very
poor in both
criteria
poor or very
poor, major
misunderstanding
almost none to
nil
almost none to
nil

15
Assessment criteria
Language work, 1000 Beginners Level
Class
Criteria
Grammatical
accuracy
Command of
vocabulary and
idiom
Use of
discourse
strategies
Fluency
Analysis (as
applicable)
I (17-20) II.i (14-16.9) II.ii (11-13.9) III (8-10.9) Pass (7-7.9) Fail 1 (4-6.9) Fail 2 (0-3.9)
very high: no sound to high: basic to sound; very basic: elementary poor or very
recurrent errors very few some recurrent frequent recu-
poor
recurrent errors errors
rrent errors
effective sound reasonable some basic elementary poor or very
poor
advanced: highly moderate: very
effective for a sound to effective
beginner for a beginner
high degree for a moderate: very
beginner sound to effective
for a beginner
highly intelligent but adequate
intelligent, well with some flaws flawed
structured
adequate: basic to
s o u n d f o r a
beginner
basic to sound for
a beginner
but
inadequate:
very basic, even
for a beginner
very basic even
for a beginner
elementary, even
for a beginner
elementary even
for a beginner
poor or very
poor, even for a
beginner
poor or very
poor, even for a
beginner
basic elementary poor or very
poor
almost none to
nil
almost none to
nil
almost none to
nil, even for a
beginner
almost none to
nil, even for a
beginner
almost none to
nil
Oral: add the criteria below to those above
Pronunciation
& Intonation
Comprehension
advanced:
excellent in both
criteria
advanced:
excellent
moderate: good to
very good in both
criteria
moderate: good to
very good, few
misunderstandings
adequate: basic to
sound in both
criteria
adequate: basic to
sound, some
misunderstandings
very basic: some
ability in both
criteria
very
limited
understanding
basic:
elementary and
inadequate
both criteria
in
inadequate, very
limited
standing
under-
poor or very
poor in both
criteria
poor or very
poor, major
misunderstanding
almost none to
nil
almost none to
nil

16
Mark Profile for Written Work
Department & Module no Student Exercise
Date
Marker / (2 n d Marker / Moderator [as Final mark
applicable])
Bandings: these bandings correspond to the bandings outlined in the SoML Handbook, p.17
NB: H=High; M=Middle; L=Low . P = Pass. FR = Fail (right to reassessment [module]). F = Fail (no right to reassessment [module])
Non-Language Elements (As Applicable)
I II.i II.ii III P FR F
Knowledge and understanding of the
material
Quality of independent analysis
Relevant application to the question set
Logical structuring of argument
Overview of the topic
Appropriate use of secondary material
Clarity of Expression
Grammatical accuracy
Command and breadth of resources of
language
Use of discourse strategies
Fluency
Analysis
General Comments
H M L H M L H M L H M L H L H L
Language Elements (As Applicable)

17
Oral work
University of St Andrews
School of Modern Languages
Oral Marking Profile and Feedback Form
DEPARTMENT :
SPOKEN LANGUAGE:
Candidate:
Module:
Tutor:
Code for Mark Boxes
HONOURS
SUBHONOURS
1 First Class First Class
2 Upper Second Upper Second
3 Lower Second Lower Second (Honours Entry)
4 Third Third (possible Honours entry)
5 Unclassified Pass Pass (below Honours)
6 Fail 1 Fail 1
7 Fail 2 Fail 2
1
Content and
Structure
·Logical Structure
· Ability to focus on
relevant points
·Coherence in
developing ideas
·Originality
Grammatical
Accuracy
·Frequency of
mistakes
·Type of mistakes
Complexity of
Language
·Range of vocabulary
·Structural complexity
(syntax, modes,
tenses)
·Grasp of register
·Use of linking
phrases and
constructions
Pronunciation and
Intonation
·Frequency of
mistakes
·Type of mistakes
Presentational Skills
·Fluency
·Response to
questions and
statements in class
discussion
·Ability to speak
without hesitation
2
3
4
5
6
7
Overall Mark
Comments

18
7. PATHWAYS INTO SECOND-LEVEL GERMAN IN 2014/15
The primary aim of Second Level modules is to develop the skills you acquired
during your First Level German course. Second Level modules are also
designed to prepare you for the more advanced and specialised modules at
Honours Level. You will be encouraged, and expected, to acquire a broader
understanding of the German language and (in the 30-credit modules) you will
also build on your first year to expand your understanding of modern and
medieval literature as well as linguistics. You will also learn to make more effective use
of secondary literature, which will deepen your knowledge and critical
understanding of texts and issues from a variety of fields and periods.
Former GM1001/2 (First Level German A) students have the choice of the
following modules: GM2001, GM2002, GM2003 & GM2004
Modules GM2001 (Semester 1) and GM2002 (Semester 2) are 30-credit modules
which build on all aspects of modules GM1001/2 and are taken by the majority
of students intending to read for an Honours degree involving German. They also
introduce you to modern and mediaeval literature.
Modules GM2003 (Semester 1) and GM2004 (Semester 2) are 10-credit modules
which build on the language elements of modules GM1001/2 and aim to
improve your confidence and skill in speaking, writing and reading German,
whether or not you are intending to pursue German to Honours Level. They are
ideally suited to students wishing to read for a Triple Language or three-subject
degree including German, who must take a 30-credit module in Semester 1 and a
10-credit module in Semester 2, or vice-versa.
Former GM1003/4 (First Level German B) students have the choice of the following
modules: GM2007, GM2008, GM2009, & GM2010
Modules GM2007 (Semester 1) and GM2008 (Semester 2) are 10-credit modules
which incorporate dedicated written and oral language classes designed to
enhance the language skills acquired in modules GM1003/4, whether or not you
are intending to pursue German to Honours Level. They are ideally suited to
students wishing to read for a Triple Language degree or three-subject degree
including German, who must take a 30-credit module in Semester 1 and a 10-credit
module in Semester 2, or vice-versa.
Modules GM2009 (Semester 1) and GM2010 (Semester 2) are 30-credit
modules designed to enhance the language skills acquired in your first year and to
prepare you for Honours Level language work.

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8. GUIDE TO ESSAY-WRITING
Essay-writing is a very personal activity, but it is nevertheless possible to give
some general guidance on how to go about it. An essay should be coherent,
logically structured and expressed in economical and correct English. It should
have a clear overall shape, consisting of an introduction, a main body of
argument and a conclusion. Each of these elements makes its own, distinctive
contribution to a finished article.
The introduction of your essay may include background material and
contextualisation, though this should be kept to a minimum; it should also give a
clear but brief indication of the nature of the issues under consideration, as you
see them, and of your proposed method of approach. The introduction is thus
important on two counts: as your reader's first impression of your work, it
influences how s/he will respond to your detailed argument; but also, because it
outlines your intentions, it invites the reader to refer back to it later, to judge how
closely you have fulfilled them.
It follows that your introduction needs careful attention. Often it is better to write
the introduction last, so that it can take account of your argument in the main body
of the essay, and how it has developed. When this is impossible - e.g. in an exam -
it is still worth planning your main argument in detail before deciding what to
say in the introduction.
Always remember that space, and your reader's interest span, are limited, so try to
avoid waffle and padding at all times, but particularly in your introduction.
The main body of your essay should be meticulously planned and will
normally include the following (depending somewhat on the particular topic):
logical, clearly developed argument; comparison (where appropriate);
evidence/illustrative material (e.g. quotations) correctly referenced; and such
critical analysis and synthesis as are necessary to demonstrate the validity of your
opinion and to sustain the flow of your argument. Do not be afraid to tear up your
first plan and start again: the first way is not always the best.
Avoid repetition and story-telling; stick to analysis rather than description.
Constantly apply the acid test of relevance. One way of administering this test is to
ask yourself whether a particular piece of material is of first-order importance, in
which case you must find a way of planning it into your essay; if you decide that it
is of second-order importance, put it into a footnote; if it is neither of these, leave it
out.
The tone of your essay should be neutral and objective, not colloquial or
subjective. This is not to say that you are not allowed to express your own

20
opinions, but you should avoid the use of the first person. You are out to persuade
a potentially sceptical reader of the validity of your opinion by means of
reasoned argument, not impassioned rhetoric.
Take care with linguistic register: avoid slang or colloquial language; clichés;
vague formulations (e.g. 'very vivid'); gushing praise or carping criticism; exclamation
marks; rhetorical questions; congratulatory formulations (e.g. "X is very skillful...');
patronising formulations (e.g. 'Y succeeds in/manages to...'); largely redundant
intensifiers (e.g. 'very', 'highly', 'basically', 'totally'). Expressions such as 'come to
the fore', 'lifestyle' and 'as such' are unlikely to enhance your essay. Remember:
‘quote’ is an abbreviation; use ‘quotation’. ‘Due to’ means ‘owed to’; use ‘as a result
of’. Avoid overuse of ‘of’; take care not to split the infinitive; and never refer to a
play as a 'book'. Check your spelling and quotations, and be consistent in your form
of references (see Guide to Referencing). Use literary terms such as 'genre', 'style',
'novel', etc. accurately; indeed, be painstakingly precise in your use of language.
You are a linguist after all! The New Fowler’s Modern English Prose Usage, ed. by R.
W. Burchfield, (Oxford: OUP, 1996) is a useful, modern style guide.
Your conclusion should be concise and focused. It should draw together your
argument and should not contain any new material, that is, material you have not
at least touched on before.
Quoted phrases and short sentences of up to 30 words should be enclosed in single
inverted commas and run in with your own text. Any quotations more than a couple
of lines long should be clearly separated from your own text by indenting with
no inverted commas, thus:
Als Gregor Samsa eines Morgens aus
unruhigen Träumen erwachte, fand er sich in
seinem Bett zu einem ungeheueren Ungeziefer
verwandelt. Er lag auf seinem panzerartig harten
Rücken und sah, wenn er den Kopf ein wenig
hob, seinen gewölbten, braunen, von
bogenförmigen Versteifungen geteilten
Bauch, auf dessen Höhe sich die Bettdecke, zum
gänzlichen Niedergleiten bereit, kaum noch
erhalten konnte. Seine vielen, im Vergleich
zu seinem sonstigen Umfang kläglich dünnen
Beine flimmerten ihm hilflos vor den Augen.
At the end of your essay you should give a bibliography, listing authors
alphabetically, which contains all the books and articles you have used in preparing
your material. You should also include books and articles you have used but not
quoted, including primary as well as secondary literature.

21
9. GUIDE TO REFERENCING IN ESSAY-WRITING
The purpose of a consistent method of referencing is to help you to present your
ideas clearly and accurately and to enable the reader to follow your ideas and their
sources. References (in the body of the text, or in footnotes) should document the
ideas and quotations you present, to allow the reader to check the evidence on
which your argument is based. A reference should enable the reader to find the
source referred to (a book, an article, a CD-ROM, or a web page) quickly and easily.
We recommend the MHRA Style Book, 5 th edn (London, 1996) - a copy can be
consulted in the University Library -, and the following guidelines were drawn
up using this manual. There are many other referencing conventions (e.g. the
Harvard system). Whichever convention you adopt, you should be consistent in its
use.
Forms of Reference
a ) B o o k s
The first reference to a source should be given in a footnote, and in the following order
[information in square brackets may not always be applicable]:
Author, Title, [Editor], [Edition], [Number of Volumes], Place of Publication,
Publisher, Year of Publication, [Volume Number], Page Number(s)
e.g. Lesley Sharpe, Friedrich Schiller: Drama, Thought and Politics (Cambridge:
Cambridge University Press, 1991), p. 151.
J. W. v. Goethe, Faust I, ll. 574-585, Goethes Werke, ed. by Erich Trunz, 14 th edn, 14 vols
(Munich: Beck, 1989), iii, 26.
These are examples of first references. Subsequent references, in the body of the
essay or in a footnote, might be as follows: Sharpe, p. 203; Goethe, Faust I, ll. 1385-
92, iii, 48.
b ) Articles in Books
The first reference should be given in full in a footnote, in a form similar to this example:
Elke Fröhlich, ‘Joseph Goebbels: Der Propagandist’, in Die braune Elite: 22
biographische Skizzen, ed. by Ronald Smelser and Rainer Zitelmann (Darmstadt:
Wissenschaftliche Buchgesellschaft, 1999), pp. 52-68 (p. 55).
The range of page numbers indicates the location of the article in the book, the
page number in brackets shows the precise reference. A subsequent reference in
the body of the essay might take the form (Fröhlich, ‘Goebbels’, p. 65.)

22
c) A r t i c l e s in A c a d e m i c Jo u rn a l s
The first reference should be given in full in a footnote, in a form similar to this example:
Richard Benz, ‘Wandel des Bilds der Antike im 18. Jahrhundert’, Antike und
Abendland, 1 (1945), 108-120 (109).
The range of page numbers indicates the location of the article in that volume of
the journal, and the page number in brackets shows the precise reference. A
subsequent reference in the body of the essay might be (Benz, 116).
d) Articles in Newspapers and Magazines
Craig Brown, ‘Scotland the Brave’, The Times, 16 October 2000, p. 23.
e) M a t e r i a l o n C D - ROM
As for a), b) and c) above but with the addition at the end of the phrase ‘[on CD-
ROM]’.
f) The Intern et / World Wide Web
Avoid over-reliance on internet sources, giving a reference to a publication where
possible. References (in the form of footnotes) to online sources should include the
following information, and in this order:
Author/editor (if available/known). Webpage Title. Information supplier. Accessed:
[date]
.
Some examples:
Chronology and Battles of World War I. Oxford University Humanities Computing
Unit. Accessed: 14 January 2002
.
Elfriede Jelinek, ‘Ich möchte seicht sein’. Accessed: 28 June 2002
.
Interpreting ancient manuscripts. Brown University. Accessed: 22 January 2000
.
Der Sicherheitsdienst des Reichsführers-SS. Stiftung Topographie des Terrors, Berlin.
Accessed: 20 September 2002 .
Women and War. International Internet Encyclopaedia of the First World War. Accessed:
8 October 2002
.

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10. GERMAN DEPARTMENT STAFF: THEIR AREAS OF
RESPONSIBILITY AND THEIR SPECIALISMS:
(The telephone numbers given are internal to ring from outside the University use the prefix
46)
First Level Tutor: Dr. White
First Level Co-ordinators: Dr White (General/Literature); Frau Hartung
(Language)
Dr C. Beedham
Room 204, e-mail cb1, ex. 3657
Dr B. Bildhauer (on leave)
Room 403, e-mail bmeb, ex. 3666
Dr A. Cusack: Exam officer, Year Abroad co-ordinator
Room 214, e-mail atc, ex. 3663
Dr M. Gratzke: Head of Department/Teaching Convenor
E-mail mg43
Dr C. Lawson: Second Year Coordinator, Sub-honours advisor
Room 304, email ll38, ex. 2953
Dr M. White: First Level Tutor (General and Literature), Honours Adviser
Room 206, e-mail mjw8, ex.3659.
Frau I. Hartung: DAAD-Lektorin, First Year Language Co-ordinator
Room 406A, e-mail ih30, ex. 3667
Herr M. Prikoszvits: Lektor
Room 201, ex. 3649
You can obtain further information about the German Department on the internet:
http://www.st-andrews.ac.uk/modlangs/german

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11. LEADING DATES 2013/14
First Meeting FOR GERMAN CLASSES:
2013 TBC
Monday 16 September 2013
(Induction course: GM1001 First Level German A: 3 pm, School 5, GM1003 First Level
German B: 4 pm, School 5)
Semester 1: Martinmas Semester
Monday 16 September 2013 - Friday 20 December 2013
Semester 2: Candlemas Semester
Monday 27 January 2014 - Friday 30 May 2014
For individual dates please consult:
http://www.st-andrews.ac.uk/semesterdates/2013-2014/
12. FURTHER INFORMATION
Communications
Information about arrangements affecting the class as a whole or particular groups
will be found on the First Level German notice boards in the entrance foyer of the
Buchanan Building. Messages from staff to individual students will be sent by e-
mail or they will be placed in the pigeonholes at the foot of the main stairway.
Please check your e-mails, the notice board and the pigeonholes regularly. Note
that you are required to activate and to use your University e-mail account or,
alternatively, you must arrange with LIS (Library and Information Services) for
your e-mail to be redirected if you have another e-mail account which you
prefer to use instead. Letters from you to tutors or written work to be handed in
to tutors should be placed in the boxes outside their rooms. Please make sure that
you update your personal details, especially if you change your home or term
address, online as necessary.
If at any stage you have questions or difficulties arising from your work or
from teaching arrangements in First Level German do not hesitate to contact
members of the staff. Specific problems and queries about particular classes,
written exercises, etc. are best raised in the first instance with the member of staff
who is teaching your group.
Study Facilities
The University Library houses the main stock of books and periodicals on German
language and literature. Introductory tours of the University Library are organised

25
at the beginning of the year. The library staff will be glad to help you with
queries. Facilities in the Buchanan Building: All eight classrooms in the
Buchanan Building have audio-visual facilities. The Multi-Media Centre (access
via the School Office on the second floor) comprises a large number of workstations
which enable you to access audio and video recordings or live Satellite TV
programmes in French, Italian, Spanish, Russian and German. You can also access
German software from these workstations to practise your grammar and to improve
your pronunciation.
Submission of Work
All written work should be submitted either word-processed or typed. The
only exceptions to this would be where computers do not have the correct
character sets or where written work is submitted on write-on forms
provided by the German Department and, obviously, class tests.
Exemptions may apply to those students who have registered a relevant special
needs with Student Support Services.
Tutors may refuse to mark ha nd-written work not covered by
the exemption/exceptions above. All written work submitted should be
printed out in hard copy. Work in electronic form is not normally acceptable.
In terms of transferable skills, this will help improve your word-processing and
IT skills not only in English but also in other languages (e.g. production of
accented characters, foreign language punctuation marks).
The German Society
Students are encouraged to become actively involved in the German Society, to
take part in the annual German play and in the social and cultural functions
organised by the Society. The German Society plays a valuable part in the life of the
Department and depends crucially on the commitment and enthusiasm of First
and Second Level students as well as more senior students. Details of meetings
and events are posted on the notice boards and are also available on the internet
via the German homepage (http://www.st-andrews.ac.uk/~gersoc/index.html).
If you have further questions about German modules at the University of St
Andrews,
please contact the First Level Coordinator Dr White: mjw8@st-andrews.ac.uk
For further details, please also see our Homepage:http://www.standrews.ac.uk/modlangs/german