Department of Modern and Applied Languages Undergraduate ...

Department of Modern and Applied LanguagesUndergraduate Language Degree ProgrammeSpanish Module HandbookBA Language StudiesBA Modern LanguagesBA Language and Other DisciplinesBA TranslationUpdated1 August 08

Welcome to the Spanish part of your course on theUndergraduate Languages Degree Programme, whichoffers you the opportunity to become an ablecommunicator within our increasingly multiculturalsocieties.The proformas on the following pages give a detailedoutline of each of the Spanish modules, plus a list of theessential sources (mainly books, but including othermedia in some cases) for each module.Please refer to the course-specific information in theProgramme Handbook for information about the modulesyou are required to study.2

CONTENTSLearning Advice Centre……………………………………………………………….. 41 Spanish Language Development Strand ………………………………………. 52 Spanish Languages in Action Strand …………………………………….…… 412.1 Language in Practice Pathway…………………………………..……… 412.2 Language for Work Pathway…………………………………………….. 712.3 Bilingual Translation Pathway…………………………………………. 1042.4 Translation as Cultural Practice Pathway……………………………. 1423 Spanish Area Studies Strand ……............................................................... 1944 Linguistics Modules for BA Translation Option …………………………… 2335 Spanish for Business Module…………………………………………………. 257Module List …………………………………………………………………………….. 2633

Learning Advice CentreRegent Library basement, 4-12 Little Titchfield Street, W1W 7UW& Learning Advisor ServiceRoom 301, 32-38 Wells Street, W1T 3UWSupport for Independent Learning SkillsThe Learning Advice Centre (LAC), located in the basement of Regent Library, providesfacilities and resources for language learning in the form of:‣ A range of resources (books, CDs, DVDs, tapes) from beginner to advancedlevel for the language you are studying;‣ Foreign language films on video or DVD;(These are located on the very last shelving stack next to the emergencystaircase.)‣ 16 channels of live satellite television covering 13 languages (satellite TV accessis also available in The Deep End mezzanine floor in RS);‣ A series of Language Learning Helpsheets containing helpful study tips (alsodownloadable from the LAC website) http://www.wmin.ac.uk/sshl/page-861‣ Video, DVD/CD and cassette playing/voice recording facilities;‣ PCs with headphones and access to CD-Rom and on-line learning materials.Learning Advisor ServiceIf you are struggling to organise your work, manage your time or feel that studying ismore of an ordeal than a challenge, Maria O’Conor, the school’s Learning Advisor, isavailable to offer guidance and support to help you become a more effective learner.You can request an appointment for a 1-1 advice session with Maria by phoning 0207911 5000 ext 2364, emailing m.oconor@westminster.ac.uk or dropping in to Room301 in the Wells Street building.Alternatively, during teaching weeks there are lunchtime drop-in advice sessions onMondays, Tuesdays and Thursdays in the (old) Gymnasium, Regent Street. Look out forposters advertising exact times.Learning Skills WorkshopsThe Learning Advisor also runs workshops on various aspects of learning skills such astime management, reading, memorisation or revision during teaching weeks. Details areavailable on the LAC website and are emailed to students so be sure to check yourinbox regularly.Language ExchangeThe University of Westminster has a diverse, international student body and a largenumber of students studying a range of languages. If you would like to try and meetsomeone with whom you can practise your language skills in exchange for English oranother language, log on to Connect, the University’s social networking sitehttps://connect.wmin.ac.uk/ (also accessible through the University website), and jointhe Language Exchange community.For more information about Learning Skills workshops, to download Language Learningor Learning Skills helpsheets or access online learning resources, visit the LearningAdvice Centre website at: http://www.wmin.ac.uk/sshl/page-8614

1 Spanish Language Development Strand1.1 Spanish Language Development 1 ………………………………………….. 61.2 Spanish Language Development 2 ………………………………………….. 131.3 Spanish Language Development 3 ………………………………………….. 211.4 Spanish Language Development 4 ………………………………………….. 271.5 Spanish Language Development 5 ………………………………………….. 345

Full Module Title: SPANISH LANGUAGE DEVELOPMENT 1Short Module Title: Spanish Development 1Module Code:1SPA480Module Level: 4Academic credit weighting: 30 creditsLength:Year-longSchool and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Olga Núñez PiñeiroExtension: 2376E-mail:o.nunez@wmin.ac.ukHost course:BA Language StudiesBA Modern LanguagesBA Language and Other DisciplinesBA TranslationStatus:CoreSubject Board:Modern LanguagesPre-requisites:NoneCo-requisites:Variable – please consult UndergraduateLanguage Degree Programme Handbook forcourse-specific requirementsAssessment: Coursework 30%; Test 10%; Examination 60%.Coursework: Coursework 1: 10%;Coursework 2: 10%;Coursework 3: 10%.In-class Test: Aural Test: 10%.Examination: Oral Examination: 20%;Written Examination 40%.Summary of Module Content: This module is designed for beginners and falsebeginners of Spanish language. It teaches a rangeof language-specific structures and skillsappropriate to this level of competence andperformance and will enable you to function with alimited degree of linguistic autonomy in thecountries in which the language is spoken.Language is taught through the productive andreceptive skills and attention is given to thedevelopment of independent language learningstrategies by promoting task-based and enquirybasedapproaches to learning with specialreference to the promotion of interculturalunderstanding. The module will enable you toperform as a basic user of a language as definedby the Common European Framework ofReference for Languages and to function in thelanguage broadly as described in language levelsA1/A2 of the Framework.6

Module AimsThe module aims to enable you to acquire:1. A functional knowledge of the basic phonological, lexical, grammatical andtextual characteristics of the Spanish language and an ability to replicate thesecharacteristics accurately in accordance with the accepted written and/orspoken conventions of the language;2. A range of productive and receptive communication skills that will enable you tooperate in Spanish in predictable situations in the countries where the languageis spoken and thereby achieve rudimentary and tangible individual and socialgoals;3. A range of independent language learning skills that will support youracquisition and consolidation of knowledge and skills in Spanish outside of aformal classroom environment at this level of linguistic competence;4. A functional ability to retrieve, process, adapt and re-present information forSpanish and English speakers from a limited range of authentic sources,providing you with the opportunity to demonstrate an awareness of theintercultural and professional contexts of language use where appropriate.Learning OutcomesOn successful completion of this module you will be able to:1. Interact with native speakers of the language at a basic level in a range ofeveryday situations, demonstrating a level of intercultural awarenessappropriate to this level of communicative requirement and using yourknowledge of the language to achieve limited and tangible individual and socialgoals;2. Listen to and understand sympathetic native speakers when they speak slowlyand repeat where necessary, and otherwise extract relevant information byinference from contexts that you may not fully understand;3. Produce an accurate written response in the foreign language to meet therequirements of a professional brief, expressing opinions as well as providingan account of factual events or narrative sequence;4. Read, retrieve, adapt and re-present information from authentic material that isconceptually uncomplicated and may have been specially adapted for use in alanguage learning environment;5. Work independently to acquire and consolidate your linguistic knowledge andskills outside of the classroom, using the formal learning guidance provided aspart of the delivery of the module.Indicative Syllabus ContentThis is a practical module requiring a high level of student engagement with thestimuli provided by the module team, regular and punctual attendance in class andconsolidation through self-study.At the start of each semester you will be provided by the Module Leader with adetailed Schedule of Work, which will set out the features of the language you will be7

taught, the communicative skills that will be used to practise these features and thetopic areas in which the language learning processes will be contextualised.The precise nature of the module content will vary from year to year, to reflectteaching innovation, the use of particular textbooks or other materials, response tostudent learning needs and areas of remedial activity. It may also deviate from thepublished Schedule of Work to reflect areas where further work is needed as andwhen identified by the module team during delivery of the module.However, in all cases, the content will be chosen and structured in terms of thefollowing principles:• It will include extensive practice of receptive and productive language skills in avariety of social and professionally orientated contexts;• Material will be chosen to reflect concepts and practices most relevant to theFrancophone world;• Topic areas will be chosen to reflect social, political and cultural affairs currentin the media at the time of delivery;• Language will be taught in the context of the most common situations in whichit occurs;• Students will be guided through structured linguistic tasks to fulfil clearlydefinedtask requirements and encouraged to reflect on the learning strategiesemployed to complete them.The tasks in which students will find themselves engaged will typically include acombination of the following:• The composition of simple reports or narratives in formal registers with specialattention to grammatical accuracy;• The translation and adaptation of simple texts into and out of Spanish with dueregard for the accurate rendition of structural, lexical and other features of thesource language;• Information retrieval exercises from written and aural sources focusing onvarious strategies: gist or detailed comprehension, grammatical analysis andvocabulary search and contextualisation of unfamiliar language;• Brief presentations, role-play and group-work activities with an emphasis ondeveloping confidence and fluency in the use of Spanish.Teaching and Learning MethodsThe module is delivered in 10 x 6-hour weekly seminars, with additional enquirybasedstimulus provided for self-study during the Guided Independent Study weeks.Learning is fostered by a mixture of individual and group work, using authenticsource materials whenever possible; these may include video, audio, electronicmedia and written documents. Class materials are supported by a wide range ofmulti-media materials, which are designed to foster student-centred learning. Thesematerials are posted on the University Virtual Learning Environment, in which casethey will be made available by the Module Leader through the Blackboard site forthis module, or are otherwise available in the library. Your active participation inclasses and your electronic contribution to the module site on the University’s Virtual8

In the in-class test (10%) students are expected to demonstrate they can:- Comprehend effectively everyday spoken Spanish;- Extract specific information or summarise sections of the listening text;- Respond appropriately to the context and the requirements of the task set usingformal English where relevant.In the oral examination (20%) students are expected to demonstrate they can:- Interact at a basic level on a wide range of everyday topics;- Use Spanish accurately with good pronunciation and intonation;- Respond appropriately to the context and the requirements of the task set.In the written examination (40%) students are expected to demonstrate they can:- Communicate effectively on a wide range of everyday topics;- Read and understand simple authentic material and respond appropriately tothe task set;- Write a simple report in response to a brief expressing opinions as well asdescribing facts and events;- Undertake grammatical transformations or correct grammatical material usingtheir knowledge of the structures acquired on the module.Coursework 1 will explicitly test learning outcomes 3 and 5;Coursework 2 will explicitly test learning outcomes 4 and 5;Coursework 3 will explicitly test learning outcomes 1 and 5;The Aural Test will explicitly test learning outcomes 2 and 4;The Oral Examination will explicitly test learning outcomes 1 and 2;The Written Examination will explicitly test learning outcomes 3 and 4.Marks are awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria as outlined above.Characteristics of performance MarkOutstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Methods and WeightingsCoursework 1Coursework 2Coursework 3Aural TestOral examWritten exam10% (300 words)10% (300 words)10% (3 minutes)10% (3 x 3 minutes)20% (10 minutes)40% (3 hours)10

To pass this module, you are required to secure an overall mark of 40% and at least35% in each of the qualifying marks and qualifying sets set out below:Qualifying set 1: coursework 1, 2 and 3 plus aural testQualifying mark 1: oral examQualifying mark 2: written examPlease be aware that should you achieve less than 35% in respect of any of thequalifying marks or sets, you will be referred in the relevant element of theassessment and your final mark for the module will be capped at 40%.SourcesCoursebookRápido, rápido (Curso intensivo de español). Libro del alumno y cuaderno deejercicios. Editorial EDELSA.Other SourcesComprensión de Lectura:Nuria Sánchez Quintana y David Clark: Las cuatro destrezas. SM. Madrid.Expresión Escrita:Belén Artuñedo y María Teresa González: Taller de escritura. Nivel intermedioavanzado.EDINUMEN. Madrid.Nuria Sánchez Quintana y David Clark: Las cuatro destrezas. SM. Madrid.Comprensión Auditiva:Miquel Sans: Como suena. [Vol.2 - Nivel intermedio/avanzado].DIFUSIÓN. Barcelona.Nuria Sánchez Quintana y David Clark: Las cuatro destrezas. SM. Madrid.Expresión Oral:G. González Mangas y M.C. Marcos de la Losa: Técnicas de conversacióntelefónica. EDELSA. Madrid.Nuria Sánchez Quintana y David Clark: Las cuatro destrezas. SM. Madrid.Gramática Y Vocabulario:Josefa Martín García: Ejercicios de gramática. Nivel Intermedio. ANAYA. Madrid.Pablo Martínez Menéndez: Ejercicios de léxico. Niveles Inicial e Intermedio.ANAYA. Madrid.Rosario Alonso, Alejandro Castañeda, Pablo Martínez, Lourdes Miquel, JenaroOrtega y José Plácido: Gramática básica del español. DIFUSIÓN. Barcelona.Pedro Benítez y María José Gelabert: Breve gramática. DIFUSIÓN. Barcelona.11

F. Castro: Uso de la gramática española. Nivel Intermedio / Nivel Avanzado.EDELSA. Madrid.Francisco Matte Bon: Gramática comunicativa del español. Nivel intermedio.EDELSA. Madrid.Ramón Sarmiento: Gramática progresiva. SGEL. Madrid.Ramón Sarmiento y Aquilino Sánchez: Gramática básica del español. SGEL.Madrid.DictionariesCollins Spanish Dictionary, Glasgow: HarperCollins, 2003.Oxford Spanish Dictionary, 2003.Website for simplified current-affairs texts in Spanishhttp://news.bbc.co.uk/hi/spanish/news/Other sources will be provided by module leaders at the start of the module.Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:12

Module AimsThe module aims to enable you to acquire:1. A functional knowledge of a broad range of phonological, lexical, grammaticaland textual characteristics of the language and an ability to replicate thesecharacteristics accurately in accordance with the accepted written and/orspoken conventions of the language;2. A range of productive and receptive communication skills that will enable you tooperate with a degree of fluency in Spanish in less predictable situations in thecountries where the language is spoken and thereby achieve a range ofindividual and social goals, including understanding and influencing the actions,behaviour or views of other speakers;3. A range of independent language learning skills that will support youracquisition and consolidation of knowledge and skills in Spanish outside of aformal classroom environment at this level of linguistic competence;4. An ability to retrieve, process, adapt and re-present information for Spanish andEnglish speakers, demonstrating a wider awareness of the intercultural andprofessional contexts of language use.Learning OutcomesOn successful completion of this module you will be able to:1. Interact with native speakers of the language in a range of predictablesituations, demonstrating a level of intercultural awareness appropriate to thislevel of communicative requirement and using your knowledge of the languageto achieve individual and social goals;2. Listen to and understand native speakers, extracting relevant information byinference from contexts that you may not fully understand;3. Produce an accurate written response in the foreign language to meet therequirements of a professional brief, using a range of appropriate structuresand lexis to influence the actions, behaviour or views of other speakers;4. Read, retrieve, adapt and re-present information from authentic materialappropriate to intermediate levels of ability;5. Work independently to acquire and consolidate your linguistic knowledge andskills outside of the classroom, using the formal learning guidance provided aspart of the delivery of the module.Indicative Syllabus ContentThis is a practical module requiring a high level of student engagement with thestimuli provided by the module team, regular and punctual attendance in class andconsolidation through self-study.At the start of each semester you will be provided by the Module Leader with adetailed Schedule of Work, which will set out the features of the language you will betaught, the communicative skills that will be used to practise these features and thetopic areas in which the language learning processes will be contextualised.14

The precise nature of the module content will vary from year to year, to reflectteaching innovation, the use of particular textbooks or other materials, response tostudent learning needs and areas of remedial activity. It may also deviate from thepublished Schedule of Work to reflect areas where further work is needed as andwhen identified by the module team during delivery of the module.However, in all cases, the content will be chosen and structured in terms of thefollowing principles:• It will include extensive practice of receptive and productive language skills in avariety of social and professionally orientated contexts;• Material will be chosen to reflect concepts and practices most relevant to theFrancophone world;• Topic areas will be chosen to reflect social, political and cultural affairs currentin the media at the time of delivery;• Language will be taught in the context of the most common situations in whichit occurs;• Students will be guided through structured linguistic tasks to fulfil clearlydefinedtask requirements and encouraged to reflect on the learning strategiesemployed to complete them.The tasks in which students will find themselves engaged will typically include acombination of the following:• The composition of reports or essays in formal registers with special attentionto grammatical accuracy;• The translation and adaptation of authentic texts into and out of Spanish withdue regard for the accurate rendition of structural, lexical and other features ofthe source language;• Information retrieval exercises from written and aural sources focusing onvarious strategies: gist or detailed comprehension, grammatical analysis andvocabulary search and contextualisation of unfamiliar language;• Presentations, role-play and group-work activities with an emphasis ondeveloping confidence and fluency in the use of Spanish.Teaching and Learning MethodsThe module is delivered in 10 x 5-hour/10 x 4-hour weekly seminars, with additionalenquiry-based stimulus provided for self-study during the Guided Independent Studyweeks. Learning is fostered by a mixture of individual and group work, usingauthentic source materials whenever possible; these may include video, audio,electronic media and written documents. Class materials are supported by a widerange of multi-media materials, which are designed to foster student-centredlearning. These materials are posted on the University Virtual Learning Environment,in which case they will be made available by the Module Leader through theBlackboard site for this module, or are otherwise available in the library. Your activeparticipation in classes and your electronic contribution to the module site on theUniversity’s Virtual Learning Environment is expected. You are also encouraged toparticipate in London-based activities related to your language learning, such as15

language exhibitions, films and cultural events. All activities are designed to facilitatea highdegree of student autonomy and promote the graduate qualities of communicativeeffectiveness, personal organisation, flexibility, analysis, team-work and originality.Assessment RationaleA combination of coursework undertaken over the academic year, mid-year test andfinal examination have been chosen as the most appropriate methods of assessmentfor this module.The coursework takes the form of three separate assignments, which are designedto monitor and provide you with feedback on the development of your linguisticcompetence over the year, and identify areas where remedial activity is required.• Coursework 1: written exercise(s) in Spanish totalling 400 words;• Coursework 2: bilingual adaptation exercise(s) totalling 400 words;• Coursework 3: an in-class oral presentation in Spanish of 4 minutes’ durationon an issue of relevance to current affairs.The mid-year in-class test, which will be of 1 hour's duration, tests your ability toretrieve specific items of information or summarise particular points from a Spanishtext read three times and adapt or re-present them in continuous prose in Spanish ina format specified in the brief.The final examination takes the form of separate oral and written examinations,which are designed to assess your overall linguistic performance in restrictedconditions in specific skill areas on exit from the module.• Oral examination: a 10-minute examination conducted in the foreign language,in which you will take part in an unscripted and unrehearsed discussion on anissue of relevance to current affairs;• Written examination: a 3-hour examination, divided into three parts: a readingcomprehension with answers in Spanish; a translation into English; a writtenexercise in Spanish.Assessment CriteriaIn the three coursework assignments (3 x 10%) students are expected todemonstrate they can:- Comprehend and communicate effectively in intermediate Spanish both orallyand in writing;- Apply correctly the language structures covered in the module when workingbetween languages;- Respond appropriately to the context and the requirements of the task set usingformal English where relevant.In the in-class test (10%) students are expected to demonstrate they can:16

- Comprehend effectively spoken Spanish used in public and formal contexts;- Extract specific information or summarise sections of the listening text;- Adapt or re-present that information in Spanish in continuous prose as specifiedby the brief;- Respond appropriately to the context and the requirements of the task.In the oral examination (20%) students are expected to demonstrate they can:- Respond to questions and initiate conversation, using a wide range of lexis andgrammatical structures;- Use intermediate Spanish accurately with good pronunciation and intonation;- Respond appropriately to the context and the requirements of the task set.In the written examination (40%) students are expected to demonstrate they can:- Communicate effectively on a wide range of current affair topics and issuesusing a wide range of lexis and grammatical structures;- Read and understand authentic material appropriate to the level of ability andrespond appropriately to the task set;- Write a report in response to a brief demonstrating an awareness of textualstructure and register;- Undertake complex grammatical transformations or correct complexgrammatical material using their knowledge of the structures acquired on themodule.Coursework 1 will explicitly test learning outcomes 3 and 5;Coursework 2 will explicitly test learning outcomes 4 and 5;Coursework 3 will explicitly test learning outcomes 1 and 5;The In-Class Test will explicitly test learning outcomes 2, 3 and 4;The Oral Examination will explicitly test learning outcomes 1 and 2;The Written Examination will explicitly test learning outcomes 3 and 4.Marks are awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria as outlined above.Characteristics of performance MarkOutstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Methods and WeightingsCoursework 1Coursework 2Coursework 3In-Class Test10% (400 words)10% (400 words)10% (4 minutes)10% (1 hour including 3 x 4 minute listening time plus write-up)17

Oral examWritten exam20% (15 minutes)40% (3 hours)To pass this module, you are required to secure an overall mark of 40% and at least35% in each of the qualifying marks and qualifying sets set out below:Qualifying set 1: coursework 1, 2 and 3 plus in-class testQualifying mark 1: oral examQualifying mark 2: written examPlease be aware that should you achieve less than 35% in respect of any of thequalifying marks or sets, you will be referred in the relevant element of theassessment and your final mark for the module will be capped at 40%.SourcesCoursebooks:Aula . Libro del alumno. J. Corpas, A. Garmendia y C. Soriano. Barcelona. EditorialDifusión.Abanico. Libro del alumno y cuaderno de ejercicios. Curso avanzado de españolcomo lengua extranjera. D. Chamorro y otros. Barcelona. Editorial Difusión.Other Sources:Gramáticas:o Gramática práctica del español, nivel básico.Ed. EnCLAVE E/LEo Gramática básica del español (de nivel básico a intermedio). L. Miquel y otros.Ed. Difusión.o Gramática de uso del español (con solucionario) L. Aragonés y R. Palencia. Ed.SM-ELEo Uso de la gramática española. Nivel Intermedio. F. Castro. Ed. Edelsa.o Gramática básica del Español. Norma y uso. R. Sarmiento y A. Sánchez. Ed.SGEL.o Conjugar es fácil. Ed. Anaya.o Dificultades del español para hablantes de alemán. Ed. SM-ELE.o Dificultades del español para hablantes de francés. Ed. SM-ELE.o Dificultades del español para hablantes de inglés. Ed. SM-ELE.o Dificultades del español para brasileños. Ed. SM-ELE.o Las formas verbales. P. Díaz y Mª. L. Rodríguez. Ed Edinumen.o Los tiempos del pasado del indicativo. Paula Gozalo. Ed Edinumeno El subjuntivo 1. Nivel intermedio. P. Díaz y Mª. L. Rodríguez. Ed Edinumeno Para practicar las preposiciones. Mª P. Hernández. Ed. EdelsaDiccionarios:ooooDiccionario de la lengua española para estudiantes de español. Ed. Espasa.Diccionario didáctico del español. Ed. SM-ELENuevo diccionario esencial de la lengua española. Ed. SantillanaMaría Moliner Diccionario del uso del español. Madrid. Gredos.18

ooCollins Spanish Dictionary.Oxford Spanish Dictionary.Comprensión de Lectura:Concepción Bados Ciria: Textos literarios y ejercicios. Niveles Medio II yAvanzado. ANAYA. Madrid.C. Moreno y M. Tuts: Curso de perfeccionamiento. Hablar, escribir y pensar enespañol. SGEL. Madrid.Nuria Sánchez Quintana y David Clark: Las cuatro destrezas. SM. Madrid.Expresión Escrita:Belén Artuñedo y María Teresa González: Taller de escritura. Nivel intermedioavanzado.EDINUMEN. Madrid.M. C. Marcos de la Losa y M. R. Obra Rodríguez: Punto final. EDELSA. Madrid.C. Moreno y M. Tuts: Curso de perfeccionamiento. Hablar, escribir y pensar enespañol. SGEL. Madrid.Nuria Sánchez Quintana y David Clark: Las cuatro destrezas. SM. Madrid.Comprensión Auditiva:Nuria Sánchez Quintana y David Clark: Las cuatro destrezas. SM. Madrid.Miquel Sans: Como suena. [Vol.2 - Nivel intermedio/avanzado].DIFUSIÓN. Barcelona.Expresión Oral:G. González Mangas y M.C. Marcos de la Losa: Técnicas de conversacióntelefónica. EDELSA. Madrid.María Rosa López Llebot: Hablemos en clase. EDINUMEN. Madrid.Nuria Sánchez Quintana y David Clark: Las cuatro destrezas. SM. Madrid.Newspapers and other PublicationsEl País (Spain)El Mundo (Spain)ABC (Spain)La Nación (Argentina)El Mercurio (Chile)La Jornada (Mexico)El Pais SemanalThe IndependentThe TimesThe EconomistWebsites for Texts in Spanishhttp://news.bbc.co.uk/hi/spanish/news/http://www.elmundo.es19

http://www.abc.es/http://www.clarin.comhttp://www.mercurio.clOther sources will be provided by lecturers at the start of the module.Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:20

Full Module Title: SPANISH LANGUAGE DEVELOPMENT 3Short Module Title: Spanish Development 3Module Code:1SPA680 (post-beginner without year abroad)1SPA581 (post-intermediate)1SPA482 (advanced)Module Level: 4/5/6Academic credit weighting: 30 creditsLength:Year-longSchool and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Olga Núñez PiñeiroExtension: 2376E-mail:o.nunez@wmin.ac.ukHost course:BA Language StudiesBA Modern LanguagesBA Language and Other DisciplinesBA TranslationStatus:CoreSubject Board:Modern LanguagesPre-requisites:Variable – please consult UndergraduateLanguage Degree Programme Handbook forcourse-specific requirementsCo-requisites:Variable – please consult UndergraduateLanguage Degree Programme Handbook forcourse-specific requirementsAssessment: Coursework 30%; Test 10%; Examination 60%.Coursework: Coursework 1: 10%;Coursework 2: 10%;Coursework 3: 10%.In-class Test: Aural/written Test: 10%.Examination: Oral Examination: 20%;Written Examination: 40%.Summary of Module Content: This module is designed for final-year postbeginner(no year abroad), second-year postintermediateand first year advanced students ofSpanish. It teaches a range of language-specificstructures and skills appropriate to this level andwill enable you to function with linguistic autonomyin the countries in which the language is spoken.Language is taught through the productive andreceptive skills and attention is given to thedevelopment of independent language learningstrategies by promoting task-based and enquirybasedapproaches to learning with specialreference to the promotion of interculturalunderstanding. The module will enable you toperform as an intermediate/proficient user of thelanguage as defined by the Common EuropeanFramework of Reference for Languages and to21

function in the language broadly as outlined inlanguage levels B2/C1 of the Framework.___________________________________________________________________Module AimsThe module aims to enable you to acquire:1. A functional knowledge of a wide range of phonological, lexical, grammatical,textual and pragmatic characteristics of the language, and an ability to replicateand, in some cases, manipulate these characteristics to rhetorical effect acrossa range of registers, text-types and genres;2. A range of productive and receptive communication skills that will enable you tooperate with fluency in a wide range of predictable and unpredictable situationsin the countries where the language is spoken and thereby achieve a range oftangible goals, including the detailed discussion of topics that are abstractand/or conceptually complex;3. A range of independent language learning skills that will support youracquisition and consolidation of knowledge and skills in Spanish outside of aformal classroom environment at this level of linguistic competence, and anability to transfer those skills to other relevant contexts when the opportunityarises;4. An ability to retrieve, process, adapt and re-present complex structures ofinformation for Spanish and English speakers, demonstrating an awareness ofthe intercultural and professional contexts of language use that recognises alevel of ambiguity beyond the identification of stereotypical situations,assumptions and responses.Learning OutcomesOn successful completion of this module you will be able to:1. Interact with native speakers of the language in a range of predictable andunpredictable situations, demonstrating a level of intercultural awarenessappropriate to the context and using your knowledge of the language to achievea range of more complex and abstract goals;2. Listen to and understand native speakers operating in a wide range of naturallanguage environments, extracting relevant information by inference fromcontexts that may not fully be understood;3. Produce accurate and stylistically appropriate written responses in the foreignlanguage to meet the requirements of a professional brief, using a wide rangeof structures, lexis and textual features to communicate effectively;4. Read, retrieve, adapt and re-present exposition, instruction and argument fromauthentic material appropriate to advanced levels of ability;5. Work independently to acquire and consolidate your linguistic knowledge andskills outside of the classroom, using the formal learning guidance provided aspart of the delivery of the module.22

Indicative Syllabus ContentThis is a practical module requiring a high level of student engagement with thestimuli provided by the module team, regular and punctual attendance in class andconsolidation through self-study.At the start of each semester you will be provided by the Module Leader with adetailed Schedule of Work, which will set out the features of the language you will betaught, the communicative skills that will be used to practise these features and thetopic areas in which the language learning processes will be contextualised.The precise nature of the module content will vary from year to year, to reflectteaching innovation, the use of particular textbooks or other materials, response tostudent learning needs and areas of remedial activity. It may also deviate from thepublished Schedule of Work to reflect areas where further work is needed as andwhen identified by the module team during delivery of the module.However, in all cases, the content will be chosen and structured in terms of thefollowing principles:• It will include extensive practice of receptive and productive language skills in avariety of social and professionally orientated contexts;• Material will be chosen to reflect concepts and practices most relevant to theFrancophone world;• Topic areas will be chosen to reflect social, political and cultural affairs currentin the media at the time of delivery;• Language will be taught in the context of the most common situations in whichit occurs;• Students will be guided through structured linguistic tasks to fulfil clearlydefinedtask requirements and encouraged to reflect on the learning strategiesemployed to complete them.The tasks in which students will find themselves engaged will typically include acombination of the following:• The composition of reports or essays in formal registers with special attentionto register and appropriacy;• The translation and adaptation of authentic texts into and out of Spanish withdue regard for the accurate rendition of structural, lexical and other features ofthe source language;• Information retrieval exercises from written and aural sources focusing onvarious strategies: gist or detailed comprehension, grammatical analysis andvocabulary search and contextualisation of unfamiliar language;• Presentations, role-play and group-work activities with an emphasis ondeveloping confidence and fluency in the use of Spanish.Teaching and Learning MethodsThe module is delivered in 10 x 4-hour weekly seminars, with additional enquirybasedstimulus provided for self-study during the Guided Independent Study weeks.23

Learning is fostered by a mixture of individual and group work, using authenticsource materials whenever possible; these may include video, audio, electronicmedia and written documents. Class materials are supported by a wide range ofmulti-media materials, which are designed to foster student-centred learning. Thesematerials are posted on the University Virtual Learning Environment, in which casethey will be made available by the Module Leader through the Blackboard site forthis module, or are otherwise available in the library. Your active participation inclasses and your electronic contribution to the module site on the University’s VirtualLearning Environment is expected. You are also encouraged to participate inLondon-based activities related to your language learning, such as languageexhibitions, films and cultural events. All activities are designed to facilitate a highdegree of student autonomy and promote the graduate qualities of communicativeeffectiveness, personal organisation, flexibility, analysis, team-work and originality.Assessment RationaleA combination of coursework undertaken over the academic year, mid-year test andfinal examination have been chosen as the most appropriate methods of assessmentfor this module.The coursework takes the form of three separate assignments, which are designedto monitor and provide you with feedback on the development of your linguisticcompetence over the year, and identify areas where remedial activity is required.• Coursework 1: written exercise(s) in Spanish of 500 words;• Coursework 2: bilingual adaptation exercise(s) of 500 words;• Coursework 3: an in-class oral presentation in Spanish of 5 minutes’ durationon an issue of relevance to current affairs.The mid-year in-class test, which will be of 1.5 hour's duration, tests your ability toretrieve specific items of information or summarise particular points from a Spanishtext read three times and adapt or re-present them in continuous prose in Spanish ina format specified in the brief.The examination takes the form of separate oral and written examinations, which aredesigned to assess your overall linguistic performance in restricted conditions inspecific skill areas on exit from the module.• Oral examination: a 15-minute examination conducted in the foreign language,in which you will take part in an unscripted and unrehearsed discussion on anissue of relevance to current affairs as part of which you should expect to haveyour presentation questioned and your views challenged;• Written examination: a 3-hour examination, divided into two parts: textualadaptation exercise from English into Spanish; formal essay in Spanish.Assessment CriteriaIn the three coursework assignments (3 x 10%) students are expected todemonstrate they can:24

- Comprehend and communicate effectively in advanced Spanish both orally andin writing with due regard for register, text-type and genre;- Apply appropriately the language structures covered in the module whenworking between languages, using their knowledge of Spanish to expressnuances of meaning;- Respond appropriately to the context and the requirements of the task set usingformal English where relevant.In the in-class test (10%) students are expected to demonstrate they can:- Comprehend effectively spoken Spanish used in more demanding public andformal contexts, with particular regard for topics of on abstract nature;- Extract specific information or summarise sections of the listening text;- Adapt or re-present that information in Spanish in continuous prose as specifiedby the brief, using their knowledge of Spanish to express nuances of meaningwhere appropriate;- Respond appropriately to the context and the requirements of the task.In the oral examination (20%) students are expected to demonstrate they can:- Initiate discussion by providing a coherent and mature presentation on thematter proposed by the examiner;- Respond to questions at length, using a wide range of lexical, grammatical,textual and grammatical features;- Use advanced-level Spanish accurately with good pronunciation and intonation,expressing nuances of meaning where appropriate;- Respond appropriately to the context and the requirements of the task set.In the written examination (40%) students are expected to demonstrate they can:- Communicate effectively on a wide range of current affair topics and issuesusing a wide range of lexical, grammatical, textual and pragmatic features ofthe language;- Read and understand demanding authentic material appropriate to the level ofability and respond appropriately to the task set;- Write a report in response to a brief demonstrating an awareness of textualstructure and register;Coursework 1 will explicitly test learning outcomes 3 and 5;Coursework 2 will explicitly test learning outcomes 4 and 5;Coursework 3 will explicitly test learning outcomes 1 and 5;The In-Class Test will explicitly test learning outcomes 2, 3 and 4;The Oral Examination will explicitly test learning outcomes 1 and 2;The Written Examination will explicitly test learning outcomes 3 and 4.Marks are awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria as outlined above.25

Characteristics of performance MarkOutstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Methods and WeightingsCoursework 1Coursework 2Coursework 3In-Class TestOral examWritten exam10% (500 words)10% (500 words)10% (5 minutes)10% (1.5 hours incl. 3 x 5 minutes listening time and write-up)20% (15 minutes)40% (3 hours)To pass this module, you are required to secure an overall mark of 40% and at least35% in each of the qualifying marks and qualifying sets set out below:Qualifying set 1: coursework 1, 2 and 3 plus in-class testQualifying mark 1: oral examQualifying mark 2: written examPlease be aware that should you achieve less than 35% in respect of any of thequalifying marks or sets, you will be referred in the relevant element of theassessment and your final mark for the module will be capped at 40%.SourcesCasado Velarde, Manuel, El castellano actual : usos y normas (1997)Gómez Torrego, Leonardo, Gramática didáctica del español (1997)Gómez Torrego, Leonardo, Manual de español correcto (1996)González Bachiller, Fabián, En román paladino (1999)Lázaro Carreter, Fernando, El dardo en la palabra (1997)Moliner, María, Diccionario de uso del español (1970)Real Academia Española, Ortografía de la lengua española (1999)Sarmiento, Ramón, Manual de corrección gramatical y de estilo : español normativo,nivel superior (1999)Seco, Manuel, Diccionario de dudas y dificultades de la lengua española (1998)Learning is supported by the Language Advice Centre (LAC).Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:26

Full Module Title: SPANISH LANGUAGE DEVELOPMENT 4Short Module Title: Spanish Development 4Module Code:1SPA681 (post-beginner with year abroad) and(post-intermediate without year abroad)1SPA582 (advanced)Module Level: 5/6Academic credit weighting: 30 creditsLength:Year-longSchool and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Olga Núñez PiñeiroExtension: 2376E-mail:o.nunez@wmin.ac.ukHost course:BA Language StudiesBA Modern LanguagesBA Language and Other DisciplinesBA TranslationStatus:CoreSubject Board:Modern LanguagesPre-requisites:Variable – please consult UndergraduateLanguage Degree Programme Handbook forcourse-specific requirementsCo-requisites:Variable – please consult UndergraduateLanguage Degree Programme Handbook forcourse-specific requirementsAssessment: Coursework 30%; Test 10%; Examination 60%.Coursework: Coursework 1: 10%;Coursework 2: 10%;Coursework 3: 10%.In-class Test: Aural/Written Test: 10%.Examination: Oral Examination: 20%;Written Examination: 40%.Summary of Module Content: This module is designed for final-year postbeginner(with year abroad), final-year postintermediate(without year abroad) and secondyearadvanced students of Spanish. It teaches arange of language-specific structures and skillsappropriate to this level and will enable you tofunction with linguistic autonomy in the countries inwhich the language is spoken. Language is taughtthrough the productive and receptive skills andattention is given to the development ofindependent language learning strategies bypromoting task-based and enquiry-basedapproaches to learning with special reference tothe promotion of intercultural understanding.The module will enable you to perform as anintermediate/proficient user of the language asdefined by the Common European Framework ofReference for Languages and to function in the27

language broadly as outlined in language levelsC1/C2 of the Framework.___________________________________________________________________Module AimsThe module aims to enable you to acquire:1. A functional knowledge of all but the most sophisticated phonological, lexical,grammatical, textual and pragmatic characteristics of the language, includingan ability to accurately replicate and manipulate these characteristics torhetorical effect across a wide range of registers, text-types and genres;2. A range of productive and receptive communication skills that will enable you tooperate with fluency and a degree of sophistication alongside native speakersin unpredictable situations in the countries where the language is spoken andthereby achieve a range of tangible and intangible goals, especially in relationto language use that is abstract and/or conceptually complex;3. A range of independent language learning skills that will support youracquisition and consolidation of knowledge and skills in Spanish outside of aformal classroom environment at this level of linguistic competence, and anability to transfer those skills to other relevant contexts when the opportunityarises;4. An ability to retrieve, process and re-present complex structures of exposition,instruction and argument for Spanish and English speakers, demonstrating anawareness of the intercultural and professional contexts of language use andan understanding of deep cultural references and metaphor.Learning OutcomesOn successful completion of this module you will be able to:1. Interact with native speakers of the language in a wide range of unpredictableand linguistically demanding situations, demonstrating an advanced level ofintercultural awareness appropriate to the context and using your knowledge ofthe language to achieve a range of complex and abstract goals;2. Listen to and understand fully the referential content produced by nativespeakers operating in their natural language environments, extracting relevantconnotations by inference from cultural and social references that may not fullybe understood;3. Produce accurate and stylistically appropriate written responses in the foreignlanguage to meet the requirements of a demanding professional brief, using awide range of structures, lexis and textual features to communicate effectively;4. Read, retrieve, adapt and re-present exposition, instruction and argument fromauthentic material appropriate to proficient levels of ability;5. Work independently to acquire and consolidate your linguistic knowledge andskills outside of the classroom, using the formal learning guidance provided aspart of the delivery of the module.28

Indicative Syllabus ContentThis is a practical module requiring a high level of student engagement with thestimuli provided by the module team, regular and punctual attendance in class andconsolidation through self-study.At the start of each semester you will be provided by the Module Leader with adetailed Schedule of Work, which will set out the features of the language you will betaught, the communicative skills that will be used to practise these features and thetopic areas in which the language learning processes will be contextualised.The precise nature of the module content will vary from year to year, to reflectteaching innovation, the use of particular textbooks or other materials, response tostudent learning needs and areas of remedial activity. It may also deviate from thepublished Schedule of Work to reflect areas where further work is needed as andwhen identified by the module team during delivery of the module.However, in all cases, the content will be chosen and structured in terms of thefollowing principles:• It will include extensive practice of receptive and productive language skills in avariety of social and professionally orientated contexts;• Material will be chosen to reflect concepts and practices most relevant to theFrancophone world;• Topic areas will be chosen to reflect social, political and cultural affairs currentin the media at the time of delivery;• Language will be taught in the context of the most common situations in whichit occurs;• Students will be guided through structured linguistic tasks to fulfil clearlydefinedtask requirements and encouraged to reflect on the learning strategiesemployed to complete them.The tasks in which students will find themselves engaged will typically include acombination of the following:• The composition of reports or essays in formal registers with special attentionto register and appropriacy;• The translation and adaptation of authentic texts into and out of Spanish withdue regard for the accurate rendition of structural, lexical and other features ofthe source language;• Information retrieval exercises from written and aural sources focusing onvarious strategies: gist or detailed comprehension, grammatical analysis andvocabulary search and contextualisation of unfamiliar language;• Presentations, role-play and group-work activities with an emphasis ondeveloping confidence and fluency in the use of Spanish.Teaching and Learning MethodsThe module is delivered in 10 x 4-hour weekly seminars, with additional enquirybasedstimulus provided for self-study during the Guided Independent Study weeks.29

Learning is fostered by a mixture of individual and group work, using authenticsource materials whenever possible; these may include video, audio, electronicmedia and written documents. Class materials are supported by a wide range ofmulti-media materials, which are designed to foster student-centred learning. Thesematerials are posted on the University Virtual Learning Environment, in which casethey will be made available by the Module Leader through the Blackboard site forthis module, or are otherwise available in the library. Your active participation inclasses and your electronic contribution to the module site on the University’s VirtualLearning Environment is expected. You are also encouraged to participate inLondon-based activities related to your language learning, such as languageexhibitions, films and cultural events. All activities are designed to facilitate a highdegree of student autonomy and promote the graduate qualities of communicativeeffectiveness, personal organisation, flexibility, analysis, team-work and originality.Assessment RationaleA combination of coursework undertaken over the academic year, mid-year test andfinal examination have been chosen as the most appropriate methods of assessmentfor this module.The coursework takes the form of three separate assignments, which are designedto monitor and provide you with feedback on the development of your linguisticcompetence over the year, and identify areas where remedial activity is required.• Coursework 1: written exercise(s) in Spanish totalling 600 words;• Coursework 2: bilingual adaptation exercise(s) totalling 600 words;• Coursework 3: an in-class oral presentation in Spanish of 6-7 minutes’duration on an issue of relevance to current affairs.The mid-year in-class test, which will be of 1.5 hour's duration, tests your ability toretrieve specific items of information or summarise particular points from a Spanishtext read three times and adapt or re-present them in continuous prose in Spanish ina format specified in the brief.The final examination takes the form of separate oral and written examinations,which are designed to assess your overall linguistic performance in restrictedconditions in specific skill areas on exit from the module.• Oral examination: a 20-minute examination conducted in the foreign language,in which you will take part in an unscripted and unrehearsed discussion on anissue of relevance to current affairs as part of which you should expect to haveyour presentation questioned and your views challenged;• Written examination: a 3-hour examination, divided into two parts: textualadaptation exercise from English into Spanish; formal essay in Spanish.Assessment CriteriaIn the three coursework assignments (3 x 10%) students are expected todemonstrate they can:30

- Comprehend and communicate effectively in proficient Spanish both orally andin writing with due regard for register, text-type and genre;- Apply appropriately the language structures covered in the module whenworking between languages, using their knowledge of Spanish to expressnuances of meaning;- Respond appropriately and effectively to the context and the requirements ofthe task set using formal English where relevant.In the in-class test (10%) students are expected to demonstrate they can:- Comprehend effectively spoken Spanish used in demanding public and formalcontexts on topics of on abstract nature;- Extract specific information or summarise sections of the listening text;- Adapt or re-present that information in Spanish in continuous prose as specifiedby the brief, using their knowledge of Spanish to express nuances of meaningwhere appropriate;- Respond appropriately and effectively to the context and the requirements ofthe task.In the oral examination (20%) students are expected to demonstrate they can:- Initiate discussion by providing a coherent and mature presentation on thematter proposed by the examiner;- Respond to questions at length, using a wide range of lexical, grammatical,textual and grammatical features;- Use advanced-level Spanish accurately with good pronunciation and intonation,expressing nuances of meaning where appropriate;- Respond appropriately to the context and the requirements of the task set.In the written examination (40%) students are expected to demonstrate they can:- Communicate effectively on a wide range of current affair topics and issuesusing a wide range of lexical, grammatical, textual and pragmatic features ofthe language;- Read and understand demanding authentic material appropriate to the level ofability and respond appropriately to the task set;- Write a report in response to a brief demonstrating an awareness of textualstructure and register;Coursework 1 will explicitly test learning outcomes 3 and 5;Coursework 2 will explicitly test learning outcomes 4 and 5;Coursework 3 will explicitly test learning outcomes 1 and 5;The In-Class Test will explicitly test learning outcomes 2, 3 and 4;The Oral Examination will explicitly test learning outcomes 1 and 2;The Written Examination will explicitly test learning outcomes 3 and 4.Marks are awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria as outlined above.31

Characteristics of performance MarkOutstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Methods and WeightingsCoursework 1Coursework 2Coursework 3In-Class TestOral examWritten exam10% (600 words)10% (600 words)10% (6-7 minutes)10% (1.5 hours incl. 3 x 5 minute listening time and write-up)20% (20 minutes)40% (3 hours)To pass this module, you are required to secure an overall mark of 40% and at least35% in each of the qualifying marks and qualifying sets set out below:Qualifying set 1: coursework 1, 2 and 3 plus in-class testQualifying mark 1: oral examQualifying mark 2: written examPlease be aware that should you achieve less than 35% in respect of any of thequalifying marks or sets, you will be referred in the relevant element of theassessment and your final mark for the module will be capped at 40%.SourcesAlarcos Llorach, E.: Gramática de la Lengua Española, Madrid, Espasa-Calpe, 1994,1ª ed.Alcina, J y Blecua, J.M.: Gramática Española, Barcelona, 1975.Casado Velarde, Manuel (1996), El castellano actual. Usos y normas, EUNSA,Pamplona, 5ªed.Fernández Ramírez, S. : Gramática española, 1951, Madrid, Arco / Libros, 1985-1986, Ed de J. Polo e I. Bosque.Fundación Juan March: La Lengua española hoy, Madrid,1995.Gómez Torrego, Leonardo (1998), Gramática didáctica del español, SM, Madrid.Gómez Torrego, L.: Manual de español correcto, Madrid, Arco / Libros, 1993, 4ª ed.Gómez Torrego, Leonardo: Ejercicios de gramática normativa I y II, Arco Libros,Madrid,1996.Lázaro Carreter, Fernando (1997), El dardo en la palabra, GalaxiaGutenberg-Círculo de Lectores, Barcelona.Lorenzo, Emilio (1996) Anglicismos hispánicos, Gredos, Madrid.Marsá, Francisco (1986), Diccionario normativo y guía práctica de la lenguaespañola, Ariel, Barcelona.Real Academia Española: Esbozo de una nueva gramática de la lengua española,Espasa Calpe, 1973.Sarmiento, Ramón (1997), Manual de correción gramatical y deestílo, SGEL, Madrid.32

Seco, M.: Gramática esencial del español: introducción al estudio de la lengua, 1972Espasa. Calpe, 2ª edición revisada y aumentada, Madrid, 1989.Seco Reymundo, Manuel (1986), Diccionario de dudas y dificultades de la lenguaespañola, Espasa-Calpe, Madrid, 9ª edición. (1995), Gramática esencial delespañol, Espasa-Calpe, Madrid, 3ª edición.VVAA: Cuadernos de lengua española, Arco Libros, Madrid, 1995-1997 (Diversostemas monográficos, diversos autores).DictionariesReal Academia Española, Diccionario de la lengua española, 21ª ed., Madrid, 1992.Diccionario actual de la lengua española, Barcelona, Bibliograf, 1990.Diccionario ideológico de la lengua española, Barcelona, Bibliograf, 1995.Julio Casares, Diccionario ideológico de la lengua española, 2ª ed., Madrid, 1988.José Martínez de Sousa, Diccionario de lexicografía práctica, Barcelona, 1995.María Moliner, Diccionario de uso del español, Madrid, Gredos, 1990.Manuel Seco, Olimpia Andrés,Gabino Ramos, Diccionario del español actual,Aguilar, Madrid, 1999.Learning is supported by the Language Advice Centre (LAC).Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:33

Full Module Title: SPANISH LANGUAGE DEVELOPMENT 5Short Module Title: Spanish Development 5Module Code:1SPA683 (post-intermediate with year abroad)and (advanced)Module Level: 5/6Academic credit weighting: 30 creditsLength:Year-longSchool and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Olga Núñez PiñeiroExtension: 2376E-mail:o.nunez@wmin.ac.ukHost course:BA Language StudiesBA Modern LanguagesBA Language and Other DisciplinesBA TranslationStatus:CoreSubject Board:Modern LanguagesPre-requisites:Variable – please consult Undergraduate LanguageDegree Programme Handbook for course-specificrequirementsCo-requisites:Variable – please consult Undergraduate LanguageDegree Programme Handbook for course-specificrequirementsAssessment: Coursework 30%; Test 10%; Examination 60%.Coursework: Coursework 1: 10%;Coursework 2: 10%;Coursework 3: 10%.In-class Test: Aural/written Test: 10%.Examination: Oral Examination: 20%;Written Examination 40%.Summary of Module Content: This module is designed for final-year postintermediate(with year abroad) and final-yearadvanced students of Spanish. It teaches a rangeof language-specific structures and skillsappropriate to this level and will enable you tofunction as a sophisticated communicator in thecountries in which the language is spoken.Language is taught through the productive andreceptive skills and attention is given to thedevelopment of independent language learningstrategies by promoting task-based and enquirybasedapproaches to learning with specialreference to the promotion of interculturalunderstanding. The module will enable you toperform as a /proficient user of the language asdefined by the Common European Framework ofReference for Languages and to function in thelanguage as outlined in language level C2 of theFramework.34

Module AimsThe module aims to enable you to acquire:1. A functional knowledge of the most sophisticated phonological, lexical,grammatical, textual and pragmatic characteristics of the language, includingan ability to accurately replicate and manipulate these characteristics torhetorical effect across a wide range of more specialised registers, text-typesand genres and sustain advanced levels of discourse;2. A range of productive and receptive communication skills that will enable you tooperate with fluency alongside unsympathetic native speakers in unpredictablesituations in the countries where the language is spoken and thereby achieve arange of intangible goals, especially in relation to language use that is abstractand/or conceptually complex;3. A range of independent language learning skills that will support youracquisition and consolidation of knowledge and skills in Spanish outside of aformal classroom environment at this level of linguistic competence, and anability to transfer those skills to other relevant contexts when the opportunityarises;4. An ability to retrieve, process and re-present highly complex structures ofexposition, instruction and argument for Spanish and English speakers,demonstrating an awareness of the intercultural and professional contexts oflanguage use at a sophisticated level.Learning OutcomesOn successful completion of this module you will be able to:1. Interact with native speakers of the language across unpredictable, specialisedand linguistically demanding situations, demonstrating a proficient level ofintercultural awareness appropriate to the context and using your knowledge ofthe language to achieve a range of complex and abstract goals;2. Listen to and understand fully the referential content and connotative contextproduced by native speakers operating in their natural language environments;3. Produce accurate, stylistically appropriate and rhetorically effective writtenresponses in the foreign language to meet the requirements of a demandingprofessional brief, using a wide range of structural, lexical, textual andpragmatic features to communicate effectively;4. Read, retrieve, adapt and re-present exposition, instruction and argument fromauthentic material appropriate to proficient levels of ability, demonstrating anability to synthesize information from different spoken and written sources in acoherent presentation5. Work independently to acquire and consolidate your linguistic knowledge andskills outside of the classroom, using the formal learning guidance provided aspart of the delivery of the module.35

Indicative Syllabus ContentThis is a practical module requiring a high level of student engagement with thestimuli provided by the module team, regular and punctual attendance in class andconsolidation through self-study.At the start of each semester you will be provided by the Module Leader with adetailed Schedule of Work, which will set out the features of the language you will betaught, the communicative skills that will be used to practise these features and thetopic areas in which the language learning processes will be contextualised.The precise nature of the module content will vary from year to year, to reflectteaching innovation, the use of particular textbooks or other materials, response tostudent learning needs and areas of remedial activity. It may also deviate from thepublished Schedule of Work to reflect areas where further work is needed as andwhen identified by the module team during delivery of the module.However, in all cases, the content will be chosen and structured in terms of thefollowing principles:• It will include extensive practice of receptive and productive language skills in avariety of social and professionally orientated contexts;• Material will be chosen to reflect concepts and practices most relevant to theFrancophone world;• Topic areas will be chosen to reflect social, political and cultural affairs currentin the media at the time of delivery;• Language will be taught in the context of the most common situations in whichit occurs;• Students will be guided through structured linguistic tasks to fulfil clearlydefinedtask requirements and encouraged to reflect on the learning strategiesemployed to complete them.The tasks in which students will find themselves engaged will typically include acombination of the following:• The composition of reports or essays in formal registers with special attentionto register and appropriacy;• The translation and adaptation of authentic texts into and out of Spanish withdue regard for the accurate rendition of structural, lexical and other features ofthe source language;• Information retrieval exercises from written and aural sources focusing onvarious strategies: gist or detailed comprehension, grammatical analysis andvocabulary search and contextualisation of unfamiliar language;• Presentations, role-play and group-work activities with an emphasis ondeveloping confidence and fluency in the use of Spanish.Teaching and Learning MethodsThe module is delivered in 10 x 4-hour weekly seminars, with additional enquirybasedstimulus provided for self-study during the Guided Independent Study weeks.36

- Comprehend and communicate effectively in proficient Spanish both orally andin writing with due regard for register, text-type and genre;- Apply appropriately the language structures covered in the module whenworking between languages, using their knowledge of Spanish to expressnuances of meaning;- Respond appropriately and effectively to the context and the requirements ofthe task set using formal English where relevant.In the in-class test (10%) students are expected to demonstrate they can:- Comprehend effectively spoken Spanish used in demanding public and formalcontexts on topics of on abstract nature;- Extract specific information or summarise sections of the listening text;- Adapt or re-present that information in Spanish in continuous prose as specifiedby the brief, using their knowledge of Spanish to express nuances of meaningwhere appropriate;- Respond appropriately and effectively to the context and the requirements ofthe task.In the oral examination (20%) students are expected to demonstrate they can:- Initiate discussion by providing a coherent and mature presentation on thematter proposed by the examiner;- Respond to questions at length, using a wide range of lexical, grammatical,textual and grammatical features;- Use advanced-level Spanish accurately with good pronunciation and intonation,expressing nuances of meaning where appropriate;- Respond appropriately to the context and the requirements of the task set.In the written examination (40%) students are expected to demonstrate they can:- Communicate effectively on a wide range of current affair topics and issuesusing a wide range of lexical, grammatical, textual and pragmatic features ofthe language;- Read and understand demanding authentic material appropriate to the level ofability and respond appropriately to the task set;- Write a report in response to a brief demonstrating an awareness of textualstructure and register;Coursework 1 will explicitly test learning outcomes 3 and 5;Coursework 2 will explicitly test learning outcomes 4 and 5;Coursework 3 will explicitly test learning outcomes 1 and 5;The In-Class Test will explicitly test learning outcomes 2, 3 and 4;The Oral Examination will explicitly test learning outcomes 1 and 2;The Written Examination will explicitly test learning outcomes 3 and 4.Marks are awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria as outlined above.38

Characteristics of performance MarkOutstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Methods and WeightingsCoursework 1Coursework 2Coursework 3In-Class TestOral examWritten exam10% (700 words)10% (700 words)10% (8-10 minutes)10% (1.5 hours incl. 3 x 5-minute listening time and write-up)20% (20 minutes)40% (3 hours)To pass this module, you are required to secure an overall mark of 40% and at least35% in each of the qualifying marks and qualifying sets set out below:Qualifying set 1: coursework 1, 2 and 3 plus in-class testQualifying mark 1: oral examQualifying mark 2: written examPlease be aware that should you achieve less than 35% in respect of any of thequalifying marks or sets, you will be referred in the relevant element of theassessment and your final mark for the module will be capped at 40%.SourcesBibliografía RecomendadaÁlvarez Tejedor, A., La Lengua española a finales del milenio, Caja de Burgos,Burgos, 1998.Casado Velarde, M., Aspectos del lenguaje en los medios de comunicación social,La Coruña, Universidad de la Coruña, 1992.García Yebra, V., El buen uso de las palabras, Madrid, Gredos, 2003.González Bachiller, F. y J. Mangado, En román paladino, Logroño, Instituto deEstudios Riojanos, 1999.Lázaro Carreter, F., El dardo en la palabra, Valencia, Galaxia Gutenberg, 1997.Lázaro Carreter, F., Nuevo dardo en la palabra, Madrid, Aguilar, 2003.Núñez-Ladeveze, L., Manual para periodismo: veinte lecciones sobre el contexto, ellenguaje y el texto de la información, Ariel, Barcelona, 1991.Núñez-Ladeveze, L., Teoría y práctica de la construcción del texto: investigaciónsobre gramaticalidad, coherencia y transparencia de la elocución, Ariel, Barcelona,1993.Romero Gualda, Mª Victoria (coord.), Lengua española y Comunicación, Barcelona,Ariel, 2002.39

Salinas, P., “ Defensa del lenguaje”, en El defensor, Madrid, Alianza Editorial, 1967,281-335.Seco, M. y G. Salvador, La lengua española, hoy, Fundación Juan March, Madrid,1995.VVAA, El lenguaje en los medios de comunicación, Zaragoza, Asociación de laPrensa de Zaragoza, 1990.Libros de ConsultaAlvar Ezquerra, M., Diccionario de voces de uso actual, Madrid, Arco/Libros, 1994.Casado, M., El castellano actual: usos y normas, Pamplona, EUNSA, 7ª ed. act.Gómez Torrego, L., El buen uso de la palabra, Madrid, Arco Libros, 1992.Moliner, Mª, Diccionario de uso del español, Madrid, Gredos, 1998, 2ª ed.Real Academia Española, Diccionario de la lengua española, Madrid, España-Calpe,2001, 22ª ed.Real Academia Española, Ortografía de la lengua española, Madrid, Espasa-Calpe,1999.Seco, M. et al., Diccionario de español actual, Madrid, Aguilar, 1999.Seco, M., Diccionario de dudas y dificultades de la lengua española, Madrid,Espasa-Calpe, 1990, 9ª ed. rev. y aum.Seco, M., Gramática esencial del español, Madrid, Espasa-Calpe, 1989,.2ª ed. rev. yaum.Learning is supported by the Language Advice Centre (LAC).Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:40

2 Spanish Languages in Action Strand2.1 Language in Practice Pathway2.1.1 Spanish Language in Practice 1……………………………………422.1.2 Spanish Language in Practice 2……………………………………472.1.3 Spanish Language in Practice 3……………………………………522.1.4 Spanish Language in Practice 4……………………………………572.1.5 Spanish Language in Practice 5……………………………………622.1.6 Spanish Language in Practice 6……………………………………6641

Full Module Title: SPANISH LANGUAGE IN PRACTICE 1Short Module Title: Spanish in Practice 1Module Code:1SPA483Module Level: 4Academic credit weighting: 15Length: 1 semester (Semester 1)School and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Sinead WallExtension: 2106Email:S.Wall1@westminster.ac.ukHost course:BA Modern LanguagesBA Language StudiesBA Language and Other DisciplinesBA TranslationStatus:OptionSubject Board:Modern LanguagesPre-requisites:NoneCo-requisites:Variable – please consult Undergraduate LanguageDegree Programme Handbook for course-specificrequirementsAssessment: Coursework and project-based assessment: 2pieces of coursework over the semester plus oneproject: CW 1: 30%; CW 2: 30%; Project: 40%Summary of Module Content: A range of scenario-based tasks involving a varietyof language mediation activities with an emphasison the development of the receptive skills oflistening and reading in the foreign language. At theend of the module, you will also use your targetlanguage skills productively in a self-managedproject at level A1 of the Common EuropeanFramework of reference for languages (CEF). Alllanguage skills will normally be practised within thefields of Consumer Exchanges, EmploymentAdvertising and Tourism. The module also includesthe first stage of Career Management Skills andPersonal Development Planning specificallytailored for language students as part of theMultilingua ePortfolio.___________________________________________________________________Module AimsThe module aims to enable you to:1. Establish the first stages of the knowledge base in the foreign language you arestudying;2. Develop the receptive skills of listening and reading through scenarios set inthe first instance in real life, progressing gradually to work-related situations;42

3. Familiarise yourself with the language and register of the specific fields studiedin this module: Consumer Exchanges, Employment Advertising and Tourism;4. Develop learner strategies to increase linguistic knowledge and practicalabilities in the use of receptive skills, in particular research and informationmanagement skills;5. Present information in written English and in the target language at CEF levelA1 in a multimedia form and share it with your language cohort of students onthe platform provided by the University’s Virtual Learning Environment;6. Develop an awareness of your learning strategies, and employment attitudesand values, in areas relevant to undergraduate language students bycompleting a career management skills analysis and incorporating the reflectionas part of your Multilingua ePortfolio.Learning OutcomesOn successful completion of this module you will be able to:1. Read and identify key elements in short texts in the target language at CEFlevel A1, first set in real life scenarios progressing gradually to controlledwork-related situations;2. Listen and identify key elements in short oral documents in the targetlanguage at CEF level A1, first set in real life situations progressing graduallyto controlled work-related settings;3. Convey information in written English appropriate for the task set;4. Convey information in writing in the target language appropriate for the taskset at CEF level A1;5. Manage information, collect appropriate data from a range of learningresources and undertake, with some guidance, initial research tasks forlinguistic practice and development;6. Complete and compile the first element of your Multilingua ePortfolio, linkingthe development of your Career Management Skills to your languageprogress.Indicative Syllabus ContentThis module is part of the Languages in Action strand of the UndergraduateLanguage Degree Programme and sits within a pathway that is restricted to entry asa beginner, as defined in the Programme Handbook. It is a practical modulerequiring a high level of student engagement with the stimuli provided by the moduleteam, regular and punctual attendance in class and consolidation through self-study.The syllabus is framed in terms of simulations which aim to develop the basis foreffective communication skills at this initial level. A variety of scenario-basedactivities are provided; these are designed to practise your newly acquired languageskills in various real life settings, progressing gradually to controlled work-relatedsettings. At the end of the module, you will produce a self-managed project in thetarget language at CEF level A1 with guidance from your lecturer.The generic transferable skills for Higher Education (HE) Level 1 (group working, useof learning resources, self evaluation, autonomy, problem solving), the cognitive43

skills at this level (analysis, synthesis, evaluation) and the Language Specific Skillsappropriate to this level (knowledge and practice) will normally be developed withinthe broad themes of Consumer Exchanges, Employment Advertising, and Tourism.Note, however, that these broad topic areas may be adapted to suit the culturalspecificities of the language you are studying.Teaching and Learning MethodsThe module is delivered in 10 x 2-hour weekly seminars, with an additional 2-hourCareer Management Skills Workshop provided in the Guided Independent StudyWeek. Learning is fostered by a mixture of individual and group work, usingauthentic source materials whenever possible; these may include video, audio,electronic media and written documents. Class materials are supported by a widerange of multi-media materials, including the use of My Career materials, which aredesigned to foster student-centred learning. These materials are posted on theUniversity Virtual Learning Environment or held in the library.Your active participation in classes and your electronic contribution to the modulesite on the University’s Virtual Learning Environment is expected. You are alsoencouraged to participate in London-based activities related to your languagelearning, such as language exhibitions, films and cultural events.Assessment RationaleThree pieces of coursework over the semester have been chosen as the mostappropriate method of assessment to practise your newly acquired language skillsand to demonstrate their development. These assessment tasks are designed toallow you to demonstrate your knowledge and your ability to apply it in specific realworldand work-related settings and will take the following form:• Assessment 1: Information retrieval in the form of a reading comprehension(text of 300 words) completed to a brief with questions and answers in English• Assessment 2: Information retrieval in the form of a listening comprehension(3 x 3 minutes in length) completed to a brief with questions and answers inEnglish• Assessment 3: The project will normally have as a basis: a visit to the CulturalCentre (or an equivalent) appropriate for your target language and aninvestigation of programmes and leaflets available in the target language.You will typically be required to compile a lexicon and produce a miniaturephrasebook in the target language to be posted on the module wiki; and extractskills practised and reflect in English on the applicability of the exercise toemployment opportunities for insertion in your Multilingua e-portfolioPlease note that where authentic materials and/or a relevant context are notavailable in this task for your language, a simulation will be provided by yourlecturer.44

Assessment CriteriaThe coursework will test your ability to retrieve key information from target languagedocuments (written and oral) according to a set brief and your ability to convey thisinformation in English.The project will test your research and information management skills and yourability to use information actively in the target language at this level of achievement.• Assessment 1 will specifically test learning outcomes 1 and 3• Assessment 2 will specifically test learning outcomes 2 and 3• Assessment 3 will specifically test learning outcomes 1, 3, 4, 5 and 6Marks are awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria tailored for each assessment.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Methods and Weightings2 pieces of coursework and 1 project• CW 1: 30% (300 words)• CW 2: 30% (3 x 3 minutes)• Project: 40%To pass this module, you are required to secure an overall mark of 40% and a markof no less than 30% in each individual element of assessment. Should you notachieve at least 30% in an individual element, you will be referred in that elementand your final mark for the module capped at 40%.SourcesDiccionarios monolingües en español:Moliner, María (1977), Diccionario de uso del español, Ed. Gredos, Madrid.Real Academia de la Lengua. 2001. Diccionario de la lengua española. Espasa-Calpe, Madrid, 22ª ed.Real Academia de la Lengua. 2005. Diccionario panhispánico de dudas. Santillana,Madrid.Seco, Ml, Olimpia A. y Gabino R. 2002. Diccionario del Español actual. Madrid:Aguilar.45

Diccionarios monlingües en ingles:Sinclair, J. (ed.). 1995. Collins Cobuild English Dictionary. London:Harper Collins.Pearsall, J. (ed.). 1998. The New Oxford Dictionary of English. Oxford: O.U.P.Diccionarios bilingües:Diccionario Collins español-inglés/English-Spanish Dictionary, Barcelona, Grijalbo,2000.Diccionario Oxford español-inglés inglés-español, Madrid, Oxford University Press,2001.Gran diccionario Larousse español-inglés English-Spanish, Barcelona, Larousse,2000.Gramática:R. Alonso y otros, Gramática básica del estudiante de español A1-B1, Difusión,2005.F. Castro, Uso de la Gramática española. Nivel Elemental, Madrid, Edelsa, 2000.J. Fernández et alii, Curso intensivo de español. Ejercicios prácticos. Nivel deiniciación y elemental, S.G.E.L.L. Gómez Torrego, Gramática didáctica del español, Madrid, SM, 1997A. González et alii, Madrid, Curso práctico: Gramática de español lengua extranjera,Edelsa, 1996http//www.bbc.co.uk/languages/http://www.lang.ox.ac.uk/langlinks/indivlangs/spanish.htmlhttp://www.oberoi-net.com/language.htmlhttp://www.allthetests.com/language.php3?katb=0910http://www.wmin.ac.uk/lac (Learning Advice Centre)Texts from a selection of newspapers in Spanish (such as El País, El Mundo, ABC,La Vanguardia, Mercurio, Clarín, etc.) and in English (such as the Guardian, TheTimes, The Independent etc.)Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:46

Full Module Title: SPANISH LANGUAGE IN PRACTICE 2Short Module Title: Spanish in Practice 2Module Code:1SPA484Module Level: 4Academic credit weighting: 15Length: 1 semester (Semester 2)School and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Sinead WallExtension: 2106Email:S.Wall1@westminster.ac.ukHost course:BA Modern LanguagesBA Language StudiesBA Language and Other DisciplinesBA TranslationStatus:OptionSubject Board:Modern LanguagesPre-requisites: Normally Spanish Language in Practice 1Co-requisites:Variable – please consult Undergraduate LanguageDegree Programme Handbook for course-specificrequirementsAssessment: 2 pieces of coursework over the semester and 1examination (1h30): CW1: 30%; CW2: 30%;Examination: 40%Summary of Module Content: A range of scenario-based tasks involving a varietyof language mediation skills with an emphasis onthe development of the productive skills ofspeaking and writing at level A1/A2 of CommonEuropean Framework for languages (CEF). Yourability to communicate effectively in the targetlanguage under time constraint will be developed.All language skills will normally be practised withinthe fields of Consumer Exchanges, EmploymentAdvertising and Tourism. The module also includesthe second stage of your Career ManagementSkills and Personal Development Planningspecifically tailored for language students as part ofthe Multilingua ePortfolio.___________________________________________________________________Module AimsThe module aims to enable you to:1. Develop the first stages of the knowledge base in the foreign language you arestudying;2. Develop your language productive skills of speaking and writing throughscenarios set in the first instance in real life, progressing gradually to workrelatedsituations at CEF level A1/A2;47

3. Acquire a productive ability in the language and register of the specific fieldsstudied in this module: Consumer Exchanges, Employment Advertising andTourism;4. Select information from a text/texts in English and write a summary in the targetlanguage according to instructions given in the brief at CEF level A1/A2;5. Produce a CV and covering letter that is targeted at areas relevant toundergraduate language students and which links your career managementskills with the module content by incorporating these documents as part of yourMultilingua ePortfolio.Learning OutcomesOn successful completion of this module you will be able to:1. Write a short piece to a brief set in real life scenarios or in controlled workrelatedsituations in the target language at CEF level A1/A2;2. Present orally in the target language at CEF level A1/A2 some aspects of youreducation as documented in English in your Multilingua ePortfolio;3. Write a short summary to a brief from English to the target language at CEFlevel A1/A2 in controlled work-related settings under time constraint;4. Complete and compile the second element of your Multilingua ePortfolio, linkingthe development of your Career Management Skills to your language progress.Indicative Syllabus ContentThis module is part of the Languages in Action strand of the UndergraduateLanguage Degree Programme and sits within a pathway that is restricted to entry asa beginner, as defined in the Programme Handbook. It is a practical modulerequiring a high level of student engagement with the stimuli provided by the moduleteam, regular and punctual attendance in class and consolidation through self-study.The syllabus is framed in terms of simulations which aim to develop the basis foreffective communication skills at this initial level. A variety of scenario-basedactivities are provided; these are designed to practise your newly acquired languageskills in various real life settings, progressing gradually to controlled work-relatedsettings.The generic transferable skills for Higher Education (HE) Level 1 (group working, useof learning resources, self evaluation, autonomy, problem solving), the cognitiveskills at this level (analysis, synthesis, evaluation) and the Language Specific Skillsappropriate to this level (knowledge and practice) will normally be developed withinthe broad themes of Consumer Exchanges, Employment Advertising, and Tourism.Note, however, that these broad topic areas may be adapted to suit the culturalspecificities of the language you are studying.Teaching and Learning MethodsThe module is delivered in 10 x 2-hour weekly seminars, with an additional 2-hourCareer Management Skills Workshop provided in the Guided Independent Study48

Week. Learning is fostered by a mixture of individual and group work, usingauthentic source materials whenever possible; these may include video, audio,electronic media and written documents. Class materials are supported by a widerange of multi-media materials, including the use of My Career materials, which aredesigned to foster student-centred learning. These materials are posted on theUniversity Virtual Learning Environment or held in the library.Your active participation in classes and your electronic contribution to the modulesite on the University’s Virtual Learning Environment is expected. You are alsoencouraged to participate in London-based activities related to your languagelearning, such as language exhibitions, films and cultural events.Assessment RationaleTwo pieces of coursework over the semester and an end-of-module writtenexamination have been chosen as the most appropriate methods of assessment topractice your productive language skills and to demonstrate their development. Theassessment tasks are designed to demonstrate your knowledge and your ability toapply it in specific settings and will take the following form:• Assessment 1: Write in the target language a piece of 300 words to a brief setin a real-life situation or in controlled work-related settings at CEF Level A1/A2• Assessment 2: Present orally in the target language for 3 minutes someaspects of your education to date to tie in with the SMART goals analysis andpreparation of your CV and covering letter for your Multilingua ePortfoliorecord, using language at CEF Level A1/A2• Examination: Write in the target language a summary to a brief set in a workrelatedsituation from a text/texts in English under time constraint at CEF LevelA1/A2Please note that where authentic materials and/or a relevant context are notavailable in this task for your language, a simulation will be provided by yourlecturer.Assessment CriteriaThe coursework will test your ability to communicate effectively (according to therequirements of each task) in the target language, both orally and in writing. Theexamination will test your ability to retrieve key information (according to a set brief)from a text/texts in English and to demonstrate your ability to convey this informationin the target language at CEF level A1/A2.• Assessment 1 will specifically test learning outcome 1• Assessment 2 will specifically test learning outcomes 2 and 4• The examination will specifically test learning outcome 3Marks are awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria tailored for each assessment49

Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Methods and Weightings2 pieces of Coursework plus an Examination:• CW 1: 30% (300 words)• CW 2: 30% (3 minutes)• Examination: 40%To pass this module, you are required to secure an overall mark of 40% and a markof no less than 30% in each individual element of assessment. Should you notachieve at least 30% in an individual element, you will be referred in that elementand your final mark for the module capped at 40%.Sources(1998): Carabela, nº 44.AGUIRRE BELTRÁN, B.1993. El español por profesiones. Servicios Financieros:banca y bolsa. Madrid: SGEL.AGUIRRE BELTRÁN, B. 1994. El español por profesiones. Servicios Turísticos.Madrid: SGEL.AGUIRRE BELTRÁN, B. y J. Gómez de Enterría. 1992. El español por profesiones.Secretariado. Madrid: SGEL.AGUIRRE BELTRÁN, B. Y K. ROTHER. 1996. El español por profesiones. Comercioexterior. Madrid: SGEL.GÓMEZ DE ENTERRÍA, J. Y S. GÓMEZ DE ENTERRÍA. 1994. El español porprofesiones. Servicios de Salud. Madrid: SGEL.AESLA (1987): Actas del V Congreso de Lingüística Aplicada. Pamplona: AESLA.ALONSO, D. (1964): “Para evitar la diversificación de nuestra lengua”. En Presentey futuro de la lengua española. T. II. Madrid: OFINES: 259-268.BARRUECO, S Y OTROS, Lenguas para fines específicos, 5 vols Universidad deAlcalá.BROWN, G. & G. YULE (1983): Discourse Analysis. Cambridge: CambridgeUniversity Press.CABRÉ, Mª T. (1993): La terminología. Teoría, método y aplicaciones. Barcelona:Antártida.CALONGE, J. (1995): “El lenguaje científico y técnico” en Seco & Salvador(1995:175-186).CONSEJO DE EUROPA, Marco común europeo de referencia las lenguas:enseñanza, aprendizaje, evaluación, Estrasburgo, 2001. Traducido por el InstitutoCervantes (2002): http://cvc.cervantes.es/obref/marco/.50

GÓMEZ DE ENTERRÍA, J. (1992): “Neología y préstamos en el vocabulario de laEconomía”. En Anuario de Estudios Filológicos XV: 97-105.HALLIDAY, M.A.K. (1978): Language as social semiotic: the social interpretation oflanguage and meaning. London: Edward Arnold.HUTCHINSON, T. & A. WATERS (1987): English for Specific Purposes: A learningcentredapproach. Cambridge: Cambridge University Press.INSTITUTO CERVANTES, La enseñanza del español como lengua extranjera. Plancurricular del Instituto Cervantes, Madrid, Publicaciones del Instituto Cervantes,1994.KRASHEN, S. D (1981): Second Language Acquisition and second languagelearning. Oxford: Pergamon Press.___ (1982): Principles and practices in second language acquisition. Oxford:Pergamon Press.LERAT, P. (1997): Las lenguas de especialidad. Barcelona: Ariel.MARTÍN, J Y OTROS, Los lenguajes especiales, Granada, Ed., Comares, 1996 (I yII), Arco/ Libros, Madrid, 1989.MARTÍN ZORRAQUINO, Mª A. (1997): “Formación de palabras y lengua técnico”.En Revista Española de Lingüística 27.2: 317-339.MUNBY, J. (1978): Communicative syllabus design. Cambridge: CambridgeUniversity Press.NUNAN, D. (1989): Designing tasks for the communicative classroom. Cambridge:Cambridge University Press.ROBINSON, P. C. (1980): English for Specific Purposes: The present Position.Oxford: Pergamon Press.___(1991): ESP today; a practitioner’s guide. London: Prentice Hall.RODRÍGUEZ ILLERA, J.L., «La enseñanza del español de los negocios mediantetecnologías de la información », en Didáctica del español como lengua extranjera 3,Cuadernos del tiempo libre, Colección Expolingua, Madrid, 1994, 205-210SÁNCHEZ LOBATO, J. Y I. SANTOS GARGALLO, Vademécum para la formaciónde profesores. Enseñar español como segunda lengua (L2)/lengua extranjera (LE),Madrid, SGEL, 2004.SECO, M. & G. SALVADOR (1995): La lengua española hoy. Madrid: FundaciónJuan March.SWALES, J. (1988): Genre analysis. English in academic and research settings.Cambridge: Cambridge University Press.VVAA, La enseñanza del español con fines específicos, Monográfico de la RevistaCarabela, 44, SGEL, 1998.«Aproximación a una bibliografía sobre la enseñanza del español para finesespecíficos» en Carabela, 44, págs. 116-118.WIDDOWSON, H. G. (1983): Learning Purposes and Language Use. Oxford: OxfordUniversity Press.Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:51

Full Module Title: SPANISH LANGUAGE IN PRACTICE 3Short Module Title: Spanish in Practice 3Module Code:1SPA583Module Level: 5Academic credit weighting 15Length: 1 semester (Semester 1)School and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Sinead WallExtension: 2106Email:S.Wall1@westminster.ac.ukHost course:BA Modern LanguagesBA Language StudiesBA Language and Other DisciplinesBA TranslationStatus:OptionSubject Board:Modern LanguagesPre-requisites: Normally Spanish Language in Practice 2Co-requisites:Variable – please consult Undergraduate LanguageDegree Programme Handbook for course-specificrequirementsAssessment: Coursework and project-based assessment: 2pieces of coursework over the semester plus oneproject: CW 1: 30%; CW 2: 30%; Project: 40%Summary of Module Content: A range of scenario-based tasks involving a varietyof language mediation skills with an emphasis onthe receptive skills of listening and reading. At theend of the module, you will also use your targetlanguage skills productively in a self-managedproject at level A2/B1 of Common EuropeanFramework of reference for languages (CEF). Alllanguage skills will normally be practised within thefields of Business Transactions, Art and Cultureand Demographic issues. The module alsoincludes the development of the third stage ofCareer Management Skills and PersonalDevelopment Planning specifically tailored forlanguage students as part of the MultilinguaePortfolio.___________________________________________________________________Module AimsThe module aims to enable you to:1. Develop an intermediate language knowledge base in the language you arestudying;2. Develop your language receptive skills of listening and reading throughscenarios set in controlled or simulated work-related situations;52

3. Familiarise yourself with the language and register of the specific fields studiedin this module: Business Transactions, Art and Culture and Demographicissues;4. Develop learner strategies to increase linguistic knowledge and practical abilityin receptive skills, in particular research and information management skills;5. Present information orally in the target language at CEF level A2/B1 forrecording and share it with the language cohort of students within a module wikion the University’s Virtual Learning Environment;6. Develop opportunity awareness in areas relevant to undergraduate languagestudents through the career management skills materials, incorporating thereflection as part of your Multilingua ePortfolio.Learning OutcomesOn successful completion of this module you will be able to:1. Read and identify key elements in texts in the target language at this level, setcontrolled or simulated work-related situations;2. Listen and identify key elements in oral documents in the target language atthis level, set in real life situations and work-related settings;3. Convey information in written English appropriate for the task set;4. Convey information orally in the target language at CEF Level A2/B1 to a briefat this level of linguistic development;5. Manage information: select appropriate data from a range of sources anddevelop appropriate research strategies;6. Complete and compile the third element of your Multilingua ePortfolio, linkingthe development of your Career Management Skills to your language progress.Indicative Syllabus ContentThis module is part of the Languages in Action strand of the UndergraduateLanguage Degree Programme and sits within a pathway that is restricted to entry asa beginner, as defined in the Programme Handbook. It is a practical modulerequiring a high level of student engagement with the stimuli provided by the moduleteam, regular and punctual attendance in class and consolidation through self-study.The syllabus is framed in terms of simulations which aim to develop the basis foreffective communication skills at this level. A variety of scenario-based activities areprovided; these are designed to practise your newly acquired language skills invarious real life settings, progressing gradually to controlled work-related settings. Atthe end of the module, you will produce a self-managed project in the targetlanguage at CEF level A2/B1 with guidance from your lecturer.The generic transferable skills for Higher Education (HE) Level 2 (Group working,use of learning resources, self evaluation, autonomy, problem solving), the Cognitiveskills at this level (analysis, synthesis, evaluation) and the Language Specific Skillsat this level (knowledge and practice) will normally be practised within the broadthemes of Business Transactions, Art and Culture and Demographic issues.53

Teaching and Learning MethodsThe module is delivered in 10 x 2-hour weekly seminars, with an additional 2-hourCareer Management Skills Workshop provided in the Guided Independent StudyWeek. Learning is fostered by a mixture of individual and group work, usingauthentic source materials whenever possible; these may include video, audio,electronic media and written documents. Class materials are supported by a widerange of multi-media materials, including the use of My Career materials, which aredesigned to foster student-centred learning. These materials are posted on theUniversity Virtual Learning Environment or held in the library.Your active participation in classes and your electronic contribution to the modulesite on the University’s Virtual Learning Environment is expected. You are alsoencouraged to participate in London-based activities related to your languagelearning, such as language exhibitions, films and cultural events.Assessment RationaleThree pieces of coursework over the semester have been chosen as the mostappropriate method of assessment to practise your language skills at this level andto demonstrate their development. These assessment tasks are designed to allowyou to demonstrate your knowledge and your ability to apply it in specific real-worldand work-related settings and will take the following form:• Assessment 1: Information retrieval in the form of a reading comprehension(400 words) completed to a brief with questions and answers in English• Assessment 2: Information retrieval in the form of a listening comprehension(3 x 4 minutes) completed to a brief with questions and answers in English• Assessment 3: The project will normally have as a basis a simulation requiringyou to undertake a professional research assignment in your target languageand to reflect on your awareness of the employability and employment skillssimilar assignments might present. You will typically be required to make anoral presentation and produce a written report in the target language to beposted on the module wiki; and extract skills practised and reflect in English onthe applicability of the exercise to employment opportunities for insertion in yourMultilingua e-portfolioAssessment CriteriaThe coursework will test your ability to retrieve key information from target languagedocuments (written and oral) according to a set brief and your ability to convey thisinformation in English.The project will test your research and information management skills and yourability to use information actively in the target language at CEF level A2/B1.Three pieces of coursework over the semester have been chosen as the mostappropriate method of assessment to practise your language skills and to54

demonstrate their development. Assessment tasks are designed to allow you todemonstrate your knowledge and your ability to apply it in specific settings:• Assessment 1 will specifically test learning outcomes 1 and 3• Assessment 2 will specifically test learning outcomes 2 and 3• Assessment 3 will specifically test learning outcomes 1, 4, 5 and 6Marks are awarded as follows, with specific characteristics of performance to bedetermined on the basis of criteria tailored for each assessment.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Methods and Weightings2 pieces of coursework and 1 project• CW 1: 30% (400 words)• CW 2: 30% (3 x 4 minutes)• Project: 40%To pass this module, you are required to secure an overall mark of 40% and a markof no less than 30% in each individual element of assessment. Should you notachieve at least 30% in an individual element, you will be referred in that elementand your final mark for the module capped at 40%.SourcesCollins Spanish Dictionary Glasgow, HarperCollins Publishers (latest edition)ORThe Oxford Spanish Dictionary, Oxford, Oxford University Press (latest edition)The Concise Oxford Dictionary, Oxford, Oxford University Press (latest edition)María Moliner Diccionario del uso del español. Madrid: Gredos, 2000.Various up-to-date materials selected by the module leader to stimulate written andoral communication in bilingual settings. These may include the following:Anaya Bilingüe, Basic Glossary for Beginners. Madrid: Anaya, 2004.Andrés Martínez and others. Camino al español. Cambridge University Press, 2004.Batchelor, R.E. and C.J. Pountain. Using Spanish: A Guide to Contemporary Usage.Cambridge University Press.Butt, J. Oxford Spanish Grammar. Oxford University Press: 2000.55

Sudea, I and Carmen Perea-Gohar. ¡Ya! Curso de español. Oxford University Press,2002.Essential Repaso: A Complete Review of Spanish Grammar, Communication andCulture. Lincolnwood, Illinois: National Textbook Company, 1998.Website for current-affairs texts in Spanishhttp://news.bbc.co.uk/hi/spanish/news/Texts fromEl PaísEl MundoABChttp://www.wmin.ac.uk/lac (Learning Advice Centre)Selected audio and video documents from Spanish and English speaking media.Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:56

Full Module Title: SPANISH LANGUAGE IN PRACTICE 4Short Module Title: Spanish in Practice 4Module Code:1SPA584Module Level: 5Academic credit weighting: 15Length: 1 semester (Semester 2)School and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Sinead WallExtension: 2106Email:S.Wall1@westminster.ac.ukHost course:BA Modern LanguagesBA Language StudiesBA Language and Other DisciplinesBA TranslationStatus:OptionSubject Board:Modern LanguagesPre-requisites: Normally Spanish Language in Practice 3Co-requisites:Variable – please consult Undergraduate LanguageDegree Programme Handbook for course-specificrequirementsAssessment: 2 pieces of coursework over the semester and 1examination (1h30): - CW 1: 30%; CW 2: 30%;Examination: 40%.Summary of Module Content: A range of scenario-based tasks involving a varietyof language mediation skills with an emphasis onthe productive skills of speaking and writing at levelB1/B2 of Common European Framework forlanguages (CEF). All language skills will normallybe practised within the fields of BusinessTransactions, Art and Culture and DemographicIssues. The module also includes the fourth stageof your Career Management Skills and PersonalDevelopment Planning specifically tailored forlanguage students as part of the Multilingua -ePortfolio.___________________________________________________________________Module AimsThe module aims to enable you to:1. Develop an intermediate knowledge base in the foreign language you arestudying;2. Develop your language productive skills of speaking and writing throughscenarios set in work-related situations;3. Acquire a productive ability in the language and register of the specific fieldsstudied in this module: Business Transactions, Art and Culture andDemographic Issues;57

4. Select information from a text in English and write a summary in the targetlanguage according to instructions given in the brief;5. Produce a report demonstrating employment opportunity awareness in areasrelevant to undergraduate language students, linking your career; managementskills with the module content by incorporating these documents as part of yourMultilingua ePortfolio.Learning OutcomesOn successful completion of this module you will be able to:1. Write a report to a brief in the target language at CEF level B1/B2 to tie in withyour ePortfolio;2. Participate in a role-play to a brief in the target language at CEF level B1/B2.This will be recorded to be posted on the module wiki and could be included inyour e-portfolio;3. Write a summary to a brief from English to the target language at CEF levelB1/B2 on material relevant to a work-related setting under time constraint;4. Complete and compile the fourth element of your Multilingua ePortfolio, linkingthe development of your Career Management Skills to your language progress.Indicative Syllabus ContentThis module is part of the Languages in Action strand of the UndergraduateLanguage Degree Programme and sits within a pathway that is restricted to entry asa beginner, as defined in the Programme Handbook. It is a practical modulerequiring a high level of student engagement with the stimuli provided by the moduleteam, regular and punctual attendance in class and consolidation through self-study.The syllabus is framed in terms of simulations which aim to develop the basis foreffective communication skills at this level. A variety of scenario-based activities areprovided; these are designed to practise your language skills at this level in variousreal life settings, progressing gradually to controlled work-related settings.The generic transferable skills for Higher Education (HE) Level 2 (Group working,use of learning resources, self evaluation, autonomy, problem solving), the Cognitiveskills at this level (analysis, synthesis, evaluation) and the Language Specific Skillsat this level (knowledge and practice) will normally be practised within the broadthemes of Business Transactions, Art and Culture and Demographic issues.Teaching and Learning MethodsThe module is delivered in 10 x 2-hour weekly seminars, with an additional 2-hourCareer Management Skills Workshop provided in the Guided Independent StudyWeek. Learning is fostered by a mixture of individual and group work, usingauthentic source materials whenever possible; these may include video, audio,electronic media and written documents. Class materials are supported by a widerange of multi-media materials, including the use of My Career materials, which aredesigned to foster student-centred learning. These materials are posted on theUniversity Virtual Learning Environment or held in the library.58

Your active participation in classes and your electronic contribution to the modulesite on the University’s Virtual Learning Environment is expected. You are alsoencouraged to participate in London-based activities related to your languagelearning, such as language exhibitions, films and cultural events.Assessment RationaleTwo pieces of coursework over the semester plus one end-of-year examination havebeen chosen as the most appropriate method of assessment to practise yourproductive language skills and to demonstrate their development. Assessment tasksare designed to allow you to demonstrate your knowledge and your ability to apply itin specific settings.• Assessment 1: Write a report of 400 words to a brief in the target language totie in with your ePortfolio at CEF level B1/B2• Assessment 2: Present orally in the target language for 4 minutes someaspects of your work experience to date to tie in with the preparation of yourreport for your Multilingua ePortfolio record at CEF level B1/B2• Examination: Write in the target language a summary to a brief set in a workrelatedsituation from a text/texts in English under time constraint at CEF LevelB1/B2.Assessment CriteriaThe coursework will test your ability to communicate effectively (according to therequirements of each task) in the target language, both orally and in writing.The examination will test your ability to retrieve key information (according to a setbrief) from a text/texts in English and to demonstrate your ability to convey thisinformation in the target language at CEF level B1/B2.• Assessment 1 will specifically test learning outcomes 1 and 4• Assessment 2 will specifically test learning outcome 2• The examination will specifically test learning outcome 3Marks are awarded as follows, with specific characteristics of performance to bedetermined on the basis of criteria as outlined above.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or below59

Assessment Methods and Weightings2 pieces of coursework plus an examination:• CW 1: 30% (400 words)• CW 2: 30% (4 minutes)• Examination: 40%To pass this module, you are required to secure an overall mark of 40% and a markof no less than 30% in each individual element of assessment. Should you notachieve at least 30% in an individual element, you will be referred in that elementand your final mark for the module capped at 40%.Sources(1998): Carabela, nº 44.AGUIRRE BELTRÁN, B.1993. El español por profesiones. Servicios Financieros:banca y bolsa. Madrid: SGEL.AGUIRRE BELTRÁN, B. 1994. El español por profesiones. Servicios Turísticos.Madrid: SGEL.AGUIRRE BELTRÁN, B. y J. Gómez de Enterría. 1992. El español por profesiones.Secretariado. Madrid: SGEL.AGUIRRE BELTRÁN, B. Y K. ROTHER. 1996. El español por profesiones. Comercioexterior. Madrid: SGEL.GÓMEZ DE ENTERRÍA, J. Y S. GÓMEZ DE ENTERRÍA. 1994. El español porprofesiones. Servicios de Salud. Madrid: SGEL.AESLA (1987): Actas del V Congreso de Lingüística Aplicada. Pamplona: AESLA.ALONSO, D. (1964): “Para evitar la diversificación de nuestra lengua”. En Presentey futuro de la lengua española. T. II. Madrid: OFINES: 259-268.BARRUECO, S Y OTROS, Lenguas para fines específicos, 5 vols Universidad deAlcalá.BROWN, G. & G. YULE (1983): Discourse Analysis. Cambridge: CambridgeUniversity Press.CABRÉ, Mª T. (1993): La terminología. Teoría, método y aplicaciones. Barcelona:Antártida.CALONGE, J. (1995): “El lenguaje científico y técnico” en Seco & Salvador(1995:175-186).CONSEJO DE EUROPA, Marco común europeo de referencia las lenguas:enseñanza, aprendizaje, evaluación, Estrasburgo, 2001. Traducido por el InstitutoCervantes (2002): http://cvc.cervantes.es/obref/marco/.GÓMEZ DE ENTERRÍA, J. (1992): “Neología y préstamos en el vocabulario de laEconomía”. En Anuario de Estudios Filológicos XV: 97-105.HALLIDAY, M.A.K. (1978): Language as social semiotic: the social interpretation oflanguage and meaning. London: Edward Arnold.HUTCHINSON, T. & A. WATERS (1987): English for Specific Purposes: A learningcentredapproach. Cambridge: Cambridge University Press.INSTITUTO CERVANTES, La enseñanza del español como lengua extranjera. Plancurricular del Instituto Cervantes, Madrid, Publicaciones del Instituto Cervantes,1994.60

KRASHEN, S. D (1981): Second Language Acquisition and second languagelearning. Oxford: Pergamon Press.___ (1982): Principles and practices in second language acquisition. Oxford:Pergamon Press.LERAT, P. (1997): Las lenguas de especialidad. Barcelona: Ariel.MARTÍN, J Y OTROS, Los lenguajes especiales, Granada, Ed., Comares, 1996 (I yII), Arco/ Libros, Madrid, 1989.MARTÍN ZORRAQUINO, Mª A. (1997): “Formación de palabras y lengua técnico”.En Revista Española de Lingüística 27.2: 317-339.MUNBY, J. (1978): Communicative syllabus design. Cambridge: CambridgeUniversity Press.NUNAN, D. (1989): Designing tasks for the communicative classroom. Cambridge:Cambridge University Press.ROBINSON, P. C. (1980): English for Specific Purposes: The present Position.Oxford: Pergamon Press.___(1991): ESP today; a practitioner’s guide. London: Prentice Hall.RODRÍGUEZ ILLERA, J.L., «La enseñanza del español de los negocios mediantetecnologías de la información », en Didáctica del español como lengua extranjera 3,Cuadernos del tiempo libre, Colección Expolingua, Madrid, 1994, 205-210SÁNCHEZ LOBATO, J. Y I. SANTOS GARGALLO, Vademécum para la formaciónde profesores. Enseñar español como segunda lengua (L2)/lengua extranjera (LE),Madrid, SGEL, 2004.SECO, M. & G. SALVADOR (1995): La lengua española hoy. Madrid: FundaciónJuan March.SWALES, J. (1988): Genre analysis. English in academic and research settings.Cambridge: Cambridge University Press.VVAA, La enseñanza del español con fines específicos, Monográfico de la RevistaCarabela, 44, SGEL, 1998.«Aproximación a una bibliografía sobre la enseñanza del español para finesespecíficos» en Carabela, 44, págs. 116-118.WIDDOWSON, H. G. (1983): Learning Purposes and Language Use. Oxford: OxfordUniversity Press.Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:61

Full Module Title: SPANISH LANGUAGE IN PRACTICE 5Short Module Title: Spanish in Practice 5Module Code:1SPA685Module Level: 6Academic credit weighting: 15Length: 1 semester (Semester 1)School and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Sinead WallExtension: 2106Email:S.Wall1@westminster.ac.ukHost course:BA Modern LanguagesBA Language StudiesBA Language and Other DisciplinesBA TranslationStatus:OptionSubject Board:Modern LanguagesPre-requisites: Normally Spanish Language in Practice 4Co-requisites:Variable – please consult Undergraduate LanguageDegree Programme Handbook for course-specificrequirementsAssessment: Coursework and project-based assessment: 2pieces of coursework over the semester plus oneproject: CW 1: 30%; CW 2: 30%; Project: 40%Summary of Module Content: A range of scenario-based tasks involving a varietyof language mediation skills with an emphasis onthe receptive skills of listening and reading. At theend of the module, you will also use your languageskills productively in a self-managed project at levelB2 of Common European Framework forlanguages (CEF). All language skills will normallybe practised within the fields of Human Rights,Immigration and Environment. The module alsoincludes the development of the fifth stage ofCareer Management Skills and PersonalDevelopment Planning specifically tailored forlanguage students as part of the MultilinguaePortfolio.__________________________________________________________________Module AimsThe module aims to enable you to:1. Develop an upper intermediate language knowledge base in the language youare studying;2. Develop your language receptive skills of listening and reading throughscenarios set in controlled or simulated work-related situations;3. Familiarise yourself with the language and register of the specific fields studiedin this module: Human Rights, Immigration and Environment;62

4. Develop learner strategies to increase linguistic knowledge and practical abilityin receptive skills, in particular research and information management skills;5. Present information orally in the target language at CEF level B2 for recordingand share it with the language cohort of students within a module wiki on theUniversity’s Virtual Learning Environment;6. Develop an awareness of recruitment and selection practices in areas relevantto undergraduate language students through the career management skillsmaterials, incorporating the reflection as part of your Multilingua ePortfolio.Learning OutcomesOn successful completion of this module you will be able to:1. Read and identify key elements in texts in the target language at this level, setin work-related situations;2. Listen and identify key elements in oral documents in the target language atthis level, set in work-related settings;3. Convey information in written English appropriate for the task set;4. Convey information orally in the target language (to a brief) at this level oflinguistic development;5. Manage information: select appropriate data from a range of sources anddevelop appropriate research strategies with minimum guidance;6. Complete and compile the fifth element of your Multilingua ePortfolio, linkingthe development of your Career Management Skills to your language progress.Indicative Syllabus ContentThis module is part of the Languages in Action strand of the UndergraduateLanguage Degree Programme and sits within a pathway that is restricted tobeginners as defined in the Programme Handbook.The syllabus is framed in terms of simulations which aim to develop the basis foreffective communication skills at this intermediate level. A variety of scenario-basedactivities are provided; these are designed to practise your newly acquired languageskills in various real life settings, progressing gradually to controlled work-relatedsettings. At the end of the module, you will produce a self-managed project in thetarget language at CEF level B2 with guidance from your lecturer.The generic transferable skills for Higher Education (HE) Level 3 (Group working,use of learning resources, self evaluation, autonomy, problem solving), the Cognitiveskills at this level (analysis, synthesis, evaluation) and the Language Specific Skillsat this level (knowledge and practice) will normally be practised within the broadthemes of Human Rights, Immigration and Environment.Teaching and Learning MethodsThe module is delivered in 10 x 2-hour weekly seminars, with an additional 2-hourCareer Management Skills Workshop provided in the Guided Independent StudyWeek. Learning is fostered by a mixture of individual and group work, usingauthentic source materials whenever possible; these may include video, audio,63

electronic media and written documents. Class materials are supported by a widerange of multi-media materials, including the use of My Career materials, which aredesigned to foster student-centred learning. These materials are posted on theUniversity Virtual Learning Environment or held in the library.Your active participation in classes and your electronic contribution to the modulesite on the University’s Virtual Learning Environment is expected. You are alsoencouraged to participate in London-based activities related to your languagelearning, such as language exhibitions, films and cultural events.Assessment RationaleThree pieces of coursework over the semester have been chosen as the mostappropriate method of assessment to practise your newly acquired language skillsand to demonstrate their development. These assessment tasks are designed toallow you to demonstrate your knowledge and your ability to apply it in specific realworldand work-related settings and will take the following form:• Assessment 1: Information retrieval in the form of a reading comprehension(500 words) completed to a brief with questions and answers in English• Assessment 2: Information retrieval in the form of a listening comprehension(3 x 5 minutes) completed to a brief with questions and answers in English• Assessment 3: The project will normally have as a basis: an assignment in thetarget language requiring you to undertake research into recruitment andselection practices in employment areas relevant to the topics covered in thismodule, and a reflective piece in English on your ability to meet therequirements these and similar opportunities might present. You will typically berequired to make an oral presentation and produce a written report in the targetlanguage at CEF level B2 to be posted on the module wiki; and extract skillspractised and reflect on the applicability of the exercise to employmentopportunities for insertion in your Multilingua e-portfolioAssessment CriteriaThe coursework will test your ability to retrieve key information from TL documents(written and oral) according to a set brief and your ability to convey this information inEnglish.The project will test your research and information management skills and yourability to use information actively in the TL at this level of achievement.• Assessment 1 will specifically test learning outcomes 1 and 3• Assessment 2 will specifically test learning outcomes 2 and 3• Assessment 3 will specifically test learning outcomes 1, 3, 4, 5 and 6Marks are awarded as follows, with specific characteristics of performance to bedetermined on the basis of criteria tailored for each assessment.64

Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Methods and Weightings2 pieces of coursework and 1 project:• CW 1: 30% (500 words)• CW 2: 30% (3 x 5 minutes)• CW 3: 40%To pass this module, you are required to secure an overall mark of 40% and a markof no less than 30% in each individual element of assessment. Should you notachieve at least 30% in an individual element, you will be referred in that elementand your final mark for the module capped at 40%.SourcesBook lists will be handed out at the beginning of Module.Additional MaterialsThe Library at Little Titchfield Street holds a collection of specialised dictionaries, aswell as range of electronic resources, e.g. Harraps Multilingual Dictionary, TheOxford Bilingual Dictionaries on CD-ROM. Ask the Languages Subject librarian foradvice.Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:65

Full Module Title: SPANISH LANGUAGE IN PRACTICE 6Short Module Title: Spanish in Practice 6Module Code:1SPA686Module Level: 6Academic credit weighting: 15Length: 1 semester (Semester 2)School and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Sinead WallExtension: 2106Email:S.Wall1@westminster.ac.ukHost course:BA Modern LanguagesBA Language StudiesBA Language and Other DisciplinesBA TranslationStatus:OptionSubject Board:Modern LanguagesPre-requisites: Normally Spanish Language in Practice 5Co-requisites:Variable – please consult Undergraduate LanguageDegree Programme Handbook for course-specificrequirementsAssessment: 2 pieces of coursework over the semester and 1examination (1h30): CW1: 30 %; CW2: 30 %;Examination: 40%.Summary of Module Content: A range of scenario-based tasks involving a varietyof language mediation skills with an emphasis onproductive skills of speaking and writing at level B2/C1 of Common European Framework forlanguages (CEF). Your ability to communicateeffectively under time constraint will be furtherdeveloped. All language skills will normally bepractised within the fields of Human Rights,Immigration and Environment. The module alsoincludes the sixth and final stage of your CareerManagement Skills and Personal DevelopmentPlanning specifically tailored for language studentsas part of the Multilingua ePortfolio.___________________________________________________________________Module AimsThe module aims to enable you to:1. Develop an upper intermediate knowledge base in the foreign language you arestudying;2. Develop your language productive skills of speaking and writing throughscenarios set in work-related situations at CEF level B2/C1;3. Acquire a productive ability in the language and register of the specific fieldsstudied in this module: Human Rights, Immigration and Environment;66

4. Research and select information in the topics studied in this module inpreparation for a recruitment interview and selection simulation at CEF levelB2/C1;5. Demonstrate an ability to adapt your linguistic knowledge to recruitment andselection practices in areas relevant to undergraduate language studentsthrough the career management skills materials, incorporating the reflection aspart of your Multilingua ePortfolio.Learning OutcomesOn successful completion of this module you will be able to:1. Write in the target language at CEF level B2/C1a report to a brief set in workrelatedsituations;2. Research topics and manage competently an interview and selection simulationat CEF level B2/C1;3. Write a summary or an adaptation to a brief from English to the target languagein a work-related setting under time constraint at CEF level B2/C1;4. Conclude the sixth and final element of your Multilingua ePortfolio, linking thedevelopment of your Career Management Skills to your language progress atthis level of achievement.Indicative Syllabus ContentThis module is part of the Languages in Action strand of the UndergraduateLanguage Degree Programme and sits within a pathway that is restricted to entry asa beginner, as defined in the Programme Handbook. It is a practical modulerequiring a high level of student engagement with the stimuli provided by the moduleteam, regular and punctual attendance in class and consolidation through self-study.The syllabus is framed in terms of simulations which aim to develop the basis foreffective communication skills at this intermediate level. A variety of scenario-basedactivities are provided; these are designed to practise your language skills at thislevel in various real life settings, progressing gradually to controlled work-relatedsettings.The generic transferable skills for Higher Education (HE) Level 3 (Group working,use of learning resources, self evaluation, autonomy, problem solving), the Cognitiveskills at this level (analysis, synthesis, evaluation) and the Language Specific Skillsat this level (knowledge and practice) will normally be practised within the broadthemes of Human Rights, Immigration and Environment.Teaching and Learning MethodsThe module is delivered in 10 x 2-hour weekly seminars, with an additional 2-hourCareer Management Skills Workshop provided in the Guided Independent StudyWeek. Learning is fostered by a mixture of individual and group work, usingauthentic source materials whenever possible; these may include video, audio,electronic media and written documents. Class materials are supported by a widerange of multi-media materials, including the use of My Career materials, which are67

designed to foster student-centred learning. These materials are posted on theUniversity Virtual Learning Environment or held in the library.Your active participation in classes and your electronic contribution to the modulesite on the University’s Virtual Learning Environment is expected. You are alsoencouraged to participate in London-based activities related to your languagelearning, such as language exhibitions, films and cultural events.Assessment RationaleTwo pieces of coursework over the semester and an end-of-module examinationhave been chosen as the most appropriate method of assessment to practise yourlanguage skills at this level and to demonstrate their development.• Assessment 1: Write in the target language at CEF level B2/C1 a report of 500words or equivalent piece to a brief set in work-related situations• Assessment 2: an oral performance in a work-related recruitment andselection simulation at CEF level B2/C1 of about 10 minutes in length, includinga written report in English evaluating your performance for your MultilinguaePortfolio• Examination: Write a summary to a brief from English to the target languageat CEF level B2/C1 in a work-related setting under time constraintAssessment CriteriaThe coursework will test your ability to communicate effectively (according to therequirements of each task) in the target language, both orally and in writing.The examination will test your ability to retrieve key information (according to a setbrief) from a text/texts in English and to demonstrate your ability to convey thisinformation in the target language at CEF level B2/C1.• Assessment 1 will specifically test learning outcome 1• Assessment 2 will specifically test learning outcomes 2 and 4• The examination will specifically test learning outcome 3Marks are awarded as follows, with specific characteristics of performance to bedetermined on the basis of criteria tailored for each assessment.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or below68

Assessment Methods and Weightings2 pieces of coursework plus an examination• CW 1: 30% (500 words)• CW 2: 30% (10-minute exercise)• Examination: 40%To pass this module, you are required to secure an overall mark of 40% and a markof no less than 30% in each individual element of assessment. Should you notachieve at least 30% in an individual element, you will be referred in that elementand your final mark for the module capped at 40%.Sources(1998): Carabela, nº 44.AGUIRRE BELTRÁN, B.1993. El español por profesiones. Servicios Financieros:banca y bolsa. Madrid: SGEL.AGUIRRE BELTRÁN, B. 1994. El español por profesiones. Servicios Turísticos.Madrid: SGEL.AGUIRRE BELTRÁN, B. y J. Gómez de Enterría. 1992. El español por profesiones.Secretariado. Madrid: SGEL.AGUIRRE BELTRÁN, B. Y K. ROTHER. 1996. El español por profesiones. Comercioexterior. Madrid: SGEL.GÓMEZ DE ENTERRÍA, J. Y S. GÓMEZ DE ENTERRÍA. 1994. El español porprofesiones. Servicios de Salud. Madrid: SGEL.AESLA (1987): Actas del V Congreso de Lingüística Aplicada. Pamplona: AESLA.ALONSO, D. (1964): “Para evitar la diversificación de nuestra lengua”. En Presentey futuro de la lengua española. T. II. Madrid: OFINES: 259-268.BARRUECO, S Y OTROS, Lenguas para fines específicos, 5 vols Universidad deAlcalá.BROWN, G. & G. YULE (1983): Discourse Analysis. Cambridge: CambridgeUniversity Press.CABRÉ, Mª T. (1993): La terminología. Teoría, método y aplicaciones. Barcelona:Antártida.CALONGE, J. (1995): “El lenguaje científico y técnico” en Seco & Salvador(1995:175-186).CONSEJO DE EUROPA, Marco común europeo de referencia las lenguas:enseñanza, aprendizaje, evaluación, Estrasburgo, 2001. Traducido por el InstitutoCervantes (2002): http://cvc.cervantes.es/obref/marco/.GÓMEZ DE ENTERRÍA, J. (1992): “Neología y préstamos en el vocabulario de laEconomía”. En Anuario de Estudios Filológicos XV: 97-105.HALLIDAY, M.A.K. (1978): Language as social semiotic: the social interpretation oflanguage and meaning. London: Edward Arnold.HUTCHINSON, T. & A. WATERS (1987): English for Specific Purposes: A learningcentredapproach. Cambridge: Cambridge University Press.INSTITUTO CERVANTES, La enseñanza del español como lengua extranjera. Plancurricular del Instituto Cervantes, Madrid, Publicaciones del Instituto Cervantes,1994.69

KRASHEN, S. D (1981): Second Language Acquisition and second languagelearning. Oxford: Pergamon Press.___ (1982): Principles and practices in second language acquisition. Oxford:Pergamon Press.LERAT, P. (1997): Las lenguas de especialidad. Barcelona: Ariel.MARTÍN, J Y OTROS, Los lenguajes especiales, Granada, Ed., Comares, 1996 (I yII), Arco/ Libros, Madrid, 1989.MARTÍN ZORRAQUINO, Mª A. (1997): “Formación de palabras y lengua técnico”.En Revista Española de Lingüística 27.2: 317-339.MUNBY, J. (1978): Communicative syllabus design. Cambridge: CambridgeUniversity Press.NUNAN, D. (1989): Designing tasks for the communicative classroom. Cambridge:Cambridge University Press.ROBINSON, P. C. (1980): English for Specific Purposes: The present Position.Oxford: Pergamon Press.___(1991): ESP today; a practitioner’s guide. London: Prentice Hall.RODRÍGUEZ ILLERA, J.L., «La enseñanza del español de los negocios mediantetecnologías de la información », en Didáctica del español como lengua extranjera 3,Cuadernos del tiempo libre, Colección Expolingua, Madrid, 1994, 205-210SÁNCHEZ LOBATO, J. Y I. SANTOS GARGALLO, Vademécum para la formaciónde profesores. Enseñar español como segunda lengua (L2)/lengua extranjera (LE),Madrid, SGEL, 2004.SECO, M. & G. SALVADOR (1995): La lengua española hoy. Madrid: FundaciónJuan March.SWALES, J. (1988): Genre analysis. English in academic and research settings.Cambridge: Cambridge University Press.VVAA, La enseñanza del español con fines específicos, Monográfico de la RevistaCarabela, 44, SGEL, 1998.«Aproximación a una bibliografía sobre la enseñanza del español para finesespecíficos» en Carabela, 44, págs. 116-118.WIDDOWSON, H. G. (1983): Learning Purposes and Language Use. Oxford: OxfordUniversity Press.Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:70

2.2 Language for Work Pathway2.2.1 Spanish Language for Work 1……………………………………. 722.2.2 Spanish Language for Work 2……………………………………. 772.2.3 Spanish Language for Work 3……………………………………. 832.2.4 Spanish Language for Work 4…………………………………… 882.2.5 Spanish Language for Work 5…………………………………… 942.2.6 Spanish Language for Work 6................................................... 9971

Full Module Title: SPANISH LANGUAGE FOR WORK 1Short Module Title: Spanish for Work 1Module Code:1SPA485Module Level: 4Academic Credit Weighting: 15Length: 1 Semester (Semester 1)School and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Olga Núñez PiñeiroExtension: 2376Email:o.nunez@wmin.ac.ukHost Course:BA Modern LanguagesBA Language StudiesBA Language and Other DisciplinesBA TranslationStatus:OptionSubject Board:Modern LanguagesPre-requisites:NoneCo-requisites:Variable – please consult Undergraduate LanguageDegree Programme Handbook for course-specificrequirementsAssessment: Coursework and project-based assessment: 2pieces of coursework over the semester plus oneproject: CW 1: 30%; CW 2: 30%; Project: 40%Summary of Module Content: A range of scenario-based tasks involving a varietyof language mediation activities with an emphasison the development of the receptive skills oflistening and reading in the foreign language. At theend of the module, you will also use your targetlanguage skills productively in a self-managedproject at level B1/B2 of the Common EuropeanFramework of reference for languages. Alllanguage skills will normally be practised within thefields of Consumer Exchanges, EmploymentAdvertising and Tourism. The module includes thefirst stage of Career Management Skills andPersonal Development Planning specificallytailored for language students as part of theMultilingua ePortfolio__________________________________________________________________Module AimsThe module aims to enable you to:1. Establish or consolidate an appropriate knowledge base at this level in theforeign language you are studying;2. Develop the receptive skills of listening and reading through scenarios set insimulated work-related situations at CEF level B1/B2;72

3. Broaden your knowledge of the language and register of the specific fieldsstudied in this module: Consumer Exchanges, Employment Advertising andTourism;4. Develop learner strategies to increase linguistic knowledge and practicalabilities in the use of receptive skills, in particular research and informationmanagement skills;5. Present information in written English and in the target language at CEF levelB1/B2 in a multimedia form and share it with your language cohort of studentson the platform provided by the University’s Virtual Learning Environment;6. Develop an awareness of your learning strategies, and employment attitudesand values, in areas relevant to undergraduate language students bycompleting a career management skills analysis and incorporating the reflectionas part of your Multilingua ePortfolio.Learning OutcomesOn successful completion of this module you will be able to:1. Read and identify the main elements in mostly factual and explicit texts in thetarget language at CEF level B1/B2, set in simulated work-related situations;2. Listen and identify the main elements in mostly factual and explicit oraldocuments in the target language at CEF level B1/B2, set in simulated workrelatedsituations;3. Convey information in written English appropriate for the task set;4. Convey information in writing in the target language appropriate for the task setat CEF level B1/B2;5. Manage information, collect appropriate data from a range of learningresources and undertake, with some guidance, intermediate research tasks forlinguistic practice and development;6. Complete and compile the first element of your Multilingua ePortfolio, linkingthe development of your Career Management Skills to your language progress.Indicative Syllabus ContentThis module is part of the Languages in Action strand of the UndergraduateLanguage Degree Programme and sits within a pathway that is restricted tointermediate, advanced or proficient entry as defined in the Programme Handbook. Itis a practical module requiring a high level of student engagement with the stimuliprovided by the module team, regular and punctual attendance in class andconsolidation through self-study.The syllabus is framed in terms of simulations which aim to develop the basis foreffective communication skills. A variety of scenario-based activities are provided;these are designed to practise your language skills at this level in various simulatedwork-related settings. At the end of the module, you will produce a self-managedproject in the target language at CEF level B1/B2 with some guidance from yourlecturer.The generic transferable skills for Higher Education (HE) Level 1 (group working, useof learning resources, self evaluation, autonomy, problem solving), the cognitive73

skills at this level (analysis, synthesis, evaluation) and the Language Specific Skillsappropriate to this level (knowledge and practice) will normally be developed withinthe broad themes of Consumer Exchanges, Employment Advertising, and Tourism.Teaching and Learning MethodsThe module is delivered in 10 x 2-hour weekly seminars, with an additional 2-hourCareer Management Skills Workshop provided in the Guided Independent StudyWeek. Learning is fostered by a mixture of individual and group work, usingauthentic source materials whenever possible; these may include video, audio,electronic media and written documents. Class materials are supported by a widerange of multi-media materials, including the use of My Career materials, which aredesigned to foster student-centred learning. These materials are posted on theUniversity Virtual Learning Environment or held in the library.Your active participation in classes and your electronic contribution to the modulesite on the University’s Virtual Learning Environment is expected. You are alsoencouraged to participate in London-based activities related to your languagelearning, such as language exhibitions, films and cultural events.Assessment RationaleThree pieces of coursework over the semester have been chosen as the mostappropriate method of assessment to practise your language skills at this level andto demonstrate their development. These assessment tasks are designed to allowyou to demonstrate your knowledge and your ability to apply it in simulated workrelatedsettings and will take the following form:• Assessment 1: Information retrieval in the form of a reading comprehension oftexts (500 words) which are mostly factual and explicit, completed to a briefwith questions in the target language and answers in English• Assessment 2: Information retrieval in the form of a listening comprehension ofdocuments (3 x 5 minutes) which are mostly factual and explicit completed to abrief with questions in the target language and answers in English• Assessment 3: The project will normally have as a basis a visit to a culturalcentre, a museum or an equivalent appropriate for your target language. Youwill typically be asked to investigate the available programmes and leaflets andthen to attend one of the advertised events with the aim of writing a review inthe target language to be posted on the module wiki. You will also be requiredto extract skills practised and reflect in English on the applicability of theexercise to employment opportunities for insertion in your Multilingua e-portfolioAssessment CriteriaThe coursework will test your ability to retrieve information from TL documents(written and oral) according to a set brief and your ability to convey this information inEnglish.74

The project will test your research and information management skills and yourability to use information actively in the TL at this level of achievement.• Assessment 1 will specifically test learning outcomes 1 and 3• Assessment 2 will specifically test learning outcomes 2 and 3• Assessment 3 will specifically test learning outcomes 1, 2, 3, 4, 5 and 6Marks are awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria tailored for each assessment.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Methods and Weightings2 pieces of coursework and 1 project• CW 1: 30% (500 words)• CW 2: 30% (3 x 5 minutes)• Project: 40%To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.SourcesSpanish DictionariesCASARES, J. (1999): Diccionario ideológico de la lengua española, Barcelona.Clave. Diccionario de uso del español actual, Madrid, SM, 2000.MOLINER, M. (1999): Diccionario de uso del español, 2 vols., Madrid, Gredos.REAL ACADEMIA ESPAÑOLA (1992): Diccionario de la lengua española, Madrid,Espasa-Calpe.SECO, M. (1999): Diccionario del español actual, 2 vols., Madrid, Aguilar.English DictionariesNew Oxford English Dictionary, 20 vols., Oxford, Clarendon Press, 1989.The New Shorter Oxford Dictionary, 2 vols., Oxford, Clarendon Press, 1994.75

Spanish/English DictionariesCollins. Diccionario español-inglés/English-Spanish Dictionary, Barcelona, Grijalbo,2000.Diccionario Oxford español-inglés inglés-español, Madrid, Oxford University Press,2001.Gran diccionario Larousse español-inglés English-Spanish, Barcelona, Larousse,2000.http//www.bbc.co.uk/languages/http://www.lang.ox.ac.uk/langlinks/indivlangs/spanish.htmlhttp://www.oberoi-net.com/language.htmlhttp://www.allthetests.com/language.php3?katb=0910http://www.wmin.ac.uk/lac (Learning Advice Centre)Texts from a selection of newspapers in Spanish (such as El País, El Mundo, ABC,La Vanguardia, El Mercurio, La Nación, etc.) and in English (such as the Guardian,The Times, The Independent etc.)Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:76

Full Module Title: SPANISH LANGUAGE FOR WORK 2Short Module Title: Spanish for Work 2Module Code:1SPA486Module Level: 4Academic Credit Weighting: 15Length: 1 semester (Semester 2)School and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Olga Núñez PiñeiroExtension: 2376Email:o.nunez@wmin.ac.ukHost Course:BA Modern LanguagesBA Language StudiesBA Language and Other DisciplinesBA TranslationStatus:OptionSubject Board:Modern LanguagesPre-requisites: Normally Spanish Language for Work 1Co-requisites:Variable – please consult Undergraduate LanguageDegree Programme Handbook for course-specificrequirementsAssessment: 2 pieces of coursework over the semester and 1examination (1h 30): CW1: 30%; CW2: 30%;Examination: 40%Summary of Module Content: A range of scenario-based tasks involving a varietyof language mediation skills with an emphasis onthe development of the productive skills ofspeaking and writing at level B1/B2 of the CommonEuropean Framework for languages. Your ability tocommunicate effectively in the target languageunder time constraint will be developed. Alllanguage skills will normally be practised within thefields of Consumer Exchanges, EmploymentAdvertising and Tourism. The module also includesthe second stage of your Career ManagementSkills and Personal Development Planningspecifically tailored for language students as part ofthe Multilingua ePortfolio.___________________________________________________________________Module AimsThe module aims to enable you to:1. Establish or consolidate an appropriate knowledge base at this level in theforeign language you are studying;2. Develop your language productive skills of speaking and writing throughscenarios set in simulated work-related situations at CEF level B1/B2;77

3. Broaden your productive ability in the language and register of the specificfields studied in this module: Consumer Exchanges, Employment Advertisingand Tourism;4. Select information from a text/texts in English which are mostly factual andexplicit and write a summary or adaptation in the target language according toinstructions given in the brief at CEF level B1/B2;5. Produce a report, including a CV and covering letter, targeted at areas relevantto undergraduate language students and which links your career managementskills with the module content by incorporating these documents as part of yourMultilingua ePortfolio.Learning OutcomesOn successful completion of this module you will be able to:1. Write a piece to a brief set in simulated work-related situations in the targetlanguage at CEF level B1/B2;2. Present orally in the target language at CEF level B1/B2 some aspects of yourprofessional aspirations as documented in English in your Multilingua ePortfoliousing your SMART Goals analysis and the writing of a CV and cover letteringas a stimulus;3. Write a summary or adaptation to a brief from English to the target language atCEF level B1/B2 in simulated work-related settings under time constraint;4. Complete and compile the second element of your Multilingua ePortfolio, linkingthe development of your Career Management Skills to your language progress.Indicative Syllabus ContentThis module is part of the Languages in Action strand of the UndergraduateLanguage Degree Programme and sits within a pathway that is restricted tointermediate, advanced or proficient entry as defined in the Programme Handbook. Itis a practical module requiring a high level of student engagement with the stimuliprovided by the module team, regular and punctual attendance in class andconsolidation through self-study.The syllabus is framed in terms of simulations which aim to develop the basis foreffective communication skills. A variety of scenario-based activities are provided;these are designed to practise your language skills at this level in various simulatedwork-related settings. At the end of the module, you will produce a self-managedproject in the target language at CEF level B1/B2 with some guidance from yourlecturer.The generic transferable skills for Higher Education (HE) Level 1 (group working, useof learning resources, self evaluation, autonomy, problem solving), the cognitiveskills at this level (analysis, synthesis, evaluation) and the Language Specific Skillsappropriate to this level (knowledge and practice) will normally be developed withinthe broad themes of Consumer Exchanges, Employment Advertising, and Tourism.78

Teaching and Learning MethodsThe module is delivered in 10 x 2-hour weekly seminars, with an additional 2-hourCareer Management Skills Workshop provided in the Guided Independent StudyWeek. Learning is fostered by a mixture of individual and group work, usingauthentic source materials whenever possible; these may include video, audio,electronic media and written documents. Class materials are supported by a widerange of multi-media materials, including the use of My Career materials, which aredesigned to foster student-centred learning. These materials are posted on theUniversity Virtual Learning Environment or held in the library.Your active participation in classes and your electronic contribution to the modulesite on the University’s Virtual Learning Environment is expected. You are alsoencouraged to participate in London-based activities related to your languagelearning, such as language exhibitions, films and cultural events.Assessment RationaleTwo pieces of coursework over the semester and an end-of-module writtenexamination have been chosen as the most appropriate methods of assessment topractise your productive language skills and to demonstrate their development. Theassessment tasks are designed to demonstrate your knowledge and your ability toapply it in specific settings and will take the following form:• Assessment 1: Write in the target language a piece (500 words) to a brief setin a simulated work-related setting at CEF Level B1/B2• Assessment 2: Present orally in the target language for 5 minutes someaspects of your professional aspirations to tie in with the SMART goals analysisand preparation of your CV and covering letter for your Multilingua ePortfoliorecord, using language at CEF Level B1/B2• Examination: Write in the target language a summary or an adaptation to abrief set in a simulated work-related situation from a text/texts in English undertime constraint at CEF Level B1/B2Assessment CriteriaThe coursework will test your ability to communicate effectively (according to therequirements of each task) in the target language, both orally and in writing. Theexamination will test your ability to write a summary according to a set brief from atext/texts in English and to convey information in the target language at CEF levelB1/B2.• Assessment 1 will specifically test learning outcome 1• Assessment 2 will specifically test learning outcomes 2 and 4• The examination will specifically test learning outcome 3Marks are awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria tailored for each assessment.79

Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Method and Weighting2 pieces of Coursework plus an Examination:• CW 1: 30% (500 words)• CW 2: 30% (5 minutes)• Examination: 40%To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.Sources(1998): Carabela, nº 44.AGUIRRE BELTRÁN, B.1993. El español por profesiones. Servicios Financieros:banca y bolsa. Madrid: SGEL.AGUIRRE BELTRÁN, B. 1994. El español por profesiones. Servicios Turísticos.Madrid: SGEL.AGUIRRE BELTRÁN, B. y J. Gómez de Enterría. 1992. El español por profesiones.Secretariado. Madrid: SGEL.AGUIRRE BELTRÁN, B. Y K. ROTHER. 1996. El español por profesiones. Comercioexterior. Madrid: SGEL.GÓMEZ DE ENTERRÍA, J. Y S. GÓMEZ DE ENTERRÍA. 1994. El español porprofesiones. Servicios de Salud. Madrid: SGEL.AESLA (1987): Actas del V Congreso de Lingüística Aplicada. Pamplona: AESLA.ALONSO, D. (1964): “Para evitar la diversificación de nuestra lengua”. En Presentey futuro de la lengua española. T. II. Madrid: OFINES: 259-268.BARRUECO, S Y OTROS, Lenguas para fines específicos, 5 vols Universidad deAlcalá.BROWN, G. & G. YULE (1983): Discourse Analysis. Cambridge: CambridgeUniversity Press.CABRÉ, Mª T. (1993): La terminología. Teoría, método y aplicaciones. Barcelona:Antártida.CALONGE, J. (1995): “El lenguaje científico y técnico” en Seco & Salvador(1995:175-186).CONSEJO DE EUROPA, Marco común europeo de referencia las lenguas:enseñanza, aprendizaje, evaluación, Estrasburgo, 2001. Traducido por el InstitutoCervantes (2002): http://cvc.cervantes.es/obref/marco/.80

GÓMEZ DE ENTERRÍA, J. (1992): “Neología y préstamos en el vocabulario de laEconomía”. En Anuario de Estudios Filológicos XV: 97-105.HALLIDAY, M.A.K. (1978): Language as social semiotic: the social interpretation oflanguage and meaning. London: Edward Arnold.HUTCHINSON, T. & A. WATERS (1987): English for Specific Purposes: A learningcentredapproach. Cambridge: Cambridge University Press.INSTITUTO CERVANTES, La enseñanza del español como lengua extranjera. Plancurricular del Instituto Cervantes, Madrid, Publicaciones del Instituto Cervantes,1994.KRASHEN, S. D (1981): Second Language Acquisition and second languagelearning. Oxford: Pergamon Press.___ (1982): Principles and practices in second language acquisition. Oxford:Pergamon Press.LERAT, P. (1997): Las lenguas de especialidad. Barcelona: Ariel.MARTÍN, J Y OTROS, Los lenguajes especiales, Granada, Ed., Comares, 1996 (I yII), Arco/ Libros, Madrid, 1989.MARTÍN ZORRAQUINO, Mª A. (1997): “Formación de palabras y lengua técnico”.En Revista Española de Lingüística 27.2: 317-339.MUNBY, J. (1978): Communicative syllabus design. Cambridge: CambridgeUniversity Press.NUNAN, D. (1989): Designing tasks for the communicative classroom. Cambridge:Cambridge University Press.ROBINSON, P. C. (1980): English for Specific Purposes: The present Position.Oxford: Pergamon Press.___(1991): ESP today; a practitioner’s guide. London: Prentice Hall.RODRÍGUEZ ILLERA, J.L., «La enseñanza del español de los negocios mediantetecnologías de la información », en Didáctica del español como lengua extranjera 3,Cuadernos del tiempo libre, Colección Expolingua, Madrid, 1994, 205-210SÁNCHEZ LOBATO, J. Y I. SANTOS GARGALLO, Vademécum para la formaciónde profesores. Enseñar español como segunda lengua (L2)/lengua extranjera (LE),Madrid, SGEL, 2004.SECO, M. & G. SALVADOR (1995): La lengua española hoy. Madrid: FundaciónJuan March.SWALES, J. (1988): Genre analysis. English in academic and research settings.Cambridge: Cambridge University Press.VVAA, La enseñanza del español con fines específicos, Monográfico de la RevistaCarabela, 44, SGEL, 1998.«Aproximación a una bibliografía sobre la enseñanza del español para finesespecíficos» en Carabela, 44, págs. 116-118.WIDDOWSON, H. G. (1983): Learning Purposes and Language Use. Oxford: OxfordUniversity Press.Newspapers and other publicationsEl País (Spain)El Mundo (Spain)ABC (Spain)La Nación (Argentina)La Jornada (México)El Mercurio (Chile)El Pais Semanal81

The IndependentThe TimesThe EconomistWebsites for texts in Spanishhttp://news.bbc.co.uk/hi/spanish/news/http://www.elmundo.eshttp://www.abc.eshttp://www.clarin.comhttp://www.lanacion.com.arhttp://www.mercurio.clhttp://www.jornada.unam.mxhttp://www.wmin.ac.uk/lac (Learning Advice Centre)Audio and video documents from Spanish and English-speaking media.Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:82

Full Module Title: SPANISH LANGUAGE FOR WORK 3Short Module Title: Spanish for Work 3Module Code:1SPA585Module Level: 5Academic Credit Weighting: 15Length: 1 semester (Semester 1)School and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Olga Núñez PiñeiroExtension: 2376Email:o.nunez@wmin.ac.ukHost Course:BA Modern LanguagesBA Language StudiesBA Language and Other DisciplinesBA TranslationStatus:OptionSubject Board:Modern LanguagesPre-requisites: Normally Spanish Language for Work 2Co-requisites:Variable – please consult Undergraduate LanguageDegree Programme Handbook for course-specificrequirementsAssessment: Coursework and project-based assessment: 2pieces of coursework over the semester plus oneproject: CW 1: 30%; CW 2: 30%; Project: 40%Summary of Module Content: A range of scenario-based tasks involving a varietyof language mediation activities with an emphasison the development of the receptive skills oflistening and reading in the foreign language. At theend of the module, you will also use your targetlanguage skills productively in a self-managedproject at level B2/C1 of the Common EuropeanFramework of reference for languages. Alllanguage skills will normally be practised within thefields of Business Transaction, Art and Culture andDemographic issues. The module includes the thirdstage of Career Management Skills and PersonalDevelopment Planning specifically tailored forlanguage students as part of the MultilinguaePortfolio__________________________________________________________________Module AimsThe module aims to enable you to:1. Establish or consolidate an appropriate knowledge base at this level in theforeign language you are studying;2. Develop the receptive skills of listening and reading through scenarios set inwork-related situations at CEF level B2/C1;83

3. Broaden your knowledge of the language and register of the specific fieldsstudied in this module: Business Transaction, Art and Culture and Demographicissues;4. Develop Learner strategies to increase linguistic knowledge and practicalabilities in the use of receptive skills, in particular research and informationmanagement skills;5. Present information in written English and in the target language at CEF levelB2/C1 in a multimedia form and share it with your language cohort of studentson the platform provided by the University’s Virtual Learning Environment;6. Develop opportunity awareness in areas relevant to undergraduate languagestudents using My Career materials, incorporating the reflection as part of yourMultilingua ePortfolio.Learning OutcomesOn successful completion of this module you will be able to:1. Read and identify the main elements in texts which may be evaluative orimplicit in the target language at CEF level B2/C1, set in work-relatedsituations;2. Listen and identify the main elements in oral documents which may beevaluative or implicit in the target language at CEF level B2/C1, set in workrelatedsituations;3. Convey information in written English appropriate for the task set;4. Convey information in writing in the target language appropriate for the task setat CEF level B2/C1;5. Manage information, collect appropriate data from a range of learningresources and undertake, with some guidance, intermediate research tasks forlinguistic practice and development;6. Complete and compile the third elements of your Multilingua ePortfolio, linkingthe development of your Career Management Skills to your language progress.Indicative Syllabus ContentThis module is part of the Languages in Action strand of the UndergraduateLanguage Degree Programme and sits within a pathway that is restricted tointermediate, advanced or proficient entry as defined in the Programme Handbook. Itis a practical module requiring a high level of student engagement with the stimuliprovided by the module team, regular and punctual attendance in class andconsolidation through self-study.The syllabus is framed in terms of simulations which aim to develop the basis foreffective communication skills. A variety of scenario-based activities are provided;these are designed to practise your language skills at this level in various workrelatedsettings. At the end of the module, you will produce a self-managed project inthe target language at CEF level B2/C1 with some guidance from your lecturer.The generic transferable skills for Higher Education (HE) Level 2 (group working, useof learning resources, self evaluation, autonomy, problem solving), the cognitiveskills at this level (analysis, synthesis, evaluation) and the Language Specific Skills84

appropriate to this level (knowledge and practice) will normally be developed withinthe broad themes of Business Transaction, Art and Culture and Demographic issues.Teaching and Learning MethodsThe module is delivered in 10 x 2-hour weekly seminars, with an additional 2-hourCareer Management Skills Workshop provided in the Guided Independent StudyWeek. Learning is fostered by a mixture of individual and group work, usingauthentic source materials whenever possible; these may include video, audio,electronic media and written documents. Class materials are supported by a widerange of multi-media materials, including the use of My Career materials, which aredesigned to foster student-centred learning. These materials are posted on theUniversity Virtual Learning Environment or held in the library.Your active participation in classes and your electronic contribution to the modulesite on the University’s Virtual Learning Environment is expected. You are alsoencouraged to participate in London-based activities related to your languagelearning, such as language exhibitions, films and cultural events.Assessment RationaleThree pieces of coursework over the semester have been chosen as the mostappropriate method of assessment to practise your language skills at this level andto demonstrate their development. These assessment tasks are designed to allowyou to demonstrate your knowledge and your ability to apply it in work-relatedsettings and will take the following form:• Assessment 1: Information retrieval in the form of a reading comprehensionfrom a text or texts (600 words) that may be evaluative or implicit, completed toa brief, with questions and answers in the target language• Assessment 2: Information retrieval in the form of a listening comprehension ofa document or documents (3 x 5 minutes) that may be evaluative or implicit,completed to a brief, with questions and answers in the target language• Assessment 3: The project will normally have as a basis a study of a range ofnewspaper and magazine articles in the target language. You will typically beasked to compile a corpus of 3 texts on one of the sub-fields studied in thismodule and to prepare a PowerPoint presentation in the target language to abrief to be posted on the module wiki. You will also be required to extract skillspractised and reflect in English on the applicability of the exercise toemployment opportunities for insertion in your Multilingua e-portfolioAssessment CriteriaThe coursework will test your ability to retrieve information from TL documents(written and oral) according to a set brief and your ability to convey this information inEnglish.85

The project will test your research and information management skills and yourability to use information actively in the TL at this level of achievement.• Assessment 1 will specifically test learning outcomes 1 and 4• Assessment 2 will specifically test learning outcomes 2 and 4• Assessment 3 will specifically test learning outcomes 1, 3, 4, 5 and 6Marks are awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria tailored for each assessment.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Methods and Weightings2 pieces of coursework and 1 project• CW 1: 30% (600 words)• CW 2: 30% (5 minutes)• Project: 40%To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.SourcesCollins Spanish Dictionary, Glasgow, HarperCollins Publishers (latest edition)ORThe Oxford Spanish Dictionary, Oxford, Oxford University Press (latest edition)The Concise Oxford Dictionary, Oxford, Oxford University Press (latest edition)María Moliner Diccionario del uso del español. Madrid: Gredos, 2000.Real Academia Española, Diccionario de la lengua españolaAlso available at www.rae.esBatchelor, R.E. and C.J. Pountain. Using Spanish: A Guide to Contemporary Usage.Cambridge University Press.Butt, J. and Carmen Benjamin. A New Reference Grammar of Modern Spanish.Essential Repaso: A Complete Review of Spanish Grammar, Communication andCulture. Lincolnwood, Illinois: National Textbook Company, 1998.86

Butt, J. Oxford Spanish Grammar. Oxford University Press: 2000.Essential Repaso: A Complete Review of Spanish Grammar, Communication andCulture. Lincolnwood, Illinois: National Textbook Company, 1998.Steel, B. Introducing Spanish Translation.Newspapers and other Publications:El PaísEl MundoABCEl Pais SemanalThe IndependentThe TimesThe EconomistWebsites for texts in Spanish:http://news.bbc.co.uk/hi/spanish/news/http://www.elmundo.eshttp://www.abc.es/http://www.clarin.comhttp://www.mercurio.clhttp://www.wmin.ac.uk/lac (Learning Advice Centre)Audio and video documents from Spanish and English-speaking media.Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:87

Full Module Title: SPANISH LANGUAGE FOR WORK 4Short Module Title: Spanish for Work 4Module Code:1SPA586Module Level: 5Academic Credit Weighting: 15Length: 1 semester (Semester 2)School and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Olga Núñez PiñeiroExtension: 2376Email:o.nunez@wmin.ac.ukHost Course:BA Modern LanguagesBA Language StudiesBA Language and Other DisciplinesBA TranslationStatus:OptionSubject Board:Modern LanguagesPre-requisites: Normally Spanish Language for Work 3Co-requisites:Variable – please consult Undergraduate LanguageDegree Programme Handbook for course-specificrequirementsAssessment: 2 pieces of coursework over the semester and 1examination (1h 30) - CW1: 30%; CW2: 30%;Examination: 40%Summary of Module Content: A range of scenario-based tasks involving a varietyof language mediation skills with an emphasis onthe development of the productive skills ofspeaking and writing at level B2/C1 of the CommonEuropean Framework for languages. Your ability tocommunicate effectively in the target languageunder time constraint will be developed. Alllanguage skills will normally be practised within thefields of Business Transactions, Art and Cultureand Demographic issues. The module alsoincludes the fourth stage of your CareerManagement Skills and Personal DevelopmentPlanning specifically tailored for language studentsas part of the Multilingua ePortfolio___________________________________________________________________Module AimsThe module aims to enable you to:1. Establish or consolidate an appropriate knowledge base at this level in theforeign language you are studying;2. Develop your language productive skills of speaking and writing throughscenarios set in work-related situations at CEF level B2/C1;88

3. Broaden your productive ability in the language and register of the specificfields studied in this module: Business Transactions, Art and Culture andDemographic issues;4. Select information from a text/texts in English and write a summary or anadaptation in the target language according to instructions given in the brief atCEF level B2/C1;5. Produce a report demonstrating employment opportunity awareness in areasrelevant to undergraduate language students, which links your careermanagement skills with the module content by incorporating these documentsas part of your Multilingua ePortfolio.Learning OutcomesOn successful completion of this module you will be able to:1. Write a piece to a brief set in work-related situations in the target language atCEF level B2/C1;2. Participate in a work-related role play to a brief in the target language at CEFlevel B2/C1 expanding from instructions in English. This communicativeexchange will be recorded and posted on the module wiki;3. Write in the target language a letter or a report to a brief set in a work-relatedsituation from a text or notes in English under time constraint at CEF LevelB2/C1;4. Complete and compile the fourth elements of your Multilingua ePortfolio, linkingthe development of your Career Management Skills to your language progress.Indicative Syllabus ContentThis module is part of the Languages in Action strand of the UndergraduateLanguage Degree Programme and sits within a pathway that is restricted tointermediate, advanced or proficient entry as defined in the Programme Handbook.It is a practical module requiring a high level of student engagement with the stimuliprovided by the module team, regular and punctual attendance in class andconsolidation through self-study.The syllabus is framed in terms of simulations which aim to develop the basis foreffective communication skills. A variety of scenario-based activities are provided;these are designed to practise your language skills at this level in various workrelatedsettings. At the end of the module, you will produce a self-managed project inthe target language at CEF level B2/C1 with some guidance from your lecturer.The generic transferable skills for Higher Education Level 2 (group working, use oflearning resources, self evaluation, autonomy, problem solving), the cognitive skillsat this level (analysis, synthesis, evaluation) and the Language Specific Skillsappropriate to this level (knowledge and practice) will normally be developed withinthe broad themes of Business Transactions, Art and Culture and Demographicissues.89

Teaching and Learning MethodsThe module is delivered in 10 x 2-hour weekly seminars, with an additional 2-hourCareer Management Skills Workshop provided in the Guided Independent StudyWeek. Learning is fostered by a mixture of individual and group work, usingauthentic source materials whenever possible; these may include video, audio,electronic media and written documents. Class materials are supported by a widerange of multi-media materials, including the use of My Career materials, which aredesigned to foster student-centred learning. These materials are posted on theUniversity Virtual Learning Environment or held in the library.Your active participation in classes and your electronic contribution to the modulesite on the University’s Virtual Learning Environment is expected. You are alsoencouraged to participate in London-based activities related to your languagelearning, such as language exhibitions, films and cultural events.Assessment RationaleTwo pieces of coursework over the semester and an end-of-module writtenexamination have been chosen as the most appropriate methods of assessment topractise your productive language skills and to demonstrate their development. Theassessment tasks are designed to demonstrate your knowledge and your ability toapply it in specific settings and will take the following form:• Assessment 1: Write in the target language a piece (600 words) to a brief setin simulated work-related settings at CEF Level B2/C1 with due regard forregister and audience• Assessment 2: Participate in a work-related role play (10 minutes) to a brief inthe target language at CEF level B2/C1, expanding from instructions in English.This communicative exchange will be recorded and posted on the module wiki• Examination: Write in the target language at CEF Level B2/C1 a letter or areport to a brief set in a work-related situation from a text or notes in English,under time constraint demonstrating sensitivity to register and audienceAssessment CriteriaThe coursework will test your ability to communicate effectively (according to therequirements of each task) in the target language, both orally and in writing. Theexamination will test your ability to write a piece according to a set brief from a text ornotes in English and to demonstrate your ability to convey information in the targetlanguage at CEF level B2/C1.• Assessment 1 will specifically test learning outcome 1• Assessment 2 will specifically test learning outcomes 2 and 4• The examination will specifically test learning outcome 3 and 4Marks are awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria tailored for each assessment.90

Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Method and Weighting2 pieces of coursework plus an examination:• CW 1: 30% (600 words)• CW 2: 30% (10 minutes)• Examination: 40%To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.Sources(1998): Carabela, nº 44.AGUIRRE BELTRÁN, B.1993. El español por profesiones. Servicios Financieros:banca y bolsa. Madrid: SGEL.AGUIRRE BELTRÁN, B. 1994. El español por profesiones. Servicios Turísticos.Madrid: SGEL.AGUIRRE BELTRÁN, B. y J. Gómez de Enterría. 1992. El español por profesiones.Secretariado. Madrid: SGEL.AGUIRRE BELTRÁN, B. Y K. ROTHER. 1996. El español por profesiones. Comercioexterior. Madrid: SGEL.GÓMEZ DE ENTERRÍA, J. Y S. GÓMEZ DE ENTERRÍA. 1994. El español porprofesiones. Servicios de Salud. Madrid: SGEL.AESLA (1987): Actas del V Congreso de Lingüística Aplicada. Pamplona: AESLA.ALONSO, D. (1964): “Para evitar la diversificación de nuestra lengua”. En Presentey futuro de la lengua española. T. II. Madrid: OFINES: 259-268.BARRUECO, S Y OTROS, Lenguas para fines específicos, 5 vols Universidad deAlcalá.BROWN, G. & G. YULE (1983): Discourse Analysis. Cambridge: CambridgeUniversity Press.CABRÉ, Mª T. (1993): La terminología. Teoría, método y aplicaciones. Barcelona:Antártida.CALONGE, J. (1995): “El lenguaje científico y técnico” en Seco & Salvador(1995:175-186).CONSEJO DE EUROPA, Marco común europeo de referencia las lenguas:enseñanza, aprendizaje, evaluación, Estrasburgo, 2001. Traducido por el InstitutoCervantes (2002): http://cvc.cervantes.es/obref/marco/.91

GÓMEZ DE ENTERRÍA, J. (1992): “Neología y préstamos en el vocabulario de laEconomía”. En Anuario de Estudios Filológicos XV: 97-105.HALLIDAY, M.A.K. (1978): Language as social semiotic: the social interpretation oflanguage and meaning. London: Edward Arnold.HUTCHINSON, T. & A. WATERS (1987): English for Specific Purposes: A learningcentredapproach. Cambridge: Cambridge University Press.INSTITUTO CERVANTES, La enseñanza del español como lengua extranjera. Plancurricular del Instituto Cervantes, Madrid, Publicaciones del Instituto Cervantes,1994.KRASHEN, S. D (1981): Second Language Acquisition and second languagelearning. Oxford: Pergamon Press.___ (1982): Principles and practices in second language acquisition. Oxford:Pergamon Press.LERAT, P. (1997): Las lenguas de especialidad. Barcelona: Ariel.MARTÍN, J Y OTROS, Los lenguajes especiales, Granada, Ed., Comares, 1996 (I yII), Arco/ Libros, Madrid, 1989.MARTÍN ZORRAQUINO, Mª A. (1997): “Formación de palabras y lengua técnico”.En Revista Española de Lingüística 27.2: 317-339.MUNBY, J. (1978): Communicative syllabus design. Cambridge: CambridgeUniversity Press.NUNAN, D. (1989): Designing tasks for the communicative classroom. Cambridge:Cambridge University Press.ROBINSON, P. C. (1980): English for Specific Purposes: The present Position.Oxford: Pergamon Press.___(1991): ESP today; a practitioner’s guide. London: Prentice Hall.RODRÍGUEZ ILLERA, J.L., «La enseñanza del español de los negocios mediantetecnologías de la información », en Didáctica del español como lengua extranjera 3,Cuadernos del tiempo libre, Colección Expolingua, Madrid, 1994, 205-210SÁNCHEZ LOBATO, J. Y I. SANTOS GARGALLO, Vademécum para la formaciónde profesores. Enseñar español como segunda lengua (L2)/lengua extranjera (LE),Madrid, SGEL, 2004.SECO, M. & G. SALVADOR (1995): La lengua española hoy. Madrid: FundaciónJuan March.SWALES, J. (1988): Genre analysis. English in academic and research settings.Cambridge: Cambridge University Press.VVAA, La enseñanza del español con fines específicos, Monográfico de la RevistaCarabela, 44, SGEL, 1998.«Aproximación a una bibliografía sobre la enseñanza del español para finesespecíficos» en Carabela, 44, págs. 116-118.WIDDOWSON, H. G. (1983): Learning Purposes and Language Use. Oxford: OxfordUniversity Press.Newspapers and other publicationsEl PaísEl MundoABCEl Pais SemanalThe IndependentThe TimesThe Economist92

Websites for texts in Spanishhttp://news.bbc.co.uk/hi/spanish/news/http://www.elmundo.eshttp://www.abc.es/http://www.clarin.comhttp://www.mercurio.clhttp://www.wmin.ac.uk/lac (Learning Advice Centre)Audio and video documents from Spanish and English-speaking media.Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:93

Full Module Title: SPANISH LANGUAGE FOR WORK 5Short Module Title: Spanish for Work 5Module Code:1SPA687Module Level: 6Academic Credit Weighting: 15Length: 1 semester (Semester 1)School and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Olga Núñez PiñeiroExtension: 2376E-mail:o.nunez@wmin.ac.ukHost Course:BA Modern LanguagesBA Language StudiesBA Language and Other DisciplinesBA TranslationStatus:OptionSubject Board:Modern LanguagesPre-requisites: Normally Spanish Language for Work 4Co-requisites:Variable – please consult Undergraduate LanguageDegree Programme Handbook for course-specificrequirementsAssessment: Coursework and project-based assessment: 2pieces of coursework over the semester plus oneproject: CW 1: 30%; CW 2: 30%; Project: 40%Summary of Module Content: A range of scenario-based tasks involving a varietyof language mediation activities with an emphasison the development of the receptive skills oflistening and reading in the foreign language. At theend of the module, you will also use your targetlanguage skills productively in a self-managedproject at level C1/C2 of the Common EuropeanFramework of reference for languages. Alllanguage skills will normally be practised within thefields of Human Rights, Immigration andEnvironment. The module includes the fifth stage ofCareer Management Skills and PersonalDevelopment Planning specifically tailored forlanguage students as part of the MultilinguaePortfolio__________________________________________________________________Module AimsThe module aims to enable you to:1. Establish or consolidate an appropriate knowledge base at this level in theforeign language you are studying;2. Develop the receptive skills of listening and reading through scenarios set inwork-related situations at CEF level C1/C2;94

3. Broaden your knowledge of the language and register of the specific fieldsstudied in this module Human Rights, Immigration and Environment;4. Develop Learner strategies to increase linguistic knowledge and practicalabilities in the use of receptive skills, in particular research and informationmanagement skills;5. Present information in written English and in the target language at CEF levelC1/C2 in a multimedia form and share it with your language cohort of studentson the platform provided by the University’s Virtual Learning Environment;6. Develop an awareness of recruitment and selection practices in areas relevantto undergraduate language students through the career management skillsmaterials, incorporating the reflection as part of your Multilingua ePortfolio.Learning OutcomesOn successful completion of this module you will be able to:1. Read and identify the main elements in texts which may be persuasive,rhetorical or conceptually complex, according to a brief in the target language atCEF level C1/C2, set in work-related situations;2. Listen and identify the main elements in oral documents which may bepersuasive, rhetorical or conceptually complex, according to a brief in the targetlanguage at CEF level C1/C2, set in work-related situations;3. Convey information in written English appropriate for the task set;4. Convey information in writing in the target language appropriate for the task setat CEF level C1/C2;5. Manage information, collect appropriate data from a range of learningresources and undertake intermediate research tasks for linguistic practice anddevelopment;6. Complete and compile the fifth element of your Multilingua ePortfolio, linkingthe development of your Career Management Skills to your language progress.Indicative Syllabus ContentThis module is part of the Languages in Action strand of the UndergraduateLanguage Degree Programme and sits within a pathway that is restricted tointermediate, advanced or proficient entry as defined in the Programme Handbook. Itis a practical module requiring a high level of student engagement with the stimuliprovided by the module team, regular and punctual attendance in class andconsolidation through self-study.The syllabus is framed in terms of simulations which aim to develop the basis foreffective communication skills. A variety of scenario-based activities are provided;these are designed to practise your language skills at this level in various workrelatedsettings. At the end of the module, you will produce a self-managed project inthe target language at CEF level C1/C2.The generic transferable skills for Higher Education Level 3 (group working, use oflearning resources, self evaluation, autonomy, problem solving), the cognitive skillsat this level (analysis, synthesis, evaluation) and the Language Specific Skills95

appropriate to this level (knowledge and practice) will normally be developed withinthe broad themes of Human Rights, Immigration and Environment.Teaching and Learning MethodsThe module is delivered in 10 x 2-hour weekly seminars, with an additional 2-hourCareer Management Skills Workshop provided in the Guided Independent StudyWeek. Learning is fostered by a mixture of individual and group work, usingauthentic source materials whenever possible; these may include video, audio,electronic media and written documents. Class materials are supported by a widerange of multi-media materials, including the use of My Career materials, which aredesigned to foster student-centred learning. These materials are posted on theUniversity Virtual Learning Environment or held in the library.Your active participation in classes and your electronic contribution to the modulesite on the University’s Virtual Learning Environment is expected. You are alsoencouraged to participate in London-based activities related to your languagelearning, such as language exhibitions, films and cultural events.Assessment RationaleThree pieces of coursework over the semester have been chosen as the mostappropriate method of assessment to practise your language skills at this level andto demonstrate their development. These assessment tasks are designed to allowyou to demonstrate your knowledge and your ability to apply it in work-relatedsettings and will take the following form:• Assessment 1: Information retrieval in the form of a reading comprehensionfrom texts (700 words) which may be persuasive, rhetorical or conceptuallycomplex, completed to a brief with questions and answers in the targetlanguage at CEF level C1/C2 demonstrating sensitivity to an increased range ofgenre, register and appropriacy• Assessment 2: Information retrieval in the form of a listening comprehension(6-7 minutes) of stimuli which may be persuasive, rhetorical or conceptuallycomplex, completed to a brief with questions and answers in the targetlanguage at CEF level C1/C2 demonstrating sensitivity to an increased range ofgenre, register and appropriacy• Assessment 3: The project will normally have as a basis an assignmentrequiring you to undertake research into recruitment and selection practices inemployment areas relevant to the topics covered in this module and to reflecton your ability to meet the requirements these and similar opportunities mightpresent. You will typically be required to make an oral presentation andproduce a written report in the target language at CEF level C1/C2 to be postedon the module wiki. You will also be required to extract skills practised andreflect on the applicability of the exercise to employment opportunities forinsertion in your Multilingua e-portfolio96

Assessment CriteriaThe coursework will test your ability to retrieve information from TL documents(written and oral) according to a set brief and your ability to convey this information inEnglish.The project will test your research and information management skills and yourability to use information actively in the TL at this level of achievement.• Assessment 1 will specifically test learning outcomes 1 and 4• Assessment 2 will specifically test learning outcomes 2 and 4• Assessment 3 will specifically test learning outcomes 1, 3, 4, 5 and 6Marks are awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria tailored for each assessment.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Methods and Weightings2 pieces of Coursework plus 1 Project• CW 1: 30% (700 words)• CW 2: 30% (3 x 6-7 minutes)• Project: 40%To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.SourcesReferences will be given to students at the beginning of module.Additional MaterialsThe Library at Little Titchfield Street holds a collection of specialised dictionaries, aswell as range of electronic resources, e.g. Harraps Multilingual Dictionary, TheOxford Bilingual Dictionaries on CD-ROM. Ask the Languages Subject librarian foradvice.97

Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:98

Full Module Title: SPANISH LANGUAGE FOR WORK 6Short Module Title: Spanish for Work 6Module Code:1SPA688Module Level: 6Academic Credit Weighting: 15Length: 1 semester (Semester 2)School and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Olga Núñez PiñeiroExtension: 2376Email:o.nunez@wmin.ac.ukHost Course:BA Modern LanguagesBA Language StudiesBA Language and Other DisciplinesBA TranslationStatus:OptionSubject Board:Modern LanguagesPre-requisites: Normally Spanish Language for Work 5Co-requisites:Variable – please consult Undergraduate LanguageDegree Programme Handbook for course-specificrequirementsAssessment: 2 pieces of coursework over the semester and 1examination (1h 30) - CW1: 30%; CW2: 30%;Examination: 40%Summary of Module Content: A range of scenario-based tasks involving a varietyof language mediation skills with an emphasis onthe development of the productive skills ofspeaking and writing at level C1/C2 of the CommonEuropean Framework for languages. Your ability tocommunicate effectively in the target languageunder time constraint will be developed. Alllanguage skills will normally be practised within thefields of Human Rights, Immigration andEnvironment. The module also includes the finalstage of your Career Management Skills andPersonal Development Planning specificallytailored for language students as part of theMultilingua ePortfolio___________________________________________________________________Module AimsThe module aims to enable you to:1. Establish or consolidate an appropriate knowledge base at this level in theforeign language you are studying;2. Develop your language productive skills of speaking and writing throughscenarios set in work-related situations at CEF level C1/C2;3. Broaden your productive ability in the language and register of the specificfields studied in this module: Human Rights, Immigration and Environment;99

4. Select information from a text/texts in English and write a summary oradaptation in the target language according to instructions given in the brief atCEF level C1/C2;5. Demonstrate an ability to adapt your linguistic knowledge to recruitment andselection practices in areas relevant to undergraduate language students usingMy Career materials and incorporating the reflection as part of your MultilinguaePortfolio.Learning OutcomesOn successful completion of this module you will be able to:1. Write a piece to a brief set in work-related situations in the target language atCEF level C1/C2;2. Participate in a work-related role play to a brief in the target language at CEFlevel C1/C2 expanding from instructions in English. This communicativeexchange will be recorded and posted on the module wiki;3. Write in the target language a letter or a report to a brief set in a work-relatedsituation from a text or notes in English under time constraint at CEF LevelC1/C2;4. Conclude the sixth and final element of your Multilingua ePortfolio, linking thedevelopment of your Career Management Skills to your language progress atthis level of achievement.Indicative Syllabus ContentThis module is part of the Languages in Action strand of the UndergraduateLanguage Degree Programme and sits within a pathway that is restricted tointermediate, advanced or proficient entry as defined in the Programme Handbook. Itis a practical module requiring a high level of student engagement with the stimuliprovided by the module team, regular and punctual attendance in class andconsolidation through self-study.The syllabus is framed in terms of simulations which aim to develop the basis foreffective communication skills. A variety of scenario-based activities are provided;these are designed to practise your language skills at this level in various workrelatedsettings. At the end of the module, you will produce a self-managed project inthe target language at CEF level C1/C2.The generic transferable skills for Higher Education Level 3 (group working, use oflearning resources, self evaluation, autonomy, problem solving), the cognitive skillsat this level (analysis, synthesis, evaluation) and the Language Specific Skillsappropriate to this level (knowledge and practice) will normally be developed withinthe broad themes of: Human Rights, Immigration and Environment.Teaching and Learning MethodsThe module is delivered in 10 x 2-hour weekly seminars, with an additional 2-hourCareer Management Skills Workshop provided in the Guided Independent Study100

Week. Learning is fostered by a mixture of individual and group work, usingauthentic source materials whenever possible; these may include video, audio,electronic media and written documents. Class materials are supported by a widerange of multi-media materials, including the use of My Career materials, which aredesigned to foster student-centred learning. These materials are posted on theUniversity Virtual Learning Environment or held in the library.Your active participation in classes and your electronic contribution to the modulesite on the University’s Virtual Learning Environment is expected. You are alsoencouraged to participate in London-based activities related to your languagelearning, such as language exhibitions, films and cultural events.Assessment RationaleTwo pieces of coursework over the semester and an end-of-module writtenexamination have been chosen as the most appropriate methods of assessment topractise your productive language skills and to demonstrate their development. Theassessment tasks are designed to demonstrate your knowledge and your ability toapply it in specific settings and will take the following form:• Assessment 1: Write in the target language a piece (700 words) to a brief setin simulated work-related settings at CEF Level C1/C2 with due regard forgenre, register and appropriacy• Assessment 2: Participate in a work-related recruitment and selectionsimulation (10-15 minutes) conducted to a brief in the target language at CEFlevel C1/C2, expanding from instructions in English. This communicativeexchange will be recorded and posted on the module wiki• Examination: Write in the target language at CEF Level C1/C2 a letter or areport to a brief set in a work-related situation from a text or notes in English,under time constraint, demonstrating sensitivity to genre, register andappropriacyAssessment CriteriaThe coursework will test your ability to communicate effectively (according to therequirements of each task) in the target language, both orally and in writing. Theexamination will test your ability to write a piece according to a set brief from a text ornotes in English and to demonstrate your ability to convey information in the targetlanguage at CEF level C1/C2.• Assessment 1 will specifically test learning outcome 1• Assessment 2 will specifically test learning outcomes 2 and 4• The examination will specifically test learning outcome 3 and 4Marks are awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria tailored for each assessment.101

Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Method and Weighting2 pieces of coursework plus an examination:• CW 1: 30% (700 words)• CW 2: 30% (10-15 minutes)• Examination: 40%To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.Sources(1998): Carabela, nº 44.AGUIRRE BELTRÁN, B.1993. El español por profesiones. Servicios Financieros:banca y bolsa. Madrid: SGEL.AGUIRRE BELTRÁN, B. 1994. El español por profesiones. Servicios Turísticos.Madrid: SGEL.AGUIRRE BELTRÁN, B. y J. Gómez de Enterría. 1992. El español por profesiones.Secretariado. Madrid: SGEL.AGUIRRE BELTRÁN, B. Y K. ROTHER. 1996. El español por profesiones. Comercioexterior. Madrid: SGEL.GÓMEZ DE ENTERRÍA, J. Y S. GÓMEZ DE ENTERRÍA. 1994. El español porprofesiones. Servicios de Salud. Madrid: SGEL.AESLA (1987): Actas del V Congreso de Lingüística Aplicada. Pamplona: AESLA.ALONSO, D. (1964): “Para evitar la diversificación de nuestra lengua”. En Presentey futuro de la lengua española. T. II. Madrid: OFINES: 259-268.BARRUECO, S Y OTROS, Lenguas para fines específicos, 5 vols Universidad deAlcalá.BROWN, G. & G. YULE (1983): Discourse Analysis. Cambridge: CambridgeUniversity Press.CABRÉ, Mª T. (1993): La terminología. Teoría, método y aplicaciones. Barcelona:Antártida.CALONGE, J. (1995): “El lenguaje científico y técnico” en Seco & Salvador(1995:175-186).CONSEJO DE EUROPA, Marco común europeo de referencia las lenguas:enseñanza, aprendizaje, evaluación, Estrasburgo, 2001. Traducido por el InstitutoCervantes (2002): http://cvc.cervantes.es/obref/marco/.102

GÓMEZ DE ENTERRÍA, J. (1992): “Neología y préstamos en el vocabulario de laEconomía”. En Anuario de Estudios Filológicos XV: 97-105.HALLIDAY, M.A.K. (1978): Language as social semiotic: the social interpretation oflanguage and meaning. London: Edward Arnold.HUTCHINSON, T. & A. WATERS (1987): English for Specific Purposes: A learningcentredapproach. Cambridge: Cambridge University Press.INSTITUTO CERVANTES, La enseñanza del español como lengua extranjera. Plancurricular del Instituto Cervantes, Madrid, Publicaciones del Instituto Cervantes,1994.KRASHEN, S. D (1981): Second Language Acquisition and second languagelearning. Oxford: Pergamon Press.___ (1982): Principles and practices in second language acquisition. Oxford:Pergamon Press.LERAT, P. (1997): Las lenguas de especialidad. Barcelona: Ariel.MARTÍN, J Y OTROS, Los lenguajes especiales, Granada, Ed., Comares, 1996 (I yII), Arco/ Libros, Madrid, 1989.MARTÍN ZORRAQUINO, Mª A. (1997): “Formación de palabras y lengua técnico”.En Revista Española de Lingüística 27.2: 317-339.MUNBY, J. (1978): Communicative syllabus design. Cambridge: CambridgeUniversity Press.NUNAN, D. (1989): Designing tasks for the communicative classroom. Cambridge:Cambridge University Press.ROBINSON, P. C. (1980): English for Specific Purposes: The present Position.Oxford: Pergamon Press.___(1991): ESP today; a practitioner’s guide. London: Prentice Hall.RODRÍGUEZ ILLERA, J.L., «La enseñanza del español de los negocios mediantetecnologías de la información », en Didáctica del español como lengua extranjera 3,Cuadernos del tiempo libre, Colección Expolingua, Madrid, 1994, 205-210SÁNCHEZ LOBATO, J. Y I. SANTOS GARGALLO, Vademécum para la formaciónde profesores. Enseñar español como segunda lengua (L2)/lengua extranjera (LE),Madrid, SGEL, 2004.SECO, M. & G. SALVADOR (1995): La lengua española hoy. Madrid: FundaciónJuan March.SWALES, J. (1988): Genre analysis. English in academic and research settings.Cambridge: Cambridge University Press.VVAA, La enseñanza del español con fines específicos, Monográfico de la RevistaCarabela, 44, SGEL, 1998.«Aproximación a una bibliografía sobre la enseñanza del español para finesespecíficos» en Carabela, 44, págs. 116-118.WIDDOWSON, H. G. (1983): Learning Purposes and Language Use. Oxford: OxfordUniversity Press.Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:103

2.3 Bilingual Translation Pathway2.3.1 Spanish Translation 1……………………………………………. 1052.3.2 Spanish Translation 2……………………………………………. 1172.3.3 Spanish Translation 3…………………………………………. 129104

Full Module Title: SPANISH TRANSLATION 1Short Module Title: Spanish Translation 1Module Code:1SPA487Module Level: 4Academic credit weighting: 30 creditsLength:2 semestersSchool and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Maryse BrayExtension: 2048Email:braym@wmin.ac.ukHost course:BA (Hons) TranslationStatus:CoreSubject Board:Modern LanguagesPre-requisites:NoneCo-requisites:Language for Work pathwayTranslation as Cultural Practice pathwayAssessment:4 x coursework; 1 x examination.CW 1: 15%;CW 2: 15%;CW 3: 15%;CW 4: 15%.Examination (3 hours): 40%Summary of Module Content: This module is taught by focusing on translationprocesses. You will be introduced to basictheoretical concepts as a means to analyse,understand and resolve translation issues in apractical way. You will work with real-world textsthat are mostly factual and explicit in nature withinfour broad subject areas: Business, Health, Lawand Technical. You will gradually developprofessional techniques for translation, editing,revision and the use of translation resources. Youwill translate in both directions: from English intothe language you are studying and the reverse.__________________________________________________________________________Module AimsThe module aims to enable you to:• Acquire an understanding of the necessary interrelationship betweentheoretical concepts and translation practice;• Develop an ability to translate texts that are mostly factual and explicit in naturewithin a limited corpus of typical text-types and general or semi-specialisedtreatments of topic;• Develop techniques for translating to a professional brief;105

• Practise editing and revision tasks;• Broaden your knowledge of the language and register in both languages of thespecific topic areas studied in this module;• Extend your writing skills for a purpose in English;• Extend your writing skills for a purpose in the language you are studying;• Produce translations into and out of English under time constraint in any of thetopics studied in the course of the module.Learning Outcomes:By the end of the module, you will be able to:1. Demonstrate an ability to apply relevant theoretical concepts in your practice oftranslation at this level;2. Demonstrate an ability to fulfil the translation brief;3. Demonstrate communicative skills in expressing yourself appropriately andcorrectly in written English at this level, using language structure, register anddiscourse appropriate to the task and audience;4. Demonstrate communicative skills in expressing yourself appropriately andcorrectly in the language you are studying, using language structure, registerand discourse appropriate to the task and audience;5. Show evidence of appropriate editing and revision skills in relation to a specifictask;6. Identify documentary sources and electronic tools other than dictionaries, whichare of use to the translator, and use them efficiently and evaluate their reliabilityin a given translation situation;7. Demonstrate an ability to translate texts of a factual and explicit nature on atopic studied in this module;8. Present your work in an appropriate form and in a professional manner, usingInformation Technology (IT) tools when required;9. Demonstrate an ability to produce under time constraint a sound translation offactual, explicit source texts on any of the topics studied in the course of themodule.Indicative Syllabus ContentThis is a practical module requiring a high level of student engagement with thestimuli provided by the module team, regular and punctual attendance in class andconsolidation through self-study.At the start of each semester you will be provided by the Module Leader with a detailedSchedule of Work, which will cover the following content areas:• Key theoretical concepts used in text linguistics and translation studiesThese concepts will typically include notions of discourse, register, text-types,genre, textuality, linguistic levels and usable models of translation.• Thematic and terminological research competence in the specified topic areas106

This competence will include acquisition of subject knowledge and the use oftranslation resources to construct individual glossaries.• Translation practice in relation to texts that are mostly factual and explicitThese texts will cover four subject areas: Business, Health, Law and Technical.• Development of writing skills in relation to the functions texts serve in broadermodels of human interactionThese skills will be developed in both English and the language you arestudying and will require you to manipulate structure, register and discourseappropriate to task, audience and brief.• Development of proofing, editing, reviewing and presentation skills.This will include meeting the formal requirements of a client brief and followingclient-specified quality processes.Teaching and Learning MethodsThe module is delivered in 20 x 3-hour teaching slots delivered in alternate weeks tothe following format:Week A:Week B:1-hour theoretical lecture delivered to all translation students; 2-hrlanguage-specific translation seminar.3-hr language-specific translation seminar.The Guided Independent Study weeks at the end of the first and second semesterare used for consolidation of terminology and additional practice.Learning is fostered by a mixture of individual, group and whole-class work, usingauthentic source materials throughout. Teaching will incorporate technology, forexample, through the presentation and use of internet resources in class and the useof revision and other proofing tools as part of whole-class reviews of translated texts.Your active participation in classes and your electronic contribution to the modulesite on the University’s Virtual Learning Environment is expected; all work will beposted on the module blackboard site to facilitate further discussion outside theclass.Note that equal time will be devoted to the four topic areas over the year and totranslation in each direction.Assessment RationaleFour pieces of coursework, one covering each topic area, and one exam, coveringany of the topic areas, have been selected as the most appropriate form ofassessment.107

The coursework assessments include translation, analysis and reflection and aresummative in that they test your ability to put into practice the skills and knowledgedeveloped in each unit of the course. However, they are also formative in the sensethat they are designed to help you focus on your own learning and to track yourprogress.The final exam is a summative assessment of your ability to apply the knowledgeand skills you have acquired during the module in restricted conditions.• Assessment 1 will test explicitly all learning outcomes except 9• Assessment 2 will test explicitly all learning outcomes except 4 and 9• Assessment 3 will test explicitly all learning outcomes except 9• Assessment 4 will test explicitly learning outcomes except 9• The end-of-year examination will test explicitly all the learning outcomes undertime constraintAssessment CriteriaThere are 7 levels of achievement, all based on the learning outcomes tested. Marksare awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria tailored for each assessment:Outstanding (first class, with a mark over 80%): the student has reached fully thelearning outcomes tested; appropriate and imaginative translation solutions havebeen found in all cases; the translation displays a significant number of professionalcharacteristics.Excellent (first-class, with a mark of 70 to 79%): the student has reached fully thelearning outcomes tested; appropriate translation solutions have been found in all oralmost all cases; the translation displays a number of professional characteristics.Very good (Upper second, with a mark of 60 to 69%): the student has reachedalmost all of the learning outcomes tested and in most cases has been able topropose appropriate translation solutions; the translation could be brought up toprofessional standard through a combination of rewriting and light editing.Good (Lower second, with a mark of 50 to 59%): the student has reached most ofthe learning outcomes tested and has been able to propose appropriate translationsolutions in a significant amount of cases; for the translation to brought up toprofessional standard a significant amount of rewriting would be required.Passable (Third, with a mark of 40 to 49%): the student has reached significantly thelearning outcomes tested and has been able on occasions to propose appropriatetranslation solutions; in many respects the translation would not be deemedadequate in a professional or commercial setting.Unsatisfactory (Marginal Fail, with a mark of 35 to 39%): the student has notreached (or only minimally) the learning outcomes tested and has not or only108

occasionally proposed an appropriate translation solution; the translation would bedeemed inadequate to a large extent in a professional or commercial setting.Clear Fail (with a mark below 34%): the student has not reached the learningoutcomes tested and has not proposed appropriate translation solutions; there islittle evidence of understanding of the translation issues posed by the text or littleattempt to engage with those issues; the translation would be deemed whollyinadequate in a professional or commercial setting.Assessment Methods and Weightings4 x coursework: 15%; 15%; 15%; 15%.1 x 3-hr examination: 40%• Coursework 1:15%: Business source text of 300 words requiring a translationout of English to a brief, with additional annotations in English of 200 wordsidentifying and explaining issues of register and semi-specialist discourse.• Coursework 2: 15%: Health source text of 300 words requiring a translationinto English to a brief, with additional annotations in English of 200 wordsidentifying and providing a rationale for the use of appropriate resources toresolve a minimum of 2 translation issues present in the source text.• Coursework 3: 15%: Law source text of 300 words requiring a translation outof English to a brief, with additional analysis in English of 200 wordshighlighting 3 units of text where writing skills in the foreign language havebeen specifically worked on, in what way and for what purpose.• Coursework 4: 15%: Technical source text of 300 words requiring translationinto English to a brief, with a short commentary in English of 200 wordsexplaining the methods by which a minimum of 3 highlighted translation issuesin the source text have been resolved.• Final examination: 40%: One translation into English of 250 words and onetranslation out of English of 250 words on any of the 4 subject areas studied inthis module under restricted conditions. The use of dictionaries and personalglossaries is allowed; you will be provided with access to the internet, but theuse of e-mail or other forms of communication is specifically prohibited.To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.SourcesGeneral TextsAustermühl, Frank (2001). Electronic Tools for Translators. Manchester: St. Jerome.Baker, Mona (1997) In Other Words. A Coursebook on Translation. London:Routledge.Beaugrande, de Robert and Dressler, Wolfgang (1981) Introduction to TextLinguistics. London: Longman.109

Beebe, A. (1996) Teaching Translation from Spanish to English. Otawa: University ofOtawa Press.Carbonell i Cortés, Ovidi (1999) Traducción y cultura. Salamanca: Colegio deEspaña.Chesterman, A. (1997) Memes of Translation. The Spread of Ideas in TranslationTheory. Amsterdam: Benjamins.Chesterman, A. y Wagner, E.(2002) Can Theory Help Translators? A dialoguebetween the Ivory Tower and the Wordface. Manchester: St. Jerome Publishing.Colina, Sonia (1997) Contrastive Rhetoric and Text-Typological Conventions inTranslation Teaching. Target 9, 335-53.Fernández-Nistal, P. (1992) (coord.): Estudios de Traducción, Valladolid: I.C.E.Fernández-Nistal, P. (1994) Aspectos de la Traducción inglés/ español, Valladolid:I.C.E.Fernández-Nistal, P. (1995) Perspectivas de la Traducción inglés/ español,Valladolid: I.C.E.Fernández-Nistal, P. (1996) A Spectrum of Translation, Valladolid: I.C.E.Fernández-Nistal, P. (1997) Aproximaciones a los Estudios de Traducción,Valladolid: S.A.E.García-Landa, Mariano (2001) Teoría de la traducción. Monográficos Vertere, nº 3.Facultad de Traducción de Soria-Universidad de Valladolid: Soria.Grice, H. Paul (1975) 'Logic and Conversation', in Peter Cole and Jerry L. Morgan,eds Syntax and Semantics 3: Speech Acts, New York: Academic Press, 41-58.Hatim, Basil and Mason, Ian (1990) Discourse and the Translator. London:Longman.Hatim, Basil and Mason, Ian (1997) The Translator as Communicator. London:Routledge.Hatim, B. (2001) Teaching and researching translation. Longman, London.Hervey,S et al (1995) Thinking Spanish Translation. London: RoutledgeHickey, Leo (ed.) (1998) The Pragmatics of Translation. Clevedon: MultilingualMatters.Hickey, Leo and Stewart, Miranda (eds) (2005) Politeness in Europe. Clevedon:Multilingual Matters.Hurtado, Albir (1996) La enseñanza de la traducción. Castellón: Universitat Jaume I.Hurtado Albir, Amparo (2001) Traducción y traductología. Introducción a latraductología. Madrid: Cátedra.Kruger, A & Kim Wallmach (2003) Translation and Editing Techniques. Pretoria:University of South Africa.Kussmaul, P. (1995) Training the Translator. Amsterdam: John Benjamins.Mayoral Asensio, R. (1999/2000) La Traducción de Referencias Culturales.Sendebar 10/11: 67-88.Mayoral Asensio, R y Muñoz Martín, R. (1997) Estrategias Comunicativas en laTraducción Intercultural.Libro de Estilo, El PaísLópez Guix, J. G. & Minett, J. (1997) Manual de traducción. Madrid: GedisaMunby, A. (2000) Introducing Translation. Routledge.Neubert, Albrecht and Shreve, Gregory M. (1992) Translation as Text. Kent andLondon: Kent State University Press.Newmark, Meter (1995) A Textbook of Translation. Prentice Hall-Macmillan:Hertfordshire.110

Nord, Christiane (1991) Text Analysis in Translation. Theory, methodology, andDidactic Application of a Model for Translation-Oriented Text Analysis. Rodopi:Amsterdam & Atlanta.Nord, Christiane (1997) Translating as a Purposeful Activity. St. Jerome:Manchester.Pinto, M. / J. A. Cordón eds. (1999) Técnicas documentales aplicadas a latraducción, Síntesis, MadridPym, Anthony (1998) Method in Translation History. Manchester: St Jerome.Rabadán, Rosa y Purificación Fernández Nistal (2003) La traducción inglésespañol.Herramientas y aplicaciones. León: Universidad de León.Ramoneda, Arturo (1999) Manual de estilo. Madrid, Alianza Editorial-BibliotecaEspiral.Shuttleworth, Mark (1997) Dictionary of Translation Studies. St. Jerome:Manchester.The Economist Style Guide. The Economist-Profile Books: London.Torop, P. (1995) “Semiótica de la traducción, traducción de la semiótica”.Toury, G. (1995). "The Nature and Role of Norms in Translation". En idem,Descriptive Translation Studies and Beyond. Amsterdam-Philadelphia:John Benjamins.Tricás, Mercedes (1998) Manual de Traducción. Barcelona: Gedisa.Trosborg, Anna (ed.) Analysing Professional Genres. Amsterdam and Philadelphia:Benjamins.Trosborg, Anna (ed.) (1997) Text typology and translation. Amsterdam andPhiladelphia: Benjamins.Vázquez-Ayora, Gerardo (1990) Introducción a la traductología. Georgetown:Georgetown University Press.Virgilio Moya (1993) Paragraphs on Translation, Clevedon, Multilingual Matters.Zannettin, Federico (2003) Corpora in Translator Education. Manchester: St.Jerome.Specialized Texts:Acuyo, C. (2003) La traducción de documentos del derecho de marcas: aspectosjurídicos, profesionales y textuales (Tesis doctoral Universidad de Granada]Alcaráz Varó, E (1994) “El inglés jurídico y su traducción al español”, en FernándezNistal, P (Ed.) (1994) Aspectos de la traducción inglés/español, Valladolid: ICE, 101-103.Fernández Nistal, P (Ed.) (1994/2000) El inglés jurídico. Textos y documentos,Barcelona: Ariel Derecho.Alcaraz Varó, Enrique (2000) El inglés profesional y académico. Madrid: Alianza.Alcaraz Varó, E, Campos Pardillos, M.A Y Minguélez, C (2001) El inglés jurídiconorteamericano, Barcelona: Ariel.Balliu, Christian (1998) “Enseñanza de la traducción médica a futuros traductores:Enfoque teórico y práctico”, en L. Félix Fernández y E. Ortega Arjonilla (coords.),Traducción e interpretación en el ámbito biosanitario, Comares, Granada, 1998, 79-87.Barba Redondo, Isaac (1998) “Problemas conceptuales de la traducción técnica”, enL. Félix Fernández y E. Ortega Arjonilla (coords.), Estudios sobre traducción einterpretación – tomo III – Málaga, 1043-1049.111

Berbel Leyva, S. (2002) Aproximación al derecho español y al lenguaje jurídico,Granada: Cegrí.Borja Albí, A (1999/2000), Traducción jurídica inglés/español II. Curso avanzado,Castellón: Universitat Jaume I.Borja Albí, A (2000) El texto jurídico inglés/ español y su traducción al español,Barcelona: Ariel.Borja, A. y Monzó, E. (2001a) "Organización de corpus. La estructura de una basede datos documental aplicada a la traducción jurídica". Revista de Llengua i Dret.Borja, A. y Monzó, E. (2001b) “Recursos per a l'ensenyament de la traducció jurídicaa través d'Internet.”. BITE. Butlletí Internacional de Tecnología Educativa.Publicación electrónica.Borja, A. y Monzó, E. (2002) “Elaboración de corpus de documentos para latraducción especializada”. Publicación electrónica "Fomento de la Investigación":http://sic.uji.es/publ/edicionsBourcier, D. (2003) Inteligencia artificial y Derecho. Editorial UOC. Barcelona.Brieger, N (2002) Profesional English. Law, Edimburgo: Penguin.Cabré Castellví, M.ª T. (2004) «La terminología en la traducción especializada», 89-125 en C. Gonzalo García / V. García Yebra eds.Capellas Espuny, Gemma (1998) “Traducción jurídica en las Naciones Unidas: Elcaso del documento Final Act and International Convention on Maritime Liens andMortgages”, Terminologie et Traduction (3.1998), 181-188.Cano Mora, V., Hickey, L. & Ríos García, C (1994) “¿Qué hace, exactamente, eltraductor jurídico?”, LIVIUS 5, 25-38.Congost Maestre, N. (1994) Problemas de la traducción técnica. Los textos médicosen inglés. Alicante: Universidad de AlicanteCruces Colado, S & Luna Alonso, A (2004) “La traducción en el ámbito institucional:autonómico, estatal y europeo”, Vigo: Servizio de publicacións Duro Moreno, M(2005), Introducción al derecho inglés. La traducción jurídica inglés/español y suentorno, Madrid: Edisofer.Cruz Martínez, M.S (1994) “El inglés jurídico y su discurso”, en Barrueco, S et alii(Eds.) (1994) Lenguas para fines específicos IV, Alcalá: Universidad de Alcalá, 351-357.Cueva Martín, Alejandro de la; Aleixandre Benavent, Rafael; Rodríguez Gairín,Josep Manuel (2001): Fonts d’informació en Ciències de la Salut. València, Serveide Publicacions de la Universitat de València.Demkiw Grayson, T (1994) Common Contracts, Toronto: Harper.Estopà, Rosa i Antoni Valero (2002): «Adquisición de conocimiento especializado yunidades de significación especializada en medicina», Panace@ Vol.3, nº9-10

García, G. / García Yebra, V. eds. (2000) Documentación, terminología y traducción,Síntesis, MadridGarcía Mayo, Pilar (2000) English for Specific Purposes: Discourse Analysis andCourse Design. Vitoria: Ediciones de la Universidad del País Vasco.Gamero Pérez S. (2001) La Traducción de textos técnicos. Barcelona: Ariel.Garrido Nombela, Ramón (1996) “La traducción en la Comunidad Europea y ellenguaje jurídico comunitario”, Hieronymus Complutensis, 3, 35-41.Goodrich, P (1987) Legal Discourse: Studies in Linguistics, Rhetoric and LegalAnalysis, London: MacMillan.Guibourg, R. A. (1993) Introducción al conocimiento científico. Eudeba, BuenosAires.Gutiérrez Rodilla, Bertha M. (1998) La ciencia empieza en la palabra. Análisis ehistoria del lenguaje científico. Barcelona: Península.Gutiérrez Rodilla, Bertha M. (2001): «Recursos internéticos relacionados con ellenguaje médico español», Panace@ Vol. 2, nº 6Hann, Michael (1992) The Key to Technical Translation (2 vols.). Amsterdam: JohnBenjamins.Itturalde Sesma, V (1995) El Precedente en el Common Law, Civitas: Madrid.Martin, J & Gibbins, M (1999/2002) The Complete A-Z Law Handbook, London:Hodder & Stoughton.Mayor Serrano, M.ª B. (2002). "La ¿formación de traductores médicos?Mayor Serrano, M.ª B. (2003a). Tipología textual pragmática ydidáctica de la traducción en el ámbito biomédico, Tesis doctoral [CD]. Granada:Editorial Universidad de Granada.Mayor Serrano, M.ª B. (en prensa) (2003b). "Tratamiento de las siglasen los textos de divulgación médica, inglés-español". Panace@ (Boletínde Medicina y Traducción) septiembre, accesible enhttp://www.medtrad.org/pana.htm.Mayoral Asensio, R. (1999) “Las fideldiades del traductor jurado: batalla indecisa”.Mayoral Asensio, R. (2002) “¿Cómo se hace la traducción jurídica?”, PUENTES, 2,9-14.Mayoral Asensio, R. (2003) Translating official documents, Manchester: St Jerome.Martin, J & Gibbins, M (1999/2002), The Complete A-Z Law Handbook, London:Hodder & Stoughton.Ministerio de Administraciones Públicas (1994/2003) Manual de documentosadministrativos, Madrid: Tecnos.Montalt i Resurrecció, Vicent (2005): Manual de traducció cientificotècnica, Vic,Eumo Editorial.Monzó, E. (2002). La professió del traductor juridic i jurat: descripció sociològica delprofesional i anàlisi discursiva del transgènere [Tesis doctoral Universitat Jaime I]Olsen, Leslie A.; Huckin, Thomas N. 1991. Technical Writing and ProfessionalCommunication, 2ª ed. Nueva York: McGraw Hill.Ortega Arjonilla, E. y San Ginés Aguilar, E. (1996). Introducción a la Traducciónjurídica y jurada (inglés-español). Comares, Granada.Pareras, L. G. (1996) Internet y Medicina, Masson, Barcelona / París / MilánPinto Molina, María; Cordón García, José Antonio (1999) Técnicas documentalesaplicadas a la traducción. Madrid: Síntesis.Riley, A (1991/1994) English for Law, London: MacMillan.Rayar, W (1988), “Problems of Legal Translation from the Point of View of the113

Translator”, in NEKEMAN, P (Ed.) (1988) Translation our Future. Xith WorldConference of FIT, Maastricht: Euroterm, 451-462.Saladrigas, Verónica Mª y M.ª José Hernández (2002): «De traductor médico aaprendiz de cibernauta», Panace@ Vol.3, nº9-10.http://www.medtrad.org/panacea.html)Samaja, Juan (1994) Epistemología y metodología (Elementos para una teoría de lainvestigación científica). Eudeba, Buenos Aires.Sánchez, Dolores (1999) “Tipología de texto y equivalencia funcional en traduccióncientífico-técnica”, en M.A. Vega y R. Martín-Gaitero (eds.), Lengua y cultura.Estudios en torno a la traducción. Volumen II de las Actas de los VII EncuentrosComplutenses en torno a la traducción, Universidad Complutense, Madrid, 489-492Sánchez Febrero, J.L. (2003) Legal English and Translation: Theory and Practice,Alicante: ECU.San Ginés Aguilar, P y Ortega Arjonilla, E (Eds.) (1996) Introducción a la traducciónjurídica y jurada (inglés/español), Granada: Comares.Sarcevic, S. (1997) New Approach to Legal Translation. Kluwer Law International. LaHaya.Solan, Lawrence M. (1993) The Language of Judges. (CSLS) Chicago Series in Lawand Society.Terral, F. (2002). La traduction juridique dans un contexte de pluralisme linguistique.Le cas du Règlement (CE) 40/94 sur la marque communautaire. [Tesis UniversitatAutònoma de Barcelona]Turk, Christopher; Kirkman, John (1989) Effective Writing. Improving Scientific,Technical and Business Communication. London: E & FN Spon.Vanstone, B., Sherratt, L. & Charman, M. (2001) As Law, Portland: WilliamPublishing.Wagner, Emma; Bech, Svend; Martínez, Jesús M. (2002) Translating for theEuropean Union Institutions, St. Jerome, Manchester/Northampton.Way, C. ed. (2003) La traducción como acción social. La traducción de documentosacadémicos (español-inglés). [Tesis doctoral Universidad de Granada]Wright, Sue Ellen; Wright, Leland D. (1993) Scientific and Technical Translation.American Translators Association (ATA) Scholarly Monograph Series. Filadelfia:John Benjamins.Specialised Dictionaries:Alcaráz Varó, E & Hughes, B (1993/1995) Diccionario de términos jurídicos,Barcelona: Ariel.Arco Torres, M.A (Ed.) (1985/1997) Diccionario básico jurídico, Granada: Comares.Black, H.C (1979, 5th ed.) Black’s Law Dictionary, St. Paul: West PublishingCompany.Bossini, F.R & Gleeson, M (1998) Diccionario bilingüe de terminología jurídicainglés-español/español-inglés, Madrid: McGraw Hill.Lacasa Navarro, R & Díaz De Bustamante, I (1991) Diccionario de derecho,economía y política, Madrid: Editoriales de derecho unidas.Masson ed. (200113) Diccionario de las ciencias médicas, Masson, BarcelonaMuñíz Castro, E.G (Ed.) (1992) Diccionario terminológico de derecho, Madrid: La leyNavarro, F. A. (2000) Diccionario crítico de dudas inglés-español en medicina,McGraw Hill-Interamericana114

Routledge technical dictionary (Spanish-English/English-Spanish) (1997). London:Routledge.Ruiz Torres, F. (2000) Diccionario de términos médicos, Zirtabe, MadridStedman bilingüe. Diccionario de ciencias médicas (inglés-español/español-inglés)Journals, Magazines and Other Resources:Across Languages and CulturesAlumni Association of ESITBabelBabelportBITRA - Bibliografía de Interpretación y TraducciónDelos Cadernos de TraduçaoCIT (Conference Interpretation and Translation)Communicaid Global CommunicationESP Across CulturesFORUMIntralinea: University of BolognaJosTrans (Journal of Specialised Translation), e-journalJournal of Intercultural CommunicationJournal of Specialised Translation LazarilloLanguage InternationalLa Linterna del TraductorLinguistica AntverpiensiaMETA: Journal des Traducteurs/Translator's Journal, CanadaMultilingual Computing and TechnologyOnline Translation JournalPerspectives: Studies in TranslatologyPublic Interest Interpreting and TranslatingPunto y ComaQuaderns. Revista deTraduccioSaltana : Revista de Literatura y TraducciónSendebarTargetTermonologie & Traduction T&TTextusTlaxcala: The Translators' Network for Linguistic DiversityThe TranslatorTradumàticaTranslating TodayTranslation JournalTranslation QuarterlyTranslation ReviewTranslation Studies AbstractsTranslations for ProgressTranslatum JournalTTR (Traduction, Terminologie, Rédaction)Two Lines115

Date of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:116

Full Module Title: SPANISH TRANSLATION 2Short Module Title: Spanish Translation 2Module Code:1SPA587Module Level: 5Academic credit weighting: 30 creditsLength:2 semestersSchool and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Maryse BrayExtension: 2048Email:braym@wmin.ac.ukHost course:BA (Hons) TranslationStatus:CoreSubject Board:Modern LanguagesPre-requisites:NoneCo-requisites:Language for Work pathwayTranslation as Cultural Practice pathwayAssessment:4 x coursework; 1 x examination.CW 1: 15%;CW 2: 15%;CW 3: 15%;CW 4: 15%.Examination (3 hours): 40%Summary of Module Content: This module is taught by focusing on translationprocesses. You will acquire a thoroughunderstanding of a range of theoretical conceptsand approaches to translation as a means toanalyse, understand and resolve translation issuesin a practical way. You will work with real-worldtexts that are linguistically and thematicallysophisticated within four broad subject areas:Business, Health, Law and Technical. You willgradually develop professional techniques fortranslation, editing, revision and the use oftranslation resources. You will translate in bothdirections: from English into the language you arestudying and the reverse.Module AimsThe module aims to enable you to:• Acquire an understanding of the main areas of debate involving the relationshipbetween theoretical concepts and approaches to translation and translationpractice;117

• Develop an ability to translate texts that are linguistically and thematicallysophisticated by being evaluative or implicit in nature within a limited corpus oftypical text-types and general or semi-specialised treatments of topic;• Develop techniques for translating to a detailed and demanding professionalbrief;• Practise editing and revision tasks in relation to a detailed and demandingprofessional brief;• Deepen your knowledge of semi-specialised language and register in bothlanguages of the specific topic areas studied in this module;• Extend your writing skills for a purpose in English at this level;• Extend your writing skills for a purpose in the language you are studying at thislevel;• Produce translations into and out of English under time constraint in any of thetopics studied in the course of the module.Learning OutcomesBy the end of the module, you will be able to:1. Demonstrate an ability to apply relevant theoretical concepts in your practice oftranslation at this level and to reflect on their value for the resolution specificand very practical problems;2. Demonstrate an ability to fulfil the translation brief;3. Demonstrate communicative skills in expressing yourself appropriately andcorrectly in written English at this level, using language structure, register anddiscourse appropriate to the task and audience;4. Demonstrate communicative skills in expressing yourself appropriately andcorrectly in the language you are studying, using language structure, registerand discourse appropriate to the task and audience;5. Show evidence of appropriate editing and revision skills in relation to a specifictask;6. Identify documentary sources and electronic tools other than dictionaries, whichare of use to the translator, and use them efficiently and evaluate their reliabilityin a given translation situation;7. Demonstrate your ability to complete an assignment in pairs and/or in groups,evaluating your strengths and weaknesses within the task in order to developyour own judgment and criteria;8. Present your work in an appropriate form and in a professional manner, usingInformation Technology (IT) tools when required;9. Demonstrate an ability to produce under time constraint a sound translation oflinguistically and thematically sophisticated source texts on any of the topicsstudied in the course of the module.Indicative Syllabus ContentThis is a practical module requiring a high level of student engagement with thestimuli provided by the module team, regular and punctual attendance in class andconsolidation through self-study.118

At the start of each semester you will be provided by the Module Leader with a detailedSchedule of Work, which will cover the following content areas:• Theoretical approaches in translation studies and their strengths and limitationsfor the practice of translationThese approaches will typically be framed in terms of equivalence vs. relevancebasedunderstandings of language and communication• Thematic and terminological research competence in the specified topic areasThis competence will include acquisition of subject knowledge and the use oftranslation resources to construct individual glossaries.• Translation practice in relation to texts that are linguistically and thematicallysophisticatedThese texts will cover four subject areas: Business, Health, Law and Technical.• Further development of writing skills in relation to the functions texts serve inbroader models of human interactionThese skills will be developed in both English and the language you arestudying and will require you to manipulate structure, register and discourseappropriate to task, audience and brief and to demonstrate an ability tocommunicate effectively.• Further development of proofing, editing, reviewing and presentation skillsThis will include meeting the formal requirements of a client brief and followingclient-specified quality processes.• Development of learner autonomy and self-evaluation skills in the context oftranslationYou will be required to incorporate your analysis of your strengths andweaknesses in your Multilingua portfolio, developed as part of the Language forWork pathway.Teaching and Learning MethodsThe module is delivered in 20 x 3-hour teaching slots delivered in alternate weeks tothe following format:Week A: 1-hour theoretical lecture delivered to all translation students; 2-hrlanguage-specific translation seminar.Week B: 3-hr language-specific translation seminar.The Guided Independent Study weeks at the end of the first and second semesterare used for consolidation of terminology and additional practice.119

Learning is fostered by a mixture of individual, group and whole-class work, usingauthentic source materials throughout. Teaching will incorporate technology, forexample, through the presentation and use of internet resources in class and the useof revision and other proofing tools as part of whole-class reviews of translated texts.Your active participation in classes and your electronic contribution to the modulesite on the University’s Virtual Learning Environment is expected; all work will beposted on the module blackboard site to facilitate further discussion outside theclass.Note that equal time will be devoted to the four topic areas over the year and totranslation in each direction.Assessment RationaleFour pieces of coursework, one covering each topic area, and one exam, coveringany of the topic areas, have been selected as the most appropriate form ofassessment.The coursework assessments include translation, analysis and reflection and aresummative in that they test your ability to put into practice the skills and knowledgedeveloped in each unit of the course. However, they are also formative in the sensethat they are designed to help you focus on your own learning and to track yourprogress.The final exam is a summative assessment of your ability to apply the knowledgeand skills you have acquired during the module in restricted conditions.• Assessment 1 will test explicitly all learning outcomes except 7 and 9• Assessment 2 will test explicitly all learning outcomes except 3, 7 and 9• Assessment 3 will test explicitly all learning outcomes except 9• Assessment 4 will test explicitly learning outcomes except 3, 7 and 9• The end-of-year examination will test explicitly all the learning outcomes undertime constraintAssessment CriteriaThere are 7 levels of achievement, all based on the learning outcomes tested. Marksare awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria tailored for each assessment:Outstanding (first class, with a mark over 80%): the student has reached fully thelearning outcomes tested; appropriate and imaginative translation solutions havebeen found in all cases; the translation displays a significant number of professionalcharacteristics.Excellent (first-class, with a mark of 70 to 79%): the student has reached fully thelearning outcomes tested; appropriate translation solutions have been found in all oralmost all cases; the translation displays a number of professional characteristics.120

Very good (Upper second, with a mark of 60 to 69%): the student has reachedalmost all of the learning outcomes tested and in most cases has been able topropose appropriate translation solutions; the translation could be brought up toprofessional standard through a combination of rewriting and light editing.Good (Lower second, with a mark of 50 to 59%): the student has reached most ofthe learning outcomes tested and has been able to propose appropriate translationsolutions in a significant amount of cases; for the translation to brought up toprofessional standard a significant amount of rewriting would be required.Passable (Third, with a mark of 40 to 49%): the student has reached significantly thelearning outcomes tested and has been able on occasions to propose appropriatetranslation solutions; in many respects the translation would not be deemedadequate in a professional or commercial setting.Unsatisfactory (Marginal Fail, with a mark of 35 to 39%): the student has notreached (or only minimally) the learning outcomes tested and has not or onlyoccasionally proposed an appropriate translation solution; the translation would bedeemed inadequate to a large extent in a professional or commercial setting.Clear Fail (with a mark below 34%): the student has not reached the learningoutcomes tested and has not proposed appropriate translation solutions; there islittle evidence of understanding of the translation issues posed by the text or littleattempt to engage with those issues; the translation would be deemed whollyinadequate in a professional or commercial setting.Assessment Methods and Weightings4 x coursework: 15%; 15%; 15%; 15%.1 x 3-hr examination: 40%• Coursework 1:15%: Business source text of 350 words requiring a translationout of English to a brief, with additional short commentary in English of 300words identifying the value of theory in solving a minimum of 3 of the translationissues present in the text.• Coursework 2: 15%: Health source text of 350 words requiring a translationinto English to a brief, with additional annotations in English of 300 wordsidentifying and providing a rationale for the use of appropriate resources toresolve a minimum of 3 translation issues present in the source text.• Coursework 3: 15%: Law source text of 600 words requiring a translation outof English to a brief in pairs/groups, with additional individual reflection inEnglish of 300 words evaluating your strengths and weaknesses andexpressing your own judgment and criteria.• Coursework 4: 15%: Technical source text of 350 words requiring translationinto English to a brief, with a short commentary in English of 300 wordsexplaining the methods by which a minimum of 3 highlighted translation issuesin the source text have been resolved.• Final examination: 40%: One translation into English of 300 words and onetranslation out of English of 300 words on any of the 4 subject areas studied in121

To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.SourcesGeneral:Abadal Falgueras, E. (2001): Sistemas y servicios de información digital. Gijón,TREA.AENOR (1994) Documentación. Normas fundamentales: recopilación de normasUNE. Madrid, AENOR.Austermühl, F. (2001): Electronic tools for translators. Manchester, St. Jerome.Baker, Mona (1992) In other Words: A Coursebook on Translation, London:Routledge.Baker, Mona (1998) Encyclopedia of Translation Studies, London: Routledge.Bassnett-Macguire, Susan (1980) Translation Studies, London: Methuen.Bell, R.T (1991) Translation and Translating, London: Longman.Bojo Canales, C. et al. (2004): Internet Visible e Invisible: búsqueda y selección derecursos de información en Ciencias de la Salud. Madrid, Instituto de Salud CarlosIII.Carrizo, G., Irureta-Goyena, P. y López de Quintana, E. (2000) Manual de fuentesde información. Madrid, CEGAL.Chesterman , A. (1997) Memes of Translation. The Spread of Ideas in TranslationTheory. Amsterdam: Benjamins.Chesterman, A. y Wagner, E.(2002) Can Theory Help Translators? A dialoguebetween the Ivory Tower and the Wordface. Manchester: St. Jerome Publishing.Cordón García, J. A., López Lucas, J. y Vaquero Pulido, R. (1999) Manual debúsqueda documental y práctica bibliográfica. Madrid, Ediciones Pirámide.Corpas Pastor, G. (2003): Recursos documentales y tecnológicos para la traduccióndel discurso jurídico (español, alemán, inglés, italiano, árabe). Granada, Comares.Gentzler, E. (1993) Contemporary Translation Theories. London, Routledge.Gonzalo García, R. C., y García Yebra, V. (eds.) (2000): Documentación,Terminología y Traducción. Madrid, Síntesis-FDS.Gonzalo García, R. C., y García Yebra, V. (eds.) (2004): Manual de documentacióny terminología para la traducción especializada. Madrid, Arco/Libros.Guinchat, C. y Menou, M. (1992) Introducción general a las ciencias y técnicas de lainformación y documentación. Madrid: Unesco, CINDOC.Lardy, J. P. (2001): Recherche d’information sur l’Internet: outils et méthodes. 7emeed. Paris, ADBS.Gutt, E.A. (1991) Translation and Relevance, Basil Blackwell, Oxford.López Yepes, J. (coord.) (2002) Manual de Ciencias de la Documentación. Madrid:Pirámide.Hurtado Albir, A. (2001) Traducción y Traductología. Introducción a la Traductología,Madrid: Cátedra.122

López Yepes, J. (1997) Los caminos de la información. Cómo buscar, seleccionar yorganizar las fuentes de nuestra documentación personal. Madrid, Fragua.López Yepes, J. (1996) (coord.): Manual de Información y Documentación. Madrid,Pirámide.Madruga Payno, J. (2004): Guía visual de Internet. Madrid, Anaya Multimedia.Maldonado Martínez, Á. (coord.) (2001): La información especializada en Internet.Madrid: CINDOC, CSIC.Martín Vega, A. (1995) Fuentes de información general. Gijón, Ediciones Trea.Martos, A. (2004): Aprende a buscar en Internet. Madrid: Anaya Multimedia.Montaner Frutos, A. (1999) Prontuario de bibliografía. Pautas para la realización dedescripciones, citas y repertorios. Gijón, Ediciones TREA.Mossop, Brian (2007) Revising and Editing for Translators. Second edition.Manchester: St Jerome.Neubert, A. (1985) Text and Translation, Verlag Enzyklopädie.Neubert, A.; Shreve, G. (1992) Translation as Text, Kent State University Press.Newmark, Peter (1988) A Textbook of Translation, London: Prentice Hall.Nida, E.A. (1964) Toward a Science of Translating, Leiden: Brill.Nida, E.A.; TABER, CH. (1969) Theory and practice of Translation, Leiden: Brill, (Latraducción: teoría y práctica, Madrid: Ediciones Cristiandad, 1986).Nord, CH. (1997) Translating as a Purposeful Activity. Functionalist ApproachesExplained, Translation Theories Explained 1, Amsterdam: St. Jerome.Palomares Perraut, R (2000) Recursos documentales para el estudio de latraducción. Málaga: Servicio de Publicaciones e Intercambio Científico de laUniversidad de Málaga.Pinto, M. y Cordón, J. A. (eds.): Técnicas documentales aplicadas a la traducción.Madrid, Editorial Síntesis.Rabadan, R. (1991) Equivalencia y traducción. Problemática de la equivalenciatranslémica inglés-español, Universidad de León.Rabadán, R.; Fernández Nistal, P. (2002) La traducción inglés-español:fundamentos, herramientas, aplicaciones, Universidad de León.Robinson, D. (1997) Western Translation Theory, from Herodotus to Nietzsche,Manchester: St. Jerome.Snell-Hornby, M. (1988) Translation Studies. An integrated approach, Amsterdam-Filadelfia: John Benjamins.Torres Ramírez, I. (coord.) (1998) Las fuentes de información. Estudios teóricoprácticos.Madrid, Síntesis.Tramullas, J. y Olvera, M. D. (2001): Recuperación de información en Internet.Madrid: Ra-Ma.Vinay, J.P.; Darbelnet, J. (1958) Stylistique comparée du français et de l'anglais.Méthode de traduction, París: Didier.Venuti, Lawrence (2002) Ed. The Translation Studies Reader. 2nd edition. Londonand New York: Routledge.Specialised TextsAcuyo, C. (2003) La traducción de documentos del derecho de marcas: aspectosjurídicos, profesionales y textuales (Tesis doctoral Universidad de Granada]Alcaráz Varó, E (1994) “El inglés jurídico y su traducción al español”, en FernándezNistal, P (Ed.) (1994) Aspectos de la traducción inglés/español, Valladolid: ICE, 101-103.123

Fernández Nistal, P (Ed.) (1994/2000) El inglés jurídico. Textos y documentos,Barcelona: Ariel Derecho.Alcaraz Varó, Enrique (2000) El inglés profesional y académico. Madrid: Alianza.Alcaraz Varó, E, Campos Pardillos, M.A Y Minguélez, C (2001) El inglés jurídiconorteamericano, Barcelona: Ariel.Balliu, Christian (1998) “Enseñanza de la traducción médica a futuros traductores:Enfoque teórico y práctico”, en L. Félix Fernández y E. Ortega Arjonilla (coords.),Traducción e interpretación en el ámbito biosanitario, Comares, Granada, 1998, 79-87.Barba Redondo, Isaac (1998) “Problemas conceptuales de la traducción técnica”, enL. Félix Fernández y E. Ortega Arjonilla (coords.), Estudios sobre traducción einterpretación – tomo III – Málaga, 1043-1049.Berbel Leyva, S. (2002) Aproximación al derecho español y al lenguaje jurídico,Granada: Cegrí.Borja Albí, A (1999/2000), Traducción jurídica inglés/español II. Curso avanzado,Castellón: Universitat Jaume I.Borja Albí, A (2000) El texto jurídico inglés/ español y su traducción al español,Barcelona: Ariel.Borja, A. y Monzó, E. (2001a) "Organización de corpus. La estructura de una basede datos documental aplicada a la traducción jurídica". Revista de Llengua i Dret.Borja, A. y Monzó, E. (2001b) “Recursos per a l'ensenyament de la traducció jurídicaa través d'Internet.”. BITE. Butlletí Internacional de Tecnología Educativa.Publicación electrónica.Borja, A. y Monzó, E. (2002) “Elaboración de corpus de documentos para latraducción especializada”. Publicación electrónica "Fomento de la Investigación":http://sic.uji.es/publ/edicionsBourcier, D. (2003) Inteligencia artificial y Derecho. Editorial UOC. Barcelona.Brieger, N (2002) Profesional English. Law, Edimburgo: Penguin.Cabré Castellví, M.ª T. (2004) «La terminología en la traducción especializada», 89-125 en C. Gonzalo García / V. García Yebra eds.Capellas Espuny, Gemma (1998) “Traducción jurídica en las Naciones Unidas: Elcaso del documento Final Act and International Convention on Maritime Liens andMortgages”, Terminologie et Traduction (3.1998), 181-188.Cano Mora, V., Hickey, L. & Ríos García, C (1994) “¿Qué hace, exactamente, eltraductor jurídico?”, LIVIUS 5, 25-38.Congost Maestre, N. (1994) Problemas de la traducción técnica. Los textos médicosen inglés. Alicante: Universidad de AlicanteCruces Colado, S & Luna Alonso, A (2004) “La traducción en el ámbito institucional:autonómico, estatal y europeo”, Vigo: Servizio de publicacións Duro Moreno, M(2005), Introducción al derecho inglés. La traducción jurídica inglés/español y suentorno, Madrid: Edisofer.Cruz Martínez, M.S (1994) “El inglés jurídico y su discurso”, en Barrueco, S et alii(Eds.) (1994) Lenguas para fines específicos IV, Alcalá: Universidad de Alcalá, 351-357.Cueva Martín, Alejandro de la; Aleixandre Benavent, Rafael; Rodríguez Gairín,Josep Manuel (2001): Fonts d’informació en Ciències de la Salut. València, Serveide Publicacions de la Universitat de València.Demkiw Grayson, T (1994) Common Contracts, Toronto: Harper.124

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Montalt i Resurrecció, Vicent (2005): Manual de traducció cientificotècnica, Vic,Eumo Editorial.Monzó, E. (2002). La professió del traductor juridic i jurat: descripció sociològica delprofesional i anàlisi discursiva del transgènere [Tesis doctoral Universitat Jaime I]Munday, J. (2001) Introducing Translation Studies. Theories and applications,London: Routledge.Olsen, Leslie A.; Huckin, Thomas N. 1991. Technical Writing and ProfessionalCommunication, 2ª ed. Nueva York: McGraw Hill.Ortega Arjonilla, E. y San Ginés Aguilar, E. (1996). Introducción a la Traducciónjurídica y jurada (inglés-español). Comares, Granada.Pareras, L. G. (1996) Internet y Medicina, Masson, Barcelona / París / MilánPinto Molina, María; Cordón García, José Antonio (1999) Técnicas documentalesaplicadas a la traducción. Madrid: Síntesis.Riley, A (1991/1994) English for Law, London: MacMillan.Rayar, W (1988), “Problems of Legal Translation from the Point of View of theTranslator”, in NEKEMAN, P (Ed.) (1988) Translation our Future. Xith WorldConference of FIT, Maastricht: Euroterm, 451-462.Saladrigas, Verónica Mª y M.ª José Hernández (2002): «De traductor médico aaprendiz de cibernauta», Panace@ Vol.3, nº9-10.http://www.medtrad.org/panacea.html)Samaja, Juan (1994) Epistemología y metodología (Elementos para una teoría de lainvestigación científica). Eudeba, Buenos Aires.Sánchez, Dolores (1999) “Tipología de texto y equivalencia funcional en traduccióncientífico-técnica”, en M.A. Vega y R. Martín-Gaitero (eds.), Lengua y cultura.Estudios en torno a la traducción. Volumen II de las Actas de los VII EncuentrosComplutenses en torno a la traducción, Universidad Complutense, Madrid, 489-492Sánchez Febrero, J.L. (2003) Legal English and Translation: Theory and Practice,Alicante: ECU.San Ginés Aguilar, P y Ortega Arjonilla, E (Eds.) (1996) Introducción a la traducciónjurídica y jurada (inglés/español), Granada: Comares.Sarcevic, S. (1997) New Approach to Legal Translation. Kluwer Law International. LaHaya.Solan, Lawrence M. (1993) The Language of Judges. (CSLS) Chicago Series in Lawand Society.Terral, F. (2002). La traduction juridique dans un contexte de pluralisme linguistique.Le cas du Règlement (CE) 40/94 sur la marque communautaire. [Tesis UniversitatAutònoma de Barcelona]Turk, Christopher; Kirkman, John (1989) Effective Writing. Improving Scientific,Technical and Business Communication. London: E & FN Spon.Vanstone, B., Sherratt, L. & Charman, M. (2001) As Law, Portland: WilliamPublishing.Wagner, Emma; Bech, Svend; Martínez, Jesús M. (2002) Translating for theEuropean Union Institutions, St. Jerome, Manchester/Northampton.Way, C. ed. (2003) La traducción como acción social. La traducción de documentosacadémicos (español-inglés). [Tesis doctoral Universidad de Granada]Wright, Sue Ellen; Wright, Leland D. (1993) Scientific and Technical Translation.American Translators Association (ATA) Scholarly Monograph Series. Filadelfia:John Benjamins.126

Specialized Dictionaries:Alcaráz Varó, E & Hughes, B (1993/1995) Diccionario de términos jurídicos,Barcelona: Ariel.Arco Torres, M.A (Ed.) (1985/1997) Diccionario básico jurídico, Granada: Comares.Black, H.C (1979, 5th ed.) Black’s Law Dictionary, St. Paul: West PublishingCompany.Bossini, F.R & Gleeson, M (1998) Diccionario bilingüe de terminología jurídicainglés-español/español-inglés, Madrid: McGraw Hill.Lacasa Navarro, R & Díaz De Bustamante, I (1991) Diccionario de derecho,economía y política, Madrid: Editoriales de derecho unidas.Masson ed. (200113) Diccionario de las ciencias médicas, Masson, BarcelonaMuñíz Castro, E.G (Ed.) (1992) Diccionario terminológico de derecho, Madrid: La leyNavarro, F. A. (2000) Diccionario crítico de dudas inglés-español en medicina,McGraw Hill-InteramericanaRoutledge technical dictionary (Spanish-English/English-Spanish) (1997). London:Routledge.Ruiz Torres, F. (2000) Diccionario de términos médicos, Zirtabe, MadridStedman bilingüe. Diccionario de ciencias médicas (inglés-español/español-inglés)Journals, Magazines and Other Resources:Across Languages and CulturesAlumni Association of ESITBabelBabelportBITRA - Bibliografía de Interpretación y TraducciónDelos Cadernos de TraduçaoCIT (Conference Interpretation and Translation)Communicaid Global CommunicationESP Across CulturesFORUMIntralinea: University of BolognaJosTrans (Journal of Specialised Translation), e-journalJournal of Intercultural CommunicationJournal of Specialised Translation LazarilloLanguage InternationalLa Linterna del TraductorLinguistica AntverpiensiaMETA: Journal des Traducteurs/Translator's Journal, CanadaMultilingual Computing and TechnologyOnline Translation JournalPerspectives: Studies in TranslatologyPublic Interest Interpreting and TranslatingPunto y ComaQuaderns. Revista deTraduccioSaltana : Revista de Literatura y TraducciónSendebarTargetTermonologie & Traduction T&T127

TextusTlaxcala: The Translators' Network for Linguistic DiversityThe TranslatorTradumàticaTranslating TodayTranslation JournalTranslation QuarterlyTranslation ReviewTranslation Studies AbstractsTranslations for ProgressTranslatum JournalTTR (Traduction, Terminologie, Rédaction)Two LinesDate of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:128

Full Module Title: SPANISH TRANSLATION 3Short Module Title: Spanish Translation 3Module Code:1SPA689Module Level: 6Academic credit weighting: 30 creditsLength:2 semestersSchool and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Maryse BrayExtension: 2048Email:braym@wmin.ac.ukHost course:BA (Hons) TranslationStatus:CoreSubject Board:Modern LanguagesPre-requisites:NoneCo-requisites:Language for Work pathwayTranslation as Cultural Practice pathwayAssessment:4 x coursework; 1 x examination.CW 1: 15%;CW 2: 15%;CW 4: 3: 15%;CW 15%.Examination (3 hours): 40%Summary of Module Content: This module is taught by focusing on translationprocesses. You will work with texts that arerhetorically and conceptually complex within fourbroad subject areas: Business, Health, Law andTechnical. You will develop further professionaltechniques for translation, editing, revision and theuse of translation resources. You will translate inboth directions: from English into the language youare studying and the reverse. You will also gain asound understanding of the skills necessary toenter the professional world of translating anddevelop a base on which to continue yourprofessional development on completion of yourcourse.___________________________________________________________________Module AimsThe module aims to enable you to:• Acquire an understanding of the skills necessary to become a professionaltranslator and develop a base on which to continue with your professionaldevelopment on completion of the course;• Practise the application of theory to the translation of texts that are rhetoricallyand conceptually complex within a corpus of varied and hybridised text-typesand specialised treatments of topic;129

• Practise techniques for translating to an exacting professional brief;• Practise editing and revision tasks in relation to an exacting professional brief;• Deepen your specialist knowledge language and register in both languages ofthe specific topic areas studied in this module;• Extend your writing skills for a purpose in English at this level;• Extend your writing skills for a purpose in the language you are studying at thislevel;• Produce translations into and out of English under time constraint in any of thetopics studied in the course of the module.Learning OutcomesBy the end of the module, you will be able to:1. Demonstrate your understanding of the professional skills required by anaspiring translator;2. Demonstrate an ability to fulfil the translation brief;3. Demonstrate communicative skills in expressing yourself appropriately andcorrectly in written English at this level, using language structure, register anddiscourse appropriate to the task and audience;4. Demonstrate communicative skills in expressing yourself appropriately andcorrectly in the language you are studying, using language structure, registerand discourse appropriate to the task and audience;5. Show evidence of appropriate editing and revision skills in relation to a specifictask;6. Identify documentary sources and electronic tools other than dictionaries, whichare of use to the translator, and use them efficiently and evaluate their reliabilityin a given translation situation;7. Demonstrate your ability to translate texts of a rhetorically and conceptuallycomplex nature on a topic studied in this module;8. Present your work in an appropriate form and in a professional manner, usingInformation Technology (IT) tools when required;9. Demonstrate an ability to produce under time constraint a sound translation ofrhetorically and conceptually complex source texts on any of the topics studiedin the course of the module.10. Demonstrate reflective skills appropriate to this level.Indicative Syllabus ContentThis is a practical module requiring a high level of student engagement with thestimuli provided by the module team, regular and punctual attendance in class andconsolidation through self-study.At the start of each semester you will be provided by the Module Leader with adetailed Schedule of Work, which will cover the following content areas:• Identification and development of professional skills required by an aspiringtranslator including learner autonomy and self-evaluation skills130

• These will typically include localisation, quality control, accountability, the roleplayed by professional organizations.• Thematic and terminological research competence in the specified topic areasThis competence will include acquisition of subject knowledge and the use oftranslation resources to construct individual glossaries.• Translation practice in relation to texts that are rhetorically and conceptuallycomplexThese texts will cover four topic areas: Business, Health, Law and Technical.• Further development of writing skills in relation to the functions texts serve inbroader models of human interactionThese skills will be developed in both English and the language you arestudying and will require you to manipulate structure, register and discourseappropriate to task, audience and brief and to demonstrate an ability tocommunicate effectively.• Further development of proofing, editing, reviewing and presentation skillsThis will include meeting the formal requirements of a client brief and followingclient-specified quality processes.• Development of learner autonomy and self-evaluation skills in the context oftranslationYou will be required to incorporate your analysis of your strengths andweaknesses in your Multilingua portfolio, developed as part of the Language forWork pathway.Teaching and Learning MethodsThe module is delivered in 20 x 3-hour teaching slots delivered in alternate weeks tothe following format:Week A: 1-hour lecture on development of professional skills delivered to alltranslation students; 2-hr language-specific translation seminar.Week B: 3-hr language-specific translation seminar.The Guided Independent Study weeks at the end of the first and second semesterare used for consolidation of terminology and additional practice.Learning is fostered by a mixture of individual, group and whole-class work, usingauthentic source materials throughout. Teaching will incorporate technology, forexample, through the presentation and use of internet resources in class and the useof revision and other proofing tools as part of whole-class reviews of translated texts.131

Your active participation in classes and your electronic contribution to the modulesite on the University’s Virtual Learning Environment is expected; all work will beposted on the module blackboard site to facilitate further discussion outside theclass.Note that equal time will be devoted to the four topic areas over the year and totranslation in each direction.Assessment RationaleFour pieces of coursework, one covering each topic area, and one exam, coveringany of the topic areas, have been selected as the most appropriate form ofassessment.The coursework assessments include translation, analysis and reflection and aresummative in that they test your ability to put into practice the skills and knowledgedeveloped in each unit of the course. However, they are also formative in the sensethat they are designed to help you focus on your own learning and to track yourprogress.The final exam is a summative assessment of your ability to apply the knowledgeand skills you have acquired during the module in restricted conditions.• Assessment 1 will test explicitly learning outcomes 2, 4, 5, 6, 7 and 8• Assessment 2 will test explicitly learning outcomes 2,3,5,6,7 and 8• Assessment 3 will test explicitly learning outcomes 2, 4, 5, 6, 7 and 8• Assessment 4 will test explicitly learning outcomes 1, 3, 8 and 10• The end-of-year examination will test explicitly learning outcomes 2, 3, 4, 5, 6,7, 8 and 9 under time constraintAssessment CriteriaThere are 7 levels of achievement, all based on the learning outcomes tested. Marksare awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria tailored for each assessment:Outstanding (first class, with a mark over 80%): the student has reached fully thelearning outcomes tested; appropriate and imaginative translation solutions havebeen found in all cases; the translation displays a significant number of professionalcharacteristics.Excellent (first-class, with a mark of 70 to 79%): the student has reached fully thelearning outcomes tested; appropriate translation solutions have been found in all oralmost all cases; the translation displays a number of professional characteristics.Very good (Upper second, with a mark of 60 to 69%): the student has reachedalmost all of the learning outcomes tested and in most cases has been able topropose appropriate translation solutions; the translation could be brought up toprofessional standard through a combination of rewriting and light editing.132

Good (Lower second, with a mark of 50 to 59%): the student has reached most ofthe learning outcomes tested and has been able to propose appropriate translationsolutions in a significant amount of cases; for the translation to brought up toprofessional standard a significant amount of rewriting would be required.Passable (Third, with a mark of 40 to 49%): the student has reached significantly thelearning outcomes tested and has been able on occasions to propose appropriatetranslation solutions; in many respects the translation would not be deemedadequate in a professional or commercial setting.Unsatisfactory (Marginal Fail, with a mark of 35 to 39%): the student has notreached (or only minimally) the learning outcomes tested and has not or onlyoccasionally proposed an appropriate translation solution; the translation would bedeemed inadequate to a large extent in a professional or commercial setting.Clear Fail (with a mark below 34%): the student has not reached the learningoutcomes tested and has not proposed appropriate translation solutions; there islittle evidence of understanding of the translation issues posed by the text or littleattempt to engage with those issues; the translation would be deemed whollyinadequate in a professional or commercial setting.Assessment Methods and Weightings4 x coursework: 15%; 15%; 15%; 15%.1 x 3-hr examination: 40%• Coursework 1:15%: Business source text of 40 words requiring a translationout of English to a brief.• Coursework 2: 15%: Health source text of 400 words requiring a translationinto English to a brief.• Coursework 3: 15%: Technical source text of 400 words requiring a translationout of English.• Coursework 4: 15%: Reflective written report of 1000 words in English on selfevaluation of current skills in the context of translation and on your plans forfuture development.• Final examination: 40%: One translation into English of 300 words and onetranslation out of English of 300 words on any of the 4 subject areas studied inthis module under restricted conditions. The use of dictionaries and personalglossaries is allowed; you will be provided with access to the internet, but theuse of e-mail or other forms of communication is specifically prohibited.To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.133

SourcesGeneral Texts:Axelrod, Robert (1997) The Complexity of Cooperation. Agent-Based Models ofCompetition and Collaboration, Princeton NJ: Princeton University Press.Baker, Mona (1992) In other Words: A Coursebook on Translation, London:Routledge.Baker, Mona (1998) Encyclopedia of Translation Studies, London: Routledge.Bassnett-Macguire, Susan (1980) Translation Studies, London: Methuen.Bell, R.T (1991) Translation and Translating, London: Longman.Carbonell, O. (1997) Traducir al otro. Traducción, exotismo, poscolonialismo,Escuela de Traductores de Toledo - Ediciones de la Universidad de Castilla LaMancha.Carbonell, O. (1999) Traducción y cultura. De la ideología al texto. Salamanca:Ediciones Colegio de España.Catford, J.C. (1965) A linguistic theory of Translation, Oxford University Press,LondonChau, Simon S. C. (Chau Suicheong). (1984) 'Hermeneutics and the translator: Theontological dimension of translating', Multilingua 3(2):71-77.Chesterman, A. (1997) Memes of Translation. Amsterdam: John Benjamins.Chesterman, A. (1998) Contrastive Functional Analysis, Amsterdam: JohnBenjamins.Duff, A. (1989) Translation, Oxford, Oxford University Press.Fawcet, P. (1997) Translation and Language, Translation Theories Explained 3,Manchester: St Jerome.Garcia Yebra, V. (1982) Teoría y práctica de la traducción, Gredos, Madrid.Garcia Yebra, V. (1994) Traducción: historia y teoría, Madrid: Gredos.Garcia Yebra, V. (1983) En torno a la traducción. Teoría. Crítica.Historia, Madrid:Gredos, (Biblioteca Románica Hispánica).Gentzler, E. (1993) Contemporary Translation Theories. London, Routledge.Gutt, E.A. (1991) Translation and Relevance, Basil Blackwell, Oxford.Hatim, B.; Mason, I. (1990) Discourse and the translator, London: LongmanHatim, B.; Mason, I. (1997) The Translator as Communicator, London: Routledge.Hatim, Basil and Munday, Jeremy (2004) Translation. An Advanced Resource Book.London and New York: Routledge.Hermans, Theo. 1999. Translation in Systems. Descriptive and System-OrientedApproaches Explained. Manchester: St.Jerome.Hermans, T. (ed.) (1985) The Manipulation of Literature. Studies in LiteraryTranslation, Croom Helm: London.Hermans, T. (1999) Translation in Systems, Translation Theories Explained 7,Manchester: St Jerome.Hervey, Sándor et al (1995) Thinking Spanish Translation. London: Routledge.Holmes, J. (1988) "The Name and nature of Translation Studies", en Translated!,Amsterdam: Rodopi.House, J. (1981) A model for Translation Quality Assesment, Tübingen: GunterNarr,.Hurtado Albir, A. (ed) (1996) La enseñanza de la traducción, Col. Estudis sobre latraducció 3, Universitat Jaume I.134

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Quine, Willard Van Orman (1960). 'Translation and Meaning'. Word and Object.Cambridge Mass.: MIT Press. 26-79. Reprinted in Lawrence Venuti, ed. TheTranslation Studies Reader. London and New York: Routledge. 94-112.Rabadán, R. (1991) Equivalencia y traducción. Problemática de la equivalenciatranslémica inglés-español, Universidad de León.Rabadán, R.; Fernández Nistal, P. (2002) La traducción inglés-español:fundamentos, herramientas, aplicaciones, Universidad de León.Robinson, D. (1997) Becoming a Translator. An Accelerated Course, London:Routledge.Robinson, D. (1997) Becoming a Translator. London: Routledge.Robinson, D. (1997) Western Translation Theory, from Herodotus to Nietzsche,Manchester: St. Jerome.Schäffner C. and Adab B. (eds) (2000) Developing Translation Competence.Amsterdam/Philadelphia: BenjaminsSaid, E. (1990) Orientalismo, Madrid: Libertarias-Prodhufi.Sánchez Trigo, E. (2002) Teoría de la traducción. Convergencias y divergencias,Universidad de Vigo.Santoyo, J.C. (ed.) (1989) Actas I Jornadas nacionales de Historia de la Traducción,Universidad de León (2 vol.).Santoyo, J.C. (1999) Historia de la traducción: Quince apuntes, EdicionesUniversidad de León.Santoyo, J.C. (1987) Teoría y crítica de la traducción: Una antología, UniversitatAutònoma de Barcelona.Simon, S. (1996) Gender in Translation. Cultural Identity and the Politics ofTransmission, London: Routledge.Snell-Hornby, M. (1988) Translation Studies. An integrated approach, Amsterdam-Filadelfia: John Benjamins.Steiner, G. (1975) After Babel, Oxford University Press (Después de Babel, Méjico:FCE, 1980).Toury, G. (1995) Descriptive Translation Studies and Beyond, Amsterdam: JohnBenjamins.Toury, G.(1980) In Search of a Theory of Translation, Tel Aviv: The Porter Institutefor Poetics and Semiotics, Tel Aviv University.Vazquez Ayora, G. (1977) Introducción a la Traductología, Georgetown UniversityPress.Venuti, L. (1995) The Translator's Invisibility. A History of Translation, London:Routledge.Vidal Claramonte, C.A. (1998) El futuro de la traducción. Últimas teorías, nuevasaplicaciones, Valencia: Institució Alfons el Magnànim.Vidal Claramonte, C.A. (1995) Traducción, manipulación, desconstrucción,Ediciones Colegio de España, Salamanca.Vinay, J.P.; Darbelnet, J. (1958) Stylistique comparée du français et de l'anglais.Méthode de traduction, París: Didier.Venuti, Lawrence (2002) Ed. The Translation Studies Reader. 2nd edition. Londonand New York: Routledge.Vermeer, Hans. J. (1989) "Skopos and Commission in Translational Action", trans.Andrew Chesterman in Andrew Chesterman, ed. Readings in Translation Theory.Helsinki: Oy Finn Lectura, 173-187. Reprinted in Venuti, L. ed. The TranslationStudies Reader. London and New York: Routledge. 221-232.136

Specialized TextsAcuyo, C. (2003) La traducción de documentos del derecho de marcas: aspectosjurídicos, profesionales y textuales (Tesis doctoral Universidad de Granada]Alcaráz Varó, E (1994) “El inglés jurídico y su traducción al español”, en FernándezNistal, P (Ed.) (1994) Aspectos de la traducción inglés/español, Valladolid: ICE, 101-103.Fernández Nistal, P (Ed.) (1994/2000) El inglés jurídico. Textos y documentos,Barcelona: Ariel Derecho.Alcaraz Varó, Enrique (2000) El inglés profesional y académico. Madrid: Alianza.Alcaraz Varó, E, Campos Pardillos, M.A Y Minguélez, C (2001) El inglés jurídiconorteamericano, Barcelona: Ariel.Balliu, Christian (1998) “Enseñanza de la traducción médica a futuros traductores:Enfoque teórico y práctico”, en L. Félix Fernández y E. Ortega Arjonilla (coords.),Traducción e interpretación en el ámbito biosanitario, Comares, Granada, 79-87.Barba Redondo, Isaac (1998) “Problemas conceptuales de la traducción técnica”, enL. Félix Fernández y E. Ortega Arjonilla (coords.), Estudios sobre traducción einterpretación – tomo III – Málaga, 1043-1049.Berbel Leyva, S. (2002) Aproximación al derecho español y al lenguaje jurídico,Granada: Cegrí.Borja Albí, A (1999/2000), Traducción jurídica inglés/español II. Curso avanzado,Castellón: Universitat Jaume I.Borja Albí, A (2000) El texto jurídico inglés/ español y su traducción al español,Barcelona: Ariel.Borja, A. y Monzó, E. (2001a) "Organización de corpus. La estructura de una basede datos documental aplicada a la traducción jurídica". Revista de Llengua i Dret.Borja, A. y Monzó, E. (2001b) “Recursos per a l'ensenyament de la traducció jurídicaa través d'Internet.”. BITE. Butlletí Internacional de Tecnología Educativa.Publicación electrónica.Borja, A. y Monzó, E. (2002) “Elaboración de corpus de documentos para latraducción especializada”. Publicación electrónica "Fomento de la Investigación":http://sic.uji.es/publ/edicionsBourcier, D. (2003) Inteligencia artificial y Derecho. Editorial UOC. Barcelona.Brieger, N (2002) Profesional English. Law, Edimburgo: Penguin.Cabré Castellví, M.ª T. (2004) «La terminología en la traducción especializada», 89-125 en C. Gonzalo García / V. García Yebra eds.Capellas Espuny, Gemma (1998) “Traducción jurídica en las Naciones Unidas: Elcaso del documento Final Act and International Convention on Maritime Liens andMortgages”, Terminologie et Traduction (3.1998), 181-188.Cano Mora, V., Hickey, L. & Ríos García, C (1994) “¿Qué hace, exactamente, eltraductor jurídico?”, LIVIUS 5, 25-38.Congost Maestre, N. (1994) Problemas de la traducción técnica. Los textos médicosen inglés. Alicante: Universidad de AlicanteCruces Colado, S & Luna Alonso, A (2004) “La traducción en el ámbito institucional:autonómico, estatal y europeo”, Vigo: Servizio de publicacións Duro Moreno, M(2005), Introducción al derecho inglés. La traducción jurídica inglés/español y suentorno, Madrid: Edisofer.Cruz Martínez, M.S (1994) “El inglés jurídico y su discurso”, en Barrueco, S et alii(Eds.) (1994) Lenguas para fines específicos IV, Alcalá: Universidad de Alcalá, 351-357.137

Cueva Martín, Alejandro de la; Aleixandre Benavent, Rafael; Rodríguez Gairín,Josep Manuel (2001): Fonts d’informació en Ciències de la Salut. València, Serveide Publicacions de la Universitat de València.Demkiw Grayson, T (1994) Common Contracts, Toronto: Harper.Estopà, Rosa i Antoni Valero (2002): «Adquisición de conocimiento especializado yunidades de significación especializada en medicina», Panace@ Vol.3, nº9-10

Martin, J & Gibbins, M (1999/2002), The Complete A-Z Law Handbook, London:Hodder & Stoughton.Ministerio de Administraciones Públicas (1994/2003) Manual de documentosadministrativos, Madrid: Tecnos.Montalt i Resurrecció, Vicent (2005): Manual de traducció cientificotècnica, Vic,Eumo Editorial.Monzó, E. (2002). La professió del traductor juridic i jurat: descripció sociològica delprofesional i anàlisi discursiva del transgènere [Tesis doctoral Universitat Jaime I]Olsen, Leslie A.; Huckin, Thomas N. 1991. Technical Writing and ProfessionalCommunication, 2ª ed. Nueva York: McGraw Hill.Ortega Arjonilla, E. y San Ginés Aguilar, E. (1996). Introducción a la Traducciónjurídica y jurada (inglés-español). Comares, Granada.Pareras, L. G. (1996) Internet y Medicina, Masson, Barcelona / París / MilánPinto Molina, María; Cordón García, José Antonio (1999) Técnicas documentalesaplicadas a la traducción. Madrid: Síntesis.Riley, A (1991/1994) English for Law, London: MacMillan.Rayar, W (1988), “Problems of Legal Translation from the Point of View of theTranslator”, in NEKEMAN, P (Ed.) (1988) Translation our Future. Xith WorldConference of FIT, Maastricht: Euroterm, 451-462.Saladrigas, Verónica Mª y M.ª José Hernández (2002): «De traductor médico aaprendiz de cibernauta», Panace@ Vol.3, nº9-10.http://www.medtrad.org/panacea.html)Samaja, Juan (1994) Epistemología y metodología (Elementos para una teoría de lainvestigación científica). Eudeba, Buenos Aires.Sánchez, Dolores (1999) “Tipología de texto y equivalencia funcional en traduccióncientífico-técnica”, en M.A. Vega y R. Martín-Gaitero (eds.), Lengua y cultura.Estudios en torno a la traducción. Volumen II de las Actas de los VII EncuentrosComplutenses en torno a la traducción, Universidad Complutense, Madrid, 489-492Sánchez Febrero, J.L. (2003) Legal English and Translation: Theory and Practice,Alicante: ECU.San Ginés Aguilar, P y Ortega Arjonilla, E (Eds.) (1996) Introducción a la traducciónjurídica y jurada (inglés/español), Granada: Comares.Sarcevic, S. (1997) New Approach to Legal Translation. Kluwer Law International. LaHaya.Schäffner C. and Adab B. (eds) (2000) Developing Translation Competence.Amsterdam/Philadelphia: BenjaminsSolan, Lawrence M. (1993) The Language of Judges. (CSLS) Chicago Series in Lawand Society.Terral, F. (2002). La traduction juridique dans un contexte de pluralisme linguistique.Le cas du Règlement (CE) 40/94 sur la marque communautaire. [Tesis UniversitatAutònoma de Barcelona]Turk, Christopher; Kirkman, John (1989) Effective Writing. Improving Scientific,Technical and Business Communication. London: E & FN Spon.Vanstone, B., Sherratt, L. & Charman, M. (2001) As Law, Portland: WilliamPublishing.Wagner, Emma; Bech, Svend; Martínez, Jesús M. (2002) Translating for theEuropean Union Institutions, St. Jerome, Manchester/Northampton.Way, C. ed. (2003) La traducción como acción social. La traducción de documentosacadémicos (español-inglés). [Tesis doctoral Universidad de Granada]139

Wright, Sue Ellen; Wright, Leland D. (1993) Scientific and Technical Translation.American Translators Association (ATA) Scholarly Monograph Series. Filadelfia:John Benjamins.Specialized Dictionaries:Alcaráz Varó, E & Hughes, B (1993/1995) Diccionario de términos jurídicos,Barcelona: Ariel.Arco Torres, M.A (Ed.) (1985/1997) Diccionario básico jurídico, Granada: Comares.Black, H.C (1979, 5th ed.) Black’s Law Dictionary, St. Paul: West PublishingCompany.Bossini, F.R & Gleeson, M (1998) Diccionario bilingüe de terminología jurídicainglés-español/español-inglés, Madrid: McGraw Hill.Lacasa Navarro, R & Díaz De Bustamante, I (1991) Diccionario de derecho,economía y política, Madrid: Editoriales de derecho unidas.Masson ed. (200113) Diccionario de las ciencias médicas, Masson, BarcelonaMuñíz Castro, E.G (Ed.) (1992) Diccionario terminológico de derecho, Madrid: La leyNavarro, F. A. (2000) Diccionario crítico de dudas inglés-español en medicina,McGraw Hill-InteramericanaRoutledge technical dictionary (Spanish-English/English-Spanish) (1997). London:Routledge.Ruiz Torres, F. (2000) Diccionario de términos médicos, Zirtabe, MadridStedman bilingüe. Diccionario de ciencias médicas (inglés-español/español-inglés)Journals, Magazines and Other Resources:Across Languages and CulturesAlumni Association of ESITBabelBabelportBITRA - Bibliografía de Interpretación y TraducciónDelos Cadernos de TraduçaoCIT (Conference Interpretation and Translation)Communicaid Global CommunicationESP Across CulturesFORUMIntralinea: University of BolognaJosTrans (Journal of Specialised Translation), e-journalJournal of Intercultural CommunicationJournal of Specialised Translation LazarilloLanguage InternationalLa Linterna del TraductorLinguistica AntverpiensiaMETA: Journal des Traducteurs/Translator's Journal, CanadaMultilingual Computing and TechnologyOnline Translation JournalPerspectives: Studies in TranslatologyPublic Interest Interpreting and TranslatingPunto y ComaQuaderns. Revista deTraduccio140

Saltana: Revista de Literatura y TraducciónSendebarTargetTermonologie & Traduction T&TTextusTlaxcala: The Translators' Network for Linguistic DiversityThe TranslatorTradumàticaTranslating TodayTranslation JournalTranslation QuarterlyTranslation ReviewTranslation Studies AbstractsTranslations for ProgressTranslatum JournalTTR (Traduction, Terminologie, Rédaction)Two LinesDate of initial Validation: May 2008Dates of CASG approved modifications:Date of re-validation/review:141

2.4 Translation as Cultural Practice Pathway2.4.1 English for Academic Purposes 4..................................................... 1432.4.2 English for Academic Purposes 5..................................................... 1472.4.3 English for Academic Purposes 6..................................................... 1522.4.4 Writing for Academic Success……………………………………… 1572.4.5 Communication between Cultures…………………………………… 1622.4.6 Translation in Society: Language, Ideology and Communication…. 1672.4.7 Work-Integrated Professional Simulation for Translators…………. 1722.4.8 Translation as Cultural Practice: Language, Metaphor andInstitutional Context…………………………………………………… 1772.4.9 Translation Project (4-Year Course)……………………………… 1822.4.10 Translation Project (3-Year Course)……………………………… 1862.4.11 Translation Project (Advanced and Proficient Speakers)……… 190142

Full Module Title: ENGLISH FOR ACADEMIC PURPOSES 4Short Module Title:N/AModule Code:1EAPP04Module Level:Any (see below * credit regulations)*Credit regulations1. A Polylang module will be deemed to be at the level of a student’s main studies inrespect of the taken and passed requirements of the Modular framework. (Up toa maximum of three modules per undergraduate award).2. EAP Grade 4 may not count towards degree classification.Academic Credit Weighting: 15School:Social Sciences, Humanities andLanguagesDepartment:English and LinguisticsLength:Year longModule Leader(s): Extension: Desmond CarolanSite:VariousHost course:PolylangStatus:N/ARelevant Course Titles/Pathways: N/ASubject Board:PolylangPre-requisites:NoneCo-requisites:NoneAssessment:50% coursework, 50% examinationCoursework: The coursework will be basedon marks obtained in each of the followingcategories: a) Formal assessment done inclass, including oral work. b) Assignmentsdone out of class. Examination: 20%marks to oral skills, 20% to listening, 35% towriting and 25% to reading.Special Features:NoneAccess Restrictions:NoneSummary of Module Content: Enables students whose mother tongue isnot English to consolidate and develop theirproficiency in English in order to cope moreeffectively with their studies.Module AimsTo provide students whose mother tongue is not English with an opportunity toconsolidate, extend and develop their proficiency in English, thereby assisting themto cope with the demands of their main courses. At the same time to enable them toderive the maximum benefit from studying in an English-speaking environment,through the enhancement of their communication skills and a greater understandingof cultural aspects of life in the UK.143

Learning OutcomesOn successful completion of this module, students should be able to do thefollowing:Speaking: Present information logically and clearly in a prepared formal short talk;express opinions in discussion of ideas, as in tutorials; agree, disagree, interrupt askfor clarification, etc., as in seminars.Listening: Recognise the typical patterns of lectures, pick out the main points in alecture or extended audio or video recording, be proficient at note-taking andorganising, expanding and improving lecture notes.Reading: Use different techniques such as skimming, scanning, etc., analyse thestructure of a text, summarizing the main points orally and in writing. Deal with newvocabulary and recognise the style and characteristics of formal academic Englishand the contexts in which it is used.Writing: Plan and produce structured reports, essays, etc., using the appropriatestyle, vocabulary and discourse-markers; use formal academic English correctly andappropriately, describe specialist/technical information presented in the form ofgraphs and tables, etc. Proof-read work, identifying common errors and mothertongueinfluences.Indicative Syllabus ContentReading strategies and text structure.Taking notes and recording information.Summary and paraphrase.Formal style and vocabulary.Sign posting language.Essay and paragraph structure.Introductions and conclusionsBuilding an argumentParticipating in a seminar and giving a presentation.Using other people’s ideas and informationThe module will include an analysis of the process of writing a piece of work, andstudents will therefore go through the process of reading, producing an outline,producing a first draft, revising and reformulating after tutor/self correction, andproducing a final draft. Most of this will be done outside class, but some also in classtime. Students will be given a title by the EAP tutor, and the task will not thereforeimpinge on essays in their other studies.Teaching and Learning MethodsThe module will draw on methods used in communicative language teaching. Theprocess approach will be adopted to improve students’ written language. Students’autonomy will be encouraged and they should be prepared to work by themselves inthe Library and Learning and Advice Centre. The module will make use of written,144

audio and video material. In addition to class contact time, students will be expectedto spend 3-4 hours per week of the module doing self-study tasks using a range oflanguage materials which may include computer-based materials.Assessment RationaleThe module haas two forms of assessment. One is continuous assessment whichunderlines the philosophy that language learning is a process and facilitates ongoingfeedback to students throughout the module. Continuous assessment also provideslecturers with the means to feed back insights gained into the teaching and learningprocess.There is an exit examination which reflects the importance of assessing students’overall performance and level of attainment in the module.Coursework assignments and the final examination are closely integrated with theteaching and with each other in that they assess all four language skills – listening,reading, writing and speaking. The assignments and examination also closely reflectthe content of the modules in terms of topics covered, language learning techniquespracticed in the module, transferable skills and key graduate skills.Assessment CriteriaThere are detailed marking criteria for the final examination which are used formarking the written and oral components of the examination.The written component is marked for task completion (basic text structure andanswer to questions set), accuracy, range of expression, vocabulary and style. Theoral component is marked for task completion (information transfer andcommunication), pronunciation and fluency, accuracy and range of expression.Listening and reading are assessed according to students’ ability to understand andprocess texts globally and in detail.Assessment Methods and Weightings50% coursework and 50% final examination.Coursework includes assignments done out of class and a class test. Courseworkassessment covers all four skills which connect closely to the learning outcomes.The final examination covers all four skills which reflect the learning outcomes.SourcesThe EAP team has developed its own flexible course, in which the content of thematerial can be varied in order to accommodate the diverse needs, abilities,backgrounds and courses of the students. Units of the module draw their materialfrom a range of disciplines, not so specialised as to exclude students from otherfields, and often from a subject which is neutral or of general interest.145

The Level 4 module will focus mainly on the first part of this programme. In additionstudents should use:a good dictionary, e.g. Collins CoBuild English Language Dictionary – latest editiona reference grammar, e.g. Quirk, R. & Greenbaum, S. A Universal Grammar ofEnglish, Longman, 1973a guide to usage, e.g. Swan, M. Practical English Usage, Oxford University Press,1980grammar with exercises, e.g. Gethin, H. Grammar in Context, Collins, 1990Further ReadingGeneralStudents will find useful academic writing manuals and study skills guides forexample:Prodromou, Luke (date) Grammar and Vocabulary for First Certificate (with key),Longman, 2000McGovern, D. Reading, Prentice Hall, 1994McGovern, D & White, R. Writing, Prentice Hall, 1994Jordan, R. Academic Writing Course, Collins, 1980 (new edition)Hamps-Lyon, L. & Heasley, B. Study Writing, Cambridge, 1987Stevens, M. Practice Advanced Writing, Longman, 1990More SpecialisedA good subject-specific technical dictionary.Brown, P. & Mullen, N.English for Computer Science, Oxford University Press, 1984(new edition)Dudley-Evans, T. Writing Laboratory Reports, Nelson, 1985Swales, J.Writing Scientific English, Nelson, 1971 (reprinted 1985)Periodicals such as New Scientist, The Economist etc., which cover specialisedtopics in a generally accessible way.Additional Resources:A selection of audio-visual materials (both for class use and self-access)The Learning and Advice Centre has available:a) General listening and pronunciation practice;b) Listening to lectures and note-making practice;c) Video + texts in business and scientific English.Date of initial Validation: May 2001Dates of CASG approved modifications:Date of re-validation/review:146

Full Module Title: ENGLISH FOR ACADEMIC PURPOSES 5Short Module Title:N/AModule Code:1EAPP05Module Level:Any (see below * credit regulations)*Credit Regulations1. A Polylang module will be deemed to be at the level of a student’s main studies inrespect of the taken and passed requirements of the Modular framework. (Up toa maximum of three modules per undergraduate award).2. EAP Grade 5 may count towards the next best 105 credits at Levels 5 and 6 forthe classification of the degree.Academic Credit Weighting: 15School:SSHLDepartment:English and LinguisticsLength:Year longModule Leader(s): Extension: Desmond CarolanSite:VariousHost Course:PolylangStatus:N/ARelevant Course Titles/Pathways: N/ASubject Board:PolylangPre-requisites:NoneCo-requisites:NoneAssessment:50% coursework, 50% examinationCoursework: The coursework will be basedon marks obtained in each of the followingcategories: a) Formal assessment done inclass, including oral work. b) Assignmentsdone out of class. Examination: 20%marks to oral skills, 20% to listening, 35% towriting and 25% to reading.Special Features:NoneAccess Restrictions:NoneSummary of Module Content:For students whose first language is notEnglish to learn advanced essay-writingskills and other reading, listening andspeaking skills for academic study.Module AimsTo provide students whose mother tongue is not English with an opportunity todevelop their English to a high level of proficiency, and to introduce them to skills forresearch and project dissertation work.147

To give students the requisite linguistic and communication skills to enable them toapply successfully for a job and perform efficiently and confidently in a work situationon leaving their academic course.Learning OutcomesOn successful completion of this module, students should be able to do thefollowing:Speaking: Research, take part in and also lead various speaking forums, such aslarge and small seminar groups, individual tutorials and debates. Presentinformation and ideas logically and clearly in a prepared formal talk and fieldquestion and answer sessions.Listening: Take accurate notes from fairly complex lectures and be able toreproduce the main points in the form of a well-structured summary. Use theinformation from lecture notes in various formats, and critically examine andcomment on listening material.Reading: Read a wide variety of materials including scholarly and scientific journals,reports and texts relating to own specialist subject. Use techniques appropriate toresearching a particular topic, such as scanning, skimming, reading in depth andinformation extraction. Use reference works, specialist dictionaries, indexes,bibliographies and footnotes.Writing: Plan and produce structured academic projects and essays to a highstandard using an appropriate academic style, format and vocabulary. Write a CVand letter of application for a post. Proof-read and edit own work and that of others,correcting errors of style as well as grammar. Write summaries and critiques oftexts.Indicative Syllabus ContentReading strategies and different types of texts and text structure.Summary and paraphrase.Formal style and vocabulary.Note taking.Evaluating and commenting on texts: authors stance and voices in text/fact vsopinion.Essay and paragraph structureIntroductions and conclusions.Writing definitions.Sign posting language.Building an argument.Participating in a seminar and giving a presentation.Using other people’s ideas and information.The module will include an analysis of the process of writing a piece of work, andstudents will therefore go through the process of reading, producing an outline,producing a first draft, revising and reformulating after tutor/self correction, and148

producing a final draft. Most of this will be done outside the class, but some also inclass time. Students will be given a title by the EAP tutor, and the task will nottherefore impinge on essays in their other studies.Teaching and Learning MethodsThe module will draw on methods used in communicative language teaching. Theprocess approach will be adopted to improve students’ written language. Students’autonomy will be encouraged and they should be prepared to work by themselves inthe Library and the Learning and Advice Centre. The module will make use ofwritten, audio and video material.In addition to class contact time, students will be expected to spend 3-4 hours perweek of the module doing self-study tasks using a range of language materials whichmay include computer based materials.Assessment RationaleThe module has two forms of assessment. The first is continuous assessment whichunderlines the philosophy that language learning is a process and facilitates ongoingfeedback to students throughout the module. Continuous assessment also provideslecturers with the means to feed back insights gained into the teaching and learningprocess.There is an exit examination which reflects the importance of assessing studentsoverall performance and level of attainment in the module.Coursework assignments and the final examination are closely integrated with theteaching and with each other in that they assess all four language skills – listening,reading, writing and speaking. The assignments and examination also closely reflectthe content of the modules in terms of topics covered, language learning techniquespracticed in the module, transferable skills and key graduate skills.Assessment CriteriaThere are detailed marking criteria for the final examination which are used formarking the written and oral components of the final examination.The written component is marked for task completion (mainly text structure andanswer to question set), accuracy, range of expression, vocabulary and style. Theoral component is marked for task completion (confidence, interaction with thelistener, information transfer), pronunciation and fluency, accuracy and range ofexpression.Listening and reading are assessed according to students’ ability to understand andprocess texts globally and in detail.149

Assessment Methods and Weightings50% coursework and 50% final examination. Coursework includes assignments doneout of class and a class test. Coursework assessment covers all four skills whichconnects closely to the learning outcomes. The final examination covers all four skillswhich reflects the learning outcomes.SourcesThe EAP team has developed its own flexible module, in which the content of thematerial can be varied, in order to accommodate the diverse needs, abilities,backgrounds and courses of the students. Units of the module draw their materialfrom a range of disciplines, not specialised as to exclude students from other fields,and often from a subject which is neutral or of general interest. The Level 4 modulewill focus mainly on the first part of this programme. In addition students should use:a good dictionary, e.g. Collins CoBuild English Language Dictionary – latest editiona reference grammar, e.g. Quirk, R. & Greenbaum, S. A Universal Grammar ofEnglish, Longman, 1973a guide to usage, e.g. Swan, M. Practical English Usage, Oxford University Press,1980grammar with exercises, e.g. Gethin, H. Grammar in Context, Collins, 1990Further ReadingStudents will find useful academic writing manuals and study skills guides forexample:Prodromou, Luke Grammar and Vocabulary for First Certificate (with key),Longman, 2000McGovern, D. Reading, Prentice Hall, 1994McGovern, D & White, R. Writing, Prentice Hall, 1994Jordan, R. Academic Writing Course, Collins, 1980 (new edition)Hamps-Lyon, L. & Heasley, B. Study Writing, Cambridge University Press, 1987Stevens, M. Practice Advanced Writing, Longman, 1990A good subject-specific technical dictionary.Brown, P. & Mullen, N. English for Computer Science, Oxford University Press, 1984(new edition)Dudley-Evans, T. Writing Laboratory Reports, Nelson, 1985Swales, J.Writing Scientific English Nelson, 1971 (reprinted 1985)Periodicals such as New Scientist, The Economist etc., which cover specialisedtopics in a generally accessible way.Additional ResourcesA selection of audio-visual materials (both for class use and self-access)150

The Learning and Advice Centre has available:General listening and pronunciationpractice; Listening to lectures and note-making practice; video + texts in businessand scientific English.Date of initial Validation: May 2001Dates of CASG approved modifications:Date of re-validation/review:151

Full Module Title: ENGLISH FOR ACADEMIC PURPOSES 6Short Module Title:N/AModule Code:1EAPP06Module Level:Any (see below * credit regulations)*Credit regulations1. A Polylang module will be deemed to be at the level of a student’s main studies inrespect of the taken and passed requirements of the Modular framework. (Up toa maximum of three modules per undergraduate award).2. EAP Grade 6 may count towards the next best 105 credits at Levels 5 and 6 forthe classification of the degree.Academic Credit Weighting: 15School:SSHLDepartment:English and LinguisticsLength:Year longModule Leader(s): Extension: Desmond CarolanSite:VariousHost course:PolylangStatus:N/ARelevant Course Titles/Pathways: N/ASubject Board:PolylangPre-requisites:NoneCo-requisites:NoneAssessment:50% coursework, 50% examinationCoursework: The coursework will be basedon marks obtained in each of the followingcategories: a) Formal assessment done inclass, including oral work. b) Assignmentsdone out of class. Examination: 20%marks to oral skills, 20% to listening, 35% towriting and 25% to reading.Special Features:NoneAccess Restrictions:NoneSummary of Module Content: The final and most advanced EAP module.AAE extends the vocabulary, style andcommunication skills to a highly proficientlevel.Module AimsThe module has two main aims. Firstly to be a logical ‘final phase’ from Grade 5,and secondly to be quite distinct from Grades 4 and 5 in that students will learn thelanguage skills necessary for advanced research work in their own specialism. (Itshould be noted that this module does not deal with research methodology andtherefore does not overlap with other modules).152

Learning OutcomesAt the end of this module, students should be able to do the following:Speaking: Use appropriate techniques to practice and give presentations and formaltalks in their own specialist area to a high standard of English. Take part in and leadresearched seminars and discuss and defend their own pieces of written work.Listening: Use appropriate formats, conventions and techniques to take accurateand detailed notes from authentic lectures, talks and video recordings in their subjectarea.Reading: Read a wide range of authentic material including specialist books,scholarly journals, reports and texts in their subject area. Use appropriatetechniques to read efficiently and quickly, to take effective notes, to read in depthand to assimilate and reformulate information.Writing: Plan and produce substantial pieces of writing with a high standard ofstructure, style, vocabulary and accuracy. The work will reflect students’ own subjectin terms of task, conventions, rubric, vocabulary, etc.Indicative Syllabus ContentEssay writing techniquesVocabulary of essay questionsEssay structure, coherence, cohesion etc.ReformulationSource reference, bibliographyIdentifying voices in text, textuality and schools of thoughtAdvanced academic style, register, vocabulary and structureStructure of written discourse of British Academic EnglishGrammar, pronunciation and vocabulary workshopsAnalysis of written textsListening to authentic lecturesGiving a presentation/formal talkTaking part in a seminarDiscussing written workEAP skills appropriate to general subject areas e.g.: specific styles and conventionsthat apply in subject areas, lab reports for scientists, graphs for economists, debatesfor social scientists.The module will include an analysis of the process of writing a piece of work, andstudents will therefore go through the process of reading, producing an outline,producing a first draft, revising and reformulating after tutor/self correction, andproducing a final draft. Most of this will be done outside class, but some also in classtime. The students will be given a title by the EAP tutor, and the task will nottherefore impinge on essays in their other studies.153

Teaching and Learning MethodsThe module will draw methods used in communicative language teaching. Theprocess approach will be adopted to improve students’ written language. Students’autonomy will be encouraged and they should be prepared to work by themselves inthe Library and Learning and Advice Centre. The module will make use of written,audio and video material.In addition to class contact time, students will be expected to spend 3-4 hours perweek of the module doing self-study tasks using a range of language learningmaterials which may include computer based materials.Assessment RationaleThe module has two forms of assessment: continuous and exit examination.Continuous assessment which underlines the philosophy that language learning is aprocess and facilitates ongoing feedback to students throughout the module.Continuous assessment also provides lecturers with the means to feed back insightsgained into the teaching and learning process.There is an exit examination which reflects the importance of assessing studentsoverall performance and level of attainment in the module.Coursework assignments and the final examination are closely integrated with theteaching and with each other in that they assess all four language skills – listening,reading, writing and speaking. The assignments and examination also closely reflectthe content of the modules in terms of topics covered, language learning techniquespracticed in the module, transferable skills and key graduate skills.Assessment CriteriaThere are detailed marking criteria for the final examination which are used formarking the written and the oral components of the examination.The written component is marked for task completion (mainly text structure andanswer to question set), accuracy, range of expression, vocabulary, style. The oralcomponent is marked for task completion (interaction with the listener, informationtransfer), pronunciation and fluency, accuracy and range of expression.Listening and reading are assessed according to students’ ability to understand andprocess texts globally and in detail.Assessment Methods and Weightings50% coursework and 50% final examination. Coursework includes assignmentsdone out of class and a class test. Coursework assessment covers all four skillswhich connect closely to the learning outcomes.154

The final examination covers all four skills which reflect the learning outcomes.SourcesGeneralStudents should have a good dictionary and grammar reference;e.g. Collins CoBuild Language Dictionary – latest editionSwan, M. Practical English Usage, Oxford University Press, 1980Students should also refer to the advanced EAP skills books below:Ayers, D.M.English Words from Latin and Greek Elements, University of ArizonaPress, 1986Davis, G.B & Parker, C. Writing the Doctoral Dissertation, Barron’s EducationalSeries, 1989Fairbairn G. & Winch, C. Reading, Writing and Reasoning, Open University Press,1996Hamps-Lyon, L. & Heasley, B. Study Writing, Cambridge University Press, 1987Harmer, J & Rossner, R.More Than Words, Longman, 1991Jordan, T. Academic Writing Course, Collins, 1980 (new edition)Kane, E. Doing Your Own Research, Marion Boyars, 2000Saunders, P. Making Sense Vol I and II, EPB Publishers, 1991Stevens, M. Practice Advanced Writing, Longman, 1991Taylor, G. The Student’s Writing Guide, Cambridge University Press, 1992Trzeciak, J & Mackay Study Skills for Academic Writing, Prentice Hall International,1994Subject AreaStudents should have a subject-specific dictionary. There are series available fromLongman, Oxford University Press and Collins. The most comprehensive and recentseries is published by Peter Collins, 1992/3.Students should also have the relevant book from the MacMillan Vocabulary Series,for example, Computer Science, Engineering, Agriculture.Doherty, Knapp, Swift. Write for Business, Longman, 1998Dudley-Evans, T. Writing Laboratory Reports, Nelson. 1985Haarman, Leech & Murray Reading Skills for the Social Sciences, Oxford UniversityPress, 1988Mullen, N. & Brown, P. English for Computer Science, Oxford University Press, 1984Swales, J. Writing Scientific English, Nelson, 1985Additional ResourcesAudio-visual materials available for class use in the Learning and Advice Centre(LAC).155

Date of initial Validation: May 2001Dates of CASG approved modifications:Date of re-validation/review:156

Full Module Title:WRITING FOR ACADEMIC SUCCESSShort Module Title:1LAN401Module Code:WASModule Level: 1Academic Credit Weighting: 15School:Social Sciences, Humanities and LanguagesDepartment:English and Linguistics DepartmentLength: Semester 1 or 2Timetable Slot:2 hours per weekModule Leader:Jeanne GodfreyExtension: 2107E-mail:godfrej@wmin.ac.ukSite:Host Course:All courses approved by relevant departmentStatus:Relevant Course:Titles/Pathways:Subject Board:English and Linguistics Subject BoardSubject Area:English LanguagePre-Requisites:Entry qualifications and screening testCo-Requisites:NoneAssessment:60% coursework, 40% written examSpecial Features:Module cannot be taken by a studentsimultaneously with an English Language Polylangmodule.Access Restrictions:Key Words:Communication skillsSummary of Module Content: The module covers all the main elements neededto produce clear and competent written English in astyle appropriate for undergraduate academicstudy. The module therefore focuses on: analysingdifferent types of written texts, academic style andvocabulary, summary, paraphrase and use ofsource in academic writing, essay structure,development of a written argument, commongrammatical errors, editing and proof reading.___________________________________________________________________Module AimsThe module aims are:• to build the student’s confidence in academic writing• to improve the accuracy, structure and style of the student’s academic writing• to develop the student’s knowledge and use of vocabulary suitable for academicwriting• to develop the student’s ability to read and understand academic texts and to beable to use this information in appropriate ways in their academic writing157

• to enable the student to practice the process of reading and writing academictexts via continuous peer and tutor feedbackLearning Outcomes1. The student will be able to express him-/herself in clear and accurate languageappropriate to formal written academic contexts at undergraduate level. He/shewill be able to use and incorporate level 4 source material appropriately in his/herwritten work. He/she will be aware of the importance of writing clearly and of thestrengths and weaknesses of his/her own work. He/she will have explicit actionpoints for the future improvement of his/her work.By achieving 1 above he/she will also have increased his/her competence in:• ability to debate, negotiate and express opinions orally and in writing• willingness to be challenged• working as a team member and being sensitive to others• evaluating and assimilating written information• thinking logically and critically• identifying assumptions, making judgements and drawing conclusions orally andin writing• evaluating the strengths and weaknesses of his/her own written workIndicative Syllabus Content• Function of paraphrase and summary• Sentence structure• Punctuation• Differences between spoken and written English• Differences between formal and informal styles of writing• Editing and reformulating work• Using sources in written work• Vocabulary for academic work• Spelling patterns and word-building• Commentary and critical evaluation of written texts• Cohesion and coherence in writingTeaching and Learning Methods• Pair and group work; language and text analysis, debate, seminar work.• Lecturer input on key skills, language & terminology.• Authentic text analysis.• Student research on finding academic sources• Peer review of written work• Analysis of work produced by students outside lectures.• Classes will usually consist of one two-hour class per week.158

Assessment RationaleCoursework one consists of student work which has been ongoing both inside andoutside lectures 1-6 with continual formative tutor feedback, maximising activestudent engagement and learning. Coursework one will thereby be the final productof student work on the key module areas of text analysis and commentary, summary,paraphrase and use of source.Coursework two requires student to actively engage in further practice ofcoursework one learning. In addition, student will gain confidence in other coreelements of the module, namely: finding appropriate sources; referencingtechniques; essay planning and producing an extended piece of academic writing.Coursework two provides a major formative learning opportunity for the student, withdetailed tutor feedback to the student on his/her written work.Coursework three requires that the student actively engages in reviewing his/herown written work and that of his/her peers, acting on tutor feedback to improvehis/her written work including editing and proof reading. Course work three alsorequires the student to reflect explicitly on the strengths and weaknesses of his/herwritten work and to plan action points for future improvement of his/her written work.The exam will summatively assess the student’s ability to express him-/herself inclear, accurate and appropriate English for the set tasks in the exam. The examtasks cover all the main elements of the module syllabus.Assessment CriteriaCoursework OneEvidence that:• the student can show in writing that he/she has understood the main content andfunction of the set text extracts and can comment on the style, target audienceand authorial voice of the texts.• The student can adequately summarise the extracts, produce a paraphrase of apart of each text and use correct referencing and source acknowledgementtechniques in their summary and paraphrase.Coursework TwoEvidence that the student has:• found academically valid sources appropriate for their chosen essay title;• read and understood these sources and produced a literature review whichcorrectly summarises the content of the sources;• written a clear and detailed essay plan which gives an outline of the content ofthe essay, a logical order of points in the development of an argument andappropriate incorporation of sources to support that argument;• written a short academic essay in a clear style suitable for academic work.159

The essay will be marked for:• grammatical/lexical accuracy• appropriate style and register• achievement of communication task• clear and professional presentation.Coursework ThreeEvidence that the student has:• Actively engaged in reviewing and improving his/her own written work by actingon tutor feedback to improve their essay, editing and proof reading• Explicitly reflected on the strengths and weaknesses of his/her written work.• Explicit action points for the future improvement of his/her academic writing.ExamEvidence that the student can express him/herself in clear, accurate and appropriateEnglish for the set tasks in the exam.Assessment Methods and Weightings20% 3 written text analyses of approx. 100 words each. (CWK 1)20% Essay: photocopies of sources used + essay plan+ 800-1000 word essay.(CSWK 2)20% Improved Essay 800 -1000 words + 100 word written reflection. (CSWK 3)40% A 2-hour exam to test academic written style, accuracy and vocabulary. Theexam will include a timed essay.SourcesModule TextsStudents will be required to have available for the course a grammar reference, forexample, Swan, M (1995) Practical English Usage. Oxford: Oxford University Press,and a dictionary (students may choose their own title). The module tutors will usematerial from the bank of Academic Writing modules in the School of Languages,and will also exploit key texts and material from the WBS. Finally, as a mainteaching resource, tutors will use:Recommended TextsCottrell, S. (2005) Critical thinking skills: Developing effective analysis and argumentBasingstoke, Hants: PalgraveMcMillanCrème, P. & Lea M. R. (2003) Writing at university. Buckingham: Open UniversityPressFairbairn, G.J. & Winch C. (1996) Reading, writing and reasoning. Buckingham:Open University PressGiltrow, J. (1999) Academic writing (2nd Edition). Ontario: Broadview Press160

Greetham, B. (2001) How to write better essays. Basingstoke: PalgraveMcCarter, S. (1997) A book on writing. Midlothian: IntelliGeneOshima, A. and Hogue, A. (2005) 4 th edn. Writing academic English. Harlow:Pearson/LongmanSeely, J. (2000) The Oxford guide to writing and speaking. Oxford: Oxford UniversityPressSmith, M. & Smith, G, (1995) A study skills handbook. Oxford: Oxford UniversityPressSwales, J.M. and Feake, C.B. (2004) Academic writing for graduate students:Essential tasks and skills (2nd edn). Michigan:University of Michigan PressSwan, M. and Walter, C. (1997) How English works: A grammar practice book withanswers. Oxford: Oxford University PressTrzeciak, J. & Mackay, S.E. (1996) Study skills for academic writing. Harlow:LongmanAdditional TextsCottrell, S. (1999) The study skills handbook. Basingstoke, Hampshire: MacmillanGermov, J. (2000) Get great marks for your essays. St.Leonards, NSW: Allen &UnwinHennessy, B. (1994) How to write an essay: Winning techniques and skills forStudents. Plymouth: How to BooksKing, G. (2000) Collins wordpower vocabulary expander. Glasgow: HarperCollinsManser, M. (Ed.) (2000) Bloomsbury good word guide. London: BloomsburyOxford paperback dictionary and thesaurus. (1997) Oxford: OUPThomson, A. (1996) Critical reasoning: A practical introduction. London: RoutledgeDate of Initial Validation:Dates of CASG Approved Modifications:Date of Re-Validation/Review:161

Full Module Title:COMMUNICATION BETWEEN CULTURES:AN INTRODUCTION TO CROSS-CULTURALSTUDIESShort Module Title:Communication between CulturesModule Code:1CCM400Module Level: 4Academic Credit Weighting: 15School:Social Sciences, Humanities and LanguagesDepartment:Modern LanguagesLength: Semester 1 or 2Module Leader:Robin CranmerExtension: 2054E-mail:R.P.Cranmer@wmin.ac.ukSite:VariousHost Course:BA Modern LanguagesStatus:Relevant Course:Titles/Pathways:Subject Board:Pre-Requisites:Co-Requisites:Assessment:Special Features:Access Restrictions:Summary of Module Content:N/ABA Language StudiesBA Modern LanguagesBA Language and Other DisciplinesBA TranslationVariableModern LanguagesNoneNone100% courseworkNoneNoneThis module is an introduction to the recentlyestablished field of Cross-Cultural Studies, but isvery closely focused on those aspects of theoryand practice relevant to students’ personalsituations, living and studying in the London area.It introduces students to theory allowing them toanalyse more closely how different culturesinteract and why they do so successfully orotherwise. Students are also asked to applytheory and skills of analysis to interculturalencounters in their own lives. They then learnforms of methodology for carrying out researchon various types of cultural or inter-culturalissues and do a research project on an aspect oftheir cultural identity of particular interest to them.162

Module Aims• To equip students with a theoretical framework for analysing the value system ofcultures and the factors which affect how cultures interact.• To develop students’ capacity to analyse the cultures around them in atheoretically informed way.• To give students’ an awareness of research methodology which can be used toinvestigate intercultural issues systematically.• To give students the opportunity to put all of this into practice by carrying out aresearch project.Learning OutcomesStudents will have an awareness of some of the ways in which language and cultureare interrelated.Students will have the capacity to analyse in a theoretically informed way the valuesystems of cultures, intercultural encounters, their own cultural identity and the wayssocieties deal with difference.Students will have the capacity, using established researched methodology, to planand carry out a research project on intercultural topics. This will include the ability toconduct interviews effectively and to analyse the data generated.Indicative Syllabus Content• Analysing intercultural encounters – theoretical factors.• Different concepts of culture.• Culture and value system.• Stereotypes.• Relationship between language and culture.• Subcultures and cultural identity.• Outsider/insider perspective.• Analysing societies’ handling of intercultural encounters.• Monoculturalism/interculturalism/multiculturalism.• Models of integration.• Ethnographic research.• Theory of interview techniques.• Interpreting qualitative research data.Teaching and Learning MethodsStudents will read and analyse theoretical material and participate in group sessionssummarising it.Students will analyse, videos, tapes and autobiographical extracts to see whatintercultural encounters they involve, and why the encounter happens in the way itdoes.163

Students will participate extensively in group and pair work, particularly whenrequired to apply theory to personal experience.Students will carry out project work during and outside of sessions. Students willinterview, and be interviewed by, other students. Students will participate in theprocess of interpreting each others’ data.Tasks out of class will involve theoretical reading, analytical tasks and practical onesrelating to project work.Assessment RationaleAll pieces of coursework are learning tasks as well as assessment tasks.Coursework 1 - students are required to analyse a number of encounters betweencultures as described in extracts from autobiographical/fictional writings and toextend their analysis to parallel personal experiences. To do this to a good standardstudents will need to apply the theory they have studied. The tasks therefore revealboth the students’ grasp of theory and their capacity to apply it.Coursework 2 - students are required both to explain key concepts and to applythem to their own culture and experience. Once again this reveals both the students’grasp of theory and their capacity to apply it.Coursework 3 - this project, requiring students to choose an aspect of their culturalidentity, do interviews in relation to it and interpret them, shows the extent to whichstudents can use the theory they have already studied in closely analysing their owncultural identity and the perceptions of outsiders of that identity. It also reveals theircapacity to apply the theory studied on carrying out qualitative research projectsincluding interview technique.Assessment CriteriaCoursework 1 - Extent to which concepts and techniques studied are appropriatelyapplied to the analysis of texts supplied and to parallel personal experience.Coursework 2 - Extent to which student shows, through the analysis of their ownculture, a grasp of the relationship between language and culture, in particular wherewords and core cultural values are concerned. Extent of awareness of differentways in which ‘culture’ can be understood and capacity to relate these differentconcepts of culture to particular societies.Coursework 3 - Extent of the student’s ability to identify significant interculturalissues concerning their own cultural identity. Capacity to design research projects.Extent of awareness of, and ability to put into practice, techniques for conductingsuccessful qualitative interviews. Extent of methodological rigour, coherence andinsight shown in interpreting ethnographic data.164

Assessment Methods and WeightingsCoursework 1 – This is a written assignment which aims to assess students’ abilityto analyse individuals’ experiences of encounters between cultures, using thetheoretical tools the course provides. Concepts like stereotyping and prejudice willplay a role in this analysis. The assessment will also ask students to analyse theirown experience. (25% of module mark)Coursework 2 – This is also a written assignment testing students’ grasp of ways inwhich ‘culture’ can be understood, the concept of ‘core values’ within a culture, andalso the relationship between language and culture. (25% of module mark)Coursework 3 (project) – This is a project which will involve doing interviews on thetheme of cultural identity and analysing them. It is aimed at assessing students’ability to investigate an aspect of their cultural identity in a systematic and insightfulway and also their capacity to make coherent sense of the data their investigationprovides. (50% of module mark)To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.SourcesEssential ReadingKramsch, C. Language and Culture, Oxford University Press, 2000Further ReadingAlasuutari, P.Bennett, M.J.Cobley, P. (ed.)Researching Culture: Qualitative Method and CulturalStudies, London, Sage, 1995Basic Concepts in Intercultural Communication, YarmouthMaine, Intercultural Press, 1998The Communication Theory Reader, London, Routledge,1995Giles, J & Middleton, T. Studying Culture, Oxford, Blackwell, 1999Katan, D.Translating Cultures, Manchester, St. Jerome Publishing,1999Kvale, S. Interviews, London, Sage, 1996Pickering, M.History, Experience and Cultural Studies, London,MacMillan, 1997165

Said, E.W. Out of Place: A Memoir, London, Granta Books, 2000Schirato, T. & Yell, S.Scollon, R. & WongScollon, S.Communication and Culture: an Introduction, London,Sage, 2000Intercultural Communication, Oxford, Blackwell, 1997WWW ReferencesIALIC – International Association for Languages and Intercultural Communicationhttp://www.cf.ac.uk/encap/sections/lac/ialicSIETAR – Society for Intercultural Education, Training and Researchhttp://www.sietar-europa.org/INTERCULTURAL PRESShttp://www.interculturalpress.com/shop/index.html166

Full Module Title:TRANSLATION IN SOCIETY: LANGUAGE,IDEOLOGY AND COMMUNICATIONShort Module Title:Translation in SocietyModule Code:1TRS501Module Level: 5Academic credit weighting: 15 creditsLength:1 SemesterSchool and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Charles DenrocheExtension:N/AE-mail:denrocc@wmin.ac.ukHost course:BA TranslationStatus:CoreSubject Board:Modern LanguagesPre-requisites:Normally L4 modules – Translation as CulturalPractice pathwayCo-requisites:Normally L5 modules BilingualTranslation/Language for Work pathwaysAssessment: Presentation 25%; Coursework 25%; Essay 50%Summary of Module Content: This module is designed for second-year studentsof BA Translation. It aims to develop a criticalunderstanding of how different notions oftranslation are constructed and represented incontemporary society and to investigate theirrelationship to broader questions about therelationship between language and society.___________________________________________________________________Module AimsThe module aims to enable you to acquire:• A critical awareness of and ability to analyse the differences between popularand professional notions of ‘translation’ and the reasons for them;• An understanding of sociolinguistic concepts of relevance to the analysis oflanguage and translation attitudes within and across contemporary societies;• An ability to apply methods of critical discourse analysis to media textsconcerned with translation and related activities;• An ability to identify and investigate appropriate material for analysis withminimal guidance.Learning OutcomesOn successful completion of this module you will be able to:1. Identify representations of ‘translation’ in the media and categorise them inways that deepen your understanding of translation as a social activity;167

2. Select and apply appropriate sociolinguistic concepts to how ‘translation’ isviewed by different participants in media discourse concerning language andsociety;3. Conduct critical analysis of tokens of such discourse, drawing on yourknowledge of relevant case studies;4. Demonstrate an awareness of the role played by professional bodies andlegislative frameworks relevant to translation in society;5. Work independently to acquire and consolidate your understanding oftranslation as a social activity outside of the classroom.Indicative Syllabus ContentThe module content is designed to develop a critical framework for analysing thediscursive practices in which ‘translation’ as a category of activity is implicated incontemporary societies. Drawing on the principles of Critical Discourse Analysis, itwill focus in particular on the tension between popular and professional notions of'translation', examining how these are represented in the media and to what extentformal policy initiatives and regulatory frameworks mitigate against this tension. Theframework will seek to position translation as a language activity within a broaderdiscussion of the relationship between language and society, drawing onsociolinguistic concepts such as identity, ethnolinguistic vitality, language beliefs andideologies, language policy and language planning. The analysis will take the formof a series of comparative case studies selected for the ethical and politicalquestions they raise.Teaching and Learning MethodsThe module is delivered in 10 x 2-hour weekly lecture/workshops, with additionalreading time provided for during the Guided Independent Study weeks at the end ofthe semester. Learning is fostered by a mixture of formal presentations in which keyconcepts are presented by the module team, followed by individual and groupanalysis and application to the case study under discussion. Each lecture isaccompanied by a reading task, requiring you to submit a brief written response inthe form of a summary or critical appraisal of the set text to the module’s wiki.Assessment RationaleThe module is assessed by a combination of presentation, coursework and essay, allof which will be undertaken in English. The presentation is designed to allow you topresent the findings of an initial piece of analysis and receive feedback from yourpeers. The coursework is a test of your ability to select, present and justify in writingthe use of a particular concept or approach for analysis. The essay is a test of yourunderstanding of the wider issues raised by the module and will take the form of aminiature case study, identified and investigated independently by the student.Assessment CriteriaIn all assessments for this module, students are expected to demonstrate thefollowing:168

• An ability to select from, present and apply appropriately a range of theoreticalconcepts;• An ability to analyse systematically the different senses in which ‘translation’ isused within and across societies;• A critical understanding of the sociolinguistic and other factors which influencethis process.Additionally,In the presentation, students are expected to demonstrate that they can:• Structure a 15-minute presentation, using appropriate materials and resources;• Engage an audience and respond to questions when challenged;• Select appropriate and stimulating material for analysis.In the coursework, students are expected to demonstrate that they can:• Structure an extended piece of writing (of 1000 words) using appropriateacademic English and scholarly apparatus;• Incorporate suggestions and develop ideas in light of the feedback provided inresponse to their presentation;• Draw on and develop ideas from the discussion and reading tasks posted onthe module’s wiki.In the final essay, students are expected to demonstrate that they can:• Identify, research and present material appropriate for a miniature case study;• Structure an extended piece of writing (of 2000 words) using appropriateacademic English and scholarly apparatus;• Demonstrate an awareness of the ambiguities in which translation as a socialactivity is implicated.The presentation will explicitly test learning outcomes 1 and 5;The coursework will explicitly test learning outcomes 2 and 3;The essay will explicitly test learning outcomes 1,2,3,4 and 5;Marks are awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria as outlined above.Characteristics of performance MarkOutstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or below169

Assessment Methods and WeightingsPresentationCourseworkEssay25% (15 minutes)25% (1000 words)50% (2000 words)To pass this module, you are required to secure an overall mark of 40% and at least30% in each of the assessments. Please be aware that should you achieve less than30% in respect of any of the elements of assessment, you will be referred in therelevant element and your final mark for the module will be capped at 40%.SourcesEssential readingFairclough, N., 1995. Media Discourse. London: Arnold.Wardaugh, R., 2006. An Introduction to Sociolinguistics. Oxford: Blackwell.Meyerhoff, M., 2006. Introducing Sociolinguistics. Oxford: RoutledgeVenuti, L. (ed), 2000. The Translation Studies Reader. London: Routledge.Further readingBaker, M. (ed), 2001. The Routledge Encyclopedia of Translation Studies. London:Routledge.Bassnett, S., 2002. Translation Studies (3rd). London: Routledge.Bassnett, S. & H. Trivedi (eds),1999. Post-Colonial Translation. London: Routledge.Fairclough., N. and Chouliaraki, L., 1999. Discourse in Late Modernity. Edinburgh:Edinburgh University PressFairclough, N., 2001. Language and Power. London: Longman.Fasold, R., 1984. The Sociolinguistics of Society. Oxford: Blackwell.Fasold, R., 1990. The Sociolinguistics of Language. Oxford: Blackwell.Haarman, H., 1986. Language in ethnicity: a view of basic ecological relations.Berlin: Mouton de Gruyter.Le Page, R., and Tabouret-Keller, A., 1985. Acts of Identity: creole-basedapproaches to language and ethnicity. Cambridge: Cambridge University Press.Perez, M. (ed), Apropos of Ideology. Manchester: St Jerome.Robinson, D., 2003. Becoming a Translator: An Introduction to the Theory andPractice of Translation. London: Routledge.Shuttleworth, M. & M. Cowie, 1997. Dictionary of Translation Studies. Manchester:St Jerome.Steiner, G., 1975/1992/1998. After Babel: Aspects of Language and Translation.Oxford: Oxford University Press.Venuti, L., 1995. The Translator’s Invisibility: A History of Translation. London:Routledge.Additional SourcesStudents will be provided with a list of web resources and professional journalsrelevant to the case studies selected for the module.170

Date of initial Validation:Dates of CASG approved modifications:Date of re-validation/review:171

Full Module Title:WORK-INTEGRATED SIMULATION FORTRANSLATORSShort Module Title:Work-Integrated Translation SimulationModule Code:1TRS502Module Level: 5Academic credit weighting: 15 creditsLength: one semester (Semester 2)School and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Charles DenrocheExtension:N/AE-mail:denrocc@wmin.ac.ukHost course:BA (Hons) TranslationStatus:CoreSubject Board:Modern LanguagesPre-requisites:Normally L4 modules – Translation as CulturalPractice pathwayCo-requisites:Normally L5 modules BilingualTranslation/Language for Work pathwaysAssessment:100% coursework:CW 1 (80%): a pair or group portfolio assessmentcomprising 2 of your owntranslations plus 2 translations bycolleagues which you have revised.CW2 (20%): A self-reflective report in English(1,000 words).Summary of Module Content: The module will acquaint you in simulation with theopportunities and constraints associated withtranslation in a professional working environment.You will be required to work in pairs or in groups onsimulated commissions, for which you will providetranslation services, including editing usingstandard industry Computer-Assisted Translationtools. You will be required to translate short texts atspeed and in circumstances that reflect realisticprofessional demands. You will be assessed on thefinal outcomes and on your individual report on themanagement of these commissions. As part of thepreparation for these commissions, you willundertake an organised visit to the EuropeanCommission Translation service and attend briefingsessions from various professionals working in thetranslation industry.___________________________________________________________________Module AimsThe module aims to:172

• Promote familiarity with a wide range of translation-related realia, includingquality processes, project-led IT requirements and corporate communications;• Enable you to recognise the value of work experience in a simulation as ameans to facilitate transfer of learning between theory and practice;• Develop an awareness of work-place culture and expectations, including theimportance of presentation, time-management and communication skills,reporting systems and cultural awareness;• Involve you as a team-member in a simulated professional assignment, therebydeveloping your autonomy and your communication and interpersonal skillswithin a team, as well as your confidence in relation to your careerdevelopment;• Enable you to extend your analytical skills to reflect on your experience and todevelop the discourse needed to describe your skills and abilities;• Allow you to complete a SWOT analysis for inclusion in your Multilingua e-portfolio and add aspects of your experience to an updated version of your CV.Learning OutcomesAt the end of the module, you will have:1. become familiar with a wide range of translation-related realia;2. translated texts and edited others’ work to a professional brief;3. managed a work commission and maintained adequate records and reportingsystems;4. been acquainted with the constraints and pressures of working life as aprofessional in the field of translation through simulation;5. demonstrated an ability to transfer information and knowledge gained fromobservation and experience into a written report;6. prepared a written report on the experience for inclusion in your Multilingua e-portfolio record.Indicative Syllabus ContentAs this module consists of a portfolio of work, there is no formal syllabus.You will be sent translations of 300 words approximately to manage, translate, editand format to a brief on a weekly basis by your lecturer via Blackboard. You will alsobe provided with a briefing document setting out the working systems, qualityprocesses and corporate communication requirements of a notional translationcompany.The translations will make a variety of IT demands, including terminologymanagement, the use of translation memory software and input/output of text from avariety of standard software packages.You will be required to manage the translations and the editing and IT requirementswithin your group on a rotating basis. You will then submit 2 of your translations plus2 of your colleagues’ translations which you will have edited and reviewed in aportfolio for assessment.173

In addition, you are required to attend the presentations from professionals working in thetranslation industry and to attend 3 workshops throughout the module:• A preparatory workshop, which will cover issues associated with learning tolearn from experience and observation, collaborative peer-learning, professionalresponsibilities and record-keeping;• A work-in-progress workshop, which will cover time-management, progress onrecord keeping and to deal with any issues arising from the commissions;• An end-of-module workshop, 2 weeks before submission of the portfolio of workand of the feedback report, which will be used for a general debriefing.Students will be asked to use the Discussion Board facility of the module site toexchange views on the task and advice from peers and staff.Teaching and Learning MethodsThe module is delivered in the following format:• 3 x 2-hour workshops led by the lecturer;• 4 x 2-hour presentations and question and answer sessions led professionalsworking in the translation industry;• One visit to a translation company in London• One day-trip to the translation services of the European Commission;• 2 x 30-minute supervision sessions for each pair/group with the lecturerorganised by mutual agreement.Learning is fostered by a mixture of professional simulation, investigation ofprofessional environments, self-managed translation activity and self-reflection.Students are required to submit all their work, including those translations notsubmitted as part of the portfolio assessment and associatedcommunications/documents created through the management of the translationprocess, to the module blackboard site.Assessment RationaleThe assessment is made up of 2 translation/editing pieces, which reflect theoutcome of the simulated commission, and an analysis of your work experience,including the processes that took place during the semester and your response toinput provided by translation professionals. The analysis will comprise a standardpro-forma to fill in for record purposes, which can feed into your e-portfolio, plus anindividual written report in English of 1,000 words.Assessment CriteriaAssessment 1 will test your ability to complete the commission to a professionalstandard.Assessment 2 will test your ability to negotiate the commission’s management inyour pair or group and to keep appropriate written records of the processes. It will174

also test your ability to reflect on your experience, to synthesize its main aspects andto learn from it.Assessment Methods and WeightingsThere are 7 levels of achievement, all based on the learning outcomes tested. Marksare awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria tailored for each assessment:Outstanding (first class, with a mark over 80%): the student has reached fully thelearning outcomes tested; appropriate and imaginative translation solutions havebeen found in all cases; the editing/review of the others’ work is entirely appropriate;the work, including the report, displays a significant number of professionalcharacteristics.Excellent (first-class, with a mark of 70 to 79%): the student has reached fully thelearning outcomes tested; appropriate translation solutions have been found in all oralmost all cases; the editing/review of the others’ work is entirely appropriate; thework, including the report, displays a number of professional characteristicsVery good (Upper second, with a mark of 60 to 69%): the student has reachedalmost all of the learning outcomes tested and in most cases has been able topropose appropriate translation and editing solutions; the translation and editingcould be brought up to professional standard through a combination of rewriting andlight editing.Good (Lower second, with a mark of 50 to 59%): the student has reached most ofthe learning outcomes tested and has been able to propose appropriate translationand editing solutions in a significant amount of cases; for the translation, editing andreport to brought up to professional standard a significant amount of rewriting wouldbe required.Passable (Third, with a mark of 40 to 49%): the student has reached significantly thelearning outcomes tested and has been able on occasions to propose appropriatetranslation and editing solutions; in many respects the translation, editing and reportwould not be deemed adequate in a professional or commercial setting.Unsatisfactory (Marginal Fail, with a mark of 35 to 39%): the student has notreached (or only minimally) the learning outcomes tested and has not or onlyoccasionally proposed an appropriate translation or editing solution; the translation,editing and report would be deemed inadequate to a large extent in a professional orcommercial setting.Clear Fail (with a mark below 34%): the student has not reached the learningoutcomes tested and has not proposed appropriate translation solutions; there islittle evidence of understanding of the translation and editing issues posed by thetext or little attempt to engage with those issues; the translation, editing and reportwould be deemed wholly inadequate in a professional or commercial setting.175

To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.SourcesIt is not appropriate to set sources for this specifically practical module. However, asgeneral background, you are strongly advised to acquaint yourself with the varioustranslators’ e-groups or blogs widely available on the web and with conferenceproceedings of the Institute of Translation and Interpreting (ITI) in the form of selectedpapers and with occasional articles in The Linguist. The module leader will providefurther guidance to reflect the specific focus of the simulation at the time of delivery.Date of initial Validation:Dates of CASG approved modifications:Date of re-validation/review:176

Full Module Title:TRANSLATION AS CULTURAL PRACTICE:LANGUAGE, METAPHOR AND INSTITUTIONALCONTEXTShort Module Title:Translation as Cultural PracticeModule Code:1TRS601Module Level: 6Academic credit weighting: 15 creditsLength:1 SemesterSchool and Department: Social Sciences, Humanities and LanguagesDepartment of Modern and Applied LanguagesModule Leader(s):Charles DenrocheExtension:N/AE-mail:denrocc@wmin.ac.ukHost course:BA TranslationStatus:CoreSubject Board:Modern LanguagesPre-requisites:Normally L5 modules – Translation as CulturalCo-requisites:Practice pathwayNormally L6 modules BilingualTranslation/Language for Work pathwaysAssessment: Presentation 25%; Coursework 25%; Essay 50%.Summary of Module Content: This module is designed for final-year students ofBA Translation. It aims to develop a criticalunderstanding of the different social andinstitutional contexts in which varied forms oftranslation are undertaken; the function ofinstitutional metalanguage and social metaphors indefining working practices; and how theseconstrain or influence the role conceived for thetranslator and the roles translators conceive forthemselves.___________________________________________________________________Module AimsThe module aims to enable you to acquire:• A critical awareness of and ability to analyse the differences between varioussocial and institutional cultures or sub-cultures in which ‘translation’ isundertaken;• An awareness of how these cultures or sub-cultures influence translationprocesses and products and the assumptions that makers and users oftranslations bring to bear on these processes and products;• An ability to identify and analyse institutional metalanguage and socialmetaphors and to understand the ways in which they influence the work of atranslator;• An ability to analyse explicit or implicit structures of work in translationprocesses and explain to non-specialists their potential impact on quality.177

Learning OutcomesOn successful completion of this module you will be able to:1. Identify and critically account for specific features in social or institutionalcultures or sub-cultures in which ‘translation’ is undertaken;2. Understand and explain how these sub-cultures may influence translationprocesses and products;3. Interpret and respond to institutional metalanguage and social metaphors whenthey impact on the work of a translator;4. Demonstrate an awareness of the role played by specific working practices ontranslation products, particularly where these are taken for granted;5. Work independently to acquire and consolidate your understanding oftranslation as a professional activity outside of the classroom.Indicative Syllabus ContentThe module content is designed to develop a critical framework for analysing thedifferences between the various social and institutional cultures and sub-cultures inwhich ‘translation’ is undertaken and for understanding their impact on the work ofthe translator.The topic areas covered by the module will typically include some or all of thefollowing:• The effect of commercial imperatives on literary translation;• The incorporation of ad hoc translations from reporters in field in media texts;• The impact of declared and undeclared policy considerations on officialtranslations of political texts;• The impact of specific business practices and process models on the quality offreelance translation.These areas will be developed through a series of comparative case studiesselected for the ethical and political questions they raise and they will be analysed interms of the potentially conflicting loyalties a translator may experience whenworking within and across different cultures and sub-cultures.Teaching and Learning MethodsThe module is delivered in 10 x 2-hour weekly lecture/workshops, with additionalreading time provided for during the Guided Independent Study weeks at the end ofthe semester. Learning is fostered by a mixture of formal presentations in which keyconcepts are presented by the module team, followed by individual and groupanalysis and application to the case study under discussion. Each lecture isaccompanied by a reading task, requiring you to submit a brief written response inthe form of a summary or critical appraisal of the set text to the module’s wiki.178

Assessment RationaleThe module is assessed by a combination of presentation, coursework and essay, allof which will be undertaken in English. The presentation is designed to allow you topresent the findings of an initial piece of analysis and receive feedback from yourpeers. The coursework is a test of your ability to select, present and justify in writingthe use of a particular concept or approach for analysis. The essay is a test of yourunderstanding of the wider issues raised by the module and will take the form of aminiature case study, identified and investigated independently by the student.Assessment CriteriaIn all assessments for this module, students are expected to demonstrate thefollowing:• An ability to select from, present and apply appropriately a range of theoreticalconcepts;• An ability to analyse systematically the different contexts in which ‘translation’ isundertaken within and across societies and within and across differentinstitutional contexts;• A critical understanding of the social, commercial, cultural and political factorswhich influence this process and the ways in which these factors are expressedin conventional metaphor and institutionalised metalanguage.Additionally,In the presentation, students are expected to demonstrate that they can:• Structure a 15-minute presentation, using appropriate materials and resources;• Engage an audience and respond to questions when challenged;• Select appropriate and stimulating material for analysis.In the coursework, students are expected to demonstrate that they can:• Structure an extended piece of writing (of 1000 words) using appropriateacademic English and scholarly apparatus;• Incorporate suggestions and develop ideas in light of the feedback provided inresponse to their presentation;• Draw on and develop ideas from the discussion and reading tasks posted onthe module’s wiki.In the final essay, students are expected to demonstrate that they can:• Identify, research and present material appropriate for a miniature case study;• Structure an extended piece of writing (of 2000 words) using appropriateacademic English and scholarly apparatus;• Demonstrate an awareness of the explicit and implicit constraints whichinfluence translation as a social activity.179

The presentation will explicitly test learning outcomes 1 and 5;The coursework will explicitly test learning outcomes 2 and 3;The essay will explicitly test learning outcomes 1,2,3,4 and 5;Marks are awarded as follows, with the specific characteristics of performance to bedetermined on the basis of criteria as outlined above.Characteristics of performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Methods and WeightingsPresentationCourseworkEssay25% (15 minutes)25% (1000 words)50% (2000 words)To pass this module, you are required to secure an overall mark of 40% and at least30% in each of the assessments. Please be aware that should you achieve less than30% in respect of any of the elements of assessment, you will be referred in therelevant element and your final mark for the module will be capped at 40%.SourcesThis module will be taught through a series of case studies and practicalinvestigations, for which students will be provided with relevant briefing packs ateach stage of delivery.However, the following sources will also be useful for background reading andcontext:Ethnography of CommunicationBauman, R. and Sherzer, J. (eds.), 1974. Explorations in the Ethnography ofSpeaking.Gumperz, J. and Hymes, D. (eds.), 1972. Directions in Sociolinguistics: TheEthnography of Communication.Saville Troike, M., 1982. The Ethnography of Communication: An Introduction.Baltimore: University Park Press,.Fairclough, N., 1995. Media Discourse. London: Arnold.MetaphorWay, E.C..1994. Knowledge Representation and Metaphor. Oxford: Intellect.Grant, D., 1996. Metaphor and Organizations. London: SAGE.Lakoff, G., 1980. Metaphors we live by /. Chicago: University of Chicago Press.180

Cameron, L. and Low, G. (eds.) 1999. Researching and applying metaphorCambridge: Cambridge University Press.Kövecses, Z., 2005. Metaphor in culture. Cambridge: Cambridge UniversityAdditional SourcesStudents will be provided with a list of web resources and professional journalsrelevant to the case studies selected for the module.Date of initial Validation:Dates of CASG approved modifications:Date of re-validation/review:181

Full Module Title:TRANSLATION PROJECT (4-YEARCOURSE)Short Module Title:Translation Project (4-Year Course)Module Code:1SPA670Module Level: 6Academic Credit Weighting: 15 CreditsSchool:Social Sciences, Humanities and LanguagesDepartment:Modern LanguagesLength:One Semester (Semester One for BA MLLOD and Semester Two for BA Translation)Module Leader(s):Lucy CollardExtension: 2069Email:L.Collard@westminster.ac.ukSite:Regent CampusHost Course:BA Modern LanguagesStatus:CoreRelevant Course Titles/Pathways: BA Modern LanguagesBA Language and Other Disciplines (4-Year)BA Translation (4-Year)Subject Board:Modern LanguagesPre-requisites:Normally relevant Languages in ActionModules at Levels 4 and 5Co-requisites:NoneAssessment:100% courseworkSpecial Features:Refer to Programme HandbookAccess Restrictions:Refer to Programme HandbookSummary of Module Content: Group workshops, individual supervision;personal choice of text to be translated andcommented upon, using the theoreticalinsights gained in the workshops.___________________________________________________________________Module AimsThe module aims to enable you to:• select and use appropriate research sources;• demonstrate your translation skills on an extended text;• elaborate on the translation issues raised by the text and the translation choicesyou have made;• write cogently on the translation process.Learning OutcomesOn successful completion of this module you will be able to:• plan and manage a translation project over a period of time;• independently research a subject-area related to the chosen text;182

• develop and apply knowledge, techniques and skills acquired during thecourse;• set out the translation and accompanying material in a clear, scholarly manner.Indicative Syllabus ContentThis is not a taught component. Students receive individual supervision. In addition,workshops are held on:• How to choose a text;• How to comment on a text;• Research skills for translation.Teaching and Learning MethodsIndividual supervision plus a mixture of tutor-led and student-led workshops.Assessment RationaleThe translation of a 5000-6000 word text into English has been chosen as the mostappropriate assessment method. The text will be evaluated according to theaccuracy, clarity and readability of the translation. The accompanying commentary(approximately 3000 words in English) will be assessed according to the insights itprovides into the translation issues encountered.Assessment CriteriaThe translation project will allow you to demonstrate your planning, organisation andtime management skills. The commentary will test your ability to identify translationissues and discuss solutions appropriately.Marks are awarded as follows, characteristics of performance to be determined onthe basis of criteria as outlined above.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Method and Weighting100% coursework. (75% translation and 25% commentary)SourcesSuggestions for Reading183

How Language WorksCrystal, D and Davy, D, Investigating English Style (Longman 1969)Graddol, D, Cheshire, J and Swann, J, Describing Language (Open University Press1987)Hartley, A F, Linguistics for Language Learners (Macmillan 1982 - chapter 10 on textstructure especially)Hudson, R, Invitation to Linguistics (Blackwell 1984)Translation Problems and StrategiesBaker, M, In Other Words (Routledge 1992)Fraser, J, “The pitfalls of translating social and labour texts” in The Linguist vol. 26 no. 3(summer 1987)Fraser, J, “Mapping the process of translation” in META vol. 41 no. 1 (March 1996)Hervey, S and Higgins, I, Thinking Translation (Routledge 1992)Newmark, P, A Textbook of Translation (Prentice Hall 1988)Newmark, P, About Translation (Multilingual Matters 1992)Newmark, P, Paragraphs on Translation (Multilingual Matters 1993)Nida, E and Rayburn, W, Meaning Across Cultures (Orbis 1981)*Trask, R.L., Mind the Gaffe: The Penguin Guide to Common Errors in English* and other work by Nida; although he focuses on Bible translation, his comments are ofmore general application to a wide range of cross-cultural aspects of translation.MiscellaneousConference proceedings of the Institute of Translation and Interpreting (ITI) - selectedpapers; occasional articles in The Linguist (especially Peter Newmark’s general writingson translation)Dictionaries and Other Reference WorksGet into the habit of working solely with monolingual dictionaries in both the source andtarget languages; learn your way around them, find out their strengths and weaknesses.This may be difficult to start with but the quality of the information on words and phraseswill repay your efforts! Also research the thesauruses and synonym finders available inthe library, to see which suit you best. Finally, a hint on English dictionaries; as well asthe Collins, Oxford, Chambers etc, try the Collins Cobuild or any other learners’dictionary - although meant for students of English, they are excellent for translatorsbecause they give so much context for how words and phrases should be used.Literary Translation – BibliographyAlvarez, R. & Vidal, M.C-A., (eds), Translation, Power and Subversion, MultilingualMatters, Clevedon: 1996Baker, Mona, In Other Words, Routledge, London: 1996Bassnet-McGuire, Susan, Translation Studies. Parts I &II, Routledge, London: 1988Bassnet, Susan , Translating Literature, St Edmunsbury Press, Suffolk: 1997184

Carter, R. & Simpson, P., (eds), Language, Discourse and Literature, UnwinHayman, London: 1989Foulkes, P., “Literary Translation: Is it different?”, The Linguist, Vol.28, no.1, 1989Hervey, S. & Higgins. I., Thinking Translation, Routledege, London: 1997Nida, E. & Rayburn, W., Meaning across cultures, Orbis, London: 1981Schaffner, C. & Kelly, H., Cultural Functions of Translation, Multilingual Matters,Clevedon: 1995Taylor, J., McMorran, E. & Leclercq, G., (eds), Translation: Here, There, Now andThen, Elm Bank: Exeter: 1996Venuti, Lawrence, Rethinking Translation, Routledge, London: 1992Useful Internet Addresses• Translator’s Home Companionwww.lai.com/lai/companion.html• Language Dictionaries and Translators:www.rivendel.com/~ric/resources/dictionary.html• The Virtual Reference Deskwww.thorplus.lib.pudue.edu/reference/index.html• Wordfinderwww.wordfinder.com185

Full Module Title:TRANSLATION PROJECT (3-YEARCOURSE)Short Module Title:Translation Project (3-Year Course)Module Code:1SPA671Module Level: 6Academic Credit Weighting: 15 CreditsSchool:Social Sciences, Humanities and LanguagesDepartment:Modern LanguagesLength:Whole yearModule Leader(s):Lucy CollardExtension: 2069Email:L.Collard@westminster.ac.ukSite:Regent CampusHost Course:BA Language StudiesStatus:CoreRelevant Course Titles/Pathways: BA Language StudiesBA Language and Other Disciplines (3-Year)BA Translation (3-Year)Subject Board:Modern LanguagesPre-requisites:Normally relevant Languages in ActionModules at Levels 4 and 5Co-requisites:NoneAssessment:100% courseworkSpecial Features:Refer to Programme HandbookAccess Restrictions:Refer to Programme HandbookSummary of Module Content: Group workshops, individual supervision;personal choice of text to be translated andcommented upon, using the theoreticalinsights gained in the workshops.___________________________________________________________________Module AimsThe module aims to enable you to:• select and use appropriate research sources;• demonstrate your translation skills on an extended text;• elaborate on the translation issues raised by the text and the translationchoices you have made;• write cogently on the translation process.Learning OutcomesOn successful completion of this module you will be able to:• plan and manage a translation project over a period of time;• independently research a subject-area related to the chosen text;• develop and apply knowledge, techniques and skills acquired during thecourse;186

• set out the translation and accompanying material in a clear, scholarly manner.Indicative Syllabus ContentThis is not a taught component. Students receive individual supervision. In addition,workshops are held on:• How to choose a text;• How to comment on a text;• Research skills for translation.Teaching and Learning MethodIndividual supervision plus a mixture of tutor-led and student-led workshops.Assessment RationaleThe translation of a 5000-6000 word text into English has been chosen as the mostappropriate assessment method. The text will be evaluated according to theaccuracy, clarity and readability of the translation. The accompanying commentary(approximately 3000 words in English) will be assessed according to the insights itprovides into the translation issues encountered.Assessment CriteriaThe translation project will allow you to demonstrate your planning, organisation andtime management skills. The commentary will test your ability to identify translationissues and discuss solutions appropriately.Marks are awarded as follows, characteristics of performance to be determined onthe basis of criteria as outlined above.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Method and Weighting100% coursework. (75% translation and 25% commentary)SourcesSuggestions for Reading187

How Language WorksCrystal, D and Davy, D, Investigating English Style (Longman 1969)Graddol, D, Cheshire, J and Swann, J, Describing Language (Open University Press1987)Hartley, A F, Linguistics for Language Learners (Macmillan 1982 - chapter 10 on textstructure especially)Hudson, R, Invitation to Linguistics (Blackwell 1984)Translation Problems and StrategiesBaker, M, In Other Words (Routledge 1992)Fraser, J, “The pitfalls of translating social and labour texts” in The Linguist vol. 26 no. 3(summer 1987)Fraser, J, “Mapping the process of translation” in META vol. 41 no. 1 (March 1996)Hervey, S and Higgins, I, Thinking Translation (Routledge 1992)Newmark, P, A Textbook of Translation (Prentice Hall 1988)Newmark, P, About Translation (Multilingual Matters 1992)Newmark, P, Paragraphs on Translation (Multilingual Matters 1993)Nida, E and Rayburn, W, Meaning Across Cultures (Orbis 1981)*Trask, R.L, Mind the Gaffe: The Penguin Guide to Common Errors in English* and other work by Nida; although he focuses on Bible translation, his comments are ofmore general application to a wide range of cross-cultural aspects of translation.MiscellaneousConference proceedings of the Institute of Translation and Interpreting (ITI) - selectedpapers; occasional articles in The Linguist (especially Peter Newmark’s general writingson translation)Dictionaries and Other Reference WorkGet into the habit of working solely with monolingual dictionaries in both the source andtarget languages; learn your way around them, find out their strengths and weaknesses.This may be difficult to start with but the quality of the information on words and phraseswill repay your efforts! Also research the thesauruses and synonym finders available inthe library, to see which suit you best. Finally, a hint on English dictionaries; as well asthe Collins, Oxford, Chambers etc, try the Collins Cobuild or any other learners’dictionary - although meant for students of English, they are excellent for translatorsbecause they give so much context for how words and phrases should be used.Literary Translation – BibliographyAlvarez, R. & Vidal, M.C-A., (eds), Translation, Power and Subversion, MultilingualMatters, Clevedon: 1996Baker, Mona, In Other Words, Routledge, London: 1996Bassnet-McGuire, Susan, Translation Studies. Parts I &II, Routledge, London: 1988Bassnet, Susan , Translating Literature, St Edmunsbury Press, Suffolk: 1997188

Carter, R. & Simpson, P., (eds), Language, Discourse and Literature, UnwinHayman, London: 1989Foulkes, P., “Literary Translation: Is it different?”, The Linguist, Vol.28, no.1, 1989Hervey, S. & Higgins. I., Thinking Translation, Routledege, London: 1997Nida, E. & Rayburn, W., Meaning across cultures, Orbis, London: 1981Schaffner, C. & Kelly, H., Cultural Functions of Translation, Multilingual Matters,Clevedon: 1995Taylor, J., McMorran, E. & Leclercq, G., (eds), Translation: Here, There, Now andThen, Elm Bank: Exeter:1996Venuti, Lawrence, Rethinking Translation, Routledge, London: 1992Useful Internet Addresses• Translator’s Home Companionwww.lai.com/lai/companion.html• Language Dictionaries and Translators:www.rivendel.com/~ric/resources/dictionary.html• The Virtual Reference Deskwww.thorplus.lib.pudue.edu/reference/index.html• Wordfinderwww.wordfinder.com189

Full Module Title:TRANSLATION PROJECT (Advanced andProficient Speakers)Short Module Title:Translation Project (Advanced and ProficientSpeakers)Module Code:1SPA692Module Level: 6Academic Credit Weighting: 15 CreditsSchool:Social Sciences, Humanities and LanguagesDepartment:Modern LanguagesLength:Whole yearModule Leader(s):Lucy CollardExtension: 2069Email:L.Collard@westminster.ac.ukSite:Regent CampusHost Courses:BA Language StudiesBA Language and Other DisciplinesStatus:CoreRelevant Course Titles/Pathways: BA Language StudiesBA Modern LanguagesBA Language and Other DisciplinesBA TranslationSubject Board:Modern LanguagesPre-requisites:Normally relevant Languages in ActionModules at Levels 4 and 5Co-requisites:NoneAssessment:100% courseworkSpecial Features:Refer to Programme HandbookAccess Restrictions:Refer to Programme HandbookSummary of Module Content: Group workshops, individual supervision;personal choice of text to be translated andcommented upon, using the theoreticalinsights gained in the workshops.__________________________________________________________________Module AimsThe module aims to enable you to:• select and use appropriate research sources;• demonstrate your translation skills into your mother tongue on an extendedtext;• elaborate in English on the translation issues raised by the text and thetranslation choices you have made;• write cogently in English on the translation process.190

Learning OutcomesOn successful completion of this module you will be able to:• plan and manage a translation project over a period of time;• independently research a subject-area related to the chosen text;• develop and apply knowledge, techniques and skills acquired during thecourse;• set out the translation and accompanying material in a clear, scholarly manner.Indicative Syllabus ContentThis is not a taught component. Students receive individual supervision. In addition,workshops are held on:• How to choose a text;• How to comment on a text;• Research skills for translation.Teaching and Learning MethodIndividual supervision plus a mixture of tutor-led and student-led workshops.Assessment Rationale• The translation of a 5000-6000 word text from English into your mother tonguehas been chosen as the most appropriate assessment method. The text will beevaluated according to the accuracy, clarity and readability of the translation.• The accompanying commentary (approximately 3000 words in English) will beassessed according to the insights it provides into the translation issuesencountered.Assessment CriteriaThe translation project will allow you to demonstrate your planning, organization andtime management skills. It will also show the quality of your decoding skills in Englishand of your expressive skills in your mother tongue. The commentary will test yourability to identify translation issues and discuss solutions appropriately atundergraduate level.Assessment Method and Weighting100% coursework. (75% translation and 25% commentary)SourcesSuggestions for ReadingHow Language Works191

Crystal, D and Davy, D, Investigating English Style (Longman 1969)Graddol, D, Cheshire, J and Swann, J, Describing Language (Open University Press1987)Hartley, A F, Linguistics for Language Learners (Macmillan 1982 - chapter 10 on textstructure especially)Hudson, R, Invitation to Linguistics (Blackwell 1984)Translation Problems and StrategiesBaker, M, In Other Words (Routledge 1992)Fraser, J, “The pitfalls of translating social and labour texts” in The Linguist vol. 26 no. 3(summer 1987)Fraser, J, “Mapping the process of translation” in META vol. 41 no. 1 (March 1996)Hervey, S and Higgins, I, Thinking Translation (Routledge 1992)Newmark, P, A Textbook of Translation (Prentice Hall 1988)Newmark, P, About Translation (Multilingual Matters 1992)Newmark, P, Paragraphs on Translation (Multilingual Matters 1993)Nida, E and Rayburn, W, Meaning Across Cultures (Orbis 1981)** and other work by Nida; although he focuses on Bible translation, his comments areof more general application to a wide range of cross-cultural aspects of translation.MiscellaneousConference proceedings of the Institute of Translation and Interpreting (ITI) - selectedpapers; occasional articles in The Linguist (especially Peter Newmark’s general writingson translation)Dictionaries and Other Reference WorksGet into the habit of working solely with monolingual dictionaries in both the source andtarget languages; learn your way around them, find out their strengths and weaknesses.This may be difficult to start with but the quality of the information on words and phraseswill repay your efforts! Also research the thesauri and synonym finders available in thelibrary in your mother tongue, to see which suit you best. Finally, a hint on Englishdictionaries; as well as the Collins, Oxford, Chambers etc, try the Collins Cobuild or anyother dictionary for English learners - they are excellent for translators because theygive so much context for how words and phrases should be used.Literary Translation and BibliographyAlvarez, R. & Vidal, M.C-A., (eds), Translation, Power and Subversion, MultilingualMatters, Clevedon: 1996Baker, Mona, In Other Words, Routledge, London: 1996Bassnet-McGuire, Susan, Translation Studies. Parts I &II, Routledge, London: 1988Bassnet, Susan , Translating Literature, St Edmunsbury Press, Suffolk: 1997Carter, R. & Simpson, P., (eds), Language, Discourse and Literature, UnwinHayman, London: 1989Foulkes, P., “Literary Translation: Is it different?”, The Linguist, Vol.28, no.1, 1989192

Harris, Geoffrey T., Translating French Literature and Film, Rodopi, Amsterdam:1996Hervey, S. & Higgins. I., Thinking Translation, Routledege, London: 1997Nida, E. & Rayburn, W., Meaning across cultures, Orbis, London: 1981Schaffner, C. & Kelly, H., Cultural Functions of Translation, Multilingual Matters,Clevedon: 1995Taylor, J., McMorran, E. & Leclercq, G., (eds), Translation: Here, There, Now andThen, Elm Bank: Exeter:1996Venuti, Lawrence, Rethinking Translation, Routledge, London: 1992Useful Internet Addresses:• Translator’s Home Companionwww.lai.com/lai/companion.html• Language Dictionaries and Translatorswww.rivendel.com/~ric/resources/dictionary.html• The Virtual Reference Deskwww.thorplus.lib.pudue.edu/reference/index.html• www.republique-des-lettres-com•• www.lire.fr/Ecrivains•• www.auteurs.net/public/chronique3 Spanish Area Studies Modules193

3.1 Encounter of Two Worlds: Spain and the Americas, from conquest toRevolution ............................................................................................ 1953.2 Introduction to Spanish and Latin American Culture ............................ 2003.3 Politics, Populism, Dictatorship and Democracy in Latin America: fromPerón to Chávez...................................................................................2053.4 Spanish and Latin American Culture: Social Change and Revolution,1900-1960 ............................................................................................ 2103.5 US-Latin American Relations, from Monroe to the present .................. 2153.6 Spanish and Latin American Culture: The Boom and Beyond, 1960-today .................................................................................................... 2213.7 BA Dissertation Module (4-Year Course) ............................................. 2273.8 BA Dissertation Module (3-Year Course) ............................................. 230194

Full Module Title:ENCOUNTER OF TWO WORLDS: SPAINAND THE AMERICAS, FROM CONQUESTTO REVOLUTIONShort Module Title:Spain and the Americas: Conquest toRevolution.Module Code:1SPA467Module Level: 4Academic Credit Weighting: 15 CreditsSchool:Social Sciences, Humanities and LanguagesDepartment:Modern LanguagesLength:One SemesterModule Leader(s):Dr. Celia SzustermanExtension: 2051Email:C.Szusterman@wmin.ac.ukSite:Host Course:Status:Relevant Course Titles/Pathways:Subject Board:Pre-requisites:Regent CampusBA Modern LanguagesBA Language StudiesBA Languages and Other DisciplinesCore or Option, depending on pathwayBA Modern LanguagesBA Language StudiesBA Languages and Other DisciplinesModern LanguagesVariable - please consult relevant coursehandbookCo-requisites: For all Modern Language students: variable -depending on pathway (please see relevantcourse handbook); for students on otherdegrees: noneAssessment:Special Features:Access Restrictions:Summary of Module Content:100% courseworkTwo contact hours per week taught in Englishfor beginners in Spanish for Post-A Levelstudents. Assessed in English.NoneIssues in historical and social developmentswith reference to Spain and Latin. A political,economic and social perspective on themutual impact of Spain and the Americas from1492 to 1821: from empire to revolution andindependence.Module AimsThe module aims to:• to equip students with the concepts required for the study of history andsociety;• to develop the necessary skills for students to analyse socio-historicaldevelopments.195

• to investigate Spanish and Latin American cultural issues more fully (seeIndicative Syllabus Content for details of these issues);• to contextualise approaches to the study of Spanish and Latin Americanhistory, economy, and society;• to develop the intellectual tools necessary for students to express tehmselvesappropriately and to discuss socio-historical issues in the Spanish and LatinAmerican contexts.Learning OutcomesOn successful completion of the module you will be able to:• demonstrate an ability to apply appropriate concepts to the analysis of sociohistoricaldevelopments;• demonstrate the skills needed for the analysis of historical and socialdevelopments:- identifying the main argument and supporting evidence in a text;- comparing and evaluating different arguments;- forming and writing your own arguments and expressing them clearly in awritten text, using established conventions for referencing and bibliography.• contextualise the concepts acquired, applying them to the analysis of sociohistoricaldevelopments in Spain and Latin America;• express clearly your knowledge of relevant developments in the Spanish andLatin American contexts with reference to the themes studied.Indicative Syllabus ContentTo examine and assess the impact that the discovery and settlement of America ona recently united Spain. Contrast the Eurocentric 19 th century assessment, with itsemphasis on (a) motives, methods and achievements of explorers and conquerorsand (b) the (beneficial) impact of Europe in the New World, and the 20 th century viewof historians with the conscience of European guilt: reassessment of Europeanlegacy, reassessment of pre-European past. The Incas, Mayas and Aztecs: fromcivilisation to colonial submission.The intellectual consequences, economic challenges (the supply of gold and silverfrom America regarded as the main contribution to the growth of Europeancapitalism), and political repercussions of the impact of America in 16 th and early17 th century Europe will be analysed.The role of Conquistadors, friars and imperial officials of the Spanish crown. Theencomienda and its impact on land ownership: latifundios and minifundios. The‘spiritual conquest’ of America: the Catholic Church and its missionaries. Thequestion of cultural diversity and the importance of migration. The emergence of alinear and progressive view of history.Peninsulares and criollos: the seeds of an American nationhood.The factors that contributed to the rise of Spain’s empire. Questioning the‘nationalist’ interpretation. The role of Spain in the periphery of Europe: extremes ofclimate, bad land distribution, poor communications, inadequate raw materials.196

The role of Reyes Católicos: 1492 and the ‘reconquest’ of Spain (the origins ofFranco’s ‘España grande y única’).Spaniards as joint participants in an enterprise made possible by the collaboration ofmany people from many nations. European expansion overseas was the result ofnew technology and the resulting European ability to produce goods and servicesmore efficiently than the rest of the world. The role of the Spanish language in theexpansion of Empire: language implied the imposition of culture, customs andreligion on conquered people. Language was power.Role of Seville, of the new social mobility: the nobles engaging in trade, or marryinginto merchant families; the latter, aspiring to nobility. The prosperity of Sevilleattracted also geographical mobility: Seville acted as a magnet for the population ofCastile.The existence of the New World promoted movement in Europe: of wealth, ofpeople, of ideas. The achievement of creating great new enterprises out of nothingproduced a new confidence in man's capacity to shape and control his world.The Independence of Spanish America and the decline of Spain.Teaching and Learning Methods• The first six weeks will be lecture-based. The second half of the semester willbe a combination of lecture (45 minutes) and seminars (45 minutes) with anemphasis on student participation.• The teaching will make extensive use of up-to-date audio-visual material andIT, in addition to text-based information.• Contents of lectures and seminars are supported by a wide range of multimediamaterials in the library, encouraging student-centred learning.• Full use is made of our Central London location to encourage visits tomuseums, galleries etc. for illustrative and research purposes.• Students will be encouraged to produce summaries of sources in power-pointformat.Assessment RationaleA combination of written and oral presentations has been chosen as the mostappropriate assessment method in order to test your conceptual grasp of thematerial, while also allowing you to develop your own knowledge in coursework.The elements of the coursework will aim to assess:• your knowledge of the themes under study;• your ability to identify key issues;• your ability to express those themes and issues.Assessment CriteriaCoursework:197

• One source text analysis, approximately 1500 words.• One group presentation based on power-point.Marks are awarded as follows, characteristics of performance to be determined onthe basis of criteria as outlined above.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail Below 34%Assessment Methods and Weightings• Source text analysis: 70%• Group presentation: 30%To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.SourcesEssential ReadingElliott, John H., The Old World and the New 1492-1650, CUP 1992.Kamen, Henry, Spain’s Road to Empire. The Making of a World Power, 1492-1763.Penguin, 2003Landes, David, The Wealth and Poverty of Nations Abacus 2000.Williamson, Edwin, The Penguin History of Latin America, Penguin1992.Payne, Stanley G., A History of Spain and Portugal (2 vols.), Univ.of WisconsinPress, 1973.Further ReadingCarrasco, P. & Céspedes, G., Historia de América Latina, 2 tomos. Alianza, 1993.Fernández Armesto, Felipe, The Americas. The History of a Hemisphere.Weidenfeld& Nicholson, 2003.Hale, Charles, 'Political and Social Ideas'. Chapter 7 of Leslie Bethell (ed.), LatinAmerica, Economy and Society, 1870-1930. Cambridge History of Latin America.Halperin Donghi, Tulio, Historia contemporánea de América Latina, Madrid, Alianza(several editions)Martín, José Luis, Carlos Martínez Shaw y Javier Tusell, Historia de España. 2tomos. Taurus, 1998.Journal of Latin American Studies, 1992. Special 500th anniversary issue of theDiscovery of America.198

FilmsAguirre, Wrath of God.QueimadaThe Mission199

Full Module Title:INTRODUCTION TO SPANISH AND LATINAMERICAN CULTUREShort Module Title:Spanish and Latin American CultureModule Code:1SPA466Module Level: 4Academic Credit Weighting: 15 CreditsSchool:Social Sciences, Humanities and LanguagesDepartment:Modern LanguagesLength:One Semester (Semester Two)Module Leader(s):Sinéad WallExtension: 2160Email:S.Wall1@wmin.ac.ukSite:Regent CampusHost Course:BA Modern LanguagesBA Language StudiesBA Languages and Other DisciplinesStatus:Core / Option, depending on pathwayRelevant Course Titles/Pathways: BA Modern LanguagesBA Language StudiesBA Languages and Other DisciplinesSubject Board:Modern LanguagesPre-requisites:Variable - please consult relevant coursehandbookCo-requisites: For all Modern Language students: variable -depending on pathway (please see relevantcourse handbook); for students on otherdegrees: noneAssessment:Exam (50%); Coursework 50%. Both inEnglish.Special Features:Taught in English; one and a half contacthours per week.Access Restrictions:Summary of Module Content:NoneIntroduction to literary and cultural analysis;introduction to the genres of the novel, film,theatre and poetry; issues in modern andcontemporary Spanish and Spanish-speakingliterature and culture.Module AimsThe module aims to:• equip you with concepts and methods for the analysis of literature and otherforms of cultural production;• develop the necessary skills for you to analyse literary texts and other forms ofcultural production through practical engagement with appropriate sources;200

• allow you to understand Spanish and Spanish-speaking literary and culturalissues more fully;• examine analytical approaches to literary texts and other forms of culturalproduction in the Spanish and Spanish-speaking cultural context;• acquire the reading, research and written skills needed to discuss these issuesin an appropriate critical and analytical register.Learning OutcomesOn successful completion of the module you will be able to:• demonstrate an ability to apply appropriate concepts to the analysis of literatureand other forms of cultural production;• demonstrate the skills needed for the analysis of literature and other forms ofcultural production including: putting texts into context; an awareness of culturespecificforms of literary and cultural production; an awareness of the culturalrelationships between different types of literary and cultural forms; closereading using an appropriate form of literary/cultural analysis; the research andevaluation of secondary sources; forming and expressing your ideas andarguments in an appropriate written form, using established conventions forreferencing and bibliography;• For all students: apply critical and analytical approaches to literary texts andother forms of cultural production, specifically using them in order to analyseand put into context Spanish and Spanish-speaking cultural production;• For Languages students with post A-Level or native-speaker Spanish only:express clearly in Spanish your knowledge of literature and other forms ofcultural production in the Spanish and Spanish-speaking cultural context withthe help of a bibliography that includes Spanish language sources.Indicative Syllabus Content• Elements of literary and cultural analysis with particular reference to a selectionof methods of literary analysis and their application; the notion of genre inliterary studies; the development of the novel; the development of forms ofcultural production across world cultures; the relationship between literatureand other forms of cultural production, e.g. film, theatre and art;• Aspects of literary theory and literary analysis relevant to Spain and theSpanish-speaking world;• Close textual reading: the analysis of narrative structure using literary analysis;• Genre: examining the formal constructs of different types of text;• A range of themes (e.g. race, class, politics, gender) in modern andcontemporary works in Spanish and other forms of cultural production (thesemay include theatre, film and poetry.)Teaching and Learning Methods• Lecture-led sessions give key theoretical approaches and backgroundinformation to the works to be studied.201

• Seminar-led sessions may take a variety of forms, with the emphasis oncontributions to the learning process by students.• Conducted in English; full English language bibliographies and handouts areprovided for both seminars and lectures.• Those students expected to write part (50%) of their assessed coursework inSpanish (normally Languages students with post A-level Spanish and nativespeakers) receive additional Spanish-language bibliographical and otherappropriate materials.• The teaching makes use of audiovisual resources and IT, in addition to textbasedinformation.• Texts chosen are available in Spanish original or English translation; post A-level students and native speakers are strongly encouraged to study theoriginals.• Lectures and seminars are supported by a wide range of multi-media materialsin the Learning Advice Centre (LAC), which encourages student-centredlearning.• Full use is made of our Central London location to encourage students toundertake visits to museums, galleries and theatres etc. for illustrative andresearch purposes.Assessment RationaleA mixture of examination and coursework has been chosen as the most appropriateassessment method in order to test your conceptual grasp on the material in timedconditions while also allowing you to develop your own interests and knowledge incoursework.Assessment is designed to allow students to demonstrate their acquired knowledgeand understanding of key themes in the artistic, literary and cultural context of theSpanish-speaking world. In addition it is intended to allow students to demonstratekey skills of literacy and the ability to argue a case, and of interpretation andanalysis.• Examination: A two-hour unseen paper• Coursework: An essay of approx 1,500 words in lengthAssessment CriteriaTogether, the essay and the exam will test:• the extent to which the overall learning outcomes have been achieved and yourability to apply the concepts introduced in to the analysis of literature and otherforms of cultural production;• your in-depth knowledge of the specific Spanish and Spanish-speaking themescovered in the seminar; your ability to analyse a literary text or other form ofcultural production; your ability to express your arguments in academic English.202

Examination: the 2-hour seen paper will test the extent to which the syllabus hasbeen conceptualised and the analytical quality of your response to it. The examquestions will test your ability in timed circumstances to:• understand the question set, select, utilise and synthesise appropriate primaryand secondary sources;• formulate and structure an argument that directly addresses and answers thequestion and is based on accumulated knowledge;• communicate in good written English.Coursework: the essay will test your ability to:• select appropriate primary sources; select, evaluate and utilise appropriatesecondary sources;• plan, organise and present a written argument;• formulate and structure a plan and an argument based on accumulatedknowledge;• use appropriate academic conventions (referencing and bibliography, forexample);• communicate in good written English.Marks are awarded as follows, characteristics of performance to be determined onthe basis of criteria as outlined above.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail Below 34%Assessment Methods and WeightingsAssessment by coursework and essay:• Assessment 1 (50%): One essay in English (approximately 1,500 words) on atopic related to the course.• Assessment 2 (50%): 2-hour unseen exam consisting of two questions from aselection, relating to key texts and themes on the course.To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.Essential ReadingWill be chosen from the following works:203

Cultural WorksCela, Camilo José, (1942). La familia de Pascual Duarte, (The Family of PascualDuarte) (Spain)García Márquez, Gabriel, (1961). El coronel no tiene quien le escriba, (No-oneWrites to the Colonel). Barcelona: Seix Barral (Colombia)Film: Como agua para chocolate,(Like Water for Chocolate) directed by Alfonso Arau(based on the novel by Laura Esquivel)Secondary SourcesBlanco Vila, Luis, (1991). Para leer a Camilo José Cela. Palas: AteneaFranco, Jean, (1994). An Introduction to Spanish American Literature. Cambridge:CUPGiralda Pérez, M., (1987). El coronel no tiene quien le escriba de Gabriel GarcíaMárquez. Madrid: AkalGraham, H and Labanyi, J, (1995). Spanish Cultural Studies: An Introduction.Oxford: OUPHart, Stephen, (2004). A Companion to Latin American Film.Woodbridge: TamesisIllie, Paul, (1978). La novelística de Camilo José Cela. Madrid: GredasKristal, Efrain, (ed) (2005). The Cambridge Companion to the Latin American Novel.Cambridge: CUPRyan, Michael, (1999). Literary Theory: A Practical Introduction. Oxford: BlackwellSwanson, Philip, (1991). Cómo leer a Gabriel García Márquez . Madrid : JúcarSwanson, Philip, (2003). The Companion to the Latin American Studies. London:ArnoldTurner, Harriet S ., (ed) (2003). The Cambridge Companion to the Spanishnovel: from 1600 to the present. Cambridge: CUPHistorical, Political and Cultural Background ReadingBethell, Leslie, The Cambridge History of Latin America Series (HistoricalBackground)Hooper, John, (2006). The New Spaniards. London: PenguinPreston, Paul, (1995). A Concise History of the Spanish Civil War. London: FontanaWilliamson, Edwin, (1992). The Penguin History of Latin America. London: Penguin204

Full Module Title:POLITICS, POPULISM, DICTATORSHIPAND DEMOCRACY IN LATIN AMERICA:FROM PERÓN TO CHÁVEZShort Module Title:Populism in Latin AmericaModule Code:1SPA568Module Level: 5Academic Credit Weighting: 15 CreditsSchool:Social Sciences, Humanities and LanguagesDepartment:Modern LanguagesLength:One Semester (Semester One)Module Leader(s):Dr. Celia SzustermanExtension: 2051Email:C.Szusterman@wmin.ac.ukSite:Host Course:Status:Relevant Course Titles/Pathways:Regent CampusBA Modern LanguagesBA Language StudiesBA Languages and Other DisciplinesCore / option, depending on programmeBA Modern LanguagesBA Language StudiesBA Languages and Other DisciplinesSubject Board:Modern LanguagesPre-requisites:Normally Grade 2 SpanishCo-requisites: For all Modern Language students: variable -depending on pathway (please see relevantcourse handbook); for students on otherdegrees: noneAssessment:Special Features:Access Restrictions:Summary of Module Content:100% coursework – in EnglishTwo contact hours per week.Lectures/seminars taught in English, withsome elements in Spanish as appropriate.NoneThe module will provide a broad look andanalysis of political developments in LatinAmerica from the 1940s to the present.Sources of political instability will bediscussed, with an emphasis on politicalrepresentation, crises of participation, militaryinterventions, transitions to democracy and oldand new populisms. Case studies:Venezuela, Argentina, Chile and Bolivia.Module Aims• to equip students with the concepts required for the study of contemporaryLatin American politics and society;• to develop the necessary skills for students to analyse social, political andeconomic developments.205

• to investigate Latin American political issues more fully (see Indicative SyllabusContent for details of these issues);• to contextualise approaches to the study of Latin American politics, economy,and society;• to develop the intellectual tools necessary for students to express themselvesappropriately and to discuss political and economic issues in the LatinAmerican contexts;• to understand the main political and economic transformations in Latin Americain the last 60 years.Learning OutcomesOn successful completion of this module students will be able to:• demonstrate an ability to apply appropriate concepts to the analysis of politicaland economic developments;• demonstrate the skills needed for the analysis of dictatorship, democracy andpopulism:- identifying the main argument and supporting evidence in a text;- comparing and evaluating different arguments;- forming and writing your own arguments and expressing them clearly in awritten text, using established conventions for referencing and bibliography.• contextualise the concepts acquired, applying them to the analysis ofdevelopments in Latin America;• express clearly your knowledge of relevant developments in the Latin Americancontext in the last 60 years with reference to the themes studied.• Employ effective research and writing skills showing ability to integrate andassess critically material form a variety of sources including those in Spanish.Indicative Syllabus ContentThe module will provide a broad look and analysis of political developments in LatinAmerica from the 1940s to the present. The theoretical debate on populism will bediscussed: is populism a type of political movement or is it an ideology? What are itsboundaries? Is the term “neo-populism” justified to describe the political leaders thatemerged in the 1990s in Latin America? How successful have been the attempts toovercome the traditional imprecision of the concept “populism”?Sources of political instability will be discussed, with an emphasis on politicalrepresentation, crises of participation, military interventions, transitions to democracyand old and new populisms. The social and economic contexts in which such eventstook places will be examined, focusing on shifting economic policies from stateintervention to markets, elite politics to mass movements. Common traits (language,religion, history) will be explored, while the ethnic, political, geographical, social andeconomic diversity will be highlighted when studying the attempts at producingchange in deeply unequal societies. What type of democracies were established inLatin America in the past 25 years? Has there been a shift to a new type ofauthoritarianism? What has been the Latin American experience with mainstream206

economic models? The challenges posed by populism. The cases of Venezuela,Argentina, Bolivia and Chile.Teaching and Learning Methods• The two-hour sessions will be a mixture of lectures and seminars, withemphasis on student participation.• The teaching will make extensive use of up-to-date audio-visual material andIT, in addition to text-based information.• Contents of lectures and seminars are supported by a wide range of multimediamaterials in the library, encouraging student-centred learning.• Full use is made of our Central London location to encourage participation inseminars, conferences, film viewings.• Students will be encouraged to produce summaries of sources in power-pointformat.Assessment RationaleA combination of written and oral presentations (100% coursework) has beenchosen as the most appropriate assessment method in order to test your conceptualgrasp of the material, while also allowing you to develop your own knowledge incoursework.The elements of the course work will aim to assess:• your knowledge of the themes under study;• your ability to identify key issues;• your ability to express those themes and issues;• your familiarity with the countries selected.Assessment Criteria100% Coursework in English including source material in Spanish whereappropriate:• One 1500 word essay on one of the themes studies, with special reference to acountry of your choice (70%)• One group power-point presentation on one of the four countries selected(30%).Marks are awarded as follows, characteristics of performance to be determined onthe basis of criteria as outlined above.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail Below 34%207

Assessment Method and WeightingsAssessment 1: 70%Assessment 2: 30%To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.SourcesEssential ReadingBuxton, Julia, The Failure of Political Reform in Venezuela. Aldershot, 2001.Castañeda, Jorge, Utopia Unarmed. The Latin American Left after the Cold War.Random House, 1994.Dornbusch, Rudiger and Sebastián Edwards, The Macroeconomics of Populism inLatin America. University of Chicago Press, 1991.Halperín Donghi, Tulio, La larga agonía de la Argentina peronista. Ariel, 1994.Germani, Gino, Authoritarianism, Fascism and National Populism, New Brunswick,1978.Grindle, Merilee, Audacious Reforms: Institutional Invention and Democracy in LatinAmerica. John Hopkins, 2000.Levitsky, S. and Victoria Murillo (eds), Argentine Democracy: The Politics ofInstitutional Weakness. Penn State University Press, 2006.Ottaway, Marina, Democracy Challenged: the Rise of Semi-Authoritarianism,Carnegie, 2003.Panizza, Francisco (ed.), Populism and the Mirror of Democracy. Verso, 2005.Petras, James and Henry Veltmeyer, Social Movements and State Power: Argentina,Brazil, Bolivia and Ecuador. Pluto Press, 2005.Reid, Michael, Forgotten Continent: The Battle for Latin America’s Soul, HarvardUniversity Press, 2007Further ReadingAllen, Tim and Alan Thomas(eds), Poverty and Development into the 21st century.Bethell, Leslie (ed.), The Independence of Latin America, Cambridge UniversityPress, 1987.Bethell, Leslie (ed.) Spanish America After Independence, 1820-1870. CUP (severaleditions). Can also be found in Vol.III of the Cambridge History of Latin America.Bethell, Leslie (ed.), Argentina Since Independence, CUP, 1993Bushnell, David. and Macaulay, Neill, The Emergence of Latin America in theNineteenth Century, New York 1988.Buxton, Julia and Nicola Phillips, Developments in Latin American Political Economy:States, Markets and Actors. Manchester University Press, 1999.Canovan, Margaret, Populism. Junction Books, 1981.Conniff, Michael, Latin American Populism in Comparative Perspective. New Mexico,1982.208

De la Torre, Carlos, Populist Seduction in Latin America: The EcuadorianExperience. Ohio University Press, 2000.Gil Yepes, José Antonio, The Challenge of Venezuelan Democracy, New Brunswick,1981.Halperín Donghi, Tulio, ‘The Peronist Revolution and its Ambiguous Legacy’, ILAS,1998. Occasional Papers Number 17.Laclau, Ernesto, On Populist Reason. Verso, 2005.Loveman, Brian and Thomas Davies (eds), The Politics of Antipolitics ,Univ. ofNebraska Press, 1989.Lynch, John, The Spanish American Revolutions, 1808-1826, London 1980McCaughan, Michael, The Battle of Venezuela, Latin America Bureau, 2004.Rock, David, Authoritarian Argentina, University of California Press, 1993.Schoultz, Lars, The Populist Challenge: Argentine Electoral Behaviour in the PostwarEra. University of North Carolina Press, 1983.Szusterman, Celia, Frondizi and the Politics of Developmentalism in Argentina,1955-62. Macmillan, 1993.Torre, Juan Carlos, El proceso politico de las reformas económicas en AméricaLatina. Paidós, 1998.Wiarda, Howard and Harvey Kline (eds), Latin American Politics and Development,Westview Press, 1990.PeriodicalsJournal of Latin American Studies, The Colonial and Post-Colonial Experience, vol.24, Quincentenary Supplement, 1992.Novaro, Marcos “El debate contemporáneo sobre la representación política”,Desarrollo Económico, vol.35, Nº 137 (abril-junio 1995), pp. 145-157.O'Donnell, Guillermo, “Acerca del estado, la democratización y algunos problemasconceptuales.” Desarrollo Económico, Nº 130, vol.33, julio-setiembre de 1993.WebsitesThe following are indicative only:www.ft.comwww.iadb.orgwww.worldbank.orgwww.undp.orgwww.ceip.org209

Full Module Title:SPANISH AND LATIN AMERICANCULTURE: SOCIAL CHANGE ANDREVOLUTION, 1900-1960Short Module Title:Spanish/Lat Am Culture IIModule Code:1SPA569Module Level: 5Academic Credit Weighting: 15 CreditsSchool:Social Sciences, Humanities and LanguagesDepartment:Modern LanguagesLength:One Semester (Semester Two)Module Leader(s):Sinéad WallExtension: 2160Email:S.Wall1@wmin.ac.ukSite:Host Course:Status:Relevant Course Titles/Pathways:Subject Board:Pre-requisites:Regent CampusBA Modern LanguagesBA Language StudiesBA Languages and Other DisciplinesCore/ Option depending of programme ofstudyBA Modern LanguagesBA Language StudiesBA Languages and Other DisciplinesModern LanguagesVariable - please consult relevant coursehandbookCo-requisites: For all Modern Language students: variable -depending on pathway (please see relevantcourse handbook); for students on otherdegrees: noneAssessment:Special Features:Access Restrictions:Summary of Module Content:50% examination; 50% courseworkTwo contact hours per week.Lectures/seminars taught in English.NoneSpanish and Spanish-speaking literature andculture from 1900-1960.Module AimsThe module aims to:• Introduce students to the culture of Spain and the Spanish-speaking world inthe period 1900-1960, including the literary vanguards of the “interwar” years,and the relationship between artistic production and the political regimes of thefirst half of the twentieth century.• Develop methods of literary and cultural analysis introduced at level 4 orequivalent.210

• Contextualise a variety of examples of cultural production against the politicaland historical background of the period and earlier including literary andpolitical revolutions, and the rise of dictatorships and other political regimes.• Apply appropriate methods of literary and textual analysis to the chosen texts.Learning OutcomesOn successful completion of the module students will be able to:• Understand thematic and formal elements in the works studied;• Be aware of the literary and cultural movements in Europe and Latin Americaand their relevance for artists working in the Spanish-speaking world;• Contextualise chosen texts against contemporary cultural and politicaldevelopments;• Employ appropriate and effective research techniques to find, evaluate andsynthesise suitable materials for academic study;• Discuss materials studied at an appropriate academic level.Indicative Syllabus Content• Elements of literary and cultural analysis with particular reference to a selectionof texts including literature and other forms of cultural production, e.g. visualculture, including film, theatre, art;• A number of key themes and developments in the period studied: the portrayalof political revolution in literature; social change and migration; literaryexperiment and surrealism; the Spanish Civil War and its cultural aftermath;cultural and political Links in the “post-war” era;• Aspects of literary theory and literary analysis relevant to Spain and theSpanish-speaking world.Teaching and Learning Methods• Lecture-led sessions are designed to provide the framework for essentialcontextual and methodological material.• Seminars may take a variety of forms, with the emphasis on contributions to thelearning process by students.• Lecture-led seminars are conducted in English; full English languagebibliographies and handouts are provided for both seminars and lectures.• Students are encouraged to reflect on their own learning and to use their ownresearch and reading to contribute actively to class discussions.• Group work on research and seminar presentations is supported both insideand outside class time.• Teaching makes use of audiovisual resources and IT, in addition to text-basedinformation.• Lectures and seminars are supported by a wide range of multi-media materialsin the Learning Advice Centre (LAC), which encourages student-centredlearning.211

• Full use is made of our Central London location to encourage students toundertake visits to museums, galleries and theatres etc. for illustrative andresearch purposes.Assessment RationaleA mixture of examination and coursework has been chosen as the most appropriatemethod in order to test the conceptual grasp on the material in timed conditions whilealso allowing you to develop your own interests and knowledge in coursework.Assessment is designed to allow students to demonstrate their acquired knowledgeand understanding of key themes in the artistic, literary and cultural context of theSpanish-speaking world. In addition it is intended to allow students to demonstratekey skills of literacy and the ability to argue a case, orally and in writing, and ofinterpretation and analysis.Assessment CriteriaThe coursework and exam will test:• The extent to which the overall learning outcomes have been achieved and theability to apply the concepts introduced in the lectures to the analysis ofliterature and other forms of cultural production;• Students’ in-depth knowledge of the specific themes covered in thelectures/seminars; ability to analyse a literary text or other form of culturalproduction; ability to express arguments in academic English.• Students’ ability to think creatively and express own ideas on topics related tothe course material.• Examination: the 2-hour unseen paper will test the extent to which the syllabushas been conceptualised and the analytical quality of your response to it. Theexam questions will test your ability in timed circumstances to:• understand the question set, select, utilise and synthesise appropriateprimary and secondary sources;• formulate and structure an argument that directly addresses and answersthe question and is based on accumulated knowledge;• communicate in good written English• Coursework: the presentation, essay/research project will test your ability to:o select appropriate primary sources;o select, evaluate and utilise appropriate secondary sources;o plan, organise and present a short presentation and written essay orresearch project;o formulate and structure a plan and an argument based on accumulatedknowledge;o use appropriate academic conventions;o communicate in good written English.Marks are awarded as follows, characteristics of performance to be determined onthe basis of criteria as outlined above.212

Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail Below 34%Assessment Method and Weightings• Assessment 1 (15%): Seminar presentation/group presentation in English• Assessment 2 (35%): Eithero Essay in English (approximately 2,000 words) on a topic related to themodule content (may include a critical analysis), or;o A research dossier, including the introduction, outline, key researchquestions and annotated bibliography to a dissertation-style researchpaper.• Assessment 3 Exam (50%):o 2-hour unseen exam in English consisting of two questions from aselection.To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.Essential Reading/ViewingCultural WorksAlea, Tomás Gutiérrez, (1969). Memorias del subdesarrollo. Cuban filmAzuela, Mariano, (1915). Los de abajo (The Underdogs). MexicoCela, Camilo José, (1953). La colmena. SpainErice, Víctor, (1973). El espíritu de la colmena. Spanish filmLaforet, Carmen, (1944). Nada. Destino: Barcelona. SpainFernández Santos, Jesus, (1956). Los bravos. SpainArt works by Picasso, Frida Kahlo and Diego RiveraSecondary SourcesAbellan, Manuel, (1980). Censura y creación literaria en España, 1939-1976.Barcelona: Ediciones PeninsulaBethell, Leslie, The Cambridge History of Latin America SeriesChanan, Michael, (2004). Cuban Cinema Minneapolis: University of MinnesotaPress.213

----------------------, (1985). The Cuban Image : Cinema and Cultural Politics in Cuba.London: BFI----------------------, (1983). Twenty-five Years of the New Latin American Cinema.London: BFIDavies, Catherine, (1998). Spanish Women's Writing, 1849-1996. London: AthlonePressEvans, Peter, (1999). Spanish Cinema: the Auteurist Tradition. Oxford: OUPFoster, David W., 91994). Mexican Literature : A History. Austin: Uni of Texas PressFranco, Jean, (1994). An Introduction to Spanish American Literature. Cambridge:CUPGil Casado, P., (1968). La novela social española (1942-1968)Graham, H and Labanyi, J, (1995). Spanish Cultural Studies: An Introduction.Oxford: OUPHart, Stephen, (1999). A Companion to Latin American Literature.Rochester, NY: TamesisHooper, John, (2006). The New Spaniards. London: Penguin. Barcelona: Seix BarralJordan, Barry and Mark Allinson, (2005). Spanish Cinema: A Student’s Guide.London: Hodder Arnold------------, (1998). Contemporary Spanish Cinema. Manchester: MUP------------, (1990). Writing and Politics in Franco’s Spain. London: RoutledgeKing, John, (1990). Magical Reels: A History of Cinema in Latin America. London:Verso--------------, (ed) (1993). Mediating two Worlds: Cinematic Encounters in theAmericas. London: BFI Publishing.Preston, Paul, (1995). A Concise History of the Spanish Civil War. London: FontanaShaw, Deborah, (2003). Contemporary Cinema of Latin America: Ten Key Films.New York: ContinuumShaw, Donald, (2002). A Companion to Modern Spanish American Fiction.Woodbridge, Suffolk: TamesisSpires, Robert C. (1978). La novela española de posguerra: creación artıstica yexperiencia personal. Madrid : Cupsa EditorialStone, Rob, (2001). Spanish Cinema. London and New York: LongmanWilliamson, Edwin, (1992). The Penguin History of Latin America. London: Penguin214

Full Module Title:US-LATIN AMERICAN RELATIONS, FROMMONROE TO THE PRESENTShort Module Title:US-Latin American RelationsModule Code:1SPA672Module Level: 6Academic Credit Weighting: 15 CreditsSchool:Social Sciences, Humanities and LanguagesDepartment:Modern LanguagesLength:One Semester (Semester One)Module Leader(s):Dr Celia SzustermanExtension: 2051Email:C.Szusterman@wmin.ac.ukSite:Regent CampusHost Course:BA Modern LanguagesBA Language StudiesBA Languages and Other DisciplinesStatus:Option/CoreRelevant Course Titles/Pathways: BA Modern LanguagesBA Language StudiesBA Languages and Other DisciplinesSubject Board:Modern LanguagesPre-requisites:Variable - please consult relevant coursehandbookCo-requisites: For all Modern Language students: variable -depending on pathway (please see relevantcourse handbook); for students on otherdegrees: noneAssessment:100% courseworkSpecial Features:Two contact hours per weekSeminars taught in English.Access Restrictions:Summary of Module Content:NoneAn analysis of the evolution of the relations ofthe Latin American states with the UnitedStates (including hemispheric institutions suchas the OAS, Summit of the Americas, FTAA);the changing place of the region in the globaleconomy; and the evolving character of intra-Latin American relations, covering newsecurity issues, ideological shifts, indigenousmovements and the vicissitudes of regionalintegration. Students will become familiar withthe broad historical development of theinternational relations of the region.215

Module Aims• to equip students with the concepts required for the understanding of therelations between US and Latin America since the Monroe Doctrine (1823);• to develop the necessary skills for students to analyse the political contexts inwhich relations developed;• to investigate issues drawing the US and the region either closer or furtherapart;• to contextualise approaches to the study of Latin American internationalrelations;• to develop the intellectual tools necessary for students to express themselvesappropriately and to discuss issues in the international agenda of the region;• to understand the main political vicissitudes in relations between the US andLatin America since independence.Learning OutcomesOn successful completion of the module you will be able to:• demonstrate an ability to apply appropriate concepts to the analysis of theinternational relations of the region;• demonstrate the skills needed for the analysis of international relations, i.e:- identifying the main argument and supporting evidence in a text;- comparing and evaluating different arguments;- forming and writing your own arguments and expressing them clearly in awritten text, using established conventions for referencing and bibliography.• contextualise the concepts acquired, applying them to the analysis of US-LatinAmerica relations.Indicative Syllabus ContentGlobal politics are undergoing a process of deep and fundamental change withimplications for the international relations of Latin America. In part the claims forchange relate to the end of the Cold War and to the collapse of the political andideological structures of the Cold War era.The deep-rooted and long-term processes known as Globalisation have led to afundamental discontinuity in international affairs; technological change andinnovation, increasing economic and human interconnections between societies;democratisation and changing notions of political legitimacy; the emergence of adense and active transnational civil society; the emergence of new forms of socialviolence, and international terrorism.In Latin America, the ending of the Cold War (except in the case of Cuba) led tostrong processes of regional convergence around a broadly liberal agenda, in thecontext of the policy recommendations included in the Washington Consensus.However, a series of crises since 2001 have reverted the ideological paradigm andthe economic model, leading the region increasingly away from the US. At the same216

time, China is emerging as a key player in the region, capable of challenging the untilnow hegemonic US presence.Students will have an opportunity to examine the evolving foreign policies of thelargest states (Argentina, Brazil and Mexico) and to investigate key issues ofcontemporary regional politics such as Plan Colombia, and the new role ofVenezuela leading an anti-US front.The course will start by defining major 'contextual' issues:• The question of US hegemony, its nature and evolution: notions of empire,informal empire and primacy.• The changing character of Latin America's insertion into the global economy• The ideological shifts in the region at the beginning of the 21 st century.It will then analyse the major issues that shaped the region in the last 25 years:• The evolution of Latin American views of the global economy and of theregion's place within it, including the rise and decline of dependency theory;• The causes of the debt crisis of the 1980s and its consequences on bothdevelopment policy and foreign policy options;• The process of economic reform, including the balance between external anddomestic factors in explaining the move towards what has become known asneo-liberalism, and the recent change in paradigm towards stateinterventionism• Ways in which liberal economic reform has affected the foreign policies ofindividual states and patterns of regional international relations.• The changing character of the security agenda: the emergence of 'new' securitychallenges (drugs, migration, the environment, terrorism) and the ways in whichthese challenges feed into regional politics.• The case of Colombia: The ways in which political, social and drug-relatedviolence in Colombia impacts on international relations: whose problem?• The cases of Cuba, Venezuela and Bolivia: old and new challenges to the USdominant position in the region.Teaching and Learning Methods• The two-hour sessions will be a mixture of lectures and seminars, withemphasis on student participation.• The teaching will make extensive use of up-to-date audio-visual material andIT, in addition to text-based information.• Contents of lectures and seminars are supported by a wide range of multimediamaterials in the library as well as internet sources, encouraging studentcentredlearning.• Students will be encouraged to produce summaries of sources in power-pointformat.217

Assessment RationaleA combination of written and oral presentations has been chosen as the mostappropriate assessment method in order to test your conceptual grasp of thematerial, while also allowing you to develop your own knowledge in coursework.The elements of the course work will aim to assess:• your knowledge of the themes under study;• your ability to identify key issues;• your ability to express those themes and issues;• your familiarity with the countries selected.Assessment Criteria• One 1500 word essay on one of the themes studies, with special reference to acountry of your choice (50%)• One research dossier (30%)• One group power-point presentation on relations between the US and a specificLatin American country since World War II (20%).Coursework is written in English.Marks are awarded as follows, characteristics of performance to be determined onthe basis of criteria as outlined above.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail Below 34%Assessment Method and Weightings100% coursework: 3 Assignments (50%, 30%, 20%)To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.SourcesEssential ReadingHarris, Richard (ed.), Globalisation and Development in Latin America. Ontario,2005.218

Kagan, Robert, The Return of History and the End of Dreams, 2008Kenworthy, Eldon, America/Americas: Myth in the Making of US policy toward LatinAmerica. 1995.Kiely, Ray, Empire in the Age of Globalisation: US Hegemony and Neo-liberalDisorder. Pluto Press, 2005.Lowenthal, Abraham and Gregory Treverton (eds), Latin America in a New World.1994.Middlebrook, Kevin and Carlos Rico (eds), The US and Latin America in the 1980s.1986.Nef, Jorge and Harry Vanden, Inter-American Relations in an Era of Globalisation:beyond unilateralism. Tampa, Florida, 2005.Schoultz, Lars, Beneath the US: A History of US policy toward Latin America. 1998.Woods, Ngaire (ed.), Explaining International Relations since 1945. 1996.Zakaria, Fareed (1998), From Wealth to Power. The Unusual Origins of America'sWorld Role.Zakaria, Fareed (2008), The Post-American World.Further ReadingBagley, Bruce and Juan Tokatlian, 'Dope and Dogma: Explaining the failure of US-Latin American drug policies', 1992.Chernick, Mark, 'Peacemaking and Violence in Latin America', in Michael Brown(ed.), The International Dimensions of Internal Conflict. 1996.Deas, Malcolm, Intercambios violentos. 2000.Dunkerley, James and Victor Bulmer-Thomas (eds), The US and Latin America: thenew agenda. ILAS,Farer, Tom (ed.), Transnational Crime in the Americas. 1999.Fawcett, Louise and Andrew Hurrell(eds)(1995), Regionalism in World Politics.Regional Organization and International Order.Girot, Pascal (ed.)(1994), World Boundaries, Vol.IV: The Americas.Griffith-Jones, Stephanie (ed.), Managing World Debt. 1988.Haggard, Stephan and Robert Kaufman (eds), The Politics of Economic Adjustment.1982.Kaplinsky, Raphael, Globalisation, Poverty and Inequality. Polity, 2005.Kuczyinski, Pedro-Pablo, Latin American Debt. 1988.Leogrande, William (1998), Our Own Backyard: The US in Central America 1977-1992.Martin, Philippe and Hélène Rey, Globalisation and Emerging Markets: With orWithout Crash?, Centre for Economic Policy Research, 2005 (available via theInternet).Page, Sheila, Regionalism among developing countries. 2000.Park, James W., Latin American Underdevelopment: A History of Perspectives in theUS, 1870-1965. Louisiana State University, 1995.Petras, James, US Hegemony Under Siege: Class, Politics and Development. Verso,1990.Saguier, Marcelo, ‘Convergence in the Making: Transnational Civil Society and theFTAA’, University of Warwick Centre for the Study of Globalisation andRegionalisation, 2004. Working Paper 137.Scholte, Jan, Globalisation: A Critical Introduction, 2000.219

Stallings, Barbara and Wilson Peres, Growth, Employment, and Equity: The Impactof the Economic Reforms in Latin America and the Caribbean. 2000.Varas, Augusto and Isaac Caro(eds), Medidas de confianza mutuas en Américalatina. 1994.Wesson, Robert (ed.), US Influence in Latin America in the 1980s. Praeger 1982.Woods, Ngaire, The Political Economy of Globalisation, 2000.PeriodicalsGeddes, Barbara, 'The Politics of Economic Liberalisation', Latin American ResearchReview, 1995, 30, 2.Hurrell, Andrew, 'The US and Latin America: Neorealism Examined', in Journal ofInter-American Studies and World Affairs, Special issue on US-Latin AmericanRelations (Spring 1997).Hurrell, Andrew (August 1998),'Security in Latin America', International Affairs 74, 3.Journal of Inter-American Studies and World Affairs (1992), special issue on drugs,34, 3Moises, Naim, 'Washington Consensus or Washington Confusion?', Foreign Policy,Spring, 2000.Vanden HE , ‘Globalization in a time of neoliberalism: politicized social movementsand the Latin American response’ Journal of Developing Societies, Sept. 2003,Vol.19, No.2-3, pp.308-333Wohlforth, William, 'The Stability of a Unipolar World', International Security 24, 1(Summer 1999).Websiteswww.thedialogue.orgwww.iadb.orgwww.worldbank.orgwww.iie.org220

Full Module Title:SPANISH AND LATIN AMERICANCULTURE: THE BOOM AND BEYOND,1960-TODAYShort Module Title:Spanish/Lat Am Culture IIIModule Code:1SPA673Module Level: 6Academic Credit Weighting: 15 CreditsSchool:Social Sciences, Humanities and LanguagesDepartment:Modern LanguagesLength:One Semester (Semester Two)Module Leader(s):Sinéad WallExtension: 2160Email:S.Wall1@wmin.ac.ukSite:Host Course:Status:Relevant Course Titles/Pathways:Subject Board:Pre-requisites:Regent CampusBA Modern LanguagesBA Language StudiesBA Languages and Other DisciplinesOption/Core depending of programme ofstudyBA Modern LanguagesBA Language StudiesBA Languages and Other DisciplinesModern LanguagesVariable - please consult relevant coursehandbookCo-requisites: For all Modern Language students: variable -depending on pathway (please see relevantcourse handbook); for students on otherdegrees: noneAssessment:Special Features:Access Restrictions:Summary of Module Content:Exam and coursework: coursework inSpanish (50%) consisting of one or moretasks; unseen exam in English consisting oftwo questions chosen from a selection (50%)Two contact hours per weekSeminars taught in English.NoneSpanish and Spanish-speaking literature andculture from mid-C20th to the present day.Module AimsThe module aims to:• Introduce students to the culture of Spain and the Spanish-speaking world inthe period 1960 to the present day, including the background of literaryinnovations of the 1950s and 60s, the boom of the Latin American novel, theemergence of new writers in Spain, and cultural production by social groups nottraditionally associated with literary production, including indigenous groups.221

• Introduce students to genres and styles that emerge as important during thisperiod, including the magical-realist novel, the testimonial and documentary filmmaking.• Contextualise a variety of examples of cultural production against the politicaland historical background of the period including dictatorships and otherpolitical regimes, the experience of exile, the increasing socio-political presenceof culturally underrepresented groups (migrants, indigenous peoples, women,regional communities).• Apply methods of literary and textual analysis to the chosen texts.Learning OutcomesOn successful completion of the module students will be able to:• Be aware of the literary and cultural movements in Europe and Latin Americaand their relevance for artists working in the Spanish-speaking world;• Analyse in depth formal and thematic elements of the works studied;• Employ effective and appropriate research techniques to identify, evaluate andsynthesise suitable sources;• Contextualise chosen texts against contemporary cultural and politicaldevelopments.Indicative Syllabus Content• Elements of literary and cultural analysis with particular reference to a selectionof texts including literature and other forms of cultural production, e.g. visualculture, including film, theatre, art.• Aspects of literary theory and literary analysis relevant to Spain and theSpanish-speaking world;• A range of themes in Spanish cultural production from the period studied: the“Boom”; class and literary experiment; politics and identity; dictatorial and postdictatorialwritings; regional matters in Modern Spain.Teaching and Learning Methods• Lecture-led sessions are designed to provide the framework for essentialcontextual and methodological material.• Seminars may take a variety of forms, with the emphasis on contributions to thelearning process by students.• Lecture-led sessions are conducted in English and Spanish; full Englishlanguage bibliographies and handouts are provided for both seminars andlectures.• Students are encouraged to reflect on their own learning and to use their ownresearch and reading to contribute actively to class discussions.• Group work on research and seminar presentations is supported both insideand outside class time.• The teaching makes use of audiovisual resources and IT, in addition to textbasedinformation.222

• Lectures and seminars are supported by a wide range of multi-media materialsin the Learning Advice Centre (LAC), which encourages student-centredlearning.• Full use is made of our Central London location to encourage students toundertake visits to museums, galleries and theatres etc. for illustrative andresearch purposes.Assessment RationaleA mixture of examination and coursework has been chosen as the most appropriatemethod in order to test the conceptual grasp on the material in timed conditions whilealso allowing you to develop your own interests and knowledge in coursework.Assessment is designed to allow students to demonstrate their acquired knowledgeand understanding of key themes in the artistic, literary and cultural context of theSpanish-speaking world. In addition it is intended to allow students to demonstratekey skills of literacy and the ability to argue a case, orally and in writing, and ofinterpretation and analysis.Assessment CriteriaThe coursework and exam will test:• The extent to which the overall learning outcomes have been achieved and theability to apply the concepts introduced in the lectures to the analysis ofliterature and other forms of cultural production;• Students’ in-depth knowledge of the specific themes covered in thelectures/seminars; ability to analyse a literary text or other form of culturalproduction; ability to express arguments in academic Spanish (coursework0-and English (exam).• Students’ ability to think creatively and express own ideas on topics related tothe course material.• Examination: the 3-hour unseen paper will test the extent to which the syllabushas been conceptualised and the analytical quality of your response to it. Theexam questions will test your ability in timed circumstances to:• understand the question set, select, utilise and synthesise appropriateprimary and secondary sources;• formulate and structure an argument that directly addresses and answersthe question and is based on accumulated knowledge;• communicate in good written English• Coursework: the presentation and essay will test your ability to:o select appropriate primary sources;o select, evaluate and utilise appropriate secondary sources;o plan, organise and present a short presentation and written essay;223

oooformulate and structure a plan and an argument based on accumulatedknowledge;use appropriate academic conventions;communicate in good written Spanish as appropriate.Marks are awarded as follows, characteristics of performance to be determined onthe basis of criteria as outlined above.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail Below 34%Assessment Method and Weightings• Assessment 1 (15%): Seminar presentation/group presentation in English;• Assessment 2 (35%): Essay in Spanish (approximately 2,500 words) on a topicrelated to the module content;• Assessment 3 Exam (50%): 3-hour unseen exam in English consisting of twoquestions from a selection.To pass this module, you are required to secure an overall mark of 40%. Please beaware that should you achieve less than 30% in an individual element of assessmentyou will be referred in that element and your final mark for the module capped at40%.Essential ReadingContextAvelar, Idelber, Postdictatorial Fiction and the Task of Mourning. (1999)Beverley, J and M. Zimmerman, Literature and Politics in the Central AmericanRevolutions (1990)Donoso, J. The Boom in Spanish American Literature: A Personal History. (1977)Franco, Jean. An Introduction to Spanish American Literature (1994).Hart, Stephen. A Companion to Spanish American Literature (1999).King, John (ed.). The Cambridge Companion to Modern Latin American Culture 2004Levinson, Brett. The Ends of Literature. The Latin American Boom in the GlobalMarketplace. (2001)Ross, Christopher. Spain 1812-04. (2004)Sontag, Susan, “Against Interpretation” and Other EssaysWilliamson, Edwin. The Penguin History of Latin America.224

Creative TextsWill be chosen from the following selection:Latin AmericaAllende, Isabel, (1982). La casa de los espíritus. BarcelonaPuig, Manuel, (1976). El beso de la mujer araña. Barcelona: Seix BarralVargas Llosa, Mario, (1963). La ciudad y los perros. Barcelona: Seix BarralSpainMarsé, Juan, (1966). Ultimas tardes con Teresa. Barcelona: Seix BarralMartín Gaite, Carmen, (1968). El cuarto de atrás. Madrid: Destino-----------------------------, (1976). Fragmentos de Interior. Barcelona: DestinoMontero, Rosa, (1979). Crónica del desamor. Madrid: DebateThe “Boom”Vargas Llosa, Mario. La ciudad y los perros.Allende, Isabel, La Casa de los espiritus.Class and Literary ExperimentPuig, Manuel. Kiss of the Spider Woman.Dictatorial and Post-dictatorial WritingsMartín Gaite, Carmen. Fragments del interior.Marsé, Juan. Ultimas tardes con TeresaMontero, Rosa, Crónica del desamorFilms-SpainMedem, Julio, (1993). La ardilla roja.Uribe, Imanol, (1984). La muerte de Mikel.Background ReadingCarr, R. & J P Fusi. (1991). Spain: Dictatorship to DemocracyEvans, Peter W. and Robin W. Fiddian, (eds) (1988). Challenges to Authority: Fictionand Film in Contemporary Spain, London: TamesisCoddou, M., (1986). Los libros tienen sus propios espíritus: Estudios sobre IsabelAllende. Veracruz: Universidad de VeracruzDavies, Catherine, (1998). Spanish Women's Writing, 1849-1996. London: AthlonePressDavies, Catherine, (1994). Contemporary Feminist Fiction in Spain: The Work ofMontserrat Roig and Rosa Montero. Oxford: BergDonoso, José, (1972). Historia personal del "boom”. Barcelona: AnagramaFranco, Jean, (1994). An Introduction to Spanish American Literature. Cambridge:CUP225

Gnutzman, R., (1992), Cómo leer a Mario Vargas Llosa. Madrid: Ediciones JúcarGraham, H and Labanyi, J, (1995). Spanish Cultural Studies: An Introduction.Oxford: OUPHart, Stephen, (1999). A Companion to Latin American Literature. Rochester, NY:TamesisKristal, E., (ed) (2005). The Cambridge Companion to the Latin American Novel.Cambridge: CUPPreston, Paul. (1990). The Triumph of Democracy in Spain. London: RoutledgeRojas Riquelme, Sonia, (ed) (1991). Critical Approaches to Isabel Allende’s Novels.New York: Peter LangRossman, Charles, (1978). MVL: A Collection of Critical Essays. Austin: Uni ofTexas PressStone, Rob, (2001). Spanish Cinema. London and New York: LongmanSwanson, Peter, (2004). Latin American Fiction: A Short Introduction. Oxford:Blackwell____________, (1995). The New Novel in Latin America: Politics and PopularCulture after the Boom. Manchester: MUPWomen's Narrative and Film in Twentieth Century Spain: A World of Difference(s),edited by Ofelia Ferrán and Kathleen M. Glenn. London: RoutledgeShaw, Donald, (2002). A Companion to Modern Spanish American Fiction.Woodbridge, Suffolk: TamesisPlus various handouts from the module lecturers226

Full Module Title:BA DISSERTATION MODULE (4-YEARCOURSE)Short Module Title:Spanish Dissertation (4-Year Course)Module Code:1SPA668Module Level: 6Academic Credit Weighting: 15 CreditsSchool:Social Sciences, Humanities and LanguagesDepartment:Modern LanguagesLength:One Semester (Semester One)Module Leader(s):Dr Manuela von PapenExtension: 2053Email:vonpapm@wmin.ac.ukSite:Regent CampusHost Course:BA (Hons) Modern LanguagesStatus:CoreRelevant Course Titles/Pathways: BA (Hons) Modern LanguagesBA Language and Other Disciplines (4-Year)Subject Board:Modern LanguagesPre-requisites:Refer to Programme HandbookCo-requisites:Refer to Programme HandbookAssessment:100% courseworkSpecial Features:Refer to Programme HandbookAccess Restrictions:Refer to Programme HandbookSummary of Module Content: Personal research and individual supervisionon a subject of the student’s choice, agreedwith the supervisor.___________________________________________________________________Module AimsThe module aims to enable you to:• identify an area of investigation;• demonstrate an understanding of research methodologies;• select appropriate sources within a body of literature;• write cogently about your chosen area of research in the language of yourdissertation.Learning OutcomesOn successful completion of this module you will be able to:• plan and manage a research project over a period of time;• apply methodological skills relevant to the research area;• respond creatively and rationally to the challenge of independent research;• set out arguments and material in a clear and scholarly manner, and writeaccurately and appropriately in the language of your dissertation.227

Indicative Syllabus ContentThis module is not a taught component. Students receive individual supervision. Inaddition, workshops are held on:• the nature and management of the research project;• introduction to methodologies;• presentation and writing-up skills;• oral presentation and discussion of research in progress.Teaching and Learning Methods• individual supervision;• a mixture of tutor-led and student-led workshops.Assessment RationaleA 6,000 - 8,000 word dissertation has been chosen as the most appropriateassessment method giving you the opportunity to produce an extended piece ofwriting in the language of your dissertation in a research area of your own choice.Assessment CriteriaThe dissertation will test the following abilities:• subject relevance;• insight and originality;• use of sources; use of evidence;• logical development of argument;• critical analysis;• overall presentation, including references, spelling, grammar & syntax, andstyle.Marks are awarded as follows, characteristics of performance to be determined onthe basis of criteria as outlined above.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Method and Weightings100% coursework.228

SourcesGash, S., Effective Literature Searching for Students, Gower, c. 1989Howard, K., and Sharp, J.A., The Management of a Student Research Project,Gower, 1996Kirkham, S., How to Find Information in the Humanities, Library Association, 1989Marshall, L.A., A Guide to Learning Independently, Buckingham, Open UniversityPress, 1999Taylor, G., Student’s Writing Guide for the Arts and Social Sciences, CambridgeUniversity Press, 1989Watson, G., Writing a Thesis: a guide to long essays and dissertations, Longman,1987The Library has excellent leaflets on guidance for bibliographical references fordissertation and theses. Also see the pages for researchers compiled by the Libraryon the University Intranet.229

Full Module Title:BA DISSERTATION MODULE (3-YEARCOURSE)Short Module Title:French Dissertation (3-Year Course)Module Code:1SPA669Module Level: 6Academic Credit Weighting: 15 CreditsSchool:Social Sciences, Humanities and LanguagesDepartment:Modern LanguagesLength:Whole yearModule Leader(s):Dr Manuela von PapenExtension: 2053Email:vonpapm@wmin.ac.ukSite:Regent CampusHost Course:BA (Hons) Language StudiesStatus:CoreRelevant Course Titles/Pathways: BA (Hons) Language StudiesBA Language and Other Disciplines (3-Year)Subject Board:Modern LanguagesPre-requisites:Refer to Programme HandbookCo-requisites:Refer to Programme HandbookAssessment:100% courseworkSpecial Features:Refer to Programme HandbookAccess Restrictions:Refer to Programme HandbookSummary of Module Content: Personal research and individual supervisionon a subject of the student’s choice, agreedwith the supervisor.___________________________________________________________________Module AimsThe module aims to enable you to:• identify an area of investigation;• demonstrate an understanding of research methodologies;• select appropriate sources within a body of literature;• write cogently about your chosen area of research in the language of yourdissertation.Learning OutcomesOn successful completion of this module you will be able to:• plan and manage a research project over a period of time;• apply methodological skills relevant to the research area;• respond creatively and rationally to the challenge of independent research;• set out arguments and material in a clear and scholarly manner, and writeaccurately and appropriately in Academic English.230

Indicative Syllabus ContentThis module is not a taught component. Students receive individual supervision. Inaddition, workshops are held on:• the nature and management of the research project;• introduction to methodologies;• presentation and writing-up skills;• oral presentation and discussion of research in progress.Teaching and Learning Methods• individual supervision;• a mixture of tutor-led and student-led workshops.Assessment RationaleA 6,000 - 8,000 word dissertation has been chosen as the most appropriateassessment method giving you the opportunity to produce an extended piece ofwriting in the language of your dissertation in a research area of your own choice.Assessment CriteriaThe dissertation will test the following abilities:• subject relevance;• insight and originality;• use of sources; use of evidence;• logical development of argument;• critical analysis;• overall presentation, including references, spelling, grammar & syntax, andstyle.Marks are awarded as follows, characteristics of performance to be determined onthe basis of criteria as outlined above.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail34% or belowAssessment Method and Weighting100% coursework.231

SourcesGash, S., Effective Literature Searching for Students, Gower, c. 1989Howard, K., and Sharp, J.A., The Management of a Student Research Project,Gower, 1996Kirkham, S., How to Find Information in the Humanities, Library Association, 1989Marshall, L.A., A Guide to Learning Independently, Buckingham, Open UniversityPress, 1999Taylor, G., Student’s Writing Guide for the Arts and Social Sciences, CambridgeUniversity Press, 1989Watson, G., Writing a Thesis: a guide to long essays and dissertations, Longman,1987The Library has excellent leaflets on guidance for bibliographical references fordissertation and theses. Also see the pages for researchers compiled by the Libraryon the University Intranet.232

4 Linguistics Modules for BA Translation Option4.1 Introduction to Linguistics …………………………………………….. 2344.2 Word and Sentence Structure ………………………………………… 2384.3 Semantics ……..………………………………………………………… 2424.4 Syntactic Theory………………………………………………………… 2454.5 Translation Theory …………………………………………………….. 2494.6 Written Discourse Analysis ………………………………………….. 254233

Full Module Title:INTRODUCTION TO LINGUISTICSShort Module Title:Introduction to LinguisticsModule Code:1LIN401Module Level: 4Academic Credit Weighting: 15School:Social Sciences, Humanities and LanguagesDepartment:English and LinguisticsLength:1 SemesterModule Leader(s):Dr Anand SyeaExtension: 2396Email:syeaa@wmin.ac.ukSite:RegentHost Course:English and Linguistics CombinationsStatus:Linguistics CoreSubject Board:English and LinguisticsPre-requisites:NoneCo-requisites:NoneAssessment:100% courseworkSpecial Features:Access Restrictions:Summary of Module Content: This module introduces you to the study ofLinguistics. It seeks to answer questions suchas ‘What is Linguistics?’, ‘What questions doesit try to answer?’, ‘How do you studyLinguistics?’ and ‘Why study Linguistics?Additionally, this module will teach you somebasic concepts and analytical skills that can beput to use in the analysis of language.Module AimsThe aims of this module are:• to provide a comprehensive introduction to the study of Linguistics;• to give you an overview of the micro- and macro-areas of Linguistics and makeclear the relationship between Linguistics and other disciplines such asSociology, Psychology, Physics and Philosophy;• to equip you with key concepts and skills needed for the analysis of smallsamples of language data;• to inform you of the applications of linguistics to different areas of life;• to enable you to reflect on the benefits you can derive from a study oflinguistics.Learning OutcomesYou will, on successfully completing the module, be able to:234

• explain what Linguistics is, how it is related to other subjects and, how you canbenefit from studying it;• explain how Linguistics is different from traditional grammars;• analyse and discuss small samples of data as well as undertake a small-scaleproject on a topic of some interest to you but related to the content of themodule;• write clear, well-structured and well-argued discussions on topics covered inthe module.Indicative Syllabus ContentThis module is divided into three parts:a. OverviewThis module begins with a detailed look at what linguistics is about. Taking theworking definition to be ‘the scientific study of the knowledge that a nativespeaker has of his/her language’, it probes the nature of language, explainswhat knowledge of language means and, what it means to study this‘knowledge’ in a scientific way. It draws a distinction between micro- andmacro-areas of linguistics and illustrates what it is that each area of thisdiscipline seeks to achieve. Core Areas (grammar, morphology, semantics)The second part of this module focuses on five areas which you will study indepth later in the course. It introduces you to the description and organisationof speech sounds (phonetics and phonology), key concepts relating to wordstructure and word meaning, sentence meaning and, to some basic analyticalskills which you will use in the analysis of words and sentences.b. ApplicationsThe last part examines in seminar/workshop sessions the following: howchildren learn their first language, how we process language, how we uselanguage in everyday life, how we create new languages in contact situationsand, it gives you an opportunity to reflect on the benefits of studying Linguisticsand how it relates to the other modules you will be studying or indeed, to theother subject(s) you are studying.Teaching and Learning MethodsLectures in parallel with skills-based workshops and practical (data analysis)sessions throughout.Class contact: 10 weeks at 3 hours per weekAssessment RationaleAssessment of this module is by coursework and class test. The assessment piecesare meant to establish that:235

• you have a good understanding of what Linguistics is and what it is thatlinguists do and how they go about doing it;• you have an understanding of what the study of grammar, morphology andsemantics entails;• you are able to discriminate between grammatical and ungrammatical strings ofwords; acceptable and unacceptable strings of words;• you are able to use basic concepts and skills in order to analyse language datato do with form, structure and meaning;• you are able to reflect on the benefits of studying linguistics and on itsapplications.Assessment CriteriaExaminers will be looking for evidence of:• good overall understanding of what linguistics is;• good overall understanding of some basic concepts taught on the module;• ability to use basic terms and skills in order to provide accurate and methodicalanalyses of data;• ability to discuss in a clear, coherent and logical manner topics covered in themodule.Assessment Methods and WeightingsAssessment of this module is by two coursework assignments (typically in exerciseformat) weighted at 25% each and an end-of-module Class Test weighted at 50%.The two short assignments focus on:(1) general linguistic concepts, phonetics and phonology;(2) morphology, syntax and semantics.The Class Test aims to test:(1) your understanding of all the topics covered in this module;(2) your ability to explain basic concepts and undertake simple analyses ofphonological, morphological and syntactic data;(3) your awareness of the applications of linguistics both in the wideracademic sense and in the workplace.The pass mark for this module is an overall average of no less than 40%.Essential ReadingAitchison, J (2000, 5th edition) Teach Yourself Linguistics. Hodder & Stoughton.Fromkin, V, Rodman, R and Hyams, N (2006, 8th edition) An introduction toLanguage. Boston, Mass: Thomson Heinle.Burton-Roberts, N (1997, 2nd edition) Analysing Sentences. London: Longman.236

Further ReadingAkmajian, A, Demers, R, Farmer, A & R. Harnish (2001, 5th edition) Linguistics.Boston, Mass: MIT.Ashby, P (2005, 2nd edition) Speech Sounds. London: Routledge.Chomsky, N (1972) Language and Mind. New York: Harcourt Brace Jovanovich.Chomsky, N (1988) Language and Problems of Knowledge. Boston, Mass: MITpress.Fromkin, V (2000) Linguistics: An introduction to Linguistic Theory. Oxford:Blackwell.Hudson, R.A (1984) Invitation to Linguistics. Martin Robertson & Co.Lyons, J (1981) Language and Linguistics. Cambridge: Cambridge University Press.O’Grady, W, M. Dobrovolsky & F. Katamba (1996) Contemporary Linguistics.Longman.Pinker, S (1994) The Language Instinct. Allen Lane.Yule, G (2006, 3rd edition) The study of Language. Cambridge University Press.Additional ResourcesVideo on the topic of Language & BrainMost Recent Revision of this Proforma : February 2007237

Full Module Title:WORD AND SENTENCE STRUCTUREShort Module Title:Word and Sentence StructureModule Code:1LIN404Module Level: 4Academic Credit Weighting: 15School:Social Sciences, Humanities and LanguagesDepartment:English and LinguisticsLength:1 SemesterModule Leader(s):Dr Anand SyeaExtension: 2396Email:syeaa@wmin.ac.ukSite:RegentHost Course:English and Linguistics CombinationsStatus:Linguistics CoreSubject Board:English and LinguisticsPre-requisites:Introduction to Linguistics (1LIN401)Co-requisites:NoneAssessment:40% coursework and 60% examinationSpecial Features:You will be encouraged to tap your ownlanguage(s) for relevant examples and toanalyse and reflect them in relation to issuesdiscussed in the course of the module.Access Restrictions:Summary of Module Content:This module builds on 1LIN401 (Introduction toLinguistics) and is concerned with a detaileddescription and analysis of the structure ofwords and sentences in English and otherlanguages. It also discusses the similaritiesand differences between languages in terms oftheir morphology and syntax (in particular, wordorder). You will have the opportunity to workon data from a wide variety of languagesincluding American Indian languages,Australian Aboriginal languages, African, Indianlanguages and South East Asian languages aswell as French- and English-based pidgins andcreoles.Module AimsThe aims of this module are:• to introduce you to the field of descriptive morphology and syntax;• to give you a detailed understanding of the structure of words and sentences;• to equip you with the concepts, tools and methodologies needed for thedescription and analysis of words and sentences;238

• to enable you to undertake with tutor guidance a small-scale comparativeproject in which you will collect, describe, analyse and discuss a small sampleof data from two or more languages;• to enable you to reflect on the similarities and differences between languages interms of word and sentence structure.Learning OutcomesYou will, on successfully completing the module, be able to:• provide with tutor guidance comprehensive description and analysis of wordsand sentences in English and other languages;• discuss variations at the level of word and sentence;• discuss with guidance issues which relate to descriptive and comparativesyntax;• write clear, well-structured and well-argued discussions on topics covered inthe module.Indicative Syllabus ContentThis module is divided into three parts:a. Word Structure (Morphology)The study of word structure begins with an overview of morphology and itsrelation to other areas in particular syntax, phonology, language acquisition andpsycholinguistics. It then focuses on the concept ‘word’ before moving on to adetailed study of the structure of word in English and other languages.Morphological processes such as inflection and word-formation - derivation andcompounding- are discussed.b. Sentence Structure (Syntax)The study of sentence structure examines variation across languages in termsof word order at the level of phrases and clauses. It begins with a study ofstructure of independent clauses, grammatical relations (subject, object, objectof prepositions, etc.), functional relations (heads and dependents - modifiersand complements) before moving on to look at cross-linguistic variation withrespect to word order at the level of clause and phrase.c. Grammatical ModelThe last part of this module introduces you to the revolutionary work ofChomsky in the field of linguistics, focusing particularly on the innovative idea ofsentences having two levels of representation - deep and surface structure and,on the concept of transformations.239

Teaching and Learning MethodsLectures in parallel with skills-based workshops and practical (data analysis)sessions throughout.Class contact: 10 weeks at 3 hours per weekAssessment RationaleThe individual and group assignments and examination for this module are meant toassess that:• you have understood the core morphological and grammatical concepts in themodule and are able to use them in the analysis of words and sentences;• you are able (individually and collectively) to collect, analyse and discuss datafrom English and other languages and write structured and well-argued piecesof coursework and examination answers;• you have an awareness, understanding and appreciation of cross-linguisticmorphological and syntactic differences.Assessment CriteriaExaminers will be looking for evidence of:• good understanding of key concepts and analytical methods;• ability to (a) collect, describe and analyse empirical data methodically;• ability to read, understand, evaluate and use information on selected topics;• ability to plan and complete a short research project; and,• ability to write clear, structured, well-developed and well-argued discussionsrelated to topics covered in the module.Assessment Methods and WeightingsAssessment of this module is by coursework and examination.Coursework comprises two short assignments (10% each) which involve description,analysis and discussion of morphological and syntactic data; and, a small-scaleproject (20%) which involves collecting, describing and analysing a sample of datafrom a language known/unknown to you.Examination (60%) involves taking a three hour examination paper in two sectionsand answering 4 questions, two from each section.The pass mark for this module is no less than 40%.Essential ReadingKatamba, F (1993) Morphology. London: Macmillan.Burton-Roberts, N (1997, 2nd edition) Analysing Sentences. London: Longman.240

Whaley, L (1997) Introduction to Typology. Sage: London.Tallerman, M (1998) Understanding Syntax. Arnold: London.Song, J J (2001) Linguistics Typology. Longman: London.Further ReadingAronoff, M & K. Fudeman (2004) What is Morphology? Blackwell.Brown, K & J. Miller (1980) Syntax: An introduction to Sentence Structure.Hutchinson.Bauer, L (1983) English word formation. Cambridge University Press.Bauer, L (1988) Introducing English Morphology. Edinburgh University Press.Coates, R (1999) Word structure. Routledge.Comrie, B (1989) Language Universals and Linguistic Typology. Oxford: Blackwell.Fromkin, V and R. Rodman (1998) An introduction to Language. Harcourt Brace.Haspelmath, M (2002) Understanding Morphology. Arnold.Huddleston, R (1988) English Grammar: an outline. Cambridge: CambridgeUniversity Press.Kilby, D (1984) Descriptive syntax and the English verb. Croom Helm.Matthews, P.H (1991) Morphology. Cambridge University Press.Spencer, A and Zwicky, A (eds) (1998) The Handbook of Morphology. Oxford:Blackwell.Most Recent Revision of this Proforma: February 2007241

Full Module Title:SEMANTICSShort Module Title:SemanticsModule Code:1LIN501Module Level: 5Academic Credit Weighting: 15School:Social Sciences, Humanities and LanguagesDepartment:English and LinguisticsLength:1 SemesterModule Leader(s):Dr Anand SyeaExtension: 2396Email:syeaa@wmin.ac.ukSite:RegentHost Course: BA (Hons) English Language / Literature /Linguistics CombinationsStatus:Core module for LinguisticsOption for English LanguageSubject Board:English and LinguisticsPre-requisites:1LIN401 Introduction to Linguistics orequivalent 1LIN404 Syntax or equivalentCo-requisites:NoneAssessment:Special Features:Access Restrictions:Summary of Module Content: This module is an introduction to thedescriptive study of meaning in language,covering the way in which individual wordshave reference and meaning, and how wordscombine into sentences to provide meaning. Inthe second half of the semester, we considerseveral different theoretical approaches tosemantics.Module AimsThis module aims to:• Introduce students to the study of meaning, and to establish fundamentalconcepts in Semantics;• Look at various models of word and proposition meaning and examine theirstrengths and weaknesses through practice in using them;• Equip the student with the appropriate terms and concepts for semanticdescription.Learning OutcomesSuccessful completion of the module will ensure that students can:242

• provide accounts of a number of key theoretical approaches to meaning inlanguage;• apply terms and concepts learned in the module to a variety of examples ofEnglish at word and sentence level;• explain how several key theories of meaning have contributed to the presentunderstanding of word and proposition meaning;• with preparatory guidance from the lecturer in class, organise and research asmall investigation into a semantic issue;Indicative Syllabus Content• Different approaches to reference, image and concepts. What do we mean bythe terms "word” and "sentence” and how do the two relate?• Reference and Sense: Referring and non-referring expressions; prototypes andstereotypes; the concepts of synonym, antonym, and other sense relationsbetween words, and between sentences; words which refer to things in theworld and words which do not; relations between words.• Componential Analysis: Primitive components; lexical items as conjunctions ofcomponents; scope, use and drawbacks.• Dictionaries: Lexical vs encyclopaedic information; semantic lexicon vsreference dictionary.• Within sentences: Semantic roles, tense and aspect, factivity, modality.• Pustejovsky and the lexicon.• Jackendoff’s approach to Semantics.• Metaphor and issues in ‘Cognitive Semantics’.Teaching and Learning MethodsLectures in parallel with skills-based workshops and practical (data analysis)sessions throughout.Class contact: 10 weeks at 3 hours per weekTotal: 30 hours.Assessment RationaleFour short exercises as coursework enable students to show progressiveachievement in the understanding of the range of concepts and language descriptiontechniques introduced so far, including an element of primary research (for exampleinto dictionary content or native speaker intuitions about the meanings of words).The exam tests the ability to express deeper understanding of the relevant conceptsin a controlled environment.Assessment CriteriaAssessment will seek to ascertain evidence of:• understanding and accurate use of basic terms, concepts and techniques;243

• understanding of the way various theories of meaning have contributed to thepresent understanding of word and proposition meaning;• ability to evaluate dictionaries in terms of their accuracy and presentation of themeanings of and relationships between lexical items;• ability to organise and research a small project individually;• ability to use different models and techniques to analyse the meanings of wordsand sentences in English;• ability to recognise and describe the semantic problem in various anomalouspropositions in English;• ability to create a semantic model for a given situation and describe it in termsof logical formulae;• ability to present explanations of semantic issues with clarity and economy.Assessment Methods and WeightingsCoursework: 4 exercises, 10% eachExam: 60% (4 questions to answer in 3 hours from a choice of 9)SourcesEssential ReadingCann, R. (1993) Formal Semantics: An Introduction. Cambridge University Press.Hurford, J. R. and Heasley, B. (1983) Semantics: A Coursebook CambridgeUniversity Press.Kreidler, C.W. (1998) Introducing English Semantics. RoutledgeSaeed, J. I. (1997) Semantics. BlackwellRecommended ReadingAitchison, J. (1987) Words in the Mind BlackwellHofmann, Th. R. (1993) Realms of Meaning LongmanJackson, H. (1988) Words and Their Meanings LongmanLeech, G. (1981) Semantics Penguin 2nd ed.Lyons, J. (1977) Semantics Vol 1 and Vol 2 CambridgePalmer, F.R. (1976) Semantics CambridgeFurther ReadingCruse, D. A, (1986): Lexical Semantics. Cambridge Textbooks in Linguistics.Kempson, R., (1976): Semantics. Cambridge Textbooks in Linguistics.Ullmann, S., (1962): Semantics: An Introduction to the Science of MeaningBlackwell.A variety of monolingual English dictionariesDate of Initial Validation:Dates of CASG Approved Modifications:Date of Re-Validation / Review: February 2005Most Recent Revision of this Proforma: February 2007244

Full Module Title:SYNTACTIC THEORYShort Module Title:Syntactic TheoryModule Code:1LIN508Module Level: 5Academic Credit Weighting: 15School:Social Sciences, Humanities and LanguagesDepartment:English and LinguisticsLength:1 SemesterModule Leader(s):Dr Anand SyeaExtension: 2396Email:syeaa@wmin.ac.ukSite:Regent StreetHost Course:BA English and Linguistics CombinationsStatus:Linguistics CoreRelevant Course Titles:Subject Board:English and LinguisticsPre-requisites:Word and Sentence Structure (1LIN404)Co-requisites:NoneAssessment:40% coursework, 60% examinationSpecial Features:NoneAccess Restrictions:Summary of Module Content: Comprehensive introduction to Chomsky’stheory of principles and parameters and itsapplication in the analysis of sentence structurein English and other languages.Module AimsThe aims of this module are to:• to introduce you to the theoretical study of syntax;• to equip you with key concepts of the theory of principles and parameters(Chomsky 1981, 1989, 1995);• to train you to use syntactic concepts and skills in the identification, descriptionand analysis of syntactic problems in English and other languages;• to train you to make hypotheses and generalizations based on yourobservations of syntactic facts;• to help you develop the skills of syntactic argumentation;• to enable you to read, understand and evaluate some of the technical materialson the theory of principles and parameters.Learning OutcomesOn successfully completing the module, you will:• have a good understanding of the goals of linguistic theory and of theachievement and applications of Chomsky’s principles and parameters model;• have an understanding of key concepts and components of the theory;245

• be able to identify, analyse and solve syntactic problems in English and otherlanguages by using terms and skills acquired in the course of this module;• be in a position to undertake a small-scale project on syntax of most languagesand write structured, coherent and critical discussions which will enable you todemonstrate your ability to relate theory to data;• be able to read some technical literature on specific topics as well assummarise and evaluate the discussions.Indicative Syllabus ContentThe module begins with a discussion of the goals of linguistic theory and an overviewof Chomsky’s transformational generative approach to Linguistics, outlining thedevelopment of this model from the 1950’s onwards and its impact on areas likepsycholinguistics, acquisition of first and second language and linguistic variation.It then introduces you to basic concepts and teaches you the skills of identifying andanalyzing constituents of a sentence. Two ways of analyzing constituents areoutlined and syntactic arguments are provided for preferring one (which recognisesintermediate categories) to the other.The module then examines core components of Chomsky’s theory (as presented inhis Lectures on Government and Binding, 1981 and his later revisions of this model).In particular, it looks at the lexicon, the different levels of syntactic representations(D-,S-structure and LF), the relation between the lexicon and syntax, the relationbetween one level of representation and another and the role of transformation. Itthen looks at some subtheories of this model, in particular, Case theory, theta-theoryand Binding theory and the constraints built in each, in particular the Case Filter, theTheta-Criterion and the binding principles. In the process you will learn how to usethe subtheories in order to account for well-formed and ill-formed sentences ofEnglish and other languages.The module ends with a discussion of recent revisions Chomsky has made to thismodel as discussed in the minimalist approach.Teaching and Learning MethodsLectures in parallel with skills-based workshops and practical (data analysis)sessions throughout.Class contact:10 weeks at 3 hours per weekAssessment RationaleThe assignments and examination for this module will assess:• your understanding of key concepts and your ability to use them in thedescription, analysis and discussion of syntactic problems;• your ability to research a topic in some depth making use of ideas encounteredin the course of the module as well as your ability to discuss theoretical issuesrelated to your topic and to other topics;246

• your ability to produce clear, structured, coherent and well-argued responses toexamination questions.Assessment CriteriaExaminers will look for evidence of theoretical understanding and ability to applytheoretical ideas in the analysis of empirical data. You will therefore have todemonstrate that:• you understand core theoretical terms and concepts;• you can apply these terms and concepts in the analysis of syntactic data;• you can discuss in some detail theoretical issues and problems presented bythe data;• you can extract, evaluate and make use of information from relevant technicalliterature in the description and analysis of syntactic problems.Assessment Methods and WeightingsAssessment is by coursework (40%) and examination (60%).Coursework will comprise:• Assignment 1 (10%)involves the analysis of syntactic data;• Assignment 2 (15%)involves undertaking a small-scale project on a linguistic phenomenon of yourchoice or provided by the module leader;• Assignment 3 (15%)is an essay of not less than 1000 words on a topic of your choice or provided bythe module leader.Examination:• A formal three hour examination paper which is in two sections. You will berequired to answer four questions, two from each section. Each questioncarries equal marks.• The pass mark for this module is no less than 40%.Essential ReadingCarnie, A (2002) Syntax. A Generative IntroductionRadford, A (1997) Syntax: a minimalist introduction, Cambridge: CambridgeUniversity PressRadford, A (1988) Transformational Grammar: A First Course. Cambridge UniversityPressFurther ReadingAdger, D (2002) Core Syntax. Oxford University PressChomsky, N (1972) Language and Mind. Harcourt, Brace, Jovanovich.Chomsky, N (1981) Lectures on Government and Binding. Foris.247

Chomsky, N (1988) Language and Problems of Knowledge: The Managua Lectures.MIT Press.Culicover, P (1997) Principles and Parameters. Oxford University Press.Horrocks, G (1987) Generative Grammar. Longman.Huddleston, R (1988) English Grammar: an outline. Cambridge University Press.Ouhalla, J (1994) Introducing Transformational Grammar: from rules toprinciples and parameters. Edward Arnold.Radford, A (1981) Transformational Syntax: A students guide toChomsky’s Extended Standard Theory. Cambridge University Press.Radford, A, M. Atkinson, D. Britain, H. Clahsen & A. Spencer (eds.) (1999)Linguistics: an introduction. Cambridge: Cambridge University Press.Sells, P (1985) Lectures on Contemporary Syntactic Theories. CLSI.Additional SourcesA couple of selected papers from one or two of the following journals:LinguisticsJournal of LinguisticsLanguageProforma Updated / Revised: March 2006248

Full Module Title:TRANSLATION THEORYShort Module Title:Translation TheoryModule Code:1LIN606Module Level: 6Academic Credit Weighting: 15School:Social Sciences, Humanities and LanguagesDepartment:English and LinguisticsLength:1 SemesterModule Leader(s):Charles DenrocheExtension:N/AEmail:denrocc@wmin.ac.ukSite:Regent StreetHost Course:BA English & Linguistics CombinationsStatus:OptionSubject Board:English & LinguisticsPre-requisites:Word & Sentence Structure (1LIN404 orSemantics (1LIN501) or equivalentCo-requisites:NoneAssessment:100% courseworkSpecial Features:NoneAccess Restrictions:NoneSummary of Module Content: Description, explanation and evaluation oftranslation; modelling the translation process;analysing texts in order to discover translationproblems and propose solutions to them.Module AimsThis module aims:• to provide insights from linguistics in order to illuminate the processes involvedin translation;• to reveal the techniques translators employ and the principles which underliethem;• to supply students with ways of monitoring and simulating translation practice.Learning OutcomesSuccessful completion of the module will ensure that students can:• troubleshoot for problems of equivalence at word, above word and sentencelevel in any text given for translation;• troubleshoot for problems of textual and pragmatic equivalence in any textgiven for translation;• describe the translation process with the help of a model;• understand the factors which influence this process;• explain the contribution of linguistics to the understanding of this process;249

• apply translation theory to wider issues in translation (practical and theoretical)in order to contribute a well-informed, academic argument.Indicative Syllabus ContentThis module examines the phenomenon of translation from a number of differentperspectives. The aim is to give the student a better understanding of whattranslation is, how translation is a reflection of its social setting, and what goes on inthe mind of the translator. Translation Studies is a discipline which has seen rapidgrowth in recent years. The module reflects these developments and conveys to thestudent the excitement surrounding them and the insights they have given us. Topicsinclude: historical and contemporary translation theories, equivalence, translatability,loss and gain, the unit of translation, translating culture, action theories (skopos),psycholinguistic approaches, discourse analysis approaches, translating literatureand sacred texts, translating ideology, the identity of the translator, translation asrewriting, translation and ICT.Teaching and Learning MethodsLecture/Workshop 2 hours per weekAssessment RationaleThe module is assessed by two pieces of coursework and an essay. The first pieceof coursework is formative and is based on analysis of the problems of equivalenceat word, above word and sentence levels. The second piece of coursework testshigher levels of analysis especially problems of pragmatic and discoursalequivalence. The essay tests understanding of the wider issues of translation theory.Assessment CriteriaAssessment will seek to ascertain evidence of:• ability to troubleshoot for problems of equivalence at word, above word andsentence level in any text given for translation;• ability to describe the translation process with the help of a model;• understanding of the factors which influence this process;• ability to explain the contribution of linguistics to the understanding of thisprocess;• ability to apply translation theory to wider issues in translation (practical andtheoretical) in order to contribute a well-informed, academic argument.Assessment Methods and Weightings100% courseworkTwo exercises completed during the course, and related to taught topics and anessay.250

• Exercise 1 (20%)an account of equivalence problems at word, above word and syntactic levelbased on authentic data.• Exercise 2 (20%)a stylistic analysis of a non-literary English text aimed at alerting the translatorto particular problems at text level or in the pragmatics of the text.• Essay (60%)project on a topic agreed with the course tutor EITHER from a prescribed list,OR suggested by the student and agreed by the course tutor.SourcesRecommended readingBAKER, M. (ed). 2001. The Routledge Encyclopedia of Translation Studies. London:Routledge.HATIM, B. & J. MUNDAY (2004) Translation: An Advanced Resource Book. London:Routledge.MALMKJAER, K. 2005. Linguistics and the Language of Translation. Edinburgh:Edinburgh Textbooks in Applied Linguistics.MUNDAY, J. 2001. Introducing Translation Studies: Theories and Applications.London: Routledge.VENUTI, L. (ed). 2000. The Translation Studies Reader. London: Routledge.Further readingAUSTERMUHL, F. 2001. Electronic Tools for Translators. Manchester: St Jerome.BAKER, M . 1992. In Other Words: A Coursebook on Translation. London:Routledge.BASSNETT, S. 2002. Translation Studies (3rd). London: Routledge.BASSNETT, S. & H. TRIVEDI (eds). 1999. Post-Colonial Translation. London:Routledge.BELL, R. 1991. Translation and Translating: Theory and Practice. Harlow: Longman.CAMPBELL, S. 1998. Translation into the Second Language. Harlow: Longman.CATFORD, J. 1965. A Linguistic Theory of Translation Oxford: Oxford: OxfordUniversity Press.CHESTERMAN, A. (ed). 1989. Readings in Translation Theory. Helsinki: Oy FinnLectura Ab.DICKINS, J., S. HERVEY & I. HIGGINS. 2002. Thinking Arabic Translation. London:Routledge.ECO, U. 2003. Mouse or Rat?: Translating as Negotiation. London: Weidenfeld &Nicolson.FAWCETT, P. 1997. Translation and Language: Linguistic Approaches Explained.Manchester: St Jerome.GENTZLER, E. 2001. Contemporary Translation Theories (2nd). Clevedon:Multilingual Matters.GUTT, E. 2000. Translation and Relevance: Cognition and Context. Manchester: StJerome.HATIM, B. 2001. Teaching and Researching Translation. Harlow: Longman.HATIM, B. & I. MASON. 1990. Discourse and the Translator. Harlow: Longman.251

HATIM, B. & I. MASON. 1997. The translator as Communicator London: Routledge.HERVEY, S. & I. HIGGINS. 1992/2002. Thinking French Translation London:Routledge.HERVEY, S., I. HIGGINS, S. CRAGIE & P. GAMBAROTTA. 2000. Thinking ItalianTranslation. London: Routledge.HERVEY, S., I. HIGGINS & M. HAYWOOD. 1995. Thinking Spanish Translation.London: Routledge.HERVEY, S., I. HIGGINS & M. LOUGHRIDGE. 1995. Thinking German Translation.London: Routledge.HEWSON, L. & J. MARTIN. 1991. Redefining Translation. London: Routledge.HOUSE, J. 1977. A Model for Translation Quality Assessment. Tübigen: TBL GunterNarr.HOUSE, J. 1997. Translation Quality Assessment: A Model revisited. Tübigen:Gunter Narr.LEFEVERE, A. 1992. Translation, Rewriting and Manipulation of Literary Fame.London: Routledge.NEWMARK, P. 1982. Approaches to Translation. Oxford: Pergamon Press.NEWMARK, P. 1988. A Textbook of Translation. Hemel Hempstead: Prentice-Hall.NIDA, E. 1964. Towards a Science of Translating. Leiden: E. J. Brill.NIRANJANA, T. 1992. Siting Translation: History, Post-Structuralism, and theColonial Context. Berkeley: University of California Press.NORD, C. 1997. Translating as a Purposeful Activity. Manchester: St Jerome.OLOHAN, M. 2004. Introducing Corpora in Translation Studies. London: Routledge.PEREZ, M. (ed). Apropos of Ideology. Manchester: St Jerome.ROBINSON, D. 2003. Becoming a Translator: An Introduction to the Theory andPractice of Translation. London: Routledge.SCHULZE, R. & J. BIGUENET. 1992. Theories of Translation: An Anthology ofEssays from Dryden to Derrida. Chicago: University of Chicago Press.SHUTTLEWORTH, M. & M. COWIE. 1997. Dictionary of Translation Studies.Manchester: St Jerome. SIMON, S 1996. Gender in Translation: CulturalIdentity and the Politics of Transmission. London: Routledge.SNELL-HORNBY, M. 1988/1995. Translation Studies: An Integrated Approach.Amsterdam: John Benjamins.STEINER, G. 1975/1992/1998. After Babel: Aspects of Language and Translation.Oxford: Oxford University Press.TAYLOR, C. 1998. Language to Language: A Practical and Theoretical Guide forItalian/ English Translators. Cambridge: Cambridge University Press.VENUTI, L. 1995. The Translator’s Invisibility: A History of Translation. London:Routledge.Periodical ReferencesWWW ReferencesFor useful follow up links to information on Machine Translation go to:http://www.georgetown.edu/cball/ling361/ling361_mt_links.htmlAdditional References (Software Packages, CD-Rom, Film, Video, Audio-tape)MultiConcord252

http://web.bham.ac.uk/johnstf/lingua.htmThis is a particularly useful piece of software as it works on pairs of translated textsand gives students examples of how a particular word has been translated in severaldifferent texts. Available from CFL Software Development, Birmingham.Proforma Revised/Updated: 2004253

Full Module Title:WRITTEN DISCOURSE ANALYSISShort Module Title:Module Code:1ELG601Module Level: 6Academic Credit Weighting: 15Length:1 semesterSchool:Social Sciences, Humanities andLanguagesDepartment:English and LinguisticsModule Leader(s):Dr. Andrew CainkExtension: 2354Email:A.Caink@wmin.ac.ukSite:Regent StreetHost Course:BA English & Linguistics CombinationsStatus:Core for Major/Joint English LanguageSubject Board:EnglishPre-requisites:Pass in 1ELG401 and 1ELG402 or equivalentCo-requisites:NoneDis-requisites:Assessment:100% coursework: 30% text analysis / 70% essaySpecial Features:NoneAccess Restrictions: NoneSummary of Module Content: This module focuses on theories of discourseanalysis including critical discourse analysis,rhetorical analysis, conversation analysis, andmediated discourse analysis. The module looks atdiscourse in cyberspace, films, and fiction andconsiders the issues involved in the discourses ofclass, gender, race, religion, and war.Module AimsThis module aims:• to develop the student's understanding of the structures and features typical ofa variety of discourses;• to equip the student with the appropriate terms and concepts for discourseanalysis;• to encourage analytical skills in three areas: linguistic, sociolinguistic andaesthetic.Learning OutcomesSuccessful completion of the module will ensure that students can:• analyse any text written in English in terms of its structure, power relations andtype;• compare texts in terms of their features and understand multimodal discourses;254

• critically evaluate texts according to different criteria and models of analysis;• accurately apply terms and concepts learned in the module to a variety of texts.Indicative Syllabus ContentWe start by looking at varieties of discourse and different ways of analysing them. Textsare selected from a wide range of material - typifying different styles, levels of formality,registers, audiences, purposes and specialisations. In addition to the stylistic, syntacticand lexical features, texts are analysed from the points of view of genre, text linguisticsand discourse analysis. Topics covered include Hurricane Katrina, anorexia nervosa,Woody Allen’s Zelig, adverts, comic strips, newspapers, etc. We will also look at thediscourses of class, race, gender and sexual orientation. Finally we discuss thelimitations and weaknesses of various forms of discourse analysis.Teaching and Learning Methods2 hours per week for lecture / seminar and 1 hour a week for practical workshop;group work; written assignments. Please note that we may alter the ration of lecturesto seminars as need arises.Assessment RationaleThe module assessment is designed to tests students’ skills in discourse analysisprogressively as they are acquired through the module. However, they should not beviewed as merely tools of assessment because they are also tools of learning. Thefirst assignment is a discourse analytic exercise (30%) where you will gainexperience of analysing a specific text in ways demonstrated during the classes. Thesecond assignment is an essay (70% of total mark), and examines your ability to dofurther independent reading and to synthesise your findings into a coherentargument on a given topic. There will be a choice of topics/essay questionsavailable.Assessment CriteriaThe text analysis will seek to ascertain evidence of:• practical ability in discourse analysis and theoretical understanding of therelevant issues;• ability to use various discourse models and frameworks of analysis withsensitivity and discrimination;• understanding of terms in their specific meanings as used in discourseanalysis;The essay will seek to ascertain evidence of both the above areas and:• ability to choose texts for analysis and comparison with coherent justification forchoice;• ability to present information with clarity, including the use of graphics and / orcharts where appropriate;255

• background reading informing the students’ choice of terms, analysis orunderstanding of Theory;• ability to reference sources used in an appropriate way.Assessment Methods and Weightings1. Discourse analysis exercise: 30%.2. The essay: 70%.SourcesRecommended ReadingThere are no perfect textbooks on discourse analysis. I would prefer you readarticles and pamphlets instead of books in preparation forlectures/seminars/practicals. A list of these essential readings will be posted onBlackboard and delivered to students by the lecturer in person. However, thefollowing books should also be consulted in your reading:Bernstein, B. (1971) Class, codes and control. London: Routledge & Kegan Paul.Coulthard, M. (ed.) (1994) Advances in Written Discourse Analysis. London:Routledge.Fairclough, N. (1992) Discourse and Social Change. Cambridge: Polity Press.Fairclough, N. (1995) Critical Discourse Analysis: the critical study of language,London: Longman.Fiske, J. (1982) Introduction to Communication Studies. Methuen.Georgakopoulou, A. and D. Goutros (1997) Discourse Analysis. Edinburgh.Goffman, E. (1981) Forms of Talk. Pennsylvania UP.Hart, R. (1997) Modern rhetorical criticism (2nd ed.). Boston: Allyn & Bacon.Norris, S. and Rodney, H. J. (eds.) (2005) Discourse in Action: Introducing MediatedDiscourse Analysis. London and new York: Routledge.Parker, I. and the Bolton Discourse Network (1999) Critical Textwork: an introductionto varieties of discourse and analysis. Buckingham, Philadelphia: OpenUniversity Press.Woofitt, R. (2005) Conversation Analysis and Discourse Analysis: A Comparativeand Critical Introduction. London, Thousand Oaks and New Delhi: Sage.Date of initial Validation: 2000Dates of CASG approved modifications: July 2005Date of re-validation/review: February 2005256

5 Spanish for Business Module5.1 Spanish for Business …………………………………………….. 258257

Full Module Title:SPANISH FOR BUSINESSShort Module Title:Spanish for BusinessModule Code:1SPB522Module Level: 5Academic Credit Weighting: 15 creditsSchool:Social Sciences, Humanities and LanguagesDepartment:Modern LanguagesLength:One SemesterModule Leader:Olga Núñez PiñeiroExtension: 2376E-mail:o.nunez@wmin.ac.ukSite:Regent CampusHost Course:BA Modern LanguagesBA Language StudiesBA Languages and Other DisciplinesStatus:CoreRelevant Course Titles/Pathways: BA Modern LanguagesBA Language StudiesBA Languages and Other DisciplinesSubject Board:SpanishPre-Requisites:Passed Level 4 core language grade orequivalentCo-Requisites:NoneAssessment:60% coursework, 40% examinationSpecial Features:NoneAccess Restrictions:NoneSummary of Module Content: Practical use and development of thelanguage in a business context. Study of thebackground to business in Spanish-speakingcountries.Module Aims• To extend your linguistic competence and autonomy.• To familiarise you with the demands of working practices in the target-languagebusiness environment and those of an academic course in the countries of thetarget language.Learning OutcomesAt the end of the module you should be able to do the following:• Speaking: Initiate and sustain conversation on a wide variety of topics related toprofessional, business and cultural issues. Give oral presentations on businesstopics. Take a lively part in meetings and negotiations.• Listening: Report all the essential points of authentic spoken language e.g. in theform of a talk or broadcast/televised current affairs programme, a businessmeeting or a negotiation.258

• Reading: Consolidate your understanding of business and economic texts(newspapers, journals, company reports, and reference books) and develop yourability to extract relevant information from them.• Writing: Produce competent and accurate business and other formalcorrespondence (e.g. letters, memos, e-mails), reports and notes forpresentations.Indicative Syllabus ContentGeneral:• Revision and consolidation of advanced grammatical structures whereappropriate.• Business lexis and jargon.• Recognising differences between formal and informal written and spokenlanguage according to the context.• Giving opinions showing agreement and disagreement.• Putting arguments in order in discussing a particular topic.• Introduce an argument and maintain it.General Background:• The political background and structure of Spanish-speaking countries• The economic geography of Spanish-speaking countries• Cultural and social issues• Current affairsTarget-Language Business Themes:• The labour market and labour relations• Advertising and marketing• Financial institutions and the money markets• Management structures and practicesTeaching and Learning MethodsThe course will draw on all the usual methods used in communicative languageteaching. The course will be conducted in the target language and will involve classparticipation in discussion and group-work. Student autonomy will be encouragedand students should be prepared to work on their own in the library and the LearningAdvice Centre as part of the course. The course will make use of written, audio andvideo materials.Assessment RationaleThe module is assessed via course work and an examination. Coursework consistsof a research project on a topic related to Spanish business life negotiated with thelecturer. The research will lead to the production of an essay (800-850 words) and apresentation in class. In the examination students will produce a work relateddocument (e.g. a letter) in the target language; a text or piece of audio/audio-visualmaterial related to the Spanish-speaking business world will lead to acomprehension exercise (questions, summary, etc.).259

Assessment is designed to allow students to demonstrate their linguistic skills asapplied to the Spanish-speaking business world as well as their acquired knowledgeand understanding of the context in which business is carried out in Spanishspeakingcountries. In addition it is intended to allow students to demonstrate the keyskills of extracting and selecting data and presenting them according to a specificbrief and reading, analysing and arguing a case and communicating orally in thetarget language.Assessment CriteriaIn the research project essay, students are expected to demonstrate that they can:• select, read and synthesise appropriate secondary sources;• formulate and structure an essay which addresses and answers the question andwhich is based on accumulated knowledge and developed understanding;• use appropriate academic conventions including a bibliography;• use the appropriate target language terminology, style and register.In the research project oral presentation, students are expected to demonstrate thatthey can:• speak from short notes;• communicate information and arguments in an effective way;• respond to questions by giving suitable unrehearsed answers;• express themselves clearly and correctly in public in the target language.In the examination, students are expected to demonstrate:• the ability to extract relevant information in response to questions;• the ability to formulate articulate and well-structured personal answers;• the ability to handle the target language and conventions;• the ability to work unassisted in a time-constrained environment.Marks are awarded as follows, characteristics of performance to be determined onthe basis of criteria as outlined above.Characteristics of Performance: Mark:Outstanding Above 80%Excellent 70-79%Consistently good, some excellent 60-69%Satisfactory, some weak, some good 50-59%Significant weaknesses 40-49%Poor, but marginal fail 35-39%Clear fail Below 34%Assessment Methods and WeightingsThe assessment scheme consists of coursework (60%) and an examination (40%)as follows:260

CourseworkPersonal research on a topic related to business negotiated by the student with thelecturer leading to the production of:• An 800 to 850 word report in Spanish (50%);• An oral presentation in class of up to 10 minutes (50%).ExaminationTwo hours; two tasks (50% each)Students must secure a mark of at least 40% in the examination and a combinedcoursework mark of 35% and an overall mark of at least 40%.SourcesAguirre Beltrán, B. Servicios financieros: Banca y bolsa. SGEL 1993Aguirre Beltrán, B. y Hernández, C. Curso de español comercial . SGEL 1987Aguirre Beltrán, B. y Hernández, C. El lenguaje administrativo y comercial.SGEL 1989Aguirre, B. y Hernández, C. La empresa. SGEL 1998/2005Batley Matías, P. Business Spanish. MacMillan Press LTD 1992Benítez, P.; Gómez de Enterría, J. y Gelabert, Mª. J. El español de la empresa.Ediciones Colegio de España 1995Bonell, P. y Prada, M. Negocio a la vista. Edinumen 2005Bovet, M. y Prada, M. El español de los negocios. Niveles intermedio y avanzado.Edelsa 1992Calleja Medel, G. y Tirado Zabala, C. Cómo dominar la correspondencia comercialrápidamente. Playor 1980Fajardo, M. y González, S. Marca registrada. Español para los negocios.Universidad de Salamanca-Santillana 1995Felices Lago, A. y Ruiz López, C. Español para el comercio internacional.Edinumen 1998Felices, A. y Ruiz, C. Español para el comercio internacional (términos yexpresiones esenciales en el mundo de los negocios). Edinumen 1998Felices, A.(dir); Calderón M. A.; Iriarte, E. y Nuñez, E. Cultura y negocios.EdinumenGonzález, M.R.; Martín, F.; Rodrigo, C. y Verdía, E. Socios. Curso básico deespañol orientado al mundo del trabajo. Difusión 1999Gómez de Enterría, J. Correspondencia comercial en español. SGEL 2005Larrañaga Domínguez, Ainhoa y Arroyo Hernández, Margarita. El léxico de losnegocios. SGEL 2005Matallanes Marcos, C. Albarán. Español para la empresa. Ediciones Universidad deNavarra (EUNSA) 1997Núñez Cabeza, E. A. Activo. Prácticas comerciales en español. Universidad deMálaga 1998Palomino, M.A. Técnicas de correo comercial. EdelsaPareja López, M. J. Manual para la preparación de los exámenes de la Cámara deComercio de Madrid. Edinumen 2005261

Prost, G.; Noriega, A. Al día. Curso superior de español para losnegocios. SGEL 2005Renty, I. El mundo de los negocios. Léxico inglés-español, español-inglés.SGEL 1977Sabater, M. Ll.; Martín Peris, E. y Bosch, M. Hablemos de negocios. Alhambra-Longman 1992Sampere, A. y Villar, I. La redacción comercial. Colegio de España 1986Sampere, A. y Villar, I. Marketing. Colegio de España 1988Siles Artés, J.; Martín Uriz, A. y Martín Uriz, I. El español de los negocios (Españoleconómico y comercial). SGEL 1989Tomás, J. M.; Aguirre, B. y Larrú, J. Trato hecho. Español de los negocios.SGEL 2005VV.AA. Cartas comerciales bilingües. Stanley 1992VV.AA . Español de negocios en CD-Rom. Difusión 1996Vázquez, G. (coordinadora). Proyecto ADIEU. EdinumenDictionariesBusiness Spanish Dictionary, Peter Collin Publishing, 1998Collins Spanish DictionaryThe Concise Oxford Spanish Dictionary (English-Spanish), Oxford, 1998Oxford Business Spanish Dictionary (English-Spanish)Material for the course will also come from a selection of articles from:Perspectiva economica del Banco Santander Hispano (monthly publication)G.S.Global Economic Website (economic research from the G.S. FinancialWorkbench)Aguirre, Blanca and Hernandez Consuelo, Curso de español comercial, Madrid:SGEL, 1992Bray, J. and Gomez Sanchez, M. Spanish in the Office, London: Longman, 1984262

SPANISH MODULE LISTTitleLevel FourSpanish Language Development StrandSpanish Language Development 1Spanish Language Development 2 (Intermediate)Spanish Language Development 3 (Advanced)Module Code1SPA4801SPA4811SPA482Spanish Languages in Action StrandLanguage in Practice PathwaySpanish Language in Practice 1Spanish Language in Practice 2Language for Work PathwaySpanish Language for Work 1Spanish Language for Work 2Bilingual Translation PathwaySpanish Translation 1Translation as Cultural Practice PathwayEnglish for Academic Purposes 4English for Academic Purposes 5English for Academic Purposes 6Writing for Academic SuccessSpanish Area Studies StrandEncounter of Two Worlds: Spain and the Americas, fromconquest to RevolutionIntroduction to Spanish and Latin American CultureLinguistics Modules for BA Translation OptionIntroduction to LinguisticsWord and Sentence StructureLevel FiveSpanish Language Development StrandSpanish Language Development 2 (Post-beginner)Spanish Language Development 3 (Post-Intermediate)Spanish Language Development 4 (Advanced)1SPA4831SPA4841SPA4851SPA4861SPA4871EAPP041EAPP051EAPP061LAN4011SPA4671SPA4661LIN4011LIN4041SPA5801SPA5811SPA582Spanish Languages in Action StrandLanguage in Practice PathwaySpanish Language in Practice 3Spanish Language in Practice 41SPA5831SPA584263

Language for Work PathwaySpanish Language for Work 3Spanish Language for Work 4Bilingual Translation PathwaySpanish Translation 2Translation as Cultural Practice PathwayTranslation in Society: Language, Ideology andCommunicationWork-Integrated Simulation for TranslatorsSpanish Area Studies StrandPolitics, Populism, Dictatorship and Democracy in LatinAmerica: from Perón to ChávezSpanish and Latin American Culture: Social Change andRevolution, 1900-1960Linguistics Modules for BA Translation OptionSyntatic TheorySpanish for BusinessLevel SixSpanish Language Development StrandSpanish Language Development 3 (Post-Beginner withoutthe year abroad)Spanish Language Development 4 (Post-Beginner withyear abroad) +(Post-Intermediatewithout year abroad)Spanish Language Development 5 (Post-Intermediate withyear abroad) +(Advanced)1SPA5851SPA5861SPA5871TRS5011TRS5021SPA5681SPA5691LIN5081SPB5221SPA6801SPA6811SPA6831SPA684Spanish Languages in Action StrandLanguage and Practice PathwaySpanish Language in Practice 5Spanish Language in Practice 6Language for Work PathwaySpanish Language for Work 5Spanish Language for Work 6Bilingual Translation PathwaySpanish Translation 31SPA6851SPA6861SPA6871SPA6881SPA689264

Translation as Cultural Practice PathwayTranslation as Cultural Practice: Language, Metaphor andInstitutional ContextTranslation Project (4 Year Course)Translation Project (3 Year Course)Translation Project (Advanced and Proficient Speakers)Spanish Area Studies StrandUS-Latin American Relations, from Monroe to the presentSpanish and Latin American Culture: The Boom andBeyond, 1960-todayBA Dissertation Module (4 Year Course)BA Dissertation Module (3 Year Course)Linguistics Modules for BA Translation OptionTranslation TheoryWritten Discourse Analysis1TRS6011SPA6701SPA6711SPA6921SPA6721SPA6731SPA6681SPA6691LIN6061ELG601265