Examination Preparation & Technique SOCLAS Study Skills

School of Cultures, Languages
and Area Studies
Undergraduate Handbook
2010-2011
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School of Cultures, Languages
and Area Studies
Undergraduate Handbook
2010-2011
Editors: Christopher Harris, Alison Smith, Lyndy Stewart & Lewis Taylor
First edition authored and edited by Kay Chadwick, 1995
Fourth Edition (revised February 2011)
© School of Cultures, Languages and Area Studies, University of Liverpool, February 2011
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(Click to follow links)
Contents
Preface ........................................................................................................... 7
1. The School of Cultures, Languages and Area Studies (SOCLAS) ............ 8
1.1 Introduction ................................................................................................................. 8
1.2 The Research Institute of Latin American Studies ....................................................... 8
1.3 Using This Handbook .................................................................................................... 8
1.4 SOCLAS Buildings .......................................................................................................... 9
1.5 Teaching Rooms ........................................................................................................... 9
1.6 Common Rooms ........................................................................................................... 9
1.7 The School Office ......................................................................................................... 9
1.8 The Working Environment ........................................................................................... 9
1.9 Keeping Informed ....................................................................................................... 10
1.10 Student Pigeon-Holes ................................................................................................. 10
1.11 Notice Boards (Cypress Building) ............................................................................... 10
1.12 The University E-Mail Address ................................................................................... 10
1.13 The SOCLAS Website .................................................................................................. 10
1.14 VITAL .......................................................................................................................... 11
1.15 Student Societies ........................................................................................................ 11
1.16 The SOCLAS Staff-Student Liaison Committee ........................................................... 11
1.17 Research Seminars ..................................................................................................... 11
1.18 Undergraduate Awards and Prizes ............................................................................ 12
1.19 Contacting Staff .......................................................................................................... 12
1.20 The SOCLAS Office Reception .................................................................................... 12
1.21 SOCLAS Staff ‘Office Hours’ ........................................................................................ 13
1.22 Staff Pigeon-Holes ...................................................................................................... 14
1.23 E-mailing SOCLAS Staff ............................................................................................... 14
1.24 SOCLAS Staff Research Days ...................................................................................... 15
1.25 SOCLAS Staff by Subject Area..................................................................................... 15
1.26 SOCLAS Staff, Special Responsibilities ....................................................................... 21
1.27 Diversity and Equality ................................................................................................ 24
1.28 The University Approach to Supporting Disabled Students ...................................... 24
2. Important Information for All Students ............................................. 25
2.1 The Code of Practice on Assessment ......................................................................... 25
2.2 Penalties for Late Submission of Assessed Work....................................................... 25
2.3 Sickness Absence Policy ............................................................................................. 26
2.4 Mitigating Circumstances........................................................................................... 26
2.5 Plagiarism, Collusion and Fabrication of Data ........................................................... 28
2.6 Implications of Non-Attendance ................................................................................ 29
2.7 Implications of the Non-Payment of Fees ................................................................. 29
2.8 Suspension of Studies ................................................................................................ 30
2.9 Student Progress ........................................................................................................ 30
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2.10 Assessment Appeals Procedure ................................................................................. 31
2.11 Jury Service ................................................................................................................. 32
2.12 The Spider Student Web ............................................................................................ 32
2.13 The Degree Classification System .............................................................................. 34
2.14 Student Representation ............................................................................................. 34
2.15 Health and Safety ....................................................................................................... 35
2.16 Liverpool Guild of Students ........................................................................................ 35
2.17 The University Library ................................................................................................ 37
2.18 Computing Services .................................................................................................... 37
2.19 The University Calculator ........................................................................................... 38
3. SOCLAS Learning and Teaching Strategy ............................................ 39
3.1 Overall Aims of Subject Provision (SOCLAS) .............................................................. 39
3.2 The Programme of Study ........................................................................................... 40
3.3 The Programme Specification .................................................................................... 40
3.4 Undergraduate Programmes Taught Wholly or Partly in SOCLAS ............................. 41
3.5 Glossary – Key Terms ................................................................................................. 42
3.6 Registration and Module Choices .............................................................................. 43
3.7 Online Index of SOCLAS Modules .............................................................................. 43
3.8 Cross-Department Honours Programmes: Useful Websites ..................................... 43
3.9 Module Changes ........................................................................................................ 44
3.10 The Year Abroad ......................................................................................................... 44
3.11 The SOCLAS Year Abroad Gateway ............................................................................ 44
3.12 Learning and Teaching ............................................................................................... 44
3.13 Lectures ...................................................................................................................... 44
3.14 Tutorials and Seminars ............................................................................................... 45
3.15 Language Classes ........................................................................................................ 45
3.16 Personal Study............................................................................................................ 45
3.17 Learning Resources .................................................................................................... 46
3.18 The SOCLAS Library .................................................................................................... 46
3.19 The SOCLAS Website .................................................................................................. 47
3.20 Books and Bookshops ................................................................................................ 47
3.21 The SOCLAS Examinations and Assessment Index Page ............................................ 48
3.22 SOCLAS Assessment Methods .................................................................................... 48
3.23 Submission of Assessed Work .................................................................................... 48
3.24 Plagiarism, Collusion and Fabrication of Data ........................................................... 49
3.25 Punctual Submission of Assessed Work ..................................................................... 50
3.26 Penalties for Late Submission of Assessed Work....................................................... 50
3.27 Extensions .................................................................................................................. 51
3.28 SOCLAS Assessment Criteria ...................................................................................... 51
3.29 Assessment Criteria for Language Assignments ........................................................ 51
3.30 Assessment Criteria for ‘Content’ Course Essays and Similar Assignments .............. 53
3.31 The Degree Classification System .............................................................................. 55
4. Provision of Feedback to Students ..................................................... 56
4.1 Provision of Feedback to Students ............................................................................ 56
4.2 Disclosure of Marks .................................................................................................... 56
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4.3 External Examiners ..................................................................................................... 56
4.4 Course Evaluation ...................................................................................................... 56
5. Key Skills and Employment ................................................................ 57
5.1 The Careers and Employability Service: ..................................................................... 57
5.2 Learning and Study Skills Support .............................................................................. 58
5.3 Learning and Study Skills in SOCLAS .......................................................................... 58
5.4 SOCLAS - Transferable Skills ....................................................................................... 59
5.5 Careers and Employability ......................................................................................... 59
5.6 Postgraduate Study in SOCLAS ................................................................................... 60
5.7 References .................................................................................................................. 61
6. Support Services for Students ............................................................ 62
6.1 Personal Tutoring ....................................................................................................... 62
6.2 Support and Advice .................................................................................................... 62
6.2.1 Student Support Services ........................................................................................... 62
6.2.2 Student Support Assistant (SSA)/Care Leavers’ Contact ........................................... 63
6.2.3 The Disability Support Team ...................................................................................... 63
6.2.4 Financial Support Team.............................................................................................. 64
6.2.5 International Support Team (IST) ............................................................................... 64
6.3 Student Counselling ................................................................................................... 65
6.4 Mental Health Adviser (MHA) .................................................................................... 65
6.5 Liverpool Guild of Students ........................................................................................ 66
7. The English Language Unit (ELU) ........................................................ 67
8. Other Useful Publications .................................................................. 68
8.1 Student Charter .......................................................................................................... 68
8.2 University Calendar .................................................................................................... 68
8.3 University Complaints Procedure .............................................................................. 69
8.4 Your University ........................................................................................................... 69
Appendix 1: Planning and Writing an Essay or a Literary Commentary ....... 70
Appendix 2: SOCLAS Style Sheet ................................................................. 79
Appendix 3: A Guide to University Library Resources for SOCLAS Students 88
Appendix 4: Guidelines: Examination Preparation & Technique ................. 94
Appendix 5: Guidelines: Examination Preparation & Technique: Language
Examinations ............................................................................................... 97
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School of Cultures, Languages and Area Studies 2011
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Preface
Welcome to the School of Cultures, Languages and Area Studies
University of Liverpool
This Handbook aims to be a user-friendly and helpful guide to life in the School of
Cultures, Languages and Area Studies at the University of Liverpool. It provides a
profile of the School you have joined, lists sources of advice and support,
outlines the structures of the BA degree, and details some of the rules and
regulations which you need to know. This Handbook is an important document
which you may need to consult on many occasions during your studies at
Liverpool. You should read it carefully and keep it for reference.
The information in this Handbook is intended for guidance only, and should be
regarded as additional to and not instead of the decrees, ordinances and
regulations issued by the University and the Faculty of Humanities and Social
Sciences. It should also be read in conjunction with the School of Cultures,
Languages and Area Studies Code of Practice on Assessment and other
documentation available via the School's website (http://www.liv.ac.uk/soclas).
The information contained in this Handbook relates to the academic session
2010-2011, although it is not expected to change significantly in subsequent
years. However, during the course of your time at Liverpool, procedures may be
modified and modules may be added or deleted in response to teaching
developments and staff movement. Appropriate steps will be taken to provide
advance notice to students of any such change or development where this
affects their studies.
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1. The School of Cultures, Languages and Area Studies (SOCLAS)
1.1 Introduction
The School of Cultures, Languages and Area Studies (SOCLAS) was created on 1 August 2006
when the School of Modern Languages merged with the Institute of Latin American Studies
(ILAS). SOCLAS is a constituent part of the School of Histories, Languages and Cultures, in the
Faculty of Humanities and Social Sciences.
The School of Cultures, Languages and Area Studies is a community with a friendly and often
lively atmosphere, and while small enough to build strong relationships between its
members, is large enough to offer varied and exciting programmes, in a range of subject
areas: Comparative Studies, European Film Studies, French, German, Hispanic Studies,
Italian, and Latin American / American Studies. Such variety, reinforced by wide-ranging,
often interdisciplinary, staff research interests, creates a stimulating environment in which
to live and study.
1.2 The Research Institute of Latin American Studies
SOCLAS is also home to the Research Institute in Latin American Studies (RILAS at:
http://www.liv.ac.uk/rilas/), which aims to build on existing excellence at the University of
Liverpool by strengthening and promoting – especially through the participation of
researchers in the Faculty of Humanities and Social Sciences, but across the whole university,
reaching out to the Schools of Medicine, Science, and other Faculties as well – the
interdisciplinary study of the Americas, understood in the widest disciplinary sense. The
Research Institute will contribute fully to urgent debates about the future of Area Studies in
the Americas, moving beyond the older model of comparative studies to one that is directed
towards research on increasingly global networks evident throughout the hemisphere and
beyond.
1.3 Using This Handbook
In the School of Cultures, Languages and Area Studies, the first year of study is designed to
develop your existing knowledge and skills, providing a foundation for more specialised work
in your chosen field. Section 3 of this Handbook gives information on key aspects of the
undergraduate degree programmes taught wholly or partly within SOCLAS, and explains
some of the methods of teaching and learning which you might encounter. University life
involves more than just formal study, and elsewhere in this Handbook you will find
information related to the wider University community, such as the Guild of Students (see
Sections 2 and 6), the development of key skills (Section 5 and the Appendices), and the
University’s sources of support and advice (Section 6). Here in Section 1, you will find a brief
introduction to the School of Cultures, Languages and Area Studies itself, its locations,
activities and staff.
If you have any suggestions for additions, alterations or corrections to this Handbook, please
contact Dr Lyndy M. Stewart (lyndyms@liverpool.ac.uk).
8

1.4 SOCLAS Buildings
The School of Cultures, Languages and Area Studies is located in a group of buildings on the
South Campus of the University, close to Abercromby Square. The Cypress Building in
Chatham Street is home to most of the School, with the Research Institute in Latin American
Studies (RILAS) being based at 86 Bedford Street South, with some rooms in the Roxby
Building.
86 Bedford Street South The Cypress Building Roxby Building
University of Liverpool
Liverpool
L69 7WW, UK
(Building Number 111)
Chatham Street
University of Liverpool
Liverpool L69 7ZR, UK.
(Building Number 108)
9
University of Liverpool
Liverpool
L69 7ZT
(Building Number 107)
Building numbers refer to the University Campus Map, online at
http://www.liv.ac.uk/maps/liverpool-university-campus-map.pdf
(see also: http://www.liv.ac.uk/maps/index.htm).
1.5 Teaching Rooms
Teaching takes place in the Cypress Building, at 86 Bedford Street South, and at other
locations on campus. Classes may meet in lecture theatres, seminar rooms or staff offices,
depending on the activity involved. On the ground floor of the Cypress Building is the
Language Laboratory (room G14), a computer teaching room (G12) and the SOCLAS Library
(rooms G11a and G11b).
1.6 Common Rooms
The Undergraduate Common Room for the Cypress Building is situated on the ground floor
of the building and includes a coffee bar.
1.7 The School Office
The main School Office is on the second floor of the Cypress Building (room 222). The
General Enquiry Desk opens from 10.00 a.m. to 4.00 p.m. Monday to Friday during term
time.
Telephone: (+44) (0)151 794 2749
Fax: (+44) (0)151 794 2357
E-mail: sml@liverpool.ac.uk
1.8 The Working Environment
Please help to maintain a clean and comfortable working environment within the School.
Food and Drink: The Staff-Student Liaison Committee has agreed that food and drink,
other than bottled water, should not be taken into rooms used for teaching and
learning.

No Smoking: Please note that the University of Liverpool is a non-smoking
environment. People smoking outside buildings should go a reasonable distance from
the entrance and from windows which can be opened.
Mobile Phones: Please note that mobile phones must be switched off in teaching
rooms and corridors.
1.9 Keeping Informed
During the course of your time at University, you will find that information about
programmes of study, modules, examinations, and important meetings may be
communicated in a variety of ways. It is your responsibility to keep yourself informed.
1.10 Student Pigeon-Holes
In the Cypress Building, student pigeon-holes are located on the second floor. Mail which
comes into the School for undergraduate students will be put in student pigeon-holes, and
Staff may also leave messages for students here, so pigeon-holes should be checked
regularly.
1.11 Notice Boards (Cypress Building)
The Year 1 notice boards are on the second floor, Year 2 and Year Abroad notice boards are
on the third floor, and Final Year and Postgraduate notice boards are on the fourth floor. The
examinations notice board is on the second floor, as is the notice board for notices relating
to the Staff-Student Liaison Committee, student societies and special events. Timetables,
notices relating to modules and seminar groups, and general notices from staff will be
posted on the appropriate notice boards, and students should consult these regularly.
1.12 The University E-Mail Address
On registration with the Computer Services Department, a Liverpool e-mail address will be
allocated. Please access your inbox regularly, as e-mail may be used to communicate
important information.
1.13 The SOCLAS Website
The School of Cultures, Languages and Area Studies website gives access to:
Information on Programme Structures and modules
Documentation relating to Codes of Practice, Policies and Procedures
Staff contact details
Updates to Handbook information
The Year Abroad Gateway
The SOCLAS Student Intranet
See: http://www.liv.ac.uk/soclas
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1.14 VITAL
VITAL (Virtual Interactive Teaching at Liverpool) is the University of Liverpool's virtual
learning environment. The VITAL homepage (https://vital.liv.ac.uk/webapps/login/) gives
staff and students access to learning and teaching activities online.
1.15 Student Societies
The School of Cultures, Languages and Area Studies is home to the SOCLAS Student Society,
SOCSOC. You are warmly recommended to participate, and to propose new groups. Other
activities may be developed as interest demands; examples from recent years include a
series of film showings, and a week devoted to Portuguese culture. There is a notice board
for student societies and special events on the second floor of the Cypress Building, next to
room 218.
1.16 The SOCLAS Staff-Student Liaison Committee
The School of Cultures, Languages and Area Studies Staff-Student Liaison Committee exists
to provide a forum for discussion between staff and students on academic matters. The
committee is chaired by students and is normally composed of three members of academic
staff plus around six student representatives from different degree combinations. It meets
usually at least once a term, and items of interest and concern are forwarded to the
appropriate committees. All decisions and/or reports are then channelled back to students
via the Staff-Student Liaison Committee. Any comments or questions which you would like
raised at a meeting should be sent in the first instance to your student representatives on
the committee.
All students are encouraged to stand for election to the SOCLAS Staff-Student Liaison
committee and information on the election process and dates will be made available, usually
via notice boards. The SOCLAS Staff-Student Liaison Committee notice board is on the
second floor of the Cypress Building, next to room 218.
Membership of the Board of the School of Cultures, Languages and Area Studies includes
student representation. The Board meets regularly to discuss issues of School-wide interest
and to oversee parity of practice and treatment for all students in the School. The agenda for
meetings includes a standing item for Staff-Student matters.
1.17 Research Seminars
The School of Cultures, Languages and Area Studies runs a series of Research Seminars each
session, allowing speakers to give an insight into their work in progress. In addition, topics
related specifically to Latin America will be discussed in the Research Institute in Latin
American Studies (RILAS) Research Seminar Series (usually fortnightly on Thursdays at 4.00
p.m., unless otherwise announced). The Research Seminar Programmes for the current
session will be posted on the SOCLAS website, and advertised through posters.
See: http://www.liv.ac.uk/info/researchdept/lc
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1.18 Undergraduate Awards and Prizes
A number of awards may be offered, including:
Lovatt-Green Travel Scholarships (awarded to Year 2 students in SOCLAS for the
purposes of travel during the Year Abroad)
The Grace Brown Prize (Romance Languages)
Alan Woodhouse Prize (French)
Cercle Français Prize (French)
French Dissertation Prize (French)
Heather Osborne Memorial Award in French Theatre (French)
Molière Prize (French)
Film Studies Dissertation Prize (Film Studies)
The Baring Prize (German)
The David Patterson Prize (German)
The David Williams Prize (German)
The Korbach Prize (German)
E. Allison Peers Dissertation Prize (Hispanic Studies)
E. Allison Peers Memorial Prize (Hispanic Studies)
Harold Hall Memorial Prize in Hispanic Studies (Hispanic Studies)
Hispanic Studies Prize (Hispanic Studies)
Jill Webster Prize (Hispanic Studies)
Spanish Translation Prize (Hispanic Studies)
Giuseppe Rinvolucri Prize (Italian)
Comparative American Studies Prize (Comparative American Studies)
Jose Herrera Oropeza Prize (Latin American Studies)
Latin American Studies Prize (Latin American Studies)
1.19 Contacting Staff
The School of Cultures, Languages and Area Studies endeavours to create a friendly and
caring environment in which students are kept adequately informed on all aspects of their
programme and have ready access to staff for help and guidance. It must be remembered,
however, that staff of the university will be responsible for many students, and may have
many other calls upon their time. Rather than allow a problem to grow and become urgent,
use the methods of communication signalled below.
1.20 The SOCLAS Office Reception
It may be possible to find an answer to your question by contacting the reception desk in the
SOCLAS Office: Room 222, Cypress Building
Telephone: (+44) (0)151 794 2749
Fax: (+44) (0)151 794 2357
E-mail: sml@liverpool.ac.uk
The SOCLAS Office Reception is open 10.00 a.m. to 4.00 p.m., Monday to Friday during the
teaching term.
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1.21 SOCLAS Staff ‘Office Hours’
Members of teaching staff normally set aside specific times during the week when they will
be free to see students without a prior appointment, although it may be possible to arrange
a specific meeting during that time. The times of these ‘Office Hours’ are usually posted on
the doors of staff offices (and are available through the School Office), and where possible
should be observed, since teaching staff may be teaching, conducting tutorials or other
meetings, or be involved in other university business outside the times indicated for
consultation. Only in case of emergency should students not feel constrained to abide by the
set office hours for meetings without appointment. For contact details, please see the list
‘SOCLAS Staff by Subject Area’.
SOCLAS Academic Staff Office Hours Academic Session 2010-2011 Semester 2
Name Office Hours
Dr P. Amaral On Leave
Dr A. Astvaldsson Monday 12.00 – 1.00; Thursday 1.00 – 2.00
Dr U. Bavendiek Monday 2.00 – 3.00; Thursday 1.00 – 2.00
Mr N. Becerra-Gonzalez Monday 12.00 – 1.00; Thursday 12.00 – 1.00
Dr G. Bilbao-Terreros Wednesday 11.00 – 1.00
Dr R. Blackwood Tuesday 10.00 – 11.00; Thursday 10.00 – 11.00
Ms P. Bollengier Monday 3.00 – 4.00; Thursday 12.00 – 1.00
Dr P. Bromilow Monday 11.00 – 12.00; Tuesday 3.00 – 4.00
Dr F. Brunssen Monday 11.30 – 12.30; Tuesday 12.30 – 1.30
Dr K. Chadwick Tuesday 9.30 – 10.30; Tuesday 12.00 – 1.00
Dr J. Cosme Tuesday 2.00 – 3.00; Wednesday 10.00 – 11.00
Mr D. Crawford E-mail contact
Dr G. Croenen On Leave
Dr D. Cullell Monday 12.00 – 1.00; Thursday 12.00 – 1.00
Dr R. Douglas On Leave
Professor C. Forsdick Wednesday 12.00 – 1.00
Mme. C Giuliani Monday 1.00 – 2.00; Wednesday 10.00 – 11.00
Dr C. Harris Monday 3.00 – 4.00; Thursday 3.00 – 4.00
Dr K. Hodgson Monday 2.00 – 3.00; Wednesday 10.00 – 11.00
Dr K. Hooper Monday 9.00 – 11.00; or by e-mail appointment
Ms V. Koeper-Saul E-mail contact
Mr C. MacHale Monday 12.00 – 2.00
Ms H Magedera Monday 11.00 – 12.00; Tuesday 9.30 – 10.00
Dr I. Magedera Tuesday 3.00 – 4.00; Friday 1.00 – 2.00
Dr K. Marsh Tuesday 9.00 – 10.00; Thursday 9.00 – 10.00
Dr L. Marven Monday 11.00 – 12.00; Tuesday 3.00 – 4.00
Dr M. Moreno Wednesday 10.00 – 11.00; Thursday 9.00 – 11.00
Dr M. Paoli Tuesday 11.00 – 12.00; Friday 11.00 – 12.00
Mr G. Park E-mail contact
Ms F. Pelletier Monday 2.00 – 3.00; Thursday 2.00 – 3.00
Dr A. Plowman Monday 2.00 – 4.00
Dr D. Raby Thursday 2.00 – 4.00
Dr A. Redden Monday 2.00 – 3.00; Tuesday 11.00- 12.00
Ms A. Reimão Thursday 11.00 – 12.00
Dr M. Riethof Tuesday 2.00 - 3.00; Wednesday 11.00 - 12.00
13

Ms C. Rodriguez Monday 9.00 – 10.00; Tuesday 10.00 – 11.00
Mr E. Rohan Monday 1.00 – 2.00; Tuesday 11.00 – 12.00
Professor E. Rosenhaft Tuesday 11.00 – 12.00
Dr C. Routledge Wednesday 2.00 – 3.00
Dr S. Rubenstein Tuesday 11.00 – 1.00; Wednesday 1.00 – 3.00
Ms A. Gómez Seoane Thursday 10.00 – 12.00
Dr L. Shaw Monday 4.00- 5.00; Tuesday 4.00 – 5.00
Dr A. Smith Tuesday 12.00 – 2.00; Thursday 12.00 – 1.00
Ms M. Stoll Tuesday 11.00 – 12.00
Ms F. Sturani Tuesday 11.00 – 12.00; Thursday 1.00 – 2.00
Dr F. Sweeney Tuesday 12.00 – 1.00
Dr C. Taylor Wednesday 11.00 – 12.00; Thursday 1.00 – 2.00
Dr L. Taylor On Leave
Dr S. Tufi Thursday 11.00 – 12.00; Friday 11.00 – 12.00
Ms K. Weber Friday 10.00 -11.00; Friday 2.00 – 3.00
Dr S. Yiacoup Monday 4.00 – 5.00; Thursday 2.00 – 3.00
1.22 Staff Pigeon-Holes
Messages may be left in staff pigeon-holes via the School Office Reception Desk.
1.23 E-mailing SOCLAS Staff
E-mail contact may be made with most members of staff, and available addresses are given
on the contact list ‘SOCLAS Staff By Subject Area’. It may be that e-mail will be the most
effective means of communication, allowing members of staff to give due consideration to
any questions or difficulties, perhaps before a face-to-face meeting is arranged.
SOCLAS staff will endeavour to respond to urgent e-mails quickly, but if an issue is
particularly pressing it might be best to consult the SOCLAS main office, or to turn up during
‘Office Hours’ (specific times set aside by staff when they will be free to see students without
appointment) to speak to staff in person.
Staff will not normally reply to e-mail outside normal office hours – in other words, you
should not expect to get a reply to e-mails in the evening or over the weekend. This means
that it may be necessary for you to plan in advance (rather than e-mail with a crucial
question the Sunday evening before an essay is due). SOCLAS staff will try to reply to all nonurgent
e-mails from students within three working days.
Please use only your university e-mail address (and not any personal e-mail aliases) to write
to staff. You should write in a professional, polite style, and remember to use an appropriate
greeting and sign-off in all mails.
You should not e-mail tutors to ask for information that you can easily locate yourself in the
SOCLAS handbook, in module handbooks and information, or through the university
website.
14

1.24 SOCLAS Staff Research Days
In order to develop their research projects, staff may designate one day in the working week
as their ‘Research Day’. Generally, on that day they will not be available for consultation.
SOCLAS Staff have designated Research Days for Session 2010-2011, Semester Two as
follows:
Name Research Day
Dr Patricia Matos Amaral On Leave
Dr Astvaldur Astvaldsson Wednesday, Friday
Dr Robert Blackwood Friday
Dr Pollie Bromilow Friday
Dr Frank Brunssen Friday
Dr Kay Chadwick Friday
Dr Godfried Croenen On Leave
Dr Diana Cullell Friday
Dr Rachel Douglas On Leave
Professor Charles Forsdick Friday
Dr Chris Harris Friday
Dr Kirsty Hooper Friday
Dr Ian Magedera Thursday
Dr Kate Marsh Monday
Dr Lyn Marven Friday
Dr Marco Paoli Monday
Dr Andrew Plowman Friday
Dr Andrew Redden Friday
Dr Marieke Riethof Monday
Professor Eve Rosenhaft Monday
Dr Steven Rubenstein Friday
Dr Lisa Shaw Friday
Dr Alison Smith Friday
Dr Claire Taylor Friday
Dr Lewis Taylor On Leave
Dr Stefania Tufi Monday
Dr Sizen Yiacoup Friday
1.25 SOCLAS Staff by Subject Area
The list which follows gives the names of the staff of SOCLAS according to their primary
subject area. For detailed information about staff teaching and research interests please see
individual staff web pages via the links on the SOCLAS website (http://www.liv.ac.uk/soclas).
A list of special responsibilities follows, to help you to decide who may be the best person to
contact in any particular case.
Prefixes when telephoning:
If telephoning on the University internal system use the prefix 4 or 5 as appropriate
(rather than 794 or 795);
If telephoning from within the UK, but from outside Liverpool use the 0151 prefix;
15

If telephoning from outside the UK use the prefix: +44 151.
Member of Staff Title Room E-Mail Telephone
Room numbers are in the Cypress Building, unless otherwise stated.
Head of SOCLAS
Professor Charles Forsdick James Barrow Professor of
French, Head of SOCLAS
Deputy Head of SOCLAS
Professor Eve Rosenhaft Professor of German Historical
Studies
Administration
16
215 C.Forsdick@liverpool.ac.uk 794 2740
304 dan85@liverpool.ac.uk 794 2355
Mrs Robyn Kelly-Middleton SOCLAS School Manager 218 R.E.Kelly@liverpool.ac.uk 794 2352
Ms Steph Hobbs Examinations Officer &
Committee Secretary
Ms Julie Hudson Assistant Year Abroad
Coordinator, External Liaison,
and Final Year Administrator
Miss Mary Keaney Year Abroad Coordinator,
Web Communications,
Timetabling, and Year 2
Administrator
Miss Jane Maher Financial Administrator
SOCLAS Disability Officer
Mrs Jennifer McKenna Recruitment, Admissions and
Year 1 Administrator
Mrs Karen McNally Recruitment, Admissions and
Year 1 Administrator
Dr Lyndy M. Stewart Research and Postgraduate
Administration, Handbooks
Bulletin of Hispanic Studies
Dr Angela Romero Astvaldsson Editorial Assistant 18
Oxford
Street
Bulletin of Latin American
Research
213 S.Hobbs@liverpool.ac.uk 794 2746
213 J.E.Hudson@liverpool.ac.uk 794 2741
213 Mvkean@liverpool.ac.uk 795 0539
213 Jmaher@liverpool.ac.uk 794 2731
221 J.Mckenna@liverpool.ac.uk 794 2751
221 Kmcnally@liverpool.ac.uk 794 2751
221 lyndyms@liverpool.ac.uk 794 3079
A.Romero@liverpool.ac.uk 794 2773

Mr Ken Lestrange Editorial Assistant 103B
86
Bedford
Street
South
French
17
K.Lestrange@liverpool.ac.uk 794 3025
fax: +44 (0)
151 794
3080
Ms Judith Aveling Tutor 204 Judith.Aveling@liverpool.ac.uk 794 2748
Dr Robert Blackwood Head of French, Lecturer 205 robert.blackwood@
liverpool.ac.uk
794 2747
Ms Pauline Bollengier French Lectrice 204 p.bollengier@liverpool.ac.uk 794 2748
Dr Pollie Bromilow Lecturer in French 211 Pollie.Bromilow@liverpool.ac.uk 794 2750
Emeritus Professor Glyn
Burgess
Dr Kay Chadwick
[Leave 2010-2011 Semester 1]
Honorary Senior Research
Fellow
204 Af02@liverpool.ac.uk 794 2748
Senior Lecturer 216 Kay.Chadwick@liverpool.ac.uk 794 2732
Mr David Crawford Tutor 204 D.S.Crawford@liverpool.ac.uk 794 2748
Dr Godfried Croenen
[Leave 2010-2011 Semester 2]
Dr Rachel Douglas
[Leave 2010-2011 Semester 2]
Senior Lecturer, SOCLAS
Director of Postgraduate
Study (2010-2011 Semester 1)
Lecturer in Francophone
Postcolonial Studies
Professor Charles Forsdick James Barrow Professor of
French, Head of SOCLAS
223 G.Croenen@liverpool.ac.uk 794 2763
207 Rachel.Douglas@liverpool.ac.uk 794 2758
215 C.Forsdick@liverpool.ac.uk 794 2740
Ms Christine Giuliani University Teacher in French 503 C.Giuliani@liverpool.ac.uk 794 3265
Ms Michelle Harrison Tutor 403 M.A.Harrison@liverpool.ac.uk 795 2321
Dr Kate Hodgson University Teacher in
Francophone Postcolonial
Studies
Professor Alan Howe Honorary Senior Research
Fellow
207 TBC 794 2758
204 Alanh@liverpool.ac.uk 794 2748
Dr Sucheta Kapoor Leverhulme Research Fellow 310 Sucheta.Kapoor@liverpool.ac.uk 794 2752
Dr Ian Magedera Lecturer 210 magedera@liv.ac.uk 794 2757
Dr Kate Marsh
[Leave 2010-2011 Semester 1]
Senior Lecturer 219 Clmarsh@liverpool.ac.uk 794 6965
Mr Bart Miller Tutor 403 F.B.Miller@liverpool.ac.uk 795 2321
Ms Floriane Pelletier French Lectrice 204 f.pelletier@liv.ac.uk 794 2748
Mr Edgar Rohan University Teacher in French 217 e.m.rohan@liverpool.ac.uk 794 2745
Dr Alison Smith Head of European Film
Studies, Lecturer
Dr Guy Snaith Honorary Senior Research
Fellow
202 Alismith@liverpool.ac.uk 794 2742
204 Gps@liverpool.ac.uk 794 2748
Dr Lyndy Stewart Tutor 204 lyndyms@liverpool.ac.uk 794 2748

Dr Dhana Underwood Honorary Research Associate -- Dunder@liverpool.ac.uk --
Dr Richard Waller Honorary Senior Research
Fellow
German
Dr Ulrike Bavendiek Director of Institution-Wide
Language Programmes
Dr Frank Brunssen
18
204 R.E.A.Waller@liverpool.ac.uk --
302 U.Bavendiek@liverpool.ac.uk 794 2404
Lecturer 406 Brunssen@liverpool.ac.uk 794 2353
Dr Agnes Escudier Honorary Senior Fellow -- Agnes@liverpool.ac.uk --
Ms Veronika Koeper-Saul University Teacher in German G11a/
404
Vkoeper@liverpool.ac.uk 794 2406/
794 2359
Mrs Hanna Magedera University Teacher in German 301 Hofhansl@liverpool.ac.uk 794 2360
Dr Lyn Marven Lecturer 208 L.Marven@liverpool.ac.uk 794 2754
Dr Andrew Plowman Head of German, Lecturer 307 Afp0001@liverpool.ac.uk 794 2424
Professor Eve Rosenhaft Professor of German Historical
Studies
Dr James Simpson Honorary Senior Research
Fellow
304 dan85@liverpool.ac.uk 794 2355
-- Jimrs@liverpool.ac.uk --
Ms Miriam Shalini Stoll DAAD Lektorin 404 M.S.Stoll@liverpool.ac.uk 794 2359
Hispanic Studies
Dr Patrícia Matos Amaral
[Leave 2010-2011 Semester 2]
Dr Astvaldur Astvaldsson Senior Lecturer in Latin
American Literary and Cultural
Studies; Head of Latin
American / American Studies
Mr Nelson Becerra-González University Teacher in Hispanic
Studies
Dr Gorka Bilbao-Terreros University Teacher in Hispanic
Studies
Lecturer in Portuguese 201 P.Matos-Amaral@liverpool.ac.uk 794 2744
422 valdi@liverpool.ac.uk 794 2779
417 Nelson.Becerra@liverpool.ac.uk 794 2775
413
Gorka.Bilbao-Terreros
@liverpool.ac.uk
Ms Lucia Brandi Graduate Teaching Fellow 403 Lucia.Brandi@liverpool.ac.uk 795 2321
Dr João Cosme University Teacher in
Portuguese and Lusophone
African Studies
Dr Diana Cullell Lecturer in Hispanic Studies –
Contemporary Spain and
Catalan Studies
Ms Almudena Gómez Seoane Spanish Language Tutor
(Peninsular)
Dr Chris Harris Head of Hispanic Studies
Lecturer in Mexican Studies
201 TBC. 794 2744
409 Diana.Cullell@liverpool.ac.uk 794 2782
416 A.Gomez-Seoane@liverpool.ac.uk 794 2753
424 c.harris@liverpool.ac.uk 794 2784
--

Ms Victoria Holmes Graduate Teaching Fellow TBC. V.Holmes@liverpool.ac.uk --
Dr Kirsty Hooper Senior Tutor, Lecturer in
Spanish and Galician Studies
Ms Juliana Landim Portuguese Language Tutor
(Brazilian)
Mr Christy MacHale University Teacher in Hispanic
Linguistics
Dr Joan-Lluís Marfany Honorary Senior Research
Fellow
Mrs Sara Matthews-Williams Spanish Language Tutor (Latin
American)
Dr Manuel-Jesús Moreno
García del Pulgar
University Teacher in Hispanic
Studies
Mr Geoffrey Park University Teacher in Hispanic
Studies
19
420 Kirsty.Hooper@liverpool.ac.uk 794 2778
N/A N/A
206 C.Machale@liverpool.ac.uk 794 2755
204 J.L.Marfany@liverpool.ac.uk --
--
S.Matthews-Williams
@liverpool.ac.uk
426 Moreno@liverpool.ac.uk 794 2767
411 G.Park@liverpool.ac.uk 794 3866
Ms Sarah Parry Graduate Teaching Fellow 403 S.J.Parry@liverpool.ac.uk 795 2321
Ms Alba Pérez University Teacher in Hispanic
Studies
204 TBC. 794 2748
Ms Carme Rodriguez Catalan Language Tutor 425 Carme.Rodriguez@liverpool.ac.uk 794 2781
Ms Ana Reimão Portuguese Language Tutor
(Peninsular)
Ms Natalie Rubio-Beer Spanish Language Tutor
(Peninsular)
Emeritus Professor Dorothy
Severin
Honorary Senior Research
Fellow
Dr Lisa Shaw Reader in Portuguese and
Brazilian Studies
Dr Claire Taylor Senior Lecturer in Hispanic
Studies
Emeritus Professor Roger
Wright
Honorary Senior Research
Fellow
415 A.Reimao@liverpool.ac.uk 794 2777
416 N.Rubio-Beer@liverpool.ac.uk 794 2753
-- D.S.Severin@liverpool.ac.uk --
405 Lisa.Shaw@liverpool.ac.uk 794 2354
421 c.l.taylor@liv.ac.uk 794 2776
204 Roger.Wright@liverpool.ac.uk 794 2748
Dr Sizen Yiacoup Lecturer in Hispanic Studies 423 Sizen.yiacoup@liverpool.ac.uk 794 2351
Italian
Dr Stefania Tufi Head of Italian, Lecturer 407 Stefania.Tufi@liverpool.ac.uk 794 2768
Ms Emma Harris Tutor 309 Emma.Harris@liverpool.ac.uk TBC.
Mrs Rossana McKeane
Pagliolico
Tutor 309 R.Mckeane@liverpool.ac.uk TBC.
Dr Marco Paoli Lecturer in Italian 309 M.Paoli@liverpool.ac.uk 794 3816
Ms Federica Sturani Tutor 502 Federica.Sturani@liverpool.ac.uk 794 2898
Latin American / American Studies
--

Dr Astvaldur Astvaldsson
Head of Latin American /
American Studies,
Senior Lecturer
20
422
Cypress
Building
Dr Colin Campbell Tutor G03
Roxby
Building
Emeritus Professor John Fisher Emeritus Professor G07
Roxby
Building
Dr Natalia Priego Honorary Research Fellow G04B
Roxby
Building
Dr Diana Raby Honorary Research Fellow,
Tutor
Dr Andrew Redden Lecturer in Latin American
History
Dr Marieke Riethof Lecturer in Latin American
Politics
Dr Chris Routledge University Teacher in
Comparative American
Studies
Dr Steven Rubenstein
Director of the Research
Institute of Latin American
Studies (RILAS), Reader in
Latin American Anthropology
Dr Fionnghuala Sweeney Lecturer in Comparative
American Studies
Dr Lewis Taylor
[Leave 2010-2011: National
Humanities Center Fellowship]
1.03C
86
Bedford
Street
South
AGO6A
86
Bedford
Street
South
103A
86
Bedford
Street
South
218
Rendall
Building
AG06B
86
Bedford
Street
South
1.01
86
Bedford
Street
South
Lecturer 1.02A
86
Bedford
Street
South
Ms Katinka Weber University Teacher in the
Sociology of Latin America
1.02 A
86
Bedford
Street
South
valdi@liverpool.ac.uk 794 2779
c.campbell@liverpool.ac.uk 794 2566
Fisher@liverpool.ac.uk 794 3078
Principe@liverpool.ac.uk 794 3063
Dlraby@liverpool.ac.uk 794 3026
a.redden@liverpool.ac.uk TBC.
M.Riethof@liverpool.ac.uk 794 3024
C.Routledge@liverpool.ac.uk 794 6912
Steven.Rubenstein
@liverpool.ac.uk
794 3083
Fsweeney@liverpool.ac.uk 794 3325
Ltaylor@liverpool.ac.uk 794 2990
Katinka.weber@liverpool.ac.uk 794 2290
For a list of Fellows of the Research Institute in Latin American Studies please see http://www.liv.ac.uk/rilas/fellows.htm
The SOCLAS Library
Mrs Veronika Koeper-Saul Librarian G11a vkoeper@liverpool.ac.uk 794 2406
Mr Mark Johnson Library Assistant G11a 794 2406
Ms Sarah Parry Library Assistant G11a 794 2406

Technical Expertise and Support
Mr Dennis Hartley Technician Dennis.Hartley@liverpool.ac.uk 794 2756
1.26 SOCLAS Staff, Special Responsibilities
Members of Staff fulfil various functions, and the information which follows should help you
to decide who would be the best person to contact in any particular case.
The Head of SOCLAS (Head of Department) has overall responsibility for the activities of
the School of Cultures, Languages and Area Studies. The Head of SOCLAS is Professor
Charles Forsdick (room 215; e-mail: C.Forsdick@liverpool.ac.uk; telephone 794 2740).
The Deputy Head of SOCLAS is Professor Eve Rosenhaft (room 304; e-mail
Dan85@liverpool.ac.uk, telephone 794 2355).
The SOCLAS School Manager has overall responsibility for administrative functions in the
School of Cultures, Languages and Area Studies. The SOCLAS School Manager is Mrs Robyn
Kelly-Middleton (room 218; e-mail: R.E.Kelly@liverpool.ac.uk; telephone: 794 2352).
The Senior Tutor convenes the School of Cultures, Languages and Area Studies.
Undergraduate Staff-Student Liaison Committee and has responsibility for Progress
matters. The SOCLAS Senior Tutor is Dr Kirsty Hooper (room 420; e-mail
Kirsty.Hooper@liverpool.ac.uk; telephone 794 2778).
The SOCLAS Disability Officer is Ms Jane Maher (room 213; e-mail:
Jmaher@liverpool.ac.uk; telephone 794 2731).
The SOCLAS Assessments Officer is Dr Andrew Plowman (room 307, e-mail:
Afp0001@liverpool.ac.uk; telephone: 794 2424).
The SOCLAS Employability Officer is Dr Lyn Marven (room 208; e-mail:
L.Marven@liverpool.ac.uk; telephone: 794 2754).
The Safety Coordinators help ensure the safety of students, staff and visitors, and if you
have any concerns about safety, you should contact the Safety Coordinator or the Deputy
Safety Coordinator:
SOCLAS Safety Coordinators Room E-mail Telephone
Safety Coordinator Mrs Robyn Middleton 218 R.E.Kelly@liverpool.ac.uk 794 2352
Deputy Safety Coordinator Ms Karen McNally 221 Kmcnally@liverpool.ac.uk 794 2751
21

Fire Officer: Cypress Building
Ms Pam Ambrose (Building Manager’s Office, Foyer, Cypress Building).
Fire Officer: 86 Bedford Street South
Dr Fionnghuala Sweeney (room 1.01 86 Bedford Street South; e-mail:
Fsweeney@liverpool.ac.uk; telephone: 794 3325).
Heads of Subject Areas are responsible for learning and teaching activities in their subject
area.
Subject Area Head of Subject Area Room E-mail Telephone
Film Studies Dr Alison Smith 202 Alismith@liverpool.ac.uk 794 2742
French Dr Robert Blackwood 205 Robert.Blackwood
@liverpool.ac.uk
22
794 2747
German Dr Andrew Plowman 307 Afp0001@liverpool.ac.uk 794 2424
Hispanic Studies Dr Chris Harris 424 Christopher.Harris@
liverpool.ac.uk
794 2784
Italian Dr Stefania Tufi 407 Stefania.Tufi@liverpool.ac.uk 794 2768
Latin American
/American Studies
Dr Astvaldur
Astvaldsson
422
(Cypress
Building)
valdi@liverpool.ac.uk 794 2779
Year Tutors are responsible for the administration and organisation of each year of study.
They are also the only people, other than the Head of Department, empowered to grant
assessed work extensions. The SOCLAS Year Tutors are:
Year 1 Tutor
Semester 1, 2010-2011 Dr Rachel Douglas (French)
Semester 2, 2010-2011 Dr Kay Chadwick (French)
Year 2 Tutor Mr Edgar Rohan (French)
Year 3 Tutor / Director of the Year Abroad Dr Frank Brunssen (German)
Final Year Tutor Dr Marieke Riethof
(Latin American / American Studies)
Directors of Studies are the people responsible for the outline and general running of a
particular degree programme. If you have any comments about your degree programme
overall, you should talk to:
Degree Director of Studies
French (Single Honours) (R120) Dr Robert Blackwood (French)
German (Single Honours) (R220) Dr Andrew Plowman (German)
Hispanic Studies (Single Honours) (RR45) Dr Chris Harris (Hispanic Studies)
Latin American Studies (Single Honours) (T701) Dr Astvaldur Astvaldsson
(Latin American / American Studies)
French and German (Joint Honours) (RR12) Dr Frank Brunssen (German)
French and Hispanic Studies (Joint Honours) Dr Diana Cullell (Hispanic Studies)
(RR14)
German and Hispanic Studies (Joint Honours)
(RR24)
Dr Diana Cullell (Hispanic Studies)

Joint Honours with Italian Dr Stefania Tufi (Italian)
French and Italian (Joint Honours) (RRC3)
German and Italian (Joint Honours) (RR23)
Hispanic Studies and Italian (Joint Honours)
(RR34)
Communication Studies and Italian (Joint
Honours) (PR93)
Philosophy and Italian (Joint Honours)
(VR53)
History and Italian (Joint Honours) (VR13)
European Film Studies and a Modern Language Dr Alison Smith (French)
(Joint Honours) (PR39)
Latin American and Hispanic Studies (Joint
Honours) (RT47)
23
Dr Astvaldur Astvaldsson
(Hispanic Studies and Latin American /
American Studies)
Modern European Languages (T900) Dr Ian Magedera (French)
Business Studies and
Dr Patrícia Matos Amaral (Hispanic Studies)
French/German/Italian/Hispanic Studies (Joint
Honours) (NR11/12/13/14)
English and French/German; Hispanic Studies Semester 1 Dr Rachel Douglas (French)
and English (Joint Honours)
Semester 2 Dr Diana Cullell
(QR31/32/34; RQ93))
French/German/Hispanic Studies and
Dr Marco Paoli (Italian)
Philosophy (Joint Honours)
(VR51/52/54; RV 95)
History and French/German/Hispanic Studies Dr Marco Paoli (Italian)
(Joint Honours) (VR11/12/14; RV92)
Comparative American Studies (T790) Dr Fionnghuala Sweeney
(Latin American / American Studies)
Three-year Modern Languages Dr Frank Brunssen (German)
BSc (Honours) Mathematical Sciences with a TBC
European Language (G1R9)
French and Pure Mathematics (GR11) Dr Rees (Pure Mathematics)
Classical Studies with a Modern Language TBC
(QR89)
Combined Honours students may contact the Combined Honours representative:
Dr Alison Smith (French)
Module Convenors (or coordinators) are the people responsible for the organisation,
planning and assessment of particular units of study. Sometimes they head a team of
tutors or else they run the entire module themselves. They normally teach on the module
for which they are the convenor.

Personal Tutors are assigned to you on your arrival in the School. They are there to offer
help and advice on both academic and non-academic matters, and they will act as your
representative to the School if required. It is therefore a good idea to keep them informed
of anything that may affect your degree: they will try to help, or to refer you to other
agencies within the University. They may also advise on module choices and will be the
ones who have an overall idea of your course profile. However, they are also there to
provide a less formal relation than that of academic tutor and student, so feel free to
contact your Personal Tutor as and when you need.
Also, please ensure that you contact your personal tutor at least twice a semester to give
them an update on your progress – you can call in during their office hour (details of which
are available in the undergraduate handbook), or simply reply to any e-mails they send
inviting you to call and see them.
Normally, personal tutors will be in touch once the Semester 1 results are available, and
you are encouraged to make the effort to make an appointment to discuss your progress.
If you are unsure who is your personal tutor, please check on Spider or call into the School
office.
1.27 Diversity and Equality
The University of Liverpool is committed to providing a positive learning and working
environment where all members of the University community are treated with dignity and
respect. We will address discrimination, harassment and victimisation on the grounds of
gender, race, disability, age, sexual orientation, religion and belief, spent criminal convictions
(where there is no exemption from the legal provisions in place), socioeconomic background
or any other irrelevant factor.
The University’s Diversity and Equality of Opportunity Policy provides the framework for
translating this commitment into actions and has three supporting equality schemes and a
number of action plans including the Disability Equality Scheme, Gender Equality Scheme
and Race Equality Scheme and action plans in these and other equality strands. These
documents and further information can be found at:
http://www.liv.ac.uk/hr/diversity_equality
1.28 The University Approach to Supporting Disabled Students
The University encourages a supportive and accessible environment for disabled students.
Disabled students, including those with dyslexia or other specific learning difficulties and
those with mental health needs are advised to discuss their individual needs with their
academic School/Department and the Disability Support Team in the Student Services
Centre in order that appropriate support arrangements can be made. On request,
information in this Handbook can be made available in an alternative format.
24

2. Important Information for All Students
2.1 The Code of Practice on Assessment
The University has formulated a Code of Practice on Assessment which brings together in a
single document the main institutional policies and rules on assessment. The Code is an
authoritative statement of the philosophy and principles underlying the University's
assessment activities and of the University's expectations in relation to the design,
implementation and review of assessment strategies for all taught programmes of study. It is
intended to inform staff and students, as well as individuals from outside the University such
as external examiners and external reviewers. The Code refers to institution-wide
assessment policies but also sets out guidelines within which schools/departments must
design and operate their assessment strategies. It also refers to external reference points
such as the Quality Assurance Agency for Higher Education's Code of Practice for the
Assurance of Academic Quality and Standards in Higher Education, the Framework for
Higher Education Qualifications in England, Wales and Northern Ireland and subject
benchmark statements.
The Code and its appendices can be accessed at:
http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/cop_assess.doc
2.2 Penalties for Late Submission of Assessed Work
The University’s standard penalties for the late submission of assessed work are:
5% of the total marks available for the assessment shall be deducted from the assessment
mark for each working day after the submission date, up to a maximum of five working days
(e.g. for work marked out of 100, five marks per day will be deducted; for work marked out
of 20, one mark per day will be deducted); however, the mark will not be reduced below the
pass mark for the assessment. Work assessed below the pass mark will not be penalised for
late submission of up to five days.
Work received more than five working days after the submission deadline will receive a mark
of zero. In such circumstances, where a student is required to re-take the assessment, the
re-assessment task must be different from the original assessment. Re-submission of the
original piece of work is not permissible, except in the case of project work or dissertations.
(A working day is defined as a day when the University was open and staff would normally
be available for work and thus also be available for contact by students).
Full information about the penalties for late submission of assessed work, including
information about special circumstances and school/departmental responsibilities, are
available in section 6 of the University’s Code of Practice on Assessment:
http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/cop_assess.doc
25

2.3 Sickness Absence Policy
Students registered for undergraduate or taught postgraduate courses may certify their
absence through illness from lectures or other classes during a semester by the submission
of a self-certified Certificate of Illness. Such a certificate will be valid for absence of up to five
consecutive days. The Certificate of Illness does not need to be signed by a medical
practitioner.
The Certificate of Illness will not be valid for:
Absence through illness for more than five consecutive days;
Absence from examinations
Absence from class tests of other forms of assessment which count for 10%or more of
the module mark.
Certificate of Illness forms can be obtained from a student’s Department or School Office
and should be submitted by the student through their tutor. The Certificate cannot be
accepted if submitted more than two weeks following the date of illness. A maximum of two
Certificates is permitted in any semester.
Absence through illness for periods longer than five consecutive days must be supported by
a medical certificate authorised by a medical practitioner and should be submitted by the
student to their Department or School Office.
Absence for reasons other than illness can only be allowed after a request has been
approved by the appropriate Head of School/Department.
Any mitigating circumstances, such as ill health, which may have affected a student’s studies
or performance in assessments and examinations, would need to be submitted formally by
the student with supporting evidence, e.g. a medical certificate, to their school/department
following the procedures and in accordance with the deadlines laid down in the University’s
Mitigating Circumstances Policy.
In the event that a student is unable to attend an examination because of illness or other
unforeseen circumstances, they must immediately inform their school/departmental office
before the start of the examination. If a student is absent from the whole or part of an
examination because of illness, a valid medical certificate must be forwarded to the
School/Departmental Office within five working days of the examination.
The University’s Mitigating Circumstances Policy and Mitigating Circumstances Guidelines for
Students are available at:
http://www.liv.ac.uk/tqsd/pol_strat_cop/index.htm
2.4 Mitigating Circumstances
Students sometimes perform more poorly in assessments (whether examinations or other
types of assessments) than their previous performance or achievements would have
26

predicted. Sometimes this poor performance can be attributed, or partially attributed, to
particular circumstances beyond the control of the student. These circumstances are
described as ‘mitigating circumstances’ if they are accepted in mitigation of the poorer than
expected performance. When a Board of Examiners accepts that there have been mitigating
circumstances, it will usually not regard the student’s poorer than expected performance at
its face value in making decisions about the student’s progress in studies or final degree
classification. Where circumstances are accepted in mitigation of poorer than expected
performance students may be allowed (where practicable) to retake the assessment as if it
were a first attempt.
Mitigating circumstances may, for example, include:
Illness affecting the student.
Bereavement.
Serious illness affecting a close family member.
Unforeseeable or unpreventable events.
Independent documentary evidence, such as medical certificates, must be provided in all
cases to verify mitigating circumstances.
It is the responsibility of the student concerned to report all circumstances which s/he
wishes to be taken into consideration to the nominated person in his/her
school/department. Students should report such mitigating circumstances as soon as
possible (normally within five working days) after the events under consideration occur, and
no later than one week before the meeting of the Board of Examiners at which the
assessment concerned will be considered.
If a student is unable to attend an examination or assessment which counts towards the final
mark of a module owing to illness or other unavoidable circumstances, they must inform
their department, preferably in writing or by email, before the examination or assessment
deadline, in order for the absence to be regarded as authorised. Provided that acceptable
evidence of ‘good cause’ for such absence (e.g. a medical note) is presented for
consideration by the Mitigating Circumstances Committee in accordance with the
procedures set out in the Mitigating Circumstances Policy, the student will be granted a right
to re-sit as a first attempt (unless the examination missed was not a ‘first attempt’
examination). Only in exceptional circumstances, where a Board of Examiners, on the advice
of the Mitigating Circumstances Committee, judges that it was not feasible for the student to
have provided prior notification, will a student who is absent from an examination or fails to
submit an assessment without informing their department in advance, be granted a ‘first
attempt’ re-sit.
Boards of Examiners may determine that a student who is absent from an examination or
fails to submit an assessment without good cause (even when they have informed their
department in advance) should not be granted a re-sit attempt without repeating the year of
study.
Mitigating circumstances should be reported using the form available at:
http://www.liv.ac.uk/tqsd/pol_strat_cop/appl_for_cons_of_mitcirc.doc
27

Full information on the Mitigating Circumstances Policy and the Mitigating Circumstances
Guidelines for Students is available at: http://www.liv.ac.uk/tqsd/pol_strat_cop/
2.5 Plagiarism, Collusion and Fabrication of Data
The following definitions are contained within the University’s Code of Practice on
Assessment and apply to all types of work submitted by students, including, for example,
written work, diagrams, designs, charts, musical compositions and pictures:
“Plagiarism occurs when a student misrepresents, as his/her own work, the work, written
or otherwise, of any other person (including another student) or of any institution. Examples
of forms of plagiarism include:
the verbatim (word for word) copying of another’s work without appropriate and
correctly presented acknowledgement;
the close paraphrasing of another’s work by simply changing a few words or altering
the order of presentation, without appropriate and correctly presented
acknowledgement;
unacknowledged quotation of phrases from another’s work;
the deliberate and detailed presentation of another’s concept as one’s own.”
When Plagiarism is suspected it should fall into one of two categories:
Minor Plagiarism:
defined as: a small amount of paraphrasing, quotation or use of diagrams, charts etc.
without adequate citation. Minor plagiarism may result from poor scholarship (i.e. when a
student, through inexperience or carelessness, fails to reference appropriately or adequately
identify the source of the material which they use).
Major Plagiarism:
defined as:
extensive paraphrasing or quoting without proper citation of the source;
lifting directly from a text or other academic source without reference;
(Where material is taken directly from a text or other source the cited material should
be demarcated with quotation marks or in some other accepted way and the source
should be cited.)
the use of essays (or parts thereof) from essay banks, either downloaded from the
internet or obtained from other sources;
presenting another’s designs or concepts as one’s own;
continued instances of what was initially regarded as minor plagiarism despite
warnings having been given to the student concerned.
“Collusion occurs when, unless with official approval (e.g. in the case of group projects),
two or more students consciously collaborate in the preparation and production of work
which is ultimately submitted by each in an identical, or substantially similar, form and/or is
represented by each to be the product of his or her individual efforts. Collusion also occurs
28

where there is unauthorised co-operation between a student and another person in the
preparation and production of work which is presented as the student’s own.”
Embellishment occurs when a small amount of data is enhanced or exaggerated in order to
emphasise data which has been obtained by legitimate means.
Fabrication occurs when a student creates and presents an extensive amount of data, or a
significant piece of data, in order to conceal a paucity of legitimate data; or wholly fabricates
a set of data in the absence of legitimate data.
Students found to have committed major plagiarism or to have colluded or to have
presented fabricated data in an assessment are liable to be severely penalised. They may be
given a mark of zero for the assessment concerned or, in the most serious cases, may even
be required to terminate their studies.
The University’s Policy for Dealing with Plagiarism, Collusion and the Fabrication of Data and
the Guidelines for Staff and Students can be found at:
http://www.liv.ac.uk/tqsd/pol_strat_cop/index.htm
2.6 Implications of Non-Attendance
Students are permitted to proceed with their approved programme of study only if they
maintain acceptable progress as evidenced by their regular attendance, satisfactory results
in relevant formative and summative assessments and the proper completion of any other
work given to them. Programme Directors, or their nominated representatives will review
students’ attendance on a regular basis. Students who fail to maintain satisfactory levels of
attendance will be interviewed by the Head of School/Department (or their designated
representative) and warnings will be given if appropriate action is not taken. In more serious
cases students who fail to attend classes may be referred to Progress Panels acting on behalf
of Boards of Examiners. Students who attend regularly are generally successful in their
studies.
Further information about progress and attendance can be found in the ‘Guide on the
Progress of Students on Taught Programmes of Study’ which can be found at:
http://www.liv.ac.uk/students/exams/results/progress_of_students.pdf
International students (from outside the European Economic Area) who require a visa to
study in the UK should be aware that the University is registered as a UK Border Agency
Sponsor. In this regard the University has statutory responsibilities to monitor and report to
the UK Border Agency any international student that fails to attend regularly and within
normal expected attendance levels within the University.
2.7 Implications of the Non-Payment of Fees
Students may either pay their fees in full at the start of a session or agree to pay in
instalments, by direct debit or continuous credit card authority. Home and EU
undergraduates may obtain a tuition fee loan via their Local Authority. It is the student's
29

esponsibility to ensure that proper arrangements are made with the University for the
payment of fees and this must be done either before or at the very beginning of a new
session. Arrangements to pay fees are made on-line and any student who fails to make
timely arrangements will be denied access to library and some computing facilities until such
time as a suitable arrangement is in place. Also students who default on any payment will
similarly be denied access to library and some computing facilities. Any student who then
fails to respond within 30 days of the due date of any payment will have their IT and library
access, including the University email account suspended until the whole of any outstanding
amount has been paid. Any student in debt to the University at the time of sitting their
examinations will not have those examinations marked or where the examination is marked
will not be provided with the marks for those examinations, until the outstanding debt has
been paid. Students will not be permitted to return to study in the next academic year until
previous outstanding debts have been paid in full. Please note that all outstanding tuition
fees must have been paid by a student before he or she may receive their degree certificate.
The University is entitled to withhold degree certificates for non-payment of tuition fees and
the University will hold onto any degree certificate which the student would otherwise be
awarded until a student has discharged in full any outstanding tuition fees.
Further details may be viewed on the web at:
http://www.liv.ac.uk/students/money/
Additional advice and guidance may be obtained by visiting the Student Administration
Centre in the Foundation Building where specialist advisors are available to discuss the
payment of fees.
2.8 Suspension of Studies
Occasionally students experience serious health or other difficulties which prevent them
from making satisfactory progress in their studies. In such cases the student should discuss
their circumstances with their tutor or seek advice from their departmental or school office.
In more serious cases, it may be necessary for a student to suspend studies and return to the
University at a suitable point in the next academic session. Such action may also be
appropriate where a student has failed to make a fee payment or set up an arrangement for
the payment of fees, and where it is clear that the student has insufficient financial means to
complete the year of study. Suspension of studies suspends fee liability. All requests for a
suspension of studies must be approved by the student’s school/department and will not
normally be granted retrospectively.
2.9 Student Progress
As indicated in section 2.6 on the implications of non-attendance, the University monitors
and reviews a student's progress in their studies. A student's personal tutor may be used as
the first point of contact with a student whose progress is giving cause for concern. Progress
Panels, acting on behalf of Boards of Examiners may conduct reviews of students’ progress
and investigate the reasons for any lack of progress and the student may be interviewed.
Where a student’s progress has not been satisfactory the Board of Examiners may decide,
either in mid-session or at the end of each session that s/he is required to terminate their
30

studies. Students may appeal against a decision made by the Board of Examiners to
terminate their studies or to have been deemed withdrawn to the Faculty Progress
Committee. The student would be entitled to attend the meeting of the Faculty Progress
Committee and they may be accompanied by a friend or tutor. Further details may be found
in the document ‘Guide on the Progress of Students on Taught Programmes of Study’ which
can be viewed on the web at:
http://www.liv.ac.uk/students/exams/results/progress_of_students.pdf
2.10 Assessment Appeals Procedure
The University can consider an appeal from a student against the decision of a Board of
Examiners, provided that the appeal is submitted on appropriate grounds. Before
considering whether or not there are grounds for appeal, it is essential that a student
consults with the Chair of the Board of Examiners or a delegated representative, in order to
clarify any possible misunderstanding about the way in which the assessment is made. The
person to contact in these circumstances is the Chair of the Board of Examiners in Cultures,
Languages and Area Studies, Professor Charles Forsdick (e-mail: C.Forsdick@liverpool.ac.uk;
telephone: +44 (0)151 794 2740), or, in the absence of Professor Forsdick, the Director of
Assessment for the School of Cultures, Languages and Area Studies, Dr Andrew Plowman (email:
Afp0001@liverpool.ac.uk; telephone: +44 (0)151 794 2424).
Appeals about a provisional or confirmed assessment or module mark may be made where
one or more of the following grounds exist:
there was an administrative error in recording or calculating the mark or result
assessments were not conducted in accordance with the current regulations governing
the programme of study
some other material irregularity has occurred
there was a procedural error in determining a decision of major plagiarism, collusion or
fabrication of data.
Appeals about the non-award of a degree, diploma or certificate, the classification or other
mark of differentiation of a degree, diploma or certificate which has been awarded or the
decision to make a different award from that which a student was attempting to qualify at
that point may be made one of more of the following grounds exist:
the performance in the assessment was adversely affected by illness or other
significant factors which, for valid reasons, the student was unable to divulge to the
Board of Examiners
there has been a material administrative error
the assessments were not conducted in accordance with the current regulations
governing the programme of study
some other material irregularity has occurred.
Students cannot appeal on any grounds which:
31

have already been considered by the Board of Examiners
could have been considered had notice of the student’s wish to have them so
considered been given prior to the meeting of the Board of Examiners and the student
has no valid reason for having failed to give such notice
dispute the academic judgement of the Board of Examiners.
Further details can be found in the leaflet “Assessment Appeals”, which can be viewed on
the web at:
http://www.liv.ac.uk/students/student-administration-centre/policiesprocedures/appeals.htm
Further advice about assessment appeals can be obtained from the Director of Student
Administration and Support.
2.11 Jury Service
From time to time students are called for jury service. Jurors are selected at random by Her
Majesty’s Courts Service from the electoral register and everyone on the electoral register
between the ages of 18 to 70 may be selected.
Where jury service is likely to interfere with a student’s study or assessment, the student
may seek deferral of their service. The Jury Central Summoning Bureau evaluates any
requests for deferral which is usually no more than for 12 months. A letter can be obtained
from the Director of Student Administration and Support to assist students in their request
for a deferral. To do this they should complete the jury summons including Section 3 and
take the completed form to the Student Administration Centre, Ground Floor, Foundation
Building. The Student Administration Centre is open between 09:00 and 17:00.
When a jury summons is received by the Student Administration Centre, the Director of
Student Administration and Support will write on the student’s behalf to Her Majesty’s
Courts Service enclosing the summons and explaining that it would be detrimental to the
student’s studies to experience disruption due to undertaking jury service.
Her Majesty’s Courts Service will reply directly to the student. Where no reply is received in
a reasonable time the student should contact Her Majesty’s Courts Service to enquire about
the progress of their application for deferral.
The University cannot request an excusal on behalf of the student. Excusal requests should
be sent directly by the student to the Summoning Bureau.
2.12 The Spider Student Web
This is a most important facility for students. It provides a PIN protected access to essential
personal and academic information. Using the Spider Student Web, students can undertake
the following processes:
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Entry and updating of emergency contact details (the emergency contact is the person
that the University should contact in the unlikely event of the student suffering a
serious illness or accident).
Entry and updating of term time and permanent addresses and telephone numbers.
Display of current registration details including module registrations.
Online registration for modules for the next academic year.
Access the online module catalogue.
Display of module mark details for the current and previous academic years including
the printing of an informal transcript.
Request Council Tax Student Certificates and Student Status Letters.
Display and print their examination timetable. (Note that this is the only method
through which students can obtain access to the timetable – timetables are not posted
to students.)
Entry of graduation intentions including the booking of guest tickets for graduation
ceremonies.
Booking of accommodation in University Halls of Residence.
The viewing of basic information on their fee account.
In view of the importance of the Spider Student Web, students should familiarise
themselves with the use of the system as early as possible in the academic year.
Students can see their own personalised teaching timetables through the Spider Student
Web; students will need to be fully registered, and it can sometimes take 48 hours
(occasionally more) for their full timetable to appear once they have registered for all their
modules.
The timetables published through the Spider Student Web are updated throughout the year
to take account of any changes, for example if a lecture has to be moved to another venue,
or if a student changes seminar group.
In addition, students can view timetables for programmes and individual modules.
Further information: http://www.liv.ac.uk/orbit/using-orbit/spider-timetables.htm
33

There are a number of locations within the Precinct where students may use either WiFi
(wireless) or a wired connection to connect their own laptop computer (or other mobile
device) to the University's network.
The main CSD Helpdesk is located in the Brownlow Hill Building (with satellites in the two
main libraries) and provides a full range of support services including problem solving,
software sales and registration queries.
Full details of the services provided by CSD are at http://www.liverpool.ac.uk/csd/
2.13 The Degree Classification System
Three-Year, Non-Clinical Undergraduate Degrees
The classification system for three-year, non-clinical, undergraduate degrees is available at
Appendix I of the Code of Practice on Assessment
at: http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/cop_assess_app_i_mar_06.doc
Four-Year and Five-Year, Non-Clinical Undergraduate Degrees
The classification system for four-year and five-year, non-clinical, undergraduate degrees is
available at Appendix J of the Code of Practice on Assessment, which can be accessed via the
following link:
http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/app-j-cohort-post-0809.doc
This applies to all student cohorts that commenced from 2009/10 onwards.
For students on cohorts that commenced prior to 2008/09, the applicable framework is
available at:
http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/cop_assess_app_j_040607.doc
2.14 Student Representation
The University recognises the importance of appropriate student representation at all levels
in the institution. Student representation on school/departmental and faculty committees
and the University Senate is governed by a Code of Practice on Student Representation. This
is supplemented by an Annual Annex which offers guidance on the principles and
implementation of the Code. These documents can be found at:
www.liv.ac.uk/tqsd/pol_strat_cop/cop_on_student_representation.doc
www.liv.ac.uk/tqsd/pol_strat_cop/annual_annex.doc
The Code of Practice provides an institutional framework for student representation and sets
out the minimum requirements for student representation at school/departmental and
faculty level. All students are encouraged to stand for election to the school/departmental
staff-student liaison committees and information on the election process and dates will be
made available through your school/department.
All Student Representatives on Staff-Student Liaison Committees are offered training and
support by the Guild of Students and may have an opportunity to represent the
34

school/department on faculty committees, or at the University Senate. You can find out
more information about what being a student representative entails on the Guild website
http://www.lgos.org/content/218805/your_voice/in_the_university/course_reps/
2.15 Health and Safety
Student safety is important to us. Ensuring the health and safety of students, staff and
visitors is one of the University’s highest priorities. The University is responsible for providing
a safe environment and safe systems of work, but safety cannot be achieved without the full
co-operation of everyone.
University Ordinances require every student whilst on University premises
to take reasonable care for the health and safety of themselves and others;
to act in accordance with University safety rules.
In all schools/departments, students are required:
to read the fire procedure notices and familiarise themselves with the alternative fire
exits;
to report accidents, near misses or dangerous conditions to a responsible member of
the department;
to co-operate with health and safety instructions.
On the University telephone system, the emergency number for fire, police or ambulance is
2222.
In practical/laboratory departments there is a safety code/handbook which sets out
school/departmental safety arrangements in detail.
If you have any problems or questions about safety, raise them with a member of teaching
staff or with your School/Departmental Safety Coordinator. The SOCLAS Safety Coordinator
is Mrs Robyn Middleton (Room 218 Cypress Building; e-mail: R.E.Kelly@liverpool.ac.uk;
telephone: +44 (0)151 794 2352); The SOCLAS Deputy Safety Coordinator is Ms Karen
McNally (Room 221 Cypress Building; e-mail: Kmcnally@liverpool.ac.uk; telephone: +44
(0)151 794 2751).
2.16 Liverpool Guild of Students
The students’ union, Liverpool Guild of Students, supports students through advice, lobbying
and a range of extra-curricular activities, as well as being at the heart of the student social
life.
LGoS is a student-led charity and every student at the University of Liverpool is a member.
We actively listen to our members and student contributions guide and shape our policies.
We lobby and encourage students to take a lead in their university experience. Our main
duty is to ensure that the University delivers an excellent student experience. Keeping in
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contact with our students is one of our top priorities, and we do this in a variety of different
ways – face-to-face, on Facebook and Twitter, within lecture theatres and online at
www.lgos.org. We exist to support and represent the students of the University, as well as
ensure that they make the most of their time in Liverpool. In short, we deliver student life
support through representation, encouraging participation and ensuring a positive
experience.
Representation
lgos.org/governance
LGoS is student led and student focused, and there are many opportunities for students to
take an active role in our leadership and development. Four students are elected each year
to take on the full time role of Student Representative Officer; these are students’
representatives to the University. They plan and implement lobbying activity, attend and
chair meetings, develop policy, encourage engagement and ensure that they are
accountable to students transparently and democratically. The Guild also has a staff team to
support elected students, who also include Student Council, Scrutiny Panels and Working
Groups as well as the Course Reps network.
We support the system of student reps, students elected by their peers to attend staff
student liaison meetings and put the student point of view across. So if there are not enough
books in the library, deadlines are too close to exams, rooms are overcrowded, or anything
else is adversely affecting a student’s academic experience, they should talk to their course
rep. If a student is interested in becoming a course rep then they should ask a member of
staff in their department or contact the Representation & Democracy Co-ordinator Bethan
Payne, at bethan.payne@liv.ac.uk within the first few weeks of term.
Advice
lgos.org/advice
We hope that students’ time at the University of Liverpool will be completely positive and
trouble free, but when things do go wrong we are here to help. We offer free, confidential,
non-judgemental academic advice to help students to continue in their studies and achieve
the result they are aiming for. For more information visit www.lgos.org/advice
Activity Groups
Lgos.org/activities
There are lots of opportunities for students to get involved in LGoS, whether they want to
volunteer their time to work on a community-based project with Community Action or join
one of the many activity groups, from darts to theatre. We have over 100 groups
representing a range of interests and activities. If there isn’t anything to suit a student’s
tastes, they can start up their own activity group. More details can be found on our website
www.lgos.org
Remember, many graduate employers will ask students about the extra-curricular activities
they were involved in at university, so apart from being a fantastic opportunity to make
friends with people with shared interests, becoming involved in an activity group is also a
chance to gain valuable experience.
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2.17 The University Library
The University Library, founded in 1881, contains an impressive collection of approximately
1.9 million books and periodicals including extensive and important special collections of
rare books and archives.
The Library subscribes to a portfolio of around 30,000 electronic books and online access to
most major databases. The library also offers access to over 100,000 contemporary
electronic books including academic e-books, reports and conference proceedings and over
317,000 digitised printed books. The Library is located on two main sites, the Sydney Jones
Library and the Harold Cohen Library. The libraries provide about 1,100 computer and study
spaces, zoned areas for group and quiet study and staffed helpdesks. The entire stock of the
Library is included in its online catalogue and all electronic resources can be accessed in the
library or via the web. The two main libraries are open 24 hours Monday to Friday
throughout the academic year and there is a 24/7 renewal line for loans.
Recently the Sydney Jones Library which houses the main collections for Humanities and
Social Sciences, benefitted from a £20million expansion and refurbishment, which further
improved the excellent library collections and study environment. The Sydney Jones
currently has seating for 600 readers and approximately 400 PCs. Bookable study rooms are
available for student use. The Sydney Jones also has a “walk in “short loan collection and a
cafe. The Special Collections and Archives department is located in the Sydney Jones Library
and includes rare books, manuscripts and the library of the Science Fiction Foundation.
The Harold Cohen Library, with seating for 480 readers and 285 PCs, contains the main
collections in Dentistry, Engineering, Science, Medicine, Veterinary Science and
Mathematics. Work took place in summer 2008 to improve the environment in the reading
rooms on the first floor and provide facilities for both group and quiet study. There is also a
branch library at the Veterinary Teaching Hospital on the Wirral.
Your University ID card will give you access to the libraries and enable you to self issue and
return books. There are introductory talks available for new students and staff will help you
find your way around and show you how to use the online catalogue.
Printed guides to the various libraries, services and literature searching facilities are available
at service points and staff at the Information Support Desks or Computing Helpdesks will be
happy to help if you have a problem or a question. Further information on the Library can be
found at www.liv.ac.uk/library
2.18 Computing Services
Computing Services provides central computing and information technology services to
assist the University in carrying out its learning, teaching, research and administration.
There are a number of PC Teaching Centres, which are primarily used for teaching but, when
not booked for classes, are available for individual student use. These are located in centres
across the Precinct and at the Leahurst Veterinary Centre. There are also a number of
37

Learning Centres, not bookable for classes, on the Precinct and in some of the Halls of
Residence. The Teaching and Learning Centres each contain PCs linked together by a
network. To use the PCs, you first need to self-register by following the information on the
screen of a PC Teaching or Learning Centre, or at http://www.liv.ac.uk/register on any
computer connected to the Internet.
The PC Teaching Service is based on Microsoft Windows and provides access to a wide range
of services, including electronic mail, the Internet, VITAL (the Virtual Learning Environment),
word processing, spreadsheets and databases.
There are a number of locations within the Precinct where students may use either WiFi
(wireless) or a wired connection to connect their own laptop computer (or other mobile
device) to the University's network.
The main CSD Helpdesk is located in the Brownlow Hill Building (with satellites in the two
main libraries) and provides a full range of support services including problem solving,
software sales and registration queries.
Full details of the services provided by CSD are at http://www.liverpool.ac.uk/csd/
2.19 The University Calculator
Except when otherwise stated, the only calculators allowed for use in an examination room
will be the models adopted and specified by the University. These calculators are stamped
with the University crest and are only available from the shop in the Guild of Students.
Students should not purchase the same models of calculators without the University crest
from other retailers as these will not be allowed into the examination room.
Further information on the use of calculators in examinations can be accessed via the
following link: http://www.liv.ac.uk/students/exams/guidelines-behaviour.htm
38

3. SOCLAS Learning and Teaching Strategy
3.1 Overall Aims of Subject Provision (SOCLAS)
The University of Liverpool aims to provide a high quality learning experience, fully meeting
students’ needs, providing opportunity for participation to the widest range of students, and
underpinned by a framework of policies covering all aspects of the student experience. The
School of Cultures, Languages and Area Studies is committed to these objectives, and aims
to be a centre of excellence in higher education and scholarship in which staff are both
active researchers and committed teachers using their research to enrich teaching. The
School teaches its students to an exacting national standard over a full and balanced
programme encompassing language, culture, social sciences, history, and literature, and
reflects the multifaceted and interdisciplinary nature of Modern Language Studies and Area
Studies. Above all, it endeavours to combine the acquisition of intellectual, vocational and
transferable skills in a rich and rewarding educational experience for its students.
In the environment of its supportive academic community, the School aims to foster among
its students the independent pursuit of knowledge and the development of a wide range of
skills. The QAA Benchmarking statements in Languages and Related Studies and in Area
Studies have provided a useful guide as we continue to review and alter our curriculum
following the merger of the former Departments of French, German, and Hispanic Studies,
and the Institute of Latin American Studies.
Research and teaching in the School is carried out across a broad range, reflecting the
interdisciplinary nature of the subject area and involving a variety of fields, whether these be
linguistic, cultural, literary, social, historical, or political. The School enjoys an international
reputation for distinguished achievements in research, scholarship, and publication, and
colleagues contribute regularly to international debates.
Our programmes provide opportunities for participation to a wide range of students, at
undergraduate and graduate level. The acquisition of competence in a Modern Language
significantly enhances students’ understanding of an extremely broad and varied range of
subjects, disciplines, and fields of study. Such linguistic competence also enables students to
access primary and secondary materials in the target language and to gain first-hand
knowledge of other cultures. The proportion of time spent on language study varies
according to the degree programme chosen, but all students following Modern Languages
throughout their University career can benefit from the School’s varied provision, and all
study language with the same intensity and to the same level. Students use a variety of
language-learning resources, have access to advanced educational technology, enjoy regular
contact with native speakers, and benefit from formative assessment.
With the graduate job-market developing an increasingly international dimension, the
School recognizes that it is imperative to produce students who will not only be capable of
communicating in other languages, but who will also have the cultural and social rapport
fundamental to successful co-operation in such fields as business, administration, and
39

education. The Year Abroad, devoted either to study or to work purposes, is accordingly an
essential element of degree programmes since it contributes to the enhancement of
appropriate knowledge and competence, whilst developing intercultural awareness and
other transferable graduate skills. The majority of our BA graduates find employment within
six months of graduation.
All degree programmes aim to educate students to use target languages (both written and
spoken) with a very high level of fluency and accuracy appropriate to a wide variety of
occupations and situations. For the vast majority of students, the acquisition of language
skills is complemented by that of additional language-related/subject-related skills and the
development of intercultural understanding. To achieve these aims, the School is committed
to providing programmes that develop (i) a growing mastery of language skills, (ii) an explicit
knowledge of language structures, (iii) a deepening understanding of chosen aspects of the
life and culture of regions, countries, societies, and communities in which the target
languages are used, (iv) a sensitivity to and awareness of the similarities and dissimilarities
between other cultures and societies and the student’s own, and (v) an increasing autonomy
in each student’s learning.
Programmes develop a range of target language skills that are receptive, productive and
meditative. All programmes also encourage the development of key transferable skills, both
cognitive and practical, in particular the ability to engage in analytical and evaluative
thinking, to weigh arguments and develop basic skills for testing hypotheses, to organize and
present ideas in a structured, accurate, reasoned, and coherent manner, and to use
language creatively and precisely.
3.2 The Programme of Study
You will be registered for a specific ‘Programme’, that is for a complete programme of study
leading to a particular degree (for example, the four-year Joint Honours programme in
French and German leads to the award of the BA, Joint Honours, in French and German).
Teaching and learning is organized on the modular system, a module being a component of a
year of study. Modules may be worth one or two units, each unit worth 15 CATS points. In
each year of study, modules totalling eight units (i.e. 120 CATS points) must be taken, usually
divided evenly between the two semesters of the Academic Session.
Each programme involves certain core modules which are compulsory, and may also include
others which are ‘options’, chosen from the approved lists for that particular programme.
3.3 The Programme Specification
A ‘Programme Specification’ is a document which lays out detailed information for a
particular programme of study. A Programme Specification will cover aspects such as:
Aims of the Programme
Learning Outcomes (the knowledge and skills which it is hoped will result from
engaging in that programme)
Entrance requirements
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Programme Structure (compulsory and optional modules for each year / level of the
programme, with an explanation of how the levels relate to each other and help
develop knowledge and skills)
The Year Abroad
Teaching, Learning and Assessment Strategies
Ordinance and Regulations
General Information
The Programme Specification for each of the undergraduate programmes of study for which
SOCLAS is the home department can be consulted online at:
http://www.liv.ac.uk/soclas/policies/Progspecs/index.htm
3.4 Undergraduate Programmes Taught Wholly or Partly in SOCLAS
A. Degree of Bachelor of Arts with Honours
Single Honours:
French (R120)
German (R220)
Hispanic Studies (RR45)
Latin American Studies (T701)
Joint Honours in SOCLAS:
French and German (RR12)
French and Italian (RRC3)
French and Hispanic Studies (RR14)
German and Italian (RR23)
German and Hispanic Studies (RR24)
Hispanic Studies and Italian (RR34)
European Film Studies and a Modern Language (PR39)
Latin American and Hispanic Studies (RT47)
Modern European Languages (T900)
Joint Honours Cross-School:
French and Mathematics (GR11)
Business Studies and French/German/Italian/Hispanic Studies (NR11, NR12, NR13, NR14)
Communication Studies and Italian (PR93)
English and French/German (QR31, QR32, QR34)
Hispanic Studies and English (QR34)
Classical Studies with a Modern Language (QR89)
History and French/German/Italian/Hispanic Studies (VR11, VR12, VR13, VR14)
French/German/Hispanic Studies and Philosophy (VR51, VR52, VR54)
Philosophy and Italian (VR53)
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Comparative Programmes:
Comparative American Studies (T790)
Combined Honours:
Combined Honours: Arts (Y001)
Combined Honours: Social and Environmental Studies (L000)
B. Other Programmes or Courses
Law with a Language: LL.B (English and French Laws) (MR11)
Mathematical Sciences with a European Language:
BSc (Honours) Mathematical Sciences with a European Language (G1R9)
Additional Subjects
3.5 Glossary – Key Terms
The following glossary explains some key terms which are used in the University to describe
the structure of our degrees. They have also been used in this Handbook.
CATS CATS is the ‘Credit Accumulation and Transfer System.’ Each module at Liverpool is
worth a certain number of ‘CATS’ points. Students take 120 CATS points a
year (60 credits per semester). CATS points are also sometimes just called
‘credit.’
Co-requisite Module A is a co-requisite for module B if it must be taken along with module B.
Mandatory A module is mandatory because competence is a pre-requisite for everything
else; hence a pass in the module is essential (for example, in the School of
Cultures, Languages and Area Studies, the core compulsory language modules
are designed as mandatory modules).
Module A component of a year of study. It may be comprised of lectures, language
classes and/or tutorials. Modules are normally worth one unit (15 CATS
points) or two units (30 CATS points) each.
Pre-requisite An initial requirement for study of a module (for example, Year 1 Language is
a pre-requisite for Year 2 Language)
Programme A complete programme of study leading to a degree (for example, the fouryear
Joint Honours programme in French and German leads to the award of
the BA in French and German with Joint Honours).
Semester A twelve-week teaching period, with its associated period for assimilation
revision and assessment.
Unit A value given to a module (normally one or two units). One unit corresponds to 15
CATS points.
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Year of Study A collection of modules totalling eight units (i.e. 120 CATS points) taken
within an academic session.
3.6 Registration and Module Choices
For students entering Year 1, registration for compulsory modules will normally be
automatic, as part of the online registration procedures. Students entering Year 2 register
and choose their optional modules for Year 2 towards the end of Year 1, usually in late April
/ early May, when details of the modules available for the next session are published, along
with information on procedures. For students entering the Final Year, details of Final Year
modules normally become available during the Year Abroad (or towards the end of Year 2,
for students on three-year programmes such as, for example, Comparative American
Studies).
3.7 Online Index of SOCLAS Modules
For information on modules offered by the School of Cultures, Languages and Area Studies
see the online index of modules: http://www.liv.ac.uk/soclas/modules/index.htm
Please note that the modules detailed are those on offer in the 2010-2011 academic session,
and may be subject to change in future years in response to module development and / or
staff movement.
3.8 Cross-Department Honours Programmes: Useful Websites
Where Joint Honours programmes involve modules from outside SOCLAS, please consult the
appropriate department for details of required and optional modules:
French and Mathematics Joint Honours (GR 11)
The Department of Mathematical Sciences: http://www.liv.ac.uk/Maths
Business Studies and French/German/Italian/Hispanic Studies Joint Honours
(NR11, NR12, NR13, NR14)
The University of Liverpool Management School: http://www.liv.ac.uk/ulms
Communication Studies and Italian, Joint Honours (PR93)
The Department of Communication and Media:
http://www.liv.ac.uk/communication-and-media/
English and French/German; Hispanic Studies and English, Joint Honours
(QR31, QR32, QR34)
The School of English: http://www.liv.ac.uk/english
Classical Studies with a Modern Language, Joint Honours (QR89)
The School of Archaeology, Classics and Egyptology (SACE): http://www.liv.ac.uk/sace
History and French/German/Italian/Hispanic Studies (Joint Honours)
(VR11, VR12, VR13, VR14)
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The School of History: http://www.liv.ac.uk/history
French/German/Hispanic Studies and Philosophy (Joint Honours) (VR51, VR52, VR54);
Philosophy and Italian (VR53)
The Department of Philosophy: http://www.liv.ac.uk/philosophy
For Combined Honours Programmes, please consult the appropriate website:
Combined Honours (Arts) (Y001)
Combined Honours (Arts) http://www.liv.ac.uk/combart
Combined Honours (Social and Environmental Studies) (L000)
School of Combined Honours (SES) http://www.liv.ac.uk/combses
3.9 Module Changes
Any student who wishes to change a module after registration must obtain a form available
from the School Office. This must be completed and signed by the academic staff
responsible for the modules that the student is leaving and joining (i.e. the module
convenors). All requests to change modules must be made before the end of the second
week of the appropriate semester.
3.10 The Year Abroad
All students of Modern Languages normally spend their third year abroad. The Year Abroad
is one of the most attractive aspects of a degree involving Modern Languages. It offers
students a unique opportunity, whether viewed in terms of academic and linguistic progress,
career prospects or intercultural awareness.
3.11 The SOCLAS Year Abroad Gateway
Students are strongly recommended to visit the SOCLAS Year Abroad Gateway
(www.liv.ac.uk/soclas/yrabroad/index.htm), which explains the overall profile of the Year
Abroad for students of Modern Languages at Liverpool, gives comprehensive details of the
assessment requirements, and provides access to relevant web sites and documents in
relation to it.
3.12 Learning and Teaching
Lectures, tutorials/seminars and language classes are integral elements of the degree
structure, as is personal study. What follows is an explanation of the main ways in which
your course is taught which will give you an idea of what to expect from each constituent
element.
3.13 Lectures
Lectures are the main method used to introduce students to the texts and/or issues on
which a module is based, and will also indicate areas for further study. In Years 1 and 2,
lecture groups may be large. On most modules, a typical pattern is a combination of lectures
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and smaller classes devoted to discussion of a precise topic relating to the set texts or a
particular theme. You should always read your set texts and/or module handouts prior to
the related lectures otherwise your understanding of the lectures will be seriously
hampered. Very few modules are taught by the medium of lecture alone; if so, they are
often supplemented by handouts providing further information and suggestions for
independent study, which themselves form an integral part of the course materials.
3.14 Tutorials and Seminars
Tutorials and seminars provide the opportunity for smaller-group study, and are often based
on the close reading of an extract from a set text or on the detailed analysis of one or more
aspects of a particular theme or issue. These classes rely on active student participation: it is
your responsibility to prepare thoroughly in order to gain the maximum benefit from the
resultant discussion. Students are always given the tutorial topic in advance of the class, and
each tutorial/seminar will often have a specific aim in mind, although a major function of
small-group teaching is to encourage discussion and debate and not to impose a particular
view and/or response.
3.15 Language Classes
While the methodology of language teaching may be slightly different across the languages,
and across the different years, it is intended that methods should be mutually
complementary and expose students to a wide variety of language experience in order to
develop a broad range of skills. In each year of study, considerable emphasis is placed on the
acquisition of good oral and written communicative skills, and appropriate exercises are
designed to this end (sample exercises include: formal presentations, debates, job
interviews, letter-writing, translation and liaison interpreting). Students are also required to
undertake language laboratory work, often in preparation for a subsequent class.
3.16 Personal Study
Following a degree programme demands much more than simply attending classes, and you
will also have to put in considerable time and effort in terms of personal study if you are to
gain the maximum benefit from your degree programme and perform to the best of your
ability. Personal study takes a variety of formats. It includes, for example, the preparation
which you will carry out before attending classes (reading set texts, written, aural or oral
work), and any supplementary study which you carry out following a class. It also includes
reading critical works and other materials in preparation for essays, as well as reading
around your subject in order to gain a wider perspective of your work. Bibliographies are
provided to accompany each module, and lecturers are happy to advise on the most
appropriate texts for the work in hand. In addition, you should make the most of the media
facilities available to you: reading quality newspapers and magazines, listening to the radio
and watching television in the target language will all help to broaden your understanding of
those issues of importance in the world today. Remember that a good prior awareness of
recent events and national structures will significantly aid integration during the Year
Abroad.
You should aim as soon as possible to create and adopt a regular pattern of private study
which suits your individual needs. This requires considerable personal discipline – itself a
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transferable skill which you will find invaluable in your working lives. Once you have
established a study plan, stick to it; and remember: regular, sustained study during each
semester not only helps you to plan your work and gauge your progress more efficiently but
also prevents panic revision for examinations.
3.17 Learning Resources
As you develop your own pattern of private study, you will need to make use of the many
learning resources provided by the University and the School of Cultures, Languages and
Area Studies. For information on the resources offered by the University Library, see Section
2.17 and Appendix 3.
3.18 The SOCLAS Library
The SOCLAS Library aids independent learning in language and film studies by offering
language and film resources to supplement SOCLAS courses. The library comprises a
resources room and a purpose built audio-video suite (rooms G11a and G11b, Cypress
Building).
The library is open Monday to Friday 10.00 a.m. - 5.00 p.m. during term time and exam
periods. Holiday opening times will be posted on special notices.
Language Learning Materials
There is a comprehensive resource list available for French, German, Italian, Portuguese and
Spanish at http://www.liv.ac.uk/ulc. Resources include reference works such as dictionaries
and grammars, along with printed, audio-visual and electronic study and exercise materials.
Most materials are for use on the premises only.
News and Current Affairs
The library holds journals in French, German, Italian, Portuguese and Spanish, and the news
in these languages is recorded every weekday evening; these tapes are held in the library for
one week. British and foreign language television may be watched in the audio-visual suite
(room G11b).
Films
The SOCLAS Library houses a large selection of modern and classical films in European and
American languages which may be viewed in the audio-visual suite.
Computers
The SOCLAS Library has four networked computers with electronic language learning
programmes and for use in conjunction with the SOCLAS Library’s other learning resources.
There is a printer which students may use for printing small documents and web pages. A
quota is in operation, with printing limited to five pages at any one time; for documents over
this limit the main university print system should be used.
The Conversation Exchange
The Conversation Exchange Scheme, run from the SOCLAS Library, aims to match language
learners with a speaker of the language they are learning. An example would be an Italian
46

speaker wishing to practise English being matched with an English speaker wishing to
practise Italian. Meetings are informal, with each person helping the other.
Registration for the Conversation Exchange Scheme can be made in person in the SOCLAS
Library, or by accessing the web page at www.liv.ac.uk/ulc, then following the link to
Conversation Exchange. Here you will find the form to complete (copy, paste and send by email).
SOCLAS Library Contact
Room G11, Ground Floor, Cypress Building, Chatham Street
Telephone: 0151 794 2406
Web: http://www.liv.ac.uk/ulc
E-mail: vkoeper@liv.ac.uk
3.19 The SOCLAS Website
The SOCLAS website (www.liv.ac.uk/soclas) can help with study. The link ‘Learning and Skills
Resources’ (www.liv.ac.uk/soclas/ug/resources/index.htm) provides an index to many online
resources for language and related area studies.
3.20 Books and Bookshops
Ideally, you should have your own copy of each of the texts on the set books list. We are
aware of financial concerns and aim to set competitively priced editions wherever possible.
There are many different ways you can obtain the set books, as detailed below.
Where and how you can purchase books
Blackwell’s University Bookshop (on campus, near the Guild of Students) will have in stock
new copies of most of the texts on the set books list. They may also have some second-hand
copies of some of the texts.
You can also order books by post, e-mail or on the Internet from a variety of outlets. A
London-based company, Grant & Cutler Ltd (www.grantandcutler.com) stock a wide range of
books in many languages. Many other bookshops offer ordering facilities via the Internet
(see the SOCLAS website at www.liv.ac.uk/soclas for useful links).
Whoever you choose to order from, please do not use the School of Cultures, Languages &
Area Studies address for the delivery of your books, as we are not equipped to handle
packages for large numbers of students. Use either your home or your university residence
address.
Second-Hand Books
Many students offer for sale the books from their previous year of study, although you
should be aware that we do sometimes change the set texts. Check before you buy.
Otherwise, there are many second-hand bookshops in Liverpool worthy of investigation.
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Bookshops in Liverpool (new books)
Blackwell’s University Bookshop (709 8146), Alsop Building (on campus)
Waterstone’s (709 6861), Bold Street
News From Nowhere, 96 Bold Street (708 7270)
3.21 The SOCLAS Examinations and Assessment Index Page
University and SOCLAS Documents relating to assessment and examination are accessible on
the SOCLAS website, via the Examinations and Assessment index page
(www.liv.ac.uk/soclas/exams/index.htm).
University documents:
Notes for Guidance of Examination Candidates
University regulations on cheating, plagiarism and collusion
University Code of Practice on the punctual submission of assessed work
SOCLAS Documents:
Code of Practice on Assessment
Assessment criteria for "content" essays and similar assignments
Assessment criteria for language assignments
Forms related to assessment.
You are strongly advised to read the relevant sections carefully. If anything is not clear to
you, seek explanation as soon as possible.
3.22 SOCLAS Assessment Methods
Assessment normally takes the form of a mixture of continuous assessment (essays and
other coursework, class tests) and formal examinations (written or oral). An element of
continuous assessment is incorporated into the examining of most modules in each year.
Detailed information on assessment for each module will be provided by individual tutors at
the start of the course.
3.23 Submission of Assessed Work
Assessed work should be submitted to the General Enquiry Desk of the SOCLAS School Office
(room 222, Cypress Building). Work should conform to the School’s conventions for the
presentation of essays and other assessed coursework. Please see the Appendices of this
Handbook for advice on essay writing and information on the approved conventions.
Students should hand in two copies of each piece of non-invigilated assessed work, and
should read, sign and attach a cover sheet (available from the Office) confirming that the
assessment submitted is entirely their own work. The word count should be indicated on
essays. Where an assignment is to be marked anonymously, students should give only their
student number on the work itself, and should only write their name on the cover sheet,
which should then be sealed.
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3.24 Plagiarism, Collusion and Fabrication of Data
Please find here a reminder of how the University of Liverpool defines and responds to
Plagiarism, Collusion and Fabrication of Data (Section 2.5).
The following definitions are contained within the University’s Code of Practice on
Assessment and apply to all types of work submitted by students, including, for example,
written work, diagrams, designs, charts, musical compositions and pictures:
“Plagiarism occurs when a student misrepresents, as his/her own work, the work, written or
otherwise, of any other person (including another student) or of any institution. Examples of
forms of plagiarism include:
the verbatim (word for word) copying of another’s work without appropriate and
correctly presented acknowledgement;
the close paraphrasing of another’s work by simply changing a few words or altering
the order of presentation, without appropriate and correctly presented
acknowledgement;
unacknowledged quotation of phrases from another’s work;
the deliberate and detailed presentation of another’s concept as one’s own.”
When Plagiarism is suspected it should fall into one of two categories:
Minor Plagiarism: defined as:
a small amount of paraphrasing, quotation or use of diagrams, charts etc. without
adequate citation. Minor plagiarism may result from poor scholarship (i.e. when a
student, through inexperience or carelessness, fails to reference appropriately or
adequately identify the source of the material which they use).
Major Plagiarism: defined as:
extensive paraphrasing or quoting without proper citation of the source;
lifting directly from a text or other academic source without reference;
(Where material is taken directly from a text or other source the cited material should
be demarcated with quotation marks or in some other accepted way and the source
should be cited.)
the use of essays (or parts thereof) from essay banks, either downloaded from the
internet or obtained from other sources;
presenting another’s designs or concepts as one’s own;
continued instances of what was initially regarded as minor plagiarism despite
warnings having been given to the student concerned.
“Collusion occurs when, unless with official approval (e.g. in the case of group projects), two
or more students consciously collaborate in the preparation and production of work which is
ultimately submitted by each in an identical, or substantially similar, form and/or is
represented by each to be the product of his or her individual efforts. Collusion also occurs
where there is unauthorised co-operation between a student and another person in the
preparation and production of work which is presented as the student’s own.”
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“Embellishment of data occurs when a small amount of data is enhanced or exaggerated in
order to emphasise data which has been obtained by legitimate means.”
“Fabrication of data occurs when a student creates and presents an extensive amount or
significant piece of data in order to conceal a paucity of legitimate data; or wholly fabricates
a set of data in the absence of legitimate data.”
Students found to have committed major plagiarism or to have colluded or to have
presented fabricated data in an assessment are liable to be severely penalised. They may be
given a mark of zero for the assessment concerned or, in the most serious cases, may even
be required to terminate their studies. The University’s Policy for Dealing with Plagiarism,
Collusion and the Fabrication of Data and the Guidelines for Staff and Students can be found
at: http://www.liv.ac.uk/tqsd/pol_strat_cop/index.htm
3.25 Punctual Submission of Assessed Work
Work must be submitted on time: deadlines for the submission of assessed work are clearly
indicated on School documents. Except where late submission would allow a student to
benefit from feedback given to other students on an assessment, late submissions of work
will be accepted for a set period beyond the submission deadline, but a penalty will be
imposed. This policy reflects a belief that students who have misjudged the amount of work
required or have failed to manage their study priorities properly should be given additional
time to complete, but that students who do submit work late should not benefit from the
additional time by being able to increase their mark. The penalty procedures detailed below
govern the submission of all assessed work, although it cannot be stressed too firmly that
students should attempt to submit work before the final date for submission as a penalty
can significantly affect the overall mark for the module.
3.26 Penalties for Late Submission of Assessed Work
A reminder that penalties are imposed for the late submission of assessed work.
The University’s standard penalties for the late submission of assessed work are:
5% of the total marks available for the assessment shall be deducted from the
assessment mark for each working day after the submission date, up to a maximum of
five working days (e.g. for work marked out of 100, five marks per day will be
deducted; for work marked out of 20, one mark per day will be deducted); however,
the mark will not be reduced below the pass mark for the assessment. Work assessed
below the pass mark will not be penalised for late submission of up to five days.
Work received more than five working days after the submission deadline will receive
a mark of zero. In such circumstances, where a student is required to re-take the
assessment, the re-assessment task must be different from the original assessment.
Re-submission of the original piece of work is not permissible, except in the case of
project work or dissertations.
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(A working day is defined as a day when the University was open and staff would normally
be available for work and thus also be available for contact by students).
Full information about the penalties for late submission of assessed work, including
information about special circumstances and departmental responsibilities, are available in
section 6 of the University’s Code of Practice on Assessment:
http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/cop_assess.doc
3.27 Extensions
An extension to a deadline will be granted only in exceptional circumstances, such as serious
ill health. The only people empowered to grant extensions are the Year Tutors. The form and
contact details for the Year Tutors are available on the SOCLAS website
(www.liv.ac.uk/soclas/exams/index.htm). Any student requesting a deadline should contact
the appropriate person in advance of the work deadline. Students should note that
extensions are not granted automatically.
3.28 SOCLAS Assessment Criteria
The following pages detail the requirements for obtaining particular grades in language
exercises and in non-language work.
3.29 Assessment Criteria for Language Assignments
The marking scale observed by tutors in the School of Cultures, Languages and Area Studies
for language exercises is as follows:
First 70% or above
Upper Second (II.1) 60 - 69.9%
Lower Second (II.2) 50-59.9%
Third 40 - 49.9%
Fail 39%
Criteria
Students' language work – both written and spoken – usually shows a combination of
weaknesses and good qualities; the following descriptions consequently provide only a
general guide and may be flexibly applied. Similarly, criteria are to be interpreted by
examiners to reflect student's level (1, 2, 3 or other) and their point of progress within that
level (i.e. first or second semester).
In all language assignments, whether produced in the foreign language or in English, spelling,
punctuation, use of accents where relevant and soundness of grammar will be taken into
account.
First (70 %+)
Work awarded between 70-79% shows a preponderance of the following characteristics. The
level of grammatical accuracy is very high, with few (if any) serious errors. The grasp of
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syntax and lexis is excellent. There is a sophisticated use of a variety of constructions and
idiom. There is a wide range of vocabulary and evidence of linguistic flair appropriate to the
candidate's level. The work reads fluently and imperfections are compensated by strengths
elsewhere.
In translation work, the sense of the original text will be fully understood and most
renderings will be entirely accurate, idiomatic and of an appropriate stylistic register.
For composition and other presentations in the language studied, the work shows extremely
good powers of critical reasoning and the expression of thought is fluent and precise.
A piece of work which achieves all the relevant criteria will be awarded a mark of 80-89%.
A piece of work which achieves all the relevant criteria and which, in addition, is deemed to
be of a standard of broadsheet journalism or professional translation will be awarded a mark
between 90-100%.
Upper Second (60-69.9%)
The work shows a preponderance of the following characteristics. There is an above-average
level of accuracy in grammar and syntax. There is an intelligent and varied use of
constructions and vocabulary appropriate to the candidate's level, although there may be
some errors in the handling of complex structures and a few, but not many, mistakes in
vocabulary, gender, case, spelling etc. On the whole the work reads fluently.
In translation work, comprehension is good and renderings will be mainly sound.
For composition and other presentations in the language studied, powers of critical
reasoning and expression are generally fluent and good.
Lower Second (50-59.9%)
The work shows an adequate degree of accuracy and a certain variety in lexis and
constructions appropriate to the candidate's level. This is offset, however, by a tendency
towards errors not only in complex constructions but also, more seriously, at times (but not
often) in basic grammar, syntax and lexis.
In translation, some omissions and/or poor comprehension may be present, but there is a
satisfactory understanding and adequate rendering of at least two thirds of the passage,
although without much sensitivity.
For composition and other presentations in the language studied, powers of critical
reasoning and expression are only fair and the use of idiom is uncertain; the sense is unclear
in places and much of the phrasing is awkward.
Third (40-49.9%)
Work showing some signs of linguistic skill and knowledge appropriate to the candidate's
level, but also an unacceptably high number of errors (e.g. in basic vocabulary, as well as in
52

verb forms and constructions, agreements, gender, word order and, in translation work,
omissions and/or misunderstandings of the original text).
In translation exercises, there is satisfactory understanding and adequate rendering of at
least half of the passage, although the overall effect is disjointed and the general sense
poorly conveyed.
For composition and other presentations in the language studied, powers of critical
reasoning and expression are limited, the sense is often unclear, and there is little feel for
idiom.
Fail (39% and below)
Work showing a level of language that is below that appropriate for the candidate's level,
and containing only a few signs of linguistic skill and knowledge. These will be heavily
outweighed by serious weaknesses or gaps in knowledge with regard to grammar, syntax
and lexis (e.g. simple vocabulary, basic word order, genders of common words, agreements,
the form of regular verbs, etc.).
In translation work, less than half of the passage is understood or rendered intelligibly, and
the overall effect is extremely disjointed, with the general sense inadequately conveyed.
For composition and other presentations in the language studied, powers of reasoning and
expression are very limited, the sense is mostly unclear, and there is little or no feel for
idiom.
3.30 Assessment Criteria for ‘Content’ Course Essays and Similar Written or
Oral Assignments
The marking scale observed by tutors in the School of Cultures, Languages and Area Studies
for ‘content’ course essays and similar written or oral assignments is:
First 70% or above
Upper Second (II.1) 60 - 69.9%
Lower Second (II.2) 50-59.9%
Third 40 - 49.9%
Fail Below 40%
Criteria
The following descriptions offer only general guidance to criteria used in the awarding of
marks and grades for "content" course essays and similar written or oral assignments.
Account is also taken of the level of student preparatory input and other relevant factors,
including the observance of set word limits. In short, these criteria are neither rigidly nor
formulaically applied. Criteria are interpreted by examiners to reflect students' level (1, 2, 3
or other) and their point of progress within that level (i.e. first or second semester).
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First (70 %+)
Work awarded between 70-79% is excellent or at least very good in all respects and shows a
predominance of the following criteria. The focus maintained on the exercise or question is
sharp throughout, material is presented in a well-integrated and fluent structure, and
expression is precise.
The argument shows sophisticated analysis and independence of thought appropriate to the
candidate's level. There is clear understanding of the issues and a comprehensive knowledge
of the topic, and nearly all aspects are covered.
Syntax, grammar and spelling are accurate, and the use of critical apparatus adheres fully to
the School Guidelines. There is substantial evidence both of preparatory reading and the use
of primary and secondary material is critical and acute. Sources are acknowledged
appropriately. Personal response is imaginative and nuanced.
A piece of work which achieves all the relevant criteria listed in this range will be awarded a
mark of 80-89%.
A piece of work which achieves all these criteria and which, in addition, is deemed to be of
publishable standard in terms of scholarship, originality and contribution to the field will be
awarded a mark of 90-100%.
Upper Second (60-69.9%)
Work is good in all respects and shows a predominance of the following criteria. The focus
maintained on the exercise or question is relevant throughout, material is presented in a
coherent manner, and expression is clear.
The argument shows persuasive analysis and independence of thought appropriate to the
candidate's level. Range and aptness of exemplification are good. There is a generally clear
understanding of the issues and a detailed knowledge of the topic; most major aspects are
covered.
Syntax, grammar and spelling are largely correct, and the use of critical apparatus adheres
largely to the School Guidelines. Quotations in the language studied will be generally
relevant and accurately transcribed. There is clear evidence of preparatory reading and
there is a sound critical grasp of the material. Sources are acknowledged appropriately.
Personal response shows some originality.
Lower Second (50-59.9%)
Work is satisfactory in all respects and shows a predominance of the following criteria. Focus
is uneven and not maintained consistently on the question. Material lacks coherence and
there may be some repetition. Expression sometimes lacks clarity.
The argument is too descriptive and may contain contradictory statements. There is a
reasonable understanding of the issues and a sound knowledge of the topic, although
lacking in detail. Some significant aspects are inadequately covered or not addressed at all.
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Syntax, grammar and spelling contain significant errors, and the use of critical apparatus is
inconsistent. There is some evidence both of preparatory reading but the use of material is
largely uncritical but sources are acknowledged satisfactorily. Personal response is
predictable and unfocussed. An exercise without major weaknesses of this kind may fall into
this category if it is unacceptably short and sketchy.
Third (40-49.9%)
Presentation and style are poor. Lack of clarity and relevance of argument. Broadly
appropriate, but largely unfocussed and some but limited knowledge.
Much material presented is irrelevant, and the structure is disjointed and/or repetitive.
Expression frequently lacks clarity and the argument depends on assertions that are either
unfounded and/or contradictory.
Syntax, grammar and spelling are poor, and the use of critical apparatus is inadequate. Little
use of background material and/or appropriate evidence. Little evidence of real engagement
with the issues. Personal response is unspecific and/or over-predictable.
Fail (39% and below)
Work is inadequate in most or all respects.
The argument is mostly irrelevant. Exemplification is entirely or almost entirely irrelevant,
extremely perfunctory and inaccurate. Expression is frequently incoherent and the work
almost wholly lacking in reasoned, structured argument.
Syntax, grammar and spelling are very poor and critical apparatus absent. No serious
attempt is made to engage with the topic, and there is no appreciable evidence of
appropriate knowledge.
3.31 The Degree Classification System
Three-Year, Non-Clinical Undergraduate Degrees
The classification system for three-year, non-clinical, undergraduate degrees is available at
Appendix I of the Code of Practice on Assessment
at: http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/cop_assess_app_i_mar_06.doc
Four-Year and Five-Year, Non-Clinical Undergraduate Degrees
The classification system for four-year and five-year, non-clinical, undergraduate degrees is
available at Appendix J of the Code of Practice on Assessment, which can be accessed via the
following link:
http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/app-j-cohort-post-0809.doc
This applies to all student cohorts that commenced from 2009/10 onwards.
For students on cohorts that commenced prior to 2008/09, the applicable framework is
available at:
http://www.liv.ac.uk/tqsd/pol_strat_cop/cop_assess/cop_assess_app_j_040607.doc
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4. Provision of Feedback to Students
4.1 Provision of Feedback to Students
Where possible, essays are returned individually, providing an opportunity for detailed
discussion of your work. Written comments on essays and other assignments also provide
feedback. You should feel free to approach the lecturer or tutor concerned if you have any
questions about your work. Students must keep all their assessed work (language work and
essays) written during the course of the year. Students should note that all pieces of
submitted work are and remain the property of the University.
4.2 Disclosure of Marks
All marks are provisional until the final Boards of Examiners meet in early June. After this
meeting, marks are made available to students. Official transcripts of marks can be obtained
from the SPIDER system run by the University’s Student and Examinations Office. The results
of the Final Year examinations (degree classification) are published when they have been
determined by the relevant Boards of Examiners and confirmed by the Faculty. Marks for
individual modules are not published. These marks will be disclosed only to the student
concerned, and will not be discussed with any other student.
4.3 External Examiners
All Departments in the University have External Examiners: they are senior academics from
other UK universities, whose job it is to advise and report on examinations matters at
Liverpool in line with standards and procedures nationwide. External Examiners carry out
various duties. For example, scripts for Year 4 examination papers are read by an External
Examiner, as well as by the two internal examiners; many Year 2 papers are also seen by
External Examiners; they have access to all Year 2 and Year 4 assessed coursework (language
and non-language); they see Year Abroad projects; and they also attend examination boards
concerned with the confirmation of marks and the award of degrees. Their goal, like ours, is
to ensure fairness and consistency across the board. Note, however, that the External
Examiners do not exist to function as an appeals court. Students who wish to query the
marking of their individual papers must follow the University Appeals procedure.
4.4 Course Evaluation
The quality and effectiveness of the School’s teaching are currently monitored by a variety of
means. These include the Staff-Student Liaison Committee, discussion of module content
and structure in class, and student questionnaires. We value student opinion and welcome
all constructive comments on the modules we offer. We ask that you make the effort to
contribute to any discussion of modules, and also take the time to fill in and return module
questionnaires. The greater response we get the better idea we have of how the modules
are progressing, what ought to be retained and what adjustments we should consider.
Module convenors analyse the results of questionnaires and produce written reports, which
are available on the SOCLAS Study Skills Module on VITAL. Staff are also encouraged to
provide feedback directly to students, in class, on the outcome of their comments.
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5. Key Skills and Employment
5.1 The Careers and Employability Service:
It is your career we are talking about
The Careers & Employability Service provides information, advice and guidance on all a
student needs to know about planning their career – be it working for a big firm, supporting
a community organisation, studying for a higher degree, or taking time out to travel the
world.
And because our services are all about the student, we believe we can be relied on to give
students a head start in whatever career they decide to follow.
But relax. We are not just here for those who were born knowing what they want to do. In
fact, we specialise in helping those for whom life after University is for the time being one
great big open book.
We can put students in touch with leading employers, introduce them to lots of stunning
new career ideas, and even help students write world-class CVs and applications. All a
student has to do is take the first step and visit us either in person or on-line.
After all, it is your career we are talking about.
The Careers & Employability Service offers:
Access to part time, term-time job vacancies
Internships and work experience opportunities
Graduate job vacancies with leading national and local employers
Opportunities to meet organisations that want to recruit Liverpool graduates
Personal consultations with careers advisers
Volunteering opportunities in Liverpool, across the UK and overseas
Specialist help with CVs, applications and interviews
Information on further study options
Advice and information on taking a year out
Skills development opportunities
Holiday jobs and work experience opportunities across the world (and in Liverpool)
Impartial advice about options with a student’s degree.
The Careers & Employability Service is located on the first floor of the Student Services
Centre, next door to the Guild of Students on Mount Pleasant, opposite the Metropolitan
Cathedral. Details of all our services are on the University website at:
http://www.liv.ac.uk/careers. You can contact the Careers & Employability Service by e-mail:
careers@liv.ac.uk or telephone: 0151 794 4647. You can also follow us on Facebook:
http://www.facebook.com/TheCareersandEmployabilityService
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5.2 Learning and Study Skills Support
Throughout their university career students will have opportunities to build and develop
their skills for learning, such as study skills, time management and information literacy, as
well as employability skills. A student’s tutors may identify areas where they need to
develop and also highlight a range of resources. Students can also visit the Library where
they will find help available from Library staff.
Students should also visit iLearn, the University’s skills website (http://www.liv.ac.uk/ilearn),
which has a wide range of resources to support the development of skills for learning and
employability and also provides access to other useful websites. Another useful resource is
the LearnHigher website (http://www.learnhigher.ac.uk), particularly its pages designed
especially for students. The University of Liverpool has been a partner in building this
resource bank.
5.3 Learning and Study Skills in SOCLAS
As a student on a SOCLAS programme of study, you will gain considerable experience of
working independently, on your own initiative, for example, in preparation for tutorials and
in researching essay topics. Essays provide you with a lot of practice in the gathering and
sifting of information in order to extract what is most relevant to your project. They give you
valuable practice in the presentation of arguments in a fluid and comprehensible form, and
you will soon learn to question and test arguments and to debate issues. In particular, the
Year Abroad project can be used as proof of your ability to carry out independent research
and to produce well-structured and organised documents and reports.
Tutorials and seminars provide you with good experience of working in a small group,
perhaps presenting a paper on which others will comment. You will see how a group works,
and what sometimes goes wrong with group dynamics! Tutorials provide a good opportunity
for the discussion of views with others, perhaps with the aim of reaching a group consensus
on a particular issue, arriving at a solution to a problem acceptable to the group as a whole.
Lectures provide you with the opportunity to learn how to listen to presentations and take
down the most salient points which provide a comprehensive record of the material
delivered. In addition, you should have acquired useful word-processing skills, and good
language and communication skills, both in English and your target language. All of these
skills are attractive to employers: a Modern Languages degree is a flexible and valuable
qualification and makes you a very suitable prospect for further training.
In each year of study, the School provides opportunities for training and practice in subjectspecific
study and research skills. In Year One, the Introductory modules in each subject
incorporate an element of training in the skills of reading and analysing texts in English and
the target language and academic writing. In Year Two, you continue to practise analytical
and essay writing skills in your modules on history, linguistics, society and culture, and in
your language modules you begin to produce substantial pieces of academic writing in the
target language. Students of Latin American Studies, Comparative American Studies and
joint honours with History take modules in year two which are designed to provide them
with research skills. The Year Abroad Project Essay / Latin American Studies dissertation is a
work of original research, which permits you to formulate a problem, gather data and write
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up your results at some length using recognised scholarly style. For the Year Abroad Project
Essay or dissertation, your work is supervised by a member of academic staff and supported
by guidance notes and resources mounted on VITAL. In the final year, a research-based
dissertation is compulsory for students of Comparative American Studies, Film Studies, and
joint programmes with History and optional for joint honours with Business Studies and
Classical Studies; qualified students on other programmes may opt to write a 30-credit
dissertation on a subject of their choice. For dissertation modules, supplementary training
and individual supervision are provided, and all students continue to write essays with the
advice and support of academic staff.
5.4 SOCLAS - Transferable Skills
The University is keen to help students to develop, as an integral part of their academic
course, the personal and employment-related skills required in future life. They are often
called ‘transferable skills’ and include, for example:
• oral and written communication • decision making and problem solving
• information technology • team building and leadership
• negotiation skills • numeracy skills
• self assessment and career planning • language skills
You acquire many of these skills within your degree course, and you need to be aware of the
value of these skills both to yourself and to future employers.
5.5 Careers and Employability
In SOCLAS we are proud of our excellent record on graduate employment. We enjoy a close
partnership with the Careers and Employability Service. Diane Appleton (Specialist Careers
Advisor for SOCLAS) and Dr Lyn Marven (SOCLAS Employability Officer) undertake a large
number of activities designed to support and enhance students’ employability. The mainstay
of employability in SOCLAS is the 'working-abroad@liverpool.ac.uk' e-mail list. This list
advertises language-related work placements, holiday jobs and graduate positions in the UK
and worldwide. Membership is free to University of Liverpool students. If you are interested
in joining, please email L.Marven@liverpool.ac.uk.
SOCLAS has attracted sponsorship from the AA, ALDI, Bloomberg, Deloitte, KPMG and
Peugeot-Citroen. Recent events have included a CV clinic and a talk from KPMG on ‘Business
for Linguists’. We have recently started a Facebook group to help students prepare for work
placements on the Year Abroad. Of the 100 students who received their degrees in July
2007, only one was unemployed six months after graduation (compared to a national
average for languages of about 5%). Our graduates go on to careers in all sectors worldwide.
These include the media, industry and commerce, finance, local and central government,
administration, translation, interpreting and teaching in schools and universities. Many
SOCLAS students also undertake postgraduate study, either in our own department or, for
example, on a PGCE, translation or law conversion course. For further details of what our
students do after their degrees visit:
http://www.liv.ac.uk/careers/students/destinations/cultures.htm
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5.6 Postgraduate Study in SOCLAS
The School of Cultures, Languages and Area Studies offers a number of opportunities for
further study, through taught programmes and research degrees.
SOCLAS Taught Postgraduate Programmes:
MA in Modern Languages (by Directed Research)
MA in Latin American Studies (by Directed Research)
SOCLAS Research Postgraduate Degrees
PhD degrees are obtained by individual research and the writing of a thesis under
supervision, and require a minimum of two years’ full-time or four years’ part-time study.
Students work closely with a supervisor whose research interests lie in the field of study
chosen by the student. Intending PhD candidates are normally registered initially for the
MPhil, and may apply for upgrading when the scope and progress of their research warrants
it. Students may be required to take the MA by Directed Research prior to registration for
the PhD.
Details of the School’s MA programmes, other higher degrees and the methods of
application are available via the School’s website:
http://www.liv.ac.uk/soclas/prospectivepg/index.htm
For further information, please contact the appropriate member of the School of Cultures,
Languages and Area Studies Postgraduate team:
SOCLAS Director of Postgraduate Research (2010-2011 Semester 1)
Dr Godfried Croenen
Room 223 Cypress Building
E-mail: G.Croenen@liverpool.ac.uk; telephone: +44 (0)151 794 2763
SOCLAS Director of Postgraduate Research (2010-2011, Semester 2)
Dr Kate Marsh
Room 219 Cypress Building
E-mail: clmarsh@liverpool.ac.uk; telephone: +44 (0)151 794 6965
Programme Director, MA in Latin American Studies
Dr Steven Rubenstein
Room AG06A, 86 Bedford Street South
E-mail: steven.rubenstein@liverpool.ac.uk; telephone: +44 (0)151 794 3083
Programme Director, MA in Modern Languages (2010-2011, Semester 1)
Professor Eve Rosenhaft
Room 304 Cypress Building
E-mail: Dan85@liverpool.ac.uk; telephone: +44 (0)151 794 2355
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Programme Director, MA in Modern Languages (2010-2011, Semester 2)
Dr Kate Marsh
Room 219 Cypress Building
E-mail: clmarsh@liverpool.ac.uk; telephone: +44 (0)151 794 6965
SOCLAS Research and Postgraduate Administration
Dr Lyndy M. Stewart
Room 221 Cypress Building
E-mail: lyndyms@liverpool.ac.uk; telephone: +44 (0)151 794 3079
5.7 References
Members of staff in SOCLAS are, whenever appropriate, pleased to be able to provide
students with references to support external applications for jobs, further study, etc. When
naming staff in the School as a referee, we would be grateful however if you would bear the
following in mind:
1. You should always ask for tutors’ permission before naming them as referees. This is not
only a matter of courtesy, but will also ensure that we are fully prepared to provide
references as soon as they are formally requested. A personal tutor is normally the best
person from whom to request a reference as he or she will be able to provide an overview of
your activity and performance at the University to date.
2. Please provide your referees with an up-to-date CV, and, if necessary, a copy of the
application to which the reference request refers.
3. You should give as much notice as possible when requesting a reference, and at least five
working days as minimum. Staff in the School fulfil many different roles, including teaching,
administration and research, and we all plan our workload well in advance.
4. You should ensure that you understand the difference between an open reference and a
confidential reference. If a lecturer or tutor provides the latter, this remains – as its name
suggests – confidential between him/her and the third party who has requested the
reference. When not sent directly to the recipient, confidential references will be provided
in a closed envelope. These should under no circumstances be opened and read, and we
would ask you to respect the confidentiality of this process at all times.
We would strongly encourage you to proofread and closely check all applications, whether in
English or in another language? Competition for jobs and further study continues to
increase, and spelling mistakes, grammatical errors and poor presentation will attract the
wrong sort of attention.
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6.1 Personal Tutoring
6. Support Services for Students
All students on programmes at the University of Liverpool are allocated a Personal Tutor.
The personal tutor is the first port of call if a student is having problems with any aspect of
their life as a student at Liverpool. She or he will listen to the problem and may direct a
student towards the most appropriate sources of help and advice.
Students at the University of Liverpool are entitled to Personal Development Planning (PDP)
opportunities. PDP is defined as “a structured and supported process undertaken by an
individual to reflect upon their own learning, performance and/or achievement and to plan
for their personal, educational and career development” (QAA 2000). In most
schools/departments and programmes the personal tutor will also be the person a student
will meet for their personal development tutorials. These are one-to-one meetings at which
the tutor is principally there to facilitate a student’s own reflection on their progress.
Students are asked to prepare for PD tutorials (one tutorial per semester in Years 1 & 2 of
your programme) using the University’s online PDP support tool, LUSID
(http://lusid.liv.ac.uk). Here students are guided to reflect on their progress by responding to
a series of questions. This may then be sent to the student’s tutor prior to the PD tutorial.
Further information is available at: http://www.liv.ac.uk/pdtutorials/
6.2 Support and Advice
The University has a well-established network of advice, guidance and support services for
all students. Specialist teams and experienced advisers are available to support students on
a whole range of issues. Information is available on the web at
www.liv.ac.uk/studentservices and in the publication ‘Your University’.
A number of services are located in the Student Services Centre including the Student
Support Services as follows:
6.2.1 Student Support Services
The Student Support Services are based in the Student Services Centre. Our role is to provide
students with advice, support and information. We have very experienced advisors who are
available for students to come and talk through any issues they may have. We provide a
confidential and quiet space for students to come and talk to us about any issues affecting
their well-being. We can also offer a range of practical advice or will be able to direct
students to the appropriate source of the information they need.
Specialist services within the Student Support Services are as follows:
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6.2.2 Student Support Assistant (SSA)/Care Leavers’ Contact
The SSA is the first point of contact for students who seek advice from Student Support
Services regarding any non-academic issues which may be affecting their general welfare.
If a student needs to talk to someone, but is not sure who to ask for help, the SSA is here to
listen and can provide support and initial guidance. The SSA can also signpost students to
other more specialist sources of help within Student Support Services and the wider
University community and, where appropriate, external agencies.
The SSA also offers on-going advice and support particularly for students who have been
looked after by their local authority. If a student is a care leaver, they should contact the SSA
to find out about the support available.
Contact
Student Support Assistant 0151 794 6674
Email: ssa@liv.ac.uk
Web: www.liv.ac.uk/studentsupport/ssa/index.htm
6.2.3 The Disability Support Team
The Disability Support Team is available to provide support and guidance for students with a
wide range of disabilities, health conditions or specific learning difficulties (e.g. dyslexia,
dyspraxia). The University actively encourages students to contact the Disability Support
Team as soon as possible, to discuss their support needs in a friendly and confidential
environment. Working to a person centred approach, the Team, with the student’s consent
can create an individual support plan. This details specific support requirements and
recommends reasonable adjustments where appropriate, and is used to inform University
academic departments, services and contacts of the student’s support needs. With consent,
this plan is based around the student and can include different areas of support including:
Liaising with the student’s Academic School /Department to plan support.
Liaising with the Student Administration and Support Division in relation to
examination support.
Liaising with the Library.
Guidance in applying for appropriate funding i.e. Disabled Student Allowance.
Support in arranging specialist equipment or assessments including those for specific
learning difficulties i.e. Educational Psychologist’s assessment.
Referral to a wide range of internal and external contacts for specialist advice including
the University’s Mental Health Advisory Service
Support in arranging non-medical study assistance e.g. note taker, study buddy.
The ‘Guide to Support and Services for Disabled Students’ sets out further information on
the Team and their work. The booklet can be obtained from the Student Support Services,
Student Services Centre. It is also available at:
www.liv.ac.uk/studentsupport/disability/index.htm
Contact
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Disability Support Team 0151 794 5117
Email: disteam@liv.ac.uk
Minicom: 0151 794 4713
6.2.4 Financial Support Team
The Financial Support Team (FST) is available to offer students help and guidance on a range
of financial matters. The team can advise students on their entitlement to statutory funding
and liaise with funding bodies if they experience problems receiving their funding; students
considering withdrawing, suspending or transferring their studies are encouraged to contact
the Team for advice on their current and future funding.
FST are involved with the Money Doctors programme which is a Financial Services Authority
initiative aimed at improving financial capability for higher education students. Throughout
the year, the team will be running various interactive workshops and one to one sessions
aimed at improving budgeting and money management.
The team also offers a specialist debt advice service, if a student is experiencing problems
with debt, our money adviser can discuss any options and negotiate with creditors a
repayment plan that the student can afford.
The Team also offers:
Discretionary financial help through the access to learning fund for student
experiencing financial hardship.
Calculation of student support funding
Calculation of welfare benefits and help with appeals if necessary.
Alternative sources of funding.
Contact
Financial Support Team 0151 794 6673
Email: fst@liv.ac.uk
6.2.5 International Support Team (IST)
The International Support Team (IST) is a specialist advisory service for international
students. The IST is here to support and advise international students both on arrival and
throughout their studies. The IST provides specialist advice on student immigration matters
(including advice on visa extensions) and other topics including personal and cultural issues.
If the IST cannot help directly, they have a wide range of contacts and can refer students to
another service that can assist.
The IST website contains lots of useful information on living and studying in Liverpool. This
includes information on safety, health, finance and advice specifically aimed at those
international students who have their family with them in the UK while they study here.
The IST produces a newsletter and bulletins, both of which are automatically sent to
international students’ University email accounts. These often include important notes and
changes to immigration rules and procedures so it is essential that international students
64

ead this information to keep up-to-date. The newsletter also contains features on
interesting events taking place and information about UK life.
If the required information cannot be found on the IST website, then please email for advice
or contact the IST for an appointment.
Website: www.liv.ac.uk/studentsupport/ist
Tel: 0151 794 5863
Email: ist@liv.ac.uk
6.3 Student Counselling
The University Counselling Service helps students with personal and emotional problems.
The counsellors are professionally qualified and experienced and enable students to talk
over their difficulties in confidence.
Students are able to contact the counselling Service with a wide range of worries, including
personal, home and family relationships, depression, anxiety and loneliness.
A Drop-In Service runs each weekday, Monday to Friday, in term time, between 1.00pm and
2.00pm (no pre-booking necessary). This walk-in service gives students the opportunity to
meet for twenty minutes with a counsellor to talk over any difficulties they are having. Full
details are posted on our website at: http://www.liv.ac.uk/counserv.
The permanent counselling staff offer a telephone consultation service Monday to Friday
between 1.00pm and 2.00pm (times may vary in the vacation – see our website for details)
which offers members of the University an opportunity to discuss concerns, receive
information and advice about managing difficult situations e.g. when supporting a colleague
or student in distress.
6.4 Mental Health Adviser (MHA)
The main function of the University MHA is to provide support to students with any mental
health difficulties by facilitating their access to study successfully in the University.
The MHA works with individual students who have declared mental health needs during
their application process to the University, or who develop mental health problems whilst at
University.
The role of the MHA is to offer support, advice and liaison between the student and the
appropriate university departments to ensure that the students’ mental health needs are
adequately and appropriately responded to. Additionally, the MHA is able to offer
consultation to students and staff regarding concerns about themselves or their concerns for
others.
The MHA works closely with the Disability Support Team and other Student Services,
including the Student Health Service, Counselling Service, University Residences and also
with Academic Departments.
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Contact
University Mental Health Adviser 0151 794 2320
Fax 0151 794 3300
Email mentalhealthadviser@liv.ac.uk
Web www.liv.ac.uk/mhealth
6.5 Liverpool Guild of Students
We offer advice to students seeking information or representation regarding academic
issues. This service is free, confidential and non-judgemental. Our aim is to provide students
with the information they will need to make an informed decision about the options
available.
Students can book an appointment with our Academic Adviser by calling 0151 7946868 or
coming into the BASE in the Guild Building. Our adviser is able to advise and support
students in the event that they:
wish to submit an academic appeal to challenge a grade or mark;
have been accused of plagiarism, collusion or fabrication of data;
have been discontinued from their course and wish to know their options;
wish to complain about some aspect of university life, such as halls of residence,
teaching, or the level of support offered by their department; or
have been affected by illness, unexpected circumstances in their personal life or other
mitigation which they feel has affected their studies.
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7. The English Language Unit (ELU)
The English Language Unit (ELU) is a teaching unit within the School of the Arts, specialising
in language teaching and learning. It offers language support for registered international
students, visiting fellows and international staff members. It also supports the English
Department in providing a range of postgraduate courses for language teachers. The
Director is Dr Sue Thompson.
Key services provided are:
Contact
Summer programmes in English for Academic Purposes (EAP)
Year-round programmes in General English and EAP
English classes for international students/staff members
English classes for Erasmus and Socrates exchange students
Bespoke English language programmes for University departments
IELTS (International English Language Testing System) Testing
IELTS Practice & Preparation Courses
Cambridge ESOL CELTA (Certificate in English Language Teaching to Adults)
Bespoke English language programmes for external organisations
English Language Unit,
English Department,
University of Liverpool,
Cypress Building, Chatham Street,
Liverpool L69 7ZR
For EAP & International Student enquiries
Tel: +44 (0)151-794-2735
Email: elu@liv.ac.uk
For IELTS enquiries and testing
Tel: +44 (0)151-794-3951
Email: ielts@liv.ac.uk
For CELTA course information
Tel: 0151 794 2735
Email: tracy.simms@liv.ac.uk
General fax: +44 (0)151-794-2739
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8.1 Student Charter
8. Other Useful Publications
The University of Liverpool Student Charter is issued jointly by the Senate and Council of the
University and by the Liverpool Guild of Students. It makes explicit some of the reciprocal
responsibilities which members of the University, both staff and students, have to each
other and which policies and procedures in individual areas of the University should reflect.
The Charter is included as an appendix to the ‘Your University’ publication given to new
students.
The Annexe to the Student Charter is updated each year. It contains the names of all Heads
of Schools/Departments, Heads of Research Centres, Institutes and Units, Heads of
Academic Services provided by the University, Wardens of the Halls of Residence, and Heads
of Non-Academic Departments and other units.
In a number of areas the detailed working out of the commitments in the Charter are
contained in University-wide Codes of Practice or similar documents and the Annexe
contains a list of those currently in force together with information about how to obtain a
copy of the relevant document.
An electronic version of both the Student Charter and Annual Annexe can be accessed at:
http://www.liv.ac.uk/tqsd/pol_strat_cop/studchart_bkgrd.htm
8.2 University Calendar
(includes Ordinances and Regulations governing degrees)
The University Calendar is published at the beginning of each academic year by the
Committee Secretariat. It contains information such as:
Terms and semester dates
The schedule and membership for the central University committees (the schedule for
school/departmental committees can be obtained from your school or department)
The University Statutes, Ordinances and Regulations – these are the rules that govern
the running of the University
A list of all staff at the University
With effect from academic year 2009-10, the Calendar is only available as an electronic
document and may be accessed at:
http://www.liv.ac.uk/commsec/calendar.htm
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8.3 University Complaints Procedure
The University operates a Student Complaints Procedure to be used when students have a
complaint against the University. This procedure provides for complaints to be dealt with, as
far as possible, on an informal basis. It also sets out the formal route for the consideration of
complaints should informal procedures fail to resolve a complaint satisfactorily.
The Student Complaints Procedure can be accessed at:
http://www.liv.ac.uk/tqsd/pol_strat_cop/stud_complnt_proc.doc
Where the complaint is about an academic decision regarding assessment, the Assessment
Appeals Procedure should be followed. Please see section 2.10.
Complaints relating to the conduct of students are dealt with through the University’s
Disciplinary Procedure which is administered by the Student Administration and Support
Division. Further information and guidance about student conduct and discipline can be
found at:
http://www.liv.ac.uk/students/student-administration-centre/policies-procedures/conductdiscipline.htm
8.4 Your University
This is a general student handbook which includes the University’s Student Charter. It is also
a practical reference book with information on University services, activities and procedures,
and advice on the day-to-day essentials of life, such as travel, money matters and your
safety and wellbeing.
Undergraduate and Postgraduate editions are produced annually for all new students and
are included in pre-arrival mailings to new undergraduate students and made available on
entry for new postgraduate students.
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Appendix 1: Planning and Writing an Essay or a Literary Commentary
SOCLAS Study Skills:
Planning and Writing an Essay
Planning and Writing a Literary
Commentary
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Planning and Writing an Essay or a Literary Commentary: Introduction
Academic writing skills do not come overnight – they take time, practice and guidance to
develop. Nobody finds writing easy – it always involves hard work. Thinking is a very
important part of the writing process and a lot of time should be spent on it throughout.
Guidance is offered here on several important aspects of academic writing. The following
documents are included:
Planning and Writing Essays
Planning and Writing a Literary Commentary
1. Planning and Writing an Essay
Stages in Essay Writing
Essay writing is made much easier if it is tackled in stages, because you are not asking your
mind to do too much at once. The main stages might be summarized as follows:
Choosing the question
Analysing the question
Identifying and finding materials
Reading, thinking, selecting
Planning your answer
Writing up the essay
Editing
Each of these stages will be considered in more detail.
1.1 Choosing the question
Most often in Year 1, a list of essay questions or titles will be given out by the module tutor.
Here you need only choose that which seems most interesting or promising (itself a question
which might need thought). Sometimes, in Year 1, and in later years, it may be possible to
formulate your own question, in order to focus on a topic which interests you particularly. In
such a case, you should follow the advice of your tutor, as you choose a topic, then
formulate and refine your specific question.
1.2 Analysing the question
Having made your choice of essay title, the first thing to do is to read and think about the
question (and any accompanying advice on how to approach it) very carefully. Look at the
precise wording of the title and try to work out exactly what you are being asked to do.
Underline what you think are the keywords: these are vital phrases or words that will decide
the treatment, the content, the style and the structure of your essay. Too many people just
71

grab hold of the general topic, instead of the specific question. Focus on these key words
and check their meaning, if necessary.
Distinguish between content and process parts of the question; apart from words relating to
the content, or topic, there are words which direct you in terms of what you must do with
that content. These are called process words. For example:
Compare: look for similarities and differences and perhaps reach a conclusion about which is
preferable.
Contrast: set in opposition in order to bring out differences.
Criticise: give your judgement about the merit of theories and opinions, or about the truth
of facts; back your judgement by a discussion of evidence or of the reasoning involved.
Define: set down the precise meaning of a word or phrase; in some cases it may be
necessary or desirable to examine different possible or often-used definitions.
Describe: give a detailed or graphic account.
Discuss: investigate or examine by argument; sift and debate; give reasons for and against.
Evaluate: make an appraisal of the worth of something.
Explain: make plain; interpret and account for; give reasons.
Illustrate: or make clear by the use of concrete examples.
Interpret: expound the meaning of; make clear and explicit, usually also giving your
judgement.
You must then decide on the relevant content. What are the most important elements?
What are the limits of the topic? What assumptions lie behind the question and what are the
implications that arise from it?
If you are in any doubts about the meaning of the question then ask advice from your tutor.
This is not cheating!
1.3 Identifying and Finding Materials
Once you have analysed the question, you will need to identify the relevant books and
articles to use. Investigate all likely sources. Reading lists and bibliographies provided by
lecturers provide a useful starting point. The Guide on Library Services for SOCLAS students
later in this section explains how to find materials through the University Library.
1.4 Reading, Thinking, Selecting
Working on an essay is a process. You will need to read, think, and select those materials
which will be particularly relevant to the topic. Certain books or articles might prove to be
significant, give an insight, or provoke thought; other texts may not prove as pertinent as
they at first seemed.
Use discrimination: randomly chosen web pages and Wikipedia entries are not a satisfactory
foundation on which to build an academic essay.
Read or re-read relevant material, with the question in mind. Make any notes, as necessary –
this may simply mean marking useful passages; noting page references etc. Remember: do
not deface library books.
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Select and note down relevant material to be included in the essay. Jot down ideas for
answering the question, as they come to mind, without worrying about the order (pattern
notes can be useful here). Make a note of useful examples and illustrations; definitions,
quotations and references, as well as possible points of argument. Remember: in deciding
what to include and what to discard, the key word is relevance.
1.5 Planning Your Answer
Plan your answer: organise the selected material into a logical order to create a clear line of
argument in answer to the question. It can be helpful to draw up an outline plan with a clear
structure, in note form:
Introduction: Comment on the subject and the treatment proposed. Define any key
terms.
Main body/development: Main points/arguments + supporting evidence/examples, in a
sensible order.
Conclusion: Brief summary of argument so far, followed by any implications and/or a
clear statement of conclusion if required.
Sometimes ideas can come to you when you are not consciously working on the essay; to
capture them before they escape from consciousness it can be useful to have pen and paper
always handy.
1.6 Writing up the essay
Ideally, this involves writing up a first draft, editing this rough draft (altering, amending,
cutting as necessary), and finally writing up the final copy with references and bibliography.
However, where time is short, it can be possible to write up a neat copy from a thorough
plan.
At the writing up stage, it is important to concentrate on expressing your ideas clearly and
achieving a flow of argument, so that the reader can easily follow your line of thinking. To
help in this:
Imagine that you are writing for an ‘intelligent lay person’ rather than your module tutor.
This brings home the need to spell out points clearly and not to assume too much.
Use your own words except when quoting and try to use clear, direct language.
Keep to a clear overall structure: introduction, main body, and conclusion.
At each stage in your essay, include ‘signposts’ to show where the argument is leading.
Develop this use of what are sometimes known as ‘transitions’.
Transitions
The skilled use of transitions will add to the coherence, style and legibility of your written
work. Transitions are used to:
link sentences
link paragraphs
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maintain continuity (for which they are essential)
give verbal signposts to the reader
Transitions are used in many ways, depending upon the tasks to be done. They can be
grouped according to their stylistic usage as some of the following examples show:
to contrast two facts or points, you can use: ‘but’; ‘however’; ‘on the other hand’; ‘yet’
as an illustration of an argument or issue, you can use: ‘for example’; ‘that is’
to extend an argument or point you can use: ‘similarly’; ‘moreover’; ‘furthermore’; ‘in
addition’
to conclude a topic, a section, an issue or the overall essay, you could use:
‘consequently’; ‘thus’; ‘as a result’; ‘therefore’.
Draw your argument together clearly in the conclusion. Make sure the conclusion
follows logically from the preceding argument!
Avoid plagiarism and be careful to distinguish between your own ideas and those of
other authors. You must acknowledge and give references when you use information or
ideas from other authors. The conventions accepted by the School of Cultures, Languages
and Area Studies are outlined later in this section on study skills.
Try to keep to the word limit if one is specified (within a 10% margin either way).
1.7 Editing the First Draft
Read the essay carefully and check for things like:
Relevance
Does the essay really answer the question set? Has anything important been left out?
Can anything be cut out because it is repetitious or unnecessary (i.e. not contributing to
answering the question set) or anecdotal? Be ruthless!
Structure
Is there a logical order and organisation of material?
Is there a clear development/unfolding of the argument throughout the essay?
Is the argument clearly ‘signposted’?
Does the conclusion draw together the argument(s)?
Does the conclusion follow logically from the argument?
Clarity of expression
Is the essay clearly written? Rephrase or expand where necessary in the interests of
clarity, e.g. add an example if this is helpful.
Check spelling, punctuation, sentence and paragraph construction and correct as
necessary. N.B. Reading aloud can help in checking grammar. Keep a dictionary and a
thesaurus to hand. If possible, get someone else to read your essay to make sure that it is
clear and intelligible.
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Accuracy: are quotations, data and evidence used cited correctly and appropriately? Check
quotations against the original.
Referencing and Bibliography: Are all sources acknowledged and referenced appropriately?
1.8 Final Review – A Checklist
Below is a review checklist which might be useful for you to see if you have gone through all
the necessary processes in the preparation of your essay.
Have I answered the particular question that was set?
Is the content relevant and accurate?
Have I covered all the main aspects? Have I covered these in enough depth?
Have I divided the question into separate small questions and answered these?
Is each main point supported by examples and argument?
Have I arranged the material logically?
Does the essay move smoothly from one section to the next?
Have I distinguished clearly between my own ideas and those of others?
Have I acknowledged all sources and references?
Have I written clearly and simply?
Are the grammar, punctuation and spelling acceptable?
Is the essay the right length?
Have I presented a convincing case which I could justify in a discussion?
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2. Planning and Writing A Literary Commentary
The Literary Commentary
A commentary is an exercise in the close reading of a text, in the analysis and appreciation of
its significance and form (structure and style). A commentary is an attempt to discuss not
only what is said, but also how it is said (an attempt to go beyond the surface meaning of
the text).
Students often find such commentaries difficult, or content themselves with paraphrase. The
following suggestions might therefore be helpful.
First, read the passage.
Writing a commentary
The commentary should consist of a general introduction, a detailed study of the text and a
conclusion. It may be laid out as follows:
2.1. Introduction
The introduction, which should be brief, should help to situate the passage in its context.
If possible, identify the text.
If known, say who wrote the text (the commentary should not become a general essay
on the author’s life and works).
Say what kind of text the passage is in general (prose or verse, narrative, dramatic,
lyrical, descriptive, other…). Be brief…
If known, mention (briefly) points such as date of writing, allusions to people, places
and events, which might help to make sense of the text.
If the passage is part of a longer work, say where it comes. For example, if the passage
is an extract from a play, short story, novel, long poem: state where it is situated in the
text, (act, scene), and give the relevant information about the situation at this point,
i.e. whatever information is vital in order to bring out the full significance of the
passage.
If the text is a short complete poem: say from which collection of poems and what
significance (if any) this has.
Identify the main subject(s) of the passage. Are any particular thoughts or themes
explored? Do important events take place?
Do not explain the whole plot, basic relationships between characters, etc. and do not
paraphrase.
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2.2. Detailed Analysis: Close study of the text
The detailed analysis should form the main part of your commentary. Go through the text
line by line commenting on any features of content or style that you find noteworthy. You
may find it helpful to number lines to refer to.
It can difficult to lay down a prescriptive list of points of interest, since this will depend on
the passage concerned. Think about the questions and points raised below and comment on
them where relevant, with reference to the passage to illustrate your points.
How does the general theme / content develop? How is the passage structured? How
is it built up? Does it fall naturally into certain divisions?
Where relevant (for example with a short narrative text or an extract from a larger
work) consider the significance of the passage in terms of the characterisation. Which
characters appear in the passage? How are they represented? What is the effect of
this?
Where relevant consider the significance of the passage in terms of the plot
development. For example, in a play, is it part of the exposition, development or
dénouement?
What kind of narrator is found in the passage?
Is there a third-person narrator? A first-person narrator? What is the effect of this?
Consider the sentence structure. How long are the sentences? Are individual sentences
carefully organized? Do they tend to be independent of one another? Are there
ellipses or inversions?
Do you notice any peculiarities of word order? Of punctuation?
How may the VOCABULARY be characterized? Is it abstract? Concrete? Are there
allusions, proper names, archaisms, words used in special or etymological senses,
technical terms?
What are the EXPRESSIVE WORDS of the passage, as opposed to the ‘tool words’
common to every text? Are nouns, verbs or other parts of speech used in any special
way?
Examine the VERB TENSES chosen by the author.
Does the text progress through such STYLISTIC FEATURES as enumeration,
interrogation, apostrophe, exclamation, or other?
Are there repetitions of words? If so, for what effect?
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What kinds of images are used? (simile, metaphor, symbol, personification...) Is there a
chain of imagery? Is the imagery effective? Why? Does it help you to feel/visualize a
problem or situation? What is the effect of the imagery used? Is it for picturesque
effect? To make the meaning clearer? To evoke a feeling?
Is the RHYTHM of the passage of interest?
If IDEAS are of paramount importance in the text, what are they and what do they
mean? How are they presented? Is it necessary to summarize them for clearer
understanding? Are the thoughts linked together in a particular way? Does the author
attempt to influence the reader by logic and facts, or by charm and persuasiveness?
Does the passage have a pervading TONE (comic, ironic, tragic, or other)? Where and
how is this conveyed?
2.3. Conclusion
Here it can be helpful to summarize (without detail) what the analysis has revealed of
meanings in the text which might not be evident on a first reading. Brief comment might also
be made on the general importance of the passage for work or author, on the predominant
tone or atmosphere.
Remember: A commentary is not an excuse to write a general essay on the author or work
concerned. A commentary should focus on thought, analysis and discussion prompted and
supported by the passage or extract given (and should avoid translation, paraphrase or
‘retelling the story’).
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Appendix 2: SOCLAS Style Sheet
SOCLAS Study Skills:
SOCLAS Style Sheet
Guidance on Format, Style, Bibliography
and References for Essays, Commentaries
and Other Written Work Submitted in
SOCLAS
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SOCLAS Style Sheet
This style sheet gives guidance on format, style, bibliography and references for
essays and other written work submitted in SOCLAS.
1. Format and Presentation
1.1 Format
Written work must be typed or word-processed on A4 paper, single-sided, with 1.5 spacing.
Pages must be numbered consecutively throughout.
1.2 Submission Details
Assessed work should be submitted to the General Enquiry Desk of the SOCLAS School
Office (room 222, Cypress Building).
Work should be submitted by the deadline.
Two copies of each piece of non-invigilated assessed work should be submitted.
Students should read, sign and attach the appropriate SOCLAS cover sheet (available
from the Office) confirming that the assessment submitted is entirely their own work.
Where an assignment is to be marked anonymously, students should give only their
student number on the work itself, and should only write their name on the cover
sheet, which should then be sealed.
The word count should be indicated on essays.
1.3 Structure
Any piece of extended writing should be clearly structured and its structure should be visible
in the way the text is ‘shaped’. Any essay should comprise an introduction, a main body and
a conclusion, and longer essays and dissertations may be divided up by sub-headings.
Organising your writing is an important aspect of constructing your argument.
1.4 Final Proof Reading
CHECK YOUR TEXT THOROUGHLY before handing it in. The Spell Check facility will find some,
but not all, of your mistakes and you need to check for details of presentation and layout
(e.g. making sure that section headings do not occur by themselves at the bottom of a page).
1.5 Dissertations and Year Abroad Project Essays
These are extended pieces of work based on original research. You will receive specific
guidance from your supervisor about the requirements for any dissertation, which vary
according to programme.
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2 General Notes on Style
2.1 Spelling
Use standard British spelling: e.g. use ...ise, not ...ize; programme not program; labour not
labor; per cent not percent; set your Spellcheck for English (UK) if you are not sure!
2.2 Numbers: one to twenty in words; 21 upwards in figures;
2.3 Dates
Use the full form: 1986-1987
Use the following style for particular dates: 1 January 1989
Note: ‘1986-1987’ OR ‘from 1986 to 1987’, NOT ‘from 1986-1987’
‘between 1986 and 1987’, NOT ‘between 1986-1987’.
2.4 Non-English words
Text in non-English languages should be italicised (e.g. caudillo, Zeitgeist, mise-en-scène), but
please note that proper nouns, even in foreign languages, are not italicised (thus, for
example, Frente Nacional de Prefeitos or Nationalsozialistische Deutsche Arbeiterpartei
should not be italicised).
2.5 Abbreviations
Do not put full stops in acronyms or abbreviated names such as UNESCO, ILO, USA, NSDAP,
PFIO, ETA etc.
2.6 Titles: In the main text as in references (see below), the titles of whole literary works,
other books, films or plays should be italicised (thus: Candide, Bourbon Peru, Frühlings
Erwachen, Four Weddings and a Funeral); titles of articles, chapters in edited collections, or
other parts of books should be placed in quotation marks.
2.7 Quotations
Long citations should be indented (over, say, four lines long) without quotation marks, and
with single-spacing. Otherwise use ordinary single quotation marks (‘). For quotes within
quotes, use double quotation marks (“). Do not italicise the text of a quote.
2.8 Tables and Figures
Number these consecutively, give each a title and provide details of the source at the foot of
the table/figure or in a nearby footnote.
2.9 Paragraphs: these should be set off clearly from one another, preferably by indenting
the first line of each new paragraph.
2.10 Bibliography and References
Unless advised otherwise, your work should always include a bibliography and references.
You will notice that one thing that distinguishes academic writing from other kinds of writing
is the use of references, footnotes and bibliography, sometimes known as the critical
apparatus. The Bibliography is a list of all the materials you used, and it always comes at the
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end of the work. References are entries in the text and/or in the form of footnotes (at the
bottom of the page) or endnotes (following the main text) which indicate the sources of
particular pieces of information, quotations or elements of argument or provide information
and comment that don’t fit in the main text.
3. Bibliography
3.1 Bibliography: Layout
The bibliography comes after the main text and must include all the materials you refer to in
the main text. That is, any item that appears in your references must also appear in the
bibliography, and vice versa. You may divide it up (e.g. between secondary literature and
primary sources – NOT between different kinds of secondary literature, like books and
articles).
The bibliography (or each sub-section of the bibliography) is a list (NOT numbered), set out
in alphabetical order by the last name of the authors of the works (or if there is no author,
by the title).
If there is more than one work by the same author, they are listed in order of the date of
publication, and if there is more than one work by the same author with the same date of
publication, a letter is added to the date to distinguish among them. Like this:
Alder, K. (1995) ‘A revolution to measure: the political economy of the metric system in
France’, in M.N. Wise (ed.), The Values of Precision, pp. 39-71. Princeton: Princeton
University Press.
Brubaker, R. (1992) Citizenship and Nationhood in France and Germany, Cambridge MA:
Harvard University Press.
Brubaker, R. (1996) Nationalism Reframed, Cambridge: Cambridge University Press.
Brubaker, R. (2004) Ethnicity without Groups, Cambridge MA – London: Cambridge
University Press.
Brubaker, R. (2004a) ‘In the name of the nation: reflections on nationalism and patriotism’,
Citizenship Studies 8(2): 115 -127.
Césaire, A. (1955) Discours sur le colonialisme, Paris: Présence Africaine.
3.2 Bibliography: Books
Each entry in the list should include the author(s) or editor(s), date of publication, title, place
of publication and publisher, set out in the following ways:
Césaire, A. (1955) Discours sur le colonialisme, Paris: Présence Africaine.
Clarke, C.G. and Payne, T. (eds) (1987) Politics, Security and Development in Small States,
London: Allen & Unwin.
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Levi, P. (1968) Se questo è un uomo, Torino: Einaudi.
Ribeiro, B. (1987) O índio na cultura brasileira, Rio de Janeiro: UNIBRADE-UNESCO.
Rodgers, G. (ed.) (1990) Urban Poverty and the Labour Market: access to jobs and incomes in
Asian and Latin American countries, Geneva: ILO.
Wenzel, E. (2000) Gedächtnisraum Film: die Arbeit an der deutschen Geschichte in Filmen seit
den 60er Jahren, Stuttgart: Metzler.
Note:
(eds) has no full stop while (ed.) does;
in English-language book titles, all nouns, verbs and adjectives are capitalised, except
following a colon;
the place of publication is always a city; where there are two cities with the same name
(like Cambridge, Massachusetts, and Cambridge, England) you should make clear which it
is by including the state in the case of American or Australian locations;
book titles in foreign languages follow the capitalisation conventions of the respective
languages.
3.3 Bibliography: Articles in Journals
Each entry should include the author, date of publication, title, journal title, volume and
issue/part number, and page numbers, set out as follows:
Arrom, S. (1988) ‘Popular politics in Mexico City: the Parián riot, 1828', Hispanic American
Historical Review 68(2): 33-56.
Granata, V. (2006) ‘Marché du livre, censure et littérature clandestine dans la France de
l’époque napoléonienne: les années 1810-1814’, Annales Historiques de la Révolution
Française 343: 123-145.
Veira Filho, D. (1978) `Os escravos e o código de posturas de São Luis', Revista Maranhense
de Cultura 2(2): 33-56.
Note:
in both foreign and English language journal titles, nouns and adjectives are normally
capitalised; however, titles in foreign languages may follow the capitalisation conventions
of the respective languages.
the issue/part number of a journal volume may be omitted if the page numbering is
consecutive throughout the volume.
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3.4 Bibliography: Articles in Books (Anthologies / Collections of Essays)
Each entry should include the author, date of publication title, editor(s) and title of the
volume in which the article appeared, page numbers, place of publication, publisher, set out
as follows:
Alder, K. (1995) ‘A revolution to measure: the political economy of the metric system in
France’, in M.N. Wise (ed.), The Values of Precision, pp. 39-71. Princeton: Princeton
University Press.
Kanbur, R. and McIntosh, J. (1989) ‘Dual economies', in J. Eatwell, M. Millgate and P.
Newman (eds), Economic Development, pp. 311-342. London: Macmillan.
Note:
The bibliography entry is the ARTICLE, not the book. Each article should be cited by its
own author and title in both bibliography and references.
A single page number is indicated as ‘p.’ followed by a space; ‘pp.’ means pages.
3.5 Bibliography: Theses / Dissertations
Wally, T. (1989) 'Dual economies in Argentina: a study of Buenos Aires', unpublished PhD
thesis, University of Liverpool.
3.6 Bibliography: Websites and On-line Publications
Ordinarily, on-line publications with an author or title distinct from the name of the website
itself will appear in the appropriate place in the general alphabetical list. An article in the online
version of a print journal should be cited like any other article. Otherwise:
Author, A.A. (date published) Title of electronic text [E-text type]. Location of document -
date accessed
Author, A.A., & Author, B.B. (date published). Title of electronic journal article. Title of
electronic journal [On-line serial], volume number. E-mail address and request message.
Example Citations
Bacon, H.P. (n.d.). The pig pen: frequently asked questions about Pig Latin , date accessed 4 November 2005.
Ontoast, N. (1996). Communication games for the public school pig Latin classroom. Ejournal
of PL Studies [on-line serial], 16. Available E-mail: hammw@pbarrel.com Message:
get EJPLS.
If your reference is to a website rather than an item on a website (something which should
be relatively unusual), the name of the website, URL and date accessed should appear in a
separate listing at the end of the bibliography.
3.7 Bibliography: Interviews
These should be listed in a separate section after the main bibliography, e.g.
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Interview, María Gonzalez, 27 March 2007.
If for ethical reasons it is necessary to maintain the interviewee’s anonymity, this can be
achieved through numbering your interviews, e.g.:
Interview #12, 29 July 2007.
4. References
4.1 When and Why to Use References
When you are deciding whether you need a reference, follow the ‘conversational’ principle:
Ask yourself what the reader needs to know. The reader is (or should be) asking: ‘How do
you know that?’ (or: ‘What makes you think that?’) and ‘How could I know that?’ (or: ‘Why
should I think that?’).
Use references to show the sources for data and arguments
any direct quote (even if expressed indirectly or as a paraphrase):
Miller (1978: 234) comments on the ‘exceptional altruism’ of the XXX culture.
Miller (1978: 234) notes that the XXX culture is exceptionally altruistic.
‘The XXX culture is exceptionally altruistic’ (Miller, 1978: 234).
any evaluative or argumentative statement which originates with another writer or
writers: XXX is well known to be an exceptionally altruistic culture (Miller, 1978: 234).
any statement of fact (item of data) which is not generally known:
XXX families spend more annually entertaining their neighbours than buying
clothes for their families (Miller and Jones, 1978).
In 1925 one American family in four on average owned a car (US Bureau of the
Census, 1930).
‘The world is round’ or ‘World War I began in 1914’ does not require a reference.
Use references to engage in ‘conversation’ with other writers, especially to indicate that
you are aware of other writers’ arguments that accord with or contradict yours. The
following sentence represents a judgement rather than a fact; you would provide a
reference citing those authors who agree with the proposition, but it would be good practice
to indicate which authors disagree:
Isolated expressions of national feeling in early 19th-century Germany cannot be
described as ‘nationalism’ (Hughes, 1990; Sperber, 1991; but see the still
persuasive arguments of Hahn 1985).
4.2 Referencing Form
The standard form of reference in the Author-Date system is to give the author, date and
page number(s) in parentheses at the end of the sentence or section to which the reference
is relevant.
Use the form (Author, Date of Work: Page Numbers)
If the Author’s name has been mentioned in the sentence, for example with ‘as x
suggests’, give (Date of Work: Page Numbers)
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Where the whole thought explored in a work is referred to use (Author, Date)
The reference comes before the full stop in a sentence.
If, as may be the case in literary criticism, you make many references to a particular work
(e.g. a play or novel) within a few paragraphs of text, you may first cite the author and date
and subsequently simply put the page number (or act and line numbers), as long as it is
perfectly clear to what you are referring.
4.3 Footnotes / Endnotes
Footnotes/endnotes are used sparingly in the Author-Date system. If you have a string of
references which breaks up a sentence and looks unsightly then put them in a footnote or
endnote; likewise, if a reference is exceptionally complicated. References to interviews
should be placed in footnotes or endnotes. Otherwise, footnotes/endnotes should be kept
for material additional to the main argument.
Footnotes are notes that appear at the foot of a page; endnotes appear in a list at the end of
the main text. You may use either – NOT both; they serve the same purpose.
In each case, the note is numbered and refers to a numbered reference in the main text.
Footnote/endnote references are superscript numbers ( 1 , 2 , etc.). They are generally placed
at the end of a sentence, after the punctuation mark. Footnotes/endnotes are numbered
consecutively through the text; there should be no more than one note with the same
numerical reference; do NOT restart numbering on each new page.
Look at the sample page below to see how this works.
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4.4 Author-Date system: Sample page
Alternative power frameworks: Opportunity and oppression
Several anthropologists have analysed situations where women turn to an-other power
framework in order to enjoy the alternative system’s freedoms and benefits. 13 Embracing an
alternative power framework and enjoying the freedom, opportunities, and mobility that it
offers may also result in unsought and unforeseen restrictions and disadvantages (Abu-
Lughod, 1990). People may draw on several ‘spheres of action’ in power manipulations and
strategising toward their own ends (Friedl, 1991a; see also Friedl, 1991b).
To gain affirmation, competence, status, religious reward, and self assurance, Peshawar
Shi’a women evaluated several power frameworks and juggled numerous aspects of their
identities and affiliations, all with their respective diverging, converging, and overlapping
discourses. For these women, religion, family, ethnicity, gender, and nationality were
significant sources of identity and meaning. They faced the challenge of finding means to
satisfy their socially constructed needs and aims in each discourse while threatening others
as little as possible.
Choosing appropriate frameworks
For Shi’a women, attachments to family and religion were so critical and profound that they
were not prepared to pursue social status, self assertion, career, competence, or distinction
through means considered illegitimate by religious teachings and cultural understandings
about family. In Deniz Kandiyoti’s terminology, Peshawar Shi’a women were not prepared to
reject the ‘patriarchal bargain’ of exchanging autonomy fur support and protection
(Kandiyoti, 1988: 120). Given their existential situations, they had good reason for this
stance: economic dependence, lack of other viable options, and the perceived impossibility
of living without family and male protection meant that women could not opt to leave
sternly patriarchal, religiously supported family authority. In addition, the powerful
emotional, psychological, and spiritual ties connecting women with their religious
community and Shi’a saintly figures made them understandably reluctant to resist openly
their religious heritage’s patriarchal components (Hegland, 2003: 104-110). 14
Pakistanis, on the whole, seem less ready to question their religion than are people in many
other Middle Eastern countries. Their reluctance is related to the proximity and history with
India and its Hindu majority, among other factors. As part of their nationalistic as well as
religious duty, Pakistani Shi’a and Sunni women have shared responsibility for upholding
Islam—Pakistan’s raison d’être and the rallying focus against larger and more powerful
India. 15
13
See Cattell, 1992. For additional examples of people turning to alternative power frameworks or organising paradigms,
see Bailey, 1957, 1960, 1970; and Cohen, 1969, 1981.
14
Nancy Tapper (Lindisfarne’s) publications on Syrian elites (1988-89) and an Afghan Durrani Pukhtun tribal group (1991)
and Patricia Jeffery’s (1989) on Muslim shrine managers in India feature women who could not afford to leave the relative
security of family ties and patriarchal protection and so felt forced to comply with patriarchal authority.
15
This is not to claim that women completely refrained from any thoughts along these lines. With longer-term and more
intimate interaction, enhanced experience and research skill, and the right opportunities, a field-worker might be able to
hear indications of cynicism concerning religious gender teachings from these Peshawar Shi’a women (Keesing, 1985). An
illiterate poor Iranian village woman confided to Friedl her strong suspicion ‘that religion, as preached and practiced, was
not made by God but by men in order to suppress women!’ (1989: 133).
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Appendix 3: A Guide to University Library Resources for SOCLAS
Students
SOCLAS Study Skills
Finding Materials:
How the University Library Service Helps
A Guide to University Library Resources
for SOCLAS Students
© School of Cultures, Languages and Area Studies, University of Liverpool Library, 2010
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Finding Materials: How the University Library Service Helps
A Guide to University Library Resources for SOCLAS Students
Why is the library service important?
Teaching and learning at university is very different from school or college. You will need to
do a much greater amount of independent study and reading. The University Library Service
provides web tools, books, journals, study spaces and other services that you will need to
carry out your studies.
How the library is like a gym
Think of joining a university as being like joining a gym. Simply joining a gym won’t make you
fit – you have to put in a lot of hard work to get the results you want. In the same way,
simply joining a university won’t increase your knowledge – you have to put in a lot of hard
work to get good results.
The best gyms provide a wide range of exercise equipment, and fitness instructors to help
you use the equipment properly. For the mental exercise of doing a degree, the library
resources are the equipment for exercising your mind, and the library staff are the
instructors to help you use that equipment properly.
Knowing what different pieces of gym equipment do will help you achieve your fitness goals
– for example, you wouldn’t use bench press to exercise your thighs. Knowing what different
types of library resources do will help you learn more about your subject – for example, you
wouldn’t use a journal article to find a simple definition of an academic term. You cannot
achieve a good degree without knowing how and why you would use different information
resources.
Where can I find the libraries?
If you are using the internet you can find the library services anywhere. Use the library
website – www.liv.ac.uk/library - to find details about all our services and to access
academic-quality information over the web.
There are two main physical libraries on campus – the main library for SOCLAS students is
the Sydney Jones Library, located on Abercromby Square. This library contains the resources
for arts, humanities and social science subjects. There is also the Harold Cohen Library,
which contains materials for science and medical students.
The Sydney Jones Library has two wings – in the Abercromby Wing you will find computers,
group study rooms, silent study areas, and the Short Loan Collection of high demand books.
In the Grove Wing you will find more computers, silent study spaces, and the main book
collections.
Please note that the SOCLAS Library within the department is not connected to the
University Library Service, although you can find details of what material is in its collections
by using the main university library catalogue.
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How do I find the books I need?
Use the library catalogue at http://library.liv.ac.uk. You can also access the catalogue on
web-enabled mobile phones at http://library.liv.ac.uk/airpac/. The catalogue is easy to use.
If you know what book you want, find it by searching on Title or Author. If you are looking
for anything on a subject, search by Keyword.
Select to find your words in the title,
author, or subject of a book, or search
by keyword.
We may have different editions or different formats of a book. In the following example, we
have one print copy and one online copy of the book we were looking for.
These icons
tell you what
type of item
you’ve found
– book,
journal, ebook,
DVD,
etc.
Options available in this menu let you see what
books you’re borrowing, what you’ve read in the
past, renew your loans, and more.
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You can limit your search to specific
types of material. E.g., if you’re offcampus,
you can limit your search to
electronic books.
For more
information on
an item, click on
its title.

Here is the screen for more information on the print copy:
Which library has the item The class number (printed on the book’s spine) Is the book currently on loan?
Further
information to
help you decide
if this is the
book for you.
If the book you want is on loan, you can:
place a request through the catalogue – the book will be reserved for you on its return;
click on the class number to find other books with the same or similar class number –
these books will be on the same subject.
Here is the further information screen for the electronic copy:
Click here to
view the book
(requires your
university
username and
password if
you’re offcampus).
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More help and
information is
available if you
need it (some
e-books are
easier to use
than others).

How do I borrow books?
You will need your University ID card. You can either:
take your books to the issue desk where library staff will issue the books to you; or
use the self-issue machines located throughout the library.
The self-issue machines are easy to use, and can save you from having to queue at the desk.
You can also return books at these machines.
How many books can I borrow?
You can borrow up to fifteen items at a time. This includes up to two items from the short
loan collection.
How long can I borrow books for?
Books in the main collection can be borrowed for either two weeks or one week. This is
clearly marked on the books themselves. Books in the Short Loan Collection can be
borrowed for one day.
What other services can I use in the libraries?
As well as books, there are:
silent study spaces;
group study spaces (these can be booked at the Information Support Desk);
computers, printers and photocopiers;
DVDs and CDs;
printed journals.
When is the library open?
Most of the time! During term, the Sydney Jones Library opens at 8.30am on Monday and
does not close until 9.30pm on Saturday. It is also open on Sundays from 12pm to 9.30pm.
Opening hours vary during vacation periods – updates are on the library website (see section
How do I keep up-to-date for information on how to get automatic updates).
What’s available online?
The library offers a huge range of journals and books online. Most of these are not available
to the general public. You can only access them as you are members of the university. The
best way to access them is to use the library website – this means you will always be using
the “right” link. If you are using a standard search engine, they may give you the “wrong”
link, and you won’t be able to access the information.
You can access all our electronic books and journals through the library catalogue. The
library catalogue, however, doesn’t contain information about the contents of journals. So,
when looking for journal articles, use the other resources in the electronic library.
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With the discovery source available on the library websites you can find information from
most of our electronic resources, including the catalogue, with just one quick search. You
can then use the options it provides to make your results more specific.
You can also choose to search individual resources, for example Web of Knowledge (a huge
database of information about academic journal articles and websites). Again, the links can
be found on the library web page. If you ever have problems finding things, don’t hesitate to
ask a member of library staff for assistance.
Can I access online resources off-campus?
Yes. If you link to resources from the library catalogue or library website you will be asked to
enter your Liverpool computer username and password – you can then use these resources
in the same way as when you are on campus.
How do I keep up-to-date?
You can keep up-to-date with your use of the library in a number of ways. In the library
catalogue you can log into your own account to see:
which books you are borrowing;
when they are due back;
renew the loans on books you’re borrowing;
see if books you have reserved have been returned to the library.
If you use an RSS feeds reader Such as Netvibes, iGoogle or Pageflakes you can subscribe to
your library account for updates. You can also subscribe to news about library services.
Facebook users can become fans of the University of Liverpool Library (just search for
“University of Liverpool Library” in Facebook). This will give you update notifications on
things like opening hours.
Where do I go if I have a question?
A university library service is very different from a school or public library. If you need
further information about using the library or its resources, you can:
ask at the Information Support Desk – this is in the link building that links the two
wings of the Sydney Jones Library;
ask a member of staff in the library (they will be wearing name badges);
use the “Ask a Librarian” facility on the library website;
contact the SOCLAS subject librarian, Martin Wolf, either in person on the second floor
of the library, or by e-mail at Martin.Wolf@liverpool.ac.uk
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Appendix 4: Guidelines: Examination Preparation & Technique
SOCLAS Study Skills:
Examination Preparation & Technique
© School of Cultures, Languages and Area Studies, University of Liverpool, 2010
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Guidelines: Examination Preparation & Technique
Many students possess the information necessary to attain good marks under examination
conditions, but underperform owing to poor technique. The following suggestions are aimed
to help you improve your performance.
Solid preparation is essential. This requires regular attendance, combined with a
consistent amount of reading week-on-week, throughout a module. Completing a
formative essay is also advisable, as this will provide you with the basis to revise one
topic as your exam approaches.
Use a diary to plan your revision on a daily basis during the weeks leading up to your
examinations. You should try and divide your revision time equally between the
various papers you have to sit.
Carefully read through the module content and past examination papers, selecting
topics that you wish to revise [remembering that you will usually not be able to answer
a question on the same theme as your assessed essay]. It is advisable to revise more
topics than the questions you will be required to answer in the examination, e.g. if you
have to answer two questions, revise three or four topics just in case your favoured
subject does not appear on the paper, or the wording of the question is not to your
liking.
For each exam paper, order the topics you have decided to revise according to the
degree of confidence you have in providing a solid answer. Everybody operates their
own system, but memory may be assisted by recording on cards any key arguments,
debates and other data [such as authors or dates], concerning a particular topic. This
helps to make information more manageable and can avoid data overload.
Try not to stay up too late cramming the night before an examination. A good night’s
sleep will refresh your brain. Also, make sure to arrive at the examination venue in
good time [e.g. 20 minutes before the start].
Once sat in the examination hall, read carefully any instructions and the questions
you have been set. It is advisable to read through the questions at least twice, thinking
about what exactly is being asked. You do not get marks for an answer that is not
focused on the question.
Choose the questions you want to answer and the order in which you wish to write
them – beginning with the question you feel most confident about.
After rereading the question, spent five or ten minutes drawing up an essay plan prior
to commencing writing.
Distributing your time in a rational fashion is important. Often students take too long
on their first question, leaving insufficient time to complete an acceptable final
answer, which usually costs them a disproportionate number of marks, e.g. if you have
to answer two questions in two hours, it is acceptable to take up to 70 minutes on the
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first question, but any time over will most likely result in you losing more marks on the
second question than you additionally gain on the first.
If you do happen to run out of time, get down as much information as possible using
bullet points and note form.
It is best practice to leave yourself five minutes at the end of the examination to
reread your answers, making corrections and additions as appropriate.
Remember to write legibly – your examiners are only human and will tend to not look
favourably on a script which is difficult to read.
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Appendix 5: Guidelines: Examination Preparation & Technique
Language Examinations
Guidelines: Examination Preparation & Techniques: Language Exams
To perform well in your language exam, it is essential that you learn, practise and use the
language on a regular basis throughout the year. Regular practice is the only way to learn a
language, so try learning little and often. It is simply not possible to cram it all in before the
exam. In addition to regular attendance in language classes and thorough preparation and
revision, you should try and establish some good language learning habits early on in the
year.
Use the language as often as possible, e.g. by watching the news or a film in the
foreign language, reading books or magazines, emailing or chatting to a friend in the
foreign language.
Combine this with more focused learning, such as vocabulary learning, grammar
revision and memorising new forms and structures.
Maximise your time. Carry cards and lists around with you so that you can learn on the
bus or while waiting for a friend.
Get your coloured pens out! It can help learning if you mark, underline or write forms
in different colours, e.g. using red for feminine and blue for masculine nouns.
Talk about what you have learned. Explaining a difficult grammar point to a friend will
make it much clearer to you as well. Or try tutoring a GCSE- or A-level student!
Exam preparation
Go through your notes, handouts or textbooks and write lists of what you have
covered.
a) Topics/themes: Write down a list of topic-related vocabulary by classifying it (i.e.
verbs, nouns, and adj.). Revise it and test yourself / work with another student for
mutual testing.
b) Grammar points: Make sure you understand how to use a new structure by doing
some exercises, referring to your lists, grammar books and dictionaries. Use the keys
to check whether you got it right. If not, read through the explanations in different
grammar books again or ask a friend for help. If you got most things right, this means
that you understand when and how to use a new structure. Now make sure you
know all the forms and structures by heart.
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Read through some old exam papers. Did you cover the same points in class? If not,
what could your exam look like, based on what you did in class?
Use old exam papers for practice! Try and work under exam conditions, i.e. find a quiet
place and work for the given time without interruption. Then go through your answers
in your own time, correct your mistakes and make a list of points to revise. Old exam
papers are kept in the Short Loan section in the Sydney Jones library and/or in the
SOCLAS Library (Portuguese Class tests).
Do try and get a good nights’ sleep before the exam. Have a good breakfast/lunch and
arrive at the examination venue in good time.
Exam technique (written exams)
Read the questions and instructions carefully and estimate the time you need for each
question. Use the weighting of each question as a guide, if possible. Stick to the time you set
yourself for each task, and come back to a question if you find you have time in the end.
1. Reading comprehension:
Read the text quickly to see what it is about. Don’t go into detail at this stage, and
don’t spend much time on difficult parts.
Don’t panic if you feel you don’t understand much. Difficult texts can come with very
easy questions and easy texts can come with more searching ones!
Read the questions and answer them reading the relevant parts of the text as closely
as necessary. Don’t spend too much time on parts of the text which are not relevant to
your answers.
2. Writing:
Read the question very carefully.
Make a short plan of what you are going to write and make sure it is relevant to the
question. It helps if you consider at this stage what you are able to write about in
terms of vocabulary, grammatical structures etc., as long as you answer the question.
Write your answer. Has your answer taken into account the full title?
Leave sufficient time to check your work. Go over your text at least two times,
checking for different mistakes each time. For example, if you tend to make mistakes
with verb endings, tenses etc., check these first, then move on to declension of nouns
and adjectives, or sentence structure etc.
3. Grammar:
Think of what you have learned in class about each grammar question.
Answer the questions.
If an answer doesn’t take much time, such as gaps, don’t leave them blank, even if you
don’t know. You may just be lucky!
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4. Listening:
If you know the topic or title of the text, think of what you know about the topic, what
you expect from the text and which vocabulary may come up.
If you have time, read the questions first. This will focus your listening.
Make sure you know how often you are going to listen to the text.
If you can listen to a text more than once, use the first listening to answer the
questions and the second one to check your answers and tackle missed questions.
Don’t panic! Focus on the things you DO understand.
Oral exams:
To prepare for an oral exam, talk to yourself and have some practice runs with a
friend. This will prepare you for the kind of question you may be asked.
Learn some useful phrases in advance, such as ‘Can you please repeat the question?’, ‘I
don’t understand the question’, ‘I don’t understand this part of the text’ etc.
Prepare some holding expressions, such as ‘Well, let me see’, or ‘in my opinion…’, to
give you time to formulate your thoughts during the exam.
If you receive a question paper or a topic in advance, prepare thoroughly.
If you are allowed to bring notes with you, never write full sentences, but note down
bullet points and, if allowed, useful structures and difficult vocabulary only. Examiners
are assessing a spontaneous use of the language, so reading out would not get you
marks. You need to be prepared for a degree of variation or unpredictability, according
to the level of competence you are expected to have reached.
If you get a fixed preparation time, make sure that you think about all the questions
you are going to address. Don’t spend all your time on the first one.
The first minute or so is often used for greetings and to make you feel comfortable.
Relax and smile!
Remember that the oral exam is basically a conversation between you and the
examiner. If you don’t understand a question, please say so. Do not freeze!
Follow the briefing given by your tutor and note special instructions.
You are part of a series of appointments – please make sure you arrive in good time.
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