Undergraduate Course: Scientific English Academic Language and Literacies Entry 1 (FNDN07023)
Course Outline
| School | Centre for Open Learning |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 7 (Year 1 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | Scientific English Academic Language and Literacies (SEALL) Entry 1 provides a supportive learning environment to help you develop your academic language competence and key academic skills for successful Foundation study. You will engage with academic concepts such as analytical thinking and academic reflection, with opportunities to transfer learning to your other courses in the Foundation Programme.¿¿¿ |
| Course description |
SEALL Entry 1 is a foundation course that develops the academic language and literacies needed for success on the Foundation Programme. The course introduces you to a range of scientific texts and academic activities, with guidance on how to approach tasks with academic integrity. You will learn how to engage with academic literature, use effective reading strategies, and produce logical and well organised texts.
A key focus of the course is developing reading, writing, speaking and listening skills for academic study. You will practise identifying main ideas and supporting evidence in reading tasks, and develop writing skills related to structure, organisation and referencing. You will also build critical and analytical thinking skills when responding to texts in written and spoken form.
The course places strong emphasis on speaking and listening for academic purposes. You will develop strategies for asking and answering questions, taking part in discussions, and working effectively with others. Collaboration, peer feedback and academic reflection are central to learning activities and support clear communication and teamwork.
You will also be guided in the responsible use of digital tools, with a focus on academic integrity and critical digital literacies. Throughout the course, you will work both independently and in small groups, using a range of platforms and learning technologies. You will demonstrate learning through written and spoken tasks typical of scientific disciplines, and the language, skills and strategies practised will support your work on other courses within the Foundation Programme.
By the end of SEALL Entry 1 you will have a strong base in general and scientific academic language and literacies, which you will develop further in SEALL Entry 2.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
|
| Academic year 2026/27, Not available to visiting students (SS1)
|
Quota: 16 |
| Course Start |
Flexible |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 110,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
86 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
100 % coursework. Summative assessments include:
Written assessment 1 (30%) Timed Lab Report
Written assessment 2 (30%) Academic Poster
Speaking assessment (40%) Interview
Summative assessments are fully integrated with STEM courses. This provides students with an opportunity to authentically develop academic language and literacies in preparation for undergraduate study while reducing overall assessment burden.
The BCBES IFP employs multi-course assessment. Assessments have been jointly designed between SEALL and the subject classes in biology, chemistry and maths. Multi-course assessments will be graded using a SEALL marking rubric and a separate STEM marking rubric.
These shared assignments will be well scaffolded and integrated into teaching materials so that assessment supports learning and assessment load is reduced. This approach also helps students transfer skills across the Foundation programme and prepares them for the types of tasks they will meet in undergraduate study.
Students are assessed in the four skills: reading, writing, listening, and speaking. Assessments reflect the types of assessment that students undertake in the first year of their undergraduate degree programme. Examples include timed writing, academic poster, academic discussion and reflection.
To progress onto chosen Undergraduate degree programme:
BCBES Foundation students whose Secure English Language Test (SELT) does not meet minimum language requirements of their chosen degree programme must achieve an overall weighted score of ¿65% or ¿70% depending on UG English-language entry criteria.
Students who have passed the course with an overall score of ¿40% (PASS) but have not met the English language requirements for their chosen degree programme will be offered the opportunity to resit in accordance with UoE Taught Assessment Regulations.¿ |
| Feedback |
Students will receive ongoing informal written and verbal feedback throughout the course as part of their class work and course level assessment.¿
Formal Feedback will be provided on formative and summative assessments, following the University¿s Assessment and Feedback Guidelines.¿
Formal and informal Feedback on summative and formative tasks and classroom activities will consist of verbal and written feedback. Students will also be given opportunities to give and receive informal peer feedback. Students will be guided on how to use feedback for improvement, with dedicated, non-assessed opportunities provided for this during class time. Assessment literacy and guidance on areas to focus on will be incorporated into this process. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Identify and analyse arguments within scientific sources through spoken interactions, reading, writing, and listening.¿¿
- Engage with scientific sources and analyse the information, data and ideas appropriately in response to scientific academic tasks.¿¿
- Convey ideas clearly and logically in writing and speaking, adapting to conventions of different scientific genres.¿¿¿¿
- Reflect upon academic performance and personal growth through self-reflection and engagement with feedback, to identify areas for further improvement.¿¿
- Demonstrate awareness of the cultures and expectations of the College of Science and Engineering, or the College of Medicine and Veterinary Medicine.
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Reading List
Recommended reading:
Bottomley, J. (2015). Academic Writing for International Students of Science. Abingdon, Routledge.¿
Cottrell, S. (2019). The Study Skills Handbook. 5th ed. London: Red Globe Press.¿¿
Cottrell, S. (2017). Critical Thinking Skills. 3rd ed. London: Red Globe Press.¿¿¿
McCarthy, M., Dell, F. (2016). Academic Vocabulary in Use (With Answers). Cambridge: Cambridge University Press.¿
Paterson, K. Wedge, R. (2013). Oxford grammar for EAP: English grammar and practice for academic purposes with answers. Oxford, Oxford University Press.¿
Web sources:
Academic Word List: Oxford Dictionaries AWL¿ - https://www.oxfordlearnersdictionaries.com/wordlist/academic/academic/
Test yourself Academic Word List - https://www.wgtn.ac.nz/lals/resources/academicwordlist/academic-word-list-tests
Royal Institution lectures: Archive lectures¿ - https://www.rigb.org/christmas-lectures/watch-royal-institution-christmas-lectures-archive
Using English for Academic Purposes - https://www.uefap.org/
Essential materials or equipment to be provided by the student:
Students need to have a laptop or tablet computer to access course materials and online elements in class.¿¿¿
¿Laptop loans are available from the Library for students who meet the relevant eligibility criteria¿ |
Additional Information
| Graduate Attributes and Skills |
The course incorporates multiple UoE graduate attributes and skills for success such as the following:
Communication: Students develop their ability to explain ideas and viewpoints in group discussions, ask and answer critical questions, and produce coherent individual written and visual texts.
Problem solving: Students learn to break down scientific problems into smaller steps, test different approaches, and interpret data from multiple sources in order to reach logical and evidence-based conclusions.
Collaboration: Students learn to understand the perspectives of others, support cooperation in group work, and form positive working relationships.
Reflection: Students develop ways to review their choices and outcomes, recognise their personal strengths, and set clear learning goals.
Data and digital literacy: Students learn to use digital tools responsibly, consider the ethical use of data, and question and interpret evidence.
Critical thinking: Students enhance their critical thinking as they evaluate texts for relevance, bias and accuracy, and link evidence to academic arguments.
Curiosity: Students are encouraged to engage with new scientific texts, ask questions, and explore ideas beyond the immediate task. |
| Keywords | Not entered |
Contacts
| Course organiser | Ms Rowan Murray
Tel:
Email: rmurray3@exseed.ed.ac.uk |
Course secretary | Mr James Cooper
Tel: (0131 6)50 4400
Email: jcooper6@ed.ac.uk |
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