Undergraduate Course: Scientific English Academic Language and Literacies Entry 2 (FNDN07024)
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 | In Scientific English Academic Language and Literacies (SEALL) Entry 2 you will consolidate and extend skills covered in SEALL Entry 1. You will further enhance your academic language and literacies skills by engaging with texts from your chosen subject pathway. You will also develop independent learning skills that are essential for undergraduate study in UK Higher Education. |
| Course description |
SEALL Entry 2 builds on the academic language and literacies developed in SEALL Entry 1, with increased focus on the skills and strategies needed for undergraduate study. The course supports the development of self-directed learning and effective workload management and includes structured opportunities to reflect on learning both individually and in groups. You will work with more specialised texts from your subject area to develop awareness of the language, expectations and norms within your chosen discipline.
A key focus of SEALL Entry 2 is the development of critical and analytical thinking. You will engage more deeply with texts from your field of study and receive continued guidance on approaching tasks with academic integrity. You will use synthesis and academic inquiry to develop clear lines of reasoning and draw evidence-based conclusions. These skills will be applied in both written and spoken academic tasks.
The course also places strong emphasis on communication and collaboration. You will take part in academic discussions to strengthen your ability to prepare and deliver clear spoken texts in different academic contexts and also practice responding appropriately to the contributions of others. Through these group tasks you will continue to develop collaborative skills. Furthermore, formative tasks are built into the course to provide feedback that you can use to support your ongoing development.
Throughout the course, learning is structured to provide a supported transition towards independent study in UK Higher Education. Your experiences on the course and the feedback you receive will help you develop the academic and study skills that are transferable to your chosen undergraduate degree.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2026/27, Not available to visiting students (SS1)
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Quota: 16 |
| Course Start |
Flexible |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 130,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
66 )
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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 (50%) - Timed Writing Assessment
Speaking assessment (50%) - Seminar Discussion
Summative assessments are closely aligned with STEM extended projects. 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. Some assessments are jointly designed between SEALL and the subject classes in biology, chemistry and maths. These shared tasks 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 will be assessed in the four skills: Reading, writing, listening, and speaking. Assessments will 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:
- Analyse and evaluate information and data from reading and listening to construct a reasoned argument.¿
- Research and critically engage with a range of scientific sources on a particular topic.¿
- Synthesise and integrate scientific literature while critically responding in spoken and written academic tasks.¿
- Work reflexively towards independently established objectives.¿
- 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: 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: 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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