Undergraduate Course: Foundation English Academic Language and Literacies Plus (FNDN07026)
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 | FEALL Plus will help you succeed on the IFP and reach your academic potential for your future degree by providing a supportive environment that stimulates and develops critical thinking. You will have opportunities to develop your academic language discourse, including reading, writing, speaking, and listening skills, to gain insight into core academic principles. |
| Course description |
FEALL Plus will expand and develop your existing English-language knowledge, equipping you with the essential academic language and literacy skills necessary for success in Undergraduate studies and the International Foundation Program (IFP).
FEALL Plus will develop your academic ability in vital areas of UK Higher Education practice, including analysis, criticality, evaluation, and reflection. You will learn how to meet academic expectations as the course explores how to argue coherently and effectively in both speech and writing, how to engage analytically with academic reading, and how to use sources while maintaining academic integrity. You will also boost your digital literacy, ensuring you are well-prepared for today's academic landscape.
Collaboration, self-management, decision-making, and independent learning are essential skills for success and reflect modern approaches to undergraduate study in the UK. As such, the development of these skills is foundational to the way you will be taught and learn on FEALL Plus. In semester 2, with the help and support of your teacher and classmates, you will apply and demonstrate these key skills through the completion of an independent, student-led project.
On FEALL Plus, you will gain experience in speaking and listening in Higher Education contexts (e.g., academic discussion, delivering presentations, lesson input, and tutorial communication). You will read academic literature and learn strategies and approaches to improve your academic writing and speaking. Written and verbal feedback will be provided to you throughout the course, which you can utilise as ¿feedforward¿ to enhance your learning, unlock your potential, and thrive in your academic pursuits.¿Additional, optional office hour appointments will also be available to provide you with ongoing support, feedback, and guidance.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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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: None |
| Course Start |
Flexible |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 168,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
28 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
100% Course work. Summative assessments include:
Written assessment 1 (40%)
Written assessment 2 (40%)
Spoken presentation (20%)
Three summative assessments are undertaken across the two teaching blocks in order to provide students with a sustained opportunity to develop academic language and literacies skills over the academic year in preparation for undergraduate study.
Teaching Block 1 is designed as a mainly formative and developmental experience, working towards a written assessment weighted at 40%.
Teaching Block 2 is focused on a student-led project which involves two closely related tasks, one spoken and one written, weighted at 40% and 20% respectively. |
| Feedback |
Formal feedback is provided on formative and summative assessments, following the University¿s Assessment and Feedback Principles and Priorities. Feedback-to-feedforward points occur throughout the course, consisting of written feedback on formative and summative assessments, draft submissions, and scheduled 1-2-1 feedback tutorials with their teacher.
Informal feedback is consistently provided throughout the course via optional office hours and timetabled writing sessions where students can work on their drafts with teacher support. Students are also given opportunities to receive and provide informal feedback from their peers as part of their formative tutorial participation practice and in classroom activities.
Students are encouraged to use feedback to feedforward, with specific formative opportunities for this given in class time. Assessment literacy and guidance on areas to focus on is incorporated into this process. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Work independently and in collaboration with peers to foster cooperation, and participate in academic contexts and tasks.
- Evaluate academic sources and ideas to construct individual responses to academic tasks.¿
- Produce a critical response to an academic task that includes integrated academic sources and conveys complex ideas.
- Demonstrate active listening and convey meaning using appropriate discourse in academic tasks.
- Demonstrate critical and analytical awareness of the cultures and expectations of the College of Art, Humanities and Social Sciences.¿
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Reading List
Recommended Reading:
Bailey, S. (2018). Academic Writing: A Handbook for International Students. 5th ed. Oxon: Routledge.
Cottrell, S. (2019). The Study Skills Handbook. 5th ed. London: Red Globe Press.¿
Cotterall, 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.
Students will need a laptop or tablet to access course materials and online elements of the course.¿ |
Additional Information
| Graduate Attributes and Skills |
This course supports the development of Skills for Success. Through their engagement, students will have the opportunity to develop:
Critical Thinking by developing independent thought through questioning norms, practices and opinions; seeking relevant and appropriate evidence and understanding biases; determining the significance of what is being expressed; seeing wider themes and patterns in information.
Curiosity by continuously exploring and learning from challenging experiences; asking searching questions and adopting different perspectives; harnessing opportunities and taking initiative.
Problem Solving by imagining alternative ways of addressing problems; synthesising information and translating it into knowledge within different contexts
Collaboration by understanding and respecting the needs, perspectives and actions of others; fostering cooperation and managing conflict in groups; [being] able to connect with and learn from others and build positive relationships.
Reflection by reviewing during and after activities; considering choices, decisions and their outcomes; recognising own strengths and emotions; [demonstrating] an awareness of personal values and integrity; setting and achieving goals.
Communication by active listening; public speaking; the ability to convey effective meaning [¿] which create[s] shared understanding.
Inclusivity by being open to different views and perspectives; harnessing the benefit of difference and diversity; seeking to create inclusive and welcoming environments; communicating across languages and cultures.
Adaptivity by managing own time and wellbeing; coping with uncertainty and ambiguity; applying personal drive, motivation and determination.
Data and Digital Literacy by considering the ethical aspects of using data and technology; understanding, interpreting and questioning evidence derived from data and its sources; using digital tools appropriate to contexts.
Individuality by nurturing skills and talents arrived with; identifying and strengthening those skills which have personal, discipline and professional significance; creating and implementing plans for future growth. |
| Keywords | English Language,Foundation Skills,Academic Skills,Criticality,Reflection,Reading,Writing,Li |
Contacts
| Course organiser | Miss Jill Haldane
Tel: (0131 6) 51 1186
Email: Jill.Haldane@ed.ac.uk |
Course secretary | Mr James Cooper
Tel: (0131 6)50 4400
Email: jcooper6@ed.ac.uk |
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