University Standard Student Handbook

Student Course Handbook

MA English Linguistics

Faculty of Law, Humanities, Development and

Society

Date of Course Version Number Version Date

Approved/R
eviewed
1
2003 Sept 2006
 Contents
Contents..................................................................................................................2
1. Statement of Values................................................................................................6
2. Welcome.................................................................................................................6
Welcome and introduction to the course team ......................................8
Your first days at UCE Birmingham........................................................................8
4. Enrolment...............................................................................................................9
Re-enrolment.......................................................................................................9
4.1 Course Fees....................................................................................................10
Change in Personal Details...............................................................................10
5. What do you need to know about your course?....................................................10
5.1 Programme Specification ...............................................................................10
5.2 Fitness for Practice..........................................................................................10
5.3 UCE Email Account.........................................................................................11
5.4 Personal Development Planning ....................................................................11
Central PDP.......................................................................................................11
How to access Central PDP...............................................................................12
How and when to use PDP ...............................................................................12
5.5 Moodle............................................................................................................12
Course Details.......................................................................................................13
What do you need to know about your course?.................................................13
Course management.........................................................................................13
Awards...............................................................................................................13
Aims...................................................................................................................14
Course Structure................................................................................................14
PGDip Modules..................................................................................................15
MA dissertation..................................................................................................16
Student feedback on the course........................................................................16
Feedback to students........................................................................................16
Resources required...........................................................................................16
Withdrawal from the Course..............................................................................17
Suspending your studies....................................................................................17
Accreditation for prior learning...........................................................................17
Arrangements for handing in coursework...........................................................17
6. Changes to your course........................................................................................17
7. How can you contribute to the development of your course?................................18
Module Evaluation.................................................................................................18
8. How will you be assessed?...................................................................................18
8.1 Role of External Examiners.............................................................................19
8.2 Exceptional Extenuating Circumstances.........................................................20
Error in the Conduct of an Assessment or of an Examination Board.................20
8.3 Examinations...................................................................................................20
8.4 Cheating..........................................................................................................21
8.5 Avoiding allegations of cheating......................................................................21
What support and guidance can you expect?...........................................................25
9.1 Library and IT Services ..................................................................................25
Lending Services...............................................................................................26
Self Service.......................................................................................................26
Details of our books and journals.......................................................................26
Study and research support...............................................................................27
Services to users with disabilities.......................................................................27
Distance Learning Services...............................................................................27
How to borrow books.........................................................................................27
Journal articles...................................................................................................28
Library Web Pages............................................................................................28

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 Electronic resources .........................................................................................28
Digital Library.....................................................................................................28
Contact Information...........................................................................................29
UCE Birmingham Network.................................................................................29
9.2 UCE Birmingham Students’ Union..................................................................30
UCE Birmingham Union Executive Officers.......................................................30
Representation..................................................................................................30
Student Council.................................................................................................30
The Advice Centre.............................................................................................30
Union Publications.............................................................................................31
Careers Service and Job Shop..........................................................................32
Chaplaincy.........................................................................................................32
Child Care..........................................................................................................33
Mental Health Support and Counselling Service................................................33
Disability Service...............................................................................................34
Health Care.......................................................................................................34
Student Financial Service..................................................................................34
International Advice Service..............................................................................34
9.4 Staff and Student Development Department...................................................35
Pre-Sessional English Course and in-sessional English Classes......................35
for International Students...................................................................................35
General Student Support...................................................................................35
Support for UK Students....................................................................................36
Learner Development Centre.............................................................................36
9.5 Academic Registry..........................................................................................36
9.6 Requesting a reference...................................................................................36
9.7 Important Documentation ...............................................................................36
10. How do you make a complaint?..........................................................................37
10.1 Student complaints procedure.......................................................................37
Assistance.........................................................................................................37
10.2 Office of the Independent Adjudicator for Higher Education..........................37
11. Student Conduct.................................................................................................37
Regulations for IT Labs......................................................................................38
Library Rules and Regulations...........................................................................39
University Accommodation................................................................................39
12. What do you need to know about health, safety and security?............................39
12.1 Your safety and security................................................................................39
Responsibilities..................................................................................................39
12.2 Emergency Evacuation of University Buildings..............................................40
In an Emergency................................................................................................40
12.3 Accident and Incident Reporting....................................................................40
Injuries...............................................................................................................40
Accidents...........................................................................................................40
Security of Personal Property............................................................................40
13. How to interrupt your studies ............................................................................41
Suspending your studies....................................................................................41
For further information and advice on interruption of study, please contact your
Faculty office or the Student Services Department............................................41
Withdrawal from the Course..............................................................................41
14. Appendices.........................................................................................................41
Appendix A: Student Entitlement & Obligations....................................................41
Student Charter.................................................................................................41
Appendix B: Equal Opportunities Statement........................................................43
Faculty Policy & Code of Practice......................................................................43
General Principles.............................................................................................43

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 Programme of action.........................................................................................43
Code of Practice: General Principles................................................................44
Resolution of issues arising from this code........................................................45
Appendix C: Module outlines.................................................................................47
Guidelines on the preparation of the MA Dissertation........................................67
How to plan and submit a proposal for a dissertation.........................................68

4
What do you need to know about your health, safety and security? ….. 38
Your safety & Security …………………………………………………….. 38
Emergency Evacuation of University Buildings ………………………….. 39
Accident and Incident Reporting …………………………………………… 39
Security of Personal Property ………………………………………………. 40
How to interrupt your studies…………………………………………………. 40
Suspending your studies ……………………………………………………… 40
Withdrawal from a course ……………………………………………………. 40
Appendices ……………………………………………………………………. 40
Appendix A: Student Entitlement and Obligations ………………………… 40
Appendix B: Equal opportunities statement ……………………………….. 42
Appendix C: Module outlines ………………………………………………… 46
Guidelines on the preparation of the MA Dissertation …………………... 67

5
1. Statement of Values
At UCE Birmingham we are committed to ensuring we maintain an
institutional culture which fosters equality and celebrates diversity and
promotes these values externally. If you feel we can improve our practices in
this respect, please let us know as soon as possible by talking to your Course
Director or another member of the Course Team.

To access the University’s policies on equal opportunities and race equality,

please see the University’s intranet at http://www.uce.ac.uk/jaws. Click on the
link to the left of the screen entitled ‘shortcut to key documents’. You will see
a list of folders. Click on the folder entitled ‘Equal Opportunities Policy and
Race Equality Policy’

2. Welcome
Welcome to the Faculty of Law, Humanities, Development and Society

You have now enrolled on one of the Faculty’s postgraduate programmes.

Welcome – and I hope you will have an enjoyable and successful time with
us.

The Faculty is a major provider of both full time and part time education in a
lively, supportive and challenging environment. Our commitment is to high
quality education and training for a wide variety of students - undergraduate,
postgraduate and post-experience, and those from the professions. We are a
large and diverse Faculty, with nearly 3000 students, specialising in law and
legal studies; criminal justice and human rights; sociology, policy, and
housing studies; English, including literature, linguistics and drama; and
property, construction and spatial planning, including architectural technology
and surveying. We have excellent learning facilities, flexible course design
and a strong team of academic and professional staff, many with national
academic reputations, applied experience and high media profiles, committed
to teaching, scholarship, research and consultancy. We are committed to
widening participation and welcome students from a diversity of cultural and
social backgrounds.
The Faculty has around 640 postgraduate/post-experience students, studying
on the following postgraduate/post experience programmes, about 25% full
time:
PG Diploma in Legal Practice (LPC)
• LLM in International Human Rights, LLM in Corporate and Business
Law
• MA English Linguistics; MA English Literary Studies
• MA in Criminal Justice Policy and Practice; MA
Criminology/Criminological Research
• MA in Applied Social Research
• MSc Construction; MSc Real Estate Management
• MSc Construction Project Management/Facilities
Management/Property, Business & Management
• MSc International Real Estate
• MA Spatial Planning

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 • MA Housing

In addition, we have over 30 postgraduate MPhil / PhD research students.

The Faculty holds a regular programme of staff seminars and visiting

speakers. The programme is available on the Faculty’s Intranet site and
student notice-boards. Please feel free to join us for these very interesting
sessions.

We hope you will take full advantage of the wide range of opportunities
available to you in the University and in the Faculty of Law, Humanities,
Development and Society. We will do our best to ensure that your time with
us will enhance your knowledge, skills and understanding in your chosen field
and will be a time of personal development and fulfilment. We hope that you
enjoy your time with us.

I wish you every success.

Professor John Rouse

Dean of Faculty
Dawson 222
0121 331 6602
John.rouse@uce.ac.uk

7
Welcome and introduction to the course team
As Course Director, may I welcome you as a student on the MA in English
Linguistics. I hope that you enjoy participating in this course.

The course team is made up of the five English Language/Linguistics staff in

the School of English. The Course Director is Ruth Page. She is responsible
for the day-to-day running of the course, and you should consult her on any
general matters relating to the operation of the course and your involvement
in it. Her telephone number is 0121 331 5470. This is a direct line to her
office. Her email address is: ruth.page@uce.ac.uk. Alternatively, you may
leave a message with the School of English Administrator, Samantha Malkin,
on 0121 331 5675 or email Samantha.malkin@uce.ac.uk.

The fax number for the School is: 0121 331 6692. If dialling from outside the
UK, dial your local international access code, then 44 (for the UK), and omit
the 0 from the 0121 Birmingham area code. Thus, the School Office fax
would be: ++44 121 331 6692.

The other members of staff are:

Mark Addis
(telephone 0121 331 5613 or email Mark.addis@uce.ac.uk)
Richard Ingham
(telephone 0121 331 7664 or email Richard.ingham@uce.ac.uk)
Howard Jackson
(telephone 0121 331 5473 or email howard.jackson@uce.ac.uk, Available
Monday & Tuesday only)
Ruth Page:
(telephone 0121 331 5470 or email ruth.page@uce.ac.uk)
Louise Sylvester:
(telephone 0121 331 5472 or email louise.sylvester@uce.ac.uk)

Dr. Ruth Page

Your first days at UCE Birmingham

We recognise that your experience as a distance learning student will be

rather different from that of the full time students here at UCE. For the
majority of the time, you will be working independently, away from the UCE
campus. In order to support you through your studies, the course team aim to
provide prompt and constructive feedback to your enquiries and may be
contacted by email, telephone or post as appropriate. While you may be
geographically distant, you are still entitled to make use of the Student
Services Department This includes the chaplaincy (www.FAITH.uce.ac.uk),
careers service (www.graduateconnection.ac.uk), counselling, disability
services (who may be emailed at disability.service@uce.ac.uk) and student
financial services (www.ssv.uce.ac.uk). Full details of all of these are
available at http://intranet.uce.ac.uk/studservices/index.htm. You may also
make use of the Staff and Student Development Department, which hosts a
range of learning resources. They have a useful website, which can be
accessed at http://www.ssdd.uce.ac.uk/. Of course, if you need to, you are
welcome to come and make use of these resources in person or to visit the

8
 School of English either to attend one of the termly seminars or to meet your
module tutor. Please do make an appointment with us first so that we can
ensure our availability. If you are thinking of visiting us and have any special
requirements, then again, please let us know in advance.

4. Enrolment
It is essential that you enrol as a student of the University and this will
normally take place on completion of the enrolment form sent to you with the
formal offer of a place on the programme. Enrolment procedures are dealt
with via the Faculty Office. The contact details for this are:

Ms Claire Barber / Ms Karen Pell

Faculty office, Law, Humanities, Development and Social Science
Dawson Building
UCE Birmingham,
Perry Barr,
Birmingham
B42 2SU

At enrolment, you will be asked to complete an enrolment form. On your form

you will be asked to provide full details of your legal name, home and term
time addresses, all previous qualifications and your course details. The
amount of fees due will already be recorded on the enrolment form. Other
personal details will be required for statistical purposes (see the section on
the Data Protection Act in "A Student’s Guide to Enrolment and Fee
Payment").

If you fulfil all the conditions of enrolment, including payment of your fees you
will be fully enrolled as a student of the University and issued with a
University ID card, which gives you access to all the University’s facilities.
Your I.D number will be used to generate a password for you to access the
University’s online resources.

If for any reason you cannot fulfil all the conditions of enrolment then you will
be temporarily enrolled and given a date by which you must complete your
enrolment. During this time you will be given restricted access to the
University’s facilities. You must endeavour to fulfil the conditions quickly, as
in certain circumstances you may be withdrawn.

It is a condition of enrolment that you accept full responsibility for the payment
of your tuition fees and any other fees or charges associated with your
course. The University's financial terms and conditions are published in "A
Student's Guide to Enrolment and Fee Payment." Copies of this booklet can
be obtained from Academic Registry, Perry Barr Campus.

Re-enrolment

It is essential that you re-enrol for this program at the beginning of each
academic year, regardless of whether or not you are about to start a new
module. The re-enrolment does not cost you anything, but will enable you to
continue with your studies and make use of the library services.

9
 4.1 Course Fees

Payment of fees is dealt with via the Faculty Office. Payment for the first
module usually takes place along with initial enrolment. After this, payment of
the module fees takes place when you commence a new module. On receipt
of your payment, the materials for the new module, and the enrolment key for
the moodle version will then be sent to you by the Course Administrator,
Samantha Malkin.

For more information on course fees please refer to your Pre-Arrival Guide or
Returners’ Guide to Fee Payment 2006/07.

Change in Personal Details

If you change your name during your studies and would like your new name
to be used on your University records and award certificates, you must make
a formal request to your Faculty with supporting evidence. There are a
number of forms of acceptable evidence including:

• Passport
• Marriage certificate
• Birth certificate
• Divorce decree absolute

If you are unable to provide any of these documents, contact your

School/Faculty Office for advice on alternative forms of evidence.

Once you have provided acceptable evidence your name will be changed on
the student record system and your new name will be used for all official
purposes. Please note that your student number will remain the same. For
further advice and guidance contact the Academic Registry or the Faculty
Office.

It is important that you make the request to change your name before you
finish your course, as after the final examination board has met the Faculty
will be unable to make any changes to your student record.

5. What do you need to know about your course?

5.1 Programme Specification

The programme specification is a concise description of the intended learning

outcomes of your course and the means by which these outcomes are
achieved and demonstrated. It is available on the Faculty's Intranet/Website
at http://internal.lhds.uce.ac.uk/.
You can find out more about programme specifications by accessing the
Quality Assurance Agency's website at
http://www.qaa.ac.uk/students/guides/UnderstandCourses.asp

5.2 Fitness for Practice

10
 Some of the University’s courses prepare students for entry for professions
that require them to meet certain criteria to ensure their professional suitability
for their chosen career, for example Nursing and Teaching. The University’s
Fitness for Practice Policy can be found in Part II of the Academic
Regulations and Polices. The Regulations are available on the University's
Intranet at http://www.uce.ac.uk/jaws In order to access them please click on
“Shortcuts to Key Documents” which appears in the upper left-hand side of
the JAWS Home Page.

If the above is applicable to your course, you will be given more information
about fitness for practice from your course tutors.

5.3 UCE Email Account

When you enrol for the first time you will be given a UCE Birmingham email
account. It is essential that you check this account regularly as it will be used
to communicate important information about your course and the Library.

On completion of your course, access to the UCE Birmingham network will be

removed automatically.

5.4 Personal Development Planning

While studying you will have many opportunities to expand your academic,
professional and personal horizons. Personal Development Planning (PDP)
is a process undertaken by students to reflect upon their own learning,
performance and achievement and to plan for their personal, educational and
career development. It will enable you to articulate the skills you are
developing whilst at UCE Birmingham in order to open up opportunities in the
future.

PDP is a means by which you can record, evaluate and review all that you
are learning. Engaging with the process of PDP will:

• help to keep you motivated;

• give you a better understanding of how you learn and how to improve
your performance;
• give you clearer ideas about the kind of life and work you want;
• be in a better position to compete for jobs;
• develop a positive, forward-looking approach.

Within the University different courses will be offering different approaches to

PDP. You will be told during induction how this works on your course.
Further information can be obtained from your Course Director.

Central PDP

Everyone has access to the university’s Central PDP course. This is

delivered online through Moodle, the university’s virtual learning software.
If you haven’t used Moodle before, your Faculty Learning Centre will be
able to give you a short introduction. The Central PDP has been
developed for use by all UCE Birmingham students and applies to you
whatever your year of study or course.

11
 The Central PDP comprises six sections:
 Introduction to PDP
 Self Awareness,
 Reflection,
 Action Planning,
 Career Management
 Self Employment

We have designed the Central PDP to be completed at your own pace,

and to be done without direct help from a tutor. However, you might like
to show or discuss some of your PDP work with your personal tutor or a
careers advisor.

How to access Central PDP

To access PDP, go to Central Moodle, by following the link from your

Faculty Moodle or going directly to www.moodle.uce.ac.uk. Look for PDP
(Personal Development Planning) under the heading Non Faculty Student
Courses. Click on this and you will see the six sections of the PDP.
Select the Introduction. You will be asked for your UCE Birmingham
network id and password. These are the ones you use to log on to any
UCE Birmingham computer facility. This should take you straight into the
PDP. If you have not used Moodle before it will ask you to complete a
profile. It is very helpful if you can include the name of the course you are
studying.

How and when to use PDP

The most important thing to remember about PDP is that the effort you put
in will reflect the results you get out. It will be difficult at first, especially if you
have never worked on your personal development before. The skills involved
in PDP don't come naturally to many people, but they can develop
quickly. Remember, these skills can help with your academic performance,
professional life and personal life. Start off slowly and by doing a little on a
regular basis. Gradually you will build up your portfolio and start to see the
results.

5.5 Moodle

Moodle is the University’s Course Management System (CMS) and Virtual

Learning Environment. You can access Moodle by going to
www.moodle.uce.ac.uk and entering your university network ID and
password. Each faculty has its own Moodle which can be accessed from the
main Moodle website. The LHDS Moodle website is at:
http://lhds.moodle.uce.ac.uk/. It is here that you will find the modules for this
programme.

Moodle is a great place to look for information to help you with your course.
There are useful links to key resources and websites. You can also access
calendars which show upcoming events as well as forums and Really
Simple Syndication (RSS) Feeds which deliver the latest news and
information without the need to search the Web.

12
 Moodle also enables you to keep in contact with tutors and friends if you are
on Instant Messaging and the many forums that have been established to
support you. These communication tools are particularly useful if you are out
of the University, for example if you are on placement. Moodle is available 24
hours a day, 365 days per year and from anywhere in the world!

Where modules are supported by Moodle, they might typically provide access
to resources such as lecture notes, PowerPoint presentations or, in some
cases, multimedia scenarios and video lectures. Other resources may include
access to module guides and live reading lists (TalisLists) which take you
straight into the Library’s website to enable you to check on the books,
journals, and other resources that support the module.

Apart from providing flexible access to resources, Moodle is also used on

some modules to provide learning activities to enhance your learning
experience. This includes quizzes which test your knowledge and give
immediate automated feedback; glossaries to explain complex terms and
forums which enable you to ask tutors questions or work collaboratively and
share experiences with fellow students. Other features include: Blogs, which
are personal spaces that allow you to reflect upon your own learning privately;
Choices which enable you to vote on certain issues; Wikis (collaborative
websites) which allow you to work collaboratively with other students and
workshops which allow students to review each others work.

All modules for the MA English Linguistics are now available in a Moodle
version as well as the print version. To access the relevant Moodle module,
you will need an enrolment key, available from the school administrator upon
payment for the module.

Course Details

What do you need to know about your course?

Course management

The day-to-day running of the course is the responsibility of the Course

Director, who will provide on-going co-ordination, keep records of students'
progress, oversee recruitment, and give appropriate academic counselling.

The overall responsibility for managing the course, including policy-making,

course development and course monitoring, is vested in the Board of Studies,
which will normally meet termly.

Awards

Successful completion of three of the six 'taught' modules, including the

"Language Description" and “Language and Social Variation” modules and
one other of the optional modules, qualifies a student for the award of
Postgraduate Certificate in English Linguistics (total of 60 credits).

Successful completion of the 'taught' part of the course (six modules in total)
qualifies a student for the award of Postgraduate Diploma in English
Linguistics (total of 120 credits).

13
 The additional successful completion of a dissertation qualifies a student for
the award of Master of Arts in English Linguistics (total of 180 credits).

Students may request at any time a transcript of their progress to date.

There is no minimum registration period.

The maximum registration period is 84 months. Application may be made to

suspend registration if a student is unable to continue with the course for a
period.

Aims

The MA in English Linguistics has the following aims:

1. To provide students with a well structured knowledge base in the field

of English linguistics which incorporates both synchronic and diachronic
aspects of language study with an emphasis on the applied nature of
linguistics.

2. To provide students with analytic and communicative skills in

language necessary for teaching and assessing pupils' performance in
and understanding of the English language and also of relevance to a
range of other employment contexts;

3. To enable students to reflect critically on relevant issues in the study

of language, and of the English language in particular.

4. To prepare students for undertaking small scale research projects in

the field of English linguistics.

Course Structure

The course has two parts: a 'taught' postgraduate diploma, and an MA

dissertation. Progression to the MA depends on successful completion of the
PGDip.

The PG Dip comprises six modules taken in succession. These comprise

three core modules (1-3) and three optional modules, with the optional
modules selected from (4-7) below:

1. Language Description (Core)

2. Language and Social Variation (Core)
3. Data, Theory and Method in Linguistics (Core)
4. A History of the English Language (Optional)
5. Approaches to Narrative (Optional)
6. Analysis of Spoken Discourse (Optional)
7. Words and Meaning (Optional)

All modules are worth 20 credit points at Level 7.

Each module requires approximately 200 study hours, including

assessments. It should be possible to complete a module, with 10-12 study
hours per week, in around four months. Exercises and coursework are either

14
 posted or emailed to tutors for comment and receive written feedback within
14 days, with the exception of the final assignment which is double-marked
and therefore takes a little longer to return.

The MA consists of a 15 000 word dissertation on an agreed topic (see further

Section 6). It is expected that the dissertation could be completed in six-nine
months.

Students may begin the course at any time and work at their own pace within
the maximum period of registration.

The teaching materials are sent to the students at their request and upon
receipt of payment for the module. Students wishing to use the Moodle
version of the programme are required to have access to the internet, a PC
and a printer (if they wish to download and print course materials).

Apart from Language Description (which must be taken first), Data, Theory
and Method (which must be taken last), and Language and Social Variation
(which must be taken in the first three modules) students are free to elect the
sequence of the modules and which of the optional modules they wish to
study by notifying the school administrator and making the relevant payments.

Students will come to the course with varying amounts of knowledge and
experience of study in English Language. The course will take a student on
from their current knowledge. Learning is individualised in that each student
interacts individually with the course material and has an individual
relationship with tutors of the modules. The course operates at postgraduate
level, particularly in the way that the learning takes place and in the outcomes
that are expected of students.

PGDip Modules

The PGDip modules are intended to cover - with relevance to the educational
context - the whole range of the linguistic disciplines: phonology, morphology,
syntax, semantics, pragmatics, sociolinguistics, stylistics. The basic
disciplines, concerned with the investigation of the structures of sounds,
words, sentences and texts, inform the modules Language Description,
Words and Meaning, Analysis of Spoken Discourse, and - in historical
perspective - A History of the English Language. Semantics and pragmatics,
the disciplines concerned with meaning and use, inform in particular Words
and Meaning; but meaning and use are issues that arise in all the modules.
Sociolinguistics, the consideration of language in society, is the discipline
particularly related to Language and Social Variation, but the History of the
English Language module takes a sociolinguistic perspective on the history of
the English language. Stylistics, the consideration of the relation of language
and style, is reflected especially in the Approaches to Narrative module, but
also finds echoes in Language and Social Variation and Analysis of Spoken
Discourse. A discussion of the issues involved in a linguistic approach to the
study of language is contained in the Data Theory and Method in Linguistics
module.

A full description is given in the module outlines supplied in the appendices,

including details of the module tutor

15
 The Language Description module is a stage one module and needs to be
taken first. Language and Social Variation is also a core module which should
be undertaken at stage one. Data Theory and Method is a stage two module
and should be taken last. The remaining three PgDip modules may be taken
in any order, according to student choice, and in consultation with the Course
Director.

MA dissertation

The MA dissertation is a substantial piece of work of between 15000 and

20000 words.

Students will negotiate the topics of their dissertations with the Course
Director, while they are taking the 'Data Theory and Method' module.
Students will submit a formal application for approval of their proposal. This
will be approved by the External Examiner, before the student begins the MA,
and reported to the next Examination Board.

Topics may range across the field of English language studies. Dissertations
involving the collection and analysis of original data will be especially
encouraged. Dissertations may also relate to the application of knowledge
about language to the school curriculum.

An MA student will be assigned to an appropriate member of the course team

for supervision (and, exceptionally, where the required expertise is not
available in the School of English, to a second supervisor from elsewhere in
the University).

The guidelines on the preparation of MA dissertations will be issued to

students, as supplied in the appendices and available in the administration
module on Moodle.

Student feedback on the course

The course materials are subject to continual review and updating. In order
to support this, students are offered module evaluation forms to complete at
the close of each module. These are submitted to the Course Director for
action as appropriate.

Feedback to students

Exercises and coursework submitted by the students are either posted or

emailed to tutors for comment and receive written feedback within 14 days,
with the exception of the final assignment which is double-marked and
therefore takes a little longer to return.

Resources required

Books and resources required for each of the modules are listed at the end of
the module outlines. (see appendices)

Reading lists for this programme are held by an electronic bookshop, ELB
Brighton. You can access this via the web address:
http://www.elb.brighton.com. From the homepage, click on the button

16
 labelled ‘Ordering Books’. On the next page, click on the button ‘Training’.
Select ‘University of Central England’ from the list that appears. You will be
asked for a password and username:
Username: central
Password: Cadbury
Then click on the MA link and you will see the list of books available. You can
order online directly from this page, or alternatively download a pdf version of
the page and post/fax it to ELB Brighton.

The Programme is also supported by an online discussion forum. Details of

how to access this are supplied in the Appendices.

Withdrawal from the Course

It is important that if you intend to withdraw from the course after enrolment,
you must inform either your School Office or Course Director in writing that
you wish to withdraw and indicate your last date of attendance.

Suspending your studies

It is also important to inform your School Office or Course Director if you wish
to take a break in your studies. Please do this in writing indicating your last
date of study and your intended date of resumption. For further information
and advice on interruption of study, please contact either the Course Director
or School Administrator.

Accreditation for prior learning

If you have already completed equivalent study at postgraduate level, you

may apply for exemption from up to two modules. This should take place at
the point of admission on the programme.

Arrangements for handing in coursework

Coursework may be submitted by post, fax or email. Please remember to

include a coversheet for each piece of work (including an electronic version if
you are submitting work by email). Please ensure that you mark work for the
attention of the relevant module tutor (as given in the module outlines). We
will notify you in advance of periods when the University is shut, or when staff
are unavailable due to annual leave.

6. Changes to your course

Some aspects of your course, such as timetables, reading lists etc. may
change every year. However, other aspects require formal approval before
they can be changed. These aspects include:

• changes to the title of your course;

• changes to the content of your course other than minor
updating to ensure the continued relevance of the curriculum;
• changes to the way your course is delivered;
• changes to the way you are assessed;
• changes to the regulations for progression through your course

17
 • changes to the method of calculating the classification of
awards.

7. How can you contribute to the development of your

course?
Your course will be subject to annual monitoring to ensure that quality and
standards are maintained. The annual monitoring process includes
consideration of comments from students, staff and external examiners. The
University places great importance on the views of its students and there are
various ways in which students can contribute to course development.

Board of Studies

Each course or group of courses has a course board of studies. The

membership of the Board of Studies includes the Course Director, members
of the Course team and student representatives. The Board of Studies is
responsible for the day to day management of your course. This includes:

• maintenance of the quality of the course;

• review of examination results;
• consideration of external examiner reports and student feedback;
• monitoring and evaluation of the course;
• development of the curriculum and any changes to it.

The Board of Studies meet at least once per semester. Any students able to
attend these meetings are automatically student representatives and are
invited to comment on the content and conduct of the course. Given the
distance learning nature of the course, the minutes are also circulated to
students via post and email. Students may also offer representation by these
modes as appropriate.

Module Evaluation

During your studies you will be asked to provide anonymous feedback about
the content and delivery of your modules. This takes the form of a
questionnaire to be completed once you have finished a module. The module
evaluation forms are available in the administration module on Moodle. The
results of students’ evaluation of each module are considered by the Course
Team as part of the annual monitoring process.

8. How will you be assessed?

All of the modules are assessed by coursework only. Each module contains
two pieces of assessment called 'assignments'. You will undertake one of
these during the course of the module and the other usually at the end. The
form of these assessments (e.g. essay, report, research project) will vary
according to the individual module. Full details are given in the module
outlines in the appendices.

Assessment criteria are given for each module in the module outlines in the
appendices.

18
During the course of each module you will also undertake work labelled in the
handbooks as 'activities' and 'exercises'. The activities are solely for your
own benefit and there is no need to submit these to the module tutor for
comment. The exercises are for you to complete and send in to the module
tutor for feedback. These exercises are ungraded, but will help you in your
understanding of the module and in preparation for the assignments. It is
only the assignments which are graded and will count toward the final mark
you obtain for the module.

Responsibility for all aspects of students' assessment and for the

recommendation of students for awards is vested in the Examination Board.
The constitution and terms of reference of the Examination Board are
specified in the appropriate University Regulation. There will be one external
examiner for the course. The Examination Board will meet at least once a
year with the external examiner present to consider the progress of students,
and a Sub-Committee of the Examination Board at other times as necessary
(see Examination Board regulations).

If you were first enrolled on your course before September 2005 and your
course is governed by Standard Assessment Regulations, these are available
on the University's Intranet at http://www.uce.ac.uk/jaws To access them
please click on “Shortcuts to Key Documents” which appears in the upper
left-hand side of the JAWS Home Page. The version of the Assessment
Regulations you need to access will be clearly signposted. For example, if
your course is governed by the Standard Undergraduate Assessment
Regulations, you will need to access ‘Section J Standard Undergraduate
Assessment Regulations (for students enrolled before to September 2005)’

If you were first enrolled on your course from September 2005 onwards and
your course is governed by Standard Assessment Regulations, these are also
available on the University's Intranet at http://www.uce.ac.uk/jaws You can
access these Regulations in exactly the same way as described above. The
version of the Assessment Regulations you need to access will be clearly
signposted. For example, if your course is governed by the Standard
Undergraduate Assessment Regulations, you will need to access ‘Section J
Standard Undergraduate Assessment Regulations (for students enrolled from
September 2005 onwards)’

If you cannot access the electronic version on JAWS and would like a paper
copy, please ask your Course Director or go to your Faculty Office (For tic
students, please go to the tic Registry).

8.1 Role of External Examiners

The University appoints external examiners to all of its courses in order to

ensure that its courses are comparable to similar courses in other universities
and that the quality and standards of the provision are maintained at an
appropriate level. External examiners do not mark students’ work. External
examiners do, however, see the assessed work of a sample of students
across the full range of attainment (including failed work) in order to check the
appropriateness of standards and the marks awarded. They might also meet
students in order to find out their views about the provision. External

19
 examiners also attend examination boards where assessment marks are
determined. Following the examination board, examiners are asked to
complete a report in which they are asked to comment on the provision in
terms of its content, delivery and how it is assessed. External examiners’
comments are taken very seriously and course teams are required to respond
to any problems or weaknesses identified in their reports.

An external examiner summary for each course is published on a national

website called the TQI Website. You can access the TQI Website from the
Higher Education and Research Opportunities Website (HERO). You can
access HERO at http://www.hero.ac.uk

8.2 Exceptional Extenuating Circumstances

If you feel that you have not done as well as you could in an assessment
because you have had problems, for example, your personal circumstances
or illness, it may be possible for you to make a claim of exceptional
extenuating circumstances to the University’s Representations Committee.
You should make your claim after you have received your results, and within
fifteen working days of your receipt of the results. Please remember to collect
evidence to support your claim. If you have been ill, you should obtain
medical notes from your GP at the time of your illness. If your claim is
successful your mark is set aside and you will take the assessment again at
the next available opportunity. Please note that, having established that your
first mark was unreliable, the second mark will then have to stand even if it
turns out to be lower than on your first attempt.

Forms and notes of guidance are available from your Faculty Office, the
Academic Registry and the Advice Centre of the Students’ Union.
The procedure is administered by the Clerk to the Representations
Committee, Academic Registry, Perry Barr. Telephone Number 0121 331
6936

Error in the Conduct of an Assessment or of an Examination Board

If you consider that there has been an error or irregularity in either an

assessment, or at an examination board, you may submit an appeal to the
University’s Representations Committee.

Forms and notes of guidance are available from your Faculty Office, the
Academic Registry and the Advice Centre of the Students’ Union. We would
also advise you to contact the Advice Centre of the Students’ Union who will
help you to prepare your claim. Telephone Number is 0121 331 6803.

The procedure is administered by the Clerk to the Representations

Committee, Academic Registry, Perry Barr. Telephone Number 0121 331
6936.

8.3 Examinations

When it comes to examinations and assessment you must take care that you
fully understand what is required of you and if anything is unclear, ask your
course tutors.

20
 8.4 Cheating

The University’s Guidance Notes on the Student Disciplinary Procedure state

that:

"An attempt by a student to gain unfair advantage over other students in the
completion of assessment or to assist someone else to gain an unfair
advantage is a disciplinary offence."

Please remember: it is better to fail than to cheat, so don’t be tempted.

The University takes allegations of cheating, in examinations or in

coursework, very seriously. If you are found guilty of cheating the penalties
can be severe and you may lose academic credits.

If it is decided by the Faculty that formal disciplinary action is necessary, you

will be asked to attend a hearing to explain your case. You are allowed to
take a friend or representative with you, and we would advise you to contact
the Advice Centre of the Students’ Union.

The Disciplinary Procedure is available on the University’s Intranet at

http://www.uce.ac.uk/jaws. Click on the link to the left of the screen entitled
‘shortcut to key documents’. You will see a list of folders. Click on the folder
entitled ‘University Academic Regulations and Policies’. Then click on the
sub folder entitled ‘Part II Academic Policies, Procedures & Notes of
Guidance’.

8.5 Avoiding allegations of cheating

In examinations

• Don’t attempt to see the examination paper before it is published

• Don’t take unauthorised materials into the examination room.
• Make sure you know what sort of calculator and other technological
aids are allowed.
• If it is an open-book examination, be certain of what materials you are
allowed to use in the examination. If you are not sure, ask the invigilator.
• Don’t try to ask another student for help in the examination or copy
another student’s work
• Don’t let another student copy your work
• If you’ve been reading revision notes before the examination, leave
them at the front of the examination room before you go to your desk.
• Make sure that any permitted materials (e.g. ruler, calculator, text) are
clear of additional notes and other recorded information.

In coursework

• Don’t pass off someone else’s work as your own. This is plagiarism
and viewed very seriously by the University.
• Acknowledge all the sources that you have used in your coursework
assignment or project.
• If you are using the exact words of another person, put them in
quotation marks.

21
 • Check that you know whether the coursework is to be produced
individually or whether you can work with others.
• If you are doing group work, be sure about what you are supposed to
do on your own.
• Don't allow others to copy your work.
• Don't lend disks or drafts of your coursework to other students.
• Don't make up or falsify data to prove your point.

All assessment on the MA in English Linguistics is by means of coursework

assignments, which students complete individually. Many of the assessments
are student-originated or involve student-chosen material, which leaves little
scope for cheating. In the case of set assignments, eg in Language
Description, History of the English Language, or Analysis of Spoken
Discourse, it would be cheating if a student copied the answer to an
assignment from a student who had previously completed the module.

Where an assignment involves consulting a textbook or journal article, it

would be cheating/plagiarism to use material without acknowledging the
source. Where material is quoted directly, it should be put between quotation
marks and referenced. Full details of the referencing system you should use
are given in “Guide to referencing” below.

If you are unsure about how to quote from a secondary source or to make
clear where you have derived your information from, even if this is a
paraphrase of someone else’s work, please consult the guidelines on
referencing available under the heading ‘Citing Secondary Sources’ on the
Staff and Student Development Department webpages,
http://www.ssdd.uce.ac.uk/learner/writing/writingframe.htm.

Students on the PGDip/MA in English Linguistics are working largely in

isolation. The course team are therefore concerned to encourage students to
discuss their work, where they can, by networking with other students on the
course, by attending seminars, by consulting academic linguists and
colleagues where they live, and so on. Such consultation and sharing of
ideas and experience should not be seen as 'cheating', but as a means of
enhancing study. Such collaboration is 'cheating' only if it involves the literal
copying of another's work or the use of unacknowledged ideas and citations.

Guide to Referencing

There is advice on referencing in the Library’s web pages:

http://www.uce.ac.uk/library/public

If you are unsure about referencing your sources for coursework, please
contact your personal tutor or course director for advice. In addition please
read and make use of the guidance below:

1. Identifying your sources

It is important to use a consistent style of referencing in the bibliography at

the end of an assignment. You should include the following information.

22
 A. For Books:

1. Name(s) of Author(s) or Editor(s) - surname in capitals, followed by first

name or initials, then 'ed(s).' if editor(s)
2. Date of publication - in brackets
3. Title - underlined or italic
4. Edition - if not the first
5. Number of volumes - if more than one
6. Place of publication/Name of publisher

Eg: BÉJOINT, Henri (1994), Tradition and Innovation in Modern English

Dictionaries, Oxford: Clarendon Press
COULTHARD, Malcolm, ed. (1992), Advances in Spoken Discourse Analysis,
London: Routledge

B. For Articles in Books:

1. Name(s) of Author(s) - as above

2. Date of publication - in brackets
3. Title of article/chapter - in single quotation marks
4. Editor(s) of the book
5. Title of the book - underlined or italic
6. Edition/Volume Number - if relevant
7. Place of publication/Name of publisher
8. Page numbers

Eg: WEINER, E.S.C. (1990), 'The Federation of English', in: RICKS, Christopher
& MICHAELS, Leonard, eds. The State of the Language, London: Faber &
Faber, 492-502.

23
 C. For Articles in Periodicals

1. Name(s) of Author(s) - as above

2. Date of publication
3. Title of Article - in single quotation marks
4. Title of periodical - underlined or italic
5. Volume/Part number
6. Page numbers

Eg: JOWITT, David (1994), 'The English of Nigerian Newspapers', English Today
10/4, 23-28
DEKEYSER, Xavier (1986), 'Relative clause formation in the Anglo-Saxon
Chronicle', Folia Linguistica Historica VII/2, 351-61

D. Citing Internet resources

There is no standard format for citing internet resources – these are

recommendations based on the principles for citing printed sources. The
main component of any Internet citation is the document’s URL or Internet
address. The term ‘Online’ in brackets indicates the medium consulted, and
should be used for all Internet sources. Other types of media that can be
used are CD Rom, Magnetic Tape or Disk.
The ‘Accessed date’ is the date on which you viewed or downloaded the
document. This allows for any subsequent changes to the document.
The rest of the citation matches the standard format for printed works as
closely as possible.

1. Individual works
e.g. Churchyard, H., (1997). Sex in Pride and Prejudice!!! [Online]. Austin:
University of Texas. Available from:
http://curly.cc.utexas.edu/~churchh/pptopics.html~sex. [Accessed 30 June
1997]

2. Electronic Journals
e.g. Cumper, P. and Rogers, M. E., (1997). Equality for All? Higher
Education and the Disability Discrimination Act 1995 Web Journal of Current
Legal Issues [Online], 1997 (3). Available from:
http://www.ncl.ac.uk/~nlawww/1997/issue3/cumper3.html [Accessed 30 June
1997].

3. Mailbase/Listserv E-Mail Lists

e.g. Burns, Bob. (10 Feb 1997). Re: Japanese Legislation. Lis-law [Online].
Available from: mailbase@mailbase.ac.uk [Accessed 30 June 1997].

4. Email
e.g. Larkham, P. (21 May 2002). Re: Periodical Suggestions [Online].
Available e-mail: from peter.larkham@uce.ac.uk

For further guides on citing web sources, surf

http://www.ipl.org/div/farq/netciteFARQ.html.

(Adapted from UCE’s Library Services guide: How to Write References)

2. Linking citations in your assignment to your list of references

24
 Use the 'Harvard' system (name + date), eg "Jowitt (1994)".

If you are citing an author in support of your argument or you are representing
the views of an author in your own words, you should either incorporate the
author's name/date in your text or append the author's name/date in brackets
to the sentence or paragraph where you represent their views. Eg

Béjoint (1994) is of the opinion that little has changed in lexicographical

practice over the past two decades.

It could be argued that little has changed in lexicographical practice over the
past two decades (Béjoint 1994).

If you are quoting directly from a work, you should include the page number
where the quotation is found, as well as the author/date. Eg

Jowitt (1994:25) argues that among the positive qualities of Nigerian English
is "its capacity for achieving special rhetorical effects (balance, suspense,
etc.)".

"English in Nigeria is a rich, lively, flexible means of communication serving a

wide range of functions." (Jowitt 1994:28)

3. "Footnotes"

You are advised to avoid footnotes if at all possible. However, if you should
need to use them, they should be indicated in the text by a series of
superscript numbers, and the notes should be included as a separate page of
"Endnotes" at the conclusion of your assignment. Do not put the notes at the
foot of the pages of your text.

Writing Style.

Advice on matters of writing style is available from the Staff and Student
Development Department at the learner resources web pages. These are
available at http://www.ssdd.uce.ac.uk/learner/

What support and guidance can you expect?

The Course Director handles the day to day running of the course. Should
you encounter any general enquiries about academic matters or course
management, you should contact her in the first instance (Ruth Page). For
administrative matters, you should contact the Course Administrator
(Samantha Malkin). For matters relating to your progress on individual
modules, you should consult the relevant module tutor. If you wish to arrange
a tutorial (where appropriate) this can be arranged on an individual basis with
the member of staff concerned.

9.1 Library and IT Services

The University’s libraries offer a huge range of resources and services to help
you rise to the challenges of your course. You may be familiar with using the
Internet but we can show you how to identify where all kinds of resources can

25
 be found, how to evaluate and select the most appropriate ones for your
needs, and how to get them locally or from other libraries. Finding and using
information is an important life skill.

There are 7 libraries sited at different University locations. All libraries have a
wide range of stock supporting the teaching at each site, as well as offering
pc access to the library’s web pages (http://library.uce.ac.uk/). Long opening
hours mean that the libraries are available for you to use the services during
the day, the evening and the weekend.

Kenrick Library is the largest of the University's libraries. It is located on the

Perry Barr Campus and serves 5 of the University's faculties. These are the
Business School, Birmingham Institute of Art and Design, Faculty of
Education, Faculty of Health and the Faculty of Law, Humanities
Development and Society.

Library Services offer a full range of printed and electronic services, help and
advice to all UCE Birmingham students. These include:

Lending Services

http://www.uce.ac.uk/library/public/framelending.htm

In order to borrow material from any of the University’s Libraries, you will
need your ID card and current validation slip. Undergraduate students may
borrow up to 12 books and postgraduate students may borrow up to 15. The
normal loan period is 5 weeks but there are a number of more restricted loan
periods for books in high demand.

Please be aware that all UCE Birmingham students share these resources so
we ask that you either return or renew items on time. As soon as you register
as a library user, you will be able to place reservations for material and check
details about your other loans, reservations or charges. You are also able to
issue and renew items by yourself in the library or at home, as a number of
“self-service” options are in place.

Self Service

Some of the libraries open for reference use only, and many services are still
available outside staffed hours. You are able to use self-issue machines
(where available) to borrow and return books and have the items removed
from your borrower record. You can return books through the book boxes.
You can reserve and renew books over the Internet via the My Library Record
option in the catalogue, and you may also renew items using the automated
phone renewal service. You are also able to make comments or suggestions
electronically.

Details of our books and journals

http://bitalis.uce.ac.uk/TalisPrism/index.jsp

The UCE Birmingham catalogue is available 24 hours a day both inside and
outside the University via the Internet. It contains details of stock held by all
the University's libraries, and UCEEL, the UCE Birmingham Digital Library. It
shows you where material can be obtained, whether it is available and for

26
 how long you can borrow it. The catalogue also allows users to search the
holdings of important UK university libraries, the British Library and US
Library of Congress. For an increasing number of courses, it is also possible
to search for reading lists that your tutors have made available.

Study and research support

http://library.uce.ac.uk/frameContents.htm

If you need any help in using the Library and its resources, please go to any
Enquiry point. Staff there will help you with a wide range of enquiries ranging
from reserving a book to helping you search the electronic resources. Users
may come to the enquiry desks or contact named members of staff directly by
telephone or e-mail. Librarians with a specific subject responsibility will carry
out introductions to Library Services for groups of new students, and will give
more in-depth sessions when requested. These staff also attend Boards of
Studies, Faculty Boards, and other appropriate meetings to receive and give
feedback about library issues.

As part of the University’s learning environment

(http://www.moodle.uce.ac.uk/ ), Library Services has developed an
information literacy package called UCEfulLibskills. This is available for you
to access independently, as well as via links from subject modules to which
your faculty tutors will direct you.

Services to users with disabilities

http://library.uce.ac.uk/specialneeds.htm

Library Services works closely with Disability Services to make our services
as accessible as possible. To be able to make full use of these services, you
need to disclose your disability and have an assessment of your needs
carried out by Disability Services. There is a range of equipment, software
and other items in our libraries to help users with mobility difficulties, visual
and aural impairments, and dyslexia.

Distance Learning Services

How to borrow books

Initially you need to register as a borrower at one of the University Libraries.

This can be done by post, but you can ring the Library first to avoid any delay.
Full details of the library’s services for distance learners are provided in the
appendices ‘Services to Distance Learners’, along with information on the
identification numbers and passwords that allow you to access a range of
electronic services from the library homepages, ‘UCE Ids ad Numbers’. A
shortened version of these documents is available at
http://library.uce.ac.uk/frameDistance.htm and
http://library.uce.ac.uk/athens.htm.

It is your responsibility to return books to us on time, so please bear

this in mind. Books can be returned in person or by post.

27
Journal articles

Photocopies of journal articles from our stock can be posted to you. These
do not have to be returned.

Library Web Pages

http://library.uce.ac.uk/

We all know the Internet is massive. Let us help you untangle the web of
information by guiding you seamlessly through a 24/7 one-stop portal - the
library web pages. Check out your subject pages, study and research
support, the full range of library publications or take a virtual tour. Click your
way to success.

Electronic resources

http://library.uce.ac.uk/frameEgateways.htm A to Z of Electronic Resources

http://library.uce.ac.uk/frameFText.htm A to Z of Full Text Journals

http://library.uce.ac.uk/frameEsubject.htm Electronic Resources by Subject

You have access to a wide range of electronic information sources as well as

to thousands of electronic journals relating to the subjects taught at the
University. For information about accessing electronic services contact any
library or check http://library.uce.ac.uk/framePassword.htm for the Need a
Password? page. Alternatively call one of the numbers listed at the end of
this section for help.

Electronic resources are now also available through the library catalogue. If
you want to find any kind of electronic resource, you can now search by
selecting "Electronic resources" from the “Collection” drop down menu. By
adding in a keyword you can search for electronic journals, databases,
electronic books and electronic conference proceedings.

Digital Library

http://www.uce.ac.uk/uceel

Library and IT Services is responsible for the maintenance and development

of the University’s digital library (UCEEL). UCEEL is designed to help support
research, teaching and learning across the university by providing access to a
range of materials, including resources not previously available electronically.
UCEEL provides access to extracts and chapters from key textbooks and
journal articles as requested by course tutors, and is the central repository for
all university produced past exam papers and abstracts of UCE Birmingham
Research Degrees (PhD and MPhils). UCEEL also hosts digitised special
collections, full text student dissertations (up to Masters level), visual images,
illustrations, and video and audio material available under exclusive license
agreements.

Most UCEEL collections are only accessible to current staff and students of
the university and you need your library borrower card number and PIN to

28
 access them all. Further information is available on the UCEEL web site or
contact the UCEEL Team directly on 0121 331 5286

Contact Information

If you have any subject specific queries please call your faculty's librarian
Darren Taylor.

Mr Darren Taylor
Kenrick Library – Information Services
University of Central England in Birmingham
Perry Barr
Birmingham B42 2SU
0121 331 5284
Email: Darren.taylor@uce.ac.uk

If you have any queries relating to any of the Library's services please call on
one of the numbers listed below.

Enquiry Desk, Kenrick Library, Perry Barr 0121 331 5289 or 6374
Lending Services, Kenrick Library, Perry Barr 0121 331 5282
Lending Services 24 hour Renewals 0121 331 5278

UCE Birmingham Network

Library and IT services are responsible for the data network, email and
access to the Internet. To be able to access these you require a Network ID
and password. These will be issued to you soon after you enrol and accept
the conditions of use, or “Code of Conduct”. This Network ID and password
is created automatically, usually within a few hours of your enrolment.

Most teaching areas and libraries have some computers available for you to
use to access the network. You will be able to use these once you have a
Network ID and password. The opening hours of each facility will vary and
information should be available locally to explain these times. Most
computers will have the Microsoft Office software available on them but in
your own teaching areas you may find some specialist software for your
subject areas.

When you have access to the network you will have a personal email address
(account) available to you. This email address may be used by many
departments of the university to communicate useful and official information
relating to your course and work at the university. You can access this email
address from anywhere on the Internet at http://studentsmail.uce.ac.uk so you
should make every effort to check this email account on a frequent basis.
You will then not miss getting any important news or information.

There are some areas within the university buildings where access to the
network is possible via a wireless connection from, for example, notebook
computers or other Wi-Fi enabled devices. More details on this can be found
at http://intranet.uce.ac.uk/iscomp/sites/networks/wireless_info.asp . If you
have such a computer it is well worth a look.

29
 9.2 UCE Birmingham Students’ Union

All students at UCE Birmingham receive free automatic membership of the

Union and as such, each member has a say on how it should be run. Unless
you decide to opt out of the union membership, information contained on the
enrolment form will be shared with UCE Birmingham Students’ Union for
membership purposes and to comply with the Companies Act 1985. The
Students’ Union is governed by the principles of the Data Protection Act 1998.
UCE Birmingham Students’ Union endeavours to create and promote a
positive student experience by providing a wide range of services. These
include:

UCE Birmingham Union Executive Officers

The Executive structure comprises 5 University students who have been

elected into different positions within the Students’ Union. These positions
are: President, Activities & Commercial Officer, Communications Officer,
Representation & Campaigns Officer, and Sports & Trading Officer. The
Executive Officers are employed to represent your views. If you would like to
contact any of the Union Executive please call 0121 331 6801 or email
union.president@uce.ac.uk .

Representation

Student Council

Student Council comprises up to 69 students who are elected from each

Faculty, particularly those from interest groups who are under represented in
the Union. This ensures that the Council membership reflects a
representative sample of the views of UCE Birmingham students. Meetings
of the Council help the Union to keep up to date with current issues within the
University. One member of Council from each Faculty is elected to sit on his
or her respective Faculty Board. This allows students the opportunity to raise
any comments in relation to their course or the University’s Academic
Regulations.

Student Representatives (sometimes known as Student Reps or STARS)

Students also have the opportunity to become a Student Representative.

See section 7 of this handbook for more details.

The Advice Centre

The Advice Centre is staffed by professional advisers who are able to give
support and guidance on a range of issues. It offers comprehensive
information and resources relating to student welfare issues but deals mostly
with money, housing and academic matters. In addition, advice is also
available on many other issues such as legal matters, health issues, personal
issues, employment, overseas student concerns, disability and childcare.

The Centre guarantees absolute confidentiality to all of its clients and

enquiries are welcomed from all UCE Birmingham students. To contact the

30
 Advice Centre, please call 0121 331 6801 or email union.advice-
centre@uce.ac.uk.

Campaigns

The Representation and Campaigns Officer coordinates a number of welfare

and awareness campaigns which are designed to offer information, advice
and support to UCE Birmingham students about issues relevant to them.

For more info on any welfare or campaign issues contact the Representation
& Campaigns Officer via union.campaigns@uce.ac.uk or call 0121 331 6815.
You can also visit the website for more information at:
www.uceunion.com/campaigns

Media & Communication

Union Publications

The Students’ Union produces an annual publication called the Union Guide.
This is your guide to success and survival at university and is available at the
start of every academic year.

The Union also produces a free monthly publication called ‘Spaghetti

Junction’ better known as ‘SJ’ magazine, which brings you all the latest
news from the Union. As the magazine is written by students for students,
anyone can contribute by writing articles, taking photographs or helping with
the design and production. So the magazine also offers a great opportunity to
see your name hot off the press!

The Union produces a number of other useful publications including the

‘Housing Guide’ and the ‘Student Activities Handbook’ which are packed with
handy information.

SCRatch

SCRatch stands for Student Community Radio at the Communities Heart.

SCRatch is a student-run radio station which broadcasts on regional FM and
via the Internet at certain points during the academic year.

SCRatch is a great opportunity for budding DJs, or those interested in

working in the media, to gain valuable experience and have fun.

SCRatch is also designed to benefit and involve the local community. It has
run schemes for young children and teenagers and has worked with local
prisons to allow offenders to learn new skills.

www.uceunion.com

This is the Union’s website which is packed with useful information about the
Union and news relevant to students. It also provides entertainment reviews
and lots of photographs. Visit the site and register so your can receive details
of the Union’s current activities.

31
 If you would like to get involved in any aspect of our publications, email
union.comms@uce.ac.uk or call on 0121 331 6812.

9.3 Student Services

The Student Services Department provides support, advice, information and

guidance throughout your time at UCE Birmingham. Professionally trained
and qualified staff are available at UCE Birmingham campuses at Perry Barr,
Westbourne Road, Gosta Green, Millennium Point, Cambrian Hall and
Bournville.

If you require further information on any of the services or for specific days
and times, please do not hesitate to contact us:

Telephone: 0121 331 5588

Fax: 0121 331 6569
Minicom: 0121 331 5128
Email: student.services@uce.ac.uk
Internet: www.ssv.uce.ac.uk

Alternatively, you can go to your Faculty office if you have any queries or
problems; staff there will be able to refer you to the appropriate service

Careers Service and Job Shop

The Careers Service plays a key role in developing and enhancing your
employability. We provide individual careers guidance, careers information
and career management inputs into many courses.

Careers co-ordinates Personal Development Planning (PDP) on the

universities virtual learning environment, Moodle. To find out more visit
http://www.moodle.uce.ac.uk/course/category.php?id=21

You can access the Careers Service during your time at UCE Birmingham
and after you graduate, through a drop-in service operated from the Perry
Barr, Westbourne Road, Gosta Green and Millennium Point campuses.
Alternatively you can contact the service by email at careers@uce.ac.uk

Careers also includes the Employer Team who co-ordinate the Job Shop
which has joined forces with Unitemps to offer part time and casual
vacancies; we also have schemes designed to enhance the employability of
Minority Ethnic students. For more information email
employerteam@uce.ac.uk

For more information on all of our services, vacancies, events we are

organising and much more go to the careers pages of www.ssv.uce.ac.uk

Chaplaincy

The Chaplaincy is staffed by one full-time Anglican chaplain and two full-time
and one part-time Catholic chaplains. There are also a number of part-time
chaplains representing other denominations. The main Chaplaincy office and
meeting space is located at Perry Barr but Chaplains also regularly visit other

32
 UCE Birmingham sites. There are Muslim prayer facilities at Perry Barr and
Westbourne Road, and a Catholic chaplaincy house with a chapel at the
Coppice Halls of Residence. There is also a chapel on the Hamstead
Campus.

The Chaplains offer support in a variety of ways, including prayer meetings,

free weekly lunches, relaxation lessons and traditional and non-traditional
services and events at Christmas and Easter. The Chaplains also offer a
round the clock emergency response service in situations such as critical
illness. For further information you can visit the Chaplaincy Website at
www.FAITH.uce.ac.uk

Child Care

The University has 2 nurseries, one located at the Perry Barr Campus and the
other at Westbourne Road. They aim to provide a stimulating environment for
children aged between 6 months and 5 years. Both nurseries offer
appropriate indoor and outdoor activities, including an early years education
course.

There is also a teacher mentor assigned to each nursery offering support,

guidance and training courses in specialist areas such as child protection.
Both facilities are available all year round and are inspected regularly by
Ofsted. All staff are police checked and hold recognised qualifications.

Places are available to students, staff and members of the public.

Mental Health Support and Counselling Service

Should you find yourself faced with personal problems or difficulties which
threaten to interfere with your well-being or ability to study, the Counsellors
and the Mental Health Advisor (MHA) offer a one to one confidential service
designed to help you find ways of managing them more effectively. The
Service also runs groups from time to time on issues such as anxiety
management and provides self-help information and advice in the form of
leaflets which cover a wide range of problems such as stress, depression and
eating disorders.

In general the Counsellors work in a way that puts the emphasis on helping
people to help themselves; ie in terms of understanding and coping with their
problems more effectively. The MHA tends to be more focused on information
giving and advice, particularly as this relates to the assessment of academic
support needs and liaison within the University to ensure that they are met.
The different roles are more fully explained in our leaflets but the team works
in a multi-disciplinary way and will refer students appropriately to colleagues
irrespective of the person with whom the first contact is made. The MHA also
works closely with the Disability Service.

You can make appointments to see a Counsellor or the MHA at five

University campuses and all sessions take place in appropriately discreet,
comfortable rooms.

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Disability Service

At UCE Birmingham we think it is important that you feel you can tell us about
any disability you may have. We regard disclosure of a disability as a positive
thing, because once we are aware of your disability we can then try to support
your individual needs. If you have not made us aware of your disability or you
feel you may have a disability please contact the Disability Service on 0121
331 5128 or email disability@uce.ac.uk

Disability Advisors are on hand to support any student with a disability and
they are able to give specific guidance to teaching staff on alternative
teaching methods and assessments if required. The personal assistance
scheme recruits and trains students as non-medical support workers for
disabled students, and can help students find professional support such as
BSL Interpreters and Dyslexia Tutors. The service is based at Perry Barr, but
Advisors can visit students at other campuses if required. Alternatively you
can contact us by e-mail: disability.service@uce.ac.uk

Health Care

There are medical rooms at Perry Barr, Gosta Green, Westbourne Road and
Cambrian Hall. Nurses are available without appointment to give advice on
health related issues, immunisation, contraception and sexual health. They
can also treat minor ailments and monitor existing conditions. Doctors hold
surgeries at the medical rooms during term-time and appointments can be
made at any Student Services Reception.

Student Financial Service

This service is available on a drop-in basis at Perry Barr, TIC, Gosta Green
and Westbourne Road and by appointments at any other sites at any time
and site that is convenient to the student (subject to staff availability).
Alternatively, you can contact us by e-mail: student.finance@uce.ac.uk or
telephone: 0121 331 5588.

The main role of the service is to provide Information and advice.

Advisers working for the Service have knowledge of all student support
funding. They can advise on the funding arrangements relating to individual
courses as well as funding from external bodies such as trusts, charities and
professional bodies. They are able to allocate money from various sources
including the Access to Learning Fund and the University's own Hardship
Fund. Advisers can also give advice on social security benefits and tax
credits and help you to plan and manager a realistic budget plan to suit your
individual circumstances.

If you are experiencing difficulties with debts, Advisers within Student Finance
can help you structure your finances in order to maintain creditor repayments
and can negotiate with creditors on your behalf with your agreement.

International Advice Service

34
 Our team of International Student Advisers offer a wide range of services for
both new and continuing international students, including advice and
information on immigration, working in the UK during and after your studies,
finance and funding, academic and personal issues and other welfare
matters.

The advice service is available through a drop-in service at Perry Barr,

Millennium Point and Gosta Green campuses. Appointments are available for
students at all campuses (subject to staff availability). You can contact the
International Advice Service for further information by email at
international.advice@uce.ac.uk or by telephone on 021 331 7774.

The service offers a meet & greet service as well as orientation and induction
courses for all new (non-EU) international students.

The International Advice Team also offer a course of social and cultural
trips and events throughout the year. The course is called Xplore and
further information can found at www.xploreuk.com

9.4 Staff and Student Development Department

This Department provides learning support for all UCE Birmingham students
through its Learner Development Unit.

Pre-Sessional English Course and in-sessional English Classes

for International Students

These courses are offered to international students who wish to improve their
English language skills. Two pre-sessional courses run in July, August and
September for students about to start at UCE Birmingham and further classes
run during term time from October to May at the Perry Barr campus, Gosta
Green, the Conservatoire, the Technology Innovation Centre and Westbourne
Road.

The classes cover Academic Writing, Academic Listening and General

Listening, Presentation Skills, Reading and Grammar. General English
classes are also available and are designed primarily for Erasmus students.
Students need to register in advance for the classes they wish to attend. To
do this or to find out more, please contact the Department on (331)
6552/5348 or visit them in Edge 219, Perry Barr.

The Foundation Certificate in English for Academic Purposes (FCEAP) is run

in conjunction with the Faculty of Education. It is for students who do not
meet the English Language entry requirements in order to go straight onto a
degree course. They must also have been offered a place on a degree
course for the year following the FCEAP.

General Student Support

The Unit also offers study skills advice sessions for students during
departmental induction courses. In addition to this, 1 to 1 or small group
tutorials are run at Perry Barr, Gosta Green, the Conservatoire and
Westbourne Road throughout the year. These are designed to provide
confidential help on matters relating to writing, effective reading and study
skills in general.

35
Support for UK Students

Study skills workshops are also available for all UK students. They consist of
such topics as academic writing, critical analysis, examination techniques and
stress management and run at various times of the year.

Learner Development Centre

The Learner Development Centre in Edge 219, Perry Barr, provides study
skills and English language materials in the form of books, leaflets, CD
ROMS, cassettes, TV, video and online materials for all students to use, as
well as advice from tutors.

For more information about the services provided by the Learner

Development Unit, please visit their website at www.ssdd.uce.ac.uk/learner,
telephone 0121 331 6552/5348 or call into Edge 219 at Perry Barr.

9.5 Academic Registry

The Academic Registry is located on the 4th level of Feeney Building on the
Perry Barr Campus. When you have completed your course the Department
will confirm your award and issue your certificate. When it is time for you to
attend your awards ceremony you will be sent full details.

Contact telephone numbers:

Student Loans/Grants 0121 331 5679

Award Certificates 0121 331 5387
Awards Ceremony enquiries 0121 331 5387
Exceptional Extenuating Circumstances 0121 331 6936
Appeals against examination decisions 0121 331 6936

Opening Hours

Monday - Thursday 0930-1630

Friday 0930-1600

The Academic Registry is open for telephone enquiries from 0900 to 1700.

9.6 Requesting a reference

The University provides staff with guidelines on providing references for

students. If you need an official UCE Birmingham reference, please contact
your Course Director in the first instance. He/she will advise you of the
appropriate procedure to follow.

9.7 Important Documentation

36
 It is important that you keep a copy of your programme specification, award
certificate and final transcript for future reference because employers may
wish to see evidence of your achievements.

10. How do you make a complaint?

10.1 Student complaints procedure

The University wants to know if you are unhappy about an aspect of your
educational experience at UCE Birmingham and has procedures for you to use
to raise issues when necessary. It is the policy of the University to resolve as
quickly and fairly as possible any grievance a student may have, as an
individual, about treatment by any staff member of the University or by the
Students’ Union.

In the case of any cause for complaint, as a first step, you should seek to
resolve it with your course tutor. In many cases, that person will be the best to
respond to the complaint. However, if the grievance cannot be resolved by this
informal approach then you have the right to use the formal procedure, details of
which are available from your Faculty Registrar.

The Student Complaints Procedure complements the process by which

students may make representations against academic decisions. Its scope is
therefore restricted to:

(a) complaints about your educational experience at the University including

relationships with the administration or any services such as
accommodation, catering, Library Services, IT Services, etc.

(b) complaints about discrimination by the University on the grounds of

gender, race, faith, disability or sexual orientation

(c) complaints about dealings with the Students’ Union or if you consider
yourself to be unfairly disadvantaged as a result of choosing not to be a
member of the Union.

Assistance

We would advise you to contact the Advice Centre of the Students’ Union for
help if you are thinking of making a complaint.

10.2 Office of the Independent Adjudicator for Higher Education

Should you wish to take your complaint further, the Office of the Independent
Adjudicator (OIA) is an independent complaints scheme which is a service
provided free of charge for anyone who was or is registered as a UCE
Birmingham student. You can find out more about this service at
http://www.oiahe.org.uk/ or by calling 0118 959 9813.

11. Student Conduct

In general, you must not behave in any way that disrupts or adversely affects
the conduct or reputation of the University. Such conduct includes:

37
 • Violent, threatening, offensive or reckless behaviour
• Fraud or deception
• Damage to University property
• Breach of the Code of Conduct relating to Meetings on
University Premises, (freedom of speech).
• Conduct which constitutes a criminal offence where that
conduct takes place on university premises.

Exceptionally it may be necessary for the Student Disciplinary Procedure to

be evoked where it is alleged that a student has engaged in offences against
students or staff or in activities that are likely to disrupt or otherwise adversely
affect the conduct or reputation of the University. This list above is not
exhaustive and other types of conduct may be subject to the Student
Disciplinary Procedure. The Disciplinary Procedure is available on the
University’s Intranet at http://www.uce.ac.uk/jaws. Click on the link to the left
of the screen entitled ‘shortcut to key documents’. You will see a list of
folders. Click on the folder entitled ‘University Academic Regulations and
Policies’. Then click on the sub folder entitled ‘Part II Academic Policies,
Procedures & Notes of Guidance’.

If you are organising a meeting to be held on University premises, you must

follow the Code of Practice on Meetings on University Premises. This is
available from your Faculty Office.

Regulations for IT Labs

All students are expected to observe the following regulations when working
in IT labs. Failure to do so may result in your network access being revoked.

• Mobile phones must be switched off.

• Food and drink (including wrappers and bottles) are not allowed in the
labs.

• The resources provided are for the University’s students. Students may
use the labs only for activities connected with their studies. Use of these
facilities for any other purpose is forbidden.

• It is University policy to record the addresses of all Internet sites visited by

students. Anyone found accessing sites containing material likely to
cause offence to others will have their user accounts revoked.

• Users are only allowed to log on to one computer at any one time.

• Users may only delete from a computer, file or folders which they have
created themselves, or that have been set up for their sole use (email
messages). Deleting any other files or folders from any computer will be
treated as an act of vandalism against University property.

38
 • Users are not allowed to run their own applications/courses. The use of
software other than that provided by the University is strictly prohibited.
This includes software packages such as NJWIN, IRC, MIRC, METAL
KNIGHTS etc.

• The copying of software or tampering with software or hardware is

forbidden.

• Email is provided for the personal use of students and is not to be used
for generating bulk mailings.

• Users are not allowed to log on to any account other than their own.

• Users are not allowed to let someone else log on with their details.

• Users must produce a valid student ID card and validation slip when
requested to do so by a member of staff.

Library Rules and Regulations

For rules and regulations relating to the Library go to http://library.uce.ac.uk

Select Library Information and from the pull down menu select Publications.
This document is called Library Rules and Regulations.

University Accommodation

Information about how you should behave in University accommodation is

available in the Halls of Residence Information Booklet 2005/06, which you
will receive when you receive your official offer letter.

12. What do you need to know about health, safety and

security?
12.1 Your safety and security

The University has an approved Safety Policy. You can obtain a copy of this
from The University Safety Officer, Personnel, Edge Building.
Telephone 0121 331 5360

or from your Faculty Office.

Responsibilities

The University is responsible for providing a healthy and safe working

environment for learning and working.

You are responsible for taking reasonable care for your own health and
safety, and that of others.

You should be aware of your responsibility to observe safety requirements

whether or not you work in a particularly hazardous environment.

39
 You should not intentionally or recklessly interfere with or misuse anything
provided in the interests of health, safety and welfare.

12.2 Emergency Evacuation of University Buildings

Each academic department, administrative or other service unit should

display official fire instruction notices adjacent to each fire-fighting appliance
in their area. These notices will also be prominently displayed in corridors
and stairways.

You should familiarise yourself with the routes of escape from the building in
which you work, and teaching staff will advise you of fire regulations, routes of
escape and assembly points as part of the induction course for new students.

In an Emergency

• A bell or siren will sound continuously.

• At Millennium Point, tic students will be given instructions over the public
address system
• When you hear the emergency warning you should evacuate the building in
an orderly manner.
• No one is exempt from evacuation.
• Do not use lifts or paternosters.
• You must not re-enter the building until told to do so. The silence of the alarm
is not the signal for re-entry.

12.3 Accident and Incident Reporting

Injuries

If you are injured you should go to a nominated first aider or to one of the
campus nurses in the medical rooms.

Accidents

A University accident report form must be completed to record details of the

incident, however trivial it may appear and whether or not anyone is injured.

If you have an accident, or are involved in an incident, it is your responsibility

to ensure that a form is completed. In the case of a severe injury, the form
should be completed by your course director.

Forms are available in all departments.

If you see anything which you consider to be dangerous, you should report
this to a member of staff.

Security of Personal Property

You are responsible for the safety/security of your personal property. All
personal property (including motor vehicles) is brought onto University
property entirely at owner’s risk. The University does not accept responsibility
for any loss or damage to property howsoever caused.

40
 Any thefts of, or damage to, personal property should be reported
immediately to the University Security Manager, telephone 0121 331 7696

13. How to interrupt your studies

Suspending your studies

It is important to inform your Faculty Office or Course Director if you wish to

take a break in your studies. Please do this in writing indicating your last date
of study and your intended date of resumption. The University is required to
notify the LEA, SLC and other awarding bodies of a student’s interruption of
study.

For further information and advice on interruption of study, please contact

your Faculty office or the Student Services Department.

Withdrawal from the Course

It is important that if you intend to withdraw from your course after enrolment
you must inform either your Faculty Office or Course Director in writing that
you wish to withdraw and indicate your last date of attendance. The University
is required to notify local education authorities (LEA), the Students Loan
Company (SLC) and other awarding bodies of a student’s withdrawal from a
course.

14. Appendices
Appendix A: Student Entitlement & Obligations

Student Charter

The Faculty is committed to the provision of a high quality educational

experience for all students. It endeavours to offer a professional, friendly and
caring environment which encourages you to develop your full potential. You
are entitled to a programme which is delivered to a high standard. In order to
achieve quality you are entitled to:

• Information on your programme which will include its aims and objectives,
structure, option, choices, details on how you will be assessed, assessment
regulations and syllabus content.
• A student handbook containing information on the University and its
procedures.
• An induction process which will introduce you to the Faculty and the facilities
that are available to support your studies.
• A study guide for each module which provides a description of the module, its
content, reading lists and the assessments to be carried out, together with
other relevant material that will support your study.
• An assessment schedule at the start of each semester or stage of your
programme which will provide details of all assessments, examination dates
and coursework submission dates.
• Access to facilities to support your studies. There may be some restrictions
on access and you are advised to plan your work accordingly.

41
• Access to academic staff. You may need to make an appointment in
advance.
• Advice on programme option choices and transfer possibilities to other
programmes in the Faculty.
• Confidentiality of personal and academic information and access to your own
academic records.
• Impartiality in treatment.
• A transcript of credit achieved/record of formal assessment after completing a
period of study.

The statements below list our obligations to you. If we fail to meet our
obligations, please let us know, either through your Programme Director or
Year Tutor. In the event of continued dissatisfaction you may refer the matter
to the Head of School/Department.

We will endeavour to:

• Be punctual for classes.

• Use the noticeboard to inform you of changes and to notify you of changes in
advance wherever possible.
• Give you clear instructions about the work that we require.
• Apply the guidelines on handing in work late, with sensitivity and firmness.
• Return all marked work within twenty working days after the due date with
appropriate comments when it has been handed in on time.
• Be available to talk to you when you have a problem and offer support where
we can. (You may need to make an appointment in advance).
• Advise you, where appropriate, on professional development and career
options.

In seeking to meet our obligations to you, we would ask that you endeavour
to:

• Be punctual for classes.

• Inform your Programme Director or Year tutor if you are unable to
attend.
• Read noticeboards/consult pigeon holes.
• Make full use of your Student Representatives. They are there to act
as a channel of communications between the lecturers and students.
• Prepare for an participate in class as much as you are able. This may
require working within small groups to which you are allocated.
• Use facilities, books and other materials responsibly and with
consideration for others, both in the Faculty and in the rest of the University.
• Take care of the environment in which we work and adhere to non
smoking rules.
• Let the appropriate member of staff know if you have any problems
which may affect your work.
• Show courtesy towards fellow students and staff in the use of mobile
telephones.

Tutors will be expected to refer any students who consistently fail to meet
these obligations in the first instance to the Programme Director and if
necessary to the Head of School/Department.

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 Appendix B: Equal Opportunities Statement

Faculty Policy & Code of Practice

The Faculty's policy relates to every aspect of the work of the Faculty,
including selection criteria and procedures, assessment, teaching, curriculum
development, research and relationships with external organisations and
individuals. Many aspects of the policy relate to common courtesy and mutual
respect.

There are basic standards of conduct, summarised in the policy and set out in
the code of practice, which all staff and students are expected to live up to.
These focus on the avoidance of language and other behaviour that is
insensitive or offensive. The basis of acceptability lies in inclusive rather than
exclusive behaviour and language; awareness of diversity; willingness to
learn about other viewpoints; avoidance of stereotyping.

General Principles

The Faculty is committed to a policy of equal opportunity. The aim of its policy
is to ensure that no student, member of staff, job applicant or anyone else
involved in its work receives less favourable treatment on the grounds of
gender, race, religion, class, sexual orientation, age or disability. This policy
operates within, and is subject to, the equal opportunities policy of the
University, and will be reviewed annually by Faculty Board.

Sexist and racist harassment differ from other kinds of discrimination in that
there is a fine line between what may be acceptable and what is not.
Harassment also occurs which cannot be labelled as sexist or racist, but is
nonetheless offensive. In an institution like a University, offence may be
coupled with the creation of an unpleasant, even intimidating working and
studying environment. The Faculty considers sexist and racist behaviours and
harassment of staff, students or visitors to be a serious matter and will not
tolerate such conduct from any member of staff or from any of its students.

Programme of action

The Faculty is committed to a programme of action to make this policy fully effective.
Implementation of the policy includes the following programme of action:

• informing all staff, students and applicants of its policy;

• ensuring that all members of the Faculty are responsible for its
implementation;
• making Dean/Heads of Department/School/Sections responsible for
monitoring implementation within their own
Faculty/Departments/School/Sections;
• ensuring that all posts in the Faculty and all programmes offered by the
Faculty are advertised in such a way as to eliminate discrimination;
• ensuring that staff are aware of the Faculty procedures and given relevant
training, where appropriate;
• setting up training programmes for staff in equal opportunities in line with
Faculty and Institutional policy;

43
 • taking positive steps to encourage and facilitate student applications from
under-represented groups;
• ensuring that in all its curricula design and programme delivery the policy is
taken into account;
• monitoring placement firm’s equal opportunities policy prior to students
commencing their period(s) of training etc.
• recognising that additional support may be needed to enable students with
disabilities, once admitted to a programme, to complete the programme and
to benefit from the opportunity for academic development
• facilitating support networks for employees and students of the Faculty
including those who are from under-represented groups or who have
additional needs;
• maintaining a monitoring system for making sure that the policy is working in
practice;
• collecting relevant statistics with a view to taking action where appropriate;
• implementing the University Policy for treating deliberate acts of
discrimination by staff or students as a disciplinary offence.

Code of Practice: General Principles

The Code of Practice applies to all staff and students of the Faculty

The Code of Practice is grounded on the principle that devaluation of persons

on grounds of gender, race, sexual orientation, age or disability is
unacceptable behaviour.

It is a code for the establishment and maintenance of good working

relationships between all members of the Faculty, and is separate from the
disciplinary procedures in respect of staff and students.

The Code sets out the expectations of the behaviours between members of
the Faculty and the procedures to be followed if and when a member of the
Faculty wishes to raise an issue under the Code.

The procedures under the Code are grounded on the principle that
breakdowns in relationships are best resolved informally and by the parties
concerned, but there must also be clear procedures for resolving disputes.

The Code is also based on the principle that there must be freedom for robust
argument between Faculty members on differences in political, religious,
academic and personal opinion, but such argument should be conducted with
respect for others.

Faculty Code of Practice

Relationships between Faculty members should be conducted in a manner

reflecting mutual respect.

In the conduct of particular roles, and in the exercise of the powers and
responsibilities inherent within those roles, members of the Faculty should
have due regard to the Code of Practice of the Faculty.

44
 Sensitivity in the conduct of relationships between Faculty members should
be aimed for. However, while recognising human fallibility insensitive
behaviour should be legitimately challenged

The community of the Faculty should permit open debate on subjects which
may be highly contentious or particularly sensitive.

In particular, differences in opinion arising from differences of gender, race,

sexual orientation, age, religion or personal experience should not be
devalued while remaining open to challenge.

Good relationships between Faculty members will always preclude the

following, and may preclude other behaviour:

• offensive gestures;
• unwanted physical contact;
• making verbal insults/threats;
• written abuse or insults;
• jokes or mimicry which are devaluing of a person’s, race, gender,
religion, disability or sexual orientation;
• suggestive remarks or verbal abuse or insults;
• the use of teaching materials which can be offensive without legitimate
educational purpose;
• displaying materials anywhere within the Faculty which could cause
offence, including posters and materials displayed on computer.

Resolution of issues arising from this code

Complaints must be taken seriously, but where possible, members of the

Faculty, both staff and students, are encouraged to resolve any issues in
relationships in the context in which they arise between the members
themselves.

Members of staff who are unable to resolve an issue should take the matter to
their line manager who shall have responsibility for seeking resolution of the
issue. In cases where this may not be possible, the matter may be taken to
the Dean, or any member of staff the individual trusts.

Students of the Faculty who are unable to resolve an issue should take the
matter to a programme tutor or the Programme Director, or any member of
staff the student trusts, who shall have responsibility for trying to resolve the
problem. In many cases that person can best respond to the issue. If this
informal approach does resolve matters, the student should use the
procedure described below.

The normal process, following the raising of an issue under the Code, will be
that in the case of a member of staff, their line manager, and in the case of
students, the tutor or Programme Director concerned will take any necessary
action to ascertain the facts. The line manager, tutor or Programme Director,
should then seek to resolve the issue with the benefit of independent advice,
if necessary. The objective is to put an end to the alleged conduct at an early
stage and to protect complainants from retaliatory actions. It is also important
to provide protection to alleged offenders against unwarranted complaints.

45
At any stage an issue with potential wider implications may be referred to the
Equal Opportunities Committee for consideration.

Line managers, tutors, and Programme Directors must if requested keep total
and absolute confidentiality. However, persons complaining must be made
aware that if the circumstances reported are serious enough to indicate the
possibility of action under the disciplinary codes or grievance or complaints
procedures, in such circumstances, absolute confidentiality cannot be
maintained.

Should the issue indicate the possibility of action under the disciplinary codes,
or Grievance or Complaints Procedures, attempts to resolve the issue
informally should cease and the matter pursued by staff via the Staff
Disciplinary Procedure and by students via the Student Disciplinary
Procedure, the Grievance Procedure or the Complaints Procedure.

46
 Appendix C: Module outlines

Code Module title page

LM2287 Language Description 48
LM2333 Analysis of spoken discourse 50
LM**** Approaches to Narrative 53
LM2189 History of the English Language 56
LM2290 Language and Social Variation 59
LM2288 Words and Meaning 62
LM2293 Data Theory and Method 64
LM2324 Dissertation 66

47
Pathway PGCert/PGDip/MA English Linguistics

Module Reference LM2287

Module title LANGUAGE DESCRIPTION

Component Study Hours

Total study hours 200

Level 7

Credit Rating 20

Tutor Contact
Details Howard Jackson
Tel: +44 (0) 121 331 5473
Email: howard.jackson@uce.ac.uk

Module Aims 1.To lay a foundation of knowledge and skills in

the linguistic description of English
2. To develop understanding of the phonology of
English and skills in transcription
3. To develop understanding of the lexico-grammar of
English and skills in the analysis of the structure of
English words and sentences

Brief Module
Description Based on two textbooks, this module examines
the main features of the pronunciation of English and of
the grammar and vocabulary. It gives practice in
phonetic transcription, and in the analysis of words
(morphology) and of sentences (syntax). It provides a
framework and a terminology for talking about and
describing key features of English phonology and
lexico-grammar.

Learning Outcomes At the end of this module students should be able to:
1. make a phonetic transcription of a text as if
fluently spoken
2. propose analyses of the morphological structure
of words
3. propose analyses of the syntax of sentences
4. reflect on problems and reasons for choosing
one analysis over another
Learning and
Teaching Strategy For all the modules on this programme, the module
handbook guides the student through relevant topics in
conjunction with recommended reading. The handbook
includes many exercises, which encourage the
students to reflect on and interact with the knowledge
they are acquiring. Students may contact the module

48
 tutor at any point for support during their learning
experience, using post, email or telephone as
appropriate.

Assessment
Strategy Formative assessment is provided in the form of
'exercises'. Summative assessment in the form of
'assignments' comprises:
1. a phonetic transcription (LOs 1&4)
2. a morphological analysis (LOs 2&4)
3. a syntactic analysis (LOs 3&4)
(1 and 2 together count for 50% of the module
assessment, 3 for the other 50%.)

Each element of assessment should not exceed 3000

words (or equivalent).

Assessment
Criteria 1. accuracy of the analysis (LOs 1-3)
2. quality of the reflection (LO 4)

Assessment Dates as specified in the Module Booklet

Method of Feedback
To Students individual written feedback on each exercise and
assignment

Learning
Resources Essential textbooks:
Collins, B. & Mees, I.M. (2003) Practical Phonetics and
Phonology, Routledge
Jackson, H. (2002) Grammar and Vocabulary,
Routledge

Further Reading:
Roach, P. (2000) English Phonetics and Phonology, 3rd
Edition, CUP
Plag, I. (2003) Word-Formation in English, CUP
Aarts, B. (2001) English Syntax and Argumentation, 2nd
Edition, Palgrave
Gramley, S. & Pätzold, K-M. (2004) A Survey of
Modern English, 2nd Edition, Routledge

Reference:
Roach, P. et al. (eds.) (2003) Cambridge English
Pronouncing Dictionary, 16th Edition, CUP
Biber, D. et al (1999) Longman Grammar of Spoken
and Written English, Pearson

Websites:
International Phonetic Association:
http://www2.arts.gla.ac.uk/IPA/ipa.html
Internet Grammar of English:
http://www.ucl.ac.uk/internet-grammar/

49
Pathway PGCert/PGDip/MA English Linguistics

Module title Analysis of Spoken Discourse

Total Study Hours 200

Level 7

Credit Rating 20

Tutor contact details Dr Ruth Page

Ruth.page@uce.ac.uk
0121 331 5472

Module aims

(1) to introduce students to a range of theoretical

models and approaches that may be used in the
analysis of spoken discourse, and relate these to
current research in the field.

(2) to examine some of the features of interactional

discourse.

(3) to enable students to make independent analyses of

spoken discourses.

Brief module
Description
This module examines the patterns, organisation and
functions of spoken discourse. The analyses of various
features of spoken interaction are included, such as
turn-taking, topic control, intonation, discourse markers
and repetition. The theoretical models cover a range of
approaches, including discourse analysis (the
Birmingham school), Conversational Analysis, speech
acts and the ethnography of speaking. Throughout,
students are encouraged to relate the theoretical
concepts to data elicited from their own contexts.

Learning Outcomes

On successful completion of the module, students will

be able to:

(1) Identify relevant features of spoken discourse in

their own analysis of texts.

(2) Demonstrate knowledge of contrasting approaches

used in the analysis of spoken discourse and evaluate
these approaches in the light of current research in the
field.

50
 (3) Make independent analyses of spoken discourse
and present this in an effective manner as part of a
sustained argument.

Learning and
Teaching Strategy
For all the modules on this programme, the module
handbook guides the student through relevant topics in
conjunction with recommended reading. The handbook
includes many exercises, which encourage the
students to reflect on and interact with the knowledge
they are acquiring. Students may contact the module
tutor at any point for support during their learning
experience, using post, email or telephone as
appropriate.

Assessment
Strategy
The assessment for this module comes in two forms.
The first is formative assessment whereby students
send in three exercises which the tutor provides
feedback on (ungraded). The second is summative
assessment. This is two pieces:

To provide an analysis of a given extract of data

focusing features (such as turn-taking, topic control,
adjacency pairs). Students should provide a
commentary to accompany this analysis. (LOs 1 &2)
Students collect and transcribe a stretch of naturally
occurring spoken discourse. Using two different
approaches to discourse analysis, they provide a
detailed analysis of this data. On the basis of this
analysis, they formulate an evaluative comparison of
the models used in the study. (LOs 1, 2 & 3)

Each element of assessment should not exceed 3000

words (or equivalent).

Assessment Criteria
Students work will be assessed according to

The accuracy of the discourse analysis (LO 1)

The ability to apply a range of theoretical models of

discourse analysis to data (LOs 1, 2, 3)

Demonstration of an evaluative stance towards the

theory and analysis employed, where the best work
innovatively adapts existing frameworks or formulates
original explanations. This work must be appropriately
referenced (LOs 2, 3).

51
Assessment Dates

As negotiated between student and module tutor

Method of feedback to students

All work submitted by the student receives written

feedback from the module tutor.

Learning resources

Brown, G. and Yule, G. (1983) Discourse Analysis.

CUP
Cameron, D. (2001) Working with Spoken Discourse.
SAGE
Cheepan, C & Monaghan, J. (1990) Spoken English.
Pinter.
Coulthard, M. (1985) An Introduction to Discourse
Analysis, 2nd edition. Longman.
Coulthard, M (ed.) (1992) Advances in Spoken
Discourse Analysis. Routledge
Tannen, D. (1989) Talking voices. CUP

Journals: Discourse and Society, Language in Society

Web pages:
Talk Pages.
http://www.ling.lancs.ac.uk/staff/greg/talk.htm
An Introductory Tutorial in Discourse Analysis.
http://www-staff.lboro.ac.uk/~ssca1/intro1.htm
Australian Institute for Ethnomethodology and
Conversation Analysis. http://www.iiemca.org/
Discourse Analysis Online.
http://extra.shu.ac.uk/daol/resources/

Students also need some tape-recording facility for

taping live speech and/or from the radio.

Pathway PGCert/PGDip/MA English Linguistics

52
Module Title Approaches to Narrative

Total Study Hours 200

Level 7

Credit Rating 20

Tutor contact details Dr Ruth Page

Ruth.page@uce.ac.uk
0121 331 5472

Module aims

(1) to make specific connections between literary and

linguistic areas of study, particularly through the
analysis of narrative form.

(2) to introduce students to a range of theoretical

approaches that might be used in the study of
narrative.

(3) to provide students with skills in collecting and

analysing their own data, and interpreting this in
relation to matters such as stylistic effect and social
context.

Brief module description

Students are introduced to a range of narrative theories

that include ‘classical’ models based on a structuralist
perspective, narrative frameworks that emphasise the
importance of relating contextual factors to both model
and data, and finally some of the more recent
approaches to the study of narrative that are
considered to be ‘postclassical’. Given the
interdisciplinary nature of narrative analysis, students
are encouraged to test these theories through analyses
of a range of narratives. These incorporate written and
oral media, literary and non-literary forms and texts
from various historical periods. Throughout, these
analyses are critically reflected upon and compared,
both explicitly in the course material and during the
activities undertaken by the students as the formative
and summative assessments.

Learning Outcomes
On successful completion of the module, students will
be able to:

53
 (1) Produce detailed narrative analyses of texts
systematically through the identification of pertinent
linguistic features.

(2) Demonstrate wide reading in the field of

narratology, and apply and evaluate this reading in
a critical manner.

(3) Demonstrate the ability to independently collect

and prepare data, and then present this research
clearly in a logically argued, fluent essay or report.

(4) Demonstrate the ability to compare and synthesise

different approaches to narrative with reference to a
range of text types, and to evaluate these approaches
in the light of current debates about the subject.

Learning and
Teaching Strategy For all the modules on this programme, the module
handbook guides the student through relevant topics in
conjunction with recommended reading. The handbook
includes many exercises, which encourage the
students to reflect on and interact with the knowledge
they are acquiring. Students may contact the module
tutor at any point for support during their learning
experience, using post, email or telephone as
appropriate.

Assessment Strategy
Students are provided with formative and summative
assessment during the course of the module. The
formative assessment consists of three exercises, one
taken during each section of the module. These
provide experience in analysis and discussion of
aspects of narrative theory. The first assignment takes
the form of an essay (which incorporates close analysis
of a given text) from a given list (LOs 1-3). The second
assignment is a case study based on topic(s) and
text(s) chosen by the student with the module tutor’s
agreement. The format of this final assignment
requires an element of comparison and evaluation,
either of contrasting aspects of narrative theory or of
the applicability of narrative theory across a range of
text types (LOs 1-4). The progression of tasks from
exercises to assignment 1 and then assignment 2
supports students in the development of independent
study, reflection and evaluation on the research studied
and undertaken.

Each element of assessment should not exceed 3000

words (or equivalent).

Assessment Criteria
Students' work will be assessed according to

54
 The accuracy of the narrative analysis and use of this
to reach interpretive conclusions (LO 1 & 3)

The ability to draw on a comparative range of

theoretical models of narrative analysis and scholarship
in the field (LO 2 & 4)

Demonstration of an evaluative stance towards the

theory and analysis employed, where the best work
challenges and adapts existing frameworks or
formulates original explanations for the analysis and
data presented (LO 2, 3 & 4)

Assessment dates

As negotiated between student and module tutor

Method of feedback
to students
All work submitted by the student receives written
feedback from the module tutor.

Learning Resources:

Essential reading:

Toolan, M. (2001) Narrative: A Critical Linguistic

Introduction, 2nd Edition. London: Routledge.

Recommended reading:

Hoey, M. (2001) Textual Interaction: An Introduction to

Written Discourse Analysis. London: Routledge.
McQuillan, M. (2000) The Narrative Reader. London:
Routledge.
Rimmon-Kenan, S. (1983) Narrative Fiction:
Contemporary Poetics, London: Metheun.

Webpages:

http://www.narratology.net/index.html
http://www.pala.ac.uk/
http://www.sheffield.ac.uk/textworldtheory/
Narratology: A Guide to the Theory of Narrative
Manfred Jahn http://www.uni-
koeln.de/~ame02/pppn.htm
http://www.imageandnarrative.be/

55
Pathway PGCert/PGDip/MA English Linguistics

Module Title A History of the English Language

Total Study Hours 200 hours

Level 7

Credit Rating 20

Tutor Contact Details Dr Richard Ingham (Richard.ingham@uce.ac.uk, 0121

331 7664)
Aims
A History of the English Language aims to equip
students with the skills, insights and appropriate
theoretical approaches necessary to analyse and
describe changes in the structure of the English
language from the earliest written records to the
present day. This module seeks to foster a rigorous
approach to historical linguistics analysis which
recognises the relationship between the formulation
and testing of hypotheses and the collection and
analysis of historical linguistic data. Students will also
be encouraged to explore historical linguistics within a
framework of cultural analysis which will allow them to
relate changes in the structure of English to the
sociocultural contexts in which those changes occur.
Brief Module Description
Students will be required to read and analyse textual
material illustrating the development of the language
from its earliest written records to the present day.
These texts will be used to illustrate the conventional
division of the language into the Old English, Middle
English, Early Modern English and Modern English
periods and the salient linguistic characteristics of each
period. The linguistic features in question will include
aspects of the orthography, pronunciation, grammar,
vocabulary and lexical meaning of each period.
Students will also, however, develop the theoretical
skills and insights necessary to recognise and describe
the progressive ‘evolution’ of the language throughout
and between these periods. Students will also be
introduced to the history and development of Standard
English and the debates and controversies surrounding
its genesis and cultural status
Learning Outcomes
By the end of the module students should be able to

(1) Demonstrate a thorough understanding of

diachronic changes in English from Old English to
Present day English, and the ability to situate those in
their socio-political contexts.
(2) Develop the linguistic skills required in the close
analysis of individual words and other texts.

56
 (3) Demonstrate a critical understanding of different
and sometimes conflicting approaches to the study of
the history of the English language.
(4) Demonstrate the ability to use the primary and
secondary sources provided and collected through
independent reading as supportive documents in
exploring evidence of language change and/or the
ideology that has influenced the development of the
English language.
Learning and Teaching Strategy
For all the modules on this programme, the module
handbook guides the student through relevant topics in
conjunction with recommended reading. The handbook
includes many exercises, which encourage the students
to reflect on and interact with the knowledge they are
acquiring. Students may contact the module tutor at
any point for support during their learning experience,
using post, email or telephone as appropriate.

*Assessment Criteria
Students should demonstrate:

The ability to identify examples of linguistic change in

semantics, lexis, phonology, syntax and orthographics
(LO 1,2).
An understanding of how these linguistic changes
might be related to historical context, particularly in
terms of relevant socio-political factors (LO 3).
That they can work independently, and critically
evaluate the linguistic concepts and methodology
covered on this module (LO 4).
Assessment Strategy
Students’ progress will be monitored through two
formative exercises and two assessed essays weighted
equally. The formative exercises provide experience in
analysis of individual words in terms of etymology,
lexical and semantic change (LOs 1, 2). One of the
assessed essays must be chosen from the list of topics
supplied in the Assessment and Bibliography book
(LOs 1-4, with emphasis on 1-2). For the second
assessed essay students are required to formulate their
own topic in consultation with one of the module tutors
(LOs 1-4, with emphasis on 3-4).

Each element of assessment should not exceed 3000

words (or equivalent).
Related Modules
A History of the English Language builds on the pre-
requisite module Language Description and also
Words and Meaning by providing a historical
perspective on linguistic investigation. It also shares
with Language and Social Variation a sociolinguistic
perspective in its consideration of language change
within a social context.

57
Method of Feedback to students
Written feedback is provided to all students on both
formative and summative assignments. During the
course of the module, informal feedback may be
provided by email or telephone discussion as
appropriate.
Learning Resources
Essential reading:
Blake, N. (1996): A History of the English Language.
London, Macmillan.
There is a lengthy bibliography, containing references
for the sources to which students are referred in the
Assignments and Bibliography book.

58
Pathway PGCert/PGDip/MA English Linguistics

Module Title Language and Social Variation

Total Study Hours 200 hours

Level 7

Credit Rating 20 credits

Tutor Contact Details

Dr Louise Sylvester
Louise.Sylvester
Tel: 0121 331 5472

Aims
Language and Social Variation aims to:

(1) consider linguistic and social definitions of what

constitutes a language;
(2) examine how members of a society will have
various codes or varieties of language at their disposal
to differing degrees;
(3) investigate how the social evaluation of a language
variety influences those who use it and the uses to
which it is put;
Brief Module Description
This module explores ten key areas within the field of
sociolinguistics: language variety and use, dialect
variation, accent variation, speaking and writing,
register, World English, multilingualism, language and
literacy, language and gender, language and illness.

Learning Outcomes
On successful completion of the module students
should be able to

(1) demonstrate an understanding of the social nature

of English in use today;
(2) show a critical awareness of variation across the
language;
(3) demonstrate the skills required in sociolinguistic
description;
(4) collect and analyse fieldwork data
Learning and Teaching Strategy
For all the modules on this programme, the module
handbook guides the student through relevant topics in
conjunction with recommended reading. The handbook
includes many exercises, which encourage the
students to reflect on and interact with the knowledge
they are acquiring. Students may contact the module
tutor at any point for support during their learning
experience, using post, email or telephone as
appropriate.
*Assessment Criteria

59
 In the first piece of assessment, students will be
assessed on their ability to carry out sociolinguistic
fieldwork and provide informed and critical analyses of
the collected data (LOs 1-4).
Across both assessments, students will be assessed
on their ability to carry out independent research while
making clear links to the case-studies and various
theories to which they would have been introduced
during the course of this module (LOs 1-4)
They are expected to produce work of academic rigour
in terms of methodology, content and presentation
(LOs 2-3).
Assessment Strategy
Assignment 1
For the first assignment you are required to write
an essay of no more than 2500 words maximum
on any topic in the area of sociolinguistics.

Preparatory Exercise for Assignment 2

At this point you should consult the module tutor
about the preparation for the second assignment.
The stages necessary to complete this preparatory
exercise are as follows:-
• Agree an area for study with the tutor.
• Decide on the best means of collecting data
(questionnaire, recording, note-taking, etc).
• Collect the data.
• Collate the material so that the fieldwork
results are available in note-form (e.g.
summaries, graphs, tables, etc.).

Assignment 2
This assignment involves taking the fieldwork
notes and results you gathered for exercise 1, and
using them to write a professional report in the
form of a sociolinguistic article.

Each element of assessment should not exceed 3000

words (or equivalent).
Related Modules
Language and Social Variation builds on the linguistic
skills acquired through Language Description.
Method of Feedback to students
Written feedback is provided on all assignments.
During the course of the module, informal feedback
may be provided by email or telephone discussion as
appropriate
Learning Resources
Essential reading:
Wardhaugh, R. (2001) An Introduction to
Sociolinguistics. Blackwell.

60
Pathway PGCert/PGDip/MA English Linguistics

Module Reference

Module title Words & Meaning

Component Study Hours

Total study hours 200

Level 7

Credit Rating 20

Tutor Contact Details currently Dr Mark Addis, School of English

Mark.addis@uce.ac.uk
0121 331 5613

Module Aims to introduce Semantic theory with applications

Brief Module Description

Words: Reference, sense, denotation, connotation and
style, semantic fields and sense-components; linguistic
relativism and determinism.
Propositions compared with sentences; truth-
conditions; types of inference: entailment, deductions
involving quantifiers, induction, presupposition,
implicature.
Speech-act analysis of utterance-meaning.
Pragmatics and indirectness: Grice’s maxims;
relevance, irony, etc.
Application of all of the above in analysis of persuasive
language.

Learning Outcomes
On successful completion of the module, students will be able to:
(1) understand basic concepts in semantic theory;
(2) apply them confidently in analysis and commentary
on texts, and be able to analyse and criticise
arguments.

Learning and
Teaching Strategy For all the modules on this programme, the module
handbook guides the student through relevant topics in
conjunction with recommended reading. The handbook
includes many exercises, which encourage the
students to reflect on and interact with the knowledge
they are acquiring. Students may contact the module
tutor at any point for support during their learning
experience, using post, email or telephone as
appropriate.

Assessment Strategy

61
 (1) written assessment on theory, consisting of brief
reports on two theoretical topics chosen by student
[cf. Learning Outcome (1)];
(2) an analysis and commentary on a piece of
persuasive language [cf. Learning Outcome (2)].

Each element of assessment should not exceed

3000 words (or equivalent).

Assessment Criteria
(1) show understanding of concepts; (LO 1)
(2) accurately identify persuasive devices in text, by
means of linguistic and semantic analysis. (LO1&2)

Assessment Dates n/a

Method of Feedback
To Students one-to-one communication with tutor.

Learning Resources
basic booklist below; students encouraged to contact
UCE library for more

Hofmann, Th (1993) Realms of Meaning, Longman

Hurford, J & Heasley, B (1983) Semantics - a
coursebook, CUP
Jackson, H (1988) Words and their Meaning,
Longman
Kempson, R (1977) Semantic Theory, CUP
Kreidler, C (1998) Introducing English Semantics,
Routledge
Leech, G (1983) Principles of Pragmatics, Longman
Lyons, J (1977) Semantics, CUP
Palmer, F R (1981) Semantics - a new outline, CUP
Peccei, J S (1999) Pragmatics, Routledge
Saeed, J (1997/2003) Semantics, Blackwell
Thomas, J (1995) Meaning in Interaction, Longman

62
Pathway PGCert/PGDip/MA English Linguistics

Module Reference

Module title Data, Theory & Method in Linguistics

Component Study Hours

Total study hours 200

Level 7

Credit Rating 20

Tutor Contact Details currently Dr Richard Ingham

0121 331 7664 richard.ingham@uce.ac.uk

Module Aims:
1. To enable students to reflect on the nature of
language data
2. To consider some of the theoretical frameworks used
in the study of language
3. To consider methodolgical issues in language study
and research
Brief Module Description
Research methodology; definitions of language and
linguistics; types of linguistic data; nature of
statements and hypotheses made in social sciences;
testing theory by observation; case studies.

Learning Outcomes
At the end of the module students should be able to:
1. understand what is meant by scientific method
2. be able to criticise and evaluate the ways in which
hypotheses are formulated and tested in linguistics
3. conduct a literature search and produce a
bibliography

Learning and
Teaching Strategy
For all the modules on this programme, the module
handbook guides the student through relevant topics in
conjunction with recommended reading. The handbook
includes many exercises, which encourage the
students to reflect on and interact with the knowledge
they are acquiring. Students may contact the module
tutor at any point for support during their learning
experience, using post, email or telephone as
appropriate.

Assessment Strategy
Students will be expected to undertake:

63
 (a) a research methods exercise, including a literature
search, and producing an annotated bibliography (LO
3)
(b) two ‘case studies’, which may be either chosen from
those that are presented in the module booklet, or
designed by the student in consultation with tutors (LOs
1 & 2).

Each element of assessment should not exceed 3000

words (or equivalent).

Assessment Criteria
The research methods exercise should produce an up-
to-date and critical bibliography of the chosen area of
language study (LO 3).
In each case-study, the student is expected to assess
critically the way in which some item of accepted
knowledge about language is validated: each case
study may specialise in one aspect of method – e.g.
definitions, assumptions, method of data-collection, or
analysis and inference (Los 1-2).

Assessment Dates as specified in the module booklet

Method of Feedback
To Students individual written feedback on students' work

Learning Resources
In this module, little new reading is required: the focus
of attention is the methods and assumptions involved in
all the previous modules, and the sources are those of
the previous modules. Students may also find the
following useful in preparing for the dissertation:

Wray, A. et al. (1998) Projects in Linguistics, Arnold

(ISBN: 0340652101)
Grix, J. (2004) The Foundations of Research, Palgrave
(ISBN: 1403921458)
Wisker, G. (2001) The Postgraduate Research
Handbook, Palgrave (ISBN: 0333747771)

Trask, R.L. (1998) Key Concepts in Language &

Linguistics, Routledge (ISBN: 0415157420)
Malmkjaer, K. ed. (2004) The Linguistics Encyclopedia,
Second Edition, Routledge (ISBN: 0415222109)

64
Pathway PGCert/PGDip/MA English Linguistics

Module Reference LM2324

Module title DISSERTATION

Component Study Hours

Total study hours 600

Level 7

Credit Rating 60

Tutor Contact
Details Course Director

Module Aims
1. To enable students to undertake a small-scale piece
of research in English language/linguistics
2. To develop understanding of the processes of
research in language study
3. To develop skills in research, including data
collection, survey of relevant literature, formulation of
hypotheses, analysis and interpretation of data, report
writing

Brief Module
Description Under the supervision of a member of the course team,
a student will undertake a small-scale research project,
which may consist of a literature survey of a relevant
area of language study, though the collection and
analysis of original data will be encouraged.

Learning Outcomes At the end of this module students should be able to:
1. understand the processes involved in research in
language/linguistics
2. make appropriate analyses and interpretations of
linguistic data
3. relate analyses and interpretations to the extant
literature
4. write a research report

Learning and
Teaching Strategy Individual supervision by a member of the course team,
by email or other agreed means, including commenting
on drafts of the developing dissertation

Assessment
Strategy The module is assessed wholly by a 15,000 – 20,000
word dissertation

Assessment

65
Criteria 1. appropriateness of the research methodology (LO1)
2. quality of the analyses and interpretation (LO2)
3. evidence of acquaintance with the extant literature
and the ability to relate findings to it (LO3)
4. quality of the presentation of the report (LO4)

Assessment Dates to be agreed with individual student

Method of Feedback
To Students The dissertation will be double-marked internally; it
will also be seen by the external examiner. The student
will receive the written reports from all three markers.

Learning
Resources see the list in the Data, Theory and Method in
Linguistics module booklet.

BAAL 'Recommendations for good practice in Applied

Linguistics student projects' –
www.baal.org.uk/ethicsug.htm

'The University's Research Ethical Framework' –

http://www.cie.uce.ac.uk/englishweb/.

UCE Library Services: library.uce.ac.uk

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Guidelines on the preparation of the MA Dissertation

1. A student who has successfully completed the six modules of the

Postgraduate Diploma in English Linguistics is eligible to proceed to
the MA.

2. Study for the MA involves a student undertaking a small-scale

research project leading to the preparation and writing-up of a
15,000-20,000 word dissertation.

3. A student negotiates the topic of their dissertation initially with the

Course Director, who will consult with other members of the Course
Team. This negotiation will normally take place while a student is
engaged on the final “Data, Theory and Method” module of the
PGDip. You will need to submit a dissertation proposal for approval
before embarking on your project. Please consult the separate
sheet of instructions for submitting the proposal. The title will be
agreed with the External Examiner in advance of a student
beginning the MA.

4. Dissertation topics may range across the whole field of English

Language studies. The collection and analysis of original data will
be especially encouraged. Students may also wish to relate
knowledge about language to the school curriculum.

5. Students must comply with the ethical codes outlined for

undertaking research of this kind. These are detailed in ‘The
University’s Research Ethical Framework’ available on
http://www.cie.uce.ac.uk/englishweb/.

6. A student will be assigned by mutual agreement to a supervisor

from among the Course Team. If additional supervision expertise is
required, a second supervisor may be recruited from outside the
Course Team.

7. Students will be encouraged to attend face-to-face tutorials, if this is

practical, with their supervisors, especially in the early stages, when
detailed planning of the project is being undertaken.

8. The “Data, Theory and Method” module will have provided the
requisite grounding in the theories and methods of Linguistics.
Further advice on the specific methodology appropriate to the
project chosen will be given by the supervisor.

9. Dissertations should be presented in typed or word-processed form,

with one-and-a-half or double spacing, and bound (eg using spiral
binding) between soft covers. The front cover should contain the
student’s name, title of the dissertation, and the words: “Submitted
for the degree of MA in English Linguistics, University of Central
England”. All pages should be numbered consecutively, including
appendices. An abstract of not more than 300 words should be
included in the dissertation.

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 10. Dissertations shorter than 15000 words or longer than 20000 words
are not acceptable. The word count does not normally include
diagrams, tables of figures or appendices.

11. Two copies of the dissertation should be submitted.

How to plan and submit a proposal for a dissertation

These notes are intended to give you further insight into studying at
MA level, and to guide your formulation of an appropriate project. If
your assignments have received good marks, and comments which
indicate that you are developing sound critical and analytical skills,
you are well-placed to consider proceeding to the MA.

As the notes you received when starting DTM make clear, the MA
dissertation is qualitatively different from the Diploma, requiring
independence of thought and evaluative skills. While you will have the
support and guidance of a tutor, you will be expected to initiate lines of
inquiry and discussion on aspects of your project during its
development.

Choosing the topic

i. general points

This is obviously the first, and the most crucial, step towards a
successful dissertation, so be prepared to spend plenty of time on
determining your topic. Broadly speaking, the project can involve a
survey and critique of publications in a distinct area of linguistics; or it
can entail an original survey of your own data in relation to specific
linguistic theories. Whichever approach your project favours, you need
to cover the following aspects in your thinking and submission:
sources of material (data): pre-existing or amassed by you;
a question to be answered, or hypothesis to be tested;
specific linguistic theories or areas that will be relevant;
methodology/ies that may be used in the collection/choice and
consideration of material/data to be studied.
a short bibliography.

ii. hints on how to select a feasible topic

You may have found an attractive topic already, but if you haven’t
these hints may be useful:
reflect on what aspects of the modules have particularly interested
you;
read articles relating to possible topics or discussing the application of
specific linguistic theories to help clarification of your ideas and to
determine appropriate research methods;
discover what forms of data you can readily access. Remember the
existence of corpora of written English (Brown & Lancaster/Oslo-
Bergen) and of spoken English(London-Lund). The internet can also
provide examples of formal and informal English usage. If you are a
native English speaker living abroad, or a user of English as a second
language, your everyday linguistic environment, written or spoken,
may be a rich source of data. (If collecting your own data, be aware

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that it is considered unethical to tape conversations without the prior
knowledge and consent of the speakers.)

iii. what to avoid:

a topic which utilises areas of linguistics not covered in the Diploma

modules. These would involve you in considerable amounts of reading
in new aspects of the subject and would in any case be unacceptable
if we could not provide the relevant expertise in support;

topics which require the analysis of texts or language use according

to impressionistic criteria which you cannot clearly define;

topics which would necessitate long-term collection of considerable

amounts of data - for an obvious reason! (Surveys of how learners of
English respond to different materials or teaching techniques might
well come into this category.)

Submitting a proposal

This section tells you how and when to proceed once you have
decided you are seriously interested in undertaking the MA
dissertation. At this point you should normally have completed at least
the first assignment of DTM.

Send some preliminary thoughts on a possible area of study to the

Course Director; include an indication of the aim(s), type of data or
texts to be involved, relevant linguistic theories and/or methodology to
be employed. These will be forwarded to an appropriate tutor for
consideration and comment.

On receipt of these comments, modify and clarify your ideas as

necessary until you feel ready to complete the proposal form. This
form will be sent to you with the tutor’s response to your initial ideas.
To complete the form you will need to provide a working title, an
explicit statement of your hypothesis to be tested or of your aims, the
intended methodology, the nature of the material/data to be used and
a short bibliography.

When you have completed the form, send it to the Course Director. If
your proposal is approved by the relevant member(s) of the course
team, it will then be sent to the External Examiner for final approval.

This is a lengthy process and should not be rushed. You will receive
detailed advice from the tutor who looks at your draft ideas. Once you
embark upon the dissertation, modification of the hypothesis or
methods will of course be possible during the development of the
study if this becomes desirable.

To reiterate: a carefully chosen topic is the major step towards a

successful and satisfying dissertation. Good luck with your thinking
and planning!

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Ruth Page, Course Director.

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 APPENDIX A

Guidance notes on further regulatory matters to be included in Student Course

Handbooks

The Academic Regulations and Policies identify a number of matters which should be
explained in the Handbook.

Examination boards and external examiners.

• If the Faculty uses a tiered structure for its Examination Boards, whereby module
results are considered before award decisions, this should be explained.

• The role of the external examiner can be explained. If he or she has a reporting
line to another body, for example a professional body, it might be helpful to
explain to students how this works.

The Standard Assessment Regulations specify a number of matters which must be

recorded in the Handbook.

• If the course has been granted an exemption from the standard regulations the
nature of the exemption and its rationale, e.g. professional body requirements,
should be specified. Where a course has been permitted to use alternative
regulations, for example, in relation to the determination of the classification of
the award, the alternative regulations must be recorded in the Handbook.
Exemptions and alternative regulations must be approved by the Senate or the
Director of Academic Quality and Support on behalf of Senate before they are
included in the Handbook.

• The credit rating of each module must be specified.

• Core, optional modules and any pre-requisite or co-requisite modules must be

identified. The process for selecting optional modules should also be described.

• In respect of undergraduate modules, advice about the number of level 4/5

modules, which may contribute to a particular award, should be given in the
Handbook.

• Modules in which failure cannot be compensated must be identified.

• If additional grading schemes, to supplement the information provided to students

about their assessed work, are used the system should be described.

• If the course includes negotiated modules the maximum number of negotiated

modules which can be included and the procedures for approving the content of
those modules should be defined

• The Handbook should include details of the requirements for the

dissertation/project and must specify the number of modules that comprise the
dissertation/project

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• Where, in order to comply with the requirements of a professional or accrediting
body, an aegrotat award is not available for a particular course of study this
should be specified.

• In relation to higher national courses, the procedures and criteria for assessing
competence in each common skill should be set out in the Handbook. The level
of performance required to achieve a pass in each of the common skills should
also be explained.

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