University of Aberdeen

College of Arts and Social Sciences

School of Language and Literature

Gaelic

Programme Guide 2013/2014

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 CONTENTS

1. General information
1.1 The term ‘Gaelic’
1.2 Gaelic at the University of Aberdeen
1.3 Degree Programmes, Aims and Learning-outcomes
2. Introducing ourselves
2.1 The School of Language and Literature
2.2 Location and Enquiries
2.3 Members of Staff
3. Helping Students
3.1 Student Support
3.2 Student-Staff Consultative Committee
3.3 Change of Address
3.4 Contacting Students
4. Facilities
4.1 Library
4.2 Language Centre
4.3 Modern Languages Reading Room
5. Extra-Curricular Activities
5.1 Celtic Society
5.2 Cearcall Còmhraidh
5.3 Celtic Lectures and Special Events
6. Courses and requirements
6.1 General
6.2 Assessment and Feedback
6.3 Prizes
6.4 Registration
6.5 Class Requirements
6.6 Attendance and Work; Monitoring Students’ Progress
6.7 Plagiarism
6.8 Academic Appeals; Student Complaints
7. Celtic/Gaelic after Second Year
7.1 Admission to Honours
7.2 Level 3 and Level 4 Courses
7.2 The Honours Dissertation

Appendix
1. List of courses
2. Good Writing Guide; Course Guides
4. Paramedical elective

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1. GENERAL INFORMATION

1.1 THE TERM ‘GAELIC’

In Scotland, the term ‘Gaelic’ refers to the Scottish Gaelic language. More generally,
however, ‘Gaelic’ is the name of three related languages: Manx, Irish and (Scottish)
Gaelic. The three Gaelic languages represent the modern offshoot of the Q-Celtic
group of Insular Celtic. In modern times, Scottish Gaelic is the only one of the three
that is not more commonly known by the same term as its national adjective, and so
we tend not to refer to it as ‘Scottish Gaelic’ here in Aberdeen, but simply as ‘Gaelic’.

1.2 GAELIC AT THE UNIVERSITY OF ABERDEEN

The Gaelic Department at Aberdeen provides a highly supportive research environ-

ment which fosters a wide variety of scholarly approaches to the ancient, medieval
and modern cultures of the Gaelic-speaking countries, and with some reference to
the wider Celtic world. There is a special focus on contemporary Scottish Gaelic
language, literature and sociolinguistics, minority-language planning and policy.

1.3 DEGREE PROGRAMMES, AIMS AND LEARNING-OUTCOMES

Gaelic Studies focuses on the language, literature, history, society and culture of
Celtic Scotland, with a particular emphasis on the modern period and the present
situation of Scottish Gaelic as a minority language. Students also have the
opportunity to study Early Modern Gaelic and some modern Irish, to enrich and
enhance their understanding of Scottish Gaelic’s place in the world. Students are
also encouraged to take courses from the Celtic and Anglo-Saxon programme, for
the same reasons.

2. INTRODUCING OURSELVES

2.1 THE SCHOOL OF LANGUAGE AND LITERATURE

Gaelic is part of the School of Language and Literature, itself a constituent of the
College of Arts and Social Sciences. The other constituent members of the School
are Celtic and Anglo-Saxon, the other Modern Languages (German, Hispanic Studies
and French Studies, as well as Swedish, Arabic and Mandarin), Language and
Linguistics, Literature in a World Context, English, and Film and Visual
Culture. Professor Cairns Craig is Head of the School of Language and Literature.
Professor Margaret Ross is Head of College. The School Administrative Officer is
Mrs Maureen Wilkie (Room B11) and Ms Laura Bowie is the School Executive
Assistant (Room B12). There are several members of administrative support staff
situated in A13, the School Office.

2.2. LOCATION AND ENQUIRIES

The Gaelic staff offices and notice-boards are situated on the Ground Floor of Block
C of the Taylor Building. All Gaelic information, including timetables, tutorial groups
and assessment methods, is posted on the notice-boards. Students must consult
them regularly, as all announcements and changes to course arrangements are

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publicised here. The School of Language & Literature Enquiries Office is A13 on the
ground floor.

2.2.1 GENERAL ENQUIRIES

All general enquiries regarding Gaelic should be addressed to:

The School of Language and Literature

King’s College
Old Aberdeen
AB24 3UB

Telephone: 01224 272163

Fax: 01224-272624
email: langlit.school@abdn.ac.uk
website: http://www.abdn.ac.uk/celtic/

Members of staff are happy to answer queries students may have. We set aside
times each week to deal exclusively and specifically with students’ questions and
problems. These office hours are posted on each tutor’s door; students need not
make an appointment to see the tutor at these times. Outside these hours, we may
not be available to help students immediately. If you need to see us outside our
Office Hours, please make an appointment by e-mail. Students may also leave
messages for their tutor with the SLL Enquiries Office, (01224) 272163.

2.2.2 SPECIFIC ENQUIRIES

Please note that enquiries about a specific course, including questions about time-
tabling, assessment, deadlines and course content, should always be addressed to
the relevant Course Co-ordinator.

Changing or withdrawing from a course: Level 1 or 2 students should see their Advi-
ser of Studies in the first instance, and then inform the SLL Enquiries Office in writing
of any decision.

Honours students should see the Honours Adviser, Dr Watson.

Enquiries about the Gaelic Summer School should be addressed to its co-ordinator,
Dr Michelle Macleod.

General enquiries about examination matters should be addressed to the Examina-

tions Officer, Dr Michelle Macleod. If your enquiry is course-specific, address it in the
first instance to the Course Co-ordinator. A list of all Course Co-ordinators and
officers can be found on the relevant notice-board.

2.3 MEMBERS OF STAFF AND THEIR RESEARCH INTERESTS

Marsaili MacLeod, M.A. Hons, M.Sc., Ph.D. (Aberdeen)(Lecturer)

Gaelic in the workplace, modern Gaelic development, music and song, Soillse
Research Network
(marsaili.macleod@abdn.ac.uk)

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Michelle C. Macleod, M.A. Hons, Ph.D. (Aberdeen) (Lecturer)
Modern Gaelic literature, the concept of Gaelic identity, Gaelic drama, language
teaching and language planning, Soillse National Co-Director
(m.macleod@abdn.ac.uk)

Moray Watson, M.A. Hons, M.Litt., P.G.C.E., Ph.D., F.H.E.A. (Aberdeen) (Head of
Subject)
Modern Gaelic literature, lexicography, language teaching principles and materials
(m.watson@abdn.ac.uk)

Christina J. McGonigle, M.A. Hons (Edinburgh) (Teaching Assistant)

Women in the Gaelic community, literature and politics, Gaelic identity and the
ideologies of 18th-20th century Gaelic poetry
(christina.mcgonigle@abdn.ac.uk)

2.3.1 EXTERNAL EXAMINER

Standards for all programmes in the University are scrutinised by an external expert,
who acts as a neutral observer. The External Examiner checks that marking and
assessment are fair, consistent and of an appropriate standard for their level. The
External Examiner also provides a point of comparison with related degrees as
taught in other universities. The External Examiner for Gaelic is currently Professor
Seòsamh Watson, who is Emeritus Professor of Modern Irish at University College
Dublin and is one of the world’s leading experts on Highland culture in the Nova
Scotian diaspora, on Gaelic dialectology and on the folklore of the Scottish
Highlands. Students are NOT PERMITTED, under any circumstances, to contact the
External Examiner or enter into any form of communication with him at any time.

3. HELPING STUDENTS

3.1 STUDENT SUPPORT

At both College and School level, it is our aim not only to create a stimulating learn-
ing environment, but also to offer appropriate support and help when students need
it. If you are experiencing problems or difficulties with work, your Course Tutor or Co-
ordinator (or your Adviser of Studies) will be happy to try and help and is always
available for initial consultation during his or her office hours. Subsequently, if neces-
sary, you should see the Head of School, Professor Cairns Craig.

If you think you may miss a deadline for assessed work, you should see your Course
Co-ordinator in advance of the deadline. In exceptional circumstances only, students
may be granted an extension. Bear in mind that work submitted late without a
medical certificate or acceptable explanation may cause you to fail a course.

If you are unable to attend classes, you must inform the Tutor/Tutors concerned. If
you consistently fail to attend classes without a medical certificate or acceptable
explanation, you may fail a course or be referred to the Student Progress Committee.

We place great emphasis on constructive feedback. Where it is considered neces-

sary or where it is requested, course tutors will gladly set aside time to see students
on an individual basis in order to discuss their course-work. Students who are

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retaking examinations which they have failed are advised to consult their Course
Tutor for guidance.

The SLL Disabilities Officer, Dr Gundula Sharman (German Studies), liaises with the
University Disabilities Office and co-ordinates support for disabled students within the
School. If you are having difficulty accessing a particular room or building, a change
of venue or group can be arranged so that access is convenient for you. Special
examination and assessment arrangements can be made through the Disabilities
Office for students with a disability.

If you are experiencing problems which are affecting, or are likely to affect, your
work, it is important that you let someone know. Do not hesitate to contact a member
of staff: he or she will listen sympathetically and will respect your confidence in
personal matters. If appropriate, he or she will be able to refer you for help or support
to someone with special training and experience. There are a number of other
individuals whom students can contact for advice:

 Your Personal Tutor (non-curricular matters) or your Adviser of Studies (curricular

matters) should generally be your first port of call: he or she is always able to give
advice and direct you to sources of help.
 The Student Counselling Service (Tel. 272139), which operates from 5 Dunbar
Street, is a confidential source of help and support for students with personal
difficulties.
 The Student Advice Officer, Ms Catriona Freeman (Tel. 273935), can help parti-
cularly with practical matters such as financial problems, housing problems, en-
titlement to welfare benefits, problems connected with immigration, etc. Students
can also seek advice from her on such matters as academic appeals procedures.
 The Medical Practice with which most students are registered is located in
Sunnybank Road, Old Aberdeen.
 The Students’ Association (The Hub, Tel. 272965) can provide advice on practical
matters such as loans, benefits and accommodation.

3.2 STUDENT-STAFF CONSULTATIVE COMMITTEE (SSCC)

In early October the members of each course will be asked to elect one or two stu-
dents to represent them on the SSCC, which also includes those staff members who
are involved in teaching in Celtic/Gaelic, a representative from DISS, and the Head of
School. Guidance on the work of Course Representatives and the SSCC is given in
AUSA training courses and in an AUSA Guide distributed to all Course Represent-
atives.

The SSCC meets once per half-session. Course Representatives receive a letter
informing them of the date, place and time of the meeting. The SSCC discusses the
previous half-session’s Student Course Evaluation Forms, together with any issues
raised by students. Course Representatives are given the opportunity to consult their
classes before the meeting, and to report back to their constituents afterwards.
Meetings are minuted, and a copy of the minutes is distributed to each Course
Representative. The letter of invitation and the minutes of each meeting are also
displayed on the Gaelic notice-board devoted to SSCC matters.

The function of the SSCC is to discuss a wide range of issues affecting students’
experiences of the Gaelic programme, such as assessment, course work, or course
structure. The School takes the role of the Committee very seriously and welcomes

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constructive criticism and suggestions. The Chair of this committee is currently Dr
Marsaili MacLeod.

3.3 CHANGE OF ADDRESS

It is School policy to keep in contact with students. For this reason it is vital that
students inform the University Registry of any change of term or out-of-term address.
This should be done by both (a) submitting a Change of Address form to the
University Registry (copies of the form are available from the Registry), or (b)
informing the SLL Enquiries Office or (c) updating personal information on student
portals.

3.4 CONTACTING STUDENTS

The School normally communicates with groups of students via the notice-boards,
and with individual students via e-mail using their University e-mail address. In term
time, it is only in exceptional circumstances that we use other methods. (During vaca-
tions, we normally use Royal Mail.) This implies that you should check the notice-
boards regularly, and your university e-mail daily.

A university e-mail address will be given to you when you first register as an
undergraduate student, and it will stay the same for as long as you remain one. But
in order to activate it, you must register it. Instructions for doing this are available on
the University website at:

http://www.abdn.ac.uk/diss/news/service/rereg2004.hti

— and you must do it in the first week of the session.

You can reregister for next session two weeks before the end of the current one, and
the website gives details of this.

If you have a personal e-mail address with an external service, it is possible to set up
automatic forwarding of e-mail from your University address to your personal one.
However, if you choose to do this, it is your responsibility to ensure that the for-
warding address is correct, and that your personal mailbox has space to receive such
messages. Hotmail, Yahoo, etc., all have limits on the amount of e-mail that can be
stored and will reject messages when the mailbox is full. This will mean that you may
miss vital information, and the School cannot accept responsibility for this. We
strongly recommend therefore that you use your university e-mail address for all
university business, and keep any private address for private use, and that you do
not set up automatic forwarding.

4. FACILITIES

4.1 LIBRARY

A new state-of-the-art library has just opened and you have undoubtedly been for a
tour. If not, you should make arrangements to visit the library as soon as possible. A
university library is one of the most important resources for an undergraduate
student, and you are very fortunate to have this special new building at your disposal.

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Books of interest to Celtic and Gaelic are shelved in various parts of the library, but
particularly on Floors 4 and 5.

4.2 LANGUAGE CENTRE

The Language Centre holds a large stock of Gaelic audio and videotapes, both
course-related and of background interest. Private study booths are available for
independent study. The Language Centre also houses computers for private study.
Much of the material is now available in digital form.

4.3 MODERN LANGUAGES READING ROOM

The Modern Languages Reading Room is situated on the top floor of Taylor A Block,
in A 59. It is a social space devoted to Languages students and is the focus of a
number of student-led language-learning activities. It can be booked for Language
Society meetings, study groups or other functions via the SLL Enquiries Office, and is
available for private study at other times. In the room there are newspapers and
periodicals, together with a television and satellite receiver, which can be used by
groups or individuals to view television programmes or videos to support language
learning. Students should leave the Reading Room in the condition they wish to find
it!

5. EXTRA-CURRICULAR ACTIVITIES

5.1 CELTIC SOCIETY

The Celtic Society (An Comann Ceilteach), founded as early as 1853, is organised
and run by and for students. The ceilidhs, concerts and other events which it stages
are advertised on a special notice-board in the corridor of the Gaelic Department.
The Society’s website can be found at:
http://www.abdn.ac.uk/central/students/societies/celtic/

5.2 CEARCALL CÒMHRAIDH AND CEARCALL SEINN

Each week, there is an informal meeting of native Gaelic speakers and learners of
various degrees of proficiency in the Modern Languages Reading Room (see above
4.3) or in another suitable venue to have lunch and a chat. Anybody interested in
speaking Gaelic or just hearing Gaelic spoken is cordially invited. This meeting has
traditionally been held on Wednesdays at 12 noon or 1pm, but you should check the
notice-boards or website for updates. The Cearcall Còmhraidh is normally
coordinated by one of the postgraduate students. You will see posters and/or emails
once term gets underway. A similar group, for staff and students who wish to learn
Gaelic songs and enjoy singing together, is also run on a semi-regular basis. Notices
are posted in C-block.

5.3 LECTURES AND SPECIAL EVENTS

From time to time during the session, guest lectures are given by university teachers
from Britain or abroad. Details of guest lectures are announced in class and on the

8
 Gaelic notice-boards; all students, at every level, are encouraged to attend these
events.

6. COURSES AND REQUIREMENTS

6.1 GENERAL

As regards the various levels at which courses are offered, there is a difference
between the three degree programmes. Gaelic courses are offered at all levels from
beginners to final Honours, student-intake including those who have spoken Gaelic
since childhood, students who have learned the language to various standards of
fluency, and ab initio learners of Gaelic. Gaelic Studies may lead to a Single Honours
or Joint Honours Degree.

Requirements for the Award of an Honours Degree

All students who are admitted to an Honours programme, in or after 2004/05,

will be required to achieve 480 credit points, including at least 180 at levels 3
and 4, of which at least 90 must be at level 4. This is in order to ensure that
Honours degrees are awarded in compliance with the Scottish Credit and
Qualifications Framework (SCQF). This is a common national Framework for all
awards in Scotland. Further information is available at www.scqf.org.uk.

Accordingly, students failing to meet this credit requirement at the first attempt will
require to make up this credit shortfall before graduating. General Regulation 21, as
outlined below, sets out the procedures available to enable students to make up this
credit shortfall.

In the case of a candidate who has failed to complete satisfactorily an element of

Honours degree assessment at the time prescribed by Regulation 9.3, then the
appropriate procedure from (a) to (e) below shall apply:

a) If, but only if, the failure is on account of illness or other good cause, the
candidate shall be required to submit themselves for assessment at the next
available opportunity, and shall be permitted to count the result of that assessment
towards Honours classification.

b) If the failure is the result of absence or non-submission for any other cause, the
candidate shall be awarded zero for the assessment concerned and shall be required
to submit themselves for assessment at the next available opportunity, but shall not
be permitted to count the result of that assessment towards Honours classification.

c) For courses at level 4 and above only, if the candidate has completed the
assessment but been awarded a mark on the Common Assessment Scale between 6
and 8 inclusive, they shall be awarded the same amount of unnamed specific credit,
not exceeding 30 credit points in total, at level 1.

d) If the candidate has completed the assessment, but the course is at level 3, or
the course is at level 4 or above and the mark awarded on the Common Assessment
Scale is less than 6, the candidate shall be required to submit themselves for

9
 assessment at the next available opportunity, but shall not be permitted to count the
result of that assessment towards Honours classification. Alternatively, for courses at
level 4 and above only, such candidates may elect to attend and submit themselves
for assessment in another course or courses of equivalent credit value, which may be
at any level.

e) If any of options (a), (b) or (d) above would normally apply, but medical advice
indicates that it would be unreasonable to require a candidate to appear for
assessment on a subsequent occasion, and if the candidate’s past record provides
sufficient evidence that they would have obtained Honours, the examiners may
recommend the award of an Aegrotat degree, but only after obtaining the consent of
the candidate. The award of an Aegrotat degree will debar candidates from counting
towards Honours degree assessment any result achieved thereafter.

Notes (i) For courses at level 4 and above, the timing and format of the assessment
required under any of sub-sections (a), (b) or (d) above shall be determined by the
Academic Standards Committee (Undergraduate) on the recommendation of the
Head of the relevant School.

(ii) The options to achieve or be awarded credit under (b), (c) and (d) above shall not
be available to candidates who have accumulated less than 90 credit points at level 4
or who have failed to complete satisfactorily the assessment for a course which, on
the recommendation of the Head of the relevant School, has been prescribed by the
Academic Standards Committee (Undergraduate) as compulsory for the award of a
degree with Honours. Such candidates will be able to qualify for a non-Honours
degree only.

Further guidance is also available in the Guidance Note for Students who either Fail,
or who Fail to Attend or Complete, an Element of Prescribed Degree Assessment
which can be accessed at:

http://www.abdn.ac.uk/registry/quality/appendix7x6.pdf

Honours Degree Classification (Grade Spectrum)

All Honours Degrees are classified using the University’s Grade Spectrum which is
available at http://www.abdn.ac.uk/registry/quality/appendix7x4.pdf. The Grade
Spectrum, an extract of which is outlined below, is used to determine degree
classification on the basis of the CAS mark awarded for each element of Honours
Degree Assessment.

First: Marks at 18 or better in elements constituting half the total elements

and
Marks at 15 or better in elements constituting three quarters of the
total elements
and
Normally marks at 12 or better in all elements

2i: Marks at 15 or better in elements constituting half the total elements

and

10
 Marks at 12 or better in elements constituting three quarters of the
total elements
and
Normally marks at 9 or better in all elements

2ii: Marks at 12 or better in elements constituting half the total elements

and
Marks at 9 or better in elements constituting three quarters of the total
elements

Third: Marks at 9 or better in elements constituting three quarters of the total

elements.

The Grade Spectrum defines the threshold standards against which the different
classes of honours degree are awarded. The Examiners, however, have discretion
(in the circumstances defined in Note 4 of the Grade Spectrum) to depart from this
and may choose to award a higher degree than that indicated by the Grade
Spectrum.

6.2. ASSESSMENT

Information on attendance, performance, and assessment, is provided in the course

guides which are available for every course.

6.2.1 LANGUAGE ASSESSMENTS

The following descriptors apply at a standard appropriate to the level of the course
being taken.

Written Language Descriptors

18, 19, 20 Very high level of syntactical and morphological accuracy. Provides
evidence of extensive vocabulary and appreciation of and ability to
use a wide variety of register.

15, 16, 17 Good syntactical and morphological accuracy.

Above average breadth of vocabulary and an appreciation of and
ability to use a basic variation of register.

12, 13, 14 Accuracy of basic syntax and morphology.

Average breadth of vocabulary.
Ability to distinguish broad variations of register.

9, 10, 11 Some serious syntactic and morphological flaws, but overall de-
monstration of basic understanding of essential grammatical
structures.
Restricted but competent vocabulary.

1–8 Persistent errors of basic syntax and morphology.

Inadequate command of basic vocabulary.

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Oral Language Descriptors

Outstanding: 18, 19, 20

Of such a standard that it would be unreasonable to expect any better. Immediate
understanding of everything said. Confident handling of language with a high level of
accuracy. Speaks fluently and without undue hesitation, readily taking the initiative.
Wide range of vocabulary and structures. Ability to discuss complex ideas and
issues.

Very good: 15, 16, 17

Fairly enterprising, sometimes taking the initiative. Immediate understanding of
everything said. The language is mostly accurate, with a wide range of vocabulary
and structures. Speaks fluently and without undue hesitation. Ability to discuss non-
trivial ideas and issues.

Good: 12, 13, 14

Competent, demonstrating a reasonable range of vocabulary and structures.
Understands what is said. May take the initiative and be reasonably fluent but with
some errors, or may need some prompting but speaks with greater accuracy. Ability
to discuss a range of topics.

Pass: 9, 10, 11
Has sufficient accuracy and command of vocabulary and structures to convey
meaning clearly, despite a number of errors. May sometimes need help to
understand what is said. Is prepared to go beyond minimum responses and may
occasionally take the initiative.

Fail: 6, 7, 8
Communication only achieved with some difficulty because of limited range of
vocabulary and structures, or serious inaccuracies. May have occasional difficulty in
understanding what is said. Tends not to go beyond minimum responses.

Clear fail: Below 5

Communication seriously impeded by inadequate vocabulary and structures, or by
gross errors. Frequently has difficulty understanding what is said, even with help.

6.2.2 NON-LANGUAGE ASSESSMENTS

The Common Assessment Scale for Non-Language Assessments at levels 1 and 2

states the following criteria:

ESSAYS

18-20 Excellently constructed argument. Very good use of examples to illustrate and
justify an argument, which is articulately expressed.
Evidence of extensive reading.

15-17 Relevant, coherent and balanced argument. Good use of examples to

illustrate points and justify the argument. A clearly expressed answer.
Evidence of appropriate reading.

12
12-14 A competently argued answer, using relevant material to substantiate points
made. Satisfactory analysis.

9-11 Reasonable relevance. Basic knowledge of the subject. Limited ability to

present a coherent argument. Some illustration.

6- 8 Some attempt at an answer but seriously lacking in content and/or ability to

organise thoughts. Contains errors and shows a defective understanding of
concepts. Badly organised and presented.

1-5 No serious attempt to offer an answer.

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Essays and Assignments other than Language Work at Level 3

Mark Class

Excellently constructed argument;

18-20 First very good use of examples to illustrate and justify an argument that
is articulately expressed;
evidence of extensive reading.

Relevant, coherent and balanced argument;

15-17 II.1 good use of examples to illustrate points and justify the argument;
a clearly expressed answer;
evidence of suitable reading.

A competently argued answer;

12-14 II.2 uses relevant material to substantiate points made;
satisfactory analysis;
evidence of some reading.

Limited relevance;
9-11 Third barely adequate knowledge of the subject;
limited ability to present a coherent argument;
little reading.

Some attempt at an answer, but seriously lacking in content and/or

6-8 Fail ability to organize thoughts;
contains errors and shows a defective understanding of concepts;
badly organized and presented.
1-5 No serious attempt to offer an answer

Where oral presentations form part of the assessment, the following criteria will also
apply.

Mark Class

18-20 First Articulate, convincing and fluent delivery to an audience;

excellent use of appropriate support materials.

15-17 II.1 Articulate delivery to an audience;

good use of appropriate support materials.

12-14 II.2 Reasonably articulate;

satisfactory use of appropriate support materials.

9-11 Third Limited ability to communicate effectively;

limited use of appropriate support materials.

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6-8 Fail Failure to communicate effectively;
little or no use of appropriate support materials.

1-5 No serious attempt at a presentation.

Essays and Assignments other than Language Work at Level 4

Mark Class

Excellently constructed argument;

very good use of examples to illustrate and justify an argument that
18-20 First is articulately expressed;
evidence of extensive reading; and, where appropriate
evidence of an excellent ability to synthesize material from an
extensive range of sources;
evidence of a very high level of independent research and critical
reading skills;
evidence of a sophisticated ability to relate text to context.

Relevant, coherent and balanced argument;

good use of examples to illustrate points and justify the argument;
15-17 II.1 a clearly expressed answer;
evidence of suitable reading; and, where appropriate
evidence of a good ability to synthesize material from a wide range
of sources;
evidence of a high level of independent research and critical reading
skills;
evidence of a moderately sophisticated ability to relate text to
context.

A competently argued answer;

uses relevant material to substantiate points made;
12-14 II.2 satisfactory analysis;
evidence of some reading; and, where appropriate
evidence of a satisfactory ability to synthesize material from a range
of sources;
evidence of a satisfactory level of independent research and critical
reading skills
evidence of a satisfactory ability to relate text to context.

Limited relevance;
barely adequate knowledge of the subject;
9-11 Third limited ability to present a coherent argument;
little reading; and, where appropriate
evidence of a limited ability to synthesize material from different
sources;
evidence of a rudimentary level of independent research and critical

15
 reading skills;
evidence of a scant ability to relate text to context.

Some attempt at an answer, but seriously lacking in content and/or

ability to organize thoughts;
6-8 Fail contains errors and shows a defective understanding of concepts;
badly organized and presented; and, where appropriate
little or no evidence of ability to synthesize material from different
sources;
little or no evidence of independent research and critical reading
skills;
1-5 little or no evidence of ability to relate text to context.

No serious attempt to offer an answer

Where oral presentations form part of the assessment, the following criteria will also
apply.

Mark Class

18-20 First Articulate, convincing and fluent delivery to an audience;

excellent use of appropriate support materials.

15-17 II.1 Articulate delivery to an audience;

good use of appropriate support materials.

12-14 II.2 Reasonably articulate;

satisfactory use of appropriate support materials.

9-11 Third Limited ability to communicate effectively;

limited use of appropriate support materials.

6-8 Fail Failure to communicate effectively;

little or no use of appropriate support materials.

1-5 No serious attempt at a presentation.

Feedback

Students may request feedback on their performance in examinations from the

relevant course coordinator normally within a month of the marks being published.

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6.3 PRIZES

6.3.1 BARRON PRIZE

The Barron Prize (c. £25) was founded in 1947 by Evan M. Barron, JP LLD,
Inverness. It must be expended on books and is awarded to the best student in the
classes leading to Honours in Celtic or Gaelic. In a case of outstanding merit or in a
year where there are no honours candidates it shall be awarded to the best student
in the Advanced or Ordinary graduation class.

6.3.2 MALCOLM LAING AND MURDO CAMPBELL PRIZES

The Rev. Malcolm Laing MA Memorial Prize, founded in 2005, is awarded each year
to the 2nd year student obtaining the highest marks in the Gaelic Folklore course.
6.3.3 MURDO CAMPBELL MEMORIAL PRIZE

The Murdo Campbell Memorial Prize, founded in 2007, is awarded to a Level 4

student who excels in Gaelic language in the final examinations. Eligible students
apply to be considered for the prize, and the award is made on the basis of their
language ability and their commitment to Gaelic, in the form of cultural or other
activities. The Programme Coordinator and two other members of the Gaelic
teaching staff decide who will receive the prize

6.3.3 DISTINCTION IN SPOKEN GAELIC

A Distinction is awarded to any student who scores First Class marks in the oral
components of his/her Final Honours examinations in Gaelic language.

6.4 REGISTRATION

Registration for each year takes place either in Advising Week in September or in the
first class of the course. Here, students are given an introduction to the work of the
course.

6.5 CLASS REQUIREMENTS

The general requirements for admission to courses at Aberdeen University are set
out in the Regulations for First Degrees. The prerequisites for individual courses are
set out in the Catalogue of Courses.

6.6 ATTENDANCE AND WORK; MONITORING STUDENTS’ PROGRESS

It is a School and University requirement that students must build up a satisfactory

record of attendance and performance throughout the course. Students who do not
do so will be reported to the Registry and may be required to withdraw from their
course or the University (see below). The SLL requires:

 Regular attendance at all elements of a course

 Regular and timely completion of set work, including written assessment pieces,
oral presentations, background preparatory work etc.
 Completion of class tests at the time stipulated for the tests.

Monitoring Students' Progress

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The University operates a system for monitoring students' progress to identify
students who may be experiencing difficulties in a particular course and who may be
at risk of losing their class certificate. If the Course Co-ordinator has concerns about
your attendance and/or performance, the Registry will be informed. The Registry will
then write to you (by e-mail in term-time) to ask you to contact their office in the first
instance. Depending on your reason for absence, the Registry will either deal
directly with your case or will refer you to your Adviser of Studies or a relevant
Support Service. This system is operated to provide support for students who may
be experiencing difficulties with their studies. Students are required to attend such
meetings with their Adviser of Studies in accordance with General Regulation 8.

Set criteria are used to determine when a student should be reported in the
monitoring system. You will be asked to meet your Adviser if any of the following
criteria apply for this course:-

either (i) if you are absent for a continuous period of two weeks or 25% of the
course (whichever is less) without good cause being reported;
or (ii) if you are absent from two small group teaching sessions (e.g. tutorial,
laboratory class) without good cause;
or (iii) if you fail to submit a piece of summative or a substantial piece of
formative in-course assessment by the stated deadline (or, in language
classes, a substantial piece of non-assessed work)

If you fail to respond within the prescribed timescale (as set out in the e-mail or
letter), you will be deemed to have withdrawn from the course concerned and will
accordingly be ineligible to take the end-of-course assessment or to enter for the
resit. The Registry will write to you (by e-mail in term-time) to inform you of this
decision. If you wish consideration to be given to reinstating you in the course you
will require to meet with the Convener of the Students' Progress Committee.

Class Certificates

A class certificate is defined as “a certificate confirming that a candidate has attended

and duly performed the work prescribed for a course”. The period of validity for a
class certificate is limited to the academic year in which it is awarded and the
academic year immediately following. Hence, candidates have a maximum of four
opportunities to take the end-of-course assessment without re-attendance i.e. the
normal (January or May) diet and the August resit diet in the year in which the course
is taken and the year immediately following.

Students who have been reported as ‘at risk’ through the system for monitoring
students’ progress due to their failure to satisfy the minimum criteria (as outlined
above) may be refused a class certificate. If you are refused a class certificate, you
will receive a letter from the Registry (e-mail in term-time) notifying you of this
decision. Students who are refused a class certificate are withdrawn from the course
and cannot take the prescribed degree assessment in the current session, nor are
eligible to be re-assessed next session, unless and until they qualify for the award of
a class certificate by taking the course again in the next session.

If you wish to appeal against the decision to refuse a class certificate should do so in
writing to the Head of School within fourteen days of the date of the letter/e-mail
notifying you of the decision. If your appeal is unsuccessful, you have the right to

18
lodge an appeal with the relevant Director of Undergraduate Programmes within
fourteen days of the date you are informed of the Head of School’s decision.

In courses that form part of an Honours programme, you should be aware that if you
are refused a class certificate, you will be awarded the equivalent of a No Paper (NP)
for the course, i.e. a CAS mark of zero when applied to the Grade Spectrum used for
determining degree classification. This will mean that, normally, you would be unable
to gain a higher class of degree than Lower Second Class Honours.

Absence from Classes on Medical Grounds

Candidates who wish to establish that their academic performance has been
adversely affected by their health are required to secure medical certificates
relating to the relevant periods of ill health (see General Regulation 17.3).
The University’s policy on requiring certification for absence on medical
grounds or other good cause can be accessed at:

www.abdn.ac.uk/registry/quality/appendix7x5.pdf

You are strongly advised to make yourself fully aware of your responsibilities if
you are absent due to illness or other good cause. In particular, you are asked
to note that self-certification of absence for periods of absence up to and
including eleven weekdays is permissible. However, where absence has pre-
vented attendance at an examination or where it may have affected your
performance in an element of assessment or where you have been unable to
attend a specified teaching session, you are strongly advised to provide
medical certification (see section 3 of the Policy on Certification of Absence for
Medical Reasons or Other Good Cause).

It is essential that assessed work should be submitted by the due date. In cases
where medical or other wholly exceptional reasons make this impossible, it is incum-
bent on students to provide documentary evidence, such as medical certificates,
within one week of the first day of illness. Medical Certificates submitted after this
date will not be accepted unless there are exceptional circumstances. In order to
ensure that all members of staff are advised of a student's absence for medical
reasons, medical certificates should be handed in at the SLL Enquiries Office and not
to individual tutors.

If you are likely to be absent from classes because of illness for a continuous period
of more than two weeks, you must provide, as soon as practicable after the start of
the illness, a medical certificate which shows the date from which you have been un-
fit. You must provide a final medical certificate on return to classes.

In the absence of such evidence, language work at all levels and work for content
courses at levels 1 and 2 which is submitted late will receive a mark of zero. Work for
content courses at levels 3 and 4 will lose 3 marks if submitted up to one week late
and a mark of zero if submitted more than one week late. Course Co-ordinators
reserve the right to give a zero mark to work not submitted on time in certain cases
where the nature of the course makes work submitted late meaningless. (This would
be the case, for example, where the criteria for assessment include presentation
skills, or where students are required to resubmit work after the correction of a first
draft.) Where this sanction is to be applied, students will be notified in the course
material. Details of assessments and deadlines for submission of written work for
each course are specified in the individual course guides.

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6.7 Plagiarism

The SLL follows university policy in regarding all cheating as a disciplinary offence.
Cheating includes plagiarism.

You are required to familiarise yourself with the contents of the School’s handout
Guidance on Avoiding Plagiarism, which is available from the School Enquiries Office
(A13).

Plagiarism is defined by the University as follows:

Plagiarism is the use, without adequate acknowledgement, of the intellectual work

of another person in work submitted for assessment. A student cannot be found
to have committed plagiarism where it can be shown that the student has taken all
reasonable care to avoid representing the work of others as his or her own.

The mere inclusion of the source in a bibliography is not, in the view of the
university, adequate acknowledgement. All quotations must be acknowledged by
placing the words copied in quotation marks and by giving the source of the
quotation in a footnote or endnote; similarly all paraphrases of other people’s
words or ideas must be indicated by giving the source in a footnote or endnote;
the source must also be listed in the bibliography.

Plagiarism is a form of intellectual theft, whether the person stolen from is a scholar
or a fellow student. It is also a form of cheating, and therefore an offence under the
University’s Code of Practice on Student Discipline.

Another form of plagiarism is known as ‘auto-plagiarism’ or ‘self-plagiarism’. You

should be mindful of the danger of recycling material you have previously used for
assessment, as this is interpreted as an attempt to claim credit twice for the same
work.

The use of exactly the same wording in more than one piece of work (e.g., an
essay from one course and an essay from another course, or an essay from one
course and a dissertation), where the material reused constitutes more than ten
consecutive words not derived from another source, will lead to a penalty of up to
three CAS points. This penalty will be levied in addition to any penalty for
overlap of argument or analysis. Please remember that TurnItIn records past
student submissions as well as scholarly material.

One common cause of unintentional plagiarism is when a student takes notes from a
critical book and later incorporates these into an essay, forgetting that the ideas or
their expression is not their own. If you take notes from your secondary reading, be
sure to write down the bibliographical details of your source at the head of your page
of notes and then paraphrase the writer’s ideas in your own words, putting any apt
quotations you think you may later want to use within quotation marks. In this way
you can easily distinguish at a later date between your own ideas and those of the
scholar, and between the scholar’s words and your paraphrase of them. You should
include all such secondary sources in the bibliography at the end of your essay.

Plagiarism – Regulations for Level 1 & 2 students

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If a tutor finds evidence of plagiarism in a student’s work, it will be referred to the
Head of School, who will interview the student about the matter. If he decides that
plagiarism has occurred, the matter will be reported to the Academic Registrar, who
will issue a formal warning. The student will be awarded a NIL mark for that piece of
work. Any subsequent allegation of plagiarism will be dealt with more severely under
the University Code of Practice on Student Discipline. Even where the offence is not
judged to be substantial enough for referral to the Head of School, a tutor is liable to
penalise the work by up to four marks for not conforming to the School’s guidelines
on presentation and referencing.
Plagiarism – Regulations for Level 3 & Level 4 students

If a tutor finds evidence of plagiarism in a student’s work, it will be referred to the

Head of School, who will interview the student about the matter. If he decides that
there are good reasons for believing that plagiarism may have occurred, the matter
will be referred to the Academic Registrar for investigation under the University’s
Code of Practice on Student Discipline. If the allegation of plagiarism is upheld, the
student is liable to be awarded a NIL mark for that element of assessment. When a
student is judged to have cheated in any component of assessment for more than
one course at levels 3 and 4, no degree shall be awarded, unless the Investigating
Officer or the Disciplinary Committee chooses to impose a lesser penalty.

6.8 ACADEMIC APPEALS; STUDENT COMPLAINTS

The University’s Guidance Note on Academic Appeals can be obtained from the
Senate Office in the Registry or can be accessed at:
www.abdn.ac.uk/registry/appeals

It indicates that appeals committees will limit their consideration to matters of

procedure, competency and/or prejudice. Those involved in considering academic
appeals will not review matters of academic judgement, which are solely for the
person or committee that has made the academic judgement to determine. For an
appeal to be upheld, a student must have suffered material disadvantage.

Your attention is drawn to the following paragraph of the University’s Policy on

Academic Appeals:

Details of illness and/or other personal circumstance which either has

prevented students from taking an assessment or from meeting a deadline for
the submission of assessed work, or which students believe may have affected
their performance in an assessment that contributes towards the result of a
course or programme, will be accepted as grounds for appeal only if the Head
of the relevant School has received written notification of them no later than one
week after the date on which a student submitted, or was due to submit, an
assessment or on which a student appeared, or was due to appear, for the
assessment concerned. Where good reasons have prevented a student from
notifying the Head of School within this period, the student should write to the
Head of the School as soon as is practicable and give details both of the illness
and/or other personal circumstances and of the reasons why the Head of the
School was not notified of the circumstances within the prescribed period.

21
 Details reported after notification of the result will be accepted as grounds for
appeal only in limited circumstances.

The effect of this paragraph is that appeals which are based on illness (which must
be certified by a medical practitioner) and/or other personal circumstance will not
normally be considered unless notified to the Head of the relevant School within one
week after the date on which a student submitted or appeared for the assessment
concerned. This is to ensure that the examiners, including the External Examiner(s),
have all information available to them at the time of confirming a course result or
recommending an Honours degree classification or other award.

The Vice-President (Advice & Support) in the Students' Association is available to

help students considering submitting an appeal (tel: +44(0)1224 272965).

Student Complaints

The University aims to provide a welcoming and supportive environment for its
undergraduate students. However, occasionally students will encounter problems
and difficulties. Complaints should be addressed in the first instance to the person
who is in charge of the University activity concerned, e.g. the Head of the relevant
School about academic matters; the Head of the relevant administrative section
about the service that you receive; a Warden about residential matters. Your Adviser
of Studies or the Students’ Association will assist you if you are unsure how to pursue
a complaint.

The University's Policy on Student Complaints is available at:

www.abdn.ac.uk/registry/appeals

The Vice-President (Advice & Support) in the Students' Association is available to

help students wishing to make a complaint (tel: 01224 272965).

Support available to students

The University is keen to help you successfully complete your studies. If at any time
you feel you need assistance, there is a range of support services available to help
you. These include support to assist with unexpected and/or exceptional financial
difficulty, support for disabled students and academic learning support through the
Student Learning Service. Further details about all these services are available at
http://www.abdn.ac.uk/studenthelpguide/ .

7. GAELIC AFTER SECOND YEAR

7.1 ADMISSION TO HONOURS

All students must have a total of 240 credit points before entering the Honours
programme: this is a University requirement. Admission to Honours is by permission
of the Head of School on the recommendation of the Undergraduate Programme Co-
ordinator (UPC) for Gaelic. Some time in their second year, students are invited to
indicate whether they are interested in taking Honours in Gaelic. Students who intend

22
taking Honours consult with the UPC, who provides information on the structure of
the Honours programmes and discusses possible options, as well as arrangements
for the Gaelic summer school.

Students are admitted to Honours courses at the discretion of the Head of School.
However, students are normally expected to achieve a CAS 12 in their second-year
GH coded courses.

Immediately prior to entering their Junior Honours year, students meet with their
Honours Adviser to confirm arrangements for the courses they will be taking as part
of their Honours programme. At this stage, students are advised as to dissertation
procedures.

The same Honours Adviser deals with Junior and Senior Honours students, ensuring
continuity and enabling students to plan their Honours programme over two years
and see it as a continuum. The Adviser meets all students on an individual basis to
discuss their choice of courses at the beginning of the session. The Adviser is also
available throughout the year to discuss changes of curriculum and to offer other
advice and support.

7.2 LEVEL 3 AND LEVEL 4 COURSES

Honours courses throughout the University (with the exception of Medicine) are
taught on a modular basis in two Half-Sessions, each running normally for twelve
weeks, but language courses typically continue for the full twenty-four weeks of the
session. In Gaelic Studies, the courses available at Levels 3 and 4 include language
courses dealing with a variety of aspects of Gaelic and continuing throughout the
whole session, and Half-Session courses on Gaelic literature, history, social and
cultural studies. Further details are published online in the University’s Catalogue of
Courses, which is updated annually.

Formal teaching at Honours level, both for Single and for Joint students, is spread
over the two Honours years. Generally speaking, the core classes for the content
courses taught in parallel at Levels 3 and 4 are taught together, and each module
consists of a mixture of lectures and tutorials.

7.3 THE HONOURS DISSERTATION

All students of single Honours Gaelic must write a dissertation. Joint Honours
students may write only one dissertation and may choose to write their dissertation
either for Gaelic or for their other subject. The length of the dissertation must be
about 7000 words for Gaelic Studies. This is inclusive of quotations, footnotes, etc.,
but excluding the bibliography and appendices. These word limits must be strictly
adhered to. Unless special permission has been granted in writing by the Head of
School, dissertations which exceed or fall short of these limits will be penalised by
the examiners. Such special permission is only given in very exceptional
circumstances.

The dissertation in Gaelic Studies may be written in English or in (Scottish) Gaelic.

Please note that allowances will not be made for the standards of students’ written
Gaelic.

23
The title of the dissertation must be approved in writing by the Programme Co-
ordinator. You are advised to contact your intended supervisor at the earliest
opportunity to discuss your proposed dissertation title. A form to be signed by your
supervisor must be completed and returned to the School Office not later than Friday
13 December 2013 in the first semester in Senior Honours. Titles may be submitted
for approval at any time, but any dissertation whose title has not been approved will
not be considered by the examiners. Dissertation titles may be amended at any time,
provided the change is approved by the Programme Co-ordinator.

Each dissertation will be supervised by a member of staff, who will be available as

needed. It is your responsibility to contact your supervisor in the first instance, and to
request further meetings as required by you. How many times you will meet your
supervisor will vary considerably, according to your own needs and wishes. As a
general guideline, three meetings normally constitute an appropriate number. Your
supervisor will keep an eye on the scope of your dissertation, the proposed
development of the argument, timing, and details of presentation. Students will
receive final confirmation of their appointed supervisors as soon as possible after the
deadline for submission of titles.

The dissertation must be a piece of independent work undertaken by the student and
may not be submitted in draft form for the supervisor’s detailed comments and
advice. Students may discuss their general approach to the topic and rehearse the
lines of inquiry which they wish to pursue; they may also seek guidance about
secondary reading and how best to structure and present their dissertation. Students
are free to consult previous honours dissertations: copies of the best dissertations
from previous years are kept in the School Office and can be borrowed.

All books and articles consulted in preparing the dissertation must be listed in a
bibliography; all quotations from, paraphrases of, and references to these must be
specifically acknowledged in footnotes. Cases of suspected plagiarism are liable to
be referred to the Senior Vice-Principal for investigation under the University’s Code
of Discipline. Detailed instructions about the layout of the bibliography and how to
present quotations and references will be found in the Good Writing Guide available
from the School Office.

The title page should bear the student’s name, the title of the dissertation, and the
year of submission. Pages should be numbered consecutively throughout.

The dissertation must be word-processed (or typed) and bound. The text should be
on one side of A4 paper in double spacing except for indented quotations, which
should be single-spaced. There should be a left-hand margin of at least 4cm to allow
for binding. Students must make their own arrangements for word-processing and
binding. (The Queen Mother Library has facilities for binding.)

The dissertation must be submitted to the School Office ready-bound by Friday 9

May 2014, near the end of the second semester. Failure to submit the dissertation by
the due date will normally result in a NIL grade. Any student who, for reasons of
illness or other good cause, is unable to submit the dissertation on time, must apply
in writing to the Head of School for an extension.

Two copies of each dissertation must be submitted, since they will be marked inde-
pendently by two examiners, one of whom will normally be the student’s supervisor.
Dissertations will not be returned.

24
Students will be asked to indicate on a form provided by the School Office whether or
not they are prepared to allow their dissertation to be consulted by other students.
There is no obligation on any student to give this permission. Any such consultation
will be properly acknowledged and the normal prohibition against plagiarism will
apply.

Students will be informed by the Registry about the grades awarded for their
dissertations.

It is important to work out a realistic timetable for your dissertation. If you do not work
on it steadily, you are liable to find yourself under great pressure as the submission
date approaches. Remember that it can take quite a long time to get materials via
inter-library loans and that the final stages often take much longer than you think.
Ample time should be allowed for word-processing and printing the final version,
since there are often bottlenecks at the Computing Centre and the bindery at the
Queen Mother Library.

By proof-reading your text in draft you should ensure that any errors of grammar,
spelling and punctuation are corrected. Very high standards of presentation will be
expected, and poorly presented work is likely to be penalised. You should read the
Good Writing Guide before embarking on your first draft and consult it regularly
throughout. When checking your quotations, references, footnotes and bibliography
before printing out your final draft, you should make sure that you have followed the
conventions for citation and reference as set out in the Good Writing Guide.

25
APPENDIX 1: GOOD WRITING GUIDE; COURSE GUIDES

It is essential that students should consult the Good Writing Guide, which is available
in the SLL Office and gives detailed advice on how to improve your reading and
writing skills. It is also expected that students avail themselves of the course guides
for the courses which they have chosen to take. These, too, are available from the
School Office and give detailed information on the contents and organisation of a
course, the principles of assessment and other relevant information. Course Guides
and the Good Writing Guide are also downloadable from the SLL website.

APPENDIX 2: PARAMEDICAL DEGREE

Medical students taking a 40 credit option within the School during the Medical
Humanities SSM, may be referred by their option co-ordinator regarding such matters
as sickness, extensions etc to Alex Sutherland, the School of Medicine’s Medical
Humanities SSM co-ordinator, who can be contacted at Dr Alex Sutherland, School of
Divinity History and Philosophy, History Department, Crombie Annexe, Meston Walk,
Aberdeen, AB24 3FX, Tel: 01224 273051.

APPENDIX 3: B.ED. IN GAELIC TEACHING

Students who are taking the B.Ed. in Gaelic teaching will follow the Level 1 and 2
Gaelic language courses, but will also take courses in the School of Education.
Information on this and on the link between Gaelic and Education is available from
Mrs Anne Thirkell in the School of Education.

APPENDIX 4: LLB WITH GAELIC

In addition to the Joint Honours degree in Gaelic-Legal Studies, Law students may
take Gaelic language courses as part of the LLB.

26