EAPA3004Aut18 FirstPORT

Autumn 2018

English for Academic Purposes 1 (EAP 1)

Portfolio (EAPA3004)

Name:

Student Number:

Tutor name:

This is your EAP 1 Portfolio which you must submit via the student portal by Thursday

20

th

December, Please save a copy on your computer and back it up regularly (e.g., by

saving it on your computer / in the cloud (e.g., Google Drive) / emailing it to yourself.

You will receive a printed copy which you should bring to all lectures and tutorials.

However, at the end of the course, you need to submit a completed electronic copy.

Please refer to suggested word counts for each task included within this portfolio.

Assessed Learning Outcomes (LOs):

1. Produce cohesive and coherent elements of academic writing.

2. Read, compare and summarise written academic texts.

version 1.0 2

Week

Contents

Page

Learning

Outcome

Section 1: Portfolio Evidence

(These tasks will often be drafted in class and are designed to inform the written task in section

2. Suggested word counts are included are in brackets.)

1

Portfolio evidence I: Self-evaluation checklist

P3

LO 1 & 2

2- 8

Portfolio evidence II: Literature Research

(recommended word count: 400)

P4

LO 2

7 -10

Portfolio evidence III: Self-Assessment

(recommended word count: 100)

P5

LO 1 & 2

9 - 10

Portfolio evidence IV: Reflection

(recommended word count: at least 50 per section. Total word

count: 150)

P6

LO 1 & 2

Section 2: Written Tasks

(The written tasks should be developed throughout the semester but completed in weeks 7-10.)

1 - 10

Academic writing [Comparison of two elements of the student

body in the English higher education system.]

(Word count: 500 words)

P7

LO 1 & 2

1 - 10

Academic reflective writing [Reflection on your own challenges in

higher education]

(Word count: 300 words)

P9

LO 1 & 2

Total word count: Written Task (800 words) + Evidence (Approx. 650 words)

(+/- 10%)

version 1.0 3

Section 1: Portfolio Evidence I

Self-evaluation checklist

Below is a list of the skills you will need when working on extended pieces of writing during

your university career. The work you do on the EAP 1 course will help you develop these

skills.

Tick the appropriate box for each skill, according to how well you think you can do this at the

beginning of this course. Look again at the checklist throughout the course in order to

identify areas for independent study.

Skills

I don’t know

how to do

this.

I find this

difficult.

I can do this

quite well.

I can do this

very well.

Looking for information

Identify which books/journals/websites to use

☐



☐

Select relevant parts of a text

☐



Using sources

Acknowledge sources of information

☐



Avoid plagiarism

☐



Planning/ writing

Brainstorm ideas

☐



☐

Plan written work

☐



Link ideas effectively

☐



Paraphrase & summarise ideas

☐



Write a topic sentence

☐



Write a concluding sentence

☐



Personal study

Work independently

☐



☐

Manage my time

☐



☐

Reflection

Identify strengths / weaknesses in written work

☐



Think of ways to improve written work

☐



Think about experiences and describe in writing

☐



Oral presentation

Discuss written work in a tutorial

☐



IT

Access the internet

☐



Use search engines

☐



Create and save Word documents

☐



Section 1: Portfolio Evidence II

version 1.0 4

Literature Research (Recommended word count 400 words

(4 x 100) excluding references.

1. Find four texts for your research. For each text fill in the table below with the relevant

information.

Question title: Identifying and comparing the challenges for students studying online and

students studying face-to-face in higher education in England

Reference:

Type your reference here in the

way that it will appear in your

paragraph (in text citation) and in

the reference list at the end of

your work (full reference).

Notes:

Summarise or paraphrase the

information you are going to

use from what you have read.

Do not use direct quotations.

Justification:

Evaluate the information

you have written in the

notes section and say why

it is relevant to the question

you are answering.

Intext: (Alghazo 2006, p.9)

Reference: Alghazo, A. (2006).

Comparing Effectiveness Of Online

and Traditional Teaching Using

Students’ Final Grade. Department of

Workforce Education & Development

Southern Illinois University

Carbondale, pp.4-11.

One of the main benefits or

places where online education

could be of great importance to

the students when the students

have geographical constraints, in

their quest to get the education.

As such, students who live far

from schools can still be able to

acquire effective education.

Online education can also be

used by students that have

various economic constraints,

especially with regards to paying

for the various boarding or

accommodation fees and even

fare (Alghazo 2006, p.9).

The source will be very

important in addressing the

question as it helps to detail

some of the challenges that

people who undertake face-

to-face learning with teachers

at school might face.

However, these challenges

can be solved by undertaking

online learning in some

instances.

Intext: (Johnson, 2015, p.8)

Reference: Johnson, G. (2015). On-

Campus and Fully-Online

University Students:

Comparing Demographics,

Digital Technology Use, and

Learning Characteristics.

Journal of University Teaching

& Learning Practice, 12(1),

pp.1-10.

The level and commitments in

life, challenge students to choose

between online and full-time

campus type of learning. On

average, those who enrolled in

online learning were ten times

older than their counterparts,

mostly with families and jobs or

other commitments. As such,

online learning offered them the

chance to carry out various

activities while at the same time

undertake to learn (Johnson,

2015, p.8).

The source is very crucial in

outlining some of the

challenges that students who

undertake full-time, face to

face learning encounter. Face-

to-face learning means that

students are more likely to be

fully committed in the course,

thus making them have less

time to undertake other

activities.

version 1.0 5

Intext: (Kirtman 2009, p.109)

Reference: Kirtman, L. (2009). Online

Versus In-Class Courses: An

Examination of Differences in Learning

Outcomes. Issues in Teacher

Education, 18(2), pp.104-113.

One of the advantages of face-to-

face class learning is that there is

the possibility of peer interaction

and even learning from peers.

The main reason for this is that

during class times, which is

interactive, peers can ask

questions, which can then be

answered by the teacher or

instructor. Such can go a long way

in helping other students

(Kirtman 2009, p.109).

The source will be crucial in

dissecting the various aspects

of face-to-face learning, and

how students are partaking in

this type of learning benefit.

This shows that students

partaking online learning

sometimes lack peer

interactions as well as peer

learning, which can further

increase their learning

outcomes.

Intext: (Stern 2004, p.206)

Reference: Stern, B. (2004). A

Comparison of Online and Face-To-

Face Instruction in an Undergraduate

Foundations of American Education

Course. Contemporary Issues in

Technology and Teacher Education,

4(2), pp.196-213.

Learning styles and even

personality traits have a

significant influence in making

people adapt well between

online and traditional learning

methods. Students who can be

said to be fast learners and have

high literacy skills are more likely

to benefit more from online

courses, due to the reduced

supervision in this forum.

Furthermore, shy students are

also likely to be favored in this

type of learning (Stern 2004,

p.206).

The source will be very crucial

in elaborating the effects that

the different personality traits

of the students and their

learning styles influence how

they perform by using the

different learning platforms.

Such will be very crucial in

determining the challenges

that each group of students

might face in their quest for

education.

Section 1: Portfolio Evidence III

Written work self-assessment form (recommended word count: 100)

Complete this form before you submit your portfolio.

Type a few comments below in relation to how well you have addressed the

following criteria in your written work. Do NOT give one-word answers.

PARAGRAPH STRUCTURE

A. Has a clear structure including an

introductory sentence and a concluding

sentence.

The paragraphs in the paper are well arranged. There is an

introductory sentence, that will serve as a guidance to the

reader to understand what is being addressed in the paragraph.

A concluding sentence is also put at the end to signify the end of

the paragraph and the contents.

B. Has features of academic writing.

The paper has intext citations and references to any material

that was borrowed from another source or author.

CONTENT

C. Has compared directly between the

two student bodies. (Q.1.)

There is direct comparison between the two groups, each placed

on the same topic.

D. Has commented on what we learn

from the comparisons.

The paper has a conclusion in which the outcomes from the essay

are discussed.

version 1.0 6

E. Has commented on their own

experience. (Q.2.)

There is a comment on my own experience while undertaking the

assignment.

F. Has followed the word count (Q.1.

500 and Q.2 300 +/- 10%).

The limits for the word count are observed in the paper.

USE OF SOURCES AND REFERENCING

G. Has used all four references.

All the four resources were cited and placed in the reference list.

H. Has in-text citations which follow

Harvard style. E.g. (Coughlan, 2014).

Intext citation were used to second the claims.

I. Has avoided plagiarism.

Paraphrasing and summarizing information was done to avoid

plagiarism.

USE OF ENGLISH

J. Writes accurate sentences.

Use of short and concise sentenced was prioritized in the paper.

K. Spells and punctuates accurately.

Punctuation was done in a proper manner.

L. Uses a range of language.

Standard vocabulary was used in the paper.

M. Writes in an appropriate academic

style (Q.1.) or reflective style. (Q.2.)

Harvard style of formatting was used in the paper.

Section 1: Portfolio Evidence IV

Reflection

Think about the work you have done on this module and answer the following questions:

What went well? (approx. 50 words):

Searching and researching of the information regarding the two type of students in the two classes was

successful. Information was readily available from the university library and even the internet, in the form of

peer-reviewed journals. Accessing the information from these sources further saved a lot of time that was

used in compiling the information.

What areas do I still need to improve? (approx. 50 words):

The areas that I need to improve, as seen from this paper, is learning to work independently. The paper

required individual submission, however, this proved a challenge as I discovered I like peer learning and

peer interactions while working on something. Furthermore, working independently also posed various

difficulty when it came to the brainstorming of ideas which could be used in the paper.

version 1.0 7

Section 2: Written Tasks

Academic Writing (500 words)

Please type your answer to question 1 below (500 words).

Choose ONE of the following titles:

(a) Identify and compare the challenges for students of lower and higher economic status in

higher education in England

OR

(b) Identify and compare the challenges for students studying online and students studying

face-to-face in higher education in England

Make sure that:

 Your text has an appropriate title.

 You have used all of your four references (included as in-text citations) and that you

include a full reference list.

 You discuss and compare both bodies of students that you have chosen to write about

 You have used a point by point approach.

 You have written a minimum of two paragraphs

What actions do I need to take to make sure I improve? (approx. 50 words):

In a bid to ensure that I learn to work independently and also learn how to brainstorm ideas alone, I will

need to come up with a study plan, which will include allocation of time for working alone. Other measures

that will be taken to ensure I improve on these two aspects will be to learn how to research deeply on a

given topic to ensure that I grasp enough knowledge to enable me to work on a given assignment without

requiring much help.

Q.1.

Identifying and comparing the challenges for students studying online and students

studying face-to-face in higher education in England

version 1.0 8

Title:

Introduction

Universities are increasingly coming up with different learning programs, to suit the needs of the students in

their quests to acquire higher education. Depending on the type of course, students are increasingly having

the opportunity to choose between face-to-face communication and studying online for their various

modules. Regardless of the type of learning adopted by the students or the university, both of these

methods have many challenges which the students are likely to face while partaking their courses. This

paper undertakes a comparison of the challenges that students partaking in online and face-to-face

communication encounter in their quest to acquire higher education.

Peer Learning and Peer Interaction

Although certain online programs offer the chance of exposing students to peer learning and peer

interaction, their effectiveness are lower compared to face-to-face learning. In face-to-face learning, the

students can be able to answer or ask questions to the instructor and the response can be given in certain

non-verbal cues or gestures, which can further improve comprehension (Kirtman 2009, p.109). However,

this feature is not readily available to the students who are undertaking online learning, hence provides a

challenge to this group of students.

Convenience and commitments

Face-to-face learning is usually done in a specific time and location, which further hampers the availability of

some students to attend these classes. The levels of commitments in life challenges students to choose

between online and full-time campus type of learning. In one study, it was found that on average, those

who enrolled for online learning were 10 times older than their counterparts, and most of them have

families and jobs or other commitments (Johnson 2015, p.8). The main reason for their preference on online

learning is because the older students have more commitments such as family and even jobs, which require

as much attention as education.

On the other hand, undertaking face-to-face learning with the instructors mainly pose a challenge to the

students living far from the universities. One of the main benefits or places where online education could

be of great importance to the students is when the students have geographical constraints in their quest to

get the education. As such, students who live far from schools can still be able to acquire effective

education. Online education can also be used by students who face various economic constraints, especially

with regards to paying for the boarding or accommodation fees and even transport (Alghazo 2006, p.9).

Learning Styles and Literacy Skills

Depending on the learning styles of the individual students, choosing any of the two study methods can

pose various challenges to the students. Students who are shy and shun from peer interactions in a

classroom setting might be disadvantaged when they engage in face-to-face learning. Such can offer

negative outcomes in their learning process. As such, online communication might be the better option for

them. On the other hand, students who are slow learners and require constant supervision from their

instructors are disadvantaged, especially if they choose online learning as there is the lack of personal

contact with the instructor (Stern 2004, p.206).

version 1.0 9

version 1.0 10

From the discussion above, it seen that depending on the individual characteristics or situations, online or

face-to-face communication can pose various challenges to the students. Due to this, students should be

able to undertake a self-evaluation to determine which study method is best suited for them to ensure

positive learning outcomes.

Reference List:

Alghazo, A. (2006). Comparing Effectiveness Of Online and Traditional Teaching Using Students’

Final Grade. Department of Workforce Education & Development Southern Illinois

University Carbondale, pp.4-11.

Johnson, G. (2015). On-Campus and Fully-Online University Students: Comparing Demographics,

Digital Technology Use and Learning Characteristics. Journal of University Teaching &

Learning Practice, 12(1), pp.1-10.

Kirtman, L. (2009). Online Versus In-Class Courses: An Examination of Differences in Learning

Outcomes. Issues in Teacher Education, 18(2), pp.104-113.

Stern, B. (2004). A Comparison of Online and Face-To-Face Instruction in an Undergraduate

Foundations of American Education Course. Contemporary Issues in Technology and

Teacher Education, 4(2), pp.196-213.

version 1.0 11

Section 2: Written Tasks

Reflective Writing (300 words)

Please type your answer to question 2 below (300 words).

Make sure that you:

 Write about your own individual situation.

 Follow the word count.

Q.2.

What impact might the situation you have discussed in question 1 above have for you as a student

in higher education?

I usually prefer face-to-face classroom learning as opposed to online learning. The main reason for this is

because I consider peer learning and peer interactions as the fundamental things that affect my learning

outcomes. By sitting in class, I can be able to get a personal and close relationship with the instructor, by

observing the various non-verbal cues made in class. It also allows me the opportunity of writing down

some notes which serve as a reminder to help me understand better during my study times.

On the other hand, I consider myself to be having little commitments, other than learning, which are

considered as one of the main reasons that push people to take online classes. I am fully available during

most times of the day and thus, going to classes is not one of my main challenges. My learning style is also

one of the main determinants that pushes me to favour face-to-face learning. I consider myself to be very

inquisitive; questioning most of the things that I find myself having difficulties to understand. Although

online courses have the ability to dispel such thoughts in me, explanation done to me through face-to-face

discussions appear to have lasting effects in my memory.

My listening skills are also good and this enables me to capture what is being taught in classrooms fast.

Furthermore, I enjoy learning in class with my peers, partly due to my personality. I am an extrovert, with

extremely good socializing skills. I also aspire to sharpen my networking skills by making new friends. All

these are easily available when face-to-face communication and learning is done. I highly value building and

forming new networks and the idea of coming up with such while learning, makes me more eager to pursue

higher education while adopting classroom lessons. Such makes me to favour face-to-face learning in any

instance.

version 1.0 12

EAPA3004Aut18 FirstPORT

Place new order. It's free, fast and safe

Our customers say

Jeff Curtis

Ian McGregor

Shannon Williams