English 3

Academic year
Subject Area
Language-Anglo-American Studies
Language of Instruction
Mode of Delivery
ECTS Credits
1st Cycle Studies

Recommended Prerequisites

English 1 and English 2, or CEFRL Level B2.2

Teaching Methods

Predominantly task-based, in which students undertake a range of analytical tasks in preparation for text production. The course books (see bibliography below) are fundamental to each lesson. Authentic academic texts featured in these books are used to generate various reading, writing, listening, speaking and research tasks which may be carried out individually or in pairs or groups. Independent study of grammar and the monolingual dictionary is undertaken by the student outside of class. Homework assignments are to be completed by the date specified.

Learning Outcomes

By the end of the course, students should be able to:

- produce well-organised comparison and argument essays, observing the norms of English-language written academic discourse as studied on this course

- incorporate and evaluate cited material in academic essays and seminar presentations, using a range of reporting forms

- give a student seminar mini-presentation on a topic they have researched independently and lead a short discussion arising from their presentation

- participate actively in seminar discussions through responding to and developing the arguments of other participants

- produce accurately a wider range of lexico-grammar relevant to academic language use

- apply appropriate note-taking strategies when reading and listening to academic texts

- use grammars and monolingual dictionaries more effectively as study resources

Work Placement(s)



Following English 1 and 2, English 3 seeks to further develop students’ academic literacies across a range of academic communicative practices, highlighting ways in which academic discourse can be seen as a distinctive variety of English. It builds upon the analysis of key aspects of academic writing undertaken in English 1 and 2 to focus now upon the production of comparison and argument essays, with particular emphasis on conventions of academic citation and referencing. These two essay genres determine the areas of lexico-grammar covered: comparison and contrast language, adjective phrases used for persuasion, conditional structures for exemplification and speculation, perspective and stance language, and the language of reporting. Developing oracy is approached through a particular focus upon student-led seminars. Reading work focuses upon textbooks and journal articles. Study skills are further developed in using grammar reference materials and monolingual dictionaries.

Head Lecturer(s)

Andrew Vincent Packett

Assessment Methods

Periodic Assessment
Other: 30.0%
Frequency: 35.0%
Mini Tests: 35.0%

Final Assessment
Exam: 100.0%


de Chazal, E.; McCarter, S. (2012). Oxford EAP A Course in English for Academic Purposes Upper Intermediate /B2. Oxford: Oxford University Press

Paterson, K. (2013). Oxford Grammar for EAP. Oxford: Oxford University Press

Oxford Advanced Learner’s Dictionary (10th edition, 2020).