Ug Department Handbook 2020/21

Welcome to York LANGUAGE & LINGUISTIC SCIENCE

UG DEPARTMENT HANDBOOK

2020/21

Contents Introduction ...... 7 Introduction to the department ...... 7 The purpose of this handbook ...... 8 Where else can I find information? ...... 8 If things go wrong ...... 8 Disclaimer ...... 8 Your department ...... 9 Welcome to your department ...... 9 Departmental office ...... 9 Staff contacts ...... 9 Communicating with the department ...... 11 Seminar rooms and offices ...... 12 Departmental facilities ...... 12 Health, safety and security ...... 13 Your supervisor ...... 13 Departmental committees ...... 15 Course reps ...... 17 Student evaluation of modules ...... 18 Equality and diversity ...... 18 YUSU Advice and Support (ASC) ...... 19 Academic Reps ...... 19 Your Programme of Study ...... 20 Studying languages and linguistics at York ...... 20 Programme aims and learning outcomes ...... 20 Programme structure ...... 20 Stages ...... 20 Modules ...... 21 Dissertations and Independent Study ...... 25 Reading lists ...... 26

Weeks 8 – 10 provision ...... 26 Structure of individual programmes ...... 27 Linguistics (UBLINSLIN3) ...... 27 English Language and Linguistics (UBELASLIN3) ...... 28 Linguistics with French/German/Italian/Spanish (UBLINSFRE3, UBLINSGER3, UBLINSITA3, UBLINSSPA3)...... 29 French/German/Italian/Spanish & Linguistics (with a Year Abroad) (UBFRASLIN4, UBITASLIN4, UBGEASLIN4, UBSPLSLIN4) ...... 30 A-level route (for students who begin with A-level in their target language) ...... 30 French/German/Italian/Spanish & Linguistics (with a Year Abroad) (UBFRASLIN4, UBITASLIN4, UBGEASLIN4, UBSPLSLIN4) ...... 31 Ab initio route (German, Italian or Spanish only. For students beginning German, Italian or Spanish from scratch.) ...... 31 French and German/French and Italian/French and Spanish/German and Italian/German and Spanish/Italian and Spanish Language (with a Year Abroad) (UBFGESLAN4, UBFILSLAN4, UBFSPSLAN4, UBGILSLAN4, UBGSPSLAN4, UBISLSLAN4) ...... 32 ‘Two Languages’ degrees: Post-A-level route Year 1 and Year 2 ...... 33 ‘Two Languages’ degrees: Ab initio route Year 1 and Year 2 ...... 34 ‘Two Languages’ degrees: Year Abroad and final year options (any route) ...... 35 English and Linguistics (UBENGALIN3) ...... 36 French/German and Philosophy (with a Year Abroad) (UBFRPAABD4, UBGEPAABD4) ...... 37 History and French (with a Year Abroad) (UBHIFAABD4) ...... 38 Linguistics and Mathematics (UBLINAMAT3) ...... 39 Philosophy and Linguistics (UBPHIALIN3) ...... 40 Credit-weighting ...... 41 Languages for All (LFA) [for credit]...... 41 Centre for Global Programmes ...... 42 Problems with your programme ...... 43 Making a complaint ...... 43 Change your plan – absence, transferring or withdrawal...... 43 Transferring to another programme of study ...... 43 Leave of absence ...... 43

Withdrawal ...... 44 Placement Year ...... 45 Benefits of a placement year: ...... 45 Key steps ...... 45 Student stories ...... 45 Teaching and Learning ...... 46 Studying at university ...... 46 Teaching methods ...... 46 Code of conduct – teaching sessions ...... 48 Attendance ...... 49 Absence ...... 49 What if I am ill and cannot attend scheduled teaching sessions? ...... 50 Feedback on Learning and Assessment ...... 50 Departmental policy on feedback ...... 50 What counts as feedback?...... 52 What do I need to do to get a good degree? ...... 52 What happens if I fail a module? ...... 52 Compensation ...... 52 Reassessment ...... 53 Academic integrity ...... 53 Online Academic Integrity Tutorial ...... 53 Referencing ...... 54 Academic misconduct ...... 54 Translation software ...... 54 Turnitin ...... 54 Ethics ...... 54 Study skills and support ...... 55 Departmental study support ...... 55 Managing your workload through independent study ...... 55 Online resources – IT facilities, VLE and others ...... 55 Library ...... 56 4

Study Skills ...... 57 Languages for All (LFA) [not for credit] ...... 57 Accessibility and disability support ...... 57 Prizes, bursaries and scholarships ...... 58 Activities and societies ...... 58 Assessment, progression and award ...... 59 Guide to assessment ...... 59 Assessment methods ...... 59 Modes of summative assessment ...... 59 Formal examination requirements ...... 60 Assessment format and submission of work ...... 60 Submission of summative open assessments ...... 60 Extensions ...... 62 Style guides ...... 62 Penalties ...... 63 Failure to submit ...... 64 How is my work marked? ...... 65 Degree class descriptors ...... 65 Mark scheme ...... 66 Anonymous marking ...... 67 Results ...... 67 Changes to assessments ...... 68 Resits, repeats and readmission ...... 68 Programme extensions and termination ...... 68 Exceptional Circumstances Affecting Assessment ...... 69 Making an appeal ...... 69 External examiners ...... 70 Your final degree classification ...... 71 Award of a ‘First with Distinction’ ...... 71 Personal development and employability ...... 72 Careers ...... 72 5

Introduction

Introduction to the department Welcome to our department! We are a community of researchers and teachers who study language as a cultural, social and cognitive phenomenon. We are a multilingual community: members of staff speak or have worked on languages from all over the world. We have degrees in French, German, Italian, Spanish, English language and linguistics. All of you will be working in one or more of these areas.

Language is unique to humans and central to virtually all human activity; it is a complex and constantly evolving feature of every aspect of human behaviour. The study of language thus provides a window on the mind, on people, on culture and on society.

Our modern language courses offer you insights into cultural and social aspects of your chosen language(s). At the same time, they enable you to develop advanced language skills, informed by general language awareness and intercultural competence. In our English language and linguistics courses, we explore structural and cognitive aspects of human language more generally. Linguistics at York is broadly organised around sub-disciplines: Psycholinguistics (including acquisition of language), Syntax and Semantics, Phonetics and Phonology, Forensic Speech Science, Interaction and Language Variation and Change. In the early stages, we equip you with skills to investigate language in a rigorous way, and in later stages we offer opportunities for high level research-related work through which you can develop independence and self-reliance. We will encourage you throughout your degree to reflect critically on the contribution of linguistic theories to our understanding of language, and we will help you understand how the skills you acquire through your degree can transfer to the workplace after graduation. Whether you’re taking one linguistics module or your whole degree is in linguistics, most of you are starting linguistics from scratch.

Whatever you are studying, there are bound to be challenges along the way. We will support you to contribute to the language and linguistics community within the Department and beyond; to become motivated, self-directed and independent learners; and to have a broad range of skills useful in the wider world. These include writing skills, presentation skills, collaboration, problem-solving and analytic skills. You’ll need to convert your initial enthusiasm into application. This will take time and effort, so you’ll need to be patient. Remember, there are plenty of you in the same boat, and you can help to build the Department’s community by helping and supporting one another.

We will expect you to put in a lot of work, and to work more independently than you are probably used to from school or college. One credit means ten hours of learning time; most 7 of our modules are 20 credits, so require 200 hours of learning time each, of which perhaps 24 will be contact hours in class. In return, you can expect enthusiastic teaching from staff who are passionate about their subject. We will support you in learning independently. Please let us know how things are going - you will find that staff are always happy to help.

Dunstan Brown Head of Department

The purpose of this handbook It is a reference guide to help you and should be used along with the University Handbook.

This handbook provides a comprehensive introduction to your department and information on all aspects of your degree programme.

It outlines what you should expect of your department and what they expect from you, and clarifies the policies and procedures relevant to your area of study.

Where else can I find information? The University Handbook provides information on central services and support for students, including accommodation, finance, living in York and further advice on careers and study skills. You will find a copy of the University handbook on the New Student Welcome pages.

General information can also be found on the student pages of the University website.

The Department webpages also carry important information about everything connected with undergraduate life: module descriptions, FAQs, forms and documents, and much more.

Most of you will have accessed the Preparing to Study site on Yorkshare before coming to York. This site is available throughout your degree, so you can continue to use it as needed.

If things go wrong We hope your time at University will be amongst the best experiences of your life. However, it is important that you know where to turn to, should you experience any difficulties.

We have a set of web pages dedicated to providing support for you if things go wrong.

Disclaimer We have tried to ensure that the information contained in this document is accurate as of July 2020. Please check our website for any changes to this information.

Your department

Welcome to your department You are now a member of an academic department. The department is made up of staff who teach, supervise and undertake research, support staff and other students like you.

• Academic teaching staff - they are there as leaders in their field willing to share their expertise and experience to help you learn, grow and push the boundaries of your capabilities and knowledge. • Your supervisor is there to help guide your studies and to monitor your progress over your degree programme. • Support staff - they are the mechanics behind making the department run smoothly. They will communicate important information, provide technical assistance and help signpost you to other services and support you might need within the University.

You are now also part of a student community belonging to your department. Course reps are there to help represent your views to the department and to the University – so there is always a way to get your views heard.

Departmental office The Department is located on Campus West and occupies all of Vanbrugh College C Block and part of B Block. The Departmental Office is located on the ground floor of Vanbrugh C Block. It is open from 10am–12pm and 2–4pm during term time and you can ask for information in person during those hours.

Staff contacts All academic staff members have open office hours: this is a time when you can go along to talk to a member of staff face to face without making a prior appointment. In 2020-21 open hours will usually run as online appointments; information about office hours for teachers and tutors on each module will be provided on the module information sheet and VLE site.

Open hours are also published on the Department website. This list is kept up to date. The list also tells you where and how you can contact staff members.

You can find more information about staff on the Department website, including their areas of expertise and other roles.

Key people to get to know

Head of Department Dunstan Brown

The Head of Department is ultimately responsible for all Departmental affairs. He takes care of staff matters, the Departmental role in University developments and the Department budget.

Department Manager Deborah Hines

The Department Manager oversees the day-to-day administration of the Department and supports the Head of Department. Deborah is responsible for issues relating to health and safety, as well as space (e.g. lecture rooms).

First Year Coordinator Julia Kolkmann

The First Year Coordinator will meet you in Week 1 of your first year. Julia can help with issues that affect all First Year students at the start of their undergraduate degrees, before first year programme reps are elected in the Autumn Term. For personal issues, your supervisor should be your first point of contact.

Undergraduate Administrator Rachel O’Brien

The Undergraduate Administrator handles administration of all undergraduate issues. Contact Rachel for issues such as requesting a change of supervisor, submitting a module change form or for advice if you are considering a Leave of Absence or transferring degree programme. Rachel is situated in the Undergraduate Office (V/C/007).

Assessment and Feedback/Year Abroad Administrator Laura Mansfield

All undergraduate feedback and examination matters are handled by Laura. Questions about assessment submission, exam timetables and feedback from your modules should be addressed to Laura, who is based in the Undergraduate Office (V/C/007).

Contact Laura also if you have any queries regarding the arrangements for your Year Abroad. Laura works closely with Raffaele Zanotti and Elia Lorena López, who are our Year Abroad Coordinators, to help you get the most out of your experience abroad.

Administrators Laura Hill, Katie Messias and Ross Watson

Laura, Katie and Ross are based in the ground floor reception and can point you in the right direction if you aren’t clear where to get help. Most of your questions can be answered by Rachel O'Brien and Laura Mansfield in the Undergraduate Office, but Laura Hill, Katie and Ross can always advise you on who best to ask, for your particular question.

Technical Supervisor Huw Llewelyn-Jones

The Technical Supervisor manages computing and audio-visual services in the Department.

Chairs of Department Committees Please refer to the Departmental Committees section further on in the handbook.

Communicating with the department At the heart of any organisation is communication. The Department and the University will need to contact you frequently with important information. You need to be aware of the different lines of communication between you, the Department and the University, and check them regularly.

Your two most important points of face to face contact within the Department are likely to be the Departmental Office and the academic staff member who is your supervisor.

In person Open hours (see section above on Staff contacts).

Email Email is the primary form of communication used by the Department and University.

Note that we will only use your University email address. We will not use private accounts like yahoo or gmail (but you can redirect your University email to other accounts if you wish). It is essential that you check your University email account every day, otherwise you will miss out on important information. You are welcome to use email to contact staff members. When you do, please remember to include your name! Email is not the same as texting, and we really don’t know who a message is from, when we can only see an email address that starts with ‘xyz123’.

Email etiquette Please address the member of staff with their name or title. Email is more formal than a text message. Staff have different preferences: some are happy with ‘Dear [First Name]’, others prefer ‘Dear Dr/Professor [Surname]’. Just ‘Hi’ or nothing at all is usually not well received. Your relationship with the staff member will change as they get to know you though, so the way you interact with them may also change. Don’t forget to sign off with your name – we can’t see this from your email address!

Other forms of communication We also use the following means of communication: • a letter to you at your term time address; • a letter to you at your home address (if we need to write to you outside term time); • a phone call or a text message, if we need to contact you urgently; • a note or letter in the undergraduate pigeonholes, located on the ground floor of Vanbrugh Block C (this is where any letters will be sent during term time); • a notice on the notice board in the foyer outside the Departmental Office. (This is where general information is displayed.)

In addition to checking email every day, please make sure that you check your mail sling and the Department notice boards from time to time, and that your contact information on e:Vision is always up to date (term time address, home address and telephone numbers).

Seminar rooms and offices Teaching for our Department may take place anywhere on campus. If you need to find a teaching room on campus, use the online interactive campus map and room finder.

Most teaching and support staff have their office in Vanbrugh C block. You can look up the exact room number on the staff webpages.

Departmental facilities

The e-lab (V/B/023) One of the Department's teaching rooms, V/B/023, is also known as the 'e-lab'. Modules for which the use of computers is an element may be timetabled in this lab. When not being used for teaching, students are free to use it for general computing purposes, as for other PC clusters around campus (there is, for instance, a cluster on the ground floor of Vanbrugh College, room V/N/058). You have access to the e-lab until 6pm, Monday to Friday, via a keypad access code. Check the timetable posted on the external door and any notices pinned to the internal door before entering the e-lab for private use. Note that there is no 12 printer in the e-lab, so you will need to move to a PC classroom if you want to print something out. If you have problems with the computers or other hardware (e.g. the headphones) in the e-lab, you should email Huw Llewelyn-Jones, our Technical Supervisor.

Please abide by the following rules when you use this room: • Use the space quietly. If you want to chat, even if it’s about work, please go to another location so that you don’t disturb other students. • Don’t eat or drink in the e-lab. • Familiarise yourself with the information posted in the room about emergency procedures.

For our Departmental Language Resources, please see the Library section. For central IT facilities, please refer to the University handbook.

Health, safety and security Visit the Health and Safety Services Department webpages for information about the University’s Health, Safety and Security policy.

Your supervisor Your department will allocate you an academic supervisor who is there to offer you support and advice throughout your degree programme. In 2020-21 you will ‘meet’ your supervisor in online appointments; your supervisor will email you at least once per term to provide information about how to book an appointment for supervision and/or regular office hours.

Your supervisor will meet with you at least once a term to discuss your academic progress and check that all is well with you and your studies. They will encourage you to develop your academic and personal skills and can also act as a referee for any applications you might make in the future. They can advise what to do if things go wrong and refer you to the right people in the University for help with more personal matters.

The termly meeting with your supervisor is required by the University. Your supervisor will email you (at your York email address) to set up the meeting. You may also see your supervisor at other times when necessary. Your supervisor will also have open hours, like all staff (see the section on Staff contacts) and will provide information about when they are. Additional meetings can also be set up by appointment, and you should always feel free to contact your supervisor as and when you need to. If a supervisor is unavailable and you urgently need to discuss something, please contact the Departmental Office and they will arrange for another member of academic staff to see you. If you encounter difficulties in

13 your relationship with your supervisor, you can request a change of supervisor without giving any reason. A supervisor is unlikely to be offended if you want to do this. Just inform the Undergraduate Administrator (Rachel O’Brien) by email that you want to change, and it will be arranged.

If you are an overseas student on a Tier 4 visa, you will need to attend at least two individual meetings per term with your supervisor. In 2020-21 these will take place online.

From time to time, academic staff go on research leave. You will be allocated an alternative, temporary supervisor if your normal supervisor is on research leave. You will receive an e- mail from the Department Office to tell you who your temporary supervisor is.

What is research leave? When academic staff go on research leave for a term or a year, it means that they work only on their research during that period, and they do not teach or do administrative duties. Research is an essential part of the job for academic staff.

Combined degree programme advisors Students on combined degree programmes will have a supervisor in just one of the two departments. Each department will also have a combined degree programme advisor, who can explain your programme and offer advice on choices within the programme. The programme advisor will schedule meetings at key times during the degree (for example, at the start of your degree, and when you need to make choices for the following year). You will receive an e-mail about those meetings, and you should be sure to attend. In addition, you may arrange a meeting with the programme advisor during his or her open hours, or by appointment. Combined programme advisors in the Language and Linguistic Science Department in 2020–21 are: • English and Linguistics: Paul Kerswill (Autumn)/ Claire Childs (Spring-Summer) • Philosophy and Linguistics: Norman Yeo • Mathematics and Linguistics: Norman Yeo • French and History: Thomas Jochum-Critchley • French/German and Philosophy: Thomas Jochum-Critchley

Your responsibility as a supervisee Your supervisor will offer advice whenever you request it. It is ultimately your responsibility to attend supervisions and to keep your supervisor informed of circumstances that impact on academic performance.

For further areas of student support, see the New Undergraduate webpages and University handbook. 14

Departmental committees

Board of Studies Chair of Board of Studies Sam Hellmuth

Although the Board of Studies does not have an obvious physical presence in the Department - there is no door bearing the label ‘Board of Studies’ - it has a significant impact on the whole of the academic side of your university career. The Board is responsible for the content of all our degree programmes, and for teaching methods and assessment, within the constraints of the University regulations.

Board of Studies meets regularly, typically twice a term. All teaching staff are members of the Board, and student representatives (‘reps’) are also present. Board meetings discuss all matters relating to the teaching and organisation of the Department, and University policies that affect the teaching and welfare of students.

The Board of Studies has two parts: Open Board and Closed Board.

The Open Board: Quality assurance in teaching and supervision The Board of Studies decides on major policy issues, such as what support we need to provide for students, and how and when programmes and modules should be revised. If you have an issue with programme content which you feel is wider than can be addressed by talking to the module convenor direct, you should raise this with your programme rep (see Programme Reps section below), who can raise the issue at a Board of Studies meeting.

Small changes that the Board of Studies agrees can be implemented immediately; bigger changes are not put into effect until the next cohort of students gets to that point in the course. In some cases, therefore, your good suggestions will serve your successors more than they benefit you. Please don’t let this put you off making suggestions.

The Closed Board: Confidential issues Any Board of Studies issues that relate to individual students are discussed at a smaller, confidential meeting at which student reps are not present. Issues on the agenda of such meetings include approval of proposals for independent study modules, programme transfer applications and bursary nominations.

Note that issues relating to problems that affect an individual student’s academic progress fall under the remit of a separate committee, the Exceptional Circumstances Committee. For more information on Exceptional Circumstances (previously known as ‘mitigating circumstances’), refer to the Assessment, progression and award section. 15

Departmental Teaching Committee Chair of Departmental Teaching Committee Thomas Jochum-Critchley

Departmental Teaching Committee is primarily responsible for the design and maintenance of degree programmes. It makes sure that our programmes comply with general University policies and monitors all aspects of the department's teaching provision. The committee consists of several key staff with responsibility for programme design and delivery, as well as a student representative, and makes recommendations to the Board of Studies.

Board of Examiners Chair of Board of Examiners Ann Taylor

The responsibilities of the Board of Examiners include: • ensuring that the Department’s assessment and marking procedures are in accordance with the University’s principles • ratifying provisional marks • making recommendations to the Board of Studies about final degree classifications, students’ progression from one stage of a programme to the next and resits.

All members of staff involved in teaching are members of the Board of Examiners, together with our external examiners. The external examiners are academics from other institutions who oversee our examinations policy and check that our marking is fair and consistent. The Board meets at the end of each academic year and on other occasions as required. In the interim, all examining queries are dealt with by the Chair.

Committee on Exceptional Circumstances Affecting Assessment Chair of Exceptional Circumstances Committee Elia Lorena López This committee considers applications made by students for exceptional circumstances to be taken into account in relation to assessments. Procedures for exceptional circumstances applications are described in detail in the Assessment, Progression and Award section.

Departmental Ethics Committee Chair of Departmental Ethics Committee Eytan Zweig Ethics Committee approves all studies run by members of the department (students and staff) which involve data collection from people. If data collection is required as part of the assessment in a module, the module will include instruction about the ethics approval process. If you plan to collect data for an independent research project, or as part of your activities in a society, you must seek ethics approval from the Ethics Committee. Contact the committee chair for details of how to do this, well in advance of your project start date.

Course reps Course Reps are elected by students in their departmental year group to represent the views and interests of students on department committees and within the Students’ Union. You can go to them with any concerns or suggestions about how the department or aspects of your programme are run.

Course (programme) representation is a partnership between YUSU and University departments. Together, we aim to ensure that students contribute directly to the processes of reviewing, maintaining and enhancing the quality of the academic experience here.

Up to three reps from each of the first, second and final years may be elected, one for Linguistics and English Language students, one for students of French/ German/ Italian/ Spanish, and one for students on combined degrees. These are known as course reps or programme reps. The group of course reps are led by a Department Rep (see below). Reps are expected to attend Board of Studies and Staff Student Forum meetings throughout the year and may be asked to participate in other committees and working groups.

If you’d like to represent the views of your fellow students and have a say in how your programme is run, why not apply to be a course rep? You can stand for election at the beginning of Autumn Term. For more information visit YUSU. [See also page 18]

Department Rep In addition to course reps, YUSU arranges for the election of a Department Rep, who attends Department meetings along with the course reps. This person represents the Department course reps at YUSU and can play a part in shaping wider University policy from a departmental viewpoint. Candidates for this role apply through YUSU during April/May before the appointment starts, after which shortlisted applicants are interviewed by YUSU.

The 2020-21 Department Rep is Rachel Moore. Email Rachel at [email protected].

Staff Student Forum (SSF) A Staff Student Forum meeting is usually held once per term, just before the Board of Studies meeting. This is a forum for students to voice opinions about their programmes and modules, the running of the Department and of University learning and teaching operations and facilities, as they affect them, and to provide any other feedback to the Department. Staff Student Forum membership includes all programme reps, the Undergraduate Administrator and the Chair of Board Studies. Standing items on the agenda include current modules and pre-discussion of Board of Studies agenda items. If you would like an issue to be discussed at the SSF, speak to your course rep. 17

How do I know who my course rep is? Course rep contact details will be made available on the Department website after the results of the elections, which are held in the middle of Autumn Term. (You will need to enter your University username and password to access this page).

Student observers at Board of Studies and the Staff Student Forum In addition to programme reps, up to five students from the Department can attend as observers at open sessions of the Board of Studies and at the Staff Student Forum. If you would like to attend, book a place by contacting the Undergraduate Administrator.

For a more detailed description of the role, Guidelines for Student Representatives on University Committees webpage.

Student evaluation of modules We rely on feedback from our students to maintain the quality of our modules, and to improve them. For every module, we invite evaluation, usually by sending you a link to an online survey to complete, but sometimes on a paper form. • For modules running in the Autumn Term or in Spring-Summer Terms, there is one evaluation at the end of the module. • For modules running throughout the year, there is an evaluation at the end of the module, but there may also be a midpoint evaluation at the end of Autumn Term.

Module evaluation forms are anonymous, so do not put your name on them (e.g. in the comments). Your module convener will summarise the responses and outline the actions that we will take in response. You can read the summaries on a password-protected site. We aim to post summaries no later than four weeks following the module evaluation.

If you are dissatisfied with any of the responses from module leaders, please inform your course rep, explaining your concerns. We review all evaluations and summaries at least once a year to inform teaching and share good practice in the department and university.

Equality and diversity The University of York values the diversity of its students and staff and is committed to the creation of a fair, welcoming and inclusive environment, where everyone is treated with dignity and respect. What we gain from our diverse communities is immeasurable. We want all our students to feel they are an integral part of the York community, and together we will create an inclusive culture where everyone can contribute to university life, knowledge and growth. For more information equality, diversity and inclusion at the University please visit: www.york.ac.uk/about/equality/. 18

YUSU Advice and Support (ASC) There is lots of support available if you find you are struggling at any point during your time at the University. Developed by students, YUSU has two short guides that can help you find someone to talk to or develop some strategies to manage your concerns yourself.

• Self-help guides and worksheets • Support services available for students

ASC provides independent advice and guidance on any academic, welfare-related or personal issues. They are contactable over the phone, email or you can arrange a face-to- face appointment.

Opening hours: 10:00- 16:00, Monday to Friday excluding national holidays. Email: [email protected] Telephone: 01904 32 3724 Website: www.yusu.org/asc

Academic Reps It is important that the student voice is listened to at every level so that everyone can have the best experience while at the University.

Academic Reps are one of the ways this happens.

All Academic Reps play a major role in developing a better university for students and work together to ensure that all students are equally represented.

Being an Academic Rep is an amazing opportunity to make a positive difference and develop some invaluable skills and experience! At YUSU there are three types of Academic Reps:

• Course Reps act as the voice of their cohort and work with staff to make improvements to their course. By gathering student opinion, Course Reps become specialists in course-based issues, helping to identify and tackle problems that arise.

• Department Reps take on a leadership role and support Course Reps to make positive change to the department as a whole. Department Reps are also invaluable contact at YUSU and take part in University-wide projects that improve the student experience.

• Faculty Reps are undergraduate students that work behind the scenes ensuring that the student voice is heard at all levels. By sitting on high-level committees they influence University-wide decisions as well as pushing forward their own manifesto projects.

Website: www.yusu.org/academic-reps Email: [email protected]

Your Programme of Study

Studying languages and linguistics at York The Department of Language and Linguistic Science is a leading centre for research in language and linguistics, with internationally recognised staff in diverse fields of expertise.

Our teaching We are enthusiastic and committed teachers who seek to provide high quality education in modern foreign languages, English language and linguistics in a supportive environment. Where possible, we try to involve our students directly in our current research. You will learn from experts – our staff teach modules only in their specific subject or research areas.

Our modern foreign language teaching focuses on fluency and professional competence through an understanding of social and cultural contexts. From day one you learn in a 'hands-on' approach, combining theory and practical exploration. Through York’s focus on research-led teaching, and our large and varied staff group, our final-year modules offer an unmatched breadth and depth of choice.

Programme aims and learning outcomes We want you to know from the start what to expect in your degree programme, as well as what you will be able to do when you graduate. To do this, we specify the purpose and objectives for each programme. You can read the full specification for your programme on the University webpages.

Programme structure The structure of individual degree programmes is shown below, from page 26 onwards.

Stages An undergraduate programme of study is divided into a specified number of stages. Each stage is equivalent to a year of full-time study. You must satisfy the requirements for one stage of your programme before being able to progress to the next stage.

The first ‘stage’ of your programme (which is your first year, if you are full time) doesn’t count towards your degree classification, but you do have to pass it to continue with your programme, and it will appear on your transcript.

When we calculate your degree classification, different stages will be weighted differently. More information on this can be found in the section on Your final degree classification.

Modules Each stage is made up of modules. Each of the modules will have a credit value (e.g. 10 credits – 20 credits – etc.) and a ‘level’ which indicates the module’s level of difficulty (e.g. “C” for Certificate in first year, “I” for Intermediate and “H” for “Honours” in second and third years). One credit should mean about 10 hours of work either in class or independently. You will achieve the credit for a module by passing the module assessments. Modules are assessed by a range of methods which will result in a numerical module mark out of 100.

If you fail a module there are two possible ways in which you might still be able to pass your year and progress to the next level: compensation and reassessment. These are explained in more detail in the Assessment, progression and award section below.

Modules and stages are also subject to credit-weighting. More information on this can be found in the ‘Credit-weighting’ section below.

Details of individual modules are published on the Department website, at least four weeks before you need to make decisions about module choices. For combined students, details of the modules in the partner department will be published by that department. You can also search through all modules taught in the University if you wish.

Compulsory and optional modules For most degrees, Stage 1 has few or no choices, since this stage is devoted to learning the core skills that underpin the increasing range of options in Stages 2 and 3. In Stage 2, there are choices within constraints. In Stage 3, there is considerable choice, but bear in mind that your options will be constrained by the modules you take in the second year, and they may also be constrained by the requirements of your specific programme.

Core areas of Linguistics All degree programmes have some compulsory elements in core areas of linguistics. The aim is to ensure that you get both breadth and depth in linguistics.

The core areas of linguistics offered in the Department at undergraduate level are: • Syntax • Semantics • Phonetics and Phonology 21

• Language Variation and Change (which is a formal term for sociolinguistics) • Psycholinguistics (from Year 2 onwards, in ‘Introduction to Language Acquisition’)

Most single-subject students take modules in all five core areas of linguistics. On degrees with two languages and on combined degrees, you will not take modules in all core areas.

Core Language modules All programmes that include modern foreign languages have core language modules that are compulsory. The French, Italian, Spanish and German language programmes require at least 40 credits of language modules per taught year.

Core English Language modules The English Language and Linguistics programme has core compulsory modules in the first year. After that you must take at least 40 credits of English language modules per year.

Optional modules In Stage 2 and Stage 3 you can choose some of your modules. The modules offered, and how they are assessed, will vary from year to year depending on staff availability, emerging new research interests, and emerging student needs. As a result, we cannot guarantee that a specific module will run in a particular year. However, we will always offer a good range of interesting and challenging modules to choose from. Module offerings for the coming academic year are published in the Spring Term. Descriptions of modules are available on the Department’s website.

The year abroad (for ‘with a Year Abroad’ programmes only) All students on four-year programmes ‘with a Year Abroad’ spend their third year abroad. You have the following placement options:

• Study at one of our partner universities • Work as a British Council English Language Assistant • Organise your own placement in industry or in a volunteering organisation

The aim of the year is to improve your fluency and accuracy in the language(s) you are studying and to increase your knowledge and experience of the culture and society of at least one country relevant to your degree. Students who are taking two languages will typically split the year abroad: each semester will be spent in a different country. You can also choose to spend the whole year in a country where just one of your languages is spoken, then specialise in that language in your final year. Students taking just one language may also split their year abroad and do two different placements in countries relevant to

22 their degree. A semester in a relevant country is the minimum prerequisite for the final year core language module French/German/Italian/Spanish Language and Society III. In your second year, you will receive advice and support on your year abroad choices from the Year Abroad Coordinator and the Academic Coordinators for each language. Further details about placement options and application procedures are on the Department website and also in the Year Abroad Handbook which you will receive at the start of the second year.

Please note the following issues which affect eligibility to participate in the Year Abroad:

• If a student on a four-year programme fails any Year 2 modules and has to re-sit them during the August resit period, this could impact on the start date of the Year Abroad activity. This is because resit results are not published until mid-September. • If a student on a four-year programme fails Year 2 of their degree (after resits), they will not be allowed to proceed to the Year Abroad. • Students who are not in good academic standing may not be allowed to proceed to the Year Abroad (see the Code of conduct – teaching sessions section).

To complete the year abroad successfully, you must pass the year abroad assessment. This consists of two parts:

1. Fulfilment of obligations (following procedures and submitting relevant forms to evidencing placement completion) 2. Getting a pass mark in two Year Abroad essays, one per semester.

Details of the year abroad assessment are in the Year Abroad handbook and at on the Department Year Abroad webpages.

Combined degrees with a Year Abroad History and French: you can either spend the whole Year Abroad studying at one of our partner universities or you can split the year, studying for one semester and on work placement for another. The assessment of the Year Abroad is shared across both depts.

French and Philosophy and German and Philosophy: you can spend the year abroad at university, on a British Council teaching placement, on work placement or doing a combination of university study and work placement. The assessment of the Year Abroad is carried out by this department alone.

Elective modules Electives are optional modules which you take as part of your degree, but which are taken in another department. In most of our degree programmes, electives are permitted in Stage 2

23 and Stage 3 (please note the rules specific to each degree programme). If you intend to take an elective, please be sure to discuss this with your supervisor.

Module registration processes in other departments may not be the same as in ours. You need to contact the host department directly to find out what to do and when. Details of which modules are available as electives can be found on the University electives webpage.

Elective modules cannot be taken into account for timetabling. There is no guarantee that they will not clash with another module you are taking in our department. If this happens, you will not be able to take the elective. For this reason, if you intend to register for an elective, you must register for the same number of credits in the same term in this Department as well when you make your module choices.

Late registration for an elective will be possible only if the timetable for the relevant term is already known and this presents no problem, and if taking the elective does not prevent you from meeting the requirements for your degree as set out in this handbook.

Registering for modules

The module registration process Registration takes place in the Spring Term of each academic year. Early in the Spring Term, the Department publishes a list of modules to run the following academic year with details about module prerequisites, aims, contact hours, teaching programme and assessment.

For your second and final years, you will register for modules online during the preceding Spring Term. We will give you information on how and when to do this early in the term. Before registering, you should meet to discuss your choices with your supervisor, who will provide guidance on module choices given your intellectual interests and career goals. We will do our best to match student module choices of modules. However, because of constraints on the timetable and other resources, we cannot always guarantee this.

Most Stage 3 modules in English Language and in Linguistics have a cap on student numbers. We do this so that we can offer smaller teaching groups in Stage 3, compared with the large lecture classes of Stage 1 and (to a lesser extent) Stage 2. This means that in some cases you may not get your first choice of module. We aim to offer enough choice for you to be able to select appropriate second choices, and we will ask you to rank your choices and give alternatives. Having chosen your modules via an online system, an algorithm is used to allocate places fairly, after the deadline for completing the online registration has passed.

Withdrawing from or changing modules Once the timetable has been fixed, any changes to modules will be possible only if the change of module involves selection of an alternative that does not clash with any of your other selected modules. It will not be possible to adjust the timetable to avoid clashes.

If you drop a module you must replace it with another in the same term. Withdrawal from a module is possible until the end of the second week of teaching of that module. However, if any deadline for assessed work occurs before that date then approval for withdrawal must be sought directly from the Chair of the Confidential Board of Studies.

You must formally withdraw from any module you have registered for, even if you change your mind before it has begun. This is done by completing a Module Change Form. You can obtain one from the Department foyer and online (scroll to the bottom of the page).

If the form is not completed and returned to the Undergraduate Administrator by the end of the second week of teaching, your withdrawal will not be recorded on the University’s Student Record System, which may lead to you being deemed to have failed the module. If your module withdrawal involves two Departments (e.g., if you are changing to/from an elective, or if you are adding/removing a module in our Department on a combined degree), you must hand in a Module Change Form at the Department of Language and Linguistic Science, in addition to following the procedures of the partner department.

Dissertations and Independent Study You may have the option to write a dissertation-length project in your final year, if you wish. In our Department this option is provided by taking a Research Extension module. To do this you choose a final-year module which involves an extended piece of writing, and register also for a Research Extension, then submit a double-weighted assessment usually of about 9,000 words (40 credits total). If you want to do a Research Extension, you must achieve an average of 60% overall in Stage 2 and 60% in relevant Stage 2 modules. This will be checked by the Undergraduate Administrator in the Summer Term before your final year.

An Independent Study Module (ISM) is a 20-credit module where the content and assessment are designed by the student themselves, supervised by a member of staff, and replacing an existing final-year module. If you wish to do an ISM, you first write a detailed proposal, which must be approved by the Department Teaching Committee.

Reading lists Information about the type of reading involved in each module is provided on each module webpage under ‘Indicative Reading’. Detailed information will be provided at the start of each module in the Module Information Sheet and on the VLE site for the module. Many modules will have a Library Reading List, with links to electronic copies of readings.

For some modules there may be a textbook that you are recommended to buy for your own use. For some modules a reading pack of printed copies of relevant articles may be made available to buy. If so, your module convenor will inform you how to buy a reading pack.

Weeks 8 – 10 provision The Summer Term has teaching in weeks 1-4, and the summer Common Assessment Period (i.e. exams) covers week 5-7. In weeks 8-10 of Summer term first year students participate in the York Strengths Programme. In York Strengths you will explore a framework of nine qualities valued by employers, to identify the qualities you have or want to develop.

The programme has three components: • York Strengths Discovery: an online exercise on your reactions to different situations and your use of data to make decisions. This is available from Spring term onward. All students are expected to complete this exercise (approx. 25 minutes). • York Strengths Day: you will be invited to a day of interactive exercises and activities that will help reveal your working preferences against the nine characteristics of the Strengths Framework. York Strengths days are allocated by department. The majority will run in Summer weeks 8-10. All students are expected to attend a York Strengths day. If you are unable to attend, or if you think attendance would be inappropriate, please contact Careers and Placements. • York Strengths Award: at the start of the second year you will be invited to apply for the York Strengths Award, a University certificate which demonstrates your ability to reflect on experiences and to present them in a way that appeals to employers.

York Strengths will equip you with greater self-awareness and help inform your search for graduate roles you are suited to. Engaging with York Strengths at the end of the first year gives you time to use the remainder of your time at York to best effect. Second years can apply to become a York Leader, with preference given to those who participated fully in York Strengths in the first year. The last step, York Strengths Gold, is for final year students.

Structure of individual programmes On the following pages, you will find outlines of each of our programmes.

Linguistics (UBLINSLIN3)

STAGE ONE (C-level) Autumn Spring Summer Introduction to Phonetics and Phonology Introduction to Syntax Introduction to Semantics Introduction to Sociolinguistics C-level English Language option, C-level elective, or LFA module at any level C-level English Language option, C-level elective, or LFA module at level 3

STAGE TWO (normally all I-level; one 20-credit module below I-level may be permitted) Autumn (40 credits) Spring and Summer (80 credits) Intermediate Phonetics and Phonology AND/OR Intermediate Syntax Introduction to Language Intermediate Language Variation and Acquisition Change Intermediate Semantics other I-level Linguistics options, as offered I-level Linguistics and/or English I-level English Language option Language option LFA module

STAGE THREE (normally all H-level; one 20-credit module below H-level may be permitted) Autumn (40 credits) Spring and Summer (80 credits) Linguistics and/or English Language Linguistics and/or English Language option modules option modules LFA module

KEY: You must take 120 credits in each year. All modules are 20 credits, except where stated. Bold type/grey shading = obligatory module. Plain type/no shading = Select options from among available modules. Electives are permitted at Stage 2 and Stage 3 (except where indicated otherwise). Max. 20 elective credits per term, 40 per year, 60 across degree.

English Language and Linguistics (UBELASLIN3)

STAGE ONE (C-level) Autumn Spring Summer Introduction to Phonetics and Phonology Introduction to Syntax Introduction to Semantics Introduction to Sociolinguistics Understanding English Grammar History of English I

STAGE TWO (normally all I-level; one 20-credit module below I-level may be permitted; at least 40 credits must be taken in English Language) Autumn (40 credits) Spring and Summer (80 credits) Intermediate Phonetics and Phonology AND/OR Intermediate Syntax Introduction to Language Intermediate Language Variation and Acquisition Change Intermediate Semantics other Linguistics options, as offered English Language modules in autumn or spring-summer Linguistics or English Language English Language options(s) option LFA module

STAGE THREE (normally all H-level; one 20-credit module below H-level may be permitted; at least 40 credits must be taken in English Language) Autumn (40 credits) Spring and Summer (80 credits) Linguistics and/or English Language Linguistics and/or English Language option modules option modules LFA module

Linguistics with French/German/Italian/Spanish (UBLINSFRE3,

UBLINSGER3, UBLINSITA3, UBLINSSPA3) STAGE ONE (C-level) (For students who have A-level in their target language):

Autumn Spring Summer Introduction to Phonetics and Phonology Introduction to Syntax Introduction to Semantics Introduction to Sociolinguistics French/German/Spanish Language and Society I French/German/Spanish Grammar OR STAGE ONE (C-level) (For students beginning German, Italian or Spanish from scratch. German, Italian or Spanish only.): Autumn Spring Summer Introduction to Phonetics and Phonology Introduction to Syntax Introduction to Semantics OR Introduction to Sociolinguistics Ab initio German/ Italian/Spanish Language Skills Ab initio German/ Italian/Spanish Grammar Ab initio German/ Italian/Spanish Language & Society STAGE TWO (normally all I-level; one 20-credit module below I-level may be permitted) Autumn Spring Summer Intermediate Phonetics and Phonology AND/OR Introduction to Language Intermediate Syntax Acquisition Intermediate Language Variation and Change Intermediate Semantics other Linguistics &/or English Language options, as offered French/German/ Italian/Spanish Language and Society II Language option module Language option module, LFA module STAGE THREE (normally all H-level; one 20-credit module below H-level may be permitted) Autumn Spring Summer Linguistics and/or English Linguistics and/or English Language option modules Language option modules Language option module(s)*, LFA module *Year-long language options may be available, as well as autumn or spring-summer options. No more than 50 credits can be taken in a single term.

French/German/Italian/Spanish & Linguistics (with a Year Abroad) (UBFRASLIN4, UBITASLIN4, UBGEASLIN4, UBSPLSLIN4)

A-level route (for students who begin with A-level in their target language) STAGE ONE (C-level) Autumn Spring Summer Introduction to Phonetics and Phonology Introduction to Syntax Introduction to Semantics Introduction to Sociolinguistics French/German/Spanish Language and Society I French/German/Spanish Grammar STAGE TWO (normally all I-level; one 20-credit module below I-level may be permitted) Autumn Spring Summer Intermediate Phonetics and Phonology AND/OR Introduction to Intermediate Syntax Language Acquisition Intermediate Language Variation and Change Intermediate Semantics other Linguistics &/or English Language options, as offered French/German/Spanish Language and Society II Language option module Language option module, LFA module

YEAR AWAY IN A FRENCH/GERMAN/SPANISH-SPEAKING COUNTRY (120 credits) The year may be spent on a study placement at a partner university, a work placement as an English Language Assistant, or an alternative work placement, subject to availability. STAGE THREE (normally all H-level; one 20-credit module below H-level may be permitted) Autumn Spring Summer Linguistics and/or English Linguistics and/or English Language option module(s) Language option module French/German/Spanish Language and Society III French/German/Spanish option module* Language option module(s)*, LFA module *Year-long language options may be available, as well as autumn or spring-summer options.

French/German/Italian/Spanish & Linguistics (with a Year Abroad) (UBFRASLIN4, UBITASLIN4, UBGEASLIN4, UBSPLSLIN4) Ab initio route (German, Italian or Spanish only. For students beginning German, Italian or Spanish from scratch.)

STAGE ONE (C-level) Autumn Spring Summer Introduction to Phonetics and Phonology Introduction to Syntax Introduction to Semantics OR Introduction to Sociolinguistics Ab initio German/ Italian/Spanish Language Skills Ab initio German/ Italian/Spanish Grammar Ab initio German/ Italian/Spanish Language & Society

STAGE TWO (normally all I-level; one 20-credit module below I-level may be permitted) Autumn Spring Summer Intermediate Phonetics and Phonology AND/OR Introduction to Intermediate Syntax Language Acquisition Intermediate Language Variation and Change Intermediate Semantics other Linguistics &/or English Language options, as offered German/Italian/Spanish Language and Society II Language option module Language option module, LFA module

YEAR AWAY IN A GERMAN/ITALIAN/SPANISH-SPEAKING COUNTRY (120 credits) The year may be spent on a study placement at a partner university, a work placement as an English Language Assistant, or an alternative work placement, subject to availability. STAGE THREE (normally all H-level; one 20-credit module below H-level may be permitted) Autumn Spring Summer Linguistics and/or English Linguistics and/or English Language option module(s) Language option module German/ Italian/Spanish Language and Society III German/ Italian/Spanish option module* Language option module(s)*, LFA module *Year-long language options may be available, as well as autumn or spring-summer options.

French and German/French and Italian/French and Spanish/German and Italian/German and Spanish/Italian and Spanish Language (with a Year Abroad) (UBFGESLAN4, UBFILSLAN4, UBFSPSLAN4, UBGILSLAN4, UBGSPSLAN4, UBISLSLAN4) There are two routes and three pathways through these ‘two languages’ degrees.

Routes 1. Post-A-level route, for students who begin the degree with an A-level in both languages. 2. Ab initio route, for students who begin the degree with an A-level in one of the languages and a lower qualification (if any) in the other language (Spanish, Italian or German).

Pathways 1. Two languages and linguistics throughout the entire degree (year abroad in two countries) 2. Two languages throughout degree, with linguistics in years one and two only (year abroad in two countries) 3. One language and linguistics throughout degree, with a second language in years one and two only (year abroad in one country).

The differences between the two routes are in Year 1 and Year 2 only, whichever pathway you take. There is no difference between the two routes in Year 3 (year abroad) or Year 4.

The differences between the three pathways depend on the choices you make in Years 2, 3 and 4. An important difference between Pathway 3 and the other two pathways concerns your year abroad: whether you spend it in one country or two.

‘Two Languages’ degrees: Post-A-level route Year 1 and Year 2

STAGE ONE (C-level) Autumn Spring Summer Language and Society I in each language of your degree (total, 40 credits) Grammar module in each language of your degree (total, 40 credits) Introduction to Phonetics and Phonology Introduction to Syntax

STAGE TWO (normally all I-level; one 20-credit module below I-level may be permitted) Autumn Spring Summer Language and Society II in the two languages of your degree (total, 40 credits) One Language option module in each of the two languages (total, 40 credits) Intermediate Phonetics and Phonology* Introduction to Intermediate Syntax* Language Acquisition other Language or Linguistics option, or LFA module* *Choose a Linguistics option if you intend to take Linguistics in Stage 3.

See page 34 for the year abroad and the final year.

‘Two Languages’ degrees: Ab initio route Year 1 and Year 2

STAGE ONE (C-level) Autumn Spring Summer Language and Society I in Language 1 (from A-level) Grammar module in Language 1 (from A-level) Ab initio German/ Italian/Spanish Language Skills Ab initio German/ Italian/Spanish Grammar Ab initio German/ Italian/Spanish Language & Society Introduction to Phonetics and Phonology OR Introduction to Syntax

STAGE TWO (100 credits at I-level, 20 credits at C-level) Autumn Spring Summer Language and Society II in the two languages of your degree (total, 40 credits) One Language option module in each of the two languages (total, 40 credits) C-level Introduction to Phonetics & Phonology OR Introduction to Syntax (whichever was not taken in Stage 1) Intermediate Phonetics and Phonology* Intermediate Syntax* other Language or Linguistics option* LFA module** *Choose a Linguistics option if you intend to take Linguistics in Stage 3. ** LFA dipdown module not permitted (already taking C-level Linguistics module)

See page 34 for the year abroad and the final year.

‘Two Languages’ degrees: Year Abroad and final year options (any route)

Pathways 1 and 2 (continuing both languages throughout the degree) STAGE TWO continued: YEAR ABROAD (Year 3: 120 credits): • Half year (one semester) in a country where one of your target languages is spoken. • Half year (one semester) in a country where the other target language is spoken. The year may be spent on a study placement at a partner university, a work placement as an English Language Assistant, or an alternative work placement, subject to availability. STAGE THREE (normally all H-level; one 20-credit module below H-level may be permitted) Autumn Spring Summer Language and Society III in the two languages of your degree. (total, 40 credits) At least one Language option module in each of the two languages* (total, 40 credits) Language option module(s)* Linguistics and/or English Phonetics of a Modern Language (if offered) Language option module Other Linguistics and/or English Language option module(s) LFA module *Year-long language options may be available, as well as autumn or spring-summer options.

OR Pathway 3 (taking only one language for year abroad and Year 4) STAGE TWO continued: YEAR ABROAD (Year 3: 120 credits): Whole year in a country where one of your target languages is spoken. The year may be spent on a study placement at a partner university, a work placement as an English Language Assistant, or an alternative work placement, subject to availability. STAGE THREE (normally all H-level; one 20-credit module below H-level may be permitted) Autumn Spring Summer Language and Society III in the language of your Year Abroad (20 credits) Language option module in the language of your Year Abroad* (20 credits) Language option module(s)* Linguistics and/or English Phonetics of a Modern Language (if offered) Language option Other Linguistics and/or English Language option module(s) module(s) LFA module *Year-long language options may be available, as well as autumn or spring-summer options.

English and Linguistics (UBENGALIN3)

STAGE ONE (C-level) Autumn Spring Summer Introduction to Phonetics and Phonology Introduction to Syntax Introduction to Sociolinguistics OR History of English I Approaches to Literature I Approaches to Literature II Key Concepts: An Introduction to Genre, Theory and Writing

STAGE TWO (Normally all I-level. One 20-credit module below I-level may be permitted. At least 40 credits in each department.) Autumn Spring Summer Intermediate Phonetics and Phonology Introduction to Language AND/OR Acquisition OR World Intermediate Syntax Englishes Intermediate Language Variation and Change Other Linguistics and/or English Language option Period or Special module* Period or Special module* Critical Practice *You may substitute either of these two Period/Special modules or one Period/Special module and Critical Practice for one World Literature module and one Topic module.

STAGE THREE (Normally all H-level; up to 20 credits below H-level may be permitted. No more than 50 credits may be taken in a single term.) Three possible routes: 1. Bridge Dissertation route: Bridge Dissertation (40 credits) plus 40 taught credits in Linguistics and 40 taught credits in English. 2. English Dissertation route: English Dissertation (40 credits) plus 80 taught credits. At least 40 credits (dissertation or taught) must be taken in each department. 3. Taught (no dissertation) route: 120 taught credits. At least 40 credits must be taken in each department.

Autumn Spring Summer Linguistics and/or English Linguistics and/or English Language option(s) Language option(s) Bridge Dissertation* (40 credits) OR Literature Dissertation (40 credits) Period or Special or World Period or Special Literature Literature module(s) module (s) *Students may opt to undertake a bridge dissertation on condition that the topic is approved by both departments and a member of staff is available in each department with the appropriate expertise to act as supervisor.

KEY: You must take 120 credits in each year. All modules are 20 credits, except where stated. Bold type/light grey shading = obligatory module. Plain type/no shading = Select options from among available modules. Electives are permitted at Stage 2 and Stage 3 (except where indicated otherwise). Max. 20 elective credits per term, 40 per year, 60 across degree. Dark shading = modules in partner department. 36

French/German and Philosophy (with a Year Abroad) (UBFRPAABD4, UBGEPAABD4)

STAGE ONE (C-level) Autumn Spring Summer A-level route (for students who have A-level in their target language): French/German Grammar French/German Language and Society I One of: Introduction to Phonetics and Phonology; Introduction to Syntax; Introduction to Semantics; or an LFA module at any level OR Ab initio route (German only; for students beginning German from scratch): Ab initio German/ Italian/Spanish Language Skills Ab initio German/ Italian/Spanish Grammar Ab initio German/ Italian/Spanish Language & Society  Ancient Philosophy (10 Reason and Argument A Ethics credits) Beginning Philosophy (10 credits) STAGE TWO (Normally all I-level.) Autumn Spring Summer French/German Language and Society II French/German option module French/German or Linguistics and/or English Language or LFA option 3 Key Ideas Modules OR 2 Key Ideas Modules plus 2 x 10 credit Option Modules. (The Philosophy of Language module is compulsory.)

YEAR AWAY IN FRENCH/GERMAN-SPEAKING COUNTRY The year may be spent on study placements at partner universities, work placements as an English Language Assistant, or an alternative work placement, subject to availability. STAGE THREE (Normally all H-level. Up to 20 credits below H-level may be permitted. At least 40 credits in each department.) Autumn Spring Summer French/German Language and Society III French/German Language option module (year-long OR autumn/spring-summer) French/German Language option (all year OR autumn/spring-summer) or LFA option Ling. / Eng. Lang. option Linguistics and/or English Language option Philosophy advanced module Philosophy option Philosophy option (10 credits) Philosophy option or extension module in any term French/German philosophy text (bridge) module (10 credits) in Autumn or Spring Term

History and French (with a Year Abroad) (UBHIFAABD4)

STAGE ONE (C-level) Autumn Spring Summer French Grammar French Language and Society I One of: Introduction to Phonetics and Phonology; Introduction to Syntax; Introduction to Semantics; or an LFA module at any level Societies & Economies in Evidence & Methods World History Group Projects

STAGE TWO (Normally all I-level; 60 credits in each department) Autumn Spring Summer French Language and Society II French option module French or Linguistics option in either Autumn or Spring/Summer Histories and Contexts Explorations option (30 credits) option Disciplines of History 1 (10 credits)

YEAR AWAY IN FRENCH-SPEAKING COUNTRY You can either spend the whole Year Abroad studying at a partner university or you can split the year (studying for one semester and on work placement for another).

STAGE THREE (Normally all H-level. Up to 20 credits below H-level may be permitted. At least 40 credits must be taken in each department.) Autumn Spring Summer French Language and Society III French option module* Language or Linguistics and/or English Language option(s)* History Special Subject (40 credits) Comparative Histories option History Dissertation (40 credits) *Year-long language options may be available, as well as autumn or spring-summer options.

Linguistics and Mathematics (UBLINAMAT3)

STAGE ONE (C-level) Autumn Spring Summer Introduction to Phonetics and Phonology Introduction to Syntax Introduction to Semantics Mathematical Skills I: Reasoning and Communication (10 credits) Calculus (30 credits) Algebra (20 credits)

STAGE TWO (normally all I-level; 60 credits in each department) Autumn (40 credits) Spring and Summer (80 credits) Introduction to Intermediate Phonetics and Phonology Language Acquisition AND/OR Intermediate Syntax Intermediate Semantics; other I-level Linguistics and/or English Language option(s), as offered Mathematical Skills II (10 credits) Linear Algebra (10 credits)

Vector Calculus (10 credits) I-level Pure Mathematics option (30 credits)

STAGE THREE (Normally all H-level. Up to 20 credits below H-level may be permitted. At least 40 credits must be taken in each department.) Autumn Spring and Summer H-level Linguistics and/or H-level Linguistics and/or English Language option(s) English Language option(s) H-level Mathematics H-level Mathematics option(s) option(s) Final Year Project in Mathematics (40 credits)

Philosophy and Linguistics (UBPHIALIN3)

STAGE ONE (C-level) Autumn Spring Summer Introduction to Phonetics and Phonology Introduction to Syntax Introduction to Semantics Reason and Argument A Knowledge and Metaphysics (10 credits) Perception Beginning Philosophy (10 credits)

STAGE TWO (normally all I-level; 60 credits in each department) Autumn Spring and Summer Intermediate Phonetics and Phonology AND/OR Introduction to Intermediate Syntax Language Acquisition Intermediate Semantics Other Linguistics and/or English Language options, as offered 3 Key Ideas Modules OR 2 Key Ideas Modules plus 2 x 10 credit Option Modules. (The Autumn term 20 credit Philosophy of Language module is compulsory.)

STAGE THREE (Normally all H-level. Up to 20 credits below H-level may be permitted. At least 40 credits must be taken in each department. No more than 50 credits to be taken in a single term.) Autumn Spring Summer Linguistics and/or English Linguistics and/or English Language option(s) and/or Language option electives Philosophy advanced Philosophy option Philosophy option module (10 credits) Other 10-credit Phil. module or further advanced module (10) or elective module – in any one of the terms. Philosophy option or extension module in any term (10 credits)

Credit-weighting Credit-weighting means that, in calculating your average stage mark, each module mark will be given more, or less, weighting in proportion to the volume of credit (i.e. workload) that is associated with it.

For further information on credit-weighting, including how you can use it to calculate your marks, consult the Student Guide to the University’s Rules for Progression and Award in Undergraduate Programmes.

Further information on calculating your final degree mark is available under ‘Your final degree classification’ in the ‘Assessment, progression and award’ section.

Languages for All (LFA) [for credit]

LFA modules for credit You may take Languages for All (LFA) modules for credit as part of your degree wherever your degree programme allows electives. In addition, some degree programmes allow electives in Stage 1. LFA offers modules in various modern and ancient languages, subject to demand. See the LFA website for a current list of languages taught.

LFA typically offer modules at the following levels: • Level 1 – beginners • Level 1 PLUS – suitable if you have basic language skills or have completed a beginner’s course [this level runs subject to requirements] • Level 2 – intermediate • Level 2 PLUS – higher intermediate; suitable if you have AS-Level or equivalent (4-5 years of previous study) [this level runs subject to requirements] • Level 3 – advanced: for those with A-Level or equivalent (e.g. 6 years of previous study). Corresponds to ‘C-level’. • Level 4 – for those with 7 years of previous study. Corresponds to ‘I-level’. • Level 5 – for those with 8 or more years of previous study. Corresponds to ‘H-level’.

When LFA modules are taken for degree credit they are normally taken at specified levels corresponding to degree stages:

• Level 3 modules are C-level (first year); • Level 4 modules are I-level (second year); and • Level 5 modules are H-level (final year).

However, there are scenarios which allow you to take a lower level of LFA module for credit:

a) You may take up to 30 credits below I-level in your second year and up to 20 credits below H-level in your final year. For our degree programmes in Language and Linguistic Science, this means that you can take one 20-credit Level 3 LFA module in Year 2. In your final year, one 20-credit Level 4 LFA module is permitted. The mark for these modules will count towards your stage average in the normal way. b) Alternatively, you can take an LFA module that is two levels or more below your stage. In this case, the LFA module will count for 20 credits out of your 120 credits for the year, but your stage average is calculated using your grades in the other 100 credits. In this scenario, the LFA module is ‘non-compensatable’ (see the Reassessment section), which means that you need to achieve a mark of at least 40% to pass the year, or you will have to be reassessed in the module.

Centre for Global Programmes If you’re interested in spending part of your studies abroad or would like to make the most of your Summer Vacation, the University offers exciting opportunities to study, work or volunteer in countries across the world. We offer programmes abroad from two weeks to an academic year’s duration and we can advise on bursaries which are available to eligible students. Some application deadlines will be during your first year and places are limited, so start thinking about this early and attend events run by the Centre for Global Programmes throughout the Autumn and Spring Terms.

Visit Global You for further information about the range of opportunities and how to apply.

For details of study abroad options for students in our Department please visit: www.york.ac.uk/students/study-abroad/opportunities/language/

An exchange will only be possible if the exchange university offers modules comparable to the core options required in Stage 2 of your degree. In recent years, Language and Linguistic Science students have found suitable exchange programmes at the Santa Cruz campus of the University of California, York University Ontario, and the University of Hong Kong. Applications for these exchanges take place the preceding year, so you need to decide in the Autumn Term of your first year if you want to do an exchange in your second year. Tell your supervisor by the middle of the Autumn Term of the first year is you want to take advantage of these schemes so that they can help you seek approval from the Board of Studies.

Problems with your programme If you are having problems with your programme you should seek help and advice as soon as possible. In the first instance you may wish to talk to your supervisor.

You can also find advice on the ‘If things go wrong’ pages.

If you are having any problems while studying at York which might affect your ability to complete assigned work, you may be eligible to make a claim of “Exceptional Circumstances affecting Assessment”. If successful, this would allow an adjustment to be made, such as an extension or further sit for the affected assessment. Visit the Exceptional circumstances affecting assessment pages for more information.

Making a complaint You can complain about your experience of a service you have received as a student within the University, whether academic or non-academic.

For further information, visit the Appeals and complaints webpage.

For information on academic appeals, see the Making an appeal section.

Change your plan – absence, transferring or withdrawal Most students progress routinely through their programme with no changes. However, if you do wish to or need to make changes you should discuss any problems or doubts you are experiencing with your supervisor in the first instance. We try to accommodate students who encounter changes or challenges and who may need to change their plan.

Transferring to another programme of study You may wish to transfer to another programme of study due to changing academic interests or because you want to change the structure of your degree programme. Transfers cannot be guaranteed; they are dependent on you meeting the academic requirements of the new programme and on there being space on your preferred programme. Transfers usually happen during or at the end of the first year of study, but if you are considering transferring, you should speak to your supervisor as soon as possible.

Leave of absence A leave of absence allows a student to take an authorised break in their studies for a maximum of one calendar year in the first instance. This can be on a variety of grounds 43 including medical or compassionate grounds.

Withdrawal Withdrawal is the term used when a student decides to leave the University permanently prior to completion of the award for which they are registered, whether for personal or academic reasons. Students who withdraw any time after the end of their first year are often eligible for recognition of their earlier achievements through the award of a Certificate or Diploma of Higher Education.

Details about these options are available at the Change your plan webpage.

For further support, visit Student Support in Market Square or the Student Hub webpages.

Also see sections on ‘Assessment, progression and award’ and ‘Exceptional Circumstances Affecting Assessment’.

Placement Year Almost any student can apply to undertake a Placement Year. This offers you the chance to gain valuable work experience at a challenging level that will help prepare you for graduate jobs. There is an opportunity for you to pursue a Placement Year as part of your studies, receiving recognition within your degree title. This would be an additional year, which you would take between your second and third year of study and you would be supervised by the Careers and Placements team for the duration of this year.

Benefits of a placement year: • increase your confidence • opportunity to fast track to a graduate job • try out the day to day of your future career • put your skills into practice • strengthen your academic performance • build up your professional network • strengthen your commercial awareness

You will need to find and secure your own placement and we (Careers and Placements) can help you through the selection and approval process. Full details about the Placement Year option can be found at here.

Key steps Start your search early – placement roles are often advertised a year before the placement start date so start looking for opportunities from the Summer Vacation after your first year. Register for the Placement Year – register between 1 September and 20 January of your second year (please note, this does not guarantee approval onto the programme). Get your placement approved – once you have got a placement, complete the approval form by 31 May.

Student stories Watch this video in which one of our students talks about their placement year experience.

Teaching and Learning

Studying at university You are now part of a dynamic academic community that will encourage, challenge and support you to reach your full potential.

At university we expect you to take more responsibility for your own learning than before. This means being self-motivated and independent when it comes to your studies and your personal development. You will get out of your time at university what you put in. You will graduate into a world in which you will continually refresh and increase your knowledge. Our aim is to equip you as a life-long learner who can excel in this environment. We offer the support and the facilities you need to become an independent learner who is equipped to succeed in a fulfilling career. In return we expect you to attend your lectures and seminars, research and study your subject areas, work with fellow students as required and complete your assignments on time. We also expect you to approach your studies with enthusiasm and put in the effort to excel at your studies and master your subject.

Independent learning means that you are expected to do the work involved to prepare for lectures, seminars and tutorials and to produce assignments and undertake exams based on your studies. You will have world-class facilities and resources at your disposal, and fellow students with opinions and experience with whom you can share your thoughts and study experience. So make the most of your time and the opportunities available to you.

Teaching methods The Department provides timetabled classes of various kinds to equip you to learn for yourself, including lectures, practicals and back-up classes. Classes vary in size from as small as 8 students, up to 150. Attendance at all classes is compulsory. You will experience different teaching methods and formats, reflecting the diversity of subjects we teach.

Lectures Lectures in the core areas of linguistics and English language are conducted in large groups in Stage 1. Class sizes in French, German, Italian and Spanish are smaller in Stage 1. Lecture sizes in linguistics and English language get smaller as you progress through your degree.

The aim of lectures is to provide orientation in a subject and to guide you in what to read and do to engage fully with the content of the module. Lectures provide a framework for your learning, but they do not tell you everything you need to know. You must also work on your own, doing independent reading and attempting exercises, as guided by the lecturer. 46

Seminars

First year back-up seminars In the first year, your linguistics lectures are backed up by teaching in small groups of around 15–20 students. These aim to help you develop your understanding in detail by working actively with the data or concepts introduced in the lectures. Back-up seminars also give you more opportunity to ask questions. First year linguistics modules have weekly back- up seminars. You can expect to do some reading and some exercises before each back-up.

Practicals For some subjects, there are practical classes. These usually involve working in a hands-on way, e.g. learning computer software, analysing data or practising specific skills. For these classes, you can expect to prepare things in advance, and you will usually need to continue the practical work outside class. Many language classes are practicals.

In practicals, the emphasis will be on doing things, and acquiring and practising skills.

Student-led seminars Some seminars in Stages 2 and 3 are student-led (though supervised by an instructor). Small- to medium-sized groups of students meet to carry out group work, asking questions or debating a relevant topic, discussing reading or the analysis of data. It is likely that you will be asked at some point to make a seminar presentation. These seminars require good preparation from those who attend. The emphasis is on your participation and engagement.

Workshops and other kinds of group work Many modules use other kinds of small group work, such as workshops or discussion groups. These provide students with an opportunity to ask questions and/or to work on pieces of data together. The instructor will make it clear what is required.

Workshops tend to be focussed on problem-solving and will have a more open structure. They might combine practical and theoretical work; they might also combine large group discussion and small group discussion with a member of staff acting as a consultant. Group work might be used as a way for a whole class to cover a range of topics, so that each group takes charge of a different aspect and presents it to the rest of the wider group.

Reading week Mid-way through the Autumn and Spring Terms, in week 6, the Department has a ‘reading week’. The main aim of this week is to provide time for independent study. The ability to work independently is an important, marketable skill. Formal teaching is not usually scheduled during reading weeks. Instead, module instructors will set you a programme of 47 work (such as formative assessment) to complete during the week. We expect you to take the initiative in deciding how you should organise your time during reading week, to consolidate the learning you have done in the preceding half term.

Note that - although there is a pause in formal teaching - you are likely to have at least some contact hours during reading week: some skills training may be scheduled at this time, and catch-up teaching sessions may be scheduled if (exceptionally) a lecturer has needed to cancel sessions due to illness or to conference attendance.

You are required to remain in York during reading weeks, so that you can use the library and University resources effectively, complete group work where that is part of your reading week assignments and attend any training or back-up sessions that have been scheduled.

There is no reading week in the Summer Term. Teaching in the Summer Term finishes by the end of Week 4, to allow for exams and marking to be completed before the end of term.

On combined degrees, your partner department may not treat Week 6 as a reading week. Combined students may have reading week in the Language and Linguistic Science Department but continue with teaching as usual in the partner department. Please check with your partner department.

Timing of teaching Most timetabled slots last one hour; a few last two hours. Most departments in the University do not have dedicated teaching rooms, so you may have to cross campus between lectures (including travelling between Campus West and Campus East). To facilitate this, although classes are timetabled as starting on the hour, teaching starts at 5 minutes past the hour and ends at 5 minutes to the hour.

Teaching normally runs between 9.00am and 6.00pm Monday-Friday, although Wednesday afternoons are kept free of teaching for extra-curricular activities.

Code of conduct – teaching sessions We expect all students in our Department to maintain ‘good academic standing’ throughout their degree. To be in good academic standing, you must follow this code of conduct:

• Maintain satisfactory attendance at classes (including lectures, seminars, back-up classes etc). You are expected to attend all teaching sessions for every module. The next section explains what to do if you need to miss classes due to illness or personal circumstances. If your attendance is poor we will contact you to ask the reason. 48

• Complete all formative and summative assignments. • Participate in group work, where this is part of a module’s teaching programme. • Conduct yourself in a way that is appropriate to the settings connected with your studies, including in the classroom, in communication with staff and peers, in work or study placements that you are undertaking as part of your degree, and in any other University-related environment. This includes paying attention in class and not being distracted by unrelated content on your phone, tablet or laptop.

If you do not follow this code, you will not be in good academic standing. This could have consequences for your studies. For example, students who are not in good academic standing may not be allowed to take up a Year Abroad placement or a place on the worldwide exchange programme. More importantly, poor attendance is likely to result in you falling behind with your work and achieving low marks.

Attendance You should attend all scheduled teaching sessions that we set for you. Regular attendance is vital to your progression through your degree programme and will help you become a well- rounded learner capable of achieving your full academic potential. University Regulations state you should be present at any time at which teaching or other academic engagements have been arranged for your programme (including Saturdays).

We monitor student attendance and will contact you if you have unexplained absences.

Absence If you must be absent from teaching or other academic events you must contact your Supervisor who can permit an absence of up to three days. An absence of over three days, but no longer than four weeks, can be approved by your Chair of the Board of Studies. Any longer absence during a term which will be counted towards completion of your degree programme requires the approval of Special Cases Committee. See the information on taking a Leave of Absence in the ‘Change Your Plan’ section of ‘Your Programme’ below.

If you stop turning up to scheduled teaching sessions without explanation, and do not respond to our efforts to make contact with you within a specified time-scale, the Board of Studies will assume that you have withdrawn from your studies. For further information on the decision process, visit the Students who wish to withdraw webpage.

If you are unable to attend due to illness, please see the section below on Self certification.

If you are having problems completing your studies please see the section on Exceptional Circumstances Affecting Assessment.

What if I am ill and cannot attend scheduled teaching sessions? If you are unwell for up to seven consecutive days during term-time you should register your illness, either through your e:Vision account or by completing an ‘illness self-certificate’ form and forwarding it to Student Support Services.

For further info, including self-certification forms, see the University Handbook or visit the Health and wellbeing page.

If your illness interferes with your ability to complete assessments, see the section on Exceptional Circumstances Affecting Assessment under Assessment.

Feedback on Learning and Assessment ‘Feedback’ at a University level can be understood as any part of the learning process which is designed to guide your progress through your degree programme by providing commentary on your work to date. We aim to help you to reflect on your own learning and help you feel clearer about your progress through clarifying what is expected of you in both formative and summative assessments.

The University guidelines for feedback are available in the Guide to Assessment Standards, Marking and Feedback.

We see feedback as a two-way process between students and staff. We will offer written and spoken comments on your work, but we hope you will also make the most of the many other opportunities to discuss your work. Make use of staff open hours; make sure you access and read your feedback; discuss your progress with your supervisor.

Departmental policy on feedback 1. Marks for both formative and summative assessment will be communicated to students using percentage marks on the University mark scale. 2. All modules will provide an opportunity for students to receive some interim feedback on work that has been undertaken for the module before the final assessment. 3. Feedback on assessed work will, wherever practicable, provide an indication of what would have improved the mark. 4. Teaching staff will indicate at the start of a module the types of feedback they expect 50

to provide for that module. Teaching staff will include information in the Module Information Sheet about the timing of formative feedback for the module. 5. Where a module is examined by more than one exam, students will be provided with outline model answers for all exams except the final exam, shortly after the relevant early exams have been marked. The time when answers are provided may be delayed if some students have not yet sat the early exams due to e.g. illness. 6. The Department considers the following to be appropriate timescales for providing feedback on formative assessment: a) for written feedback: within three teaching weeks of submission; b) for oral feedback on written assessment: at the next relevant teaching session after all students have completed the assignment and the work has been marked. 7. Feedback on summative assessment will be provided within 20 working days of submission of the assessed work, in accordance with University policy (25 days for any examinations which are sat in Summer term week 5). 8. The Department provides feedback on all non-exam based summative assessment. Where the assessment for a module comprises an essay or project, you will receive an assessment feedback sheet, usually via e:Vision; you may also receive a copy of your script with comments on it. If the assessment for a module is in several parts, we aim to provide separate feedback for each component, including oral presentations. However, staff may consider alternative types of feedback more appropriate, and will inform students of this at the start of the module. 9. The Department is unable to provide detailed individual feedback on performance on closed University examinations. Students are invited to come and view their exam scripts for closed exams at designated ‘sight of scripts’ sessions. 10. Under exceptional circumstances, when marking of a summative assessment cannot be carried out within published deadlines, the Chair of the Board of Examiners will notify students as soon as possible, at the latest as soon as the deadline has passed. When marking of formative assessments cannot be carried out within published deadlines, module co-ordinators will inform students of this. 11. Every student has a duty to take account of all feedback made available to them, whether it is addressed to them as an individual or not. 12. Students who think that they have not received feedback should raise the matter with the member of staff concerned and, where appropriate, with the module coordinator. You should also alert your student representative.

What counts as feedback? All the following are feedback, whether given in response to work that is assessed or not:

• Oral comments on work that could be improved or that was particularly successful • Oral provision in class of correct answers to an exercise • Oral comments in class on presentations or on student participation o Any of the above provided individually (this is often more appropriate when the feedback is particularly negative) • Oral or written comments on transferable skills • Written comments on individual work • Corrections written on exercises • Marks written on exercises • Marks posted on notice boards or on the department’s website • E-mail answers to individual queries • Discussion in open hours • (Outline) model answers to exercises or exams • Sample answers to exercises or exam questions (written or oral) • Comments in response to discussion in an electronic forum • Departmental Assessment Feedback sheets • Departmental Presentation Feedback sheets

What do I need to do to get a good degree? The Student Guide to Rules for Progression and Award in Undergraduate Programmes clarifies what we mean by ‘academic progress’. They explain what you need to do to progress through your degree programme and how you can calculate your current classification marks along the way. See the Assessment and examination page.

What happens if I fail a module? There are two ways in which you may still be able to pass the year and progress to the next level.

Compensation For modules at an undergraduate level, in levels 4, 5 and 6, the pass mark for module assessments is 40. However, in any year other than your final year if your mark for a module is in the 30 – 39 range, you may still be able to get the credits for the module if your performance in other modules is good enough to compensate. In other words, ‘marginal’ failure in some modules may be compensated by achievement in others. In your final year, the same principle can apply, as long as your mark in a module is at least 10. 52

Reassessment If you get a module mark below the level at which it can be compensated, or if you have too many modules with failing marks to be allowed to compensate them all, you will have to be reassessed. However, there is a limit to the number of credits in which you can be reassessed. If you get a mark between 30 and 39 (or 40 and 49 for Masters-level modules) and you are not eligible for compensation, you may also need to be reassessed in those modules.

If you need to be reassessed to pass a module, it is important to note that it will be your mark on your original attempt that will be used to calculate your degree classification. We will not use your re-sit mark.

Please note that not all modules can be reassessed or compensated. Examples of modules in our Department which cannot be compensated include the Year Abroad essay, and LFA modules taken more than two levels below your current stage level.

For further information on compensation and reassessment, see the Student Guide to the University’s Rules for Progression and Award in Undergraduate Programmes.

Academic integrity Academic integrity represents a set of values and behaviours which members of the academic community abide by. To be a trusted member of this academic community you must understand and demonstrate academic integrity in your studies and the work you produce. Such values include honesty, trust, fairness, respect and responsibility.

Online Academic Integrity Tutorial This module will take you through key principles around integrity and how to avoid things like plagiarism and collusion.

You are required to successfully complete the University Online Academic Integrity Tutorial within your first year, preferably within your first term to progress smoothly onto your next term (i.e. receive 100% on the three tests included in the tutorial).The tutorial can be found on the VLE; more information is on the Academic integrity webpage.

If you have any questions about this, ask your supervisor or contact The Integrity Office.

Referencing The Department uses the APA referencing system. Please see the ‘Style guides ’ section for how to use the APA system in your assessments. If you need more information please visit: www.york.ac.uk/students/studying/skills/integrity/referencing-styles/apa/

If you do not uphold the values and conventions of academic integrity, you may be subject to the University’s academic misconduct procedures.

Academic misconduct Academic misconduct means breaking the rules of academic integrity and this is why we regard any form of academic misconduct as a very serious offence. For a list of what the University considers as academic misconduct and policy about misconduct visit this guide.

Translation software Unless otherwise noted, the use of translation software (such as Google Translate) in assessments is only permitted when it is being used as a dictionary i.e. on a word level; everything up to collocation is permitted. If a student uses translation software to translate at the sentence level or higher this will be considered academic misconduct.

Turnitin Turnitin is a text-matching software designed to help students integrate material into assignments correctly. All students can access and use Turnitin themselves if they have completed the required Turnitin training workshop. You can either complete the online Turnitin tutorial in your VLE or you can sign up to attend one of the weekly open workshops to learn what the system is and how you can use it. For more information visit the Academic Integrity page. Turnitin software may be used by teaching staff for some modules in our Department to detect plagiarism during marking.

Ethics If you engage in any research involving people (such as interviews, questionnaires or grammaticality judgements) in which you identify yourself as a student of the Language and Linguistic Science Department or as a student of the University of York, you must consult the Chair of the Ethics Committee about how to obtain ethics approval for the research. This is not limited to research that you conduct as part of a module assessment. It applies even when research is being carried out independently of the department (e.g. for a society, or for your own interest). See also the section on Chairs of Department Committees. 54

Study skills and support

Departmental study support Study skills and writing are areas where many students often seek support, and we provide tailored skills training as an integral part of many modules. In addition, for any module, you can meet one-to-one with your module convenor or tutors in open hours to discuss your writing and study skills, and/or you can also discuss these with your supervisor. If you would benefit from specific training your module convenor or supervisor may offer you the option of a referral for some dedicated writing support. See also the Style guides .

Managing your workload through independent study Teaching at York is done by academic experts who will introduce you to academic subject areas, key concepts and outline your learning objectives. You are responsible for researching, studying and managing your own learning.

You will need to plan your time carefully and be aware of timescales and deadlines for assessments, projects and exams.

We know that adjusting to new ways of working and having to produce work at this level in accordance with the many academic rules and regulations can be daunting. However, your tutors and your supervisors are there to help and we have further support in place through the Student Skills Hub to help you gain any additional skills you might need with your maths, academic writing, referencing, IT skills and languages. See the section below on the Student Skills Hub.

Online resources – IT facilities, VLE and others Study materials for individual modules will be made available on the VLE.

Open summative assessments (such as essays, coursework and reports) are submitted electronically to the UG Assessment Submission site on the VLE. The link to use to submit your work will also be provided on your module site and in the Module Information Sheet.

The Department has its own PC teaching room, in V/B/023 (known as the 'e-lab'), which is open to all our undergraduates. The PCs in the e-lab are equipped with good quality headphones for use in phonetic analysis or for use with online language learning materials. Your practicals and seminars for many modules will be timetabled in the e-lab. Information about finding and accessing the e-lab is on the Department website FAQs page. 55

The Department’s technical supervisor is Huw Llewelyn Jones.

For information on the facilities and services IT Services provides, consult your University handbook or visit the IT Services page.

Library For an introduction to using the University Library and its resources, visit the Information for new students page.

This includes, amongst others, information on using the library catalogue, your library account, online induction resources and opening hours.

Your online reading lists are designed to help you get started with reading for your module. Your lecturer might have structured your lists by topic or by week to help you navigate them more easily, and you'll find that items are tagged as essential, recommended or background so that you know which to read first.

The online system provides information about where items are in the Library and it also tells you if books are out on loan. If we have electronic resources they will link directly to the reading so it is easy for you to access it. For more information visit the Reading List pages.

For general help, contact the Library Help Desk in the JB Morrell Library. • Email: [email protected] • Tel: +44 (0)1904 323838

Your Academic Liaison Librarian Tony Wilson. They can help you to search effectively for resources, understand how to use and evaluate these and how to reference your work correctly. They can be contacted at [email protected]. Further details on your Academic Liaison Librarian and your subject guide can be found on the Language and Linguistic Science Library Subject Guide webpage.

You can also search #UoYTips across social media for more advice and tips on using the Library and IT.

Study Skills The Study Skills webpage enables you to see and access a range of helpful Centres and resources which are available to the whole university community. These resources will be at your disposal throughout your studies: • The Writing Centre - for planning academic work and discussing academic writing • The Maths Skills Centre - for discussing issues with mathematics, statistics and numeracy skills • The Library - for addressing information skills and accessing research materials • IT skills - for solving IT issues and developing more advanced IT capabilities • Language skills - for further developing academic English language and engaging with other languages • Transferable skills - for working in teams, presenting to audiences and other employability skills

For further information, visit: https://www.york.ac.uk/students/studying/skills/

Languages for All (LFA) [not for credit] In most degrees in our Department it is possible to take a Languages for All (LFA) module for credit as part of your degree (see Languages for All (LFA) [for credit]).

If you don’t a language module for credit you can still take an LFA module, alongside your degree studies, if you wish, to brush up on your language skills or take up a new language. There are year-long and short courses, in around 14 languages, from beginners to advanced levels. For further details including how to register, visit the Languages for All webpage.

Accessibility and disability support Géraldine Enjelvin ([email protected]) is Disability Representative for our Department. Géraldine’s role is to ensure the implementation of Student Support Plans recommended for individual students by Disability Services.

Disability Services can provide support, advice and guidance for those with a diagnosed disability, including: dyslexia and specific learning difficulties; Asperger’s syndrome; visual and hearing impairment; physical/medical impairments amongst others. All students with disabilities are encouraged to contact them to discuss meeting your individual needs.

Please let the department know as soon as possible if you have a disability and may require support. You can discuss this with your supervisor who will direct you to the appropriate people or department. 57

For further information, visit the Disability Support webpages.

You may also require individual arrangements for formal examinations. See the information provided on formal examinations in the Assessment section for further information.

If you have a Student Support Plan and are taking modules which are assessed in whole or part by oral exams, aural exams or presentations, please discuss with Disability Services what adjustments may be needed for you in these types of assessment.

For students with dyslexia, it is not possible to make adjustments for spelling or grammar errors in marking of work written in a closed exam and/or submitted for open assessment for languages (French, German, Italian or Spanish). Similarly, speech recognition software recommended as a reasonable adjustment in a Student Support Plan cannot be used in French, German, Italian or Spanish closed exams. In both cases this is because accurate spelling and grammar are part of the assessment objectives in language assessment. Note that closed exams and open assessments form only part of the assessment used for languages, however, as other assessments such as oral presentations are also used.

Prizes, bursaries and scholarships The Department offers the following prizes to selected final year students (‘graduands’): • Robert B. Le Page Prize • Ursula Wadey Memorial Fund (BA in English/Linguistics) • G. K. Pullum Prize (BA in Mathematics and Linguistics)

For further information on financial support, and for bursaries and scholarships offered by the University, see the University Student finance website.

Activities and societies There are many opportunities at York to get involved with societies and extra-curricular activities both related and unrelated to your course. Those of interest to Language and Linguistic Science students might include LingSoc, FrenchSoc, ItaSoc and SpanSoc.

Visit YUSU for a full list of societies and activities provided by YUSU.

Assessment, progression and award

Guide to assessment The University’s guide to Assessment Standards, Marking and Feedback contains the University’s formal procedures relating to the conduct of assessment. It provides clear and detailed information on each aspect of student assessment and is a useful resource if you want to know more about how your work is assessed.

For further information, visit the Guide to Assessment webpage.

Assessment methods You will encounter two types of assessment during your time at University: formative and summative.

Formative assessment is there to help you develop. While it does not contribute to your final degree mark, it will help you to learn more effectively – you will be provided with feedback which will help you to review and improve your performance.

Summative assessment indicates the extent of your success in meeting the assessment criteria and how well you have fulfilled the learning outcomes of a particular module or programme. The marks from this type of assessment will contribute to your final degree result or towards progression decisions.

Modes of summative assessment A closed examination is a timed, invigilated examination conducted under traditional examination conditions. An open examination is an examination that is not completed under closed examination conditions, but which is subject to a time limit and usually a length limit. Open examinations are used for some language modules and some linguistics modules. The time limit specified for open examinations is usually longer than you need to do the work for the assessment: if you are given one week for an open examination, you are not expected to spend all your time that week writing the exam, and in fact you may be required to sit other examinations during the specified period. Other types of open assessment cover any assessment that is not completed under closed examination conditions. These typically take the form of essays, course work dossiers or project reports.

Oral/aural examinations are encounters between one or more candidates and one or more examiners, intended to assess the candidate’s speaking/listening performance in a target 59 language or the candidate’s performance in phonetic production and transcription.

In a group presentation a group of students deliver a short pre-prepared talk, using visual aids such as powerpoint slides, about a set topic and the content of the presentation is assessed by one or more examiners.

Details of each form of assessment and the relative weighting of each assessment in each module is given in the information for individual modules on the Department website.

Formal examination requirements For information on the University’s formal examination requirements, consult your University handbook or visit the Assessment and Examination webpages.

Individual examination arrangements may be approved for students who are unable to sit formal University examination conditions as a result of a disability or other condition. It is important to note that such arrangements must be in place at least six weeks prior to the exam in question, so it is essential that students requiring individual arrangements contact Disability Services as soon as possible to ensure that adjustments can be made. For more information visit the Step by step guide to requesting individual arrangements.

Assessment format and submission of work The method of assessment for each module depends upon the work carried out during the module. The module tutor will outline the chosen method of assessment at the beginning of the module. This information can also be found on the Department module webpages.

The deadlines for the submission of projects, essays or assessed coursework will be spread throughout the teaching period, or in the common assessment periods (Week 1 of Spring Term for Autumn modules, Weeks 5–7 of Summer Term, for Spring/Summer modules). Deadlines will be clearly stated in the module information sheet at the start of each module.

Where you have several assessment deadlines falling around the same time, you must plan your work accordingly, well in advance. You are responsible for managing your time carefully so that you can hand in all assignments on time.

Submission of summative open assessments Open assessments are submitted electronically for most modules, via the Language and Linguistic Science Assignment Submissions site on the VLE. Some modules may require submission of work on paper. 60

For all modules, submission instructions are explained in detail at the start of the module.

Almost all assessed work must be word-processed. (An exception, of course, is work that you produce in a closed examination.) Make sure that you: • put page numbers at the bottom of each page; • put your exam number (Y1234567) in the header of each page; • use 12-point type in a standard font such as Times New Roman or Arial; • use margins of 2.54cm; • use 1.5-line spacing, but not double spacing, unless you are instructed to do so; • print the work out single-sided.

For paper submissions you must attach an Academic Integrity cover sheet which you can download from the Department website. This cover sheet includes: • a declaration that the work is all your own and that you are aware of issues relating to academic misconduct as explained in the Academic Integrity Tutorial; • your exam number, in the top right-hand corner; • the number and title of the module; • the title of the assignment, if appropriate; • the word count.

The word count must include everything except the title, the reference list and the appendices, except in specific cases where the module documentation provides different instructions about the word count for that module.

Paper submissions are handed in to a set of metal post boxes situated through the doors directly opposite the departmental reception on the ground floor of Vanbrugh C block. Except in the case of work for which an extension has been granted (see below), or unless explicitly instructed to do so by the module convener, do not place assessed work in any other location. The department does not give receipts for work submitted for assessment.

In most circumstances you will submit your work electronically via the VLE.

Finally, it is your responsibility to make and retain a back-up copy of any work that you hand in. You have unlimited storage available to you on Google Drive for backups. This means that if your computer crashes the night before the deadline, you can recover your work. Keeping a copy also means you can refer back to your work after receiving marks, since work submitted for assessment may not be returned to you after marking.

You can check your work for potential plagiarism using Turnitin text-matching software, if you attend a training workshop to gain access (see ‘Turnitin’ section).

Extensions If you have a reason to request an extension of a deadline on medical or compassionate grounds, you should follow the instructions for requesting extensions provided in the section on Exceptional Circumstances Affecting Assessment. It is essential that you submit the documentation described no later than two working days before the submission deadline. Claims submitted later than this will be rejected unless the circumstances started after this time or your circumstances made it impossible for you to claim on time.

If you do not declare your exceptional circumstances at the time, it is very unlikely you will be able to make a retrospective appeal.

Once an extended deadline has been approved, you must meet that deadline. If you do not, you will be penalised according to the late penalty rules (see Penalties section). Assessed work with an extended deadline must be submitted online in the normal way. (In the case of an assessment with paper submission you should submit to the Departmental Administrator for date stamping on or before the extended deadline. Do not submit the work to the module instructor’s metal assessment box; if you do so, you risk incurring penalties.)

Style guides Writing for university-level assessments will require you to learn new skills in how you structure, organise and present your work. Detailed guidance is provided in the Language and Linguistic Science Style Guides. We recommend that you bookmark this document and refer to the guidance regularly throughout your studies as you prepare work for assessment.

The Style Guides do not provide specific advice on essay-writing in French, German, Italian and Spanish, as writing skills form a key part of the content of the language modules.

Help! I’m a combined student and my other department uses a different referencing style. Although different disciplines use different referencing styles, all referencing systems essentially do the same thing: they indicate the source of the cited material. You’ll need to master both systems and make sure that you use the style appropriate to each discipline. The ability to work efficiently in more than one system is a useful workplace skill.

Help with all commonly used referencing styles is on the Academic Integrity webpages.

Penalties Knowing how to manage your time, write succinctly and provide a complete and comprehensive piece of work to a strict deadline are skills you will develop at university. In the interests of fairness, transparency and to be equitable we have strict rules around deadlines and the quality or quantity of work submitted and there are clear penalties where these rules are not followed. The deadline for work is always ‘on the hour’, i.e. if the deadline is 16:00:00, work submitted at 16:00:01 is late.

All work submitted late, without an approved claim of Exceptional Circumstances affecting Assessment, will have ten percent of the available marks deducted for each day (or part of each day) that the work is late, up to a total of five days, including weekends and bank holidays, e.g. if work is awarded a mark of 30 out of 50, and the work is up to one day late, the final mark is 25.

After five days, work is marked at zero. The penalty cannot result in a mark less than zero.

Submitted Penalty

up to 1 hour late 5% deducted from mark

between 1 hour and 1 day late 10% deducted from mark

2 days 20% deducted from mark

3 days 30% deducted from mark

4 days 40% deducted from mark

5 days 50% deducted from mark

Over 5 days Work marked at zero

Word limits Word limits must be taken seriously. Examiners allow a margin of ± 10%; e.g. if a length of 3,000 words is specified for an essay, a length of 2,700 – 3,300 words is permitted.

If a piece of assessed work is too short, it is not directly penalised, but a short essay will probably not have the required content, and therefore will not receive a high mark. If a piece of assessed work is more than 10% longer than the specified length, the examiner will 63 not read beyond the prescribed word limit, and the mark will be based only on the material up to the word limit + 10%. The word count includes everything except the title, the reference list and any appendices (unless stated otherwise in a module information sheet).

Question choices When students fail to follow the instructions for an assessment and answer more questions than are specified, examiners will base the mark on the first questions answered. For example, if the instructions state that the student is to answer ‘three questions from Section A’ out of a choice of six questions, and the student answers four questions, the examiners will mark the first three of the four.

The transcribing of illegible examination scripts If the two designated internal examiners of the scripts for an examination cannot read an examination script, it will be transcribed at the student’s expense. Transcription will be carried out by Graduate Teaching Assistants, approved by the Standing Committee on Assessment (SCA). The student will be charged at the published rate paid for assistant invigilators. The transcribed script will not be marked until the payment has been received.

Any disputes between the transcriber and the student must be recorded by the transcriber and include the student’s signature. Disputes will be referred to the Chair of the Board of Examiners (or Board of Studies if there is a conflict of interest) for resolution. All cases will be reported to the SCA for monitoring and all students referred to Disability Services for disability testing. Should a relevant disability then be confirmed, the fee will be refunded, and an amanuensis will be provided for future examinations.

Failure to submit If you, with no approved claim of Exceptional Circumstances Affecting Assessment, fail to submit an assessment by the deadline after five days or fail to attend an examination, a mark of zero will be awarded. You may be given the opportunity for reassessment – see the Feedback on Learning and Assessment section. However, the mark of zero will be used to calculate your degree classification, and if the examination or assessment missed is already a re-sit or re-assessment to redeem an initial failure, no further re-assessment opportunities will be available without proof of exceptional circumstances.

If you are struggling to meet deadlines, submit a piece of work or will miss an exam due to personal circumstances you will need to inform the University as soon as possible and apply for Exceptional Circumstances Affecting Assessment – See section on Exceptional Circumstances Affecting Assessment.

How is my work marked?

Degree class descriptors The University applies the following mark scale to undergraduate work:

Degree class Marks range First-class Honours 70-100 Upper second-class Honours 60-69 Lower second-class Honours 50-59 Third-class Honours 40-49 Fail 0-39

In assigning marks, examiners are guided by the following descriptors: First 70 – 100 (Since this mark range is larger than most of the others, we divide it into two.) Exceptional (88–100): The work reveals an exceptional understanding and command of the material in analytical and presentational respects (and all the other qualities expected for a ‘very good First’). Very good (70–87): The work reveals a very good command and understanding of the material and clear evidence of reading well beyond the standard source material; it shows considerable insight into the topic, presents a clear and coherent argument and shows considerable originality in the treatment of the topic. Upper Second 60 – 69 Good: The work demonstrates a good understanding of the topic and discusses it clearly and coherently but is more restricted in terms of the material covered and does not show the degree of originality or command of the subject required for a First. Lower Second 50 – 59 Adequate: The work demonstrates some understanding of the topic but goes little beyond standard textbook treatments. There may be some errors of fact or interpretation. The work is structured but may not be as well organised as it could be. There has been some attempt to construct a coherent argument. Third 40 – 49 Passable: The work clearly relates to the relevant topic, but it exhibits incomplete command of the topic. Reading has been restricted, the structure is muddled, and there are errors in the presentation. The content includes errors of fact and interpretation. There is little sustained argument.

Fail below 40 (There are two bands within the fail range.) Weak (a potentially compensatable fail, 29.5-39.4): The work shows incomplete understanding of the topic. There is little evidence of thought about the topic or understanding of the issues involved. Exemplification is poor or inappropriate. The work is poorly structured, and the presentation is defective. Extremely weak (an outright fail, 29.4 or less): The work contains almost nothing that can be seen to bear on the topic. There is little or no evidence that the student has acquired any understanding of the topic from taking the module. The work is badly structured and there is little or no attempt to construct an argument.

Mark scheme In marking work such as essays or projects, the following mark scheme is used:

Class Level within class Mark (%) First class (I) Exceptional 1st: high 100 Exceptional 1st: mid 95 Exceptional 1st: low 88 Good 1st: high 80 Good 1st: mid 75 Good 1st: low 70 Upper second class (II.1) High 68 Mid 65 Low 62 Lower second class (II.2) High 58 Mid 55 Low 52 Third class (III) High 48 Mid 45 Low 42 Potentially compensatable fail (n/a) 35 Outright fail (assignment attempted) (n/a) 17 Outright fail (assignment not attempted) (n/a) 0

For example, if the markers agree that the piece of work meets the standard of mid-II.1, a mark of 65% is assigned. Marks that are not listed in the above scheme can be used where the markers agree that there is a specific reason to assign a non-listed mark.

The above mark scheme is not used for multiple-choice tests, or other tests where strict numerical marking can be applied based on ‘right’ or ‘wrong’ answers.

Anonymous marking In accordance with standard University practice, we mark summative assessments anonymously. You write your examination number on your work or exam script and this is what the examiners see (and not your name).

Do not write your name on any piece of work submitted for summative assessment.

All summative open assessments (such as essays, projects and open exams) are marked anonymously, except where this is unfeasible. Examples of open assessments where it is not possible to mark anonymously include oral exams and group presentations.

In some open assessments (such as projects and essays where you discuss your topic with a tutor prior to submission), the tutor who first marks the essay may know whose work they are marking. These assignments are still submitted anonymously, (i.e. with your exam number on them) so that second marking remains anonymous.

Results Individual modules are marked by an Internal Examiner and moderated by a second Internal Examiner. If the Internal Examiners fail to agree on the mark to be awarded, they will resolve the disagreement internally. These internal marks are communicated to the External Examiner, who ratifies the marks. This last stage happens at the end of the Summer Term.

The Department follows the Twenty Day Feedback Rule that students should receive feedback within twenty working days. Working days exclude weekends, University closure days between Christmas and New Year and public holidays. For exams in Summer Week 5, the maximum time limit for feedback is twenty-five working days.

Provisional marks will be published on e:Vision. Feedback is also typically provided via e:Vision for work which was submitted electronically; for paper submissions other arrangements may be made (full information is given at the start of each module).

As part of our feedback to students, the Department aims to publish the provisional mark for summative assessments, along with the degree classification corresponding to the internal examiners’ mark, at the same time as feedback is released, whenever possible.

Please note that marks released at the same time as feedback are provisional marks that have not yet been ratified by an external examiner. These marks are therefore a guide and may not be your final mark in the assessment or module. These provisional marks include any penalties for late submission but may not include academic misconduct penalties. 67

Changes to assessments If the department wishes to make any modifications to the assessment procedures in published module descriptions, it is required to seek permission from the University Teaching Committee. According to the Guide to Assessment Standards, Marking and Feedback, permission will be granted only if all students taking the module give written consent for the change, or if the Department can show that no students will be disadvantaged by the modification. The Department will therefore consult with you if you are affected by a proposed variation to the assessment, and amendments will usually require written consent (i.e. by email) from each student taking the module.

Resits, repeats and readmission If you make a successful claim that an assessment is affected by medical or compassionate circumstances; you may be permitted to sit the assessment again 'as if for the first time'. This means that the original attempt will not be considered for progression decisions or your degree classification.

Students who fail the first year may be allowed to repeat the year. Students in other years are not normally allowed to repeat any part of the teaching on their programme. Repeat study will only be considered in cases where a student can show that they had truly exceptional circumstances which did not allow them to benefit from the teaching on their first attempt, and that there was good reason why the student could not have informed the University of the circumstances at the time

For further information, visit the Resits, repeats and readmission webpage.

You will need to submit evidence of mitigating circumstances to qualify for resits and repeats. See ‘Exceptional Circumstances Affecting Assessment’.

Programme extensions and termination A programme extension can be recommended where a student cannot complete the programme within a normal timescale because of exceptional circumstances. If you find yourself in this situation, talk to your supervisor.

If you are academically unsatisfactory the Board of Studies can recommend that your programme is ended before its normal end date. This may be due to reasons such as poor attendance (without good reason) or through having failed so much of the programme that it is no longer possible to graduate.

Further information is on the Programme termination, extensions and transfers webpage.

See ‘Exceptional Circumstances Affecting Assessment’ for any other circumstances which may affect you undertaking any assessments.

Exceptional Circumstances Affecting Assessment If circumstances in your life significantly affect you undertaking any assessments (including examinations) then you can submit a claim of Exceptional Circumstances Affecting Assessment to the department. To find out how to submit an application for exceptional circumstances, or to see what kinds of circumstances would normally be accepted or not accepted, visit the Exceptional circumstances affecting assessment webpage.

If your claim is successful, and the committee accepts that your assessment was significantly affected by your circumstances, you will usually be given an opportunity to take the assessment again as if for the first time. If it is an open assessment then you may be given an extension. Grades will never be altered without a further attempt at the assessment, and work will not be re-marked, although you may be allowed to re-submit it following revisions.

Please note: it is very important that you submit your case for Exceptional Circumstances Affecting Assessment as soon as possible, preferably BEFORE the assessment which you believe may have been affected.

For a full list of documents and policy information visit the Exceptional circumstances affecting assessment webpage.

Making an appeal You can appeal against a procedural error in arriving at an academic decision, or on the basis of Exceptional Circumstances Affecting Assessment that, for good reason, you did not declare at the time of the assessment (see above) or a procedural irregularity in the assessment. However, you cannot appeal against an academic judgement of your work (this is the marker’s opinion).

For further details about these terms, and information about how to appeal, visit the Appeals and Complaints webpage. Assistance with appeals and representation at hearings is available through the Students’ Union Advice and Support Centre. All communication is confidential and free. For further information, visit: yusu.org/well-being/asc

For information on making a complaint, see the ‘Making a complaint’ section. 69

External examiners External examiners perform a vital function in the UK university system in ensuring fairness and quality. External examiners are members of the academic staff of a university other than York. They are appointed because they are experts in the field and can provide an independent appraisal of the department’s assessment practices. External examiners are nominated by the Board of Studies and approved by the University’s Standing Committee on Assessment on behalf of Senate. They have a fixed term of office (normally three years). They bring an impartial and objective attitude to the assessment of students’ work.

Assessed work is available to external examiners to check. External examiners approve examination papers and comment on the appropriateness of essay and coursework topics. They have the responsibility for ensuring that the department’s assessment procedures are fair and of a standard which is comparable with that of other universities in this country.

The department has six external examiners: • Dr Adam Schembri (Birmingham): Linguistics • Professor Nikolas Gisborne (Edinburgh): English Language and Linguistics • Professor Marina Mozzon-McPherson (Hull): Italian • Dr Franck Michel (Newcastle): French • Dr Sascha Stollhans (Lancaster): German • Dr Tom Whittaker (Liverpool): Spanish

It is inappropriate to make direct contact with external examiners, in particular regarding your performance in assessments. If you have any issues or concerns you can register these through an appeal or complaint.

You may wish to contribute to the department’s responses to external examiners' reports. Please consult your course rep (see Course reps), who will get in touch with the Chair of Board of Examiners.

Your final degree classification The University applies the following mark scale to undergraduate work:

• First-class Honours: 70-100 • Upper second-class Honours: 60-69 • Lower second-class Honours: 50-59 • Third-class Honours: 40-49 • Fail: 0-39

For information on calculating your degree classification, see the Student Guide to the University’s Rules for Progression and Award in Undergraduate Programmes.

Award of a ‘First with Distinction’ A ‘First with Distinction’ (also known as a ‘starred First’) will be awarded for exceptional all- round performance. For single honours degrees in Language and Linguistic Science the criteria for the recommendation of a distinction are:

1. A minimum overall weighted average of 80% (rounded up) in all marks contributing to the final award 2. No more than 30 credits with a module mark below 65%.

For combined honours degrees the criteria may vary. In all cases decisions are confirmed by the External Examiners. There are no borderlines in reaching the criteria for a starred first.

Personal development and employability

Careers We are committed to supporting our students' career development. York Futures, our employability initiative, will enable you to build a portfolio of valuable experience and skills during your time at York that could help you secure that dream job.

Starting in your first year, our unique York Strengths Programme will help you make sense of what you can offer to employers. We will support you to identify your personal qualities, understand your options, and make plans for moving towards a career in which you’ll thrive. We also organise activities from careers fairs to leadership-building exercises to ensure you progress with a competitive edge.

Language and effective communication are central to most careers, and the study of linguistics will equip you with an all-around set of skills which translate readily into any work context. Studying language and/or linguistics also equips you with skills from both sides of the traditional arts versus sciences divide. Graduates from our Department therefore have an excellent record of pursuing fulfilling paths after graduation.

As well as their knowledge and skills in languages and linguistics, our alumni have the confidence and skills that come from successfully completing a demanding course and participating fully in university life.

Hear former students from our Department talking about the skills acquired in their degree.

Look out for regular updates by email from Julia Kolkmann about events for students in our Department and University opportunities. Our Careers and Employability Coordinators are Julia Kolkmann and George Bailey (for English Language/Linguistics) and Cinzia Bacilieri (for French/German/ Italian/Spanish). Contact Julia, George or Cinzia for information about careers and placements.

See also the section on the benefits of a Placement Year.