Continuous assessment (100%). Alternatively, continuous assessment (50%) + final test
(50%). As for the continuous assessment, regular class attendance is required.
Furthermore, students will have to complete a series of practical tasks, which may
include a combination of any of the following: text analyses, class presentations, writing
essays and small research projects. The following factors will be considered in the
assessment of these tasks: ability to summarize and combine information from different
sources, clarity in the presentation of ideas, accuracy in the use of specialized concepts
and terminology, involvement in seminars and group activities, rigor and originality in
the formulation of research proposals, and, finally, the use of an appropriate academic style. The final
test will consist in a series of questions related to the course contents.

The same assessment procedures will be applied in the case of students with an extra
opportunity or those retaking the course. In the case of students with an extra
opportunity, for the continuous assessment component, the student may be required to
repeat a selection of the activities done throughout the course or to complete some extra
tasks. As for those students with an official exemption of class attendance, continuous
assessment will be based on their eventual completion of the assignments set through
the virtual component of the course. These students must also sit the final written test (if
applicable) or, alternatively, complete an equivalent task (or set of tasks) specified by
the lecturers.

In the July test, students will turn in additional activities requested by the teacher, always before sitting the written exam or objective test.

Students who do not attend the written test in June or July will receive the NO PRESENTADO grade.

Students are encouraged to use recycled paper and put sustainable methods into practice.

About plagiarism

In this subject, the Turnitin tool could be used in the evaluation of essays and activities. Based on the recommendations of the Xunta de Facultade, the following text is added for the students' consideration: Turnitin is an application for teachers to review parts of a text from other texts and indicate their origin. This tool can identify papers presented previously in this or other universities, including those written by the same student. If this circumstance occurs, it will be understood that it is contrary to academic honesty and will be applied to the academic regulations for evaluations, grades, masters, etc.

Learning outcomes	Study programme competences
To acquire a general knowledge of ESP as a whole and a deep acquaintance with several of its sub-branches.	AR1 AR5 AR8	BR5 BR7 BR8 BR9 BR10 BR14 BR15
To get acquainted with the main structural and linguistic features of the different text types used in ESP contexts.	AR5 AR8	BR7 BR8 BR14
To develop a basic competence in the composition and translation of the main text types used in specific areas of ESP.	AR1 AR5 AR15	BR7 BR9 BR10 BR14 BR15
To get familiar with the key issues and concepts and develop basic teaching competences in ESP.	AR5 AR15	BR1 BR5 BR7 BR8 BR12
To get acquainted with and develop an ability to use the main research tools (data, analytical instruments, relevant software, etc.) in ESP for practical or research purposes.	AR5 AR14 AR15	BR10 BR14 BR15

Topic	Sub-topic
An overview of the discipline.	Historical, pedagogic, sociological and linguistic issues in ESP.
Different branches of ESP.	Textual analysis. Study of different ESP documents. ESP in Translation. Lexicon analysis.
Practical uses of ESP.	Documents and vocabulary in context.
Research and applied perspectives. ESP perspectives.	Doing research in ESP. Quantitative and qualitative methods in ESP research.

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Online forum	B7 B8 B12	0	10	10
Seminar	A8 A14 A15 B1 B5 B10 B14	12	20	32
Oral presentation	B9 B15	2	10	12
Objective test	A1 A5 A8 B12	0	20	20

Personalized attention		1	0	1

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies	Description
Online forum	Virtual debate (Moodle). Relevant to Exchange personal opinions and experiences about the subject.
Seminar	A teaching-learning process based on cooperative work, group and pair work, together with the teacher's theoretical support.
Oral presentation	It is part of the assessment process for this subject. Students are supposed to use the knowledged adquired and skills to do some research around the subject and present it to the rest of the classroom.
Objective test	Written exam.

Methodologies	Competencies	Description	Qualification
Online forum	B7 B8 B12	Virtual debate in Moodle between the students and the teacher throughout the course, in English.	10
Objective test	A1 A5 A8 B12	Written exam.	50
Seminar	A8 A14 A15 B1 B5 B10 B14	Work in the classroom, participation and attendance, activities, potential essays, exercises, etc,	20
Oral presentation	B9 B15	Research Project related to any of the EFL typologies. Individual. Tentative.	20

Assessment comments
Continuous assessment (100%). Alternatively, continuous assessment (50%) + final test (50%). As for the continuous assessment, regular class attendance is required. Furthermore, students will have to complete a series of practical tasks, which may include a combination of any of the following: text analyses, class presentations, writing essays and small research projects. The following factors will be considered in the assessment of these tasks: ability to summarize and combine information from different sources, clarity in the presentation of ideas, accuracy in the use of specialized concepts and terminology, involvement in seminars and group activities, rigor and originality in the formulation of research proposals, and, finally, the use of an appropriate academic style. The final test will consist in a series of questions related to the course contents. The same assessment procedures will be applied in the case of students with an extra opportunity or those retaking the course. In the case of students with an extra opportunity, for the continuous assessment component, the student may be required to repeat a selection of the activities done throughout the course or to complete some extra tasks. As for those students with an official exemption of class attendance, continuous assessment will be based on their eventual completion of the assignments set through the virtual component of the course. These students must also sit the final written test (if applicable) or, alternatively, complete an equivalent task (or set of tasks) specified by the lecturers. In the July test, students will turn in additional activities requested by the teacher, always before sitting the written exam or objective test. Students who do not attend the written test in June or July will receive the NO PRESENTADO grade. Students are encouraged to use recycled paper and put sustainable methods into practice. About plagiarism In this subject, the Turnitin tool could be used in the evaluation of essays and activities. Based on the recommendations of the Xunta de Facultade, the following text is added for the students' consideration: Turnitin is an application for teachers to review parts of a text from other texts and indicate their origin. This tool can identify papers presented previously in this or other universities, including those written by the same student. If this circumstance occurs, it will be understood that it is contrary to academic honesty and will be applied to the academic regulations for evaluations, grades, masters, etc.

Basic	Flowerdew, John and Matthew Peacock (eds.) (2001). (2001) Research perspectives on English for academic purpes. Cambridge: Cambridge University Press. Ventola, Eija & Anna Mauranen (eds.) (1996). Academic writing: intercultural and textual issues.. Amsterdam: John Benjamins. Dudley Evans, Tony & Maggie Jo St John (1998). Developments in English for Specific Purposes, A multi-disciplinary Approach.. Cambridge: Cambridge U. P. Hyland, Ken (2006). English for academic purposes: an advanced resource book. . London: Routledge Belcher, D. (2009). English for specific purposes in theory and practice. Ann Arbor: University of Michigan Press Hutchinson, Tom & Alan Waters. (2006). English for Specific Purposes.. Cambridge: Cambridge U.P., Swales, John M. & Christine B. Feak. (2000). English in today's research world: a writing guide.. Ann Arbor: University of Michigan Press. Fortanet, I., Palmer, J. C., Posteguillo, S. (eds.) (2004). Linguistic studies in academic and professional English.. Castelló de la Plana: Publicacions de la Universitat Jaume I. Ammon, U. (Ed.). (2001). The dominance of English as a language of science. Effects on other languages and language communities. . Berlin: Mouton de Gruyter. Ventola, Eija; Celia Shalom & Susan Thompson (eds.) (2002). The Language of Conferencing.. Frankfurt am Main; New York: Peter Lang.

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