Code
MUFF ENG 2201
Level
L2
Field
Anglais
Language
Anglais/English
ECTS Credits
2
Class hours
20
Total student load
40
Program Manager(s)
Department
- Langues et Sciences Humaines
- Programme Bachelor
Introduction to the module
This course cultivates intercultural awareness and academic English proficiency through a thematic exploration of contemporary global issues. Learners critically analyse these issues and craft appropriate responses, sharpening both language and cultural insight.
Central to the syllabus are the mechanics of purposeful communication: framing claims, marshalling evidence, structuring reasoning, and tailoring style to audience. Students dissect rhetorical choices in authentic texts and apply them to their own writing.
By the end of the course, participants interact confidently in English across academic and professional settings—negotiating transactions, leading discussions, delivering presentations—and produce supporting documents that meet disciplinary standards.
Learning objectives
- 3.2 - Communicate effectively and appropriately for the purposes of training, knowledge transfer, skills development or innovation, in English and at least one other language, in a global and multicultural context.
Course Learning objectives
By the end of this course PGE (M1) / Bachelor (B2) learners will be able to:
• Produce a written comparative rhetorical analysis of 2 or 3 short English-language texts (e.g. advertisements), in English, in under 60 minutes, without the help of language or translation tools. This should compare and construct how the text(s) construct and qualify their central argument; how the argument demonstrates awareness of the audience's beliefs, values, and needs; and analyse how stylistic and grammatical choices (word choice, comparisons, syntax, and mechanics) contribute to the argument's clarity, tone, and overall rhetorical effectiveness. The analysis should be presented as a coherent academic essay: a structured introduction, a minimum of two well-developed analytical paragraphs with topic sentences, claims and evidence, and a conclusion.
• Conceive, construct, and deliver a 6-10 minute presentation in English on a subject generally unknown to the student before the course, without resorting to reading from notes or other assisting technology (beyond slides). Building on the foundational delivery techniques and rhetorical strategies developed previously, this presentation should demonstrate a clear awareness of the audience's beliefs, values, and needs; present a structured and nuanced argument that acknowledges alternative perspectives or qualifications; and adapt its register, tone, and stylistic choices to suit a professional rather than purely academic context.
Content : structure and schedule
The course structure is non-contractual and subject to change without notice. It is intended to help students plan their time and learning. However, the teacher may organize CC activities at any time, including without prior notice. Attendance is mandatory for all class sessions, and unauthorized absences for any CC activity will result in a grade of 0 (zero) for that activity.
S01 Introduction to course, theme and preliminary exploration of key issues; Optional Written assignment (needs analysis) / Writing I: Key objectives
S02 Texts & Rhetoric: Key objectives
S03 Presentations & Rhetoric: Key objectives
S04 [Flexi-session I : responsive to student needs]
S05 CC1 (Presentation) & Peer-coaching in rhetoric
S06 CC1 (Presentation) & Peer-coaching in rhetoric
S07 CC1 (Presentation) Feedback on Presentations & Rhetoric / Preparing CC2
S08 CC2 (written) / Editing / Catchup session
S09 Review and revision for CF / [Flexi-session II : depending on student needs]
S10 Review & CF
Sustainable Development Goals
"ODD 4 (Éducation de qualité) :
L'apprentissage des langues en petits groupes dans l'enseignement supérieur offre un apprentissage inclusif et personnalisé, favorisant un accès équitable à une éducation de qualité.
ODD 10 (Inégalités réduites) :
L'apprentissage des langues en petits groupes dans l'enseignement supérieur favorise l'inclusion sociale et les opportunités économiques mondiales, réduisant les clivages culturels et permettant aux étudiants marginalisés de s'épanouir à l'international.
SDG 4 (Quality Education):
Small-group language learning in higher education delivers inclusive, personalized learning, fostering equitable access to quality education.
SDG 10 (Reduced Inequalities):
Small-group language learning in higher education promotes social inclusion and global economic opportunities, bridging cultural divides and empowering marginalized students to thrive internationally."
Number of SDG's addressed among the 17
4, 10
Learning delivery
synchrone
Pedagogical methods
Courses continue the CLIL approach established in Year 1, with content and rhetorical analysis conducted individually, in groups, and through structured peer-reflection. Case studies of rhetorical strategy, drawn from real speeches, texts, or professional communications, provide the analytical basis for developing the qualification, audience-awareness, and stylistic skills targeted at this level.
Oral skills are developed through presentations followed by peer-analysis, extending the peer-feedback model introduced in 1AS2 into a more demanding professional and persuasive register.
Where the course theme is based on language skills (e.g. debating) the course content may be varied, and adjusted to the needs and interests of the student cohort.
Evaluation and grading system and catch up exams
All grading is on a scale of 0 to 20, unless otherwise stated.
The CF makes up 1/3 (33.3%) of the final grade for the module (UV/UE).
The CC makes up 2/3 (66.7%) which is comprised of at least 3 elements:
1. Selected Continuous Assessment activities and/or assignments, accounting for 1/3 (33.3%) of the total grade for the module.
Example Continuous Assessment activities and/or assignments : Written analyses, summaries or syntheses; Oral presentations; Case-studies; Mock Exams; Vocabulary Tests. etc.)
2. A general ‘Participation’ grade, as defined by the teacher, accounting for up to 1/6 (16.7%) of the total grade for the module.
3. A ‘Presence’ grade, accounting for up to 1/6 (16.7%) of the total grade for the module.
The following information should be taken into account:
a. Full grades for this element can be attained by arriving on time for each session.
b. Late arrivals incur a penalty for the session.
c. Unauthorized absences incur a 0 (Zero) for the session.
d. Justified absences are not counted for a ‘full’ grade for the session.
The teacher may organize CC activities at will, in any class session, including without warning. Attendance is thus obligatory for ALL class sessions, and unauthorized absences for any CC activity will result in a grade of 0 (zero) for the activity in question.
Typical CC & CF exercises (Subject to change without warning)
• CC1: A 6-to-8-minute individual oral presentation on a pre-agreed topic within the course theme, delivered before a group of peers, and clearly integrating rhetorical appeals (and other rhetorical devices, as defined by the teacher).
o (LOW) Uses Hooks, Clear Signposting, and at least one clear Rhetorical Appeal.
o (MID) Uses Hooks, Clear Signposting, and at least two clear Rhetorical Appeals
o (UPP) Uses Hooks, Clear Signposting, and at least two clear Rhetorical Appeals, inlcuding using data to reinforce claims.
• CC2: A 45-to-60-minute written assignment comparing the rhetorical strategies from two or more sources in the course theme, and using writing structres and techniques covered in class.
• CF: A 45-to-60-minute written assignment comparing the rhetorical strategies from two or more unfamiliar sources.
CF2: A 45-to-60-minute written assignment comparing the rhetorical strategies from two or more unfamiliar sources, and using writing structres and techniques covered in class, AND/OR a case study requiring learners to analyse a rhetorical situation and propose appropriate rhetorical strategy using elements from the course. Online CF2s are subject to strict proctoring rules.
Where applicable, the CF2 grade replaces ONLY the CF1 grade.
Une absence au non justifiée au CF1 par le service de scolarité centrale entraîne la note 0/20.
En cas d’échec (note finale inférieure à 10) au CF1, un Contrôle Final 2 (CF2) est organisé.
CEFR Evaluations (A1–C2)
Teachers will assess the CEFR language level based on formal and informal observations during class sessions and activities. Assessments will be conducted to the best of each teacher’s ability but may not be completed if there is insufficient data (e.g., repeated absences).
Note: There is no direct relation between individual learner grades (e.g., CC/CF activities) and their CEFR level.
Validating the Tandem Programme will add 2 bonus points to a student’s CC grade.
Module Policies
Students are expected to show self-respect, respect for others, and give their best at all times.
Students should be ready for a high degree of interaction: in pairs, groups and in open class environments. Discussion will be the norm and everyone is expected to contribute in every class.
Students should arrive to class ready to participate with the necessary materials
Attendance and Punctuality
Students are responsible for making up any missed work to minimize the impact of absences on their final grade.
Absence justifications for LSH courses are not automatically transmitted. They must be sent to the relevant teacher via the central academic office within 7 calendar days of the absence. After this deadline, the absence will be systematically considered unjustified.
An unjustified absence in CF1 by the central academic office results in a grade of 0/20. In case of failure (final grade below 10) in CF1, a Final Assessment 2 (CF2) is organized.
(FR) Les justificatifs d’absence pour les cours LSH ne sont pas transmis automatiquement.
Ils doivent être adressés à l’enseignant·e concerné·e, via la scolarité centrale, dans un délai de 7 jours calendaires suivant l’absence. Passé ce délai, l’absence sera systématiquement considérée comme non justifiée.
(FR) Une absence non justifiée en CF1 par le service de scolarité centrale entraîne la note 0/20.
En cas d’échec (note finale inférieure à 10) en CF1, un Contrôle Final 2 (CF2) est organisé..
Academic Integrity
Each assignment submitted for grading must be created solely by the learner, without the use of automatic language correctors, translators, or generative text tools, unless explicitly permitted by the teacher. Work showing evidence of such use, and inconsistent with the learner’s level, will receive a grade of 0/20. The final decision rests with the teacher and the course coordinator.
(FR) Chaque travail soumis pour notation doit être réalisé uniquement par l’apprenant, sans l’aide de correcteurs ou de traducteurs automatiques de langue, ni d’outils de texte génératif, sauf indication expresse et contraire de l’enseignant·e. Tout travail présentant des signes d’utilisation de tels outils, non conforme au niveau de l’apprenant, se verra attribuer la note 0/20. La décision finale sera prise par l’enseignant·e et le·a coordinateur·rice du cours.
The use of all electronic devices during course time is expressly forbidden unless otherwise mentioned by the class teacher. Learners failing to respect this rule may be marked absent or given a penalty on their participation grade.
The teacher will communicate important information via the Moodle course forum or another pre-agreed method. Students must regularly check the LMS and their email to avoid missing critical updates.
Students requesting academic accommodations (amenagements) must inform their teacher during the first class session or as soon as the accommodation is approved, whichever is later. Students are responsible for ensuring accommodation agreements are provided to the teacher.
For further details, refer to the academic regulations of your programme and institution.
Keywords
Communication; Culture