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English for Academic Purposes 1 (EAP 1) Portfolio - EAPA3004

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This portfolio is designed to assess your progress in English for Academic Purposes 1 (EAP 1). It includes tasks that will help you develop your academic writing skills, reading comprehension, and critical thinking abilities. You will be assessed on your ability to produce cohesive and coherent academic writing, read and summarize academic texts, and reflect on your own learning journey. The portfolio is divided into two sections: Portfolio Evidence and Written Tasks. The Portfolio Evidence section includes tasks that you will complete in class, while the Written Tasks section includes two longer essays that you will complete outside of class. This portfolio is a valuable tool for you to track your progress and identify areas for improvement. It will also help you prepare for future academic writing tasks.

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Summer 2018
English for Academic Purposes 1 (EAP 1) Portfolio (EAPA3004)
Name:
Student Number:
Tutor name:
This is your EAP 1 Portfolio which you must submit via the student portal by Wednesday 22nd August 2 pm
2018. Please save a copy on your computer and back it up regularly (e.g. by saving it on your computer / in
the cloud (e.g. Google Drive) / emailing it to yourself. You will receive a printed copy which you should bring
to all lectures and tutorials. However, at the end of the course, you need to submit a completed electronic
copy. Please refer to suggested word counts for each task included within this portfolio.
Assessed Learning Outcomes (LOs):
1. Produce cohesive and coherent elements of academic writing.
2. Read, compare and summarise written academic texts.
Week Contents Page Learning
Outcome
Section 1: Portfolio Evidence
(These tasks will often be drafted in class and are designed to inform the written task in section 2.
Suggested word counts are included are in brackets.)
1 Portfolio evidence I: Self-evaluation checklist P3 LO 1 & 2

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2- 8 Portfolio evidence II: Literature Research
(recommended word count: 400)
P4 LO 2
7 -10 Portfolio evidence III: Self-Assessment
(recommended word count: 100)
P5 LO 1 & 2
9 - 10 Portfolio evidence IV: Reflection
(recommended word count: at least 50 per section. Total word
count: 150)
P6 LO 1 & 2
Section 2: Written Tasks
(The written tasks should be developed throughout the semester but completed in weeks 7-10.)
1 - 10 Academic writing [Comparison of two elements of the student
body in the English higher education system.]
(Word count: 500 words)
P7 LO 1 & 2
1 - 10 Academic reflective writing [Reflection on your own opportunities
and challenges in higher education]
(Word count: 300 words)
P9 LO 1 & 2
Total word count: Written Task (800 words) + Evidence (Approx. 650 words)
(+/- 10%)
Section 1: Portfolio Evidence I
Self-evaluation checklist
Below is a list of the skills you will need when working on extended pieces of writing during your university
career. The work you do on the EAP 1 course will help you develop these skills.
Tick the appropriate box for each skill, according to how well you think you can do this at the beginning of
this course. Look again at the checklist throughout the course in order to identify areas for independent
study.
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Skills
I don’t know
how to do
this.
I find this
difficult.
I can do this
quite well.
I can do this
very well.
Looking for information
Identify which books/journals/websites to use ☐ ☐ ☐ ☐
Select relevant parts of a text ☐ ☐ ☐ ☐
Using sources
Acknowledge sources of information ☐ ☐ ☐ ☐
Avoid plagiarism ☐ ☐ ☐ ☐
Planning/ writing
Brainstorm ideas ☐ ☐ ☐ ☐
Plan written work ☐ ☐ ☐ ☐
Link ideas effectively ☐ ☐ ☐ ☐
Paraphrase & summarise ideas ☐ ☐ ☐ ☐
Write a topic sentence ☐ ☐ ☐ ☐
Write a concluding sentence ☐ ☐ ☐ ☐
Personal study
Work independently ☐ ☐ ☐ ☐
Manage my time ☐ ☐ ☐ ☐
Reflection
Identify strengths/weaknesses in written work ☐ ☐ ☐ ☐
Think of ways to improve written work ☐ ☐ ☐ ☐
Think about experiences and describe in writing ☐ ☐ ☐ ☐
Oral presentation
Discuss written work in a tutorial ☐ ☐ ☐ ☐
IT
Access the internet ☐ ☐ ☐ ☐
Use search engines ☐ ☐ ☐ ☐
Create and save Word documents ☐ ☐ ☐ ☐
Section 1: Portfolio Evidence II
Literature Research (Recommended word count 400 words
(4 x 100) excluding references.
1. Find four texts for your research. For each text fill in the table below with the relevant information.
Question title: (Write your question title below)
What are the patterns and trend in UK higher education in 2017?
Reference:
Type your reference here in the way
that it will appear in your paragraph
(in-text citation) and in the reference
Notes:
Summarise or paraphrase the
information from what you have
read. Do not use direct
Justification:
Evaluate the information you
have written in the notes
section and say why it is
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list at the end of your work (full
reference).
quotations. relevant to the question you
are answering.
(O’Prey, 2017)
The higher education system in
the UK has changed in size and
shape at the national level. The
UK higher education system has
experienced a number of
challenges in the dynamic and
uncertain environment but still, it
has pointed out a number of
high-level indicators of success.
I find this report relevant as it
has critically explored the
changes and patterns in the
UK higher education system
over the last years. The
information presented has a
direct relationship with the
question that reflects on the
changes and patterns in the
UK higher education.
(University Alliance, 2014)
The higher education sector
possesses a globally outstanding
status in terms of quality. The
government is planning to closely
monitor the provisions of quality
across the sector and will also
reserve the right to re-impose the
controls on the institutions that
increase the number of students
at the cost of quality.
The government is no longer
in the mood to overlook the
quality of the higher
education system for the
students who could be
disadvantaged as the
institutions these days more
focusing on enhancing the
number of students without
thinking about the quality.
(Crawford, 2014) There are plenty of steep
socioeconomic gradients in the
UK higher education sector
regarding university entry, degree
class and drop out.
This information is relevant
here as it reflects on the high
obstacles to university entry
and low dropout rates in the
UK. It is seen that there are
social and economic
differences in the higher
education participation in the
UK. These differences divert
the position image of the HE
in the UK to a completely
different side.
(Baskerville, 2013)
The UK remains to be the most
popular destinations for the
students looking for higher
education.
Why I find this information to
be relevant as it is focusing on
the growing demand of UK
higher education across the
national and international
students. Around 227, 755
students registered
themselves at UK higher
education institutions through
flexible programmes, distance
learning or some other form
of collaborative provision.
Section 1: Portfolio Evidence III
Written work self-assessment form (recommended word count: 100)
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Complete this form before you submit your portfolio.
Type a few comments below in relation to how well you have addressed the
following criteria in your written work. Do NOT give one-word answers.
PARAGRAPH STRUCTURE
A. Has a clear structure including an
introductory sentence and a concluding
sentence.
All the paragraphs in the work depict introductory and
concluding sentences.
B. Has features of academic writing. The written work clearly depicts the sign of academic writing.
CONTENT
C. Has compared directly between the
two student bodies. (Q.1.)
Yes, domestic and foreign students have taken into
consideration.
D. Has commented on what we learn
from the comparisons.
Relevant information has been added.
E. Has commented on their own
experience. (Q.2.)
Yes, reflection has been done.
F. Has followed the word count (Q.1. 500
and Q.2 300 +/- 10%).
Work count is strictly followed.
USE OF SOURCES AND REFERENCING
G. Has used all four references. All references are used.
H. Has in-text citations which follow the
Harvard style. E.g. (Coughlan, 2014).
Harvard style in-text citations are used throughout the work.
I. Has avoided plagiarism.
USE OF ENGLISH
J. Writes accurate sentences. All the sentences are accurate.
K. Spells and punctuates accurately. Spell check has been done.
L. Uses a range of language. A range of language has been used.
M. Writes in an appropriate academic
style (Q.1.) or reflective style. (Q.2.)
Academic style has been followed.
Section 1: Portfolio Evidence IV
Reflection
Think about the work you have done on this module and answer the following questions:
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What went well? (approx. 50 words):
What areas do I still need to improve? (approx. 50 words):
What actions do I need to take to make sure I improve? (approx. 50 words):
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I found the process of acquiring knowledge from the literature and writing it in my own ways is quite
impressive and interesting. My entire focus was on the particular question hence I collected all the literature
relevant to it so that it can be answered with greater ease and flexibility.
Finding appropriate literature is not an easy process. It needs critical thinking and analytic skills for obtaining
the right information from the right sources. While working on this module, firstly I tried to put my focus on
the quotes from the articles, journals and pdf and how these quotes can be used to fulfill the demand of the
stated question. I need to focus on my analytical skills in order to get effective ideas and opinions proposed
in the literature.
In order to improve, I need to understand the author's arguments to obtain key information. Also, I need to
improve my referencing and in-text citations skills as it is important to refer to the right author for ensuring
maximum relevancy. I should gather data from different sources and use best out of them. These actions
will help me in improving so that I can work better on my next module.

Section 2: Written Tasks
Academic Writing (500 words)
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Please type your answer to question 1 below (500 words).
Make sure that:
 Your text has an appropriate title.
 You have used all of your four references (included as in-text citations) and that you include a full
reference list.
 You discuss and compare both bodies of students that you have chosen to write about
 You have used a point by point approach.
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Q.1.
Title:
What are the challenges and /or opportunities for _________ and _______ students in higher
education in England?
Challenges and Opportunities for domestic and foreign students in higher education in England
Challenges for the domestic and foreign students
There is a number of challenges faced by the students both domestic and foreign in the higher education
sector in England that tremendously impacts their learning process.
Rising expectations
According to Kandiko & Mawer (2013), in accordance with the rising tuition fees cap in the HE sector of
England, the expectations of the students are also rapidly increasing. Students are paying more for their
studies and expecting a lucrative return on investments in terms of academic quality, employability and
other facilities offered to them. In order to attract more and more students, the universities need to
implement more flexible strategies as the higher education market operates in the highly competitive
market. The expectations of the international students are more than that of domestic students as their
expenses are quite high of residing and studying in a foreign country (Kandiko & Mawer, 2013).
Increasing costs and shifting funding
In the words of Grove (2015), high expectations and intense competition put the larger financial burden on
the students where they find it difficult to manage their studies. It is essential for the universities to invest in
infrastructure, teaching, and other facilities to let the students get best for their investments. The challenge
of increasing cost is quite high on the foreign students as compared with the domestic students in the UK.
The higher education sector should work on cutting the costs through which they can achieve the actual
efficiencies (Grove, 2015).
Opportunities for the domestic and foreign students
In addition to the challenges, the higher education sector in England also brings a number of opportunities
for the students that enable them to broaden their existing skills and knowledge. Changing ways of learning
reflects that different demands are made out of space in an effective and efficient manner.
Experience in working professional environment
Higher education in the UK has effectively changed over the last years including continuous innovation to
provide effective learning and education to the wider population. Through the innovative programmes and
teaching styles, both domestic, as well as foreign students, have the opportunities to experience a
professional working environment that improves their proficient skills and knowledge (Swain, 2018).

Section 2: Written Tasks
Reflective Writing (300 words)
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Dynamic learning programs
Dynamic learning programs are the strategies used by the teachers for the improvement of the student
learning and retention. These programs are continuously adopted by the higher education institutions
across England for the embellishment of the skills and capabilities of the students. These programs offer
new exposure to the students and make the learning process more interesting. These programs offer
positive experience to the foreign students as they were unable to get such dynamic learning programs in
their home countries (Irene, et. al., 2017).
Reference List:
 Grove, J., 2015. 7 key challenges for UK higher education. timeshighereducation.com. Available at
https://www.timeshighereducation.com/features/7-key-challenges-uk-higher-education.
 Irene G., Deona Ma., and Christine R., 2017. Dynamic Learning Program (DLP): A Tool for Teaching.
University of Legazpi.
 Kandiko, C. B. & Mawer, M., 2013. Student Expectations and Perceptions of Higher Education.
London: King’s Learning Institute.
 Swain, H., 2018. Opportunity and risk: universities prepare for an uncertain future. The Guardian.
Available at https://www.theguardian.com/higher-education-network/2018/feb/07/opportunity-
and-risk-universities-prepare-for-an-uncertain-future.

Please type your answer to question 2 below (300 words).
Make sure that:
 Write about your own individual situation.
 Follow the word count.
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Q.2. What impact might the situation you have discussed in question 1 above have for you as a student
in higher education?
As a higher education student in England, I think that the higher education sector in the UK is large and
diverse and persistently growing since the last decades. While learning, I came to realize that there is a
number of elements that needed to be focused on by the government in order to make the higher
education system better and more advanced. The higher education institutions should put their focus on the
quality in order to meet the growing needs and expectations of the students both domestic and foreign. It
can be done by broadening the dynamic learning process where the students can learn diverse things
practically. Also, through an integrated and streamlined IT system, a smoother and more cost-efficient
administrative process can be conducted for meeting the rising expectations of the students. As an
individual, I feel that for the students who are substantially investing in higher education should receive the
desired return on their students so that they can use the learning in the future with greater ease and
flexibility.
Creation of a healthy and professional working environment allows the students in reflecting upon their
own key skills. As a student of higher education, I believe that the professional environment improves a
student learning and knowledge about self-management, communication, management of the tasks,
analytical skills, problem-solving skills and working and interacting with others. In my opinion, the sector
should build on its success and needs further transformation for offsetting the student’s risks of financial
failure.

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References
 Baskerville, S., 2013. A guide to UK higher education and partnerships for overseas universities. UK
Higher Education International Unit.
 Crawford, C., 2014. Socio-economic differences in university outcomes in the UK: drop-out, degree
completion and degree class. University of Warwick and Institute for Fiscal Studies
 O’Prey, P., 2017. PATTERNS AND TRENDS IN UK HIGHER EDUCATION 2017. Universities UK. Available at
https://www.universitiesuk.ac.uk/facts-and-stats/data-and-analysis/Documents/patterns-and-trends-
2017.pdf.
 University Alliance, 2014. How do we ensure quality in an expanding higher education system?.
University Alliance. Available at
https://www.unialliance.ac.uk/wp-content/uploads/2014/05/UA_Quality_Final.pdf.
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