1. Singular and Plural Address Forms
Where possible, in referring to the readers and writers of the Guide, use the plural forms students and teachers rather than the singular, as this avoids using the gender-specific pronouns he or she.
For guidance on the non-sexist use of English, please follow this link.
See Observations on the use of singular and plural forms of address in Forms of Address.
2. Declarative vs. Conditional Sentences
Use declarative sentences rather than conditionals.
The sentence:
- If a student does not obtain a grade of at least 4.5, he/she will not be eligible for reassessment.
is better expressed:
- Students must obtain a grade of at least 4.5 to be eligible for reassessment.
3. Affirmative vs. Negative Constructions
Use affirmative sentences rather than negative constructions.
The sentence:
- Students must not submit written work by e-mail to the teacher.
is better expressed:
- Students must submit written work in paper format to the teacher.
4. Tenses
Tenses should preferably be restricted to the present simple:
- Evaluation is continuous; this course provides an introduction to…
and the future simple:
- Examinations will take place at the end of the semester.
5. Abbreviated Orthographical Forms
As a Course Guide is a formal document, the use of abbreviated forms such as they’ll/they’d should be avoided.
The sentence:
- Students must read all the works on the bibliography: they’ll be tested on these works on a monthly basis.
is more effectively expressed:
- Students must read all the works on the bibliography: they will be tested on these works on a monthly basis.
6. Bullet Points
Bullet points are a highly effective way to ensure both visual and textual clarity in all limited and free content, especially where there is the need to provide dense information.
The paragraph:
Students will be expected to read all the primary works in the course bibliography; to give at least one formal oral presentation on one of these texts; to submit a commented summary of the secondary texts in the bibliography and to ensure that at least three secondary works are included in the class paper.
is better expressed:
Students will be expected:
- To read all the primary works in the course bibliography.
- To give at least one formal oral presentation on one of these texts.
- To submit a commented summary of the secondary texts in the bibliography.
- To ensure that at least three secondary works are included in the class paper.
Note that:
- The bullet points must be grammatically in consonance with the head phrase (“Students will be expected” + “To {VERB}”, etc.).
- Each bullet-point sentence begins with a capital letter.
- Each bullet-point sentence ends with a full stop.
7. Formatting Bibliographies
The bibliography should be formatted in strict accordance with the bibliographical-reference tradition of the general subject area (MLA, Chicago, APA, etc.).
As such, it also serves as a model for students’ own work.
8. Objectives and Contextualisation
The Objectives and Contextualisation section requires guide writers to indicate the aims and purposes relevant to their subject; these should be explained in a synthesised manner in order to provide a succinct but accurate overview of the subject’s underlying objectives.
9. Competences
In English, the correct term for “competència” in its most general application and in the context of UAB course guides is “competence”, not “skill” (which is a type of competence).
A competence is: “the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy”. (Recommendation 2008/C 111/01.)
Competences can be generic or subject–specific. Fostering competences is the object of a process of learning and of an educational programme.
(ECTS User’s Guide, p.22).
10. Learning Outcomes
The Learning Outcomes section contains fixed content and, generally, you will only be required to select those learning outcomes that are relevant to your subject.
However, if you are writing learning outcomes for a new subject, you should ensure that they indicate the aims and purposes of the course from the students’ perspective.
Learning outcomes are “statements of what a learner knows,
understands and is able to do on completion of a learning process”.(Recommendation 2008/C 111/01. ECTS User’s Guide, p.22.)
The Learning Outcomes section should avoid presenting this information from the perspective of the lecturer and/or the subject (as this is covered in Objectives and Contextualisation).
The sentence:
Enable students to integrate the concepts developed
(lecturer/subject-centred)
is more effectively expressed:
Integrate the concepts developed
(student-centred).
10. Final Remarks:
- Ensure that the information provided in the free-content sections (authors’ own text) is factually correct.
- Ensure that this information facilitates students’ clear understanding of the subject and of their obligations in studying it.
- Try at all times to write unambiguous sentences that avoid complex terminology.