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Undergraduate Handbook
2007-2008
Contents
1 Introduction 3
3 Degree Courses 12
4 Modules 17
7 Computing 51
8 Student Representation 52
2
1. Introduction
3
2. Points of Contact: Where to Turn for Help
4
degree changes are possible in the first three weeks of each semester, but are
thereafter usually impossible until the end of the academic year.
The Degree Tutors in 2007-2008 are:
If you have questions which relate to your academic work, you should talk to your
module organizer or your degree tutor in the first instance
5
The following is a schedule of PDP meetings between tutor and tutee. Under
each meeting are listed the various documents that the student will be expected to
produce for the at meeting. It is up to you to meet – or arrange to meet – with your
tutor, rather than the other way round. All documentation and templates of the
various types of form are on MUSE in PDP East Asian Studies, under Communities.
Make sure that every document that you submit has both your name and the date on.
Level 1:
Semester 1 Week 1 or 2: First Tutor/Tutee PDP Meeting
fill in “At the Start of Your Course” (online)
fill in “Self-Assessed Skills Audit” form *†
write CV *
Semester 2 Week 4 or 5: Second Tutor/Tutee PDP Meeting
fill in “Year 1 Review” (online)
fill in “Year 1 Development Plan” form
After: provide amended “Year 1 Development Plan” if necessary
Level 2:
Semester 1 Week 1 or 2: First Tutor/Tutee PDP Meeting
fill in “Self-Assessed Skills Audit” form *†
write CV *
provide copy of “Summer Skills Certificate” (if relevant)
Semester 2 Week 4 or 5: Second Tutor/Tutee PDP Meeting
fill in “Year 2 Review” (online)
fill in “Year 2 Development Plan” form
After: provide amended “Year 2 Development Plan” if necessary
Level 3:
Semester 1 Week 1 or 2: First Tutor/Tutee PDP Meeting
fill in “Self-Assessed Skills Audit” form *†
write CV *
provide copy of “Summer Skills Certificate” (if relevant)
Semester 2 Week 4 or 5: Second Tutor/Tutee PDP Meeting
fill in “Year 3 Review” (online)
6
An extension will be confirmed only once an appropriate medical note or
other evidence is received. Medical notes must be submitted to the Examinations
Secretary (Susie Tranter) as soon as possible after the illness concerned and
(except in case of illness on the day of an examination) before any affected
examination or assignment deadline. The School cannot take medical problems
into account when marking if we do not have written evidence of them. Make
sure that your doctor sends a letter or certificate.
If marking is completed before medical evidence reaches the SEAS
General Office, late penalties will be applied; however, any marks deducted will
be restored once the evidence is received. Computer problems will not be
accepted as reasonable grounds for late submission of work. You should always
keep back-up copies of any computer work, and you should always save at regular
intervals while typing to protect yourself in case something goes wrong. It is
SEAS policy that extensions can only be granted by the Exams Officer (and not by
Module Organisers). Other departments may have different procedures for
dealing with extensions; it is wise to collect information on this subject at the
beginning of the year for all the modules you will be taking.
Appointments to consult with Professor Wright should be made through Mrs Jenny
Leech in the SEAS Office.
7
Dr Chris BRAMALL, MA, PhD (Cambridge)
Senior Lecturer; Senior Tutor; disabilities tutor
Research: Chinese political economy; East Asian economic development
Room 6.8 Tel: 2228435 Email: c.m.bramall@sheffield.ac.uk
Dr Harald FUESS
White Rose Fellow
Research: Japanese history and society
8
Room:
9
Research: Contemporary Korean society; East Asian cinema
Room 5.14 Tel: 2228414 Email: h.j.lee@sheffield.ac.uk
Ms LI Xiukun 李秀坤
Visiting teaching fellow from Dalian University for Languages
Room 5.21 Tel: 2228421 Email: xiukun.li@sheffield.ac.uk
10
Room 6.7 Tel: 2228433 Email: n.tranter@sheffield.ac.uk
Dr ZHANG Mei 张玫
Chinese language instructor
Room 5.21 Tel: 2228421 Email: m.zhang@sheffield.ac.uk
11
3. Degree Courses
3.1 General
The School offers a wide range of degrees:
Most SEAS degrees last for four years and comprise four levels; one of these is a
year spent abroad. Degrees which do not incorporate a Year Abroad are three
year degrees.
SEAS degrees are modular, typically combining language learning (via 'language
modules') with the study of aspects of each country ('studies modules'); these
latter are usually taught in English. Although the School offers 10, 15, 30, and 40
credit modules, the overwhelming majority of modules are of twenty credits.
SEAS typically span one semester, and conclude with an examination taken in the
three-week exam period which falls at the end of the relevant semester. Note that
the number of credits awarded does not depend on your mark; you get all of the
credits or none at all. Should you fail a module, it will normally be possible for
you to re-take that module during the August resit period.
At each level you must take modules to the value of 120 credits, usually spread
60:60 over the two semesters. To progress from one year to another, you must
normally be awarded 120 credits ie pass all the modules you have taken. In some
circumstances (see below), it is possible to progress and to graduate without 120
credits
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3.2 Degrees
SINGLE HONOURS
EASU01 Japanese Studies (4 years) T210
EASU02 East Asian Studies (3 years) T300
EASU09 Chinese Studies (4 years) T110
EASU10 Korean Studies (4 years) T415
DUAL HONOURS
EASU03 Japanese Studies & Sociology (4 years) TL23
EASU05 Japanese Studies & Politics (4 years) TL22
EASU06 Korean Studies & Management (4 years) TN42
EASU11 Chinese Studies & Management (4 years) TN12
EASU12 East Asian Studies & Management (3 years) TNH2
EASU13 Chinese Studies with Japanese (4 years) T1T2
EASU14 Korean Studies with Japanese (4 years) T4T2
EASU16 Chinese Studies with German (4 years) T1R2
EASU17 Japanese Studies with German (4 years) T2R2
EASU18 Chinese Studies with Spanish (4 years) T1R4
EASU19 Japanese Studies with Spanish (4 years) T2R4
EASU20 Chinese Studies with Russian (4 years) T1R7
EASU21 Japanese Studies with Russian (4 years) T2R7
EASU22 Chinese Studies with French (4 years) T1R1
ELLU10 Linguistics & Japanese Studies (4 years) QT12
ELLU11 Linguistics & Korean Studies (4 years) QT14
FREU16 French with Japanese (4 years) R1T2
GERU14 Germanic Studies with Japanese (4 years) R2T2
HSSU07 Hispanic Studies with Japanese (4 years) R4T2
HSTU18 East Asian Studies & History (Jpse) (4 years) TV21
HSTU18 East Asian Studies & History (Chse) (4 years) TV11
MGTU19 Management & Japanese Studies (4 years) NT22
MUSU04 Music & East Asian Studies (3 years) WT34
MUSU05 Music & Chinese Studies (4 years) WT31
MUSU06 Music & Korean Studies (4 years) WTH4
POLU06 Int Politics & East Asian Studies (3 years) T24
RUSU17 Russian Studies with Japanese (4 years) R7T2
Every effort has been made to ensure the accuracy of the information but the
School can accept no responsibility for any errors or omissions. University
courses are continually reviewed and revised and the University
13
reserves the right to discontinue or to amend courses of study
whenever it sees fit.
3.4 Advice
If you are in any doubt about your degree regulations and module choices, you
are advised to contact one of the following:
Note that if you do not pass a year, you cannot automatically restart it. You need
departmental permission to do so by means of a Change of Status form. Whether you
will be allowed to restart will depend on your circumstances and – in the case of
language-based degrees – the expected class size in the following session, as there is
a limit to the number of students in a language class.
http://www.shef.ac.uk/calendar/
Other important sources of information include:
Student Services Information Desk homepage:
http://www.shef.ac.uk/ssid/
SEAS homepage:
http://www.shef.ac.uk/seas/
List of departmental homepages:
http://www.shef.ac.uk/departments/
The Students’ Charter:
http://www.shef.ac.uk/ssid/charter
Information Guide for Disabled Students:
http://www.shef.ac.uk/ssid/disabilities
Survival Handbook for Mature Students:
http://www.shef.ac.uk/ssid/welfare/mature
14
Examinations Timetables:
http://www.shef.ac.uk/ssid/exams/timetables.html
Information guide for disabled students:
http://www.shef.ac.uk/ssid/disabilities
A list of emergency or counselling telephone numbers is given in section G 9.4.
• provide sound training in the use of East Asian languages, both written and spoken
(language based degrees only);
• provide opportunities to study human activity in East Asia, including its political,
economic and cultural aspects, in the past as well as in the present;
• develop an ability critically to assess the theories and evidence offered in the
literature;
• to develop the ability to analyse secondary literature and some primary sources in
order to write cogently and critically about topics in the study of East Asia.
15
• to introduce further theoretical perspectives in the study of East Asian countries
and deepen understanding of their history, politics, economies and societies.
• to refine advanced language (language based degrees only) and other skills;
16
4. Modules
4.1 SEAS Modules
According to the General Regulations for First Degrees, students may only
register for Level 1 modules at Levels 2 and 3 with special permission. In SEAS,
University procedures are modified as follows:
(a) With the exception of non-specialist language modules, level 1 modules may
NOT be taken at level 2 or 3.
(b) with the exception of non-specialist language modules, level 2 modules may
NOT be taken at level 3.
LEVEL 1
EAS101 - Korean Language I Autum 20 Judith Cherry
EAS102 - Korean Language II Spring 20 Judith Cherry
EAS103 - The History of Korea to 1945 Spring 20 James H Grayson
EAS105 - Japanese Language I Autumn 40 Miyuki Nagai
EAS106 - Japanese Language II Spring 40 Miyuki Nagai
EAS107 - Japanese for Non-Specialists I Autumn 20 Yuki Kittaka
EAS108 - Japanese for Non-Specialists II Spring 20 Yuki Kittaka
EAS110 - East Asian Cinema Spring 20 Hyangjin Lee
EAS111 - The Transformation of East Asia Autumn 20 James H Grayson
EAS112 - Religion and Society in East Asia Spring 20 James H Grayson
EAS117 - Chinese Language I Autumn 30 Xiaoling Hu
EAS120 - Chinese Language II Spring 30 Xiaoling Hu
EAS123 - Understanding China I Autumn 10 Marjorie Dryburgh
EAS124 - Understanding China II Spring 10 Chris Bramall
EAS125 - Understanding Japan Autumn 20 Peter Matanle
EAS126 - Chinese for Non-Specialists I Autumn 20 Xiaoling Hu
EAS127 - Chinese for Non-Specialists II Spring 20 Xiaoling Hu
EAS129 - Gender in East Asia Autumn 20 Hiroko Takeda
LEVEL TWO
EAS200 - Japanese Language III Autumn 20 Angela Coutts
EAS201 - Advanced Korean Language I Autumn 20 Hyangjin Lee
EAS202 - Advanced Korean Language II Spring 20 Hyangjin Lee
EAS205 - Contemporary Japanese Society Spring 20 Glenn Hook
EAS206 - Contemporary Korean Society Spring 20 Hyangjin Lee
EAS207 - Korean Language III Autumn 20 Hyangjin Lee
EAS208 - Korean Language IV Spring 20 Hyangjin Lee
EAS210 - Japanese Language IV Spring 20 Angela Coutts
EAS211 - Japanese for Non-Specialists III Autumn 20 Yuki Kittaka
EAS212 - Japanese for Non-Specialists IV Spring 20 Yuki Kittaka
EAS213 - Political Development of East Asia Spring 20 not running
EAS214 - Chinese Language III Autumn 20 Sarah Dauncey
EAS215 - Chinese Language IV Spring 20 Sarah Dauncey
EAS222 - Empire and Culture in East Asia Autumn 20 Marjorie Dryburgh
17
to 1945
EAS223 - China, 1914-78: Modernity and Spring 20 Tim Wright
Revolution
EAS224 - Japanese for Chemists 1 Autumn 10 Yuki Kittaka
EAS225 - Japanese for Chemists 2 Spring 20 Yuki Kittaka
EAS226 - Chinese for Non-Specialists III Autumn 20 Sarah Dauncey
EAS227 - Business and the Economy of Autumn 20 Peter Matanle
Japan
EAS228 - Chinese for Non-Specialists IV Spring 20 Sarah Dauncey
EAS232 - Evolution of the Japanese Spring 20 Nic Tranter
Language
EAS233 - Issues in Modern Japanese Autumn 20 Rick Siddle
History
EAS234 - Japan's Minorities Autumn 20 Rick Siddle
EAS235 - Literature and Society in Autumn 20 Angela Coutts
Contemporary Japan
EAS236 - Postwar Japanese Politics Spring 20 Hugo Dobson
EAS246 - State and Economy in Autumn 20 Chris Bramall
Contemporary China
EAS253 - Contemporary Chinese Society Autumn 20 Marjorie Dryburgh
LEVEL THREE
EAS301 - Advanced Korean Language III Autumn 20 Hyangjin Lee
EAS302 - Advanced Korean Language IV Spring 20 Hyangjin Lee
EAS303 - Traditional Culture of Korea Autumn 20 James H Grayson
EAS307 - Philosophical Traditions of East Autumn 20 James H Grayson
Asia
EAS309 - The East Asian Economic Miracle Autumn 20 Chris Bramall
EAS314 - Chinese Language V Autumn 20 Lili Chen
EAS315 - Chinese Language VI Spring 20 Lili Chen
EAS321 - Japan in the World Spring 20 Glenn Hook
EAS323 - Modern Korean Literature Autumn 20 Jo Elfving-Hwang
EAS324 - Contemporary Korean Literature Spring 20 Jo Elfving-Hwang
EAS325 - Language and Society in East Asia Spring 20 Nic Tranter
EAS327 - Readings in Contemporary Spring 20 Miriam Jelinek
Japanese Literature
EAS329 - Population and Environment in Autumn 20 Chris Bramall
China
EAS332 - Japanese Language V Autumn 20 Angela Coutts
EAS333 - Japanese Language VI Spring 20 Angela Coutts
EAS334 - Late Imperial China: State, Autumn 20 Marjorie Dryburgh
Society and Family
EAS339 - Business and Society in East Asia Spring 20 tbc
EAS344 - The Modern Japanese Novel (In Spring 20 Angela Coutts
translation)
EAS347 - Business and Management in Spring 20 tbc
Contemporary China
EAS350 - Business and Management in Spring 20 Judith Cherry
Contemporary Korea
EAS352 - Japanese for Non-Specialists V Autumn 20 Yuki Kittaka
EAS352 - Japanese for Non-Specialists VI Spring 20 Yuki Kittaka
EAS355 - East Asian Dissertation Spring 20 Judith Cherry
EAS356 - War and Peace in East Asia Autumn 20 Hugo Dobson
EAS357 - Gendering Japan Autumn 20 Hiroko Takeda
EAS359 - Work and Society in Japan Autumn 20 Peter Matanle
18
EAS360 - Literature and Culture in Modern Spring 20 Sarah Dauncey
China
EAS361 - Critical Approaches to Japanese Spring 20 Mika Ko
Cinema
19
5. Assessment and Progression
The Examiners have discretion to decide whether students who have been
awarded 100 or 110 credits may be deemed to have passed at Level 1 and
permitted to proceed to Level 2, but only in cases where a grade of at least 30 has
been achieved in the failed module(s). Permission to proceed in these
circumstances is not automatic, and in reaching their decision the Examiners will
take into account:
It should be noted that some Level 2 modules require passes in Level 1 core
modules, and that, even if permission is granted to proceed to Level 2 with fewer
than 120 credits, passes will normally be required in these core modules.
The above discretion may be exercised when results are approved by Faculties in
June, or in August following the resit examinations. Where discretion is not
exercised in June, and where the student fails again in August with a lower grade,
the Examiners will take into account the original, higher, grade when deciding
whether or not the student should be allowed to proceed to Level 2.
20
The Faculty may permit a student who has failed part of the Level 1 examination
to repeat the whole year as an internal student with attendance. In such cases,
although all the original grades will be retained in University records, only the
new grades will be taken into account at the end of the repeated year. It is
important that students are aware of the consequences of this arrangement, if
permitted, since there is no guarantee that all grades will be improved during the
repeated year.
Students who achieve fewer than 120 credits, but who are allowed to proceed to
Level 3 may choose to resit some or all of the failed units in order to improve
their level of performance. Candidates who choose to do this must notify the
relevant academic department/s of their intentions and register for the August
resit examination/s by the published re-examination entry deadline in July.
Students who do not resit their failed units in August will not normally be
permitted to do so at a later date, except where the agreement of the department
and the relevant Faculty Officer has been obtained prior to the August
examination. In these cases, it is important that students are aware of the
resulting increased workload during the following year. No more than a bare pass
(ie 40) may be obtained in a Level 2 resit examination; where such students
obtain a lower grade in the resit examination, the permission to proceed to Level
3 will stand, and the grade achieved on the first attempt will supersede that
achieved in the resit.
A student who fails again in August may repeat the module(s) failed in the
following session, with or without attendance, subject to the approval of the
Faculty, where necessary. Except where the failed module is core to the degree
programme, an alternative module may replace the failed module provided that
the student attends the new module and completes any required coursework.
21
Where a student fails a repeated year, their case is normally referred by the
relevant department to the Faculty Student Review Committee for consideration.
A student who fails a module or modules during their final year of study may be
reassessed on one occasion, subject to time limits, either in the following year or
during August of the year of failure, as determined by the relevant department.
Level 3 resit results will be capped at 40 which is the maximum mark overall that
can be awarded for a resit.
(a) In the calculation, grades are weighted both according to the credit value of
each module (eg. grades for 20 credit modules are worth twice as much as 10
credit modules in the calculation) and according to the Level at which the module
was studied (ie. your Level 3 grades are counted twice relative to those obtained
at Level 2).
(b) First the weighted average grade is calculated and converted to a preliminary
degree classification according to the following scheme:
(c) If your weighted average grade falls within the ranges indicated below, this
results in a preliminary borderline classification:
22
37.0 -39.4 Pass
(d) Next, the class within which the best 50% of your weighted module grades fall
is calculated and converted to a second preliminary degree classification
according to the following scheme:
(e) The scheme by which the preliminary classifications based on (1) the weighted
average grade and (2) the best 50% of your weighted modules grades contribute
to a final degree classification is detailed below.
23
2ii 2ii 2ii
2ii Borderline 2ii 2ii
2ii 3rd Borderline 2ii
Borderline 2ii 2ii 2ii
Borderline 2ii Borderline 2ii Borderline 2ii
Borderline 2ii 3rd 3rd
3rd 2ii Borderline 2ii
3rd Borderline 2ii 3rd
3rd 3rd 3rd
3rd Borderline 3rd 3rd
3rd Pass Borderline 3rd
Borderline 3rd 3rd 3rd
Borderline 3rd Borderline 3rd Borderline 3rd
Borderline 3rd Pass Pass
Pass 3rd Borderline 3rd
Pass Borderline 3rd Pass
Pass Pass Pass
Pass Borderline Pass Pass
Pass Fail Borderline Pass
Borderline Pass Pass Pass
Borderline Pass Borderline Pass Borderline Pass
Borderline Pass Fail Fail
Fail Pass Borderline Pass
Fail Borderline Pass Fail
Fail Fail Fail
Where the final classification is in the borderline category, your classification will
be made at the discretion of the Board of Examiners, who will take into account
the weighted average grade you obtained at the final Level of your studies.
Example
24
L2 20 62 x2 x1 2 26 124
L3 20 58 x2 x2 4 30 232
L2 10 56 x1 x1 1 31 56
L2 20 55 x2 x1 2 33 110
L2 20 51 x2 x1 2 35 102
L2 10 47 x1 x1 1 36 47
Total 36 2399
Divided 66.6
by 36
The class within which the best 50% of the weighted module grades is that within
which the best 18 of the 36 weighted module grades fall, in this example, the
Cumulative Weighting column shows the best 18 marks are First class.
(The class within which the best 5/12 = best 15/36 of the weighted grades lie is, in
this case, a First. This is the same class as that for the best 50% and is therefore
superfluous in this case.)
Total 24 1704
Divided by 24 71
25
5.3 Assessment Procedures
Exam scripts and assessed work which count towards the final mark for a module
are first marked by the module tutor(s). A selection of scripts is then second-
marked by another member of staff from the department and – for Level 2 and
Level 3 modules – sent to the External Examiner for that module, who is an East
Asian specialist at another institution. Once the examiners have agreed upon the
final marks, these are approved by the SEAS Board of Examiners, and then
submitted to the Faculty.
This process takes several weeks and consequently final module grades
will not be available immediately. Students will be able to access their results for
modules on-line via MUSE, by clicking on Learning & Teaching, and then
Results. Feedback sheets for essays and other assessed work can be obtained
from the School Office. However, neither the Office nor module staff can give out
examination marks or final module grades.
26
Assessment tasks should primarily reflect the nature of the discipline or subject
but should also ensure that students have the opportunity to develop a range of
generic skills and capabilities.
27
Level C
To fulfil the requirements for progression at level C, students should be able to
demonstrate:
• knowledge of the key principles and concepts within their area of study
(referring to benchmark statements);
• an ability to evaluate and interpret information in accordance with the
fundamental theories and concepts of the student’s area of study;
• an ability to present and develop lines of argument appropriate to the
fundamental theories and concepts of the student’s area of study;
• the application of specialised skills.
Level I
To fulfil the requirements for progression at level I, students should be able to
demonstrate:
• knowledge of the key principles and concepts within the student’s area of
study (referring to benchmark statements);
• an ability to evaluate and interpret such principles and concepts;
• an ability to present and develop lines of argument appropriate to the
theories and concepts of the student’s area of study;
• an ability to use well established methods and techniques appropriate to
the student’s area of study ;
• an ability to analyse information and to be able to propose solutions to
problems arising from that analysis;
• an appropriate command of a range of specialised technical, professional,
creative and/or conceptual skills.
Level H
FIRST CLASS
Students are able to demonstrate the following, with respect to the criteria
relevant to their discipline:
• comprehensive and deep understanding of key concepts and knowledge,
and of a range of supporting evidence;
• excellent, in-depth consideration of key issues, with skilful interpretation
and use of a wide range of evidence;
• excellent ability to integrate material from a variety of sources, and to
deploy accurately and imaginatively established techniques of analysis and
enquiry;
• evidence of insightful analysis and of critical or imaginative thinking, and
of the ability to question the validity of accepted approaches;
• excellent skills in communicating the above knowledge and understanding
and in the presentation of ideas;
• a high level of command and application of the key specialised technical,
professional, creative and conceptual skills;
28
• an excellent level of competence.
UPPER SECOND
Students are able to demonstrate the following, with respect to the criteria
relevant to their discipline:
• a thorough understanding of key concepts and knowledge, and of a range
of supporting evidence;
• informed consideration of key issues and interpretation of evidence;
• ability to integrate material from a variety of sources, and to deploy
established techniques of analysis and enquiry, accurately and effectively;
• evidence of analytical or critical thinking, of insight, and a recognition of
the level of validity of alternative approaches;
• good skills in communicating the above knowledge and understanding;
• good command and application of the key specialised technical,
professional, creative and conceptual skills;
• a high level of competence.
LOWER SECOND
Students are able to demonstrate the following, with respect to the criteria
relevant to their discipline:
• understanding of key concepts and knowledge, and of a range of
supporting evidence, and an awareness of alternative accepted
approaches;
• adequate consideration of key issues, demonstrating emerging ideas, but
revealing gaps in coverage;
• ability to integrate material from a variety of sources, and to deploy
established techniques of analysis and enquiry, but limited in depth and in
evidence of analytical or critical thinking;
• an adequate level of ability to communicate the above knowledge and
understanding;
• some command and application of the key specialised technical,
professional, creative and conceptual skills;
• a satisfactory level of competence.
THIRD / PASS
Students are able to demonstrate the following, with respect to the criteria
relevant to their discipline:
• some understanding of key concepts and knowledge, and an awareness of
the existence of supporting evidence;
• some consideration of key issues, but revealing significant gaps in
coverage;
• some ability to integrate material from a variety of sources, and to deploy
established techniques of analysis and enquiry, but very limited in depth
and evidence of critical thinking;
• an adequate level of ability to communicate the above knowledge and
understanding;
29
• some ability to apply key specialised technical, professional, creative and
conceptual skills;
• some limited competence.
FAIL
To the extent that the following criteria apply to their discipline, students
demonstrate no, or very limited evidence of:
• knowledge and understanding of key concepts and supporting evidence;
• consideration of key issues;
• ability to integrate material from a variety of sources, to deploy established
techniques of analysis and enquiry, and think critically;
• ability to communicate knowledge and understanding;
• competence and ability to apply key specialised technical, professional,
creative and conceptual skills.
Introduction
Conclusion
Use of Relevant Evidence
Critical Analysis
Originality
Structure and Organization
Prose Style/Grammar, Spelling & Syntax
Referencing
Note that the overall mark awarded is not the simple average of the individual
section marks; your Introduction and Conclusion, for example, will not receive as
much weight as, for example, your critical analysis of sources. For more
information, you should talk to the first marker of the piece of work. Indications
of the degree class mark within which the work is deemed to fall are not
necessarily final, being subject to review by the External Examiner. The following
is an indication of how the criteria are to be interpreted:
Introduction
First - Introduction demonstrates an excellent grasp of the question and provides
a clear outline of scope of the essay
II.1 - Introduction shows a good grasp of the question and an attempt to define
the scope of the essay.
II.2 - Introduction rather perfunctory and limited to an attempt to define the
scope of the essay.
Third- Introduction demonstrates an incomplete grasp of the question.
30
Fail - Absence of any introduction to the essay; instead launches straight in with
no attempt to introduce and define the topic. Question may have been
misunderstood.
Conclusion
First - Well-defined concluding section which recapitulates the important points
made in the body of the essay and provides a summary analysis of the
material.
II.1 - Competent attempt to recapitulate the main points raised in the essay, but
limited analytical focus.
II.2 - Recapitulation of the main points, but devoid of analysis.
Third - Rather brief and formalised concluding section.
Fail -The essay ends abruptly and without an appropriate concluding section.
31
Prose Style/Grammar, Spelling & Syntax
First - Clear and effective use of English throughout.
II.1 - A few spelling or grammatical errors, indicating that greater care required.
II.2 - Generally of an acceptable standard.
Third - Some errors of sentence construction, punctuation and/or misuse of
words.
Fail - Many intrusive errors. Spelling, grammar and syntax require urgent
attention. Prose style colloquial, careless or difficult to understand.
Referencing
First - Extensive bibliography covering all the main sources. Clear and precise
references.
II.1 - Bibliography covers most sources; references largely complete and accurate.
II.2 - Some sources used, but important omissions. References often inaccurate,
and footnotes either missing or irrelevant.
Third - Not many references to the literature, and referencing usually inadequate
where attempted.
Fail - Bibliography, referencing and footnotes virtually non-existent
Overall understanding
Readability
Capturing the quality of the original
Linguistic accuracy
Annotation and Commentary – where applicable
Prose style, grammar, spelling, syntax
32
5.7 Plagiarism and Collusion (adapted from
http://www.sheffield.ac.uk/ssid/admin/examnotes.html
1. When preparing essays, projects or other work, you will read widely and
become familiar with the work of others. You should ensure that the materials
you prepare for submission would be accepted as your own original work. A
lecturer or tutor who is assessing your work is interested in your understanding
of an idea and you should use your own words to demonstrate your
understanding. The selective quoting of material from books and articles is
permissible, but the material must always be attributed to its sources by means of
quotation marks, and a reference in the form set out in the School’s Reference
Citation System for All Assignments. A bibliography that provides full references
of all the material consulted or used is also required.
33
d. If a student copies from or resubmits his or her own previous work for
another assignment, this is self-plagiarism, and is not acceptable.
3. Both plagiarism and collusion are strictly forbidden. Students are warned
that the piece of work affected may be given a grade of zero, which in some cases
will entail failure in the examination for the relevant unit or research degree. The
student may also be referred to the Discipline Committee.
34
(i) Any assignment that is taken as a whole from another source will be
treated as a disciplinary offence. The student will be asked to meet the
Examinations Officer to explain
their submission; reasonable notice (one week) will be given. A record will be
made of the meeting and a copy of this record will be sent to the student.
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6.1 Lectures and Seminars
(a) Lectures
The lecture is generally the most common method of teaching large groups of
students. They are used to impart information, concepts and theories, provide an
introductory overview of the subject, arouse student interest in a subject, draw
together the main ideas about a subject, and to review recent research on it.
Do not attempt to write the lecture down verbatim. Instead concentrate on what is
being said and make a few notes in an orderly fashion following the structure of the
lecture.
(d) Note-Taking
Notes are concentrated, personal records of spoken or written information. You will
eventually develop your own style and pattern of note-taking. You will find that other
people’s notes make little sense to you, so do not rely on a friend to go to the lecture
and take notes for you.
In any lecture, try to strike a balance between making notes and listening
carefully – try to understand the main points of the lecture and, at the same time, try
to make sufficient notes to enable you to recall each of these points afterwards. Note-
taking requires you to select the essential information and to organise it properly.
Your notes will be the springboard for an essay or exam answer.
Good notes usually include headings and sub-headings, underlining or
highlighting, and clear layout on the page. It is a good idea to leave a wide margin at
36
one side, so that you can add extra points later – references, details from your
reading, and notes from discussions.
37
matter for the individual but generally it is not a good idea to study for long periods
without a break. Make sure that you have a short break between study sessions. It is
surprising how many ideas come to you when you have taken a break for a cup of tea
and your mind is relaxed. Set yourself realistic goals within the time limit of your
study session. For example, set yourself a chapter of a book to read and make notes
on it. Do not try to do too much as this will only lead to frustration and a sense of
panic. Make brief notes on or go over in your mind what you know about the topic
before your study session so that you can focus on aspects which need to be clarified
or on issues of particular importance. If you have been reading or taking notes it is
useful to summarise the new material before the end of the session. This acts as a
revision exercise and will indicate directions for further study.
(c) Reading
Early in your course, it will become apparent why studying for a degree is also called
‘reading’ for a degree. Do not be daunted by long reading lists. Pick a few of the most
relevant books and articles for the topic. Use the contents pages and index to ‘target’
your reading, Effective reading depends on understanding the nature of the material
you are studying. Generally you can get the ‘gist’ of the text without grasping every
single word. With practice you can speed up your reading by increasing your word
span to five or six words, and increase your reading rate to several hundred words
per minute. With course materials it is almost certain that you will need to read them
more than once to understand them.
To gain a quick understanding of what you are reading you might, for
example, first scan the text quickly to get a broad overview of what it contains. Then
go back to the text and read it again, this time more slowly, picking out the main
ideas and making sure that you understand them. Finally you may want to go back to
the text to fill in the details. Carefully evaluate the material in the light of what you
already know. When taking notes from books and journals, be sure to indicate where
you have rephrased material from the sources, and where you have copied out direct
quotations. Failure to indicate material as direct quotation is plagiarism, and will
result in loss of If you want to know more about study techniques, the following
books may be useful:
Finn, Sasha and the Enterprise Unit, University of Sheffield (1993), Successful Study,
Sheffield: University of Sheffield Enterprise Unit.
Hector-Taylor, Matt and Bonsall, Marie (1993), Successful Study: A Practical Way
to Get a Good Degree, Sheffield: The Hallamshire Press.
Meredeen, Sander (1988), Study for Survival and Success: Guidenotes for College
Students, London: Paul Chapman Publishing Limited.
Rowntree, Derek (1998), Learn How to Study, revised 4th edition, London:
MacDonald Orbis.
38
(a) Submission Details
Coversheets: You must fill in (a.) a cover sheet and (b.) a declaration form stating
that there has been no plagiarism. Both forms are available on MUSE (East Asian
Studies UG >Forms > Assignment Cover.pdf and Plagiarism Declaration.pdf) (see
section F 2).
All assignments will be internally marked and feedback sheets will be
available for students to pick up from the SEAS General Office within three weeks of
the submission deadline, or, when a vacation intervenes, at the beginning of the next
week of teaching. Final marks will be made available once the full marking process is
complete.
(i) 5% of the original total awarded on merit will be deducted for each full or part
39
working day that the assignment is late, i.e. any day except weekends and Bank
Holidays, regardless whether termite or vacation. For example, a piece awarded
50 on merit will lose 5% of 50, i.e. 2.5, for each working day that it is late, i.e.
receiving 47.5 if one day late, 45 if two days late, etc. Such penalties may result
in a ‘fail’ mark being returned for the assignment.
(ii) Coursework for language modules which is handed in on a very regular basis
(such as weekly) may be subject to an immediate zero being awarded if it is not
submitted on the day specified.
(iii) Markers will record the initial mark (before penalisation), the late submission
penalty, and the final adjusted mark on the feedback sheet
(iv) If work is not handed in, disciplinary action from the Faculty may follow.
Unsubmitted assessed work will be marked ‘zero’.
It must be on A4 paper.
It must be 1½- or double-spaced and at least 11 point in size.
It must be typewritten or word processed. Handwritten work will only be
accepted by prior arrangement with the Module Organiser. Full word processing
facilities in East Asian languages are available on the University network.
Pages must be numbered consecutively.
Margins of at least 2.5cm should be left for markers’ comments.
Each page should have your student number in the header zone. Marking is
anonymous, so your name should not appear anywhere except on the coversheets
It must be consistently and fully referenced.
A word count should be provided
Guidelines for the submission of language work will be given by the relevant
language tutors.
40
body of the essay is concerned with the presentation of facts and data to support the
arguments presented. This is divided into a number of sections which should be
linked together. It should be remembered that facts have limited validity by
themselves but they are necessary to support the ideas and arguments presented in
the essay. Assessment will focus on such factors as a student’s logical development of
an argument, the marshalling of facts, and the use of sources. Students must seek to
demonstrate a critical faculty through examination of a wide range of sources. Do not
rely on one book or article alone, however important that may appear at first sight.
Examiners will look, on the basis of the above criteria, for evidence of insight and
originality in treating the subject. The overall presentation will also be assessed in
terms of spelling, grammar and syntax.
You need to recognize that teaching is only one of the functions of research-active
SEAS staff. Many members of staff are working at the frontiers of knowledge and
that research has great benefits for you because it feeds into teaching. It also
means that staff will not necessarily be available and you need to understand
that.
6.5 Examinations
(b) Revision
Much of your preparation for exams will be in the form of additional reading and
note-taking as well as revision, literally ‘seeing again’. Organisation is essential to
success. Start your revision early and plan a timetable for revision periods over a
course of weeks.
You may like to keep all your notes together in a hard-bound note-book. Place notes
from books and articles together with lecture and seminar materials and then
summarise these notes again. You may prefer to work by yourself, but there are
41
advantages in getting together with your friends, helping each other, sharing ideas
and giving each other confidence. Rest is also important. You will not work efficiently
if you are tired. Leave time in your timetable for rest and relaxation.
Make sure you spend time reading the paper thoroughly, especially the
instructions.
Choose all the questions you are going to answer before you start writing.
Make sure you understand the question. Though it is tempting to start writing
immediately, it is better to spend time planning so that you know exactly what
you want to write.
Make notes and draw up a brief essay plan.
Your answer must be specific to that question and you must not wander off
the topic. It should be simple, concise and to the point. Even if you don’t
necessarily know enormous amounts about the topic, you will do far better if
you answer the question directly; writing everything you know about some
topic which is not relevant to the question will get you nowhere.
Time allocation to each question is crucial. Allow yourself time to answer each
question equally and keep to that time allocation. Leave a few minutes at the
end for checking your script. It is FAR better to spend equal time on each
question in a standard three answer paper than to spend a disproportionate
amount of time on one question.
If you fall ill on the day of an examination, you must contact the School
as a matter of urgency, and provide a medical certificate from the University
Health Service as soon as possible confirming that you were ill and unable to
take the examination.
If you are ill in the period immediately before the examinations and
feel that your work has been seriously affected, you must provide a medical
certificate from the University Health Service.
If you feel ill during an examination, you must inform the invigilator so
that your condition can be taken into account.
All medical evidence must be submitted to the Examinations Secretary (room 5.3) or
to the University’s Taught Programmes Office (in University House) as soon as
possible after the illness concerned and (except in case of illness on the day of an
examination) before any affected examination or assignment deadline.
42
Examination timetables will be posted on the examinations notice board outside the
School Office towards the end of each semester. All students are required to
check these lists to ensure that they are entered for the correct exams
and that their examination timetables do not clash. If you are at all unsure
about the information contained in either the lists or the timetable, make sure that
you check with one of the secretaries or the Examinations Officer. The University’s
Examination Regulations will also be available. Familiarise yourself with these
regulations.
43
Pinyin just because some of your sources use one and others use the
other.
When you are giving a direct quotation from a published work where a
different scheme was used. In this case you should also indicate the more
appropriate form in brackets on its first occurrence, e.g. Yedo [Edo].
When you are making a linguistic argument, a ‘phonemic’ or ‘historical’
romanization may be more appropriate to your argument. Kunreishiki and
Yale romanization systems are more common than Hepburn and McCune-
Reischauer in Japanese and Korean linguistics.
When you are transcribing the names of prominent Chinese or Korean people
or places that are widely accepted in the West in different romanization
systems, or even in a different variety of Chinese (e.g. Cantonese): Seoul,
Syngman Rhee, Sun Yat-sen, Chiang Kai-shek. This also applies to also to
names of individuals from Taiwan, Hong Kong, Singapore or the Chinese
diaspora who (as is often the case) have chosen their own ‘English’ versions:
Tung Chee-hwa (Chief Executive of Hong Kong), Lee Teng-hui (ex-President
of Taiwan).
As an exception to E 6.5 above, the East Asian order of surname + personal
name should be reversed to the Western order of personal name + surname in
the case of authors who are writing in English and therefore have adopted the
Western order in their articles or books, e.g. Masayoshi Shibatani (surname =
Shibatani), author of the English-language book The Languages of Japan.
44
China in March 1993 (China Online, 2000)” does). Equally you need to reference
the sources of the major ideas of other people that you use in an assignment In the
Harvard System you document your reference by putting the author who is the
source of the idea, followed by the year of publication and the page on which the
reference is found in brackets after the sentence or phrase that refers to the source.
The full title of the work is then given in the List of References. Explanatory
footnotes are permitted by the Harvard System, but should be avoided wherever
possible. Usually the contents of a footnote can be included in the body of the work.
Examples:
a. Naughton (1996, 153) argues that township and village enterprises were
able to use the plentiful supply of household savings in China.
b. The concept of the macroregion (Skinner, 1977, 211-220) has been
central in furthering our understanding of modern Chinese social and
economic history.
c. Buddhist writings were also crucial to the development of the written
vernacular in Korea (Mair, 1994, 731-732).
d. A comparison between marriage patterns in modern Zhejiang and those
in the early Qing dynasty as illustrated in the Dream of the Red Chamber
show remarkable continuities (Cooper and Zhang, 1993, 90-91).
e. In his study of China’s economic growth, Bramall (2000, 464)
concludes, “The pace of growth during the era of transition was in no small
measure a product of the favourable inheritance of the Dengist regime.”
When a quotation or idea is cited from a secondary source reference should be
made to both in the text:
Whereas China committed substantial resources to education, lack of
funding for elementary education in India had a seriously negative effect
on economic development (Drèze and Sen, 1995, 13, quoted in Bramall,
2000, 84).
This means that the quotation was originally from Drèze and Sen (1995: 13) but
that the source you consulted directly was Bramall (2000, 84).
Sometimes an idea is cited which is the theme of a whole work and it is only in
this case that the work can be cited without a page number:
Relations with the military have formed a key part of Jiang Zemin’s
consolidation of his power (You, 1995).
Reference can also be made to more than one work. These should preferably be
arranged in chronological order and for a single year in alphabetical order.
Separate references should be separated by semi-colons:
There has been considerable controversy over the question whether and
how much rural per capita incomes grew in pre-1937 China (Rawski, 1989;
Myers, 1991; Bramall, 1992; Wong, 1992).
45
When an author has written more than one work in a year then these works
should be suffixed a, b, c, and so on :
Maoist policies of self-reliance in grain operated much more strongly at
the provincial than at the county level (Lyons, 1992a).
When a single reference contains the names of more than two authors, all the
names should be given at the first mention: subsequent mention should consist of
the first name followed by et al., except where this may cause ambiguity.
The 1968 campaign to cleanse class ranks had a traumatic effect in at least
some Chinese villages (Chan et al., 1984, 141-168).
If more than one author is cited with the same surname, and the same date of
publication, they should be distinguished by adding their initials to the reference
in parentheses.
List of References
Full details of the references should be in the List of References, which should be
arranged in alphabetical order (see sample List of References). The general
format of the References is:
Author's surname, comma, author's first name or initials followed by a
space, date in bracket, comma, title, comma, place of publication, colon,
publisher, fullstop.
In consecutive references by the same author, the surname may be replaced by
five underlines.
East Asian Names: In East Asia, the surname precedes the given name, e.g. Wang
Xiaoling (Wang = surname, Xiaoling = given name). In that case, you should put
no comma between surname and given name (see examples (iii) and (v) below),
unless the author has chosen to write his/her name in the Western form (see
example (vi)).
Journal titles and book titles use capital letters for all important words.
a. Books
The title of the book should be in italics and followed by the place of publication
and the name of the publisher.
Bramall, Chris (2000), Sources of Chinese Economic Growth, 1978-1996,
New York: Oxford UP
b. Journal Articles
All titles of journal articles are enclosed by inverted commas.
The title of the article is separated by a comma from the title of the journal. The title
of the journal should be in italics. The journal title will normally be followed by the
volume number, and issue number (in parentheses) if provided, separated by a
colon from the page numbers. For example:
46
Hooper, Beverley (2000), “Globalisation and Resistance in post-Mao
China: the case of Foreign Consumer Products”, Asian Studies Review
24(2): 439-470.
c. Edited Volume
The style is similar to books except that the editor's name should be followed by
(ed.) or for more than one editor by (eds.).
Wright, Tim (ed.) (1992), The Chinese Economy in the Early Twentieth
Century: Recent Chinese Studies, Houndmills: Macmillan Press.
Hasegawa, Harukiyo and Hook, Glenn D. (eds.) (1998), Japanese
Business Management: Restructuring for Low Growth and
Globalization, London: Routledge.
For individual papers in edited volumes the format should be:
Taylor, Robert (1999), “China’s Emerging Markets: Investment Strategies
of Taiwan’s Companies”, 107-36, in Sam Dzever and Jacques Jaussaud
(eds.), China and India: Economic Performance and Business Strategies
of Firms in the Mid-1990s, Houndmills: Macmillan Press.
d. Government Publications
These should normally be cited by giving the name of the ministry or agency
issuing the publication or report. e.g.
Supreme Command for the Allied Powers, Government Section (1948),
Political Reorientation of Japan: September 1945 to September 1948,
Washington: U.S. Government Printing Office.
e. Internet Sources
Conventions in this area are just developing, and only relatively general
guidelines can be given. For internet access to major periodicals through the
Library Catalogue, reference to the relevant database is enough. In other cases it
is important to give the full URL and the date you accessed it – because sites
often change over time. The form is along the lines of:
Author's/editor’s surname, comma, author's/editor’s first name or initials
followed by a space, date in bracket, comma, title in italics, comma, place of
publication, colon, publisher, available at: URL followed by date of access in
square brackets, full-stop.
Or
Author's/editor’s surname, comma, author's/editor’s first name or initials
followed by a space, date in bracket, comma, title of article in inverted commas,
comma, title of journal in italics, comma, volume (part), available at: URL
followed by date of access in square brackets, full-stop.
Bucknall, Kevin G. (1998), How to Succeed as a Student, Silver and Gold
Productions, available at
http://www.fountaingateway.com/linkpages/bucknall/ [29 May 2002].
47
Walder, Andrew G. (1981), “Some Ironies of Maoist Legacy in Industry”,
The Australian Journal of Chinese Affairs, January, available through
JSTOR.
Japan Times (2002a), “Brits on 'Hooligan List' Detained, Await
Deportation”, 28 May, available at http://www.japantimes.co.jp/cgi-
bin/getarticle.pl5?nn20020528a2.htm [28 May 2002].
f. Other Variations
i) A thesis/dissertation:
Hwang, Joanna (2000), “‘Listening to the voice of the voiceless’: images of
women as portrayed in modern Korean fiction”, unpublished
undergraduate dissertation, University of Sheffield.
ii) A work in press:
Somebody, Y.K. (forthcoming), “Urban Studies in Hong Kong”,
Transactions of Hypothetical Society (in press).
iii) A work in an East Asian language:
Ishida Takehiko (1978), “Chūgoku tōhoku ni okeru sangyō no jōtai ni
tsuite – 1920 nendai o chūshin ni (sono 1)” (Industries in North-Eastern
China (Manchuria) in the 1920’s (1)), Keizaigaku kenkyū (The Economic
Studies), 28(4): 143-178
iv) A translation:
Chesneaux, Jean (1962), Le Mouvement Ouvrier Chinois de 1919 à 1927,
translated by Wright, H. M. (1968), The Chinese Labor Movement, 1919-
1927, Stanford: Stanford UP
v) A paper included in the proceedings of a conference:
Kwan Man Bun. (1997), “Customs and the Law: The Contracts of Changlu
Salt Merchants”, Paper presented at the Workshop on Contract and
China’s Economic Culture, Columbia University
vi) A newspaper article with a named author:
Soh, Ji-young (2002) “Female Workers Earn W970,000 per Month on
Average: Survey”, The Korea Times, May 28.
vii) An unattributed newspaper article:
South China Morning Post (1982), “Squatter Area Cleared”, August 19, 9.
48
Chan, Anita, Madsen, Richard and Unger, Jonathan (1984), Chen Village: The
Recent History of a Peasant Community in Mao’s China, Berkeley:
University of California Press.
China Online (2000), “Jiang Zemin: President, People's Republic of China”,
available at http://www.chinaonline.com/refer/biographies/secure/REV-
Zemin3.asp [15 May 2001].
Cooper, Eugene and Zhang, Meng (1993), “Patterns of Cousin Marriage in Rural
Zhejiang and in Dream of the Red Chamber”, Journal of Asian Studies
52(1): 90-106.
Drèze, J. and Sen, A. K. (1995), India: Economic Development and Social
Opportunity, Oxford: Clarendon Press.
Kishii, D (1999), “Historical Features of Japan's Public Utility Laws and the
Limits of ‘Deregulation’”, Social Science Japan Journal, 2(1), available
through Oxford Journals Online.
Mair, Victor H. (1994), “Buddhism and the Rise of the Written Vernacular in East
Asia: The Making of National Language”, Journal of Asian Studies 53(3):
707-752.
Naughton, Barry (1996), Growing Out of the Plan: Chinese Economic Reform,
1978-1993, Cambridge: Cambridge UP.
People’s Daily (2002), “Hu Jintao Urges Dedication for Western Development”,
28 May, available at
http://english.peopledaily.com.cn/200205/28/eng20020528_9
6589.shtml [28 May 2002].
Rawski, Thomas (1989), “Economic Growth in China Before World War II”, 63-
103 in The Second Conference in Modern Chinese Economic History,
Taipei: Academic Sinica.
Skinner, G. William (1977), “Regional Urbanization in Nineteenth-century China”,
211-249 in G. William Skinner (ed.), The City in Late Imperial China,
Stanford: Stanford UP.
49
Smith, Thomas C. (1959), The Agrarian Origins of Modern Japan, Stanford:
Stanford UP.
Wong, R. Bin (1992), “Chinese Economic History and Development”, Journal of
Asian Studies 51(3): 600-611.
You Ji (1995), “Jiang Zemin’s Command of the Military”, China Journal, 45: 131-
138
50
7. Computing
7.1 Word Processing
All non-language assignments must be typed. Word Processing software allows easy
revision of manuscripts and provides mechanical aids such as spelling and grammar
checks. The University provides a number of open access computer rooms. Be aware
that it may be difficult or even impossible to move files between different types of
computers or word processors. If you are using your own machine, check on its
compatibility with others. Remember always to keep back-up copies of files, and to
save at regular intervals while typing. If you have not learned to type by now, do so.
There are a number of self-instruction books and computer programs which will help
you to learn to touch type, a skill that is increasingly demanded for a whole range of
jobs. You can type, read and surf in Chinese, Japanese and Korean (‘CJK’) on any
University networked computer. Full information – including reference keyboard
charts – are available in the form of leaflets from the SEAS Office or on MUSE (East
Asian Studies UG >Miscellaneous).
7.2 MUSE
MUSE (My University of Sheffield Environment) is a portal to information and
electronic communication within the University for students and staff. It provides a
range of features dedicated to SEAS undergraduate students, such as access to
important files, links to useful websites, a calendar of events, a message board etc.,
plus more general features such as WebCT, easy access to the University Library
online catalogue (Star), and even the weather in Sheffield.
You can access MUSE via the web from anywhere in the world. This means
that even if you are in China, Japan or Korea, you can access the same range of
features, including your e-mail. To access MUSE, click on the header bar of most
University webpages. You will then be able to enter any groups that you are a
member of. You are automatically a member of the East Asian Studies UG ‘group’.
This ‘group’ functions, among other things, as a departmental notice board, and you
are encouraged to check it each week. Among the material on the page is a section
entitled Files, which includes a range of useful documents to consult or download,
including:
51
• Year Abroad (Japanese Studies): Handbook.
52
8. Student Representation, Student
Satisfaction Questionnaires and SEAS
Committees
Research Committee
Executive Committee
Teaching Committee
Staff/Student Committee (Undergraduate)
Staff/Student Committee (Postgraduate)
Ethics Committee
At the start of the academic year, a number of students are appointed as student
53
representatives. One undergraduate student per stream (Japanese vs Chinese vs
Korean vs East Asian Studies) per level are appointed, except that at Level 1 Japanese
and Chinese one representative is appointed per group. In addition two of the
representatives will regularly attend the SEAS Teaching Committee. Names of
Student Representatives and the Union Link (see below) will be displayed on MUSE
and the departmental notice boards as soon as they are all appointed.
Dr Judith Cherry (j.a.cherry@sheffield.ac.uk) is the Chair of the Staff-Student
Committee and the Teaching Committee, and can provide more information about
them.
• policy developments
• student surveys
• reviews of learning and teaching quality
• design of new degree programmes and amendment of existing programmes
• reflections on external reviews of the University.
This is rewarding work which will build your communications skills, offer you the
opportunity for valuable networking and contribute to your personal development
with skills to put on your CV.
FACULTY BOARD (usually three meetings per annum, with each lasting
for around ninety minutes). The Board is the sovereign body of the Faculty and
is Chaired by the Dean of Faculty. It maintains an overview of the work conducted by
its various committees and has a range of statutory responsibilities. Although the
business of the Board is performed with relative formality, the views of students are
always very welcome and encouraged. Student representatives have the opportunity
to observe and contribute to the formulation of decisions of importance to both the
whole Faculty and often the wider University.
54
FACULTY TEACHING QUALITY COMMITTEE (normally two meetings,
each of approximately two hours duration, per annum). Maintaining and
enhancing the quality of the student experience is a key concern for the committee.
Consequently, contributions to these review processes are especially welcome from
amongst the student body. The number of student representatives on each
committee varies but for more information on becoming a Faculty student
representative please contact the Teaching and Learning Support Unit and ask to
speak to the Faculty officer for our Faculty on (0114) 2221203 Other opportunities
may exist for students to become involved in Faculty library and Graduate Research
committees.
Why If you’ve got a problem and don’t know where to turn to, Union Links
will direct you to the right help. If you’re unsure how to contact your Union Link,
please send an e-mail to unionlinks@sheffield.ac.uk. They can bring your concerns
as a student to the attention of the Sabbatical Officers so that the Union can
effectively represent you if necessary. Also contact your Union Link if you want to be
updated with information on Union campaigns or events.
55
• The overall coherence and content of your programme;
• Tutorial support;
• Assessment deadlines and feedback;
• Appropriateness of the teaching methods;
• Availability and suitability of learning resources
The questionnaires will normally ask you for tick-only responses to most questions,
and will use a rating scale, but we will also give you the opportunity to provide more
detailed responses or free-form comments.
We will endeavour to provide you with feedback on the issues that students
have raised through the evaluation process and how we are addressing these. It is
important that we receive a good response rate to student evaluations, as your
feedback is an essential part of helping us to maintain the quality of teaching and
learning provision, and may benefit you and future students. Quality reviews of
departments’ teaching and learning consistently demonstrate ways in which student
feedback often does lead to changes being made to units and programmes.
56
9. University Services and Facilities
Enquiries: Room 2.23, Floor 2, Arts Tower, (0114) 2220630 and at http://
www.shef.ac.uk/mltc/
57
Further information and help can be obtained from the Centre Secretary at 9
Northumberland Road, (0114) 2221780 and at http://www.shef.ac.uk/eltc/
9.5 Libraries
Two particular libraries will be of most use to you:
(a) The Western Bank library, which contains a vast range of scholarly and
reference materials
(b) The Information Commons, which holds copies of textbooks and a range
of frequently-used materials
The Information Commons (IC) has extended the facilities previously available. Here
students will have integrated access to printed and electronic information sources. It
is designed to accommodate both class and individual study and to cater for
everyone’s individual study style. Fitted out with the latest IT resources (including,
naturally, full wireless access to the University network and the web), it will feature
1300 well-equipped spaces for teaching, learning and study, plus 110,000 of the most
in-demand books and periodicals. With a spacious café, quiet individual study areas,
comfy sofas and informal areas for group study, the IC is thus designed to meet the
core academic interests of the student population, while the Western Bank Library
provides broader collections for use in project, essay and dissertation work.
SEAS students are actively encouraged to continue to visit the Western Bank
Library in order to access the full range of material on East Asia. Within the Library
system there are over 1,000,000 items including microfilms, audiotapes, video
cassettes, DVDs and CD-ROMs in addition to the main collection of books and
periodicals. There are also some 10,000 electronic journals and 20,000 electronic
books. Eresources are listed on the Library’s on-line catalogue (STAR) and are
available remotely via the MUSE portal. Full details of customer services, including
information, document supply, and photocopying and printing services are available
from the Library homepages below. SEAS is supported by a professional specialist
librarian managing the extensive East Asian collections within the Main Library
building itself. The Japanese Collection exceeds 25,000 volumes, the Korean
Collection contains over 10,000 volumes, and the Chinese Collection over 8,000
volumes. There is also a growing collection of books in the area of East Asia in
general. Two-thirds of the titles in the Chinese, Japanese and Korean collections
are in East Asian languages, the rest in English. The Library holds over 300 journals
and newspapers relevant to East Asian studies and has access to a wide range of
EAS-related databases and other e-resources. It is one of the leading library
collections in Europe on modern and contemporary East Asia, and is especially
strong in the social science fields.
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Library homepage: - http://www.shef.ac.uk/library.
STAR Library Catalogue - http://library.shef.ac.uk/
http://chisoc.union.shef.ac.uk
http://japansoc.union.shef.ac.uk
http://www.shef.ac.uk/~sks
There are other societies with an East Asian connection, e.g. Sheffield Anime. A
comprehensive list of University societies and links is at: http://www.shef.ac.uk/
union/activities/societies
Student access to the Arts Tower is only permitted within working hours, i.e.
weekdays 8:00am—6:00pm. Personal belongings should be kept with you at all
times. When working late at the Library, students should take care when going
home. The Students Union runs a minibus service for women and they also sell
personal alarms. Students should remember that it is dangerous to take large objects
or small children on the paternosters.
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See also http://www.shef.ac.uk/health/
(b) Dyslexia
The University now requires formal medical evidence of dyslexia. Such a problem
should be declared on a student’s UCAS form. If a tutor feels that a student is
experiencing a dyslexia-type problem during their University course, the student
must obtain medical evidence from a Dyslexia Institute (there is one in Sheffield), for
which there will be a charge. Some small assistance towards this charge may be
available from the Centenary Appeal Fund for Disabled Students. Formal medical
evidence must be obtained no later than the end of Semester One. When the
Examination Timetable for each semester has been posted, the student must take the
formal diagnosis to the University Health Service, together with full details of all
their examinations (Examination Press Number, Title, Date and Time of each
examination). The University Health Service will then decide on the appropriate
amount of extra time to be allowed for each examination, and may authorise the
Examinations Office to make necessary arrangements for the student to take their
examinations in a separate place.
(c) Harassment
The School of East Asian Studies conforms to all aspects of the policy adopted by the
University in relation to all forms of harassment. All matters will be dealt with in the
strictest confidence. You may approach your personal tutor, any other tutor, or, if
you prefer, a member of the Student Advice Centre or the Women’s Sabbatical Office
of the Students’ Union.
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• Nightline (listening) (0114) 2228787
• Nightline (information) (0114) 2228788
• Samaritans (Sheffield) (0114) 2767277
• Samaritans (National) (08457 90 90 90
• 24-hour Sheffield Police Central Switchboard (0114) 2202020
• emergency (Police / Ambulance / Fire) 999 (free)
• non-emergency (reporting antisocial behaviour etc.) 101 (costs 10p per call)
The 101 number is available in Sheffield, but will only be introduced to most of
Britain in 2008.
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(g) Student Advice Centre
Located on the ground floor of the Union of Students building, the Student Advice
Centre provides a free, professional and confidential advice service for all students
on money, housing, academic, employment, immigration and consumer issues. It
also provides a range of useful advice leaflets. Contact: (0114) 2228660 or
advice@sheffield.ac.uk.
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