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2023 - 2024




    Intended for students enrolling in the Certificate of English Language Proficiency (C.E.L.P.) program, this handbook contains information specific to the program. It is a definitive record of the program's primary characteristics and the learning outcomes that a typical student can reasonably be expected to achieve and demonstrate if he/she takes full advantage of the available learning opportunities. This document also serves as a reference for academic and support staff, internal and external examiners' assessments, and future program monitoring and review.



    Certificate of English Language Proficiency

    Administrative Unit

    Faculty of Humanities and Social Sciences

    American School of Linguistics

    Academic Level

    Vocational Education



    Methods of Delivery



    Mode of Study

    Full-time: ~10.0 Weeks

    Last Date of Revision

    June 8th, 2023


    The C.E.L.P. program is designed on the basis that students should read and be assessed on high-quality, challenging texts from the 19th, 20th, and 21st centuries. Each text studied must represent a substantial piece of writing, making significant demands on students in terms of content, structure, and the quality of language. The texts, across various genres and types, should support students in developing their writing by providing effective models. The texts must include literature, extended literary non-fiction, and other writing such as essays, reviews, and journalism (both printed and online). Essentially transient texts, such as instant news feeds, should be included. The number and types of texts, and their length, are not prescribed. The program also offers opportunities for students to develop their subject expertise by exploring key language concepts and engaging creatively and critically with various texts and discourses. Students will create texts and reflect critically on their production processes while analyzing the texts produced by others. The program explores the study of the English Language both as a medium of communication and as a topic, emphasizing the ability of students to pursue lines of inquiry, debate different views, and work independently to research aspects of language in use. Language is seen as a creative tool for expression, social connection, and individual cognition. The study of language as a symbolic system used to assert power in society is also fundamental to the program’s scope.


    The C.E.L.P. program should ensure students can read fluently and write effectively. They should be able to demonstrate a confident control of Standard English, and they should be able to write grammatically correct sentences, deploy figurative language, and analyze texts. Students will use a variety of texts as reading stimuli and interact with creative, real, and relevant contexts. There will be opportunities for students to develop higher-order reading and critical thinking skills that promote genuine inquiry into various topics and themes. Furthermore, the program provides a framework for students to develop their appreciation of the interconnectedness of the different areas of language study. As students progress, they can hone their skills in interrogating data, interpretation, analysis, evaluation, synthesis, and reflection. Across all courses, they are introduced to concepts and methods of the disciplines of English language/linguistics concerning a wide range of spoken and written forms of English, including electronic and multimodal forms. Students will be required to show knowledge and understanding of the different language levels and how these can be applied to language use in various contexts, including how texts and discourses are shaped and interpreted. Students’ contextual study will be based on sound theoretical knowledge relevant to the respective units.


    Competencies graduates of the C.E.L.P. will be expected to have acquired the following:

    • Read a wide range of texts fluently and with good understanding.

    • Read critically, and use the knowledge gained from wide reading to inform and improve writing.

    • Write effectively and coherently using Standard English appropriately.

    • Use grammar correctly, punctuate, and spell accurately.

    • Acquire and apply a wide vocabulary alongside a knowledge and understanding of grammatical terminology and linguistic conventions for reading, writing, and spoken language.

    • Listen to and understand spoken language, and use spoken standard English effectively.

    • Develop and apply the understanding of the concepts and methods appropriate for the analysis and study of language.

    • Explore data and examples of language in use.

    • Engage creatively and critically with a varied program for the study of English.

    • Develop skills as producers and interpreters of language.

    • Develop interest in and enjoyment of English as they independently investigate language in use.


    Critical Reading and Comprehension
    • Critical reading and comprehension: identifying and interpreting themes, ideas, and information in a range of literature and other high-quality writing; reading in different ways for different purposes and comparing and evaluating the usefulness, relevance, and presentation of content for these purposes; drawing inferences and justifying these with evidence; supporting a point of view by referring to evidence within the text; identifying bias and misuse of evidence, including distinguishing between statements that are supported by evidence and those that are not; reflecting critically and evaluatively on text, using the context of the text and drawing on knowledge and skills gained from wider reading; recognizing the possibility of different responses to a text.

    • Summary and synthesis: identifying the main theme or themes; summarizing ideas and information from a single text; synthesizing from more than one text.

    • Evaluation of a writer’s choice of vocabulary, form, grammatical and structural features: explaining and illustrating how vocabulary and grammar contribute to effectiveness and impact, using linguistic and literary terminology accurately to do so and paying attention to detail; analyzing and evaluating how form and structure contribute to the effectiveness and impact of a text.

    • Comparing texts: comparing two or more texts critically with respect to the above.

    • Producing clear and coherent text: writing effectively for different purposes and audiences: to describe, narrate, explain, instruct, give and respond to information, and argue; selecting vocabulary, grammar, form, and structural and organizational features judiciously to reflect the audience, purpose, and context; using language imaginatively and creatively; using the information provided by others to write in different forms; maintaining a consistent point of view; maintaining coherence and consistency across a text.

    • Writing for impact: selecting, organizing, and emphasizing facts, ideas, and key points; citing evidence and quotation effectively and pertinently to support views; creating emotional impact; using language creatively, imaginatively, and persuasively, including rhetorical devices (such as rhetorical questions, antithesis, parenthesis).

    Spoken Language
    • Presenting information and ideas: selecting and organizing information and ideas effectively and persuasively for prepared spoken presentations; planning effectively for different purposes and audiences; making presentations and speeches.

    • Responding to spoken language: listening to and responding appropriately to any questions and feedback.

    • Spoken Standard English: expressing ideas using Standard English whenever and wherever appropriate.

    • Apply language concepts and methods of analysis appropriately and systematically to data.

    • Apply critical and creative skills in close reading, description, evaluation, analysis, interpretation, and production of texts and discourses.

    • Use accurately a range of terminology associated with the study of language to make accurate references to texts and sources.

    • Critically evaluate attitudes towards language and its users.

    • Undertake independent investigations of language, selecting appropriate methods and techniques.

    • Synthesize and reflect on language knowledge and understanding drawn from different areas of their English language studies.

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    AUS implements a credit-centric pedagogical schema, rigorously calibrated per the Academic Credit Hour Policy. This schema apportions credits to academic offerings, a process nuanced by educational stratum. Specifically, credits at the graduate level are denoted as AUS Graduate-level Semester Credit Hours (GSCH), and at the undergraduate level as AUS Undergraduate-level Semester Credit Hours (USCH). Determination of academic hour equivalence per credit hour is methodically anchored to the instructional paradigm employed.


    The Continuing Education Unit (CEU), pursuant to the Continuing Education Unit Policy, serves as a definitive, standardized gauge for assessing the requisite engagement duration in professional advancement programs. Varied sectors prescribe specific continuous learning or training intensities, with each CEU, equivalent to ten instructional hours, facilitating this assessment. Defined instructional activities for CEU accreditation include direct educator interaction, asynchronous discussion participation, and the execution of designated assignments, exercises, homework, as well as engagement with specified videos and readings. Activities falling outside mandatory coursework, including optional and supplementary efforts, are excluded from CEU consideration. The CEU's valuation is derived from a calculated consensus among instructors on the anticipated average time commitment for essential course engagements. Achievement of all stipulated program criteria entitles the participant to an AUS-issued credential, affirming programmatic completion.


    Before initiating course enrollment, individuals aiming for credit accumulation must ensure course eligibility for transfer, adhering to the established Credit Transfer Policy. Courses identified with the 5-AGSCS marker are ordinarily accredited with 10.0 ECTS in the European context and 25.0 credits in the United Kingdom, reflecting divergent academic valuation standards. Notably, criteria for credit recognition exhibit substantial variability across institutions and geographical boundaries. The acquisition of a digital transcript and testamur from certified sources constitutes a prerequisite for the formalization of credit transfer engagements.


    Affirmation of academic honesty and integrity constitutes a cornerstone of AUS's educational ethos. The institution mandates unequivocally that each scholarly submission emanate exclusively from the student, categorically denouncing plagiarism. Defined as the unauthorized appropriation of another’s intellectual output, presented deceitfully as the student’s original work without appropriate citation, plagiarism breaches academic conduct irrespective of the material’s origin or the original author’s consent. Such infractions, irrespective of intent, trigger disciplinary responses ranging from the nullification of the implicated work to potential course failure, with recurrent malpractices risking expulsion. The AUS Policies and Procedures document articulates a comprehensive taxonomy of academic integrity violations and attendant disciplinary measures.

    Prior to final submission, academic works are scrutinized through Turnitin, a software designed to detect similarities between the student’s submission and existing texts across various databases, including scholarly articles, digital content, and other students’ compositions from different institutions. This generates a similarity report, accessible in the drafting phase, which quantifies textual parallels, enabling students to ensure compliance with established similarity benchmarks.

    Responsibilities vested in students include:

    • Mastery of plagiarism’s definition and implications.

    • Diligent modification of their work to align with the stipulated similarity limits before submission deadlines. Post-deadline, should a submission exhibit a similarity index exceeding the course-specific allowance, the instructor will assess the presence of plagiarism and determine the appropriate academic consequence.


    Membership in the AUS community obligates students to personify and uphold a code of conduct that promotes scholastic distinction, behavioral integrity, and an enriching academic environment. This encompasses an expectation for all students to conduct themselves with professionalism, responsibility, and maturity at all times. The University Policies and Procedures codify these behavioral expectations, emphasizing that the enumeration of specific behaviors is not exhaustive. Actions deemed antithetical to the ethos or objectives of AUS, even if not explicitly listed, may incur disciplinary sanctions ranging from admonition to expulsion, underscoring the institution’s commitment to maintaining a conducive learning atmosphere.