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School of East Asian

Studies

Undergraduate Handbook
2007-2008
Contents

1 Introduction 3

2 Points of Contact: Where to Turn 4


for Help

3 Degree Courses 12

4 Modules 17

5 Assessment and Progression 20

6 Study Techniques and Skills 36

7 Computing 51

8 Student Representation 52

9 University Services and Facilities 56

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1. Introduction

1.1 This Handbook


This Undergraduate Handbook gives information for all undergraduate students
who intend to follow any of the courses or modules offered by the School of East
Asian Studies. 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 reserves the right to discontinue or to amend courses
of study whenever it sees fit. All details are correct at time of publication
(September 2007). Any changes or corrections will be listed prominently under
Message on the East Asian Studies UG MUSE page.
All students in the University are obliged to obey the University
Regulations which are published each year in the University Calendar. The
Calendar, which also contains details of the regulations for each degree in the
University and descriptions of all modules offered, can be consulted in the
General Office, in any branch of the University Library or on the Web:
http://www.shef.ac.uk/calendar/

1.2. The School of East Asian Studies


The School of East Asian Studies (SEAS) was founded in 1990, but its origins date
back to 1963, when a Centre for Japanese Studies was established following the
Hayter Report. Korean Studies has been taught at Sheffield since 1979, and
Chinese Studies since 1994. It is one of the largest university departments of its
kind in Western Europe. A pioneer of the Dual Degree course and the social
scientific study of modern East Asia, the School also places great emphasis on
language studies. The strength of this approach is now widely recognised, and the
School is unique in the range of social science and other subjects taught within an
East Asian context. Among the academic staff are specialists in anthropology and
folklore, business studies, economics, history, international relations, linguistics,
literature, media studies, minority groups in the region, politics, religions, social
history, sociology and gender studies.
The School is located on Floors 5 and 6 of the Arts Tower. Most of the
teaching takes place in seminar rooms dotted across the building and in the
lecture theatres at the top and bottom of the Arts Tower.

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2. Points of Contact: Where to Turn for Help

2.1 Quick Reference Guide


(More complete information is provided in the sections below on each of these)

General enquiries => SEAS General Office


Module problems => your Module Organizer
General academic problems => your Degree Tutor
Personal problems => your Personal Tutor
Change of course or status => the Senior Tutor
Illness affecting exams or essays => the Exams Officer
Serious health problems => Univ Health Service Centre
Counselling => Univ Counselling Service
Registration => Student Services

Information on University services (counselling etc) is given in section 9, below.

2.1 The Secretaries


Unless you are certain where to go, your first port of call is likely to be the SEAS
Office. There you will be greeted by one of our secretaries who can be guaranteed
either to sort you out, or to point you in the right direction. The Office (Floor 5,
room 5.3) is open 9:00am—12:30pm and 1:30—5:00pm each weekday in term
time or vacation, except Bank Holidays. The Office is not open at weekends.

2.2 Module Organizers


The design of, and teaching for, each module is the responsibility of its organizer.
You should approach your Module Organizer in the first instance if you are
having difficulties with your work. Unless the module is a core (ie compulsory)
module, you may drop it and replace it with another module, during the first
three weeks of each semester. You need to complete an 'Add-Drop form'
(available from the SEAS Office), get it signed and take it to SSID. No switches
are allowed after three weeks.

2.3 Degree Tutors


There are four Degree Tutors, who are responsible for the organization and
teaching of the four main study areas: Chinese, East Asian Studies, Japanese and
Korean. Whether you are taking a single honours or a dual degree, your Degree
Tutor is there to assist your academic progress. Their job is to advise on module
choices, and indeed you would be well-advised not to make module choices for
the year ahead without talking to your Degree Tutor. S/he will also be very happy
to answer any questions you may have about your course.
If you find you are falling behind for any reason - especially if you are
studying single honours Chinese, Japanese or Korean in your first
year - you should talk with your Degree Tutor as soon as possible. Some types of

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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:

Dr Marjorie Dryburgh (Chinese degrees)


Dr Nic Tranter (East Asian Studies degrees)
Dr Nic Tranter (Japanese degrees)
Dr Hyangjin Lee (Korean degrees)

2.4 Personal Tutors


Each of you has a Personal Tutor. He or she is the person to talk to about non-
academic issues. You will be allocated a Personal Tutor on arrival in Sheffield.
Personal Tutors have office hours posted on their Office doors when you can drop
by to see them without an appointment. You will need to speak to the Senior
Tutor (Dr Chris Bramall) if you are contemplating a change of degree, if you
need to re-take the year, or wish to take leave of absence.

(a) Role of the Personal Tutor


All students will have a personal tutor, based within their lead department (if you
are taking a dual, the department with primary responsibility for you is that
which comes first in the title of your degree). If you do not have a personal tutor
(and this occasionally happens, particularly when a student changes degree
programme mid-session), raise it immediately with the appropriate department.
Most new Level 1 students will meet with their SEAS personal tutor on the
Monday of Registration Week at the end of the Welcome Meeting. The tutor will
take you up to Floor 5 and show you where the department is, where his/her
room is, where the departmental notice boards are, and where the General Office
is. Within SEAS, the personal tutor has two related roles:
1. He/she is available as a first point of contact if you want to discuss any
problems. These conversations are confidential, and the tutor will not pass on
anything of a personal nature to anyone else without your permission. Meet
whenever you need to talk.
2. He/she is your contact in the new PDP system, which will involve you
producing paperwork relating to the acquisition and development of skills.

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

(b) PDP in SEAS


Personal Development Planning (PDP) has been introduced across the University as
a means of recording and encouraging the acquisition of skills other than is shown by
transcripts of marks. As such it will be useful both for students in seeking
employment to have a PDP Portfolio, and for tutors when they are writing references.
Copies of all paperwork produced for the PDP Portfolio will be kept by the student
and the personal tutor. Participation in PDP is entirely voluntary.

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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)

Year Abroad: No meetings possible and no paperwork is needed.


*: Make sure these are clearly dated.
†: Optional. This form can help you identify areas in which you need training or
development, and can provide a basis for discussion with your tutor.

2.4 The Examinations Officer


If you are unable for good reasons to submit assessed work on time, you should
contact the Examinations Officer (Professor James H Grayson)

(a) Extensions because of illness


Extensions to work deadlines may be granted by the Exams Officer for
documented medical or other reasons. You should contact the Exams Officer
directly if you want to apply for an extension. Module organizers do NOT have
the power to give extensions.

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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.

(b) Examinations and Illness


If you are ill in the run up to an exam, or during an exam itself, you should see a
doctor and obtain a written certificate to that effect as soon as possible. You
should then submit that certificate to the Examinations Secretary (Mrs Susie
Tranter). The Board of Examiners will then take that medical evidence into
account when determining your final mark.

(c) Serious Illness: Not Assessed


If your work on a module has been seriously impaired, the Exams Officer has the
power to declare you 'not assessed' for a module, which enables you to sit the
examination during the summer resit period as a first attempt. That means that
any mark you achieve will not be capped at 40 percent (as is normally the case in
a resit).

2.5 SEAS Staff


(a) Academic and Teaching Staff

Professor Tim WRIGHT, MA, PhD (Cambridge)


Head of the School of East Asian Studies
Research: China’s political economy in the twentieth and twenty-first centuries
Room 5.6 Tel: 2228406 Email: t.wright@sheffield.ac.uk

Appointments to consult with Professor Wright should be made through Mrs Jenny
Leech in the SEAS Office.

Ms Mineko ARAI, MA (London)


Japanese language instructor
Room 6.02 Tel: 2228444 Email: m.arai@sheffield.ac.uk

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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 Lili CHEN 陈莉莉, BA (Hubei), MEd in TEFL (Bristol), PhD (Durham)


Lecturer; taught postgraduate admissions
Research: written discourse analysis; functional grammar and Chinese grammar
Room 5.9 Tel: 2228421 Email: lili.chen@sheffield.ac.uk

Dr Judith CHERRY, BA (Durham), MA (Sheffield), PhD (Sheffield), MBE


Lecturer; Chair of Teaching Committee
Research: Korean foreign direct investment; State–business relations in Korea
Room 5.15 Tel: 2228415 Email: j.a.cherry@sheffield.ac.uk

Ms Alison CHURCHILL, BA, MA (Sheffield)


Mamanger of the Centre for Distance Learning
Room 6.3 Tel: 2228411 Email: a.churchill@sheffield.ac.uk

Mrs Sukyeon CHO 趙淑衍, BA (KACU), MBA (Sogang University)


Korean language instructor

Dr Angela COUTTS, BA (London), MA, PhD (Sheffield)


Lecturer; joint coordinator of Japanese language; Year Abroad in Japan joint
coordinator; departmental Library representative
Research: Modern Japanese literature; issues of national identity
Room 5.11 Tel: 2228412 Email: a.m.coutts@sheffield.ac.uk

Dr Sarah DAUNCEY, BA, MA, PhD (Durham)


Lecturer; coordinator of Chinese Language; Year Abroad in China coordinator
Research: The literature and society of late Imperial China
Room 6.12 Tel: 2228436 Email: s.dauncey@sheffield.ac.uk
On leave semester 1

Dr Hugo DOBSON, BA, MA (Leeds), MEd, PhD (Sheffield)


Senior Lecturer; SEAS Newsletter editor
Research: Japan’s international relations
Room 5.18 Tel: 2228437 Email: h.dobson@sheffield.ac.uk

Dr Marjorie DRYBURGH, BA, PhD (Durham)


Lecturer; degree tutor for Chinese Studies; taught postgraduate tutor
Research: Pre-war Sino-Japanese relations; regional and urban histories; the politics
of identity in modern China
Room 5.8 Tel: 2228408 Email: m.e.dryburgh@sheffield.ac.uk

Dr Harald FUESS
White Rose Fellow
Research: Japanese history and society

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Room:

Professor James H GRAYSON, BA (Rutgers), MA (Columbia), MDiv (Duke),


PhD (Edinburgh), FRAS
Examinations Officer
Research: Korean and East Asian religion and folklore, Korean history
Room 5.25 Tel: 2228418 Email: j.h.grayson@sheffield.ac.uk

Mr Graham HEALEY, MA (Oxford)


Research: Japan’s international relations in the Early Meiji Period, Japanese cinema
Room 6.3 Tel: 2228420 Email: g.h.healey@sheffield.ac.uk

Professor Glenn D HOOK, BA, MA (British Columbia), LLD (Chuo)


Director of the SEAS Graduate School; Chair of Research Committee
Research: Japanese politics, international relations of the Asia-Pacific area, defence
and security
Room 5.22 Tel: 2228422 Email: g.hook@sheffield.ac.uk

Professor Christopher B HOWE, BA (Cambridge), PhD (London), FBA


Research: industrial policy; energy; economic development in East Asia
Room: 5.20 Tel:222 Email: c.howe@sheffield.ac.uk

Dr Xiaoling HU 胡晓灵, MA, PhD (Durham)


Lecturer
Research: Chinese linguistics
Room 5.21 Tel: 2228421 Email: x.l.hu@sheffield.ac.uk

Ms Yumiko ISHIWATA, BA (Reitaku)


Japanese language instructor
Room: 6.02 Tel: 222 8442 Email: y.ishiwata@sheffield.ac.uk

Dr Miriam JELINEK, PromPhil (Prague)


Lecturer
Research: Developments in Japanese narrative fiction, literary translation
Room 6.6 Tel: 2228434 Email: m.jelinek@sheffield.ac.uk
On Leave Semester 1

Ms Yuki KITTAKA 橘高有紀, BA (Hiroshima), MA (Osaka College of Music)


Japanese teaching fellow
Room 6.2 Tel: 2228449 Email: y.kittaka@sheffield.ac.uk

Ms. Mika KO 高美哿, BA (Sugiyama Jogakuen), MA (Ulster)


Lecturer
Research: Japanese popular culture, media and film studies
Room 6.13 Tel: 222 8405 Email: m.ko@sheffield.ac.uk

Dr Hyangjin LEE 李香眞, BA, MA (Yonsei), PhD (Leeds)


Lecturer; degree tutor for Korean Studies; coordinator of Korean language; Year
Abroad in Korea coordinator

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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

Dr Tom McAULEY, BA (Sheffield), PhD (London)


Lecturer
Research: Japanese language and linguistics
Room 5.5 Tel: 2228413 Email: t.e.mcauley@sheffield.ac.uk

Dr Peter MATANLE, BA (Cambridge), MA (Essex), PhD (Sheffield)


Lecturer; Webmaster; Careers Officer
Research: Sociology of work in Japan, personnel management, Japanese rural
society
Room 5.7 Tel: 2228407 Email: p.matanle@sheffield.ac.uk

Ms Miyuki NAGAI 永井三幸, BA (Tamagawa), MA (Newcastle)


Japanese teaching fellow; joint coordinator of Japanese language
Room 6.2 Tel: 2228445 Email: m.nagai@sheffield.ac.uk

Dr Rick SIDDLE, BSc (Reading), PhD (Sheffield)


Lecturer; Admissions Officer
Research: Japanese history, anthropology and minorities
Room 6.10 Tel: 2228409 Email: r.siddle@sheffield.ac.uk

Dr Bhubhindar SINGH, PhD (Sheffield)


WREAC Postdoctoral Fellow
Research: Japanese international relations
Room: Tel: 2228339 Email: bhubhindar.singh@sheffield.ac.uk

Dr Hiroko TAKEDA 武田宏子, BA, MA (Rikkyo), PhD (Sheffield)


Lecturer; Year Abroad in Japan joint coordinator
Research: Political sociology and gender studies in Japan
Room 5.9 Tel: 2228439 Email: h.takeda@sheffield.ac.uk
On leave in semester 2

Dr Jeremy TAYLOR, BA (Sydney), PhD (ANU)


Lecturer; Marketing Officer
Research: Social memory, the built environment, propaganda and popular culture in
East Asia (with a focus on Taiwan and the Chinese Diaspora)
Room 5.13 Tel: 222 8427 Email: jeremy.taylor@sheffield.ac.uk

Dr Nicolas TRANTER, BA, PhD (Sheffield)


Lecturer; degree tutor for Japanese Studies; degree tutor for East Asian Studies;
undergraduate MUSE
Research: East Asian and Japanese linguistics

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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

(b) SEAS Office Staff

Mrs Jenny LEECH


Departmental secretary; postgraduate admissions; health & safety officer
Room 5.3 Tel: 2228401 Email: j.leech@sheffield.ac.uk

Mrs Lisa KNOWLES


Finances; research student records
Room 5.3 Tel: 2228402 Email: l.knowles@sheffield.ac.uk

Mrs Susie TRANTER


Student records; examinations; timetabling; undergraduate admissions
Room 5.3 Tel: 2228403 Email: s.tranter@sheffield.ac.uk

Mrs Lynne WHYDLE


Reception; general enquiries; undergraduate admissions
Room 5.3 Tel: 2228400 Email: l.whydle@sheffield.ac.uk

(c) Library Staff

Mrs Gill GODDARD


East Asian Studies Librarian
Main Library Tel: 2227334 Email: g.m.goddard@sheffield.ac.uk

Mrs Youn-Hi HUGHES 李潤姫


Korean Studies cataloguer
Main Library Tel: 2227273 Email: y.h.hughes@sheffield.ac.uk

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3. Degree Courses
3.1 General
The School offers a wide range of degrees:

• four year Japanese, Chinese and Korean undergraduate degrees


(single honours) which combine intensive language learning with the
study of the society, politics, business, history etc of the country, and
which include a Year Abroad. The language component of these degrees is
heavy in the first year, but in the final year accounts for forty out of the
120 credits;

• a three year East Asian Studies undergraduate degree which involves


the study of all three countries but which has no mandatory language
component;

• dual undergraduate degrees involving the study of two East


Asian countries eg Korean Studies with Japanese;

• dual undergraduate degrees offered in conjunction with other


Departments. Some of these duals are 'balanced' duals (degrees with
'and' in their title): here the two Departments involved provide
approximately equal amounts of teaching eg East Asian Studies and
Management. Other duals (degrees which have 'with' in their title) give
more weight to the first-named subject eg Japanese Studies with Russian
focuses mainly on the Japanese component.

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

3.3 Degree Regulations


Degree regulations may be found at
http://www-online.shef.ac.uk:3001/live/owa/web_cal.cal_fac_form.
Most SEAS degrees are listed under the Social Science link. However, some of the
degree regulations will be found under the Arts link.

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

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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:

Dr Judith Cherry (Chair of Teaching Committee)


Dr Chris Bramall (Senior Tutor)
Dr Marjorie Dryburgh (Degree Tutor for all degrees with Chinese in the title)
Dr Nic Tranter (Degree Tutor for all degrees with East Asian Studies in the title)
Dr Angela Coutts (Degree Tutor for all degrees with Japanese in the title)
Dr Hyangjin Lee (Degree Tutor for all degrees with Korean in the title)

3.5 Change of Degree, Leave of Absence, and Repeat Study


Students wishing to change their degree, apply for leave of absence, or withdraw
from the University should discuss the matter first with the Senior Tutor (Dr
Bramall). Applications for all such changes are made using a Change of Status form.
This is available on MUSE:

East Asian Studies UG > Forms > Change of Status form.pdf

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.

3.6 Sources of Information


The General University Regulations (Calendar Part I), the General Regulations
relating to Students (Calendar Part II), the Regulations for Undergraduate
Programmes of Study in all Faculties (Calendar Part II), and the Directory of
Modules (Calendar Part III) are all to be found at:

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

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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.

3.6 Degree Objectives


(a) Overall Objectives
Programmes of study offered by the School of East Asian Studies will:

• 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;

• develop the ability to formulate arguments, whether historical, literary, social,


political or economic and provide appropriate evidence, including quantitative
and/or visual evidence in support of them;

• provide opportunities to complete under guidance a sustained piece of independent


research and writing (Single Honours degrees, ‘Chinese Studies with Japanese’ and
‘Korean Studies with Japanese’).

(b) Level One Objectives

• to acquire basic language skills (language based degrees only);

• to gain introductory knowledge on one or more East Asian countries;

• 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.

(c) Year Abroad Objectives

• to consolidate acquired language skills by means of intensive language tuition in


East Asian countries (language based degrees only).

(d) Level Two Objectives

• to develop further language skills (language based degrees only);

• to develop oral or written presentation skills in course work;

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• to introduce further theoretical perspectives in the study of East Asian countries
and deepen understanding of their history, politics, economies and societies.

(e) Level Three Objectives

• to refine advanced language (language based degrees only) and other skills;

• to extend specialised, theoretically-informed knowledge of East Asian countries and


societies;

• to undertake, under guidance, an extensive piece of independent research and to


write a dissertation based on that research (Single Honours degrees, ‘Japanese
Studies with Korean’, ‘Chinese Studies with Japanese’ and ‘Korean Studies with
Japanese’ only).

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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.

Module Semester Credits Contact

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

4.2 University Guidelines on Module Choice

(a) Module Add/Drop


Registration arrangements for individual modules, including changes of module
within the first three weeks of each semester, are handled by the Registration and
Examinations Office within the Student Services Department. A standard Unit
Choice Form is available. In line with the General Regulations, module changes
made after the third week of the semester are only allowed in exceptional
circumstances since it is not normally considered to be in students’ academic
interests to make changes after this period. Any such requests must be supported
by the department/s concerned and be accompanied by a written statement
setting out the reasons for the late change. This should be sent or brought by the
student concerned to the Taught Programmes Office, where Faculty approval will
be sought.

(b) Non-standard module choice


If you wish to make a non-standard module choice, it MUST to be approved by
the Senior Tutor. It will also require Faculty approval (and possibly a special
regulation, approved by the appropriate Pro-Vice-Chancellor, depending on the
circumstances). You should contact the Senior Tutor if you wish to make a non-
standard choice.

19
5. Assessment and Progression

5.1 Progression from level to level


In order to graduate successfully, you need to pass levels 1, level 2 and level 3 of
your degree. General University guidelines on progression are set out in this
section. Note that these do not override or modify the University Regulations in
any way. These University Regulations set out the requirements students need to
meet for each Level of study in order to progress to the next Level. (see
http://www.shef.ac.uk/ calendar/). Note too that SEAS four-year degrees
involve a Year Abroad (between Levels 1 and 2 in the case of Chinese and Korean,
between Levels 2 and 3 in the case of Japanese), and a student must pass the 120
credits for the Year Abroad in order to progress to the next level.

(a) Progression from Level 1 to Level 2


Progression from Level 1 to Level 2 is normally automatic for students who have
been awarded 120 credits.

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:

• whether satisfactory progress has been made across Level 1 as a


whole;
• whether the student's performance in those modules which have
been passed provides compensation for the failed module(s);
• whether the student has made a demonstrable effort to succeed in
the failed module(s), evidenced by adequate attendance and
participation and completion of the relevant assessed work and
examinations.

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.

Discretion is not possible in the case of some professionally accredited


programmes, and permission to proceed may also be denied where core modules
have been failed.

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.

(b) Progression from Level 2 to Level 3


Progression from Level 2 to Level 3 is normally automatic for students who have
been awarded 120 credits. The Examiners have discretion to decide whether
students who have been awarded 100 or 110 credits may be deemed to have
passed at Level 2 and permitted to proceed to Level 3. Permission to proceed in
these circumstances is not automatic, and does not imply the waiver of
prerequisite requirements, where modules to be taken at Level 3 require a pass in
a related module at Level 2.

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.

(c) Repeat Examinations


A student who fails a module or modules during Level 1 or Level 2 may resit the
examination(s) in August. Departments will determine the form of the resit
examination (which may differ from the examination held at the end of the
previous two semesters) and the parts of the examination to be retaken. Level 2
resit results will be capped at 40 which is the maximum mark overall that can be
awarded for a 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.

5.2 Method of Degree Classification


At the end of your programme of study, your degree will be classified on the basis
of a calculation which takes account of both the weighted average of the grades
you obtain in modules at Levels 2 and above and the class within which the best
50% of these weighted module grades fall.

(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:

Weighted average grade Preliminary Degree


classification
69.5 or higher First
59.5 or higher 2.1
49.5 or higher 2.2
44.5 or higher Third
39.5 or higher Pass

(c) If your weighted average grade falls within the ranges indicated below, this
results in a preliminary borderline classification:

Weighted average grade Preliminary Borderline


Degree classification
67.0 -69.4 First
57.0 -59.4 2.1
47.0 -49.4 2.2
43.5 -44.4 Third

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:

Classification threshold exceeded by Preliminary Degree classification


best 50% of weighted module grades
69.5 or higher First
59.5 or higher 2.1
49.5 or higher 2.2
44.5 or higher Third
39.5 or higher Pass

If 5/12 of your weighted grades correspond to a classification higher than that


indicated by the grades of the best 50%, you would, for the purposes of this
preliminary classification, be placed in the borderline category for the higher
classification.

(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.

Preliminary Preliminary Final


classification classification classification
based on based on best 50%
weighted average of module grades
First First First
First Borderline first First
First 2i Borderline first
Borderline First First First
Borderline First Borderline first Borderline first
Borderline First 2i 2i
2i First Borderline first
2i Borderline first 2i
2i 2i 2i
2i Borderline 2i 2i
2i 2ii Borderline 2i
Borderline 2i 2i 2i
Borderline 2i Borderline 2i Borderline 2i
Borderline 2i 2ii 2ii
2ii 2i Borderline 2i
2ii Borderline 2i 2ii

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

Suppose a Bachelors candidate obtains the following grade profile (ranked by


grade awarded).

Level Credit Grade x x level Total Cumulati Weighte


value awarde credit weighting weighting ve d grade
d value (b) (a x b) Weightin
in 10s g
(a)
L3 20 76 x2 x2 4 4 304
L3 40 75 x4 x2 8 12 600
L3 20 72 x2 x2 4 16 288
L3 20 70 x2 x2 4 20 280
L2 20 66 x2 x1 2 22 132
L2 20 62 x2 x1 2 24 124

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 candidate’s weighted average grade is 2399/36 = 66.6, giving a first


preliminary classification of 2.1.

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.)

The above candidate would therefore be a borderline First candidate. The


candidate’s final classification would be decided by the Board of Examiners, who
would take into account the weighted average grade obtained at Level 3. The
table below shows that, in the present example, the weighted average grade at
Level 3 would be 71.

Level Credit Grade x credit x level Total Weighted


value awarde value in weighting weighting grade
d 10s (a) (b) (a x b)
L3 20 76 x2 x2 4 304
L3 40 75 x4 x2 8 600
L3 20 72 x2 x2 4 288
L3 20 70 x2 x2 4 280
L3 20 58 x2 x2 4 232

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.

5.4 Principles of Assessment


The University is committed to providing fair, valid and reliable assessment, both
formative and summative, and The Learning, Teaching and Assessment Strategy
at http://www.shef.ac.uk/lte/ltastrategy.html sets out the following
principles of assessment which are followed by SEAS

Principle 1 - Assessment should be valid


Validity ensures that assessment tasks and associated criteria effectively measure
student attainment of the intended learning outcomes at the appropriate level.

Principle 2 - Assessment should be reliable and consistent


There is a need for assessment to be reliable and this requires clear and
consistent processes for the setting, marking, grading and moderation of
assignments.

Principle 3 - Information about assessment should be explicit,


accessible and transparent
Clear, accurate, consistent and timely information on assessment tasks and
procedures should be made available to students, staff and other external
assessors or examiners.

Principle 4 - Assessment should be inclusive and equitable


As far as is possible without compromising academic standards, inclusive and
equitable assessment should ensure that tasks and procedures do not
disadvantage any group or individual.

Principle 5 - Assessment should be an integral part of programme


design and should relate directly to the programme aims and learning
outcomes

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.

Principle 6 - The amount of assessed work should be manageable


The scheduling of assignments and the amount of assessed work required should
provide a reliable and valid profile of achievement without overloading staff or
students.

Principle 7 - Formative and summative assessment should be


included in each programme
Formative and summative assessment should be incorporated into programmes
to ensure that the purposes of assessment are adequately addressed. Many
programmes may also wish to include diagnostic assessment.

Principle 8 - Timely feedback that promotes learning and facilitates


improvement should be an integral part of the assessment process
Students are entitled to feedback on submitted formative assessment tasks, and
on summative tasks, where appropriate. The nature, extent and timing of
feedback for each assessment task should be made clear to students in advance.

5.5 Assessment Criteria by Level


The University has also adopted the institution-wide assessment criteria set out
below, which form the framework within which individual departments are
expected to publish both Level and task-specific assessment criteria for each
major assessment type:

The institution-wide criteria have been structured in such a way as to indicate a


student’s intellectual progression and development at each stage of the learning
experience. The levels referred to below relate to the Quality Assurance Agency’s
Higher Education Qualifications Framework and broadly equate to the
corresponding levels of an undergraduate degree programme as follows:

Certificate Level (C) = Level 1


Intermediate Level (I) = Level 2
Honours Level (H) = Level 3
(Masters Level (M) = Level 4 — Not applicable to SEAS degrees)

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.

5.6 Feedback to Students on Assignments


Feedback sheets are provided for all assessed work once it has been first-marked,
and these may be collected from the SEAS General Office (room 5.3). In addition
to writing comments and corrections, the first marker will mark in a table an
indication of how well you have done in specific criteria, namely:

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.

Use of Relevant Evidence


First - Excellent use of relevant evidence, thoughtfully selected, from a variety of
sources.
II.1 - The evidence included was relevant to the essay, but limited range of
sources employed.
II.2 - Lacking or inappropriate evidence in some places. Relevance of some
evidence presented is not clearly demonstrated.
Third - Often reliant on unsupported assertion or irrelevant material.
Fail - Biased use of evidence; essay contains high proportion of irrelevant
material.

Critical Analysis and Originality


First - Creative approach to question; clear evidence of imagination and flexibility
of thought; critical and wide-ranging use of relevant literature.
II.1 - Approach to question is well informed, showing evidence of good
understanding of sources and critical thought.
II.2 - Competent use of written sources with some attempt at analysis.
Third - Limited grasp of basic issues around the topic, with emphasis on
‘paraphrasing’ of sources rather than ‘discussion’.
Fail - Derivative, over-reliant on undigested source materials; no attempt at
critical discussion.

Structure and Organisation


First - Coherent and well structured. Develops a logical argument and marshals
ideas clearly. Material not directly related to the flow of the argument
confined to footnotes.
II.1 - Could be better organized by sequencing some of the materials more
appropriately
II.2 - Argument obscured by repetition or lapses in organisation.
Third - Frequently deviates from main theme or line of argument
Fail - Fails to develop a clear theme or line of argument

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

Note that the School has adopted a standard convention for


referencing which you are REQUIRED to use in all
assignments. See any module outline or section 6.7 below.

Annotated Translation Criteria


For annotated translations, different criteria are used, as shown below.
Organisers of modules which include annotated translation as a means of
assessment will provide students with further details about these criteria.

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

(a) General Principles

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.

The basic principle underlying the preparation of any piece of academic


work is that the work submitted must be your own original work.
Plagiarism and collusion are not allowed because they go against this
principle. Please note that the rules about plagiarism and collusion apply
to all assessed and non-assessed work, including essays, experimental
results and computer code. Cutting and pasting from web sites would also
be considered unacceptable.

Plagiarism is passing off others’ work as your own, whether intentionally


or unintentionally, to your benefit. The work can include ideas,
compositions, designs, images, computer code, and, of course, words. This
list is not exhaustive. The benefit accrued could be, for example, an
examination grade or the award of a research degree.
a. If a student submits a piece of work produced by others, or copied from
another source, this is plagiarism
b. If a student produces a piece of work which includes sections taken from
other authors, this is plagiarism, unless the source has been attributed as
outlined above. The length of the copied section is not relevant, since any act of
plagiarism offends against the general principle set out above. When copying
sections from other authors it is not sufficient simply to list the source in the
bibliography
c. If a student paraphrases from another source without the appropriate
attribution, this is plagiarism. Paraphrasing should use a student’s own words to
demonstrate an understanding and accurately convey the meaning of the original
work, and should not merely reorder or change a few words or phrases of the
existing text

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.

2. Collusion is a form of plagiarism where two or more people work together


to produce a piece of work all or part of which is then submitted by each of them
as their own individual work.
a. If a student gets someone else to compose the whole or part of any piece of
work, this is collusion.
b. If a student copies the whole or part of someone else’s piece of work with
the knowledge and consent of the latter, then this is collusion.
c. If a student allows another student to copy material, knowing that it will
subsequently be presented as that student’s own work, then this is collusion.
d. If two or more students work on an assignment together, produce an
agreed piece of work and then copy it up for individual submission, then this is
collusion. When producing a piece of work arising out of group work, students
should seek the advice of the tutor setting the assigned work regarding the
acceptable limits of collaboration.

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.

4. You should follow any guidance on the preparation of material given by


the academic department setting the assignment. If in doubt, consult the member
of academic staff responsible for the unit of study. There is unlikely to be any
objection to you discussing the subject of an essay or project with fellow students
in general terms, or to quoting from various sources in the work submitted.
However, if you have any problems with an assignment you should always
consult your tutor, who will give general advice and help.

(b) SEAS Procedures


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.

All incidences of plagiarism will be penalised. The penalties will depend


on the extent of plagiarised material detected and the use that is made of it.
Plagiarised work may be given a grade of zero, which may entail failure in the
examination for the relevant module or degree. The student may also be referred
to the University Discipline Committee. If a marker suspects plagiarism, s/he will
notify the Examinations Officer and make a thorough investigation of the affected
work against the sources. More precisely:

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.

(ii) Assignments that contain plagiarised sections may – after discussion


between the Examinations Officer and the marker – be dealt with through the
marking process. Marks awarded will reflect the extent to which the assignment
meets or does not meet any of the School’s standard assessment criteria. Thus the
inclusion of plagiarised material in an assignment in all cases represents a very
serious failure in the referencing of sources. The markers may also consider
that the student has offered inadequate evidence of their independent ability to
select evidence from a range of sources; to analyse their material; to
structure and organise an essay; to write in clear academic English. It is
therefore open to the markers to reduce the marks awarded in respect
of any or all of these assessment criteria. Markers will comment in detail on the
essay, explaining clearly how the mark has been affected by the plagiarised
material. All such essays will be second-marked and reviewed by the external
examiner. Copies of the assignment, plagiarised sources and markers’ feedback
will be kept on file, and other work submitted by the student may be re-
examined.
Any student wanting clarification of the mark awarded may address the marker
(usually the module organiser) or the Examinations Officer. However, the
decision reached by the internal markers and the external examiner is to be
considered final. Students will not be permitted to resubmit the affected essay to
improve their grade or as an alternative to resitting the module.
Although a first lapse of this kind may be treated as an academic matter,
and resolved through the marking procedure, a repeated offence may be dealt
with through the University’s disciplinary procedures.
In all cases of suspected or proven plagiarism, the student number
and brief details of the problem will be kept on file by the Examinations Officer.
Other module organisers will not be notified unless plagiarism is proven or
suspicions are voiced in relation to several modules.
Every assignment submitted via the School Office must be accompanied by
a signed Plagiarism Declaration form (available on MUSE: East Asian Studies UG
> Forms > Plagiarism Declaration.pdf) stating that you understand the
requirements of academic work and that your submitted work is entirely your
own. Failure to complete the form will mean an automatic grade of
zero for the assignment.

6. Study Techniques and Skills

35
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.

(b) Tutorials and Seminars


Learning is not a one-way process and the tutorial (a one-to-one session with your
tutor) and the seminar (a group discussion session) is a way of helping you to
contribute and participate in the learning process. Seminars provide you with an
opportunity to exchange ideas with your fellow students. They are also used to clear
up difficulties with topic areas in a module by raising questions with the lecturer.
Seminars can be immensely rewarding. However, you must have done some
reading in advance and come to the sessions prepared to participate. There is no
need to feel intimidated or uneasy about speaking up; your tutor will happily
encourage those who are willing to ‘have a go’. However, contributions which are
racist or sexist will not be tolerated. And if you are giving a seminar presentation and
have failed to do any work, you cannot expect much sympathy from either your
module organizer or your fellow students.

(c) WebCT Vista


Many modules make use of WebCT Vista, either for interactive or online study, or as
a source of class materials or additional documents. Module outlines will indicate
whether a module makes use of WebCT and how it fits in with the expectations for
the module. WebCT can be accessed via MUSE (click on Vista). If you cannot access
the WebCT course for a module on which you are registered, and which you know
makes use of WebCT, it is your responsibility to alert the module organiser
immediately.

(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.

(e) Attendance and Coursework


A full-time student is required under the General Regulations to attend throughout
the whole of each semester. Failure to attend regularly could lead to being denied the
credits assigned to particular modules, or being referred to the Faculty Student
Review Committee, which has the power to exclude students from further study in
the Faculty.

(f) Access to Lecturers and Tutors


Staff make themselves available for consultation by students on academic or
personal problems at given hours each week. Times for appointments are posted on
their office doors. Staff are also available at other times by arrangement.

6.2 Techniques for Studying Effectively

(a) Managing Your Time


At University you are expected to take responsibility for your own studies and
learning. Your lecturers and tutors will provide a framework for your study through
lectures and seminars, but you will need to learn to make the most of the
opportunities presented to you. An important part of this learning process is time
management. Much of your time at university will be unsupervised and you will be
confronted with essay deadlines and examination dates.
Many essay deadlines will be close together, so you must learn to
manage your time effectively to meet these important dates. First make a
note of all such dates in your diary and plan a timetable of private study for the
coming semester. Weekly study plans are a good way of planning your time
effectively and efficiently. Each week make a chart and first enter the times of your
lectures, tutorials, language classes and seminars. Mark in any other commitments
for that week. It is wise to phase the work needed for essays or seminar presentations
into your study plan over a period of several weeks. Your essay deadlines may seem a
long way away but it is important that you choose your titles early so that you can
obtain the necessary books and other materials. Remember if you leave your essays
to the last minute, books and computer availability will be at a premium immediately
before the deadlines. You should aim to plan private study at times when you know
you can study most effectively. You know which is the best time to study for you. Try,
as far as possible, to devote your ‘best time’ to serious study on a daily basis.

(b) Making Use of Private Study


The way in which you study is a matter of individual preference and it is up to you to
develop your own study skills. Do not be afraid to experiment with techniques. Ask
your friends how they study and then select the ways which work best for you and
stick to them. The place you choose to study is also important. Some people prefer to
work in absolute silence and others prefer to have people around them and a certain
amount of background noise. Above all you must be comfortable, have minimal
distractions, and have access to books and notes. Length of study periods again is a

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.

(d) Reading Lists


All module outlines include reading lists. You can check the Library location of books
on reading lists by individual module by going to:
http://library.shef.ac.uk:8080/talislist
6.3. Submission of Assessed Work

38
(a) Submission Details

Number of Copies: TWO copies of each essay or major assignment must be


submitted to the SEAS General Office (Arts Tower room 5.3). One copy will be
returned to the student with a feedback sheet from the lecturer or tutor. The second
copy will be retained by the School Office.

Deadlines: In modules assessed wholly or partly on the basis of course work,


lecturers will set submission deadlines at the beginning of the teaching of the
module. Work should be handed in to the SEAS Office no later than 3:00pm on the
day of the deadline. Always check the deadline date: it will be stated in the module
outline. Deadlines are staggered through the week. In most cases the system is:

China-related modules; Dissertations - Mondays


Japan-related modules - Tuesdays
Korea-related or comparative East Asian modules - Wednesdays

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.

(b) Deadline Difficulties


Any student who is unable for good reasons to submit assessed work on time should
contact the Examinations Officer (professor James H Grayson) to request an
extension. Extensions will be granted for documented medical or other reasons, and
will be confirmed only once an appropriate medical note or other evidence is
received. 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. Extensions will not be granted 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.

(c) Penalties for Late Submission


Assignments handed in after the stated deadline, without the prior granting of
extensions, will be penalised as follows:

(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’.

Failure to submit required course work on time may result in module


failure.

6.4 Writing a Good Essay


(a) Essay Format
Each essay, dissertation, annotated translation or non-language assignment must
adhere to the following format:

 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.

(b) Structure and Content


In their assessment of course assignments, essays and examinations scripts,
examiners give weight to both structure and content. Rigid rules cannot be set down
since different subjects require varying treatment but as a general rule the ordering
of material follows a logical argument. A general introduction should be written
explaining how the subject will be treated, the content organised, the relevance of
historical background where appropriate, and the use of methodology. The main

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.

(c) Staff Assistance and Consultation Hours


Academic staff display their consultation hours on their office doors. They are
available during these consultation hours to give guidance on the content and
structure of course assignments. While students may receive advice as to whether
their assignment planning is along the right lines, teaching staff cannot comment on
final drafts of essays/assignments intended for subsequent formal submission.

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

(a) Preparing for Examinations


The purpose of examinations is to measure how well you have understood a subject.
If you have read widely and taken notes and understood the topics, you will be able
to write about the subject from different points of view. There is no substitute for
breadth of reading in the exams of lecture-based modules. Use the course syllabus to
give you some idea of the likely content of the exam. In class your lecturer will also
provide information about the scope and content of the exam. Make sure you know
where and when the exam is taking place, how long it lasts and how many questions
you will have to answer. Find out if there are any compulsory components and if all
questions have the same value. If in doubt make sure you take the opportunity to
discuss your concerns with your tutor before-hand.

(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.

(c) Examination Techniques


The first rule is DON’T PANIC!

The general principles you should then follow are:

 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.

(d) Examinations and Illness

 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.

(e) Examination Registration and Timetabling

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.

(f) The Use of Dictionaries in Exams


University regulations allow students who are not native speakers of English to use a
dictionary – translating between their native language and English only – in exams.
The dictionary must be approved in advance by the Student Services Information
Desk (SSiD, Union of Students Building), who will supply an official form confirming
the approval. This form must be produced at each exam in which you use the
dictionary. Full details of the relevant regulations and procedures can be found at:
http://www.shef.ac.uk/ssid/exams/dictionary.html

(g) Past Examination Papers


These are no longer available from the SEAS Office. Sample examination questions
for studies modules are provided in module outlines.

6.6 Romanization of East Asian Languages

(a) Use of East Asian Terminology and Scripts


Assume that your reader is intelligent but not necessarily literate in Chinese,
Japanese or Korean. Never use untranscribed East Asian script. Keep the use
of Chinese/Japanese/Korean terms in the text to a minimum. Always provide an
initial translation, even if the translation is somewhat strained. The translation
should be placed in separate brackets. Transcriptions should follow the systems
listed below.

(b) Romanization of Japanese


Romanization should follow the Hepburn System as used in the Nelson and
Kenkyusha dictionaries. Other than very common names (e.g. Tokyo), long vowels
should be written with a macron (¯) over ō and ū (and any vowel transcribed from
katakana); long e (except in katakana words) should be represented as ei: 中国書道
史 → Chūgoku Shodōshi, インフレ ーション → infurēshon, 明治 → Meiji. Many
fonts on the University network include these symbols (in Word, choose Insert,
Symbol). If your word processing system cannot support macrons, then you may use
circumflex (ô, û) or put them in by hand.

(c) Romanization of Chinese


Romanization should follow Pinyin with regard to the People’s Republic of China,
though Wade-Giles may be used with regard to Taiwan. With regard to imperial
China, you may use either system, though Pinyin is recommended, and you should
ensure that you are consistent – don’t alternate between Wade-Giles and

43
Pinyin just because some of your sources use one and others use the
other.

(d) Romanization of Korean


Romanization should follow the McCune-Reischauer system. The appropriate
vowel marks called breves should be used on ŏ (어) and ŭ (으). The New
Romanization System promulgated in 2000 by the Republic of Korea is not
recommended – it is unpopular with Western academics who largely continue to use
McCune-Reischauer.

(e) People’s Names


East Asian names should be given in their conventional order: surname followed by
given name, e.g. Hu Jintao (surname = Hu), Higuchi Ichiyō (surname = Higuchi).
See below for exceptions.

(f) Exceptions to the Above Rules


There are three main cases where other romanizations might (or should) be used:

 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.

6.7 Reference Citation System for All Essays*


(a) Reference Documentation
You should use the Harvard System in documenting your references for all your
assignments. You must reference all quotations (which should be clearly indicated
by quotation marks) and also all facts that are not generally known (“Jiang Zemin is
President of China” does not need referencing, “Jiang Zemin became President of
*
This guide is adapted, with permission, from the guide produced by the Centre for Urban
Planning and Environmental Management at the University of Hong Kong.

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.

LIST OF REFERENCES (Sample References)


Bramall, Chris (1992), “Review of Economic Growth in Pre-war China and The
Golden Age of the Chinese Bourgeoisie”, China Quarterly 131: 784-791.
__________ (2000), Sources of Chinese Economic Growth, 1978-1996, New
York: Oxford UP.

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.

Lyons, Thomas P. (1992a), “Grain in Fujian: Intraprovincial Patterns of


Production and Trade”, China Quarterly, 129: 184-215.

__________ (1992b), China’s War on Poverty A Case Study of Fujian


Province, 1985-1990, Hong Kong: Chinese University of Hong Kong.

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.

Matanle, Peter (2001), “A Study on the Nature of Capitalist Modernity in


Contemporary Japan: Man and Company under Restructuring and
Globalisation”, unpublished Ph.D dissertation, University of Sheffield.
Myers, Ramon (1991), “`How Did the Modern Chinese Economy Develop?’ – a
review article”, Journal of Asian Studies 50(3): 604-628.

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:

• 2006-2007 Timetable: SEAS class timetable


• Examinations & Assessed Work: Essay cover-sheet and plagiarism
declaration
• Forms: e.g. Change of Status form, a blank timetable, module ‘Add/Drop’
form, essay coversheet, Plagiarism Declaration etc.
• Module Outlines
• Scholarships and Opportunities: details of newly announced scholarships
etc.
• Squared Paper: For handwriting in East Asian scripts.
• Staff-Student Meetings: Minutes of past meetings.
• Word-processing: guidance on word-processing in Chinese, Japanese or
Korean, including how to enable East Asian input in your laptop.

51
• Year Abroad (Japanese Studies): Handbook.

52
8. Student Representation, Student
Satisfaction Questionnaires and SEAS
Committees

8.1 SEAS Committees


SEAS has a number of committees which are responsible for all aspects of the
activities of the School. These are:

Research Committee
Executive Committee
Teaching Committee
Staff/Student Committee (Undergraduate)
Staff/Student Committee (Postgraduate)
Ethics Committee

Undergraduate representation is important on both teaching and on Staff-Student


Committees. If you wish to get involved, contact Dr Judith Cherry, who is chair of
both Teaching and Staff-Committee (undergraduate)

8.2 SEAS Teaching Committee


The committee acts to monitor degree programmes and module content, including
the monitoring and assessment of module quality for the School’s undergraduate and
taught programmes. It has student representation at both the undergraduate and
postgraduate levels. The Committee is chaired by Dr Judith Cherry
(j.a.cherry@sheffield.ac.uk) and meets usually on a monthly basis on Wednesday
afternoons.

8.3 SEAS Staff/Student Committee


This committee considers all issues relevant to students’ programmes of study and
life in the School. It includes representatives of students at all levels of study in the
School, elected or volunteering in the first weeks of the session. A list of student
representatives will be posted on MUSE and on departmental notice boards. Student
representatives on Teaching Committee are selected from amongst these. The
Committee is chaired by Dr Judith Cherry (j.a.cherry@sheffield.ac.uk). It too meets
on certain Wednesday afternoons.
Getting involved will enable you to join in discussions and decision making
ranging across such topics as:
• student feedback on the quality of teaching;
• inputs to the planning of curriculum changes;
• departmental/school services (e.g. hand-in arrangements, office opening
times, study facilities, availability of personal tutors);
• improving channels of communication with students.

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.

8.4 Ethics Committee


The Ethics Committee was established in 2005. It considers the ethical implications
of all research projects within the School. Although its main focus is on staff and
postgraduate research, all proposals by undergraduates for projects that make use of
human participants (questionnaires, interviews, experiments) must be submitted in
advance. Contact your dissertation supervisor, module organiser or – in the case of
Japan Project – Japan Year Abroad coordinator for guidance.

8.5 Student Representation at Faculty Level


There are reserved places for students on a range of Faculty-level committees. You
can get involved in:

• 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.

The main three Faculty committee types are:

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.

FACULTY TEACHING AFFAIRS COMMITTEE (normally three meetings


per annum, each lasting for around ninety minutes). The Faculty Board’s
Teaching Affairs Committee (TAC) considers in detail matters relating to the
approval and review of taught programmes of study and debate of teaching policy
initiatives.

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.

See also http://www.shef.ac.uk/tlsu/handbook/student-


course_reps.pdf.

8.6 The Students Union’s ‘Union Links’


Union Links are students who are employed by the Students Union for a year and
paid to communicate issues between the University and the Union. The system of
Union Links was established in 2001 in order to:

• Improve communication between the Union and students in departments;


• Raise awareness amongst students about Union issues and campaigns;
• Develop a knowledge of students’ issues of concern within the department;
• Act as a first point of contact for students who don’t know where to turn to
with a problem.

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.

8.7 Evaluating your Programme of Study

(a) Module Questionnaires


While you are a student, you will have opportunities to evaluate the quality of your
programme of study and its individual units. Student evaluation is an essential part
of assuring the quality of departments’ provision and provides us with essential
feedback on your experiences of your programmes of study. The University requires
all departments to operate a system of anonymous student evaluation of
programmes on an annual basis.
In SEAS, questionnaires are conducted in class in Week 10 of each semester,
and significant issues are discussed by the School’s Teaching Committee and Staff-
Student Committee. We will ask for comments on your experience of each level as a
whole in each session, in addition to commenting on individual units. At the end of
your programme, you will also be asked to comment on the programme as a whole.
As an introduction, these are some of the issues that we will be asking you about:

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.

(b) Participating in Other Evaluation Processes


In addition to the student evaluation operated by the departments, you may also be
asked to participate in other surveys throughout your study. Many final-year
students take part in the National Student Survey (NSS), which seeks views from
students on their overall satisfaction with their programme of study. The results of
this survey, which was run for the first time in 2005, are published. The University
also runs an Annual Student Satisfaction Survey towards the end of Semester 1,
which all categories and levels of students are offered the opportunity to complete.
This evaluates student satisfaction with the broad range of University services,
for example, Library and IT facilities, and also includes questions on academic
support. The University also uses these survey results, in addition to those at
departmental level, to gauge how well departments are performing.

56
9. University Services and Facilities

9.1 SSiD: The Student Services Information Desk


Located in the Union of Students building, the Student Services Information Desk
(SSiD) is a key central point for general information on many University services.
The website is: http://www.shef.ac.uk/ssid/

9.2 CICS: Corporate Information and Computing Services


CICS offers a wide range of computing facilities. Open access rooms with networked
IBMcompatible PCs and Apple Macintoshes with a wide range of applications
including electronic mail, word processing, database management, and spreadsheets
are available to all students. Low cost, high quality laser printing is available in
several locations including the IT Centres. The main IT Centres are located in the
Education Building and in the Mappin Building at the St. George’s Campus. There
are also computer rooms in the Main Library.
Any student may register to use the networked PCs and Apple Macintoshes.
Introductory information about simple word processing and the use of electronic
mail is supplied at registration. An email account and address is also supplied at
registration. CICS also produces a range of leaflets and books which are designed to
reinforce the on-line help systems. Students should be aware that there are long
printing queues at the end of each semester when assessed work for all degrees is
usually handed in. Remember to leave enough time to print out your essay or
dissertation.

9.3 MLTC: Modern Language Teaching Centre


The Centre is available for language learning whether you are following a taught
course or doing self-directed study. Facilities include two language laboratories for
supervised classes, a Computer Assisted Learning (CALL) laboratory, and a satellite
TV and video viewing room. The private study cassette library contains audio
cassettes in over 30 different languages. There is also a growing video library which
includes BBC language courses, films and documentaries in most major world
languages (including English). They range in level from beginners’ courses to literary
and non-literary material for advanced learners. A small annual fee is charged to
students who are not studying a language as part of their degree course.

Enquiries: Room 2.23, Floor 2, Arts Tower, (0114) 2220630 and at http://
www.shef.ac.uk/mltc/

9.4 ELTC: English Language Teaching Centre


All international students at the University are welcome to make use of the services
and facilities offered by the Centre. These services are provided entirely free of
charge to students registered at the University. A fee is, however, payable for the two
pre-registration courses, the International Summer School Programme and the
Academic English Preparatory Course. The following courses are available: Academic
Writing, Oral Skills, General Language Development, Advanced Remedial Grammar.

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.

EAS Librarian: Gill Goddard: g.m.goddard@sheffield.ac.uk

East Asian Library Collection - http://www.shef.ac.uk/library/


subjects/eas.html

58
Library homepage: - http://www.shef.ac.uk/library.
STAR Library Catalogue - http://library.shef.ac.uk/

9.6 Student Societies


There are various student societies, such as the Chinese Society, the Japanese
Society, and the Korean Society. Information and contact names are available on
MUSE and the respective notice boards on Floor 5.

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

9.7 Safety and Security


The Departmental Safety Officer is Mrs Jenny Leech (SEAS General Office Room 5.3,
internal phone extension 28401). For First Aid, the appointed person is Jenny Leech.
The First Aid Box is located outside Room 5.5 . All students should ensure that they
are familiar with the fire drill procedures in the Arts Tower and any other buildings
in the University which they may use.
If a fire alarm goes off in the Arts Tower:

• Evacuate by the marked fire exits;


• Do not use the lifts or the paternoster;
• Do not enter the mezzanine or ground floor area;
• Do not leave by the front doors.

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.

9.8 Health and Advice

(a) University Health Service


The University Health Centre is located at 53 Gell Street. All students are entitled to
register with the service for NHS care. Dependants may also be eligible to register.
Telephone: (0114) 2222100 (24 hours). Consulting hours by appointment are as
follows:
Reception Doctors in Attendance
Monday—Thursday (term time) 8:45am—6:00pm 8:45am—5:00pm
Friday or vacation 8:45am—5:00pm 8:45am—5:00pm

59
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.

(d) Counselling / Nightline


The Counselling Service provides counselling to undergraduate and post-
graduate students and staff of the University. The service is confidential. Staff or
departments are not normally informed when a student uses the service, unless the
student asks the counsellor to do so. The Counselling Service is located on
Mushroom Lane. Appointments may be made by telephoning (0114) 2224134. Group
workshops for stress reduction techniques to help pass examinations may also be
offered during the year.

Nightline is the University of Sheffield’s confidential listening and information


telephone service. It is run by trained student volunteers, and operates from 8pm to
8am every night during term time. It offers students everything from the phone
number of a 24-hour taxi company to exam dates, times and locations, and
information about every issue that can be encountered within student life. It
provides a vital support network for all students, so whatever you need to say,
Nightline is listening, and the service can be called free from phones in Halls of
Residence. If you think you would like to volunteer for Nightline, contact
nightline@sheffield.ac.uk for more information. See also http://www.shef.ac.uk/
nightline

The following numbers may be useful:


• Student Services Information Desk (0114) 2221299
• Student Advice Centre (0114) 2228660

60
• 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.

(e) Careers Service


Students in SEAS have access at any stage of their course, to the support offered by
the University Careers Service, which is based at the Careers Information Centre in
the Main Library on the main University campus. In addition to support offered by
the SEAS Careers Officer (Dr Peter Matanle) the range of help available includes:

• The Careers Service website http://www.shef.ac.uk/careers/


• Take away leaflets on a variety of issues including career planning, making
applications, job search and interview preparation e.g. Briefing Sheets Series.
• Access to a range of reference materials e.g. on occupations, employers,
postgraduate study, career management skills.
• Individual guidance interviews to discuss personal career plans.
• An email advice service, which can be accessed through the student pages on
the Careers Service website http://www.shef.ac.uk/careers/students/
• Access to a range of careers-related computer programmes and employer
videos.
• Careers Service events and workshops, as well as employer presentations
http://www.shef.ac.uk/careers/events/
• Assistance from the work experience team in obtaining part-time work
during the term-time, as well as vacation employment and year long placements.
They can be contacted via the Student Jobshop in the Students Union or via
http://www.shef.ac.uk/careers/studentjobs
• Access to vacancy information via the website http://www.shef.ac.uk/
careers/vacancies/
For brief enquiries a Careers Adviser is available in the Careers Information
Centre each weekday during term time (and on a more limited basis in the vacations)
10:00am—1:00pm and 2:00—4:15pm. If appropriate, you can arrange a longer
individual appointment with Judy Everett, the designated Careers Adviser for SEAS.
She can be contacted through the Careers Service reception, (0114) 2220910.

(f) Student Support and Guidance


Student Support and Guidance is responsible for financial help, support for students
with disabilities, mature students, international students, the student mentoring
scheme that operates in some departments, harassment network and procedures,
and equal opportunities policy.
http://www.shef.ac.uk/ssd/ssg

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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.

(h) Data Protection


Personal information will be held and used according to the Data Protection Act.
This information appears in the Starter Pack issued to all students under “Personal
Information”, and can be found at:
http://www.shef.ac.uk/cics/support/docs/starter.html

(i) Employment while Studying


The University advises full-time students that they should not undertake paid
employment for more than 16 hours a week alongside their studies during term time.
Students studying Chinese, Japanese and Korean are warned that language is a
cumulative skill that needs daily practice, and you should make sure that
employment does not affect your language learning. Students on their Year Abroad
in China, Japan or Korea should make sure they understand the rules for
employment of foreigners in their host countries and conform to them. Year
Abroad coordinators can provide advice.

(j) Complaints and Appeals


Full information on how to appeal against a decision or to complain can be found at:
http://www.shef.ac.uk/ssid/procedures/grid.html#grievances

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