{"id":42346,"date":"2026-08-08T11:39:40","date_gmt":"2026-08-08T11:39:40","guid":{"rendered":"https:\/\/uomosul.edu.iq\/en\/educationhc\/?page_id=42346"},"modified":"2026-08-18T07:30:38","modified_gmt":"2026-08-18T07:30:38","slug":"bp-department-of-english","status":"publish","type":"page","link":"https:\/\/uomosul.edu.iq\/en\/educationhc\/bp-department-of-english\/","title":{"rendered":"BP – Department of English"},"content":{"rendered":"

Bologna Process<\/strong><\/h1><\/div>
\"\u0646\u0638\u0627\u0645<\/span><\/div>
<\/div>

Department of English<\/h1><\/div><\/div><\/div>

<\/i><\/i><\/span>Programme Description<\/span><\/a><\/h4><\/div>
\n

The Academic Program Description provides a concise overview of the program\u2019s vision, mission, and objectives, including a clear description of the intended learning outcomes that the program seeks to achieve in the fields of English language, literature, and English language teaching methodologies.<\/p>\n

Course Description:<\/strong><\/p>\n

The Course Description provides a brief summary of the main characteristics of a course and the learning outcomes expected to be achieved by students. It also highlights the available learning opportunities and demonstrates the course\u2019s alignment with the program objectives and intended learning outcomes.<\/p>\n

Program Vision:<\/strong><\/p>\n

To prepare academically and professionally distinguished graduates in the field of English language who are capable of competing in the labor market, keeping pace with scientific and technological advancements, and contributing effectively to community development.<\/p>\n

Program Mission:<\/strong><\/p>\n

To provide a supportive educational and research environment that contributes to preparing qualified graduates in the field of English language, equipped with the necessary linguistic, pedagogical, and professional competencies, while adhering to the principles of quality, lifelong learning, and community service.<\/p>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Programme Objectives<\/span><\/a><\/h4><\/div>
\n

These are statements that describe what the academic program seeks to achieve throughout the period of study by developing students\u2019 linguistic, academic, research, and pedagogical competencies in a manner that meets societal needs and labor market requirements.<\/p>\n

Program Structure:<\/strong><\/p>\n

The Program Structure includes all courses offered within the academic program in the areas of language, linguistics, literature, English language teaching methodologies, and supporting courses, in accordance with the approved academic system, while specifying the number of credit units and the requirements of the institution, college, and department.<\/p>\n

Learning Outcomes:<\/strong><\/p>\n

Learning Outcomes are the knowledge, skills, values, and competencies that students acquire upon the successful completion of the academic program, enabling them to use the English language effectively in academic, professional, and research contexts.<\/p>\n

Teaching and Learning Strategies:<\/strong><\/p>\n

These are the methods and instructional approaches employed by faculty members to achieve the program objectives and learning outcomes. They include lectures, discussions, presentations, cooperative learning, e-learning, practical applications, and both curricular and extracurricular activities. https:\/\/uomosul.edu.iq\/educationhc\/%D9%86<\/a><\/p>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Awarded Qualification<\/span><\/a><\/h4><\/div>
\n

Upon successful completion of the program requirements, graduates are awarded the<\/p>\n

Bachelor of Education in English(B.A.) degree by the University of Mosul.<\/p>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Qualification Level<\/span><\/a><\/h4><\/div>
\n

The program is classified at Level 6 of the Iraqi National Qualifications Framework (INQF),<\/p>\n

or its equivalent, in accordance with the regulations and guidelines of the Ministry of Higher<\/p>\n

Education and Scientific Research (MOHESR).<\/p>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Specific Admission Requirements<\/span><\/a><\/h4><\/div>
\n

Admission to the Bachelor of Education (B.A.) in English program is governed by the regulations and admission policies of the Ministry of Higher Education and Scientific<\/p>\n

Research (MOHESR) and the University of Mosul. Applicants must meet the approved<\/p>\n

admission criteria for English.<\/p>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Qualification Requirements and Regulations<\/span><\/a><\/h4><\/div>
\n

To be awarded the Bachelor of Education (B.A.) in English, students must successfully satisfy all graduation requirements, including:<\/p>\n

\u25aa Successful completion of all 240 ECTS credits, including all compulsory and elective<\/p>\n

Courses specified in the curriculum.<\/p>\n

\u25aa Achievement of the minimum graduation requirements in accordance with the<\/p>\n

regulations of the Ministry of Higher Education and Scientific Research (MOHESR)<\/p>\n

and the University of Mosul.<\/p>\n

\u25aa Successful completion of all required laboratory work, field training, and other<\/p>\n

Practical components of the program, where applicable.<\/p>\n

\u25aa Compliance with all academic regulations governing assessment, progression, and<\/p>\n

graduation as approved by the Ministry of Higher Education and Scientific Research<\/p>\n

(MOHESR) and the University of Mosul.<\/p>\n

-For more details, please visit the following link: https:\/\/uomosul.edu.iq\/educationhc\/%D9%86<\/a><\/p>\n

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<\/div>\n<\/div>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Recognition of Prior Learning (RPL)<\/span><\/a><\/h4><\/div>
\n

Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL) Recognition of Prior Learning (RPL)<\/p>\n

\n
<\/div>\n<\/div>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Programme Learning Outcomes (PLOs)<\/span><\/a><\/h4><\/div>
\n

Upon successful completion of the Bachelor of Education (B.A.) in English<\/p>\n

program, graduates are expected to achieve the following Program Learning Outcomes<\/p>\n

(PLOs) or Graduate Outcomes (GOs), which describe the knowledge, skills, and professional competencies required upon graduation:<\/p>\n\n\n\n
No<\/td>\nCode<\/strong><\/td>\n\n\n\n\n
<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Program Learning Outcome<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n
1<\/strong><\/td>\nPLO1<\/strong><\/td>\nLearning Outcomes are the knowledge, skills, values, and competencies that students acquire upon the successful completion of the academic program, enabling them to use the English language effectively in academic, professional, and research contexts.<\/td>\n<\/tr>\n
2<\/strong><\/td>\nPLO2<\/strong><\/td>\nA. Knowledge and Understanding<\/p>\n

A1. Demonstrate comprehensive knowledge of the English language, including its grammatical, phonological, morphological, syntactic, and semantic systems.<\/td>\n<\/tr>\n

3<\/strong><\/td>\nPLO3<\/strong><\/td>\nA2. Demonstrate knowledge and understanding of major concepts, genres, periods, and approaches in English and American literature.<\/p>\n

A3. Demonstrate knowledge of the principles, theories, and methods of English language teaching and learning.<\/p>\n

A4. Demonstrate knowledge of the fundamental principles and techniques of translation between English and Arabic.<\/td>\n<\/tr>\n

4<\/strong><\/td>\nPLO4<\/strong><\/td>\nB. Cognitive and Intellectual Skills<\/p>\n

B1. Analyze and interpret linguistic structures and language use critically and systematically.<\/p>\n

B2. Analyze, interpret, and evaluate literary texts using appropriate critical approaches.<\/p>\n

B3. Apply critical thinking, problem-solving, and analytical skills to academic and professional contexts.<\/p>\n

B4. Conduct basic academic research using appropriate research methods and reliable sources.<\/td>\n<\/tr>\n

5<\/strong><\/td>\nPLO5<\/strong><\/td>\nC. Practical and Professional Skills<\/p>\n

C1. Communicate effectively and accurately in English through listening, speaking, reading, and writing.<\/p>\n

C2. Apply appropriate teaching methods, strategies, assessment techniques, and educational technologies in English language teaching.<\/p>\n

C3. Plan and deliver effective English language lessons in accordance with learners\u2019 needs and educational objectives.<\/p>\n

C4. Translate a variety of texts accurately and appropriately between English and Arabic.<\/td>\n<\/tr>\n

6<\/strong><\/td>\nPLO6<\/strong><\/td>\nApplies the principles of historical source criticism, interpretation, documentation, and scholarly writing when transferring knowledge from primary and secondary sources.<\/td>\n<\/tr>\n
7<\/strong><\/td>\nPLO7<\/strong><\/td>\nUses Digital Humanities applications to archive, document, and electronically preserve historical heritage, archives, and manuscripts.<\/td>\n<\/tr>\n
8<\/strong><\/td>\nPLO8<\/strong><\/td>\nAdheres to standards of academic integrity and professional ethics in the transmission and critical editing of texts, while preserving intellectual property rights and safeguarding cultural heritage.<\/td>\n<\/tr>\n
9<\/strong><\/td>\nPLO9<\/strong><\/td>\nWorks effectively within multidisciplinary teams to implement scientific or technological projects, such as archaeological excavation projects, collaborative manuscript-editing projects, or the development of Digital Humanities software in cooperation with computer specialists.<\/td>\n<\/tr>\n
10<\/strong><\/td>\nPLO10<\/strong><\/td>\nCommunicates scientific and technical findings clearly, both orally and in writing, to academic and community audiences through research and presentations.<\/td>\n<\/tr>\n
11<\/strong><\/td>\nPLO11<\/strong><\/td>\nIntegrates artificial intelligence tools and digital analysis into Digital Humanities for historical research, including Optical Character Recognition (OCR), text mining, database analysis, and digital mapping of historical sources.<\/td>\n<\/tr>\n
12<\/strong><\/td>\nPLO12<\/strong><\/td>\nConsiders the principles of sustainability and green education when selecting digital tools and platforms in order to reduce paper consumption through the digitization of curricula, and sources.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\n
<\/div>\n<\/div>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>Iraqi National Qualifications Framework (NQF) Matrix<\/span><\/a><\/h4><\/div>
\n

The Bachelor of Education (B.A.) in English program is aligned with the Iraqi<\/p>\n

National Qualifications Framework (INQF) at Level 6. The following table illustrates how<\/p>\n

the program’s Graduate Outcomes correspond to the key learning domains defined by the<\/p>\n

INQF, ensuring that graduates acquire the knowledge, skills, competencies, and professional<\/p>\n

values required for effective professional and academic practice and lifelong learning:<\/p>\n

Specialized Learning Outcomes<\/strong><\/p>\n

    \n
  1. Knowledge<\/strong><\/li>\n<\/ol>\n

    The Specialized Learning Outcomes describe the specific knowledge, skills, and competencies that students are expected to acquire upon successful completion of the B.A. Program in English. These outcomes reflect the major areas of specialization within the program, including English language and linguistics, literature, English language teaching methodology, and translation.<\/p>\n

    Upon successful completion of the program, graduates will be able to:<\/p>\n

    – Demonstrate comprehensive knowledge of the structures and systems of the English language, including phonetics, phonology, morphology, syntax, semantics, and discourse.<\/p>\n

    – Demonstrate knowledge of major linguistic theories and concepts and their applications to the analysis of the English language.<\/p>\n

    – Demonstrate knowledge of major literary genres, periods, movements, authors, and critical approaches in English and American literature.<\/p>\n

    – Demonstrate knowledge of theories, principles, approaches, and methods related to teaching and learning English as a foreign language.<\/p>\n

    – Demonstrate knowledge of the basic principles, theories, and techniques of translation between English and Arabic.<\/p>\n

      \n
    1. Skills<\/strong><\/li>\n<\/ol>\n

      Upon successful completion of the program, graduates will be able to:<\/p>\n

      – Communicate effectively and accurately in English through listening, speaking, reading, and writing.<\/p>\n

      – Analyze English linguistic structures and language use using appropriate linguistic concepts and methods.<\/p>\n

      – Analyze, interpret, and critically evaluate literary texts from different genres and periods.<\/p>\n

      – Apply appropriate methods, strategies, activities, and assessment techniques in teaching English as a foreign language.<\/p>\n

      – Plan and deliver effective English language lessons appropriate to learners\u2019 needs and learning objectives.<\/p>\n

      – Translate different types of texts accurately and appropriately between English and Arabic.<\/p>\n

      – Conduct basic academic research in language, literature, English language teaching, and translation using appropriate research methods.<\/p>\n

        \n
      1. Competencies<\/strong><\/li>\n<\/ol>\n

        Upon successful completion of the program, graduates will be able to:<\/p>\n

        -Integrate linguistic knowledge and language skills effectively in academic, educational, and professional contexts.<\/p>\n

        – Apply theoretical knowledge of English language teaching to actual classroom situations.<\/p>\n

        – Select and use appropriate teaching materials, educational technologies, and assessment tools.<\/p>\n

        – Exercise critical and independent judgment when analyzing linguistic, literary, educational, and translation-related issues.<\/p>\n

        – Demonstrate professional responsibility, academic integrity, and ethical conduct in teaching, research, and other professional practices.<\/p>\n

        – Apply acquired knowledge and skills to solve problems and respond effectively to different academic and professional situations.<\/p>\n

        \n
        <\/div>\n<\/div>\n<\/div><\/div><\/div>

        <\/i><\/i><\/span>Course and Programme Learning Outcomes Matrix<\/span><\/a><\/h4><\/div>
        \n

        Course and Program Learning Outcomes Matrix<\/strong><\/p>\n

        The Program Learning Outcomes (PLOs) are achieved through the integrated delivery of<\/p>\n

        the English curriculum. The following matrix presents the alignment between the<\/p>\n

        core courses and the Program Learning Outcomes (PLOs), demonstrating how each course<\/p>\n

        contributes to the development of the knowledge, skills, and professional competencies<\/p>\n

        expected of graduates.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
        Course \u2013 PLO Mapping Matrix
        \nEnglish Program<\/strong><\/td>\n<\/tr>\n
        Course<\/strong><\/td>\nPLO1<\/strong><\/td>\nPLO2<\/strong><\/td>\nPLO3<\/strong><\/td>\nPLO4<\/strong><\/td>\nPLO5<\/strong><\/td>\nPLO6<\/strong><\/td>\nPLO7<\/strong><\/td>\nPLO8<\/strong><\/td>\nPLO9<\/strong><\/td>\nPLO10<\/strong><\/td>\nPLO11<\/strong><\/td>\nPLO12<\/strong><\/td>\n<\/tr>\n
        Modern Drama and Performance<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/tr>\n
        American Novel<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n<\/tr>\n
        Translation and Interpreting<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n<\/tr>\n
        Teaching Thinking & Advanced Communication<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        Teaching Practicum and Professional Portfolio<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        Advanced Pedagogical Grammar<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        Applied Linguistics & Discourse Analysis<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n<\/tr>\n
        Modern Novel<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        Modern Poetry and Poetics<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n<\/tr>\n
        Language Assessment and Test Design<\/strong><\/td>\n\u2713<\/strong><\/td>\n\u2713<\/strong><\/td>\n\u2713<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/strong><\/td>\n<\/tr>\n
        Language Assessment and Test Design<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n<\/tr>\n
        Graduation Research Project I<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/strong><\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        Contemporary Grammar II<\/strong><\/td>\n\u2713<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/strong><\/td>\n\u2713<\/strong><\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        Linguistics II: Meaning, Use and Acquisition<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n<\/tr>\n
        Romantic and Victorian Poetry<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        Pedagogy and Curriculum Innovation in ELT<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        Materials Design and Microteaching<\/strong><\/td>\n\u2713<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/strong><\/td>\n\u2713<\/strong><\/td>\n<\/tr>\n
        Research Methods in ELT<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        Contemporary Grammar I<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        Introduction to Linguistics<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        Victorian Novel<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        Guidance and Student Well-being<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        Renaissance Drama: Shakespeare<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        English Syntax<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        Advanced Listening and Speaking<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        Renaissance to Neoclassical Poetry<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n<\/tr>\n
        ELT Methods and Classroom Management<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n<\/tr>\n
        Computer Sciences II<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/tr>\n
        Administration & Educational Planning<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        Baath Party Crimes<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        English Morphology<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/td>\n\u00a0<\/strong><\/td>\n<\/td>\n\u2713<\/td>\n<\/tr>\n
        Reading Comprehension<\/strong>\u00a0 <\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n<\/td>\n\u00a0<\/strong><\/td>\n<\/td>\n\u2713<\/td>\n<\/tr>\n
        Drama I: One-Act and Elizabethan Drama<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/td>\n<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/tr>\n
        Short Story and Novella<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/td>\n<\/td>\n\u00a0<\/strong><\/td>\n<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/td>\n\u2713<\/td>\n<\/tr>\n
        Composition Writing<\/strong><\/td>\n\u2713<\/td>\n<\/td>\n<\/td>\n<\/td>\n\u00a0<\/strong><\/td>\n<\/td>\n\u2713<\/td>\n<\/td>\n<\/td>\n\u00a0<\/strong><\/td>\n<\/td>\n<\/td>\n<\/tr>\n
        Arabic Language<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n<\/td>\n<\/td>\n<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/tr>\n
        English Grammar II<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n<\/tr>\n
        English Phonology<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/tr>\n
        Reading & Writing<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n<\/tr>\n
        Introduction to English Literature II<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n<\/tr>\n
        Educational and Developmental Psychology<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n<\/tr>\n
        Computer Sciences I<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u2713<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
        \n
        <\/div>\n<\/div>\n<\/div><\/div><\/div>

        <\/i><\/i><\/span>Graduate Professional Profiles or Graduate Occupational Profile<\/span><\/a><\/h4><\/div>
        \n

        Graduate Professional profiles or Graduate Occupational profile<\/p>\n

        Graduates of the History Department can work in the following fields:<\/p>\n

          \n
        1. Ministry of Education
          \nEmployment as teachers and instructors of English in schools and educational institutions that teach English, with the ability to contribute to educational activities, curriculum support, and the development of students\u2019 awareness in English language and culture.<\/li>\n
        2. Ministry of Higher Education and Scientific Research \u2013 Universities and Research Centers Employment as teaching assistants or researchers in English departments, research centers, archives, and related academic institutions, with the possibility of pursuing postgraduate studies and subsequently obtaining teaching and academic positions.<\/li>\n
        3. Communications and Media Commission \u2013 Media, Publishing, and Journalism Sector and cultural media institutions:
          \nWorking as news broadcasters, program producers, and editors in satellite television channels, radio stations, and news websites<\/li>\n
        4. National Security Service \u2013 Security and Sovereign Sector (National Security and Crime Prevention)<\/li>\n<\/ol>\n

          National security and intelligence:
          \nWorking in research and content-analysis departments that require the examination of linguistic, archival, political, and documentary materials in support of institutional research, strategic studies, and the preservation of civil peace.<\/p>\n

            \n
          1. International Organizations and Civil Society (NGOs)<\/li>\n
          2. Technology and Artificial Intelligence Sector \u2013 Digital Humanities<\/li>\n<\/ol>\n

            Digital content and software development:
            \nWorking with technology companies, archives, libraries, and software developers to develop linguistic databases, digital archives, educational applications, linguistic datasets, and artificial intelligence tools used in Digital Humanities and linguistic research.<\/p>\n

            \n
            <\/div>\n<\/div>\n<\/div><\/div><\/div>

            <\/i><\/i><\/span>Opportunities for Further Study or Progression to Postgraduate Studies<\/span><\/a><\/h4><\/div>
            \n

            Completion of postgraduate studies.<\/strong><\/p>\n

            Opportunities to Further Study or Progression to Postgraduate Studies.<\/p>\n

            Graduates of the Bachelor of Education (B.A.) in English may pursue postgraduate<\/p>\n

            studies and professional development opportunities in the following areas:<\/p>\n

            –<\/strong> Postgraduate Studies<\/strong><\/p>\n

            – Master’s degree in Linguistics.<\/p>\n

            – Master\u2019s degree in literature.<\/p>\n<\/div><\/div><\/div>

            <\/i><\/i><\/span>Examination, Assessment, and Grading Regulations<\/span><\/a><\/h4><\/div>
            \n

            The English Program adopts the examination, assessment, and grading regulations<\/p>\n

            approved by the Ministry of Higher Education and Scientific Research (MOHESR) and the<\/p>\n

            University of Mosul. Student performance is assessed through a variety of continuous and<\/p>\n

            summative assessment methods, including:<\/p>\n