Practical English 4100-1SNJAO

WRITING component

During the "Writing at the academic level" course, the student gains knowledge on the correct construction of a paragraph (1 semester) and an essay (2 semester) in English. In the first semester, the student learns the correct structure of a paragraph and learns to formulate correct key sentences. Factual paragraphs are discussed: narrative, comparison and contrast, cause and effect, description / analysis of the process, as well as representation patterns: chronology, emphasis, illustration. He gains knowledge about the methods of working with the text and learns the correct use of punctuation marks and the formation of complex sentences with the use of discourse markers. At the same time, during the entire semester, the student works on correctness of sentence structures and grammar. In the second semester, the emphasis is on mastering and practicing the structure of the essay using the paragraph knowledge acquired by students in the first semester. The student learns how to write introductions and conclusions of the essays and learns about different types of descriptive and argumentative essays. Throughout the semester, the student learns the correct use of punctuation marks, discourse markers and works on the correctness of sentence structures and grammar.

Semester 2
- Main parts of the essay structure, introduction and conclusion
- Descriptive essay: comparison and contrast, cause and effect, arguments for and against
- Descriptive representation and precise use of adjectives and adverbs
- Use of conjunctions (discourse markers) and punctuation
- Work on the correctness of sentence structures and grammar

The READING component:

The main objectives of the course are: to share reading experiences, develop critical analysis skills, contribute to the creation of analytically minded graduates, encourage students to read texts on various topics for both pleasure and academic purposes. Students are required to keep a briefcase containing notes, a diary of their reading experiences and work with the dictionary in the briefcase. The file should be accompanied by a linguistic / critical analysis of advertising texts and articles from major British newspapers. Original materials will be mainly used during the classes. The exercises are aimed at developing the ability to work with a text in terms of lexis (contextual inference strategies, working with a monolingual dictionary), paragraph structures (thematic and supporting sentences, the order of sentences in a paragraph, the general message of a paragraph), interpretation of non-fiction text: scientific and newspaper (thesis, structure of arguments, types of text / press articles, tones / styles, e.g. ironic, neutral, language tropes and jokes).
The achievement by the student of the intended learning outcomes requires the student's own work in the amount of about 45 hours. As part of their own work, the student will be required to prepare a wide range of homework assignments related to the development of vocabulary at an advanced level and critical text analysis.

The scope of the course covers the following areas.
- text, types of text, text characteristics
academic
- text structure at the paragraph level: main thought, 'topic
sentences'
- factors influencing the understanding of the text: code, message
discourse, cultural conditions
- elements of critical text analysis: author, purpose, recipient,
hidden and double meanings, irony, language joke
- newspapers: news article structure
- rhetorical patterns: exposure, polemics
- introductory articles, columns
- journals, scientific reports
- note, summary, paraphrasing
- text interpretation: fact or opinion
- rhetorical patterns: scientific discourse
- essay structure
Note: individual issues may be implemented during several classes

ORAL COMMUNICATION component:

In Oral Communication classes, students develop listening and speaking skills at C1 level based on textbooks and additional materials. Students also develop their vocabulary at C1 level.
The course is conducted in such a way that during the course students perform oral mini-tasks based on various types of didactic materials. These activities involve students in a variety of interactions: individual, pair and group work, allowing them to practice the spoken language.
Classes based on the problem situation assume:
A. preparation for the task (input / teaching aids such as text, audio / video recordings, etc.),
B. planning it,
C. completing the task (students work on a designated topic),
D. reporting the results of the task and E. discussing them.

Semester 2

- Description of external appearance, feelings and characteristics
- Health and medicine
- Changing roles in family life and in society
- Reasons and effects of social problems
- Education and lifelong learning
- Employment interviews and business meetings
- Description of industrial and scientific processes
- Language of graphs and statistical research

WRITING component

Oshima, Alice and Hogue, Ann. Writing Academic English.
New York: Pearson Educational, 1999
Gould, DiYanni and Smith. The Act of Writing. Random
House, 1998
Cory, Hugh. Advanced Writing with English in Use CAE.
Oxford, 1999

The READING component:

Alderson, Ch. 2000. Assessing Reading. Cambridge: Cambridge University Press
Baudoin, M., E. et al. 1977. Reader's Choice. Ann Arbor: The University of Michigan Press.
Bobryk J. 2001. Spadkobiercy Teuta, Ludzie I Media. W-wa: Wydawnictwo UW
Grellet, F. 1981. Developing Reading Skills. CUP.
Nuttal, C. 1982/1999. Teaching Reading Skills in a Foreign Language. Heinemann.
Reading and Thinking in English. Exploring Functions. The British Council. OUP 1979.
Selected essays./The Norton Reader, Dolphin Anthology
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