Practical English Course 4101-4SPNJA
ACADEMIC WRITING:
The main objectives of the course are to improve the accuracy and scope of vocabulary, knowledge of grammar and punctuation. The course will give the students the opportunity to analyse and produce a variety of argumentative and critical texts, as well as furthering the use of advanced writing techniques when presenting and organising their own thoughts. Individual and pair work activities will be a feature of each class. The final grade will be based on homework and in-class assessments, which will comprise 50% of the grade. In semester 4, students are graded on the basis of the ‘long paper’ (4,000 words)
Semester 2
• A long paper:
Selection and narrowing of the topic area
Formulation of a thesis
Supplementary reading and note taking
Writing an effective introduction/conclusion
Citing/writing a bibliography and ways to avoid plagiarism
Advanced exercises on sentence/paragraph structure, grammar, punctuation, summary and translation
ACADEMIC READING:
The aim of the course is to improve reading skills and develop students’ research skills (collecting, selecting, analysing, assessing and synthesising information) and preparing students for the independent analysis of a range of texts. These comprise two main types: culture-based texts using formal English; academic-research based texts. Work on the source text should include a critical analysis and an attempt to integrate the information it contains with the students’ existing knowledge. During the analysis stage, students should be capable of: identification of the problem presented/thesis; the method of argument and research methods employed; any conclusions drawn. In addition, the student should, at all times, maintain critical distance to the material. The course pays particular attention to the formal and academic register of English: professional vocabulary and terminology; organisation and argumentative elements of the text; formal and logical textual coherence; principles and conventions followed when making citations; writing footnotes and bibliographies.
In short, the course develops the individual student’s language awareness and highlights the need to be precise and logical at all times when expressing their own points of view.
Course Aims:
1 Developing the ability to read and interpret the content of a range of formal texts whether they be culturally or academically based.
2 Developing critical thinking skills
3 Developing the ability to give a precise and succinct reaction to a source text
ACADEMIC COMMUNICATION:
Communication classes in the second year are intended to promote greater confidence in the student’s ability to comment on a range of familiar topics. In-class material is intended to highlight this approach. By the end of the course the student should feel confident in presenting their views (and the views of others) on a particular theme. They should, furthermore, be able to independently (or in small groups) explore links to other topic-related areas and be prepared to give detailed feedback to the rest of the class. Listening tasks should serve the purpose of highlighting the importance of vocabulary and sentence structure when dealing with a range of academic and non-academic situations. They should also expose the student as much as possible to the range of spoken English and should, therefore, be based upon authentic material wherever possible. In order for the student to feel a sense of development it is critical that they are made aware of the importance of self-study; as a result, 30-40 study hours per semester is not considered unreasonable. Part of this will result in a recorded task each semester (which reflects some form of documented research) for assessment purposes.
Type of course
Learning outcomes
ACADEMIC WRITING:
K_W01 student has some basic knowledge of methods to develop and activate lexical resources, and of their practical application in teaching English
K_W02 student has some basic knowledge of the grammar, punctuation, syntax, morphology and spelling of English, as well as an awareness of paragraph/essay structure of academic writing typical of the English-speaking world
K_W03 student is aware of the basic terminology used when speaking of the structure, usage and integration of language; they are also aware of ways to manage discourse that is appropriate for the teaching of English
K_U01 student is capable of searching for, analysing, evaluating, selecting, and employing information using a variety of sources and methods
K_U09 student is able to substantiate an argument and formulate conclusions by referring to opinions expressed by published authors and sources
K_U11 student is able to prepare standard written compositions, either in Polish or their second language, that are relevant to their field of study. These should engage with specific issues and basic theoretical approaches and be supported by a range of sources
K_U19 student has the ability to express their own opinions/ideas, doubts and suggestions and support them with arguments that draw upon a range of arguments from a variety of theoretical perspectives/published authors
K_U25 student is able to assess their progress and highlight areas for further study
K_K07 student is committed to the idea of regularly assessing their level of knowledge and competencies and of taking any necessary corrective steps in order to show their awareness of the benefits of lifelong learning
ACADEMIC READING:
Knowledge
K_W01 student has a basic understanding of research methods in the humanities (for example, is aware of the potential difficulty of interpreting and evaluating the value of artistic works; understands that there are many contrasting schools/approaches in the field of linguistics, and is aware of some of the criteria used in assessment; and is aware of some of the research methods used when describing foreign language acquisition)
K_W02 student has basic knowledge of the key points of research into the acquisition of a foreign language and of the didactics of teaching English
K_W03 student is aware of the basic terminology used in scientific research (for example, research hypothesis, methods, questions and research conclusions, language register, paraphrase, critical source, source text, plagiarism)
Skills
K_U01 student can collect, analyse, synthesise, select and evaluate information. Additionally, they are aware of some of the more common databases used in linguistics and are familiar with conducting library-based research
K_U09 student is able to support and promote their argument by referring to published sources and to draw conclusions by referring to relevant academic research
K_U10 student is capable of locating source material relevant to a given research topic and of using library resources
K_U11 student is capable of composing a short academic essay in English, which illustrates, among others, the following textual features: an abstract, use of paraphrase, summary and quotation, reference to primary and secondary sources
K_U12 student is able to prepare oral presentations, either in Polish or their second language, on a specific issue, using basic theoretical approaches, supported by a range of sources
K_U18 student displays awareness of the skills necessary for good interpersonal communication, is able to use specialised register, and can communicate in a precise and consistent manner (using a variety of channels and techniques) both with educationalists, from their field of study, and non-specialists
K_U19 student is capable of reacting to a specific text with their own ideas, questions and speculations, supporting these with arguments from the relevant theoretical context
K_U24 student is comfortable working in a group environment and is able to give and respond to constructive criticism. In addition, they are aware of the modes of behaviour when taking part in an academic debate/simulated academic conference (for example, the preparation of a conference abstract/preparation)
K_U27 student has a competent grasp of the English language. This should include: academic register, general linguistic terminology, basic methodology for conducting research in the humanities and the structure of academic workshops
Social Competences
K_K05 student is aware of the importance of preserving regional, national and European heritages
K_K06 student embraces a range of media formats in order to be an active participant in cultural life
K_K07 student is aware of the assistance provided by their academic supervisor in the research process
K_K13 student is aware of the importance of a conscientious approach when conducting research, whether it be in the planning or composition stage of their B.A. dissertation
ACADEMIC COMMUNICATION
KNOWLEDGE
K_W01 student has some basic knowledge of methods to develop and activate lexical resources, and of their practical application in teaching English
K_W02 student has some basic knowledge of the opportunities, methodology and legal requirements concerning the sourcing, and adaptation of authentic materials, and their practical application in teaching English
K_W03 student is aware of the basic terminology used when speaking of the structure, usage and integration of language; they are also aware of ways to manage discourse that is appropriate for the teaching of English/various real-life situations
SKILLS
K_U01 student is capable of searching for, analysing, evaluating, selecting, and employing information, using a variety of sources and methods
K_U09 student is able to substantiate an argument and formulate conclusions by referring to the opinions expressed by published authors and sources
K_U10 student is able to communicate, using a variety of channels and techniques, with educationalists working in areas relevant to their field of study, either in Polish or their second language
K_U11 student is able to prepare standard written compositions, either in Polish or their second language, that are relevant to their field of study. These should engage with specific issues and basic theoretical approaches and be supported by a range of sources
K_U12 student is able to prepare oral presentations, either in Polish or their second language, on a specific issue, using basic theoretical approaches, supported by a range of sources
K_U18 student displays awareness of the skills necessary for good interpersonal communication, is able to use specialised register, and can communicate in a precise and consistent manner (using a variety of channels and techniques) both with educationalists, from their field of study, and non-specialists
K_U19 student is capable of assessing the suitability of standard methods, procedures and good practices when planning educational, teaching and childcare activities
SOCIAL COMPETENCES
K_K05 student is aware of the importance of preserving regional, national and European heritages, and of the benefits of multilingualism and multiculturalism
K_K06 student embraces a range of media formats in order to be an active participant in cultural life
K_K07 student is committed to the idea of regularly assessing their level of knowledge and competencies and of taking any necessary corrective steps in order to show their awareness of the benefits of lifelong learning
K_K13 student is aware of the importance of a conscientious approach to the profession, whether it be in the planning or implementation stage
Assessment criteria
ACADEMIC WRITING
Regular attendance and active participation are essential. In semester 3, the final grade will be based on homework and in-class assessments, which will comprise 50% of the grade. The term paper written at the end of the semester accounts for the other 50%. In semester 4, students are graded on the basis of the ‘long paper’
ACADEMIC READING
Learning Outcomes are assessed in the following manner:
- text comprehension tests
- Test 1 – A written test containing closed tasks to check comprehension of a text in formal English with a culture-based subject matter (30%)
- Test 2 – A written test containing closed tasks to check comprehension of a text in formal English with an academic-based subject matter (30%)
- Ongoing assessment of in-class participation (20%)
- The keeping of a personal portfolio containing work/notes made during class time and any homework activities (10%)
ACADEMIC COMMUNICATION
Assessment in semesters 1-4 is based upon the following:
- attendance and classroom contributions: 30%
- in-class assessments (comprising a short, spoken presentation and 2 listening tasks): 40%
- recorded assignment: 20%
- logbook of listening activities:10%
In semester 4, assessment the above weighting remains the same, but, due to the absence of an in-class presentation, both the in-class tests and the recorded assignment contribute up to 30% of the final grade.
Bibliography
ACADEMIC READING
Booth, W. C., Colomb, G. G. , Williams, J. , M. (2007). A manual for writers of research papers, theses, and
dissertations. Chicago style for writers and researchers.Chicago and London: The University of Chicago Press.
Hewings, M. (2012). Cambridge academic English (upper-intermediate). Cambridge: CUP.
Hewings, M. & Thaine, C. (2012). Cambridge academic English (advanced). Cambridge: CUP.
Hinkel, E. (2004). Teaching academic ESL writing. Practical techniques in vocabulary and grammar. London: Lawrence
Erlbaum.Jordan, R. R. (1990). Academic writing course. Edinburgh Gate: Longman
McCarthy, M., & O’Dell, F. (2008). Academic vocabulary in use. Cambridge, New York: CUP.
McCormack, J., & Slaght, J. (2005). Extended writing and research skills. Reading: Garnet Education.
McCormack, J., & Watkins., S. (2009). English for academic study: speaking. Reading: Garnet Education.
Wallwork, A. (2013). English for academic research writing exercises. New York: Springer.
Zemach, D. E. (2009). Building academic reading skills 1 & 2. Michigan University Press.
Zemach, D. E. & Rumisek, L. (2005). Academic writing: from paragraph to essay. Oxford: Macmillan Education.
Zwier, L. J. 2002. Building academic vocabulary. Ann Arbor: University of Michigan Press.
ACADEMIC WRITING
Evans, Virginia. Successful Writing Proficiency. Swansea: Express, 1997.
Stevens, Mary. Proficiency Writing. Harlow: Pearson, 1999.
Oshima, Alice, Ann Hogue. Writing Academic English. New York: Pearson Educational, 1999.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers: New York: MLA, 2003.
The McGraw-Hill Reader. Ed. G.H. Muller. New York: McGraw-Hill, 1988.
ACADEMIC COMMUNICATION
Jones, L., New Cambridge Advanced English, CUP, Cambridge, 1998.
Soars, J. & Soars, L., Headway Advanced, OUP, Oxford,1989.
Ur, P., Discussions that work, CUP, Cambridge, 1996.
Vince, M., Advanced Language Practice, Macmillan Heinemann, Oxford, 1994.
Wellman, G., The Heinemann English Wordbuilder, Macmillan Heinemann, Oxford, 1998.
Stanton, Alan and Susan Morris, Fast Track to CAE, Pearson Education, Harlow, 1999.
Boyd, Elaine, CAE Gold Plus (Exam Maximiser), Pearson Education, Harlow, 2008.
McCarthy Michael and Felicity O’Dell, English Phrasal Verbs in Use (Advanced), CUP, Cambridge, 2007.
McCarthy Michael and Felicity O’Dell, English Academic Vocabulary in Use, CUP, Cambridge, 2008.
BBC Radio / PBS podcasts
Teacher’s own materials
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: