English Across Academic Domains 2 3301-L1PAENDO-2
- There are six modules (A-F) in the course (three modules per semester), each module is taught by a different teacher, the modules may be taught in any order.
- PE topics (e.g. unreal tenses / hypothesizing etc.) are – as far as possible – logically combined within a given module (A-F). The division of topics among modules ensures that all key PE topics (Problem Areas in English Grammar, Academic Vocabulary, and Grammar & Text) are targeted in the course.
- The division of PE topics between modules is as follows: Module A: sequencing, ordering, analyzing, structuring an argument, relative clauses; Module B: inferring, predicting hypothesizing, cause & effect, making connections, proposing, unreal tenses, subjunctive; Module C: synthesizing, summarizing, informing, concluding, being concise, using nouns and adverbs, articles; Module D: classifying, comparing & contrasting, reporting, reported speech; Module E: evaluating, justifying, persuading, emphasising, speculating, conditionals; Module F: explaining and describing problems, presenting solutions, seeking information, indirectness, making requests , verb patterns.
- Each module should target the PE topics assigned to it, however, teachers are encouraged to focus on any of the remaining PE topics if the need/opportunity arises. The PE topics should, ideally, be introduced/practiced in the context of the academic domain of a given Module (e.g. architecture / nature conservation/ musicology).
The course integrates the major discourse skills (reading, writing, listening, speaking) and promotes awareness of the language system (grammar, lexis, lexico-grammar), while maintaining a triple focus on content/cognition, culture/communication and learning skills. Content and language both carry equal weight for teaching and assessment purposes; content does not serve as an excuse for practising grammar patterns, it is a major factor contributing to the overall success rate of course participants. The modular content promotes the needs of individual learners and reflects the cross-disciplinary character of academic discourse. The resulting focus on learner autonomy encourages thinking “outside the box,” helps to increase student motivation and willingness to engage in course projects, tasks and activities.
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Term 2023L:
Moduł D: Celem modułu poświęconego ochronie przyrody jest rozwijanie umiejętności dyskursywnych (czytanie, pisanie, rozumienie ze słuchu i mówienie) oraz systemu językowego (słownictwa, gramatyki i leksyko-gramatyki) studentów poprzez zaznajomienie ich z działaniami ochronnymi wobec siedlisk przyrodniczych i zamieszkujących je gatunków. Studenci odbędą wycieczkę do cennego przyrodniczo miejsca w okolicach Warszawy, ucząc się rozpoznawać gatunki roślin i zwierząt oraz typy napotkanych tam siedlisk. Szczególna uwaga zostanie zwrócona na sposoby ich klasyfikowania poprzez wskazywanie różnic i podobieństw, czyli ustalanie cech diagnostycznych. Studenci będą proszeni o prowadzenie fotograficznej lub filmowej dokumentacji wycieczki, która posłuży za podstawę pisemnego sprawozdania. Wizyta terenowa i teksty (pisemne i/lub nagrania audio/video) omawiane na zajęciach mają za zadanie stymulowanie dyskusji na temat konkretnych rozwiązań zmierzających do utrzymania bioróżnorodności. Rozwiązania te będą rozważane w kontekście Wspólnej Polityki Rolnej UE, działań leśników, doktryny wzrostu gospodarczego i niepohamowanego pragnienia wygody przez ludzi. Ocenie podlegać będzie zarówno zdobyta przez studentów wiedza, jak i spójność, precyzja, poprawność językowa oraz adekwatność pragmatyczna ich wypowiedzi. |
Type of course
Course coordinators
Term 2023L: | Term 2024L: |
Learning outcomes
Knowledge
Students will be able to:
- use in practical tasks the knowledge of English grammar, syntax, phonetics, morphology and pragmatics on an advanced level (K_W05)
- identify on an advanced level the multiplicity of cultures and their complexity, cultural codes, as well as structural and institutional background of culture, with special focus on English-speaking countries, as reflected in various academic domains (K_W09)
Abilities
Students will be able to:
- collect information from various sources, critically assess a source and usefulness of information; analyse and draw generalizations on the basis of information so obtained in relation to the relevant academic domain (K_U05)
- plan and organise working alone and in a team to attain goals set by class/Moodle assignments, and for the final debate or project (K_U08)
- present knowledge on a relevant academic discipline and communicate it in a cohesive, precise and linguistically correct manner in the English language at level C1 as defined by the Common European Framework of Reference for Languages (K_U09)
Social competences
Students will be ready to:
- value responsibility for one’s own work and respect the work of others, adhering to the professional and ethical norms in doing the projects, fieldwork and other activities specified for each module (K_K03)
- function effectively in social and cultural interactions, through various forms and media, thanks to the ability to express oneself in a cohesive and lucid manner on issues concerning relevant academic domains (K_K05)
Education at language level B2+.
Assessment criteria
The final semester grade is the average of all three modules and is based on (with reference to learning outcomes): in-class participation and collaboration (K_W09, K_U08, K_U09), completion of Moodle assignments (K_W05, K_K03), contribution to the final debate or group project (K_W05, K_U05, K_U08, K_K05).
3 absences a semester are allowed. Ways of making up for missed classes are to be negotiated with the class instructor.
For each module the final grade is calculated on the basis of:
o active participation in class and (optionally) completion of open-ended Moodle assignments (30%)
o completion of closed-ended Moodle assignments (30%)
o contribution to the final debate or group project (minimum 3 students per group) (40%)
Bibliography
Problem Areas in English Grammar handouts compiled by A. Wojtyś
Kinsella, K. (2010). Academic Language Function Toolkit. Sweetwater Union High School District.
McCarthy, M. & O’Dell, F. (2016) Academic Vocabulary in Use. 2nd ed. Cambridge: CUP.
Lynch, T. & Anderson, K. (2013) Grammar for Academic Writing. University of Edinburgh.
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https://ec.europa.eu/environment/nature/legislation/habitatsdirective/index_en.htm |
Notes
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Term 2023L:
Zajęcia w budynku na ul. Dobrej 55: tydzień I: 14/15/16 maja 2024r., tydzień II: 21/22/23 maja, tydzień IV: 4/5/6 czerwca, tydzień V: 11/12/13 czerwca. Zamiast zajęć w tygodniu III odbędzie się wycieczka terenowa - w dniu wolnym od innych zajęć, do ustalenia na pierwszym spotkaniu. Obecność mile widziana, choć, nie może być obowiązkowa. Można tylko wyrazić nadzieję, że każda grupa będzie mieć przynajmniej jedną reprezentantkę/jednego reprezentanta dysponującego czasem i ochotą zażycia świeżego powietrza, zobaczenia pięknych widoków, zdobycia pewnej wiedzy przyrodniczej oraz chętnego zdać sprawozdanie reszcie grupy. |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: