English as a foreign language I - 1. Integrated skills; 2. Communicative practice; 3. Grammar; 4. Pronunciation; 5. Writing

compulsory

English philology

1st cycle

1. (CW1) Integrated skills

1. Expanding the range of vocabulary in selected topic areas at B2/B2+ level.

2. Developing speaking skills with reference to a variety of forms of oral production.

3. Developing reading skills of English texts.

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2. (CW2) Communicative practice

1. Developing communication skills with the focus on improving language accuracy, mainly grammatical and pronunciation accuracy.

2. Expanding grammatical and lexical structures used in spoken communication.

3. Developing the ability to use register appropriate for a given situation.

4. Developing conscious control of grammatical structures, pronunciation and vocabulary used in communication.

5. Developing the ability to work independently on one’s language accuracy.

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3. (CW3) Grammar

1. Mastering the knowledge of forms concerning selected grammatical constructions.

2. Mastering the rules of use - within specific registers and contexts - concerning selected grammatical constructions.

3. Mastering the skill of applying the knowledge of forms and use concerning selected grammatical structures in controlled exercises.

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4. (CW4) Pronunciation

1. Developing the ability of articulating English sounds in all allophonic contexts while maintaining the necessary phonemic contrasts.

2. Developing the awareness of the social meaning of pronunciation.

3. Developing the ability of monitoring one’s speech and independently working on one’s pronunciation.

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5.(CW5) Writing

1. Introducing the form of an expository paragraph and developing the ability of recognising, constructing and writing such paragraphs.

2. Introducing the basic rhetorical modes of constructing expository paragraphs and developing the ability to recognise them as well as applying them in written work.

3. Introducing the principles of writing short summaries, developing the skill of identifying relevant information in the source text and writing a summary based on this information.

4. Developing the command of communicative, technical, cognitive and organizational aspects of written language such as style, register, punctuation, awareness of the recipient, and the stages of the writing process.

Year 1

(in Polish) 1. (CW1) Sprawności zintegrowane: TAK (częściowo)

2. (CW2) Ćwiczenia komunikacyjne: TAK (częściowo)

3. (CW3) Gramatyka: ..

4. (CW4) Wymowa: Tak (częściowo); materiały, testowanie zagadnień, załączanie nagrań do oceny

5. (CW5) Pisanie: TAK (częściowo)

Ability to use English at B2/B2+ level.

Successful completion of the recruitment process for the 1st cycle at English philology, AMU.

WA PNJA website, WAMU Moodle, Collegium Novum Library

1. (CW1) Integrated skills

1. Presentation techniques; practicing and revising vocabulary (paraphrasing; definitions; providing Polish equivalents; matching; creating collocations; error correction; the use of vocabulary in communicative situations in the classroom; individual practice plus practice in pairs and groups.

2. Introducing the principles of preparing presentations: how to organize a presentation; preparing a presentation plan; selection of appropriate vocabulary and grammatical structures; selection of appropriate content; discussing the effective use of communication strategies.

3. Discussing articles; communication exercises in pairs and groups; conducting panel discussions and debates; discussing the effective use of communication strategies.

4. Student presentations followed by their constructive analysis by the students and the teacher; selecting and using a range of multimedia materials (eg. podcasts) to expand the linguistic knowledge and competences with regard to the topics discussed.

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2. (CW2) Communicative practice

1. Analysis of written texts from the point of view of grammatical and lexical structures used; reading comprehension exercises; pair and group discussion.

2. Interpretation of audio and audiovisual materials; listening comprehension exercises; pair and group discussion.

3. Practising and consolidating grammar structures and vocabulary from a range of chosen topics (giving synonyms and definitions of words, using words and structures in context, paraphrasing); using the grammatical and lexical structures covered in classes in communicative activities.

4. Analysing and practising various communication strategies; pair and group discussion; discussing the principles of preparing presentations; analysing short speeches given during classes or recorded as homework from the point of view of language accuracy and the logic of argumentation.

5. Looking up the meaning of a word or phrase in a dictionary, its use and pronunciation; selecting and using multimedia materials pertaining to the topics discussed; self- and peer-correction of errors.

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3. (CW3) Grammar

...

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4. (CW4) Pronunciation

1. Articulatory descriptions of speech sounds

2. Listening to model texts and repeating

3. Pronunciation drills

4. Reading dialogues and texts

5. Oral presentations

6. Perception tests

7. Phonemic transcription exercises

8. Exposure to authentic texts (e.g. BBC)

9. Laboratory exercises

10. Individual consultations

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5. (CW5) Writing

1. Text analysis - reading for gist/ reading for detail

2. Analysing model paragraphs and summaries

3. Generating ideas - brainstorming

4. Preparing paragraph outlines

5. Error analysis, self- and peer-correction of errors

6. Parapharasing

7. Individual work and pair/group work

8. Work with a textbook (style, vocabulary, grammar and punctuation exercises).

1. (CW1) Integrated skills

60 hours of classes + 40 hours of students' work (preparation for classes and exam) = 3 ECTS points

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2. (CW2) Communicative practice

60 hours of classes + 40 hours of students' work (preparation for classes and exam) = 3 ECTS points

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3. (CW3) Grammar

60 hours of classes + 40 hours of students' work (preparation for classes and exam) = 4 ECTS points

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4. (CW4) Pronunciation

Number of hours (according to the syllabus) of classes with the teacher 120 h

Student’s own work – preparation for classes - 20 h

Student’s own work – preparation for examination - 20 h

TOTAL HOURS - 160 h

TOTAL NUMBER OF ECTS CREDITS - 4

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5. (CW5) Writing

Classroom hours: 60

Student's own work (writing and correcting at least 6 paragraphs and at least 5 summaries): 30

Student's own work (additional practice, preparation for classes): 20

Student's own work: preparation for the final exam: 10

Total number of hours: 120

Number of ECTS points: 4

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Overall:

18 ECTS (for two semesters of PNJA I classes)

(First semester of EFL classses for 1BA. Continued as 15-PNJA-1BA-22.)

(First semester of EFL classses for 1BA. Continued as 15-PNJA-1BA-22.)

1. (CW1) Integrated skills

The EFL "integrated skills" course (previously: General English Speaking Course) for year 1 BA is an advanced-level course which is aimed at bringing students up to a higher level of lexical and grammatical accuracy. In the course students are to be taught a wide range of advanced vocabulary, together with the development of communication skills to help them to express opinions both logically and fluently. Specified topics are covered during the course which are set out at the beginning of the year. These topics will form an integral part of the final oral exam in the June exam session. A wide variety of materials from diversified sources (audio-visual and written materials) are used in the make up of the course. Students are expected to give presentations on a topic from the course. By the end of the course it is expected that students will have attained an advanced level of linguistic and communicative skills.

Learning contents:

1. Use of grammatical structures practised in EFL grammar classes in spoken communication: Nouns (countable, uncountable), Articles, Tenses, Reported Speech, Infinitive vs. Gerund, Conditionals, Passive and hearsay reporting, Modal verbs, Prepositions, Noun-verb agreement, Plurals, Possessive forms, Pronouns, Quantifiers and demonstratives.

2. Presenting and use of vocabulary related to a certain communicative activity.

3. Presenting phrases helpful in developing oral forms of expression, picture description, expressing opinion, negotiation, discussion, and their use in spoken communication.

4. Discussing the principles of successful communication

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2. (CW2) Communicative practice

The main aim of the course is to develop communication skills at B2+ level with the focus on improving language accuracy, mainly grammatical and pronunciation accuracy. Students participate in a variety of speaking tasks on a range of chosen topics in which they learn to control their grammar, vocabulary and pronunciation. Students also develop their reading and listening skills, and expand their grammar structures and vocabulary.

Learning contents:

1. The family and personality; auxiliary verb have: grammar and vocabulary exercises, reading and listening comprehension tasks, communicative activities, presentations.

2. Work and success; linkers: grammar and vocabulary exercises, reading and listening comprehension tasks, communicative activities, presentations.

3. Learning languages; pronouns: grammar and vocabulary exercises, reading and listening comprehension tasks, communicative activities, presentations.

4. Childhood memories; past tenses and ways of expressing the past: grammar and vocabulary exercises, reading and listening comprehension tasks, communicative activities, presentations.

5. Modal verbs and expressions for speculation: grammar and vocabulary exercises, reading and listening comprehension tasks, communicative activities.

6. Books and films: vocabulary exercises, reading and listening comprehension tasks, communicative activities, presentations.

7. Managing time and money; distancing and the passive: grammar and vocabulary exercises, reading and listening comprehension tasks, communicative activities, presentations.

8. Lifestyles; infinitive and -ing forms: grammar and vocabulary exercises, reading and listening comprehension tasks, communicative activities, presentations.

9. Modern addictions; conditionals: grammar and vocabulary exercises, reading and listening comprehension tasks, communicative activities, presentations.

10. Art and artists; verbs of the senses: grammar and vocabulary exercises, reading and listening comprehension tasks, communicative activities, presentations.

11. Travel and tourism; expressing future plans and arrangements: grammar and vocabulary exercises, reading and listening comprehension tasks, communicative activities, presentations.

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3. (CW3) Grammar

Learning contents:

1. Discussion of the theory behind the basic problems, notions and terms from the grammar of the English language: Tenses: Simple Present vs. Present Cont.; Tenses: Speaking about the future; Tenses: Simple Past vs Past Cont.; Tenses: Present Perfect; Tenses: Present Perfect (2) – all aspects plus contrasts with Simple Past (PLUS: since, ago, for how long, etc.); Tenses: Present Perfect Cont. (vs. other tenses); Tenses: Past Perfect (vs. other tenses); Tenses: Past Perfect and Past Perfect Cont. (vs. other tenses); Nouns and noun phrases; Pronouns; Number and quantity; Quantifiers and demonstratives; Articles; Infinitive vs Gerund; Reported speech – Time sequence; Conditionals: 1st vs 2nd; Conditionals: 1st vs 2nd vs. 3rd; Conditionals: 1st vs 2nd vs. 3rd vs. mixed; Passive and hearsay reporting; Modal verbs; Prepositions and prepositional phrases; Phrasal Verbs.

2. Intense grammatical and lexical exercises developing and checking the ability to use language structures and principles of correct grammar of the English language: paraphrase, open cloze test, understanding of written texts, word formation, multiple choice grammatical test and error spotting.

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4. (CW4) Pronunciation

The course is taught in the first two years of the BA programme, with two classes per week in 1BA. There is a division into so-called “British” and “American” groups, which is reflected in the pronunciation model used. The aim is for the students to develop consistent, fully intelligible pronunciation based on native phonemic and allophonic models.

The teaching/learning process involves the following:

exposure (e.g. pronunciation-based listening; transcription);

production (e.g. drills and exercises in class; individual homework practice and pairwork, with and without recordings);

transfer to new contexts (e.g. prepared and improvised dialogues, monologues, speeches, text reading, etc.).

The syllabus for 1BA focuses on the segmental phonetics of British or American English, including:

vowel inventory

consonants and consonantal clusters

weak forms.

Learning contents:

1. Consonants and vowels of the English language – phonemic and allophonic aspects.

2. Basic introduction to suprasegmental features; word and sentence stress, rhythm and intonation.

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5. (CW5) Writing

The main aims of the course are to develop the ability of recognising, constructing and writing various types of expository paragraphs as well as introducing the principles of writing short summaries, developing the skill of identifying relevant information in the source text and writing a summary based on this information. The course also aims to develop the command of communicative, technical, cognitive and organizational aspects of written language such as style, register, punctuation, awareness of the recipient, and the stages of the writing process.

Learning contents:

1. Reading, analysing and discussing model paragraphs to identify principles ruling the organisation of a typical paragraph;

2. Exercises on the paragraph structure: controlling idea, topic sentence, major/minor supporting sentences, concluding sentence, unity/cohesion, logic (coherence), completeness;

3. Learning and perfecting through writing and correction 6 obligatory types of paragraph development: listing/ exemplification, comparison and contrast, classification, cause and effect; and 2 additional ones – definition and process description.

4. Exercises developing the practical use of English: register and style, complex and compound sentences, effective selection of vocabulary, logical linking and linking phrases, the basic rules of punctuation.

5 Writing and correcting at least 5-6 short summaries of contemporary texts of 100-210 words on general topics.

1. (CW1) Integrated skills

Sim, D.D. and B. Laufer-Dvorkin. 1984. Vocabulary Development. Collins ELT.

Vince, M. 1994. Advanced Language Practice. Heinemann.

McCarthy, M. and F. O’Dell. 2001. English Vocabulary in Use. Upper-intermediate. Cambridge University Press.

McCarthy, M. and F. O’Dell. 2005. English Collocations in Use. Cambridge University Press.

Maurer, J. 2000. Focus on Grammar. Advanced. Pearsons ESL

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2. (CW2) Communicative practice

Latham-Koenig, Ch., C. Oxenden and J. Lambert. 2015. English File Advanced 3rd Edition. Oxford: Oxford University Press.

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3. (CW3) Grammar

My Grammar Lab, 2012, M. Foley and D. Hall.

Oxford English Grammar Course Intermediate, Swan and Walter

Oxford English Grammar Course Advanced, 2011, Swan and Walter

Advanced Grammar in Use, 1999, M. Hewings

Macmillan English Grammar in Context Advanced, 2008, M. Vince

Use of English 2 (New Edition), V. Evans.

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4. (CW4) Pronunciation

Pronunciation dictionaries

Jones, D. 2011. Cambridge English pronouncing dictionary. (18th edition by P. Roach, J. Setter and J. Esling With CD-ROM.) CUP.

Kenyon, J.S and T.A. Knott. 1953. A pronouncing dictionary of American English. G.C. Merriam Co.

Lindsey, G. and Péter Szigetvári. CUBE pronunciation dictionary, with sound links: http://seas3.elte.hu/cube/

Upton, C. and W. Kretzschmar. 2017. The Routledge Dictionary of Pronunciation for Current English. (2nd edition). Routledge.

Wells, J. 2008. Longman pronunciation dictionary. (3rd edition. With CD-ROM.) Pearson Education.

Coursebooks

British English

Bowler, B. and S. Cunningham. 1991. Headway (Intermediate and Upper Intermediate) pronunciation. OUP.

Bradford, B. 1988. Intonation in context. CUP.

Brazil, D. 1994. Pronunciation for advanced learners of English. CUP.

Espeseth, M. 1999. Academic listening encounters. CUP.

Gimson, A.C. 1975. A practical course of English pronunciation. Edward Arnold.

Hancock, M. 1995. Pronunciation games. CUP.

Hancock, M. 2003. English pronunciation in use (Intermediate). CUP. [With audio CDs and CD-ROM.]

Hewings, M. 2007. English pronunciation in use (Advanced). CUP. [With audio CDs and CD-ROM.]

Morris-Wilson, I. 1984. English phonemic transcription. Blackwell.

Mortimer, C. 1984. Elements of pronunciation. CUP.

Nadstoga, Z. and W. Sobkowiak. 1997. The lighter side of English. Wiedza Powszechna.

O’Connor, J.D. 1971. Advanced phonetic reader. CUP.

O’Connor J.D. 1973. Phonetic drill reader. CUP.

O’Connor, J.D. and J. Fletcher. 1991. Sounds English. Longman.

Ponsonby, M. 1982. How now, brown cow? Pergamon Press.

Sawala K., T. Szczegóła, and M. Jankowski. 2017. Say It Right - A Multimedia Course in English Pronunciation and Vocabulary 5.0. Poznań: Oficyna Wydawnicza Atena Krzysztof Sawala; Motivex.

Thompson, I. 1985. Intonation practice. OUP.

Vaughan-Rees, M. 1994. Rhymes and rhythm: A poem-based course for English pronunciation. Macmillan.

Wells, J. 2006. English intonation: An introduction. CUP. [With audio CD.]

American English

Bifulco, B., A. Popiel, M. Woynarowski and G. Blick. 1996. Young people talk. Wydawnictwo Idea.

Boyd, F. and D. Quinn. 1990. Stories from Lake Wobegon. Advanced listening and conversation skills. Longman.

Cook, A. 2000. American accent training. A guide to speaking and pronouncing colloquial American English. (2nd ed.) Hauppauge, NY: Barrons.

Dąbrowski, K. 1991. American kaleidoscope. Wydawnictwa Szkolne i Pedagogiczne.

Gilbert, J.B. 1984. Clear speech. CUP.

Hagen, S. and P. Grogan. 1992. Sound advantage. A pronunciation book. Prentice Hall.

Jones, L. and C. Von Baeyer. 1983. Functions of American English. CUP.

Leigh, S. 1990. Tuning in the USA. (Radio plays.)

Orion, G.F. 1990. Pronouncing American English. Newbury House Publishers.

Prator, C. and B. Robinett. 1985. Manual of American English pronunciation. Harcourt College.

Sawala K., T. Szczegóła, and M. Jankowski. 2017. Say It Right - A Multimedia Course in English Pronunciation and Vocabulary 5.0. Poznań: Oficyna Wydawnicza Atena Krzysztof Sawala; Motivex.

Tillit, B. and M.N. Bruder. Speaking naturally. CUP.

Trager, E.C. 1982. Pd’s in depth. Prentice-Hall.

Wong, R. 1987. Teaching pronunciation. Prentice-Hall.

Weinstein, N. 1982. Whaddaya say? Prentice-Hall.

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5. (CW5) Writing

Arnaudet, Martin L. and Mary Ellen Barrett. 1990. Paragraph Development: A Guide for Students of English. Englewood Cliffs: Prentice Hall Regents.

Hamp-Lyons, Liz and Ben Heasley. 2013. Study Writing: A Course in Writing Skills for Academic Purposes. Cambridge: Cambridge University Press.

Imhoof, Maurice and Herman Hudson.1975. From Paragraph to Essay. London: Longman.

Morenberg, Max and Jeff Sommers. 2008. The Writer's Options: Lessons in Style and Arrangement. New York: Pearson Longman.

Oshima, Alice and Ann Hogue. 2006. Writing Academic English. White Plains NY: Pearson Longman.

Packer, Nancy Huddleston and John Timpane. 1997. Writing Worth Reading: The Critical Process. Boston: Bedford/St. Martin's.

Smalley, Regina L., Mary K. Ruetten and Joann Rishel Kozyrev. 2011. Refining Composition Skills: Rhetoric and Grammar. Boston: Heinle ELT.

Smalzer, William R. 2005. Write to Be Read. Cambridge: Cambridge University Press.

Zemach, Dorothy E. and Lisa A. Rumisek. 2005. Academic Writing: From Paragraph to Essay. Oxford: Macmillan

Zemach, Dorothy E. and Carlos Islam. 2006. Writing in Paragraphs: From Sentence to Paragraph. Oxford: Macmillan.

1. (CW1) Integrated skills

After completing the course, a student:

1. Possesses a command of vocabulary adequate for active and passive participation in a variety of communicative situations at B2/B2+ level.

2. Possesses adequate skills in terms of organising and presenting oral forms of expression and is able to prepare a presentation on a specific topic, selecting and verifying the information necessary to build an argument.

3. Is able to hold conversation in a structured and communicative manner using correct language structures as well as being able to select appropriate register depending on the communicative situation.

4. Understands the need for lifelong learning as well as deepening their knowledge and improving the language skills acquired.

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2. (CW2) Communicative practice

After successfully completing the course, a student:

1. Uses grammatical structures, vocabulary and register appropriate for a given situation.

2. Demonstrates grammatical, lexical and pronunciation accuracy in speaking tasks.

3. Logically organises and presents oral forms of expression..

4. Engages in conversation about various topics without much effort.

5. Understands the need for continuous work on their language accuracy and improvement of communication skills.

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3. (CW3) Grammar

After completing the course, a student:

1. Understands contextual and semantic differences between various grammatical structures in the English language at upper intermediate level and discusses them using the appropriate range of adequate terminology.

2. Identifies the basic grammatical forms of the English language at upper intermediate level and uses them correctly when speaking and writing.

3. Uses effective strategies to solve a variety of examination exercises at upper intermediate level.

4. Is able to independently work on the development of his/her grammar in both theoretical and practical aspects.

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4. (CW4) Pronunciation

After completing the course, a student:

1. can articulate English sounds and maintains the necessary phonemic contrasts.

2. uses the basic allophonic processes of the English language when speaking.

3. is aware of the social meaning of some variants of English pronunciation.

4. is able to independently work on his/her pronunciation.

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5. (CW5) Writing

Having completed the course, a student

1. is able to construct and write a coherent, logical, exhaustive and generally linguistically correct expository paragraph of up to 200 words, even when time is limited (1-1.5 h).

2. is able to select the appropriate rhetorical mode of expository paragraph development and use it in writing, depending on the topic selected by the teacher/himself/herself.

3. is able to write a several-sentence long, reasonably precise and objective summary of a general text of approx. 100-210 words, maintaining basic grammatical and lexical correctness.

4. is able to analyse the structure of a short expository text and use the ability when correcting other people’s or his/her own texts, preparing a summary or during a discussion.

1. (CW1) Integrated skills

Assessment methods: lexical tests; monitoring of oral utterances, final written and oral examination, monitoring oral utterances; assessing presentations, monitoring during classwork, monitoring the use of strategies during classwork

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2. (CW2) Communicative practice

Assessment methods:

Checking preparation for classwork; monitoring students’ work during classes; checking reading comprehension; checking listening comprehension, monitoring oral production, Monitoring oral production during classes; checking the effectiveness of communication strategies and the ability to work in a team; checking presentations given in class and recorded as homework with a special marksheet , Checking students’ preparation for classwork and monitoring their work on language accuracy in communicative situations; monitoring oral utterances in order to find and correct errors, Final written and oral examination

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3. (CW3) Grammar

Assessment methods:

Grammatical and lexical tests during classes; monitoring oral utterances and presentations

Written final examination PNJA

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4. (CW4) Pronunciation

Assessment methods:

checking preparation for classwork; observation and commentary during classwork; evaluation of recordings and credit projects.

assessment during the final oral examination PNJA

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5. (CW5) Writing

Assessment methods

written assignments

written assignments assessed with the help of a special grade sheet;

discussion in group and sub-groups

written examination

Assessment criteria:

5.0: excellent ability of writing paragraphs and summaries in terms of structure, content and linguistic correctness

4.5: very good ability of writing paragraphs and summaries in terms of structure, content and linguistic correctness

4.0: good ability of writing paragraphs and summaries in terms of structure, content and linguistic correctness

3.5: adequate ability of writing paragraphs and summaries in terms of structure, content and linguistic correctness

3.0: satisfactory ability of writing paragraphs and summaries in terms of structure, content and linguistic correctness

2.0: insufficient ability of writing paragraphs and summaries in terms of structure, content and linguistic correctness

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Overall:

Assesment method

Written and oral examination

Assessment criteria:

See PNJA I exam guidelines on PNJA website: http://wa.amu.edu.pl/pnja/ .