Academically-oriented English practice: written English

compulsory

English linguistics: Theories, interfaces, technologies

1st cycle

1) to develop students’ ability to analyze and construct a paragraph as a basic unit of writing

2) to develop students’ ability to write expository paragraphs according to basic rhetorical models

3) to make students aware of technical and communicative aspects of writing (punctuation, grammar, awareness of addressee), as well as develop their cognitive-organizational skills (planning, using source materials) in the process of text creation

4) to develop style awareness with an emphasis on academic and scientific register in written language

5) to develop students’ ability to write expository essays (500-550 words), using various rhetorical models (exemplification/listing, comparison, contrast, cause/effect,) with emphasis on the necessary elements of the structure such as introduction, development and ending and on the components of the essay writing process (outline, draft, final version).

Year 1

Yes (partially)

knowledge of English at B1/B2 level;

successful completion of recruitment to 1st degree studies in English Linguistics: Theories, Interfaces, Technologies at UAM

Moodle, Teams, Novum Library

Text-based tasks

Practical written tasks

Presentations

Feedback sessions

Discussions

Moodle and Teams based assignments

4

(First semester of a two-semester course. Next semester: 15-AOEP-WR-EL-1BA-22.)

An academically oriented English writing course for linguists

(First semester of a two-semester course. Next semester: 15-AOEP-WR-EL-1BA-22.)

Course learning content:

Reading, analyzing and discussing model paragraphs in order to identify the principles of organization of a typical paragraph.

Exercises related to paragraph structure: controlling idea, topic sentence, major/minor supporting sentences, summary sentence, unity/cohesion, coherence, completeness.

Learning how to write and revise 6 obligatory paragraph development types: by list/examination, by comparison and difference, by cause/effect order; and 2 optional ones: by definition and classification

Practical language exercises: style and register, complex and compound sentences, effective vocabulary selection, coordination, basic punctuation principles.

Expository essay writing practice (500-550 words); planning the writing process: brainstorming, outlining, division of content into introduction, development, ending; writing essays using different rhetorical models (e.g., exemplification, comparison, contrast, cause / effect).

Oshima, A. and A. Hogue. 2006. Writing Academic English

Zemach D.E., Islam C. 2006. Writing in paragraphs: From sentence to paragraph.

Smalzer, W. R. 1996. Write to Be Read

Arnaudet, Martin L. 1990. Paragraph Development (+teacher’s guide)

Packer, N. Huddleston. 1997. Writing Worth Reading.

Robitaille, J. and R. Connelly, 2008. Writer's Resources. From Paragraph to Essay.

Oshima, A. and A. Hogue Writing Academic English

Gehle, Q. (1987) Writing Essays

Packer, N. Huddleston (1997) Writing Worth Reading

Jordan, R. R. (2001) Academic Writing Course

Smoke, T. (1999/2002) A Writer’s Workbook (+instructor’s manual)

On successful completion of the course and validation of its learning outcomes, a student:

Can construct and write a coherent, logical, comprehensive and linguistically correct expository paragraph of (200-220 words), also under time constraints (1-1.5 h).

Can select the right expository model for a topic a selected or set topic

Can construct and write a coherent and linguistically correct expository essay, also under time constraints (2.5 h), using the main rhetorical development model.

Can work with other students in a team and construct and write together a logical, comprehensive and linguistically correct essay on a particular subject.

Written test

Project

Essay