Study Guide

Learning outcomes

Proficiency level: B2-C1

Students are able
-to identify the characteristics of academic writing
-to demonstrate their proficiency in applying academic writing conventions
-to demonstrate their ability in critical thinking and analysis
-to demonstrate ability in collaborative situations
-to produce a 6-page academic paper in pairs or in groups of three.

Implementation and methods of teaching

The course is taught completely online. The students will study the material independently and complete various smaller assignments. The teacher will monitor the students' progress through the Moodle forums and potentially in Skype/Zoom discussions if the need arises.

Early on, the students will form pairs or groups of three, decide on a topic on which to write and start producing a 6-page academic paper on their topic.

The course emphasizes viewing writing as a process and students will complete their paper in three drafts, the second of which will be reviewed and commented on by their peers.

Turnitin will be used to verfiy academic integrity, plagiarism may result in failing the course.

Timing and attendance

Autumn term of 2024. Online course, no attendance requirements or scheduled lessons. One or two non-compulsory online workshops may be arranged, depending on students' requests.

Learning material and recommended literature

All of the material is accessible through Moodle.

Learning environment

Online on Moodle

Student time use and work load

The course is 3 credits, which translates to 81 hours of work. The course assumes regular correspondence and cooperation between the students who write the course paper together.

Contents

General principles of academic writing: purpose and audience; referencing and citing; attitude, strength and outline; writing as a process
Structure of academic writing (IMRaD), CARS model for introducing a topic
Academic writing style and grammar
Organization, coherence and cohesion
Data commentary
Giving constructive feedback
Practice (writing an academic paper)

Additional information for students: previous knowledge etc.

There are no prerequisites. The course is taught at the level of B2

Assessment criteria

The students are expected to:

Complete all of the tasks and assignments required.
Write a 6-page academic paper (with a partner or group) where they demonstrate their skills in producing academic language.
The course paper should meet the criteria for a passed grade, see below.

The course as a whole is graded on a scale of pass/fail.

Please note: Plagiarism may result in an automatic fail.

Assessment scale

Approved/Failed

Failed (0)

The writer's language skills are not adequate; there are severe shortcomings in both grammar and style; The structure is inconsistent and confusing; The message is not delivered; The text lacks logic; The writer does not complete the assignment.
Please note that plagiarism may result in an automatic fail.

Assessment criteria: assessment scale failed/approved

The student can produce an academic paper with a structure and layout according to the guidelines, but a few minor flaws may occur. Written communication is logical, quite fluent, clear, and mostly correct. The structures and professional vocabulary are adequate to deliver the message. Minor inconsistencies may occur concerning the genre and/or style. The topic is handled in the usual way, meeting the task requirements. The student manages citations and references logically, observing the essential general principles and the paper guidelines taught in the course.

Learning outcomes

Proficiency level: B2-C1

Students are able
-to identify the characteristics of academic writing
-to demonstrate their proficiency in applying academic writing conventions
-to demonstrate their ability in critical thinking and analysis
-to demonstrate ability in collaborative situations
-to produce a 6-page academic paper in pairs or in groups of three.

Implementation and methods of teaching

This is an online course with deadlines. Students study the course materials independently and complete coursework. The instructor monitors the students' progress on the course Moodle.

The course emphasizes viewing writing as a process. Students write a text in drafts which are reviewed by peers and the instructor.

The required coursework includes videos, readings, quizzes and writing projects. Writing projects are completed individually.

Plagiarism and use of human or AI writing services is strictly prohibited.

Timing and attendance

No classes of any kind.

Learning material and recommended literature

All of the material is available on or through Moodle.

Alternative completion methods

No alternative completion options.

Learning environment

Moodle.

Student time use and work load

The course is 3 credits, which translates to 81 hours of work. You are likely to sweat.

Contents

Principles, characteristics and conventions of academic writing.
Writing with purpose and to an audience.
Referencing.
Writing as a process.
Structure of academic papers (IMRaD).
CARS model for writing introductory sections.
Academic writing style and grammar, the use of reporting verbs.
Organization, coherence and cohesion.
Data commentary.
Learning project: writing a short academic paper.

Additional information for students: previous knowledge etc.

There are no prerequisites. Good command of written English is expected - CEFR level C1 recommended, level B2 minimum. Diligence is crucial.

Assessment criteria

Tasks, quizzes, videos, peer assessment, and writing exercises.

Assessment scale

Approved/Failed

Assessment criteria: assessment scale failed/approved

To pass, students must complete 1) a number of self-study components and 2) writing exercises following deadlines and criteria specific to each task.

Learning outcomes

Proficiency level: B2-C1

Students are able
-to identify the characteristics of academic writing
-to demonstrate their proficiency in applying academic writing conventions
-to demonstrate their ability in critical thinking and analysis
-to demonstrate ability in collaborative situations
-to produce a 6-page academic paper in pairs or in groups of three.

Implementation and methods of teaching

Fully online studies: welcome session on Zoom on week 3, reading and exercises to do on Moodle, quizzes, assignments to hand in according to the course schedule (deadlines); individual and teamwork. Students produce a six-page academic paper in pairs or in groups of three on a topic of their choice. The writing process involves giving peer feedback (analysis, critique, support, and ideas).

Timing and attendance

No scheduled classes, welcome session on Zoom on week 3. Students are required to meet the submission deadlines for assignments. All the course materials are available right from the start, which allows faster progression on the course. If so agreed, online meetings will be arranged, scheduled as needed, in small groups to follow up student teams' writing processes.

Learning material and recommended literature

Learning materials are provided by the teacher, on Moodle. Supplementary reading:
Bailey, S. 2017. Academic Writing: A Handbook for International Students. Routledge. (<- 5th or an earlier edition)

Exam retakes

Students who fail the course will need to complete the course requirements within one year (12 months) from the end of the course period. Consult the course teacher.

Learning environment

Moodle and, if so agreed, small group meetings via Teams or Zoom. Email for communication between the students and the teacher.

Student time use and work load

Student workload is equivalent to 3 credits (80 hours). Assignments to hand in every two weeks, approximately, during the course period (14 weeks).

Contents

- general principles of academic writing: purpose and audience; referencing and citing; attitude, strength, and outline
- writing as a process
- structure of academic writing: IMRaD, the CARS model of introductions
- academic writing style and grammar
- organization, flow and coherence
- data commentary
- practice

Additional information for students: previous knowledge etc.

The course is for students with a higher level of proficiency and will be conducted at CEF level C1. Therefore students should have at least a B2 level in English. In order to self-assess your level of English, look for the CEFR Self Assessment Grid on the Internet.

Students who have successfully completed courses in academic or scientific writing in English are not recommended to take this course. Consult the teacher.

Assessment criteria

Successfully completed online assignments and quizzes, preparing a paper and providing peer feedback.

Assessment scale

Approved/Failed

Failed (0)

Student does not complete the course assignments. Student's language skills are not adequate. The message is not delivered. The text lacks logic.

Assessment criteria: assessment scale failed/approved

The student can produce an academic paper with a structure and layout according to the guidelines, but a few minor flaws may occur. Written communication is logical, quite fluent, clear, and mostly correct. The structures and professional vocabulary are adequate to deliver the message. Minor inconsistencies may occur concerning the genre and/or style. The topic is handled in the usual way, meeting the task requirements. The student manages citations and references logically, observing the essential general principles and the paper guidelines taught in the course.

Assessment criteria: level 1 (assessment scale 1–5)

The student has satisfactory English language skills and can produce a paper. Written communication consists of simple expressions and there are plentiful mistakes. The language is clumsy, but the message is delivered. Transitions are not smooth. Much of the text lacks logic, and is not in keeping with the stylistic conventions of the genre. The topic is handled briefly and one-sidedly. The text does not meet all the task requirements. The student manages citations and references observing the main principles and the guidelines given in the course guidelines, but not always consistently. The student can produce a report with a structure and layout that are mostly according to the paper guidelines taught in the course.

Assessment criteria: level 3 (assessment scale 1–5)

The student has a good command of the English language and can produce an academic paper. Written communication is quite fluent, clear and mostly correct. The structures and professional vocabulary are adequate to deliver the message. The text has a reasonably logical structure. Transitions are mostly smooth. Minor mistakes occur concerning the genre and/or style. The topic is handled in the usual way, meeting the task requirements. The student manages citations and references logically, observing the essential general principles and the paper guidelines taught in the course. The student can produce a report with a structure and layout that are according to the guidelines, but a few minor flaws may occur.

Assessment criteria: level 5 (assessment scale 1–5)

The student has an excellent command of the English language and masters the practices of writing academic papers. Written communication is very fluent and versatile. The student uses varied structures and extensive professional vocabulary, making occasional mistakes only in the most complex structures. The text has a very clear and logical structure. Sentences are linked by transitions and the text flows smoothly. The student can deliver the message effortlessly in the appropriate, genre-specific style. The handling of the topic is diverse and skillful, meeting all the task requirements. The student manages citations and references skillfully, observing both the general principles and the guidelines taught in the course. The student can produce a report with a structure and layout that are fully according to the guidelines.

Learning outcomes

Proficiency level: B2-C1

Students are able
-to identify the characteristics of academic writing
-to demonstrate their proficiency in applying academic writing conventions
-to demonstrate their ability in critical thinking and analysis
-to demonstrate ability in collaborative situations
-to produce a 6-page academic paper in pairs or in groups of three.

Implementation and methods of teaching

Fully online studies: reading and exercises to do on Moodle, quizzes, assignments to hand in according to the course schedule (deadlines); individual and teamwork. Students produce a six-page academic paper in pairs or in groups of three on a topic of their choice. The writing process involves giving peer feedback (analysis, critique, support, and ideas).

Timing and attendance

No scheduled classes. Students are required to meet the submission deadlines for assignments. All the course materials are available right from the start, which allows faster progression on the course. If so agreed, online meetings will be arranged, scheduled as needed, in small groups to follow up student teams' writing processes.

Learning material and recommended literature

Learning materials are provided by the teacher, on Moodle. Supplementary reading:
Bailey, S. 2017. Academic Writing: A Handbook for International Students. Routledge. (<- 5th or an earlier edition)

Exam retakes

Students who fail the course will need to complete the course requirements within one year (12 months) from the end of the course period. Consult the course teacher.

Learning environment

Moodle and, if so agreed, small group meetings via Teams or Zoom. Email for communication between the students and the teacher.

Student time use and work load

Student workload is equivalent to 3 credits (80 hours). Assignments to hand in every two weeks, approximately, during the course period (14 weeks).

Contents

- general principles of academic writing: purpose and audience; referencing and citing; attitude, strength, and outline
- writing as a process
- structure of academic writing: IMRaD, the CARS model of introductions
- academic writing style and grammar
- organization, flow and coherence
- data commentary
- practice

Additional information for students: previous knowledge etc.

The course is for students with a higher level of proficiency and will be conducted at CEF level C1. Therefore students should have at least a B2 level in English. In order to self-assess your level of English, look for the CEFR Self Assessment Grid on the Internet.

Students who have successfully completed courses in academic or scientific writing in English are not recommended to take this course. Consult the teacher.

Assessment criteria

Successfully completed online assignments and quizzes, preparing a paper and providing peer feedback.

Assessment scale

Approved/Failed

Failed (0)

Student does not complete the course assignments. Student's language skills are not adequate. The message is not delivered. The text lacks logic.

Assessment criteria: assessment scale failed/approved

The student can produce an academic paper with a structure and layout according to the guidelines, but a few minor flaws may occur. Written communication is logical, quite fluent, clear, and mostly correct. The structures and professional vocabulary are adequate to deliver the message. Minor inconsistencies may occur concerning the genre and/or style. The topic is handled in the usual way, meeting the task requirements. The student manages citations and references logically, observing the essential general principles and the paper guidelines taught in the course.

Assessment criteria: level 1 (assessment scale 1–5)

The student has satisfactory English language skills and can produce a paper. Written communication consists of simple expressions and there are plentiful mistakes. The language is clumsy, but the message is delivered. Transitions are not smooth. Much of the text lacks logic, and is not in keeping with the stylistic conventions of the genre. The topic is handled briefly and one-sidedly. The text does not meet all the task requirements. The student manages citations and references observing the main principles and the guidelines given in the course guidelines, but not always consistently. The student can produce a report with a structure and layout that are mostly according to the paper guidelines taught in the course.

Assessment criteria: level 3 (assessment scale 1–5)

The student has a good command of the English language and can produce an academic paper. Written communication is quite fluent, clear and mostly correct. The structures and professional vocabulary are adequate to deliver the message. The text has a reasonably logical structure. Transitions are mostly smooth. Minor mistakes occur concerning the genre and/or style. The topic is handled in the usual way, meeting the task requirements. The student manages citations and references logically, observing the essential general principles and the paper guidelines taught in the course. The student can produce a report with a structure and layout that are according to the guidelines, but a few minor flaws may occur.

Assessment criteria: level 5 (assessment scale 1–5)

The student has an excellent command of the English language and masters the practices of writing academic papers. Written communication is very fluent and versatile. The student uses varied structures and extensive professional vocabulary, making occasional mistakes only in the most complex structures. The text has a very clear and logical structure. Sentences are linked by transitions and the text flows smoothly. The student can deliver the message effortlessly in the appropriate, genre-specific style. The handling of the topic is diverse and skillful, meeting all the task requirements. The student manages citations and references skillfully, observing both the general principles and the guidelines taught in the course. The student can produce a report with a structure and layout that are fully according to the guidelines.

Learning outcomes

Proficiency level: B2-C1

Students are able
-to identify the characteristics of academic writing
-to demonstrate their proficiency in applying academic writing conventions
-to demonstrate their ability in critical thinking and analysis
-to demonstrate ability in collaborative situations
-to produce a 6-page academic paper in pairs or in groups of three.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2-C1

Students are able
-to identify the characteristics of academic writing
-to demonstrate their proficiency in applying academic writing conventions
-to demonstrate their ability in critical thinking and analysis
-to demonstrate ability in collaborative situations
-to produce a 6-page academic paper in pairs or in groups of three.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2-C1

Students are able
-to identify the characteristics of academic writing
-to demonstrate their proficiency in applying academic writing conventions
-to demonstrate their ability in critical thinking and analysis
-to demonstrate ability in collaborative situations
-to produce a 6-page academic paper in pairs or in groups of three.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2-C1

Students are able
-to identify the characteristics of academic writing
-to demonstrate their proficiency in applying academic writing conventions
-to demonstrate their ability in critical thinking and analysis
-to demonstrate ability in collaborative situations
-to produce a 6-page academic paper in pairs or in groups of three.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2-C1

Students are able
-to identify the characteristics of academic writing
-to demonstrate their proficiency in applying academic writing conventions
-to demonstrate their ability in critical thinking and analysis
-to demonstrate ability in collaborative situations
-to produce a 6-page academic paper in pairs or in groups of three.

Assessment scale

1-5

Learning outcomes

Proficiency level: C2

The aim of the course is to assist doctoral students and researchers with the writing and preparation of a paper for publication in a journal or at a conference. On successful completion of the course, students will have an improved understanding of the language of the genre of academic writing – structure, style, unity, cohesion etc.; the skills to approach the writing of academic articles effectively; and will have submitted and published a paper in a journal or at a conference.

Implementation and methods of teaching

The course consists of the following elements:
• Seminar/class meetings at which various aspects of the publishing and writing process are discussed. (Approx. 1 meeting/week for one semester, i.e., 12–13 meetings.)
• Individual consultations during the writing process to deal with any problems that emerge (e.g., language issues, interpretation of reviewers' comments, and assistance with preparation of accompanying letters).
• Thorough language editing of the paper produced as part of the course. In addition to producing a paper ready for submission, the editing has a learning function, i.e., comments valuable for future article writing will also be given. (Please note that language editing of other papers is not included and should be done via the university's normal proofreading and editing services.)

Timing and attendance

There are two groups per academic year: one group in the autumn semester and one group in the spring semester.

Learning material and recommended literature

Material is provided by the teacher.

Useful reading:

Gillet, A., Hammond, A., Martala, M., Inside Track to Successful Academic Writing, Pearson Longman, Harlow, UK, 2009.
Murray, R., Writing for Academic Journals, Open University Press, Maidenhead, UK, 2004.
Blaxter, L., Hughes, C., Tight, M., How to Research (4th ed), Open University Press, Maidenhead, UK, 2010.
Phillips, E. M., Pugh, D., How to Get a PhD: A handbook for students and their supervisors (4th ed), OUP Press, Maidenhead, UK, 2005.

Learning environment

Moodle and other so-called learning environments are not used.

Student time use and work load

Group meetings: one meeting per week for one semester plus individual work writing and editing the article for publication.

Contents

The aim of the course is to assist doctoral students and researchers with the writing and preparation of a paper for publication in a journal or at a conference. On successful completion of the course, students will have an improved understanding of the language of the genre of academic writing – structure, style, unity, cohesion, etc.; the skills to approach the writing of academic articles effectively; and will have submitted and published a paper in a journal or at a conference.

The course will address issues such as the publishing process, approaches to writing, structure and language, common problems for non-native speakers of English, and drafting, revision and review.

Additional information for students: previous knowledge etc.

For students to benefit from the course, their research should have progressed sufficiently that they are in a position to start writing an article. For this reason, students are advised to consult with their supervisor before enrolling on the course.

The course is primarily addressed to doctoral students and researchers in the fields of technology and engineering.

Assessment criteria

Credits for the course will be granted once the paper has been submitted to a JUFO-rated journal or conference and accepted for publication. In some instances, credits can be granted prior to publication - these cases will be handled in co-operation with the student's supervisor.

Assessment scale

Approved/Failed

Assessment criteria: level 3 (assessment scale 1–5)

Credits for the course will be granted once the paper has been submitted to a JUFO-rated journal or conference and accepted for publication. In some instances, credits can be granted prior to publication - these cases will be handled in co-operation with the student's supervisor.

Note: Credits are not granted for mere submission to a journal. The paper must have been edited following the instructions given and improved understanding of the genre of academic writing for publication must be demonstrated.

Learning outcomes

Proficiency level: C2

The aim of the course is to assist doctoral students and researchers with the writing and preparation of a paper for publication in a journal or at a conference. On successful completion of the course, students will have an improved understanding of the language of the genre of academic writing – structure, style, unity, cohesion etc.; the skills to approach the writing of academic articles effectively; and will have submitted and published a paper in a journal or at a conference.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Implementation and methods of teaching

This is a blended learning course, meaning there will be a combination of lessons on campus (in Lappeenranta) and learning independently online.

Students will be:
- Engaging in both independent and group tasks
- Reading, watching and analysing course materials
- Completing research
- Completing assignments (both written and spoken)

All work is delivered through Moodle, and guidance is provided on the work to be completed as well as deadlines for the work.

Timing and attendance

The lessons on campus are meant to focus on practice and application of skills students have studied indepedently. The main focus will be on spoken activities and there will be very little lecturing by the teacher. It is therefore expected that students are able to attend the lessons on campus and are willing and ready to engage with other students in the course. Alternative tasks are not given for the on-campus lessons, except in very exceptional circumstances.

Learning material and recommended literature

All learning material will be provided by the teacher through Moodle.

Learning environment

The course will be delivered online through Moodle and on campus.

Student time use and work load

4 ECTS, equivalent to 104 hours of work. 10 lessons (á 90 minutes) throughout the spring term. The number of lessons may change as a result of the planning process, but not by much. Detailed information will be provided at the start of the course.

Contents

The course will include most or all of the topics mentioned below.

Topics:
- managing job application processes: CV/video CV
- understanding the key terminology and concepts of the business field
- managing written and oral communication situations required in professional studies and at work
- communicating effectively for international practices
- critical use of resources.

Additional information for students: previous knowledge etc.

The course is taught at a B2 level according to the Common European Framework of Reference for Languages (CEFR).

Any concerns about language skills should be discussed with the teacher at the beginning of the course.

Assessment criteria

All compulsory assignments must be completed by the given deadlines.

Assignments may include:
- Business plan (and other business documents)
- Formal writing task
- International business task
- Presentation
- Jobs/Interviews task, CV possibility
- Meetings and Negotiations
- Discussions
- Sales pitch
- Vocabulary tasks

Please note there may be changes to this list by the teacher before the course is scheduled to begin. All of the information regarding the completion of the course will be delivered at the start of the course.

Assessment scale

1-5

Failed (0)

The student cannot convey messages at the required level or meet task requirements.

Assessment criteria: level 1 (assessment scale 1–5)

The student has satisfactory knowledge of the course content.

The speech is understandable with some difficulty to follow. Interaction is mostly missing. The speech is hesitant, pauses are rather long and pronunciation mistakes sometimes make it hard to understand the message. The student uses only basic structures and makes some mistakes.

Written communication consists of simple expressions and there are plentiful mistakes. The language is clumsy, but the message is delivered.

Assessment criteria: level 3 (assessment scale 1–5)

The student has a good knowledge of the course content.

The student communicates in English well, interacts adequately, and uses means of nonverbal communication. The speech is fairly easy to follow. The speech is fluent and clear, but pauses, hesitations, and pronunciation mistakes may occur.

Written communication is quite fluent, clear, and mostly correct. The structures and professional vocabulary are adequate to deliver the message. Minor mistakes occur concerning the genre and/or style.

Assessment criteria: level 5 (assessment scale 1–5)

The student has an excellent knowledge of the course content.

The student communicates in excellent English. Interaction is very skillful, and nonverbal communication effectively supports spoken words. The speech is targeted, extremely logical, relevant, and consistent. The speech (language, pronunciation and intonation) is fluent, clear, accurate, and naturally paced.

Written communication is very fluent and versatile. The student uses varied structures and extensive professional vocabulary, making occasional mistakes only in the most complex structures. The student can deliver the message effortlessly in the appropriate, genre-specific style.

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Implementation and methods of teaching

Online 100% - This course is for LUT University students (not LAB students) and suitable for those students who are combining work and studies.

This is an online course taught through Moodle. There are no regular lessons for this course and all work is completed by students independently.

All work is delivered through Moodle, and guidance is provided on the work to be completed as well as deadlines for the work.

Timing and attendance

Students are not required to attend any lessons online or on campus.

All work is delivered through Moodle, and guidance is provided on the work to be completed as well as deadlines for the work.

Learning material and recommended literature

All learning material will be provided by the teacher through Moodle. Some materials may need to be accessed through the LUT Library by logging in with student credentials.

Learning environment

The course will be delivered wholly online through Moodle.

Student time use and work load

4 ECTS, equivalent to 104 hours of work. This includes engaging with the course materials, completing exercises and assignments.

Contents

In the course, students will be required to complete 4 units of work - 3 compulsory units and 1 elective unit.

Compulsory units:
- Introduction (mini unit, complete in first week of course)
- Formal writing
- Business concepts

Elective units:
- Business meetings
- Skills + Job applications
- Negotiations + International business

Additional information for students: previous knowledge etc.

The course is taught at a B2 level according to the Common European Framework of Reference for Languages (CEFR).

Any concerns about language skills should be discussed with the teacher at the beginning of the course.

Assessment criteria

All coursework must be completed by the given deadlines. Any concerns about completing coursework by the given deadlines due to scheduling issues with work and/or other studies should be discussed with the teacher at the beginning of the course or well in advance of assignment deadlines.

TASKS IN UNITS THAT CONTRIBUTE TO COURSE GRADE:

-- All units below are graded P/F per unit --

Introduction unit:
- Forum post
- Opening course survey

-- All units below are graded 0-5 per unit --

Formal writing unit:
- Formal writing quizzes
- Writing formal emails + 1 other document

Business concepts unit:
- Business plan
- Draft sales pitch
- Describing charts and graphs

Business meetings:
- Agenda writing
- Action points exercise
- Writing meeting minutes
- Meeting phrases exercise
- Preparing for a meeting

Skills + Job applications:
- SWOT analysis
- Identifying skills in job ad
- Writing a cover letter
- Video CV

Negotiations + International business:
- Positions/interests exercise
- Simple BATNA/ZOPA diagrams
- Negotiation phrases
- Negotiation scenarios
- International business quiz

Assessment scale

1-5

Failed (0)

The student cannot convey messages at the required level or meet task requirements.

Assessment criteria: level 1 (assessment scale 1–5)

The student has satisfactory knowledge of the course content.

The speech is understandable with some difficulty to follow. Interaction is mostly missing. The speech is hesitant, pauses are rather long and pronunciation mistakes sometimes make it hard to understand the message. The student uses only basic structures and makes some mistakes.

Written communication consists of simple expressions and there are plentiful mistakes. The language is clumsy, but the message is delivered.

Assessment criteria: level 3 (assessment scale 1–5)

The student has a good knowledge of the course content.

The student communicates in English well, interacts adequately, and uses means of nonverbal communication. The speech is fairly easy to follow. The speech is fluent and clear, but pauses, hesitations, and pronunciation mistakes may occur.

Written communication is quite fluent, clear, and mostly correct. The structures and professional vocabulary are adequate to deliver the message. Minor mistakes occur concerning the genre and/or style.

Assessment criteria: level 5 (assessment scale 1–5)

The student has an excellent knowledge of the course content.

The student communicates in excellent English. Interaction is very skillful, and nonverbal communication effectively supports spoken words. The speech is targeted, extremely logical, relevant, and consistent. The speech (language, pronunciation and intonation) is fluent, clear, accurate, and naturally paced.

Written communication is very fluent and versatile. The student uses varied structures and extensive professional vocabulary, making occasional mistakes only in the most complex structures. The student can deliver the message effortlessly in the appropriate, genre-specific style.

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Implementation and methods of teaching

This is an online course taught through Moodle. There are no regular lessons for this course and all work is completed by students independently. Optional Zoom sessions may be organized (with an alternative option requiring no attendance).

This course is suitable for those students who are combining work and studies.

Timing and attendance

This is a self-guided course. All work is delivered through Moodle and guidance is provided on the work to be completed and by what dates assignments need to be completed.

Learning material and recommended literature

All learning material will be provided by the teacher through Moodle.

Learning environment

The course will be delivered through Moodle.

Student time use and work load

4 ECTS, equivalent to 104 hours of work.

Contents

Topics:
- managing job application processes: CV/video CV
- understanding the key terminology and concepts of the business field
- managing written and oral communication situations required in professional studies and at work
- communicating effectively for international practices
- critical use of resources.

Additional information for students: previous knowledge etc.

The course is taught at a B2 level according to the Common European Framework of Reference for Languages (CEFR).

Any concerns about language skills should be discussed with the teacher at the beginning of the course.

Assessment criteria

All compulsory assignments must be completed by the given deadlines. Any concerns about completing coursework by the given deadlines due to scheduling issues with work and/or other studies should be discussed with the teacher at the beginning of the course.


Assignments include:
- Job hunting tasks, video profile
- formal emails
- A business plan
- Small presentations (video)

Assessment scale

1-5

Failed (0)

The student cannot convey messages at the required level or meet task requirements.

Assessment criteria: level 1 (assessment scale 1–5)

The student has satisfactory knowledge of the course content.

The speech is understandable with some difficulty to follow. Interaction is mostly missing. The speech is hesitant, pauses are rather long and pronunciation mistakes sometimes make it hard to understand the message. The student uses only basic structures and makes some mistakes.

Written communication consists of simple expressions and there are plentiful mistakes. The language is clumsy, but the message is delivered.

Assessment criteria: level 3 (assessment scale 1–5)

The student has a good knowledge of the course content.

The student communicates in English well, interacts adequately, and uses means of nonverbal communication. The speech is fairly easy to follow. The speech is fluent and clear, but pauses, hesitations, and pronunciation mistakes may occur.

Written communication is quite fluent, clear, and mostly correct. The structures and professional vocabulary are adequate to deliver the message. Minor mistakes occur concerning the genre and/or style.

Assessment criteria: level 5 (assessment scale 1–5)

The student has an excellent knowledge of the course content.

The student communicates in excellent English. Interaction is very skillful, and nonverbal communication effectively supports spoken words. The speech is targeted, extremely logical, relevant, and consistent. The speech (language, pronunciation and intonation) is fluent, clear, accurate, and naturally paced.

Written communication is very fluent and versatile. The student uses varied structures and extensive professional vocabulary, making occasional mistakes only in the most complex structures. The student can deliver the message effortlessly in the appropriate, genre-specific style.

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2

Students are able to communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing; find, evaluate and use information effectively and function collaboratively in international working environments.

Implementation and methods of teaching

Students take an ESTIEM journey during which they make observations on culture. They also make a video diary of the trip, a written report of the culture and a sales pitch video ( about 10 minutes).

Timing and attendance

This course can be completed anytime during the academic year.
Please, contact the teacher at ritva.kosonen@lab.fi

Learning environment

Please, contact the teacher at ritva.kosonen@lab.fi

Contents

Cultural report ( using the Hofstede's model)
Video diary
Sales pitch

Assessment criteria

The student is able to analyse cultures in his / her report, which should be academic and precise,
The student makes a good and comprehensive video diary, presenting the work in the seminars, as well as the surroundings and various activities.
The student gives an effective and innovative sales presentation.

Assessment scale

1-5

Assessment criteria: level 3 (assessment scale 1–5)

The student can speak well and interacts with the speaking partner/audience. The student knows how to use ways of nonverbal communication. Speech is easy to follow but lacks cohesion in places. Linguistic performance (speech, pronunciation and intonation) is fluent and clear but short pauses, hesitations and pronunciation mistakes may occur.

Written communication is quite fluent, clear and mostly correct. The structures and professional vocabulary are adequate to deliver the message. The text has a reasonably logical structure. The text is cohesive but minor flaws occur. Minor mistakes occur concerning the genre and/or style. The topic is handled in the usual way, meeting the task requirements.

Assessment criteria: level 5 (assessment scale 1–5)

The student can speak extremely well. Interaction is very skillful, and nonverbal communication effectively supports the speech. Speech is target-oriented, very consistent, to the point and logical. Transitions are very smooth. Linguistic performance (speech, pronunciation and intonation) is fluent, clear and accurate, and speech tempo is normal.

Written communication is very fluent and versatile. The student uses varied structures and extensive professional vocabulary, but makes occasional mistakes in the most advanced structures. The text has a very clear and logical structure. The text is cohesive and transitions are smooth. The student can deliver the message effortlessly in the appropriate, genre-specific style. The handling of the topic is diverse and skillful, meeting all the task requirements

Learning outcomes

Proficiency level: B2

Students are able to communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing; find, evaluate and use information effectively and function collaboratively in international working environments.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Implementation and methods of teaching

This course is taught in class, Lappeenranta campus.
The focus is on learning through individual guided work and active participation in classroom lessons which aim to simulate the activities of professional engineers. In addition to reading about various developments in engineering and listening to authentic discussions on them, students will also discuss the developments themselves, take part in different oral and writing activities.

Timing and attendance

Periods 1-2 (Autumn 2024)
1 lesson per week, each lesson lasting 2 hours. Classroom lessons during weeks 36, 37, 38, 39, 40, 41, 42, 46, 48.
2 optional online consultations during weeks 44 and 45.
Students deliver a speech during the last lesson (week 48), thus participation is compulsory.

Learning material and recommended literature

All course materials are provided via Moodle.
Authentic articles, videos, podcasts are used as materials for the course.

Alternative completion methods

If a student recognizes that they already meet the learning objectives of the course through for example, working in an international environment, it is possible to apply for Recognition of Prior Learning and complete the course via demonstration. Demonstration usually includes completing a Language Portfolio, submitting several documents demonstrating that you have achieved the learning outcomes of the course, and an oral interview with the course teacher.
For more information, please contact the teacher.

Exam retakes

The course is evaluated based on continuous evaluation, all course assignments impact the course grade. Retakes of the course assignments are allowed only in case a student fails the assignment.
It is not possible to upgrade the course grade.

Learning environment

Moodle.
Classroom lessons are held in Lappeenranta campus.

Student time use and work load

4 ECTS course, which means about 108 hours of student work.
The student's workload consists of studying theory, watching video materials, completing 5 assignments for the teacher's evaluation and 1 Moodle test, completing interactive exercises in Moodle, and participating in classroom lessons.

Contents

Current topics of relevance to the engineering profession:

- managing job application processes (CV, LinkedIn, video application, job interview);
- understanding the key terminology and concepts of the engineering field (one topic of a student's choice: pollution, energy, transport, digitalization, innovations);
- managing written and oral communication situations required in professional studies and at work: professional meetings, formal writing, professional speech;
- recognizing and applying the different sources and tools to help students improve their English skills: critical use of dictionaries, AI, other tools.

Additional information for students: previous knowledge etc.

The course is taught at a B2 level according to the Common European Framework.

Assessment criteria

The course is evaluated on the basis of continuous evaluation, all course assignments impact the course grade.

Assessment scale

1-5

Failed (0)

The student’s language skills are below the required B2 level of competence, The student is therefore unable to perform the tasks of the course to an acceptable level. In particular, the student:
• struggles to follow texts and discourse on developments in engineering
• is not able to participate independently in international professional activities, but would need a great deal of help to communicate and understand what is going on.

Assessment criteria: assessment scale failed/approved

The student has good overall English skills (a solid B2 level of competence), and also attempts occasionally to express more complex ideas using higher level language, with varying degrees of success. By and large, the student demonstrates sufficiently good ability to:
• follow and discuss, on a professional level, developments in the engineering field.
• participate successfully in international professional activities, such as seminars, conferences, interviews, presentations and meetings.

Assessment criteria: level 1 (assessment scale 1–5)

The student has a satisfactory knowledge of the course content.

The speech is understandable with some difficulty to follow. Interaction is mostly missing. The speech is hesitant, pauses are rather long and pronunciation mistakes sometimes make it hard to understand the message. The student uses only basic structures and makes some mistakes.

Written communication consists of simple expressions and there are plentiful mistakes. The language is clumsy, but the message is delivered.

Assessment criteria: level 3 (assessment scale 1–5)

The student has a good knowledge of the course content.

The student communicates in English well, interacts adequately and uses means of nonverbal communication. The speech is fairly easy to follow. The speech is fluent and clear, but pauses, hesitations and pronunciation mistakes may occur.

Written communication is quite fluent, clear and mostly correct. The structures and professional vocabulary are adequate to deliver the message. Minor mistakes occur concerning the genre and/or style.

Assessment criteria: level 5 (assessment scale 1–5)

The student has an excellent knowledge of the course content.

The student communicates in excellent English. Interaction is very skilful, and nonverbal communication effectively supports spoken words. The speech is targeted, extremely logical, relevant and consistent. The speech (language, pronunciation and intonation) is fluent, clear, accurate and naturally paced.

Written communication is very fluent and versatile. The student uses varied structures and extensive professional vocabulary, making occasional mistakes only in the most complex structures. The student can deliver the message effortlessly in the appropriate, genre-specific style.

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Implementation and methods of teaching

This course is taught in class.

The focus is on learning through lively face-to-face interaction which aims to simulate the activities of professional engineers. In addition to reading about various developments in engineering and listening to authentic discussions on them, students will also discuss the developments themselves, take part in problem-solving activities, panel discussions, project launches, debates, information-gathering, interviews, presentations, and meetings.

Timing and attendance

Periods 1-2 (Autumn 2024)

2 lessons per week, each lesson lasting 2 hours.
5 absences allowed, not more than 3 in either period.

Learning material and recommended literature

All material will be provided by the teacher in class. They are based on authentic reading texts from publications such as The New Scientist, MIT Technology Review, The Economist, The Guardian, The New York Times, etc., and authentic listening material from broadcasting stations such as the BBC, NPR, Radio Australia, etc.

Learning environment

Dynamic and collaborative classroom learning environment that provides space and time for creative experimentation.

Student time use and work load

4 credits, equivalent to 100-120 hours of work, divided as follows:
• Lessons in class: 56 hours
• Homework and self-study: 44+ hours

Contents

Current topics of relevance to the engineering profession, for example, energy, artificial intelligence, the environment, machines and processes, transport, materials, etc.

Additional information for students: previous knowledge etc.

The course is taught on a C1-C2 level.
Therefore, participants should have B2 level English skills (according to the Common European Framework for Languages). Students with less than B2 level skills—who wish to be challenged and who are willing to put in extra effort—are also very welcomed.

Assessment criteria

Continuous in-class assessment of speaking, conversing, reading and listening skills, based on work done on tasks given. If deemed necessary, reading and listening quizzes will be given in class to ascertain the students’ skill in these areas.

Assessment scale

1-5

Failed (0)

The student’s language skills are below the required B2 level of competence, The student is therefore unable to perform the tasks of the course to an acceptable level. In particular, the student:
• struggles to follow texts and discourse on developments in engineering
• is not able to participate independently in international professional activities, but would need a great deal of help to communicate and understand what is going on.

Assessment criteria: assessment scale failed/approved

The student has good overall English skills (a solid B2 level of competence), and also attempts occasionally to express more complex ideas using higher level language, with varying degrees of success. By and large, the student demonstrates sufficiently good ability to:
• follow and discuss, on a professional level, developments in the engineering field.
• participate successfully in international professional activities, such as seminars, conferences, interviews, presentations and meetings.

Assessment criteria: level 1 (assessment scale 1–5)

The student has satisfactory overall English skills (a B2 level of competence), and also attempts occasionally to express more complex ideas using higher level language, with varying degrees of success. By and large, the student demonstrates some ability to:
• follow and discuss, on a professional level, developments in the engineering field.
• participate successfully in international professional activities, such as seminars, conferences, interviews, presentations and meetings.

Assessment criteria: level 3 (assessment scale 1–5)

The student has good overall English skills (a solid B2-C1 level of competence), and also attempts occasionally to express more complex ideas using higher level language, with varying degrees of success. By and large, the student demonstrates sufficiently good ability to:
• follow and discuss, on a professional level, developments in the engineering field.
• participate successfully in international professional activities, such as seminars, conferences, interviews, presentations and meetings.

Assessment criteria: level 5 (assessment scale 1–5)

The student has excellent overall English skills (C1-C2 level of competence), and is able to express more complex ideas using higher level language, with high degree of success. By and large, the student demonstrates excellent abilities to:
• follow and discuss, on a professional level, developments in the engineering field.
• participate successfully in international professional activities, such as seminars, conferences, interviews, presentations and meetings.

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Implementation and methods of teaching

This course is taught in class.

The focus is on learning through lively face-to-face interaction which aims to simulate the activities of professional engineers. In addition to reading about various developments in engineering and listening to authentic discussions on them, students will also discuss the developments themselves, take part in problem-solving activities, panel discussions, project launches, debates, information-gathering, interviews, presentations, and meetings.

Timing and attendance

Periods 1-2 (Autumn 2024)

2 lessons per week, each lesson lasting 2 hours.
5 absences allowed, not more than 3 in either period.

Learning material and recommended literature

All material will be provided by the teacher in class. They are based on authentic reading texts from publications such as The New Scientist, MIT Technology Review, The Economist, The Guardian, The New York Times, etc., and authentic listening material from broadcasting stations such as the BBC, NPR, Radio Australia, etc.

Learning environment

Dynamic and collaborative classroom learning environment that provides space and time for creative experimentation.

Student time use and work load

4 credits, equivalent to 100-120 hours of work, divided as follows:
• Lessons in class: 56 hours
• Homework and self-study: 44+ hours

Contents

Current topics of relevance to the engineering profession, for example, energy, artificial intelligence, the environment, machines and processes, transport, materials, etc.

Additional information for students: previous knowledge etc.

The course is taught on a C1-C2 level.
Therefore, participants should have B2 level English skills (according to the Common European Framework for Languages). Students with less than B2 level skills—who wish to be challenged and who are willing to put in extra effort—are also very welcomed.

Assessment criteria

Continuous in-class assessment of speaking, conversing, reading and listening skills, based on work done on tasks given. If deemed necessary, reading and listening quizzes will be given in class to ascertain the students’ skill in these areas.

Assessment scale

1-5

Failed (0)

The student’s language skills are below the required B2 level of competence, The student is therefore unable to perform the tasks of the course to an acceptable level. In particular, the student:
• struggles to follow texts and discourse on developments in engineering
• is not able to participate independently in international professional activities, but would need a great deal of help to communicate and understand what is going on.

Assessment criteria: assessment scale failed/approved

The student has good overall English skills (a solid B2 level of competence), and also attempts occasionally to express more complex ideas using higher level language, with varying degrees of success. By and large, the student demonstrates sufficiently good ability to:
• follow and discuss, on a professional level, developments in the engineering field.
• participate successfully in international professional activities, such as seminars, conferences, interviews, presentations and meetings.

Assessment criteria: level 1 (assessment scale 1–5)

The student has satisfactory overall English skills (a B2 level of competence), and also attempts occasionally to express more complex ideas using higher level language, with varying degrees of success. By and large, the student demonstrates some ability to:
• follow and discuss, on a professional level, developments in the engineering field.
• participate successfully in international professional activities, such as seminars, conferences, interviews, presentations and meetings.

Assessment criteria: level 3 (assessment scale 1–5)

The student has good overall English skills (a solid B2-C1 level of competence), and also attempts occasionally to express more complex ideas using higher level language, with varying degrees of success. By and large, the student demonstrates sufficiently good ability to:
• follow and discuss, on a professional level, developments in the engineering field.
• participate successfully in international professional activities, such as seminars, conferences, interviews, presentations and meetings.

Assessment criteria: level 5 (assessment scale 1–5)

The student has excellent overall English skills (C1-C2 level of competence), and is able to express more complex ideas using higher level language, with high degree of success. By and large, the student demonstrates excellent abilities to:
• follow and discuss, on a professional level, developments in the engineering field.
• participate successfully in international professional activities, such as seminars, conferences, interviews, presentations and meetings.

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Implementation and methods of teaching

This course is taught in class.

The focus is on learning through lively face-to-face interaction which aims to simulate the activities of professional engineers. In addition to reading about various developments in engineering and listening to authentic discussions on them, students will also discuss the developments themselves, take part in problem-solving activities, panel discussions, project launches, debates, information-gathering, interviews, presentations, and meetings.

Timing and attendance

Periods 1-2 (Autumn 2024)

2 lessons per week, each lesson lasting 2 hours.
5 absences allowed, not more than 3 in either period.

Learning material and recommended literature

All material will be provided by the teacher in class. They are based on authentic reading texts from publications such as The New Scientist, MIT Technology Review, The Economist, The Guardian, The New York Times, etc., and authentic listening material from broadcasting stations such as the BBC, NPR, Radio Australia, etc.

Learning environment

Dynamic and collaborative classroom learning environment that provides space and time for creative experimentation.

Student time use and work load

4 credits, equivalent to 100-120 hours of work, divided as follows:
• Lessons in class: 56 hours
• Homework and self-study: 44+ hours

Contents

Current topics of relevance to the engineering profession, for example, energy, artificial intelligence, the environment, machines and processes, transport, materials, etc.

Additional information for students: previous knowledge etc.

The course is taught on a C1-C2 level.
Therefore, participants should have B2 level English skills (according to the Common European Framework for Languages). Students with less than B2 level skills—who wish to be challenged and who are willing to put in extra effort—are also very welcomed.

Assessment criteria

Continuous in-class assessment of speaking, conversing, reading and listening skills, based on work done on tasks given. If deemed necessary, reading and listening quizzes will be given in class to ascertain the students’ skill in these areas.

Assessment scale

1-5

Failed (0)

The student’s language skills are below the required B2 level of competence, The student is therefore unable to perform the tasks of the course to an acceptable level. In particular, the student:
• struggles to follow texts and discourse on developments in engineering
• is not able to participate independently in international professional activities, but would need a great deal of help to communicate and understand what is going on.

Assessment criteria: assessment scale failed/approved

The student has good overall English skills (a solid B2 level of competence), and also attempts occasionally to express more complex ideas using higher level language, with varying degrees of success. By and large, the student demonstrates sufficiently good ability to:
• follow and discuss, on a professional level, developments in the engineering field.
• participate successfully in international professional activities, such as seminars, conferences, interviews, presentations and meetings.

Assessment criteria: level 1 (assessment scale 1–5)

The student has satisfactory overall English skills (a B2 level of competence), and also attempts occasionally to express more complex ideas using higher level language, with varying degrees of success. By and large, the student demonstrates some ability to:
• follow and discuss, on a professional level, developments in the engineering field.
• participate successfully in international professional activities, such as seminars, conferences, interviews, presentations and meetings.

Assessment criteria: level 3 (assessment scale 1–5)

The student has good overall English skills (a solid B2-C1 level of competence), and also attempts occasionally to express more complex ideas using higher level language, with varying degrees of success. By and large, the student demonstrates sufficiently good ability to:
• follow and discuss, on a professional level, developments in the engineering field.
• participate successfully in international professional activities, such as seminars, conferences, interviews, presentations and meetings.

Assessment criteria: level 5 (assessment scale 1–5)

The student has excellent overall English skills (C1-C2 level of competence), and is able to express more complex ideas using higher level language, with high degree of success. By and large, the student demonstrates excellent abilities to:
• follow and discuss, on a professional level, developments in the engineering field.
• participate successfully in international professional activities, such as seminars, conferences, interviews, presentations and meetings.

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Implementation and methods of teaching

The course seeks to blend classroom activities and individual learning, and utilize flipped learning as much as possible (meaning students study the material beforhand and come to class well prepared).
The topics will be studied independetly and discussed in class. Classroom work focuses on spoken interaction and simulated situations from working life.

Timing and attendance

Autumn term of 2024.
There will be 7 classroom lessons during the term (75% attendance requriement). Missing a lesson will lead to having to complete extra tasks.

Learning material and recommended literature

All course materials are provided via Moodle.

Learning environment

Material available through Moodle.
The lessons are held on campus

Student time use and work load

4 ECTS roughly equals 108 hours of work
This will include the in-class lessons, preparation for the classes, independent work as well as completing the assignments and tests.

Contents

- managing job application processes (CV, video application, job interview);
understanding the key terminology and concepts of the technology field, topics tobe announced at the beginning of the course. Activities include participating in the meetings, discussions, problem-solving, information presentation, process description, written tasks
- managing written and oral communication situations required in professional studies and in the work-life: correct/appropriate use of language (grammar, formal vs. informal style)
- recognizing and applying the different sources and tools to help students improve their English skills: critical use of dictionaries and other resources

Additional information for students: previous knowledge etc.

The course is taught at a B2 level according to the Common European Framework.

Students who have taken other English for Professional Development/English Communication for Business and Management/English Communication at Work course are not eligible for this course.

Assessment criteria

The course is evaluated on the basis of continuous assessment.
Active participation in all course's activities impacts the course grade:
70% of the course grade: three assignments that are evaluated by the teacher with the grade 5 -0
15% of the course grade: Moodle tests.
15% of the course grade: active participation in classroom lessons.

Assessment scale

1-5

Assessment criteria: level 1 (assessment scale 1–5)

The student can speak satisfactorily. Interaction is occasional. Speech lacks structuring, logic and cohesion almost totally. Linguistic performance (speech, pronunciation and intonation) is quite hesitant, pauses are rather long and pronunciation mistakes sometimes disturb the message. The student uses only a few basic structures and makes mistakes.

Written communication consists mostly of simple expressions and there are plentiful mistakes. The language is clumsy, but the message is delivered. Much of the text lacks logic and cohesive elements. The text is not in keeping with the genre- and/or style-specific conventions. The topic is handled briefly and one-sidedly. There are considerable flaws in meeting the task requirements.

Assessment criteria: level 3 (assessment scale 1–5)

The student can speak well and interacts with the speaking partner/audience. The student knows how to use ways of nonverbal communication. Speech is easy to follow but lacks cohesion in places. Linguistic performance (speech, pronunciation and intonation) is fluent and clear but short pauses, hesitations and pronunciation mistakes may occur.

Written communication is quite fluent, clear and mostly correct. The structures and professional vocabulary are adequate to deliver the message. The text has a reasonably logical structure. The text is cohesive but minor flaws occur. Minor mistakes occur concerning the genre and/or style. The topic is handled in the usual way, meeting the task requirements.

Assessment criteria: level 5 (assessment scale 1–5)

The student can speak extremely well. Interaction is very skillful, and nonverbal communication effectively supports the speech. Speech is target-oriented, very consistent, to the point and logical. Transitions are very smooth. Linguistic performance (speech, pronunciation and intonation) is fluent, clear and accurate, and speech tempo is normal.

Written communication is very fluent and versatile. The student uses varied structures and extensive professional vocabulary, but makes occasional mistakes in the most advanced structures. The text has a very clear and logical structure. The text is cohesive and transitions are smooth. The student can deliver the message effortlessly in the appropriate, genre-specific style. The handling of the topic is diverse and skillful, meeting all the task requirements.

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Assessment scale

1-5

Learning outcomes

Proficiency level: B2

Students are able to
- communicate clearly and effectively in different generic and field-specific work place situations both orally and in writing
- find, evaluate and use information effectively
- function collaboratively in international working environments.

Assessment scale

1-5