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.

Implementation and methods of teaching

This course requires good time management and ability to work independently with fellow students. 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.

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. 2022. Academic Writing for University Students. London, UK : Routledge, Taylor & Francis Group.

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.

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 may completed either individually or in small groups.

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

Online studies: reading, exercises, assignments; individual and team work.

Timing and attendance

No scheduled classes. Online meetings in small groups .

Learning material and recommended literature

Materials provided by the teacher, on Moodle

Learning environment

Moodle

Student time use and work load

Exercises and assignments every two weeks

Contents

After the course, students should be able to identify the characteristics of academic writing; demonstrate their proficiency in applying academic writing conventions, both generic and discipline-specific, to their writing; demonstrate their ability to critical thinking and analysis; demonstrate ability in collaborative situations; and produce a six-page academic paper in pairs or in groups of three on a topic of their choice. The papers are presented and discussed in small-group seminar meetings (analysis, critique, support and ideas).

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 of introductions
- academic writing style and grammar
- organization, coherence and cohesion
- data commentary
- practice: writing and presenting an academic paper

Additional information for students: previous knowledge etc.

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

Students who have taken the courses FV11A8900 Academic Writing in English 1, FV11A9900 Academic Writing in English 2 or older versions of the same course are not eligible for this course. Similarly, students who have a taken any course in academic or scientific writing in English are not eligible for this course. Consult the teacher.

Assessment criteria

Completed online assignments, preparing a paper and presenting it in a seminar session, acting as opponent.

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 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 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

Online studies: reading, exercises, assignments; individual and team work.

Timing and attendance

No scheduled classes. Online meetings in small groups .

Learning material and recommended literature

Materials provided by the teacher, on Moodle

Learning environment

Moodle

Student time use and work load

Exercises and assignments every two weeks

Contents

After the course, students should be able to identify the characteristics of academic writing; demonstrate their proficiency in applying academic writing conventions, both generic and discipline-specific, to their writing; demonstrate their ability to critical thinking and analysis; demonstrate ability in collaborative situations; and produce a six-page academic paper in pairs or in groups of three on a topic of their choice. The papers are presented and discussed in small-group seminar meetings (analysis, critique, support and ideas).

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 of introductions
- academic writing style and grammar
- organization, coherence and cohesion
- data commentary
- practice: writing and presenting an academic paper

Additional information for students: previous knowledge etc.

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

Students who have taken the courses FV11A8900 Academic Writing in English 1, FV11A9900 Academic Writing in English 2 or older versions of the same course are not eligible for this course. Similarly, students who have a taken any course in academic or scientific writing in English are not eligible for this course. Consult the teacher.

Assessment criteria

Completed online assignments, preparing a paper and presenting it in a seminar session, acting as opponent.

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 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 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

Online studies: reading, exercises, assignments; individual and team work.

Timing and attendance

No scheduled classes. Online meetings in small groups .

Learning material and recommended literature

Materials provided by the teacher, on Moodle

Learning environment

Moodle

Student time use and work load

Exercises and assignments every two weeks

Contents

After the course, students should be able to identify the characteristics of academic writing; demonstrate their proficiency in applying academic writing conventions, both generic and discipline-specific, to their writing; demonstrate their ability to critical thinking and analysis; demonstrate ability in collaborative situations; and produce a six-page academic paper in pairs or in groups of three on a topic of their choice. The papers are presented and discussed in small-group seminar meetings (analysis, critique, support and ideas).

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 of introductions
- academic writing style and grammar
- organization, coherence and cohesion
- data commentary
- practice: writing and presenting an academic paper

Additional information for students: previous knowledge etc.

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

Students who have taken the courses FV11A8900 Academic Writing in English 1, FV11A9900 Academic Writing in English 2 or older versions of the same course are not eligible for this course. Similarly, students who have a taken any course in academic or scientific writing in English are not eligible for this course. Consult the teacher.

Assessment criteria

Completed online assignments, preparing a paper and presenting it in a seminar session, acting as opponent.

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 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 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

Online studies: reading, exercises, assignments; individual and team work.

Timing and attendance

No scheduled classes. Online meetings in small groups .

Learning material and recommended literature

Materials provided by the teacher, on Moodle

Learning environment

Moodle

Student time use and work load

Exercises and assignments every two weeks

Contents

After the course, students should be able to identify the characteristics of academic writing; demonstrate their proficiency in applying academic writing conventions, both generic and discipline-specific, to their writing; demonstrate their ability to critical thinking and analysis; demonstrate ability in collaborative situations; and produce a six-page academic paper in pairs or in groups of three on a topic of their choice. The papers are presented and discussed in small-group seminar meetings (analysis, critique, support and ideas).

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 of introductions
- academic writing style and grammar
- organization, coherence and cohesion
- data commentary
- practice: writing and presenting an academic paper

Additional information for students: previous knowledge etc.

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

Students who have taken the courses FV11A8900 Academic Writing in English 1, FV11A9900 Academic Writing in English 2 or older versions of the same course are not eligible for this course. Similarly, students who have a taken any course in academic or scientific writing in English are not eligible for this course. Consult the teacher.

Assessment criteria

Completed online assignments, preparing a paper and presenting it in a seminar session, acting as opponent.

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 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 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

Online studies: reading, exercises, assignments; individual and team work.

Timing and attendance

No scheduled classes. Online meetings in small groups .

Learning material and recommended literature

Materials provided by the teacher, on Moodle

Learning environment

Moodle

Student time use and work load

Exercises and assignments every two weeks

Contents

After the course, students should be able to identify the characteristics of academic writing; demonstrate their proficiency in applying academic writing conventions, both generic and discipline-specific, to their writing; demonstrate their ability to critical thinking and analysis; demonstrate ability in collaborative situations; and produce a six-page academic paper in pairs or in groups of three on a topic of their choice. The papers are presented and discussed in small-group seminar meetings (analysis, critique, support and ideas).

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 of introductions
- academic writing style and grammar
- organization, coherence and cohesion
- data commentary
- practice: writing and presenting an academic paper

Additional information for students: previous knowledge etc.

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

Students who have taken the courses FV11A8900 Academic Writing in English 1, FV11A9900 Academic Writing in English 2 or older versions of the same course are not eligible for this course. Similarly, students who have a taken any course in academic or scientific writing in English are not eligible for this course. Consult the teacher.

Assessment criteria

Completed online assignments, preparing a paper and presenting it in a seminar session, acting as opponent.

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 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 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

Online studies: reading, exercises, assignments; individual and team work.

Timing and attendance

No scheduled classes. Online meetings in small groups to discuss students' seminar papers.

Learning material and recommended literature

Materials provided by the teacher, on Moodle

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

Student time use and work load

Exercises and assignments every two weeks

Contents

After the course, students should be able to identify the characteristics of academic writing; demonstrate their proficiency in applying academic writing conventions, both generic and discipline-specific, to their writing; demonstrate their ability to critical thinking and analysis; demonstrate ability in collaborative situations; and produce a six-page academic paper in pairs or in groups of three on a topic of their choice. The papers are presented and discussed in small-group seminar meetings (analysis, critique, support and ideas).

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 of introductions
- academic writing style and grammar
- organization, coherence and cohesion
- data commentary
- practice: writing and presenting an academic paper
-acting as opponent

Additional information for students: previous knowledge etc.

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

Students who have taken the courses FV11A8900 Academic Writing in English 1, FV11A9900 Academic Writing in English 2 or older versions of the same course are not eligible for this course. Similarly, students who have a taken any course in academic or scientific writing in English are not eligible for this course. Consult the teacher.

Assessment criteria

Completed online assignments, preparing a paper.

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 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 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

This is a self-paced online course with deadlines. Students study the course materials independently and complete coursework. The instructor monitors the students' progress on the course Moodle page.

The required coursework includes online quizzes and other activities and a learning project, writing a short academic paper. To complete the learning project, the students work in pairs or groups of three, decide on a topic, and produce a 6-page academic paper on their topic. After having produced their first draft, the students upload the draft to a plagiarism check tool (e.g., Turnitin) and submit the draft to a Moodle discussion forum to give and receive peer feedback. After having received feedback, the students edit their draft and produce the final version of their paper.

Timing and attendance

A self-paced online course with deadlines. No compulsory meetings.

Learning material and recommended literature

All readings and other materials available on the course Moodle page.

Alternative completion methods

No alternative completion options.

Learning environment

Online on Moodle.

Student time use and work load

The course is 3 credits, or approximately 80 hours of work. This consists of studying the course materials and doing coursework.

Contents

General principles of academic writing (purpose and audience; referencing mechanics; outlining; writing as a process).
Structure of academic papers (IMRaD) and the 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.

Recommended pre-course reading: Bailey, S. 2015. Academic writing: a handbook for international students. An ebook version available through LUT/LAB Primo.

Additional information for students: previous knowledge etc.

Good English skills but no formal prerequisites. The course is taught at the B2/C1 level of the European Framework of Reference for Languages. See: https://bit.ly/CEFR-grid

Assessment criteria

Students:

-Complete all required tasks and assignments.
-Write a 6-page academic paper (with a pair or in group of three) where they demonstrate their skills in producing academic language. The paper must meet the criteria for grade 3 (see below). Note: Plagiarism results in a fail grade.
-Take a possible midterm exam on the course page focusing on key course topics.

Assessment scale

Approved/Failed

Failed (0)

The writer's language skills are not adequate. The message is not delivered. The text lacks logic. The writer does not complete the assignment.
Plagiarism will result in an automatic fail.

Assessment criteria: assessment scale failed/approved

Written communication is sufficiently fluent, correct and varied to deliver the message effortlessly. The text has a reasonably logical structure. Minor mistakes occur concerning the genre and/or style. The format, including citations and referencing, meets the task requirements, but not always consistently.

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

Spring term of 2023. 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
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 grade 3 (see below).

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

Written communication is sufficiently fluent, correct and varied to deliver the message effortlessly. The text has a reasonably logical structure. Minor mistakes occur concerning the genre and/or style. The format, including citations and referencing, meets the task requirements, but is not always consistent.

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)

Alternative completion methods

Recognition of prior learning (RPL): The student must submit an application before or immediately after the start of the course. Neither a pathway student (nor an open UAS student) can apply for RPL.

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.

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

Periods 1 and 2 in the autumn term of 2022. 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
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 grade 3 (see below).

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

Written communication is sufficiently fluent, correct and varied to deliver the message effortlessly. The text has a reasonably logical structure. Minor mistakes occur concerning the genre and/or style. The format, including citations and referencing, meets the task requirements, but is not always consistent.

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

Periods 1 and 2 in the autumn term of 2022. 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
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 grade 3 (see below).

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

Written communication is sufficiently fluent, correct and varied to deliver the message effortlessly. The text has a reasonably logical structure. Minor mistakes occur concerning the genre and/or style. The format, including citations and referencing, meets the task requirements, but is not always consistent.

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

Online studies: reading, exercises, assignments; individual and team work.

Timing and attendance

No scheduled classes. Online meetings in small groups to discuss students' seminar papers.

Learning material and recommended literature

Materials provided by the teacher, on Moodle

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

Student time use and work load

Exercises and assignments every two weeks

Contents

After the course, students should be able to identify the characteristics of academic writing; demonstrate their proficiency in applying academic writing conventions, both generic and discipline-specific, to their writing; demonstrate their ability to critical thinking and analysis; demonstrate ability in collaborative situations; and produce a six-page academic paper in pairs or in groups of three on a topic of their choice. The papers are presented and discussed in small-group seminar meetings (analysis, critique, support and ideas).

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 of introductions
- academic writing style and grammar
- organization, coherence and cohesion
- data commentary
- practice: writing and presenting an academic paper
-acting as opponent

Additional information for students: previous knowledge etc.

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

Students who have taken the courses FV11A8900 Academic Writing in English 1, FV11A9900 Academic Writing in English 2 or older versions of the same course are not eligible for this course. Similarly, students who have a taken any course in academic or scientific writing in English are not eligible for this course. Consult the teacher.

Assessment criteria

Completed online assignments, preparing a paper.

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 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 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

Online studies: reading, exercises, assignments; individual and team work.

Timing and attendance

No scheduled classes. Online meetings in small groups .

Learning material and recommended literature

Materials provided by the teacher, on Moodle

Learning environment

Moodle

Student time use and work load

Exercises and assignments every two weeks

Contents

After the course, students should be able to identify the characteristics of academic writing; demonstrate their proficiency in applying academic writing conventions, both generic and discipline-specific, to their writing; demonstrate their ability to critical thinking and analysis; demonstrate ability in collaborative situations; and produce a six-page academic paper in pairs or in groups of three on a topic of their choice. The papers are presented and discussed in small-group seminar meetings (analysis, critique, support and ideas).

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 of introductions
- academic writing style and grammar
- organization, coherence and cohesion
- data commentary
- practice: writing and presenting an academic paper

Additional information for students: previous knowledge etc.

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

Students who have taken the courses FV11A8900 Academic Writing in English 1, FV11A9900 Academic Writing in English 2 or older versions of the same course are not eligible for this course. Similarly, students who have a taken any course in academic or scientific writing in English are not eligible for this course. Consult the teacher.

Assessment criteria

Completed online assignments, preparing a paper and presenting it in a seminar session, acting as opponent.

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 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 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

Online studies: reading, exercises, assignments; individual and team work.

Timing and attendance

No scheduled classes. Online meetings in small groups to discuss students' seminar papers.

Learning material and recommended literature

Materials provided by the teacher, on Moodle

Learning environment

Moodle

Student time use and work load

Exercises and assignments every two weeks

Contents

After the course, students should be able to identify the characteristics of academic writing; demonstrate their proficiency in applying academic writing conventions, both generic and discipline-specific, to their writing; demonstrate their ability to critical thinking and analysis; demonstrate ability in collaborative situations; and produce a six-page academic paper in pairs or in groups of three on a topic of their choice. The papers are presented and discussed in small-group seminar meetings (analysis, critique, support and ideas).

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 of introductions
academic writing style and grammar
organization, coherence and cohesion
data commentary
practice: writing and presenting an academic paper; acting as opponent

Additional information for students: previous knowledge etc.

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

Students who have taken the courses FV11A8900 Academic Writing in English 1, FV11A9900 Academic Writing in English 2 or older versions of the same course are not eligible for this course. Similarly, students who have a taken any course in academic or scientific writing in English are not eligible for this course. Consult the teacher.

Assessment criteria

Completed online assignments, preparing a paper and presenting it in a seminar session, acting as opponent.

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 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 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)

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

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 in Skype/Zoom discussions.
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 students will give peer feedback to one another on one of their drafts.

Timing and attendance

Periods 3and 4 in the spring term of 2022. 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
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 grade 3 (see below).

Please note: Plagiarism may result in an automatic fail.

Assessment scale

Approved/Failed

Failed (0)

The writer's language skills are not adequate. The message is not delivered. The text lacks logic. The writer does not complete the assignment.
Plagiarism may result in an automatic fail.

Assessment criteria: assessment scale failed/approved

Written communication is sufficiently fluent, correct and varied to deliver the message effortlessly. The text has a reasonably logical structure. Minor mistakes occur concerning the genre and/or style. The format, including citations and referencing, meets the task requirements, but is not always consistent.