Study Guide

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Classes on campus, teamwork assignments, individual assignments, an exam based on required materials, peer and self-assessment. Active participation is required (80% attendance compulsory).

Timing and attendance

See the course timetable in the TimeEdit system. Active participation is required (80% attendance is compulsory).

Learning material and recommended literature

Specified by the teacher. All required materials/links to materials are available on the course Moodle page.

Required:
-LAB Thesis Guidebook, chapters 6 & 7
-Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo system. (The required sections are specified on the course Moodle page.)
-Mizrahi, Jane: Writing for the workplace: business communication for professionals. An e-book available in the LAB primo system (The required sections are specified on the course Moodle page.)
-Mikkola, Leena & Valo, Maarit. 2020. Workplace communication. An e-book accessible through the LAB Primo system (The required sections are specified on the course Moodle page.)

Recommended:
-https://open.lib.umn.edu/writingforsuccess/

Alternative completion methods

Recognition of Prior Learning (RPL). Contact the teacher.

Exam retakes

The final course grade is based on course assignments and an exam/exams. No retakes expect for the exam/exams.

Learning environment

Lessons in class on campus. Study materials on the Moodle platform. Students are expected to reserve 3–4 hours a week for coursework (reading, working on assignments) in addition to the scheduled/instructed classes.

Student time use and work load

The estimated course workload is 135 hours, including reading, coursework, and instructed classes, or other scheduled meetings. Students are expected to reserve 3-4hours per week outside of the scheduled/instructed class time for coursework.

Contents

The course focuses on two key areas of professional communication: academic communication and workplace communication.

-General principles of academic writing, including style, text structure, and referencing mechanics.
-Generic and context-specific guidelines for academic and professional writing.
-Various written and oral communication situations in professional studies and working life.
-Key terminology and concepts in the student's field of study.

Additional information for students: previous knowledge etc.

Strong English skills are expected. The course is taught at the B2 level according to the Common European Framework of Reference for Languages. This is equal to scoring 6.5/7.0 in the IELTS test or 85-100 in TOEFL, or having been graded M or higher in English in the Finnish matriculation examination.

Assessment criteria

Written assignments. An oral presentation. An exam/exams on the required course materials.

Assessment scale

1-5

Failed (0)

The student has failed to meet the course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Lessons on campus, teamwork, individual assignments, peer and self-assessment. Active participation required (80% attendance compulsory).

Timing and attendance

See the course schedule in the TimeEdit system. Active participation required (80% attendance is compulsory).

Learning material and recommended literature

Specified by the teacher. All materials/links to materials are available on the course Moodle page.

Required:
-LAB Thesis Guidebook, chapters 6 & 7
-Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book accessible through the LAB Primo system. (The required sections are specified on the course Moodle page.)
-Mizrahi, Jane: Writing for the workplace: business communication for professionals. An e-book accessible through the LAB system (The required sections are specified on the course Moodle page.)
-Mikkola, Leena & Valo, Maarit. 2020. Workplace communication. An e-book accessible through the LAB Primo system (The required sections are specified on the course Moodle page.)

Recommended:
- https://open.lib.umn.edu/writingforsuccess/
- https://open.lib.umn.edu/collegesuccess/
- https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Recognition of Prior Learning (RPL). DIscuss with the teacher.

Exam retakes

The final course grade is based on written course assignments and two Moodle exams. The student may retake each exam once to improve their exam grade, but the retake exams will be graded 0-3/5, not 0-5/5. In other words, the student can get a 3/5 at best on a retake exam. No retakes on any other coursework.

Learning environment

In class on campus. Study materials on the Moodle platform. Students are expected to reserve 3–4 hours a week to do coursework outside of the scheduled/instructed class time.

Student time use and work load

The estimated workload is 135 hours, including reading, coursework, and lectures, or other scheduled meetings. Students are expected to reserve 2-3 hours per week to work outside of the scheduled/instructed class time.

Contents

About 60% of the course is focused on academic practices, especially academic writing, and about 40% is focused on workplace communication practices and skills.

-General principles of academic writing, including style, text structure, and referencing mechanics.
-Generic and context-specific guidelines for academic and professional writing.
-Various written and oral communication situations in professional studies and working life.
-Key terminology and concepts in the student's field of study.

Additional information for students: previous knowledge etc.

Strong English skills are expected. The course is taught at the B2 level according to the Common European Framework of Reference for Languages. This is equal to scoring 6.5/7.0 in the IELTS test or 85-100 in TOEFL, or having been graded M or higher in English in the Finnish matriculation examination.

Assessment criteria

Midterm exam. Written assignments. Final exam.

Assessment scale

1-5

Failed (0)

The student has failed to meet the course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Lessons on campus, teamwork, individual assignments, peer and self-assessment. Active participation required (80% attendance compulsory).

Timing and attendance

See the course schedule in the TimeEdit system. Active participation required (80% attendance is compulsory).

Learning material and recommended literature

Specified by the teacher. All materials/links to materials are available on the course Moodle page.

Required:
-LAB Thesis Guidebook, chapters 6 & 7
-Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book accessible through the LAB Primo system. (The required sections are specified on the course Moodle page.)
-Mizrahi, Jane: Writing for the workplace: business communication for professionals. An e-book accessible through the LAB system (The required sections are specified on the course Moodle page.)
-Mikkola, Leena & Valo, Maarit. 2020. Workplace communication. An e-book accessible through the LAB Primo system (The required sections are specified on the course Moodle page.)

Recommended:
- https://open.lib.umn.edu/writingforsuccess/
- https://open.lib.umn.edu/collegesuccess/
- https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Recognition of Prior Learning (RPL). DIscuss with the teacher.

Exam retakes

The final course grade is based on written course assignments and two Moodle exams. The student may retake each exam once to improve their exam grade, but the retake exams will be graded 0-3/5, not 0-5/5. In other words, the student can get a 3/5 at best on a retake exam. No retakes on any other coursework.

Learning environment

In class on campus. Study materials on the Moodle platform. Students are expected to reserve 3–4 hours a week to do coursework outside of the scheduled/instructed class time.

Student time use and work load

The estimated workload is 135 hours, including reading, coursework, and lectures, or other scheduled meetings. Students are expected to reserve 2-3 hours per week to work outside of the scheduled/instructed class time.

Contents

About 60% of the course is focused on academic practices, especially academic writing, and about 40% is focused on workplace communication practices and skills.

-General principles of academic writing, including style, text structure, and referencing mechanics.
-Generic and context-specific guidelines for academic and professional writing.
-Various written and oral communication situations in professional studies and working life.
-Key terminology and concepts in the student's field of study.

Additional information for students: previous knowledge etc.

Strong English skills are expected. The course is taught at the B2 level according to the Common European Framework of Reference for Languages. This is equal to scoring 6.5/7.0 in the IELTS test or 85-100 in TOEFL, or having been graded M or higher in English in the Finnish matriculation examination.

Assessment criteria

Midterm exam. Written assignments. Final exam.

Assessment scale

1-5

Failed (0)

The student has failed to meet the course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

On-campus and, when so agreed, virtual classes, and self-studies on Moodle. Lectures and teacher-directed activities, exercises and assignments, group work and individual studies, and feedback from peers and the teacher. Where relevant and possible, integration with another course implementation (e.g., a report writing assignment).

Timing and attendance

The course is scheduled for October/November 2023 to February 2024, the first part introducing the basics of professional communication (2 ECTS) and the second part (3 ECTS) focusing on academic communication. Scheduled weekly classes to attend and virtual studies to complete successfully by deadlines. Live classes on campus will be organized for subgroups (A and B), half of the students in group A and the other half in group B.

Learning material and recommended literature

Study materials are provided by the teacher via Moodle.

Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., report structure and layout, illustrations and bulleted lists, language and style, citing and referencing mechanics), available at elab.lab.fi

Recommended (parts):
- Stephen Bailey: Academic Writing. A Handbook for International Students or Stephen Bailey: Academic Writing for University Students. Both are e-books available in the LAB Primo database.

Other resources:
- https://open.lib.umn.edu/writingforsuccess/
- https://open.lib.umn.edu/collegesuccess/
- https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Recognition of Prior Learning (RPL). To be discussed with the teacher.

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

Blended learning: A major part of the studies will take place online (Moodle, Teams, and other digital platforms as needed). Studies will comprise also live classes on the Lappeenranta campus.

Student time use and work load

Estimated student workload is 135 h during the 5-credit course, including reading, exercises and assignments, and lectures or other scheduled meetings.

Contents

About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.
- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Strong English skills recommended. The course is taught at skills level CEFR B2.

Assessment criteria

Continuous evaluation: regular attendance and active participation in lectures and learning sessions. Successful completion of written and spoken assignments and tests by the given deadlines. Students' assignments are assessed individually on a scale of 5-0 or Pass/Fail. The final course grade is determined based on the overall quality of the student's coursework, on a scale of 5-0.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

On-campus and, when so agreed, virtual classes on campus, and self-studies on Moodle. Lectures and teacher-directed activities, exercises and assignments, group work and individual studies, and feedback from peers and the teacher. Where relevant and possible, integration with another course implementation (e.g., a report writing assignment).

Timing and attendance

The course is scheduled for October/November 2023 to February 2024, the first part introducing the basics of professional communication (2 ECTS) and the second part (3 ECTS) focusing on academic communication. Scheduled weekly classes to attend and virtual studies to complete successfully by deadlines. Live classes on campus will be organized for subgroups (A and B), half of the students in group A and the other half in group B.

Learning material and recommended literature

Study materials are provided by the teacher via Moodle.

Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., report structure and layout, illustrations and bulleted lists, language and style, citing and referencing mechanics), available at elab.lab.fi

Recommended (parts):
- Stephen Bailey: Academic Writing. A Handbook for International Students or Stephen Bailey: Academic Writing for University Students. Both are e-books available in the LAB Primo database.

Other resources:
- https://open.lib.umn.edu/writingforsuccess/
- https://open.lib.umn.edu/collegesuccess/
- https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Recognition of Prior Learning (RPL). To be discussed with the teacher.

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

Blended learning: A major part of the studies will take place online (Moodle, Teams, and other digital platforms as needed). Studies will comprise also live classes on the Lappeenranta campus.

Student time use and work load

Estimated student workload is 135 h during the 5-credit course, including reading, exercises and assignments, and lectures or other scheduled meetings.

Contents

About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.
- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Strong English skills recommended. The course is taught at skills level CEFR B2.

Assessment criteria

Continuous evaluation: regular attendance and active participation in lectures and learning sessions. Successful completion of written and spoken assignments and tests by the given deadlines. Students' assignments are assessed individually on a scale of 5-0 or Pass/Fail. The final course grade is determined based on the overall quality of the student's coursework, on a scale of 5-0.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Online lectures, group work, individual assignments.

Timing and attendance

The course is scheduled for October 2023 - February 2024, the first part (3 ECTS) focusing on academic writing and the latter part focusing on professional communication and field-specific topics (2 ECTS). Scheduled weekly online classes and other studies to complete successfully.

Learning material and recommended literature

Study materials are provided by the teacher via Moodle.

Required reading:
- LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics), available at elab.lab.fi
- Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database.
- https://open.lib.umn.edu/writingforsuccess/

Alternative completion methods

Recognition of Prior Learning (RPL). To be discussed with the teacher.

Learning environment

Online (Moodle & Zoom)

Student time use and work load

Estimated student workload is 135 h during the 5-credit course, including reading, coursework, and lectures or other scheduled meetings.

Contents

About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.
- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Strong English skills recommended. The course is taught at skills level CEFR B2.

Assessment criteria

Continuous evaluation: regular attendance (80%) and active participation in lectures and in-class exercises. Successful completion of written and spoken assignments and tests by given deadlines. Late deliveries reduce assignment grade. Students are assessed individually on a scale of 5-0.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Classroom lessons, individual work, teamwork, technical reports, presentations, integration with project course

Learning material and recommended literature

Specified by the teacher

Contents

The aim of the course:
The student is able to
- identify the characteristics of academic texts and apply academic conventions to writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English

Assessment criteria

classroom tasks, writing tasks, presentations, written exam

Assessment scale

1-5

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

The student has a satisfactory knowledge of the course content.

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

The student has a good knowledge of the course content.

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

The student has an excellent knowledge of the course content.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Classroom lessons, individual work, teamwork, technical reports, presentations, integration with project course

Learning material and recommended literature

Specified by the teacher

Contents

The aim of the course:
The student is able to
- identify the characteristics of academic texts and apply academic conventions to writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English

Assessment criteria

Classroom tasks, writing tasks, presentations, written exam

Assessment scale

1-5

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

The student has a satisfactory knowledge of the course content.

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

The student has a good knowledge of the course content.

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

The student has an excellent knowledge of the course content.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Lectures, group work, individual assignments, peer and self-assessment.

Timing and attendance

Specified by the teacher.

Learning material and recommended literature

Specified by the teacher.

Required:
-LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics)
For background:
-Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database. (The required sections are specified on the course Moodle page.)
Recommended:
- https://open.lib.umn.edu/writingforsuccess/
- https://open.lib.umn.edu/collegesuccess/
- https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Recognition of Prior Learning (RPL). Discussed with the teacher.

Exam retakes

No final exam/no retake to improve the final course grade. The student is allowed to retake the midterm exam once. The midterm exam grade counts toward the final course grade. If the student fails both takes of the exam, they may still earn a passing grade in the course by completing the remaining coursework.

Learning environment

In-class learning on campus. Study materials on the Moodle platform.

Student time use and work load

The estimated workload is 135 hours, including reading, coursework, and lectures or other scheduled meetings.

Contents

About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.

-general principles of academic writing, including style, text structure, and referencing mechanics
-generic and context-specific guidelines for academic and professional writing
-various written and oral communication situations in professional studies and the working life
-key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Strong English skills recommended. The course is taught at the B2 level according to the Common European Framework of Reference for Languages. This is equal to scoring 6 or 6.5 in the IELTS test or having been graded M or higher in English in the Finnish matriculation examination.

Assessment criteria

Midterm exam. Written assignments.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Learning outcomes of the course
The student is able to:
• identify the characteristics of academic texts and apply academic conventions to their writing
• demonstrate critical thinking and find, evaluate and use information effectively
• communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
• function collaboratively in contemporary working environments in English.

Implementation and methods of teaching
Lectures, group work, individual assignments, peer and self-assessment.

Timing and attendance

Timing and attendance
Regular class attendance is required (80%)

Learning material and recommended literature

Learning material and recommended literature
Course material provided on moodle.
Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics)
Recommended:
• Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database.
• https://open.lib.umn.edu/writingforsuccess/
• https://open.lib.umn.edu/collegesuccess/
• https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Alternative completion methods
Recognition of Prior Learning (RPL). Discussed with the teacher.

Exam retakes

A written test held at the end of the course.

Learning environment

Learning environment
Online (Moodle platform and Zoom), blended learning

Student time use and work load

Students’ use of time and workload
The estimated workload is 135 hours, including required reading, coursework, and lectures or other scheduled meetings.

Contents

Contents:
About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.
• general principles of academic writing, including style, text structure, and referencing mechanics
• generic and context-specific guidelines for academic and professional writing
• various written and oral communication situations in professional studies and the working life
• key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Additional information for students: previous knowledge etc.
Strong English skills recommended. The course is taught at skills level CEFR B2.

Assessment criteria

Assessment criteria (5, 3, 1, failed) and scale (5-1)

Assessment scale

1-5

Failed (0)

Failed
The student has failed to meet the set course requirements

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.
Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.
Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.
Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Lectures, group work, individual assignments, peer and self-assessment. Blended learning: studies in class and online.

Timing and attendance

September 2023 - October 2023. Scheduled weekly classes and online studies.

Learning material and recommended literature

Study materials are provided by the teacher via Moodle.

Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics), available at elab.lab.fi

Alternative completion methods

Recognition of Prior Learning (RPL). To be discussed with the teacher.

Learning environment

Blended learning: in-class and online (Moodle, Zoom/Teams, other digital platforms as needed)

Student time use and work load

Estimated student workload is 135 h during the 5-credit course, including reading, coursework, and lectures or other scheduled meetings.

Contents

About 2 ECTS is focused on academic practices, especially academic writing, and about 3 ECTS is focused on other professional communication practices and skills, both written and spoken.
- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Strong English skills recommended. The course is taught at skills level CEFR B2.

Assessment criteria

Continuous evaluation: regular attendance (75%) and active participation in lectures and in-class exercises. Successful completion of written and spoken assignments and tests by given deadlines. Students are assessed individually on a scale of 5-0.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Lectures, group work, individual assignments, peer and self-assessment.

Timing and attendance

Specified by the teacher.

Learning material and recommended literature

Specified by the teacher.

Required:
-LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics)
- Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database. (The required sections are specified on the course Moodle page.)
Recommended:
- https://open.lib.umn.edu/writingforsuccess/
- https://open.lib.umn.edu/collegesuccess/
- https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Recognition of Prior Learning (RPL). Discussed with the teacher.

Exam retakes

No final exam/no retake to improve the final course grade. The student is allowed to retake the midterm exam once. However, the student should note that retake exam is simply graded 1/5 at best. The midterm exam grade counts toward the final course grade. If the student fails both the first take and the retake, they may still pass the course by doing the other required coursework,.

Learning environment

Online (Moodle platform), blended learning, in-class learning. Specified by the teacher.

Student time use and work load

The estimated workload is 135 hours, including reading, coursework, and lectures or other scheduled meetings.

Contents

About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.

- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Strong English skills recommended. The course is taught at the B2 level according to the Common European Framework of Reference for Languages. This is equal to scoring 6 or 6.5 in the IELTS test or having been graded M or higher in English in the Finnish matriculation examination.

Assessment criteria

Midterm exam. Written assignments.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Lectures, group work, individual assignments, peer and self-assessment.

Timing and attendance

Specified by the teacher.

Learning material and recommended literature

Specified by the teacher.

Required:
-LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics)
- Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database. (The required sections are specified on the course Moodle page.)
Recommended:
- https://open.lib.umn.edu/writingforsuccess/
- https://open.lib.umn.edu/collegesuccess/
- https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Recognition of Prior Learning (RPL). Discussed with the teacher.

Exam retakes

No final exam/no retake the improve to final course grade. The student is allowed to retake the midterm exam once. However, the student should note that retake exam is simply graded 1/5 at best. The midterm exam grade counts toward the final course grade. If the student fails both the first take and the retake, they may still pass the course by doing the other required coursework,.

Learning environment

Online (Moodle platform), blended learning, in-class learning. Specified by the teacher.

Student time use and work load

The estimated workload is 135 hours, including reading, coursework, and lectures or other scheduled meetings.

Contents

About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.

- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Strong English skills recommended. The course is taught at the B2 level according to the Common European Framework of Reference for Languages. This is equal to scoring 6 or 6.5 in the IELTS test or having been graded M or higher in English in the Finnish matriculation examination.

Assessment criteria

Midterm exam. Written assignments.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Learning outcomes of the course
The student is able to:
• identify the characteristics of academic texts and apply academic conventions to their writing
• demonstrate critical thinking and find, evaluate and use information effectively
• communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
• function collaboratively in contemporary working environments in English.

Implementation and methods of teaching
Lectures, group work, individual assignments, peer and self-assessment.

Timing and attendance

Timing and attendance
Regular class attendance is required (80%)

Learning material and recommended literature

Learning material and recommended literature
Course material provided on moodle.
Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics)
Recommended:
• Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database.
• https://open.lib.umn.edu/writingforsuccess/
• https://open.lib.umn.edu/collegesuccess/
• https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Alternative completion methods
Recognition of Prior Learning (RPL). Discussed with the teacher.

Exam retakes

A written test held at the end of the course.

Learning environment

Learning environment
Online (Moodle platform and Zoom), blended learning

Student time use and work load

Students’ use of time and workload
The estimated workload is 135 hours, including required reading, coursework, and lectures or other scheduled meetings.

Contents

Contents:
About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.
• general principles of academic writing, including style, text structure, and referencing mechanics
• generic and context-specific guidelines for academic and professional writing
• various written and oral communication situations in professional studies and the working life
• key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Additional information for students: previous knowledge etc.
Strong English skills recommended. The course is taught at skills level CEFR B2.

Assessment criteria

Assessment criteria (5, 3, 1, failed) and scale (5-1)

Assessment scale

1-5

Failed (0)

Failed
The student has failed to meet the set course requirements

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.
Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.
Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.
Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

In the autumn term, virtual learning: 1) classes on Teams and 2) self-studies on Moodle. In the spring term, blended learning: 1) classes on campus and 2) self-studies on Moodle. Lectures and teacher-directed activities, exercises and assignments, group work and individual studies, feedback from peers and the teacher. Where relevant and possible, integration with another course implementation (e.g. a report writing assignment).

Timing and attendance

The course is scheduled for October/November 2022 to February 2023, the first part (3 ECTS) focusing on academic writing and the second part introducing the basics of professional business communication (2 ECTS). Scheduled weekly classes to attend and virtual studies to complete successfully by deadlines.

Learning material and recommended literature

Study materials are provided by the teacher via Moodle.

Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., citing and referencing mechanics), available at elab.lab.fi

Recommended (parts):
- Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database.
- https://open.lib.umn.edu/writingforsuccess/
- https://open.lib.umn.edu/collegesuccess/
- https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Recognition of Prior Learning (RPL). To be discussed with the teacher.

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

Blended learning: The major part of the studies will take place online (Moodle, Teams, and other digital platforms as needed). In the spring term, studies will comprise also live classes on the Lappeenranta campus.

Student time use and work load

Estimated student workload is 135 hours during the 5-credit course, including reading, exercises and assignments, lectures and other scheduled meetings.

Contents

About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.
- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Strong English skills recommended. The course is taught at skills level CEFR B2.

Assessment criteria

Continuous evaluation: regular attendance and active participation in lectures and learning sessions. Successful completion of written and spoken assignments and tests by the given deadlines. Students' assignments are assessed individually on a scale of 5-0 or Pass/Fail. The final course grade is determined based on the overall quality of the student's course work, on a scale of 5-0.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Learning outcomes of the course
The student is able to:
• identify the characteristics of academic texts and apply academic conventions to their writing
• demonstrate critical thinking and find, evaluate and use information effectively
• communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
• function collaboratively in contemporary working environments in English.

Implementation and methods of teaching
Lectures, group work, individual assignments, peer and self-assessment.

Timing and attendance

Timing and attendance
Regular class attendance is required (80%)

Learning material and recommended literature

Learning material and recommended literature
Course material provided on moodle.
Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics)
Recommended:
• Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database.
• https://open.lib.umn.edu/writingforsuccess/
• https://open.lib.umn.edu/collegesuccess/
• https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Alternative completion methods
Recognition of Prior Learning (RPL). Discussed with the teacher.

Exam retakes

A written test held at the end of the course.

Learning environment

Learning environment
Online (Moodle platform and Zoom), blended learning

Student time use and work load

Students’ use of time and workload
The estimated workload is 135 hours, including required reading, coursework, and lectures or other scheduled meetings.

Contents

Contents:
About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.
• general principles of academic writing, including style, text structure, and referencing mechanics
• generic and context-specific guidelines for academic and professional writing
• various written and oral communication situations in professional studies and the working life
• key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Additional information for students: previous knowledge etc.
Strong English skills recommended. The course is taught at skills level CEFR B2.

Assessment criteria

Assessment criteria (5, 3, 1, failed) and scale (5-1)

Assessment scale

1-5

Failed (0)

Failed
The student has failed to meet the set course requirements

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.
Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.
Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.
Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

In the autumn term, virtual learning: 1) classes on Teams and 2) self-studies on Moodle. In the spring term, blended learning: 1) classes on campus and 2) self-studies on Moodle. Lectures and teacher-directed activities, exercises and assignments, group work and individual studies, feedback from peers and the teacher. Where relevant and possible, integration with another course implementation (e.g. a report writing assignment).

In the spring term, the live classes on campus are arranged in four smaller groups of students: HOMA22S A, B, C and D. The teacher of groups A and B is Tessa Laba, and the teacher of groups C and D is Anneli Rinnevalli.

Timing and attendance

The course is scheduled for October 2022 - February 2023, the first part (3 ECTS) focusing on academic writing and the second part focusing on professional communication in business (2 ECTS). Scheduled weekly online/ in-class classes to attend and online studies to complete successfully by deadlines.

Learning material and recommended literature

Study materials are provided by the teacher via Moodle.

Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., citing and referencing mechanics), available at elab.lab.fi

Recommended (parts):
- Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database.
- https://open.lib.umn.edu/writingforsuccess/
- https://open.lib.umn.edu/collegesuccess/
- https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Recognition of Prior Learning (RPL). To be discussed with the teacher.

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

Blended learning: The major part of the studies will take place online (Moodle, Teams, and other digital platforms as needed). In the spring term, studies will comprise also live classes on the Lappeenranta campus.

Student time use and work load

Estimated student workload is 135 h during the 5-credit course, including reading, exercises and assignments, and lectures or other scheduled meetings.

Contents

About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.
- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Strong English skills recommended. The course is taught at skills level CEFR B2.

Assessment criteria

Continuous evaluation: regular attendance and active participation in lectures and learning sessions. Successful completion of written and spoken assignments and tests by the given deadlines. Students' assignments are assessed individually on a scale of 5-0 or Pass/Fail. The final course grade is determined based on the overall quality of the student's course work, on a scale of 5-0.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Lectures, group work, individual assignments, peer and self-assessment. Blended learning: studies in class and online.

Timing and attendance

21 October - 28 November 2022 (Academic writing)
March - April 2023.
Scheduled weekly classes and online studies.

Learning material and recommended literature

Study materials are provided by the teacher via Moodle.

Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics), available at elab.lab.fi

Alternative completion methods

Recognition of Prior Learning (RPL). To be discussed with the teacher.

Learning environment

Blended learning: in-class and online (Moodle, Zoom/Teams, other digital platforms as needed)

Student time use and work load

Estimated student workload is 135 h during the 5-credit course, including reading, coursework, and lectures or other scheduled meetings.

Contents

About 2 ECTS is focused on academic practices, especially academic writing, and about 3 ECTS is focused on other professional communication practices and skills, both written and spoken.
- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

The course is taught at skills level CEFR B2.

Assessment criteria

Continuous evaluation: regular attendance (75%) and active participation in lectures and in-class exercises. Successful completion of written and spoken assignments and tests by given deadlines. Students are assessed individually on a scale of 5-0.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Lectures, group work, individual assignments, peer and self-assessment.

The course is primarily for students in the LLTIIB22S group. The course is organized 100% online and designed specifically for those LLTIIB22S students who are currently not on campus in Finland. Others in the LLTIIB22S group must enroll in KE00CE75-3026.

Timing and attendance

Specified by the teacher.

Learning material and recommended literature

Specified by the teacher.

Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics)
Recommended (parts):
- Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database.
- https://open.lib.umn.edu/writingforsuccess/
- https://open.lib.umn.edu/collegesuccess/
- https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Recognition of Prior Learning (RPL). Discussed with the teacher.

Learning environment

Online (Moodle platform, Zoom/Teams), blended learning, in-class learning. Specified by the teacher.

Student time use and work load

The estimated workload is 135 hours, including reading, coursework, and lectures or other scheduled meetings.

Contents

NOTE: The course is primarily for students in the LLTIIB22S group.

About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.

- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Strong English skills recommended. The course is taught at the B2 level according to the Common European Framework of Reference for Languages. This is equal to scoring 6 or 6.5 in the IELTS test or having been graded M or higher in English in the Finnish matriculation examination.

NOTE: The course is primarily for students in the LLTIIB22S group.

Assessment criteria

Exam. Written assignments.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Online lectures, group work, individual assignments.

Timing and attendance

The course is scheduled for September 2022 - December 2022, the first part (3 ECTS) focusing on academic writing and the latter part focusing on professional communication field-specific topics (2 ECTS). Scheduled weekly online classes and other studies to complete successfully.

Learning material and recommended literature

Study materials are provided by the teacher via Moodle.

Required reading:
- LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics), available at elab.lab.fi
- Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database.
- https://open.lib.umn.edu/writingforsuccess/

Alternative completion methods

Recognition of Prior Learning (RPL). To be discussed with the teacher.

Learning environment

Online (Moodle & Zoom)

Student time use and work load

Estimated student workload is 135 h during the 5-credit course, including reading, coursework, and lectures or other scheduled meetings.

Contents

About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.
- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Strong English skills recommended. The course is taught at skills level CEFR B2.

Assessment criteria

Continuous evaluation: regular attendance (80%) and active participation in lectures and in-class exercises. Successful completion of written and spoken assignments and tests by given deadlines. Late deliveries reduce assignment grade. Students are assessed individually on a scale of 5-0.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Classroom lessons, individual work, teamwork, technical reports, presentations, integration with project course

Learning material and recommended literature

Specified by the teacher

Contents

The aim of the course:
The student is able to
- identify the characteristics of academic texts and apply academic conventions to writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English

Assessment criteria

Classroom tasks, writing tasks, presentations, written exam

Assessment scale

1-5

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

The student has a satisfactory knowledge of the course content.

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

The student has a good knowledge of the course content.

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

The student has an excellent knowledge of the course content.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Classroom lessons, individual work, teamwork, technical reports, presentations, integration with project course

Learning material and recommended literature

Specified by the teacher

Contents

The aim of the course:
The student is able to
- identify the characteristics of academic texts and apply academic conventions to writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English

Assessment criteria

classroom tasks, writing tasks, presentations, written exam

Assessment scale

1-5

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

The student has a satisfactory knowledge of the course content.

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

The student has a good knowledge of the course content.

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

The student has an excellent knowledge of the course content.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Lectures, group work, individual assignments, peer and self-assessment.

This course implementation runs both in class on campus and online, and it is specifically for those students in the LLTIIB22S group who are studying on campus. Those in the LLTIIB22S group who are currently not in Finland must enroll in KE00CE75-3015 (this runs 100% online).

Timing and attendance

Specified by the teacher.

Learning material and recommended literature

Specified by the teacher.

Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics)
Recommended (parts):
- Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database.
- https://open.lib.umn.edu/writingforsuccess/
- https://open.lib.umn.edu/collegesuccess/
- https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Recognition of Prior Learning (RPL). Discussed with the teacher.

Learning environment

Blended learning: Moodle platform, Zoom/Teams, in-class learning. Specified by the teacher.

Student time use and work load

The estimated workload is 135 hours, including reading, coursework, and lectures or other scheduled meetings.

Contents

About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.

- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

This course implementation runs both in class on campus and online, and it is specifically for those students in the LLTIIB22S group who are studying on campus. Those in the LLTIIB22S group who are currently not in Finland must enroll in KE00CE75-3015 (this implementation runs 100% online).

Strong English skills recommended. The course is taught at the B2 level according to the Common European Framework of Reference for Languages. This is equal to scoring 6 or 6.5 in the IELTS test or having been graded M or higher in English in the Finnish matriculation examination.

Assessment criteria

Exam. Written assignments.

Assessment scale

1-5

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Lectures, group work, individual assignments, peer and self-assessment.

Timing and attendance

Specified by the teacher.

Learning material and recommended literature

Specified by the teacher.

Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics)
Recommended (parts):
- Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database.
- https://open.lib.umn.edu/writingforsuccess/
- https://open.lib.umn.edu/collegesuccess/
- https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Recognition of Prior Learning (RPL). Discussed with the teacher.

Learning environment

Online (Moodle platform, Zoom/Teams), blended learning, in-class learning. Specified by the teacher.

Student time use and work load

The estimated workload is 135 hours, including reading, coursework, and lectures or other scheduled meetings.

Contents

About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.

- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Strong English skills recommended. The course is taught at the B2 level according to the Common European Framework of Reference for Languages. This is equal to scoring 6 or 6.5 in the IELTS test or having been graded M or higher in English in the Finnish matriculation examination.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Lectures, group work, individual assignments, peer and self-assessment.

Timing and attendance

Specified by the teacher.

Learning material and recommended literature

Specified by the teacher.

Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics)
Recommended (parts):
- Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database.
- https://open.lib.umn.edu/writingforsuccess/
- https://open.lib.umn.edu/collegesuccess/
- https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Recognition of Prior Learning (RPL). Discussed with the teacher.

Learning environment

Online (Moodle platform, Zoom/Teams), blended learning, in-class learning. Specified by the teacher.

Student time use and work load

The estimated workload is 135 hours, including reading, coursework, and lectures or other scheduled meetings.

Contents

About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.

- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Strong English skills recommended. The course is taught at the B2 level according to the Common European Framework of Reference for Languages. This is equal to scoring 6 or 6.5 in the IELTS test or having been graded M or higher in English in the Finnish matriculation examination.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Learning outcomes of the course
The student is able to:
• identify the characteristics of academic texts and apply academic conventions to their writing
• demonstrate critical thinking and find, evaluate and use information effectively
• communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
• function collaboratively in contemporary working environments in English.

Implementation and methods of teaching
Lectures, group work, individual assignments, peer and self-assessment.

Timing and attendance

Timing and attendance
Regular class attendance is required (80%)

Learning material and recommended literature

Learning material and recommended literature
Course material provided on moodle.
Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics)
Recommended:
• Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database.
• https://open.lib.umn.edu/writingforsuccess/
• https://open.lib.umn.edu/collegesuccess/
• https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Alternative completion methods
Recognition of Prior Learning (RPL). Discussed with the teacher.

Exam retakes

A written test held at the end of the course.

Learning environment

Learning environment
Online (Moodle platform and Zoom), blended learning

Student time use and work load

Students’ use of time and workload
The estimated workload is 135 hours, including required reading, coursework, and lectures or other scheduled meetings.

Contents

Contents:
About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.
• general principles of academic writing, including style, text structure, and referencing mechanics
• generic and context-specific guidelines for academic and professional writing
• various written and oral communication situations in professional studies and the working life
• key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Additional information for students: previous knowledge etc.
Strong English skills recommended. The course is taught at skills level CEFR B2.

Assessment criteria

Assessment criteria (5, 3, 1, failed) and scale (5-1)

Assessment scale

1-5

Failed (0)

Failed
The student has failed to meet the set course requirements

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.
Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.
Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.
Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Learning outcomes of the course
The student is able to:
• identify the characteristics of academic texts and apply academic conventions to their writing
• demonstrate critical thinking and find, evaluate and use information effectively
• communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
• function collaboratively in contemporary working environments in English.

Implementation and methods of teaching
Lectures, group work, individual assignments, peer and self-assessment.

Timing and attendance

Timing and attendance
Regular class attendance is required (80%)

Learning material and recommended literature

Learning material and recommended literature
Course material provided on moodle.
Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics)
Recommended:
• Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database.
• https://open.lib.umn.edu/writingforsuccess/
• https://open.lib.umn.edu/collegesuccess/
• https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Alternative completion methods
Recognition of Prior Learning (RPL). Discussed with the teacher.

Exam retakes

A written test held at the end of the course.

Learning environment

Learning environment
Online (Moodle platform and Zoom), blended learning

Student time use and work load

Students’ use of time and workload
The estimated workload is 135 hours, including required reading, coursework, and lectures or other scheduled meetings.

Contents

Contents:
About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.
• general principles of academic writing, including style, text structure, and referencing mechanics
• generic and context-specific guidelines for academic and professional writing
• various written and oral communication situations in professional studies and the working life
• key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Additional information for students: previous knowledge etc.
Strong English skills recommended. The course is taught at skills level CEFR B2.

Assessment criteria

Assessment criteria (5, 3, 1, failed) and scale (5-1)

Assessment scale

1-5

Failed (0)

Failed
The student has failed to meet the set course requirements

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.
Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.
Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.
Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Lectures, group work, individual assignments, peer and self-assessment. Blended learning: studies in class and online.

Timing and attendance

The course is scheduled for November 2021 - February 2022, the first part (3 ECTS) focusing on academic writing and the latter part focusing on professional communication in business (2 ECTS). Scheduled weekly classes to attend and online studies to complete successfully.

Learning material and recommended literature

Study materials are provided by the teacher via Moodle.

Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics), available at elab.lab.fi

Recommended (parts):
- Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database.
- https://open.lib.umn.edu/writingforsuccess/
- https://open.lib.umn.edu/collegesuccess/
- https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Recognition of Prior Learning (RPL). To be discussed with the teacher.

Learning environment

Blanded learning: in-class and online (Moodle, Zoom/Teams, other digital platforms as needed)

Student time use and work load

Estimated student workload is 135 h during the 5-credit course, including reading, coursework, and lectures or other scheduled meetings.

Contents

About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.
- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Strong English skills recommended. The course is taught at skills level CEFR B2.

Assessment criteria

Continuous evaluation: regular attendance (75%) and active participation in lectures and in-class exercises. Successful completion of written and spoken assignments and tests by given deadlines. Students are assessed individually on a scale of 5-0.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Lessons, individual work, team work, reports, presentations, integration with project course

Learning material and recommended literature

Specified by the teacher

Contents

The aim of the course:
The student is able to
- identify the characteristics of academic texts and apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different field-specific workplace situations bot orally and in writing
- function collaboratively in contemporary working environments in English

Assessment scale

1-5

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

The student has a satisfactory knowledge of the course content.

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

The student has a good knowledge of the course content.

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

The student has an excellent knowledge of the course content.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Online lectures, group work, individual assignments, peer and self-assessment.

Timing and attendance

The course is scheduled for November 2021 - February 2022, the first part (3 ECTS) focusing on academic writing and the latter part focusing on professional communication in business (2 ECTS). Scheduled weekly online classes and other studies to complete successfully.

Learning material and recommended literature

Study materials are provided by the teacher via Moodle.

Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics), available at elab.lab.fi

Recommended (parts):
- Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database.
- https://open.lib.umn.edu/writingforsuccess/
- https://open.lib.umn.edu/collegesuccess/
- https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Recognition of Prior Learning (RPL). To be discussed with the teacher.

Learning environment

Online (Moodle & Zoom)

Student time use and work load

Estimated student workload is 135 h during the 5-credit course, including reading, coursework, and lectures or other scheduled meetings.

Contents

About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.
- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Strong English skills recommended. The course is taught at skills level CEFR B2.

Assessment criteria

Continuous evaluation: regular attendance (75%) and active participation in lectures and in-class exercises. Successful completion of written and spoken assignments and tests by given deadlines. Students are assessed individually on a scale of 5-0.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Lessons, individual work, team work, reports, presentations, integration with project course

Learning material and recommended literature

Specified by the teacher

Contents

The aim of the course:
The student is able to
- identify the characteristics of academic texts and apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different field-specific workplace situations bot orally and in writing
- function collaboratively in contemporary working environments in English

Assessment scale

1-5

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

The student has a satisfactory knowledge of the course content.

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

The student has a good knowledge of the course content.

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

The student has an excellent knowledge of the course content.

Learning outcomes

Proficiency level: B2

The student is able to
- identify the characteristics of academic texts and to apply academic conventions to their writing
- demonstrate critical thinking and find, evaluate and use information effectively
- communicate clearly and effectively in different generic and field-specific workplace situations both orally and in writing
- function collaboratively in contemporary working environments in English.

Implementation and methods of teaching

Lectures, group work, individual assignments, peer and self-assessment. Blended learning: studies in class and online.

Timing and attendance

The course is scheduled for November 2021 - February 2022, the first part (3 ECTS) focusing on academic writing and the latter part focusing on professional communication in business (2 ECTS). Scheduled weekly classes to attend and online studies to complete successfully.

Learning material and recommended literature

Study materials are provided by the teacher via Moodle.

Required: LAB Thesis Guidebook, chapters 6 & 7 (i.e., referencing mechanics), available at elab.lab.fi

Recommended (parts):
- Stephen Bailey: Academic Writing. A Handbook for International Students. An e-book available in the LAB Primo database.
- https://open.lib.umn.edu/writingforsuccess/
- https://open.lib.umn.edu/collegesuccess/
- https://milnepublishing.geneseo.edu/writing-in-college-from-competence-to-excellence/

Alternative completion methods

Recognition of Prior Learning (RPL). To be discussed with the teacher.

Learning environment

Blanded learning: in-class and online (Moodle, Zoom/Teams, other digital platforms as needed)

Student time use and work load

Estimated student workload is 135 h during the 5-credit course, including reading, coursework, and lectures or other scheduled meetings.

Contents

About 3 ECTS is focused on academic practices, especially academic writing, and about 2 ECTS is focused on other professional communication practices and skills, both written and spoken.
- general principles of academic writing, including style, text structure, and referencing mechanics
- generic and context-specific guidelines for academic and professional writing
- various written and oral communication situations in professional studies and the working life
- key terminology and concepts in the students' field of study.

Additional information for students: previous knowledge etc.

Strong English skills recommended. The course is taught at skills level CEFR B2.

Assessment criteria

Continuous evaluation: regular attendance (75%) and active participation in lectures and in-class exercises. Successful completion of written and spoken assignments and tests by given deadlines. Students are assessed individually on a scale of 5-0.

Assessment scale

1-5

Failed (0)

The student has failed to meet the set course requirements.

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

Writing in varied professional contexts: The student has met the assignment requirements minimally. Work displays vaguely consistent and appropriate register. Content is vaguely effective and diverse. The text is not in keeping with style-specific conventions. The student constructs minimally understandable sentences. Grammatical irregularities occur often. Vocabulary is minimally appropriate to context.

Speaking in varied professional contexts: The student speaks in a style vaguely appropriate to the assignment. Student interacts minimally with participants. Performance meets few of the set expectations of given assignment. The student speaks in a vaguely consistent manner. Delivery is minimally structured. Linguistic performance is minimally accurate and appropriate to the context. Pauses are rather long and at times pronunciation hinders comprehension.

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

Writing in varied professional contexts: The student has met the assignment requirements adequately. Work displays somewhat consistent and appropriate register. Content is somewhat effective and diverse. The text has a reasonably logical structure. The text is rather cohesive. Minor mistakes occur in style. The student mostly constructs sentences well. Grammatical irregularities occur. Vocabulary is adequately professional and mostly appropriate to context.

Speaking in varied professional contexts: In most cases the student speaks in a style appropriate to the assignment. Student interacts with participants. Performance meets most set expectations of given assignment. The student speaks in a consistent manner. Delivery is structured. Linguistic performance is somewhat accurate and appropriate to the context, although short pauses and hesitations may occur.

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

Writing in varied professional contexts: The student has met the assignment requirements fully. Work displays consistent and appropriate register. Content is effective, diverse, and skillfully delivered. The text has a clear and logical structure. The text is cohesive, fluent, and versatile. The student uses varied structures although occasional grammatical irregularities may occur. Vocabulary is varied and professional and typically appropriate to context.

Speaking in varied professional contexts: The student speaks in a style appropriate to the assignment. Student interacts fluently and competently. Performance meets all set expectations of given assignments. The student speaks in a clear, concise, and consistent manner. Delivery is well-structured, intentional. Linguistic performance is accurate, appropriate to the context, and speech tempo is natural.