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/
Lectures, group work, individual assignments, peer and self-assessment. Blended learning: studies in class and online.
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.
06.09.2021 - 19.12.2021
01.07.2021 - 05.09.2021
Enrolment in Peppi http://peppi.lab.fi. If you need assistance, please contact the student office.
15 - 35
Faculty of Health Care and Social Services (LAB)
Strong English skills recommended. The course is taught at skills level CEFR B2.
Bachelor's Degree Programme in Paramedic
Recognition of Prior Learning (RPL). To be discussed with the teacher.
September 2021 - December 2021. Scheduled weekly classes and online studies.
Blended learning: in-class and online (Moodle, Zoom/Teams, other digital platforms as needed)
Estimated student workload is 135 h during the 5-credit course, including reading, coursework, and lectures or other scheduled meetings.
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.
The student has failed to meet the set course requirements.
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.
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.
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.