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

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.