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

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.