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Regular version of the site

Academic Writing (Engish)

2019/2020
Academic Year
ENG
Instruction in English
3
ECTS credits
Delivered at:
Department of Philology
Course type:
Compulsory course
When:
3 year, 2, 3 module

Instructors

Course Syllabus

Abstract

In this course, students are introduced to styles, genres, and formatting conventions of academic writing in English. The course is tailored to meet students' individual research needs in that each student works on her own project, accumulating, consolidating, and revising original texts to contribute to academic conversations in related fields of language and literature studies. Lectures, seminars, independent research, and home assignments engage students and course instructor(s) in a network of face-to-face and online interactions, teamwork, reviewing, and feedback.
Learning Objectives

Learning Objectives

  • The course is aimed at equipping students with essential academic writing skills in English and
  • instrumental methods for creating a functional research community and corporate culture modeled on up-to-date communication practices of contemporary global academe.
Expected Learning Outcomes

Expected Learning Outcomes

  • Understands the functioning of academic research, writing, editing, and international publishing
  • Presents past research in a CV/research portfolio.
  • Writes an abstract for a future and completed project.
  • Builds up a research team and works on a co-authored writing project.
  • Collects and selects bibliographical references and formats them in accordance with an international citation style.
  • Summarizes and paraphrases pieces of academic writing in the research field.
  • Consolidates reading in the research area by writing an annotated bibliography and /or literature review.
  • Revises, reviews, and assesses peers’ work.
  • Plans and prepares a detailed outline of an academic essay,
  • Discusses the content, structure, and academic merits of other people’s writing.
  • Maintains civilized and efficient forms of collegial communication.
Course Contents

Course Contents

  • Entering the Field: Objectives and Proposals. Academic Writer’s Profile: Records and CVs
    After course introductions, students present and discuss their research writing experience in groups.
  • Entering the Field: Objectives and Proposals. Research Proposals: Titles and Abstracts
    Students select a research subject, write a titled abstract for the proposed paper, and form teams according to research interests.
  • Processing Bibliography. Annotated Bibliography vs. Literature Review
    After writing individual annotations for yet another source and discussing plagiarism, students prepare their mid-term paper and do a double-blind peer assessment exercise.
  • Processing Bibliography. Lists, Summaries, Annotations
    Students learn bibliography standards and citation styles, conduct a search and co-write a team annotation of one source of common interest.
  • The Academic Writing Range . Generic Research Paper: The Structure and Order of Writing
    Students learn about a standard essay structure, read and discuss research papers published by academic publishers, and write a preliminary outline of their future term paper.
  • The Academic Writing Range. Academic Publishing Politics and Writing Standards
    Students learn about the academic publication process, write a peer review of an article, and focus on academic argumentation requirements and methods.
  • The Academic Writing Range. Academic Correspondence: Register and Style
    Students observe academic correspondence conventions with emphasis on etiquette, language, and style.
  • The Academic Writing Range. Reading Published Reviews of Publications and Fashioning a Publishable Review for Publication
    Students get to know and discuss strategies for a journal book review and practice the skill of writing one. The focus is on paragraph structure.
  • The Academic Writing Range. Maintaining the Conversation: How Academics Respond to Polemics
    Students read through an academic dispute in a journal and practice the defense against critique strategies.
  • The Academic Writing Range. Modes of Bad Writing: Improving the Improvable
    Students look at common traits of poor writing, reflect on their professional consequences, and learn how to avoid them.
  • The Academic Writing Range. Revisions and Abstracts: Finalizing and Proofreading
    Drafting the term paper, students conduct peer reviews, (copy-)editing, and proofreading exercises before submitting the exam essay.
Assessment Elements

Assessment Elements

  • non-blocking Coursework (home written assignments, in-class participation and attendance)
    Students are expected to attend all lectures and seminars and fulfil weekly homework assignments. Activities include team building, team projects, individual short papers, as well as peer review and peer assessment exercises. For attendance, participation, and various task completion, student gain “(participation/contribution) points,” which determine their coursework mark.
  • non-blocking Mid-term paper
    Home-written, 4-5 pp. (Times New Roman, 12 pt., double-spaced). Either a literature review or an annotated bibliography.
  • non-blocking Term paper
    Home-written, 8-10 pp., Times New Roman 12 pt. double-spaced, MLA style formatting. Research essay in the student's field.
Interim Assessment

Interim Assessment

  • Interim assessment (3 module)
    0.5 * Coursework (home written assignments, in-class participation and attendance) + 0.2 * Mid-term paper + 0.3 * Term paper
Bibliography

Bibliography

Recommended Core Bibliography

  • Bailey, S. (2015). Academic Writing : A Handbook for International Students (Vol. Fourth edition). Milton Park, Abingdon, Oxon: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=862062
  • Strongman, L. (2013). Academic Writing. Newcastle upon Tyne: Cambridge Scholars Publishing. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=816736

Recommended Additional Bibliography

  • Berger, A. A. (2008). The Academic Writer’s Toolkit : A User’s Manual. Walnut Creek: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=398720
  • Casanave, C. P., & Vandrick, S. (2003). Writing for Scholarly Publication : Behind the Scenes in Language Education. Mahwah, N.J.: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=99869
  • Murray, R., & Moore, S. (2006). The Handbook of Academic Writing : A Fresh Approach. Maidenhead, England: McGraw-Hill Education. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=234234
  • Pecorari, D. (2015). Academic Writing and Plagiarism : A Linguistic Analysis (Vol. Bloomsbury classics in linguistics edition). London: Bloomsbury Academic. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=993909