Academic Writing Appendix to the course catalogue
1. Assessment # Description Form Learning goal(s) # Lecture week Weight (%) 1 Writing assignment 1: research proposal Written 1-2-3-4-5 Week 5 (decentral) 40% 2 Writing assignment 2: Written 1-2-3-4-5 Week 9 (central) 60% 100% Lesson plan Lecture week Prepare for lesson 1 Lesson 1 Additional materials 1 Bring book and your research proposal -Introduction to the course 1.1 Background to writing 1.2 Critical reading -Academic quiz p. xvii Students bring draft research proposal for peer and teacher feedback. 2 1.6 Summarising and paraphrasing 3 Literature review 1.3 Plagiarism 1.7 References & quotations 1.8Combining sources lecturers. Students bring draft research proposal for peer and teacher feedback. 3 1.9 Organising paragraphs 3 Cohesion 5 Conjunctions 11 Punctuation lecturers. -see style guide BE1 + exercises 4 1 Approaches to vocabulary 3 Nouns & adjective 13 Style 9 Synonyms lecturers: fixed verb-noun combinations 5 6 Definitions 9 Passives 4 Verbs & 1.10 Introductions (& conclusions) 1.11 Rewriting & proofreading lecturers: passives + there + adverbs/adjectives Submit research proposal / exam 1 to the DLWO for grade 6 1 Argument & discussion 7 Prefixes & suffixes 8 Prepositions Module evaluation Students bring own material. lecturers: phrasal verbs 7 2 Cause & effect Students bring own material 8 10 Problems & solutions Students bring own material 2
Lecture week Prepare for lesson 1 Lesson 1 Additional materials 9 14 Visual information 6 Numbers 4 Comparison 6 Surveys Students bring own material Exam 2: 10 2 Abbreviations 7 Examples Students bring own material 11 8 Generalisations Students bring own material 12 Review + executive summary Resit exam 2: Assessment model(s) Exam 1 and 2 (research proposal and ) AMSIB Academic Writing Module Grading Criteria: Writing Grade Task Fulfilment Grammar Vocabulary Structure 10 Excellent Fully and task, with excellent with clarity, excellent No errors are with clarity, excellent No errors are No errors of coherence, punctuation are 9 Very good Fully and task, with very good 8 Good Fully and task, with good 7 Quite good Mainly task, with quite good elaboration and use of supportive 6 Adequate Mainly task, with adequate with clarity, very good proficiency and with clarity, good Effective with no errors that affect Adequate with clarity, very good proficiency and with clarity, good Effective with no errors Adequate with no errors Very few, if any, errors of coherence, punctuation are Some errors of coherence, punctuation. Cohesive & coherent text adequately using a sufficient linking tools. There are few punctuation errors. Cohesive & coherent text adequately using a 3
5 Inadequate Partially satisfies the task, with limited 4 Significantly lacking 3 Strongly lacking Partially satisfies the task, with limited to no elaboration and use of supportive Does not satisfy the task, with no arguments at all. 2 Poor Does not satisfy the task, off topic. 1 Very poor Answer does not relate to the assignment in any way. with no errors that affect with some errors with errors that seriously affect Only a basic range of. Only one type of structure is used. Cannot use sentence forms at all. with some errors with errors that seriously affect Only a basic range of vocabulary used. Many errors, often difficult to follow. Only a very limited, repetitive. Can only use a few isolated words. sufficient linguistic devices. do occur, but they do not affect Attempts to use linking tools but is not always consistent. Errors, including punctuation, make the text slightly Attempts to use linking tools but is not always consistent. Errors, including punctuation, make the text very Lacks cohesion and/or uses linking tools in. make the text largely impossible to follow. Lacks cohesion and uses linking tools in or not at all. make the text almost impossible to follow. Fails to communicate any message. An average of the four grades given for these criteria will be the final mark, with all counting for 25%. Based on City & Guilds IESOL, Sample Writing Tasks at C1 Expert level. Relationship with the intended learning outcomes of the programme You can: 1. use academic business vocabulary, also essential for paraphrasing (a vital competency for incorporating sources) design an appropriate framework for the logical presentation of content demonstrate advanced proficiency in English grammar consistently apply received conventions related to English punctuation, spelling and paragraphing 4
You can: recognize the importance of referring to sources and avoiding every type of plagiarism at all times critically evaluate the academic writing of peers IBMS Profile Competencies 1. (IV-3) Business communication level 3 TMA Profile Competencies 1. 1.1 English Language level 3 IBL Profile Competencies 1. II International communication, level 3 5