Item in curriculum: 1. INFORMATION ABOUT THE COURSE file1 Name of the course Writing in education ... to precisely express phenomena, ... Evans, V., 2000. Successful Writing. Proficiency

Course code: IHFIL-L-5s16-2015FA-S Item in

curriculum: D 16

1. INFORMATION ABOUT THE COURSE

A. Basic data

1 Name of the course Writing in education 4 2 Field of study Philology

3 Level of study First cycle ( licentiate)

4 Form of study Full-time

5 Profile of study General academic

6 Year of study 3

7 Specialisation 1. English philology 2. Applied linguistics

8 Division Institute of Humanities, Department of Philology

9 Number of ECTS-credits 2

10 Name of teacher(s), title, academic degree, e-mail address

Mgr Łukasz Kępczyński ([email protected])

11 Language of tuition English

12 Introductory courses Writing in education 1, 2,3

13 Introductory requirements Credit for Writing in education 1.2.3

14 Aims of the course:

C1 Improving the ability to understand and create stylistically and functionally diverse and longer texts

C2 Developing skills to summarize and cite texts of other authors

C3 Developing bibliography writing skills

C4 Improving the ability to adapt the written form to the discussed issues to precisely express phenomena, ideas and opinions

C5 Developing skills to correct one’s own texts and texts written by other people

B. Semestral/weekly timetable of classes according to the syllabus

Semester Lectures Classes

Classes in a laboratory

Project classes

Seminars Field

classes (L) (C) (CL) (P/C) (S) (F)

V 30

2. COURSE LEARNING OUTCOMES (according to NQF)

Course learning outcome

(CLO)

After finishing the course and confirming the attainment of learning outcomes a student:

Course learning outcomes

corresponding to

the aims

Course learning outcomes for

field of area of

study education

CLO1 Knows ways of providing information about source texts C1

K_W02 K_U05 K_U09

S1A_W01 S1A_U02 S1A_U05

CLO 2

Can modify his works and correct his and others’ works with the use of dictionaries and other traditional and multimedia sources according to the teacher’s directions

C1 C5

K_W05 K_W12 K_U03 K_U08 K_U06 K_U15

S1A_W04 S1A_W09 S1A_U01 S1A_U03 S1A_U05 S1A_U08 S1A_U09

CLO 3 Knows which forms are used for particular aspects C4 K_W12 K_W13

S1A_W09 S1A_W10

CLO 4

Can create longer (230-300 words) detailed pieces of writing referring to a wide range of topics, well-constructed, made of a few paragraphs texts, analyze ways of solving problems C1

K_U13 K_U24 K_K01

S1A_U08 S1A_U01 S1A_U02 S1A_U06, 2e S1A_K01 S1A_K04

CLO 5

Can express different topics in a written form, formulates theses and supports them with multiple-source arguments.

C2

K_U08 K_U10 K_U11 K_K06 K_K23

S1A_U05 S1A_U06 S1A_U07 S1A_U08 S1A_K04 S1A_K04, 3d

3. CONTENTS OF THE COURSE RELATED TO THE COURSE LEARNI NG OUTCOMES

T Contents of the course Number of hours

CLO

Form: Classes T1C Writing reports 4 1, 2,3,4,.5 T2C Writing proposals 6 1, 2,3,4,.5 T3C Writing reviews of films and books 6 1, 2,3,4,.5 T4C Writing bibliographies 6 1, 2,3,4,.5 T5C Writing summaries 6 1, 2,3,4,.5

4. SOURCES

Primary sources

1. Bailey Jr., E.P., Powell, P.A., 1989. The Practical Writer. Holt, Rinehart and Winston, Inc. 2. Evans, V., 2000. Successful Writing. Proficiency. Express Publishing. 3. Jordan, R.R., 2003. Academic Writing Course. Longman. 4. Oshima, A., Hogue, A., 2005. Writing Academic English. Pearson Education. 5. Swales, J., Feak, C., 1994. Academic Writing for Graduate Students. The University of Michigan Press

Supplementary sources

1. Benson E., Benson M., Ilson R., 2003. The BBI Dictionary of English Word Combinations. Wydawnictwo Omnibus 2. Laird Ch., 1989. Webster's New World Thesaurus. Macmillan 3. Roget P. M., 1988. Thesaurus of Synonyms and Antonyms. Penguin

5. TEACHING METHODS

Form Methods of instruction

classes

discussion, work with texts , brainstorming, talk, practical exercises writing papers, exercises in comparing texts, analysis of correctness of sentences and texts , work with a dictionary

6. METHODS OF VERIFICATION OF COURSE LEARNING OUTCOMES


(CLO)

Method of verification

WE

OE

T K TK

PT

P R O D SE

SW

IC

CLO1 x x

CLO 2 x x

CLO 3 x x

CLO 4 x x

CLO 5 x x

WE – written exam OE – oral exam T – test

K – end of term written test

TK – test of knowledge PT – testing practical skills

P – presentation R – report O – observations in class D – discussion/debate SE – seminar SW – students’ self-educational work

IC – individual consultations

7. CRITERIA FOR ASSESSMENT


(CLO)

Assessment criteria

2 3 - 3,5 4 – 4,5 5

CLO1

Tasks uncompleted due to: • evident omissions of important points and frequent irrelevant comments • numerous errors in the use of grammar structures decisively

Tasks accomplished by: •appropriate arguments referring to main points; • Quite a number of errors in the use of grammatical structures, without significant influence on the

Tasks accomplished well, which is evident in: •appropriate arguments referring to main points; •few errors in the use of grammatical

Tasks accomplished well, which is evident in: •appropriate arguments referring to main points; •few errors in the use of grammatical structures, without significant


(CLO)

Assessment criteria

2 3 - 3,5 4 – 4,5 5

affecting the contents

content; •properly used vocabulary and structure, but often with errors; •adequate though very simple organization, correct register and few stylistic tools numerous grammatical errors without changing the meaning of words, many punctuation errors

structures, without significant influence on the content; •Correct use of grammar structures at level B2 •correct organization, correct register and stylistic tools, •few grammatical errors without changing the meaning of words, few punctuation errors

influence on the content; •Correct use of grammar structures at level B2 •correct organization, correct register and stylistic tools, •few grammatical errors without changing the meaning of words, few punctuation errors

CLO 2

Tasks uncompleted due to: • evident omissions of important points and frequent irrelevant comments • numerous errors in the use of grammar structures decisively affecting the contents

Tasks accomplished by: •appropriate arguments referring to main points; •quite a number of errors in the use of grammatical structures, without significant influence on the content; •properly used vocabulary and structure, but often with errors; •adequate though very simple organization, correct register and few stylistic tools numerous grammatical errors without changing the

Tasks accomplished well, which is evident in: •appropriate arguments referring to main points; •few errors in the use of grammatical structures, without significant influence on the content; •Correct use of grammar structures at level B2 •correct organization, correct register and stylistic tools, •few grammatical

Tasks accomplished well, which is evident in: •appropriate arguments referring to main points; •few errors in the use of grammatical structures, without significant influence on the content; •Correct use of grammar structures at level B2 •correct organization, correct register and stylistic tools, •few grammatical errors without changing the meaning of words, few


(CLO)

Assessment criteria

2 3 - 3,5 4 – 4,5 5

meaning of words, many punctuation errors

errors without changing the meaning of words, few punctuation errors

punctuation errors

CLO 3


Tasks accomplished by: •appropriate arguments referring to main points; •quite a number of errors in the use of grammatical structures, without significant influence on the content; •properly used vocabulary and structure, but often with errors; •adequate though very simple organization, correct register and few stylistic tools numerous grammatical errors without changing the meaning of words, many punctuation errors

Tasks accomplished well, which is evident in: •appropriate arguments referring to main points; •few errors in the use of grammatical structures, without significant influence on the content; •Correct use of grammar structures at level B2 •correct organization, correct register and stylistic tools, •few grammatical errors without changing the meaning of words, few punctuation errors


CLO 4

Tasks uncompleted due to: • evident omissions of important points and frequent irrelevant comments • numerous

Tasks accomplished by: •appropriate arguments referring to main points; •quite a number of errors in the

Tasks accomplished well, which is evident in: •appropriate arguments referring to main points;

Tasks accomplished well, which is evident in: •appropriate arguments referring to main points; •few errors


(CLO)

Assessment criteria

2 3 - 3,5 4 – 4,5 5

errors in the use of grammar structures decisively affecting the contents

use of grammatical structures, without significant influence on the content; •properly used vocabulary and structure, but often with errors; •adequate though very simple organization, correct register and few stylistic tools numerous grammatical errors without changing the meaning of words, many punctuation errors

•few errors in the use of grammatical structures, without significant influence on the content; •Correct use of grammar structures at level B2 •correct organization, correct register and stylistic tools, •few grammatical errors without changing the meaning of words, few punctuation errors

in the use of grammatical structures, without significant influence on the content; •Correct use of grammar structures at level B2 •correct organization, correct register and stylistic tools, •few grammatical errors without changing the meaning of words, few punctuation errors

CLO 5


Tasks accomplished by: •appropriate arguments referring to main points; •quite a number of errors in the use of grammatical structures, without significant influence on the content; •properly used vocabulary and structure, but often with errors; •adequate though very simple organization, correct register and few stylistic tools

Tasks accomplished well, which is evident in: •appropriate arguments referring to main points; •few errors in the use of grammatical structures, without significant influence on the content; •Correct use of grammar structures at level B2 •correct organization, correct register

Tasks accomplished well, which is evident in: •appropriate arguments referring to main points; •few errors in the use of grammatical structures, without significant influence on the content; •Correct use of grammar structures at level B2 •correct organization, correct register and stylistic tools, •few grammatical errors without


(CLO)

Assessment criteria

2 3 - 3,5 4 – 4,5 5

numerous grammatical errors without changing the meaning of words, many punctuation errors

and stylistic tools, •few grammatical errors without changing the meaning of words, few punctuation errors

changing the meaning of words, few punctuation errors

CLO 6


Tasks accomplished by: •appropriate arguments referring to main points; •quite a number of errors in the use of grammatical structures, without significant influence on the content; •properly used vocabulary and structure, but often with errors; •adequate though very simple organization, correct register and few stylistic tools numerous grammatical errors without changing the meaning of words, many punctuation errors



8. METHODS OF ASSESSMENT AND CREDIT REQUIREMENTS

Classes - formative assessment (current) including all works written in classes and at home To obtain a pass mark for classes a student must get a positive assessment of each of the method of verification of the learning outcomes, The final evaluation of the subject is the result of the arithmetic average of the marks obtained in the context formative assessment. To assess written work, the following scale will be used: 0-50,9 % - insufficient

51-60 % - satisfactory 60,1-70 % - satisfactory plus 70.1 -80 % - good 80.1 -90 % - good plus 90,1-100% - very good

9. FINAL GRADE

Elements of final grade: Percentage distribution:

Works written in the classroom 70%

Works written as homework 30%

TOTAL 100%

10. STUDENT’S OWN WORK – BALANCE OF HOURS AND ECTS CREDITS

Item Student’s activity

Student’s workload – number of

hours 1 Participation in classes and lectures 30

2 Preparing for classes (doing the homework, preparing materials, studying literature)

29

3 Consultations during a teacher’s duty hours 1

4 Total amount of a student’s work 60

5 ECTS-credits for the course 2

5a Number of ECTS credits in reference to classes that require direct participation of academic teachers and students

1 ECTS

5b

Number of ECTS-credits in the field of basic sciences relevant to the field of study, to which the learning outcomes related to the field, level and profile of education refer.

0 ECTS

5c Number of ECTS-credits that a student must attain during classes of a practical character, including laboratory, workshop and project classes.

0 ECTS

SYLLABUS APPROVAL:

Position

Name/degree Signature

Compiled by mgr Łukasz Kępczyński

Validated Head of Department of Philology

dr Tomasz Róg

Approved Head of Institute of Humanities

prof nadzw. dr Zbigniew Popławski

Documents

Item in curriculum: 1. INFORMATION ABOUT THE COURSE file1 Name of the course Writing in education ... to precisely express phenomena, ... Evans, V., 2000. Successful Writing. Proficiency