LF:VLAW051 Academic Writing - Course Information

VLAW051 Academic Writing

Extent and Intensity

0/2/0. 4 credit(s). Type of Completion: z (credit).
Taught in person.

Teacher(s)

Joseph Lennon, Ph.D. (lecturer)
Mgr. Veronika Dvořáčková, Ph.D. (assistant)
PhDr. Jana Vyorálková (assistant)

Guaranteed by

Mgr. Veronika Dvořáčková, Ph.D.
Language Centre, Faculty of Medicine Division – Faculty Branches of University Departments – Faculty of Medicine
Contact Person: Mgr. Veronika Dvořáčková, Ph.D.
Supplier department: Language Centre, Faculty of Medicine Division – Faculty Branches of University Departments – Faculty of Medicine

Timetable

Mon 13. 9. to Fri 17. 12. Fri 12:00–13:50 C15/333

Prerequisites

VSAJ0222 English 1 II -p || VLAJ0222 English 1 II -p
Students should have the minimum knowledge of English corresponding to the B2 level of the Common European Framework of Reference for Languages.

Course Enrolment Limitations

The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 19 student(s).
Current registration and enrolment status: enrolled: 14/19, only registered: 0/19, only registered with preference (fields directly associated with the programme): 0/19

fields of study / plans the course is directly associated with

• General Medicine (programme LF, M-VL) (2)

Course objectives

In this course, students will:

- Come to a better understanding of English-language academic and science writing cultures, and learn some key ways in which they can differ from the writing cultures of Central Europe
- Develop a weekly (or even daily) practice of reading and writing in English
- Learn how to read texts as a writer, analyzing how an author’s choice of formal elements relates to a text’s audience and purpose
- Present and discuss their analysis of texts in speaking and in writing
- Practice specific concepts and vocabulary for thinking about and talking about their own and others' writing
- Design and develop their own unique writing and research project based on their interests and goals
- Receive regular and detailed feedback on their writing from the instructor and from their classmates, and gain more experience with writing as a continuous process of revision
- Come to see that writing for academia can be stimulating, creative, and enjoyable

Learning outcomes

By the end of the course, students will:

- Be familiar with a variety of ways of reading, conceiving, structuring, writing, and revising academic texts in English
- Be able to identify several specific techniques professionals use to make their writing clear, concise, and engaging
- Be well-practiced in adapting these techniques to their own writing
- Be familiar with key vocabulary in English for talking about the formal, stylistic, and lexical properties of written texts, including useful terms for such elements as formatting, punctuation, sentence and paragraph structure, and citations
- Have produced a polished portfolio of written work which includes a few short- to medium-length texts, in various academic and popularizing styles, which have gone through rounds of revision based on constructive feedback from their classmates and the teacher"

Syllabus

• The exact topics / skills / questions covered, and the order in which they are covered, will be decided by the instructor and by the students, based on the needs and interests of the students. However, the following is a list of questions which are likely to be taken up in the course:
• - What do we mean when we say “academic writing” and "science writing"?
• - What are some ways English-language science and academic writing cultures are different from Central European writing cultures?
• - What are some typical mistakes Czech or Slovak writers make in English, and how can I avoid them?
• - How do I read a text as a writer, i.e. not just for the information in it, but in order to analyze its formal elements and “steal” them for my own work?
• - How do I choose what genre or style to write in? What are some formal differences between strictly academic genres and more popular science writing?
• - Where can I find good models and inspiration for my writing?
• - When is it appropriate to use “I” in academic writing?
• - What are some typical formal structures used in successful science texts, and how do I decide when to use a particular structure?
• - What are the different types of punctuation, and when should they be used?
• - How can I use summary, paraphrase, and quotation effectively in a paper?
• - How can I use citations effectively?
• - How can I talk about a piece of writing in English in an analytical and academically acceptable way (not just saying "I like it" or "It's boring")?
• - How can I talk about other people’s writing in a critical but constructive way?
• - What are some techniques for avoiding writer’s block and revising my work to make it better?

Literature

recommended literature
• GODSON, Patricia. Becoming an Academic Writer. Texas A and M University: Sage, 2013.
• KLAUSER, Heriette Anne: Writing on both sides of the brain. New York: Harper Collins, 1987.
• SWALES, John and Christine B. FEAK. Academic writing for graduate students : essential tasks and skills. 3rd ed. Ann Arbor, Mich.: University of Michigan Press, 2012, xiv, 418. ISBN 9780472034758. info
• ŠTĚPÁNEK, Libor, Janice DE HAAFF, Alena HRADILOVÁ and David SCHÜLLER. Academic English – Akademická angličtina: Průvodce anglickým jazykem pro studenty, akademiky a vědce (Academic English: a guide for students, academics and scientists). Praha: Grada, 2011, 224 pp. ISBN 978-80-247-3577-1. info
• BAILEY, Stephen. Academic writing : a handbook for international students. 3rd ed. New York: Routledge, 2011, xx, 293. ISBN 9780415595803. info
• GILLETT, Andy, Angela HAMMOND and Mary MARTALA. Successful academic writing. 1st pub. Harlow: Pearson, 2009, xxvi, 334. ISBN 9780273721710. info
• HARTLEY, James. Academic writing and publishing : a practical handbook. London: Routledge, 2008, viii, 196. ISBN 9780415453219. info
• SWALES, John. Research genres : explorations and applications. Cambridge: Cambridge University Press, 2004, xii, 314. ISBN 0521533341. info
• The A to Z of medical writing. Edited by Tim Albert. London: BMJ Books, 2000, 145p. ;. ISBN 0727914871. info
• HUFF, Anne Sigismund. Writing for scholarly publication. Thousand Oaks: SAGE Publications, 1998, xi, 185. ISBN 0761918051. info
• SWALES, John. Genre analysis : English in academic and research settings. 1st pub. Cambridge: Cambridge University Press, 1990, xi, 260. ISBN 0521328691. info

Teaching methods

This is not a lecture course, in which students will be tested on passive knowledge. It is a language course and a skills course, in which students will gain practice not only in writing and reading, but in speaking and listening as well. Students are required to attend the seminars (most instructors will require 80% attendance), be active participants, and complete all the required assignments.

The course will require 10-20 pages of reading and 1-3 pages of writing in English every week. Students might do some of this work in the seminars, but the majority of the reading and writing must be done outside of class, as preparation for student-led discussions and presentations in class.

In the seminars, students will regularly:
- do short writing exercises and share/discuss the results of these with others
- use laptops or tablets for in-class writing, reading, and research
- present their analyses of written texts, and start or lead discussions about them
- share their writing and research with the instructor and with other students
- give and receive constructive feedback on their writing and on others’ writing
- ask questions and respond to others’ questions

The instructor might also require one-on-one or small group meetings with students in addition to the seminars.

Assessment methods

The exact assessment methods and criteria will be decided by each individual instructor and by the students in each particular section. Students must refer to their instructor’s syllabus for specific requirements. But in general, students can expect similar requirements to those listed here:

- Regular attendance and participation at the seminars (80% attendance is usually required)
- Short spoken presentations and/or the responsibility for starting/leading discussions in class
- Short written quizzes on vocabulary or specific writing techniques
- One-on-one or small group meetings with the instructor
- Several smaller written assignments (1-2 pages) and at least one longer written assignment (3 or more pages), drafts of which will be turned in throughout the semester
- Written and oral feedback delivered to classmates, based on close reading of their written drafts
- A final portfolio of revised written work to be turned in at the end of the semester

Language of instruction

English

Further comments (probably available only in Czech)

The course is taught annually.
Information on the extent and intensity of the course: 30.
Information on course enrolment limitations: Předmět je určen pro studenty 3.ročníku se zaměřením P-PooL

• Enrolment Statistics (autumn 2021, recent)
  
• Permalink: https://is.muni.cz/course/med/autumn2021/VLAW051