Portal

Overview



Students in this level are proficient in both general and academic English and are able to deal with the majority of academic tasks. The focus of this level is to help students fine-tune their skills for their unique academic and career goals. The course will focus on critical thinking and analysis, peer and self-editing, nuanced grammatical structures, and strategies for continued academic success. This is an advanced Academic English course and will help students become more proficient in argumentation, exposition, and overall academic readiness.

ACADEMIC WRITING
CRITICAL LISTENING AND READING
ORAL DISCUSSION AND PRESENTATION
By the end of the course, students will be able to:

produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.
select an appropriate written formulation from a broad range of language
self-correct with a high degree of effectiveness
restate, evaluate and challenge contributions from academic texts
qualify opinions and statements precisely in relation to degrees of, for example, (un)certainty, (dis)belief, likelihood, etc.

By the end of the course, students will be able to:

scan quickly through several sources in parallel and identify the relevance and usefulness of sections for specific tasks
take detailed and accurate notes during a lecture on a variety of topics
understand a wide range of demanding, longer texts, and recognize implicit meaning
recognize a wide range of idiomatic expressions and colloquialisms, appreciating register shifts.
use contextual, grammatical, and lexical cues to infer attitude, mood and intentions

By the end of the course, students will be able to:

argue a formal position convincingly, responding to questions and comments fluently and spontaneously
give clear, systematically developed presentations, with appropriate highlighting of significant points, and relevant supporting detail.
evaluate problems, challenges, and proposals in a collaborative discussion in order to decide the way forward
plan what is to be said and the means to say it, considering the effect on the recipient(s).
adjust speech and the means of expressing it to the situation and the recipient and adopt a level of formality appropriate to the circumstances

Mode of delivery



The majority of instruction and class time will be spent on-site. In-person delivery will include lectures, seminars, workshops, small group work and partner activities. Occasionally, students will attend alternative learning field trips to nearby destinations such as libraries, museums and cultural events to immerse themselves in the English language and apply skills learned in the classroom. Sessions can be divided into academic writing, critical listening and reading, and oral presentation and discussions, with skills overlapping when necessary or preferred at the discretion of instructors.

Resources and Required Texts



A number of texts will be provided in PDF form or via links to online sources. You should have your own copy of the following texts:

Perspectives: Academic Reading Skills and Practice by Marina Rozenberg (click here)
LEAP 3 - Listening and Speaking by Dr. Ken Beatty (click here)

Assessments



Students will need 75% to continue on to the next level. Students will be assessed on graded completion of formative weekly tasks and assignments assigned at the discretion of their instructor. There will be two scheduled summative exams students will complete midway through and at the end of term. All exams and assignments are assessed according to rubrics and answer keys.
In addition to the midterm and final exams, grades will be based on a combination of the following, at the discretion of the course instructor(s).

Active participation in seminar work: this means that students are expected to contribute orally in the (possibly virtual) classroom meetings for the courses, which are called ‘seminars’. In-class contributions can include one or several of the following: responding to questions from the teacher, being active in small-group discussions with other students, demonstrating knowledge and understanding of relevant pre-seminar materials.
Weekly tasks and assignments: these will be smaller assignments, completed either during or outside of class time, and are designed to evaluate focused skills such as note-taking, reading comprehension, or critical thinking.
Written assignments: most commonly a writing task set by the teacher, to be completed by an individual student and submitted electronically by a specified hand-in date and time). Assignments may include academic reports, essays, and/or case studies.
Peer-review – a student review of some work (often a writing assignment) by another student (peer). Typically, this is a critical review where students assess in an objective way the merits of the work (its structure, language, the connection of ideas in the text), and not a personal response to the work where students simply explain, for example, what was liked or disliked.
Oral presentations – a sustained oral presentation on a specific topic, often given in the seminar classroom by an individual or a group to the teacher and fellow students (they can take the form of a recorded audio-video or on-line film presentation depending on the task). Presentation genres may include exposition, persuasion, or procedure.

Suggested Breakdown of Grading

ComponentPercentage
Attendance and participation15%
Weekly tasks and assignments25%
Midterm Exam10%
Final Exam20%
Written Assessments20%
Speaking Assessments10%
Total100%