English for researchers

Início Término Designação
2019.01.03 2019.05.11 Academic skills in English
2019.01.05 2019.03.09 English for Researchers 1 (v2)

 

 

» Academic skills in English

Tutor: Theresa Pole-Baker
 
A British native speaker, teacher and researcher 
Teaching English in Portuguese higher education for over 20 years.
Pre-sessional Tutor at King’s College London
Trained in English language teaching (Cambridge CELTA, Trinity licentiate Dip TESOL)
Trained in Presentation skills (Society for Research into Higher Education)
A broad academic background; PhD in Education (UCL); MA in Education (OU); BSc Economics (Bath University); Teaching English for Academic Purposes at NILE, UK
Certified IEFP trainer number F614906/2013
 
Introduction
This is a short academic English course for people who need to develop integrated skills (reading, writing, speaking and listening) in English for academic study
Even if you can read and speak reasonably well, you may struggle with Academic English. Academic English is much more formal, characterised by specific types of vocabulary, grammar and organisation. Language is more precise, complex and objective; the writer has the responsibility to demonstrate evidence for arguments with reference to work done, and to use language to assess this work (through a technique called hedging). Most of all, academic English is based on critical thinking, rather than personal opinion.
 
Course goals
In this course you will improve your skills with academic English. You will learn reading strategies to read more quickly, how to mine texts for insights and language. You will learn how to structure academic written work, to discuss ideas critically, and give presentations. At the end of the course, you should be able to: understand lectures, tutorials, read for research find information and take notes, write in English, use signposting language and discuss ideas and research.
 
Who is this course for? 
This is for people with intermediate English who need to develop integrated skills (reading, writing, speaking and listening) in English for academic study at intermediate level.
 
Workload and timetable
45 hours total, 3 hours x 15 sessions
Thrusday | 9.30 am to 1.00pm and 2.30 pm to 6.00 pm
2019.01.03 to 2019.05.11 
 
Course content
1. The characteristics of academic writing in English (organisation, style, register, culture, topic sentences, linearity)
2. Academic reading; strategies, sources, locating information, identifying main points and structure, evaluating points of view, 
3. Building arguments, checking assumptions, sources and inferences; debates
4. Different types of writing; discussion, processes, cause and effect, comparisons
5. Writing about graphs and statistics
6. Language; tense, voice, cohesion, articles, passive voice, punctuation, style
7. Paraphrasing and summarising
8. Writing literature reviews;
9. Avoiding plagiarism
10. Preparing a presentation
 
Assessment:
The course will be assessed continuously according to 3 parameters:
Participation – 10%
Mini tests – 20%
Four skills: 
o Participate in a discussion (speaking and listening) (25%)
o Reading: reporting on reading research (20%)
o Writing: work based students’ academic area (25%)
 
Recommended books:
Bailey, S. (2018). Academic writing: A handbook for international students, 5th edition Routledge.
De Chazal, E., & McCarter, S. (2012). Oxford EAP.: Upper-intermediate/B2: a Course in English for Academic Purposes. Oxford University Press.
Hyland, K., 2006. English for academic purposes: An advanced resource book. Routledge.
McCarthy, M and O’Dell, F (2016) Academic Vocabulary in Use. Cambridge University Press
Philips, A & T, 2011. Progressive Skills in English. Garnet Education
 

 

 

 

» English for Researchers 1 (v2)

Tutor: Theresa Pole-Baker. 
 
Tutor background
A British native speaker, teacher and researcher 
Teaching English in Portuguese higher education for over 20 years.
Pre-sessional Tutor at King’s College London
Trained in English language teaching (Cambridge CELTA, Trinity licentiate Dip TESOL)
Trained in Presentation skills (Society for Research into Higher Education)
A broad academic background; PhD in Education (UCL); MA in Education (OU); BSc Economics (Bath University); Teaching English for Academic Purposes at NILE, UK
Certified IEFP trainer number F614906/2013
 
Introduction
This is a short academic English course for prospective, new or experienced researchers who need to improve their written English for international publications. Ideally, this will follow on from the course Academic Skills.
 
Overview
It is increasingly important to publish in international newspapers or magazines. However, for researchers who are not English native-speakers (and even some who are), the quality of written work in English is one of the major reasons why papers are rejected. The problems are not only syntax and lexis, but also to do with cultural aspects of organization and content. Writing research papers or articles in English for international journals requires a high level of English proficiency, as well as an in-depth knowledge of conventions and standards of English writing of research papers or articles.
Although academic papers require specific vocabulary, organization and style, the specific vocabulary is usually quite accessible and subject to international standards. By paying attention to specific rules of syntax and organization, it is possible for non-native English speakers to significantly improve their writing in a comparatively short time and achieve more success in international publications, which is so important for their academic careers.
 
Course goals
This short course aims to develop tools that enable students to analyse the requirements of the various editors, and write clear well-organized texts in good academic English.
At the end of the course, trainees should be able to: prepare and structure a manuscript, increase readability, and reduce errors in written English concisely, without redundancy and without ambiguity. They should also be able to choose the tenses and style that meet the requirements of publishers and reviewers of international journals and journals.
 
Who is this course for? 
This course is for both experienced and newer researchers, with an intermediate level of English as well as students carrying out research at doctoral or master’s level. 
 
Workload and timetable
30 hours total, 3 hours x 10 sessions, face-to-face
Saturdays | 10.00 am to 1.00 pm
5 January 2019 to 9 March 2019
 
Course content
1. Planning and preparation, style and structure
2. Common mistakes by Portuguese writers
3. Common and specific academic language
4. Structuring a Sentence: word order
5. Structuring paragraphs, cultural aspects pitfalls. 
6. Breaking up long sentences
7. Being concise and removing redundancy
8. Avoiding ambiguity, repetition, and vague language; grammatical elements, false cognates
9. Check your journal’s style – first person or passive, and how to use these forms.
10. Hedging and criticising, and toning down verbs. 
11. Plagiarism and paraphrasing
12. Introductions, conclusions and common pitfalls
13. Writing abstracts
14. Covering letters.
15. Checking for mistakes
 
Assessment
There will be an initial diagnostic test and discussion to assess student needs.
The course will be assessed continuously according to 3 parameters:
Participation – 10%
Mini tests – 20%
Written work – 70%. Practical written work based on writing tasks within the trainees’ own academic area; the students will learn how to critically assess their own work and that of their colleagues, as well as receiving feedback from the tutor. 
 
Recommended books:
Glasman-Deal, H., 2009. Science research writing for non-native speakers of English. World Scientific.
Howe, S. and Henriksson, K., 2007.PhraseBook for writing papers and research in English. The Whole World Company.
Huang, J.C., 2010. Publishing and learning writing for publication in English: Perspectives of NNES PhD students in science. Journal of English for Academic Purposes, 9(1), pp.33-44.
Marlow, M.A., 2016. Writing scientific articles like a native English speaker: concise writing for Portuguese speakers. Clinics, 71(12), pp.684-686.
Wallwork, A., 2012. English for Research: Usage, Style, and Grammar. Springer 
Wallwork, A., 2015. English for Academic Research: Writing Exercises. Springer 
Wallwork, A., 2016. English for writing research papers. Springer.
 
 
 
 
Tutor: Theresa Pole-Baker. 
 
Tutor background: 
• A British native speaker, teacher and researcher 
• Teaching English in Portuguese higher education for over 20 years.
• Pre-sessional Tutor at King’s College London
• Trained in English language teaching (Cambridge CELTA, Trinity licentiate Dip TESOL)
• Trained in Presentation skills (Society for Research into Higher Education)
• A broad academic background; PhD in Education (UCL); MA in Education (OU); BSc Economics (Bath University); Teaching English for Academic Purposes at NILE, UK
• Certified IEFP trainer number F614906/2013
 
Introduction
This is a short academic English course for prospective, new or experienced researchers who need to give academic presentations in English  
 
Overview
English is increasingly the language of international conferences around the world, and even in Portugal. The problems people face giving presentations include the following; 
• Personal traits (shyness and anxiety), 
• Speaking (speed, vocabulary, pronunciation, intonation, the use of voice,)
• Body language
• Levels of formality
• Organisation (giving the right amount information)
• Visual support (organisation of slides, using slides without over-reliance, redundancy)
• Anticipating the type of audience and interactions
• Preparation (rehearsing, scripting) 
 
Course goals
This short course aims to develop tools that enable students to analyse the requirements of their intended audience, prepare clear presentations and build confidence. 
At the end of the course, trainees should be able to: prepare and structure a presentation and visual support if required, speak clearly and communicatively with their audience, reduce redundancy and ambiguity, and increase engagement with their audience. They should also be able to use language which is appropriate for their purpose. 
 
Who is this course for? 
This course is for anyone who needs to give academic presentations in English. 
 
Prerequisites: 
This course is for a variety of students, from intermediate level to advanced. 
 
Workload and timetable
7 hours total, 3,5 hours x 2 sessions on Saturdays, in October 
 
Course content
• Good vs bad presentations, the importance of presentations
• Voice, production pronunciation, intonation, speed, vocabulary, 
• Language, formality, transition words,
• Body language 
• Organisation, preparation
• Visual support, slides, 
• Beginnings, Conclusions and Q&A
• Methodology, Results and Discussion;
• Attracting and maintaining audience attention.
• Dynamic relaxation techniques.
 
Assessment:
The course will be assessed according to 3 parameters:
• Participation – 10%
• Written reflection – 20%
• Oral presentation; 15 minutes per person at the end of the course – 70%. 
Peer to peer feedback will also be an important aspect.
 
Recommended books:
Chivers, B and Shoolbred, M. (2007). A Student's Guide to Presentations SAGE 
Howd, J. (2011) Breath of Life or Kiss or Death, Capriccio Press
Love, R., & Frazier, D. (2017). Set Your Voice Free: How to get the singing or speaking voice you want. Hachette UK.
Mcintosh, K. (2013) Advanced learner’s Dictionary. Cambridge University Press 
Smith, S. (2018) Academic Presentations: EAP Foundation
Wallwork, A. (2016). English for presentations at international conferences. Springer