Learning Outcomes |
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1 - Knowledge |
Theoretical - Conceptual |
2 - Skills |
Cognitive - Practical |
3 - Competences |
Communication and Social Competence |
1) Students can guess the meaning of an unfamiliar word in context. They can use linguistically complex vocabulary and structures to enhance the impact in academic reports and essays. They can precisely select vocabulary for rhetorical purposes.
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2) Students can introduce and reference sources in written academic work. They can identify different types of supporting details in an academic text.
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3) Students can extract key concepts from a simple academic text, if guided by questions. They can identify the main topic and related ideas in a simple structured text. They can predict the content of a simple academic text, using headings, images, and captions.
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4) Students can vary the formality of greetings in emails/letters based on intended recipients. They can use statistical data, fractions, and percentages in an academic text. They can write a report analyzing advantages and disadvantages of a situation and recommending actions.
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5) Students can follow the chronological sequence of events in an academic text. They can explain a term in a text using synonyms, definitions or examples.
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6) Students can use parallel structure in academic writing. They can describe the sequence in a process when writing a linguistically complex text, using common discourse markers.
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7) Students can infer the author's opinion in straightforward academic texts. They can systematically develop an argument giving the reasons for or against a point of view. They can signal cause and effect relationships when writing an academic text by using discourse markers.
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8) Midterm Week
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9) Students can recognise contrasting ideas in a linguistically complex academic text when signalled by discourse markers. They can use appropriate tone and register when writing academic texts.
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10) Students can contrast two ideas when writing a simple academic text by using discourse markers. They can compare and evaluate ideas in a structured and logical text.
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11) Students can take notes while researching an unfamiliar topic. They can distinguish between fact and opinion in complex formal contexts.
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12) Students can describe hypothetical (counterfactual) past results of a previous action or situation. They can identify the use of paraphrasing in a simple academic text. They can embed quotations and paraphrases in written academic work if provided with a model.
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13) Students can recognize organizational patterns within a linguistically complex academic text. They can use fact and opinion effectively in writing.
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14) Students can summarize sources and data appropriately. They can develop an argument with appropriate highlighting of significant points and relevant supporting details.
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15) Students can identify different types of supporting details in an academic text. They can choose effective vocabulary to express an opinion.
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16) Final Week
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Learning Competence |
Field Specific Competence |
Competence to Work Independently and Take Responsibility |