Language proficiency course outline.
Teacher: Magnus Ullén; ; 070-7482724; room 12B 537
1.Monday 26/1; 13-15. 1B309
Lecture: Course information/Vocabulary building; Getting started
Homework: idiomatic expressions
2.Monday 2/2; 13-15. 1D236
Lecture: The basics of essay writing 1
The following topics will be covered:
Text-types
Thesis
Topic sentences
Homework: write course essay
3. Tuesday 10/2; 13-15. 1B309
Lecture: The basics of essay writing 2
The following topics will be covered:
Punctuation
Grammar and coherence
4.Tuesday 17/2; Group A 13-15; Group B 15-171B309
Seminar: Thesis statement/ subjectivism.
Hand in course essay!
Homework: Reset the introduction of your essay (and if necessary, the title) so that it meets the requirements of all three text-types.
5.Tuesday 24/2; Group A 13-15; Group B 15-171B309
Seminar: Title and introduction
Course essay returned!
Homework, to be prepared in groups of 5-6 persons: Read one of theuncorrected student essays collected under the heading “Improve the essay” (to be published later).Be prepared to account for your suggestions for improvement in class.
6.Tuesday 3/3; Group A 13-15; Group B 15-171D222
Seminar: Improve the essay. Each group is responsible for improving one of the essays.
Introductions returned!
ExamWed 11/3; 8-13
Re-exam29/5; 8-13
VOC/MCT examSat 13/12 9 -11.30
Re-exam Sat 17/1-09 9 -11.30
Please remember that you need to register for the exams at least one week in advance!
In preparation for class:
Throughout: add words to your wordlist, and try to incorporate the words you learn in your writings!
2.Read pages 13-24, 25-55, 57-82, and pages 83-114 in Academic Writing.
Find the meaning of the following 13 idiomatic expressions:
- to do something in molasses
- to have bats in the belfry
- to come undone
- to rubber-neck
- to cost the earth
- to be caught red-handed
- to stand somebody up
- to be stuck between a rock and a hard place
- to take the mickey out of somebody
- to jump on the bandwagon
- to be a poster child
- to run the gauntlet
- and Bob’s your uncle
Start writing your course essay!
3. Read the pages on punctuation in Academic Writing (201-209). Work with exercise F on page 175, and exercise I on page 208-9. When you are done, consult the key at the end of each chapter. See also Practical English Handbook, 203-252, for additional comments on punctuation and many more exercises.
4. Meet with your group for peer response on your course essay. Revise the essay!
5. Reset the introduction of your essay (and if necessary, the title) so that it meets the requirements of all three text-types.
6. Read theuncorrected student essays collected under the heading “Improve the essay.” Be prepared to suggest ways of improving the three essays. Consider such questions as:
1)Is the title suggestive without giving your position away wholesale?Is it enticing? Is it concise?
2)Does the introduction win the reader’s attention? Does it propose a thesis? Does it provide a background to the thesis proposed? If not, suggest how it could be revised to do so!
3)Does every paragraph begin with a topic sentence? Is the disposition of the argument easy to follow? Does it make the reader prone to agree with the thesis?
4)Is there a conclusion which recapitulates the thesis and line of reasoning in other words? Does it end on a memorable phrase? Will it likely make an emotional impact on the reader?
Correction code
capcapitalization
no capno capitalization
ppunctuation
icinsert comma
rcremove comma
spspelling
deldelete
wmword(s) missing
/new sentence
no /no new sentence
//new paragraph
no //no new paragraph
=repetition
#number (i.e. singular where plural should be used or vice versa)
Csubject-verb concord
vtverb tense
wcword choice
wfword form
woword order
prpreposition
refunclear reference
cstrconstruction
rorun-on sentence
cscomma splice
fragsentence fragment
~connect this
hhyphen (remove or add hyphen)
ititalicise
no itno italics
bfbold face
nbno bold face
ispinsert space
rspremove space
iblinsert blank line
rblremove blank line
trtransition/link
loglogic
cohcoherence
?unclear/clarity
awkawkward
exprexpression
ststyle
adj/advadjective should be adverb
adv/adjadverb should be adjective
Grade criteria
G
The student can distinguish between expressive and communicative writing, and understands the importance of making use of a thesis and topic sentences when writing in the latter mode.
S/he recognizes the concept of text-types, and can distinguish between an argumentative essay, a causal analysis, and a proposal. The student’s writing is coherent, fluent and accurate. The student works actively with his/her vocabulary by generating word lists.
VG
The student meets all the requirements for G. In addition, the student’s writing manifests a rich and varied language, a very high degree of accuracy, and a good sense of style.
Wordlist
As part of this course, you will generate a wordlist which is to be sent in to me electronically. (If you prefer to, you can hand in a copy of a handwritten list.) The list must comprise a minimum of 100 words. There is no maximum limit. You are welcome to copy material from electronic online dictionaries. The list should have the following form:
English word. [word class] English explanation. Sample expression. Swedish translation
relentlessadj.
1. Unyielding in severity or strictness; unrelenting: relentless persecution.obarmhärtig
2. Steady and persistent; unremitting: the relentless beat of the drums.obeveklig
exempttr.v.
1. To free from an obligation, a duty, or a liability to which others are subject: exempting the disabled from military service.
frita, befria, rädda undan, ge dispens åt, förskona
adj.
1. Freed from an obligation, a duty, or a liability to which others are subject; excused: persons exempt from jury duty; income exempt from taxation; a beauty somehow exempt from the aging process.
undantagen, fritagen, förskonad