Бакалавриат 2020/2021

Академическое письмо (на иностранном языке)

Статус: Курс обязательный (Филология)

Направление: 45.03.01. Филология

Кто читает: Департамент филологии

Где читается: Санкт-Петербургская школа гуманитарных наук и искусств

Когда читается: 3-й курс, 2, 3 модуль

Формат изучения: без онлайн-курса

Преподаватели: Делазари Иван Андреевич, Зеленин Даниил Андреевич, Школьников Вадим Валерьевич

Язык: английский

Кредиты: 3

Контактные часы: 44

Course Syllabus

Abstract

In this course, students are introduced to styles, genres, and formatting conventions of academic writing in English. The course is tailored to meet students' individual research needs in that each student works on her own project, accumulating, consolidating, and revising original texts to contribute to academic conversations in related fields of language and literature studies. Lectures, seminars, independent research, and home assignments engage students and course instructor(s) in a network of face-to-face and online interactions, teamwork, reviewing, and feedback.

Learning Objectives

• The course is aimed at equipping students with essential academic writing skills in English and
• creating a functional research community and corporate culture modeled on up-to-date communication practices of contemporary global academe.

Expected Learning Outcomes

• Understands the functioning of academic research, writing, editing, and international publishing
• Presents past research in a CV/research portfolio.
• Writes an abstract for a future and completed project.
• Collects and selects bibliographical references and formats them in accordance with an international citation style.
• Summarizes and paraphrases pieces of academic writing in the research field.
• Consolidates reading in the research area by writing an annotated bibliography and /or literature review.
• Revises, reviews, and assesses peers’ work.
• Plans and prepares a detailed outline of an academic essay,
• Discusses the content, structure, and academic merits of other people’s writing.
• Maintains civilized and efficient forms of collegial communication.

Course Contents

• Entering the Field: Objectives and Proposals. Academic Writer’s Profile: Records and CVs
  After course introductions, students present and discuss their research writing experience in groups.
• Entering the Field: Objectives and Proposals. Research Proposals: Titles and Abstracts
  Students select a research subject, write a titled abstract for the proposed paper, and form teams according to research interests.
• Processing Bibliography. Lists, Summaries, Annotations
  Students learn bibliography standards and citation styles, conduct a search and co-write a team annotation of one source of common interest.
• Processing Bibliography. Annotated Bibliography vs. Literature Review
  After writing individual annotations for yet another source and discussing plagiarism, students prepare their mid-term paper and do a double-blind peer assessment exercise.
• The Academic Writing Range . Generic Research Paper: The Structure and Order of Writing
  Students learn about a standard essay structure, read and discuss research papers published by academic publishers, and write a preliminary outline of their future term paper.
• The Academic Writing Range. Academic Publishing Politics and Writing Standards
  Students learn about the academic publication process, write a peer review of an article, and focus on academic argumentation requirements and methods.
• The Academic Writing Range. Academic Correspondence: Register and Style
  Students observe academic correspondence conventions with emphasis on etiquette, language, and style.
• The Academic Writing Range. Reading Published Reviews of Publications and Fashioning a Publishable Review for Publication
  Students get to know and discuss strategies for a journal book review and practice the skill of writing one. The focus is on paragraph structure.
• The Academic Writing Range. Maintaining the Conversation: How Academics Respond to Polemics
  Students read through an academic dispute in a journal and practice the defense against critique strategies.
• The Academic Writing Range. Modes of Bad Writing: Improving the Improvable
  Students look at common traits of poor writing, reflect on their professional consequences, and learn how to avoid them.
• The Academic Writing Range. Revisions and Abstracts: Finalizing and Proofreading
  Drafting the term paper, students conduct peer reviews, (copy-)editing, and proofreading exercises before submitting the exam essay.

Assessment Elements

• Coursework (home written assignments, in-class participation and attendance)
  Students are expected to attend all lectures and seminars and fulfil weekly homework assignments. Activities include team building, team projects, individual short papers, as well as peer review and peer assessment exercises. For attendance, participation, and various task completion, student gain “(participation/contribution) points,” which determine their coursework mark.
• Mid-term paper
  4-5 pp. (Times New Roman, 12 pt., double-spaced). Either a literature review or an annotated bibliography.
• Term paper

Interim Assessment

• Interim assessment (3 module)
  0.5 * Coursework (home written assignments, in-class participation and attendance) + 0.2 * Mid-term paper + 0.3 * Term paper

Bibliography

Recommended Core Bibliography

• Bailey, S. (2015). Academic Writing : A Handbook for International Students (Vol. Fourth edition). Milton Park, Abingdon, Oxon: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=862062
• Strongman, L. (2013). Academic Writing. Newcastle upon Tyne: Cambridge Scholars Publishing. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=816736

Recommended Additional Bibliography

• Berger, A. A. (2008). The Academic Writer’s Toolkit : A User’s Manual. Walnut Creek: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=398720
• Casanave, C. P., & Vandrick, S. (2003). Writing for Scholarly Publication : Behind the Scenes in Language Education. Mahwah, N.J.: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=99869
• Murray, R., & Moore, S. (2006). The Handbook of Academic Writing : A Fresh Approach. Maidenhead, England: McGraw-Hill Education. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=234234
• Pecorari, D. (2015). Academic Writing and Plagiarism : A Linguistic Analysis (Vol. Bloomsbury classics in linguistics edition). London: Bloomsbury Academic. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=993909