Información Académica. Idioma Moderno Científico (Inglés)

Keywords:

Analysis of scientific texts: vocabulary, grammar, and discourse structure. Academic Spoken English.

General aims:

The main purpose of this course is to help students in the Faculty of Science reach an adequate level of English which enables them to meet their communicative needs in that language (minimum entrance level: B1 CEFR). Through communicative activities and tasks -using both authentic and adapted materials related to their subject areas- we will try to integrate the different competences (grammatical, sociolinguistic, discourse and strategic) required to cope with the highly specialised linguistic demands of their future academic and professional careers.

Syllabus:

1. Scientific and Technical discourse (EST): main characteristics and genres
2. Grammatical features of academic English for Science.
3. Macrostructures:
·The general-specific structure
·The problem-solution pattern.
·The scientific method.
4. Microstructures:
·From paragraph to different types of text.
5. Vocabulary in scientific English.
·Lexical problems in EST discourse: sub-technical vocabulary and noun compounds.
·Numbers, symbols, acronyms and formulae
·The influence of Greek and Latin. Common prefixes and suffixes.[ Practice Quiz]
6. Rhetorical Functions in Scientific English.
·Definition.
·Description.
·Classification
7. Rhetorical Techniques in Scientific English.
·Comparison-contrast
·Cause-effect relationships.
·Hypotheses and conditions.
8. Discourse markers
9. Types of visual aids and visual-verbal relationships.
10. Academic Genres: Abstracts and Scientific articles. The IMRAD structure.
11. Professional Genres: The CV and the Cover letter.
12. Academic Spoken English: Interviews and oral presentations

[Subir al inicio de la página ]

Assessment Criteria:

The first part of the course entails the systematic study of the subject over the whole semester. Therefore, class attendance and active participation are considered particulary important.
There will also be a final examination (February). To pass this exam, a minimum mark of 5 points is required in the following sections:

Section 1
. Interview -Speaking skills (1 point)

Section 2
·Listening Comprehension (1.5 points)
· Reading Comprehension (1 point)
·Vocabulary (1 point)
·Use of English (2 points)
·Translation (1.5 points)
· Writing (2 points)

Under the assessment scheme, the examination mark will be adjusted taking into consideration a series of Assignments (up to 1 point) given throughout the course and completed within the scheduled dates.

Students will be graded on the following scale:

Aprobado: 5.0 - 6.9

Notable: 7.0 - 8.9

Sobresaliente: 9.0 - 10

Course Contents

a. Rhetorical Functions & Techniques: "Defining", "Describing", "Exemplifying", "Classifying", "Comparing", "Calculating", "Cause and Effect", "Giving Evidence", "Experimenting", "Reporting", "Hypothesizing" and "Predicting".
b. Specific Texts & Videos belonging to the different subject areas taught in the Faculty of Science, Supplementary material (oral and written) related with the main rhetorical functions and techniques and real examples of the most representative Scientific genres.

[Subir al inicio de la página ]

Provisional Timetable- 2012-2013:

Classes

Days	Time	Room	Building	Lecturer

L,M,X,J,V	08-09	4	D (F/Q)	M. Muñoz
L,M,X,J,V	09-10	5	D (F/Q)	M. Muñoz


L,M,X,J,V	13-14	10	B (Mat)	R. Plo

Resources:

BIBLIOGRAPHY (All these books can be found in the Faculty of Science Libraries or in the English Department Office):

Teacher Reference Books:

FEAK, Ch, S. REINHART, T. ROHLCK. Academic Interactions. Ann Arbor: The University of Michigan Press. 2009.
COMFORT, J.: Effective Presentations. Oxford, Oxford University Press. 2001 (1995).
DAY, R.A.: How to Write and Publish a Scientific Paper. Cambridge, Cambridge University Press. 1995 (1979).
HYLAND, K.: Metadiscourse: Exploring Interaction in Writing. London/New York: Continuum. 2005.
PALTRIDGE, B. et al. Teaching Academic Writing. Ann Arbor: University of Michigan Press: 2009.
SWALES, J.M. & Ch. B. FEAK: English in Today's Research World. Ann Arbor: The University of Michigan Press. 2003 (2000).
WILKINSON, A.M.: The Scientist's Handbook for Writing Papers and Dissertations. New Jersey, Prentice Hall. 1991.
ZIMMERMAN, F.: English for Science. New Jersey, Prentice Hall. 1989.

Grammars:
BIBER, et al. Longman Student Grammar of Spoken and Written English. Harlow, Longman Group Ltd. 1999.
COLLINS COBUILD: English Usage. London, HarperCollins Publishers Ltd. 1992.
EASTWOOD, J: Oxford Practice Grammar. Oxford, Oxford University Press. 1993.
MURPHY, R: English Grammar in Use. Cambridge, Cambridge University Press. 1994.

General English Dictionaries:

LONGMAN Dictionary of English Language and Culture. Harlow, Longman Group Ltd. 1992.

Science Dictionaries:
ACADEMIC PRESS Dictionary of Science and Technology. Academic Press Inc.
BEIGBEDER, F.: Nuevo Diccionario Politécnico de las Lenguas Española e Inglesa. (2 vol.). Ed. Díaz de Santos.
McGRAW-HILL Dictionary of Scientific and Technical Terms. New York: McGraw-Hill.

Recommended Material:
BRYSON, B. A Short History of Nearly Everything . Broadway Books. 2003.
"Science in School". E. Hayes (ed): Full-text articles can be found online at <www.scienceinschool.org>
"The Naked Scientists": Science Radio and Naked Science Podcasts: <http:www.thenakedscientists.com>

[Subir al inicio de la página ]