BSc:EnglishForAcademicPurposesI - Revision history

M.petrishchev: M.petrishchev moved page BSc:EnglishForAcademicPurposesI.F21 to BSc:EnglishForAcademicPurposesI over redirect

2022-04-03T17:03:21Z

M.petrishchev moved page BSc:EnglishForAcademicPurposesI.F21 to BSc:EnglishForAcademicPurposesI over redirect

← Older revision	Revision as of 17:03, 3 April 2022
(No difference)

R.sirgalina: /* English for Academic Purposes I */

2022-02-09T11:06:54Z

English for Academic Purposes I

← Older revision		Revision as of 11:06, 9 February 2022
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	* <span>'''Course name:'''</span> English for Academic Purposes-1		* <span>'''Course name:'''</span> English for Academic Purposes-1
	* <span>'''Course number:'''</span> N/A		* <span>'''Course number:'''</span> N/A
−	* <span>'''Subject area:'''</span> English for Academic Purposes ~~(EAP)~~	+	* <span>'''Subject area:'''</span> English for Specific Purposes, English for Academic Purposes, Academic Writing

	== Course Characteristics ==		== Course Characteristics ==

−	== What subject area does your course (discipline) belong to? ==
−
−	English for Specific Purposes, English for Academic Purposes, Academic Writing

	=== Key concepts of the class ===		=== Key concepts of the class ===

I.konyukhov: I.konyukhov moved page BSc:EnglishForAcademicPurposesI to BSc:EnglishForAcademicPurposesI.F21

2021-11-07T09:15:21Z

I.konyukhov moved page BSc:EnglishForAcademicPurposesI to BSc:EnglishForAcademicPurposesI.F21

← Older revision	Revision as of 09:15, 7 November 2021
(No difference)

R.marouf: /* Weight: */

2021-10-01T14:13:41Z

Weight:

← Older revision		Revision as of 14:13, 1 October 2021
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	{\|		{\|
		+
−	! '''Quizes'''
−	! '''A'''
−	! '''B'''
−	! '''C'''
−	! '''D'''
−	\|-
−	{\|
	\|}		\|}

R.marouf: /* Weight: */

2021-10-01T14:11:35Z

Weight:

← Older revision		Revision as of 14:11, 1 October 2021
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	\| In both paragraphs:the student uses only a very limited range of structures with only rare use of subordinate clauses;		\| In both paragraphs:the student uses only a very limited range of structures with only rare use of subordinate clauses;
	some structures are accurate, but errors predominate and distort the meaning; punctuation is mostly faulty.		some structures are accurate, but errors predominate and distort the meaning; punctuation is mostly faulty.
−
	\|-		\|-
	\| Academic Writing Style (15%)		\| Academic Writing Style (15%)
−
	\| The student has followed Academic Writing Style rules. The student has avoided overgeneralization, redundancy, ineffective nominalizations, ineffective passive, charged language and wordiness. The student used effective subjects and verbs.		\| The student has followed Academic Writing Style rules. The student has avoided overgeneralization, redundancy, ineffective nominalizations, ineffective passive, charged language and wordiness. The student used effective subjects and verbs.
	\| The student has followed most rules of the Academic Writing Style, though some mistakes have been made. The student has not always avoided overgeneralization, redundancy, ineffective nominalizations, ineffective passive, charged language and wordiness. The student mostly used effective subjects and verbs.		\| The student has followed most rules of the Academic Writing Style, though some mistakes have been made. The student has not always avoided overgeneralization, redundancy, ineffective nominalizations, ineffective passive, charged language and wordiness. The student mostly used effective subjects and verbs.

R.marouf: /* Weight: */

2021-10-01T14:10:39Z

Weight:

@@ Line 725: / Line 725: @@
 ! '''D'''
 |-
 |-
 | Attendance
-| 80% +
+| 90% +
-| 70%+
+| 65%+
-| 50%+
+| 40%+
-| 50%-
+| 40%-
 |}
@@ Line 745: / Line 745: @@
 ! '''D'''
 |-
 {|
 |}

R.marouf: /* Assessment Task (5): : Oral Presentation – Expressing your opinion on what has been read */

2021-10-01T14:05:41Z

Assessment Task (5): : Oral Presentation – Expressing your opinion on what has been read

Show changes

R.marouf: /* Weight: */

2021-10-01T13:27:47Z

Weight:

← Older revision		Revision as of 13:27, 1 October 2021
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	missing.		missing.

−	\| Please refer to Cooperation Policy and Quotations in the ~~syllabys~~.	+	\| Please refer to Cooperation Policy and Quotations in the syllabus.
		+
	\| \|-		\| \|-
		+
	\| Reference List (IEEE)10%		\| Reference List (IEEE)10%

R.marouf: /* Assessment Task (4): Reading Response Essay (RRE) */

2021-10-01T13:26:02Z

Assessment Task (4): Reading Response Essay (RRE)

Show changes

R.marouf: /* Weight: */

2021-10-01T12:14:06Z

Weight:

@@ Line 441: / Line 441: @@
 lack of or irrelevant supporting sentence explanations and details, no attempts made to provide any support.
 |-
-| Coherence and Cohesion (15%)
+| Coherence & Cohesion(15%)
 | In both paragraphs: sequences information and ideas logically; there is a clear progression throughout; uses a range of cohesive devices appropriately.
 | In both paragraphs: arranges information and ideas coherently; uses cohesive devices effectively but cohesion within and/or between sentences may be faulty or mechanical; may not always use referencing clearly or appropriately.
@@ Line 451: / Line 452: @@
 |-
 | Lexical Resource (15%)
-| In both paragraphs: uses a wide range of vocabulary fluently and efficiently to convey precise meanings; produces rare errors in spelling and/or word formation.
+The student uses a wide range of vocabulary efficiently to convey precise meanings; produces rare errors in spelling
 |-
 | Grammatical Range and Accuracy (15%)
-| In both paragraphs: uses a variety of complex structures; the majority of sentences are error free; has good control of grammar and punctuation but may make a few errors.
+| In both paragraphs:the student uses a variety of complex structures; the majority of sentences are error-free;
-| In both paragraphs: uses a mix of simple and complex sentence forms; makes some errors in grammar and punctuation but they rarely reduce communication.
+has good control of grammar and punctuation but may make a few errors.
-| In both paragraphs: uses only a very limited range of structures with only rare use of subordinate clauses; some structures are accurate, but errors predominate and distort the meaning; punctuation is mostly faulty.
+|In both paragraphs:the student uses a mix of simple and complex sentence forms; makes some errors in grammar and punctuation but they rarely reduce communication.
 |}