Difference between revisions of "PhD:AcademicResearchAndWritingCulture"
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* Structures in academic writing: IMRaD and IMRaD-inspired structures, the logic of using the English language tenses in IMRaD; |
* Structures in academic writing: IMRaD and IMRaD-inspired structures, the logic of using the English language tenses in IMRaD; |
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* Paragraph unity: the cohesion and coherence of paragraphs; |
* Paragraph unity: the cohesion and coherence of paragraphs; |
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| − | + | * Research papers chapters - their communication purposes, structures, language. |
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| − | + | * Referencing styles, APA and IEEE guidelines: primary sources and highlights. |
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| − | + | * Avoiding Plagiarism: referencing, paraphrasing, and summarizing, quotations |
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| − | + | * Numerical data representations; |
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| − | + | * Peer review process; |
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| − | + | * Publication strategy. |
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=== Key concepts of the class === |
=== Key concepts of the class === |
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Revision as of 22:58, 29 September 2021
Academic Research and Writing Culture
- Course name: Academic Research and Writing Culture
- Course number: FTD.V.02
Course Characteristics
- Structures in academic writing: IMRaD and IMRaD-inspired structures, the logic of using the English language tenses in IMRaD;
- Paragraph unity: the cohesion and coherence of paragraphs;
- Research papers chapters - their communication purposes, structures, language.
- Referencing styles, APA and IEEE guidelines: primary sources and highlights.
- Avoiding Plagiarism: referencing, paraphrasing, and summarizing, quotations
- Numerical data representations;
- Peer review process;
- Publication strategy.
Key concepts of the class
What is the purpose of this course?
This calculus course will provide an opportunity for participants to:
Course objectives based on Bloom’s taxonomy
- What should a student remember at the end of the course?
By the end of the course, the students should be able to ...
- What should a student be able to understand at the end of the course?
By the end of the course, the students should be able to ...
- What should a student be able to apply at the end of the course?
By the end of the course, the students should be able to ...
Course evaluation
| Proposed points | ||
|---|---|---|
| Labs/seminar classes | 20 | |
| Interim performance assessment | 30 | |
| Exams | 50 |
If necessary, please indicate freely your course’s features in terms of students’ performance assessment.
Grades range
| Proposed range | ||
|---|---|---|
| A. Excellent | 90-100 | |
| B. Good | 75-89 | |
| C. Satisfactory | 60-74 | |
| D. Poor | 0-59 |
If necessary, please indicate freely your course’s grading features.
Resources and reference material
- Zorich, V. A. “Mathematical Analysis I, Translator: Cooke R.” (2004)
Course Sections
The main sections of the course and approximate hour distribution between them is as follows:
| Section | Section Title | Teaching Hours |
|---|---|---|
| 1 | Sequences and Limits | 28 |
| 2 | Differentiation | 24 |
| 3 | Integration and Series | 28 |
Section 1
Section title:
Topics covered in this section:
- Antiderivative. Indefinite integral
What forms of evaluation were used to test students’ performance in this section?
|a|c| & Yes/No
Development of individual parts of software product code & 1
Homework and group projects & 1
Midterm evaluation & 1
Testing (written or computer based) & 1
Reports & 0
Essays & 0
Oral polls & 0
Discussions & 1