INTERNATIONAL UNIVERSITY COLLEGE
English 1 – English for
Academic Purposes
Module handbook
Bonnie Nikolova, Lecturer
2013-2014
International University College
Module: Marketing and Business Communications
Subject: English I- English for Academic Purposes, Semester 1
Module assessment:
Log Assignments – 100%
1st Semester – 5 logs (10 points max for each log assignment) – Academic writing
Assignments brief included at the end of this file.
Literature:
Naunton, Jon (2002). Head for Business. Oxford: Oxford University Press
Naunton, Jon (2002). Head for Business, Upper-intermediate Workbook. Oxford: Oxford University Press
Mascull, Bill (2004). Business Vocabulary in Use, Advanced. Cambridge: Cambridge University Press.
Ramsey, Robert M. (1989). English for International Business. Glenview, Illinois, USA: Scott, Foresman and Company.
Journals: Harvard Business Review, the Economist, Business Week, Financial Times etc.
Using the Internet: Advice and resources to help students towards more effective study can be found on the web.
Topic 1: The transition from high-school to university writing
The topic provides each student with the skills and language needed for a smooth transition into academic study.
Topic overview:
1. What is Academic writing?
2. High-school rules vs. university expectations
2.1.
Essay structure
2.2.
Paragraphs
2.3.
Thesis statement
2.4.
Introduction and conclusion
2.5.
Argument
2.6.
Presentation
2.7.
Tips for newcomers
3. Reading skills for academic study
3.1.
Scanning for specific information - practice
4. Summarizing and paraphrasing – practice
5. Transition from spoken to written style – practice
6. Correct errors – practice
6.1.
Grammatical and meaning mistakes
6.2.
Functions and definitions, comparison and contrast. Correct the mistakes in grammar, style and meaning
Topic 2: The process of academic writing
Topic overview:
1. Task, skills needed, product
2. Most common assignment instruction key-words in academic writing with explanations
2.1. Instruction words – matching exercise
3. Genres in Academic writing – general overview
3.1.
Essay
3.2.
Report
3.3.
Case
3.4.
Proposal
3.5.
Review
3.6.
Literature review
3.7.
Methods
3.8.
Results
3.9.
Discuss
3.10.
Conclude
3.11.
Abstract, Summary, Executive Summary
3.12.
Annotation
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International University College
Module: Marketing and Business Communications
Subject: English I- English for Academic Purposes, Semester 1
Topic 3: Developing critical thinking
Topic overview:
1. Compare and contrast
1.1.
Compare and contrast – checklist
1.2.
Compare and contrast – checklist for evaluating websites
1.3.
Compare and contrast – matching exercise: transitional words for comparison and contrast, indicating
differences,
2. Descriptive writing vs. analytical and evaluative writing
2.1. Changing an informal argumentative text into a formal argumentative paragraph – matching exercise
3. Critical thinking strategies
Topic 4: Critical thinking – building skills
Topic overview:
1. Critical evaluation
2. The critical evaluation essay
3. Argumentative essays
4. Critical thinking – matching exercises
5. Brainteasers I
Topic 5: Writing critical essays
Topic overview:
1. Essay structure
2. Outline
3. Style of writing
4. Brainteasers II
Topic 6: Secondary research
Topic overview:
1. What is Secondary research?
2. Secondary sources
2.1. Identifying secondary sources
2.2. Evaluating secondary sources
3. Secondary references
3.1. In-text citation
3.2. Reference list
Topic 7: Writing a literature review
Topic overview:
4. What is a Literature review?
5. Purpose of a literature review
6. Steps in preparing to write a literature review
7. Structure of a literature review
7.1. Introduction
7.2. Body
7.3. Conclusion
8. Some possible ways of structuring a literature review
8.1. Chronological organization
8.2. The 'Classic' studies organization
8.3. Topical or thematic organization
8.4. Inverted pyramid organization
9. Annotated bibliography vs. literature review
10. Language focus
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International University College
Module: Marketing and Business Communications
Subject: English I- English for Academic Purposes, Semester 1
Topic 8: Writing an abstract
Topic overview:
1. What is an abstract?
2. Purpose
3. Length
4. Content
5. Do’s and don’ts in writing an abstract
6. Examples
7. Abstract vs. Executive Summary
7.1.
Executive summary template
7.2.
Executive summary examples
Topic 9: Primary research
Topic overview:
1. What is primary research?
2. Types of primary research
2.1.
Interviews
2.2.
Surveys
2.3.
Observations
2.4.
Analysis
3. Surveying
3.1.
Things to consider when conducting surveys
3.2.
Creating good survey questions
3.3.
What is a Questionnaire?
3.3.1.1.
Questionnaire design – general considerations
3.3.1.2.
Qualities of a good question
3.3.1.3.
Question type
3.3.1.4.
Question content
3.3.1.5.
The order of the questions
3.3.1.6.
Question wording
3.3.1.7.
The length of a questionnaire
3.3.1.8.
Form of question response
3.4.
Steps to developing a questionnaire
3.5.
Questionnaire examples
Topic 10: How to Write the Methodology Chapter of a Coursework paper or Dissertation
Topic overview:
1.
What is a Methodology?
2.
Structure
2.1.
Introduction
2.1.1. Basic research concepts
2.1.2. Theoretical framework of the study
2.1.3. Purpose of the study
2.2.
Data collection
2.2.1. Techniques used and rationale for the techniques selected
2.2.2. Type of data to be collected and rationale for the kind of data selected
2.3.
Instrumentation
2.4.
Data processing and analysis
2.5.
Validity, reliability and limitations
2.6.
Summary
3.
Vocabulary, style and tone
Topic 11: Academic phrasebank - Examples of phrases which are commonly employed in academic writing
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International University College
Module: Marketing and Business Communications
Subject: English I- English for Academic Purposes, Semester 1
Topic overview:
1.
Writing introductions
2.
Writing literature reviews
3.
Writing methodology
4.
Reporting results
5.
Discussing findings (findings or analysis)
6.
Writing conclusions
Topic 12: Academic vs. Business writing
Topic overview:
1.
Differences between work and academic writing
2.
Comparison of business and academic writing
2.1.
By purpose and type
2.2.
With respect to the writing process
2.3.
Type of audience
LOG ASSIGNMENTS
Objectives of the log assignment scheme
The log assignment scheme has been carefully planned to further develop awareness and use of the conventions of
academic English in a variety of academic registers within a university context. These logs aim to help you improve your
ability to perform in all written tasks on your degree programme.
Requirements to the log assignments
Attendance and class participation is of major importance to being able to produce work matching the standards set
by the lecturer. Read carefully the instructions to each assignment. The log assignments are designed so as to follow
an explicit logic in building your academic skills. Try to follow that logic observing the indicated sequence of the
logs. You will be duly advised by your lecturer on each assignment details.
Referencing
A minimum of FIFTEEN academic sources should be cited in each ASSIGNMENT and correctly referenced using the
Harvard system. You may use different non-academic sources like trade press, websites, but NOT Wikipedia, tutor2
and similar, presentation material or general websites. Do not forget to use the resources of IUC’s library – EBSCO,
ScienceDirect, books and print journals. Write in third person – no “I”s or “We” in the text!
NB: FAILURE TO CORRECTLY REFERENCE 15 ACADEMIC SOURCES WILL RESULT IN THE PRESENTATION BEING
CAPPED AT 40% (i.e. you will receive maximum only 4 points on that particular assignment).
Submission
You must submit the LOG ASSIGNMENTS (a printed copy) in the Handin office (handin@vumk.eu) within the prespecified due dates.
Bonnie Nikolova, Lecturer
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International University College
Module: Marketing and Business Communications
Subject: English I- English for Academic Purposes, Semester 1
Marking criteria
The general framework of the marking criteria accepted in the International University College will be valid in
assessing the log assignments in English for Academic Purposes, accounting for the specifics of language teaching
and learning. For every assignment students will be provided with extended feedback by the lecturer and in-class
follow-up discussions of student work.
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International University College
Module: Marketing and Business Communications
Subject: English I- English for Academic Purposes, Semester 1
Log assignment 1:
I. Write:

A legitimate paraphrase

An acceptable summary

A plagiarized version
of the following original passage:
Original passage:
Students frequently overuse direct quotation in taking
notes, and as a result they overuse quotations in the final
[research] paper. Probably only about 10% of your final
manuscript should appear as directly quoted matter.
Therefore, you should strive to limit the amount of exact
transcribing of source materials while taking notes. Lester,
James D. Writing Research Papers. 2nd ed. (1976): 46-47.
II. Edit the following texts. The ideal scenario would be transformation within the parameters specified for each
assignment. Make reasonable efforts to achieve the target, but any other elegant solutions would be much
appreciated:
1. A common strategy used by young homebuyers is to borrow the deposit but not
inform the financial institution from which they want to borrow the rest of the
money. Unfortunately, this strategy can lead to young homebuyers borrowing too
much money and losing their properties if interest rates rise.
[2 sentences and 49 words. Note repetitive use of “homebuyers”, strategy”, “money” and
“borrow”/”borrowing”.] - the ideal option would be 1 sentence, 29 words; repetition of words
overcome
2. How effective are overseas-based telephone information centres for helping and
informing Australian consumers?
[13 words. This might be a title for a research paper.] – the ideal option would be 8 words
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International University College
Module: Marketing and Business Communications
Subject: English I- English for Academic Purposes, Semester 1
Log assignment 2:
Write a discussion and critical evaluation essay (800 – 1200 words) on the following topic:
Recent events in the banking sector have brought the issue of bonus payments into
the spotlight. With reference to appropriate motivation theories,
critically evaluate the statement that ‘money motivates’
Log assignment 3:
Write a Literature Review on one of the following topics:
ONLINE ADVERTISING
or
BUSINESS-TO-BUSINESS MARKETING
Log assignment 4:
Write an ABSTRACT of the following article:
New Project? Don't Analyze—Act
by Leonard A. Schlesinger, Charles F. Kiefer, and Paul B. Brown
We all know how new projects happen in a predictable world: A team is assembled, a market
analyzed, a forecast created, and a business plan written. Resources are then gathered, and the plan
is set in motion.
But how do you launch new projects in an unpredictable environment? What’s the best way to do it in
an age when the proliferation of data and opinion makes truly decisive analysis impossible; when
faraway events have immediate, unexpected impact; and when economic malaise has made
companies reluctant to take big bets on unproven ideas?
Take a page from the playbook of those who are experts in navigating extreme uncertainty while
minimizing risk: serial entrepreneurs.
We and others in the academic and consulting communities have spent years studying these leaders
and the logic they use to create new products, services, and business models in situations where the
old methods of analyzing, forecasting, modeling, planning, and allocating don’t work.
Some of the most surprising research comes from Saras D. Sarasvathy, an associate professor of
business administration at the University of Virginia’s Darden School of Business, whose in-depth
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International University College
Module: Marketing and Business Communications
Subject: English I- English for Academic Purposes, Semester 1
study of 27 serial entrepreneurs revealed a number of common behaviors. Instead of starting with a
predetermined goal, these entrepreneurs allow opportunities to emerge; instead of focusing on
optimal returns, they spend more time considering their acceptable loss; and instead of searching for
perfect solutions, they look for good-enough ones.
How Managers Can Encourage Entrepreneurial Thinking
Challenge one or two members of your team to quietly try the act-learn-build method on real projects,
and then protect them from your organization’s tendency to shove them back in line.
Share the results of these experiments with other thought leaders in your company, and encourage
them to become early adopters, too.
Throughout the process, ensure that the real and opportunity costs never exceed your organization’s
— or your innovators’ — acceptable loss.
The point is that successful entrepreneurs don’t just “think different.” They translate that thinking into
immediate action, often avoiding or ignoring analysis. Rather than predict the future, they try to create
it. We have seen this firsthand in clients and former students who have launched businesses in a
variety of industries. And look at Starbucks CEO Howard Schultz: Coffee sales had been steadily
declining for two decades before he came up with the café concept that would grow into a multibilliondollar business.
This logic shouldn’t be limited to entrepreneurs working outside the bounds of traditional
organizations. (After all, Schultz first tested his café idea when Starbucks was a small retailer of
coffee beans, teas, and spices, and he was its director of marketing.) We believe that any manager
can—and should—follow the same process when confronting the unknown, because it is an
extremely low-risk way to launch new projects. It also involves only a few simple steps:
Act: Take a smart step toward a goal.
Leonard A. Schlesinger is the president of Babson College. Charles F. Kiefer is the president of Innovation
Associates. Paul B. Brown is a longtime contributor to the New York Times. They are the authors of Just Start:
Take Action, Embrace Uncertainty, Create the Future (Harvard Business Review Press, March 2012).
Log assignment 5:
Write a QUESTIONNAIRE (min 20 questions, max 30 questions, not including any questions as regards personal
data) intended for a survey (primary research) on the following topic:
CONSUMER BEHAVIOUR / TOURIST SERVICES
How do we choose our vacations?
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