English

2

Skills: The skill to comprehend a scientific text, to reproduce it, and to compile a discipline-specific glossary. The skill to properly use the acquired grammar and academic style in both oral and written professional discourse. The ability of critical thinking, independent communication, and argumentation prevalent in the academia.
Output: independent written and oral performance.

Minimum necessary CEFR level of English is lower B2.

Not applicable.

Instruction is composed of three voluntary courses in the form of seminars. Instruction is supplemented by a self-study e-learning course.

The exam has a written and an oral part.

Written part:
1 Submission of glossary of discipline-specific and academic vocabulary selected from at least three impact-journal articles with a minimum extent of 50 items. Assessment criteria: ability to study a foreign language independently.
2 Submission of research paper (minimum 9,000 characters) based on the student's master's or doctoral thesis. Assessment criteria: compliance with pre-set article structure, stylistic and grammatical correctness, use of discipline-specific vocabulary.
3 Short written assignment (150--200 words) on a general academic topic. Assessment criteria: general academic vocabulary and writing used in every-day academic contexts.

Oral part:
1 Presentation of conference contribution and follow-up discussion. Assessment criteria: compliance with pre-set structure of presentation, level of language skills, follow-up discussion.
2 Interview on doctoral study (research, teaching, participation in conferences including international ones, mobilities in abroad). Assessment criteria: fluency and interaction.

Students must pass all parts of the exam.

Not applicable.

Not applicable.

The goal of English for Doctoral Degree Study is to provide students with language skills suitable for academic and professional areas, and prepare them for practical output of the acquired academic skills in the form of independent oral and written discourse at the C1 level of CEFR.

Students' participation in seminars is voluntary and the extent of instruction (one to three semesters) may be assessed by students themselves by taking a placement test in the e-learning.

Not applicable.

Not applicable.

Chazal, Edward de, and Sam McCartter. Oxford EAP: A Course for Academic Purposes. Upper-intermediate. Oxford: OUP, 2012. (EN)
Chazal, Edward de, and Julie Moore. Oxford EAP: A Course for Academic Purposes. Advanced. Oxford: OUP, 2013. (EN)

Brieger, Nick, and Alison Pohl. Technical English Vocabulary and Grammar. Summertown, 2008. (EN)
Gardner, Peter S. New Directions: Reading, Writing and Critical Thinking. Cambridge: CUP, 2005. (EN)
Hewings, Martin. Advanced Grammar in Use. Cambridge: CUP, 2013. (EN)
McCarthy, Michael, and Felicity O'Dell. Academic Vocabulary in Use. Cambridge: CUP, 2008. (EN)
Mounsey, Chris. Essays and Dissertations. Oxford: OUP, 2002. (EN)
Oshima, Alice, and Ann Hogue. Introduction to Academic Writing. New York: Pearson, 2007. (EN)
Paterson, Ken, and Roberta Wedge. Oxford Grammar for EAP. Oxford: OUP, 2013. (EN)
Wallwork, Adrian. English for Academic Correspondence and Socializing. New York: Springer, 2011. (EN)
Wallwork, Adrian. English for Academic Research: Writing Exercises. New York: Springer, 2013. (EN)
Wallwork, Adrian. English for Presentations at International Conferences. New York: Springer, 2010. (EN)
Wallwork, Adrian. English for Writing Research Papers. New York: Springer, 2011. (EN)

60 hours, optionally

Academic Skills 1

1 Understanding key information, sentence structure, coordinators.
2 Organizing main ideas, education and career, compound nouns
3 Writing definitions, relative clauses.
4 Describing graphs and trends.
5 Describing schemes and systems.
6 Identifying main ideas and supporting evidence, word formation.
7 Verb tense review.
8 Pronunciation issues.
9 Passive voice.
10 Language for organization and classification.


Academic Skills 2

1 Effective teaching.
2 Process description.
3 Comparison and contrast.
4 Modal verbs.
5 General, academic and technical vocabulary.
6 Citating and paraphrasing.
7 Conditional clauses.
8 Cause and effect relationships.
9 Explaining connections.
10 Language for evaluation.


Academic Skills 3

1 Starting the writing process: heuristics, evaluating sources, references.
2 Academic and discipline-specific vocabulary.
3 Introduction to rhetoric, paper titles and paper sections.
4 Grammar input: nouns and verbs.
5 Writing introductions and conclusions, developing a thesis statement.
6 Body paragraphs and topic sentences, descriptions of visual information.
7 Cohesion, thematic progression, referencing.
8 Grammar input: articles and punctuation.
9 Giving conference papers.
10 Giving conference papers and dealing with questions.