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Academic year 2020 \/ 2021<\/strong><\/p>\n\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" SYLLABI (COURSE DESCRIPTION) Academic year 2020 \/ 2021<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/full-width.php","meta":{"footnotes":""},"class_list":["post-1358","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/centar.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/pages\/1358","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/centar.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/centar.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/centar.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/centar.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1358"}],"version-history":[{"count":3,"href":"https:\/\/centar.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/pages\/1358\/revisions"}],"predecessor-version":[{"id":7621,"href":"https:\/\/centar.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/pages\/1358\/revisions\/7621"}],"wp:attachment":[{"href":"https:\/\/centar.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1358"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n\n
\n\t \nEnglish for Information Sciences 1<\/th> <\/td>\n<\/tr>\n<\/thead>\n \n\t Name<\/td> English for Information Sciences 1<\/td>\n<\/tr>\n \n\t ECTS credits<\/td> 2<\/td>\n<\/tr>\n \n\t Teachers<\/td> Petra Barbari\u0107, Senior Lecturer<\/td>\n<\/tr>\n \n\t Hours<\/td> Practical foreign language exercises 30<\/td>\n<\/tr>\n \n\t Prerequisites<\/td> None<\/td>\n<\/tr>\n \n\t <\/td> <\/td>\n<\/tr>\n \n\t Goal<\/td> Enabling future Information and Communication experts for communication competences in English. Emphasis is on acquiring and developing techniques for reading expert literature. Acquiring summary writing techniques. Developing the skill of speaking on academic and expert topics. Acquiring academic and expert vocabulary. Students will continually and systematically develop academic skills and critical thinking. <\/td>\n<\/tr>\n \n\t Teaching methods<\/td> Teaching methods are adjusted to the goal and teaching outcomes and include group work, pair work, individual work and work with the whole class through explanation of the material, text analysis, discussions, individual oral presentations and computer work.<\/td>\n<\/tr>\n \n\t Assessment methods<\/td> Continuous assessment involving class attendance and participation in the classroom activities, homework assignments, and a written exam at the end of the semester.<\/td>\n<\/tr>\n \n\t Learning outcomes<\/td> 1.<\/strong> Students will be able to discuss expert topics in English.
\n2.<\/strong> Students will be able to write a summary of an expert text in English.
\n3.<\/strong> Students will be able to summarize and express the content of authentic listening material.
\n4.<\/strong> Students will be able to apply the techniques for reading expert literature written in English.<\/td>\n<\/tr>\n\n\t Week by week schedule<\/td> 1.<\/strong>
\nIntroduction to the course and academic vocabulary related to Humanities and Social Sciences and to Information and Communication Sciences.
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\n2.<\/strong>
\nAcademic reading: techniques; Moodle and Omega articles.
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\n3.<\/strong>
\nIntroduction to writing and text types. Expressing the main idea, alternative ideas and opposite arguments. Description of processes. Citation rules.
\n
\n4.<\/strong>
\nEnglish as Lingua Franca of the modern world. Language classification. Types of books.
\n
\n5.<\/strong>
\nConnecting information. Using dictionaries and reference books. Orthography rules.
\n
\n6.<\/strong>
\nArticle on Communicology, reading comprehension, note taking.
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\n7.<\/strong>
\nInterpreting visuals (graphs and diagrams). Using academic abbreviations.
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\n8.<\/strong>
\nAcademic listening; colocations, metaphors, idioms. Cultural differences - discussion.
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\n9.<\/strong>
\nUsing context in understanding expert texts, preparing for the mid-term-exam.
\n
\n10.<\/strong>
\nWriting summaries and key words.
\n
\n11.<\/strong>
\nDescribing processes, paraphrasing, referencing.
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\n12.<\/strong>
\nCritical thinking techniques.
\n
\n13.<\/strong>
\nArgumentation techniques.
\n
\n14.<\/strong>
\nPreparation for presentations.
\n
\n15.<\/strong>
\nWritten exam.<\/td>\n<\/tr>\n\n\t Required reading<\/td> 1.<\/strong> Chazal E., McCarter S.: Oxford EAP; Oxford University Press, 2012.
\n2.<\/strong> McCarthy M., O\u2019Dell F.: Academic Vocabulary in Use; Cambridge University Press 2008
\n3.<\/strong> Fulcher J., Scott J.: Sociology; Oxford University Press, 2011. (selected chapters)
\n4.<\/strong> Bailey, S.: Academic Writing; Routledge, London, 2006.<\/td>\n<\/tr>\n\n\t Additional reading<\/td> 1.<\/strong> Seal B., Academic Encounters: Human Behaviour, Cambridge University Press, 1998
\n2.<\/strong> Facing the Future (various authors): Making Connections: Engaging Students in Language, Literacy, and Global Issues; Facing the Future, Seattle, 2010.
\n3.<\/strong> Chamot A.U., O\u2019Malley J.M.: The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach; New York: Longman, 1994.
\n4.<\/strong> Side R., Wellman.: Grammar and Vocabulary for Cambridge Advanced and Proficiency; Pearson Education Limited 1999.<\/td>\n<\/tr>\n<\/tbody>\n\n\n\t <\/td> <\/td>\n<\/tr>\n<\/tfoot>\n<\/table>\n\n\n\n\n\n \n\n
\n\t \nEnglish for Information Sciences 2<\/th> <\/td>\n<\/tr>\n<\/thead>\n \n\t Name<\/td> English for Information Sciences 2<\/td>\n<\/tr>\n \n\t ECTS credits<\/td> 2<\/td>\n<\/tr>\n \n\t Teachers<\/td> Petra Barbari\u0107, Senior Lecturer<\/td>\n<\/tr>\n \n\t Hours<\/td> Practical foreign language exercises 30<\/td>\n<\/tr>\n \n\t Prerequisites<\/td> To enrol course it is necessary to pass course English for Information Sciences 1<\/td>\n<\/tr>\n \n\t <\/td> <\/td>\n<\/tr>\n \n\t Goal<\/td> Students will continue to develop techniques for reading expert literature and writing on various expert topics related to the Information and Communication Sciences. Acquiring paragraph writing techniques. Developing essay writing skills. Developing the skill of speaking on academic and expert topics. Acquiring academic and expert vocabulary. Developing critical thinking and encouraging student independence.<\/td>\n<\/tr>\n \n\t Teaching methods<\/td> Teaching methods are balanced with objectives and outcomes and include individual work, group work, and working in pairs; direct instructions in the form of teacher-led demonstrations in the classroom; working on original expert texts, students' oral presentations on expert topics; classroom discussion; E-Learning<\/td>\n<\/tr>\n \n\t Assessment methods<\/td> Continuous assessment involving class attendance and participation in the classroom activities, homework assignments, oral presentations on expert topics, and a written exam at the end of the semester<\/td>\n<\/tr>\n \n\t Learning outcomes<\/td> 1.<\/strong> Students will be able to discuss expert topics in English and support their positions with arguments
\n2.<\/strong> Students will be able to deliver oral presentations on expert topics.
\n3.<\/strong> Analyze and write a paragraph
\n4.<\/strong> Write an essay outline
\n5.<\/strong> Write an essay<\/td>\n<\/tr>\n\n\t Week by week schedule<\/td> 1.<\/strong>
\nRethorics - public speaking. Introduction to PowerPoint presentations.
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\n2.<\/strong>
\nAcademic Writing I. Student oral presentations.
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\n3.<\/strong>
\nAcademic Writing II. Student oral presentations.
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\n4.<\/strong>
\nOnline learning, netiquette. Introduction to essay writing. Student oral presentations.
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\n5.<\/strong>
\nInternet access, human rights - reading and discussing. Student oral presentations.
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\n6.<\/strong>
\nEssay types, text cohesion. Student oral presentations.
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\n7.<\/strong>
\nLexical strategies, expressing stance. Student oral presentations.
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\n8.<\/strong>
\nAcademic education vocabulary. Academic writing styles. Student oral presentations.
\n
\n9.<\/strong>
\nText organization, note taking, speaking skills. Student oral presentations.
\n
\n10.<\/strong>
\nApplying reading techniques, contrasting and comparing. Student oral presentations.
\n
\n11.<\/strong>
\nProblem-Solution Essay. Student oral presentations
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\n12.<\/strong>
\nArgumentation, contextualization, defining, reasoning, objectivity in academic research. Student oral presentations.
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\n13.<\/strong>
\nFormal CV, application letters, formal correspondence, job interviews.
\nStudent oral presentations.
\n
\n14.<\/strong>
\nProofreading, independent writing. Student oral presentations.
\n
\n15.<\/strong>
\nWritten exam.<\/td>\n<\/tr>\n\n\t Required reading<\/td> 1.<\/strong> Chazal E., McCarter S.: Oxford EAP; Oxford University Press, 2012
\n2.<\/strong> McCarthy M., O\u2019Dell F.: Academic Vocabulary in Use; Cambridge University Press 2008
\n3.<\/strong> Powel, M.: Presenting in English, LTP Business, London, 1996
\n4.<\/strong> Jordan,R.R.: Academic Writing Course, Study Skills in English, (7th ed.), Longman 2004<\/td>\n<\/tr>\n\n\t Additional reading<\/td> 1.<\/strong> Roy M. Berko, et al., Communicating. 11th ed., Boston, MA: Pearson Education, Inc., 2010
\n2.<\/strong> Rubin, Richard E. Foundations of Library and Information Science. Neal-Schuman Publishers, Inc. 2010
\n3.<\/strong> Jordan, R.R.: Academic Writing Course; Collins, London and Glasgow, 2004
\n4.<\/strong> Bailey, S.: Academic Writing; Routledge, London, 2006
\n5.<\/strong> Articles from journals and Internet<\/td>\n<\/tr>\n<\/tbody>\n\n\n\t <\/td> <\/td>\n<\/tr>\n<\/tfoot>\n<\/table>\n\n\n\n\n