Course Content (Syllabus)
This course aims at greater language mastery through further development of study and learning skills in the following areas:
1. READING SKILLS
Further exercise reading comprehension techniques (with more cognitively and linguistically demanding texts)
Understand text organisation and subtext
Recognise text type – style, lexis, register (e.g. online talks and debates, newspaper articles, opinion articles on topical social issues),
2. VOCABULARY ACQUISITION
Make wise and effective choice of vocabulary
Choose from among alternatives
Understand word associations
Use collocations and lexical chunks (standardised/fixed expressions)
3. WRITING SKILLS
Write with clarity, control and sophistication (cohesion, coherence, smooth flow)
Use different kinds of arguments by providing supportive evidence
Develop ideas (compare and contrast; support and refute point of view)
Write essays – introduction, body paragraphs, conclusion (analytical, critical and argumentative speech)
Edit for gender bias, opinion bias, repetition, spelling, syntactic errors, etc.
4. GRAMMAR AND SYNTAX
Focus on areas which cause difficulty even among the most advanced learners, such as:
tense and aspect, modality, word order, adverb placement, articles and prepositions
linking devices for persuasive and argumentative writing
infinitives, gerunds and participles
phrases, clauses and sentence structure and synthesis
5. REFERENCE SKILLS
Introduce ways to cite, quote, paraphrase
Evaluate and use primary sources – books, articles, statistics, graphics, encyclopedias, the Internet, etc.
6. SPEAKING SKILLS
Improve pronunciation and fluency
Support opinions and ideas on controversial issues
Challenge other people’s opinions; persuade others
Negotiate, agree/disagree or compromise
Additional bibliography for study
Brannan, B. (2009). A writer's workshop: Crafting paragraphs, building essays (3rd ed.). Boston: McGraw-Hill Higher Education.
Brown, H.D., Cohen, D.S. & O'Day, J. (1991). Challenges: A process approach to academic English. Englewood Cliffs, N.J.: Prentice Hall Regents.
Cooper, S. & Patton, R. (1997). Writing logically, thinking critically. New York: Longman, 2nd ed.
Frank, Marcella (1990). Writing as thinking: a guided process approach. Englewood Cliffs, N.J.: Prentice Hall.
Graver, B.D. (1990). Advanced English Practice. Oxford: OUP.
Greenall, S., & Swan, Μ. (1986). Effective Reading. Reading Skills for Advanced Students. Cambridge: CUP.
Hedge, T. (2005). Writing (2nd ed.). Oxford: NY: OUP.
Imhoof, M., & Hudson, Η. (1975). From Paragraph to Essay. London: Longman.
Leech, G.N., & Svartvik, J. (1994). A Communicative grammar of English. London: Longman.
Quirk, R., & Stein, G. (1990). English in use. Harlow: Longman.
Swan, M., & Walter, C. (1997). How English Works: A grammar practice book with answers. Oxford: OUP.
Trimmer, J.F. (1998). Writing with a purpose. Boston: Houghton Mifflin Co., 12th ed.
White, R.V., & Arndt, V. (1991). Process writing. London; New York: Longman.
The Longman Grammar of Contemporary English (with CD-Rom)
Cambridge Advanced Learner’s Dictionary (with CD-Rom)
Oxford Advanced Learner’s Dictionary (with CD-Rom)
Macmillan English Dictionary for Advanced Learners (with CD-Rom)
Cobuild Dictionary for Advanced Learners (with CD-Rom)
A Student’s Grammar of the English language (formerly a University Grammar)