EAP (English for Academic Purposes)

EAP 1: English for Study Abroad

Recommended for: students who are considering spending a semester in an English-medium university.

Tasks:

• Research on a student's chosen English medium University
• One written standard admissions essay that highlights the skills and qualifications of the student as well as the personal characteristics of the applicant

Student Likes:

• “For English for studying aboard I found the materials very useful when I wrote my reflective essay. It taught me how to break the demanding task into pieces,and highlighted the point of each part. It felt like I was well guided“
• „Ich habe viel über das Studieren und Leben in den USA erfahren“

(EAP 1) Reading Research in English

(EAP 2) Fit for the Forum I, II, III

Recommended for: The overall goal of Reading Research in English is to expose students to reading techniques that will allow them to become independent learners. Participants will study a selection of texts sourced from typical undergraduate science degree programs (e.g. Biology, Chemistry, Physics, and Earth Sciences). This corpus will feature two distinct academic genres, namely, primary literature in the form of journal articles and secondary literature in the form of scientific textbooks (the latter naturally being tackled in the first part of course). By understanding both the purpose and target audience of these two academic genres, as well as applying the reading and language skills covered in class, students will improve their ability to efficiently and accurately read, process, take notes on, and retain the content of scientific texts. The class will also focus on developing a ‘customized’ lexicon of the vocabulary typically used in scientific and technical texts.

Recommended for: Teachers who are considering teaching in English.

Tasks:

• Applying Bloom's Taxonomy in order to create Questions that force students into higher level critical thinking skills
• Taking on the role of Discussion Leader in the classroom
• Creating worksheets with learning objectives and intstructions clearly stated.
• (If time permits: Creating an original, well-organized, and inspiring Syllabus)

Student Likes:

"Die Dozentin ist persönlich sehr motiviert und war an den Inhalten der Veranstaltung sehr interessiert. Sie konnte mich für die Unterrichtsthemen begeistern. Zudem war die Lernatmosphäre sehr angenehm und man war gezwungen, sich interaktiv zu betätigen, was dem Ausbau der Sprachkenntnisse, aber auch Softskills (active listening, presentation skills etc.) zu Gute kam.

interessante Themen, sehr lehrreich"

EAP (English for Academic Purposes): Who is it good for?

(EAP 1) Academic Presentation Skills

Placement Test? For EAP 1 -- none (open to all students) For EAP 2 -- a 7 on the Placement Test will allow students to skip over EAP 1.

Order? EAP 1 followed by EAP 2 followed by access to ALL Sprachenzentrum level C1 classes

Limits? None

Credits? The Sprachenzentrum grants 2 credits to all students; however individual Departments decide if these credits can be used by students in order to complete a curriculum.

Level? EAP 1 is level B2+ and EAP 2 is level C1

Registration? Flexnow

Recommended for: students who want to gain experience and confidence speaking in front of an academic audience.

Tasks: Two (possibly three) different types of speeches/ presentations.

• (If and only If time allows -- The Introduction Speech)
• The City Tour OR Compare/Contrast Presentation
• The Definition Speech and Presentation

Student Likes:

• “For the academic presentation course I think today I am more confident than the first time. I like the Ted videos as well. During my preparation I logged in the Ted website and was enlightened by the way how other speakers giving their speeches. For example what phrases and gesture do they use. What benefited me most is how they organize the introduction. I knew a good introduction is important but never knew it can be that important.”

(EAP 2) Scientific and Technical Writing

Recommended for: students who are considering writing a scientific manuscript for publication in English.

Tasks: A minimum of four written revisions of previously published manuscript sections:

• Results
• Discussion
• Abstract
• Conclusion

Student Likes:

"gute Mischung aus Besprechung der für Scientific Writing notwendigen Hilfsmittel und wichtigen Hinweisen und Tipps zu typischen Fehlerquellen von non-native speakers.

Außerdem: hervorragendes Unterrichtsmaterial, welches gut ein späteres Nachschlagen und Wiederholen während des Schreibens einer wiss. Arbeit ermöglicht"

(EAP 2) Presenting Research in English

(EAP 2) Multi-Disciplinary Project Collaboration in English

Recommended for: students who are considering giving a speech based on research data and results, possibly at an international conference.

Tasks: One 15 to 20 minute speech with 5 minutes of Q&A that meets BOTH the advanced speaking and visual standards set at international conferences.

Student Likes:

• „Weil es eine ganz neue Art war, neues zu lernen. Das hat viel Spaß gemacht eine andere Herangehensweise kennen zu lernen.“
• „Die Dozentin hat Interesse an anderen Veranstaltungen ihrerseits geweckt“
• „Dass man die Möglichkeit hat, ein "eigenes" Paper vorzutragen.“
• "First of all I want to thank you for leading me to this day today. I'm very glad that I have done my second talk in English within one week today. Of course it is still hard work, but now I know, that there is no reason to feel overburdened if there is enough time to prepare."
• Link to example student presentation by Julian-Marvin Frerichs
• http://prezi.com/tbdfjvyuppwb/?utm_campaign=share&utm_medium=copy&rc=ex0share

Recommended for: The goal of this course is to promote cross-disciplinary communicative competence in academic and professional contexts. Students will participate in a true-to-life Working Project simulation. They will have the opportunity to choose and manage a project offering intrinsic value to every member of the group. The project will address an authentic problem that can only be resolved collaboratively and through multiple approaches based on the unique perspectives and insights afforded by various academic disciplines. It may well be a problem which pushes the boundaries of currently available knowledge, know-how and technology. Regardless of the magnitude thereof, a plan on how to solve the problem is always possible. Forging and documenting this plan is the end goal of the group project.

• Students will develop their ability to logically plan a course of action and develop strategies for its execution, while maximizing group skills and resources and effectively defining and delegating individual tasks. They will learn to foresee potential hazards and hurdles and recognize dead-ends. Within their teams, participants will play multiple roles, including that of Leader, Researcher, Recorder, Prioritizer and Explorer. They will also gain a valuable appreciation of the ideational and cultural differences that may (or may not!) exist between 21st century academic disciplines.
• Students will benefit from the opportunity to enhance the fluency and spontaneity of their spoken English and to develop their written skills as they chair and contribute to meetings, take minutes and present research