Writing is at the heart of academic life. When we think of academic writing, however, we tend to think of it in terms of a finished good, a product rather than a process. Developing advanced writing skills is essentially learning by doing. Thus, this course offers a process-centred approach to English for Specific Academic Purposes (ESAP), i.e. an approach to academic writing that not only focuses on the challenges of the English language in general, but does so with a focus on the characteristics of discipline-specific writing in English. In doing so, students are given ample opportunity to monitor their own progress and see their writing skills thrive.

This will be achieved through hands-on academic writing practice using students’ own texts. Reflection and revision will be essential components, not only in terms of expert-feedback but also in terms of peer-feedback. Providing adequate feedback is an essential skill for any active member of the scientific community.

We will provide an Academic Writing Toolkit, i.e. essential components of writing for both peer-reviewed journals and research proposals. Depending on their individual needs and learning goals participants can acquire more advanced techniques in order to improve specific research and writing skills.

Please note that participants must have definite plans to write their dissertation in English, preferably on the basis of a working title approved by their supervisor. Participants must also have demonstrable experience in writing academic English, for example, they have undertaken a substantial written assignment ("Schriftliche Seminararbeit") or they have already started writing a draft of a research article or their research proposal.

Course contents:

• Learning how to use the Academic Writing Toolkit
• Developing English for Specific Academic Purposes (ESAP) – writing well-organised, well-structured and well-argued papers
• Using linguistic resources appropriately
  Formulating clear research questions and research hypotheses
• Writing effective sections of research papers

After the course, participants will be familiar with the most important elements of English for Specific Academic Purposes. In particular, the following five learning outcomes are targeted:

• Participants will be aware of essential features of clear, intelligible research questions and research hypotheses.

• Participants will be able to organise their own research articles and research proposals, to create understandable and coherent paragraphs and to use suitable expressions and phrases in the right sections/ passages of academic texts.

• According to the individual aims and needs participants will have learnt how to write meaningful abstracts, effective introductions and conclusions.

• Participants will be capable of identifying and using suitable patterns of academic language. They will be able to use key linguistic devices for argumentation and persuasion, guiding the readers through their texts.

• Participants will have gained experience in how to monitor and critically reflect on their own writing and that of others. They will be able to provide suitable feedback on academic text and will learn to identify and apply useful tools in order to further enhance their writing skills.
  

• Systematic input
• Hands-on writing exercises
• Work in small groups
• Simulation of peer-feedback processes
• Face-to-face interaction in class combined with computer-assisted writing activities
• Intensive one-on-one editing and in-class discussions

Please note that attendance is mandatory.

(1) In-class participation: approx. 50%

(2) Written assignment I ("Short Paper I") at the beginning of the course: approx. 25%

(3) Written assignment II ("Short Paper II") at the end of the course: approx. 25%

1	Author: Mautner, Gerlinde Title: Wissenschaftliches Englisch Publisher: Universitätsverlag Konstanz (utb 3444) Edition: 1.0 Year: 2011 Recommendation: Essential reading for all students Type: Book
2	Author: Siepmann, Dirk et al. Title: Writing in English Publisher: Universitätsverlag Konstanz (utb Francke 3124) Edition: 2.0 Year: 2011 Recommendation: Essential reading for all students Type: Book

Christine.Sing@wu.ac.at & Birgit.Trukeschitz@wu.ac.at

Unit	Date	Contents
1		First meeting: Introduction Abstract writing Formulating good research questions
2		Second meeting: Research questions and hypotheses Paragraph-centred writing Zooming in on specific paper sections, e.g. introductions and conclusions Discussion of peer-reviewed writing activities Feedback on written assignment I
3		Third meeting: Wrapping up and fixing loose ends Group-based editing activities Discussion of peer-reviewed writing activities Feedback on written assignment II Further individual feedback on demand