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Academic writing is a crucial aspect of scholarly communication that requires precision, clarity, objectivity, and coherence to effectively communicate complex ideas, theories, and research findings. It demands a high level of rigour and attention to detail, emphasizing the importance of good organisation, structure, and syntax. Developing skills in academic writing equips students and scholars with the ability to produce high-quality academic texts that meet rigorous standards. Proficiency in academic writing is important for success in the professional world and enhances critical thinking skills.
We offer a series of Academic English courses to teach students at different levels of university studies to understand the Academic English language usages in preparing for their research proposals and dissertations, viva or research projects presetation. Our courses are especially useful for part-time and distance learning degree students who need extra mentoring in academic writing.
Our instructors are holders of Master's degrees or Doctorate degrees who obtained their degrees through research, viva and dissertations.
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This course is designed for teachers and students who have to teach or produce advanced written texts for academic, professional or research purposes. The focus is on using product-focused, process-oriented and genre-based approaches to generate plain English texts that conform to academic and discipline-oriented standards in terms of genre conventions, rhetorical structures and discoursal features. The instructor will demonstrate how to deconstruct and analyse model texts, journal articles and research papers in diverse contexts, invoke analytical thinking skills and develop effective instructional strategies on writing pedagogy. Participants will receive constructive feedback and suggestions on their writing products.
Every student will be given highly useful tips for success in mastering English speaking skills in an interactive way, participate in mock practice in speaking activities, including a group discussion of 3 or 4 students lasting up to 8 minutes and an individual response lasting one minute per student. Highly constructive feedback from the teacher will be given immediately after each round of mock practice. Students’ improvement areas will also be summarised, and a debriefing session will be conducted at the end each session.
Given the teacher’s solid experience of teaching and assessing secondary school students in Hong Kong, the input and feedback before and after the language activities will be highly useful for the students’ speaking skills development and self-improvement which ultimately benefit their HKDSE performance.