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- 25TH YEAR
Department of Economics
ENG 101 | Course Introduction and Application Information
| Course Name |
Academic Skills in English I
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
ENG 101
|
Fall
|
2
|
2
|
3
|
3
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Required
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | DiscussionGroup WorkQ&ACritical feedbackLecture / Presentation | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) |
|
|||||
| Assistant(s) | - | |||||
| Course Objectives | This course is designed to develop the academic language skills undergraduate students need to succeed across their degree programmes. The course equips students to read critically, write structured academic arguments, synthesise evidence from multiple sources, and engage with complex ideas in English. By grounding skills development in professionally relevant and intellectually challenging source texts, the course prepares students not only for ENG 102 but for the full range of academic communication demands they will encounter throughout their studies and careers. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | The course develops the academic skills in English required for undergraduate study at B2 CEFR level. Through a flipped learning model combining pre-class digital modules with face-to-face sessions, students practise summarising, paraphrasing, synthesising, and arguing from a range of authentic academic sources drawn from social science, philosophy, media studies, and science communication. Students produce structured academic paragraphs and an essay, curate a learning portfolio, and develop the critical reading, responsible AI use, and reflective writing skills needed for ENG 102 and beyond. |
| Related Sustainable Development Goals |
|
|
|
Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction to Course | No required reading. Complete Flipped Module 1 before Week 2 Session 1. |
| 2 | The Science of Belonging — Walton and Cohen (2011): What does the research say about belonging at university? Reading, annotating, and summarising an academic source. | Walton, G. M., and Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447–1451. |
| 3 | Future of Work and iGen — Twenge (2017): Sceptical reading and paraphrasing. What does the evidence actually show? | Twenge, J. M. (2017). Have smartphones destroyed a generation? The Atlantic. |
| 4 | Baloney Detection — Sagan (1996): Tools for evaluating any claim. Credibility, evidence, and the fine art of critical reading. | Sagan, C. (1996). The fine art of baloney detection. In The demon-haunted world (pp. 209–217). Ballantine Books. |
| 5 | Academic Integrity — Pecorari (2003): Patchwriting, paraphrase, and the difference between using sources and misrepresenting them. | Pecorari, D. (2003). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing, 12(4), 317–345. Excerpt provided by instructor. |
| 6 | Grit and Perseverance — Duckworth et al. (2007) and WEF (2023): The CEE paragraph. Claim, evidence, explanation using two sources. | Duckworth, A. L., Peterson, C., Matthews, M. D., and Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. |
| 7 | Statistics and Synthesis — Huff (1954) and IPCC (2023): Reading data critically. Synthesis across two sources from different domains. | Huff, D. (1954). How to lie with statistics. Norton. Chapter excerpt provided by instructor. IPCC (2023). Climate Change 2023: Synthesis Report. Summary for Policymakers. |
| 8 | Midterm Week | No required materials. Review course sources from Weeks 2–8. |
| 9 | One Story Is Never Enough — Adichie (2009): Counterargument and rebuttal. The danger of a single narrative in academic argument. | Adichie, C. N. (2009). The danger of a single story [TED Talk transcript]. TED2009. |
| 10 | Ethics and the Essay — Singer (1972): Thesis statements and essay structure. Philosophical argument and its academic form. | Singer, P. (1972). Famine, affluence, and morality. Philosophy and Public Affairs, 1(3), 229–243. |
| 11 | Can a Machine Be Creative? — Robinson (2006) and Sagan (1996) reused: AI in academic writing. Responsible use and baloney detection applied to AI output. | Robinson, K. (2006). Do schools kill creativity? [TED Talk transcript]. TED2006. |
| 12 | Revision is Writing: Three-level revision framework. Peer review workshop. Final essay introduction drafted in class. | No new source. Students bring their own writing from Weeks 6–11. |
| 13 | Portfolio Week — Moon (1999): Reflective writing. Portfolio curation. Vision statement and final assessment preparation. | Moon, J. (1999). Reflection in learning and professional development, Chapter 1 excerpt. Kogan Page. |
| 14 | From Student to Professional: Course synthesis. Student source presentations. Final essay submission guidance. Course close. | No required reading. Students bring one chosen course source and their completed e-portfolio. |
| 15 | Semester Review | |
| 16 | Final Exams |
| Course Notes/Textbooks | SFL Materials |
| Suggested Readings/Materials | Supplementary material to be prepared when necessary by the course instructors
|
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
10
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques |
1
|
10
|
| Portfolio | ||
| Homework / Assignments |
1
|
25
|
| Presentation / Jury | ||
| Project |
1
|
25
|
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
30
|
| Final Exam | ||
| Total |
| Weighting of Semester Activities on the Final Grade |
5
|
100
|
| Weighting of End-of-Semester Activities on the Final Grade | ||
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
2
|
32
|
| Laboratory / Application Hours |
16
|
2
|
32
|
| Study Hours Out of Class |
14
|
1
|
14
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
1
|
1
|
1
|
| Portfolio |
1
|
12
|
12
|
| Homework / Assignments |
12
|
1
|
12
|
| Presentation / Jury |
0
|
||
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
3
|
3
|
| Final Exam |
0
|
||
| Total |
106
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
To be able to acquire a sound knowledge of fundamental concepts, theories, principles and methods of investigation specific to the economic field. |
-
|
-
|
-
|
-
|
-
|
|
| 2 |
To be able to apply adequate mathematical, econometric, statistical and data analysis models to process economic data and to implement scientific research for development of economic policies. |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
To be able to participate in academic, professional, regional, and global networks and to utilize these networks efficiently. |
-
|
-
|
-
|
-
|
-
|
|
| 4 |
To be able to have adequate social responsibility with regards to the needs of the society and to organize the activities to influence social dynamics in line with social goals. |
-
|
-
|
-
|
-
|
-
|
|
| 5 |
To be able to integrate the knowledge and training acquired during the university education with personal education and produce a synthesis of knowledge one requires. |
-
|
-
|
-
|
-
|
-
|
|
| 6 |
To be able to evaluate his/her advance level educational needs and do necessary planning to fulfill those needs through the acquired capability to think analytically and critically. |
-
|
-
|
-
|
-
|
-
|
|
| 7 |
To be able to acquire necessary skills to integrate social dynamics into economic process both as an input and an output. |
-
|
-
|
-
|
-
|
-
|
|
| 8 |
To be able to link accumulated knowledge acquired during the university education with historical and cultural qualities of the society and be able to convey it to different strata of society. |
-
|
-
|
-
|
-
|
-
|
|
| 9 |
To be able to take the responsibility as an individual and as a team member. |
-
|
-
|
-
|
-
|
-
|
|
| 10 |
To be able to attain social, scientific and ethical values at the data collection, interpretation and dissemination stages of economic analysis. |
-
|
-
|
-
|
-
|
-
|
|
| 11 |
To be able to collect data in economics and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1) |
-
|
-
|
-
|
-
|
X
|
|
| 12 |
To be able to speak a second foreign language at a medium level of fluency efficiently. |
-
|
-
|
-
|
-
|
-
|
|
| 13 |
To be able to relate the knowledge accumulated throughout human history to their field of economics. |
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|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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