6000

IPD 1 develops introductory academic writing and speaking skills of relevance to PhD students, focusing on academic paragraphs and short oral presentations with an emphasis on different rhetorical structures: listing order, description, process, comparison–contrast and definitions. Through genre analysis, students notice features of selected models to guide their own production. Furthermore, students develop study skills to help them become autonomous language learners and vocabulary and grammar in context to further support their academic production. They also use process writing and use of feedback for self-reflection, corrections, and learning.

IPD 2 develops intermediate academic writing and speaking skills of relevance to PhD students, focusing on academic essays and oral presentations with an emphasis on different rhetorical structures: cause–effect, chronologies, problem–solution, comparison–contrast, and argumentation. Through genre analysis, students notice language features of selected models to guide their own production. Furthermore, students develop study skills to help them become autonomous language learners and vocabulary and grammar in context to further support their academic production.

IPD 3 develops academic writing and speaking skills of relevance to PhD students, including giving presentations, leading and participating in discussions, understanding and reacting to spoken English, and explaining research to non-experts. Through genre analysis, students notice language features of models from their field to guide their participation in their own academic communities of practice and use these insights to produce academic genres such as critiques, abstracts, and academic discussions. Furthermore, students develop study skills to help them become autonomous language learners, as well as vocabulary and grammar in context to further support their academic production.

IPD 4 develops academic writing and speaking skills of relevance to PhD students, supporting the construction of conference presentations as well as academic articles and their subsections: introductions, methodologies, results, and discussions. Through genre analysis, students notice features of content, organization and language from models from their field to guide their participation in their own academic communities of practice. Furthermore, students develop vocabulary and grammar in context as well as strategies to support them with the publication of academic journal articles according to the standards found in their areas of study.