2021/2022

Английский язык для специальных целей. Дизайн - 3

Статус: Факультатив

Кто читает: Школа иностранных языков

Когда читается: 1-3 модуль

Охват аудитории: для всех кампусов НИУ ВШЭ

Преподаватели: Баранова Татьяна Александровна, Бородкина Елена Владимировна, Воронцова-Менало Анна Сергеевна, Данилова Елизавета Андреевна, Калашников Александр Владимирович, Левитская Галина Юрьевна, Сенникова Ксения Георгиевна, Швец Лидия Сергеевна, Шустова Елена Дмитриевна

Язык: английский

Кредиты: 3

Контактные часы: 52

Course Syllabus

Abstract

The purpose of this course is to develop students’ skills in reading, speaking, and writing in English, as well as writing analytical essays and making presentations in their professional area of art and design, develop their active and passive vocabulary, improve their knowledge of advanced grammar. The course is aimed at Bachelor’s and Master’s students taking various courses in art and design. The course consists of 31 units and includes magazine and research articles in animation, fashion, painting, colour, exterior and interior design, logo and many other themes, which constitute the profession of a designer. Tasks developed specifically for each of the units comprise lead-in exercises, vocabulary development, multiple choice exercises, completing sentences and summaries, YES, NO, Not Given statements and speaking and writing assignments. These are supplemented by translation and text editing exercises. Appendix 1 and Appendix 2 give information on opinion essays and contrasting points of view essays, criteria for marking essays and summaries.

Learning Objectives

• The course contributes to the development of an ability to work with information: to find, evaluate and use information from various sources, necessary to solve professional problems
• The course contributes to the development of an ability to do research in English, to collect and analyse the collected information
• The course develops an ability to freely communicate, express thoughts orally and in writing, lead a discussion in English
• The course allows students to organize their activities in the framework of professional tasks.

Expected Learning Outcomes

• Listening: Understanding dialogues and polylogues on both familiar and unfamiliar topics Understanding lectures Understanding academic/ professional presentations which are linguistically complex Using basic listening techniques (predicting, understanding main ideas and details) Following extended speech and complex lines of arguments Note-taking
• Speaking: Debates (debate on abstract, complex topics) Monologue:descriptive/informative/reasoning Presentation (can give reasons in support or against a particular point of view, give the advantages and disadvantages of various opinions).
• Reading: Understanding specialised complex longer texts*/articles and reports concerned with contemporary problems (CEFR) Understanding text structure Using basic reading techniques, skimming & scanning (predicting, understanding main ideas, understanding details) *can use a dictionary occasionally to confirm his/her interpretation of terminology
• Speaking: Debates (debate on abstract, complex topics) Monologue:descriptive/informative/reasoning Presentation (can give reasons in support or against a particular point of view, give the advantages and disadvantages of various opinions).
• Writing: (can write clear, well-structured texts on a variety of subjects expanding points of view, developing arguments, synthesising and evaluating information, can evaluate different ideas or solutions to a problem): Summary Essay: opinion, discussion
• Writing: (can write clear, well-structured texts on a variety of subjects expanding points of view, developing arguments, synthesising and evaluating information, can evaluate different ideas or solutions to a problem): Summary Essay: opinion, discussion

Course Contents

• Defining Animation
• Discussing Fashion’s Environmental Impacts
• Paintings
• Feelings, Emotions, Mood
• Design for Tranquility and Slow Living
• Storytelling in Animation
• Storymaking in Animation
• Gender Gap and Self-fulfillment
• Art Disputes
• Fashion through centuries
• Beauty in Design
• Rebranding
• Designing a Logo
• Influence of Color
• Love in Art
• Digital Animation
• Traditional Handicraft Imbued with Modernity
• Designing Games
• The Dawn of Cinema & Theater
• Generation Gap and Housing
• Design show: entertainment or provocation
• Myths and Legends in the Modern World
• Researching Privacy
• Modern Art and Reality
• Outstanding Cartoon
• Overcoming obstacles
• The Joy of Art
• Understanding Culture
• Studying Fashion Design
• Inspiration Is a Guest That Does Not Willingly Visit the Lazy
• Exploring the Past, Present, & Future of Art

Assessment Elements

• written assessment
  SUMMARY ASSESSMENT CRITERIA (max 10 points) Recommended word count – 150 Task Response (max 3 points) 3 points – the student fully addresses all parts of the task: writes a summary which covers all the key points and contains a valid topic sentence in each paragraph, clearly focuses on the main idea/problem of the text, includes crucial supporting information, all the main points are summarised; presents a relevant conclusion; the main points are effectively paraphrased; the reader has been fully informed about the content and the purpose of the original source; 2 points – the student addresses all parts of the task although some parts may be more fully covered than others: the student writes a summary which covers most of the key points; little supporting information is provided; all the main points are summarised; the student presents relevant main ideas but some may be inadequately developed/unclear (the author’s ideas are partially reflected); sufficiently paraphrases the main points; 1 point – the student responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate: the student writes a summary which covers very few key points; the supporting information is incomplete; the topic sentence is insufficient; a personal opinion is included; the main points are inadequately paraphrased; the student uses some words from the text to express the main idea; 0 points – the student does not adequately address any part of the task: there is no topic sentence and/or no supporting information, and/or the author’s ideas are not reflected; the student repeats the word combinations from the text to express the ideas; a personal opinion is included; there is no conclusion at all or not all the main points are summarised. Coherence and Cohesion (max 2 points) 2 points – the student writes a clearly structured summary on a given text, uses a variety of linking devices which connect the ideas appropriately, uses paragraphing sufficiently; the ideas are logically organised; the student relays the information; 1 point – the student writes a poorly structured summary, uses a limited number of linking devices, does not use paragraphing sufficiently; the ideas are not always logically organised; cohesive devices are inadequate and/or repetitive; the student analyses the information; 0 points – the student does not organise information and ideas logically, fails to use linking devices appropriately or repeats them; cohesive devices do not indicate a logical relationship between the ideas. Lexical Resource and Register (max 2 points) 2 points – the student uses a wide range of vocabulary, including some advanced lexical items, uses synonyms, changes the word class and the word order; there may be one inaccuracy in spelling, word formation or word choice; 1 point – the student uses a sufficient range of vocabulary, but may make 1 mistake in spelling, word formation or word choice; 0 points - the student only uses basic vocabulary, with very limited control of spelling, word formation or word choice, errors are numerous and impede understanding, the original expressions are copied from the text. Grammatical Range and Accuracy (max 2 points) 2 points – the student uses a wide range of grammar structures without mistakes; 1 point – the student uses a variety of grammar structures but may make 1 mistake; 0 points – the student uses basic grammar structures or a limited range of structures and/or makes more than 2 grammar mistakes, some of which impede understanding. Level/track specific criteria (max 1 point) 1 point – the student uses the active vocabulary specific to the topic; 0 points – the student does not use the active vocabulary specific to the topic.
• oral assessment
  PRESENTATION ASSESSMENT CRITERIA (max 10 points) If the content of the presentation does not relate to the topic, a student receives “0” for the whole presentation. Task Response (max 3 points): 3 points – the student fully addresses all parts of the task: the presentation corresponds to the chosen topic; it is clearly divided into introduction, main body and conclusion, all content points are covered; introduction contains the purpose and the plan of the presentation, each part of the main body has an explicit pattern of organisation (illustration, cause and effect, comparison, definition, etc.); conclusion includes both summary and the final statement and rounds the presentation of appropriately; presentation contains appropriate references in APA style in speech and slides; various coherence devices are used; 2 points – the student addresses all parts of the task although some parts may be more fully covered than others: the presentation partially corresponds to the topic, it is clearly divided into introduction, main body and conclusion and the parts of the presentation are connected with linking devices; presentation contains appropriate references in APA style in speech and slides; 1 point – the student responds to the task only in a minimal way or the answer is tangential, the format may be inappropriate: the presentation partially corresponds to the chosen topic, not all the content points are covered it is not clearly divided into introduction, main body and conclusion; presentation is free from logical fallacies; presentation does not contain appropriate references in APA style in speech and slides; 0 points – the student does not adequately address any part of the task: the presentation is not divided into introduction, main body and conclusion and the parts of the presentation are not connected with linking devices; presentation does not contain appropriate references in APA style in speech and slides. Language Use (max 3 points): 3 points – the speaker uses an appropriate amount of academic vocabulary, terminology is relevant to the subject, synonyms are used to avoid repetitions, the hedging strategies are applied when applicable, the speaker uses collocations and advanced grammar when needed, pronunciation and speech flow are natural, occasional vocabulary and grammar mistakes in speech causing no difficulties for the audience; texts on slides have no vocabulary and grammar mistakes; the speaker naturally fills in the pauses caused by breakdowns of different nature; 2 points – the speaker complies with academic register, the speech is characterized by fluency and adequate pace; the speaker does not use collocations, omits vocabulary and grammar mistakes that sometimes cause difficulties for the audience, and/or there are 1-2 vocabulary and/or grammar mistakes on slides; the speaker naturally fills in the pauses caused by breakdowns of different nature; 1 point – the speaker demonstrates limited language resource; the vocabulary and grammar are generally appropriate with a few non-impeding inaccuracies; the speaker fills in the pauses caused by breakdowns of different nature with effort; 0 points – the speaker demonstrates poor language resources, omits vocabulary and grammar mistakes that cause serious difficulties for the audience, and the speaker does not fill in the pauses. Manner of Delivery (max 2 points): 2 points – the presenter speaks with confidence maintaining a certain level of dynamics and keeping an appropriate posture and body language, maintains the adequate level of eye contact, uses stress, intonation and pausing appropriately; the presentation is given without reading off the slides or paper within the given time limit; the presenter makes 1-2 pronunciation mistakes in words of common use causing no difficulties for the audience, when answering questions; the speaker interacts with ease and responds appropriately; 1 point – the presenter makes 3-4 pronunciation mistakes c
• independent work assessment
  The student demonstrates an ability to solve analytical and research problems with modern technical means and information technologies; an ability to organize their activities in the framework of professional tasks.Шкала оценивания Оценка 10; 9; 8; 7; 6; 5; 4; 3; 2; 1; 0 % выполнения 100 - 96%; 95 - 91%; 90 - 86%; 85 - 78%; 77 - 71%; 70 - 61%; 60 - 51%; 50 - 36%; 35 - 21%; 20 - 1 %; 0%
• final assessment
  Структура экзамена № п/п Разделы экзамена Задания Оценивание Максимально 10 баллов Комментарии к заданиям 1. Listening (L) Прослушайте аудиофайл один раз и выполните последовательно задания 1-10. каждый верный ответ оценивается в 1 балл Длительность аудиозаписи составляет 6-7 минут. Время выполнения раздела Аудирование составляет не более 10 минут. 2. Reading (R) Прочитайте текст и выполните задания 1-10. каждый верный ответ оценивается в 1 балл Объем текста 3000-3500 знаков Время выполнения раздела Чтение составляет не более 20 минут. 3. Writing (W) Напишите review/report. в соответствии с критериями Рекомендуемое количество слов Review 250-30 Report 150-200 Время выполнения раздела Письмо составляет не более 50 минут. Формула оценивания: L*0,3+R*0,3 +W*0,4 = 10

Interim Assessment

• 2021/2022 3rd module
  0.25 * independent work assessment + 0.25 * written assessment + 0.3 * final assessment + 0.2 * oral assessment

Bibliography

Recommended Core Bibliography

• 100 ideas that changed graphic design, Heller, S., 2013
• 50 designers : you should know, Duchting, H., 2012
• Alina Wheeler. (2017). Designing Brand Identity : An Essential Guide for the Whole Branding Team: Vol. Fifth edition. Wiley.

Recommended Additional Bibliography

• A designer's research manual : succeed in design by knowing your client and what they really need, O'Grady, J. V., 2006