• is able to write academic texts to specified audiences
• can produce short and long academic texts according to process writing principles
• is able to find, evaluate and uses sources in compliance with ethical standards of academic conduct, including writing in-text citations and bibliographic entries
• can recognize and use academic English writing conventions such as appropriate tone, tense, vocabulary, paragraph types, linking words and phrases
• knows how to transform research outcomes (quantitative and/or qualitative) into the appropriate academic format
• can edit both own and text of others
• understands how to structure a thesis/report according to academic standards
• Text audience, organization and style (tone, voice, tense, vocabulary)
• Process writing: Exploring and focusing on a topic, outlining, organizing texts from general-specific and specific-general, logical division of ideas
• Finding, evaluating and using sources ethically (referencing), academic misconduct (see TENK pdf), writing in-text citations and bibliographic entries
• Paragraph types: thematic, descriptive, narrative, argumentative, comparative/contrastive and metatextual
• Linking words and phrases, punctuation
• Paraphrasing, writing summaries and abstracts
• Structuring a thesis/report according to academic standards, ensuring compliance with the institutional instructions Writing reports and theses at Haaga-Helia
Additionally, progressive levels of vocabulary and grammar are integrated into each topic.
Contact sessions involve explanation of academic writing/English along with numerous in-class exercises; therefore, attendance is important for acquisition of writing skills. Writing assignments are to be completed outside of the class time and will be assessed in the follow-up session by oneself and peers through instructor guidance.
• Workshop-style learning environment
• Written assignments with clear application to the thesis writing process
• Peer assessment
Oshima, A. & Hogue, A. 2007. Introduction to Academic Writing: Level 3, 3rd ed. Pearson Longman. White Plains, NY. USA.
Swales, J. & Feak C. Academic Writing for Graduate Students. University of Michigan Press. Ann Arbor, MI. USA.
Haaga-Helia Thesis Coordinators. 2019. Writing reports and theses at Haaga-Helia. Haaga-Helia UAS. Helsinki, Finland.
The purpose of this course is to teach academic writing in English by using a straightforward step by step process writing method. In this method, learners with varying writing skills all begin at the same level. The course starts with audience analysis, review of various text styles and academic language conventions. Thereafter, we explore and focus on topics, then outline texts to understand the logical organization of ideas. To support our written claims, we learn how to find, evaluate and use sources ethically, also paying attention to avoid academic misconduct. Through a process writing approach, we draft, peer assess and rewrite texts to produce high quality, reader friendly academic papers.
The course makes use of numerous exercises introducing the sentence structures, punctuation and vocabulary used in academic writing that may or may not be familiar to the student beforehand, but because the levels progress rapidly, even advanced writers will not feel constrained. The course covers the fundamental structures for academic writing in English, but it also contains practical application exercises and assignments so that participants can actually work on writing tentative or partial extracts of a report or thesis. Therefore, the course serves as a kind of thesis writing seminar to compare work with others as well as to get feedback and answers that are general in scope, yet specific to individual needs. As a result of consistent performance in attending the class sessions and completing the in-class exercises and short writing assignments outside of class, the participant will learn to produce well-organized, adequately developed paragraphs and essays, which serve as the foundation for writing a well-organized Bachelor’s Thesis with appropriate vocabulary, conforming to the content of academic English.
Starting level and linkage with other courses
No prerequisites, but recommended at the start of the Thesis Planning course.