English Iii
A.Y. 2022/2023
Learning objectives
The course is conceived to improve knowledge of English in the field of science and academic and professional spheres by introducing the language of science and medicine and professional and business discourses.
Expected learning outcomes
Achievement of level C1 in the four skills:
Acquiring understanding of the specific linguistic characteristics of a variety of text types from the spheres of scientific, medical, technical and professional discourse;
learning to work on specialized texts and to analyse them from a discourse analysis perspective;
learning recognize and reproduce various text types;
learning how to produce oral translations of them.
Acquiring understanding of the specific linguistic characteristics of a variety of text types from the spheres of scientific, medical, technical and professional discourse;
learning to work on specialized texts and to analyse them from a discourse analysis perspective;
learning recognize and reproduce various text types;
learning how to produce oral translations of them.
Lesson period: Activity scheduled over several sessions (see Course syllabus and organization section for more detailed information).
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
A-D
Responsible
Lesson period
year
Course syllabus
Course syllabus
The syllabus consists of three parts. These parts are interconnected but they will be tested separately. The syllabus modules jointly pursue the objective of the English course in particular, and of the degree course in general, to provide students with specialized language skills to be used in professional contexts. The course is structured as follows:
Module 1
Scientific English: From Theory to Practice (Semester 1)
The purpose of the module is to provide students with the necessary skills for in-depth understanding and accurate drafting of specialized texts, especially in the scientific field. The module is composed as described below.
An introduction to domain-specific languages: linguistic and discursive features of specialised texts. Comparative analyses of scientific texts, particularly on the strategies adopted in constructing scientific news for circulation at the specialised level. Focus on academic writing strategies, especially on connectors and other textual elements enhancing coherence and cohesion. Practical applications on specific case studies.
Module 2
Mediating specialised discourse in English (semester 1)
The purpose of the module is to provide students with theoretical and practical skills regarding oral linguistic and cultural mediation in the specialised field. The module consists of an introduction to oral language mediation and dialogue interpreting. Students will learn about the skills and aptitudes interpreters must have to perform dialogue interpreting, the ethical standards they have to abide by, and the role of the interpreter as a linguistic and intercultural mediator. They will also learn to analyse oral dialogic discourse in English and in Italian and to translate it, with pragmatic appropriateness and terminological / professional accuracy. They will also be given the opportunity to practice oral and written language mediation in small seminars.
Module 3
Knowledge dissemination through the traditional print media and the Internet (semester 2)
This module constitutes a natural continuation of the first. It allows students to acquire theoretical and practical skills necessary to adapt specialised discourse to the interlocutors and the purposes of the message itself. These skills can be usefully put into practice in the numerous professional fields where specialized discourse knowledge and mediation skills are required. This module focuses on how information and views about science and technology are spread to and shared with lay readers through the mainstream print media, non-fiction publications and on the Internet in a variety of online modalities. During lessons comparisons will be made between the linguistic aspects involved. in conveying scientific information in the traditional print media (newspapers and non-fiction works) and in internet modalities (e.g., blogs, vlogs). Lessons will also include close linguistic analysis and comment of a selection of representative mainstream print and Internet genres, accompanied by related activities and tasks.
The syllabus consists of three parts. These parts are interconnected but they will be tested separately. The syllabus modules jointly pursue the objective of the English course in particular, and of the degree course in general, to provide students with specialized language skills to be used in professional contexts. The course is structured as follows:
Module 1
Scientific English: From Theory to Practice (Semester 1)
The purpose of the module is to provide students with the necessary skills for in-depth understanding and accurate drafting of specialized texts, especially in the scientific field. The module is composed as described below.
An introduction to domain-specific languages: linguistic and discursive features of specialised texts. Comparative analyses of scientific texts, particularly on the strategies adopted in constructing scientific news for circulation at the specialised level. Focus on academic writing strategies, especially on connectors and other textual elements enhancing coherence and cohesion. Practical applications on specific case studies.
Module 2
Mediating specialised discourse in English (semester 1)
The purpose of the module is to provide students with theoretical and practical skills regarding oral linguistic and cultural mediation in the specialised field. The module consists of an introduction to oral language mediation and dialogue interpreting. Students will learn about the skills and aptitudes interpreters must have to perform dialogue interpreting, the ethical standards they have to abide by, and the role of the interpreter as a linguistic and intercultural mediator. They will also learn to analyse oral dialogic discourse in English and in Italian and to translate it, with pragmatic appropriateness and terminological / professional accuracy. They will also be given the opportunity to practice oral and written language mediation in small seminars.
Module 3
Knowledge dissemination through the traditional print media and the Internet (semester 2)
This module constitutes a natural continuation of the first. It allows students to acquire theoretical and practical skills necessary to adapt specialised discourse to the interlocutors and the purposes of the message itself. These skills can be usefully put into practice in the numerous professional fields where specialized discourse knowledge and mediation skills are required. This module focuses on how information and views about science and technology are spread to and shared with lay readers through the mainstream print media, non-fiction publications and on the Internet in a variety of online modalities. During lessons comparisons will be made between the linguistic aspects involved. in conveying scientific information in the traditional print media (newspapers and non-fiction works) and in internet modalities (e.g., blogs, vlogs). Lessons will also include close linguistic analysis and comment of a selection of representative mainstream print and Internet genres, accompanied by related activities and tasks.
Prerequisites for admission
Prerequisites for admission
The course builds on the competences developed in the second-year English language course (B2+/C1- level of the CEFR). A working knowledge of Italian is also required. The exit level is set at C1 of the CEFR.
The course builds on the competences developed in the second-year English language course (B2+/C1- level of the CEFR). A working knowledge of Italian is also required. The exit level is set at C1 of the CEFR.
Teaching methods
Teaching methods
The theoretical content of the course (i.e., the content of units 1,2, 3) is taught in lectures, while language skills will be developed in smaller language practice groups.
The theoretical content of the course (i.e., the content of units 1,2, 3) is taught in lectures, while language skills will be developed in smaller language practice groups.
Teaching Resources
Teaching Resources
Module 1
Course book
- Garzone, Giuliana (2020) Specialized Communication and Popularization. Roma: Carocci Editore, chapters 1-6.
In addition the following essays for the oral exam will be available on the Ariel platform:
- Gotti, Maurizio (2011) "Insights into medical discourse in oral and written contexts". In A. Loiacono, G. Iamartino, K. Grego (eds). Teaching Medical English: Methods and Models. Monza: Polimetrica, pp.29-55.
- Grego, Kim (2013) "'The physics you buy in supermarkets'. Writing science for the general public: the case of Stephen Hawkings". In S. Kermas, T. Christiansen (eds). The popularization of specialized discourse and knowledge across communities and cultures. Bari: Edipuglia, p. 149-172.
-- Handouts and powerpoint files used in class.
Module 2
Course book
- Garzone, Giuliana and Rudvin, Mette (2003) Domain-Specific English and Language Mediation in Professional and Institutional Settings. Milano: Arcipelago Edizioni (e in particolare: Introduction: from Conference interpreting to dialogue interpreting, pp. 3-23; Chapter II: The interpreter's role in the business environment, pp. 78-109)
In addition the following essays for the oral exam will be available on the Ariel platform:
- Pokorn, Nike, and Mikolič Južnič, Tamara (2020). "Community interpreters versus intercultural mediators. Is it really all about ethics?" Translation and Interpreting Studies 15(1):80-107
- Dal Fovo, Eugenia. (2017) "Good Health Across Languages: How Access to Healthcare by Non-Italian Speaking Patients Is Ensured in Italy. A Case Study." Lingue Culture Mediazioni 4 (1): 33-55.
- Handouts and powerpoint files used in class.
Module 3
Course books
- Pilkington, Olga (2019) The Language of Popular Science: Analyzing the Communication of Advanced Ideas to Lay Readers. McFarland: Jefferson North Carolina (Chapters 1-4) - disponibile in formato Kindle per 16 euro su amazon.it.
- Garzone, Giuliana (2020) Specialized Communication and Popularization. Roma: Carocci Editore, chapters 7-8.
Set texts for language practice groups
- The Official Cambridge Guide to IELTS: for academic and general training, Pauline Cullen, Amanda French and Vanessa Jakeman. Cambridge University Press.
- IELTS Language Practice. Michael Vice and Amanda French. Macmillan.
Module 1
Course book
- Garzone, Giuliana (2020) Specialized Communication and Popularization. Roma: Carocci Editore, chapters 1-6.
In addition the following essays for the oral exam will be available on the Ariel platform:
- Gotti, Maurizio (2011) "Insights into medical discourse in oral and written contexts". In A. Loiacono, G. Iamartino, K. Grego (eds). Teaching Medical English: Methods and Models. Monza: Polimetrica, pp.29-55.
- Grego, Kim (2013) "'The physics you buy in supermarkets'. Writing science for the general public: the case of Stephen Hawkings". In S. Kermas, T. Christiansen (eds). The popularization of specialized discourse and knowledge across communities and cultures. Bari: Edipuglia, p. 149-172.
-- Handouts and powerpoint files used in class.
Module 2
Course book
- Garzone, Giuliana and Rudvin, Mette (2003) Domain-Specific English and Language Mediation in Professional and Institutional Settings. Milano: Arcipelago Edizioni (e in particolare: Introduction: from Conference interpreting to dialogue interpreting, pp. 3-23; Chapter II: The interpreter's role in the business environment, pp. 78-109)
In addition the following essays for the oral exam will be available on the Ariel platform:
- Pokorn, Nike, and Mikolič Južnič, Tamara (2020). "Community interpreters versus intercultural mediators. Is it really all about ethics?" Translation and Interpreting Studies 15(1):80-107
- Dal Fovo, Eugenia. (2017) "Good Health Across Languages: How Access to Healthcare by Non-Italian Speaking Patients Is Ensured in Italy. A Case Study." Lingue Culture Mediazioni 4 (1): 33-55.
- Handouts and powerpoint files used in class.
Module 3
Course books
- Pilkington, Olga (2019) The Language of Popular Science: Analyzing the Communication of Advanced Ideas to Lay Readers. McFarland: Jefferson North Carolina (Chapters 1-4) - disponibile in formato Kindle per 16 euro su amazon.it.
- Garzone, Giuliana (2020) Specialized Communication and Popularization. Roma: Carocci Editore, chapters 7-8.
Set texts for language practice groups
- The Official Cambridge Guide to IELTS: for academic and general training, Pauline Cullen, Amanda French and Vanessa Jakeman. Cambridge University Press.
- IELTS Language Practice. Michael Vice and Amanda French. Macmillan.
Assessment methods and Criteria
Assessment methods and Criteria
Assessment is exam-based. Prior to sitting the final oral examination with one of the course subject professors, students will have to pass three preliminary language skills tests and three course-content tests covering the contents of all three teaching units.
Both types of tests (language skills and contents of the teaching units) are computer-based. The language skills tests will be held during the written exams, while those relating to the units will be held 1) in progress and, for those who have not taken all or part of them, 2) during the oral exams, where they will precede the final interview.
PRELIMINARY LANGUAGE SKILLS TESTS
Written test
This written test is composed of two parts.
The first part (45 minutes) involves the completion of a multiple choice/gap fill test on textual structure and cohesion. This part of the exam tests students' grammar skills. For this part, no dictionary or other tools are allowed.
The second part (60 minutes) involves writing a short essay (about 250 words) on a specialised subject. In order to complete the task, students may be required to use the data and information contained in tables, graphs and/or texts (in either English or Italian) provided with the task. For this part, the use of a monolingual dictionary is allowed.
Reading comprehension test
This is a multiple choice test requiring students to demonstrate their understanding of a text.
Oral Mediation test
The oral examination includes, prior to the final interview, an oral mediation test.
Normally students are tested in small groups. They are given different roles to play, e.g. the doctor, the patient and the mediator. They have to play their respective role in the required language, with the mediator interpreting for the other two roles. Students then switch roles.
COURSE CONTENT ASSESSMENT
Course content written test
Each unit (1, 2 & 3) involves a computer-based content test, which must be passed in order to sit the final oral examination. These tests can be taken 1) during official appelli orali, or 2) in the form of unofficial end-of-term tests, ideally during the final lesson of each unit (although they may have to take place at another time if the current emergency makes that necessary).
FINAL ORAL EXAM
Only students who have passed their course content tests and the preliminary language written and oral tests (either as end-of-term tests or the days when oral exams are administered) will be able to sit the final oral exam. The final exam will consist in an oral exam with one of the course subject professors, who will award the final mark considering the marks obtained by the student in all the different tests, in particular those regarding course content. Students must be prepared to discuss critically and in detail one of the articles or book chapters included in the set texts for each unit, and prove that they have mastered the concepts covered during the course and can talk about them in a linguistically correct and academically appropriate manner.
All marks are valid for four exam sessions, including the one in which they were obtained.
Assessment is exam-based. Prior to sitting the final oral examination with one of the course subject professors, students will have to pass three preliminary language skills tests and three course-content tests covering the contents of all three teaching units.
Both types of tests (language skills and contents of the teaching units) are computer-based. The language skills tests will be held during the written exams, while those relating to the units will be held 1) in progress and, for those who have not taken all or part of them, 2) during the oral exams, where they will precede the final interview.
PRELIMINARY LANGUAGE SKILLS TESTS
Written test
This written test is composed of two parts.
The first part (45 minutes) involves the completion of a multiple choice/gap fill test on textual structure and cohesion. This part of the exam tests students' grammar skills. For this part, no dictionary or other tools are allowed.
The second part (60 minutes) involves writing a short essay (about 250 words) on a specialised subject. In order to complete the task, students may be required to use the data and information contained in tables, graphs and/or texts (in either English or Italian) provided with the task. For this part, the use of a monolingual dictionary is allowed.
Reading comprehension test
This is a multiple choice test requiring students to demonstrate their understanding of a text.
Oral Mediation test
The oral examination includes, prior to the final interview, an oral mediation test.
Normally students are tested in small groups. They are given different roles to play, e.g. the doctor, the patient and the mediator. They have to play their respective role in the required language, with the mediator interpreting for the other two roles. Students then switch roles.
COURSE CONTENT ASSESSMENT
Course content written test
Each unit (1, 2 & 3) involves a computer-based content test, which must be passed in order to sit the final oral examination. These tests can be taken 1) during official appelli orali, or 2) in the form of unofficial end-of-term tests, ideally during the final lesson of each unit (although they may have to take place at another time if the current emergency makes that necessary).
FINAL ORAL EXAM
Only students who have passed their course content tests and the preliminary language written and oral tests (either as end-of-term tests or the days when oral exams are administered) will be able to sit the final oral exam. The final exam will consist in an oral exam with one of the course subject professors, who will award the final mark considering the marks obtained by the student in all the different tests, in particular those regarding course content. Students must be prepared to discuss critically and in detail one of the articles or book chapters included in the set texts for each unit, and prove that they have mastered the concepts covered during the course and can talk about them in a linguistically correct and academically appropriate manner.
All marks are valid for four exam sessions, including the one in which they were obtained.
L-LIN/12 - LANGUAGE AND TRANSLATION - ENGLISH - University credits: 9
Lessons: 60 hours
E-N
Responsible
Lesson period
year
Course syllabus
Course syllabus
The syllabus consists of three parts. These parts are interconnected but they will be tested separately. The syllabus modules jointly pursue the objective of the English course in particular, and of the degree course in general, to provide students with specialized language skills to be used in professional contexts. The course is structured as follows:
Module 1
Scientific English: From Theory to Practice (Semester 1)
The purpose of the module is to provide students with the necessary skills for in-depth understanding and accurate drafting of specialized texts, especially in the scientific field. The module is composed as described below.
An introduction to domain-specific languages: linguistic and discursive features of specialised texts. Comparative analyses of scientific texts, particularly on the strategies adopted in constructing scientific news for circulation at the specialised level. Focus on academic writing strategies, especially on connectors and other textual elements enhancing coherence and cohesion. Practical applications on specific case studies.
Module 2
Mediating specialised discourse in English (semester 1)
The purpose of the module is to provide students with theoretical and practical skills regarding oral linguistic and cultural mediation in the specialised field. The module consists of an introduction to oral language mediation and dialogue interpreting. Students will learn about the skills and aptitudes interpreters must have to perform dialogue interpreting, the ethical standards they have to abide by, and the role of the interpreter as a linguistic and intercultural mediator. They will also learn to analyse oral dialogic discourse in English and in Italian and to translate it, with pragmatic appropriateness and terminological / professional accuracy. They will also be given the opportunity to practice oral and written language mediation in small seminars.
Module 3
Knowledge dissemination through the traditional print media and the Internet (semester 2)
This module constitutes a natural continuation of the first. It allows students to acquire theoretical and practical skills necessary to adapt specialised discourse to the interlocutors and the purposes of the message itself. These skills can be usefully put into practice in the numerous professional fields where specialized discourse knowledge and mediation skills are required. This module focuses on how information and views about science and technology are spread to and shared with lay readers through the mainstream print media, non-fiction publications and on the Internet in a variety of online modalities. During lessons comparisons will be made between the linguistic aspects involved. in conveying scientific information in the traditional print media (newspapers and non-fiction works) and in internet modalities (e.g., blogs, vlogs). Lessons will also include close linguistic analysis and comment of a selection of representative mainstream print and Internet genres, accompanied by related activities and tasks.
The syllabus consists of three parts. These parts are interconnected but they will be tested separately. The syllabus modules jointly pursue the objective of the English course in particular, and of the degree course in general, to provide students with specialized language skills to be used in professional contexts. The course is structured as follows:
Module 1
Scientific English: From Theory to Practice (Semester 1)
The purpose of the module is to provide students with the necessary skills for in-depth understanding and accurate drafting of specialized texts, especially in the scientific field. The module is composed as described below.
An introduction to domain-specific languages: linguistic and discursive features of specialised texts. Comparative analyses of scientific texts, particularly on the strategies adopted in constructing scientific news for circulation at the specialised level. Focus on academic writing strategies, especially on connectors and other textual elements enhancing coherence and cohesion. Practical applications on specific case studies.
Module 2
Mediating specialised discourse in English (semester 1)
The purpose of the module is to provide students with theoretical and practical skills regarding oral linguistic and cultural mediation in the specialised field. The module consists of an introduction to oral language mediation and dialogue interpreting. Students will learn about the skills and aptitudes interpreters must have to perform dialogue interpreting, the ethical standards they have to abide by, and the role of the interpreter as a linguistic and intercultural mediator. They will also learn to analyse oral dialogic discourse in English and in Italian and to translate it, with pragmatic appropriateness and terminological / professional accuracy. They will also be given the opportunity to practice oral and written language mediation in small seminars.
Module 3
Knowledge dissemination through the traditional print media and the Internet (semester 2)
This module constitutes a natural continuation of the first. It allows students to acquire theoretical and practical skills necessary to adapt specialised discourse to the interlocutors and the purposes of the message itself. These skills can be usefully put into practice in the numerous professional fields where specialized discourse knowledge and mediation skills are required. This module focuses on how information and views about science and technology are spread to and shared with lay readers through the mainstream print media, non-fiction publications and on the Internet in a variety of online modalities. During lessons comparisons will be made between the linguistic aspects involved. in conveying scientific information in the traditional print media (newspapers and non-fiction works) and in internet modalities (e.g., blogs, vlogs). Lessons will also include close linguistic analysis and comment of a selection of representative mainstream print and Internet genres, accompanied by related activities and tasks.
Prerequisites for admission
Prerequisites for admission
The course builds on the competences developed in the second-year English language course (B2+/C1- level of the CEFR). A working knowledge of Italian is also required. The exit level is set at C1 of the CEFR.
The course builds on the competences developed in the second-year English language course (B2+/C1- level of the CEFR). A working knowledge of Italian is also required. The exit level is set at C1 of the CEFR.
Teaching methods
Teaching methods
The theoretical content of the course (i.e., the content of units 1,2, 3) is taught in lectures, while language skills will be developed in smaller language practice groups.
The theoretical content of the course (i.e., the content of units 1,2, 3) is taught in lectures, while language skills will be developed in smaller language practice groups.
Teaching Resources
Teaching Resources
Module 1
Course book
- Garzone, Giuliana (2020) Specialized Communication and Popularization. Roma: Carocci Editore, chapters 1-6.
In addition the following essays for the oral exam will be available on the Ariel platform:
- Gotti, Maurizio (2011) "Insights into medical discourse in oral and written contexts". In A. Loiacono, G. Iamartino, K. Grego (eds). Teaching Medical English: Methods and Models. Monza: Polimetrica, pp.29-55.
- Grego, Kim (2013) "'The physics you buy in supermarkets'. Writing science for the general public: the case of Stephen Hawkings". In S. Kermas, T. Christiansen (eds). The popularization of specialized discourse and knowledge across communities and cultures. Bari: Edipuglia, p. 149-172.
-- Handouts and powerpoint files used in class.
Module 2
Course book
- Garzone, Giuliana and Rudvin, Mette (2003) Domain-Specific English and Language Mediation in Professional and Institutional Settings. Milano: Arcipelago Edizioni (e in particolare: Introduction: from Conference interpreting to dialogue interpreting, pp. 3-23; Chapter II: The interpreter's role in the business environment, pp. 78-109)
In addition the following essays for the oral exam will be available on the Ariel platform:
- Pokorn, Nike, and Mikolič Južnič, Tamara (2020). "Community interpreters versus intercultural mediators. Is it really all about ethics?" Translation and Interpreting Studies 15(1):80-107
- Dal Fovo, Eugenia. (2017) "Good Health Across Languages: How Access to Healthcare by Non-Italian Speaking Patients Is Ensured in Italy. A Case Study." Lingue Culture Mediazioni 4 (1): 33-55.
- Handouts and powerpoint files used in class.
Module 3
Course books
- Pilkington, Olga (2019) The Language of Popular Science: Analyzing the Communication of Advanced Ideas to Lay Readers. McFarland: Jefferson North Carolina (Chapters 1-4) - disponibile in formato Kindle per 16 euro su amazon.it.
- Garzone, Giuliana (2020) Specialized Communication and Popularization. Roma: Carocci Editore, chapters 7-8.
Set texts for language practice groups
- The Official Cambridge Guide to IELTS: for academic and general training, Pauline Cullen, Amanda French and Vanessa Jakeman. Cambridge University Press.
- IELTS Language Practice. Michael Vice and Amanda French. Macmillan.
Module 1
Course book
- Garzone, Giuliana (2020) Specialized Communication and Popularization. Roma: Carocci Editore, chapters 1-6.
In addition the following essays for the oral exam will be available on the Ariel platform:
- Gotti, Maurizio (2011) "Insights into medical discourse in oral and written contexts". In A. Loiacono, G. Iamartino, K. Grego (eds). Teaching Medical English: Methods and Models. Monza: Polimetrica, pp.29-55.
- Grego, Kim (2013) "'The physics you buy in supermarkets'. Writing science for the general public: the case of Stephen Hawkings". In S. Kermas, T. Christiansen (eds). The popularization of specialized discourse and knowledge across communities and cultures. Bari: Edipuglia, p. 149-172.
-- Handouts and powerpoint files used in class.
Module 2
Course book
- Garzone, Giuliana and Rudvin, Mette (2003) Domain-Specific English and Language Mediation in Professional and Institutional Settings. Milano: Arcipelago Edizioni (e in particolare: Introduction: from Conference interpreting to dialogue interpreting, pp. 3-23; Chapter II: The interpreter's role in the business environment, pp. 78-109)
In addition the following essays for the oral exam will be available on the Ariel platform:
- Pokorn, Nike, and Mikolič Južnič, Tamara (2020). "Community interpreters versus intercultural mediators. Is it really all about ethics?" Translation and Interpreting Studies 15(1):80-107
- Dal Fovo, Eugenia. (2017) "Good Health Across Languages: How Access to Healthcare by Non-Italian Speaking Patients Is Ensured in Italy. A Case Study." Lingue Culture Mediazioni 4 (1): 33-55.
- Handouts and powerpoint files used in class.
Module 3
Course books
- Pilkington, Olga (2019) The Language of Popular Science: Analyzing the Communication of Advanced Ideas to Lay Readers. McFarland: Jefferson North Carolina (Chapters 1-4) - disponibile in formato Kindle per 16 euro su amazon.it.
- Garzone, Giuliana (2020) Specialized Communication and Popularization. Roma: Carocci Editore, chapters 7-8.
Set texts for language practice groups
- The Official Cambridge Guide to IELTS: for academic and general training, Pauline Cullen, Amanda French and Vanessa Jakeman. Cambridge University Press.
- IELTS Language Practice. Michael Vice and Amanda French. Macmillan.
Assessment methods and Criteria
Assessment methods and Criteria
Assessment is exam-based. Prior to sitting the final oral examination with one of the course subject professors, students will have to pass three preliminary language skills tests and three course-content tests covering the contents of all three teaching units.
Both types of tests (language skills and contents of the teaching units) are computer-based. The language skills tests will be held during the written exams, while those relating to the units will be held 1) in progress and, for those who have not taken all or part of them, 2) during the oral exams, where they will precede the final interview.
PRELIMINARY LANGUAGE SKILLS TESTS
Written test
This written test is composed of two parts.
The first part (45 minutes) involves the completion of a multiple choice/gap fill test on textual structure and cohesion. This part of the exam tests students' grammar skills. For this part, no dictionary or other tools are allowed.
The second part (60 minutes) involves writing a short essay (about 250 words) on a specialised subject. In order to complete the task, students may be required to use the data and information contained in tables, graphs and/or texts (in either English or Italian) provided with the task. For this part, the use of a monolingual dictionary is allowed.
Reading comprehension test
This is a multiple choice test requiring students to demonstrate their understanding of a text .
Oral Mediation test
The oral examination includes, prior to the final interview, an oral mediation test.
Normally students are tested in small groups. They are given different roles to play, e.g. the doctor, the patient and the mediator. They have to play their respective role in the required language, with the mediator interpreting for the other two roles. Students then switch roles.
COURSE CONTENT ASSESSMENT
Course content written test
Each unit (1, 2 & 3) involves a computer-based content test, which must be passed in order to sit the final oral examination. These tests can be taken 1) during official appelli orali, or 2) in the form of unofficial end-of-term tests, ideally during the final lesson of each unit (although they may have to take place at another time if the current emergency makes that necessary).
FINAL ORAL EXAM
Only students who have passed their course content tests and the preliminary language written and oral tests (either as end-of-term tests or the days when oral exams are administered) will be able to sit the final oral exam. The final exam will consist in an oral exam with one of the course subject professors, who will award the final mark considering the marks obtained by the student in all the different tests, in particular those regarding course content. Students must be prepared to discuss critically and in detail one of the articles or book chapters included in the set texts for each unit, and prove that they have mastered the concepts covered during the course and can talk about them in a linguistically correct and academically appropriate manner.
All marks are valid for four exam sessions, including the one in which they were obtained.
Assessment is exam-based. Prior to sitting the final oral examination with one of the course subject professors, students will have to pass three preliminary language skills tests and three course-content tests covering the contents of all three teaching units.
Both types of tests (language skills and contents of the teaching units) are computer-based. The language skills tests will be held during the written exams, while those relating to the units will be held 1) in progress and, for those who have not taken all or part of them, 2) during the oral exams, where they will precede the final interview.
PRELIMINARY LANGUAGE SKILLS TESTS
Written test
This written test is composed of two parts.
The first part (45 minutes) involves the completion of a multiple choice/gap fill test on textual structure and cohesion. This part of the exam tests students' grammar skills. For this part, no dictionary or other tools are allowed.
The second part (60 minutes) involves writing a short essay (about 250 words) on a specialised subject. In order to complete the task, students may be required to use the data and information contained in tables, graphs and/or texts (in either English or Italian) provided with the task. For this part, the use of a monolingual dictionary is allowed.
Reading comprehension test
This is a multiple choice test requiring students to demonstrate their understanding of a text .
Oral Mediation test
The oral examination includes, prior to the final interview, an oral mediation test.
Normally students are tested in small groups. They are given different roles to play, e.g. the doctor, the patient and the mediator. They have to play their respective role in the required language, with the mediator interpreting for the other two roles. Students then switch roles.
COURSE CONTENT ASSESSMENT
Course content written test
Each unit (1, 2 & 3) involves a computer-based content test, which must be passed in order to sit the final oral examination. These tests can be taken 1) during official appelli orali, or 2) in the form of unofficial end-of-term tests, ideally during the final lesson of each unit (although they may have to take place at another time if the current emergency makes that necessary).
FINAL ORAL EXAM
Only students who have passed their course content tests and the preliminary language written and oral tests (either as end-of-term tests or the days when oral exams are administered) will be able to sit the final oral exam. The final exam will consist in an oral exam with one of the course subject professors, who will award the final mark considering the marks obtained by the student in all the different tests, in particular those regarding course content. Students must be prepared to discuss critically and in detail one of the articles or book chapters included in the set texts for each unit, and prove that they have mastered the concepts covered during the course and can talk about them in a linguistically correct and academically appropriate manner.
All marks are valid for four exam sessions, including the one in which they were obtained.
L-LIN/12 - LANGUAGE AND TRANSLATION - ENGLISH - University credits: 9
Lessons: 60 hours
Professors:
Catenaccio Paola, Sturiale Massimo
O-Z
Responsible
Lesson period
year
Course syllabus
Course syllabus
The syllabus consists of three parts. These parts are interconnected but they will be tested separately. The syllabus modules jointly pursue the objective of the English course in particular, and of the degree course in general, to provide students with specialized language skills to be used in professional contexts. The course is structured as follows:
Module 1
Scientific English: From Theory to Practice (Semester 1)
The purpose of the module is to provide students with the necessary skills for in-depth understanding and accurate drafting of specialized texts, especially in the scientific field. The module is composed as described below.
An introduction to domain-specific languages: linguistic and discursive features of specialised texts. Comparative analyses of scientific texts, particularly on the strategies adopted in constructing scientific news for circulation at the specialised level. Focus on academic writing strategies, especially on connectors and other textual elements enhancing coherence and cohesion. Practical applications on specific case studies.
Module 2
Mediating specialised discourse in English (semester 1)
The purpose of the module is to provide students with theoretical and practical skills regarding oral linguistic and cultural mediation in the specialised field. The module consists of an introduction to oral language mediation and dialogue interpreting. Students will learn about the skills and aptitudes interpreters must have to perform dialogue interpreting, the ethical standards they have to abide by, and the role of the interpreter as a linguistic and intercultural mediator. They will also learn to analyse oral dialogic discourse in English and in Italian and to translate it, with pragmatic appropriateness and terminological / professional accuracy. They will also be given the opportunity to practice oral and written language mediation in small seminars.
Module 3
Knowledge dissemination through the traditional print media and the Internet (semester 2)
This module constitutes a natural continuation of the first. It allows students to acquire theoretical and practical skills necessary to adapt specialised discourse to the interlocutors and the purposes of the message itself. These skills can be usefully put into practice in the numerous professional fields where specialized discourse knowledge and mediation skills are required. This module focuses on how information and views about science and technology are spread to and shared with lay readers through the mainstream print media, non-fiction publications and on the Internet in a variety of online modalities. During lessons comparisons will be made between the linguistic aspects involved. in conveying scientific information in the traditional print media (newspapers and non-fiction works) and in internet modalities (e.g., blogs, vlogs). Lessons will also include close linguistic analysis and comment of a selection of representative mainstream print and Internet genres, accompanied by related activities and tasks.
The syllabus consists of three parts. These parts are interconnected but they will be tested separately. The syllabus modules jointly pursue the objective of the English course in particular, and of the degree course in general, to provide students with specialized language skills to be used in professional contexts. The course is structured as follows:
Module 1
Scientific English: From Theory to Practice (Semester 1)
The purpose of the module is to provide students with the necessary skills for in-depth understanding and accurate drafting of specialized texts, especially in the scientific field. The module is composed as described below.
An introduction to domain-specific languages: linguistic and discursive features of specialised texts. Comparative analyses of scientific texts, particularly on the strategies adopted in constructing scientific news for circulation at the specialised level. Focus on academic writing strategies, especially on connectors and other textual elements enhancing coherence and cohesion. Practical applications on specific case studies.
Module 2
Mediating specialised discourse in English (semester 1)
The purpose of the module is to provide students with theoretical and practical skills regarding oral linguistic and cultural mediation in the specialised field. The module consists of an introduction to oral language mediation and dialogue interpreting. Students will learn about the skills and aptitudes interpreters must have to perform dialogue interpreting, the ethical standards they have to abide by, and the role of the interpreter as a linguistic and intercultural mediator. They will also learn to analyse oral dialogic discourse in English and in Italian and to translate it, with pragmatic appropriateness and terminological / professional accuracy. They will also be given the opportunity to practice oral and written language mediation in small seminars.
Module 3
Knowledge dissemination through the traditional print media and the Internet (semester 2)
This module constitutes a natural continuation of the first. It allows students to acquire theoretical and practical skills necessary to adapt specialised discourse to the interlocutors and the purposes of the message itself. These skills can be usefully put into practice in the numerous professional fields where specialized discourse knowledge and mediation skills are required. This module focuses on how information and views about science and technology are spread to and shared with lay readers through the mainstream print media, non-fiction publications and on the Internet in a variety of online modalities. During lessons comparisons will be made between the linguistic aspects involved. in conveying scientific information in the traditional print media (newspapers and non-fiction works) and in internet modalities (e.g., blogs, vlogs). Lessons will also include close linguistic analysis and comment of a selection of representative mainstream print and Internet genres, accompanied by related activities and tasks.
Prerequisites for admission
Prerequisites for admission
The course builds on the competences developed in the second-year English language course (B2+/C1- level of the CEFR). A working knowledge of Italian is also required. The exit level is set at C1 of the CEFR.
The course builds on the competences developed in the second-year English language course (B2+/C1- level of the CEFR). A working knowledge of Italian is also required. The exit level is set at C1 of the CEFR.
Teaching methods
Teaching methods
The theoretical content of the course (i.e., the content of units 1,2, 3) is taught in lectures, while language skills will be developed in smaller language practice groups.
The theoretical content of the course (i.e., the content of units 1,2, 3) is taught in lectures, while language skills will be developed in smaller language practice groups.
Teaching Resources
Teaching Resources
Module 1
Course book
- Garzone, Giuliana (2020) Specialized Communication and Popularization. Roma: Carocci Editore, chapters 1-6.
In addition the following essays for the oral exam will be available on the Ariel platform:
- Gotti, Maurizio (2011) "Insights into medical discourse in oral and written contexts". In A. Loiacono, G. Iamartino, K. Grego (eds). Teaching Medical English: Methods and Models. Monza: Polimetrica, pp.29-55.
- Grego, Kim (2013) "'The physics you buy in supermarkets'. Writing science for the general public: the case of Stephen Hawkings". In S. Kermas, T. Christiansen (eds). The popularization of specialized discourse and knowledge across communities and cultures. Bari: Edipuglia, p. 149-172.
-- Handouts and powerpoint files used in class.
Module 2
Course book
- Garzone, Giuliana and Rudvin, Mette (2003) Domain-Specific English and Language Mediation in Professional and Institutional Settings. Milano: Arcipelago Edizioni (e in particolare: Introduction: from Conference interpreting to dialogue interpreting, pp. 3-23; Chapter II: The interpreter's role in the business environment, pp. 78-109)
In addition the following essays for the oral exam will be available on the Ariel platform:
- Pokorn, Nike, and Mikolič Južnič, Tamara (2020). "Community interpreters versus intercultural mediators. Is it really all about ethics?" Translation and Interpreting Studies 15(1):80-107
- Dal Fovo, Eugenia. (2017) "Good Health Across Languages: How Access to Healthcare by Non-Italian Speaking Patients Is Ensured in Italy. A Case Study." Lingue Culture Mediazioni 4 (1): 33-55.
- Handouts and powerpoint files used in class.
Module 3
Course books
- Pilkington, Olga (2019) The Language of Popular Science: Analyzing the Communication of Advanced Ideas to Lay Readers. McFarland: Jefferson North Carolina (Chapters 1-4) - disponibile in formato Kindle per 16 euro su amazon.it.
- Garzone, Giuliana (2020) Specialized Communication and Popularization. Roma: Carocci Editore, chapters 7-8.
Set texts for language practice groups
- The Official Cambridge Guide to IELTS: for academic and general training, Pauline Cullen, Amanda French and Vanessa Jakeman. Cambridge University Press.
- IELTS Language Practice. Michael Vice and Amanda French. Macmillan.
Module 1
Course book
- Garzone, Giuliana (2020) Specialized Communication and Popularization. Roma: Carocci Editore, chapters 1-6.
In addition the following essays for the oral exam will be available on the Ariel platform:
- Gotti, Maurizio (2011) "Insights into medical discourse in oral and written contexts". In A. Loiacono, G. Iamartino, K. Grego (eds). Teaching Medical English: Methods and Models. Monza: Polimetrica, pp.29-55.
- Grego, Kim (2013) "'The physics you buy in supermarkets'. Writing science for the general public: the case of Stephen Hawkings". In S. Kermas, T. Christiansen (eds). The popularization of specialized discourse and knowledge across communities and cultures. Bari: Edipuglia, p. 149-172.
-- Handouts and powerpoint files used in class.
Module 2
Course book
- Garzone, Giuliana and Rudvin, Mette (2003) Domain-Specific English and Language Mediation in Professional and Institutional Settings. Milano: Arcipelago Edizioni (e in particolare: Introduction: from Conference interpreting to dialogue interpreting, pp. 3-23; Chapter II: The interpreter's role in the business environment, pp. 78-109)
In addition the following essays for the oral exam will be available on the Ariel platform:
- Pokorn, Nike, and Mikolič Južnič, Tamara (2020). "Community interpreters versus intercultural mediators. Is it really all about ethics?" Translation and Interpreting Studies 15(1):80-107
- Dal Fovo, Eugenia. (2017) "Good Health Across Languages: How Access to Healthcare by Non-Italian Speaking Patients Is Ensured in Italy. A Case Study." Lingue Culture Mediazioni 4 (1): 33-55.
- Handouts and powerpoint files used in class.
Module 3
Course books
- Pilkington, Olga (2019) The Language of Popular Science: Analyzing the Communication of Advanced Ideas to Lay Readers. McFarland: Jefferson North Carolina (Chapters 1-4) - disponibile in formato Kindle per 16 euro su amazon.it.
- Garzone, Giuliana (2020) Specialized Communication and Popularization. Roma: Carocci Editore, chapters 7-8.
Set texts for language practice groups
- The Official Cambridge Guide to IELTS: for academic and general training, Pauline Cullen, Amanda French and Vanessa Jakeman. Cambridge University Press.
- IELTS Language Practice. Michael Vice and Amanda French. Macmillan.
Assessment methods and Criteria
Assessment methods and Criteria
Assessment is exam-based. Prior to sitting the final oral examination with one of the course subject professors, students will have to pass three preliminary language skills tests and three course-content tests covering the contents of all three teaching units.
Both types of tests (language skills and contents of the teaching units) are computer-based. The language skills tests will be held during the written exams, while those relating to the units will be held 1) in progress and, for those who have not taken all or part of them, 2) during the oral exams, where they will precede the final interview.
PRELIMINARY LANGUAGE SKILLS TESTS
Written test
This written test is composed of two parts.
The first part (45 minutes) involves the completion of a multiple choice/gap fill test on textual structure and cohesion. This part of the exam tests students' grammar skills. For this part, no dictionary or other tools are allowed.
The second part (60 minutes) involves writing a short essay (about 250 words) on a specialised subject. In order to complete the task, students may be required to use the data and information contained in tables, graphs and/or texts (in either English or Italian) provided with the task. For this part, the use of a monolingual dictionary is allowed.
Reading comprehension test
This is a multiple choice test requiring students to demonstrate their understanding of a text .
Oral Mediation test
The oral examination includes, prior to the final interview, an oral mediation test.
Normally students are tested in small groups. They are given different roles to play, e.g. the doctor, the patient and the mediator. They have to play their respective role in the required language, with the mediator interpreting for the other two roles. Students then switch roles.
COURSE CONTENT ASSESSMENT
Course content written test
Each unit (1, 2 & 3) involves a computer-based content test, which must be passed in order to sit the final oral examination. These tests can be taken 1) during official appelli orali, or 2) in the form of unofficial end-of-term tests, ideally during the final lesson of each unit (although they may have to take place at another time if the current emergency makes that necessary).
FINAL ORAL EXAM
Only students who have passed their course content tests and the preliminary language written and oral tests (either as end-of-term tests or the days when oral exams are administered) will be able to sit the final oral exam. The final exam will consist in an oral exam with one of the course subject professors, who will award the final mark considering the marks obtained by the student in all the different tests, in particular those regarding course content. Students must be prepared to discuss critically and in detail one of the articles or book chapters included in the set texts for each unit, and prove that they have mastered the concepts covered during the course and can talk about them in a linguistically correct and academically appropriate manner.
All marks are valid for four exam sessions, including the one in which they were obtained.
Assessment is exam-based. Prior to sitting the final oral examination with one of the course subject professors, students will have to pass three preliminary language skills tests and three course-content tests covering the contents of all three teaching units.
Both types of tests (language skills and contents of the teaching units) are computer-based. The language skills tests will be held during the written exams, while those relating to the units will be held 1) in progress and, for those who have not taken all or part of them, 2) during the oral exams, where they will precede the final interview.
PRELIMINARY LANGUAGE SKILLS TESTS
Written test
This written test is composed of two parts.
The first part (45 minutes) involves the completion of a multiple choice/gap fill test on textual structure and cohesion. This part of the exam tests students' grammar skills. For this part, no dictionary or other tools are allowed.
The second part (60 minutes) involves writing a short essay (about 250 words) on a specialised subject. In order to complete the task, students may be required to use the data and information contained in tables, graphs and/or texts (in either English or Italian) provided with the task. For this part, the use of a monolingual dictionary is allowed.
Reading comprehension test
This is a multiple choice test requiring students to demonstrate their understanding of a text .
Oral Mediation test
The oral examination includes, prior to the final interview, an oral mediation test.
Normally students are tested in small groups. They are given different roles to play, e.g. the doctor, the patient and the mediator. They have to play their respective role in the required language, with the mediator interpreting for the other two roles. Students then switch roles.
COURSE CONTENT ASSESSMENT
Course content written test
Each unit (1, 2 & 3) involves a computer-based content test, which must be passed in order to sit the final oral examination. These tests can be taken 1) during official appelli orali, or 2) in the form of unofficial end-of-term tests, ideally during the final lesson of each unit (although they may have to take place at another time if the current emergency makes that necessary).
FINAL ORAL EXAM
Only students who have passed their course content tests and the preliminary language written and oral tests (either as end-of-term tests or the days when oral exams are administered) will be able to sit the final oral exam. The final exam will consist in an oral exam with one of the course subject professors, who will award the final mark considering the marks obtained by the student in all the different tests, in particular those regarding course content. Students must be prepared to discuss critically and in detail one of the articles or book chapters included in the set texts for each unit, and prove that they have mastered the concepts covered during the course and can talk about them in a linguistically correct and academically appropriate manner.
All marks are valid for four exam sessions, including the one in which they were obtained.
L-LIN/12 - LANGUAGE AND TRANSLATION - ENGLISH - University credits: 9
Lessons: 60 hours
Professors:
Catenaccio Paola, Sturiale Massimo
Educational website(s)
Professor(s)
Reception:
Next office hours on 28 April; details + booking form: https://forms.office.com/e/ziu5QreFvv
Personal meeting space on Teams / room 4013