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420008 SE Translating Knowledge: Creative English for academic communication (2019W)

Continuous assessment of course work


Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).


Language: English



FRI 04.10.2019, 3:30-5:00 pm, Seminarraum 9 ZfT Philippovichgasse 11, 2.OG;

FRI 25.10.2019, 3:30-6:30 pm, Seminarraum 9 ZfT Philippovichgasse 11, 2.OG;

FRI 08.11.2019, 3:30-6:30 pm, Seminarraum 9 ZfT Philippovichgasse 11, 2.OG;

FRI 29.11.2019, 3:30-6:30 pm, Seminarraum 9 ZfT Philippovichgasse 11, 2.OG;

FRI 13.12.2019, 3:30-6:30 pm, Seminarraum 9 ZfT Philippovichgasse 11, 2.OG;

MON 27.01.2020 3:30-6:30 pm, Seminarraum 2 ZfT Gymnasiumstraße 50 2.OG;

THU 30.01.2020 3:30-6:30 pm, Hörsaal 2 ZfT Gymnasiumstraße 50 1.OG;

FRI 31.01.2020 3:30-5:00 pm, Seminarraum 9 ZfT Philippovichgasse 11, 2.OG

Zft = Zentrum für Translationswissenschaft (Centre for Translation Studies)


Aims, contents and method of the course

Please note that the course will be held in ENGLISH.

English is the global language of academia. Students and scholars in any discipline cannot avoid reading, listening to, presenting, writing in and living with English. This course aims to open up new ways of engaging with „academic‟ and „other‟ English(es) from perspectives outside the academic mainstream, aiming to raise students‟ awareness of English both as a means of expression and a creative tool, and to help them assume an active role in their own academic communication.

• To encourage students to overcome the inhibitions imposed by conventional notions of „correct‟ English.
• Promote the development of creative communication strategies for international knowledge transfer.
• Open up discursive space beyond conventional phraseology and terminology by nurturing individual discursive styles and the linguistic expression of innovative concepts.

• Academic English as intercultural communication and its implications for personal discourse choices.
• Exploring the potential of students‟ individual linguistic and communicative competence to express their own ideas and insights.
• How to present your ideas in your own English – in written form and in face-to-face communication.

• Creative academic communication: brain-storming in written and oral group work/exercises.
• Translating culture-specific and domain-specific concepts for intercultural and interdisciplinary English discourses.
• Relational approach: focus on the relational aspects of communicating complex content. Group and one-to-one exercises.

Assessment and permitted materials

To be discussed.

Minimum requirements and assessment criteria

Students should be willing to actively participate in oral and written communication in English.

Target group
Students from all disciplines with, hopefully, a variety of lingua-cultural backgrounds who wish to increase their confidence and competence in international English communication, including students looking to write their PhD dissertation in English and/or present at international academic conferences.

Students’ grades are based on the following four aspects, all of which count for an equal amount of 25 % of the total grade: active participation in class and group discussions; oral presentations (there will be several over the course of the class); written submissions (as homework and to present in class); final project (details will be discussed in class).

Examination topics

This is a seminar, which means there will not be a separate exam. The entire seminar counts as the exam (see ‘grading’ above.)

Reading list

Antoniou, M. & Moriarty, J. (2008) „What can academic writers learn from creative writers? Developing guidance and support for lecturers in Higher Education‟, Teaching in Higher Education, 13(2), 157–167.

Bennett, K. (2013) „English as a lingua franca in academia: Combating Epistemicide through Translator Training‟, Interpreter and Translator Trainer, 7(2), 169–193.

Gotti, M. (2009) (ed.). Commonality and individuality in academic discourse. Peter Lang.

Hyland, K. (1999). „Disciplinary discourses: writer stance in research articles‟. In: Candlin, C. & Hyland, K. (eds.). Writing: Texts, processes and practices. Longman, 99–121.

Mauranen, A., Hynninen, N. & Ranta, E. (2010). „English as an academic lingua franca: The ELFA project.‟ English for Specific Purposes, 29, 183–190.

Przeworski, A. & Salomon, F. (1998). „The Art of Writing Proposals.‟ Social Science Research Council, 1995 rev. 1998, 1-8. Also available online at <https://msu.edu/course/aec/874/Pages/Wiley.1995.Przeworski_and_Salomon.Art_of_Writing_Proposals-SSRC.pdf>.

more to be discussed in class

Association in the course directory

Last modified: We 02.10.2019 16:49