Study Guide

Objective

To develop written and spoken communication skills for engineering posts.

Content

Basics of communication
Forms of academic writing for engineering
Preparation, implementation and analysis for speaking situations

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are aware of the impact of their communication style within the communication process. They are able to compile a work-related text for a given target group. They can present topics based on their field and illustrate their points in the presentation. Their written texts comply with academic style and the fundamental norms of accurate language usage. They can separate their own ideas from ideas presented in source material. They are able to compile a cohesive text based on a specific problem but with mechanical source referencing. The students are able to describe the impact of culture on the communication situation.

Assessment criteria, good (3)

The students are able to list their strengths and weaknesses as a communicator. They assess the significance of their actions in the communication process and accept and provide constructive feedback. They understand the significance of forms of language used in professional activities. They take into account the target groups in presentation situations and can use various communication tools. The students are able to compile texts related to their field using compact, unambiguous, descriptive and plain language that also take the reader into account. They know the text layout rules of their organisation and comply with them. They use source texts from their own field comprehensively and critically within their own texts, combining ideas from the source text with their own to form a systematic and cohesive piece of writing.

Assessment criteria, satisfactory (1)

The students understand the significance of language in terms of creating and reinforcing their own professional identity, using language as a part of their own professionalism. They approach feedback situations actively and constructively. They share their expertise within their community in a way and using communication tools most appropriate to the situation and can compile a goal-oriented presentation demonstrating their expertise. They are able to express their points of view in a variety of ways, effectively and according to the requirements of the situation. They also know how to question linguistic practices adopted by the community and strive to change them with reason. The students are able to retrieve the latest information concerning their field independently and approach new knowledge with curiosity. They are able to assess work requiring expertise from an ethical and cultural point of view and can create a supportive atmosphere.

Objective

To develop written and spoken communication skills for engineering posts.

Content

Basics of communication
Forms of academic writing for engineering
Preparation, implementation and analysis for speaking situations

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are aware of the impact of their communication style within the communication process. They are able to compile a work-related text for a given target group. They can present topics based on their field and illustrate their points in the presentation. Their written texts comply with academic style and the fundamental norms of accurate language usage. They can separate their own ideas from ideas presented in source material. They are able to compile a cohesive text based on a specific problem but with mechanical source referencing. The students are able to describe the impact of culture on the communication situation.

Assessment criteria, good (3)

The students are able to list their strengths and weaknesses as a communicator. They assess the significance of their actions in the communication process and accept and provide constructive feedback. They understand the significance of forms of language used in professional activities. They take into account the target groups in presentation situations and can use various communication tools. The students are able to compile texts related to their field using compact, unambiguous, descriptive and plain language that also take the reader into account. They know the text layout rules of their organisation and comply with them. They use source texts from their own field comprehensively and critically within their own texts, combining ideas from the source text with their own to form a systematic and cohesive piece of writing.

Assessment criteria, satisfactory (1)

The students understand the significance of language in terms of creating and reinforcing their own professional identity, using language as a part of their own professionalism. They approach feedback situations actively and constructively. They share their expertise within their community in a way and using communication tools most appropriate to the situation and can compile a goal-oriented presentation demonstrating their expertise. They are able to express their points of view in a variety of ways, effectively and according to the requirements of the situation. They also know how to question linguistic practices adopted by the community and strive to change them with reason. The students are able to retrieve the latest information concerning their field independently and approach new knowledge with curiosity. They are able to assess work requiring expertise from an ethical and cultural point of view and can create a supportive atmosphere.

Objective

To develop written and spoken communication skills for engineering posts.

Content

Basics of communication
Forms of academic writing for engineering
Preparation, implementation and analysis for speaking situations

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are aware of the impact of their communication style within the communication process. They are able to compile a work-related text for a given target group. They can present topics based on their field and illustrate their points in the presentation. Their written texts comply with academic style and the fundamental norms of accurate language usage. They can separate their own ideas from ideas presented in source material. They are able to compile a cohesive text based on a specific problem but with mechanical source referencing. The students are able to describe the impact of culture on the communication situation.

Assessment criteria, good (3)

The students are able to list their strengths and weaknesses as a communicator. They assess the significance of their actions in the communication process and accept and provide constructive feedback. They understand the significance of forms of language used in professional activities. They take into account the target groups in presentation situations and can use various communication tools. The students are able to compile texts related to their field using compact, unambiguous, descriptive and plain language that also take the reader into account. They know the text layout rules of their organisation and comply with them. They use source texts from their own field comprehensively and critically within their own texts, combining ideas from the source text with their own to form a systematic and cohesive piece of writing.

Assessment criteria, satisfactory (1)

The students understand the significance of language in terms of creating and reinforcing their own professional identity, using language as a part of their own professionalism. They approach feedback situations actively and constructively. They share their expertise within their community in a way and using communication tools most appropriate to the situation and can compile a goal-oriented presentation demonstrating their expertise. They are able to express their points of view in a variety of ways, effectively and according to the requirements of the situation. They also know how to question linguistic practices adopted by the community and strive to change them with reason. The students are able to retrieve the latest information concerning their field independently and approach new knowledge with curiosity. They are able to assess work requiring expertise from an ethical and cultural point of view and can create a supportive atmosphere.

Objective

To develop written and spoken communication skills for engineering posts.

Content

Basics of communication
Forms of academic writing for engineering
Preparation, implementation and analysis for speaking situations

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are aware of the impact of their communication style within the communication process. They are able to compile a work-related text for a given target group. They can present topics based on their field and illustrate their points in the presentation. Their written texts comply with academic style and the fundamental norms of accurate language usage. They can separate their own ideas from ideas presented in source material. They are able to compile a cohesive text based on a specific problem but with mechanical source referencing. The students are able to describe the impact of culture on the communication situation.

Assessment criteria, good (3)

The students are able to list their strengths and weaknesses as a communicator. They assess the significance of their actions in the communication process and accept and provide constructive feedback. They understand the significance of forms of language used in professional activities. They take into account the target groups in presentation situations and can use various communication tools. The students are able to compile texts related to their field using compact, unambiguous, descriptive and plain language that also take the reader into account. They know the text layout rules of their organisation and comply with them. They use source texts from their own field comprehensively and critically within their own texts, combining ideas from the source text with their own to form a systematic and cohesive piece of writing.

Assessment criteria, satisfactory (1)

The students understand the significance of language in terms of creating and reinforcing their own professional identity, using language as a part of their own professionalism. They approach feedback situations actively and constructively. They share their expertise within their community in a way and using communication tools most appropriate to the situation and can compile a goal-oriented presentation demonstrating their expertise. They are able to express their points of view in a variety of ways, effectively and according to the requirements of the situation. They also know how to question linguistic practices adopted by the community and strive to change them with reason. The students are able to retrieve the latest information concerning their field independently and approach new knowledge with curiosity. They are able to assess work requiring expertise from an ethical and cultural point of view and can create a supportive atmosphere.

Objective

To develop written and spoken communication skills for engineering posts.

Content

Basics of communication
Forms of academic writing for engineering
Preparation, implementation and analysis for speaking situations

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are aware of the impact of their communication style within the communication process. They are able to compile a work-related text for a given target group. They can present topics based on their field and illustrate their points in the presentation. Their written texts comply with academic style and the fundamental norms of accurate language usage. They can separate their own ideas from ideas presented in source material. They are able to compile a cohesive text based on a specific problem but with mechanical source referencing. The students are able to describe the impact of culture on the communication situation.

Assessment criteria, good (3)

The students are able to list their strengths and weaknesses as a communicator. They assess the significance of their actions in the communication process and accept and provide constructive feedback. They understand the significance of forms of language used in professional activities. They take into account the target groups in presentation situations and can use various communication tools. The students are able to compile texts related to their field using compact, unambiguous, descriptive and plain language that also take the reader into account. They know the text layout rules of their organisation and comply with them. They use source texts from their own field comprehensively and critically within their own texts, combining ideas from the source text with their own to form a systematic and cohesive piece of writing.

Assessment criteria, satisfactory (1)

The students understand the significance of language in terms of creating and reinforcing their own professional identity, using language as a part of their own professionalism. They approach feedback situations actively and constructively. They share their expertise within their community in a way and using communication tools most appropriate to the situation and can compile a goal-oriented presentation demonstrating their expertise. They are able to express their points of view in a variety of ways, effectively and according to the requirements of the situation. They also know how to question linguistic practices adopted by the community and strive to change them with reason. The students are able to retrieve the latest information concerning their field independently and approach new knowledge with curiosity. They are able to assess work requiring expertise from an ethical and cultural point of view and can create a supportive atmosphere.

Objective

To develop written and spoken communication skills for engineering posts.

Content

Basics of communication
Forms of academic writing for engineering
Preparation, implementation and analysis for speaking situations

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are aware of the impact of their communication style within the communication process. They are able to compile a work-related text for a given target group. They can present topics based on their field and illustrate their points in the presentation. Their written texts comply with academic style and the fundamental norms of accurate language usage. They can separate their own ideas from ideas presented in source material. They are able to compile a cohesive text based on a specific problem but with mechanical source referencing. The students are able to describe the impact of culture on the communication situation.

Assessment criteria, good (3)

The students are able to list their strengths and weaknesses as a communicator. They assess the significance of their actions in the communication process and accept and provide constructive feedback. They understand the significance of forms of language used in professional activities. They take into account the target groups in presentation situations and can use various communication tools. The students are able to compile texts related to their field using compact, unambiguous, descriptive and plain language that also take the reader into account. They know the text layout rules of their organisation and comply with them. They use source texts from their own field comprehensively and critically within their own texts, combining ideas from the source text with their own to form a systematic and cohesive piece of writing.

Assessment criteria, satisfactory (1)

The students understand the significance of language in terms of creating and reinforcing their own professional identity, using language as a part of their own professionalism. They approach feedback situations actively and constructively. They share their expertise within their community in a way and using communication tools most appropriate to the situation and can compile a goal-oriented presentation demonstrating their expertise. They are able to express their points of view in a variety of ways, effectively and according to the requirements of the situation. They also know how to question linguistic practices adopted by the community and strive to change them with reason. The students are able to retrieve the latest information concerning their field independently and approach new knowledge with curiosity. They are able to assess work requiring expertise from an ethical and cultural point of view and can create a supportive atmosphere.

Objective

To develop written and spoken communication skills for engineering posts.

Content

Basics of communication
Forms of academic writing for engineering
Preparation, implementation and analysis for speaking situations

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are aware of the impact of their communication style within the communication process. They are able to compile a work-related text for a given target group. They can present topics based on their field and illustrate their points in the presentation. Their written texts comply with academic style and the fundamental norms of accurate language usage. They can separate their own ideas from ideas presented in source material. They are able to compile a cohesive text based on a specific problem but with mechanical source referencing. The students are able to describe the impact of culture on the communication situation.

Assessment criteria, good (3)

The students are able to list their strengths and weaknesses as a communicator. They assess the significance of their actions in the communication process and accept and provide constructive feedback. They understand the significance of forms of language used in professional activities. They take into account the target groups in presentation situations and can use various communication tools. The students are able to compile texts related to their field using compact, unambiguous, descriptive and plain language that also take the reader into account. They know the text layout rules of their organisation and comply with them. They use source texts from their own field comprehensively and critically within their own texts, combining ideas from the source text with their own to form a systematic and cohesive piece of writing.

Assessment criteria, satisfactory (1)

The students understand the significance of language in terms of creating and reinforcing their own professional identity, using language as a part of their own professionalism. They approach feedback situations actively and constructively. They share their expertise within their community in a way and using communication tools most appropriate to the situation and can compile a goal-oriented presentation demonstrating their expertise. They are able to express their points of view in a variety of ways, effectively and according to the requirements of the situation. They also know how to question linguistic practices adopted by the community and strive to change them with reason. The students are able to retrieve the latest information concerning their field independently and approach new knowledge with curiosity. They are able to assess work requiring expertise from an ethical and cultural point of view and can create a supportive atmosphere.

Objective

To develop written and spoken communication skills for engineering posts.

Content

Basics of communication
Forms of academic writing for engineering
Preparation, implementation and analysis for speaking situations

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are aware of the impact of their communication style within the communication process. They are able to compile a work-related text for a given target group. They can present topics based on their field and illustrate their points in the presentation. Their written texts comply with academic style and the fundamental norms of accurate language usage. They can separate their own ideas from ideas presented in source material. They are able to compile a cohesive text based on a specific problem but with mechanical source referencing. The students are able to describe the impact of culture on the communication situation.

Assessment criteria, good (3)

The students are able to list their strengths and weaknesses as a communicator. They assess the significance of their actions in the communication process and accept and provide constructive feedback. They understand the significance of forms of language used in professional activities. They take into account the target groups in presentation situations and can use various communication tools. The students are able to compile texts related to their field using compact, unambiguous, descriptive and plain language that also take the reader into account. They know the text layout rules of their organisation and comply with them. They use source texts from their own field comprehensively and critically within their own texts, combining ideas from the source text with their own to form a systematic and cohesive piece of writing.

Assessment criteria, satisfactory (1)

The students understand the significance of language in terms of creating and reinforcing their own professional identity, using language as a part of their own professionalism. They approach feedback situations actively and constructively. They share their expertise within their community in a way and using communication tools most appropriate to the situation and can compile a goal-oriented presentation demonstrating their expertise. They are able to express their points of view in a variety of ways, effectively and according to the requirements of the situation. They also know how to question linguistic practices adopted by the community and strive to change them with reason. The students are able to retrieve the latest information concerning their field independently and approach new knowledge with curiosity. They are able to assess work requiring expertise from an ethical and cultural point of view and can create a supportive atmosphere.

Objective

To develop written and spoken communication skills for engineering posts.

Content

Basics of communication
Forms of academic writing for engineering
Preparation, implementation and analysis for speaking situations

Assessment criteria, excellent (5)

The students are aware of the impact of their communication style within the communication process. They are able to compile a work-related text for a given target group. They can present topics based on their field and illustrate their points in the presentation. Their written texts comply with academic style and the fundamental norms of accurate language usage. They can separate their own ideas from ideas presented in source material. They are able to compile a cohesive text based on a specific problem but with mechanical source referencing. The students are able to describe the impact of culture on the communication situation.

Assessment criteria, good (3)

The students are able to list their strengths and weaknesses as a communicator. They assess the significance of their actions in the communication process and accept and provide constructive feedback. They understand the significance of forms of language used in professional activities. They take into account the target groups in presentation situations and can use various communication tools. The students are able to compile texts related to their field using compact, unambiguous, descriptive and plain language that also take the reader into account. They know the text layout rules of their organisation and comply with them. They use source texts from their own field comprehensively and critically within their own texts, combining ideas from the source text with their own to form a systematic and cohesive piece of writing.

Assessment criteria, satisfactory (1)

The students understand the significance of language in terms of creating and reinforcing their own professional identity, using language as a part of their own professionalism. They approach feedback situations actively and constructively. They share their expertise within their community in a way and using communication tools most appropriate to the situation and can compile a goal-oriented presentation demonstrating their expertise. They are able to express their points of view in a variety of ways, effectively and according to the requirements of the situation. They also know how to question linguistic practices adopted by the community and strive to change them with reason. The students are able to retrieve the latest information concerning their field independently and approach new knowledge with curiosity. They are able to assess work requiring expertise from an ethical and cultural point of view and can create a supportive atmosphere.