Oddelek za anglistiko in amerikanistiko Filozofska fakulteta Univerze v Ljubljani Infobrošura za Jezik v rabi Predmet Jezik v rabi imajo na predmetnik

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1 Oddelek za anglistiko in amerikanistiko Filozofska fakulteta Univerze v Ljubljani Infobrošura za Jezik v rabi Predmet Jezik v rabi imajo na predmetniku vsi študenti angleškega jezika in književnosti ne glede na program in smer, v vseh letnikih, najmanj dve uri tedensko. Zakaj? Zato, ker je praktično znanje angleščine prva točka osebne izkaznice vsakega anglista.

2 Ker je Jezik v rabi (JVR) predmet, ki ga v vsakem semestru istočasno obiskuje preko 400 študentov vseh letnikov in zaradi svoje narave poteka v obliki vaj, so študenti razdeljeni v vsakem letniku v pet do devet skupin. To tudi pomeni, da predmet poučuje več učiteljev. Seveda vsak učitelj doprinese nekaj svojega, posebej pri vsebinah, kjer vsak od učiteljev pokriva določene angleško govoreče kulture. Vseeno je to enoten predmet, ki ima za vsak letnik določen program (cilje, vsebine, načine dela). Vsebina infobrošure 1. del: OSNOVNE INFORMACIJE O PREDMETU PO POSAMEZNIH LETNIKIH Jezik v rabi I.. 3 Jezik v rabi II Jezik v rabi III del: PISNI IN USTNI IZDELKI ŠTUDENTOV: PRAVILA IN NAPOTKI Merila za ocenjevanje pisnih sestavkov Plagiatorstvo Smernice za ustne nastope Primer meril na ustnem izpitu del: DRUGO Razporejanje v skupine Uporaba e-učilnic Pristop k izpitu Študenti s posebnimi potrebami

3 1. del: OSNOVNE INFORMACIJE O PREDMETU PO POSAMEZNIH LETNIKIH JEZIK V RABI I LANGUAGE IN USE I I. CILJI, KOMPETENCE IN VSEBINA Visoke jezikovne kompetence za angleški jezik: razvijanje govorne in pisne zmožnosti ter bralnega in slušnega razumevanja, sistematično širjenje besednega zaklada, utrjevanje in nadgrajevanje pravilne rabe slovnice, seznanjanje z različnimi registri, osnove uporabe slovarjev, drugih priročnikov in strokovne literature, spoznavanje kulturnih značilnosti angleško govorečih dežel, medkulturno sporazumevanje, spodbujanje strpnosti, razvijanje strategij razumevanja tujih in uravnavanja lastnih sporočil, razvijanje strategij samostojnega študija in rabe jezika po končanem študiju, spodbujanje in razvijanje kritičnega mišljenja. Bralno razumevanje: uporaba različnih bralnih tehnik, razumevanje avtentičnih besedil različnih zvrsti, povzemanje bistva besedila, višje taksonomske spretnosti branja: analiza, vrednotenje, sklepanje. Pisna zmožnost: razlagalni odstavek, krajši razlagalni sestavek, proces pisanja, kratke oblike kreativnega pisanja. Slušno razumevanje: razbiranje določenih informacij v besedilih s splošno tematiko, razumevanje splošnega pomena besedila, različne vrste angleščine (britanska, ameriška, avstralska, dialekti), aktivno in pasivno poslušanje. Govorna zmožnost: značilnosti govornega jezika / chunking, spretnosti tekočega podajanja, omika v govorni komunikaciji, vaje za govorno kompetenco, krajši prost govorni nastop na prosto temo.

4 II. GRADIVO IN TEMELJNA LITERATURA Izročki, knjižnično gradivo, spletno gradivo, zahtevnejši učbeniki, multimedijske vsebine. Evans, V Successful Writing (Upper Intermediate). Blackpill, Swansea: Express Publishing. Izbrana poglavja (6, 12, 18), str.: 27-36, 76-78, Evans, V Successful Writing (Proficiency). Blackpill, Swansea: Express Publishing. Izbrana poglavja (5, 6c, 9a), str.: 38-51, 76-81, Glendinning, E Study Reading. Cambridge: Cambridge University Press. Izbrana poglavja (1-5), str.: Sešek, U., C. Sokolov Pen to Paper: Osnove pisanja v angleščini na primeru šolskega sestavka. Ljubljana: Rokus. Str.: 120. Sherman, J Feedback. Oxford: Oxford University Press. Izbrana poglavja (1-5), str.: III. OCENJEVANJE Končno oceno sestavljajo naslednje enote: 1. sprotna obveznost, 2. test predelane snovi in bralnega razumevanja, 3. esej, 4. ustni izpit. Če študenti nimajo opravljene sprotne obveznosti (domače naloge, govorni nastop...) ali nimajo zadostne prisotnosti, ne morejo pristopiti k testu oziroma izpitu. Kdor zamudi rok za oddajo eseja (ki poteče točno ob polnoči), ga mora oddati naknadno. Do izpitnega obdobja mora študent/ka oddati ob roku vsaj en pisni sestavek; ocenjen mora biti pozitivno, sicer ne more pristopiti k izpitu. Neopravljena domača naloga šteje za odsotnost. Pozitivno ocenjeni enoti 2 in 3 sta pogoj za pristop k ustnemu izpitu. Enoti 2 in 3 predstavljata 50 % končne ocene, enota 4 pa preostalih 50 %. Vse tri enote morajo biti pozitivno ocenjene. Testa med študijskim letom trajata 90 minut in imata 65-odstotni prag za pozitivno oceno. Na vsakem od obeh delov 1. testa (bralno razumevanje in obravnavane vsebine) mora študent doseči vsaj 60 odstotkov točk, sicer ne more dobiti pozitivne ocene. 2. test je v obliki pisnega sestavka (300 do 500 besed). Končna ocena: študenti, ki dosežejo pozitivno oceno na obeh testih, lahko v juniju ali septembru pristopijo k ustnemu izpitu. Sestava končne ocene: 1. test (25 %) + 2. test (17,5 %) + najboljši domači izdelek (7,5 %) + ustni izpit (50 %). Enega od domačih izdelkov nadomesti pisni sestavek, ki ga namesto doma študenti napišejo pri uri. Študenti, ki svojih obveznosti ne opravijo s testi, junija ali septembra najprej pristopijo k pisnemu izpitu, ki vsebuje preverjanje bralnega razumevanja, poznavanja obravnavanih vsebin in pisanje pisnega sestavka (180 minut, s krajšim premorom). Šele ko uspešno opravijo pisni del izpita, lahko pristopijo k ustnemu izpitu. Sestava končne ocene: pisni izpit in najboljši domači izdelek (50 %) + ustni izpit (50 %). Ustni izpit traja približno 20 minut, študenti dobijo dodaten čas za pripravo. Ustni izpit okvirno obsega predstavitev in razpravo o obravnavani temi; preverjanje besedišča, pridobljenega med študijskim letom; in pogovor na podlagi besedilne ali slikovne iztočnice.

5 JEZIK V RABI II LANGUAGE IN USE II I. CILJI, KOMPETENCE IN VSEBINA Visoke jezikovne kompetence za angleški jezik: razvijanje govorne in pisne zmožnosti ter bralnega in slušnega razumevanja; sistematično širjenje besednega zaklada; utrjevanje in nadgrajevanje pravilne rabe slovnice; seznanjanje z različnimi registri; osnove uporabe slovarjev, drugih priročnikov in strokovne literature; spoznavanje kulturnih značilnosti angleško govorečih dežel; medkulturno sporazumevanje; spodbujanje strpnosti; razvijanje strategij razumevanja tujih in uravnavanja lastnih sporočil; razvijanje strategij samostojnega študija in rabe jezika po končanem študiju; spodbujanje in razvijanje kritičnega mišljenja. Bralno razumevanje: razumevanje avtentičnih besedil iz različnih besedilnih zvrsti; usvajanje višjih taksonomskih spretnosti branja: analiza, evalvacija, inferenca: namen sporočila; izdelava študijskih zapiskov; razumevanje procesa branja, samorefleksija lastne bralne zmožnosti; branje, analiza in evalvacija proznega dela. Pisna zmožnost: daljši sestavek mnenjski esej; vrstniško ocenjevanje; uporaba virov; ocena filma, knjige ipd.; kratke oblike kreativnega pisanja. Slušno razumevanje: razbiranje določenih informacij v besedilih s splošno tematiko; razumevanje splošnega pomena besedila; poslušanje in izdelava zapiskov; evalvacija slušnega besedila; prepoznavanje govorčevega namena; aktivno poslušanje in interakcija; govorica telesa. Govorna zmožnost: registri govornega jezika; spretnosti tekočega podajanja; daljši prost govorni nastop na prosto temo; temelji javnega nastopanja; omika v podajanju povratne informacije po javnem nastopu.

6 II. GRADIVO IN TEMELJNA LITERATURA Poljudna in strokovna besedila (multimedijski viri) po izboru učitelja in študentov; prozno delo (književno ali dokumentarno) za obvezno branje (po izbiri). Evans, V Successful Writing (Upper Intermediate). Blackpill, Swansea: Express Publishing. Izbrana poglavja (10, 11, 13, 19), str.: 64-70, 71-75, 79-81, Evans, V Successful Writing (Proificency). Blackpill, Swansea: Express Publishing. Izbrana poglavja (6a, 6b, 9c), str.: 60-69, 70-75, Glendinning, E Study Reading. Cambridge: Cambridge University Press. Izbrana poglavja (6-10), str.: MacAndrew, R; R. Martinez Taboos and Issues. Boston: Thomson Heinle. Str. 40. Powell, M Presenting in English. Brighton/Hove: LTP. Str Sherman, J Feedback. Oxford: Oxford University Press. Izbrana poglavja (6-10), str.: Urquhart. A. H., C. Weir Reading in Second Language: Process, Product and Practice. London, New York: Longman. Izbrana poglavja (4), str.: III. OCENJEVANJE Končno oceno sestavljajo naslednje enote: 1. sprotna obveznost, 2. test predelane snovi in bralnega razumevanja, 3. esej, 4. ustni izpit. Če študenti nimajo opravljene sprotne obveznosti (domače naloge, govorni nastop...) ali nimajo zadostne prisotnosti, ne morejo pristopiti k testu oziroma izpitu. Kdor zamudi rok za oddajo eseja (ki poteče točno ob polnoči), ga mora oddati naknadno. Do izpitnega obdobja mora študent/ka oddati ob roku vsaj en pisni sestavek; ocenjen mora biti pozitivno, sicer ne more pristopiti k izpitu. Neopravljena domača naloga šteje za odsotnost. Pozitivno ocenjeni enoti 2 in 3 sta pogoj za pristop k ustnemu izpitu. Enoti 2 in 3 predstavljata 50 % končne ocene, enota 4 pa preostalih 50 %. Vse tri enote morajo biti pozitivno ocenjene. Testa med študijskim letom trajata 90 minut in imata 65-odstotni prag za pozitivno oceno. Na vsakem od obeh delov 1. testa (bralno razumevanje in obravnavane vsebine) mora študent doseči vsaj 60 odstotkov točk, sicer ne more dobiti pozitivne ocene. 2. test je v obliki pisnega sestavka (300 do 500 besed). Končna ocena: študenti, ki dosežejo pozitivno oceno na obeh testih, lahko v juniju ali septembru pristopijo k ustnemu izpitu. Sestava končne ocene: 1. test (25 %) + 2. test (17,5 %) + najboljši domači izdelek (7,5 %) + ustni izpit (50 %). Enega od domačih izdelkov nadomesti pisni sestavek, ki ga namesto doma študenti napišejo pri uri. Študenti, ki svojih obveznosti ne opravijo s testi, junija ali septembra najprej pristopijo k pisnemu izpitu, ki vsebuje preverjanje bralnega razumevanja, poznavanja obravnavanih vsebin in pisanje pisnega sestavka (180 minut, s krajšim premorom). Šele ko uspešno opravijo pisni del izpita, lahko pristopijo k ustnemu izpitu. Sestava končne ocene: pisni izpit in najboljši domači izdelek (50 %) + ustni izpit (50 %). Ustni izpit traja približno 20 minut, študenti dobijo dodaten čas za pripravo. Ustni izpit okvirno obsega predstavitev in razpravo o obravnavani temi; preverjanje besedišča, pridobljenega med študijskim letom; in pogovor na podlagi besedilne ali slikovne iztočnice.

7 JEZIK V RABI III LANGUAGE IN USE III I. CILJI, KOMPETENCE IN VSEBINA Visoke jezikovne kompetence za angleški jezik razvijanje govorne in pisne zmožnosti ter bralnega in slušnega razumevanja, sistematično širjenje besednega zaklada, utrjevanje in nadgrajevanje pravilne rabe slovnice, seznanjanje z različnimi registri, osnove uporabe slovarjev, drugih priročnikov in strokovne literature, spoznavanje kulturnih značilnosti angleško govorečih dežel; medkulturno sporazumevanje; spodbujanje strpnosti, razvijanje strategij razumevanja tujih in uravnavanja lastnih sporočil, razvijanje strategij samostojnega študija in rabe jezika po končanem študiju, spodbujanje in razvijanje kritičnega mišljenja. Bralno razumevanje: razumevanje avtentičnih besedil iz različnih besedilnih zvrsti, višje taksonomskih spretnosti branja: analiza, evalvacija, inferenca, poglobljeno razumevanje procesa branja, samorefleksija lastne bralne zmožnosti, pomen branja v doživljenjskem izobraževanju, branje strokovnih besedil in izdelava študijskih zapiskov, branje, analiza in evalvacija proznega dela. Pisna zmožnost: utemeljevalni sestavek, uporaba virov, pisno povzemanje besedil in evalvacija, kreativno pisanje: črtica, poezija, krajša dramska oblika. Slušno razumevanje: razumevanje, analiza in evalvacija poljudnih in strokovnih slušnih besedil iz različnih besedilnih zvrsti, povzemanje slušnih besedil, aktivno poslušanje in interakcija. Govorna zmožnost: tekoč spontani govor, spretnosti tekočega podajanja pripravljenega besedila, obvladovanje različnih registrov, daljši prost govorni nastop na dano temo, omika v govorni komunikaciji.

8 II. GRADIVO IN TEMELJNA LITERATURA Poljudna in strokovna besedila (multimedijski viri) po izboru učitelja in študentov; Prozno delo (književno ali dokumentarno) za obvezno branje (po izbiri). Axelrod, R.B., C.R. Cooper The St. Martin s Guide to Writing. 2.izd. New York: St. Martin s Press. Str.: 876. Blake, J Writing Short Literature Essays A Textbook With Exercises for Slovenian Students. Ljubljana: Znanstvena založba Filozofske fakultete. Franklin Parks, A., J. A. Levernier, I. Masters Hollowell Structuring Paragraphs: A Guide to Effective Writing. 3. izd. New York: St. Martin's Press. Str.: 247. Grosman, M Zagovor branja: bralec in književnost v 21. stoletju. Ljubljana: Sophia. Izbrana poglavja, str.: 9-73, Koda, K Insights into Second Language Reading. A Cross Linguistic Approach. Cambridge: Cambridge University Press. Izbrana poglavja (7,8), str.: MacAndrew, R., R. Martinez Taboos and Issues. Boston: Thomson Heinle. Str.: 40. III. OCENJEVANJE Končno oceno sestavljajo naslednje enote: 1. sprotna obveznost, 2. test predelane snovi in bralnega razumevanja, 3. esej, 4. govorni nastop, 5. ustni izpit. Če študenti nimajo opravljene sprotne obveznosti (domače naloge, govorni nastop...) ali nimajo zadostne prisotnosti, ne morejo pristopiti k testu oziroma izpitu. Kdor zamudi rok za oddajo eseja (ki poteče točno ob polnoči), ga mora oddati naknadno. Do izpitnega obdobja mora študent/ka oddati ob roku vsaj en pisni sestavek; ocenjen mora biti pozitivno, sicer ne more pristopiti k izpitu. Neopravljena domača naloga šteje za odsotnost. Pozitivno ocenjeni enoti 2 in 3 sta pogoj za pristop k ustnemu izpitu. Enoti 2 in 3 predstavljata 50% končne ocene, enota 4 25% končne ocene, enota 5 pa preostalih 25%. Vse enote morajo biti pozitivno ocenjene. Testa med študijskim letom trajata 90 minut in imata 70-odstotni prag za pozitivno oceno. Na vsakem od obeh delov 1. testa (bralno razumevanje in obravnavane vsebine) mora študent doseči vsaj 60 odstotkov točk, sicer ne more dobiti pozitivne ocene. 2. test je v obliki pisnega sestavka (400 do 600 besed). Končna ocena: študenti, ki dosežejo pozitivno oceno na obeh testih, lahko v juniju ali septembru pristopijo k ustnemu izpitu. Sestava končne ocene: 1. test (25 %) + 2. test (17,5 %) + najboljši domači izdelek (7,5 %) + ustni izpit (50% - polovico ustne ocene študent pridobi z govornim nastopom med letom). Študenti, ki svojih obveznosti ne opravijo s testi, junija ali septembra najprej pristopijo k pisnemu izpitu, ki vsebuje preverjanje bralnega razumevanja, poznavanja obravnavanih vsebin in pisanje pisnega sestavka (180 minut, s krajšim premorom). Šele ko uspešno opravijo pisni del izpita, lahko pristopijo k ustnemu izpitu. Sestava končne ocene: pisni izpit in najboljši domači izdelek (50 %) + ustni izpit (50% - polovico ustne ocene študent pridobi z govornim nastopom med letom). Ustni izpit traja približno 20 minut, študenti dobijo dodaten čas za pripravo. Ustni izpit okvirno obsega predstavitev in razpravo o obravnavani temi; preverjanje besedišča, pridobljenega med študijskim letom; in pogovor na podlagi besedilne ali slikovne iztočnice.

9 2. del: PISNI IN USTNI IZDELKI ŠTUDENTOV: PRAVILA IN NAPOTKI MERILA ZA OCENJEVANJE PISNIH SESTAVKOV The entire paper is awarded 5 (nezadostno) if: any of the categories graded (content, coherence, vocabulary, grammar) is awarded 5 (nezadostno); the student has written a narration or some other text type instead of an expository/opinion/ argumentative essay; the student has plagiarised any part of the paper. In addition, the student will not be allowed to take the end-of-year exam. Although different points of view and personal values are generally NOT the object of assessment, extremely intolerant and discriminatory views, resulting in imbalanced discussion, will lower the student s content grade considerably. Tolerant treatment of controversial issues is an essential part of any academic discussion. Grade Content - Content totally relevant to the assigned topic and 10 - fully developed (convincing and well-balanced argumentation); - effective introductory and concluding paragraphs (interest-catching & closing techniques); - lively/convincing/illustrative/relevant details/supporting points; - original insights into the question (fresh, surprising, daring ideas); - no logical fallacies; - demonstration of critical thinking skills (in the case of opinion and argumentative essays); - the tone and voice give flavour to the writer s message; - holds the reader s attention; 9 - Content totally relevant to the assigned topic and - fully developed (convincing and well-balanced argumentation); - effective introductory and concluding paragraphs (interest-catching & closing techniques); - mostly lively/convincing/illustrative/relevant details/supporting points; - some original insights into the question (fresh, surprising, daring ideas); - no logical fallacies; - demonstration of critical thinking skills (in the case of opinion and argumentative essays); - the tone and voice give flavour to the writer s message; - holds the reader s attention; 8 - Content relevant and - well developed (adequate support) and balanced; - fairly effective introductory and concluding paragraphs (interest-catching & closing techniques); - some lively /convincing/illustrative/relevant details but also predicable supporting points; - some originality (fresh ideas); - one or two logical fallacies; - some demonstration of critical thinking skills (in the case of opinion and argumentative essays); - voice emerges strongly on occasion but is generally hidden behind a façade of general or vague (voiceless) language; - although the reader loses interest occasionally, the writer manages to keep him/her interested in his/her writing on the whole.

10 Content largely relevant; - occasional lack of support/development; fairly one-sided and/or rather simplistic treatment of a complex theme; - less effective introductory ( Nowadays many people believe that ) and concluding paragraphs (but still provides interest-catching & closing techniques); - mostly mundane supports but occasionally surprises the reader with a fresh idea; - some logical fallacies; - predictable observations reflect the writer s own thinking only on occasion; - lack of voice the writing is generally toneless, impersonal and flat; the writer possibly writes what he or she thinks the reader wants; - the reader has some difficulty in sustaining interest in the text. - Content contains some irrelevant information; - lack of support/development and clarity; one-sided and simplistic; - modest introductory and concluding paragraphs (lacking interest-catching & closing techniques); - superficial ideas which rarely go beyond the obvious; - frequent logical fallacies; - absence/lack of independent thinking; - absence of voice; - the reader is likely to lose interest in the text. - Content mostly or entirely irrelevant (a missed title = a failed paper); - no introduction and/or conclusion; - most ideas remain underdeveloped/lack support and balance; - frequent logical fallacies; - any part of the paper is plagiarised.

11 Grade Coherence - Coherently organized at sentence, paragraph and essay level: ideas clearly stated, linked and supported; no coherence breaks; - clear thesis statement; - logical sequencing; - makes full and appropriate use of a variety of organisational patterns and a wide range of connectors and other cohesive devices; - well-balanced paragraphing; - reads fluently; - Coherently organized at sentence, paragraph and essay level: ideas clearly stated, linked and supported; not more than one or two minor coherence breaks; - clear thesis statement; - shows controlled use of organisational patterns, connectors and cohesive devices; - well-balanced paragraphing; - reads fluently; - Coherently organized on the whole although there are some coherence breaks in the text; - clear thesis statement; - uses a number of cohesive devices correctly; one or two inappropriately used connectors; - an occasional lapse in paragraphing; - reads fluently for the most part; - Overall impression of coherence; - generally a clear introduction, development and conclusion but also some coherence breaks; - recognizable thesis statement; - some weak linkage of ideas to each other; - a few inaccurate linking expressions; too easily anticipated use of mainly basic linking devices (e.g., to begin with, firstly, secondly,, to conclude ); - lapses in paragraphing; - reads less fluently at times. - loosely organized (little coherence), BUT main ideas stand out; numerous coherence breaks and lapses in logical structure; - unclear thesis statement; - weak linkage of ideas to each other; - frequent inappropriate use of mostly basic linking devices; - frequent lapses in paragraphing; - non-fluent makes the reader confused; - Insufficiently organized /serious lack of coherence; too many coherence breaks; - unclear or non-existent thesis statement; - lack of logical structure; mostly disconnected ideas; - prevalent inappropriate use of linking expressions; - inappropriate paragraphing; - non-fluent the reader can hardly/cannot make sense of the message; NOTE: If the category of coherence is awarded 6 (zadostno), the highest possible grade for the entire paper cannot be more than 7 (dobro). It is coherence as the key criterion of textuality that makes a text a text. No amount of excellent language use can make up for poor coherence.

12 Grade Vocabulary - Vocabulary appropriate to task / appropriate register (absence of colloquial expressions in formal writing); - wide & varied range of sophisticated vocabulary, conveying finer shades of meaning precisely; - a good command of idiomatic expressions; - correct spelling; - absence of wordiness; - absence of undue repetition; - Vocabulary appropriate to task / appropriate register (absence of colloquial expressions in formal writing; use of contracted forms where appropriate); - wide & varied range of vocabulary, occasionally conveying finer shades of meaning; - a good command of idiomatic expressions; - generally conveys finer shades of meaning; - correct spelling; - absence of wordiness; - absence of undue repetition; - Vocabulary largely appropriate to task / mostly appropriate register; - considerable range of vocabulary: an obvious attempt to employ less common expressions, which are mostly used correctly; - occasional lexical inaccuracies; - some idiomatic expressions; - only occasionally inaccuracies in spelling; - (possibly some) tendency to wordiness; - occasional undue repetition; - Vocabulary/register generally appropriate to task; - adequate range of / variety in vocabulary some less common vocabulary items; - some lexical inaccuracies; - scarce use of idiomatic expressions; - some inaccuracies in spelling; - tendency to inappropriate repetition; - Unambitious use of limited vocabulary (e.g., people, thing, nice, kind,, good, bad, interesting, important, great, happy ); - several lexical inaccuracies (e.g., the number of diseases is increasing abruptly ; newly-developed diseases ); - lack/absence of idiomatic expressions; - several inaccuracies in spelling; - frequent repetition of common phrases; - very basic vocabulary (insufficient at university level); - frequent lexical inaccuracies; - absence of idiomatic expressions; - frequent misspellings; - mostly repetition of common phrases;

13 Grade Grammar - Shows mastery of more complex and less common grammatical structures (inversion, other emphatic structures, proportion/comparative clauses (for example, The more I watch it, the less I like it), non-finite clauses, embedded clauses, complex forms of subordination); - good sentence variety sentences vary in structure and length; - almost no grammatical mistakes; - correct grammatical spelling (verb and plural endings), punctuation and capitalization; - uses he or she/the singular they and other strategies to avoid sexism in language; - consistent use of pronouns; - appropriate grammatical register (use of contracted forms where appropriate); - Uses a number of more complex grammatical structures (inversion, other emphatic structures, proportion clauses, non-finite clauses, embedded clauses, complex forms of subordination); - good sentence variety sentences vary in structure and length; - few minor grammatical mistakes; - correct grammatical spelling (verb and plural endings), punctuation and capitalization; - uses he or she/the singular they and other strategies to avoid sexism in language; - consistent use of pronouns; - appropriate grammatical register (use of contracted forms where appropriate); - a good range and variety of appropriate grammatical structures and complex sentence patterns (e.g., some non-finite clauses and complex forms of subordination); - few minor grammatical mistakes; an exceptional basic/capital mistake; - correct grammatical spelling (verb and plural endings), only occasional punctuation and capitalization slips; uses he or she/the singular they and other strategies to avoid sexism in language; - consistent use of pronouns; - style adjusted to task; - a reasonable attempt to vary sentence construction and to use more complex grammatical structures (use of coordination and subordination, not just a series of simple subject-predicator-object sentences; some less common sentence openings ) but simple sentences prevail; - minor grammatical mistakes; one or two basic/capital mistakes; - occasional mistakes in grammatical spelling (verb and plural endings), punctuation and capitalization; - occasional occurrences of sexism in language; - occasional inconsistencies in the use of pronouns; - partly inappropriate grammatical register; - Overuse of simple and awkward constructions (a series of simple subjectpredicator-object sentences; non-english language constructions; - attempts at a wider range end in - frequent grammatical mistakes; up to three basic mistakes; - frequent mistakes in grammatical spelling (verb and plural endings), punctuation and capitalization; - sexism in language; - frequent inconsistencies in the use of pronouns; - partly inappropriate grammatical register;

14 NOTE: The category of grammar can still be awarded 8 (prav dobro) if it contains one basic mistake (but not more). The entire paper cannot be awarded more than 7 (dobro) if it contains two or more basic mistakes. NEDOPUSTNE NAPAKE IN DOBRE ZAMISLI Za nedopustne napake odštejemo po 2 točki, za tri ali več nedopustnih napak pa študent avtomatično dobi negativno oceno. Za dobre zamisli in pravilno rabo zapletenejših oziroma manj pogostih slovničnih struktur študentu prištejemo do 2 točki. Zgledi nedopustnih napak: brez -s v 3. osebi ednine pri sedanjiku: She look like an angel. svojilni pridevniki: I like hers smile. napačno pisanje saškega rodilnika: Johns' share it s its: Tell me about it s history. this these: Then this people came dvojno zanikanje: I didn t tell her nothing. nedoločni člen pri števnih samostalnikih v ednini: She looks like angel. nepravilna raba zaimkov v oziralnih odvisnikih (which, who, what; ex.: The thing what I wanted to say.), zamenjava pridevnika in prislova, nepravilna raba pogojnikov, nepravilen besedni red (v odvisnikih, v poročanem govoru), nepravilna raba časov (npr. present perfect namesto past perfecta; past tense in present tense namesto present perfecta), neupoštevanje sosledice časov v poročanem govoru, napake pri tistih slovničnih poglavjih, ki se jim pri Jeziku v rabi 1-3 posebej posvečamo. Slovnična poglavja, ki jih študenti usvojijo pri glagolu oblikoslovju in skladnji, so sestavni del praktičnega znanja pri Jeziku v rabi. PRAVILA ZA TEST 2: OPEN-BOOK ESSAY TEST V 1., 2. in 3. letniku študenti izbirajo med tremi naslovi. Število besed: v prvih dveh letnikih in v tretjem. Študenti pri pisanju lahko uporabljajo slovarje, slovnice, enciklopedije in druge priročnike ter zapiske z vaj, ne pa tudi elektronskih medijev.

15 PLAGIATORSTVO Pri pisanju pisnih sestavkov se pogosto srečujemo s plagiatorstvom, še posebej iz spletnih virov. To je prekršek. Ker pa plagiatorstvu pogosto botruje neosveščenost študentov oziroma pomanjkljivo razumevanje ustrezne rabe virov pri pisanju, si preberite naslednje informativno besedilo v angleščini. RESEARCHED WRITING, CITING SOURCES AND PLAGIARISM Why do we do researched writing? Some texts can be written without using information from other texts (for example some fiction, opinion or personal writing). However, many text types require RESEARCH reading about your topic before you write about it. By building on already existent information about your topic you achieve several goals: you learn about a topic you avoid reinventing the wheel you can add something new to existent information on the topic. That's how knowledge is developed in society. What exactly does it mean to do researched writing? It certainly does not mean copying bits and pieces from different sources about your topic. First you need to really understand your topic this takes some reading and studying. Only then can you give your writing some 'added value' something of your own thinking, recombining old ideas or adding a new perspective. A key feature of researched writing is that you show which ideas are already out there and which ones are added by you. Your own ideas (experience, observations, opinions, theories, conclusions...), which are the most valuable part of your writing, will be known as yours because your name is on the paper. But you must acknowledge ideas obtained from elsewhere. Why do I have to say which ideas are not my own? 1. to be fair to the authors of the borrowed ideas / information, 2. to enable your reader to read more about the topic if they are interested, 3. to show your reader that you have 'done your homework' (that you are not ignoring other people's work or making things up) Do I need to quote a source for almost every sentence I write? Of course not. Much information is common knowledge. This does not need to be and cannot be credited to you or any other single person. For example, who came up with the fact that the Earth rotates around the Sun? Facts which can be found in encyclopaedias, which everybody learned about in school, and which are not disputed are common knowledge. Maybe you learned about something for the first time when you were doing research for an essay, but it might still be common knowledge and so do not say which encyclopaedia you read it in.

16 For which information do I have to give precise information about the source? all direct quotations (word-for-word or verbatim quotations) all 'borrowed ideas' even when you paraphrase / summarize them using your own words, charts, diagrams, pictures that you did not author yourself Remember to think about this already when you are making notes, preparing, and writing drafts of your essays / seminar papers. (Later you might forget where exactly you read something and will not be able to quote it.) Failing to acknowledge borrowed elements in your writing is called PLAGIARISM. Plagiarism is: UNFAIR; How would you feel if you wrote something original that you put a lot of work into, and somebody else then copied it word for word and signed their name to? AN OFFENCE; The University of Ljubljana has policies in place to reprimand both cheating on tests and plagiarism. Outside of education, plagiarism can be a serious legal offence. Foreign universities also have policies about plagiarising home assignments. In fact, an American student who is caught plagiarising usually fails the course, is referred to a disciplinary committee and might be expelled (despite the high tuition fees!). Outside of education, plagiarism in different fields (music, writing, industrial patents etc.) can be a very serious offence (lawsuits due to theft of intellectual property). How exactly do I quote sources in my text? In the past it was common to number quoted ideas with superscripts, with corresponding footnotes. This seems to be falling out of favour, as many readers feel it disrupts the flow of the text when one jumps to the bottom of the page. Nowadays there are several different systems of documenting sources, but all of them require you to give the same items of information about a source: author, year of publication, title, publisher, place. For sciences, a common system is the APA system (American), and for humanities, also for language studies, the most common system is also an American one, the so-called MLA system, recommended by the Modern Languages Association of America. They both require that you give some information (e.g. author, year of publication and page) about a source in the text itself (in brackets) and detailed information in a bibliography at the end of the text. All the sources cited in the text have to be cited in the end-bibliography and vice-versa. The books about your topic that you read but did not use in the text in the form of quotes or ideas need not be cited at the end of the text. For more detailed technical information on citing sources please refer to appropriate webpages (for example the MLA citing guide), or ask for the Handbook for Writers of Research Papers or a similar manual in the Department Reference Library. SANKCIJE Če lektor ugotovi in dokaže, da je študent oddal plagiat, tj. da je dobesedno prepisal dele pisnega sestavka z interneta ali iz drugega vira, je izdelek ocenjen negativno. Kolegij Oddelka za anglistiko in amerikanistiko je septembra 2012 sprejel sklep, da je lahko v primeru plagiatorstva študentom onemogočeno opravljanje izpita iz JVR v tekočem študijskem letu. Ta in morebitne druge kršitve bodo obravnavane skladno s Pravilnikom o disciplinski odgovornosti študentov Univerze v Ljubljani ( predpisi_statut_ul_in_pravilniki/ /).

17 SMERNICE ZA USTNE NASTOPE ORAL PRESENTATION GUIDELINES In agreement with your teacher, choose a topic that interests you. Wikipedia is a very useful source of quick information. However, it is rarely the basis for a fascinating oral presentation. Its purpose is to deliver information effectively and in a straight-forward manner. Following an encyclopedic reference work often leads to standardized, and therefore painfully predictable, presentations. You may have to create a handout for the class. If you do, make sure everything is in your own words. A single page almost always suffices. You may have to see your teacher beforehand. Monologues are often dull. Present your topic in a way that engages the class. Feel free to put your spectators on the hot-seat by asking, What do you think? or Do you agree? Refer to secondary sources, and do not cite directly from them. Oral plagiarism is still plagiarism. After the presentation, the class will ask some questions. Preparation Was this a proper oral presentation, or a should-be written text? Did the speaker seem adequately prepared? Did s/he read too much? Was it ad libbed? Form and flow of presentation Was there a clear introduction, division of points and arguments, and conclusion? Did the speaker both respect and deal effectively with time limits? Did the speaker explain crucial points sufficiently and in an accessible manner? Was there too much explanation? Engaging (and interacting with) the audience Did the speaker convince us why this is an interesting topic? Hold our attention? Keep things interesting for us? Raise issues for future consideration? Did s/he respond helpfully and convincingly to questions? Did s/he listen properly to the questions? Physical presentation skills Eye contact (i.e. gawking at the teacher, gaping at the floor, gazing over our heads); ability to establish a rapport with the audience; body language; articulation and voice modulation (Could we hear the speaker? Did s/he speak clearly enough? Slowly enough?)

18 PRIMER MERIL NA USTNEM IZPITU AN EXAMPLE OF ORAL EXAMINATION CRITERIA Vocabulary 10 - rich and impressive vocabulary, appropriate to context, never violates collocation, uses idioms and metaphors 9 - correct and appropriate but not creative 8 - mostly correct and appropriate but uncreative and narrow in range, student sometimes has to circumlocute to express a meaning for which he/she does not know the exact term or phrase 7 - some misuse of lexical items (violates proper collocation/idiom of spoken English, inappropriate register, wrong word in context) 6 - lexical knowledge so poor that communication is stilted and inefficient 5 - fails to communicate properly Fluency 10 - only natural hesitation (student does not hesitate a lot and uses the appropriate conversational phrases for buying time while thinking what to say next) 9 - some hesitation due to lack of language knowledge 8 - rephrasing, false starts and hesitation obviously showing lack of linguistic knowledge 7, 6 - a lot of false starts or stuttering, longer pauses, student interrupts himself/herself a lot 5 - breakdown in communication Pronunciation, stressing and intonation 10 - follows proper patterns of a standard variety of English (British, American or other) 9 - flawless pronunciation and stressing but intonation too flat or inappropriate to message 8 - some minor faults in pronouncing or stressing certain sounds that do affect meaning 7 - some repeated or major pronunciation and stressing problems which affect meaning 6 - communicates inefficiently, inappropriate use of intonation 5 - so bad the messages are often unintelligible Grammar 10 - flawless and using a range of grammatical structures appropriate to message 9 - basically fault-free but narrower in range, occasionally a structure inappropriate to message 8 - minor misuse of structures 7 - some basic mistakes 6 - communicates inefficiently 5 - so poor that the messages are often unintelligible Interaction 10 - adopts an active role in the conversation (comments, asks questions, follows rules of turn-taking, involves examiner in a debate) 9 - tries to keep the conversation going but is not very well versed in turn-taking 8 - responds to the examiner's questions and comments appropriately and at the expected length 7 - passively responds to the examiner's questions and comments with little more than minimal input 6 - answers questions briefly and then waits for the next question 5 - reproduces a memorized text

19 3. del: DRUGO RAZPOREJANJE V SKUPINE Podrobnejša navodila so pred začetkom študijskega leta objavljena na oddelčnih oglasnih deskah in na spletnih straneh oddelka < UPORABA E-UČILNIC V sistemu e-učenja imajo posamezne skupine Jezika v rabi svoje virtualne učilnice, ki se nahajajo v razdelku Oddelek za anglistiko in so urejene po mapah. Te virtualne učilnice so namenjene predvsem podpori pouka. V vsaki so vpisani samo študenti določenega predmeta ali skupine, učitelj pa jim lahko nalaga gradiva, jih obvešča, ustvarja forume, v katerih študenti razpravljajo o obravnavanih temah, oddajajo naloge ipd. Uporaba e-učilnic je odvisna od posameznega učitelja, se pa zanje odloča vedno več učiteljev. Za delo z e-učilnicami med študijskim letom se morajo študenti registrirati v sistem e-učenja na FF. Registracijo opravijo na zgoraj omenjeni spletni strani. PRISTOP K IZPITU Izpitne obveznosti za lektorske vaje lahko študenti opravljajo v petih rokih, dva sta junijska, dva septembrska in eden zimski (konec januarja ali v začetku februarja). Za prvi rok štejeta testa, ki se izvajata med študijskim letom, in ustni izpit v juniju. Testa med letom lahko opravljajo le tisti, ki imajo zadostno sprotno obveznost (prisotnost, domače delo). Kdor zamudi rok za oddajo eseja (ki poteče točno ob polnoči), ga mora oddati naknadno. Do izpitnega obdobja mora študent/ka oddati ob roku vsaj en pisni sestavek ; ocenjen mora biti pozitivno, sicer ne more pristopiti k izpitu. Datumi pisnih izpitov so dostopni in objavljeni v sistemu VIS (< kjer se študenti na izpite tudi prijavijo. O ustnih izpitih in datumih vmesnih testov se dogovorijo s posameznimi lektorji. ŠTUDENTI S POSEBNIMI POTREBAMI Prošnjo za status oziroma prilagoditve, opremljeno s strokovnim mnenjem, študenti oddajo ob začetku akademskega leta, odgovor pa praviloma prejmejo v novembru. Statusa ni mogoče uveljavljati za nazaj (npr. maja opravičevati izostanke ali se dogovarjati za posebne okoliščine izpita). Za bolj podrobne informacije se lahko obrnete na oddelčno koordinatorko za študente s posebnimi potrebami dr. Frančiško Lipovšek.