The Consortium for Academic and Professional English is the team of English unit specialists and other LU colleagues who are engaged with language for academic and specific purposes. Drawing upon the latest research, including our own, we develop and teach courses focused on English for academic purposes (EAP) and broadly in English for specific purposes (ESP). Our current pedagogical work includes tailor-made courses for participants across university faculties and constituents. Our courses are based on needs analysis in relation to field-specific communication in speech and writing. We welcome the opportunity to develop courses in partnership with other units that have specific English needs.
A Specialized English Course for Your Faculty or Department?
Do the students or staff in your faculty or department have specialized English needs? We can work with you to develop a course especially for you. For more information contact Fabian Beijer (email@example.com).
Below is a list of specialized English courses that we have developed and are currently providing.
Written Proficiency and Academic Writing (ENGC03) 7.5 credits
In this course, participants practise their ability to express themselves in academic English within various genres. The main focus of the course is on the academic essay or paper, but participants will also be discussing academic writing in general and other academic genres more specifically.
English for Engineers (GEMA20) 7.5 credits
This course, offered in collaboration with the Faculty of Engineering (LTH), focuses on professional communication for engineers across fields. The hands-on course provides an opportunity to strengthen oral presentation skills, deepen English abilities in written genres that engineers are expected to write in their work, and enhance technical vocabulary in English.
Academic Writing for Publication in the Engineering and Science Disciplines (GEM065F) 6 credits
This course is offered as one of the faculty-wide courses for PhD students at the Faculty of Engineering (LTH) and aims to give participants an opportunity to develop their communicative strategies and academic writing skills to meet disciplinary demands. The course is organized around the writing of a research article, and participants work through the stages of planning, writing, and revising a research article that is later published. In this process, participants also practice providing constructive criticism on each other’s work. An explicit aim of the course is to increase participants’ awareness of the prevailing publication conventions in their specific field of study, with a primary focus on research articles.
Academic Writing for Students of Physics Writing Degree Papers
This short hands-on course on English academic writing is aimed at students of physics who plan to write or are in the process of writing their degree project. The main objectives of the course are to help students improve their academic writing skills in English, raise awareness of the common issues and pitfalls of formal writing and help students communicate their ideas more efficiently. After students learn about these issues, they set out to write a short paper about quantum mechanics or the motivation for their degree project. They will then receive detailed feedback, both in writing and in an interactive feedback session.
Oral and Written Proficiency in Terrestrial Ecology
This offering consists of two workshops which form an obligatory component for undergraduate students writing literature reports on the Terrestrial Ecology course. In addition, formative feedback on linguistic and structural elements is provided on students’ reports. The first of the two workshops explores various aspects of academic writing with a particular focus on both structure and positioning in relation to secondary literature. Students participate in a practical activity developing their in-progress drafts. The aim of the second workshop is to develop oral proficiency ahead of presentations of the reports.
Popular Science Writing for PhD Students at the Faculty of Medicine (a course component in MEVK001, 1.5 credits)
In this component of the course Scientific Communication for PhD students at the Faculty of Medicine, participants write and give response to each other’s popular science texts about their own research area. The course as a whole focuses on developing participants' communicative strategies for presenting their research to different audiences and includes components on the scientific abstract, the grant proposal and the popular science text. By comparing these genres, participants are given the opportunity to reflect on how the language and structure of a text are related to audience concerns and to improve their English abilities across written genres.
English for Technical and Administrative Staff across the University
We offer a series of courses that allow technical and administrative staff from across the entire university to develop their English proficiency. The series includes foundations courses that focus on general English proficiency as well as specialized courses that focus on the use of English for professional purposes. Current offerings include:
- General Proficiency Course in English for Administrative and Technical Staff
- Oral Presentation Skills
- Punctuation and Conventions
- Advanced Proficiency Course in English for Administrative and Technical Staff
- Terminology for Administrators
- Written Correspondence for Administrative and Technical Staff
More information about these courses and how to register is available on Kompetensportalen.
Writing in English at University (MOOC)
This Massive Open Online Course (MOOC), offered in partnership with online learning provider Coursera, is a free resource for university students who are currently involved in writing assignments or degree projects as well as for students who wish to learn about academic writing in order to prepare for future writing tasks at university. Although the course provides guidance to all student writers, it targets specifically those who are writing in second language learner contexts and whose native language is not English.