LENG 3041: ENGLISH ADVANCED 2

ENGLISH FOR PROFESSIONAL PURPOSES

Course Syllabus
COURSE CODE - SECTION: LENG 3041 - SECTION 1
TYPE OF COURSE Language
COURSE LEVEL Undergraduate
CREDITS: 3
WEEKS OF CLASS: 16
YEAR - SEMESTER: 2024 - 10
CLASS SCHEDULE: Tuesdays & Thursdays (11:00 AM - 12:20 PM)
TEACHER: Jacob Krueger
EMAIL: [email protected]
OFFICE: GB 509
OFFICE HOURS: Tuesdays & Thursdays* (9:30 - 10:30 AM)
*Some Thursdays I will be unavailable, so please schedule

COURSE GOAL
After successfully completing this course, students can find, analyze, and apply for a variety of
professional opportunities such as employment, internships, and further studies. They can
demonstrate their knowledge, skills, and expertise through authentic resumes, cover letters,
and interviews in English and have developed key professional skills in effective written and
spoken communication and action planning for professional purposes.
COURSE DESCRIPTION
English Advanced 2: English for Professional Purposes is an advanced topic course in the English
for the Undergraduate Program in Languages and Culture (EPLC). In this course students will
identify the professional path they would like to take after graduation and authentically simulate
professional processes tailored to their individual goals. Throughout the course, students will
develop and strengthen their professional skills in English through a variety of practical activities
designed to prepare them for success in the professional world.
The course will meet face-to-face for sixteen (16) weeks on Tuesdays and Thursdays. Each
session will last one and half (1.5) hours. The course will require students to complete work and
tasks outside of the scheduled class time.
Content Topics Language Topics
• Self-reflection • Vocabulary: Personality & Strengths
• Professional Paths & Ikigai • Vocabulary: Job Ad Description
• Using professional social media to your advantage • Vocabulary: Job Interview
• Interview Question Categories and STAR Method • Professional Language Push
• Writing professional emails (PDA) • Phrases for Professional Letters
• Professional spontaneous conversations with native speakers • Outlining complex discussions
• Work Culture & Organizational Design • Descriptive Action Verbs for Résumés
• Cultural Differences in the Workplace • Conciseness Strategies for Professional Writing
• Professional meetings: planning, taking minutes, action plan
• Teamwork and Collaboration
• SMART Goals Note: Content and Language topics are subject to change
• Professional Networking throughout the progression of the course

Last Updated: August 3, 2022

August 2022 Template
 STUDENT LEARNING OUTCOMES & EXIT PROFILE
By the end of the course, students will be able to:
1. effectively describe past experiences using a formal register and appropriate
professional vocabulary
2. deliver professional written and spoken self-introductions using a formal register and
appropriate professional vocabulary
3. locate and discuss collected research about a specific and authentic professional
opportunity and the organization offering it
4. identify key terminology and language in a opportunity ad to be used in an application
for a professional opportunity
5. create an effective, tailored resume for a specific and authentic professional opportunity
6. create a tailored cover letter or motivation letter for a specific and authentic
professional opportunity
7. identify the category of authentic questions in a professional interview and apply the
appropriate strategy when answering
8. identify category of questions asked in a professional interview and apply the
appropriate strategy in their answer
9. demonstrate effective use of verbal and non-verbal communication strategies in a
professional interview
10. determine and utilize the direct or indirect communication approach for written and
spoken professional messages considering audience, purpose, context, and tone
11. apply specific conciseness strategies in professional correspondence
12. compose effective professional messages for routine purposes using the PDA Method
13. compose effective professional messages for giving bad news using an appropriate
buffer and the indirect communication approach
14. design a written collaborative action plan for completing a complex professional goal

STUDENT EXIT PROFILE

By the end of the course, students are expected to achieve C1- English proficiency according to
the Common European Framework of Reference for Languages (CEFR).
This course focuses on integrated skills. At the end of this course, students can understand a
wide range of demanding, longer texts, and recognize implicit meaning with some difficulty;
express themselves somewhat fluently and spontaneously without much obvious searching for
expressions; use language somewhat flexibly and effectively for social, academic and
professional purposes; and produce somewhat clear, well-structured, detailed text on complex
subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

COURSE MATERIALS
All course materials will be shared digitally on the course’s Bloque Neón (Bright Space) page.
There is no textbook.

GRADING FRAMEWORK
To pass a course in the English for Undergraduate Program in Languages and Culture (EPLC), a
student must earn a grade of 3.00 / 5.00 or higher and attend a minimum of 80% of the total
classes during the term.
Final grades in this course will be determined by the individual grades and weight of the
assessments listed below:

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 ASSESSMENT WEIGHT DESCRIPTION
Opportunity Analysis 10% report analyzing the opportunity through researching the organization
Tailored Resume 15% Resume tailored to a specific professional opportunity
Cover/Motivation Letter 15% letter tailored to a specific professional opportunity
Interview 15% interview simulation for the professional opportunity
Written Routine Message 15% two routine emails written to two different audiences
Spoken Bad News Message 15% two spontaneous bad news messages spoken to two different audiences
Action Plan & Proposal 15% simulation in partners creating an action plan and carrying it out

NOTE:
• There is no university policy for automatically rounding course grades. Therefore, any grade of 2.99
or lower will result in a failing grade.
• Graded assignments and assessments submitted and/or received after the stated deadline will
receive a score of zero (0.00) unless you have discussed any issues with your teacher in advance of
the deadline, and the instructor has agreed to give you an extension. In the case of accepted
excused absences, please refer to Articles 45 and 51 of the Reglamento de estudiantes de pregrado.
• If you wish to dispute a grade, please follow the procedure explained in Articles 64-66 of the
Reglamento de estudiantes de pregrado.

COURSE STRUCTURE
WEEK &
TOPICS ASSESSMENT
GUIDING QUESTION
Course Introduction
Week 1 Personality Tests & Vocabulary
“What are my strengths?” Identifying Professional Strengths
Professional Paths after Graduation
Week 2 Defining Success
“What do I want?” “Is Grad School Right for Me?”
Week 3 Resumes, CVs, and Hojas de vida
“What experience do Professional Descriptions
I actually have?” Describing Professional Experience
Professional Social Media
Week 4 Personal Elevator Pitch
“How do I promote myself?” Professional Introductions
Week 5 Opportunity Search Tools
“What opportunities are Opportunity Analysis (10%)
Opportunity Ad Language
out there for me?”

Week 6 Tailored Professional Resumes Résumé (15%)

“Why am I a good fit?”

Week 7 Professional Letters for Applications

“How do I get their attention?”

Week 8
“How can I stand out Professional Language for Cover Letters Cover / Motivation Letter (15%)
from the rest?”
Week 9 Interview Question Categories & Strategies
“How do I prepare Professional Appearance & Body Language
for the interview?”

Week 10 Professional Interviews Interview (15%)

“Am I prepared?”
The Direct Communication Approach
Week 11 Concise Writing Strategies
“What do I need to do now?” Writing Emails

Week 12 The Indirect Communication Approach

Routine Written Messages (15%)
“How should I communicate?” Buffers and Giving Bad News

Week 13
“How do I work well Professional Emails & Correspondence Bad News Spoken Messages (15%)
with others?”

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 Week 14 SMART Goals
“How do we move Action Plan (10%)
Action Plans
forward together?”
Week 15
“How do I grow Action Plan & Prpopsal Proposal (5%)
professionally?”

Week 16 Professional Q&A

“Where do I go from here?”

Note: This structure is subject to change throughout the progression of the course.

METHODOLOGY
The methodology of this course is eclectic and adaptable. It is based on best practice in the
field and is mainly based on (but not limited to) the methods below:
Sociocultural Theory & Communicative Language Teaching Approach. Language and
culture are naturally inseparable, and the purpose of language learning is to communicate
and have an impact on society.
High-Impact Teaching. We learn best when we are motivated and when the learning
environment is carefully designed to be meaningful.
The Natural Approach. All course communication should be conducted in English.
Translation is a useful tool, but it should be used once all other tools have been exhausted.
Community Language Approach. Due to the nature of language, language learning is most
successful when done with the support of others undergoing the same process.
Understanding and discussing our challenges helps us overcome them.
Task-Based Learning. Language learning needs a purpose and tasks to help us reach it.
These tasks should be practical, authentic, and interesting to the student.
Content and Language Integrated Learning. Language learning requires context and this course
contains authentic activities and materials for practical language development.

ENGLISH FOR UNDERGRADUATE PROGRAM IN LANGUAGES & CULTURE (EPLC) DESCRIPTION

The overall mission of all the Department of Languages and Culture’s English programs is to
support learners enrolled in the programs offered by the university in the development of highly
proficient English language use, critical thinking skills, cultural and interdisciplinary sensitivity
and autonomy to be successful in academic, social, and professional situations by providing high
quality teaching as demonstrated through rigorous coursework and assessments.
In turn, the mission of the English for Undergraduate Program in Languages and Culture (EPLC)
is to prepare students to be professionals in Languages and Culture by providing high quality
general and academic language instruction in an inclusive, intellectually rigorous environment.
The program educates learners to be culturally sensitive, proactive, highly proficient English
language users and critical thinkers, as demonstrated by coursework and assessments.
To guide students to this outcome, three different strands of courses are implemented.
The Integrated Skills courses (Beginner 1 – Advanced 1) help future Language and Culture
professionals develop language skills and subskills in English leading to a CEFR C1- level in
response to different forms of level-appropriate input through usage, interpretation,
analysis, synthesis and evaluation. The Skills Focus Courses (Grammar 1, Grammar 2, Reading 1,
and Reading 2) provide the necessary, additional opportunities for students to analyze and
extend their use of English language structures at the B1-B2 level. The English Carrera Advanced
Topics (Advanced 2 and English for Research Purposes) and Seminars offer students a context of
English-medium education at the C1 level in a series of varied, flexible, interdisciplinary courses
that deepen and extend their linguistic, pragmatic, sociocultural and intercultural knowledge of
the language and content. Students must achieve a minimum grade of 3.0/5.0 in every class. At

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the end of the program, students must achieve a minimum score of 95 on the TOEFL iBT or 7.0
on the IELTS International exam.
PROGRAM PROGRESSION
Semester Integrated Skills Skills Focus Advanced Topics and Seminars
1 Beginner 1
2 Beginner 2
3 Intermediate 1 Grammar 1
4 Intermediate 2 Reading 1
5 Intermediate 3 Grammar 2
6 Advanced 1 Reading 2
Advanced 2
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English for Research Purposes
8 Seminar Courses (2)

ADDITIONAL INFORMATION
ACADEMIC HONESTY
Students are expected to understand the basics of academic honesty and to be proactive and
responsible members of the university community. If you are uncertain if an action might
constitute academic dishonesty, it is your responsibility to ask your teacher for clarification in
advance. No student may claim ignorance as a defense or excuse for dishonest academic
conduct.
Likewise, it is the student’s responsibility to act honestly (not the instructor’s responsibility to
prevent dishonest behavior). Failure to adhere to general standards, or violation of standards
described here, given by your teacher, or in any materials may result in a grade reduction (up
to and including a grade of zero) and possible university academic disciplinary action.
All work submitted for evaluation is subject to verification of sources, process, and the
student’s ability to produce similar work in English unaided.
The following actions are prohibited:
● writing an assignment or any substantial portion of an assignment in a language other than
English and then using automatic translation software to translate that text to English
● using tools or sources beyond those provided or approved in advance for use
● writing any part of an in-class assignment outside of class unless otherwise instructed
● writing any part of an assessment response (test, exam, quiz, etc.) outside of the designated
assessment period
● using any portion of someone else’s work without proper quotation or paraphrase and
citation/attribution
● providing your work to someone else to be submitted as their own work
● using work created for or in another class, including another section of this course
● presenting work that someone else created as your own
● providing information about an assessment to others
● soliciting information about an assessment from others
When in doubt, ask your teacher and refer to Section 10 of the Reglamento de estudiantes de
pregrado for further information on university policies regarding academic honesty.

ATTENDANCE
From the Reglamento de estudiantes de pregrado:

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Artículo 43: Es facultativo de cada profesor controlar la asistencia de sus alumnos y determinar
las consecuencias de la inasistencia, si ésta es superior al 20%.
Artículo 44: Los parámetros para controlar la asistencia serán informados a los estudiantes el
primer día de clases, junto con el programa del curso, con el fin de que se comprometan a
respetarlos desde ese momento.
Inasistencia a clase por motivos especiales:
Artículo 45: El estudiante que desee justificar su ausencia deberá hacerlo ante el profesor dentro
de un término no superior a tres (3) días calendario siguientes a la fecha de la actividad
académica. Serán excusas válidas las siguientes: Incapacidades médicas
a) Incapacidades expedidas por la Decanatura de Estudiantes
b) Muerte del cónyuge o de un familiar hasta del segundo grado de consanguinidad
c) Autorización para participar en eventos deportivos, expedida por la Decanatura de
Estudiantes
d) Autorización para asistir a actividades académicas y culturales, expedida por la
respectiva dependencia académica
e) Citación a diligencias judiciales, debidamente respaldada por el documento respectivo
Se sugiere que el estudiante informe por correo al profesor la razón de su ausencia dentro de las
24 horas siguientes a la fecha de realización de la actividad académica.
Parágrafo. El profesor podrá tener en cuenta otras circunstancias que a su criterio puedan
justificar la ausencia del estudiante.
This course follows these regulations. Students who miss more than 20% of classes will fail the
course. Teachers will inform students of the procedure for taking attendance during the first
week of class.

PROTOCOLO MAAD

El miembro de la comunidad que sea sujeto, presencie o tenga conocimiento de una conducta de
maltrato, acoso, amenaza, discriminación, violencia sexual o de género (MAAD) deberá poner el
caso en conocimiento de la Universidad. Ello, con el propósito de que se puedan tomar acciones
institucionales para darle manejo al caso, a la luz de lo previsto en el protocolo, velando por el
bienestar de las personas afectadas.

Para poner en conocimiento el caso y recibir apoyo, usted puede contactar a:

1. Línea MAAD: [email protected]
2. Ombudsperson: [email protected]
3. Decanatura de Estudiantes: [email protected]
4. Red de Estudiantes:
a. PACA (Pares de Acompañamiento contra el Acoso): [email protected]
b. Consejo Estudiantil Uniandino (CEU): [email protected]

DERECHOS DE PERSONAS CON DISCAPACIDADES

Todas las personas con discapacidades en la universidad, sean estudiantes, empleadas o
empleados, tienen derecho a que sean implementados ajustes razonables. Si usted tiene alguna
otra discapacidad visible u invisible y requiere de algún tipo de apoyo para estar en igualdad de
condiciones con los y las demás, usted tiene derecho a que se adopten ajustes razonables, pero
deben hacerle saber de su situación de manera previa a su profesor. Se entiende por ajustes
razonables todas “las modificaciones y adaptaciones necesarias y adecuadas que no impongan
una carga desproporcionada o indebida, cuando se requieran en un caso particular, para
garantizar a las personas con discapacidad el goce o ejercicio, en igualdad de condiciones con

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las demás, de todos los derechos humanos y libertades fundamentales”. Convención sobre los
Derechos de las Personas con Discapacidad, Art. 2; Ley 1346 de 2009 y Ley 1618 de 2013.

AJUSTES RAZONABLES
Objetivo: disminución en las situaciones que pueden poner en peligro el cumplimento de los
objetivos académicos de las y los estudiantes. En ese sentido, se espera que los y las
profesores/as implementen la política de ajustes razonables en casos muy especiales y cuando
no se pueda utilizar ninguna de las figuras contempladas en los reglamentos de estudiantes.
¿Qué sí son? Son todas las acciones, estrategias, apoyos, recursos y adaptaciones empleadas
para garantizar a las y los estudiantes que tienen una discapacidad su participación, desarrollo
y aprendizaje en educación superior, favoreciendo la equiparación de oportunidades y garantía
de sus derechos.
¿Qué no son? Toda situación que implique faltar a clase y que se pueda manejar por medio de
las directrices del reglamento.
¿Cómo y cuándo solicitarlos? Oportunamente (de preferencia en la primera semana de clase)
el/la estudiante debe ponerse en contacto con su profesor/a, la coordinación académica,
dirección del programa o con el Centro de Diversidad de la Decanatura de Estudiantes (DECA) e
informar las barreras que percibe y lo que necesita de manera honesta y clara.
Para más información, consulte https://decanaturadeestudiantes.uniandes.edu.co/ajustes-
razonables-y-politica-momentos-dificiles

REFERENCES
Council of Europe. (2001). Common European framework of reference for languages (CEFR): Learning,
teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge.
Universidad de Los Andes. (2022). Reglamento general de estudiantes de pregrado.
http://secretariageneral.uniandes.edu.co