CIV1099H Section 0101 - Writing for Researchers (ESL Students) and
CIV1099H Section 0102 - Writing for Researchers (EFL Students)
Do you want to complete your thesis and papers with maximum efficiency?
Do you want to ensure maximum exposure for your ideas?
Do you want to enhance your chances of climbing the professional ladder?
In today's engineering world, excellent writing and oral communication skills are essential. They often tip the balance in hiring choices.
Recognizing the importance of good communications, the Department of Civil Engineering will be offering two graduate courses on scientific writing starting in January. One is intended for students whose native language is not English, while the other is designed for those who already have a sophisticated command of English. This course will fine tune the skills required by professional engineers. It will save you time in the long run and boost your career.
A detailed description of the course is appended. The course is designed as a literature survey; the assignments fulfill part of the work required for the thesis project. Students will also be given the opportunity to improve their oral presentation skills and produce a poster based on their research.
What do you need to do?
1. After consultation with your supervisor, choose eight journal papers that you plan to read in preparation for your thesis. You will be asked to submit a written summary of one paper per week. The instructor will correct and return it so that you can apply the revisions to future work.
2. After consultation with your supervisor, pick an oral presentation topic related to your thesis. You will be asked to prepare and give a PowerPoint talk.
Course Description
This hands-on course is designed to help students develop fluency, clarity, and accuracy in their written work and oral presentations. The goal is to enable students to perceive and correct errors on their own so the thesis supervisor is not burdened with extensive revision. Accordingly, every class includes a grammar and style lesson, illustrated with excerpts from the professional literature to put the material in context. The material is adapted to the conventions of scientific writing. Students are expected to learn the information and apply it to the weekly assignment.
The course consists of the following components:
1. A WEEKLY ASSIGNMENT:
Students read a journal article in their discipline and write a one-and-a-half to two-page recis, which is meticulously corrected and returned so that they can incorporate the revisions into subsequent assignments. There will be six such assignments.
2. COMPARATIVE LITERATURE SURVEY:
Students are asked to prepare a comparative literature survey in their research area.
3. AN ORAL PRESENTATION:
Every student is required to make a ten-minute presentation on his or her research with PowerPoint or transparencies prepared to a professional standard. Basic comments about the form of the talk are provided by the instructor; then classmates are asked to critique the scientific content. One or two students will present each week.
4. POSTER:
Students will be asked to prepare a poster based on their research.
This course has proved successful; those who take it seriously make substantial progress. Because writing is learned by practice, the ultimate goal is for each student to develop a substantial portfolio of written work over the term.
If there are any questions about the course, please feel free to contact the instructor, Debby Repka, at d.repka@utoronto.ca
Do you want to ensure maximum exposure for your ideas?
Do you want to enhance your chances of climbing the professional ladder?
In today's engineering world, excellent writing and oral communication skills are essential. They often tip the balance in hiring choices.
Recognizing the importance of good communications, the Department of Civil Engineering will be offering two graduate courses on scientific writing starting in January. One is intended for students whose native language is not English, while the other is designed for those who already have a sophisticated command of English. This course will fine tune the skills required by professional engineers. It will save you time in the long run and boost your career.
A detailed description of the course is appended. The course is designed as a literature survey; the assignments fulfill part of the work required for the thesis project. Students will also be given the opportunity to improve their oral presentation skills and produce a poster based on their research.
What do you need to do?
1. After consultation with your supervisor, choose eight journal papers that you plan to read in preparation for your thesis. You will be asked to submit a written summary of one paper per week. The instructor will correct and return it so that you can apply the revisions to future work.
2. After consultation with your supervisor, pick an oral presentation topic related to your thesis. You will be asked to prepare and give a PowerPoint talk.
Course Description
This hands-on course is designed to help students develop fluency, clarity, and accuracy in their written work and oral presentations. The goal is to enable students to perceive and correct errors on their own so the thesis supervisor is not burdened with extensive revision. Accordingly, every class includes a grammar and style lesson, illustrated with excerpts from the professional literature to put the material in context. The material is adapted to the conventions of scientific writing. Students are expected to learn the information and apply it to the weekly assignment.
The course consists of the following components:
1. A WEEKLY ASSIGNMENT:
Students read a journal article in their discipline and write a one-and-a-half to two-page recis, which is meticulously corrected and returned so that they can incorporate the revisions into subsequent assignments. There will be six such assignments.
2. COMPARATIVE LITERATURE SURVEY:
Students are asked to prepare a comparative literature survey in their research area.
3. AN ORAL PRESENTATION:
Every student is required to make a ten-minute presentation on his or her research with PowerPoint or transparencies prepared to a professional standard. Basic comments about the form of the talk are provided by the instructor; then classmates are asked to critique the scientific content. One or two students will present each week.
4. POSTER:
Students will be asked to prepare a poster based on their research.
This course has proved successful; those who take it seriously make substantial progress. Because writing is learned by practice, the ultimate goal is for each student to develop a substantial portfolio of written work over the term.
If there are any questions about the course, please feel free to contact the instructor, Debby Repka, at d.repka@utoronto.ca
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