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The best way to learn any foreign language is simply to immerse yourself in the sounds and culture of your TL (target language). One authentic immersive environment in which you can improve your language dramatically is where the language is spoken and used on a daily basis. To benefit fully from your experience abroad you need to make an effort to create plenty of opportunities to interact with the locals and sample the local culture. Continue reading...... Source: http://www.e-arabic.com/top-ten-tips-to-improve-your-language-learning-skills-abroad
This dynamic nodemap identifies key literacies practices that constitute successful L2 undergraduate writing in discursive areas of study. Its interactive environment encourages developing writers to explore these practices and provides links to further content to help enhance understanding.This object can be used 'as is' with acknowledgment of the Academic Skills Unit at the University of Portsmouth as its creator. Any changes, development or derivative use requires prior permission of the creator.
This exercise is used with first year Religious Studies students on the Judaism module. They are required to complete a book review, the first part of which is to undertake a CARS check on the author. The exercise includes two examples of CARS author checks to help develop their understanding of the task.
This is the sixth unit of a series forming a VLE course for first-year students on 'Academic Research'. In this unit students are introduced to 'the paragraph', learning how to understand the basic structure, the importance of using them, how to write topic sentences etc.
This is the fifth unit of a series forming a VLE course for first-year students on 'Academic Research'. In this unit students are sensitised to issues around plagiarism, learn how to use quotations in essays, how to reference primary & secondary sources and basic bibliographic skills.
This is the fourth unit of a series forming a VLE course for first-year students on 'Academic Research'. In this unit students learn how to discern the quality of websites for research purposes, the workings of online databases and how to use the internet as a reference tool.
This document presents a series of exercises that help students understand the concept of plagiarism, using case studies from archaeological publishing.
This document contains a series of exercises that demonstrate how material from fieldwork such as visual, numeric and survey data should be used as evidence in supporting writing.
This document continues from Archaeological Writing 1, and gives students practice in organising the structure of a short written article, using an archaeology case study.
This document contains an exercise which helps students understand how written work is structured, using an archaeological examples.
This document contains a series of exercises which help archaeology students understand some of the important points in recording archaeological objects.
This is the third unit of a series forming a VLE course for first-year students on 'Academic Research'. In this unit students are given several tasks to do in the library so as to familiarize themselves with both the catalogue and the physical layout.
This is the second in a series of Learning units that make up an online course for first-year students on 'Academic research'. This unit contains a brief introduction (reading material), followed by an assignment. The focus is on writing drafts and structuring ideas.
This learning unit is the first of nine in a first year module entitled 'Academic Research'. The unit is intended for delivery through a VLE and consists of a section containing 'Reading Material' about academic research (note-taking, browsing indexes,drawing up bibliographies etc) followed by two unit assignments: one for literature students and one for language and/or linguistics students.
Single webfolio page to help students develop their introduction to an essay. The page contains a summary of key points and links to materials to see exemplars and tutorials on writing introductions.
Exercise to help students use tutor feedback, by encouraging them to record details from tutor feedback for a whole semester/ year. The form encourages students to record the things feedback has identified they do well, and also to identify the areas for development. This synoptic overview helps students to see patterns in their feedback so they can take actions to improve their future learning.