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AY2022/2023 Semester 2
The aim of the course is to enhance the abilities of science students to recognize and employ effective skills and strategies for written and oral communication in both academic and public settings. On the one hand, the emphasis of this course is on basic micro skills in scientific communication such as searching academic databases, critically reading scientific texts, citing from sources, composing scientific arguments, and making effective presentations. On the other hand, it introduces you to the conventions of scientific texts such as annotated bibliographies and proposals that require a combination of informative, evaluative, and persuasive writing skills. In addition, you will have an opportunity to share your ideas with your peers through group discussions, in-class presentations on current scientific topics and poster presentations of your proposals. Using a pre-determined set of evaluation criteria, you will give feedback to your peers on the course assignments, under the supervision of your tutors. The course will culminate with a poster presentation session where you will present your proposals to the wider scientific community in your schools for an authentic communication experience. Through this course, it is hoped that you will become better communicators when conveying your scientific ideas in writing and speech to your peers and an educated audience.
| AUs | 2.0 AUs |
| Categories | Core |
| Exam |
| Mon | Tue | Wed | Thu | Fri | |
|---|---|---|---|---|---|
| 930 | |||||
| 1000 | |||||
| 1030 | |||||
| 1100 | |||||
| 1130 | |||||
| 1200 | |||||
| 1230 | |||||
| 1300 | |||||
| 1330 | |||||
| 1400 | |||||
| 1430 | |||||
| 1500 | |||||
| 1530 | |||||
| 1600 | |||||
| 1630 | |||||
| 1700 | |||||
| 1730 | |||||
| 1800 |
| Mon | Tue | Wed | Thu | Fri | ||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 830 | 18304 TUT (GP1) 0830-1020 Mon LHS-TR+8 Wk2-13 | 18305 TUT (GP1) 0830-1020 Mon LHS-TR+8 Wk2-13 | ||||||||||||||||
| 900 | ||||||||||||||||||
| 930 | 18312 TUT (GP5) 0930-1120 Wed LHS-TR+10 Wk2-13 | 18313 TUT (GP5) 0930-1120 Wed LHS-TR+10 Wk2-13 | 18332 TUT (GP5) 0930-1120 Wed LHS-TR+10 Wk2-13 | |||||||||||||||
| 1000 | ||||||||||||||||||
| 1030 | 18306 TUT (GP2) 1030-1220 Mon LHS-TR+8 Wk2-13 | 18307 TUT (GP2) 1030-1220 Mon LHS-TR+8 Wk2-13 | ||||||||||||||||
| 1100 | ||||||||||||||||||
| 1130 | 18308 TUT (GP3) 1130-1320 Tue LHS-TR+10 Wk2-13 | 18309 TUT (GP3) 1130-1320 Tue LHS-TR+10 Wk2-13 | 18314 TUT (GP6) 1130-1320 Wed LHS-TR+10 Wk2-13 | 18315 TUT (GP6) 1130-1320 Wed LHS-TR+10 Wk2-13 | 18333 TUT (GP6) 1130-1320 Wed LHS-TR+10 Wk2-13 | |||||||||||||
| 1200 | ||||||||||||||||||
| 1230 | ||||||||||||||||||
| 1300 | ||||||||||||||||||
| 1330 | 18310 TUT (GP4) 1330-1520 Tue LHS-TR+10 Wk2-13 | 18311 TUT (GP4) 1330-1520 Tue LHS-TR+10 Wk2-13 | ||||||||||||||||
| 1400 | ||||||||||||||||||
| 1430 | 18316 TUT (GP7) 1430-1620 Thu LHS-TR+9 Wk2-13 | 18317 TUT (GP7) 1430-1620 Thu LHS-TR+9 Wk2-13 | 18318 TUT (GP8) 1430-1620 Thu LHS-TR+34 Wk2-13 | 18319 TUT (GP8) 1430-1620 Thu LHS-TR+34 Wk2-13 | 18324 TUT (GP11) 1430-1620 Fri LHS-TR+8 Wk2-13 | 18325 TUT (GP11) 1430-1620 Fri LHS-TR+8 Wk2-13 | 18326 TUT (GP12) 1430-1620 Fri LHS-TR+9 Wk2-13 | 18327 TUT (GP12) 1430-1620 Fri LHS-TR+9 Wk2-13 | 18335 TUT (GP11) 1430-1620 Fri LHS-TR+8 Wk2-13 | 18336 TUT (GP12) 1430-1620 Fri LHS-TR+9 Wk2-13 | ||||||||
| 1500 | ||||||||||||||||||
| 1530 | ||||||||||||||||||
| 1600 | ||||||||||||||||||
| 1630 | 18320 TUT (GP9) 1630-1820 Thu LHS-TR+9 Wk2-13 | 18321 TUT (GP9) 1630-1820 Thu LHS-TR+9 Wk2-13 | 18322 TUT (GP10) 1630-1820 Thu LHS-TR+34 Wk2-13 | 18323 TUT (GP10) 1630-1820 Thu LHS-TR+34 Wk2-13 | 18334 TUT (GP9) 1630-1820 Thu LHS-TR+9 Wk2-13 | 18328 TUT (GP13) 1630-1820 Fri LHS-TR+8 Wk2-13 | 18329 TUT (GP13) 1630-1820 Fri LHS-TR+8 Wk2-13 | 18330 TUT (GP14) 1630-1820 Fri LHS-TR+9 Wk2-13 | 18331 TUT (GP14) 1630-1820 Fri LHS-TR+9 Wk2-13 | 18337 TUT (GP13) 1630-1820 Fri LHS-TR+8 Wk2-13 | 18338 TUT (GP14) 1630-1820 Fri LHS-TR+9 Wk2-13 | |||||||
| 1700 | ||||||||||||||||||
| 1730 | ||||||||||||||||||
| 1800 | ||||||||||||||||||
