Technical English from a student perspective Trond Clausen Telemark University College 2nd CeTUSS Workshop, Uppsala, April, 2005

The teacher - me Graduate (1972) from USA Over thirty years of commitments in IEEE and Norwegian technical societies Secretary & chair of several public working groups and committees 32 years teacher/professor/rector (11 years) Serving IEEE Education Society as a vice-chair of the Chapters Committee, an Administrative Committee member, and chair of the “Nordic” Chapter

Course objectives “Technical English” as a communications tool include the accept that –“technical” means “professional” –an understanding that oral and written communication are different –practical training in writing different-styles documents –practical training in making different kinds of oral presentations –a focus on the most frequent grammatical mistakes Summary: “Learn knowing yourself”

Learning tools A comprehensive textbook, filled with examples Portfolio evaluation, based on –Writing Rubric –Oral Presentation Rubric –Individual and group exercises Let’s have a closer look...

Writing Rubric elements 1.Document content 2.Document organization and format 3.Document style and tone 4.Writing fundamentals proficiency 5.Proper use of non-textual elements 6.Understanding of the ethics governing writing

Oral Presentation Rubric elements 1.Speech content 2.Speech organization 3.Speaker’s style and tone 4.Speaker preparation 5.Speaker’s audience analysis 6.Speaker lets ethics govern the presentation

800 points evaluation system Four group reports, each 50 points points One extra credits individual paper with reflections on the 2004 U.S. presidential election - 50 points Four individual oral presentations, each 50 points points Fall semester individual term paper points Spring semester individual term paper points

RESULTS 26 students (72 %) participated Poor (P) (%) Fair (F) (%) Good (G) (%) “OK” = F + G Evaluation system Learning process Learning output

Future actions may include 1.More and shorter group translation exercises 2.More oral presentations, i.e. start in early fall semester 3.Slightly more focus on grammar 4.Minor adjustments of the portfolio systems (too many points)