TECHNICAL ENGLISH FOR COMPUTER SCIENCE - THEORY

Introduction and/or revision of English for Computer Science students (BSc in Computer Science).
The course aims at the consolidation and build-up of specific vocabulary, grammar and pronunciation through the reading, analysis, and oral presentation of authentic texts.
The study and development of academic public speaking skills will be through presentation activities, discussions and debates related to the professional and academic profiles of EAP Computer Science students.
The lessons are focused on the detailed study and improvement of EAP reading and writing skills, level B2-CEFR.
By the use and application of different languages, the course consequently aims at developing transdisciplinary skills meant to promote the intercultural and international profile of IT/Computer Science students.

The course--supported by the CLA language assistants' classes (Centro Linguistico di Ateneo)--aims at reaching/reinforcing B2 level, the fourth level according to the CEFR.* In everyday speech, this level might be referred as the “confident” level, as in “I am a confident English speaker.” The official level descriptor is “upper intermediate.” At this level, students can function independently in a variety of academic and professional environments in English, although with a limited range of nuance and precision. At this level the students can understand the main ideas of complex texts and standard spoken language, live or broadcast.
The course aims at:
A. developing specific skills in English for Computer Science, focusing on explaining scientific concepts to an audience and on detailed editing (correct grammar structures) of multimedia presentations (abstracts, key words, etc.);
B. developing of presentation and discussion skills within professional and academic situations;
C. identifying and using correct register and style for academic writing;
D. developing transdisciplinary and intercultural skills.

*B2 LEVEL IN LINGUISTIC PROFICIENCY
The speaker
- Demonstrates clear and unrestricted expression of thoughts.
- Possesses a sufficient language range to provide lucid descriptions, convey perspectives, and construct arguments without apparent difficulty in finding words, employing some complex sentence structures.
- Exhibits a diverse vocabulary relevant to their field and general topics. While capable of varying formulations to minimize repetition, occasional hesitations and circumlocution may arise due to lexical gaps.
- Maintains generally high lexical accuracy, with occasional instances of confusion or incorrect word selection that do not impede communication.
- Demonstrates good grammatical control, where rare infrequent 'slips' or non-systematic errors and minor flaws in sentence structure can often be corrected retrospectively.
- Shows a relatively high level of grammatical control, avoiding mistakes that could lead to misunderstanding.

In order to take the exam, students are required to possess a B1 level, which corresponds to the third level of English in the Common European Framework of Reference (CEFR), a definition of different language levels written by the Council of Europe. In everyday speech, this level would be called “intermediate.” At this level, students are beyond the basics or elementary level (A2) but they are still not able to work or study exclusively in English.
If students are not sure about their level of English, they can contact CLA (Centro linguistico di Ateneo https://www.unive.it/pag/14644/ ) and follow a B1-level course, or simply take a test.

The course is structured as follows:
A) the language classes examine methodologies and tools, and provide examples aiming at developing and/or enhancing strategies for designing and delivering professional oral (and written) presentations, and detailed understanding of academic/non-academic CS texts;
More specifically, the course aims at:
1. describing processes: how things work (language for describing sequences);
2. writing e presenting clear and complete definitions of specific language;
3. describing methods used in your work: language for describing method and purpose (IMRaD, academic writing, public speaking);
4. classifications: language for comparing and contrasting different types (interaction and participation in class debates);
5. describing tables/figures, describing trends, and speculating about data;
6. Making a presentation in English: the dos and don’ts of good presentations, structuring a presentation, using discourse markers and signposting language, and engaging an audience with
visual aids and body language;
7. Integrating symbols and acronyms into grammar;
8. Reading scientific English (strategies for deep reading).
9. develop or improve listening skills by using active listening strategies.

B) Language tutoring: the lessons with the language experts aim at reviewing and improving specialistic vocabulary and syntax; language tutoring also provides support for practicing orals skills before the exam.
The grammar revision includes the use of:
- relative clauses (defining and non defining)
- indirect questions
- participle clauses
- gerund vs infinitive
- position of adverbs and adjectives
- principal tenses (active & passive) in technical writing (present tenses, past simple, present perfect)
- articles
- quantifiers
- countable/ uncountable nouns
- abstract nouns
- compound nouns
- collocations
- punctuation.

As for short texts and the organization of oral presentations:
- 'This’ cohesion
- linkers and conjunctions
- paragraphing
- pronoun reference
- lexical cohesion.

For oral presentations:
- lexical chunks (idioms, collocations, phrasal verbs, discourse markers, etc)
- pronunciation (singular words and general intonation)
- speaker presence
- interaction with the audience
-delivery of information

The classes and tutoring are held in english DURING the II semester: two weekly lessons (2 hours each) with Prof. Pagliarusco for the Course CT0414 (monografico) from February to March (calendar still being developed); one weekly lesson with the language experts for the language tutoring from February to May (calendar still being developed). Students are asked to check the assigned teacher's group according to their surname initials.

The teachers of the course will provide the texts and materials of the lessons, which will be available on their Moodle platforms. The course includes the reading of some excerpts from D. S. Malik's "C++ Programming From Problem Analysis to Program Design" (8th Edition, Ed. Cengage 2018); texts related to the super trends in IT in 2023-2027, such as edge computing, cybersecurity, spending shifts to the Cloud, the Internet of Behaviours, etc.; the class will be engaged in the reading of short essays, academic and mainstream articles from blogs, journals such as CS4FN, or from Conference Proceedings.
The suggested vision of IT-related videos aims at deepening and improving the students' oral comprehension, and their own speaking abilities.

Articles, essays, excerpts from books and other educational material will be available on the MOODLE platform. An updated list of useful links and a detailed bibliography of the texts examined will also be provided.
Materials and exercises from the previous academic years will remain temporarily available.

It is fundamental to download and print Dr. Gebhardt's "English for ICT" handout available on her Moodle page and on the teachers' ones.

Other TEXTS will be recommended during the lessons, and according to the students' needs for individual study or revision needs.
The teachers will be always ready to suggest any other learning tool or strategy students may feel the need of.

Students who do not possess any specific knowledge of the English terminology related to Computer Science can practice with the manual:
Ravecca, M., Information Technology, Skills and Competences, Milan, Minerva Scuola, 2023.

A minimum of 75% attendance is encouraged.
The examination consists of two parts: written and oral.
The written exam, lasting a maximum of 75 minutes, aims to assess the attainment of at least a B1/B1+ level.* The quiz takes place on the Moodle platform and evaluates elements of grammar (20 points), reading comprehension skills (10 points), Use of English (key word formation, 5 points and key word sentence transformation, 5 points), and listening comprehension (10 points).
A minimum final score of 60% is required to access the oral exam.
The oral exam involves a multimedia presentation by the candidate on a topic/project of their choice related to the course of study. The presentation for the exam can be prepared by an individual student or in pairs. The allotted time for this presentation is 7 minutes for an individual, and 12 minutes for a pair.
Students are reminded that both the written and oral exams must be taken in the same exam session.
If the oral exam is not passed, the candidate must retake the written exam.
If the exam is not passed, it can be retaken in the immediately following session.
The evaluation will be on a scale of 30/30 (the assessment grid will be published at the beginning of the course).

*Accessible exams
Students in possession of medical documentation or certification attesting to Specific Learning Disorders can coordinate the methods of taking the English language test with the instructor through the service provided by the Inclusion Department (Inclusion Department, Student Career and Right to Education Office - Academic and Student Services Area, Ca' Foscari - Dorsoduro 3246, 30123 Venice. T +39 041 234 7961. Email: inclusione@unive.it, Website: www.unive.it/inclusione).

For students with Specific Learning Disorders (DSA), an additional 30% of the ordinarily assigned time for the written test is granted.

The lessons will primarily take on a frontal format due to the limited number of hours available (24 hours spread across 12 sessions of 2 academic hours each) and the high number of students. However, active participation of students in every relevant or requested circumstance will contribute to making the lessons more effective and motivating. Students are encouraged to attend at least 2/3 of the total hours.
Materials covering the topics discussed in class and practical exercises will be uploaded to Moodle. The lessons with linguistic experts will provide additional materials related to both the content and grammar of the course.
Collaboration among peers through small group or paired assignments is encouraged.
Additionally, throughout the course, strategies and suggestions for preparing oral presentations and editing (with examples) will be provided.
Towards the end of the course, students may be given presentations by their peers as a simulated exam experience.
Techniques for understanding scientific texts, including skimming, scanning, in-depth reading, and revision, will be covered.

English

In relation to the specific Computer Science study program, the course instructors encourage students to actively attend the course (preferably 2/3 of the delivered lectures). Acknowledging the heterogeneity of students' knowledge and skills, the entire group is reminded that the course aims to:
1. Strengthen the prior knowledge of students who already possess a B2 level, with the goal of promoting proficient communication skills in the highly professional field of Computer Science.
2. Provide students with grammatical and expressive tools and strategies to reach the specified level (B1+/B2) for those who still have deficiencies and weaknesses.
The course in English for Specific Purposes (ESP) involves completing homework activities directed towards improving students' academic and professional skills, encouraging self-correction and/or peer collaboration. The use of authentic materials is intended to serve as encouragement for students to learn the language by reflecting on their study path and chosen individual goals. The construction of a linguistic repertoire is thus hoped to result from the personal selection of materials, activities, and online resources to be retained for written and oral productions.

Practical exercises and assignments given by the teachers on the Moodle platform should be viewed as opportunities for in-depth exploration and consolidation, certainly not as obligations. Nevertheless, their completion facilitates a more active, facile, and participative engagement with the lessons. Consequently, certain activities suggested by the teacher may be strongly recommended.

written and oral