Here you can find all you need to know about what we have on offer for doctoral students at the University of Turku.
First Article Language Checking Service (Falcs)
The aim of this service is to give Doctoral Candidates currently writing their first article for publication the chance to have their text checked by a native speaker of English. They will also be able to have a short consultation with the language expert to evaluate the text and discuss the corrections that need to be made.
To qualify for this service:
- you are working on your first article for publication (in English) - nb! you can also send a part of your monograph (max. 5000 words) to be checked
- it is a ‘first order’ article (you have main responsibility for it)
- the article is ready for publication except for language checking
- you are an active and current Doctoral Candidate at the University of Turku
- This free service operates on a strictly first-come, first-served basis. It is open to all Doctoral Candidates of the University of Turku who are writing their FIRST article for publication.
- Texts will be dealt with in the order in which they come.
- We have limited capacity, so you may have to wait, depending on volume.
- PLEASE ENSURE ALL YOUR CONTACT DATA AND THE NAME OF YOUR SUPERVISOR ARE IN THE TEXT. Then, upload your text (see point 11 for instructions). A message will be sent automatically to our staff.
- You will then receive a message to say if your text can be accepted immediately and when you can expect to get your text back.
- Checking time is one week, after which you will be contacted to arrange a meeting for you to get your text back and receive feedback.
- The whole process will last a maximum of two weeks.
- If we cannot accept your text immediately, due to high demand, you will receive an email to inform you if we can take it at a later date (and when that will be).
- We reserve the right not to accept texts if our capacity is not sufficient.
- We will, of course, make all efforts to ensure a smooth-running service.
To access this service that operates through Moodle use the link here:
Enrollment key: falcs2013
Language and Communication Courses
After this course, students should have an advanced knowledge of how to write academically with special relation to their discipline. They are able to recognize and produce academic text and are aware of the internal structure of research articles in their own field. They should have a deeper understanding of the impact of cultural differences on academic writing, have a greater understanding of the mechanics of writing a research paper and know how to create reader-oriented texts. Students should also be able to recognize and use collocations appropriately, as well as write and punctuate accurately in English. Students should be more aware of technology-enhanced research methods.
In this course, students practice the skills needed to write academically in English for international journals and at the same time cover aspects of grammar and lexis. Items include academic vocabulary, hedging, developing voice, textual organization and flow, punctuation and the format and structure of academic articles. Students also learn how to use corpus data, readability and digital editing tools to support their own writing. Students use their own texts as the basis of analysis and have the opportunity to have their own work reviewed in the peer -review and editing sessions organised as a part of the course. Much of the course is internet-based.
By the end of the course, researchers understand the elements that make up a proposal and are aware of the differing levels of information needed for different audiences. They should be able to write concisely, accurately and in an appropriate academic style and also better understand the process of applying for a grant, and how their text should fit this purpose.
Researchers create a proposal for a real grant application, either of their own choosing or that of the Finnish Cultural Foundation. At the end of the course, the researcher can decide whether or not to submit the application. Using class-based exercises and extensive peer and teacher feedback, the researchers deepen their understanding of effective language choices, such as the use of the passive and active voice and vocabulary choices. Rhetorical 'moves' are used as a framework to examine the structure of proposals and how this affects the reader's experience of the text.
After this blended course, students should have developed a deeper awareness of writing more accurately in academic English. They will be more aware of their typical grammatical errors and have devised strategies to avoid them. Students will also have learned digital strategies to support writing about their research in English.
This course gives the fundamental rules and guidelines for the practical grammar needed for effective academic writing. Aspects covered include effective use of articles, prepositions, nominalization, verb use, sentence structures and common mistakes. Students will use their own writing and in-class activities to practice grammar in context. In all exercises, the emphasis is on effective academic communication through grammar, not grammar for its own sake.
By the end of the course, students should be able to give a presentation on a topic related to their research in a style appropriate for an academic conference, effectively using signposting, visual aids, digital presentation tools, clear and comprehensible language and structure, and confident body language. Students should also be able to evaluate their own presentations and peers’ presentations and give constructive feedback.
The course will provide tools for continuous language learning and information retrieval as well as facilitate presentation skills. Topics covered on the course:
- planning and creating effective presentations for different audiences;
- analysing presentation genres and audience needs using examples of good presentations such as TED talks, 3MTs, academic and scientific presentations;
- designing visual aids using different strategies;
- using digital tools to practice presentation timing, scope and depth;
- analysing body language and practicing techniques for dealing with presentation nerves;
- developing effective use of language such as signalling, signposting, interaction, oral referencing;
- creating and giving presentations;
- reflecting on presentation performance and giving and receiving peer-feedback;
- self-evaluating using recordings of presentations.