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LIBOR STEPANEK
on the ąuality of their colleagues’ work. Most discussions tura into a help-advice-suggestions style of discussion:
Hello, Tm posting title of an article I’ve just started to work on ... “Social NetWork Facebook as
an Event Promotion Platform subtitle: Initial Research Targeted at Czech Students in the 17-24 Age
Group” ...
- Hello, ... I found it ąuite long. I do not know if it is possible but can you define the 17-24 Age
Group with one word ...? ...
- Thank you! I agree. I would even take your suggestion a bit further by cutting it down to “Social
NetWork Facebook as an Event Promotion Platform: Initial Research Targeted at Czech Students...
- Hello..., I like your title, but I also find it ąuite long and 1 also see some possibility how to shorten it.
Maybe it would be enough today to leave Facebook without the description of “social network”? ...
- Hello ... I really agree .... Just the word Facebook is enough today everybody knows what it is ..
A different writing task that simulates one of the processes students’ texts go through before they are published is a peer review. New software is used to gener-ate automatic anonymous facilitation of the task. Apart of the peer review itself, the teacher reflects students’ ideas mentioned in the analyses. That reflection summarizes key thoughts and areas of thoughts, such as (1) excuses where learaers’ self doubts or lack of expertise in the given field are expressed; (2) descriptions of the text content; and (3) text analysis that includes detailed comments on indiyidual mistakes and rec-ommendations for improvements.
Although students understand the importance of both, the theoretical and practi-cal, collaboratiye exercises which help them to practice and develop their writing skills, they regard yideoconferencing as the most attractiye part of the course. Profes-sionals from the publishing industry (Routledge, OUP) discuss current needs of the intemational publishing market with students; academics from yarious universities (Aberystwyth University, Birmingham Uniyersity, SOAS London) give interactiye VC lectures on writing; and intemational experts on writing analyse students’ texts, explain their points of view, suggest improyements or possible changes and students have chance to discuss their own writing in a multiperspectiye professional debate.
4.3. Soft Skills: Creativitv in English
The Creativity in English Course is an example of the soft skills courses that have been implemented into CJV MU programmes. Ali courses combine ICT enhanced w ith traditional and non-traditional teaching techniąues in order to proyide complex language leaming within the academic framework.
The following Emoticon story activity is a creativity barrier elimination task from the course. Students are instructed to look at the picture story from the “Rives tells a story of mixed emoticons” video (Rives 2007) and decode its meaning. Then they watch the original story and the idea of yarious ways of transcriptions is discussed. The course participants are then diyided into smali groups with the aim to produce a story and transcribe it in their own original emoticon/symbolic/coded alphabet (celi phones, computers or “traditional” paper can be used). The next step is to send the
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