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Educational guide | |||||||||||||||||||||
| IDENTIFYING DATA | 2011_12 | |||||||||||||||||||||
| Subject | IDIOMA MODERNO DOCUMENTAL III: INGLES | Code | 00403075 | |||||||||||||||||||
| Study programme |
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| Descriptors | Credit. | Type | Year | Period | ||||||||||||||||||
| 6 | Compulsory | Third | Annual |
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| Language | ||||||||||||||||||||||
| Prerequisites | ||||||||||||||||||||||
| Department | FILOLOGIA MODERNA |
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| Coordinador |
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madief@unileon.es acrif@unileon.es |
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| Lecturers |
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| Web | http:// | |||||||||||||||||||||
| General description | To develop the skills and attitudes necessary to understand and produce written texts in English in the academic fields of Librarianship and Information Sciences. These texts, dealing with books, libraries, librarians and promotional genres (e.g. CVs and application letters) and coming from different sources (textbooks, journals and magazines, Internet,...) will be worked on from lexico-grammatical, semantic and rhetorical viewpoints. " | |||||||||||||||||||||
| Tribunales de Revisión |
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| Objetivos |
| To develop the skills and attitudes necessary to understand and produce written texts in English in the academic fields of Librarianship and Information Sciences. These texts, dealing with books, libraries, librarians and promotional genres (e.g. CVs and application letters) and coming from different sources (textbooks, journals and magazines, Internet,...) will be worked on from lexico-grammatical, semantic and rhetorical viewpoints. " |
| Methodologies |
| Contents |
| Topic | Sub-topic |
| Personalized attention |
| Assessment |
| Description | Qualification | ||
| Other comments and second call | |||
| Basic |
HAMILTON, M., The Camel Bookmobile, HarperCollins Publishers, (2007)
SIMAL GONZÁLEZ, B, English for Library and Information Science : E.L.I.S, Tórculo, (2001)
STEVENSON, J. & S. SPRACHMAN, Reading the Social Sciences in English, Longman,
EPPICH, R. (ed.), Recording, Documentation and Information Management for the Conservation of Heritage Places: Guiding Principles, The Getty Conservation Institute, (2007) |
| Complementary | |