All Language Centre courses

When we look at databases (corpora) of academic language, we see patterns in the way speakers express their ideas and opinions. In this workshop, we focus on how speakers use language patterns in academic presentations to organise their ideas and interact with their audience. This is a practical workshop so please come prepared to participate actively.

When we look at databases (corpora) of academic language, we see patterns in the way speakers express their ideas and opinions. In this workshop, we focus on how speakers use language patterns in academic presentations to organise their ideas and interact with their audience, focussing on three key ways to achieve fluency. This is a practical workshop with opportunities to speak and try out aspects of your academic presentations.

In this second session, we continue to work with patterns and chunks in speaking, based on corpus databases of academic language. We look at three more key ways of using chunks to interact fluently with people in academic presentations. This is a practical workshop with opportunities to speak and try out aspects of your academic presentations. Ideally you will have attended the first Academic Speaking in Patterns and Chunks Session but it’s not absolutely necessary.

Note: This workshop is a slightly condensed version of Academic Speaking in Patterns and Chunks Sessions 1 and 2, which were offered and oversubscribed earlier in November.

When we look at databases (corpora) of academic language, we see patterns in the way speakers express their ideas and opinions. In this workshop, we focus on how speakers use language patterns in academic presentations to organise their ideas and interact with their audience. This is a practical workshop with opportunities to speak and try out aspects of your academic presentations. Please make sure that you are in an environment where that is possible for the duration of the session.

Across disciplines, academic writing uses a repertoire of patterns of language to organise and create coherent texts. Evidence from large databases (corpora) of academic writing shows us how grammar and vocabulary follow regular patterns to create clarity, appropriate information focus and argument structure. This is a practical workshop and it would be useful to have examples of your own writing to hand to help you participate.

Across disciplines, academic writing uses a repertoire of patterns of language to organise and create coherent texts. Evidence from large databases (corpora) of academic writing shows us how grammar and vocabulary follow regular patterns to create clarity, appropriate information focus and argument structure. This is a practical workshop and it would be useful to have examples of your own writing to hand to help you participate.

This workshop continues the theme of Patterns and chunks in academic writing (1), looking at how writers signal the organisation of their texts using a repeated repertoire of language chunks. This is a practical workshop and it would be useful to have examples of your own writing to hand to help you participate.

Attendance at Academic writing in Patterns and chunks (1) is not a prerequisite for attendance at this workshop.

This workshop continues the theme of Patterns and chunks in academic writing (1), looking at how writers signal the organisation of their texts using a repeated repertoire of language chunks. This is a practical workshop and it would be useful to have examples of your own writing to hand to help you participate.

Attendance at Academic writing in Patterns and chunks (1) is not a prerequisite for attendance at this workshop.

We all know that academic papers should be clear and concise. But how can we achieve this in our own writing? In this workshop we will explore various ways to develop clarity in academic writing, and we will work through a number of example texts in order to gain practical experience of improving the clarity of written work.

No explicit preparation is required for this workshop, but you may find it useful to bring a piece of your own writing with you.

Building a cohesive and logical argument is a key element of academic writing. Often, feedback from supervisor will tell us that argumentation needs to be improved. In this workshop we examine what precisely is meant by argumentation and look at ways to improve the quality of argumentation in our own academic work.

No preparatory work is required before attending this workshop.

Building a cohesive and logical argument is a key element of academic writing. Often, feedback from supervisor will tell us that argumentation needs to be improved. In this workshop we examine what precisely is meant by argumentation and look at ways to improve the quality of argumentation in our own academic work.

Kick off the new term with this short, sharp workshop that’s designed to get you writing more quickly and painlessly. You’ll leave the session with a variety of strategies for getting your ideas out of your head and down on paper.

In this webinar, you’ll learn how to produce clear, concise and compelling documents in a professional setting. You’ll pick up techniques for quickly identifying, honing and communicating your key message — whether it’s for day-to-day emails, longer reports or a persuasive pitch.

Learn the secrets for producing clear, concise and compelling business writing. Whether it’s a day-to-day email or a persuasive pitch, you’ll pick up techniques for quickly identifying your key message — and engaging your reader. The workshop works as a standalone session or as a follow-on to last term’s class on report writing.

There is nothing to do before the workshop

We all know that academic papers should be clear and concise. But how can we achieve this in our own writing? In this workshop we will explore various ways to develop clarity in academic writing, and we will work through a number of example texts in order to gain practical experience of improving the clarity of written work.

No explicit preparation is required for this workshop, but you may find it useful to bring a piece of your own writing with you.

If our writing is cohesive and coherent, there are logical connections between words, sentences, paragraphs and sections. This workshop explores different techniques for increasing cohesion, which should make your writing easier to read and more effective.

This workshop builds on topics covered in the previous session, partly by analyzing excerpts from published journal articles for their cohesion. Although attending the previous workshop is an advantage, it is not a prerequisite.

This workshop builds on topics covered in the first workshop on Cohesion last term. It introduces another technique for improving cohesion and analyses excerpts from published journal articles for their cohesion. Although attending the previous workshop is an advantage, it is not a prerequisite.

This workshop builds on topics covered in the first workshop on Cohesion last term. It introduces another technique for improving cohesion and analyses excerpts from published journal articles for their cohesion.

Although attending the previous workshop is an advantage, it is not a prerequisite.

The final chapter of a dissertation / thesis can have various titles including ‘conclusion’ and ‘discussion’. This workshop looks at the typical contents of a final chapter and also cautious language (hedging), which is commonly found in a conclusion. It involves a video to watch and exercises to complete before an online Zoom workshop.

In-Sessional English Conversation Hours

For the last workshop of term, we will be preparing doctoral students for life after their first-year reports, as they begin to think about putting their full thesis together. Strategies suggested in this class should be transferable for any students writing a longer piece of work.

This session covers the basic principles of academic style. Learn how to make your writing more formal, persuasive, and precise, and how to use the passive voice and tentative language (hedging) to good effect.

This workshop discusses the basic principles of academic style, helping you to write more formally, persuasively and precisely. Learn how to attain clarity and accuracy and how to use the passive voice and tentative language (hedging). Students will apply their learning to practical examples.

Across disciplines, academic writing uses a repertoire of patterns of language to organise and create fluent and coherent texts. Evidence from large databases (corpora) of academic writing shows us how grammar and vocabulary follow regular patterns to create fluent information focus.

We continue to work with patterns and chunks in writing, based on academic corpus database statistics. We look at patterns of language used after nouns in ways typical of academic writing, and how chunks are used to link ideas and arguments in a fluent way. This is a practical workshop with tasks to complete before and during the Zoom workshop.

Making the distinction between when to use the infinitive form of the verb (‘to run’) and the gerund (‘running’) is difficult for non-native speakers. This workshop will identify some general rules and some avoidable pitfalls.

There is nothing to do before the workshop.

The correct use of articles (the / a / an) is one of the trickiest aspects of English grammar for non-native speakers, whether their language uses articles in a different way from English or maybe manages to get by without any articles at all. This webinar will set out clearly the ways in which English uses articles, and will hopefully offer some conceptual keys to help students correct their own usage. Students will then be asked to complete some exercises online.

The correct use of articles (the / a / an) is one of the trickiest aspects of English grammar for non-native speakers, whether their language uses articles in a different way from English or maybe manages to get by without any articles at all. This webinar will set out clearly the ways in which English uses articles, and will hopefully offer some conceptual keys to help students correct their own usage.

The most significant grammar mistakes that foreign students make are usually those that greatly change the meaning of the sentence. Modals, such as can or would, are often used to indicate the position of the writer in academic writing, so their inaccurate use can easily give a very different meaning from that intended. For this workshop, students will first watch a video and complete some exercises on Moodle. In the real-time webinar, students can ask questions and discuss areas of difficulty.

The most significant grammar mistakes that foreign students make are usually those that greatly change the meaning of the sentence. Modals, such as can or would, are often used to indicate the position of the writer in academic writing, so their inaccurate use can easily give a very different meaning from that intended.

The most significant grammar mistakes that foreign students make are usually those that greatly change the meaning of the sentence. Modals, such as can or would, are often used to indicate the position of the writer in academic writing, so their inaccurate use can easily give a very different meaning from that intended.

One of the most complicated aspects of English grammar is the correct use of prepositions (on, over, in, through etc.). This workshop will allow students to begin to conceptualise the ways in which prepositions move from a physical descriptor to a metaphorical one, and provide them with tools to decide more accurately which preposition is the correct one to use in any particular context.

One of the key areas in which non-native speakers of English have difficulty attaining native-level accuracy is in the use of prepositions. Although this webinar does not pretend to give students all the answers, it will provide a number of ways to conceptualise the use of prepositions and hopefully clarify this complex area of grammar.

Hedging is an important skill in academic writing, used to show uncertainty, hesitation, or caution where appropriate. In this workshop we will consider when, why, and how to use hedging effectively in our academic writing and practise using hedging with a range of example sentences. We will also consider boosting – the opposite of hedging, used to strengthen claims – discussing when this may be necessary and how to utilise this technique effectively.

Hedging is an important skill in academic writing, used to show uncertainty, hesitation, or caution where appropriate, whilst boosting can be used to intensify certainty. In this workshop we will consider when, why, and how to use hedging and boosting effectively in our academic writing and practise using both in a range of example sentences.

Hedging is an important skill in academic writing, used to show uncertainty, hesitation, or caution where appropriate. In this workshop we will consider when, why, and how to use hedging effectively in our academic writing and practise using hedging with a range of example sentences. No preparation is required before attending this workshop.

Do you want to increase the probability of completing your Master’s Degree on time and be happier doing it? Come along to this talk given by our ADTIS Life Coach, Dr Sue Jackson who will share “Some Secrets of Highly Successful Research Students” with you. You will be asked to reflect on what success means for you and prepare an action plan accordingly. You will also be introduced to what life coaching is and shown how to sign up for an individual life coaching session if you wish.

Please bring a notebook or paper and something to write with.

Do you want to increase the probability of completing your PhD on time and be happier doing it? Come along to this talk given by our ADTIS Life Coach, Dr Sue Jackson who will share the "Seven Secrets of Highly Successful Research Students” with you. You will be asked to reflect on what each of these “secrets” means to you, and prepare an action plan accordingly. You will also be introduced to what life coaching is about and shown how to sign up for an individual life coaching session if you wish. Please bring a notebook or paper and something to write with.

Do you want to increase the probability of completing your PhD on time and be happier doing it? Come along to this talk given by our ADTIS Life Coach, Dr Sue Jackson who will share the "Seven Secrets of Highly Successful Research Students” with you. You will be asked to reflect on what each of these “secrets” means to you, and prepare an action plan accordingly. You will also be introduced to what life coaching is about and shown how to sign up for an individual life coaching session if you wish. Please bring a notebook or paper and something to write with.

The most effective writers are actually skilled self-editors. In this workshop, you’ll learn how to approach the editing process – and what to look for when revising your work. Please bring along a piece of work you’d like to edit.

The most effective writers are actually skilled self-editors. In this workshop, you’ll learn how to approach the editing process — and what to look for when improving your work. Please bring along a piece of work you’d like to edit.

This workshop will take you step-by-step through the process of writing a persuasive business report — from planning to polishing. We’ll look at the style, structure and content of an effective business report, and explore some of the differences (and similarities) between business writing and academic writing.

There is nothing to do before the workshop.

This workshop will show you how to plan and structure a persuasive report. We’ll explore some of the differences (and similarities) between professional writing and academic writing. We’ll also cover how to approach the most important part of any report: the executive summary.

This class is for anyone who will need to write reports for business or in any area of policy.

As a graduate student at Cambridge, you are expected to write clearly. This workshop looks at some common barriers to clarity in writing – and suggests strategies for overcoming them.

Good academic writing should be clear, concise and coherent. This workshop looks at some common barriers to clarity in writing — and suggests strategies for overcoming them. There is a short exercise to complete before the workshop.

Idioms form an important part of everyday spoken English and offer insights into British culture and society. In this informal workshop, you will explore English idiomatic expressions within their cultural context and will put them into practice through a range of simple exercises.

We are often called on to make presentations about our work, whether for assessment purposes, at a conference, or simply when sharing ideas with colleagues in our Departments. This workshop offers some tips on best practice in presenting and serves as a precursor to the workshop on 28 February, where students will have the opportunity to practise presenting and receive feedback.

No preparation is required before attending this workshop; however, if you are working towards making a presentation in the near future, you may find it helpful to bring your notes, slides, or other material with you.

This is a workshop which will concentrate on intonation and stress within normal spoken and written English, and will aim to give students some idea of how stress and intonation work at the level of the sentence or even the paragraph. It should help students understand how intonation is used in English to convey meaning beyond the surface value of individual words, and should help them to use this technique as well. .

Methodology and results are two very common chapters in academic papers and dissertations / theses, especially in scientific subjects. This workshop will focus mainly on linguistic aspects of these chapters. It involves a video to watch and exercises to complete before an online Zoom workshop.

One of the biggest leaps that students have to make as they move from undergraduate to postgraduate study is in the amount of secondary work they need to absorb and process. This workshop will offer some general instruction on how best to sort, assess and analyse a large quantity of information at speed.

One of the biggest leaps students have to make as they move from undergraduate to postgraduate study is in the amount of secondary work they need to absorb and process. This workshop will offer some general instruction on how best to sort, assess and analyse a large quantity of information at speed.

The switch to hybrid working and the use of online conference platforms for much teaching and graduate presentation work offers its own specific challenges. Following on from earlier workshops on in-person presentations, this workshop gives students a chance to present and get feedback on the specific complications of online presentation.

This workshop is limited to seven students.

Students should prepare a brief (5-7 minute) presentation on an aspect of their academic work. If using audiovisual aids, students should send these to jww41@cam.ac.uk the day before the presentation.

Across disciplines, academic writing uses a repertoire of patterns of language to organise and create coherent texts. Evidence from large databases (corpora) of academic writing shows us how grammar and vocabulary follow regular patterns to create clarity, appropriate information focus and argument structure. This is a practical workshop with tasks to complete before and during the Zoom workshop.

This workshop continues the theme of Patterns and chunks in academic writing (1), looking at how writers signal the organisation of their texts using a repeated repertoire of language chunks. This is a practical workshop with tasks to complete before and during the Zoom workshop. Attendance at Patterns and chunks in academic writing (1) is not a prerequisite for attendance at this workshop.

Academic culture in English-speaking countries places a lot of emphasis on avoiding plagiarism, but conventions are often different from those in students’ home countries. This webinar will examine what constitutes plagiarism and look at the University of Cambridge regulations. Students will then be asked to complete some exercises online.

Academic culture in English-speaking countries places a lot of emphasis on avoiding plagiarism, but conventions are often different from those in students’ home countries. This webinar will examine what constitutes plagiarism and look at the University of Cambridge regulations. Students will then be asked to complete some exercises online.

This workshop offers the opportunity for up to seven students to present for 15-minutes each, on a subject of your own choice. This could be repeating a presentation you have given previously, practising a presentation you are due to give in the near future, or even designing a presentation for the purposes of the workshop in order to improve your presenting skills.

You will receive immediate oral feedback on both your spoken English and presenting style on completion of your presentation, as well as the opportunity to field questions from the rest of the group.

N.B. – although the maximum number of presenters is seven, further students may sign up to watch and ask questions.

There is an accompanying video on presentation skills which you should watch before attending this workshop.

This workshop offers the opportunity for up to seven students to present for 15-minutes each, on a subject of your own choice. This could be repeating a presentation you have given previously, practising a presentation you are due to give in the near future, or even designing a presentation for the purposes of the workshop in order to improve your presenting skills.

You will receive feedback on both your spoken English and presenting style on completion of your presentation, as well as the opportunity to field questions from the rest of the group.

N.B. – although the maximum number of presenters is seven, further students may sign up to watch and ask questions.

Towards the end of Michaelmas Term, students are often asked to give initial presentations of their work. This session will provide a broad introduction to what makes a good presentation, both in-person and online, and hopefully provide useful ideas about things to concentrate on beyond the formal content of a presentation. This session fits well with the Presentation Skills Practice on 15 November.

The most common way for students to share their work with their colleagues is via presentations, using a variety of techniques and methods. This webinar, which dovetails with the Presentation Skills Practice workshop on 23 November, will introduce some ways in which you can make your work come across as coherent and effective.

The most common way for students to share their work with their colleagues is via presentations, using a variety of techniques and methods. This webinar, which dovetails with the Presentation Skills Practice workshop on 18 November, will introduce some ways in which you can make your work come across as coherent and effective.

This workshop offers students the chance to give a short presentation, with or without PowerPoint. Its aim is to hone the skills required for an effective academic presentation, and to receive feedback in a supportive and friendly environment. A maximum 7 students only to present for up to 10 minutes each. Those wishing to present should please send a copy of their slides to Simon at spa29@cam.ac.uk at least an hour before the lesson to enable better feedback.

This workshop offers the opportunity for up to seven students to present for 15-minutes each, on a subject of your own choice. This could be repeating a presentation you have given previously, practising a presentation you are due to give in the near future, or even designing a presentation for the purposes of the workshop in order to improve your presenting skills.

You will receive immediate oral feedback on both your spoken English and presenting style on completion of your presentation, as well as the opportunity to field questions from the rest of the group.

N.B. – although the maximum number of presenters is seven, further students may sign up to watch and ask questions.

There is an accompanying video on presentation skills which you should watch before attending this workshop.

Practise your presentation skills and receive peer and tutor feedback. This workshop offers students the chance to give a short presentation, with or without PowerPoint. Its aims are to hone the skills required for an effective presentation, and to practise in a supportive and friendly environment. A maximum 7 students only to present for up to 10 minutes each. Students must be ready to present a pre-prepared, short presentation. Before the webinar, please also email your slides to spa29@cam.ac.uk to enable better feedback.

In this workshop we will look principally at the components of ‘fast speech’. These include use of weak forms, linking, stress time etc. The aim of the session is both to recognise those aspects of pronunciation which aid listening and to get plenty of practice. Students who have come to previous sessions on pronunciation with me are advised that some material will be repeated.

Foreign students often find that in everyday situations they struggle to understand native speakers who are talking quickly. Students also sometimes struggle to speak quickly themselves. This workshop will review some of the ways in which English pronunciation changes during fast, natural speech. It should therefore help students’ listening and speaking. Before the class, students must watch a video on Moodle. The real-time webinar will focus on practice, feedback and questions.

Foreign students often find that in everyday situations they struggle to understand native speakers who are talking quickly. Students also sometimes struggle to speak quickly themselves. This workshop will review some of the ways in which English pronunciation changes during fast, natural speech. It should therefore help students’ listening and speaking. Before the class, students must watch a video on Moodle at https://www.vle.cam.ac.uk/mod/folder/view.php?id=13339561 The real-time webinar will focus on practice, feedback and questions.

Are you a speaker of Spanish, Catalan, Portugese, Italian or French? Would you like to have the chance to work on aspects of your English pronunciation? If so, join us for this fun and informal workshop, which offers pronunciation practice for speakers of Italic (Latin-derived) languages. Vowel and consonant sounds, linking, stress and intonation will be covered.

This workshop offers a friendly forum in which speakers of Slavic languages can practise aspects of English pronunciation. The main focus will be on speakers of Eastern Slavic languages, but speakers of all Slavic languages are welcome to attend.

There is nothing to do before the workshop.

This workshop will look at a few of the specific difficulties which speakers of Slavic languages have in the pronunciation of English.

This workshop offers a friendly forum in which speakers of Asian languages can practise aspects of English pronunciation. The focus will be on speakers of Chinese and Japanese, but speakers of all Asian languages may attend.

This workshop offers a friendly forum in which speakers of Asian languages can practise aspects of English pronunciation. The focus will be on speakers of Chinese and Japanese, but speakers of all Asian languages may attend if space permits.

This online workshop will focus on some sounds that speakers of Chinese often have problems with. There is nothing to do before the workshop.

This workshop will focus on some sounds that speakers of Chinese often have problems with. There is nothing to do before the workshop.

This is a workshop for speakers of Romance Languages (Spanish, French, Italian, Portuguese, Catalan &c.). It will focus on sounds which tend to cause difficulties across these languages (vowel sounds, the difference between b/v or l/w etcetera) and offer the chance for students to practice and improve the sound of their spoken English.

This is a workshop for speakers of Romance Languages (Spanish, French, Italian, Portuguese, Catalan &c.). It will focus on sounds which tend to cause difficulties across these languages (vowel sounds, the difference between b/v or l/w etcetera) and offer the chance for students to practice and improve the sound of their spoken English.

This workshop offers an introduction to various techniques for proof-reading a text, to try to ensure that it is as error-free and coherent as possible. It will also teach how to read and use basic proof-reading symbols.

There is nothing to do before the workshop

Intended as a complement to the editing workshop on 17 May, this session will look at the next stage in writing and writing up: proofing a text in order to leave it in as perfect a state as possible before submission.

This online webinar will explain correct usage of commas, capital letters, hyphens, apostrophes, quotation marks, full stops, colons and semicolons. There is nothing to do before the lesson.

Unlike in many other languages, punctuation in English is occasionally a matter of style rather than of obedience to fixed rules. This workshop will refamiliarize students with the basics of punctuation and show them how guidelines can be followed and occasionally broken.

This workshop will consider ways of referencing in a coherent and legible fashion, establishing what might be best practice for the needs of particular academic formats (dissertation, article, paper etc). Footnoting will also be looked at.

Relative clauses, often involving which, that or who, are very common in general and academic English. However, they cause problems for many students, sometimes significantly altering the meaning from what they intend. This workshop introduces some grammatical rules of relative clauses and explores common errors that non-native speakers of English frequently make.

Relative clauses are very common in general and academic English but they cause problems for many students, sometimes significantly altering the meaning from what they intend. This workshop introduces some grammatical rules of relative clauses and explores common errors that non-native speakers of English frequently make. The workshop involves watching a video and completing exercises before an online Zoom workshop.

The exams that take place towards the end of the academic year can sometimes seem threatening. They don’t have to. This workshop will look at ways to prepare efficiently and effectively in the run-up to exams, working on various aspects of the revision process all the way through to the exams themselves VENUE: - http://cam.adobeconnect.com/revisionskills/

Easter term is the time when examined courses are traditionally assessed. This workshop will help students prepare for exams by offering them guidance about how to revise their year’s work, and how to deal with the exam itself.

There is nothing to do before the workshop.

Many students on the ADTIS programme will be studying on examined courses. As the University returns to in-person examinations, this workshop will examine how best to prepare for exams, both in the run-up to them and on the day of the exam itself.

Towards the end of the Michaelmas Term, most students start to prepare written work for submission and evaluation. This workshop, offers some key ideas about the microstructures which can be deployed within a piece of academic writing, and shows students how best and most effectively to present their ideas.

Even if the writing of foreign students is grammatically correct and coherent, it can sometimes have an undesired impact on the reader because it is written in the wrong style. This webinar will give some guidance on what is usually considered good academic style in physical and biological sciences, and engineering. Students will be asked to complete some exercises after the class.

Even if the writing of foreign students is grammatically correct and coherent, it can sometimes have an undesired impact on the reader because it is written in the wrong style. This webinar will give some guidance on what is usually considered good academic style in physical and biological sciences, and engineering. Students will be asked to complete some exercises after the class.

Abstracts, Introductions and Literature Reviews are common sections of academic papers and dissertations / theses in the sciences. This workshop will introduce these three sections and explore how they frequently overlap. It is intended for science students in the Schools of Physical Sciences, Biological Sciences, Technology and Clinical Medicine.

Results and Discussion are very common chapters in academic papers and dissertations / theses, especially in science. This workshop will introduce these sections and explore how they frequently overlap. It is intended for students of experimental science in the Schools of Physical Science, Biological Sciences, Technology and Clinical Medicine.

Results and Discussion are very common chapters in academic papers and dissertations / theses, especially in science. This workshop will introduce these sections and explore how they frequently overlap. It is intended for students of experimental science in the Schools of Physical Science, Biological Sciences, Technology and Clinical Medicine.

Integrating sources into your own writing is a key requirement in most academic genres. In this workshop you will re-familiarise yourself with the principles of summarising and paraphrasing source material and practise this in order to boost your confidence when working independently to integrate sources in your written work.

Integrating sources into your writing is a key requirement in many academic genres. In this workshop you will re-familiarise yourself with the principles of summarising and paraphrasing source material, and you will have the opportunity to practise these techniques in order to boost your confidence and proficiency when integrate sources into your own written work.

No preparatory work is required before attending this workshop.

Are you contributing to a group project as part of your degree? Or looking to build on your teamworking skills as you prepare to enter the workplace? Either way, this workshop will give you strategies for communicating and collaborating effectively — so you and your team perform at your best.

Come to the workshop prepared to talk about a team you’re part of now, will be part of, or have contributed to in the past.

Are you contributing to a group project as part of your degree? Or looking to build on your teamworking skills as you prepare to enter the workplace? Either way, this workshop will give you strategies for communicating and collaborating effectively — so you and your team perform at your best.

Come to the workshop prepared to talk about a team you’re part of now, will be part of, or have contributed to in the past.

Every postgraduate student knows the value of their research, but another important skill is convincing other people of its value. This workshop will use ideas from narrative and creative writing theory to give students some clues about how best to present their work clearly and convincingly, both in written and in-person form.

Do you want to increase the probability of completing your PhD on time and be happier doing it? Come along to this talk given by our ADTIS Life Coach, Dr Sue Jackson who will share the "Seven Secrets of Highly Successful Research Students” with you. You will be asked to reflect on what each of these “secrets” means to you, and prepare an action plan accordingly. You will also be introduced to what life coaching is about and shown how to sign up for an individual life coaching session if you wish. Please bring a notebook or paper and something to write with.

Why waste time going to translation dictionaries or just hoping that what you write will be right? The best resource for writing an academic paper in your subject is other papers which you can use as a model for your own writing. In this workshop we look at how to use journal papers and search engines to expand the accuracy and range of your academic vocabulary. Please make sure you bring a paper copy of a well-written journal paper from your field to the workshop.