HỆ THỐNG HỌC TRỰC TUYẾN - ĐẠI HỌC HOA SEN

This project is to enable students to do desk research (secondary research) and finally write a report of about 6,000 words on a chosen topic. It trains students how to conduct secondary research from planning, organizing tasks, sorting out and analyzing the information collected. To fulfill the project, students are not only able to identify, describe, explain or restate the information they obtain from many different sources such as books, periodicals, newspapers, library database and some websites but also to process those kinds of information in order to reach a conclusion or response(s) to a research question and basically use MS-Word to write the report. More importantly, they have an opportunity to learn to work in teams.

This course is to give students an opportunity to do a research into their major, which helps improve their research skills on collecting and presenting data, as well as enhance students’ critical thinking on analyzing and recommending solutions to a problem in question.

Students are supposed to select their interested research topic from a suggested topic list, work in groups of four or five members under supervision of an advisory lecturer, taking initiative in planning, allocating workload, arranging schedule, handling and reporting collected data, as well as analyzing, and thinking out solutions to, the selected question so as to write a report of about 7,000 – 8,000 words. Students are also instructed to become acquainted with qualitative or/and quantitative methods at a simple level.

This course highly emphasizes on students’ autonomy and independence in thinking and performing own work. Advisory lecturers merely play the role of a facilitator and will not impose his/her opinion on students’ thoughts or solutions.

This project is to enable students to do desk research (secondary research) and finally write a report of about 6,000 words on a chosen topic. It trains students how to conduct secondary research from  planning, organizing tasks, sorting out and analyzing the information collected. To fulfill the project, students are not only able to identify, describe, explain or restate the information they obtain from many different sources such as books, periodicals, newspapers, library database and some websites but also to process those kinds of information in order to reach a conclusion or response(s) to a research question and basically use MS-Word to write the report. More importantly, they have an opportunity to learn to work in teams.

This project is to enable students to do desk research (secondary research) and finally write a report of about 6,000 words on a chosen topic. It trains students how to conduct secondary research from planning, organizing tasks, sorting out and analyzing the information collected. To fulfill the project, students are not only able to identify, describe, explain or restate the information they obtain from many different sources such as books, periodicals, newspapers, library database and some websites but also to process those kinds of information in order to reach a conclusion or response(s) to a research question and basically use MS-Word to write the report. More importantly, they have an opportunity to learn to work in teams.

PROJECT 1 is to enable students to do desk research (secondary research) and finally write a report of about 6,000 words on a chosen topic. It trains students how to conduct secondary research from planning, organizing tasks, sorting out and analyzing the information collected. To fulfill the project, students are not only able to identify, describe, explain or restate the information they obtain from many different sources such as books, periodicals, newspapers, library database and some websites but also to process those kinds of information in order to reach a conclusion or response(s) to a research question and basically use MS-Word to write the report. More importantly, they have an opportunity to learn to work in teams.

PROJECT 2 to give students an opportunity to do a research into their major, which helps improve their research skills on collecting and presenting data, as well as enhance students’ critical thinking on analyzing and recommending solutions to a problem in question.

This is a skills development course designed to enhance the student’s reading and writing abilities. Its focus is on the application of reading techniques for organization, analysis, and retention of in- formation/materials and writing academic texts suited to the target audience, intended purpose, appropriate situations and length. Assignments are integrated, both reading and writing, with specific stress on reason and response to the assigned materials.

This course provides students with a practical and efficient integrated approach to acquiring critical reading and learning skills. For students involved in the academic world, the ability to read extensively and critically is very important as it enhances students’ knowledge and shapes their critical thinking. Apparently, this has a powerful effect on their ability to write, which is one of the most essential skills that university students need to develop. Moreover, the course also equips students with practical skills and techniques in conducting secondary research and writing academic papers.

This course aims to help students strengthen the skills required to read and write in academic contexts. In terms of reading, besides enhancing students’ skimming and scanning skills, the course focuses on develop students’ abilities to critically analyze arguments in written text and incorporate insights gained from the text into their own writing. In terms of writing, this course introduces students to different essay genres and helps them approach writing as a critical thinking and recursive process. Students will be instructed in writing different academic essay genres with a focus on analyzing and developing arguments.

As an integrated course, this is designed to prepare students for university level critical reading and academic writing. They will learn to produce logical paragraphs and essays; use comprehension strategies, and begin to analysise, and synthesise text.

This is a skills development course designed to enhance the student’s reading and writing abilities. Its focus is on the application of reading techniques for organization, analysis, and retention of information/materials and writing academic texts suited to the target audience, intended purpose, appropriate situations and length. Assignments are integrated, both reading and writing, with specific stress on reason and response to the assigned materials.

As an integrated course, this is designed to prepare students for university level critical reading and academic writing. They will learn to produce logical paragraphs and essays; use comprehension strategies, and begin to analysise, and synthesise text.

The two macro skills are addressed equally in the course with the essays serving as the main vehicles for the integration of reading and writing.

As an integrated course, this is designed to prepare students for university level critical reading and academic writing. They will learn to produce logical paragraphs and essays; use comprehension strategies, and begin to analysise, and synthesise text.

The two macro skills are addressed equally in the course with the essays serving as the main vehicles for the integration of reading and writing.

This course is organized around three central themes: translation, globalization, and localization. The world has seen an intensified social relations at the global level, which link distant localities. This suggests that local happenings can be shaped by events from other localities and vice versa (Giddens^[1], 1990: 64). Given this implication, the first part of the course is centered on those central issues of translation which underpins the second part, which is about globalization and localization. Translation in the globalized/localized setting has seen the emergence of some new domains of translation practice such as tele-translation and tele-interpretation. This is an area that learners will be introduced to.

As the title goes, the course provides an overview of the main features of translation and interpretation. The course starts with the translation section and ends with the interpreting one. Concerning translation, the course provides participants with general stages a translator has to go through if s/he wants to be successful at producing the last translated version. Besides the general methods of translation , s/he has to be aware of the process of translating and problems related to equivalence (i.e. at word level and above word level). Last but not least, categories of translation will also be introduced so that participants may have an idea of the differences between general translation and specialized translation (e.g. literary translation, commercial translation, legal translation, etc.). With reference to interpretation, participants will be introduced to consecutive interpreting without note-taking and then with note-taking. Simultaneous interpreting will also be introduced so that participants can get a feel for what it is.

This course is designed to help participants get basics in the translation field – for both from English into Vietnamese and from Vietnamese into English. Also, during the course, participants will have chances to practise translating such matters in the real life both inside and outside the company.

As the title goes, the course provides participants with an overview of the main features of translation and interpretation.

Hi there.

This course introduces learners to the concepts and theories in translation studies. Throughout the course, learners will read texts that discuss important issues in the field. A focus of the course involves learners' using theories and concepts to comment on published translations and practice their own translations. The course draws upon theories from different disciplines: linguistics, cultural studies, gender studies, literary studies, media studies, etc.

This course is designed to help students get basics in the translation field – for both from English into Vietnamese and from Vietnamese into English. Also, during the course, students will have chances to practice translating such matters in the real life both inside and outside the company.

This course is designed to equip students with more theories and practice in the area dialogic and conference interpreting. The focus will be on consecutive interpreting with note-taking, which is different from the 'Approaches to Interpreting' which focused much on consecutive interpreting without note-taking. The knowledge acquired from the course should enable students to identify primary and secondary ideas and to apply the diagonal layout to take notes. Students will also have opportunities to practice using symbols denoting the concept of 'expression' and 'motion' - which subsumes eleven minor concepts. Although the focal point of the course is on consecutive interpreting, students will also have a chance to familiarize themselves with simultaneous interpreting so that they will be able apply basic priniples into their future professionalism.