3. kesäkuuta 2016 National Defence University / Defence Language Centre / Päivi Kilpinen, Chief of Branch 0 Success Factors in Language Learning and Training: A Case Example of (Academic) Writing Guidance Available in the FNDU Points to be covered: 1.Overall FL Background of Students and Salaried Personnel 2.Writing Guidance Available 3.Determining Success Factors 4.Results 5.Current work-in-progress

3. kesäkuuta 2016 National Defence University / Defence Language Centre / Päivi Kilpinen, Chief of Branch 1 1. Overall FL Background of Students and Salaried Personnel National Matriculation Exam / National Language Proficiency Test English / Swedish / German / Russian / French  CEFR B2.2 as the set level for functional independent proficiency  The National Core Curriculum (1994 & 2004)  The National Decree on Foreign Language Skills in Bachelors’ and Masters’ Degrees (794 / 2004) Implications for writing guidance in the FNDU:  Tutoring and guidance in professional writing in the chosen FL  Aiming at developed skills  Resulting in approximation (cf. resources available: 26 hrs vs. 500 hrs)

3. kesäkuuta 2016 National Defence University / Defence Language Centre / Päivi Kilpinen, Chief of Branch 2 2. Writing Guidance Available 1. BMSc Producing a FL version of the undergraduate research plan 2. MMSc Drafting an article on a topic relevant for the Master’s Thesis 3. Senior Staff Officer Course Submitting a briefing report on a professionally significant issue 4. General Staff Officer Course If applicable, writing the course paper (Licenciate Thesis) in a FL 5. Task-dependent in-house training ( on ad hoc basis) 6. Academic writing for publishing purposes (as part of post-graduate projects)

3. kesäkuuta 2016 National Defence University / Defence Language Centre / Päivi Kilpinen, Chief of Branch 3 2. Writing Guidance Cont’d: Contents 1. Genres applicable: Reseach plan, article draft, briefing report Term paper, project paper, thesis 2. Writing-related matters covered: Logical argumentation Thesis statement Topic sentences Transitions Lexical and syntactic variation Semantic choices 3. Guidance settings: Tailored individual support

3. kesäkuuta 2016 National Defence University / Defence Language Centre / Päivi Kilpinen, Chief of Branch 4 3. Determining Success Factors COHERENCE & TRANSPARENCY Ensuring that the stakeholders (students, salaried personnel, facilitators, administration) share a mutual undestanding of the set objectives and procedures adopted THE GUIDING, LEARNIG, and ASSESSING CYCLE Seeing to it that the writing-related matters covered and turoting offered in given guidance settings correspond to what the participants view they have learnt THE ETHICAL IDEAL REVISITED Guaranteeing educational equality by targeting at least approximately comparable (equal) learning outcomes (proficiency level dependency)

3. kesäkuuta 2016 National Defence University / Defence Language Centre / Päivi Kilpinen, Chief of Branch 5 4. Results Facilitating the fine tuning of verbalizing skills in L1-Ln  Transparently operating on a plurilingual and intercultural continuum  Drawing from the notion of shared expertise  Promoting quality assurance by relying on research- based and -informed guidance

3. kesäkuuta 2016 National Defence University / Defence Language Centre / Päivi Kilpinen, Chief of Branch 6 5. Current work-in-progress Developing a validated level description scale for evaluating professional writing skills in the Defence Language Centre  Defining assessment criteria for evaluating communicative professional writing skills  Promoting transparent operating on a plurilingual and intercultural continuum

3. kesäkuuta 2016 National Defence University / Defence Language Centre / Päivi Kilpinen, Chief of Branch 7 Kiitos.