ADVANCED

WRITING SKILLS
CEFR
B2B2+ 5975
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University
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Success
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Alignment with the Global Scale of English

and Common European Framework of Reference
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© The copyright of the Can Do statements taken from the Common European Framework of Reference
for Languages reproduced in this document belongs to the Council of Europe. All users and publishers
must ask formal and written permission prior to using these by writing to the Language Policy Unit of the
Council of Europe [email protected]

Copyright © 2018 by Pearson Education, Inc. Photocopying for classroom use is permitted.
 University ADVANCED
Success WRITING SKILLS
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University Success, Advanced Level is an academic skills series designed to equip advanced to transitioning
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English learners with reading, writing, and oral communication skills necessary to succeed in courses in an
English-speaking university setting. A targeted approach focuses on the unique linguistic needs of students
while preparing them to achieve academic autonomy. University Success integrates a three-part developmental
approach. Authentic content woven through all three strands provides intensive skill development and expanded
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application—essential for students to become confident and successful in a university setting.

The blended instructional model provides students with an inspiring collection of extensive authentic content,
expertly developed in cooperation with five subject matter experts, all “thought leaders” in their fields. By
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utilizing both online and in-class instructional materials, University Success models the type of real life learning
expected of students applying for a degree. Unlike a developmental textbook, University Success recognizes
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the unique linguistic needs of English language learners. The course carefully scaffolds skill development to help
students successfully work with challenging and engaging authentic content provided by top Stanford University
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professors in their academic fields.

SERIES ORGANIZATION
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The Advanced Level is organized into three strands: Reading, Writing, and Oral Communication. Each strand
includes five distinct content areas: the Human Experience, Money and Commerce, the Science of Nature,
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Arts and Letters, and Structural Science, all popular fields of study among English language learners. The three
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strands are fully aligned across content areas and skills, allowing teachers to utilize material from different
strands to support learning. Teachers can utilize skills from one strand or provide additional support materials
from other strands for richer development across the four skills.
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UNIQUE FEATURES
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• Rigorous academic preparation: students build on their strengths and prior knowledge, develop language and
study skills, and increase their knowledge of academic content related to the STEAM area of study.
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• Extensive work with authentic texts and lectures: the content has been expertly developed with the cooperation
of five Stanford University professors and features extensive Readings and full-length lectures. It provides a
challenging experience that replicates the authentic experience of studying in a mainstream university classroom.
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• Systematic skill development: each strands allows for essential skill building, from strategies to critical thinking to
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extensive application and assessment that explicitly teaches students to notice, understand, and employ English
language features in the comprehension and synthesis of new information.
• Flexible three-part developmental English approach: unlike any traditional ESL/EFL course, University Success
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follows the developmental English approach that encompasses intensive skill development and extensive practice.
• Fluency driven approach: helps learners with fluency, accuracy, and automaticity, allowing them to process
linguistically complex texts of significant length.
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• Content and fluency vocabulary approach: develops learner ability to read words as multiword units and to
process text more quickly and with greater ease.
• Strategies for academic success: online videos that show students how to cope with the challenges of academic
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study and college culture. Videos include how to talk to a professor during office hours, time management
techniques, giving and receiving feedback, and many more.
• Global Scale of English for Academic Learners: alignment with content tied to outcomes designed to challenge
students who have achieved a B2 level of proficiency or higher.
• Continuous and extensive formative assessment: built into the series, offers multiple points of feedback, in
class or online, assessing the ability of students to transfer and apply skills with rigorous academic challenges.

Copyright © 2018 by Pearson Education, Inc. Photocopying for classroom use is permitted.
The Global Scale of English and
The Common European Framework of Reference
The Global Scale of English is a standardized, granular scale from 10 to 90 which measures English language
proficiency. It is aligned with the Common European Framework of Reference (CEFR). Unlike the CEFR, which
describes proficiency in terms of broad levels, the Global Scale of English identifies what a learner can do at
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each point on a more granular scale—and within a CEFR level. The scale is designed to motivate learners by
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demonstrating incremental progress in their language ability. The Global Scale of English forms the backbone for
Pearson English course material and assessment.
CEFR and the Global Scale of English both comprise a number of Can Do statements, or “learning objectives,”
for each of the four language skills, describing what learners should be able to do at different levels of
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proficiency. The learning objectives are written to reflect what a student “Can Do” with language without regard
to the context in which a language skill may surface. The GSE Learning Objectives have been aligned to the
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CEFR, and many additional statements created, rated for difficulty, and calibrated to the scale. This document
provides an overview of the learning objectives that are covered in each unit of the course. As the learning
objectives focus specifically on language skills, some learning objectives will be repeated multiple times, a
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reflection of the fact that skills are built through practice in multiple contexts. For each learning objective we
indicate whether a statement is from the original CEFR or newly created by Pearson English:
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(C) Common European Framework descriptor, verbatim, © Council of Europe

(Ca) Common European Framework descriptor, adapted or edited, © Council of Europe
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(N2000) North (2000) descriptor, verbatim

(N2000a) North (2000) descriptor, adapted or edited
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(P) New Pearson English descriptor

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[Note: If a value is in parentheses, it indicates the learning objective is still undergoing research and validation,
and therefore the value is a provisional estimate.]
©

Visit English.com/gse to learn more about the Global Scale of English.

References
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Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching,
assessment. Cambridge: Cambridge University Press.
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North, B. (2000) The Development of a Common Framework Scale of Language Proficiency. New York: Peter
Lang.
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Schneider, Guenther and North, Brian (1999) ‘In anderen Sprachen kann ich’ . . . Skalen zur Beschreibung,
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Beurteilung und Selbsteinschätzung der fremdsprachlichen Kommunikationmsfähigkeit. Berne, Project Report,

National Research Programme 33, Swiss National Science Research Council.
Schneider, G., North, B. (2000) Fremdsprachen können – was heißt das? Chur / Zürich: Rüegger.
n
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© The copyright of the Can Do statements taken from the Common European Framework of Reference for
Languages reproduced in this document belongs to the Council of Europe. All users and publishers must
ask formal and written permission prior to using these by writing to the Language Policy Unit of the Council
of Europe [email protected]

Copyright © 2018 by Pearson Education, Inc. Photocopying for classroom use is permitted.
S
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University
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ADVANCED
Success WRITING SKILLS
e
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University Success is aligned with the Global Scale of English and the
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Common European Framework of Reference. It takes learners from

CEFR B2 to B2+ (59–75 on the Global Scale of English). Each lesson
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guides students to a “Can Do” goal in line with the Global Scale of
English and the Common European Framework “Can Do” statements.
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GSE 10 20 30 40 50 60 70 80 90
Advanced
CEFR <A1 A1 A2 + B1 + B2 + C1 C2
©

Learn more about the Global Scale of English at english.com/gse

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University ADVANCED
Success WRITING SKILLS
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PART 1 | Fundamental Writing Skills

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LINGUISTICS – The Research Writing Process

FUNDAMENTAL SKILLS – The Research Writing Process.
SUPPORTING SKILLS – Brainstorm topics. Create an outline.
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INTEGRATED SKILLS – Annotate research.

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LANGUAGE SKILLS – Identify phrases in academic text.

VOCABULARY STRATEGY – Use a dictionary to expand vocabulary.
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Skill GSE Learning Objective GSE CEFR Page

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Reading Can research a topic by reading simple academic texts. 59 B2 (59–66) 10

Can extract key information from a linguistically complex
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Reading 70 B2+ (67–75) 10

academic text, if guided by questions.
Can distinguish between the main idea and related ideas in a
Reading 70 B2+ (67–75) 22
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linguistically complex academic text.

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Can extract key information from a linguistically complex

Reading 70 B2+ (67–75) 28
academic text, if guided by questions.
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Can take effective notes on a linguistically complex and

Reading 74 B2+ (67–75) 28
unfamiliar text.
Can use a monolingual dictionary to check the meaning of
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Reading 59 B2 (59–66) 32
words without needing to refer to a bilingual dictionary.
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Can take part in routine formal discussions conducted in clear

Speaking 60 B2 (59–66) 34
standard speech in which factual information is exchanged.
Can develop an argument giving reasons in support of or
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Speaking 63 B2 (59–66) 35
against a particular point of view.
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Speaking Can explain information in detail in graphs and charts. 66 B2 (59–66) 36

Writing Can start an essay with a strong thesis statement. 70 B2+ (67–75) 18
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Can write an outline for an academic paper or essay using

Writing 73 B2+ (67–75) 22
linguistically complex language.
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Can present additional ideas using a range of linking words and

Writing 62 B2 (59–66) 30
phrases.
23

Can use a range of chart types (line, bar, etc.) to convey

Writing 66 B2 (59–66) 36
information in an academic text.
Can write an outline for an academic paper or essay using
Writing 73 B2+ (67–75) 37
linguistically complex language.
Can write a linguistically complex essay in response to a specific
Writing 75 B2+ (67–75) 37
question.

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University ADVANCED
Success WRITING SKILLS
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BUSINESS ETHICS – Idea Development

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FUNDAMENTAL SKILLS – Idea Development.

SUPPORTING SKILLS – Develop and organize ideas. Identify reliable sources of information.
INTEGRATED SKILLS – Paraphrase.
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LANGUAGE SKILLS – Use direct quotations and reported speech.

VOCABULARY STRATEGY – Recognize in-text definitions.
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Skill GSE Learning Objective GSE CEFR Page

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Can identify the main organizing themes of simple academic

Reading 61 B2 (59–66) 50
texts in their field of specialization.
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Reading Can critically evaluate the quality of sources used in a simple text. 61 B2 (59–66) 54
Can extract key information from a linguistically complex
Reading 70 B2+ (67–75) 59
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academic text, if guided by questions.

Can understand definitions of technical terms presented in a
Reading 75 B2+ (67–75) 66
linguistically complex academic text.
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Can take part in routine formal discussions conducted in clear

Speaking 60 B2 (59–66) 42
standard speech in which factual information is exchanged.
Can justify a viewpoint on a topical issue by discussing pros and
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Speaking 60 B2 (59–66) 67
cons of various options.
Can develop an argument giving reasons in support of or against
Speaking 63 B2 (59–66) 69
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a particular point of view.

Speaking Can explain information in detail in graphs and charts. 66 B2 (59–66) 69
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Can write an outline for an academic paper or essay using

Writing 73 B2+ (67–75) 42
linguistically complex language.
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Can write a structured paragraph on an academic topic in their

Writing 65 B2 (59–66) 50
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field of study.
Can embed quotations and paraphrases in written academic
Writing 68 B2+ (67–75) 59
work, if provided with a model.
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Can use a range of chart types (line, bar, etc.) to convey

Writing 66 B2 (59–66) 69
information in an academic text.
20

Can embed quotations and paraphrases in written academic

Writing 68 B2+ (67–75) 70
work, if provided with a model.
Can embed quotations and paraphrases in written academic
23

Writing 68 B2+ (67–75) 71

work, if provided with a model.
Can write a linguistically complex essay in response to a specific
Writing 75 B2+ (67–75) 71
question.

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University ADVANCED
Success WRITING SKILLS
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EARTH SCIENCE – Extended Writing

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FUNDAMENTAL SKILLS – Extended Writing.

SUPPORTING SKILLS – Use organizational patterns. Select examples.
INTEGRATED SKILLS – Summarize.
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LANGUAGE SKILLS – Use adverbials of cause and effect.

VOCABULARY STRATEGY – Learn root words.
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Skill GSE Learning Objective GSE CEFR Page

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Can recognize organizational patterns within a linguistically

Reading 74 B2+ (67–75) 89
complex academic text.
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Can identify examples supporting an argument in a linguistically

Reading 74 B2+ (67–75) 92
complex academic text.
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Can extract key information from a linguistically complex

Reading 70 B2+ (67–75) 99
academic text, if guided by questions.
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Can recognize organizational patterns within a linguistically

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Reading 74 B2+ (67–75) 99

complex academic text.
Can take part in routine formal discussions conducted in clear
Speaking 60 B2 (59–66) 81
standard speech in which factual information is exchanged.
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Can take part in routine formal discussions conducted in clear

Speaking 60 B2 (59–66) 106
standard speech in which factual information is exchanged.
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Can express opinions on topics, using linguistically complex

Speaking 74 B2+ (67–75) 107
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language.
Speaking Can explain information in detail in graphs and charts. 66 B2 (59–66) 108
Can write effective and appropriate paragraphs in a range of
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Writing 67 B2+ (67–75) 89

genres.
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Writing Can support ideas with relevant examples. 59 B2 (59–66) 92

Writing Can write an effective and informative summary. 67 B2+ (67–75) 99
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Writing Can take notes on a linguistically complex academic text. 74 B2+ (67–75) 99
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Writing Can clearly signal cause and effect relationships in structured text. 60 B2 (59–66) 103
Writing Can clearly signal cause and effect relationships in structured text. 60 B2 (59–66) 108
Can make detailed comments about numerical information in
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Writing 66 B2 (59–66) 108

graphs and charts.
Writing Can support ideas with relevant examples. 59 B2 (59–66) 109
Writing Can write an effective and informative summary. 67 B2+ (67–75) 109
Can write a linguistically complex essay in response to a specific
Writing 75 B2+ (67–75) 109
question.

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University ADVANCED
Success WRITING SKILLS
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MEDIEVAL CULTURE – Rhetorical Context

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FUNDAMENTAL SKILLS – Rhetorical Context.

SUPPORTING SKILLS – Make stylistic choices. Revise text.
INTEGRATED SKILLS – Analyze text for style and tone.
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LANGUAGE SKILLS – Use cohesive devices for reference and agreement.

VOCABULARY STRATEGY – Understand connotations.
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Skill GSE Learning Objective GSE CEFR Page

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Can extract key information from a linguistically complex academic

Reading 70 B2+ (67–75) 113
text, if guided by questions.
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Can extract key information from a linguistically complex academic

Reading 70 B2+ (67–75) 120
text, if guided by questions.
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Can recognize the use of cohesive devices to link ideas within and
Reading 63 B2 (59–66) 128
between paragraphs in a written text.
Can recognize organizational patterns within a linguistically complex
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Reading 74 B2+ (67–75) 128

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academic text.
Reading Can identify different styles, genres, and registers in written discourse. 69 B2+ (67–75) 134
Can use a monolingual dictionary to check the meaning of words
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Reading 59 B2 (59–66) 141

without needing to refer to a bilingual dictionary.
Can take part in routine formal discussions conducted in clear standard
Speaking 60 B2 (59–66) 143
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speech in which factual information is exchanged.

Can develop an argument giving reasons in support of or against a
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Speaking 63 B2 (59–66) 145

particular point of view.
Speaking Can explain information in detail in graphs and charts. 66 B2 (59–66) 145
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Can demonstrate understanding of structure and conventions of

Writing 71 B2+ (67–75) 113
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different written genres.

Writing Can use appropriate tone and register when writing academic texts. 75 B2+ (67–75) 120
Writing Can edit and improve a simple text. 55 B1+ (51–58) 128
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Writing Can write a simple discursive essay. 59 B2 (59–66) 134

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Writing Can structure longer complex texts using a range of cohesive devices. 74 B2+ (67–75) 138
Can use a range of chart types (line, bar, etc.) to convey information in
Writing 66 B2 (59–66) 145
an academic text.
23

Writing Can structure longer complex texts using a range of cohesive devices. 74 B2+ (67–75) 146
Writing Can compare and evaluate ideas in a structured and logical text. 66 B2 (59–66) 147
Can write a linguistically complex essay in response to a specific
Writing 75 B2+ (67–75) 147
question.

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University ADVANCED
Success WRITING SKILLS
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MATERIALS ENGINEERING – Publishing

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FUNDAMENTAL SKILLS – Publishing.

SUPPORTING SKILLS – Edit text. Proofread text.
INTEGRATED SKILLS – Analyze text.
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LANGUAGE SKILLS – Identify and edit run-on sentences and fragments.

VOCABULARY STRATEGY – Understand prefixes.
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Skill GSE Learning Objective GSE CEFR Page

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Can follow the development of a central theme in an academic

Reading 65 B2 (59–66) 165
text.
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Can extract key information from a linguistically complex

Reading 70 B2+ (67–75) 165
academic text, if guided by questions.
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Can recognize organizational patterns within a linguistically

Reading 74 B2+ (67–75) 165
complex academic text.
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Can take part in routine formal discussions conducted in clear

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Speaking 60 B2 (59–66) 173

standard speech in which factual information is exchanged.
Can justify and sustain views clearly by providing relevant
Speaking 60 B2 (59–66) 174
explanations and arguments.
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Can discuss the information presented in a complex diagram or

Speaking 71 B2+ (67–75) 175
visual information.
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Writing Can edit and improve a simple text. 55 B1+ (51–58) 151
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Writing Can use correct formatting in an academic essay. 65 B2 (59–66) 151

Writing Can edit and improve a simple text. 55 B1+ (51–58) 158
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Can write a structured paragraph on an academic topic in their

Writing 65 B2 (59–66) 158
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field of study.
Writing Can proofread their own academic work and make corrections. 76 C1 (76–84) 161
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Writing Can proofread their own academic work and make corrections. 76 C1 (76–84) 169
Can use a range of chart types (line, bar, etc.) to convey
Writing 66 B2 (59–66) 175
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information in an academic text.

Can write a linguistically complex essay in response to a specific
Writing 75 B2+ (67–75) 176
question.
23

Writing Can proofread their own academic work and make corrections. 76 C1 (76–84) 176
Writing Can proofread their own academic work and make corrections. 76 C1 (76–84) 176

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University ADVANCED
Success WRITING SKILLS
S

PART 2 | Critical Thinking Skills

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LINGUISTICS – Fact and Opinion

FUNDAMENTAL SKILLS – Fact and Opinion.
SUPPORTING SKILLS – Use expressions of fact and opinion. Present a counterargument.
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INTEGRATED SKILLS – Recognize author bias.

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LANGUAGE SKILLS – Use language of disagreement.

VOCABULARY STRATEGY – Use a dictionary to learn collocations.
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Skill GSE Learning Objective GSE CEFR Page

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Can distinguish between fact and opinion in linguistically complex

Reading 69 B2+ (67–75) 182
academic texts.
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Can extract key information from a linguistically complex academic

Reading 70 B2+ (67–75) 182
text, if guided by questions.
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Can extract key information from a linguistically complex academic

Reading 70 B2+ (67–75) 196
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text, if guided by questions.

Can recognize the writer’s point of view in a linguistically complex
Reading 74 B2+ (67–75) 196
academic text.
©

Can use a monolingual dictionary to check the meaning of words

Reading 59 B2 (59–66) 204
without needing to refer to a bilingual dictionary.
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Can take part in routine formal discussions conducted in clear

Speaking 60 B2 (59–66) 205
standard speech in which factual information is exchanged.
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Can justify and sustain views clearly by providing relevant

Speaking 60 B2 (59–66) 207
explanations and arguments.
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Can discuss the information presented in a complex diagram or

Speaking 71 B2+ (67–75) 207
visual information.
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Can clearly signal the difference between fact and opinion in

Writing 61 B2 (59–66) 189
structured text.
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Can show the relationship between an opinion and a

Writing 66 B2 (59–66) 192
counterargument in a discursive text.
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Writing Can use fact and opinion effectively in writing. 66 B2 (59–66) 205
Can use a range of chart types (line, bar, etc.) to convey information
Writing 66 B2 (59–66) 207
in an academic text.
23

Writing Can use fact and opinion effectively in writing. 66 B2 (59–66) 208
Can clearly signal the difference between fact and opinion in a
Writing 71 B2+ (67–75) 208
linguistically complex academic text.
Can develop an argument with appropriate highlighting of
Writing 75 B2+ (67–75) 208
significant points and relevant supporting detail.

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University ADVANCED
Success WRITING SKILLS
S

BUSINESS ETHICS – Implication and Inference

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FUNDAMENTAL SKILLS – Implication and Inference.

SUPPORTING SKILLS – Integrate evidence from sources. Use hedging and boosting language.
INTEGRATED SKILLS – Understand and respond to implication and inference.
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LANGUAGE SKILLS – Use modals to express degrees of certainty.

VOCABULARY STRATEGY – Use a thesaurus.
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Skill GSE Learning Objective GSE CEFR Page

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Reading Can understand inferred meaning in formal structured text. 70 B2+ (67–75) 213
Can extract key information from a linguistically complex
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Reading 70 B2+ (67–75) 213

academic text, if guided by questions.
Reading Can critically evaluate the quality of sources used in a simple text. 61 B2 (59–66) 220
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Can recognize inferred meaning in a structured text, if guided by

Reading 60 B2 (59–66) 229
questions.
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Can extract key information from a linguistically complex

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Reading 70 B2+ (67–75) 229

academic text, if guided by questions.
Can justify and sustain views clearly by providing relevant
Speaking 60 B2 (59–66) 239
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explanations and arguments.

Can justify and sustain views clearly by providing relevant
Speaking 60 B2 (59–66) 241
explanations and arguments.
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Can discuss the information presented in a complex diagram or

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Speaking 71 B2+ (67–75) 242

visual information.
Can embed quotations and paraphrases in written academic
Writing 68 B2+ (67–75) 220
work, if provided with a model.
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Writing Can explain information from sources in academic texts. 73 B2+ (67–75) 220
Writing Can edit and improve a simple text. 55 B1+ (51–58) 224
n

Can support a line of argument in an academic text using

Writing 71 B2+ (67–75) 229
indirect quotes.
20

Can use a range of chart types (line, bar, etc.) to convey

Writing 66 B2 (59–66) 242
information in an academic text.
Writing Can correctly attribute information from different sources. 64 B2 (59–66) 243
23

Writing Can explain information from sources in academic texts. 73 B2+ (67–75) 243

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University ADVANCED
Success WRITING SKILLS
S

EARTH SCIENCE – Process Writing

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FUNDAMENTAL SKILLS – Process Writing.

SUPPORTING SKILLS – Organize a process. Support a process with visuals.
INTEGRATED SKILLS – Synthesize information from sources.
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LANGUAGE SKILLS – Use passive voice in scientific writing.

VOCABULARY STRATEGY – Build discipline-specific vocabulary.
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Skill GSE Learning Objective GSE CEFR Page

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Can extract key information from a linguistically complex academic

Reading 70 B2+ (67–75) 246
text, if guided by questions.
at

Can understand the writer’s purpose in a linguistically complex

Reading 74 B2+ (67–75) 246
academic text.
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Can recognize organizational patterns within a linguistically complex

Reading 74 B2+ (67–75) 253
academic text.
i

Can extract key information from a linguistically complex academic

Reading 70 B2+ (67–75) 265
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text, if guided by questions.

Can discuss the information presented in a complex diagram or
Speaking 71 B2+ (67–75) 261
visual information.
©

Can take part in routine formal discussions conducted in clear

Speaking 60 B2 (59–66) 273
standard speech in which factual information is exchanged.
P

Speaking Can speculate about causes when discussing an academic topic. 62 B2 (59–66) 273
Can speculate about causes, consequences, or hypothetical
ea

Speaking 64 B2 (59–66) 275

situations.
Writing Can write a detailed description of a complex process. 74 B2+ (67–75) 246
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Can write effective and appropriate paragraphs in a range of

Writing 67 B2+ (67–75) 253
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genres.
Can describe in detail technical information contained in a visual in
Writing 75 B2+ (67–75) 261
an academic text.
n

Can use citations effectively and appropriately in an academic

Writing 76 C1 (76–84) 261
paper.
20

Writing Can synthesize information from two or more academic texts. 75 B2+ (67–75) 265
Can describe in detail technical information contained in a visual in
Writing 75 B2+ (67–75) 275
23

an academic text.
Can use citations effectively and appropriately in an academic
Writing 76 C1 (76–84) 275
paper.
Writing Can write a detailed description of a complex process. 74 B2+ (67–75) 277
Can describe in detail technical information contained in a visual in
Writing 75 B2+ (67–75) 277
an academic text.

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University ADVANCED
Success WRITING SKILLS
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MEDIEVAL CULTURE – Style and Genre

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FUNDAMENTAL SKILLS – Style and Genre.

SUPPORTING SKILLS – Use figurative language. Appeal to ethos, pathos, and logos.
INTEGRATED SKILLS – Analyze descriptive writing.
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LANGUAGE SKILLS – Vary description.

VOCABULARY STRATEGY – Use a corpus to expand word knowledge.
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Skill GSE Learning Objective GSE CEFR Page

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Can identify different styles, genres, and registers in written

Reading 69 B2+ (67–75) 282
discourse.
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Can extract key information from a linguistically complex

Reading 70 B2+ (67–75) 282
academic text, if guided by questions.
er

Reading Can understand simple metaphors in an academic text. 60 B2 (59–66) 289

Can critically evaluate the effectiveness of a simple descriptive
Reading 61 B2 (59–66) 298
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essay.
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Can extract key information from a linguistically complex

Reading 70 B2+ (67–75) 298
academic text, if guided by questions.
©

Can take part in routine formal discussions conducted in clear

Speaking 60 B2 (59–66) 282
standard speech in which factual information is exchanged.
Can take part in routine formal discussions conducted in clear
P

Speaking 60 B2 (59–66) 309

standard speech in which factual information is exchanged.
ea

Can justify and sustain views clearly by providing relevant

Speaking 60 B2 (59–66) 311
explanations and arguments.
Can give clear, detailed descriptions on a wide range of familiar
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Speaking 66 B2 (59–66) 312

subjects.
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Can use persuasive techniques appropriately in academic

Writing 78 C1 (76–84) 293
writing.
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Can use descriptive language to support a main idea in written

Writing 67 B2+ (67–75) 304
academic work.
20

Can use descriptive language to support a main idea in written

Writing 67 B2+ (67–75) 312
academic work.
Writing Can write an effective and informative summary. 67 B2+ (67–75) 313
23

Writing Can write a critical analysis of a simple academic text. 70 B2+ (67–75) 313

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University ADVANCED
Success WRITING SKILLS
S

MATERIALS ENGINEERING – Research Writing

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FUNDAMENTAL SKILLS – Research Writing.

SUPPORTING SKILLS – Develop a research summary. Develop a strong conclusion.
INTEGRATED SKILLS – Present a research paper.
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LANGUAGE SKILLS – Use parallel structure.

VOCABULARY STRATEGY – Understand suffixes.
e

Skill GSE Learning Objective GSE CEFR Page

M

Reading Can identify common features of an academic abstract. 68 B2+ (67–75) 315
Can extract key information from a linguistically complex
at

Reading 70 B2+ (67–75) 323

academic text, if guided by questions.
Can extract key information from a linguistically complex
er

Reading 70 B2+ (67–75) 336

academic text, if guided by questions.
Speaking Can discuss findings from a research study. 71 B2+ (67–75) 336
i

Speaking Can give a presentation or lecture in their field of specialization. 73 B2+ (67–75) 336
al

Can take part in routine formal discussions conducted in clear

Speaking 60 B2 (59–66) 346
standard speech in which factual information is exchanged.
©

Can discuss the information presented in a complex diagram or

Speaking 71 B2+ (67–75) 348
visual information.
P

Can contribute fluently and naturally to a conversation about a

Speaking 79 C1 (76–84) 348
complex or abstract topic.
ea

Writing Can take notes on a linguistically complex academic text. 74 B2+ (67–75) 323
Writing Can write effective conclusions to a range of academic essays. 78 C1 (76–84) 330
r

Writing Can use parallel structure in academic writing. 70 B2+ (67–75) 341
so

Can use a range of chart types (line, bar, etc.) to convey

Writing 66 B2 (59–66) 348
information in an academic text.
n

Writing Can use parallel structure in academic writing. 70 B2+ (67–75) 349
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University ADVANCED
Success WRITING SKILLS
S

PART 3 | E x tended Writing

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LINGUISTICS – Writing as a Linguist. Fact or Fiction: Evaluating Media Coverage

of the Vocal Fry Phenomenon.
pl

Skill GSE Learning Objective GSE CEFR Page

e

Can extract key details from extended informational academic

Listening 67 B2+ (67–75) 353
lectures, if delivered in clear standard speech.
M

Can recognize inferred meaning in a structured text, if guided

Reading 60 B2 (59–66) 357
by questions.
at

Can extract key information from a linguistically complex

Reading 70 B2+ (67–75) 357
academic text, if guided by questions.
er

Can distinguish between the main idea and related ideas in a

Reading 70 B2+ (67–75) 357
linguistically complex academic text.
Can take effective notes on a linguistically complex and
i

Reading 74 B2+ (67–75) 357

al

unfamiliar text.
Reading Can research a topic by reading simple academic texts. 59 B2 (59–66) 359
Can take part in routine formal discussions conducted in clear
©

Speaking 60 B2 (59–66) 353

standard speech in which factual information is exchanged.
Can describe future plans and intentions in detail, giving
Speaking 60 B2 (59–66) 355
P

degrees of probability.
ea

Can take notes on a linguistically complex presentation or

Writing 74 B2+ (67–75) 353
lecture in their field of specialization.
Can present additional ideas using a range of linking words and
Writing 62 B2 (59–66) 355
r

phrases.
so

Writing Can use fact and opinion effectively in writing. 66 B2 (59–66) 359
Can systematically develop an argument giving the reasons for
Writing 67 B2+ (67–75) 359
n

or against a point of view.

Can write an outline for an academic paper or essay using
Writing 73 B2+ (67–75) 359
20

linguistically complex language.

23

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University ADVANCED
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BUSINESS ETHICS – Writing as a Business Ethicist. Frameworks of Intercultural

Understanding in Global Business.
am

Skill GSE Learning Objective GSE CEFR Page

pl

Can extract key details from extended informational academic

Listening 67 B2+ (67–75) 361
lectures, if delivered in clear standard speech.
e

Can recognize inferred meaning in a structured text, if guided by

Reading 60 B2 (59–66) 367
questions.
M

Can extract key information from a linguistically complex

Reading 70 B2+ (67–75) 367
academic text, if guided by questions.
at

Can distinguish between the main idea and related ideas in a

Reading 70 B2+ (67–75) 367
linguistically complex academic text.
er

Can take effective notes on a linguistically complex and

Reading 74 B2+ (67–75) 367
unfamiliar text.
Reading Can research a topic by reading simple academic texts. 59 B2 (59–66) 370
i al

Can take part in routine formal discussions conducted in clear

Speaking 60 B2 (59–66) 361
standard speech in which factual information is exchanged.
Can describe future plans and intentions in detail, giving
©

Speaking 60 B2 (59–66) 363

degrees of probability.
Can take notes on a linguistically complex presentation or
Writing 74 B2+ (67–75) 361
P

lecture in their field of specialization.

ea

Can embed quotations and paraphrases in written academic

Writing 68 B2+ (67–75) 364
work, if provided with a model.
Can signal that two ideas are similar when writing a simple
Writing 61 B2 (59–66) 371
r

academic text by using discourse markers.

so

Can contrast two ideas when writing a simple academic text by

Writing 61 B2 (59–66) 371
using discourse markers.
n

Can embed quotations and paraphrases in written academic

Writing 68 B2+ (67–75) 371
work, if provided with a model.
20

Can write an outline for an academic paper or essay using

Writing 73 B2+ (67–75) 371
linguistically complex language.
Can write a linguistically complex essay in response to a specific
Writing 75 B2+ (67–75) 371
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question.
Can use citations effectively and appropriately in an academic
Writing 76 C1 (76–84) 371
paper.

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University ADVANCED
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EARTH SCIENCE – Writing as an Earth Scientist. Environmentalism in the 21st

Century.
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Skill GSE Learning Objective GSE CEFR Page

pl

Can extract key details from extended informational academic

Listening 67 B2+ (67–75) 373
lectures, if delivered in clear standard speech.
e

Can take effective notes on a linguistically complex and

Reading 74 B2+ (67–75) 377
unfamiliar text.
M

Can recognize inferred meaning in a structured text, if guided by

Reading 60 B2 (59–66) 378
questions.
at

Reading Can infer the author’s opinion in straightforward academic texts. 68 B2+ (67–75) 378
Can extract key information from a linguistically complex
Reading 70 B2+ (67–75) 378
er

academic text, if guided by questions.

Can distinguish between the main idea and related ideas in a
Reading 70 B2+ (67–75) 378
linguistically complex academic text.
i al

Reading Can research a topic by reading simple academic texts. 59 B2 (59–66) 380
Can justify and sustain views clearly by providing relevant
Speaking 60 B2 (59–66) 373
explanations and arguments.
©

Can describe future plans and intentions in detail, giving

Speaking 60 B2 (59–66) 375
degrees of probability.
P

Can take notes on a linguistically complex presentation or

Writing 74 B2+ (67–75) 373
ea

lecture in their field of specialization.

Can clearly signal cause and effect relationships in structured
Writing 60 B2 (59–66) 376
text.
r

Can clearly signal problem and solution relationships in

so

Writing 62 B2 (59–66) 381

structured text.
Can write an outline for an academic paper or essay using
Writing 73 B2+ (67–75) 381
n

linguistically complex language.

Can write a linguistically complex essay in response to a specific
Writing 75 B2+ (67–75) 381
20

question.
Can use citations effectively and appropriately in an academic
Writing 76 C1 (76–84) 381
paper.
23

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University ADVANCED
Success WRITING SKILLS
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MEDIEVAL CULTURE – Writing as a Literary Expert. Medieval Feast as Artistic

Production.
am

Skill GSE Learning Objective GSE CEFR Page

pl

Can extract key details from extended informational academic

Listening 67 B2+ (67–75) 383
lectures, if delivered in clear standard speech.
e

Can take effective notes on a linguistically complex and

Reading 74 B2+ (67–75) 387
unfamiliar text.
M

Can extract key information from a linguistically complex

Reading 70 B2+ (67–75) 388
academic text, if guided by questions.
at

Can understand the writer’s purpose in a linguistically complex

Reading 74 B2+ (67–75) 388
academic text.
er

Reading Can research a topic by reading simple academic texts. 59 B2 (59–66) 390
Can take part in routine formal discussions conducted in clear
Speaking 60 B2 (59–66) 383
standard speech in which factual information is exchanged.
i al

Can describe future plans and intentions in detail, giving

Speaking 60 B2 (59–66) 385
degrees of probability.
Can take notes on a linguistically complex presentation or
©

Writing 74 B2+ (67–75) 383

lecture in their field of specialization.
Can structure longer complex texts using a range of cohesive
Writing 74 B2+ (67–75) 386
P

devices.
ea

Can use descriptive language to support a main idea in written

Writing 67 B2+ (67–75) 387
academic work.
Writing Can edit and improve a simple text. 55 B1+ (51–58) 391
r

Can use descriptive language to support a main idea in written

so

Writing 67 B2+ (67–75) 391

academic work.
Can use descriptive language to support a main idea in written
Writing 67 B2+ (67–75) 391
n

academic work.
Can write an outline for an academic paper or essay using
Writing 73 B2+ (67–75) 391
20

linguistically complex language.

23

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University ADVANCED
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MATERIALS ENGINEERING – Writing as a Materials Engineer. Why Do Polymers

Behave Differently Depending on Their Conditions?
am

Skill GSE Learning Objective GSE CEFR Page

pl

Can extract key details from extended informational academic

Listening 67 B2+ (67–75) 393
lectures, if delivered in clear standard speech.
e

Can take effective notes on a linguistically complex and

Reading 74 B2+ (67–75) 397
unfamiliar text.
M

Can identify examples in an academic text to support an

Reading 65 B2 (59–66) 398
argument.
at

Can extract key information from a linguistically complex

Reading 70 B2+ (67–75) 398
academic text, if guided by questions.
er

Can research a topic by reading linguistically complex academic

Reading 79 C1 (76–84) 400
texts.
Can take part in routine formal discussions conducted in clear
i

Speaking 60 B2 (59–66) 393

al

standard speech in which factual information is exchanged.

Can describe future plans and intentions in detail, giving
Speaking 60 B2 (59–66) 395
degrees of probability.
©

Can take notes on a linguistically complex presentation or

Writing 74 B2+ (67–75) 393
lecture in their field of specialization.
P

Writing Can use parallel structure in academic writing. 70 B2+ (67–75) 396
ea

Writing Can proofread their own academic work and make corrections. 76 C1 (76–84) 396
Writing Can write an effective and informative summary. 67 B2+ (67–75) 401
r so
n
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