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DELIVERING PRESENTATIONS IS AN INTEGRAL PART OF A BUSINESSPERSON'S ROUTINE, ALONGSIDE ATTENDING MEETINGS, TELEPHONING OR EMAILING. HOWEVER, PUBLIC SPEAKING IS A MAJOR SOURCE OF ANXIETY FOR MANY PEOPLE AND ADDING A FOREIGN LANGUAGE INTO THE MIX WILL CERTAINLY UNNERVE EVEN THE MOST CONFIDENT OF PRESENTERS. THUS, A BUSINESS ENGLISH COURSE WOULD NOT BE COMPLETE WITHOUT AT LEAST ONE LECTURE DEDICATED TO PRESENTATIONS, USUALLY WITH A DUAL PURPOSE: CONSOLIDATING STUDENTS' GENERAL PUBLIC SPEAKING SKILLS AND ALSO EMPHASIZING THE SPECIFICITY OF BUSINESS PRESENTATIONS IN A FOREIGN LANGUAGE. THIS PAPER PROVIDES AN EXAMPLE OF WHAT A FIFTY-MINUTE LECTURE AT UNDERGRADUATE LEVEL WOULD COVER IN TERMS OF GENERAL ASPECTS AND ALSO SPECIFIC POINTS (SUCH AS CULTURAL DIFFERENCES, VOCABULARY, LEVEL OF FORMALITY) TO BE CONSIDERED WHEN PREPARING FOR A BUSINESS PRESENTATION. [ABSTRACT FROM AUTHOR]

TEACHING ENGLISH FOR SPECIAL PURPOSES IS AN ADAPTIVE PROCESS, AS IT REQUIRES THE INSTRUCTOR TO ADJUST PERMANENTLY TO THE STUDENTS’ SPECIFIC NEEDS WITH A VIEW TO PREPARING THEM FOR A CAREER IN THEIR CHOSEN FIELD OR HELPING THEM NAVIGATE THEIR WORK TASKS IF THEY ARE ALREADY JOB-EXPERIENCED. WRITING E-MAILS HAS BECOME AN ESSENTIAL LIFE SKILL NOWADAYS, BUT FOR BUSINESS STUDENTS IT IS PARTICULARLY IMPORTANT TO GET IT RIGHT, AS THEIR JOB AND/OR THE FUTURE OF THE COMPANY ARE OFTEN AT STAKE, ESPECIALLY NOW THAT A GLOBAL PANDEMIC HAS FORCED US TO REDUCE DIRECT INTERACTION SIGNIFICANTLY. THIS PAPER STARTS FROM ILLUSTRATING THE IMPORTANCE OF TEACHING BUSINESS WRITING TO STUDENTS BASED ON AVAILABLE RESEARCH ON BUSINESS ENGLISH TEACHING AND THEN FOCUSES ON PRACTICAL EXAMPLES OF HOW TEACHERS CAN IMPROVE BUSINESS STUDENTS’ EMAIL WRITING SKILLS AT UNIVERSITY LEVEL. IT WILL SHOW THAT MASTERING THIS SKILL LIES AT THE BASIS OF SUCCESSFUL BUSINESS INTERACTION AND COMMUNICATION, WHICH IS ONE OF THE MAIN GOALS OF BUSINESS ENGLISH TEACHING. [ABSTRACT FROM AUTHOR]

ASSESSMENT IS A CRUCIAL PART OF THE EDUCATIONAL PROCESS AND THE VAST MAJORITY OF COURSES RELY ON IT TO DETERMINE WHETHER THEY HAVE BEEN SUCCESSFUL. OVER THE 2020/2021 ACADEMIC YEAR, ALL TEACHING, LEARNING AND EVALUATION ACTIVITIES AT OUR UNIVERSITY WERE CONDUCTED ONLINE. WHILE THIS HAD ALSO BEEN THE CASE FOR THE MAJORITY OF THE SPRING SEMESTER OF THE PREVIOUS YEAR, THE SITUATION WAS ONLY SUPPOSED TO BE TEMPORARY AT THE TIME. THIS ARTICLE AIMS TO IDENTIFY AND PROVIDE PRACTICAL EXAMPLES OF BEST PRACTICES WHICH CAN BE EMPLOYED IN THE CLASSROOM IN ORDER TO DEVELOP A STRATEGY FOR ONLINE ASSESSMENT AS WE ENTER AN ERA OF WIDESPREAD DISTANCE LEARNING. [ABSTRACT FROM AUTHOR]

THIS PAPER AIMS TO DESCRIBE THE SOCIAL AND MORAL BACKGROUND OF LATE XIXth AND EARLY XXth CENTURY AMERICA, A PERIOD IN WHICH EDITH WHARTON PUBLISHED HER NOVELS OF MANNERS. AFTER DEFINING THE CONCEPTS OF SOCIETY, MORALITY, AND CONFLICT, I HAVE ATTEMPTED TO DEPICT THE HISTORICAL FACTS WHICH LEAD TO CONFLICT SITUATIONS AT THE TIME. THIS WAS ACHIEVED THROUGH THE ANALYSIS AND SYNTHESIS OF INFORMATION COMING FROM BOTH FICTIONAL AND NON FICTIONAL SOURCES. THE INDUSTRIAL REVOLUTION HAD BROUGHT ABOUT SIGNIFICANT CHANGES ON BOTH THE SOCIAL AND MORAL LEVEL. AS A RESULT, THE CLASS DYNAMICS SHIFTED, THE MORAL CODES SUFFERED MUTATIONS AND CONFLICTS ON BOTH LEVELS ARISED. THEY ARE ALL REFLECTED IN THE LITERATURE OF THE TIME, AND EDITH WHARTON'S PERSPECTIVE IS UNIQUE IN THE FACT THAT SHE WAS A MEMBER OF THE UPPER CLASS LIVING ABROAD FOR THE MOST PART OF HER LITERARY ACTIVITY. IT CAN BE SAID THAT, ALTHOUGH CHANGE WAS DEFINITELY PRESENT, SOME CATEGORIES OF INDIVIDUALS STILL STRUGGLED WITH THE SOCIAL AND MORAL CUSTOMS OF THE PAST WELL INTO THE XXth CENTURY. [ABSTRACT FROM AUTHOR]