1. COURSE DESCRIPTION
This course focuses on developing students’ proficiency in writing standard academic paragraphs and essays, enhancing their reading comprehension, vocabulary, and grammar skills, and fostering their understanding of cultural pluralism through the exploration of classic literature assigned during the course.
2.REASON FOR THE COURSE
This foundation-year course focuses on development and strengthening of the students’ reading skills using literary classics as the main sources and quality paragraph and essay writing skills. It also includes the paragraph and essay structures and writing processes, unity, coherence, grammar, and mechanics. A variety of teaching methods will be used to facilitate the learning process; therefore, various methods will be employed to assess the students’ learning outcomes. However, more emphasis will be given to the formative assessment so that the lecturers will have sufficient opportunities to give effective feedback to the students for improvement, and the students will have enough time to make necessary corrections accordingly.
3. STUDY HOUR
4. ROLE IN CURRICULUM
Prerequisite:
There is no prerequisite for this course. However, the students must have a basic understanding of grammar rules and sentence structures.
On successful completion of this course, students will be able to:
| Knowledge | Level of Learning |
Related PLO |
|---|---|---|
| Describe the cultural practices (CK1) Describe cultural practices in the selected classic literary texts. |
Understand | PCIT3 |
| Cognitive Skills | Level of Learning |
Related PLO |
| Write a summary of an assigned reading text (CC1) Write a summary of an assigned reading text with clarity and appropriate language. |
Create | PCIT3 |
| Apply correct grammar and sentence structures (CC2) Apply correct grammar and sentence structures in writing paragraphs and essays. |
Apply | PCIT3 |
| Write paragraphs and essays (CC3) Write good paragraphs and essays of different types. |
Create | PCIT3 |
| Communication, Information Technology, and Numerical Skills | Level of Learning |
Related PLO |
| Use computer software and the Internet in writing (CCIT1) Use computer software and the Internet to support paragraph and essay writing. |
Apply | PCIT2 |
| Interpersonal Skills and Responsibilities | Level of Learning |
Related PLO |
| Work in a team (CIP1) Work in a team responsibly and ethically. |
Characterize | PIP1 |
Grades will be determined based on a grading score, calculated using the following assessments and score allocations:
| SKILL | Assessment | Weighting for Grade | |||||
|---|---|---|---|---|---|---|---|
| Participation | In-class tests | Controlled Case Studies | Simulation | Final Exam | |||
| Explain the Principles of Internal Control (CK1) | 20% | 20% | 60% | 5% | |||
| Describe Audit Procedures and Evidences (CK2) | 30% | 35% | 35% | 20% | |||
| Interpret the Regulatory Framework & Code of Ethics (CC1) | 30% | 10% | 60% | 20% | |||
| Assess Audit Risks (CC2) | 40% | 30% | 30% | 25% | |||
| Perform the Audit Completion Process (CC3) | 35% | 65% | 20% | ||||
| Utilize Technology in the Audit Process (CCIT1) | 15% | 55% | 30% | 5% | |||
| Collaborate in Audit Simulation (PIP 1) | 40% | 60% | 5% | ||||
This course is primarily lecture and assignment based; assigned readings will support learning and serve as a reference to materials covered in class. During class, approximately half of the class will be devoted to lecture with another half of the class for working on case studies and problem sets and reviewing the solutions. Students will submit two assignments in the area of AIS:
| Assignment: | Project Management Assignment (Part I) |
| Work type: | Group |
| Output format: | Written Report |
| Language: | English |
| Description: | The assignment requires students to analyze a case study and work in groups to present their group reports on the assigned case. This concerns developing a proposal to change AIS from an internally developed system called Financial Information System (FIS) to an Enterprise Resource Planning (ERP) system called Systems Applications and Products in Data Processing (SAP), creating a cost management plan and schedule management plan and identifying potential risks. It could be done using a Project Management Tool called JIRA. |
| Assignment: | Project Management Assignment (Part II) |
| Work type: | Group |
| Output format: | Presentation |
| Language: | English |
| Description: | Each group will present the Project Management Assignment (Part I) by discussing how Project Management is used in changing AIS, explaining the plan for managing cost and scheduling management plan, and identifying potential risks. The group will explain the benefits of using Project Management tools, possible challenges, and how those challenges shall be managed and/or resolved. Assignment Rubric: |
The course includes 30 sessions, each of which is 1.5 class hours. The total number of class hours is 45. Lectures focus on review and discussion of readings, supported by the learning activities described below. Implementation of this study plan will vary depending on the progress and needs of students as determined by the lecturer.
| No | Lesson Learning Outcomes | Teaching (T), and Assessment (A) Methods |
|---|---|---|
| 1 |
Introduction to course
|
Presentation Whole class discussion Diagnostic Test |
| 2 |
Unit 1: Pre-Writing: Getting Ready to Write
|
Filling in the flow chart Writing specific topics Brainstorming in groups |
| 3 |
Unit 1: Pre-Writing: Getting Ready to Write
|
Editing ideas Freewriting a paragraph on a topic of the student’s choice |
| 4 |
Unit 2: The Structure of a paragraph
|
Presentation Recognizing parts of a paragraph |
| 5 |
Unit 2: The Structure of a Paragraph
|
Recognizing and writing a topic sentence Critiquing a paragraph Writing a topic sentence |
| 6 |
Unit 3: The Development of a Paragraph
|
Identifying the topic sentence and supporting details in a sample paragraph Underlining the explanations and examples |
| 7 |
Unit 3: The Development of a Paragraph
|
Think-Pair-Share Reviewing sample paragraphs Peer Editing Writing a paragraph |
| 8 |
Reading: Literature Text Level 2+
|
Skimming for the main idea. Group discussion of the setting and the main characters. Note: Test 1 |
| 9 |
Reading: Literature Text Level 2+
|
Ask and answer questions about the text |
| 10 |
Reading: Literature Text Level 2+
|
Write a summary. Reflection on the moral of the text. |
| 11 |
Unit 4: Descriptive and Process Paragraphs
|
Selecting appropriate vocabulary to describe a place, a person, and a thing Describing a place, a person, or a thing in writing |
| 12 |
Unit 4: Descriptive and Process Paragraphs
|
Selecting appropriate vocabulary to describe a process Completion with appropriate transitions Sequencing sentences to make a coherent paragraph Describing a process in writing |
| 13 |
Unit 5: Opinion Paragraphs
|
Group Discussion Completion Survey Writing an opinion paragraph |
| 14 |
Unit 5: Opinion Paragraphs
|
Group Discussion Completion Writing cause/effect sentences |
| 15 |
Unit 6: Comparison/Contrast Paragraphs
|
Identifying comparative and contrastive structures Completing sentences with appropriate comparative/contrastive words and phrases Writing a comparison/contrast paragraph |
| 16 |
Unit 6: Comparison/Contrast Paragraphs
|
Identifying comparative and contrastive structures Completing sentences with appropriate comparative/contrastive words and phrases Writing a comparison/contrast paragraph Note: Test 2 |
| 17 |
Review for Mid-term Exam |
|
| 18 |
Unit 7: Problem/Solution Paragraphs
|
In pairs, ask and answer questions about common problems. Complete conditionals sentences Pair discussion |
| 19 |
Unit 7: Problem/Solution Paragraphs
|
In pairs, identify solutions to the problems. Pair discussion |
| 20 |
Reading: Literature Text Level 2+
|
Outlining Story telling |
| 21 |
Reading: Literature Text Level 2+
|
Summarize the text and present it to the class. |
| 22 |
Reading: Literature Text Level 2+
|
Group discussion of the moral Write an opinion paragraph. |
| 23 |
Unit 8: The Structure of an Essay
|
Presentation of the essay structures, format, and how to write a thesis statement In pairs, identifying the main parts of a sample essay Writing a thesis statement on a suggested topic |
| 24 |
Unit 9: Outlining an Essay
|
Explaining the outline of an essay Making an outline on a particular topic Completion in pairs Making an outline Test 3 |
| 25 |
Unit 10: Introductions and Conclusions Write a strong introduction paragraph (CC3) |
Using parallel writing Reviewing and revising sample introductions Completion Writing an introduction |
| 26 |
Unit 10: Introductions and Conclusions Write a strong conclusion paragraph (CC3) |
Using parallel writing Reviewing and revising sample conclusions Matching Writing a conclusion |
| 27 |
Unit 11: Unity and Coherence Improve an essay unity using logical transitions and cohesive devices (CC2) |
Reviewing a sample essay and compare comments with partners Completion with appropriate cohesive devices Presentation of reviewing results |
| 28 |
Unit 11: Unity and Coherence Improve an essay coherence using logical transitions and cohesive devices (CC3) |
Reviewing a sample essay and compare comments with partners Completion with appropriate cohesive devices Presentation of reviewing results |
| 29 |
Unit 12: Essays for Examination Explain how to respond to the instructions provided during examinations (CC3) |
Discussion with partners about timed essay writing Evaluate the relevance of the sample introductions to the question Test 4 |
| 30 |
Review for exams |
Review all the lessons taught using summarizing technique, group discussion and questioning |
| Total Hours: 45 | ||
Literary Texts
Upon individual lecturer’s choices
Textbook
Zemach, D. E. and Rumisek, L. A. (2003). Academic Writing from Paragraph to Essay. Oxford: MacMillan.
Supplementary Materials and References
Keene, M. L. and Adams, K. H. (2006). Easy Access. New York: McGraw-Hill.
Dollahite, N. E. and Haun, J. (2012). Source Work: Academic Writing from Sources (2nd Ed.). Boston: Heinle, Cengage Learning.