ENGLISH FOR ACADEMIC PURPOSES 1 (ENGL 111)

AIM

This course has three main aims:

(1) To enable the students to write standard academic paragraphs and essays;

(2) To improve the students’ reading, vocabulary and grammar;

(3) To build the students’ understanding of cultural pluralism through the classic literature that they will read throughout the course.

  • COURSE DESCRIPTION
  • ROLE IN CURRICULUM
  • LEARNING OUTCOMES
  • STUDY PLAN
  • TEACHING METHODS
  • ASSESSMENT AND GRADING
  • TEXTBOOKS AND REFERENCES

COURSE DESCRIPTION

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.

Number of Credits: 3

Contact hours: 45

Self-Study Hours: 90

  • Reading: 24     
  • Review: 32 (Tests, Mid-term Exam, Final Exam)
  • Assignment: 34 (Paragraphs and Essays) 

Total Study Hours: 135

ROLE IN CURRICULUM


English for Academic Purposes 1 provides broad support to students’ coursework in years 2, 3 and 4.

Prerequisites

This course is a prerequisite for English for Academic Purposes II (ENGL112). There is no prerequisite course for this course. However, the students must have a basic understanding of grammar rules and sentence structures.

LEARNING OUTCOMES

By the end of the course, the students will be able to:

1.  Knowledge

Level of Learning PLO CLO Learning Outcome
Understand PK1 CK1 Write persuasive, effective English paragraphs and essays in an academic setting using word processing software.
Understand PK2 CK2 Describe the paragraph and essay structures and writing processes in an academic setting.

2.  Cognitive Skills

Level of Learning PLO CLO Learning Outcome
Create PC1 CC1 Write a summary of an assigned reading text with clarity and appropriate language
Apply PC2 CC2 Use correct grammar, structures, and mechanics in writing good quality paragraphs and essays in an academic setting
Create PC3 CC3 Write well-structured descriptive, process, opinion, comparison/contrast, and problem/solution paragraphs and essays in a academic setting

3.  Communication, Information Technology, and Numerical Skills

Level of Learning PLO CLO Learning Outcome
Apply PCIT1 CCIT1 Write persuasive, effective English paragraphs and essays in an academic setting using word processing software.

4.   Interpersonal Skills and Responsibilities

Level of Learning PLO CLO Learning Outcome
Evaluate PIP1 CIP1 Engage actively in group discussions on specific topics.

 

STUDY PLAN

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 and Learning Activities, Assessment
1

Introduction to course

  1. Get to know each other
  2. Express their expectations
  3. Understand the course specification
    (CIP1)

 

  1. Presentation
  2. Whole class discussion
  3. Diagnostic Test
2

Reviewing sentence structures (simple, compound, complex)

  1. Use conjunctions correctly
  2. Write three types of sentences correctly
    (CC2, CIP1)

 

  1. Presentation
  2. Individually practice writing sentences
3

Unit 1: Pre-Writing: Getting Ready to Write

  1. Describe the writing process
  2. Choose and narrow a topic for a paragraph
  3. Do brainstorming on a given topic (making a list and mapping)
    (CK2)

 

  1. Filling in the flow chart
  2. Writing specific topics
  3. Brainstorming in groups
4

Unit 1: Pre-Writing: Getting Ready to Write

  1. Organize ideas
  2. Edit ideas
    (CK2, CC3, CIP1)

 

  1. Editing ideas
  2. Freewriting a paragraph on a topic of the student’s choice
5

Literature Textbook Level 2

  1. Write correct sentences
  2. Define contextual meanings
  3. Use correct vocabulary and grammar
    (CK1, CC1, CC2, CC3)

 

  1. Writing simple, compound, and complex sentences about the story
  2. Test 1
6

Unit 2: The Structure of a paragraph

  1. Explain the structure of a paragraph
    (CK2)

 

  1. Presentation
  2. Recognizing parts of a paragraph
7

Unit 2: The Structure of a Paragraph

  1. Write a clear topic sentence
    (CK2, CC2, CC3)

 

  1. Recognizing and writing a topic sentence
  2. Critiquing a paragraph
  3. Writing a topic sentence
8

Unit 3: The Development of a Paragraph

  1. Differentiate between  details, explanations and examples
  2. Write concluding sentences

(CK2, CC2, CC3, CIP1)

 

  1. Identifying the topic sentence and supporting details in a sample paragraph
  2. Underlining the explanations and examples
9

Unit 3: The Development of a Paragraph

  1. Edit peer’s paragraph giving clear feedback for improvement
  2. Revise their paragraph considering the feedback 

(CK2, CC2, CC3, CIP1)

  1. Think-Pair-Share
  2. Reviewing sample paragraphs
  3. Peer Editing 
  4. Writing a paragraph
10

Literature Textbook Level 2

  1. Explain the situation in the story 

(CK1, CC2, CIP1)

 

  1. Group Discussion
  2. Telling the main plots of the story
11

Unit 4: Descriptive and Process Paragraphs

  1. Use adjectives to describe shapes, sizes, atmosphere, feelings, and appearance
  2. Write a paragraph to describe a place
  3. Write a paragraph to describe a person 

(CK2, CC2, CC3, CIP1)

 

  1. Selecting appropriate vocabulary to describe a place, a person, and a thing 
  2. Describing a place, a person, or a thing in writing
12

Unit 4: Descriptive and Process Paragraphs

  1. Write a process paragraph using appropriate transitions and vocabulary 

(CK2, CC2, CC3, CIP1)

 

  1. Selecting appropriate vocabulary to describe a process
  2. Completion with appropriate transitions
  3. Sequencing sentences to make a coherent paragraph
  4. Describing a process in writing
13

Unit 5: Opinion Paragraphs

  1. Differentiate between facts and opinions
  2. Use modal auxiliaries to introduce opinions
  3. Write an opinion paragraph

(CK2, CC2, CC3, CIP1)
  1. Group Discussion
  2. Completion
  3. Survey
  4. Writing an opinion paragraph
14

Unit 5: Opinion Paragraphs

  1. Write a cause/effect paragraph with clarity and coherence, using correct connectors and punctuation 

(CK2, CC2, CC3, CIP1)

 

  1. Group Discussion
  2. Completion
  3. Writing cause/effect sentences
15

Literature Textbook Level 2

  1. Identify  the causes and effects in the story 

(CK1, CC2, CC3)

 

  1. Recalling in pairs
  2. Listing the causes and effects in pairs
  3. Test2
16

Unit 6: Comparison/Contrast Paragraphs

  1. Use comparative and contrastive words and structures in their own sentences
  2. Describe an outline of a comparison and contrast paragraph
  3. Write a paragraph about similarities and differences of two things, places, or persons.

(CK2, CC2, CC3, CIP1)

 

  1. Identifying comparative and contrastive structures
  2. Completing sentences with appropriate comparative/contrastive words and phrases
  3. Writing a comparison/contrast paragraph
17

Unit 6: Comparison/Contrast Paragraphs

  1. Write a paragraph to explain advantages and disadvantages following the right structure and using correct comparative adjectives, adverbs, and transition signals. 

(CK2, CC2, CC3, CIP1)

 

  1. Identifying comparative and contrastive structures
  2. Completing sentences with appropriate comparative/contrastive words and phrases
  3. Writing a comparison/contrast paragraph
18

Unit 7: Problem/Solution Paragraphs

  1. Provide reasonable solutions to certain problems
  2. Write a good problem/solution paragraph 

(CK2, CC2, CC3, CIP1)

 

  1. In pairs, ask and answer questions about common problems.
  2. Complete conditionals sentences
  3. Suggest solutions in speaking and writing 
  4. Pair discussion
19

Literature Textbook Level 3

  1. Express their opinion about the character and moral of the story (CK1, CK2, CC1, CC2, CC3, CIP1)

 

  1. Recalling in pairs
  2. Asking and answering questions about the story
  3. Writing a problem/solution paragraph about the story
20

Unit 8: The Structure of an Essay

  1. Recognize the three main parts of an essay
  2. Write a clear thesis statement 

(CK2, CC2, CC3, CIP1) 

  1. Presentation of the essay structures, format, and how to write a thesis statement
  2. In pairs, identifying the main parts of a sample essay 
  3. Writing a thesis statement on a suggested topic
21

Unit 9: Outlining an Essay

  1. Make an essay outline on a chosen topic
  2. Evaluate an essay outline  

(CK2, CC2, CC3, CIP1)

 

  1. Explaining the outline of an essay
  2. Making an outline on a particular topic
  3. Completion in pairs
  4. Making an outline
22

Literature Textbook Level 3

Compare two characters to identity similarities and differences

(CK1, CK2, CC2, CC3, CIP1)

 

  1. Group Discussion
  2. Write a comparison/contrast essay
  3. Test3
23

Unit 10: Introductions and Conclusions

Write a strong introduction paragraph 

(CK2, CC2, CC3, CIP1)  

 

  1. Using parallel writing 
  2. Reviewing and revising sample introductions 
  3. Completion
  4. Writing an introduction
24

Unit 10: Introductions and Conclusions

Write a strong conclusion paragraph

(CK2, CC2, CC3, CIP1)
  1. Using parallel writing 
  2. Reviewing and revising sample conclusions
  3. Matching
  4. Writing a conclusion
25

Unit 11: Unity and Coherence

Improve an essay unity using logical transitions and cohesive devices 

(CK2, CC2, CC3, CIP1)

 

  1. Reviewing a sample essay and compare comments with partners
  2. Completion with appropriate cohesive devices
  3. Presentation of reviewing results
26

Unit 11: Unity and Coherence

Improve an essay coherence using logical transitions and cohesive devices 

(CK2, CC2, CC3, CIP1)

 

  1. Reviewing a sample essay and compare comments with partners
  2. Completion with appropriate cohesive devices
  3. Presentation of reviewing results
27

Literature Textbook Level 3

  1. Write a summary of the story

(CK1, CK2, CC1, CC2, CC3, CIP1)

 

  1. In pairs, summarize the story
  2. Test4
28

Unit 12: Essays for Examinations 

Explain how to respond to the instructions provided during examinations

(CK2, CCIT1, CIP1)
  1. Discussion with partners about timed essay writing 
  2. Evaluate the relevance of the sample introductions to the question
29

Review for exams

(CK1, CK2, CC1, CC2, CC3, CCIT1, CIP1)

 Review all the lessons taught using summarizing technique, group discussion and questioning
30

Review for exams

(CK1, CK2, CC1, CC2, CC3, CCIT1, CIP1)

 Student Self-Reflection of the Course Learning Outcomes

TEACHING METHODS

The teaching methods may include:

  • Individual work, pair work, group work, whole class activities
  • Homework, assignments
  • Tests and examinations
  • Presentation
  • Discussion, reflection, and reaction
  • Inquiry-based approaches (library and field work)
  • Didactic questioning
  • Technology support (computer and Internet)

ASSESSMENT AND GRADING

Grades will be determined based on the following assessments and score allocations:

Assessment Weight of each assessment Learning Outcome Assessed
CLO PLO
Attendance 10% CIP1 PIP2, PIP3
In-class tests 20% CK1, CK2, CC1, CC2, CC3, CCIT1 PCIT4
Homework and Assignments 20% CC1, CC2, CC3, CCIT1, CIP1 PIP2, PIP3
Midterm exam 25% CK1, CK2, CK3, CK4, CC1,CCIT1, CIP1 PCIT4
Final exam 25% CK1, CK2, CC2, CC3, CCIT1 PCIT4
Total grading score 100%  

During the course, there are several assignments:

Work Group: Individual
Output format: Writing
Language: English
Assignment: Assignments will include writing of paragraphs and
at least 2 essays of different types.

TEXTBOOKS AND REFERENCES

Readings are graded readers of classic literature selected according to the English ability level of the students. Therefore, the literature reading levels may vary from class to class. Similarly, the number of readings is not restricted to three. There could be more than three based on the student’s ability and the lecturer’s expectations.

Textbooks

Zemach, D. E. and Rumisek, L. A. (2003). Academic Writing from Paragraph to Essay. Oxford: MacMillan.

Literary Texts

Upon individual lecturer’s choices

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.

Education Resources