This course builds on the foundations of English for Academic Purpose 1 in order to refine academic writing skills with accurate grammar and improve cultural knowledge and vocabulary via English literature. There are four main aims:

(1) To equip the students with basic skills in information searching;

(2) To teach the students how to write essays and research papers using appropriate academic English language;

(3) To introduce the APA style (formatting and referencing) to research papers;

(4) To expand the students’ general knowledge of the world through reading of a higher level of internationally acclaimed literary classics



This course continues to develop and strengthen the students’ ability to write English academic essays and research papers. Advanced academic English language including grammar, structures, styles, tones, and mechanics are further applied to the development of more complex academic essays, and the APA format and referencing are used to ensure standard English and avoid plagiarism. In addition, this course includes high-level literary texts to expand the students’ vocabulary and general knowledge, and to develop their critical thinking skills. 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 (2 textbooks)      
  • Review: 32 (Tests and Mid-term Exam)
  • Assignment: 34 (1 Essay and 1 Research Paper)

Total Study Hours: 135






Successful completion of English for Academic Purposes I (ENGL 111) is prerequisite for this course.


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.



The course includes 30 lessons, each of which is 1.5 class hours. The total number of class hours is 45. The study plan below describes the number of lessons, lesson themes, the main teaching and learning activities, corresponding course learning outcomes, and learning assessments. However, implementation of this study plan may vary somewhat depending on the progress and needs of the students.

No Lesson Learning Outcomes Teaching and Learning Activities, Assessment

Introduction to the course

  1. Get to know each other
  2. Students express their expectations
  3. Understand the course specification 

(CIP1, CIP2)

Presentation Whole class discussion Diagnostic Test

Unit 1: Review of the Essay (pp. 2-5)

  1. Explain the reasons for writing essays and writing processes.
  2. Recognize the standard parts and format of an essay. 
  3. Use methods of support. 

(CK2, CC3)

Presentation Group discussions

Reading: Literature Text 4

  1. Give a title of the text
  2. Write a summary essay of the text

(CK1, CK2)

Skimming Identifying the main idea and main points Writing a summary essay Note: Test 1

Unit 2: Choosing a Topic

  1. Select an appropriate topic for an essay and a research paper.
  2. Differentiate between a persuasive and an expository essay 
  3. Write a thesis statement
  4. Develop an essay and a research paper outline 

(CK2, CC1, CC3)

Brainstorming Working in pairs Categorizing Completion

Reading: Literature Text 4

  1. Make questions and give comments on the summary essay

(CC1, CCIP1)

Ask and answer questions about the text

Unit 3: Peer review

  1. Ask critical questions and give good comments on peers’ papers.
  2. Respond appropriately to peers’ questions or comments.
  3. Revise and write a final draft.

(CC3, CIP1, CIP2)

Peer review practices Final draft of essay

Reading: Literature Text 4

  1. Use the Internet and e-dictionary to search for target vocabulary 

(CK1, CC1, CCIT2)

Searching for new vocabulary using the Internet and e-dictionary

Unit 4: Researching

  1. Identify various sources of information.
  2. Effectively use online search techniques.
  3. Evaluate the reliability of websites.
  4. Document resources.


Practice finding information online

Reading: Literature Text 4

  1. Outline the main points
  2. Retell the story

(CC1, CIP1)

Outlining Story telling Note: Test 2

Unit 5: Outlining

  1. Assess progress in research.
  2. Improve vocabulary related to research papers.
  3. Use different outlining techniques.

(CK1, CC2)

Working with a partner Individual work: Making an outline on the approved topic

Reading: Literature Text 5

  1. Explain the main themes of the story
  2. Persuade the audience to agree or disagree with the writer’s opinion

(CK1, CCIP1, CIP2)

Vocabulary practice (peer work) Group discussion of the theme and moral of the story
12 Patterns of organization Expository 1. Prepare an outline of an expository essay Persuasive 1. Prepare an outline of a persuasive essay Acknowledge and then refute the counter arguments against your position (CC2, CC3, CC4) In pairs, discussing the differences between an expository and persuasive essay and prepare an outline on a selected topic
13 Reading: Literature Text 5 1.  Use quotations to support own arguments (CK1, CC2) In pairs, argue for or against a certain theme or behavior in the story Note: Test 3

Unit 6: Avoid Plagiarism 

  1. Understand the issues of plagiarism and academic expectations.
  2. Explain the importance of crediting sources 
  3. Decide what to quote and what to paraphrase
  4. Practice quotation techniques

(CC1, CC2, CIP2)

Group discussion on issues of plagiarism and academic expectations Practice quotation techniques

Reading: Literature Text 5

  1. Restate some statements selected from the story
  2. Use signal phrases and transitions in their own sentences

(CK1, CC2, CC3, CIP1)

Interpreting Sentence transformation Completion

Unit 7: The Language of the Research Paper

  1. Apply and practice techniques for paraphrasing
  2. Learn common grammatical structures in research paper
  3. Review signal phrases, transitions, and punctuation

(CC2, CC3)

In pairs, completion, labeling, and sentence transformation

Reading: Literature Text 5

  1. Identify the thesis statement of the story
  2. Write a thesis statement to describe the main theme of a selected chapter
  3. Guess the meaning from context

(CK1, CCIP1, CIP2)

In groups of three, identify a thesis statement in the story and write a thesis statement Match the meanings with the vocabulary in the text

Unit 8: Writing a Research Paper 

  1. Understand different thesis types
  2. Write clear thesis statements on selected topics
  3. Use source material to support writing
  4. Write an introduction

(CK2, CC1, CC2, CC3, CCIT1)

Review the thesis statement Individually write an introduction on the selected topic.

Reading: Literature Text 6

  1. Write an introductory paragraph about the text


Review of the thesis statement and introductory paragraph Individually write an introductory paragraph
20 Review before Mid-term Exam  

Unit 8: Writing a research paper (Cont.)

  1. Write body paragraphs

(CK2, CC1, CC2, CC3, CCIT1)

Presentation of sample body paragraphs Practice writing body paragraphs on the approved topic.

Reading: Literature Text 6

  • Summarize the story 

(CK.1, CCIP1, CIP2)

Identify the main points and write a summary based the main points.

Unit 8: Writing a research paper (Cont.)

  1. Write a conclusion paragraph

(CK2, CC1, CC2, CC3, CCIT1)

Individually write a conclusion paragraph.

Reading: Literature Text 6

  1. React to the moral of the story

(CK1, CIP1, CIP2)

In groups, express own opinion about the moral of the story Note: Test 4

Unit 9: In-text Citation

  1. Use sources to enhance paper credibility.
  2. Decide whether to summarize, paraphrase or quote materials.
  3. Practice paraphrasing and quoting, using APA in-text citations.

(CC1, CC2, CCIT1)

In groups, compare in-text citations with reference lists. Practice paraphrasing and quoting

Unit 10: Academic Language

  1. Select appropriate style and tone for academic work.
  2. Refine your thesis statement
  3. Make points stronger and more precise
  4. Use hedging language to make claims and assertions more believable and accurate.
  5. Avoid sexist and biased language  

(CK2, CC1)

Completion, Matching and Classification of words and phrases In pairs, revising a paragraph using appropriate academic language

Unit 11: Editing Your Paper

  1. Write the final draft of your paper
  2. Revise, proofread, and format the final draft 

(CC1, CC2, CC3, CC1T1, CIP1, CIP2)

In pairs, edit partner’s paper focusing on the APA style, correct grammar, structures, tone, and mechanics.

Unit 12: Oral Presentation of the Research Paper

  1. Presentation skills
  2. Improve the quality of the paper
  3. Use the APA-style: format and referencing 

(CC1, CC2, CC3, CCIT1)

Class presentations Questions, comments, and revisions

Unit 12: Oral Presentation of the Research Paper

  1. Presentation skills
  2. Improve the quality of the paper
  3. Use the APA-style: format and referencing 

(CC1, CC2, CC3, CCIT1)

Class presentations Questions, comments, and revisions

Unit 12: Oral Presentation of the Research Paper

  1. Presentation skills
  2. Improve the quality of the paper
  3. Use the APA-style: format and referencing 

    (CC1, CC2, CC3, CCIT1)

Class presentations Questions, comments, and revisions



The teaching methods may include:

  • Individual work, pair work, group work, whole class activities
  • Homework, assignments
  • Tests and examinations
  • Presentations
  • Discussions, reflections, and reactions 
  • Inquiry-based approaches (library and field work)
  • Didactic questioning 
  • Technology support (computer and Internet)


Grades will be determined based on a grading score, calculated using the following assessments and score allocations:  

Assessment Weight of each assessment Learning Outcome Assessed





In-class tests


CK1, CK2, CK3, CC1, CC2, CC3, CCIT1, CIP2 


Homework and Assignments


CC1, CC2, CC3, CCIT1, CIP1, CIP2


Midterm Exam


CK1, CK2, CC2, CC3, CCIT1, CIP2


Research Paper


CK1, CK2, CC2, CC3, CCIT1, CIP2


Total grading score



  During the course, there are several assignments:

Work Group: Individual
Output format: Writing
Language: English


The assignment will include writing of 1 academic essay on a topic approved by the lecturer.
Research Paper: The research paper can be based on primary or secondary data or both based on the topic and methodology approved by the lecturer.


Readings are graded readers of classic literature selected according to the English skill level of the students. Therefore, the literature readings will vary from class to class depending on the class’ skill level. Similarly, the number of readings is not restricted to three depending on the student’s ability and the lecturer’s expectations.


Zemach, D. E., Broudy, D. and Valvona, C. (2011). Writing Research Papers: from Essay to Research Paper. Oxford: MacMillan Publishers.

Literary Texts

Upon the 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.).

Lance, J. and Lange, E. (2012). Writing Clearly (6th ed.)

Manual of the American Psychological Association (6th ed.).