course guide

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English for Academic Purposes English 3B Semester 1 • Year 2

COURSE GUIDE

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TABLE OF CONTENTS

English for Academic Purposes 1

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Course Description 3

Course Objectives 4

Course Materials 5

Weekly Schedule 6

Assessment Tasks and Weighting 20

APPENDIX 1 - Participation & Attendance 21

APPENDIX 2 - Formal presentation 22

APPENDIX 3 - Reading and Writing Assignments 32

APPENDIX 4 - How to test your vocabulary size using www.lextutor.ca 43

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English for Academic Purposes

English 3B Semester 1 • Year 2

Program: BA. TEFL

Course title: English for Academic Purposes 3

Course credit value: 4

Course code: 3B

Course status: core

Semester: 1

Weekly class hour: 8 hours

Prerequisites: English language proficiency level B1+ (CEFR)

Co-requisite: English 3A& 3C

Subsequent course: English 4B

Course Description This course is designed to upgrade students’ English level from B2- to B2+ according to CEFR (Common European Framework of Reference). It is supposed to be instructed after students’ successful completion of courses 2A and 2B in the first year at FELTE, ULIS. The course focuses on the development of integrated proficiency language skills: Listening, Reading, Speaking, and Writing as well as linguistic components such as vocabulary, grammar and pronunciation under the light of outcome-based approach. Through targeted practice and a variety of communicative tasks, the course is intended to provide students with a good opportunity to develop their communicative language competences. Besides, students will be guided to develop effective learning strategies and learning attitudes to fulfill the course requirements.

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Course Objectives Upon the successful completion of the course, students should be able to:

1. LINGUISTIC COMPETENCE (1a.) acquire a good range of vocabulary for matters connected to their academic

studies to the extent of varying formulation to avoid frequent repetition,

(1b.) maintain general high lexical accuracy; though lexical gaps, confusion, or incorrect word choice can still cause hesitation and circumlocution, these do not hinder communication.

(1c.) maintain a good grammatical control using a mix of simple and complex sentences; though they do make mistakes in complex sentence structure, these are occasional and non-systematic, and do not lead to misunderstanding or impede communication.

(1d.) acquire a clear, natural pronunciation and intonation to make themselves generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity sometimes; comprehend natural pronunciation and intonation in various types of speech including lectures.

(1e.) produce clearly intelligible continuous writing which follows standard layout and paragraphing conventions with reasonably accurate spelling and punctuation, but may still show signs of mother tongue influence.

2. SOCIOLINGUISTIC COMPETENCE (2a.) recognize and use a wide range of linguistic markers in showing ‘positive’

politeness as well as avoid using those which expose ‘negative politeness’ such as face-threatening in academic situations such as formal discussion, tutorial, or presentation;

(2b.) understand and occasionally use the proverbs, idioms, colloquialisms and quotations learnt with flexibility and effectiveness in academic context, allowing rare inappropriateness;

(2c.) firstly recognize differences and follow shifts in register from informal to formal and then understand and properly address the constraints that formal register has on language use (structure, vocabulary and interactional patterns)

3. PRAGMATIC COMPENTENCE (3a.) adjust what they say and the means of expressing it to the situation and the

recipient and adopt a level of formality appropriate to the circumstances;

(3b.) give elaborate description and narratives, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion

(3c.) understand and produce not only clear, smoothly flowing, well-structured descriptions and presentations but also clear, well-structured compositions of fairly complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices;

(3d.) understand arguments correctly and express him/herself fluently and rather spontaneously, and almost effortlessly in addition to qualifying opinions and statements precisely in relation to degrees of, for example, certainty/ uncertainty, belief/doubt, likelihood, etc.;

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4. STRATEGIC COMPETENCE (4a.) easily follow most lectures, discussions, and debates by using a variety of

strategies (e.g., identifying main and secondary points, cues and making inferences) to achieve comprehension

(4b.) understand in detail lengthy or complex texts on the subjects of their academic studies by identifying finer points including attitudes and implied as well as stated opinions;

(4c.) initiate, intervene, maintain and end discourse appropriately with effective turn-taking.

(4d.) cooperate to develop the composition, discussion or presentation by giving feedback, asking questions to check that he/she has understood what a speaker intended to say, or getting clarification of amibiguous points

(4e.) plan what is to be said and written and the means to express it, considering the effect on the recipient(s)

(4f.) use circumlocution and paraphrase to cover gaps in vocabulary and structure;

(4g.) correct errors if they become conscious of them or if the errors have led to misunderstandings

The proportion of objectives in each component does not reflect their importance or dominance of that competence over other competences.

Course Materials Core books:

o Hoang, H. T., Nguyen, T. C. (2015). Academic English 3: Reading & Writing. Vietnam National University: Faculty of English Language Teacher Education.

o Mai, N. Q., Nguyen, T. D., Nguyen, H. G. (2015). Academic English 3: Listening & Speaking. Vietnam National University: Faculty of English Language Teacher Education.

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Weekly schedule WEEK 1 – COURSE ORIENTATION & ACADEMIC ORIENTATION

C.O. Lesson objectives Students’ suggested in-class activities Homework

1.1

- Clearly understand the difference between Academic English and Social English - Clearly understand what is expected of them in the course - Understand course guide, especially assessment tasks, thoroughly

Reading - Course orientation: academic vs. social English - Course guide introduction - Form groups for:

formal presentations

reading-writing (R-W) assignment - Be introduced to Academic Word List (AWL) (and maybe vocabulary size tests on www.lextutor.ca) Writing - Introduce academic writing - Explore the definition, structure and procedure of a research essay - Recognize different essay types and their organization

- Ss search and agree on group’s presentation topic. - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing)

1.2

2a 2c 3a

Recognize the differences between academic and normal presentations

Understand what is expected out of outline presentations

Review the steps and techniques to handle questions in a presentation

Listening - Distinguish between an academic presentation and a normal presentation - Receive explanation and guidelines for outline presentations in Week 4 & 5 Speaking - Presentation skills review 1 (techniques to handle questions in a presentation) - Agree on group’s presentation topic

- Prepare for group’s outline presentation - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing)

http://www.lextutor.ca/

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WEEK 2 – CHOICES AND IMPLICATIONS

C.O. Lesson objectives Students’ suggested in-class activities

Homework

2.1

4e 4a 4b 1a 1e

Search and evaluate reference materials to write essays

Skim the text for gist and scan it for details

Identify the sequence of ideas in a text

Understand implicit meanings

Infer the meaning of new words

Build vocabulary related to adjectives

Reading - Search and evaluate reading materials for essay writing (Focusing on sources, recency, authority, relevance, etc.) - Read the list of publications and cross out any that are irrelevant for your essay and decide on the order you will read among the remaining ones - Read the text Why should we prioritize? and

+ Skim/scan/identify sequence of ideas in the reading + Infer meanings of new words in context

- Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing) Understand different essay

structures

Understand different components of an essay introduction

Understand different components of an essay conclusion

Writing - Evaluate text sources and extracts (see Appendix 3) and select

the relevant ones for Reading-Writing Assignment 1 - Practise writing thesis statements, topic sentences and conclusions - Make an outline for a research essay

- Announce essay topic for R-W assignment 1

2.2 3c 4e 1a

Know and apply different ways to prepare for lectures

Review chunking technique

Listening - Note-taking skill: Preparing for lectures Speaking - Presentation skills review 2 (chunking) - Practice: government’s choices of expenditure

- Further listening practice - Prepare for group’s outline presentation - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing)

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WEEK 3 – RISKS AND HAZARDS

C.O Lesson objectives Students’ suggested in-class activities Homework

3.1

4e 4b 1a 1b 4g

Understand and apply different reading techniques

Build vocabulary related to collocations & cause-effect markers

Reading: - Identify some reading techniques & note types - Apply the learnt techniques to read the text Tropical Cyclones - Explore the 2 selected readings of R-W assignment 1, using the learnt techniques

- Complete the notes on the 2 selected readings - Identify relevant claims for R-W assignment 1 - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing)

4d 3a 3b

Identify relevant and irrelevant claims fors essay statement

Use relevant claims to plan essays

Identify different types of evidence to support claims

Writing - Organize information for essay writing - Identify claims that support and do not support a statement - Match pieces of evidence to the claims and decide types of evidence - Complete the body of an essay using the claims

3.2

2c 1a 2a 3a 3b 1d

Be aware of the structure of a lecture

Identify dos and donts in slides preparation for a presentation

Choose the right type of chart for a slide

Understand the stages to present a chart

Pronounce numbers and use correct intonation for inserts

Listening - Note-taking skill: Understanding lecture structure Speaking - Presentation skills review 3 (preparing slides and presenting charts)

- Further listening practice - Prepare for group’s outline presentation - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing)

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WEEK 4 - LANGUAGE AND COMMUNICATION

C.O

. Lesson objectives Students’ suggested in-class activities Homework

4.1

4a 1c

Predict the content of the text based on titles, headings, sub-headings and topic sentences (of paragraphs)

Understand implicit meanings

Identify some note types

Be aware of strengths and weaknesses of different note types

Reading: - Predict the content of the text to select relevant books to read - Read the text Pictograms and ideograms (Week 4) + Scan for information + Understand implicit meanings + Think about ways of taking notes

- Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing) 1a

3c 3b

Understand when to include reference in an essay

Distinguish between in-text and end-text referencing

Know how to use reporting verbs in academic essays

Writing - Recognize common knowledge - Use in-text (integral) & End-text (non-integral) referencing - Use Reporting verbs in reading-based essays

4.2 4a

Recognize different note-taking systems and their characteristics

Be able to organize notes based on a specific note-taking system

Apply critical thinking into evaluating their peers’ outline presentations

Listening - Note-taking skill: Outlining the lecture Speaking - Outline presentation 1

- Further listening practice - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing) - Revise presentation contents based on T’s and peers’ feedback

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WEEK 5 – DIFFERENCE AND DIVERSITY


5.1

4b 1a 1c 4e 1c 1a

Read in detail and take notes from written texts

Expand vocabulary related to (1) Word families; (2) Adjective- Noun collocations

Reading: - Read the extracts and answer the comprehension questions - Complete the notes of the reading in preparation for your presentation - Scan the extracts to find the same words family and complete the adjective-noun collocations

- Write 1st draft of R-W assignment 1 and send it to Ts 1-2 days after the lesson (as long as Ts receive it at least 3 days before the next class) - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing)

Understand two organizational patterns of comparison essays and apply this understanding into outlining their essays

Using compare-contrast connectors correctly and flexibly

Writing: Comparison Essays - Identify two basic ways to organize a comparison essay - Make an outline for Essay writing 1 based on the 2 selected readings (with teacher’s guidance) - Write supporting sentences for each paragraph of a comparison essay. - Practise using connectors

5.2

4c 1a 1c 1d

Be aware of key words when listening to lectures

Be able to recognize different signals of key words in a lecture

Apply critical thinking into evaluating their peers’ outline presentations

Listening - Note-taking skill: Noting key words in a lecture Speaking - Outline presentation 2 (the rest groups)

- Further listening practice - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing) - Revise presentation contents based on T’s and peers’ feedback

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WEEK 6 – EDUCATION


6.1

4g 4a 3a 1c

Scan the text for details

Practise speed reading

Summarize the reading

Reading - Read a passage about “Giftedness” and answer questions on detailed information

- Write 2nd draft of comparison essay and bring it to the next class for review - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing)

Know how to use peer-editing checklist to improve the quality of the writing

Enhance critical thinking in writing by working collaboratively on completing a checklist

Writing - Ss cross-check the 1st draft of comparison essay with T’s consultancy, using Peer-editing checklist

6.2

4c 4d 4e 4f 1d

Recognize signals in a lecture when a definition is given

Be aware of different perspectives of problematic issues

Know how to reach a balanced conclusion

Listening - Note-taking skill: taking notes on definition Speaking - Discussion strategies: + Consider problematic issues from different perspectives + Reaching a balanced conclusion - Practice: education issues

- Further listening practice - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing) -Get ready for official group presentations in Week 13, 14, 15

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WEEK 7 – THE WORLD WE LIVE IN


7.1

Recognize plagiarism

Identify main ideas in a text

Summarize the text

Expand vocabulary related to single-word verbs and multi-word verbs

Understand functions of hedging adverbs

Reading - Identify the main ideas of the text Location on Earth - Summarize what has been read - Learn vocabulary from reading

- Each Ss search 2 readings for R-W assignment 2 and bring them to the next class for cross-review by peers and Ts (remember to record the internet link(s) for the reading(s) if the readings are taken from the internet) - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing)

Recognize sentence problems in writing

Be able to identify sentence problems in their own writings and correct them

Writing - Doing research for essay writing - Sentence types and sentence problems (1) - Review 2nd draft of Essay 1 for any sentence problems, then correct them (if any) - Announce essay topic for R-W assignment 2

7.2

1a 1b 4a

Review discourse markers in lecturing

Recognize discourse markers to take notes effectively

Be aware of language to clarify and confirm understanding

Use this language effectively in group discussion

Listening - Note-taking skill: Using discourse markers in understanding the lecture Speaking - Discussion strategy: clarifying and confirming understanding - Practice: City identities

- Further listening practice - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing) -Get ready for official group presentations in Week 13, 14, 15

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WEEK 8: MISCELLANEOUS


8.1

Apply their understanding of the reliability of sources into critically evaluating those selected readings for Essay 2

Apply their understanding of 4 reading techniques into reading and taking notes on those readings

Reading: - Evaluate searched readings for R-W assignment 2 (Essay 2) and decide on 2-3 best readings - Read and take notes on those readings, highlighting information which will be used for writing Essay 2

- Complete the notes on group’s selected readings for Essay 2 - Find more readings (if necessary) and take notes on those. - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing)

1c Understand major organizational patterns of Cause-Effect essays and Problem-solution essays

Use language of cause-effect and problem-solution correctly and effectively

Writing - Comprehend organizational patterns of Cause-effect and Problem-solution essays - Practise language of cause-effect & problem-solution

8.2

1a 1b 4a

Understand ways to take notes on classification

Understand ways to express different levels of belief and apply them in group discussion

Listening - Taking notes on classification Speaking - Discussion strategy: Expressing different levels of belief - Practice: Testing the unknown

- Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing) - Further listening practice -Get ready for official group presentations in Week 13, 14, 15

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WEEK 9 – MIDTERM TEST (the exact date to be informed later)

WEEK 10 – BEHAVING THE WAY WE DO


10.1

3b 4a 1b 3c 3d

Skim and scan texts

Take notes of and explaining what you have read

Expand vocabulary related to collocations

Reading: - Skim and scan texts: Gender development, Cross-cultural perspectives on gender role development - Take notes of readings and explain what has been read

- Write 1st draft of essay 2 and send it to Ts 1-2 days after the lesson (as long as Ts have it at least 3 days before the next class) - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing)

Understand the importance of using hedges in academic writing

Remember some common types of hedges and use them to strengthen their essays

Writing - Learn how to qualify the claims by using hedges and references - Make an outline for Essay 2 (with T’s guidance)

10.2 1b 4a

Be familiar with common symbols and abbreviations used in note-taking

Use those symbols and abbreviations to take notes effectively

Be aware of the language to express arguments and counter-arguments

Use the language of arguments and counter-arguments in group discussion

Listening - Note-taking skill: Using symbols and abbreviations when taking notes Speaking - Discussion strategy: argument and counter-argument - Practice: pair discussion: gender equality

- Further listening practice -Get ready for official group presentations in Week 13, 14, 15 - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing)

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WEEK 11 – BRINGING ABOUT CHANGE


11.1

4a 1a 2c 3a 1c

Read more critically, rather than just accept others’ viewpoints

Find information and take notes to prepare for a talk

Infer the meaning of words

Expand vocabulary related to hedges

Reading: - Read critically for essay writing - Find information and take notes for a talk on social entrepreneurs - Discuss follow-up questions about the reading

-Write 2nd draft of essay 2 - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing)

Know how to use peer-editing checklist to improve the quality of the writing

Enhance critical thinking in writing by working collaboratively on completing a checklist

Writing - Peer-review 1st draft of Essay 2 with T’s consultancy, using Peer-editing checklist

11.2

4c 2a 1d

Be able to identify different types of numbers to note down correctly

Be aware of and use the language of taking turns in group discussions

Listening - Note-taking skill: Noting numbers and statistics Speaking - Discussion strategies: Taking your turn in a group discussion - Practice: a plan of becoming an entrepreneur


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WEEK 12 – WORK AND EQUALITY

12.2 1d 4a 2b

Recognize the language of compare and contrast in lectures to take notes effectively

Use symbols to note comparison and contrast

Understand and use the language of chairing a discussion when necessary

Listening - Note-taking skill: Taking notes on compare and contrast Speaking - Discussion strategies: Language of chairing a discussion - Practice: Equal opportunities



12.1

4a 4f 1c 3b 3c

Understand figures and tables in reading texts

Scan for information

Understand the significance of references

Reading - Analyze figures and tables - Scan the text to find out information - Read the text again and make notes in the table - Understand the significance of references

- Revise 2nd draft of Essay 1 and Essay 2 for submission in Week 13 (remember to revise hedging, academic style and sentences) - Write a report for R-W assignment for submission in Week 13 - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing)

Recognize the difference between academic writing style and spoken language

Be able to apply the knowledge of academic sentence styles into revising their own writings

Writing - Understand academic writing style - Understand academic sentence styles (sentences in context & active, passive, nominalization)

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WEEK 13 – CONTROVERSIES

C.O. Lesson objectives Students’ suggested in-class

activities Homework

13.1

4b 4a 1a 1c 3d 1a

Understand the writer’s general opinion on a topic

Identify main ideas and supporting information

Recognizing general nouns to understand relationships between parts of the text

Understand hedges

Expand vocabulary related to formal and informal verbs and opposites

Distinguish verbs followed by a noun phrase or that-clauses

Understand the use of adverbials to comment

Reading: - Understand the writer’s opinions - Identify main ideas and supporting information - Identify general nouns - Understand hedges

- Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing) Be able to strictly follow the specified format and

guidelines for R-W assignments as stated in the Course Guide

Writing - Submit R-W assignment (all readings with notes, all drafts of Essay 1 + 2, a group report, and 2 peer-editing checklists)

13.2 1b 1c 1d

Recognize the language to give examples to take notes effectively

Enhance critical thinking by critically evaluate peers’ presentations

Listening - Taking notes on examples Speaking - Group presentation 1

- Further listening practice - Write presentation group reports - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing)

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WEEK 14 – HEALTH


14.1

4b 4a 3c 1b 1c 3c 4d

Read to find out evidence

Infer the meaning of words

Understand connections in texts by looking at expressions using this/ these

Develop hedging skills

Understand and use correctly different expressions referring to quantity

Recognize the use of evaluative adjectives and adverbs in academic texts

Review the use of non-finite relative clauses

Reading: - Select evidence from the extracts to prepare for essay writing - Read the statements and decide whether the student needs to include a reference to the textbook source. - Report back on the main ideas in the extract.

- Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing)

Review the writing skills learnt in the semester Writing practice - Review all writing genres and issues that have been taught in the semester - T provides consultancy on writing problems (if any)

14.2

1b 1c 1d

Recognize the language of cause-effect to take notes effectively


Listening - Taking notes on causes and effects Speaking - Group presentation 2

- Further listening practice - Write presentation group reports - Read and/or complete the *part in student’s book to prepare for the next sessions (both Listening-Speaking and Reading-Writing)

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WEEK 15 – REVISION


15.1

Review all skills learnt in the semester

Reading - Teacher reviews all the skills/knowledge related to academic reading in the semester

Writing Feedback on Ss’ writing assignment

15.2 1a 1b 4a

Apply all the learnt note-taking skills into taking notes of the lectures effectively


Listening - Review all note-taking strategies Speaking - Official group presentation 3 - General feedback on formal presentations of the whole class

- Further listening practice - Write presentation group reports

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Assessment Tasks and Weighting

Assessment Tasks Weight Task Description Course objectives addressed

Attendance & Participation

0% See Section 1

Formal Presentation 50% See Section 2 1a, 1b, 1c, 1d, 2a, 2b, 2c, 3a, 3b,

3c, 3d, 4a, 4c, 4e, 4f

Reading-Writing Assignments

50% See Section 3 1a, 1b, 1c, 1e, 3c, 4d, 4e, 4g

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APPENDIX 1 – PARTICIPATION & ATTENDANCE

Active participation in class activities and homework completion are assessed as follows:

Students should fully attend all lessons. In case of being absent in either of the two sessions (Reading-Writing or Listening-Speaking), students will be MARKED DOWN on the corresponding assessment tasks (Reading-Writing assignments and/or Formal presentation), as follows:

o Absent for 2 lessons -0.5 pts o Absent for 3 lessons - 1 pt o Absent for 4 lessons - 1.5 pts o Absent for 5 lessons onwards 0 pt the student will have to retake the

course.

Students are required to fully attend the two Outline presentation sessions (in Week 4 and 5) and three Formal presentation sessions (in Week 13, 14, and 15); otherwise, their presentation scores will be substracted 0.5 points for each of these sessions they have missed.

Completing the Peer-Editing checklists (for Reading-writing Assignment) critically,

effectively and in a detailed manner would bestow students with up to 1.5 pts regarding final R-W assignment scores.

Completing all the assigned homework (including handing in copies of outlines for weekly presentation and related references) is a must; otherwise, students will be penalized just like being absent from class.

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APPENDIX 2 – FORMAL PRESENTATIONS

2.1. Objectives With this assessment task, students will be able to:

follow an extended speech with a clear or unclear structure. synthesize and report from different points of view. comprehend, take notes, summarize and reflect on information from different

sources and present it to others. express viewpoints, passing on information or giving reasons in support for or

against a particular point of view. make a prepared presentation and give clear answers to questions. create a PowerPoint show/performance to attract the audience.

2.2. Description These presentations are to be prepared and delivered in pairs. Each presentation would last for

about 10 -15 minutes (5-8 mins per presenter) and be followed by a 10-minute Q&A session and feedback.

Before group presentations (scheduled in three last sessions of the course) in front of the class, students are given chance to present the group outline (see 2.3 for further details) in week 4, 5 for the teacher’s and peers’ comments on the target contents, presentation skills and slide design. Then they will revise the preparations based on such comments and get ready for the performance on the due date. The whole assignment ends with a group report, which details group’s work for the presentation, and an individual reflection of group members (see 2.9 for further detail).

Furthermore, it is compulsory that students consult not only written information sources (newspaper articles, reading texts, etc.) but also at least two audio-visual information sources such as talks, lectures, etc. found in the popular media in preparation for the group’s presentation topic. Notes of such audio-visual information will be assessed by teachers for its accuracy, comprehensiveness and effectiveness. Procedures for the presenters and target audience would be as follows: For the presenters

Step 1 Review their learnt presentation skills + Study this task’s purpose, guideline and assessment rubrics;

Step 2 Choose an academic topic – either from the suggested topic list or something similar;

Step 3 - Start reading about and listening to (at least two)materials related to the group’s presentation topic in preparation for the presentation - Take notes while listening to these audio-visual materials

Step 4 Draft the outline and send it to the teacher;

Step 5 Prepare the outline presentation and deliver it in front of class;

Step 6 Get feedback and revise presentation content, slides, etc. and get ready for the next performance in front of the whole class

Step 7 Deliver the presentation in pairs in front of the whole class and handle the Q&A section;

Step 8 Collect feedback and marks from their peers and write a report & reflection on

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their performance Note: All the marks from their classmates will then be averaged to become 1 Peers’ mark, which will weigh up to 20% of the total mark given to the presenters for their presentation. The remaining 80% will be Teacher’s mark.

Step 9 Put all the audience’s assessment checklists, together with a report, and notes taken from 2 audio-visual information sources into one file and submit it to the teacher at the end of Week 15

For the audience

Step 1 Review their learnt presentation skills + Study this task’s purpose, guideline and assessment rubrics;

Step 2 Study the assessment rubrics carefully again before each presentation;

Step 3 Listen to the presenters delivering the talk individually, evaluate their performance based on the rubrics, ask questions, and hand in comments;

Step 4 Listen to the presenters delivering the talk in pairs, evaluate their performance based on the rubrics, and ask questions, and hand in comments with the mark;

2.3. Ouline presentation

Outline presentation refers to students’ introduction to the main ideas of their upcoming academic presentation. Each outline presentation would last from 8 to 10 minutes and be followed by 10 munites for Q&A and feedback from peers and the teacher. It is not necessary to specify the details at this stage; however, students are expected to propose the development of each main idea; for example, what they would present about (the what, the how, or the why), and what types of evidence they would use to prove their claims.

Students can consider this chance as a formal presentation when they need to perform essential skills for a success. In so doing, they possibly receive valuable feedback from the teacher and peers on their strengths and weaknesses in terms of presentation skills and language.

Furthermore, the clearer they can imagine how their presentation should be developed, the more likely the teacher and peers help them improve the logic and appropriateness of the ideas. In such a case, the outline presentation should be considered as a survey for the audience’ needs and expectations.

It is compulsory to make a Powerpoint show for the outline presentation, which is also commented by the teacher and peers. This process will help the students revise the Powerpoint slides for their official presentation. In case no projector is available in class, students should print their slides as handouts to issue to Ts and peers for easier review.

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2.4. Suggested topics for Presentations

Unit Week Topics

Choices and implications 2 Factors affecting your choice of career; Student’s priorities

Risks and hazards 3 Risks and Impacts of weather-related natural disasters

Language and communication 5 Factors influencing Language Choices in Communication

Difference and diversity 6 The Importance of Cultural Awareness in International Communication

The world we live in 9 Environmental Changes: Effects on human life

Behaving the way we do 10 Nature vs. Nurture: What makes us what we are; Differences in Gender Roles in Different Cultures

Bringing about change 12 Changes for the the better

Work and equality 13 Discrimination in the Workplace

Controversies 14 Current Controversial Issues in the World

Health 15 Factors affecting Health; Herbal Medicine: A Way for Healthcare

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2.5. Rubrics for evaluating Formal Presentation (for Teachers) Student’s name:………………………………… Class:……… Date & time:….......................Topic: ………………………………………………………………………….………

Band Indicators

Band 1: Failure (1.0 5.9)

Band 2: Pass (6.0 7.9)

Band 3: Merit (8.0 8.9)

Band 4: Distinction (9.0 10.0)

Competences

Linguistic

- Mostly use slangs and colloquials to deliver the content of the presentation - Mostly use simple sentences; complex sentences and nominalization are rare and often inaccurate; - Pronunciation may not be intelligible at a few times.

- Attempts to use academic words in spite of inappropriacies - Uses a mix of simple & complex sentences, and nominalization, but with limited flexibility (frequents mistakes persist with complex structures though these rarely cause comprehension problems); - Can generally be understood throughout though mispronunciation of individual sounds or words reduces clarity at times.

- Uses academic words flexibly and show awareness of style and collocation - Uses a range of simple & complex sentences, and nominalization, with some flexibility and frequently produce error-free sentences - Uses a range of pronunciation features with adequate control

- Uses academic words with full flexibility and precision - Uses a wide range of structures and nominalization naturally, appropriately and accurately - Uses a full range of pronunciation features with precision and subtlety

Socio-linguistic

- Is unaware of the discourse’s formality/politeness; - Is unable to use appropriate linguistic markers for formality/politeness; - Use almost no proverbs, idioms, colloquialisms, and quotations.

- Shows awareness of the discourse’s formality/politeness; - Attempts to use some linguistic markers for formality/politeness in spite of some inappropriacies; - Attempts to use proverbs, idioms, colloquialisms, and quotations despite some inappropriacies

- Shows high awareness of the discourse’s formality/politeness; - Manages to use a range of linguistic markers for formality/politeness; - Manages to use appropriate proverbs, idioms, colloquialisms, and quotations

- Shows full awareness of the discourse’s formality/politeness; - Flexibly uses a wide range of linguistic markers for formality/politeness; - Skillfully uses proverbs, idioms, colloquialisms, and quotations

Pragmatic

- Is unable to explain key concepts clearly and logically; - The presentation is fragmented in structure, which does not enable the audience to comprehend its overall aims and purposes; - Several communicative functions may be performed unsucessfully.

- Attempts to understand and process the key concepts fairly logically - Attempts to discuss them with clear overview though some irrelevant evidences may persist; - Attempts to organize the presentation logically with cohesive devices though they are used either mechanically or repeatedly; - Generally achieves communicative functions with little efforts; - Attempts to deal with all follow-up questions spontaneously.

- Manages to understand and process the key concepts logically - Manages to discuss them with clear overview and relevant evidences – - Manages to organize the presentation logically with a range of cohesive devices; - Achieve communicative functions with little efforts; - Manages to deal with most follow-up questions spontaneously and satisfactorily.

- Thoroughly understands and processes the key concepts logically; - Manages to discuss it with clear overview and fully illustrated ideas; - Skillfully organizes the presentation logically with flexible use of cohesive devices; - Manages to achieve communicative functions effortlessly; - Manages to deal with all follow-up questions spontaneously and satisfactorily.

Strategic

- Is unable to create the power point show/handout/poster that attracts the audience and increases the communication effects; - Is unable to use circumlocution and/or paraphrasing to cover linguistic limitations at several times; - Limitedly use hedging devices to strengthen their arguments; - Rarely refer backward and forward to highlight the discussion flow.

- Creates a clear, well-organized power point show/handout/poster to increase communication effects; - Attempts to use circumlocution and/or paraphrasing to cover linguistic limitations; - Attempts to use hedging devices to strengthen their arguments with a few flaws; - Attempts to refer backward and forward to highlight the discussion flow.

- creates a clear, well-organized, and attractive power point show/handout/poster to increase the communication effects; - Successfully uses circumlocution and/or paraphrasing to cover linguistic limitations; - Uses hedging devices to strengthen their arguments with only few flaws; - Successfully refers backward and forward to highlight the discussion flow.

- Skillfully uses animation, videos, and other supporting materials to create a clear, logical and attractive power point show/handout/poster to increase the communication effects; - Skillfully uses circumlocution and/or paraphrasing to cover linguistic limitations; - Flexibly uses hedging devices to strengthen their arguments with almost no flaws; - Successfully refers backward and forward to highlight the discussion flow.

Overall band

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2.6. Guidelines to evaluate students’ notes (of the audio-visual information sources) Notes of the audio-visual information sources will take up 30% of the final mark given by teachers, and the rest 70% will be presentation

mark.

These notes will be assessed on three criteria:

- Accuracy: whether the information noted down is the same as information provided in the source or not

- Comprehensiveness:

how much of the information provided is actually grasped and noted down by the student AND

whether the notes comprise all components specified in the Notes format (see section 2.9 below)

- Effectiveness: whether the note-taking system chosen to format/organise the notes is appropriate to the content and purpose of the talk or

not

2.7. Formula to calculate Formal presentation score

Final presentation mark = 0.8 x (0.7 x TPM + 0.3 x TNM) + 0.2 x SPM

Note:

TPM: presentation mark awarded by Teacher

TNM: mark for student’s notes - awarded by Teacher

SPM: presentation mark awarded by student audience

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2.8. Checklist to assess formal presentations (for students) Please put a tick in the appropriate column “YES” or “NO” depending on your answers to questions in the checklist. Make sure to note down evidence (for your answers), which must be taken from your friends’ presentation.

Checklist for Linguistic competences Yes No Evidence/Notes

1. Vocabulary:

- Do the presenters try to use academic words in their presentation?

- If yes, is their use suitable for the intended meaning?

2. Grammar:

- Do they try to use both simple and complex structures in their presentation?

- If yes, is their use correct?

- Do nominal phrases and clauses appear in their presentation?


3. Pronunciation:

- Is their pronunciation correct?

- If not, are their sounds, ending sounds, stress or intonation incorrect?

- Are those mistakes affecting communication?

Which band would you give to them?

A – Band 1-5: Failed to use academic words, mix of simple and complex sentences, and understandable pronunciation

B – Band 6-7: Able to use academic words, mix of simple and complex sentences, and understandable pronunciation, yet with SOME mistakes

C – Band 8-9: Able to use academic words, mix of simple and complex sentences, and understandable pronunciation, yet with FEW mistakes

D – Band 10: Able to use academic words, mix of simple and complex sentences, and understandable pronunciation, yet with VERY FEW mistakes.

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Please put a tick in the appropriate column “YES”or “NO”depending on your answers to questions in the checklists. Make sure to note down

evidence (for your answers), which must be taken from your friends’presentation.

Checklist for Sociolinguistic competences Yes No Evidence/Notes

1. Linguistic markers for politeness/formality

- Do the presenters try to use linguistic markers for politeness/formality in their presentation?


2. Idiomatic expressions

- Do they try to use idiomatic expressions in their presentation?

- If yes, is their use suitable?



A – Band 1-5: Failed to use polite/formal linguistic markers and appropriate idiomatic expressions

B – Band 6-7: Able to use polite/formal linguistic markers and appropriate idiomatic expressions, yet with SOME mistakes

C – Band 8-9: Able to use polite/formal linguistic markers and appropriate idiomatic expressions, yet with FEW mistakes

D – Band 10: Able to use polite/formal linguistic markers and appropriate idiomatic expressions, yet with VERY FEW mistakes.

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evidence (for your answers), which must be taken from your friends’presntation.

Checklist for Pragmatic competences Yes No Evidence/Notes

1. Key concepts

- Do the presenters understand the key concepts in their presentation?

- If yes, is their process of the key concept logical?

2. Organization

- Is their organization logical?

- If yes, are ideas linked by linking devices?

- If yes, are the linking devices used correctly and variously?

3. Linguistic functions

- Do the presenters achieve their functions?

- If yes, is their achievement effortless?

Which band would you give to them? A – Band 1-5: Failed to understand the key concepts, organize ideas logically, and achieve linguistic functions effortlessly B – Band 6-7: Able to understand the key concepts, organize ideas logically, and achieve linguistic functions effortlessly, yet with SOME mistakes C – Band 8-9: Able to understand the key concepts, organize ideas logically, and achieve linguistic functions effortlessly, yet with FEW mistakes D – Band 10: Able to understand the key concepts, organize ideas logically, and achieve linguistic functions effortlessly, yet with VERY FEW mistakes.

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evidence (for your answers), which must be taken from your friends’presntation.

Checklist for Strategic competences Yes No Evidence/Notes

1. Power-point presentation

- Do the presenters make an attractive slide show in their presentation?

2. Strategy

- Do they use strategies to compensate linguistic limitations?

- If yes, are strategies effectively used?

3. Hedging and referring devices

- Do the presenters use hedging devices?

- If yes, is their use effective?

- Do the presenters use referring devices?

- If yes, is their use effective?


A – Band 1-5: Failed to design an attractive ppt presentation, use strategies, hedging and inferring devices effectively

B – Band 6-7: Able to design an attractive ppt presentation, use strategies, hedging and inferring devices effectively, however with SOME

mistakes

C – Band 8-9: Able to design an attractive ppt presentation, use strategies, hedging and inferring devices effectively, however with FEW

mistakes

D – Band 10: Able to design an attractive ppt presentation, use strategies, hedging and inferring devices effectively, however with VERY

FEW mistakes.

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2.9. Writing a report and reflection - Reports and reflections may not follow any fixed format. They can be written using bullet points, instead of complete paragraphs like essays. - However, content of the report for this assignment should include:

Group members’ names

Topic of the presentation

Date of the presentation

Assignment of work among group members (who did what)

Feedback for individual presentation (summary of peer comments on individual presentations of group members)

Group presentation in front of the whole class (what you have revised based on peer comments on the previous individual presentations, who said what in the group presentation, results of peer assessment for group presentation + the average of all marks given by peers)

- The reflection shows what you think about yourself, your personal work performance, etc. In this assignment, it should specifically answer four questions below:

1. What do you think you and your group have done well in this assignment? 2. What do you think you and your group haven’t done very well in this assignment? 3. What have you personally gained/learnt with this assignment? 4. What is your plan for future learning, regarding listening and speaking skill?

2.10. Taking notes of audio-visual information sources Your notes should follow this format strictly:

1. Title (of the lecture/talk/etc.): _________ 2. Source: __________________ 3. Date of retrieval: __________ 4. Times of listening: __________ (pls. specify the number of times you have listened to this audio/video in order to complete the notes below) 5. Your notes: ____________________________

____________________________ ____________________________ ____________________________

2.11. Timeline for Formal Presentations

Week 1 Session 1 - Form groups for presentations - Search for presentation topics to be agreed on in Week 1, session 2

Week 1 Session 2 - Agree on presentation topics - Start reading about presentation topics and prepare for Outline presentations in Week 4 and Week 5

Week 4 Session 2 - Outline presentation 1 - Revise presentation contents based on received feedback

Week 5 Session 2 - Outline presentation 2 - Revise presentation contents based on received feedback

Week 6 - 12 Session 2 Get ready for official group presentations in Week 13, 14, 15

Week 13, 14, 15

Session 2 - Official group presentation 1, 2, 3 - Write a group report to be submitted to Ts at the end of Week 15

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APPENDIX 3 – Reading & Writing Assignments

3.1. Objectives: With this assignment, students will be able to:

select reliable, authentic reading materials for their essay writing acquire and use a good range of academic vocabulary related to the writing topic use appropriate grammar structures (expressing comparison & contrast, cause &

effect, etc.) correctly and flexibly in their writing write a well-structured, coherent, fully-illustrated and properly-cited composition,

with ideas from the readings given and selected. cooperate to discuss and correct errors in peer editing and then self-editing activities

3.2. Description:

The assignment is in the form of ongoing assessment, using cooperative learning approach and is built on the idea of using Reading as input for Writing. Students are going to work in PAIRS for accomplishment of this task.

As regards reading section, students are required to read a number of texts in relation to the given content and writing topics, whereby they can generate and/ or explore ideas for their writing. Some of the readings are provided by the teacher while the others are searched and selected by students. The search for reading materials should done by BOTH students at the same time, before agreeing on the best reading texts to use for essay writing.

The porfolio would embrace two 500-word academic essays of the given topics, one of which is a Comparison-Contrast essay and the other is the integration of Cause-Effect Essays and Problem-Solution Essays. One writing topic comprises two versions: each student will be responsible for one version; however, the proofreading and editing must be done by BOTH students in one class session, using the Peer-editing checklist as specified later in this Course Guide. 3.3. Procedure:

Students are expected to follow these procedures when carrying out this Reading-Writing assignment.

1. STAGE 1: READING 1.1. Step 1: Searching

You are provided with one or more reading texts related to the assigned essay title, but you still need to search for more information that is not available in the given reading texts and that helps you to fulfill the task. There is no limitation in the number of reading texts that you may search as long as the information obtained from the text(s) is relevant to and sufficient to the writing. Before searching, you need to ask yourself the following questions:

- What information do I need to search? For what purpose? - What types of source should I investigate? - What types of text are academically written?

By answering these questions, you will be able to find the relevant materials which are supposed to be academic, reliable, and updated. Besides, study the reading rubrics for better idea of the criteria your selected texts will be assessed upon.

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NOTES: - For the FIRST essay it is OPTIONAL for students to search for more reading materials, but it is a MUST for the SECOND. - The readings you have found must be brought to class for cross-review by Teacher and peers. If the Teacher rejects your reading, you will have to find other readings and this time, send to Teacher for comments and approval. The process continues until your readings are accepted by the Teacher. Therefore, it is advisable for you to find the readings early and no later than the date required.

1.2. Step 2: Interacting with the texts

Interacting with the texts is an essential part of the task as it focuses you on the information you need to select for the writing as well as activates your memory and vocabulary learning. The interaction can be undertaken by means of highlighting/circling/ underlining and/ or annotating (writing notes in the margins). Annotating is a practice related to highlight/circling/underlining. You can do it independently, although it usually appears in conjunction with highlighting/circling/underlining to record your understanding and to extend your involvement in reading (see section 3.10). You are not limited to using one specific technique during your interaction, but it is compulsory that you identify the information as follows:

- The main ideas in each of the paragraphs; - The support for the main ideas; - The academic words that are central to understanding the paragraphs; - The word families and/ or collocations that appear in the text - The information relevant to the essay title; - The gap between the available information and the needed information

It is necessary to be consistent in the use of techniques as it will help you understand the texts when you go back and review the notes.

1.3. Step 3: Taking notes

After reading, highlighting/circling/ underlining and annotating the text, the next step may be making a brief notes which help you to see clearly the organization of the text and the significant ideas that the text brings to you. Such notes are useful when you need some ideas for a discussion or a writing. Before you take notes, it is necessary to number the pages for easy reference. You are not limited to any format/type of notes, but it is compulsory that you note down the following information:

- Title of the text; - The source of the text. The source of a text is not simply the web address from which

you take the text - Main ideas and significant details presented in the text; - Page number of the information;

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NOTE: All these steps must first be done individually. Then, group members sit together, compare their notes and synthesize and finalize their notes on another copy of the reading, which will later be put in the group’s R-W portfolio for final assessment.

2. STAGE 2: WRITING Each student in the pair will take turns to write the 1st, and 2nd /final draft for each

writing topic. For example, student A who wrote the 1st draft for the first essay will write the 2nd draft for the second essay, and vice versa.

The procedure for each writing topic will be as follows: Firstly, after deciding on selected readings, each student takes notes of the readings

individually, and then both of them compare the notes and write down the pair’s notes on

another copy (of the readings), which will be put in the R-W portfolio later on.

Secondly, the pair discusses and makes an outline for their essay.

Then, the one student will write 1st draft of the essay, and bring it to the scheduled class for

peer-review. Both students in each pair analyze the first draft based on the peer-editing

checklist (see section 3.7), and then revise and edit the draft before the other student

completes the second version.

The teacher will guide the process of peer-review and give feedback in that class, before the

second version is written.

After completing the peer-review and receiving the teacher’s feedback, the other student in

the pair will write the second version.

Finally, all versions of TWO writing essays together will all the readings and notes, will be put

in the portfolio to hand in to Teacher in Week 13 for final assessment.

Students are expected to refer to the Assessment of Reading-Writing Assignments (see section 3.8) and Writing assessment rubric (see section 3.9) for criteria that their portfolio will be assessed upon. 3. 4. Timeline for Reading -Writing Assignment

Week 1 - Form groups to do R-W assignments

Week 2 - Receive essay topic for assignment 1 - Evaluate 5 given texts (see Appendix 3 in Academic English 3 - Reading & Writing -

Student’s book) and select those relevant for R-W assignment 1

Week 3 - Read and take notes on selected readings in class - Identify relevant claims for Essay 1

Week 5 - Make an outline for Essay 1 (under the teacher’s guidance) - Write 1st draft of assignment 1 and send it to the teacher at least 3 days before the

next lesson - Bring it to the next class for peer editing

Week 6 - Students cross-check the 1st draft of comparison essay with the teacher’s consultancy, using Peer-editing checklist

- Write the 2nd draft of assignment 1 and bring it to the next class for review

Week 7 - Review sentence problems in the 2nd draft of Essay 1 and correct them (if any) - Receive essay topic for Reading-Writing Assignment 2 - Search reading materials for assignment 2 and bring them to the next class for cross-

review by peers and the teacher

Week 8 - Evaluate searched readings for Essay 2 and decide on 2-3 best readings - Read and take notes on those readings, highlighting information which will be used

for Essay 2

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Week 10 - Make an outline for Essay 2 with teacher’s guidance - Write 1st draft of assignment 2

Week 11 - Peer-review 1st draft of Essay 2 with the teacher’s consultancy, using Peer-editing checklist

- Write the 2nd draft of Essay 2

Week 12 - Revise 2nd draft of Essay 1 and Essay 2 for submission in the next class - Write a report for R-W assignment for submission in the next class

Week 13 Submit the Reading – Writing assignment (all selected reading with notes, all drafts of Essays 1 & 2, a group report, and two peer-editing checklists)

3.5. Submission package

Students are required to hand in the reading-writing portfolio, which comprises all selected reading with notes, all versions of two writing essays, two peer-editing checklists (see section 3.7), and a group report (see section 3.6), in week 13.

It is compulsory for every student to use the Cover sheet (see section 3.12) of this document for both writing essays and comply the follow format:

- Margins: top-bottom: 1,25 cm; left-right; 3 cm - Font size: 13 - Spacing: before: 6 pt, after: 10 pt - Line spacing: double

3.6. Reading-Writing Assignment report It is a must to complete these questions as a writing report and put it after the Cover sheet in students’ submission package.

Question Report

Who wrote the first draft of the first essay?

Who wrote the second draft of the first essays?

Who wrote the first draft of the second essay?

Who wrote the second draft of the second essays?

Who did more search for the reading materials?

Who made the notes of the selected reading texts?

Was the work divided equally between two members?

Was there any emerging problem during the process of assignment accomplishment? Specify the problem(s) if any

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3.7. Peer-editing checklist No. Checklist Students’ response

The whole essay

1 How long is the essay? Please count the words.

2 Is there a reference (works cited) list at the end of the essay?

3 How many works are there in the reference list?

4 Are all the works in the reference list written in compliance with APA documentation style?

5 Does the essay follow the required format (line spacing, tc.)?

6 What is the organizational pattern of the essay?

7 How many paragraphs are there in the essay?

Introductory paragraph

8

a. Is there a hook? b. Indicate the type of hook (anecdote/ a scenario, quote from literature, quote from another source, rhetorical question, shocking statistics) c. Does the hook make the reader want to continue reading?

9 Do the building sentences lead logically to the thesis statement?

10 a. Underline the thesis statement in your essay. b. Does the thesis statement include the topic and the controlling ideas?

Body paragraphs

11 Do the topics of the body paragraphs appear in the same order as in the thesis statement?

12

a. Mark the topic sentence of all body paragraphs with a “TS”. b. Circle the topic in each topic sentence. c. Underline the controlling idea in each topic sentence.

13 In which paragraph(s) is ALL the information relevant to the controlling idea of the topic sentence?

14 In which paragraph(s) are ideas arranged in a logical order?

Concluding paragraph

15 In what way(s) is the essay concluded (thesis restatement, summary of main ideas, prediction, etc.)?

16 Is the conclusion logically linked to the whole essay?

17 Are new ideas avoided in the conclusion?

Coherence

18

a. Mark all the transitional expressions with a “TE”.

b. Categorize the transitional expressions used into 3 groups:

- Basic and high-frequency linking words (and, but, because, first of all, finally)

- More complicated linking words and phrases (e.g. it may appear, as a result)

- Reference and substitution (e.g. pronouns, articles, synonyms, comparative reference)

c. Which transitional expressions are used incorrectly? (specify the paragraph in which they occur)

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Citation

19 Mark all the citations with a “C”.

20 How many works are cited in the essay (in-text citation)?

21 How many quotations are there in the essay?

22 How many paraphrases and/or summaries are there in the essay?

23 Cross out any citation which does not effectively support a point.

24 Double underline all reporting verbs in the essay.

25 List different reporting verbs used in the essay

26 Are all the in-text citations consistent in style (APA style)?

Do the sources in the list match those cited in the main text?

Vocabulary/Grammar (may list on a separate page if lack of space)

27 List less common vocabulary in the essay

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List collocations of the following types :

a. Verb + Noun:

b. Verb + adverb:

c. Adverb + adjective:

32 List inaccurate word form and spelling (if any).

33 List unsuccessful word choice (if any)

34 Where could hedging language be added?

35 Are pronouns used correctly and clearly?

36 Are there both simple and complex structures in the essay?

37 Mark complex structures in the essay with “CS”.

38 How many different complex structures are there in the essay (passives, relatives, conditionals, parallel structures, adverbial clauses, impersonal structures, etc.)?

39 Highlight incorrect complex structures in the essay.

40 Are the other sentences grammatically correct?

Is the style of writing appropriate for an academic essay?

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3.8. Assessment of Reading-Writing Assignments The final mark given for students’ Reading-Writing Assignments will be the sum of the mark given for students’ writings and the mark given for student’s peer-editing checklists. Students’ writings will be awarded with no more than 8.5 pts (over 10 pts in total); thus, the rest 1.5 pts will be spared for students’ performance on their Peer-editing checklists. Therefore, it is essential that students complete the Peer-editing checklists carefully, critically and in a detailed way. Usually, the checklist will be completed after reading the essay for at least two times: the first time is for checking “overview” problems, and the second time is for checking details like grammar, vocabulary and citation. While it is subject to the Teacher to decide on a student’s mark for his/her Peer-editing checklists based on the above criteria, students’ writings must be strictly evaluated based on the Writing assessment rubric below (see section 3.9). Therefore, the formula to calculate students’ Reading-Writing assignment score will be:

Final R-W assignment mark = WM (up to 8.5 pts) + CM (up to 1.5 pts) Note: WM: mark for a student’s writing CM: mark for a student’s Peer-editing checklist

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3.9. Writing assessment Rubrics Linguistic competence Socio-linguistic competence Pragmatic competence Strategic competence

Lexical Resources Grammatical Range and Accuracy

9-10

• Uses a wide range of vocabulary with very natural and sophisticated control of lexical features; rare minor errors occur only as ‘slips’

• Uses a wide range of structures with full flexibility and accuracy; rare minor errors occur only as ‘slips

• Maintains the appropriate tone throughout the writing according to the level of formality required by a particular writing type • Uses a wide range of linguistic markers suitable for particular level of formality/politeness;

• Uses cohesion in such a way that it attracts no attention (including the use of grammar referencing/substitutions) • Skillfully manages paragraphing

• Fully addresses all parts of the task The main ideas are stated clearly and fully supported with relevant details which are properly and consistently cited Uses paraphrasing skillfully Demonstrate great improvement throughout the three versions; improve the writing as commented and when necessary while maintain control over mechanics, vocabulary and higher order/global features (organisation, ideas, ideas expressions, etc.)

8 • Uses a wide range of vocabulary fluently and flexibly to convey precise meanings • Skillfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation • Produces rare errors in spelling and/or word formation

• Uses a wide range of structures • The majority of sentences are error-free • Makes only very occasional errors or inappropriateness

• Shows the awareness of the level of formality required by a particular writing type; there may be occasional inconsistencies in tone, but certain formality can be maintained • Uses a wide range of linguistic markers suitable for particular level of formality/politeness, but some may be inappropriately used

• Sequences information and ideas logically • Manages all aspects of cohesion well (including grammar referencing/substitutions) • Uses paragraphing sufficiently and appropriately

• sufficiently addresses all parts of the task The main ideas are stated clearly and

generally supported with relevant details which are properly and consistently cited,

Uses paraphrasing suffciently and appropriately

• Shows adequate improvements, but some errors may be found

7 • Uses a sufficient range of vocabulary to allow some flexibility and precision • Uses less common lexical items with some awareness of style and collocation • May produce occasional errors in word choice, spelling and/or wordformation

• Uses a variety of complex structures • Produces frequent error-free sentences • Has good control of grammar and punctuation but may make a few errors

Shows the awareness of the level of formality required by a particular writing type; inconsistencies in tone is common, but fairly affects the formality • Uses a sufficient range of linguistic markers suitable for particular level of formality/politeness, but some may be inappropriately used

• Logically organizes information and ideas; there is clear progression throughout • Uses a range of cohesive devices appropriately although there may be some under-/over-use • Presents a clear central topic within each paragraph

Addresses all parts of the task The main ideas are stated clearly and supported with relevant details; Manages to cite properly and consistently Uses adequate paraphrasing, with little inaccuracy Shows improvements, but maintains some logical errors

6 • Uses an adequate range of vocabulary for the task • Attempts to use less common vocabulary but with some inaccuracy • Makes some errors in spelling and/or word formation, but they do not impede communication

• Uses a mix of simple and complex sentence forms • Makes some errors in grammar and punctuation but they rarely reduce communication

• Shows the awareness of the level of formality required by a particular writing type, but there is a limited control of tone • Uses an adequate range of linguistic markers suitable for particular level of formality/politeness, but some may be inappropriately used

• Arranges information and ideas coherently and there is a clear overall progression • Uses cohesive devices effectively, but cohesion within and/or between sentences may be faulty or mechanical • May not always use grammar referencing/substitutions clearly or appropriately • Uses paragraphing, but not always logically

Addesses all parts of the task although some parts may be more fully covered than others The main ideas are somewhat clear; attempts to develop the main ideas, but some supporting details may be irrelevant Manages to use citation properly and consistently, though occassional errors persist. attempts to paraphrase but with some inaccuracy Show some improvements, but the improvements are limited to editing mechanics and vocabulary mistakes

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5 • Uses a limited range of vocabulary, but this is minimally adequate for the task • May make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader

• Uses only a limited range of structures • Attempts complex sentences but these tend to be less accurate than simple sentences • May make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader

The tone may be occasionally appropriate, but does not show the awareness of the level of formality required by a particular writing type. • Uses a limited range of linguistic markers suitable for particular level of formality/politeness, but this is minimally adequate for the task

• Presents information with some organization but there may be a lack of overall progression • Makes inadequate, inaccurate or over-use of cohesive devices • May be repetitive because of lack of substitutions • May not write in paragraphs, or paragraphing may be inadequate

Addesses the task only partially; the format may be inappropriate in places The main ideas are somewhat clear, but there remain some unsupported and/ or many supporting details are irrelevant Attempts to use citation though improper and inconsistent citation is common, but plagiarism is still avoided attempts to paraphrase but with some inaccuracy Show little improvements; the improvements are limited to editing mechanics and few vocabulary mistakes

4 • Uses only basic vocabulary which may be used repetitively or which may be inappropriate for the task • Has limited control of word formation and/or spelling; errors may cause strain for the reader

• Uses only a very limited range of structures with only rare use of subordinate clauses • Some structures are accurate but errors predominate, and punctuation is often faulty

• The tone may be variable; there may be occasional appropriateness in the level of formality • Uses only basic linguistic markers which may be not suitable for particular level of formality/politeness;

• Presents information and ideas but these are not arranged coherently and there is no clear progression in the response • Uses some basic cohesive devices but these may be inaccurate or repetitive • May not write in paragraphs or their use may be confusing

• addesses the task only partially; the format may be inappropriate in places The main ideas are unclear; there is seemingly random choice of information Most of the ideas are not supported and / or most of the supporting details are irrelevant Shows frequent faulty in citation Shows little evidence of paraphrasing • Only correct mechanics mistakes when revising the writing

3 • Uses only a very limited range of words and expressions with very limited control of word formation and/or spelling errors may severely distort the message

• Attempts sentence forms but errors in grammar and punctuation predominate and distort the meaning

• The tone may be variable and inappropriate Uses very limited range of

linguistic markers

• Does not organize ideas logically • May use a very limited range of cohesive devices, and those used may not indicate a logical relationship between ideas

• does not adequately address any part of the task The main ideas are unclear; the supporting details are irrelevant • Complete the first draft with peer comment, but no improvement can be observed in the second draft

2 • Uses an extremely limited range of vocabulary; essentially no control of word formation and/or spelling

• Cannot use sentence forms except in memorized phrases

The tone is inappropriate • Fail to use linguistic markers for formality/politeness;

• Has very little control of organizational features

• Barely respond to the task The main ideas are unclear; and unsupported • Complete the first draft, but there is no peer comment and no improvement can be observed in the second draft

1 • Only write some memorized words/phrases 0 • Does not submit the writing

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3.10. An example of underlining and annotating a reading text

3.11. Topics for Reading-Writing Assignments (can also be found in the Appendix 4 of Academic English 3 - Reading & Writing - Student’s book)

Reading-Writing Assignment 1

Compare the influence of family and friends on teenagers. Reading-Writing Assignment 2 Choose either of the following topics: 1. In the developed world, average life expectancy is increasing. What problems will this cause to individuals and society? Suggest some measures that could be taken to reduce the impact of ageing populations. 2. Overpopulation of urban areas has led to numerous problems. Identify one or two serious problems and suggest ways that governments and individuals can tackle these problems. 3.12. Cover sheet for Reading-Writing Portfolio (on the next page)

This cover sheet is to be used to cover the Reading-Writing assignment package that will be submitted to the teacher in Week 13.

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Student ID: Student Name:

......................................................................... .........................................................................

Essay genre: .........................................................................

Essay title: .........................................................................

Word Count: .........................................................................

I declare that all material in this assignment is my own work except where there is clear acknowledgement or reference to the work of others.

Signed………………………………………………. Date ……………………………………………

Conditions There will be automatic deductions of 10% for work, which is 10% over or under word limit.

There will be automatic deductions of 50% for work with fewer than TWO cited references

Errors in referencing will result in up to 10% deduction of marks.

Resubmission is required if plagiarism exceeds 10% of the word count (excluding reference

list). A maximum of 80% will be awarded for the resubmitted version.

Work not submitted on time without prior approval will be penalized by 5% per day. Late

work will not be accepted once the marked assignments have been returned or after 2

weeks after the due date, unless an extension has been granted.

Assessor’s comments: ..............................................................................................................................

...................................................................................................................................................................

...................................................................................................................................................................

...................................................................................................................................................................

...................................................................................................................................................................

................................................................................ Assessment: ...........................................................

Assessor’s Signature (optional) : ..................................... Dated: ............................................................

Faculty of English Language Teacher Education

Division II

3B Writing Assignment Cover Sheet

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APPENDIX 4: HOW TO TEST YOUR VOCABULARY

SIZE USING WWW.LEXTUTOR.CA

- Open the website www.lextutor.ca and the screen will appear like this:

- Click on “Test”, under the section for “Learners”, which is the leftest column. The screen

then would look like this:

- Under the first part “1. Frequency based tests: Recognition”, click on “Size Test, 1-14k”

to open the test which will measure your vocabulary size. The format of the test will look

like this:



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- Corresponding to each 1000 word level, there are 10 vocabulary questions which focus

on 10 key words of that level. The test continues until level “fourteenth 1000”, which

equals 14,000 words. Words get increasingly difficult and rare towards the end of the list.

It is a must for test takers not to make a guess if they are not sure about the meaning of

the tested word so as not to distort the test score. Once you find no familiar words and

just can no longer do the test, click onto “Score” icon (found either at the top left corner

or the bottom right corner of the test) to get the result of your vocabulary size. The score

will appear as follows (in the leftest area):

- The score will show how many percent of vocabulary that you assumingly have acquired

at each level, up till level 14,000 words. The final score will tell you your vocabulary size

(how many words you are supposed to know) and which level of vocabulary you should

start learning in order to expand your vocabulary.

course guide

Documents

course objectives

course materials

course code

course guide

course requirements

b course description

b course status

academic purposes english