This is the notes of Academic Writing Skills 202 conducted by Mr. CHUENG PICH.

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INSTITUTE OF NEW KHMER
FACULTY OF ARTS, HUMANITIES, AND LANGUAGES
BACHELOR’S DEGREE & ASSOCIATE’S DEGREE
COURSE: ACADEMIC WRITING SKILLS 202
Lecturer: MR CHUENG PICH
YEAR 2 & SEMESTER 2
ACADEMIC YEAR: 2020-2021

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❑ PERSONAL INFORMATION
▪ Name: CHUENG Pich
▪ Place of Birth: Svay Rieng Province
▪ Former Family Condition: Farmer’s Family
▪ Marital Status: Married
❑ EDUCATIONAL BACKGROUND
▪ IEAP, PUC
▪ BA in English Literature, PSBU
▪ BA in English for Communication, WU
▪ M.Ed. in Mentoring, NGPRC, NIE
▪ M.Ed. in English Based, PSBU
❑ WORKING EXPERIENCE
▪ Mentor
▪ Lecturer of English
▪ Former Vice Principal, CIS
▪ Former Admin & Academic Manager, CIS
▪ Former Vice Principal, ABI
▪ Former Teacher of English at ILS, WS, PSBU

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CHAPTER 1: Introduction to Academic Writing
❑Beginning Studies at an American University
▪ Why do you write?
▪ How do you write?
▪ To whom do you write?

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CHAPTER 2: Types of Paragraphs
❑Lifetime Firsts
▪ Types of Paragraphs
▪ What is a paragraph? > a group of sentences
▪ Narrative Paragraph > tells the stories
▪ Descriptive Paragraph > describes the things/people
▪ Expository Paragraph > Explains process of doing things.

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❑ The Writing Process_ Part 1
▪ Assessing the Assignments
▪ Generating the Ideas
▪ Organizing the Ideas
▪ Writing the First Drafts

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CHAPTER 3: Organization of Paragraphs
▪ Type = Kind
▪ Specific (Adj.) certain
▪ Religious holiday
▪ Sweetheart= favorite person

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Format of Paragraph
Topic
▪ Topic Sentence > Topic + Main Ideas
▪ Supporting Sentences
▪ Concluding Sentence

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My School
My
School
Quality
Education
Modern
Equipment
Students &
Teachers

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My School
My school has three important factors such as students and teachers,
quality education, and modern equipment. First, the students and teachers
are polite and friendly. They respect one another. They also greet and make
chit-chats. Second, the academic curriculums are accredited by the Ministry
of Education, Youth, and Sports (MOEYS). The academic curriculums are
developed and integrated the 21st century educational methodologies and
programs. Finally, the school is also equipped with the modern supplies. For
instance, there are LCD projectors, air-conditioners, and 21st century
library. These cool supplies are really helpful and functioning. All in all, the
students and teachers, quality education, and modern supplies are the
crucial elements of my school.

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People in the United States celebrate New Year’s Eve in many ways. The
most common way may be going to a big party with lots of friends, music, and
dancing. At the stroke of midnight, people, at these parties grab their sweethearts
and spend the first seconds of the new year kissing them. Another way to spend
New Year’s Eve is with the significant other in your life. The new year is greeted
with a champagne toast to the relationship. Sometimes, families with children
like to spend the evening together, letting the “kids” stay up until midnight.
Finally, some people like to spend the evening by themselves. They use this time
to evaluate the past year and to make resolutions and plans for the coming year.
It is a time of reflection that can only happen when one is alone. In short, New
Year’s Eve is a special time that can be spent with friends, with family, or even
alone.
Ways to Celebrate New Year’s Eve Topic
Topic
Sentence Supporting Sentences
Concluding Sentence

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Butty bought some butter, but the
butter but the butter was bitter, so
Butty bought some better butter to
make bitter butter better.
Tongue Twister

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Vocabulary
Spouse= couple= husband and wife
Resolution: the promise that you make for
yourself
Consists of = Obtain= Have
Variation= difference> Various=different
Master=improve=develop=increase

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Vocabulary
Distinct=various=different=diverse
Therefore=so=thus=hence
Moreover=Furthermore=in addition=additionally
Point of view=viewpoint=opinion=idea=thought
Because=Because of=Due to=Since
Lots of = A lot of
Convince=prove

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Vocabulary
Fast=eating nothing
Explain (v) = Explanation (n)
Invite (V) = Invitation (n)
5W1H=Why, What, Who, Which, Where &
How (many/much)
FANBOYS=For, And, Nor, But, Or, Yet, So

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Monday, October 12, 2020
❑ Practice 1: Identifying Topics and Controlling Ideas
1. Alcohol is harmful to your health.
2. The Western world should have a holiday to
recognize senior citizens.
3. The colors of the U.S. Flag have unique symbolic
meanings.
4. A camping vacation sounds like a punishment to me.
5. Weeds can ruin a vegetable garden.

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❑Practice 2: Evaluating Topic Sentences
1. American education has five stages. (Good)
2. My brother is older than I am. (Not Good)
3. Writing a good resume takes a lot of hard work. (Good)
4. Jack is Kate’s friend. (Not Good)
5. Jack is Kate’s best friend. (Good)
6. You need four ingredients to make peanut butter. (Good)

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7. Big business is threatening the environment. (Not Good)
8. Big business has an effect on the environment. (Good)
9. Cats are also called felines. (Good)
10. There are many reasons to visit San Francisco. (Good)

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❑ Practice 3: Writing Topic Sentences
Topics Possible
Controlling Ideas
Sample Topic
Sentences
Your Topic Sentences
Christmas ▪ Christmas is the exciting time for family and
friends to express their happiness.
First Day at
School
▪ My first day at school was very uneventful.
▪ I was very joyful on my first day at school.
First Car ▪ My first car is the most beautiful.
▪ I had a great freedom with my first car.

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❑ The Body or Supporting Sentences
▪ What are the supporting sentences?
▪ Supporting sentences are sentences that support topic sentence.
▪ Expensive # cheap
▪ Gift=present=prize=reward=souvenir
▪ Pound=the money used in the UK
▪ Add up= to put more or add more
▪ Go out=hangout
▪ Restaurant

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▪ Type=kind
▪ Typically
▪ Romantic dinner=kind of meal that a couple have when they have a date
▪ Valentine’s Day
▪ Personal=particular…..
▪ Couple=2
▪ Commercial=
▪ Several=3-4
▪ Some=more 4
▪ Dozen=twelve
▪ Overload=put something too much
▪ Obviously=clearly=logically

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▪ Illustrate (v) ; Illustration (n) = display=show
▪ Based on=depend on=according to
▪ Personal experience= the experience of a person
▪ Break up=to have no more relation with a person you love
▪ Take out=hangout
▪ Instead=replace
▪ Frozen pizza
▪ Upset=feeling unhappy
▪ Artificial=(AI)
▪ IQ=……….
▪ EQ= Emotional …….
▪ Teddy bear
▪ Wonder=question=doubt
▪ Realize=know=aware of

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▪ Major and Minor Supporting Sentences
▪ Organization=preparation=format
▪ Major=big=huge
▪ Minor=small/tiny
▪ Guide=someone or something tells us a direction/way

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❑ The Concluding Sentence
▪ What is the concluding sentence?
▪ The concluding sentence is a brief summary of the whole paragraph.
▪ Restate (v) ; restatement (n)=to say or write something again in brief.
▪ Pay attention = attentively listen to someone
▪ Harvest= the collection of rice, fruits, or other farm products
▪ Carve
▪ Pumpkin
▪ Sharp=the dangerous blade that could cut something
▪ Seed
▪ To light the candle=to light up
▪ Shape

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❑ Practice 5: Writing Restatement Concluding Sentences
▪ Write restatement concluding sentences for each.
1. Seeing Christmas decorations in October is a sign that Christmas
has become over-commercialized.
2. My first day at kindergarten much more difficult than my first
day at college.
3. Despite what everyone said, my first car was the most beautiful
car I had ever seen.

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1. In short, decorating the events on Christmas in October is seen
as the advertising products.
2. All in all, my first day at the college was much more adorable
than my first day at the kindergarten.
3. In brief, even though they gossiped about my car, I still believe
that my car is the most adorable car I had ever seen.

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❑ Punctuation Marks
▪ What are punctuation marks?
▪ What are they?
▪ , E.g. I like reading books, and I also like listening to music.
▪ :
▪ ;
▪ ?
▪ / E.g. I have a shorts/pants.
▪ [ ]
▪ .
▪ !Does she like you!

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✓Vary=
✓Independent=
✓Dependent=
✓Honor/Hohour=

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❑ Practice 6: Identifying Sentences
▪ Using Commas: Coordinating Conjunctions
▪ FANBOYS
▪ Preceded by=
▪ Everyday (Adj.) ; Every day (adv.)
▪ Nutrition:
▪ Unhealthy food= fast food; junk food…
▪ Frying chicken
▪ Fried chicken

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Key Elements of Group Assignment
✓ Communication/Connection
✓ Collaboration
✓ Creation
✓ Note: Draw or paint a big picture describing your project.

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Topic: Descriptive Paragraph
Group Members: 1. Mr. and 2. Mr. B
1. Definition of Descriptive Paragraph
2. Format of Descriptive Paragraph
3. Sample Descriptive Paragraph

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Group
N
o
Group Members Topics Deadline
Group 1 1. SOVANN Ommta
2. SAM Sophara
3. KHAM Marady
Types of Paragraphs November 02, 2020
Group 2 1. KHEM Samouen
2. SOK Sakada
3. CHUN Sothearith
Narrative Paragraph November 02, 2020
Group 3 1. IV Lonh
2. LONG Sakharn Samdy
3. KOL Borey
Descriptive Paragraph November 02, 2020
Group 4
1. HON Phannmany
2. OEM Ay
3. THON Laiheang
Expository Paragraph November 02, 2020
Group 5
1. HONG Chinfy
2. CHOUB Sophalla
3. RIM Soklymeng
Essay November 02, 2020

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Review
What is a topic sentence?
What is major supporting sentence?
What is the concluding sentence?

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October 26, 2020
❑ Practice 7: Combining Sentences with Coordinating Conjunctions
1. David is allergic to cats, so he doesn’t have one.
2. You can have cereal for breakfast, or you can have eggs for breakfast.
3. Ken loves to celebrate New Year’s Eve, but he is too sick to go out this
year.
4. The roses in the garden are dying, and they are not getting enough
water.
5. The sun is not shining brightly, or it is not completely hidden.
6. Katy went to Colorado, and she rafted down the Colorado River.
7. The bird is looking for small branches to build a nest, yet she cannot
find any.

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❑ The Writing Process_ Part 2
▪ Step 5: Rewriting
▪ Step 6: Writing the Final Draft
▪ What is rewriting?
▪ Rewriting is the most important part of writing process. It is
divided into two minor processes: (1) revising and (2) editing.
▪ What is revising?
▪ Revising is checking and correcting the mistakes.
▪ To be + glad/pleased/delighted….
▪ Tight/tiny/tensioning

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▪ What is editing?
▪ Editing is making changes.
▪ Step 6: Writing the Final Draft

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Write a favorite paragraph.
Topic
Topic Sentence
Supporting Sentence 1
Supporting Sentence 2
Supporting Sentence 3
Concluding Sentence

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Choosing a Topic: My Master’s Degree Program

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Brainstorming
My
Master’s
Degree
Program
Curriculum
Instructors
Trainees

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My Master’s Degree Program
my master’s degree program consists of three main interesting
factors. the curriculum is likely international. it is designed and
developed by the foreign educators from U.S.A. and Finland. all four
instructors are really experienced and skillful on their training
subject matters. They facilitate and guide the trainees productively
and dynamically. the trainees are hard-working and wise. they
apply the learner-centered approach, which is the 21st century
education way. I really appreciate my post-graduate program

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My Master’s Degree Program
My master’s degree program consists of three main
interesting factors. First, the curriculum is likely international. It is
designed and developed by the foreign educators from U.S.A. and
Finland. Second, all four instructors are really experienced and
skillful on their training subject matters. They facilitate and guide
the trainees productively and dynamically. Third, the trainees are
hard-working and wise. They apply the learner-centered approach,
which is the 21st century education way. In short, I really
appreciate my post-graduate program.

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January 04, 2021
CHAPTER 4: Coherence and Cohesion
Passages of Life

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✓What is baby shower?
✓How does Cambodian culture welcome
the new babies?
✓Timeline?
✓Ritual?
✓The first passage of our life is birth.

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✓ Coherence is achieved when sentences and ideas are
connected and flow together.
✓ Cohesion is the grammatical and lexical linking within a
text or sentence that holds a text together and gives it
meaning. (In structure)

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✓ Narrative Paragraph: Chronological Ordering
✓ Descriptive Paragraph: Spatial Ordering
✓ Expository Paragraph: Logical Ordering
✓ What is chronological ordering?
✓ s
✓ What are the chronological ordering?
✓ s

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Went
downstairs
Went to
kitchen
Passed
dinning room
Awoke early
Found
decorated room
Got dressed
Saw birthday
presents
Rushed to kitchen Mother greeted
Begged to open
gifts
Aunts & Uncles
arrived
Saw beautiful new
ten-speed bicycle
Was thrived Told people… The End

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✓ Coherent
✓ Understandable
✓ Make sense

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Chronological
Ordering
Spatial
Ordering
Coherence
Logical
Ordering

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Her short…
Under her
naturally
arched…
On top of…
Her eyes
Her straight
nose
Her cheeks
Her lips
Stood straight
as an arrow
Her stride
…

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✓Short
✓Shot
✓Englishisaninternationallanguage

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Expository Paragraphs and Logical Ordering
“The rich should help the poor.”
Tribe:
Adolescent:
Vision quest:
Judaism:
Torah:

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January 11, 2021
✓ Practice 1: Coherence
✓ 1. E
✓ 2. D
✓ 3. N
✓ 4. E

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✓ Cohesion

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Mid-Term Test
Six student took the test.

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✓ Course: Academic Writing Skill 202
✓ Year: 2; Semester 2
✓ Program: English_TEFL
✓ Room: 201
✓ Teacher: CHUENG Pich
✓ Students: 6 Students
✓ Time: 5:00-8:30 PM; Monday
✓ Session 1: Check homework (Practice 1: Coherence); review
✓ Session 2: Cohesion: Cohesive Devices_ Linking Words, Definite
Articles, Personal Pronouns, Demonstrative Pronouns, and Synonyms.
✓ Mid-Term Test was taken at the 7:50 PM.
✓ Note: Teacher and students wore masks and kept social distance
according to SOP guided by MOEYS.

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Monday, January 25, 2021
➢ Checking Homework on Page 38 (Working with Cohesive Devices)
➢ Reviewing the previous lesson (Cohesion: Linking words, Personal
pronouns, definite article, demonstrative pronouns, and synonyms)
➢ New lesson: Mechanics
➢ Transitions and Adverbial Clauses
➢ Transitions>>> Transitional Words & Transitional Phrases
➢ Adverbial Clauses=Dependent Clauses
➢ For instance=For example
➢ Such as

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➢ The Pacific Ocean has many forms of life, for example, there are fish,
plants, and microscopic organisms.
➢ The Pacific Ocean has many forms of life, such as fish, plants, and
microscopic organisms.
➢ Practice 3: Combining Sentences Using Transitions
➢ Adverbial Clause
➢ Practice 4: Combining Clauses
➢ Wrap-up
➢ Giving homework
➢ Ending the class

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✓ Course: Academic Writing Skill 202
✓ Year: 2; Semester 2
✓ Program: English_TEFL
✓ Room: 201
✓ Teacher: CHUENG Pich
✓ Students: 2 Students
✓ Time: 5:00-8:30 PM; Monday
✓ Session 1: Check homework (Writing with cohesive devices) and reviewing_(Cohesion: Linking
words, Personal pronouns, definite article, demonstrative pronouns, and synonyms)
➢ Session 2: New lesson: Mechanics
➢ Transitions and Adverbial Clauses
➢ Transitions>>> Transitional Words & Transitional Phrases
➢ Adverbial Clauses=Dependent Clauses; IDC=Main Clause; doing exercises_ combining sentences
✓ Note: Teacher and students wore masks and kept social distance according to SOP guided by
MOEYS. Situation was normal.

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Dear Mr. LOTH Philip, Dean of The Faculty of Education and Languages, INK, and all teachers, this is my notes on my teaching.
Teacher/conductor name: Mr./Ms.. …………
Date and day:…………….
Shift:………(Ex.: Evening/ Saturday Morning/ Saturday Noon/ Saturday Afternoon…….)…..
Course Title:………
Year:…………
Semester:……….
Week: ………..(week 1 or ……)
Room number:…………
Number of students:………
Class started time:……..
Class finished time:……..
Methods:………………….
Lesson/chapter/unit/module:……….(What you teach about, just sum it up, based on your course syllabus)
General Overview of the class:………(How the class goes/runs)……
Remarks/others: ……….(substitute/change)……..
Please be informed, Dean, and all teachers.
Regards, (Ex.: ………LOTH Philip, The conductor/teacher)

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✓ Reviewing: Coherence and Cohesion
✓ Presenting: Lead-In>>>Why is coherence & cohesion important?
✓ Chapter 5: Unity and Completeness
✓ Scan the picture and text. What is unity?
✓ What are the most important or historical events in Cambodia?
✓ Practice 1: Finding Irrelevant Sentences
✓ Practice: Practice 2: Evaluating paragraphs for unity
✓ What is completeness? Practice 3: Evaluating paragraphs for
completeness
✓ Practice 5: Identifying fragments & Practice 6: Analyzing a paragraph
✓ Closing: Reviewing; evaluating, and giving homework

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✓ January 1, 2021
✓ Chapter 5: Unity and Completeness
✓ Events in U.S. History
✓ Unity
✓ Practice 1: Finding Irrelevant Sentences
✓ Practice 2: Evaluating Paragraphs for Unity
✓ Completeness
✓ Practice 3: Evaluating Paragraphs for Completeness

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✓ February 8, 2021
✓ Review>>> Unity and Completeness
✓ Checking homework
✓ New Lesson: Mechanics_ Fragments
✓ Practice 4: Identifying Fragments
✓ Practice 5: Analyzing a Paragraph
✓ Paragraph Checklist
✓ New Lesson: Part II: The Essay; Chapter 6: From Paragraph to Essay
✓ Animals in Their Ecosystems
✓ Definition of an Essay
✓ Format of an Essay
✓ Comparison between formats of paragraph and essay

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Fragment
No subject or a
verb
DC without IC

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1. DC without IC: Because I needed to buy milk.
>>> DC with IC: Because I needed to buy milk, I went to the store.
>>> Or I went to the store because I needed to buy milk.
Practice: Because he had to drink water.
>>> Because he had to drink water, he bought a bottle of water.
2. John singing in the shower.
>>>>John was singing in the shower.
>>> John sang in the shower.
>>> John sings in the shower.
>>> John likes singing in the shower.

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3. Dancing and laughing on our way home from the party.
>>> We were dancing and laughing on our way home from the party.
>>> We danced and laughed on our way home from the party.
4. For example, a computer.
>>> For example, a computer is crucial in learning at the college.

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✓ Part II: The Essay
✓ Chapter 6: From Paragraph to Essay
✓ What is an essay?
✓ An essay is a group of paragraphs.

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Paragraph
Topic
Sentence
Supporting
Sentences
Concluding
Sentence

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Essay
Introductory Paragraph
Body/Supporting Paragraphs
Concluding Paragraph

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PARAGRAPH ESSAY
Topic Sentence Introductory Paragraph
Supporting Sentence 1 Body/Supporting Paragraph 1
Supporting Sentence 2 Body/Supporting Paragraph 2
Supporting Sentence 3 Body/Supporting Paragraph 3
Concluding Sentence Conclusion/Concluding Paragraph

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✓ One sentence becomes one paragraph.
✓ One paragraph becomes one essay.

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Practice 1: Analyzing a Paragraph
Animal Camouflage
Many animals find security in blending in with their environment. In
birds, for example, it is quite common for adult males to be brightly colored
and very noticeable, while adult females and young chicks are light brown or
sand colored in order to blend into their background and escape the sharp
eyes of a predator. Many mammals have also adopted the colors of their
surroundings over the years. A zebra is almost invisible among the branches
and stripes of sunlight in its native Africa, and a lion is very hard to see when
it is sleeping on the beige sand of the plains. Most fish are darker on top than
on the bottom; from above, they look like the land at the bottom of the water,
and from below, they look like the water’s surface. The safety that these
animals’ protective coloring provides has helped them survive over the ages.
Model
`Paragraph 1

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Practice 2: Analyzing an Essay
Animal Camouflage
Animals in the wild have many natural enemies. A small bird wants to avoid being
seen by a hawk, a zebra does not want the lion to find him, and a flatfish would prefer that
the shark swim quietly by. If an animal cannot easily run away from its predator, how can
it protect itself? One way that has evolved over time is protective coloring, or camouflage.
Many animals find security in blending in with their environment.
In birds, for example, although it is quite common for adult males to be brightly
colored and very noticeable, adult females and young chicks are light brown or sand
colored in order to blend into their background and escape the sharp eyes of a predator.
This coloring protects the weaker birds. Consider the bright red cardinal, a very
common bird in colder areas of North America. The male is a red fire engine against white
snow, but you hardly ever see the females. They are sandy brown, with touches of red on
the wings, tail, and breast. The peacock is another bird where the male is bright and
showy, while the female is easily overlooked because of her dull coloring. The long
tail feathers of the male are generally bright green and gold and have round markings of a
rich color, known as peacock blue. The female, called a peahen, has short tail feathers and
is much less colorful than the male. Adapting camouflage colors helps the female birds
survive and raise another generation of birds.
Model Essay 1

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Many mammals have also adopted the colors of their surroundings. A zebra
is almost invisible among the branches and stripes of sunlight in its native
Africa because its black and while strips mimic the shadows among the trees
and bushes. A lion is very hard to see when it is sleeping on the beige sand of
the plains. The lioness, in particular, looks just like a part of the ground until she
raises her head. The camouflage of the lioness makes her invisible to her prey so
she can concentrate on hunting and feeding her young. All these mammals have,
over many, many years, developed protective coloring to assist them in the struggle
to survive.
Most fish are darker on top than on the bottom; from above, they look like
the land at the bottom of the water, and from below, they look like the water’s
surface. Many ocean fish have a horizontal like along their body that
separates the top from the bottom. An ocean mackerel, for example, is easily
distinguished by this dark stripe. Some flatfish have taken this protection a step
further, for example, a fish that lives on a sandy bottom has a light-brown
upper side, while a flatfish that lives on the rocky bottom has an upper side
that looks like pebbles. Because they look just like their surroundings, these fish
survive and avoid becoming some else’s lunch.
Model Essay 1

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Looking like their environment is helpful to these animals for the
survival of the species. The mother bird that is invisible among the brown
leaves, the lion snoozing on the sandy plains, and the fish that hides among
the pebbles will live to see another day. The safety these animals find in their
protective coloring has helped them survive over the ages.
Model Essay 1

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