This document provides an overview of the English 2 module offered at Taylor's University. The module aims to develop students' English proficiency skills, including listening, speaking, reading and writing. It will focus on academic reading and writing skills, as well as techniques for listening and speaking assessments. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language contexts. Assessment will include assignments, presentations, and a final exam evaluating students' language abilities. The module uses a student-centered learning approach to develop lifelong learning and problem solving skills.

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SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
_________________________________________________________________________________________
Foundation in Natural and Built Environments
Module : English 2 (ELG 30605)
Prerequisite: English 1 [ENGL 0105]
Credit hours: 5
Instructor: Cassandra Rashika Wijesuria | CassandraRashika.Wijesuria@taylors.edu.my
Module Synopsis
English 2 aims to equip students with sufficient language skills to demonstrate English Language proficiency at
both the pre-university and tertiary level. Students will be trained to communicate according to the situation and
purpose as well as demonstrate accuracy in the 4 language skills. The emphasis of the module is on the
development of academic reading and writing skills, as well as techniques to answer the listening and speaking
components both accurately and appropriately. The course is also designed to equip learners with sufficient
communication and interpersonal skills and techniques. At the end of the module, they should be able to
demonstrate English Language Proficiency at both the pre-university and tertiary level.
Module Teaching Objectives
Upon successful completion of the module, students will be able to:
1. communicate according to the situation and purpose.
2. demonstrate accuracy and fluency in the 4 language skills i.e. listening, speaking, reading and writing.
3. show critical understanding of language in context.
4. demonstrate effectiveness in expression.
Module Learning Outcomes
1. At the end of the Reading sessions, students will be able to analyze and evaluate reading texts critically.
2. At the end of the Writing sessions, students will be able to research, write a well-developed and well-
organized 5-paragraph critical or argumentative essay as well as longer research essays with correct format and
referencing techniques.
3. At the end of the Listening sessions, students will be able to identify speaker’s role, expression, relationship
and attitude as conveyed through stress and intonation as well as develop listening in preparation for a tertiary
programme.
4. At the end of the Speaking sessions, students will be able to develop interviewing skills, deliver presentations
publically as well be able to apply argumentative strategies in specific situations.
Modes of Delivery
This is a 5 credit hour module held over 18 weeks, 4 hours per session, once a week. As each session is set to
achieve different milestones in the students’ communication skills attendance is compulsory. Students are to be
self-directed in their work and at times will need to work in groups on projects assigned to them and must be able
to display ability to work as a team player, effective verbal and non-verbal communication skills.

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Contact Hours
Lecture: 2 hours/week
Tutorial: 2 hours/week
Self-study: 7 hours/week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the office
hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
Moodle will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements.

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Taylor’s Graduate Capabilities(TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills of our
graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Solid foundational knowledge in relevant subjects 1, 2,3,4
1.2 Understand ethical issues in the context of the field of study
Cognitive Capabilities
2.0 Lifelong Learning
2.1 Locate and extract information effectively 1 & 2
2.2 Relate learned knowledge to everyday life 3 & 4
3.0 Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively
3.2 Define and analyse problems to arrive at effective solutions
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes 3 & 4
5.0 Interpersonal Skills
5.1 Understand team dynamics and work with others in a team
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant -
6.2 Reflect on one’s actions and learning. -
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
-

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General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the percentage
grade assigned to the work on face value reduced by 10% for the first day and 5% for each subsequent day late.
A weekend counts as 1 day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if they
are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentations will result in zero mark for that presentation.
Lecturers reserve the right to not accept any late submission after one (1) week.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used if the
late submission was for a good reason.
Attendance and Participation
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. A minimum of 80% attendance is required to pass the module and/or be eligible for the final examination.
You are expected to attend and participate actively in class. The lectures and tutorials will assist you in
expanding your ideas and your research progression.
Students will be assessed based on their performance throughout the semester. Students are expected to attend
and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components including Portfolio. Failure to attempt assessment
components worth 20% or more, the student would be required to resubmit or resit an assessment component,
even though the student has achieved more than 50% in the overall assessment. Failure to attempt all
assessment components, including final exam and final presentation, will result in failing the module irrespective
of the marks earned, even though the student has achieved more than 50% in the overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the source,
is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes written
materials such as books, journals and magazine articles or other papers and also includes films and computer
programs. The two most common types of plagiarism are from published materials and other students’ works
a. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the results
of a study or review, a standard system of referencing should be used. Examples of plagiarism may include a
sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied from
another book, with an addition of only a sentence or two by the student. While the former can be treated as a
simple failure to cite references, the latter is likely to be viewed as cheating in an examination. Though most
assignments require the need for reference to other peoples’ works, in order to avoid plagiarism, students should

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keep a detailed record of the sources of ideas and findings and ensure that these sources are clearly quoted in
their assignment. Note that plagiarism refers to materials obtained from the Internet too.
b. Other Students’ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice. However,
with the exception of group assignments, students should write their own papers. Plagiarising the work of other
students into assignments includes using identical or very similar sentences, paragraphs or sections. When two
students submit papers which are very similar in tone and content, both are likely to be penalised.
Student Participation
Your participation in the module is encouraged. You have the opportunity to participate in the following ways:
! Your ideas and questions are welcomed, valued and encouraged.
! Your input is sought to understand your perspectives, ideas and needs in planning subject revision.
! You have opportunities to give feedback and issues will be addressed in response to that feedback.
! Do reflect on your performance in Portfolios.
! Student evaluation on your views and experiences about the module are actively sought and used as an
integral part of improvement in teaching and continuous improvement.
Student-centered Learning (SCL)
The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the
principles known to improve learning and to encourage student’s participation. SCL requires students to be
active, responsible participants in their own learning and instructors are to facilitate the learning process. Various
teaching and learning strategies such as experiential learning, problem-based learning, site visits, group
discussions, presentations, working in group and etc. can be employed to facilitate the learning process. In SCL,
students are expected to be:
! active in their own learning;
! self-directed to be responsible to enhance their learning abilities;
! able to cultivate skills that are useful in today’s workplace;
! active knowledge seekers;
! active players in a team.
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will provide
information to guide you in the research process. This form of assessment involves participation in discussions
and feedback sessions. Summative assessment will inform you about the level of understanding and
performance capabilities achieved at the end of the module.

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Assessment Plan
Assessment Components Type
Learning
Outcome/s
Submission Presentation
Assessment
Weightage
Assignment 1 –
Compare / Contrast
Essay
Individual
1,2,3
Week 10
(digital upload)
followed by
hard copy
submission
NIL 20%
Assignment 2 –
Research Assignment
Group
Work
1,2,3
Weeks 15 & 16
(digital upload)
followed by
hard copy
submission
YES 30%
Portfolio Individual ALL
Week 17 / 18
(digital upload)
NIL 10%
Final Exam Individual 1,2 Exam Week
As per
examination
schedule
40%

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Assessment Components
This module will be graded in the form of coursework. It consists of two assignments, one portfolio and the Final
Exam
1. Assignment 1 – Essay Writing
You will be required to write a coherent university – style compare-contrast essay by choosing between
two different genres of films, which will be provided to you at a later date. The essay should cover
between 800 – 1000 words. The purpose of this essay is to allow students to effectively note the
similarities and differences between these genres of film, and how it can be explored where language is
concerned.
2. Assignment 2 – Research Assignment
The research assignment is a group essay that is linked to a subject related to topics that students are
studying this semester. Students will be guided through the assignment after they have identified a topic
and through the preparation of research questions, interviews and drafts until the final product is sent in.
3. Assignment 3 – Online Portfolio
Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic
blog. The e-Portfolio is developed progressively for all modules taken throughout Semesters 1 and 2,
and YOU MUST PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module
Learning Outcome, Programme Learning Outcomes and Taylor’s Graduate Capabilities, and
showcases the distinctiveness and identity of the student as a graduate of the programme. Submission
of the E-Portfolio is COMPULSORY.
4. Final Exam (Individual)
The final exam will consist of two components. The first component is a critical reading and critical
thinking section while the second component is an essay section. The critical reading tests the ability of
students to skim, scan and read an unseen passage critically and analytically. The critical thinking
questions will test the ability of students to identify and correct rhetorical fallacies. The essay section
tests the ability of students to write argumentative essays on a range of topics that have been covered
in this module as well as various other modules this semester.
Submission of Assignments
ALL assignments must be completed and submitted to receive a final completion grade in this unit. When an
assignment is NOT completed or NOT submitted on the due date, a final grade showing Fail (F) will be given.
However, if the student can provide valid grounds for not submitting the assignment on the due date (authentic
medical conditions), consideration will be given to said student. The lecturer reserves the right to NOT accept
work submitted more than one (1) week late. All assignments given by the lecturer are mandatory and must be
completed by the student.

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Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the percentage
grade assigned to the work on face value reduced by 10% for the first day and 5% for each subsequent day late.
A weekend counts as one (1) day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if they
are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentation will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used if the
late submission was for a good reason.

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Marks and Grading Table (Revised as per Programme Guide 2013)
Assessments and grades will be returned within two weeks of your submission. You will be given grades and
necessary feedback for each submission. The grading system is shown below:
Grade Marks
Grade
Points
Definition Description
A 80 – 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base.
A- 75 – 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature.
B+ 70 – 74 3.33
Good
Evidence of grasp of module matter; critical capacity and
analytical ability, reasonable understanding of relevant
issues; evidence of familiarity with the literature.B 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience.
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal Fail
Evidence of nearly but not quite acceptable familiarity with
module matter, weak in critical and analytical skills.
D 44 – 46 1.33
D- 40 – 43 1.00
F 0 – 39 0.00 Fail
Insufficient evidence of understanding of the module
matter; weakness in critical and analytical skills; limited or
irrelevant use of the literature.
WD - - Withdrawn
Withdrawn from a module before census date, typically
mid-semester.
F(W) 0 0.00 Fail Withdrawn after census date, typically mid-semester.
IN - - Incomplete
An interim notation given for a module where a student
has not completed certain requirements with valid reason
or it is not possible to finalise the grade by the published
deadline.
P - - Pass Given for satisfactory completion of practicum.
AU - - Audit
Given for a module where attendance is for information
only without earning academic credit.

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Weekly Module Schedule
WEEK
(DATE /
TOPICS)
TOPICS / LESSON PLAN LECTURE TUTORIAL
SELF
DIRECTED
STUDY
TAYLOR’S
GRADUATE
CAPABILITIES
(TGC)
HOURS HOURS HOURS SYMBOLS
WEEK 1 • Writing Skills
• Identifying topic
sentences
• Identifying main
ideas
• Distinguishing
supporting details
PowerPoint
Presentatio
n
In – class
discussion
Writing
Skills
2 2 3
WEEK 2
• Cohesion in Texts
• Functions of
transition signals
• Reference words
in texts
In-class
Discussion:
Coherence
Cohesion in
texts
2 2 3
WEEK 3
• Recognizing text
organization
• Introduction to
Critical Reading
• Identify writer’s
claims, views and
attitudes
In class
discussion:
reasons and
argument
Reasons and
argument
2 2 3
WEEK 4
• Preparing an
outline / plan for
writing an article.
In class
discussion:
pre writing
exercises
Editing and
revising

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• Pre Writing Skills
• Editing and
Revising
• Task analysis
2 2 3
WEEK 5
• Giving and
justifying an
opinion
• Developing and
refuting an
argument
(argumentative
essay writing)
• Examining various
viewpoints
• Evaluating ideas,
evidence and
arguments
In class
discussion:
giving opinion
through
writing
Developing
arguments
2
2 3
WEEK 6
• Patterns of
organization
(descriptive,
narrative.)
In class
activity:
writing a
narrative
Differentiati
ng narrative
& descriptive
articles
2 2 3
WEEK 7
• Patterns of
Organization
(con’t) – compare
– contrast.
• Referencing (APA
style)
In class
activity:
compare
contrast essay
How to write
compare-
contrast
essay
2 2 3
WEEK 8
• Skimming and
scanning
• Previewing and
predicting
• Making inferences
In class
activity:
skimming,
scanning and
making
inferences to
an article
Grasping
meaning of
text

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and summarizing
• Grasp meaning of
text with speed
2 2 3
WEEK 9
• Understanding
and evaluating
arguments
• Fallacies
In-class
Discussion:
Fallacies
Fallacies
2 2 3
WEEK
10
• Report Writing
• Interview Skills
In-class
Discussion:
Expressing
agreement
and
disagreement
Assignment
1 due
2 2 3
WEEK
11
• Conducting
surveys and
questionnaires
• Listening, taking
minutes of
meetings
In class
activity:
writing a
survey
Surveys and
minutes
WEEK
12
• Do’s and Don’ts of
Oral Presentations
In-class
activity: TBC
TBC
2 2 3
WEEK
13
• Elements of an
effective speaker
• Stress on effective
presentation,
articulation,
intonation,
pronunciation and
accent
In-class
activity: TBC
TBC
2 2 3
WEEK
14 In class
TBC

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• Expressing
opinions on
current issues
• Present a speech
with eloquence
• Use effective
techniques in
handling questions
activity: TBC
2 2 3
WEEK
15
Non – verbal
Communication
Class activity:
TBC
Research
Assignment
due
2 2 3
WEEK
16
• Listening skills
• Hearing
attentively
• Constructive
Critique
Oral
Presentations
Research
Assignment
due
2 2 3
WEEK
17
• Self Disclosure
• Self Awareness Oral
Presentations
TBC
WEEK
18
FINAL EXAM
REVISION
To return
all
assessmen
ts to
students
WEEK
19
TBC
Week 19 Study Leave Portfolio

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*No final exam for EPC submission
10%
Note: The Module Schedule above is subject to change at short notice.
References
Main References : 1. Mayfield, M. (2010) Thinking For Yourself: Developing Critical Thinking Through
Reading and Writing (8th ed.) Boston: Wadsworth
2. Bailey, S. (2006) Academic Writing: A Handbook for International Students (2nd
ed.) New York: Routledge
3. Perrin, R. (2012) Pocket Guide to APA Style (4th ed) Boston: Wadsworth
4. Langan, J. (2005). College Writing Skills with Readings. (6th ed.). New York:
McGraw-Hill.
5. Glenn, C. and Gray, L. (2010) The Hodges Harbrace Handbook. (17th ed.)
Boston: Wadsworth Cengage Learning
6. Seal, B. (1997). Academic Encounters: Reading, Study Skills and Writing
(Content focus: human behavior). Cambridge: Cambridge University Press
7. Jakeman, V. & C. McDowell, C. (1999). Insight into IELTS. Cambridge:
Cambridge University Press.
Additional
References :
8. Flemming, Laraine. (2003) Reading Keys. Houghton Mifflin
9. Mikulecky, Beatrice.S. & Jefferies, Linda. (1986) More Reading Power. New
York: Longman
10. Flachmann,Kim et al. The Brief Prose Reader. ( 2002) Prentice Hall
11. Reid, Joy M. (1999). The Process of Composition. New York: Longman
12. Small, Regina L. et al. (2000) Refining Composition Skills. Boston: Heinle &
Heinle
13. Oshima, Alice & Hogue Ann. (1998). Writing Academic English. New York
:Longman
14. Chafee, John, et al. (1998.) Critical Thinking, Thoughtful Writing. Boston:
Houghton Mifflin
15. Lester, James D. (2002). Writing Research Papers. (10th ed.) New York:
Pearson
16. Preiss, Sherry. (1998). NorthStar. Focus on Listening and Speaking (Advance).
New York: Longman
17. Van Bemmel, Eric & Tucker, Janina. (1997). IELTS to Success. Melbourne:
John Wiley,
18. P. Cameron. (2000). Prepare for IELTS: the Preparation Course. Sydney:
INSEARCH, UTS, Aust.
19. V. Jakeman & C. McDowell. (1996). Cambridge Practice Tests for IELT. (Bks 1
& 2). Cambridge: Cambridge University Press.
20. V. Jakeman & C. McDowell. (2001) IELTS Practice Tests Plus. Essex: Pearson
Education.
21. Sahanaya, Wendy, J.Lindeck & R.Stewart. (1998). Preparation & Practise:
IELTS Reading & Writing, Academic Module. Melbourne: IALF-OUP
22. Caroselli, Marlene. (2003) Interpersonal Skills. Mason, Ohio: Thomson
Learning.
23. Devito, Joseph, A. (2002) Essentials of Human Communication. (4th ed.)
Boston, Mass: Allyn & Bacon.
24. Boss, J.A. (2010) Think: Critical Thinking and Logic Skills for Everyday Life New
York: McGraw Hill
25. Larson, C.U. (2010) Persuasion: Reception and Responsibility (12 ed.) Boston:

15. English 2 (ENGL 0205 / ELG 30605) JAN – DEC 2014 15 | P a g eP a g e | 15 of 15
Wadsworth, Cengage Learning
26. Connely, M. (2010) The Sundance Reader: A Rhetoric, Reader, Handbook (4th
ed.) Boston: Wadsworth, Cengage Learning
27. Porter, B.F. (2010)The Voice of Reason New York: Oxford University Press
28. Cioffi, F.L. (2005) The Imaginative Argument New Jersey: Princeton University
Press