This document provides information about an English module for students at Taylor's University. It outlines the module objectives, which include developing 5-paragraph essay writing skills, referencing skills, and analytical skills for reading texts. The module will also focus on listening skills, oral presentation skills, and interpreting non-linear text. The module will be delivered through lectures, tutorials, and self-study over 18 weeks for 5 credit hours. Assessment will include essays, referencing exercises, textual analyses, presentations, and exams. The document also outlines policies on attendance, submissions, and plagiarism.
This document provides information about an English language module called English 1. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. It will focus on 5-paragraph essay writing, referencing, analyzing texts, extracting information from diagrams, listening to conversations, and oral presentations. The module will be delivered over 18 weeks through lectures, tutorials, and self-study. It assesses students on their ability to write essays, apply referencing, analyze texts, extract information, listen, identify main ideas, and give oral presentations.
This document provides information about the English 1 module, including its synopsis, teaching objectives, learning outcomes, modes of delivery, and general rules and regulations. The module prepares students for tertiary-level English proficiency through developing writing, reading, listening, and speaking skills. It focuses on 5-paragraph essay writing, analyzing texts, extracting information from diagrams, and giving oral presentations. The module is delivered through lectures, tutorials, and self-study over 18 weeks for a total of 5 credit hours. Students must attend at least 80% of sessions and complete all assessments to pass. Late assignments will be penalized, and plagiarism is not permitted.
This document provides information on the English 1 module offered at Taylor's University. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening and speaking skills. It focuses on 5-paragraph essay writing, analyzing texts, and developing oral presentation abilities. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through essays, an oral group presentation, an e-portfolio, and a final exam. Upon completing the module, students will be able to write organized essays, apply referencing, analyze texts critically, and demonstrate improved English proficiency for university-level work.
This document provides information about an English language module called English 1. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. It will focus on 5-paragraph essay writing, referencing, analyzing texts, extracting information from diagrams, listening to conversations, and oral presentations. The module will be delivered over 18 weeks through lectures, tutorials, and self-study. It is assessed through various assignments and aims to help students achieve English language proficiency for university-level work.
This document provides information on the English 1 module offered at Taylor's University. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. It focuses on basic 5-paragraph essay writing, referencing skills, analyzing contemporary essays and texts, and interpreting non-linear information. The module is delivered through lectures, tutorials, and self-study over 18 weeks for a total of 5 credit hours. Assessment includes essays, presentations, and exams. Students must attend at least 80% of classes and complete all assessments to pass.
This document provides information about the English 1 module offered in August 2014, including the module synopsis, teaching objectives, learning outcomes, assessment components, and schedule. The module focuses on developing academic writing skills such as 5-paragraph essays and interpreting non-linear text, as well as reading, listening, and speaking skills. Students will be assessed through essays, an oral presentation, an e-portfolio, and a final exam. The module uses lectures, tutorials and self-directed study and aims to prepare students for university-level English proficiency.
This document provides information about the English 1 module offered at Taylor's University. It introduces the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan and schedule. The synopsis explains that the module focuses on developing academic writing, reading, listening and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, and improve analytical skills. Upon completion, students will be able to write essays, apply referencing, analyze texts critically, and improve presentation, listening and note-taking abilities. Students will be assessed through essays, presentations, portfolios and exams. The schedule outlines the topics to be covered each week.
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.
This document provides information about an English language module called English 1. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. It will focus on 5-paragraph essay writing, referencing, analyzing texts, extracting information from diagrams, listening to conversations, and oral presentations. The module will be delivered over 18 weeks through lectures, tutorials, and self-study. It assesses students on their ability to write essays, apply referencing, analyze texts, extract information, listen, identify main ideas, and give oral presentations.
This document provides information about the English 1 module, including its synopsis, teaching objectives, learning outcomes, modes of delivery, and general rules and regulations. The module prepares students for tertiary-level English proficiency through developing writing, reading, listening, and speaking skills. It focuses on 5-paragraph essay writing, analyzing texts, extracting information from diagrams, and giving oral presentations. The module is delivered through lectures, tutorials, and self-study over 18 weeks for a total of 5 credit hours. Students must attend at least 80% of sessions and complete all assessments to pass. Late assignments will be penalized, and plagiarism is not permitted.
This document provides information on the English 1 module offered at Taylor's University. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening and speaking skills. It focuses on 5-paragraph essay writing, analyzing texts, and developing oral presentation abilities. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through essays, an oral group presentation, an e-portfolio, and a final exam. Upon completing the module, students will be able to write organized essays, apply referencing, analyze texts critically, and demonstrate improved English proficiency for university-level work.
This document provides information about an English language module called English 1. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. It will focus on 5-paragraph essay writing, referencing, analyzing texts, extracting information from diagrams, listening to conversations, and oral presentations. The module will be delivered over 18 weeks through lectures, tutorials, and self-study. It is assessed through various assignments and aims to help students achieve English language proficiency for university-level work.
This document provides information on the English 1 module offered at Taylor's University. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. It focuses on basic 5-paragraph essay writing, referencing skills, analyzing contemporary essays and texts, and interpreting non-linear information. The module is delivered through lectures, tutorials, and self-study over 18 weeks for a total of 5 credit hours. Assessment includes essays, presentations, and exams. Students must attend at least 80% of classes and complete all assessments to pass.
This document provides information about the English 1 module offered in August 2014, including the module synopsis, teaching objectives, learning outcomes, assessment components, and schedule. The module focuses on developing academic writing skills such as 5-paragraph essays and interpreting non-linear text, as well as reading, listening, and speaking skills. Students will be assessed through essays, an oral presentation, an e-portfolio, and a final exam. The module uses lectures, tutorials and self-directed study and aims to prepare students for university-level English proficiency.
This document provides information about the English 1 module offered at Taylor's University. It introduces the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan and schedule. The synopsis explains that the module focuses on developing academic writing, reading, listening and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, and improve analytical skills. Upon completion, students will be able to write essays, apply referencing, analyze texts critically, and improve presentation, listening and note-taking abilities. Students will be assessed through essays, presentations, portfolios and exams. The schedule outlines the topics to be covered each week.
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.
This document provides an overview of a student project to design a new, livable town. It includes:
1. An introduction outlining the project requirements to study an ancient, present, and future town before designing a new town.
2. Summaries of the ancient city of Babylon and its features like the Hanging Gardens and water system.
3. Details about the present cities of London and Rio de Janeiro, including their histories, topography, and transportation.
4. Information on the future city of Masdar in Abu Dhabi and its environmentally friendly design.
The document collects research on different town elements to help design a sustainable new town as part of a school assignment
This document outlines an oral presentation assignment for a group of students. It asks students to research and present on modern architecture designs inspired by nature. Students will present in groups of four and the 20-minute video presentation is due November 6th, 2014. The presentation should cover biomimicry, design principles and background of architects, materials used, and green features. Students will be assessed on their understanding of the brief, content, organization, use of references, and grammar. Suggested references and a template for the cover page/authorship are also provided.
This 3 sentence document does not contain any meaningful information to summarize. It consists of blank lines without any text, images, or other content. As such, there is no high level or essential information that can be extracted from it in 3 sentences or less.
This document outlines a group project assignment for a Creative Thinking Skills course. Students will work in groups to create musical instruments from everyday objects and perform a 5-8 minute set. Each student must have their own instrument and contribute to the group performance. They will be assessed on their understanding of the brief, appropriateness and creativity of their instruments and performance, originality, and team collaboration. Students must also submit individual documentation and a group recording of their performance.
This document outlines the requirements and instructions for an individual final project on designing a residential landscape. Students must choose the same site from a previous analysis project. They will prepare presentation boards showing the design process from conceptual to master plans, as well as plant palettes, cost estimates, and maintenance plans. All drawings must be completed by hand and presented on boards by November 24th. The project aims to develop students' design process and small-scale landscape design skills. It is worth 40% of the total grade.
This document provides instructions for an essay assignment for an English course. Students must write a 5-paragraph essay of 600-800 words answering one of three prompts. They must cite sources in APA style and include pre-writing, in-text citations, and a references list. The essay will be assessed based on understanding the prompt, idea organization and development, use of evidence, coherence, and writing mechanics. A grading rubric is provided. Suggested references and cover page format are also included.
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It aims to introduce students to landscape architecture and design fundamentals. Students will learn about landscape concepts and elements, drawings, and the role of landscape architects. Assessment includes participation, assignments, and a final presentation. A student-centered learning approach is used to facilitate an active learning process.
This document compares and contrasts Hong Kong Disneyland and A Famosa, two theme parks in Asia. Hong Kong Disneyland opened in 2005 and cost $14.1 billion to build. It has seven themed lands and is Disney's fifth Magic Kingdom-style park. A Famosa opened earlier in 1992 in Malaysia. Both parks feature dining, shopping, character meet-and-greets, and attractions across various themed areas like Adventureland and Water World. They provide similar experiences but Hong Kong Disneyland focuses more on virtual environments while A Famosa emphasizes outdoor activities.
Final Project - Rebranding Daily Object.pdfkychong1105
This document outlines the requirements for a final project in a creative thinking skills course. The project involves rebranding a daily object and has both individual and group components. For the individual component, students must develop a new name, logo, tagline, and packaging design for an assigned object in an A4 report. For the group component, the best rebranding proposals will be selected to create an advertisement video, poster, and 5-minute sales presentation. Students will be assessed on creativity, understanding the brief, idea development process, and team collaboration. The goal is to help students improve critical and creative thinking skills.
Project 2 design process research analysiskychong1105
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students will work in groups to analyze an existing residential property, documenting location, topography, drainage, vegetation, microclimate, and views. Individually, students must sketch design solutions for improving the site. Submissions require an A3 booklet documenting the group's site analysis and each student's design concepts. The project aims to develop understanding of site selection, analysis, and using analysis to inform design solutions. Students will be assessed on demonstrated understanding, quality of research and graphics, collaboration, and original design work reflecting site conditions.
A quantity surveyor is a professional in the construction industry responsible for building costs. They prepare cost estimates, bills of quantities, evaluate tenders, and monitor costs throughout a project. A quantity surveyor works with architects, engineers, contractors, and suppliers. They use drawings and specifications to take off quantities and compile the bill of quantities, which is a list of materials, labor, and equipment for construction. Modern software like Revit allows quantity surveyors to directly measure and calculate quantities from 3D models for faster bill preparation.
The document provides instructions for a journal exercise assignment. Students will produce a journal on A4 paper with a maximum of 5 pages to record ideas, information, and references on assigned topics related to natural disasters and how people deal with them. The journal is to be submitted every 3 weeks and will be assessed for 20% of the student's total grade. At the end of the semester, students must compile their journal entries along with other coursework into an A4 folder for a final 3% assessment.
This document provides a site analysis of Taman Botani Negara Shah Alam. It includes location plans, contour maps, sections, circulation analysis, existing structures, and landscape details. The site contains hills, lakes, and zones for a cactus garden and tropical fruits. Structures include roads, paths, stairs, a gazebo, and greenhouse. Vegetation is organized by zones - coconut palms, breadfruit, and banana near the lakes, and oil palms, durian, and pulasan in the tropical fruit zone. The cactus zone contains agave, opuntia, yucca, and euphorbia species. The document evaluates strengths, weaknesses, opportunities and threats for the site.
This document discusses the relationship between cultural diversity and crime. It begins by defining key terms like culture, cultural diversity, and how crime can be viewed as both a culture and something that interacts with culture. It then discusses how cultural norms can justify criminal behavior in some groups. The document also addresses how cultural diversity impacts the framing of laws, enforcement of laws, and the use of evidence in criminal cases. It notes some paradoxes, like how fear of crime can increase while actual crime decreases. The overall summary is that this document examines the complex ways that cultural diversity and differences can both relate to and influence criminal behavior and the criminal justice system.
This document provides information about an English language module called English 1. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and general rules and regulations. The synopsis states that the module prepares students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, emphasize analytical skills, and improve listening and oral presentation abilities. Upon completing the module, students will be able to write essays, apply referencing, analyze texts critically, and demonstrate improved listening and presentation skills. The module is delivered through lectures, tutorials, and self-study over 18 weeks.
This document provides information about an English language module called English 1. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and general rules and regulations. The synopsis states that the module prepares students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, emphasize analytical skills, and improve listening and oral presentation abilities. Upon completing the module, students will be able to write essays, apply referencing, analyze texts critically, and demonstrate improved listening and presentation skills. The module is delivered through lectures, tutorials, and self-study over 18 weeks.
This document provides information about an English language module called English 1. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and general rules and regulations. The synopsis states that the module prepares students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, emphasize analytical skills, and improve listening and oral presentation abilities. Upon completing the module, students will be able to write essays, apply referencing, analyze texts critically, and demonstrate improved listening and presentation skills. The module is delivered through lectures, tutorials, and self-study over 18 weeks.
This document provides information on the English 1 module offered at Taylor's University. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening and speaking skills. It will focus on 5-paragraph essay writing, analyzing texts, and developing oral presentation abilities. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through essays, an oral group presentation, an e-portfolio and a final exam. The assessments are aimed at evaluating students' English proficiency and mastery of the module's learning outcomes.
This document provides information about the English 1 module offered in August 2014, including the module synopsis, teaching objectives, learning outcomes, assessment components, and schedule. The module focuses on developing academic writing skills such as 5-paragraph essays and interpreting non-linear text, as well as reading, listening, and speaking skills. Students will be assessed through essays, an oral presentation, an e-portfolio, and a final exam. The module uses lectures, tutorials and self-directed study and aims to equip students with English proficiency for university studies.
This document provides an overview of a student project to design a new, livable town. It includes:
1. An introduction outlining the project requirements to study an ancient, present, and future town before designing a new town.
2. Summaries of the ancient city of Babylon and its features like the Hanging Gardens and water system.
3. Details about the present cities of London and Rio de Janeiro, including their histories, topography, and transportation.
4. Information on the future city of Masdar in Abu Dhabi and its environmentally friendly design.
The document collects research on different town elements to help design a sustainable new town as part of a school assignment
This document outlines an oral presentation assignment for a group of students. It asks students to research and present on modern architecture designs inspired by nature. Students will present in groups of four and the 20-minute video presentation is due November 6th, 2014. The presentation should cover biomimicry, design principles and background of architects, materials used, and green features. Students will be assessed on their understanding of the brief, content, organization, use of references, and grammar. Suggested references and a template for the cover page/authorship are also provided.
This 3 sentence document does not contain any meaningful information to summarize. It consists of blank lines without any text, images, or other content. As such, there is no high level or essential information that can be extracted from it in 3 sentences or less.
This document outlines a group project assignment for a Creative Thinking Skills course. Students will work in groups to create musical instruments from everyday objects and perform a 5-8 minute set. Each student must have their own instrument and contribute to the group performance. They will be assessed on their understanding of the brief, appropriateness and creativity of their instruments and performance, originality, and team collaboration. Students must also submit individual documentation and a group recording of their performance.
This document outlines the requirements and instructions for an individual final project on designing a residential landscape. Students must choose the same site from a previous analysis project. They will prepare presentation boards showing the design process from conceptual to master plans, as well as plant palettes, cost estimates, and maintenance plans. All drawings must be completed by hand and presented on boards by November 24th. The project aims to develop students' design process and small-scale landscape design skills. It is worth 40% of the total grade.
This document provides instructions for an essay assignment for an English course. Students must write a 5-paragraph essay of 600-800 words answering one of three prompts. They must cite sources in APA style and include pre-writing, in-text citations, and a references list. The essay will be assessed based on understanding the prompt, idea organization and development, use of evidence, coherence, and writing mechanics. A grading rubric is provided. Suggested references and cover page format are also included.
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It aims to introduce students to landscape architecture and design fundamentals. Students will learn about landscape concepts and elements, drawings, and the role of landscape architects. Assessment includes participation, assignments, and a final presentation. A student-centered learning approach is used to facilitate an active learning process.
This document compares and contrasts Hong Kong Disneyland and A Famosa, two theme parks in Asia. Hong Kong Disneyland opened in 2005 and cost $14.1 billion to build. It has seven themed lands and is Disney's fifth Magic Kingdom-style park. A Famosa opened earlier in 1992 in Malaysia. Both parks feature dining, shopping, character meet-and-greets, and attractions across various themed areas like Adventureland and Water World. They provide similar experiences but Hong Kong Disneyland focuses more on virtual environments while A Famosa emphasizes outdoor activities.
Final Project - Rebranding Daily Object.pdfkychong1105
This document outlines the requirements for a final project in a creative thinking skills course. The project involves rebranding a daily object and has both individual and group components. For the individual component, students must develop a new name, logo, tagline, and packaging design for an assigned object in an A4 report. For the group component, the best rebranding proposals will be selected to create an advertisement video, poster, and 5-minute sales presentation. Students will be assessed on creativity, understanding the brief, idea development process, and team collaboration. The goal is to help students improve critical and creative thinking skills.
Project 2 design process research analysiskychong1105
This document outlines the requirements for a landscape architecture project involving site analysis and design. Students will work in groups to analyze an existing residential property, documenting location, topography, drainage, vegetation, microclimate, and views. Individually, students must sketch design solutions for improving the site. Submissions require an A3 booklet documenting the group's site analysis and each student's design concepts. The project aims to develop understanding of site selection, analysis, and using analysis to inform design solutions. Students will be assessed on demonstrated understanding, quality of research and graphics, collaboration, and original design work reflecting site conditions.
A quantity surveyor is a professional in the construction industry responsible for building costs. They prepare cost estimates, bills of quantities, evaluate tenders, and monitor costs throughout a project. A quantity surveyor works with architects, engineers, contractors, and suppliers. They use drawings and specifications to take off quantities and compile the bill of quantities, which is a list of materials, labor, and equipment for construction. Modern software like Revit allows quantity surveyors to directly measure and calculate quantities from 3D models for faster bill preparation.
The document provides instructions for a journal exercise assignment. Students will produce a journal on A4 paper with a maximum of 5 pages to record ideas, information, and references on assigned topics related to natural disasters and how people deal with them. The journal is to be submitted every 3 weeks and will be assessed for 20% of the student's total grade. At the end of the semester, students must compile their journal entries along with other coursework into an A4 folder for a final 3% assessment.
This document provides a site analysis of Taman Botani Negara Shah Alam. It includes location plans, contour maps, sections, circulation analysis, existing structures, and landscape details. The site contains hills, lakes, and zones for a cactus garden and tropical fruits. Structures include roads, paths, stairs, a gazebo, and greenhouse. Vegetation is organized by zones - coconut palms, breadfruit, and banana near the lakes, and oil palms, durian, and pulasan in the tropical fruit zone. The cactus zone contains agave, opuntia, yucca, and euphorbia species. The document evaluates strengths, weaknesses, opportunities and threats for the site.
This document discusses the relationship between cultural diversity and crime. It begins by defining key terms like culture, cultural diversity, and how crime can be viewed as both a culture and something that interacts with culture. It then discusses how cultural norms can justify criminal behavior in some groups. The document also addresses how cultural diversity impacts the framing of laws, enforcement of laws, and the use of evidence in criminal cases. It notes some paradoxes, like how fear of crime can increase while actual crime decreases. The overall summary is that this document examines the complex ways that cultural diversity and differences can both relate to and influence criminal behavior and the criminal justice system.
This document provides information about an English language module called English 1. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and general rules and regulations. The synopsis states that the module prepares students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, emphasize analytical skills, and improve listening and oral presentation abilities. Upon completing the module, students will be able to write essays, apply referencing, analyze texts critically, and demonstrate improved listening and presentation skills. The module is delivered through lectures, tutorials, and self-study over 18 weeks.
This document provides information about an English language module called English 1. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and general rules and regulations. The synopsis states that the module prepares students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, emphasize analytical skills, and improve listening and oral presentation abilities. Upon completing the module, students will be able to write essays, apply referencing, analyze texts critically, and demonstrate improved listening and presentation skills. The module is delivered through lectures, tutorials, and self-study over 18 weeks.
This document provides information about an English language module called English 1. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery, and general rules and regulations. The synopsis states that the module prepares students for tertiary studies by developing their academic writing, reading, listening, and speaking skills. The objectives are to develop 5-paragraph essay writing skills, introduce referencing, emphasize analytical skills, and improve listening and oral presentation abilities. Upon completing the module, students will be able to write essays, apply referencing, analyze texts critically, and demonstrate improved listening and presentation skills. The module is delivered through lectures, tutorials, and self-study over 18 weeks.
This document provides information on the English 1 module offered at Taylor's University. The module aims to prepare students for tertiary studies by developing their academic writing, reading, listening and speaking skills. It will focus on 5-paragraph essay writing, analyzing texts, and developing oral presentation abilities. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through essays, an oral group presentation, an e-portfolio and a final exam. The assessments are aimed at evaluating students' English proficiency and mastery of the module's learning outcomes.
This document provides information about the English 1 module offered in August 2014, including the module synopsis, teaching objectives, learning outcomes, assessment components, and schedule. The module focuses on developing academic writing skills such as 5-paragraph essays and interpreting non-linear text, as well as reading, listening, and speaking skills. Students will be assessed through essays, an oral presentation, an e-portfolio, and a final exam. The module uses lectures, tutorials and self-directed study and aims to equip students with English proficiency for university studies.
This document provides information about an English 2 module offered at Taylor's University. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will learn to communicate effectively for different situations and purposes, and demonstrate accuracy in the four language skills. Upon completing the module, students should be able to analyze texts critically, write well-organized essays, identify elements of speech, and develop public speaking and interviewing skills. The module employs student-centered learning and assesses students throughout the semester.
This document provides information about an English language module called English 2 at a university. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking, to a pre-university and tertiary level. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will be assessed through assignments, a portfolio, and a final exam. The module uses a student-centered learning approach and aims to develop students' communication skills and lifelong learning abilities.
This document provides information about an English 2 module offered at Taylor's University. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks through lectures, tutorials and self-study. Students will learn to communicate effectively for different situations and purposes, and demonstrate accuracy in the four language skills. Upon completing the module, students should be able to analyze texts critically, write well-organized essays, identify speakers' attitudes, and develop public speaking and interviewing skills. The module employs student-centered learning and assesses students continuously through projects and a final exam.
This document provides information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. Students must maintain 80% attendance and complete all assessments to pass the module.
This document provides information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. Students must maintain 80% attendance and complete all assessments to pass the module.
This document provides information on the English 2 module offered at Taylor's University, including the module synopsis, teaching objectives, learning outcomes, assessment components, and grading system. The 5-credit module aims to develop students' English proficiency skills, particularly in academic reading, writing, listening, and speaking. Assessment includes two assignments, an online portfolio, and a final exam. Students must achieve a minimum of 80% attendance and complete all assessments to pass the module.
This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will complete assignments, a portfolio and a final exam to assess their language skills development. The module uses student-centered learning approaches and aims to help students achieve various learning outcomes and graduate capabilities.
This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include assignments, a portfolio, and a final exam evaluating students' language proficiency. The module uses student-centered learning and aims to achieve several learning outcomes and graduate capabilities.
This document provides information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. The module uses student-centered learning and Moodle for communication.
This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include assignments, a portfolio, and a final exam evaluating students' language proficiency. The module uses student-centered learning and aims to achieve several learning outcomes and graduate capabilities.
This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include assignments, a portfolio, and a final exam evaluating students' language proficiency. The module uses student-centered learning and aims to achieve several learning outcomes and graduate capabilities.
This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will complete assignments, a portfolio and a final exam to assess their language skills and whether they achieve the learning outcomes of being able to communicate effectively, demonstrate accuracy in the 4 skills, and show critical understanding of language in context. The module will be delivered through weekly lectures and tutorials over 18 weeks.
This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will complete assignments, a portfolio and a final exam to assess their language skills and whether they achieve the learning outcomes of being able to communicate effectively, demonstrate accuracy in the 4 skills, and show critical understanding of language in context. The module will be delivered through weekly lectures and tutorials over 18 weeks.
This document provides information on the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will focus on academic reading and writing skills, as well as techniques for answering listening and speaking assessments. Students will complete assignments, a portfolio and a final exam to assess their language skills development. The module uses student-centered learning approaches like group work and presentations. Assessment includes two written assignments, a portfolio and a final exam.
This document provides information about the English 2 module offered at the School of Architecture, Building & Design. The 5-credit module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It will be taught over 18 weeks with 4 contact hours per week. Students will learn to communicate according to situations, demonstrate accuracy in language skills, and show critical understanding of language in context. Assessment will include exams, assignments, presentations and class participation. Students must maintain 80% attendance and complete all assessments to pass the module.
This document outlines an internship training program at Paradigm Architects Sdn Bhd. It describes various projects and tasks completed during a 10-week internship, including 3D modeling of a TNB substation in Revit, creating Revit families for windows and gates, filling out an inventory list, modeling individual terrace house units in a residential development, and setting up a block plan. It also discusses a site visit where meeting minutes were taken. The conclusion emphasizes the importance of time management, communication, and teamwork for architects.
The document provides information about a construction project taking place at Opus Lake Vicinity in Cyberjaya, Malaysia. It includes an introduction to the site, discussions of site safety measures, various plants and machinery being used, details on external work like drainage systems and roadwork, and explanations of setting out and earthwork processes. The contents page outlines 8 sections that will be covered related to different stages of the construction project.
This document outlines an assignment for students to learn about the design process through developing a design process journal. The assignment involves researching a Lego miniature character and generating design ideas for a hanging mobile display for the character. Students will complete 4 parts to their design process journal: 1) researching their character, 2) generating keywords and abstract ideas, 3) investigating hanging mobiles, and 4) compiling their work. The design process journal will contribute to a larger project and be assessed based on demonstrating understanding of tasks, depth of content, and originality of outcomes.
This document is a portfolio from a student named Chong Kit Yee documenting their work in the Introduction to Design module. It includes summaries and reflections of two projects exploring design elements and principles through sketching and daily item artwork. It also describes a project to create a 3D mobile structure based on the keyword "genius" for an Iron Man Lego figure. The portfolio demonstrates the student's understanding of design concepts and their design process.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on randomly assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore the assigned word, develop 2D drawings, and use materials like foam, cardboard, and wire to create 3D models representing the word.
3. For the individual project, students will apply what they learned to create an abstract hanging mobile display for their Lego miniature, presenting design proposals and references from their design process journal.
1. The document outlines the tasks and objectives for a group project to create 3D geometric artwork based on assigned words, and an individual project to create a hanging mobile display for a Lego miniature.
2. For the group project, students will explore assigned words, translate them into design elements and principles, and create 3D models over several stages using various materials. They will present their best model.
3. For the individual project, students will apply what they learned to create an abstract hanging mobile display for their Lego miniature character, presenting design proposals and references in the first tutorial session.
This document summarizes the life story of Boo in 3 pages. It describes how Boo grew up in a poor family, eating only porridge for most meals. He faced discrimination from other children for being dirty and smelly. Determined to improve his life, Boo worked hard in school and selling drawings to earn money. After finishing secondary school as one of the top students, Boo pursued a career in advertising in the city. Though he struggled at first due to lack of experience, Boo eventually found success in the advertising field and won several awards.
Kit breaks up with her dirty boyfriend and is attracted to Lucas because he seems tidy. However, her friends warn her not to judge Lucas and try to persuade her he may not be as clean as he seems. Kit refuses to listen due to confirmation bias and believes they must like her. After going to Lucas's house, Kit realizes he is actually messy and regrets her rushed decision not to think twice about him.
This 3-sentence summary provides the high-level information from the document:
The document outlines a group project for a psychology class that involves creating a video and presentation. It describes the concepts of social cognitive perspective, stereotyping, persuasion, confirmation bias, first impressions, and halo effect that are incorporated into a story about a girl who judges a potential partner based on appearance but learns more about him. The story is presented through a series of scenes in the video and analyzed in the written report and presentation slides to demonstrate understanding of key psychology concepts.
1. The document is a collection of journal entries from a student named Chong Kit Yee discussing various topics in social psychology, including social facilitation, social loafing, intrinsic and extrinsic motivation, self-serving biases, self-fulfilling prophecy, stereotyping, the halo effect, and confirmation bias.
2. In one journal entry, Chong discusses experiencing social facilitation by competing academically with cousins and feeling motivated to work harder in order to perform better than them.
3. In another entry, Chong describes a group project experience where some group members social loafed by being unprepared, absent, and not contributing equally to the work.
The document provides background information on characters and costumes for a Japanese period drama, including:
- The Japanese imperial family, whose lineage dates back to the 6th century BC. The emperor plays a largely ceremonial role.
- Samurai, the historical warrior class in Japan who followed codes of honor and often practiced Zen Buddhism.
- Geisha, traditional Japanese entertainers whose skills include music, dance, and conversation to entertain male customers.
- Various peasant roles like a sword maker, koinobori (carp banner) maker, monk, and rebel.
- Descriptions of traditional costumes for the emperor, samurai, geisha, and peasants including monks' robes.
The document discusses several murals located in Penang and Petaling Jaya, Malaysia. It provides background information on the artists who created the murals and descriptions of the murals. Some of the murals aim to raise awareness of issues like caring for stray animals and promoting diversity in Malaysia. The murals use symbols and color contrasts to convey different perspectives and concepts like intercultural communication, subjective perceptions, and social issues.
The document compares and contrasts the science fiction films The Hunger Games and Divergent. Both are based on popular young adult novels and feature teenage female protagonists, but have different plots, characters, and themes. The Hunger Games is set in a dystopian future where young people must fight to the death on television. Katniss volunteers to take her sister's place. Divergent takes place in a society divided into factions; Beatrice discovers she is Divergent and does not fit into one group. While both depict dystopian futures, The Hunger Games focuses on violence and inequality, while Divergent's theme is identity and choice. Overall, the document analyzes the similarities and differences between the two
The document summarizes the plots and characters of the movies The Hunger Games and Divergent. In The Hunger Games, Katniss volunteers to take her sister's place in the annual Hunger Games, where teenagers must fight to the death on live TV. In Divergent, Tris discovers she is Divergent and does not fit into any one faction; she must keep this a secret or be killed. Both movies depict dystopian futures and focus on strong female protagonists, Katniss and Tris, who challenge an unequal social order through acts of bravery and rebellion.
This document is a research report submitted by a group of students for their English final project. It summarizes their research comparing two Chinese medical halls, one located in Penang and the other in Klang Valley, Malaysia. The report outlines the group members, research questions, methodology used, and provides a brief history of traditional Chinese medicine. It then describes and compares the two medical halls that were the focus of their research.
This document discusses the history and operations of two Chinese medical halls: Cheng Woh Medical Hall and Keen Hing Medical Hall. It provides background on traditional Chinese medicine and its founder Shen Nung. Both medical halls were established in the mid-20th century and are now run by subsequent generations. The document compares their products, locations, workers, target markets, and strategies for competing with other local halls. It analyzes similarities and differences between the two businesses and provides recommendations for improvements.
The document lists various streets and locations in Port Klang and Little India in Malaysia. It also contains brief descriptions about maintaining culture, values, and traditions, as well as a quote from Getano Lui, jnr about culture heritage being beyond price.
This document outlines the requirements for Project 1 of an introductory design course. The project has two parts: 1) Individual sketches of design elements observed in nature and the built environment. 2) Group creation of nine abstract artworks exploring design principles using common items. Students must demonstrate understanding of elements and principles through their work and presentations. They will be assessed based on creativity, technical skill, and clarity of explaining elements and principles.
DESIGN - Project One - Brief - 1A Only.pdfkychong1105
This document outlines the requirements for Project 1 of an introductory design course. It is divided into two parts. Part 1A asks students to individually sketch 10 examples of design elements found in nature and the built environment, along with one abstract artwork exploring elements of design. Students must paste explanation pages identifying the elements behind each sketch. Part 1B will focus on familiarizing design principles through composing simple artworks using everyday items. The project aims to help students recognize and apply design elements and principles. It will be assessed based on demonstrated understanding of elements, clarity of explanations, and originality/quality of artwork.
DESIGN - Project One - Brief - 1A Only.pdfkychong1105
This document outlines the requirements for Project 1 of an Introduction to Design course. The project has two parts:
1) Students will observe and sketch 10 design elements found in nature and the built environment using sketches on A5 paper and one A4 artwork. Elements include lines, shape, texture, form, hue, and value. Students must explain each element.
2) Students will create simple artworks using daily items to demonstrate design principles.
The project aims to help students learn design processes, components, and principles. It is worth 10% of the overall grade and will be assessed based on demonstrated understanding of elements and principles, originality, and work quality. Students must submit their work by two deadlines
1. SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
_________________________________________________________________________________________
Foundation in Natural and Built Environments
Module: ENGLISH 1 (ENGL 0105 / ELG 30505)
Prerequisite: None
Credit Hours: 5
Instructor: Thivilojana (603-
56295624;Thivilojana.Perinpasingam@taylors.edu.my)
English 1 (ENGL 0105 / ELG 30505) August, 2014
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Module Synopsis
English 1 prepares students for tertiary studies. The module provides
instruction and practice in, and assessment of, English language skills and
the discipline required for such study. This module focuses on
development of academic writing skills which includes the basic 5-
paragraph essay writing for expository essays as well as interpreting non-linear
text. On the other hand, the reading skills will center on the
analyses of contemporary essay and reading texts. The other two skills
which are covered in this course are listening and speaking skills. These
skills will be introduced to the students by providing them with listening
tasks from talks and lectures and basic oral presentation skills which will
prepare them to converse more appropriately. At the end of the session,
they should be able to demonstrate English Language proficiency at both
pre-university and tertiary level.
Module Teaching Objectives
The teaching objectives of the module are:
1. To develop basic 5-paragraph essay writing.
2. To introduce basic referencing skills.
3. To introduce and emphasize on the importance of analytical skills for
contemporary essays and reading texts.
2. 4. To highlight the importance of listening and oral presentation skills
and practice in interpreting non-linear text.
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Module Learning Outcomes
Upon successful completion of the module, students will be able to:
1. Produce a well-developed and well-organised 5-paragraph expository
essay.
2. Apply correct APA style referencing techniques.
3. Analyse contemporary essays and reading texts critically.
4. Analyse diagrams/charts and extract relevant information.
5. Analyse and listen to conversations in various interactive, social,
professional and academic situations.
6. Identify the main idea and gist from lectures and talks.
7. Produce an effective presentation by applying the elements of an
effective speaker.
Modes of Delivery
This is a 5 credit hour module conducted over a period of 18 weeks. The
modes of delivery will be in the form of lectures, tutorials, and self-directed
study. The breakdown of the contact hours for the module is as
follows:
Lecture: 2 hours per week
Tutorial: 2 hours per week
Self-directed study: 7 hours per 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
3. 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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4. Taylor’s Graduate Capabilities (TGC)
The teaching and learning approach at Taylor’s University is focused on
developing the Taylor’s Graduate Capabilities (TGC) in its students;
capabilities that encompass the knowledge, cognitive capabilities and soft
skills of its graduates.
Discipline Specific Knowledge
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TGCs
Acquired
Through
Module
Learning
Outcomes
1.0
Discipline Specific Knowledge
1.1
Solid foundational knowledge in
relevant subjects.
1,2, 3,4,5,6,7
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.
3,5,6,
2.2
Relate learned knowledge to everyday life.
2,3,4
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
5. 4.1 Communicate appropriately in various setting
English 1 (ENGL 0105 / ELG 30505) August, 2014
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and modes.
7
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 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.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first
half-hour of class will be considered as absent. The lectures and tutorials
will assist you in expanding your ideas and your assessments. A minimum
of 80% attendance is required to pass the module and/or be eligible for the
final examination and/or presentation.
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. 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.
7. 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.
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1. 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 keep a detailed
record of the sources of ideas and findings and ensure that these sources
8. are clearly quoted in their assignment. Note that plagiarism also refers to
materials obtained from the Internet too.
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2. 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 that 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;
9. 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
Learni
ng
Outcom
e/s
Submissio
n
Presentatio
n
Assessme
nt
Weightag
e
Essay Writing
Individ
ual
1,2,3
Weekly 7 - 25%
Oral presentation Group 5,6,7 Week 13 - 25%
E-Portfolio
Individ
ual
All Study
Leave
10%
Final Exam
Individ
ual
1,2,4
40%
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Assessment Components
1. Essay Writing (Individual)
This assignment evaluates academic writing skills for a basic 5-
paragraph process and expository type essays. It also evaluates the
student’s ability to research information to support the arguments
proposed in the essay, to cite the sources of information and also to
provide a list of references.
2. Oral Presentation (Group)
This assignment evaluates oral presentation and speaking skills. It also
evaluates the student’s ability to research information and present an
effective presentation of his/her research. In addition, being a group
assignment, each student will experience cooperating and collaborating
with other peers as a team with a common goal.
3. Taylor’s Graduate Capabilities 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
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 COMPULSARY.
11. 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:
English 1 (ENGL 0105 / ELG 30505) August, 2014
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Grad
e
Marks
Grade
Points
Definiti
on
Description
A
80 –
100
4.00
Excellen
t
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
Margina
l 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
12. English 1 (ENGL 0105 / ELG 30505) August, 2014
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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 - -
Withdra
wn
Withdrawn from a module before
census date, typically mid-semester.
F(W) 0 0.00 Fail
Withdrawn after census date, typically
mid-semester.
IN - -
Incompl
ete
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.
Module Schedule
Week/Dat
e
Topic
Lectur
e
Tutorial
Info R / S.
Stdy
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Week 1
4th – 7th
August
WRITING:
Subject and Outline Introductions
Writing
Essay Organizational Patterns
Planning a structure
Thesis Statements
Introductions and Conclusions
Structure of the Body Paragraph
2
2 7
Week 2
11th –
14th
August
Essay Organizational Patterns
Introduction to topics and main ideas
2
2 2
Week 3
18th – 21th
August
Understanding &
Developing the nature and length of
different essay patterns
(Process and exposition)
2
2
7
Online
Informatio
n
Retrieval
Week 4
25th –
28th
August
Using cohesive devices Revising, Editing
& Proof Reading
2
2
7
Online
Informatio
n
Retrieval
Week 5
1st – 4th
September
Using academic referencing conventions
and academic language
2
2
7
Online
Informatio
n
Retrieval
Week 6
8th – 11th
September
Interpreting from non-linear sources.
Interpreting charts, tables, graphs and
diagrams
2
2
7
Week 7
15th –
18th
September
Expressing opinions on more abstract
topics.
Supporting & Justifying Opinions.
2
2 7
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Week 8
22nd -
25th
September
Delivering an effective presentation
Planning an Oral Presentation
Preparing an Oral Presentation
Practicing for an Oral Presentation
2
2 7
Week 9
29thSeptemb
er
- 2nd October
Oral Presentation Sessions
2
2
Video
presentation
and digital
submission.
7
Video
presentati
on and
digital
submissio
n.
Week 10
6th – 9th
October
LISTENING
Listening and note taking from lectures
Listening for main ideas and supporting
details.
2
2 7
Week 11
13th –
16th
October
Listening to continuous discourse from
academic lectures, talks and discussions.
2
2 7
19/10 –
26/10
Mid-term break (Non-contact week)
Week 12
27th -
30th
October
Listening for specific information.
Identifying details
2
2 7
Week 13
3rd – 6th
November
Stress, rhythm and intonation.
Following signpost words.
2
2 7
Week 14
10th –
13th
November
READING
Skimming for general information and
scanning for particular information.
2
2
7
Interactive
content
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Week 15
17th –
20th
November
Identifying text organisational structure.
Identifying main & supporting ideas.
2
2
7
Interactive
content
Week 16
24th -27th
November
Understanding and evaluating
arguments. Distinguishing facts and
opinions.
2
2
7
Week 17
1st – 4th
December
Summary Writing & Revision
2
2
7
Week 18
8th – 11th
December
Revision
e-Portfolio Submission
2
2
7
Week 19
9th - 13th
December
Study Leave
Week 20
16th -
20th
December
Final Exam
16. Note: The Module Schedule above is subject to change at short notice.
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References
Main References:
1. Jakeman, V. & McDowell, C. (2008). New Insight into IELTS. Cambridge:
Cambridge University Press.
2. Richards,C.,Kaur,B.,Ratnam,P.& Rajaretnam,T.(2008).Text Muet. A
Strategic Approach.Malaysia:Longman.
3. Langan, J. (2008). College Writing Skills with Readings. (7th Ed.)New
York: McGraw Hill.
Secondary References:
1. Sahanaya, W. & Lindeck, J.(2001). IELTS Preparation and Practice.
Listening and Speaking. (2nd ed.).Australia & New Zealand: Oxford
University Press.
2. Terry, M. & Wilson, J. (n.d.) Focus on Academic Skills for IELTS.
Longman.
3. INSEARCH UTS. (2007). Prepare for IELTS. Skills and Strategies, Book
Two Reading and Writing. Australia:INSEARCH University of
Technology Sydney.
4. Jakeman,V. & McDowell, C. (2001) IELTS Practice Tests Plus. Essex:
Pearson Education.
5. Jakeman,V. & C. McDowell. (1996). Cambridge Practice Tests for IELT.
(Bks 1 & 2). Cambridge: Cambridge University Press.
6. Cameron, P. (2000). Prepare for IELTS: the Preparation Course.
Sydney:INSEARCH, UTS, Aust.