This document provides information about an English module for students, including the module synopsis, teaching objectives, learning outcomes, modes of delivery, assessment plan and schedule. The module focuses on developing academic writing, reading, listening and speaking skills. It will be delivered through lectures, tutorials and self-study over 18 weeks. Students will be assessed through essays, an oral presentation, e-portfolio and a final exam. The assessments are aimed at evaluating students' writing, analytical, presentation and language skills.
This document provides information about an English module for students at Taylor's University. The module aims to develop students' academic writing, reading, listening, and speaking skills in English to prepare them for university-level work. It will focus on 5-paragraph essay writing, referencing, analyzing texts and diagrams, listening to conversations, and oral presentations. The module is worth 5 credits and will be delivered through lectures, tutorials, and self-study over 18 weeks. Students will be assessed through coursework, presentations and exams. Attendance of 80% is required to pass and late assignments will be penalized.
This document provides information about an English module for students at Taylor's University. The module focuses on developing academic writing, reading, listening, and speaking skills to prepare students for university-level English proficiency. It will cover 5-paragraph essay writing, referencing, analyzing essays and texts, listening comprehension, and oral presentation skills. The module is taught over 18 weeks through lectures, tutorials, and self-study involving a total of 13 contact hours per week. Students will be assessed through portfolios and are expected to attempt all assessments and maintain 80% attendance to pass.
This document provides information on the Construction Technology 1 module offered at Taylor's University, including the module synopsis, teaching objectives, learning outcomes, assessment plan, and schedule. The 4-credit module aims to provide understanding of building components and their functions. It will be delivered over 14 weeks through lectures, tutorials, and self-directed study. Students will be assessed through a mid-term test, group assignment, TGC portfolio, and final exam. The assessments are designed to evaluate students' mastery of construction principles and technologies for residential buildings.
This document provides information about the English 2 module offered at Taylor's University. The module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It is a 5-credit, 18-week module that meets once a week for 4 hours of lectures and tutorials. Students will learn to communicate effectively for different situations and purposes, demonstrate accuracy in the 4 language skills, and think critically about language use. Assessment includes analyzing reading texts, writing essays, identifying elements of listening passages, and developing presentation and interview skills. The document outlines the module objectives, learning outcomes, delivery format, and policies regarding attendance, plagiarism, and student participation.
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 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.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
The document discusses key aspects of starting and building an enduring company culture. It emphasizes listening, learning, leading, iterating, and pivoting. Founders should study the vision, management statements, and value propositions to understand the company. The culture should be incorporated into the vision and mission through a simple statement and common language. Hiring plays a crucial role in blending the culture by assessing a candidate's aptitude, abilities, attitude, and cultural intelligence.
This document provides information about an English module for students at Taylor's University. The module aims to develop students' academic writing, reading, listening, and speaking skills in English to prepare them for university-level work. It will focus on 5-paragraph essay writing, referencing, analyzing texts and diagrams, listening to conversations, and oral presentations. The module is worth 5 credits and will be delivered through lectures, tutorials, and self-study over 18 weeks. Students will be assessed through coursework, presentations and exams. Attendance of 80% is required to pass and late assignments will be penalized.
This document provides information about an English module for students at Taylor's University. The module focuses on developing academic writing, reading, listening, and speaking skills to prepare students for university-level English proficiency. It will cover 5-paragraph essay writing, referencing, analyzing essays and texts, listening comprehension, and oral presentation skills. The module is taught over 18 weeks through lectures, tutorials, and self-study involving a total of 13 contact hours per week. Students will be assessed through portfolios and are expected to attempt all assessments and maintain 80% attendance to pass.
This document provides information on the Construction Technology 1 module offered at Taylor's University, including the module synopsis, teaching objectives, learning outcomes, assessment plan, and schedule. The 4-credit module aims to provide understanding of building components and their functions. It will be delivered over 14 weeks through lectures, tutorials, and self-directed study. Students will be assessed through a mid-term test, group assignment, TGC portfolio, and final exam. The assessments are designed to evaluate students' mastery of construction principles and technologies for residential buildings.
This document provides information about the English 2 module offered at Taylor's University. The module aims to develop students' English proficiency skills, including reading, writing, listening and speaking. It is a 5-credit, 18-week module that meets once a week for 4 hours of lectures and tutorials. Students will learn to communicate effectively for different situations and purposes, demonstrate accuracy in the 4 language skills, and think critically about language use. Assessment includes analyzing reading texts, writing essays, identifying elements of listening passages, and developing presentation and interview skills. The document outlines the module objectives, learning outcomes, delivery format, and policies regarding attendance, plagiarism, and student participation.
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 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.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
The document discusses key aspects of starting and building an enduring company culture. It emphasizes listening, learning, leading, iterating, and pivoting. Founders should study the vision, management statements, and value propositions to understand the company. The culture should be incorporated into the vision and mission through a simple statement and common language. Hiring plays a crucial role in blending the culture by assessing a candidate's aptitude, abilities, attitude, and cultural intelligence.
- Dennis Hayden is seeking a maintenance or production role and has over 28 years of experience in industrial settings including roles as an end technician, can lid tender, and blending technician.
- He has extensive skills in maintenance, repair, troubleshooting, and preventative maintenance of industrial equipment as well as training in areas like hydraulics, pneumatics, and millwright work.
- Hayden has a strong safety record across roles and seeks to utilize his experience mentoring others.
1) The author conducted a website audit and analysis of the Region of Waterloo International Airport website to improve its effectiveness as a marketing tool.
2) Key aspects of the audit included analyzing traffic, bounce rates, and content on each page to determine needed changes. Outdated content, lack of internal links, and missing image descriptions were identified.
3) Based on the audit, the author implemented search engine optimization strategies like adding internal links between pages, rewriting and updating content, and including image descriptions. This was done to better retain visitors and attract new users to the airport website.
El documento resume varias actividades militares realizadas entre el 6 y el 14 de abril por diferentes unidades del Ejército Argentino, incluyendo ejercicios de instrucción, campañas de asistencia a la comunidad, y participación en eventos conmemorativos.
The document discusses the physiological effects of high pressure on the human body during deep sea diving. It describes how gas pressures increase greatly with depth below the sea, exposing blood in the lungs to high pressures. Two specific gases, nitrogen and oxygen, can have toxic effects on divers if exposed to high partial pressures. Nitrogen narcosis and oxygen toxicity are discussed, along with their symptoms. Decompression sickness that can occur when divers resurface too quickly is also summarized, along with methods to prevent it like using decompression tables.
La empresa ha experimentado un crecimiento constante durante los últimos 5 años, aumentando sus ingresos en un 10% anualmente y duplicando su tamaño. Sin embargo, la competencia se ha vuelto más feroz recientemente por lo que la gerencia planea desarrollar nuevos productos y mercados para mantener su éxito.
This document provides information about an English module for students at Taylor's University. The module aims to develop students' academic writing, reading, listening and speaking skills to prepare them for university-level study. It will focus on 5-paragraph essay writing, referencing, analyzing texts and extracting information from diagrams. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through essays, an oral presentation, an e-portfolio and a final exam. The document outlines the module objectives, learning outcomes, assessment components and schedule.
This document provides information about an English module for students at Taylor's University. The module aims to develop students' academic writing, reading, listening and speaking skills to prepare them for university-level study. It will focus on 5-paragraph essay writing, referencing, analyzing texts and extracting information from diagrams. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through essays, an oral presentation, an e-portfolio and a final exam. The document outlines the module objectives, learning outcomes, schedule and assessment criteria.
This document provides information about an English module for students at Taylor's University. The module aims to develop students' academic writing, reading, listening and speaking skills to prepare them for university-level study. It will focus on 5-paragraph essay writing, referencing, analyzing texts and extracting information from diagrams. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through essays, an oral presentation, an e-portfolio and a final exam. The module aims to help students achieve specified learning outcomes related to English language proficiency.
This document provides an overview of the English 1 module offered at Taylor's University. The module is designed to prepare students for tertiary studies by developing their English language skills, with a focus on academic writing, reading, listening, and speaking. Key aspects of the module include instruction on writing 5-paragraph essays, developing analytical skills, practicing oral presentations, and interpreting non-linear texts. Students will be assessed through an essay, oral presentation, e-portfolio, and final exam. The module aims to equip students with strong English proficiency skills for both pre-university and tertiary level studies.
This document provides information about an English language module for students at Taylor's University. It summarizes the module synopsis, teaching objectives, learning outcomes, modes of delivery, and types of assessment. The module focuses on developing academic writing, reading, listening, and speaking skills to prepare students for university-level English proficiency. It will be delivered through lectures, tutorials, and self-study over 18 weeks. Students will be assessed through formative and summative assessments, including essays, presentations, and exams. The goal is for students to improve their English communication abilities and be able to analyze various texts and conversations.
This document provides an overview of the English 1 module offered at Taylor's University. The module is designed to prepare students for tertiary studies by developing their English language skills, with a focus on academic writing, reading, listening, and speaking. Key aspects of the module include instruction on writing 5-paragraph essays, developing analytical skills, practicing oral presentations, and interpreting non-linear texts. Students will be assessed through an essay, oral presentation, e-portfolio, and final exam. The module aims to equip students with strong English proficiency skills for both pre-university and tertiary level studies.
This document provides an overview of the English 1 module offered at Taylor's University. The module is designed to prepare students for tertiary studies by developing their English language skills, with a focus on academic writing, reading, listening, and speaking. Key aspects of the module include instruction on writing 5-paragraph essays, developing analytical skills, practicing oral presentations, and interpreting non-linear texts. Students will be assessed through an essay, oral presentation, e-portfolio, and final exam. The module aims to equip students with strong English proficiency skills for both pre-university and tertiary level studies.
This document provides information about an English language module for students at Taylor's University. It summarizes the module synopsis, teaching objectives, learning outcomes, modes of delivery, and types of assessment. The module focuses on developing academic writing, reading, listening, and speaking skills to prepare students for university-level English proficiency. It will be delivered through lectures, tutorials, and self-study over 18 weeks. Students will be assessed through formative and summative assessments, including essays, presentations, and exams. The goal is for students to improve their English communication abilities and be able to analyze various texts and conversations.
This document provides an overview of the English 1 module offered at Taylor's University. The module is designed to prepare students for tertiary studies by developing their English language skills, with a focus on academic writing, reading, listening, and speaking. Key aspects of the module include instruction on writing 5-paragraph essays, developing analytical skills, practicing oral presentations, and interpreting non-linear texts. Students will be assessed through an essay, oral presentation, e-portfolio, and final exam. The module aims to equip students with strong English proficiency skills for both pre-university and tertiary level studies.
This document provides an overview of the English 1 module offered at Taylor's University. The module is designed to prepare students for tertiary studies by developing their English language skills, with a focus on academic writing, reading, listening, and speaking. Key aspects of the module include instruction on writing 5-paragraph essays, developing analytical skills, practicing oral presentations, and interpreting non-linear texts. Students will be assessed through an essay, oral presentation, e-portfolio, and final exam. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
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 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.
This document provides information about an English module offered at Taylor's University. The module aims to develop students' academic writing, reading, listening and speaking skills to prepare them for university-level studies. It will focus on 5-paragraph essay writing, referencing, and analyzing texts. The module will be delivered through lectures, tutorials and self-study over 18 weeks. Students will be assessed through essays, an oral presentation, an e-portfolio, and a final exam. Upon completing the module, students should be able to write essays, reference sources, analyze texts, listen to lectures, and give presentations.
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.
- Dennis Hayden is seeking a maintenance or production role and has over 28 years of experience in industrial settings including roles as an end technician, can lid tender, and blending technician.
- He has extensive skills in maintenance, repair, troubleshooting, and preventative maintenance of industrial equipment as well as training in areas like hydraulics, pneumatics, and millwright work.
- Hayden has a strong safety record across roles and seeks to utilize his experience mentoring others.
1) The author conducted a website audit and analysis of the Region of Waterloo International Airport website to improve its effectiveness as a marketing tool.
2) Key aspects of the audit included analyzing traffic, bounce rates, and content on each page to determine needed changes. Outdated content, lack of internal links, and missing image descriptions were identified.
3) Based on the audit, the author implemented search engine optimization strategies like adding internal links between pages, rewriting and updating content, and including image descriptions. This was done to better retain visitors and attract new users to the airport website.
El documento resume varias actividades militares realizadas entre el 6 y el 14 de abril por diferentes unidades del Ejército Argentino, incluyendo ejercicios de instrucción, campañas de asistencia a la comunidad, y participación en eventos conmemorativos.
The document discusses the physiological effects of high pressure on the human body during deep sea diving. It describes how gas pressures increase greatly with depth below the sea, exposing blood in the lungs to high pressures. Two specific gases, nitrogen and oxygen, can have toxic effects on divers if exposed to high partial pressures. Nitrogen narcosis and oxygen toxicity are discussed, along with their symptoms. Decompression sickness that can occur when divers resurface too quickly is also summarized, along with methods to prevent it like using decompression tables.
La empresa ha experimentado un crecimiento constante durante los últimos 5 años, aumentando sus ingresos en un 10% anualmente y duplicando su tamaño. Sin embargo, la competencia se ha vuelto más feroz recientemente por lo que la gerencia planea desarrollar nuevos productos y mercados para mantener su éxito.
This document provides information about an English module for students at Taylor's University. The module aims to develop students' academic writing, reading, listening and speaking skills to prepare them for university-level study. It will focus on 5-paragraph essay writing, referencing, analyzing texts and extracting information from diagrams. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through essays, an oral presentation, an e-portfolio and a final exam. The document outlines the module objectives, learning outcomes, assessment components and schedule.
This document provides information about an English module for students at Taylor's University. The module aims to develop students' academic writing, reading, listening and speaking skills to prepare them for university-level study. It will focus on 5-paragraph essay writing, referencing, analyzing texts and extracting information from diagrams. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through essays, an oral presentation, an e-portfolio and a final exam. The document outlines the module objectives, learning outcomes, schedule and assessment criteria.
This document provides information about an English module for students at Taylor's University. The module aims to develop students' academic writing, reading, listening and speaking skills to prepare them for university-level study. It will focus on 5-paragraph essay writing, referencing, analyzing texts and extracting information from diagrams. The module will be delivered over 18 weeks through lectures, tutorials and self-study. Students will be assessed through essays, an oral presentation, an e-portfolio and a final exam. The module aims to help students achieve specified learning outcomes related to English language proficiency.
This document provides an overview of the English 1 module offered at Taylor's University. The module is designed to prepare students for tertiary studies by developing their English language skills, with a focus on academic writing, reading, listening, and speaking. Key aspects of the module include instruction on writing 5-paragraph essays, developing analytical skills, practicing oral presentations, and interpreting non-linear texts. Students will be assessed through an essay, oral presentation, e-portfolio, and final exam. The module aims to equip students with strong English proficiency skills for both pre-university and tertiary level studies.
This document provides information about an English language module for students at Taylor's University. It summarizes the module synopsis, teaching objectives, learning outcomes, modes of delivery, and types of assessment. The module focuses on developing academic writing, reading, listening, and speaking skills to prepare students for university-level English proficiency. It will be delivered through lectures, tutorials, and self-study over 18 weeks. Students will be assessed through formative and summative assessments, including essays, presentations, and exams. The goal is for students to improve their English communication abilities and be able to analyze various texts and conversations.
This document provides an overview of the English 1 module offered at Taylor's University. The module is designed to prepare students for tertiary studies by developing their English language skills, with a focus on academic writing, reading, listening, and speaking. Key aspects of the module include instruction on writing 5-paragraph essays, developing analytical skills, practicing oral presentations, and interpreting non-linear texts. Students will be assessed through an essay, oral presentation, e-portfolio, and final exam. The module aims to equip students with strong English proficiency skills for both pre-university and tertiary level studies.
This document provides an overview of the English 1 module offered at Taylor's University. The module is designed to prepare students for tertiary studies by developing their English language skills, with a focus on academic writing, reading, listening, and speaking. Key aspects of the module include instruction on writing 5-paragraph essays, developing analytical skills, practicing oral presentations, and interpreting non-linear texts. Students will be assessed through an essay, oral presentation, e-portfolio, and final exam. The module aims to equip students with strong English proficiency skills for both pre-university and tertiary level studies.
This document provides information about an English language module for students at Taylor's University. It summarizes the module synopsis, teaching objectives, learning outcomes, modes of delivery, and types of assessment. The module focuses on developing academic writing, reading, listening, and speaking skills to prepare students for university-level English proficiency. It will be delivered through lectures, tutorials, and self-study over 18 weeks. Students will be assessed through formative and summative assessments, including essays, presentations, and exams. The goal is for students to improve their English communication abilities and be able to analyze various texts and conversations.
This document provides an overview of the English 1 module offered at Taylor's University. The module is designed to prepare students for tertiary studies by developing their English language skills, with a focus on academic writing, reading, listening, and speaking. Key aspects of the module include instruction on writing 5-paragraph essays, developing analytical skills, practicing oral presentations, and interpreting non-linear texts. Students will be assessed through an essay, oral presentation, e-portfolio, and final exam. The module aims to equip students with strong English proficiency skills for both pre-university and tertiary level studies.
This document provides an overview of the English 1 module offered at Taylor's University. The module is designed to prepare students for tertiary studies by developing their English language skills, with a focus on academic writing, reading, listening, and speaking. Key aspects of the module include instruction on writing 5-paragraph essays, developing analytical skills, practicing oral presentations, and interpreting non-linear texts. Students will be assessed through an essay, oral presentation, e-portfolio, and final exam. The module will be delivered over 18 weeks through lectures, tutorials, and self-directed study.
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 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.
This document provides information about an English module offered at Taylor's University. The module aims to develop students' academic writing, reading, listening and speaking skills to prepare them for university-level studies. It will focus on 5-paragraph essay writing, referencing, and analyzing texts. The module will be delivered through lectures, tutorials and self-study over 18 weeks. Students will be assessed through essays, an oral presentation, an e-portfolio, and a final exam. Upon completing the module, students should be able to write essays, reference sources, analyze texts, listen to lectures, and give presentations.
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 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 equip students with English proficiency for university studies.
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 a 6-step summary of the process for obtaining approval for a proposed indoor badminton court construction project in Malaysia. It outlines consulting with local authorities and staff, submitting a complete application, the authority's review and decision-making process, potential appeals, and typical next steps. The indoor court is proposed to address a lack of nearby sports facilities and promote a healthier lifestyle for local residents and workers.
This document outlines the final project brief for an undergraduate construction management course. The project requires students to work in groups to propose a small construction project on an empty land between 50m x 50m to 50m x 70m in size. Individually, each student must then propose one project serving one or two of six designated purposes: recreation, commercial, industrial, agricultural, tourism, or residential. Students are to submit a minimum 20-page bounded report including a proposal rationale, site plan, site analysis, concept sketches, and diagrams. The report will be assessed based on demonstrated understanding of the brief, quality and clarity of content, documentation method, and overall presentation. The project aims to develop students' understanding of the construction industry
This document outlines a group project assignment for a course on the construction industry. The project involves interviewing a professional from the building team of a construction project and creating a magazine highlighting the professional's role. Specifically:
- Students are randomly assigned to interview professionals like architects, engineers, and quantity surveyors. They conduct an interview to learn about the professional and 1-2 projects they worked on.
- Using information from the interview, students create an 8-12 page magazine in PDF and print formats. It includes a company profile, profile of the interviewee, and description of their roles and responsibilities on 1-2 featured projects.
- Students submit a video of the interview and their magazine. They also complete
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and collect data about the natural environment using their five senses, document the surroundings and activities, and closely observe and record details of their assigned 5x5m site. This information will inform their project work.
ENBE Project 2 process journal compilationSongKit96
This document is a process journal report by Goh Song Kit for a final project on designing a better city of the future. It includes sections that investigate guidelines for better cities, data collection on ancient, present and future cities, and information about a proposed new city called Pyramount. Key points discussed include the characteristics of ancient cities like Machu Picchu, present sustainable cities in China, and Singapore's efforts to become a green city of the future.
1. This document outlines the requirements for a two-part final project in a course on natural and built environments.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research city components and propose a design for "X City" considering population size, location, and other guidelines.
3. For Part B (group), students must build a physical model and presentation boards explaining their selected city design in more detail. They must choose an underground, water, forest, or high-rise city type and consider zoning, transportation, infrastructure and sustainability in their plan.
1. This document outlines the requirements for a visual note-taking assignment called "The Journal Note" for the course Elements of Natural Built Environment.
2. Students are required to take visual notes during weekly lectures and submit compilations of their notes after 4-5 weeks. They must include an overall conclusion for the topics covered.
3. The final submission at the end of the semester must compile all notes and projects into one folder. Students will be assessed on the organization, substance, delivery, and clarity of their visual notes.
This document provides information about the Foundation in Natural and Built Environments module offered at Taylor's University. The 5-credit module aims to expose students to natural and built environments through lectures, tutorials, site visits and self-directed study. Students will learn to recognize different elements of natural and built environments, describe their characteristics, differentiate developments, and analyze and evaluate their relationships. Assessment includes class participation, assignments, and a final presentation. The module uses student-centered learning to facilitate an active and responsible learning process.
This document provides instructions for an Idea Journal assignment where students are asked to imagine themselves as celebrities. They must create a Facebook page for their celebrity persona and complete three Idea Journal entries on topics like their backstory, celebrity award outfits, and merchandise. Idea Journals should include mind maps, sketches, diagrams and other visual elements to demonstrate original ideas. Entries will be uploaded to the celebrity Facebook page albums and assessed based on originality, creativity, communication of ideas, and depth of ideas. Hard copies also need to be compiled and submitted.
This document outlines the requirements and assessment criteria for a final residential landscape project at the School of Architecture, Building & Design. Students are asked to design the landscape for a residence based on the same site from a previous project. The design process should go through stages including a project description, conceptual diagram, schematic plan, master plan with sections and elevations, plant palettes, and a cost estimate and maintenance plan. Students must submit their designs on two presentation boards along with progression drawings. The project will be assessed based on demonstrated understanding, design ideas, graphic skills, and quality of work.
Cl project 2A design process research analysisSongKit96
This document outlines the requirements for a landscape architecture project involving site analysis and design. It includes the following:
- The project requires students to select a residential site, conduct site analysis including inventory of location, topography, drainage, vegetation, microclimate, structures and views.
- As a group, students must develop conceptual design solutions or site synthesis diagrams based on their research and analysis.
- Individually, students must create a graphic journal documenting plant materials, natural elements, and hardscapes through drawings.
- Submissions will be evaluated on understanding the brief, depth of research, graphic skills, collaboration, and documentation of tasks. The project aims to teach systematic design processes and site analysis skills.
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be provided a studio layout and must research furniture dimensions to include in scaled drawings. They must submit progress drawings for feedback and then a final set of scaled drawings, including a layout plan, elevations, section, detail, and perspective, compiled in an A4 proposal report. The final drawings will be assessed on demonstrated understanding of drawing conventions, clarity and quality of drawings, and creativity in graphic communication.
This document provides information about two city parks: Merdeka Square in Kuala Lumpur, Malaysia and St. James's Park in London, England. It describes the landscape features, characteristics, historical backgrounds, activities, and locations of each park. Merdeka Square is a 8.2 hectare flat field located in the heart of Kuala Lumpur that contains a plaza and fountains and hosts annual Independence Day celebrations. St. James's Park is a 23 hectare park in London known for its lake, duck island, playgrounds, and role in royal ceremonies, located near Buckingham Palace and government buildings.
This document outlines the objectives, tasks, and submission requirements for a group project on constructed landscapes. Students will be divided into groups of 5 and assigned one of 8 park topics to research. For their chosen topic, each group must select and describe a local and international case study park in terms of history, characteristics, context, and common activities. They must also explain the landscape features and elements of the 2 sites. Groups will present their findings in a 10 minute verbal presentation covering the required information. They must also submit a video recording of the presentation along with the presentation files and materials in a properly formatted CD for grading. The goal is for students to understand different park categories, case studies, and landscape components through hands-on research and
This document provides information on the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to landscape architecture fundamentals including theories, principles, and real-world applications. Students will study landscape concepts, terminology, hardscape and softscape elements, graphics, and basic constructions. The module aims to help students recognize different landscape types, explain landscape's role in sustainability, and apply anatomy principles to landscape projects. Students will be assessed through projects, presentations, and an e-portfolio demonstrating their learning outcomes and graduate capabilities.
Cts project 2 rebranding daily object jan 2015SongKit96
This document outlines the final project assignment for the Creative Thinking Skills course. The project involves rebranding a daily object. It is divided into two parts:
Part A is individual work where students must come up with a new name, logo, tagline, and packaging design for their assigned object. They must document their creative process.
Part B is group work where students further develop the best rebranding proposal from Part A. They must create an advertisement video, poster, and do a product presentation demonstrating how to use and promote the object. The project aims to develop students' critical and creative thinking skills through practical marketing tasks.
Cts project 1 musical performance january 2015SongKit96
1. The document outlines a creative thinking skills project for architecture students that involves turning everyday objects into musical instruments and performing as a group.
2. Students will brainstorm as a group to design a CD cover representing their theme, then perform a 5-8 minute musical using voices and instruments they made from everyday items.
3. They will be assessed on their understanding of the brief, appropriateness and creativity of using everyday objects as instruments, originality of the performance, and team collaboration.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
This document provides information about the Introduction to Drawing module offered in January 2014. The module aims to help students familiarize themselves with basic representation of the built and natural environments through different drawing techniques. It will be presented as a studio format with lectures, workshops, tutorials, student presentations and discussions. Students will learn drawing as a communication tool in construction and different drawing techniques used. Upon completing the module, students will be able to interpret drawing representations used in construction, understand drawing as a communication tool, and apply drawing to express 3D spaces in 2D orthographic drawings. The module will be delivered through lectures, tutorials and self-study over 18 weeks and students will be assessed through projects and presentations.
This document provides instructions for Project 2 of the Introduction to Drawing course. Students are asked to choose a daily object no larger than A5 size and take measurements to generate orthographic drawings, including a top view, three elevations, one section, and two details. Additionally, students must include one perspective rendering as the cover of their accordion-style submission booklet. The project aims to develop students' observation, measurement, and technical drawing skills through producing clear 2D representations of 3D objects using proper drawing conventions. Submissions will be evaluated based on demonstrated understanding of techniques, clarity of drawings, and creative presentation.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
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analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
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cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
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these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
1. English 1 (ENGL 0105 / ELG 30505) August, 2014 1 | P a g e
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
_________________________________________________________________________________________
Foundation in Natural and Built Environments
Module:ENGLISH1 (ENGL 0105/ ELG 30505)
Prerequisite:None
CreditHours:5
Instructor:Thivilojana (603-56295624;Thivilojana.Perinpasingam@taylors.edu.my)
Module Synopsis
English1 preparesstudents for tertiary studies. Themodule providesinstructionandpracticein,andassessment
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.
Theseskillswill be introduced to the students byproviding 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 proficiencyat both pre-universityand tertiarylevel.
Module Teaching Objectives
The teaching objectives of the module are:
1. Todevelopbasic 5-paragraphessaywriting.
2. Tointroducebasic referencingskills.
3. Tointroduceandemphasizeonthe importanceofanalyticalskillsfor contemporaryessays and reading
texts.
4. Tohighlighttheimportanceoflisteningandoralpresentationskillsand practiceininterpretingnon-linear
text.
Module Learning Outcomes
Uponsuccessfulcompletionofthe module,studentswillbeable to:
1. Produceawell-developedandwell-organised5-paragraphexpositoryessay.
2. Apply correctAPA style referencingtechniques.
3. Analyse contemporaryessays andreadingtexts critically.
4. Analyse diagrams/chartsandextractrelevant information.
5. Analyse and listento conversationsin various interactive,social,professionalandacademicsituations.
6. Identify the mainideaandgist from lecturesandtalks.
7. Produceaneffective presentationby applyingthe elementsof aneffective speaker.
Modes of Delivery
Thisisa 5 credithourmoduleconducted over a period of 18 weeks. The modes of deliverywill 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
2. English 1 (ENGL 0105 / ELG 30505) August, 2014 2 | P a g e
Office Hours
You areencouragedtovisit the instructor/lecturer/tutorconcernedfor assistance during office hours. If the office
hours do not meet your schedule, notifythe 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.
3. English 1 (ENGL 0105 / ELG 30505) August, 2014 3 | P a g e
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
TGCs Acquired
Through Module
Learning Outcomes
1.0 DisciplineSpecificKnowledge
1.1
Solid foundational knowledge in relevant subjects.
1,2, 3,4,5,6,7
1.2
Understandethicalissuesinthe context of the field of study.
-
Cognitive Capabilities
2.0 LifelongLearning
2.1
Locateandextractinformationeffectively.
3,5,6,
2.2
Relatelearnedknowledgetoeveryday life.
2,3,4
3.0 ThinkingandProblem SolvingSkills
3.1
Learnto thinkcriticallyandcreatively.
3.2
Defineand analyseproblemsto arrive at effective solutions.
Soft Skills
4.0 CommunicationSkills
4.1 Communicateappropriatelyinvarious setting and modes. 7
5.0 InterpersonalSkills
5.1 Understandteam dynamicsandworkwith others ina team. -
6.0 IntrapersonalSkills
6.1 Manageoneselfand beself-reliant. -
6.2 Reflecton one’sactionsandlearning. -
6.3 EmbodyTaylor's corevalues. -
7.0 CitizenshipandGlobalPerspectives
7.1 Be awareand form opinionsfrom diverse perspectives. -
7.2 Understandthe value of civic responsibilityandcommunityengagement. -
8.0 DigitalLiteracy
8.1
Effective useof informationandcommunication(ICT)andrelated
technologies.
-
4. English 1 (ENGL 0105 / ELG 30505) August, 2014 4 | P a g e
General Rulesand 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
gradeassignedto the work on facevalue reduced by 10% for the first dayand 5% for each subsequent daylate.
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.
TheBoardof Examinersmayoverrule any penaltyimposedandallowtheactual 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. Aminimum of
80%attendance is required to pass the module and/or be eligible for the final examination and/or presentation.
Students willbe assessedbasedon theirperformancethroughoutthesemester.Studentsare expectedto attend
and participate activelyin class. Class participation is an important component of everymodule.
Students must attempt all assessment components. Failure to attempt assessment components worth 20% or
more,the student wouldbe requiredtoresubmitor resit an assessmentcomponent,even thoughthe 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.
Students mustattemptall assessmentcomponentsincludingPortfolio.Failuretoattemptassessment
componentsworth20%or more,the student wouldbe requiredto resubmitorresit an assessmentcomponent,
even though the studenthas achievedmorethan50% inthe overallassessment.Failureto attemptall
assessmentcomponents,includingfinalexam andfinalpresentation,willresultinfailingthe moduleirrespective
of the marks earned,even thoughthe student has achievedmorethan50%in the overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism,whichisanattemptto presentanother person’s work as your own bynot acknowledging the source,
is a serious case of misconduct which is deemed unacceptable bythe University.
"Work" includes written materials such as books, journals and magazine articles or other papers and also
includesfilmsandcomputerprograms.Thetwomostcommon types of plagiarism are from published materials
and other students’ works.
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
includeasentenceortwo, or a table or a diagram from a book or an article used without acknowledgement.
Seriouscasesof plagiarism canbeseen in cases where the entire paper presented bythe student is copied
from another book,with an additionof onlya sentenceor two by the student. Whilethe former can be treated
as a simple failure to cite references, the latter is likelyto be viewed as cheating in an examination.
5. English 1 (ENGL 0105 / ELG 30505) August, 2014 5 | P a g e
Though most assignments require the need for reference to other peoples’ works, in order to avoid
plagiarism,studentsshouldkeepa detailedrecordofthe sourcesof ideasandfindingsand ensure that these
sourcesareclearlyquotedin their assignment.Note that plagiarism alsorefersto materialsobtainedfrom the
Internet too.
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 opportunityto 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 activelysought 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, responsibleparticipantsintheirown learningandinstructorsareto facilitatethe learningprocess. Various
teaching and learning strategies such as experiential learning, problem-based learning, site visits, group
discussions,presentations,workingingroupandetc. canbeemployedto 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.
TypesofAssessmentand Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will provide
informationto 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.
Assessment Plan
Assessment Components Type
Learning
Outcome/s
Submission Presentation
Assessment
Weightage
Essay Writing Individual 1,2,3 Weekly 7 - 25%
Oralpresentation Group 5,6,7 Week 13 - 25%
E-Portfolio Individual All Study Leave 10%
FinalExam Individual 1,2,4 40%
6. English 1 (ENGL 0105 / ELG 30505) August, 2014 6 | P a g e
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
Eachstudent is to develop ane-Portfolio, a web-basedportfoliointhe form of a personalacademicblog.The
e-Portfoliois developedprogressivelyfor allmodulestakenthroughoutSemesters1 and2, and MUST PASS
THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome,
ProgrammeLearningOutcomesandTaylor’sGraduateCapabilities, and showcases the distinctiveness and
identityof the student as a graduate of the programme. Submission of the E-Portfolio is COMPULSARY.
7. English 1 (ENGL 0105 / ELG 30505) August, 2014 7 | P a g e
Marksand GradingTable(Revised asperProgrammeGuide2013)
Assessments and grades will be returned within two weeks of your submission. You will be given grades and
necessaryfeedback 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
Evidenceof goodgrasp of modulematter;critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiaritywith the literature.
B+ 70 – 74 3.33
Good
Evidence of grasp of module matter; critical capacityand
analytical ability, reasonable understanding of relevant
issues; evidence of familiaritywith the literature.B 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
abilityto develop solutions to simple problems; benefitting
from his/her universityexperience.
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
MarginalFail
Evidence of nearly but not quite acceptable familiaritywith
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; weaknessincritical 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, typicallymid-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 satisfactorycompletion of practicum.
AU - - Audit
Given for a module where attendance is for information
onlywithout earning academic credit.
8. English 1 (ENGL 0105 / ELG 30505) August, 2014 8 | P a g e
Module Schedule
Week/Date Topic Lecture Tutorial
Info R / S.
Stdy
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
Information
Retrieval
Week 4
25th – 28th
August Using cohesive devices Revising, Editing & Proof Reading
2
2
7
Online
Information
Retrieval
Week 5
1st – 4th
September
Using academic referencing conventions and academic
language
2 2
7
Online
Information
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
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
29thSeptember
- 2nd October
Oral Presentation Sessions 2
2
Video presentation
and digital
submission.
7
Video
presentation
and digital
submission.
9. English 1 (ENGL 0105 / ELG 30505) August, 2014 9 | P a g e
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
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
10. English 1 (ENGL 0105 / ELG 30505) August, 2014 10 | P a g e
Note: TheModuleScheduleaboveis subjectto changeatshort notice.
References
Main References:
1. Jakeman,V. & McDowell,C. (2008).NewInsight into IELTS.Cambridge:CambridgeUniversityPress.
2. Richards,C.,Kaur,B.,Ratnam,P.&Rajaretnam,T.(2008).TextMuet.A Strategic Approach.Malaysia:Longman.
3. Langan,J. (2008). CollegeWritingSkillswith Readings.(7thEd.)New York: McGrawHill.
SecondaryReferences:
1. Sahanaya, W. & Lindeck,J.(2001).IELTSPreparationandPractice.ListeningandSpeaking.(2nd
ed.).Australia & NewZealand:OxfordUniversity Press.
2. Terry, M.& Wilson, J. (n.d.) FocusonAcademic SkillsforIELTS.Longman.
3. INSEARCH UTS.(2007).Preparefor IELTS.Skills andStrategies, Book TwoReadingandWriting.
Australia:INSEARCH University of TechnologySydney.
4. Jakeman,V. & McDowell,C.(2001) IELTSPracticeTestsPlus.Essex: PearsonEducation.
5. Jakeman,V. & C. McDowell.(1996).CambridgePracticeTestsforIELT.(Bks 1 & 2). Cambridge:Cambridge
University Press.
6. Cameron,P. (2000). Preparefor IELTS:the PreparationCourse. Sydney:INSEARCH, UTS,Aust.