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.

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SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
_________________________________________________________________________________________
Foundation in Natural and Built Environments
Module:ENGLISH1[ELG 30505]
Prerequisite:None
CreditHours:5
Instructor:CassandraRashikaWijesuria(CassandraRashika.Wijesuria@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

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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.

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Taylor’s Graduate Capabilities (TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities (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.
-

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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 by10% 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.
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 addition of onlya sentence or two bythe 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,studentsshouldkeepa detailedrecordofthe sourcesof ideasandfindingsand ensure that these
sourcesareclearlyquotedin their assignment.Notethat plagiarism alsorefersto materialsobtainedfrom 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 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 learningandinstructors areto 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 Week 7 - 25%
Oralpresentation Group 5,6,7 Week 13/14 - 25%
E-Portfolio Individual All Week 18 10%
FinalExam Individual 1,2,4 40%

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Assessment Components
1. Essay Writing (Individual)
Thisassignmentevaluatesacademic writingskillsfora basic 5-paragraph expositoryessay. 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 anePortfolio, a web-basedportfoliointhe form of a personalacademic blog. The
ePortfolio is developed progressively for all modules taken throughout Semesters 1 AND 2, and must
encapsulates the acquisition of Module Learning Outcome, Programme Learning Outcomes and Taylor’s
Graduate Capabilities, and showcase the distinctiveness and identity of the student as a graduate of the
programme.

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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.

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Module Schedule
Week/Date Topic Lecture Tutorial
Info R / S.
Stdy
Week 1
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
Essay Organizational Patterns
Introduction to topics and main ideas
2 2 2
Week 3
Understanding &
Developing the nature and length of different essay patterns
(Process and exposition)
2 2
7
Week 4
Using cohesive devices Revising, Editing & Proof Reading
2
2
7
Week 5
Using academic referencing conventions and academic
language
2 2
7
Week 6
Interpreting from non-linear sources.
Interpreting charts, tables, graphs and diagrams 2 2 7
Week 7
Expressing opinions on more abstract topics.
Supporting & Justifying Opinions.
2 2 7
Week 8
Delivering an effective presentation
Planning an Oral Presentation
Preparing an Oral Presentation
Practicing for an Oral Presentation
2 2 7
Week 9
LISTENING
Listening and note taking from lectures
Listening for main ideas and supporting details.
2
2 7

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Week 10 Listening to continuous discourse from academic lectures,
talks and discussions.
2
2 7
Week 11
Listening for specific information.
Identifying details
2 2 7
Week 12
Stress, rhythm and intonation.
Following signpost words. 2 2 7
Week 13 READING
Skimming for general information and scanning for particular
information.
2 2 7
Week 14 Identifying text organisational structure.
Identifying main & supporting ideas. 2 2
7
Week 15 Understanding and evaluating arguments. Distinguishing
facts and opinions.
2 2
7
Week 16 Summary Writing & Revision
2
2
7
Week 17 FINAL EXAM PREPARATION/ ASSIGNMENT MARKS
RELEASE 2 2
7
Week 18
Revision
e-Portfolio Submission
2 2 7
Week 19
Study Leave
Week 20
Final Exam

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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.