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.
Classroom research involves the formal study of teaching and learning through close observation, collecting student feedback, and designing experiments. It aims to understand how students learn and respond to different teaching approaches. Common methods for classroom research include observations, uptake sheets, stimulated recalls, and diary research. These allow researchers to investigate learners' perceptions and gain insight into their interpretations of classroom events.
The document is a research proposal that aims to investigate improving speaking skills through simulation activities for 10th grade tourism students at SMK Negeri 1 Kubu high school in the 2012-2013 academic year. Specifically, it seeks to determine the extent to which simulation can improve students' speaking ability. The proposal provides background on the importance of English and speaking skills. It outlines the research questions, objectives, limitations, significance, assumptions, hypotheses, key terms, theoretical framework, research method, instruments, data collection and analysis. The method involves a pre-test, two cycles of simulation lessons, observations, post-tests and questionnaires to evaluate the impact of the lessons on speaking skills.
The document summarizes Braj Kachru's model of World Englishes, which divides English speakers into three concentric circles - the Inner Circle of traditional English speaking countries that provide norms, the Outer Circle of former colonies that develop upon these norms, and the Expanding Circle of countries where English is a foreign language dependent on Inner Circle norms. However, the model is criticized by Crystal for not fully representing the complex realities of international English use, as norms may develop independently in Outer and Expanding Circle countries as well.
This document discusses various aspects of syllabus design and evaluation for English for Specific Purposes courses. It begins by defining different types of syllabi, such as the evaluation, organizational, materials, teacher, classroom, and learner syllabi. It then examines criteria for organizing a syllabus, including by topic, structure, function, skills, situation, or task. The document also explores the role of the syllabus in course design, considering language-centered, skills-centered, learning-centered, and post-hoc approaches. Finally, it covers evaluation, distinguishing between learner assessment through placement tests, achievement tests, and proficiency tests, as well as course evaluation of aspects like needs, syllabus, materials, techniques, testing,
This document discusses the origins and birth of English for Specific Purposes (ESP). It traces how ESP emerged from the post-war growth of technology and commerce, which generated demand for an international language. As English became the dominant language in these fields, new learners sought to acquire English skills for specific professional reasons. Events like the 1970s Oil Crisis further commercialized English learning. ESP then developed to meet the precise language needs of various occupations and professions by designing content and teaching methods based on learners' goals.
The document discusses various methods for testing writing skills, including composition writing, grading compositions, and objective tests of mechanics and punctuation. It covers testing at basic, intermediate, and advanced levels. It also addresses considerations in designing writing tests, such as providing realistic topics, setting the composition, and treating written errors in scoring. Different types of controlled writing are proposed, including using notes, completing sentences, rewriting paragraphs, and forming paragraphs from sentences.
English for Academic Purposes by Liz Hamp-LyonsParth Bhatt
English for academic purposes (EAP) has grown into a multi-million dollar enterprise over the past 25 years. EAP differs from general English courses by focusing on the specific needs of students using English for academic studies. While individual teachers have addressed academic contexts for some time, EAP emerged as a defined field in the 1970s through organizations like SELMOUS. EAP aims to prepare students for academic genres, registers, and discourse through a focus on skills like academic reading, writing, and study strategies. Needs analysis is fundamental to the EAP approach of designing courses tailored to students' academic situations.
This document outlines a framework for analyzing English for specific purposes (ESP) with 7 categories: 1) purpose, 2) setting, 3) interaction, 4) instrumentality, 5) dialect, 6) target level, and 7) communicative event. It then applies this framework to analyze ESP for social science students, identifying key communicative events like lectures, seminars, and exams. It also discusses specifying an ESP syllabus by focusing on micro-skills, micro-functions, and linguistic forms. Finally, it summarizes criticisms of ESP models for lacking consistency and a clear link to syllabus design.
Classroom research involves the formal study of teaching and learning through close observation, collecting student feedback, and designing experiments. It aims to understand how students learn and respond to different teaching approaches. Common methods for classroom research include observations, uptake sheets, stimulated recalls, and diary research. These allow researchers to investigate learners' perceptions and gain insight into their interpretations of classroom events.
The document is a research proposal that aims to investigate improving speaking skills through simulation activities for 10th grade tourism students at SMK Negeri 1 Kubu high school in the 2012-2013 academic year. Specifically, it seeks to determine the extent to which simulation can improve students' speaking ability. The proposal provides background on the importance of English and speaking skills. It outlines the research questions, objectives, limitations, significance, assumptions, hypotheses, key terms, theoretical framework, research method, instruments, data collection and analysis. The method involves a pre-test, two cycles of simulation lessons, observations, post-tests and questionnaires to evaluate the impact of the lessons on speaking skills.
The document summarizes Braj Kachru's model of World Englishes, which divides English speakers into three concentric circles - the Inner Circle of traditional English speaking countries that provide norms, the Outer Circle of former colonies that develop upon these norms, and the Expanding Circle of countries where English is a foreign language dependent on Inner Circle norms. However, the model is criticized by Crystal for not fully representing the complex realities of international English use, as norms may develop independently in Outer and Expanding Circle countries as well.
This document discusses various aspects of syllabus design and evaluation for English for Specific Purposes courses. It begins by defining different types of syllabi, such as the evaluation, organizational, materials, teacher, classroom, and learner syllabi. It then examines criteria for organizing a syllabus, including by topic, structure, function, skills, situation, or task. The document also explores the role of the syllabus in course design, considering language-centered, skills-centered, learning-centered, and post-hoc approaches. Finally, it covers evaluation, distinguishing between learner assessment through placement tests, achievement tests, and proficiency tests, as well as course evaluation of aspects like needs, syllabus, materials, techniques, testing,
This document discusses the origins and birth of English for Specific Purposes (ESP). It traces how ESP emerged from the post-war growth of technology and commerce, which generated demand for an international language. As English became the dominant language in these fields, new learners sought to acquire English skills for specific professional reasons. Events like the 1970s Oil Crisis further commercialized English learning. ESP then developed to meet the precise language needs of various occupations and professions by designing content and teaching methods based on learners' goals.
The document discusses various methods for testing writing skills, including composition writing, grading compositions, and objective tests of mechanics and punctuation. It covers testing at basic, intermediate, and advanced levels. It also addresses considerations in designing writing tests, such as providing realistic topics, setting the composition, and treating written errors in scoring. Different types of controlled writing are proposed, including using notes, completing sentences, rewriting paragraphs, and forming paragraphs from sentences.
English for Academic Purposes by Liz Hamp-LyonsParth Bhatt
English for academic purposes (EAP) has grown into a multi-million dollar enterprise over the past 25 years. EAP differs from general English courses by focusing on the specific needs of students using English for academic studies. While individual teachers have addressed academic contexts for some time, EAP emerged as a defined field in the 1970s through organizations like SELMOUS. EAP aims to prepare students for academic genres, registers, and discourse through a focus on skills like academic reading, writing, and study strategies. Needs analysis is fundamental to the EAP approach of designing courses tailored to students' academic situations.
This document outlines a framework for analyzing English for specific purposes (ESP) with 7 categories: 1) purpose, 2) setting, 3) interaction, 4) instrumentality, 5) dialect, 6) target level, and 7) communicative event. It then applies this framework to analyze ESP for social science students, identifying key communicative events like lectures, seminars, and exams. It also discusses specifying an ESP syllabus by focusing on micro-skills, micro-functions, and linguistic forms. Finally, it summarizes criticisms of ESP models for lacking consistency and a clear link to syllabus design.
This document provides information about English for Academic Purposes (EAP). It defines EAP as not just a teaching approach but also a branch of applied linguistics focused on effective teaching methods. EAP involves analyzing students' academic language needs and the linguistic and discourse structures of academic texts. The document also distinguishes EAP from general English, noting EAP has a greater focus on reading, writing, and formal academic genres, while being situated within specific learner contexts and situations.
Powerpoint of Graduation Thesis of English MajorPhi Pham
This study examines the difficulties third-year English major students at Hung Yen University of Education and Technology face when writing essays in English. The researcher administered questionnaires and interviews to students and instructors to identify problems relating to essay structure. The results showed weaknesses in mastering English essay structure and the influence of writing first in the student's mother tongue. The study concludes by suggesting strategies for students like mind-mapping, outlining, and reading essays by native writers to improve their ability to organize essays in English. Limitations include a small sample size and being conducted in only one semester.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
This document discusses writing skills for English for Specific Purposes (ESP). It begins by defining ESP as an approach to language learning based on the specific needs and purposes of the learners. It emphasizes the importance of conducting a needs analysis to determine learners' reasons for learning English and what they need to achieve. Some key principles discussed are conducting a language analysis of authentic materials from the ESP context and deciding on an approach to teaching writing suited to learners' purposes and required text genres. The document also discusses the instructor's role in helping students improve their writing skills and some common challenges students face. It provides recommendations for vocabulary building, note-taking, using texts as models, and genre analysis to help students' writing development.
This document discusses objectives in curriculum design and their use in language teaching. It presents different types of objectives, such as performance objectives that specify what learners can do after instruction. Both advantages and criticisms of using objectives are provided. Process objectives describe classroom activities, while product objectives describe skills learners will have. Needs analysis is discussed as a way to gather information on learners and tasks to inform syllabus design. Both subjective data on learners' preferences and objective data on their language use contexts are important to consider when developing goals based on identified needs.
English as an islamic language ahmar mehboobImran Nawaz
This document summarizes a study exploring how English is used in Pakistan and how it reflects Islamic values and South Asian Islamic sensibilities. It provides historical context on the introduction and spread of English in the region under British colonial rule. It then analyzes linguistic evidence showing how Pakistani English has developed with a distinct Pakistani Islamic character. Examples of English reflecting Islamic concepts and norms are given. The political debates around English in Pakistan and periods of both promoting and restricting its use are also summarized.
This document discusses the differences between English for Specific Purposes (ESP) and General English (GE). It provides frameworks for analyzing target needs and learning needs in ESP. Target needs refer to what students need to do in their target situation and include necessities, lacks, and wants. Learning needs refer to how students will learn and achieve the target needs. The document gives examples of gathering information on target needs through questionnaires, interviews, and observation. It also provides questions to consider when analyzing learning and target needs, such as the reasons for taking a course, available resources, and learner profiles.
Computational linguistics is defined as the scientific study and engineering of language from a computational perspective. It originated in the 1950s with the goal of using computers to automatically translate texts between languages. There are two main approaches: rule-based systems which explicitly encode linguistic rules and data-driven systems which use statistical and machine learning methods on large datasets. Computational linguistics is applied in many areas including machine translation, speech recognition, natural language interfaces, and information extraction from text documents.
Course design-English for Specific PurposesRonglin Yao
The document describes an "English for Business Managers" course. It discusses the background and targeted learners, which are new business managers aged 22-23 from English and business departments. A needs analysis found the English graduates lacked business skills and the business graduates lacked language skills. The course aims to develop communication skills in key business contexts through 7 modules. It uses a multi-syllabus approach including topic, skill, task, and text-based syllabuses to meet learner and employer needs. Assessment includes learner and employer feedback and self/peer evaluation during tasks.
English language teaching- "Sociolinguistic"Rinkal Jani
I m Rinkal jani student of Department of English from MK Bhavnagar University, here i am sharing my presentation on English language teaching and my topic is “Sociolinguistics’ It is a part of my Academic activity.
The document discusses the role of textbooks and materials in English language teaching. It addresses both the advantages and disadvantages of textbook use. Some key advantages include that textbooks provide structure for students and teachers, can promote self-directed learning, and support inexperienced teachers. However, textbooks also come with limitations such as potentially reflecting cultural or gender biases and containing unrealistic language models. The document emphasizes that teachers should adapt materials to best suit their students' needs and align with course objectives.
Ushairi wa Kiswahili kuanzia karne ya 16 mpaka karne ya 20Mathieu Roy
Ushairi wa Kiswahili kuanzia karne ya 16 mpaka karne ya 20: Nadharia kuhusu Arudhi na Bahari za Kishairi -
Poésie swahilie du XVième au XXème siècles; théorie sur la métrique et la versification (en kiswahili) -
Kiswahili poetry from the 16th to the 20th centuries: theory about the metrics and meters of kiswahili poems (in Kiswahili)
A presentation on mobile assisted language learning presented at he 7th International Technology, Education and Development Conference
Valencia, Spain, 4th - 6th March, 2013
The Russian Formalists were a group of writers in the early 20th century who focused on analyzing the form and technique of literature rather than its historical or philosophical context. Major figures included Victor Shklovsky, Mikhail Bakhtin, and Roman Jakobson. Jakobson analyzed the different functions of language and how they are used in different genres of poetry. New Criticism originated in the 1920s and advocated an aesthetic, text-focused approach to criticism pioneered by I.A. Richards and John Crowe Ransom. While both were formalist schools, the Russian Formalists took a more theoretical approach while New Critics emphasized the practical close reading of individual texts.
This document discusses the innateness hypothesis, which proposes that humans have an innate ability to acquire language. It presents arguments both for and against this hypothesis. Proponents argue that the speed of language acquisition and universal grammar patterns show we have innate linguistic faculties. However, critics argue that similarities between languages result from common origins, not innateness, and that brain specializations are learned, not innate. The document explores this debate over the role of nature versus nurture in developing language skills.
A presentation about different types of assessment tools that can be use in assessing language. There are also some meaningful insights about language test and language assessment
Bilingual education uses two languages for classroom instruction to help English language learners master academic content and the English language. It teaches academic subjects in both the student's native language and English, with varying amounts depending on the program model. The main goal is to help ELL students achieve in all subject areas while also teaching them English. Bilingualism provides cognitive and social advantages as it becomes more important in an increasingly multilingual world.
This document provides a research proposal on factors contributing to English proficiency among rural students in Malaysia. It begins with an introduction on the importance of English proficiency and issues with rural students' English abilities. The research objectives are to measure rural students' English levels, examine contributing factors, and suggest improvements. A literature review identifies key factors like peer pressure, motivation, attitudes towards English, teaching methodology, school/societal culture, and Islamic influences. The study aims to help rural students and educational practices improve English proficiency. It is limited to one rural school but hopes to provide meaningful insights.
Language choice in multilingual communitiesAris Suarez
Kalala, a 16-year-old living in Bukavu, Zaire, uses multiple languages and varieties depending on the social context. He speaks an informal variety of his tribal language Shi at home, and a more formal Shi for weddings and funerals. In the marketplace, he uses informal Shi with members of his tribe and Kingwana, a local variety of Swahili, with others. At school he learned standard Zairean Swahili, but uses Kingwana more in daily interactions. He switches between standard Swahili, Kingwana, and Indoubil, a youth variety, depending on who he's talking to and the social setting.
This document discusses genre analysis and style. It begins by defining genre as a type or form of literature or communication event that is associated with particular settings and has organized structures and functions. Genre is seen as a response to social context that achieves communicative purposes. Genres are characterized by staging, belonging to communities of practice, conventional lexico-grammatical features, and flexibility. Genre relations refer to how genres interact as part of genre sets, systems, chains, or networks. Approaches to genre analysis include the ESP school, Sydney school, and New Rhetoric school.
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 English for Academic Purposes (EAP). It defines EAP as not just a teaching approach but also a branch of applied linguistics focused on effective teaching methods. EAP involves analyzing students' academic language needs and the linguistic and discourse structures of academic texts. The document also distinguishes EAP from general English, noting EAP has a greater focus on reading, writing, and formal academic genres, while being situated within specific learner contexts and situations.
Powerpoint of Graduation Thesis of English MajorPhi Pham
This study examines the difficulties third-year English major students at Hung Yen University of Education and Technology face when writing essays in English. The researcher administered questionnaires and interviews to students and instructors to identify problems relating to essay structure. The results showed weaknesses in mastering English essay structure and the influence of writing first in the student's mother tongue. The study concludes by suggesting strategies for students like mind-mapping, outlining, and reading essays by native writers to improve their ability to organize essays in English. Limitations include a small sample size and being conducted in only one semester.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
This document discusses writing skills for English for Specific Purposes (ESP). It begins by defining ESP as an approach to language learning based on the specific needs and purposes of the learners. It emphasizes the importance of conducting a needs analysis to determine learners' reasons for learning English and what they need to achieve. Some key principles discussed are conducting a language analysis of authentic materials from the ESP context and deciding on an approach to teaching writing suited to learners' purposes and required text genres. The document also discusses the instructor's role in helping students improve their writing skills and some common challenges students face. It provides recommendations for vocabulary building, note-taking, using texts as models, and genre analysis to help students' writing development.
This document discusses objectives in curriculum design and their use in language teaching. It presents different types of objectives, such as performance objectives that specify what learners can do after instruction. Both advantages and criticisms of using objectives are provided. Process objectives describe classroom activities, while product objectives describe skills learners will have. Needs analysis is discussed as a way to gather information on learners and tasks to inform syllabus design. Both subjective data on learners' preferences and objective data on their language use contexts are important to consider when developing goals based on identified needs.
English as an islamic language ahmar mehboobImran Nawaz
This document summarizes a study exploring how English is used in Pakistan and how it reflects Islamic values and South Asian Islamic sensibilities. It provides historical context on the introduction and spread of English in the region under British colonial rule. It then analyzes linguistic evidence showing how Pakistani English has developed with a distinct Pakistani Islamic character. Examples of English reflecting Islamic concepts and norms are given. The political debates around English in Pakistan and periods of both promoting and restricting its use are also summarized.
This document discusses the differences between English for Specific Purposes (ESP) and General English (GE). It provides frameworks for analyzing target needs and learning needs in ESP. Target needs refer to what students need to do in their target situation and include necessities, lacks, and wants. Learning needs refer to how students will learn and achieve the target needs. The document gives examples of gathering information on target needs through questionnaires, interviews, and observation. It also provides questions to consider when analyzing learning and target needs, such as the reasons for taking a course, available resources, and learner profiles.
Computational linguistics is defined as the scientific study and engineering of language from a computational perspective. It originated in the 1950s with the goal of using computers to automatically translate texts between languages. There are two main approaches: rule-based systems which explicitly encode linguistic rules and data-driven systems which use statistical and machine learning methods on large datasets. Computational linguistics is applied in many areas including machine translation, speech recognition, natural language interfaces, and information extraction from text documents.
Course design-English for Specific PurposesRonglin Yao
The document describes an "English for Business Managers" course. It discusses the background and targeted learners, which are new business managers aged 22-23 from English and business departments. A needs analysis found the English graduates lacked business skills and the business graduates lacked language skills. The course aims to develop communication skills in key business contexts through 7 modules. It uses a multi-syllabus approach including topic, skill, task, and text-based syllabuses to meet learner and employer needs. Assessment includes learner and employer feedback and self/peer evaluation during tasks.
English language teaching- "Sociolinguistic"Rinkal Jani
I m Rinkal jani student of Department of English from MK Bhavnagar University, here i am sharing my presentation on English language teaching and my topic is “Sociolinguistics’ It is a part of my Academic activity.
The document discusses the role of textbooks and materials in English language teaching. It addresses both the advantages and disadvantages of textbook use. Some key advantages include that textbooks provide structure for students and teachers, can promote self-directed learning, and support inexperienced teachers. However, textbooks also come with limitations such as potentially reflecting cultural or gender biases and containing unrealistic language models. The document emphasizes that teachers should adapt materials to best suit their students' needs and align with course objectives.
Ushairi wa Kiswahili kuanzia karne ya 16 mpaka karne ya 20Mathieu Roy
Ushairi wa Kiswahili kuanzia karne ya 16 mpaka karne ya 20: Nadharia kuhusu Arudhi na Bahari za Kishairi -
Poésie swahilie du XVième au XXème siècles; théorie sur la métrique et la versification (en kiswahili) -
Kiswahili poetry from the 16th to the 20th centuries: theory about the metrics and meters of kiswahili poems (in Kiswahili)
A presentation on mobile assisted language learning presented at he 7th International Technology, Education and Development Conference
Valencia, Spain, 4th - 6th March, 2013
The Russian Formalists were a group of writers in the early 20th century who focused on analyzing the form and technique of literature rather than its historical or philosophical context. Major figures included Victor Shklovsky, Mikhail Bakhtin, and Roman Jakobson. Jakobson analyzed the different functions of language and how they are used in different genres of poetry. New Criticism originated in the 1920s and advocated an aesthetic, text-focused approach to criticism pioneered by I.A. Richards and John Crowe Ransom. While both were formalist schools, the Russian Formalists took a more theoretical approach while New Critics emphasized the practical close reading of individual texts.
This document discusses the innateness hypothesis, which proposes that humans have an innate ability to acquire language. It presents arguments both for and against this hypothesis. Proponents argue that the speed of language acquisition and universal grammar patterns show we have innate linguistic faculties. However, critics argue that similarities between languages result from common origins, not innateness, and that brain specializations are learned, not innate. The document explores this debate over the role of nature versus nurture in developing language skills.
A presentation about different types of assessment tools that can be use in assessing language. There are also some meaningful insights about language test and language assessment
Bilingual education uses two languages for classroom instruction to help English language learners master academic content and the English language. It teaches academic subjects in both the student's native language and English, with varying amounts depending on the program model. The main goal is to help ELL students achieve in all subject areas while also teaching them English. Bilingualism provides cognitive and social advantages as it becomes more important in an increasingly multilingual world.
This document provides a research proposal on factors contributing to English proficiency among rural students in Malaysia. It begins with an introduction on the importance of English proficiency and issues with rural students' English abilities. The research objectives are to measure rural students' English levels, examine contributing factors, and suggest improvements. A literature review identifies key factors like peer pressure, motivation, attitudes towards English, teaching methodology, school/societal culture, and Islamic influences. The study aims to help rural students and educational practices improve English proficiency. It is limited to one rural school but hopes to provide meaningful insights.
Language choice in multilingual communitiesAris Suarez
Kalala, a 16-year-old living in Bukavu, Zaire, uses multiple languages and varieties depending on the social context. He speaks an informal variety of his tribal language Shi at home, and a more formal Shi for weddings and funerals. In the marketplace, he uses informal Shi with members of his tribe and Kingwana, a local variety of Swahili, with others. At school he learned standard Zairean Swahili, but uses Kingwana more in daily interactions. He switches between standard Swahili, Kingwana, and Indoubil, a youth variety, depending on who he's talking to and the social setting.
This document discusses genre analysis and style. It begins by defining genre as a type or form of literature or communication event that is associated with particular settings and has organized structures and functions. Genre is seen as a response to social context that achieves communicative purposes. Genres are characterized by staging, belonging to communities of practice, conventional lexico-grammatical features, and flexibility. Genre relations refer to how genres interact as part of genre sets, systems, chains, or networks. Approaches to genre analysis include the ESP school, Sydney school, and New Rhetoric school.
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 an overview of the English 2 module offered between January and December 2014. The module aims to equip students with sufficient English language skills to demonstrate proficiency at both the pre-university and tertiary levels. It focuses on developing academic reading, writing, listening and speaking skills. The module is delivered over 18 weeks through weekly 4-hour lectures and tutorials. Students will learn to analyze texts, write essays and research papers, develop listening comprehension, and improve public speaking and interview skills. Assessment includes portfolios, presentations and exams. Students must attend at least 80% of classes and complete all assessments to pass.
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 the English 2 module. It summarizes the module objectives, learning outcomes, structure, and policies. The module aims to develop students' English proficiency across four skills - listening, speaking, reading and writing. It is a 5-credit, 18-week module that meets once a week for lectures and tutorials. Students will learn academic reading and writing techniques, develop oral communication skills, and demonstrate English language mastery at pre-university and tertiary levels. The document outlines assessment components, attendance requirements, plagiarism policies, and a student-centered learning approach.
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. 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 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 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 an overview of the English 2 module. The module aims to equip students with sufficient English language skills to demonstrate proficiency at both pre-university and tertiary levels. It focuses on developing academic reading, writing, listening and speaking skills. Students will learn to communicate according to situations and purposes, demonstrate accuracy and fluency in language skills, and show critical understanding of language contexts. The module uses student-centered learning approaches and assessments include portfolios, presentations, and exams.
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 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 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 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.
Theories of Architecture and Urbanism Project 3Natalie Yunxian
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
1) The document discusses a research proposal that aims to identify the significance and influences of various food heritages in Klang, Malaysia and how they shape individual eating behaviors and cultural identities.
2) As a multi-cultural country, Malaysia struggles to define a single national food identity due to the diverse culinary heritages of its ethnic groups.
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This document discusses the issues and challenges of conserving heritage buildings in Malaysia. It outlines technical, organizational, and human resource issues that often impede conservation efforts. For example, the conservation of the Art Gallery of Kedah faced difficulties due to a lack of original drawings and specifications, which made it hard to determine appropriate materials and technologies. There was also a shortage of experts and contractors experienced in conservation work. While conservation is important to preserve historical and cultural heritage, developing more training and establishing standards can help address common challenges.
The document provides background information on the Pejabat Agama Islam Daerah Klang building in Klang, Selangor, Malaysia. It details that the building was originally constructed in 1912 as a palace for the Sultan of Selangor. Over the past 100+ years, the building has changed ownership and functions, having been used as a Japanese soldiers' quarters, the Klang Municipal Building, and most recently the Klang Islamic Religious Office, until being abandoned. The document outlines the historical context of Klang and Selangor and provides preliminary investigation into adapting the dilapidated building for a new use as a performing arts center through conservation efforts.
The document provides background information on the Pejabat Agama Islam Klang building in Selangor, Malaysia. It began as a palace for the Sultan of Selangor in 1912 and has since been used for various purposes, including as Japanese military quarters and the Klang Municipal Building. Most recently, it housed the Klang Islamic Religious Office (PAID) but has been abandoned and left in a deteriorating state. A preliminary investigation examines the building's history, spatial configuration and functions over time, and a dilapidation survey outlines the poor internal and external conditions resulting from lack of maintenance.
The document discusses the issues and challenges of conserving historical buildings in Malaysia. It identifies key issues such as lack of public participation, environmental threats, technical difficulties, poor financial support, and pressures from rapid development. Case studies on specific historical sites like the Kuala Lumpur Chinatown and Sultan Abdul Samad Building help illustrate how these issues can lead to deterioration or demolition of important architectural heritage. Promoting public education and establishing legal frameworks are suggested as ways to help balance preservation of historical buildings with new development initiatives.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health over time.
This document contains a list of street names and roadways in Malaysia. It includes major highways like the Middle Ring Road II as well as smaller residential streets in cities and towns across several states. A wide range of transportation infrastructure is represented from toll highways to local roads.
The document provides details about a project to document the Royal Selangor Club building through measured drawings and photographs. A group of 19 students measured the building over 8 weeks under the supervision of Dr. Sucharita Srirangam. The group used various equipment such as laser measures, measuring tapes, cameras and drones to fully document the building. The report includes the measured drawings, photos taken and written analysis of the building's history, architecture, construction and cultural significance.
Dewan Tunku Canselor is an iconic building at University of Malaya constructed in the 1960s. It was designed in the Brutalist style by architect Dato' Kington Loo, featuring a predominantly bare concrete structure with waffle slabs. The building utilizes concrete, glass, tiles, steel and timber in its construction. It was inspired by works of Le Corbusier and shares similarities to the Punjab and Haryana High Court in India, both emphasizing exposed concrete structure and suitability to local climate.
Building Construction I Project 1 CompilationNatalie Yunxian
The document discusses the preliminaries work for a construction project, including earthwork activities like topsoil excavation and earth excavation using the cut and fill method to achieve the desired site topography. It also covers the important process of setting out, which involves transferring measurements and positions from design drawings onto the construction site by marking lines and pegs to accurately locate foundations and trenches. Proper preliminaries work is crucial for smoothly executing subsequent construction stages.
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2. Key details include plans showing the location of the tower, surrounding site, and natural features of the land.
3. Analysis of the tower structure describes its design meant to blend into the forest environment, using natural materials.
This document outlines the module Design Communication (ARC 1713) which introduces fundamental skills for communicating architectural design through drawings and modeling. The module is 6 credit hours over 14 weeks, consisting of lectures, tutorials, and self-study. Students will be assessed through on-site sketching, orthographic/perspective drawings, a presentation board integrating with another module, and a portfolio demonstrating skills and capabilities. The module aims to develop visualization, graphic communication, and technical drawing skills needed for architectural design projects.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork based on a randomly assigned word. Students will go through a process of exploring the word, developing 2D designs, and transforming the designs into 3D models using various materials. The best model will be presented as a hanging mobile. Part 2 is an individual project for each student to create an abstract hanging mobile display for their Lego miniature character, applying the design process and skills learned in Part 1. The display must incorporate elements and principles derived from keywords relating to the character.
This document provides instructions for a two-part design project. Part 1 is a group project to create a 3D geometric artwork based on a randomly assigned word. Students will explore the word's meaning, develop 2D design elements, and transform these into 3D models using various materials over 4 tutorial sessions. The best model will be presented as a hanging mobile.
Part 2 is an individual project where each student will create an original hanging mobile display for their Lego miniature, applying the design process and principles learned in Part 1. The display will be presented along with design process journals reflecting on the character and potential design concepts. The first tutorial will involve presenting initial concept proposals and receiving feedback.
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1. SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
_________________________________________________________________________________________
Foundation in Natural and Built Environments
Module : English 2 (ELG 30605)
Prerequisite: English 1 [ENGL 0105]
Credit hours: 5
Instructor: Cassandra Rashika Wijesuria | CassandraRashika.Wijesuria@taylors.edu.my
Module Synopsis
English 2 aims to equip students with sufficient language skills to demonstrate English Language proficiency at
both the pre-university and tertiary level. Students will be trained to communicate according to the situation and
purpose as well as demonstrate accuracy in the 4 language skills. The emphasis of the module is on the
development of academic reading and writing skills, as well as techniques to answer the listening and speaking
components both accurately and appropriately. The course is also designed to equip learners with sufficient
communication and interpersonal skills and techniques. At the end of the module, they should be able to
demonstrate English Language Proficiency at both the pre-university and tertiary level.
Module Teaching Objectives
Upon successful completion of the module, students will be able to:
1. communicate according to the situation and purpose.
2. demonstrate accuracy and fluency in the 4 language skills i.e. listening, speaking, reading and writing.
3. show critical understanding of language in context.
4. demonstrate effectiveness in expression.
Module Learning Outcomes
1. At the end of the Reading sessions, students will be able to analyze and evaluate reading texts critically.
2. At the end of the Writing sessions, students will be able to research, write a well-developed and well-
organized 5-paragraph critical or argumentative essay as well as longer research essays with correct format and
referencing techniques.
3. At the end of the Listening sessions, students will be able to identify speaker’s role, expression, relationship
and attitude as conveyed through stress and intonation as well as develop listening in preparation for a tertiary
programme.
4. At the end of the Speaking sessions, students will be able to develop interviewing skills, deliver presentations
publically as well be able to apply argumentative strategies in specific situations.
Modes of Delivery
This is a 5 credit hour module held over 18 weeks, 4 hours per session, once a week. As each session is set to
achieve different milestones in the students’ communication skills attendance is compulsory. Students are to be
self-directed in their work and at times will need to work in groups on projects assigned to them and must be able
to display ability to work as a team player, effective verbal and non-verbal communication skills.
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2. Contact Hours
Lecture: 2 hours/week
Tutorial: 2 hours/week
Self-study: 7 hours/week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the office
hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
Moodle will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements.
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3. Taylor’s Graduate Capabilities(TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills of our
graduates.
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Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Solid foundational knowledge in relevant subjects 1, 2,3,4
1.2 Understand ethical issues in the context of the field of study
Cognitive Capabilities
2.0 Lifelong Learning
2.1 Locate and extract information effectively 1 & 2
2.2 Relate learned knowledge to everyday life 3 & 4
3.0 Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively
3.2 Define and analyse problems to arrive at effective solutions
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes 3 & 4
5.0 Interpersonal Skills
5.1 Understand team dynamics and work with others in a team
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant -
6.2 Reflect on one’s actions and learning. -
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
-
4. General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have
the percentage grade assigned to the work on face value reduced by 10% for the first day and
5% for each subsequent day late. A weekend counts as 1 day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if they are
satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentations will result in zero mark for that presentation.
Lecturers reserve the right to not accept any late submission after one (1) week.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used if the
late submission was for a good reason.
Attendance and Participation
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. A minimum of 80% attendance is required to pass the module and/or be eligible for the final examination.
You are expected to attend and participate actively in class. The lectures and tutorials will assist you in
expanding your ideas and your research progression.
Students will be assessed based on their performance throughout the semester. Students are expected to attend
and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components including Portfolio. Failure to attempt assessment
components worth 20% or more, the student would be required to resubmit or resit an assessment component,
even though the student has achieved more than 50% in the overall assessment. Failure to attempt all
assessment components, including final exam and final presentation, will result in failing the module irrespective
of the marks earned, even though the student has achieved more than 50% in the overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the source,
is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes written
materials such as books, journals and magazine articles or other papers and also includes films and computer
programs. The two most common types of plagiarism are from published materials and other students’ works
a. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the results
of a study or review, a standard system of referencing should be used. Examples of plagiarism may include a
sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied from
another book, with an addition of only a sentence or two by the student. While the former can be treated as a
simple failure to cite references, the latter is likely to be viewed as cheating in an examination. Though most
assignments require the need for reference to other peoples’ works, in order to avoid plagiarism, students should
keep a detailed record of the sources of ideas and findings and ensure that these sources are clearly quoted in
their assignment. Note that plagiarism refers to materials obtained from the Internet too.
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5. b. Other Students’ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice. However,
with the exception of group assignments, students should write their own papers. Plagiarising the work of other
students into assignments includes using identical or very similar sentences, paragraphs or sections. When two
students submit papers which are very similar in tone and content, both are likely to be penalised.
Student Participation
Your participation in the module is encouraged. You have the opportunity to participate in the following ways:
Your ideas and questions are welcomed, valued and encouraged.
Your input is sought to understand your perspectives, ideas and needs in planning subject revision.
You have opportunities to give feedback and issues will be addressed in response to that feedback.
Do reflect on your performance in Portfolios.
Student evaluation on your views and experiences about the module are actively sought and used as an
integral part of improvement in teaching and continuous improvement.
Student-centered Learning (SCL)
The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the
principles known to improve learning and to encourage student’s participation. SCL requires students to
be active, responsible participants in their own learning and instructors are to facilitate the learning
process. Various teaching and learning strategies such as experiential learning, problem-based
learning, site visits, group discussions, presentations, working in group and etc. can be employed to
facilitate the learning process. In SCL, students are expected to be:
active in their own learning;
self-directed to be responsible to enhance their learning abilities;
able to cultivate skills that are useful in today’s workplace;
active knowledge seekers;
active players in a team.
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will provide
information to guide you in the research process. This form of assessment involves participation in discussions
and feedback sessions. Summative assessment will inform you about the level of understanding and
performance capabilities achieved at the end of the module.
Assessment Plan
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6. Assessment Components Type
Learning
Outcome/s
Submission Presentation
Assessment
Weightage
Assignment 1 –
Compare / Contrast
Essay
Individual
1,2,3
Week 10
(digital upload)
followed by
hard copy
submission
NIL 20%
Assignment 2 –
Research Assignment
Group
Work
1,2,3
Weeks 15 & 16
(digital upload)
followed by
hard copy
submission
YES 30%
Portfolio Individual ALL
Week 17 / 18
(digital upload)
NIL 10%
Final Exam Individual 1,2 Exam Week
As per
examination
schedule
40%
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7. Assessment Components
This module will be graded in the form of coursework. It consists of two assignments, one portfolio and the Final
Exam
1. Assignment 1 – Essay Writing
You will be required to write a coherent university – style compare-contrast essay by choosing between
two different genres of films, which will be provided to you at a later date. The essay should cover
between 800 – 1000 words. The purpose of this essay is to allow students to effectively note the
similarities and differences between these genres of film, and how it can be explored where language is
concerned.
2. Assignment 2 – Research Assignment
The research assignment is a group essay that is linked to a subject related to topics that students are
studying this semester. Students will be guided through the assignment after they have identified a topic
and through the preparation of research questions, interviews and drafts until the final product is sent in.
3. Assignment 3 – Online Portfolio
Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic
blog. The e-Portfolio is developed progressively for all modules taken throughout Semesters 1 and 2,
and YOU MUST PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module
Learning Outcome, Programme Learning Outcomes and Taylor’s Graduate Capabilities, and
showcases the distinctiveness and identity of the student as a graduate of the programme. Submission
of the E-Portfolio is COMPULSORY.
4. Final Exam (Individual)
The final exam will consist of two components. The first component is a critical reading and critical
thinking section while the second component is an essay section. The critical reading tests the ability of
students to skim, scan and read an unseen passage critically and analytically. The critical thinking
questions will test the ability of students to identify and correct rhetorical fallacies. The essay section
tests the ability of students to write argumentative essays on a range of topics that have been covered
in this module as well as various other modules this semester.
Submission of Assignments
ALL assignments must be completed and submitted to receive a final completion grade in this unit. When an
assignment is NOT completed or NOT submitted on the due date, a final grade showing Fail (F) will be given.
However, if the student can provide valid grounds for not submitting the assignment on the due date (authentic
medical conditions), consideration will be given to said student. The lecturer reserves the right to NOT accept
work submitted more than one (1) week late. All assignments given by the lecturer are mandatory and must be
completed by the student.
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8. Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the percentage
grade assigned to the work on face value reduced by 10% for the first day and 5% for each subsequent day late.
A weekend counts as one (1) day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if they are
satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentation will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used if the
late submission was for a good reason.
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9. Marks and Grading Table (Revised as per Programme Guide 2013)
Assessments and grades will be returned within two weeks of your submission. You will be given grades and
necessary feedback for each submission. The grading system is shown below:
Grade Marks
Grade
Points
Definition Description
A 80 – 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base.
A- 75 – 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature.
B+ 70 – 74 3.33
Good
Evidence of grasp of module matter; critical capacity and
analytical ability, reasonable understanding of relevant
issues; evidence of familiarity with the literature.B 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience.
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal Fail
Evidence of nearly but not quite acceptable familiarity with
module matter, weak in critical and analytical skills.
D 44 – 46 1.33
D- 40 – 43 1.00
F 0 – 39 0.00 Fail
Insufficient evidence of understanding of the module
matter; weakness in critical and analytical skills; limited or
irrelevant use of the literature.
WD - - Withdrawn
Withdrawn from a module before census date, typically
mid-semester.
F(W) 0 0.00 Fail Withdrawn after census date, typically mid-semester.
IN - - Incomplete
An interim notation given for a module where a student has
not completed certain requirements with valid reason or it
is not possible to finalise the grade by the published
deadline.
P - - Pass Given for satisfactory completion of practicum.
AU - - Audit
Given for a module where attendance is for information
only without earning academic credit.
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10. Weekly Module Schedule
WEEK
(DATE /
TOPICS)
TOPICS / LESSON PLAN LECTURE TUTORIAL
SELF
DIRECTED
STUDY
TAYLOR’S
GRADUATE
CAPABILITIES
(TGC)
HOURS HOURS HOURS SYMBOLS
WEEK 1 • Writing Skills
• Identifying topic
sentences
• Identifying main
ideas
• Distinguishing
supporting details
PowerPoint
Presentatio
n
In – class
discussion
Writing
Skills
2 2 3
WEEK 2
• Cohesion in Texts
• Functions of
transition signals
• Reference words
in texts
In-class
Discussion:
Coherence
Cohesion in
texts
2 2 3
WEEK 3
• Recognizing text
organization
• Introduction to
Critical Reading
• Identify writer’s
claims, views and
attitudes
In class
discussion:
reasons and
argument
Reasons and
argument
2 2 3
WEEK 4 • Preparing an
outline / plan for
In class
discussion:
Editing and
revising
English 2 (ENGL 0205 / ELG 30605) JAN – DEC 2014
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11. writing an article.
• Pre Writing Skills
• Editing and
Revising
• Task analysis
pre writing
exercises
2 2 3
WEEK 5
• Giving and
justifying an
opinion
• Developing and
refuting an
argument
(argumentative
essay writing)
• Examining various
viewpoints
• Evaluating ideas,
evidence and
arguments
In class
discussion:
giving opinion
through
writing
Developing
arguments
2 2 3
WEEK 6
• Patterns of
organization
(descriptive,
narrative.)
In class
activity:
writing a
narrative
Differentiati
ng narrative
& descriptive
articles
2 2 3
WEEK 7
• Patterns of
Organization
(con’t) – compare
– contrast.
• Referencing (APA
style)
In class
activity:
compare
contrast essay
How to write
compare-
contrast
essay
2 2 3
WEEK 8 • Skimming and
scanning
• Previewing and
In class
activity:
skimming,
scanning and
making
Grasping
meaning of
text
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12. predicting
• Making inferences
and summarizing
• Grasp meaning of
text with speed
inferences to
an article
2 2 3
WEEK 9
• Understanding
and evaluating
arguments
• Fallacies
In-class
Discussion:
Fallacies
Fallacies
2 2 3
WEEK
10
• Report Writing
• Interview Skills
In-class
Discussion:
Expressing
agreement
and
disagreement
Assignment
1 due
2 2 3
WEEK
11
• Conducting
surveys and
questionnaires
• Listening, taking
minutes of
meetings
In class
activity:
writing a
survey
Surveys and
minutes
WEEK
12
• Do’s and Don’ts of
Oral Presentations
In-class
activity: TBC
TBC
2 2 3
WEEK
13
• Elements of an
effective speaker
• Stress on effective
presentation,
articulation,
intonation,
pronunciation and
accent
In-class
activity: TBC
TBC
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13. 2 2 3
WEEK
14
• Expressing
opinions on
current issues
• Present a speech
with eloquence
• Use effective
techniques in
handling questions
In class
activity: TBC
TBC
2 2 3
WEEK
15
Non – verbal
Communication
Class activity:
TBC
Research
Assignment
due
2 2 3
WEEK
16
• Listening skills
• Hearing
attentively
• Constructive
Critique
Oral
Presentations
Research
Assignment
due
2 2 3
WEEK
17
• Self Disclosure
• Self Awareness
Oral
Presentations
TBC
WEEK
18
FINAL EXAM
REVISION
To return
all
assessmen
ts to
students
WEEK TBC
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14. 19
Week 19
Study Leave
*No final exam for EPC
Portfolio
submission
10%
Note: The Module Schedule above is subject to change at short notice.
References
Main References : 1. Mayfield, M. (2010) Thinking For Yourself: Developing Critical Thinking
Through Reading and Writing (8th
ed.) Boston: Wadsworth
2. Bailey, S. (2006) Academic Writing: A Handbook for International Students (2nd
ed.) New York: Routledge
3. Perrin, R. (2012) Pocket Guide to APA Style (4th
ed) Boston: Wadsworth
4. Langan, J. (2005). College Writing Skills with Readings. (6th
ed.). New York:
McGraw-Hill.
5. Glenn, C. and Gray, L. (2010) The Hodges Harbrace Handbook. (17th
ed.)
Boston: Wadsworth Cengage Learning
6. Seal, B. (1997). Academic Encounters: Reading, Study Skills and Writing
(Content focus: human behavior). Cambridge: Cambridge University Press
7. Jakeman, V. & C. McDowell, C. (1999). Insight into IELTS. Cambridge:
Cambridge University Press.
Additional
References :
8. Flemming, Laraine. (2003) Reading Keys. Houghton Mifflin
9. Mikulecky, Beatrice.S. & Jefferies, Linda. (1986) More Reading Power. New
York: Longman
10. Flachmann,Kim et al. The Brief Prose Reader. ( 2002) Prentice Hall
11. Reid, Joy M. (1999). The Process of Composition. New York: Longman
12. Small, Regina L. et al. (2000) Refining Composition Skills. Boston: Heinle &
Heinle
13. Oshima, Alice & Hogue Ann. (1998). Writing Academic English. New York
:Longman
14. Chafee, John, et al. (1998.) Critical Thinking, Thoughtful Writing. Boston:
Houghton Mifflin
15. Lester, James D. (2002). Writing Research Papers. (10th
ed.) New York:
Pearson
16. Preiss, Sherry. (1998). NorthStar. Focus on Listening and Speaking (Advance).
New York: Longman
17. Van Bemmel, Eric & Tucker, Janina. (1997). IELTS to Success. Melbourne:
John Wiley,
18. P. Cameron. (2000). Prepare for IELTS: the Preparation Course. Sydney:
INSEARCH, UTS, Aust.
19. V. Jakeman & C. McDowell. (1996). Cambridge Practice Tests for IELT. (Bks 1
& 2). Cambridge: Cambridge University Press.
20. V. Jakeman & C. McDowell. (2001) IELTS Practice Tests Plus. Essex: Pearson
Education.
21. Sahanaya, Wendy, J.Lindeck & R.Stewart. (1998). Preparation & Practise:
IELTS Reading & Writing, Academic Module. Melbourne: IALF-OUP
22. Caroselli, Marlene. (2003) Interpersonal Skills. Mason, Ohio: Thomson
Learning.
23. Devito, Joseph, A. (2002) Essentials of Human Communication. (4th
ed.)
English 2 (ENGL 0205 / ELG 30605) JAN – DEC 2014
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15. Boston, Mass: Allyn & Bacon.
24. Boss, J.A. (2010) Think: Critical Thinking and Logic Skills for Everyday Life New
York: McGraw Hill
25. Larson, C.U. (2010) Persuasion: Reception and Responsibility (12 ed.) Boston:
Wadsworth, Cengage Learning
26. Connely, M. (2010) The Sundance Reader: A Rhetoric, Reader, Handbook (4th
ed.) Boston: Wadsworth, Cengage Learning
27. Porter, B.F. (2010)The Voice of Reason New York: Oxford University Press
28. Cioffi, F.L. (2005) The Imaginative Argument New Jersey: Princeton University
Press
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