Fnbe english 2

English 2 (ENGL 0205 / ELG 30605) JAN – DEC
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SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
_________________________________________________________________________________________
Foundation in Natural and Built Environments
Module : English 2 (ELG 30605)
Prerequisite: English 1 [ENGL 0105]
Credit hours: 5
Instructor: GopiGhantan Mylvaganam
Module Synopsis
English 2 aims to equip students with sufficient language skills to demonstrate English Language proficiencyat
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 accuratelyand 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 Proficiencyat both the pre-universityand tertiarylevel.
Module Teaching Objectives
Upon successful completion of the module, students will be able to:
1. communicate according to the situation and purpose.
2. demonstrate accuracyand fluencyin 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 endof the Writing sessions,studentswillbeableto research,writeawell-developedandwell-organized
5-paragraphcriticalorargumentativeessay as wellaslongerresearchessays with correctformatandreferencing
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 endof the Speaking sessions,studentswillbeable to develop interviewingskills,deliver presentations
publicallyas well be able to applyargumentative strategies in specific situations.
Modes of Delivery
This is a 5 credit hour module heldover 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

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self-directedintheirwork and at timeswillneed to work in groupsonprojectsassignedto them and mustbe able
to displayabilityto work as a team player, effective verbal and non-verbal communication skills.
Contact Hours
Lecture: 2 hours/week
Tutorial: 2 hours/week
Self-study: 7 hours/week
Office Hours
You are encouragedtovisit the instructor/lecturer/tutorconcernedforassistanceduringoffice 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
Capabilitiesinits students; capabilitiesthatencompasstheknowledge,cognitivecapabilitiesandsoftskills of our
graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 DisciplineSpecificKnowledge
1.1 Solidfoundationalknowledge inrelevantsubjects 1, 2,3,4
1.2 Understand ethicalissuesinthe contextof the fieldof study
Cognitive Capabilities
2.0 LifelongLearning
2.1 Locateandextractinformationeffectively 1 & 2
2.2 Relatelearnedknowledge toeveryday life 3 & 4
3.0 ThinkingandProblemSolvingSkills
3.1 Learnto thinkcriticallyandcreatively
3.2 Defineand analyseproblems to arrive at effective solutions
Soft Skills
4.0 CommunicationSkills
4.1 Communicateappropriatelyinvarious setting and modes 3 & 4
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 Citizenshipand GlobalPerspectives
7.1 Be awareand form opinionsfrom diverse perspectives. -
7.2 Understandthe value of civic responsibilityandcommunityengagement. -
8.0 DigitalLiteracy

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General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which mayhave been extended) shall have the percentage
gradeassignedto the work on facevalue reducedby10% for the first day and5% for eachsubsequentdaylate.
A weekend counts as 1 day.
Individualmembersofstaff shallbe permittedto grant extensions for assessed work that theyhave 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.
Lecturersreserve the right to not acceptanylate submissionafterone(1) week.
TheBoardof Examinersmayoverrule any penaltyimposedandallow the actualmarkachievedto be usedif 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 minimumof80%attendanceisrequiredto pass the moduleand/orbeeligiblefor the finalexamination.
You areexpectedto attendandparticipateactivelyinclass.Thelecturesandtutorialswillassistyou in expanding
your ideas and your research progression.
Students willbe assessedbasedon their performancethroughoutthesemester. Studentsare expectedto attend
and participate activelyin class. Class participation is an important component of everymodule.
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 thoughthestudenthas achievedmorethan50%intheoverallassessment.Failuretoattemptallassessment
components,includingfinalexam andfinal presentation,willresult in failingthe moduleirrespectiveof 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,whichisan attempt to present anotherperson’s work as your own by not acknowledgingthesource,
is aseriouscaseofmisconductwhichisdeemedunacceptablebytheUniversity. "Work" includeswrittenmaterials
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 someoneelse’swork is used, whether it is an idea, an opinionor the results
of a study or review, a standard system of referencing should be used. Examples of plagiarism mayincludea
sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
8.1
Effective useof informationandcommunication(ICT)andrelated
technologies.
-

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Seriouscasesof plagiarism canbeseenincaseswherethe entire paperpresentedby the student is copiedfrom
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
assignmentsrequiretheneedfor referenceto other peoples’works,in order to avoid plagiarism,studentsshould
keep a detailed record of the sources of ideas and findings and ensure that these sources are clearlyquoted in
their assignment. Note that plagiarism refers to materials obtained from the Internet too.
b. Other Students’ Work
Circulating relevant articles and discussingideas 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 verysimilar in tone and content, both are likelyto 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
principlesknowntoimprovelearningandtoencouragestudent’sparticipation.SCLrequiresstudentstobe active,
responsibleparticipantsintheirownlearningandinstructorsaretofacilitatethelearningprocess.Variousteaching
and learning strategies such as experiential learning, problem-based learning, site visits, group discussions,
presentations,workingin group andetc. canbe employedto facilitatethe learningprocess.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
information to guide you in the research process. This form of assessment involves participation in discussions
andfeedbacksessions.Summativeassessmentwillinform youaboutthe levelof understandingandperformance
capabilities achieved at the end of the module.

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Assessment Plan
Assessment Components Type
Learning
Outcome/s
Submission Presentation
Assessment
Weightage
Assignment1 –
Compare / Contrast
Essay
Individual
1,2,3
Week 10
(digital upload)
followed by
hard copy
submission
NIL 20%
Assignment2 –
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%
FinalExam Individual 1,2 Exam Week
As per
examination
schedule
40%

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Assessment Components
Thismodule willbegradedin the form of coursework.It consistsof two assignments,one portfolioand the Final
Exam
1. Assignment 1 – Essay Writing
You willbe requiredto write a coherentuniversity – style compare-contrastessayby choosingbetween
twodifferent genresoffilms,whichwillbeprovidedtoyouat alaterdate.Theessayshouldcoverbetween
800 – 1000 words. Thepurposeof this essay is to allowstudents to effectively note the similaritiesand
differences between these genres of film, and how it can be explored where language is concerned.
2. Assignment 2 – Research Assignment
The researchassignment is a group essaythat is linked to a subject related to topics that students are
studying this semester. Students willbeguided throughthe assignmentafter they have identifieda topic
andthrough the preparationofresearchquestions,interviewsand drafts until the finalproductis sent in.
3. Assignment 3 – Online Portfolio
Eachstudentis to developan e-Portfolio,a web-basedportfoliointhe form of a personalacademicblog.
Thee-PortfolioisdevelopedprogressivelyforallmodulestakenthroughoutSemesters1and2,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
distinctivenessandidentityof the student asa graduateof the programme.SubmissionoftheE-Portfolio
is COMPULSORY.
4. Final Exam (Individual)
Thefinalexamwillconsistoftwocomponents.Thefirstcomponentis acriticalreading andcriticalthinking
section whilethesecondcomponentisan essaysection.Thecriticalreadingteststhe ability of students
to skim, scan and read an unseen passage criticallyand analytically. The critical thinking questions will
test theabilityof students to identify andcorrectrhetoricalfallacies. Theessaysectiontests the abilityof
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 completedor 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
medicalconditions),considerationwillbegiventosaidstudent. Thelecturerreservestherightto NOT acceptwork
submitted more than one (1) week late. All assignments given by the lecturer are mandatory and must be
completed bythe student.
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 mayhave been extended) shall have the percentage

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gradeassignedto the work on facevalue reducedby10% for the first day and5% for eachsubsequentdaylate.
A weekend counts as one (1) day.
Individualmembersofstaff shallbe permittedto grant extensions for assessed work that theyhave 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 penaltyimposedandallowthe actualmarkachievedto be usedif the
late submission was for a good reason.

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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
capacityto 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 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;
ability to 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; weakness in critical and analytical skills; limited or
irrelevant use of the literature.
WD - - Withdrawn
Withdrawnfrom amodule beforecensusdate,typicallymid-
semester.
F(W) 0 0.00 Fail Withdrawn after census date, typicallymid-semester.
IN - - Incomplete
An interim notationgivenfor a modulewhereastudenthas
not completedcertainrequirementswithvalidreasonoritis
not possibletofinalisethegradeby the publisheddeadline.
P - - Pass Given for satisfactorycompletion of practicum.
AU - - Audit
Givenfor amodulewhereattendanceisforinformationonly
without earning academic credit.

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WeeklyModule Schedule
WEEK
(DAT E /
T OPICS)
T OPICS / LESSON PLAN LECT URE T UT ORIAL
SELF
DIRECT ED
ST UDY
T AYLOR’S
GRADUAT E
CAPABILIT IES
(T GC)
HOURS HOURS HOURS SYMBOLS
WEEK 1  Writing Skills
 Identifying topic
sentences
 Identifying main
ideas
 Distinguishing
supporting details
PowerPoint
Presentatio
n
In – class
discussion
Writing
Skills
2 2 3
WEEK 2
 Cohesion in Texts
 Functions of
transition signals
 Reference words
in texts
In-class
Discussion:
Coherence
Cohesion in
texts
2 2 3
WEEK 3
 Recognizing text
organization
 Introduction to
Critical Reading
 Identify writer’s
claims, views and
attitudes
In class
discussion:
reasons and
argument
Reasons and
argument
2 2 3
WEEK 4
 Preparing an
outline / plan for
writing an article.
 Pre Writing Skills
 Editing and
Revising
 Task analysis
In class
discussion:
pre writing
exercises
Editing and
revising
2 2 3

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WEEK 5
 Giving and
justifying an
opinion
 Developing and
refuting an
argument
(argumentative
essay writing)
 Examining various
viewpoints
 Evaluating ideas,
evidence and
arguments
In class
discussion:
giving opinion
through
writing
Developing
arguments
2 2 3
WEEK 6
 Patterns of
organization
(descriptive,
narrative.)
In class
activity:
writing a
narrative
Differentiati
ng narrative
& descriptive
articles
2 2 3
WEEK 7
 Patterns of
Organization
(con’t) – compare
– contrast.
 Referencing (APA
style)
In class
activity:
compare
contrast essay
How to write
compare-
contrast
essay
2 2 3
WEEK 8
 Skimming and
scanning
 Previewing and
predicting
 Making inferences
and summarizing
 Grasp meaning of
text with speed
In class
activity:
skimming,
scanning and
making
inferences to
an article
Grasping
meaning of
text
2 2 3
WEEK 9
 Understanding
and evaluating
arguments
 Fallacies
In-class
Discussion:
Fallacies
Fallacies
2 2 3

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

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2 2 3
WEEK
16
 Listening skills
 Hearing
attentively
 Constructive
Critique
Oral
Presentations
Research
Assignment
due
2 2 3
WEEK
17
 Self Disclosure
 Self Awareness Oral
Presentations
TBC
WEEK
18
FINAL EXAM
REVISION
To return
all
assessmen
ts to
students
WEEK
19
TBC
Week 19
Study Leave
*No final exam for EPC
Portfolio
submission
10%
Note: TheModuleScheduleaboveis subjectto changeatshort notice.
References
Main References: 1. Mayfield, M.(2010)ThinkingFor Yourself: DevelopingCriticalThinkingThrough
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 UniversityPress
7. Jakeman, V. & C. McDowell, C. (1999). Insight into IELTS. Cambridge:
Cambridge UniversityPress.

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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, JamesD.(2002).WritingResearchPapers.(10th ed.)NewYork: Pearson
16. Preiss, Sherry. (1998). NorthStar. Focuson Listeningand Speaking (Advance).
New York: Longman
17. Van Bemmel,Eric &Tucker,Janina.(1997).IELTStoSuccess.Melbourne:John
Wiley,
18. P. Cameron. (2000). Prepare for IELTS: the Preparation Course. Sydney:
INSEARCH, UTS, Aust.
19. V. Jakeman& C. McDowell.(1996).CambridgePracticeTests for IELT. (Bks 1
& 2). Cambridge: Cambridge UniversityPress.
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) InterpersonalSkills.Mason,Ohio:ThomsonLearning.
23. Devito, Joseph,A. (2002)Essentialsof HumanCommunication.(4th ed.) Boston,
Mass: Allyn & Bacon.
24. Boss, J.A. (2010)Think: CriticalThinkingandLogicSkills for Everyday Life New
York: McGrawHill
25. Larson,C.U. (2010)Persuasion:ReceptionandResponsibility (12ed.)Boston:
Wadsworth, CengageLearning
26. Connely, M. (2010)The SundanceReader:A Rhetoric,Reader,Handbook (4th
ed.) Boston: Wadsworth, CengageLearning
27. Porter, B.F. (2010)TheVoice of Reason NewYork: OxfordUniversity Press
28. Cioffi, F.L. (2005)The ImaginativeArgument NewJersey: PrincetonUniversity
Press

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