course outline english

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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 (ENGL 0205 – OLD CODE / ELG 30605 – NEW CODE) Prerequisite: English 1 [ENGL 0105] Credit hours: 5 Instructor: Cassandra Rashika Wijesuria | [email protected] 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 English 2 (ENGL 0205 / ELG 30605) JAN – DEC 2014 1 | Page Page | 1 of 15

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Page 1: Course outline english

SCHOOL OF ARCHITECTURE, BUILDING & DESIGN Centre for Modern Architecture Studies in Southeast Asia (MASSA)_________________________________________________________________________________________

Foundation in Natural and Built Environments

Module : English 2 (ENGL 0205 – OLD CODE / ELG 30605 – NEW CODE)Prerequisite: English 1 [ENGL 0105] Credit hours: 5Instructor: Cassandra Rashika Wijesuria | [email protected]

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.

Contact HoursLecture: 2 hours/weekTutorial: 2 hours/week

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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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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.

Discipline Specific KnowledgeTGCs 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 creatively3.2 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. -

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General Rules and Regulations

Late Submission Penalty

The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical certificate. Any work submitted after the deadline (which may have been extended) shall have the percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each subsequent day late. A weekend counts as 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 MaterialsIn 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.

b. Other Students’ WorkCirculating 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

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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

Assessment Components Type Learning Outcome/s Submission Presentation Assessment

Weightage

Assignment 1 – Compare / Contrast Essay

Individual1,2,3

Week 10 (digital upload) followed by hard copy submission

NIL 20%

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Assignment 2 – Research Assignment

Group Work

1,2,3Weeks 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 WeekAs per examination schedule

40%

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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.

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.

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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.

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

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module matter; evidence of extensive knowledge base.

A- 75 – 79 3.67 Very GoodEvidence of good grasp of module matter; critical capacity and analytical ability; understanding of relevant issues; evidence of familiarity with the literature.

B+ 70 – 74 3.33Good

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

PassEvidence 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 FailInsufficient 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.

Weekly Module Schedule

WEEK (DATE / TOPICS)

TOPICS / LESSON PLAN LECTURE TUTORIALSELF

DIRECTED STUDY

TAYLOR’S GRADUATE

CAPABILITIES (TGC)

HOURS HOURS HOURS SYMBOLS

PowerPoin In – class Writing

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WEEK 1

Writing Skills Identifying topic

sentences Identifying main

ideas Distinguishing

supporting details

t Presentati

ondiscussion 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 3WEEK 5

Giving and justifying an opinion

Developing and refuting an

In class discussion:

giving opinion through writing

Developing arguments

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argument (argumentative essay writing)

Examining various viewpoints

Evaluating ideas, evidence and arguments

2 2 3

WEEK 6

Patterns of organization (descriptive, narrative.)

In class activity: writing a narrative

Differentiating

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 disagreemen

t

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 3WEEK 14 Expressing

opinions on current issues

Present a speech with eloquence

Use effective techniques in handling questions

In class activity: TBC

TBC

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2 2 3

WEEK 15

Non – verbal Communication

Class activity: TBC

Research Assignmen

t due

2 2 3

WEEK 16

Listening skills

Hearing attentively

Constructive Critique

Oral Presentation

s

Research Assignmen

tdue

2 2 3

WEEK 17

Self Disclosure

Self Awareness Oral Presentation

sTBC

WEEK 18

FINAL EXAM REVISION

To return all

assessments to

students

WEEK 19

TBC

Week 19Study 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

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3. Perrin, R. (2012) Pocket Guide to APA Style (4th ed) Boston: Wadsworth4. 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 Learning6. 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 Mifflin9. Mikulecky, Beatrice.S. & Jefferies, Linda. (1986) More Reading Power. New

York: Longman10. Flachmann,Kim et al. The Brief Prose Reader. ( 2002) Prentice Hall11. Reid, Joy M. (1999). The Process of Composition. New York: Longman12. Small, Regina L. et al. (2000) Refining Composition Skills. Boston: Heinle &

Heinle13. Oshima, Alice & Hogue Ann. (1998). Writing Academic English. New

York :Longman14. Chafee, John, et al. (1998.) Critical Thinking, Thoughtful Writing. Boston:

Houghton Mifflin15. Lester, James D. (2002). Writing Research Papers. (10th ed.) New York:

Pearson16. Preiss, Sherry. (1998). NorthStar. Focus on Listening and Speaking (Advance).

New York: Longman17. 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-OUP22. Caroselli, Marlene. (2003) Interpersonal Skills. Mason, Ohio: Thomson

Learning.23. Devito, Joseph, A. (2002) Essentials of Human Communication. (4th ed.)

Boston, Mass: Allyn & Bacon. 24. Boss, J.A. (2010) Think: Critical Thinking and Logic Skills for Everyday Life New

York: McGraw Hill25. Larson, C.U. (2010) Persuasion: Reception and Responsibility (12 ed.) Boston:

Wadsworth, Cengage Learning26. Connely, M. (2010) The Sundance Reader: A Rhetoric, Reader, Handbook (4th

ed.) Boston: Wadsworth, Cengage Learning27. Porter, B.F. (2010)The Voice of Reason New York: Oxford University Press28. Cioffi, F.L. (2005) The Imaginative Argument New Jersey: Princeton University

Press

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