Course outline

English 2 (ENGL 0205) July 2013 1 | P a g eP a g e | 1 of 13

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

Foundation in Natural and Built Environments

Module : English 2 [ENGL 0205]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 EnglishLanguage proficiency at both the pre-university and tertiary level. Students will be trained tocommunicate according to the situation and purpose as well as demonstrate accuracy in the4 language skills. The emphasis of the module is on the development of academic readingand writing skills, as well as techniques to answer the listening and speaking componentsboth accurately and appropriately. The course is also designed to equip learners withsufficient 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-universityand 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, readingand 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 evaluatereading 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 longerresearch 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 asdevelop 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 specificsituations.


Modes of Delivery

This is a 5 credit hour module held over 18 weeks, 4 hours per session, once a week. Aseach session is set to achieve different milestones in the students’ communication skillsattendance is compulsory. Students are to be self-directed in their work and at times willneed to work in groups on projects assigned to them and must be able to display ability towork as a team player, effective verbal and non-verbal communication skills.

Contact HoursLecture: 2 hours/weekTutorial: 2 hours/weekSelf-study: 7 hours/week

Office Hours

You are encouraged to visit the instructor/lecturer/tutor concerned for assistance duringoffice hours. If the office hours do not meet your schedule, notify the instructor and setappointment times as needed.

TIMeS

Moodle will be used as a communication tool and information portal for students to accessmodule materials, project briefs, assignments and announcements.


Taylor’s Graduate Capabilities(TGC)

The teaching and learning approach at Taylor’s University is focused on developing theTaylor’s Graduate Capabilities in its students; capabilities that encompass the knowledge,cognitive capabilities and soft skills of our graduates.

Discipline Specific Knowledge

TGCs AcquiredThrough Module

LearningOutcomes

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 studyCognitive 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 communityengagement. -

8.0 Digital Literacy


General Rules and Regulations

Late Submission Penalty

The School imposes a late submission penalty for work submitted late without a validreason e.g. a medical certificate. Any work submitted after the deadline (which mayhave been extended) shall have the percentage grade assigned to the work on facevalue reduced by 10% for the first day and 5% for each subsequent day late. Aweekend counts as 1 day.

Individual members of staff shall be permitted to grant extensions for assessed work thatthey 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 thatpresentation.

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 markachieved 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 willbe considered as absent. A minimum of 80% attendance is required to pass the moduleand/or be eligible for the final examination. You are expected to attend and participateactively in class. The lectures and tutorials will assist you in expanding your ideas and yourresearch progression.

Students will be assessed based on their performance throughout the semester. Studentsare expected to attend and participate actively in class. Class participation is an importantcomponent of every module.

Students must attempt all assessment components including Portfolio. Failure toattempt assessment components worth 20% or more, the student would be required toresubmit or resit an assessment component, even though the student has achieved morethan 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 themarks earned, even though the student has achieved more than 50% in the overallassessment.

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 notacknowledging the source, is a serious case of misconduct which is deemed unacceptableby the University. "Work" includes written materials such as books, journals and magazine

8.1 Effective use of information and communication (ICT) andrelated technologies. -


articles or other papers and also includes films and computer programs. The two mostcommon 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, anopinion 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 bookor an article used without acknowledgement.Serious cases of plagiarism can be seen in cases where the entire paper presented by thestudent is copied from another book, with an addition of only a sentence or two by thestudent. While the former can be treated as a simple failure to cite references, the latter islikely to be viewed as cheating in an examination. Though most assignments require theneed for reference to other peoples’ works, in order to avoid plagiarism, students shouldkeep a detailed record of the sources of ideas and findings and ensure that these sourcesare clearly quoted in their assignment. Note that plagiarism refers to materials obtained fromthe Internet too.

b. Other Students’ WorkCirculating relevant articles and discussing ideas before writing an assignment is a commonpractice. However, with the exception of group assignments, students should write their ownpapers. Plagiarising the work of other students into assignments includes using identical orvery similar sentences, paragraphs or sections. When two students submit papers which arevery 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 inthe following ways:

Your ideas and questions are welcomed, valued and encouraged. Your input is sought to understand your perspectives, ideas and needs in planningsubject revision.

You have opportunities to give feedback and issues will be addressed in response tothat 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 continuousimprovement.

Student-centered Learning (SCL)

The module uses the Student-centered Learning (SCL) approach. Utilization of SCLembodies most of the principles known to improve learning and to encourage student’sparticipation. SCL requires students to be active, responsible participants in their ownlearning and instructors are to facilitate the learning process. Various teaching and learningstrategies such as experiential learning, problem-based learning, site visits, groupdiscussions, presentations, working in group and etc. can be employed to facilitate thelearning 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. Formativeassessments will provide information to guide you in the research process. This form ofassessment involves participation in discussions and feedback sessions. Summativeassessment will inform you about the level of understanding and performance capabilitiesachieved at the end of the module.

Assessment Plan

AssessmentComponents Type

LearningOutcome

/sSubmission Presentation

AssessmentWeightage

Assignment 1 –Compare / ContrastEssay

Individual

1,2,3Week 10(digitalupload)followed byhard copysubmission

NIL 20%

Assignment 2 –ResearchAssignment

GroupWork

1,2,3Weeks 15 &16 (digitalupload)followed byhard copysubmission

YES 30%

Portfolio Individual ALL

Week 17 /18 (digitalupload)

NIL 10%

Final Exam Individual 1,2 Exam Week

As perexaminationschedule

40%


Assessment Components

This module will be graded in the form of coursework. It consists of two assignments, oneportfolio and the Final Exam

1. Assignment 1 – Essay Writing

You will be required to write a coherent university – style compare-contrast essay bychoosing between two different genres of films, which will be provided to you at alater date. The essay should cover between 800 – 1000 words. The purpose of thisessay is to allow students to effectively note the similarities and differences betweenthese 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 topicsthat students are studying this semester. Students will be guided through theassignment after they have identified a topic and through the preparation of researchquestions, 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 apersonal academic blog. The e-Portfolio is developed progressively for all modulestaken 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 showcasesthe 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 criticalreading 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 unseenpassage critically and analytically. The critical thinking questions will test the ability ofstudents to identify and correct rhetorical fallacies. The essay section tests the abilityof students to write argumentative essays on a range of topics that have beencovered 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 inthis unit. When an assignment is NOT completed or NOT submitted on the due date, a finalgrade showing Fail (F) will be given. However, if the student can provide valid grounds fornot submitting the assignment on the due date (authentic medical conditions), considerationwill be given to said student. The lecturer reserves the right to NOT accept work submittedmore than one (1) week late. All assignments given by the lecturer are mandatory and mustbe completed by the student.


Late Submission Penalty

The School imposes a late submission penalty for work submitted late without a valid reasone.g. a medical certificate. Any work submitted after the deadline (which may have beenextended) shall have the percentage grade assigned to the work on face value reduced by10% 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 thatthey 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 thatpresentation.

The Board of Examiners may overrule any penalty imposed and allow the actual markachieved 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 begiven grades and necessary feedback for each submission. The grading system is shownbelow:

Grade Marks Grade

Points Definition Description

A 80 –100 4.00 Excellent

Evidence of original thinking; demonstratedoutstanding capacity to analyze and synthesize;outstanding grasp of module matter; evidenceof 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 offamiliarity with the literature.

B+ 70 – 74 3.33

Good

Evidence of grasp of module matter; criticalcapacity and analytical ability, reasonableunderstanding of relevant issues; evidence offamiliarity with the literature.

B 65 – 69 3.00

B- 60 – 64 2.67

Pass

Evidence of some understanding of the modulematter; ability to develop solutions to simpleproblems; benefitting from his/her universityexperience.

C+ 55 – 59 2.33

C 50 – 54 2.00

D+ 47 – 49 1.67MarginalFail

Evidence of nearly but not quite acceptablefamiliarity with module matter, weak in criticaland analytical skills.

D 44 – 46 1.33

D- 40 – 43 1.00

F 0 – 39 0.00 Fail

Insufficient evidence of understanding of themodule matter; weakness in critical andanalytical skills; limited or irrelevant use of theliterature.

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 astudent has not completed certain requirementswith valid reason or it is not possible to finalisethe grade by the published deadline.


P - - Pass Given for satisfactory completion of practicum.

AU - - AuditGiven for a module where attendance is forinformation only without earning academiccredit.

Weekly Module Schedule

WEEK(DATE /TOPICS)

TOPICS / LESSON PLAN LECTURE TUTORIALSELF

DIRECTEDSTUDY

TAYLOR’SGRADUATE

CAPABILITIES(TGC)

HOURS HOURS HOURS SYMBOLS

WEEK 1 Writing Skills Identifying topic

sentences Identifying main

ideas Distinguishing

supporting details

PowerPointPresentatio

n

In – classdiscussion

WritingSkills

2 2 3

WEEK 2

Cohesion in Texts Functions of

transition signals Reference words

in texts

In-classDiscussion:Coherence

Cohesion intexts

2 2 3

WEEK 3

Recognizing textorganization

Introduction toCritical Reading

Identify writer’sclaims, views andattitudes

In classdiscussion:reasons andargument

Reasons andargument


2 2 3

WEEK 4

Preparing anoutline / plan forwriting an article.

Pre Writing Skills Editing and

Revising Task analysis

In classdiscussion:pre writingexercises

Editing andrevising

2 2 3

WEEK 5

Giving andjustifying anopinion

Developing andrefuting anargument(argumentativeessay writing)

Examining variousviewpoints

Evaluating ideas,evidence andarguments

In classdiscussion:

giving opinionthroughwriting

Developingarguments

2 2 3

WEEK 6

Patterns oforganization(descriptive,narrative.)

In classactivity:writing anarrative

Differentiating narrative& descriptive

articles

2 2 3

WEEK 7

Patterns ofOrganization(con’t) –compare –contrast.

Referencing (APAstyle)

In classactivity:compare

contrast essay

How to writecompare-contrastessay

2 2 3

WEEK 8

Skimming andscanning

Previewing andpredicting

In classactivity:skimming,scanning and

making

Graspingmeaning of

text


Making inferencesand summarizing

Grasp meaning oftext with speed

inferences toan article

2 2 3

WEEK 9

Understandingand evaluatingarguments

Fallacies

In-classDiscussion:Fallacies

Fallacies

2 2 3

WEEK10

Report Writing Interview Skills

In-classDiscussion:Expressingagreement

anddisagreement

Assignment1 due

2 2 3

WEEK11

Conductingsurveys andquestionnaires

Listening, takingminutes ofmeetings

In classactivity:writing asurvey

Surveys andminutes

WEEK12

Do’s and Don’ts ofOral Presentations

In-classactivity: TBC TBC

2 2 3

WEEK13

Elements of aneffective speaker

Stress on effectivepresentation,articulation,intonation,pronunciation andaccent

In-classactivity: TBC TBC

2 2 3

WEEK14

Expressingopinions oncurrent issues

In classactivity: TBC

TBC


Present a speechwith eloquence

Use effectivetechniques inhandling questions

2 2 3

WEEK15

Non – verbalCommunication

Class activity:TBC

ResearchAssignment

due

2 2 3

WEEK16

Listening skills

Hearingattentively

ConstructiveCritique

OralPresentations

ResearchAssignment

due

2 2 3

WEEK17

Self Disclosure

Self Awareness OralPresentations TBC

WEEK18

FINAL EXAMREVISION

To returnall

assessments to

students

WEEK19

TBC

Week 19 Study Leave*No final exam for EPC

Portfoliosubmission

10%

Note: The Module Schedule above is subject to change at short notice.


References

MainReferences :

1. Mayfield, M. (2010) Thinking For Yourself: Developing CriticalThinking Through Reading and Writing (8th ed.) Boston:Wadsworth

2. Bailey, S. (2006) Academic Writing: A Handbook for InternationalStudents (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 andWriting (Content focus: human behavior). Cambridge: CambridgeUniversity Press

7. Jakeman, V. & C. McDowell, C. (1999). Insight into IELTS.Cambridge: Cambridge University Press.

AdditionalReferences :

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-OUP

22.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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