CTL3390

CTL3390 Academic Writing Workshop

Part I

Course Duration: One Semester
Credit Units: 3
Level: B3
Medium of Instruction: English                                   .
Prerequisites: NIL
Precursors: NIL
Equivalent Courses: NIL
Exclusive Courses: NIL

Part II

Course Aims

This course aims to provide students with training and practice in the development and presentation of an academic, scholarly research paper.

Course Intended Learning Outcomes (CILOs)
Upon successful completion of this course, students should be able to

No.	CILOs	Weighting (if applicable)
1.	Define a research topic for study, including generating a research question that occupies a niche
2.	Conduct an extensive literature search and critically review the literature
3.	Relate their understanding of the intellectual demands of scholarly work to their own academic research
4.	Argue logically, persuasively and forcefully
5.	Enhance their proficiency in writing and presenting in an academic style
6.	Manage the processes of independent study and reflect on the crucial factors for successful independent, life-long learning

Teaching and learning Activities (TLAs)
(designed to facilitate students’ achievement of the CILOs

Final details will be provided to students in their first week of attendance in this course

CILO No	TLAs	Hours/week (if applicable)
1.	l Lecture l Small group brainstorming for research topic l Small group task involving comparison and refinement of research questions l Individual writing task – generating a research question for teacher’s comment and approval
2.	l Lecture l Problem solving activity involving library and on-line research l Individual writing task: compiling a bibliography in the appropriate format l Individual writing task: writing a literature survey
3.	l Lecture l Small group activity involving differentiating between legal and illegal copying l Small group brainstorming for generating new ideas, by employing strategies for thinking out of the box
4.	l Lecture l Problem solving activity involving identification and rectification of logical fallacies l Problem solving activity involving logical organization of ideas and collected information l Impromptu debate l Individual writing task: writing the outline for the academic paper
5.	l Lecture l Problem solving activity involving identification and correction of grammatical errors l Small group activity involving comparison and contrast of academic style and non-academic style of writing and presentation l Individual writing task: writing the academic paper
6.	l Lecture l Reflective log on the processes of writing the academic paper l Small group activity involving discussion of each other’s log

Assessment Tasks/Activities
(designed to assess how well the students achieve the CILOs)

Final details will be provided to students in their first week of attendance in this course.

CILO No

Type of assessment tasks/activities

Weighting (if applicable)

Remarks

1, 2, 3, 4, 5, 6

l One academic paper on a topic of the student’s own choice (minimum length 2000 words). The process writing approach is adopted in this course, requiring students to do multiple drafts of the paper.

100%

Grading of Student Achievement:

Refer to Grading of Courses in the Academic Regulations
Grading pattern: Standard (A+, A, A-...F). Grading is based on student performance in assessment tasks/activities.

Marginal (D)

Adequate (C-, C, C+)

Good (B-, B, B+)

Excellent (A-, A, A+)

(i) Poorly defined research question; (ii) very limited critical literature review; (iii) little attempt in originality; (iv)little understanding and practice of the research processes;(v) mere collection of other people’s ideas and information; (vi) poor organization and argumentation; (vii) little support for personal views; (viii) little or inappropriate use of argumentation strategies; (xi) inappropriate writing style and format for academic paper; (x) poor command of the English language

(i) Clear research question; (ii) limited critical literature review; (iii) some attempt at originality; (iv) some understanding and practice of the research processes; (v) good summary of other people’s ideas and information; (vi) logical organization of ideas; (vii) some support for personal views; (viii) some appropriate use of argumentation strategies; (ix) some understanding of the differences between academic and non-academic style of writing and put that understanding to practice; write the paper in the appropriate format; (x) adequate command of the English language

(i) Clear researchable research question; (ii) broad critical literature review; (iii) some originality; (iv) good understanding and practice of the research processes; (v) personal views supported and substantiated; (vi) good use of other people’s ideas and information; (vii) logical organization of ideas; (viii) good use of argumentation strategies; (ix) writing in the appropriate academic style and format; (x) good command of the English language

(i) Clear researchable research question; (ii) perceptive critique of existing literature; (iii) original idea and point of view; (iv) very good management of research processes; (v) personal views strongly supported and comprehensively substantiated; (vi) strategic use of other people’s ideas and information; (vii) logical organization of ideas; (viii) excellent use of argumentation strategies; (ix) writing in the appropriate academic style and format; (x) excellent command of the English language

Ten criteria, of equal weighting, are used to define the student’s performance.

Part III

Keyword Syllabus

Nature of academic writing. Academic community. Traditional and individual talent. Creativity. Conduct of research. Literature review. Outlining. Argumentation: ethos, logos and pathos. Independent study. Plagiarism. In-text citation and bibliography. Academic style of writing.