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GE1401 University English
Part I Course Duration : One Semester This course aims to develop students’ abilities to: No. CILOs Weighting 1. Read critically and understand a range of text types in English, using a variety of reading strategies for different purposes, discovering how the ideas in what they have read relate to their own lives and academic disciplines. 2. Use different points of view and perspectives in their writing and integrate the ideas and words of others in a way that avoids plagiarism. 3. Produce a range of different kinds of writing based on purpose and audience, making use of various techniques including brainstorming, finding and evaluating information, revising, editing and proofreading. 4. Work together with others to improve their reading and writing through discussion, debate and peer conferencing. 5. Use English as a tool for discovery and self-directed learning. 6. Communicate orally in English in class discussions and videotaped assignments; listen critically and strategically. TLA CILO No. Hours/week Reading and discussion 1 Research 1, 5 In-class and Out-of-Class Writing Activities 2, 3, 5 Peer and Instructor Conferencing 4, 5 Speaking Practice 6 Type of Assessment Tasks/Activities CILO No. Weighting Remarks Students write a descriptive essay, practicing their powers of observation and precision of expression as well as their ability to choose rhetorically effective details. They plan, write, revise and edit their work with the help of their teacher and classmates 3, 4 10% Students write an article analyzing a specific problem associated with their own lives, discovering how they can use writing as a tool for self-discovery and decision-making. They plan, write, revise and edit their work with the help of their teacher and classmates. 3, 4, 5 15% Students produce a written argument proposing a solution to a social, technological or academic problem. In this paper, they practise rhetorical techniques of argumentation and draw on evidence gathered through a variety of research methods including interviewing and reading from secondary source materials. They plan, write, revise and edit their work with the help of their teacher and classmates. 1, 2, 3, 4, 5 25% Students produce a short ‘movie trailer’ style video promoting the ideas in one of the essays they have written and persuading viewers to read it. In the video they should use spoken English in a fluent and rhetorically appropriate manner 6 15% Students take three reading quizzes designed to assess both their comprehension and their ability to analyse and interpret what they have read. 1, 5 15% Students engage in a wide variety of in-class writing activities, four of which will be collected and assessed by the teacher. 3, 4, 5 20% 1. Descriptive Essay Content/Topic/Originality Total=3 3 Very interesting and original, full of lots of specific and concrete details. 2 Interesting and original. Most of the details are specific and concrete. 1 Fairly interesting. Many of the details are general, abstract. Some clichés. 0 Poor choice of topic and/or poor execution. Structure/Organization Total=3 3 Very effectively structured. Beginning and ending are very strong and the principle of organization is imaginative and logical. 2 Effectively structured. Beginning and ending are strong and the principle of organization is logical. 1 Some problems with structure/organization. Beginning and/or ending might be weak. 0 Poor or confusing organization. Grammar/Usage/Style Total=4 4 Hardly any errors. Style is appropriate and native-like. 3 A few minor errors. Style is appropriate. 2 A moderate number of errors (around three to five per 100 words). Style may be non-idiomatic. 1 A large number of errors (five to ten per 100 words). Style may be inappropriate or non-idiomatic. 0 More than ten major grammatical errors* per 100 words. * Major grammatical errors include errors in verb tense and form, agreement, active/passive, reference, clause joining (fragments, comma splices, etc), word forms, word choice, preposition usage, article usage and any other error that might interfere with understanding. Minor errors include errors in spelling, capitalization, and small errors in punctuation. 2. Analysis Essay Content/Topic/Originality/Execution Total=5 5 Very interesting and original analysis excellent supporting points and convincing argument 3-4 Interesting and original analysis, good supporting points and fairly convincing argument 1-2 Fairly interesting. There may be some problems with the argument, organization or use of evidence 0 Poor choice of topic and/or poor execution. Structure/Organization Total=5 5 Very effectively structured. 3-4 Effectively structured. 1-2 Some problems with structure/organization 0 Poor or confusing organization. Grammar/Usage/Style Total=5 5 Hardly any errors. Style is appropriate. 4 A few minor errors. Style is appropriate. 3-2 A moderate number of errors (around three to five per 100 words). Style may be inappropriate at times. 1 A large number of errors (five to ten per 100 words). Style e inappropriate. 0 More than ten major errors* per 100 words. * Major grammatical errors include errors in verb tense and form, agreement, active/passive, reference, clause joining (fragments, comma splices, etc), word forms, word choice, preposition usage, article usage and any other error that might interfere with understanding. Minor errors include errors in spelling, capitalization, and small errors in punctuation. 3. Argumentative Essay Content/Topic/Originality/Execution Total=10 9-10 Very interesting and original proposal, excellent supporting points and convincing argument 6-8 Interesting and original proposal, good supporting points and fairly convincing argument 5-2 Fairly interesting. There may be some problems with the argument, organization or use of evidence 1-0 Poor choice of topic and/or poor execution. Structure/Organization Total=5 5 Very effectively structured. 3-4 Effectively structured. 1-2 Some problems with structure/organization 0 Poor or confusing organization. Evidence/Citation Total=5 5 Excellent use of evidence. Effective integration of other people’s words/ideas. Correct citation format. 3-4 Good use of evidence. Fairly effective integration of other people’s words/ideas. Correct citation format. 1-2 Some problems with amount or type of evidence used. Some problems with integrating other people’s words or ideas. Problems with citation format 0 Insufficient evidence and faulty citation practices. Grammar/Usage/Style Total=5 5 Hardly any errors. Style is appropriate. 4 A few minor errors. Style is appropriate. 2-3 A moderate number of errors (around three to five per 100 words). Style may be inappropriate at times. 1 A large number of errors (five to ten per 100 words). Style e inappropriate. 0 More than ten major errors* per 100 words. * Major grammatical errors include errors in verb tense and form, agreement, active/passive, reference, clause joining (fragments, comma splices, etc), word forms, word choice, preposition usage, article usage and any other error that might interfere with understanding. Minor errors include errors in spelling, capitalization, and small errors in punctuation. 4. Video 13-15 Creative and rhetorically effective video containing clear, accurate, fluent and grammatically correct oral expression. 10-12 Fairly creative and rhetorically effective video containing mostly clear, accurate, fluent and grammatically correct oral expression. 7-9 Somewhat effective video containing mostly clear, accurate, fluent and grammatically correct oral expression. 3-6 Somewhat effective video, but oral expression may be unclear, inaccurate, influent and grammatically Somewhat effective video containing, bur oral expression may be unclear, inaccurate, influent and grammatically incorrect. ally incorrect. 0-3 Ineffective video, oral expression is unclear, inaccurate, influent and grammatically incorrect. 5. In-class Writing Assignments 4-5 Fulfils all requirements of the task,; demonstrates creativity, rhetorical skill and effort. 2-3 Fulfils most requirements of the task,; demonstrates some creativity, rhetorical skill and effort. 0-1 Does not fulfil requirements of task; shows little effort. 1 A large number of errors (five to ten per 100 words). Style e inappropriate. 0 More than ten major errors* per 100 words. Part III Related Links
English Language Centre |
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