Course Outline - English Reading Writing 2 - Tài liệu tham khảo Tiếng anh (TA8 ISW) | Đại học Hoa Sen

COURSE OUTLINE Course ID Course title Credits
English Reading and Writing 2 ANH117DE02 03
Kỹ năng Đọc và Viết tiếng Anh 2
To be applied to Semester - 1, Academic year: 2020-2021 under Decision No. 1124/QĐ-ĐHHS 26/6/2020
A. Course Specifications: Periods Periods in classroom Total peri- Lecture/ Self-study Lecture ods Activity Seminar periods Lab room Fieldwork room (1) (2) (3) (4) (5) (6) (7) 60 30 30 120 60 XX XX
B. Other related Subjects: Other related Subjects Course ID Course title Prerequisites: 1. ANH116DE01 English Reading and Writing 1 Co-requisites: N/A 1. Other requirements: N/A C. Course Description:
As an integrated course, this is designed to prepare students for university level critical reading and
academic writing. They will learn to produce logical paragraphs and essays; use comprehension
strategies, and begin to analysise, and synthesise text. The two macro skills are addressed equally in
the course with the essays serving as the main vehicles for the integration of reading and writing. D. Course Objectives:
Course Objectives: Writing
No. This course aims to: 1.
Develop learners’ awareness of the value of reading and writing as learning tools;
Provide guidance and mentoring as learners undertake the writing process from initial con- 2.
cepts to the development of academic text; 3.
Equip learners with the writing skills to write according to academic conventions; and Page of 1 10
Develop learners’ ability to write logically and coherently through the use of appropriate 4.
discourse markers, and appropriate grammatical and syntactic structures.
Course Objectives: Reading
No. This course aims to:
Provide learners with the skills to incorporate insights gained from text into their own writ- 5. ing; 6.
Develop learners’ capacity to skim and scan for main idea and specific details;
Ensure that learners’ are aware of and apply an understanding of writer’s purpose and 7. intended audience; 8.
Develop learners’ meta-cognition as a reader, a writer, and a thinker; 9.
Enrich the learner’s academic vocabulary; and
10. Enable learners to read closely for deeper and fuller understanding. E. Learning Outcomes:
Course Outcomes: Writing Linked to No. PLOs
Upon successful completion of this course, the student will be able to:
Develop organized, logical, and meaningful paragraphs and academic es- PLO_9 (I), & 1. says; PLO_10 (I) PLO_9 (I), & 2.
Write according to academic conventions; PLO_10 (I) 3.
Use text to inform their writing; PLO_11 (I) 4.
Effectively use outlines and templates to structure their writing; and PLO_11 (I) 5.
Produce paragraphs and academic essays under time pressure. PLO_10 (I)
Course Outcomes: Reading Linked to No. PLOs
Upon successful completion of this course, the student will be able to:
Manage time and apply specific techniques to maximize marks in English PLO_10 (I), & 6. proficiency exams PLO_11 (I) 7.
Apply skimming and scanning strategies for reading academic texts PLO_11 (I) 8.
Gain insights into the deeper meaning of texts through close reading. PLO_9 (I) PLO_10 (I), & 9.
Critically analyze text for academic purposes. PLO_11 (I) F. Instructional Modes: Page of 2 10
The course uses a wide range of instructional modes including teacher centered transmission modes
(e.g. lectures) and student centered activities (e.g. discussions or task based activities). They are
designed to promote declarative and procedural knowledge, student engagement, and collaboration in
a supportive learning environment.
Generally, each meeting may be conducted in the following way:
1. Lectures (20% of the time): Students will be introduced to new concepts.
2. Discussions or tasks (65% of the time): Students will participate in discussion activities or
tasks designed to activate the concepts presented in lectures or by the reading materials.
3. Commentary (15% of the time): The instructor will give comments on the opinions/problems
presented in group/class discussion or problems found in the tasks.
4. Instructors are also required to set up classes and assignment in the Turnitin service and use
the same to provide feedback to submitted papers.
G. Textbooks and teaching aids:
1. Required Textbooks and Materials
- Blass, L., & Vargo, M. (2014). Pathways 3: Reading, Writing and Critical Thinking, Boston: Heinle/Cengage Learning.
- Oshima, A., Hogue, A., & Curtis, J. (2014). Longman Academic Writing Series, Level 3: Paragraphs to Essays, Pearson.
2. Suggested Course Materials
- Folse, K., (2010) Great Writing 3: From Great Paragraphs to Great Essays, Boston: Heinle/Cengage Learning.
- Daise, D., & Norloff C., (2015), Q-Skills for Success: Reading and Writing 4, Oxford
University Press, Midison Avenue, New York, NY. 3. Websites
- Read Write Think: http://www.readwritethink.org/classroom-resources/student-interactives/
- Guide to grammar and writing -
http://grammar.ccc.commnet.edu/grammar/
- Time 4 writing.com - https://www.time4writing.com/free-writing-resources/
- Essay Punch Online - http://www.essaypunch.com/
- Citation Machine - http://www.citationmachine.net/
4. HSU English Department’s Instructors’ Toolkit
(This is the department’s depository of materials and activity ideas we can use to prepare our lessons.)
https://drive.google.com/drive/folders/13XU90EWLxKlvz7YhMw9t-GE7JekrcZxv H. Assessment Methods:
1. Description of assessment tasks
Assessment 1 – Extensive Reading Assignment (10%) Task description:
Students are required to pass at least 6 quizzes on graded readers (http://Mreader.org) after
reading graded reader books borrowed from HSU library. All the selected books must be at reading level 3 or higher. Task length 60,000 words in total Page of 3 10
Assessment Crite- Less than 6 quizzes: 0 mark ria 6 passed quizzes: 6 marks 7 passed quizzes: 7 marks … 10 passed quizzes: 10 marks
Assessment 2 – Reading Quizzes (10%) Task description:
There will be at least two thirty-minute vocabulary and reading comprehension quizzes (re-
lating to the units) given over the course of the semester. These quizzes cannot be made up or taken later. Task length 30 minutes per quiz
Assessment Crite- Objective questions ria
Assessment 3 – Writing Assignment (20%) Task description:
Students are required to write at least two writing assignments. The first one is a paragraph
writing, and the other is an essay writing. All writing is due on the date stated by the instruc- tor.
NO LATE PAPERS WILL BE ACCEPTED. Task length
Paragraph writing: 100 - 150 words Essay Writing: 250 words
Assessment Crite- See attached rubric for paragraphs & essays ria
Midterm Test (20%) – Reading Comprehension (30%) / Writing (70%)
Task description:
Students are required to do a 60-minute paper-based, objective, closed book test, including 2 parts:
Reading Comprehension (30%): one reading passage
Writing (70%): A paragraph (100 - 150 words) Task length 60 minutes
Assessment Crite- Reading Comprehension: Objective questions from 1 reading passage. ria
Writing: A paragraph (See attached rubric for paragraphs)
Final Test (40%) – Reading Comprehension (50%) / Writing (50%) Task description:
Students are required to do an objective & subjective, closed book test including 2 parts:
Reading Comprehension (50%): two reading passages
Writing (50%): Paragraph theory (10%) + An essay (250 words minimum). Task length 90 minutes
Assessment Crite- Reading Comprehension: Objective questions from 2 reading passages. ria
Writing: An essay (See attached rubric for essays) Extra credit: Page of 4 10 Speak it up! Task description:
You can get extra credit by answering instructor’s questions in class. For each correct an-
swer, you get 0.2 point. The total points then will be added to Reading quizzes grade. Notes to Instructors
- Instructors are expected to provide students with INPUT before asking them to produce a para-
graph or an essay. The input should be related articles selected from the text book or other sources
such as newspapers, magazines, or the Internet. Instructors may also use the suggested articles in
the course outline. The purpose of this is to help students generate ideas as well as the language
that they can use to produce effective final pieces of writing. Notes to Students
- Make-up quizzes or extensions to assignments are not allowed. Instructors, however, can give stu-
dents a possibility of raising their scores by offering an extra quiz and an extra writing assignment
at the end of the semester. These grades can be used to replace a low score or a score of 0 because of an absence.
- All the writing pieces should be recorded in a portfolio or an online media storage such as tur-
nitin.com, Moodle or other learning management system. Students should review instructors’
feedback carefully to avoid making similar mistakes.
- Those who miss classes should also be aware of the assignments set as homework.
2. Summary of assessment
* For main semesters and extra semesters: Linked to in- Components Assessment Forms Percent- Schedule tended LOs age LO 6, 7 & 8 Assessment 1 6 quizzes on mread er .org 10% During the course (at home) LO 6, 7 & 8 Assessment 2 2 Reading quizzes 10% During the (objective questions) course (in class)
LO 1, 2, 3,4 & 5 Assessment 3 1 Paragraph Writing and 1 Essay 20% During the Writing course LO 1, 2, 3, 5, 6,
Mid-term Test Reading comprehension and Para- 20% Week 8 7, 8, & 9 graph Writing LO 1, 2, 3, 5, 6, Final Test Reading Comprehension, Para- 40% To be scheduled 7, 8, & 9 graph theory and Essay Writing Total: 100%
Note: The final scores for reading and writing should be reflected separately. This allows the students
to gauge their proficiency in each of the skills. As the University requires only one final grade
for the course, the lecturer is tasked to provide the scores for each skill as a percentage. 2. Academic Integrity
Academic integrity is a fundamental value in all matters of academic life. To ensure the maintenance
of academic integrity at Hoa Sen University, students are required to: Page of 5 10
1. Work independently on individual assignments
Collaborating on individual assignments is considered cheating.
2. Avoid plagiarism
Plagiarism is an act of fraud that involves the use of ideas or words of another person without
proper attribution. Students will be considered to have plagiarised if:
i. Texts are directly copied without quotation and citation
ii. Paraphrased and/or translated text is copied without appropriate referencing.
3. Submit original work for all assignments
Resubmission of a writing task which has been used for a previous course is considered to be
an act of academic dishonesty which is as serious as plagiarism.
3. Work responsibly within a working group
In cooperative group assignments, all students are required to stay on task and contribute
equally to the projects. Group reports should clearly state the contribution of each group member.
Any act of academic dishonesty will result in a grade of zero for the task at hand and/or immediate
failure of the course, depending on the seriousness of the ethical breach. Please consult the Hoa Sen
University Policy on Plagiarism at http://thuvien.hoasen.edu.vn/chinh-sach-phong-tranh-dao-van. To
ensure the maintenance of academic integrity, the university asks that students report cases of
academic dishonesty to the teacher and/or the Dean. The names of those students who make reports will be kept anonymous. I .Teaching Staff: Email, Phone number, Office hours Position No. Lecturer’s name Office location 1 TrNn Nhâ P t Linh Chi Chi.trannhatlinh@hoasen.edu.vn J. Learning Schedule: * For main-semester: Week/ Topics Required Activity Mate- Assignment/ rials Homework details 1
- Introduction to the course; Longman Academic Writ-
syllabus; walk-through of ing series Level 3 textbook, Extensive Reading
(mreader) & Mlearning system
- Chapter 3: Paragraph structure re- vision (pp.51-78) 2 - Reading Pathways 3 Mreader Quiz 1 Unit 1: Social Relationships Lessons A & B (pp.1-16) 3 - Writing
Longman Academic Writ- Mreader Quiz 2
Chapter 2: Narrative paragraph ing series Level 3 (pp.31-50) 4 - Reading Pathways 3 Mreader Quiz 3 Unit 2: Science and Detection Page of 6 10 Week/ Topics Required Activity Mate- Assignment/ rials Homework details Lessons A & B (pp.23-40) 5 - Writing
Longman Academic Writ- 1st Writing assign-
Chapter 8: Comparison Paragraph ing series Level 3 ment (pp.171-196) (Topic to be deter- mined by Lecturer) 6 - 1st Reading Quiz Pathways 3 Mreader Quiz 4 - Reading Unit 3: City Solutions Lessons A & B (pp.47-63) 7 - Writing
Longman Academic Writ- Mreader Quiz 5
Chapter 4: Logical division of ing series Level 3 ideas (pp.79-101)
- Feedback on the 1st Writing 8 -
Revision (Reading & Writing) -
MID-TERM (60 minutes)
1 Reading Passage – 20 minutes
1 Paragraph Writing – 40 minutes 9 - Writing
Longman Academic Writ- Mreader Quiz 6 Chapter 5: Process paragraph ing series Level 3 (pp.102-120) 10 - Reading Pathways 3 Mreader Quiz 7 Unit 4: Danger Zones Lessons A & B (pp.69-87) -
Midterm Writing Feedback 11 - Writing
Longman Academic Writ- Mreader Quiz 8 Chapter 9: Essay Structure ing series Level 3 (pp.198-221) 12 - Reading Pathways 3
Unit 5: The Business of Tourism Mreader Quiz 9 Lessons A & B (pp.93-108) 13 - Writing
Longman Academic Writ- 2nd Writing assign- Chapter 10: Opinion essay ing series Level 3 ment (pp.222-239) (Topic to be deter- mined by Lecturer) 14 - 2nd Reading Quiz Mreader Quiz 10 - Reading Unit 9: World Languages Lessons A & B (pp.187-204) 15 -
Feedback on the 2nd Writing Page of 7 10 Week/ Topics Required Activity Mate- Assignment/ rials Homework details - Revision & wrap-up K. Rubric for Marking
PARAGRAPH WRITING RUBRIC 5 4-3 2-1 0 Points
Topic Sen- Interesting, original Clearly stated
Acceptable topic Missing, invalid, tence topic sentence, re- topic sentence
sentence presents or inappropriate
flecting thought and presents one main one idea. topic sentence; insight; focused on idea. main idea is miss- one interesting main ing. idea.
Supporting Interesting, concrete Examples and de- Sufficient number Insufficient, Details and descriptive ex-
tails relate to the of examples and vague, or unde- amples and details topic and some
details that relate veloped exam- with explanations
explanation is in- to the topic. ples. that relate to the cluded. topic.
Organiza- Thoughtful, logical Details are ar- Acceptable ar- No discernible tion progression of sup-
ranged in a logi- rangement of ex- pattern of organi-
and Transi- porting examples;
cal progression; amples; transitions zation; Unrelated tions
mature transitions be- appropriate tran- may be weak. details; no transi- tween ideas. sitions. Acceptable tone; tions. Style
Appropriate tone, dis- Appropriate tone; some variety in Inconsistent or
tinctive voice; pleas- clear sentences sentence struc- Inappropriate ing variety in sen- with varied struc- tures; ade- tone; awkward,
tence structure; vivid tures; effective
quate diction and unclear, or incom-
diction, precise word diction. word choices. plete sentences; choices. bland diction, poor word choice.
Mechanics Consistent standard Some errors, but A few errors in us- Distracting errors
English usage, spell- none major, in us- age, spelling, or in usage, spelling,
ing, and punctuation. age, spelling, or punctuation or punctuation No errors. punctuation. Total 20 points possible GiNng viên
ThS. TrNn Nhâ P t Linh Chi Page of 8 10 ESSAY WRITING RUBRIC 15-20 11-15 6-10 1-5 (Excellent to very good) (Good to adequate) (Adequate to fair) (Fair to poor) Task achievement
- Fully addresses all parts of - Addresses all parts of the re- - Partially addresses the re- - Responds to the task only in (length, genre) the required genre quired genre although one quired task. One or some a minimal way or do not ad-
- Satisfies the length require- may be covered more than
parts of the task are not fully equately address all parts of ment the others covered. the task.
- Satisfies the length require- - Partially satisfies the length - Does not satisfy the length ment requirement requirement Organization
- Effective introductory para- - Adequate introductory para- - Has all the parts of an essay;- Has inappropriate essay (essay structures, dis- graph with a strong and graph with a clear thesis
however, one or some parts structures, one or some parts course markers) clear thesis statement statement. are not fully addressed. of an essay are not addresse - Topic sentences in each
- Topic sentences in each body- Topic sentences in each - Minimally recognizable the-
body paragraph are clearly paragraph are adequately body paragraph are sup- sis statement and topic sen-
stated and is well-supported supported by supporting sen- ported by quite relevant sup- tences, severe lack of sup- by supporting sentences. tences. porting sentences. porting sentences - Conclusion paragraph is
- Conclusion paragraph is log- - Conclusion paragraph is - Conclusion paragraph is not logical and complete ical and complete.
quite relevant. to the whole relevant to the whole essay. - Uses transitional expres-
- Uses transitional expressions essay - Uses a very limited range of
sions naturally and flexibly. appropriately although there - Uses some basic transitional transitional expressions and may be some under-/over- expressions but these may those used may not indicate use. be inaccurate or repetitive. a logical relationship be- tween ideas. Content
- Sufficiently addresses the - Addresses the assigned topic - Essay is somewhat off the - Essay is completely off the (idea development, assigned topic but misses some points topic. topic.
demonstrate compre- - Concrete ideas are devel- - Ideas are presented ade-
- Development of ideas is not - No apparent effort to de- hension of reading oped thoroughly quately but need further de- complete. velop content of the essay.
from different sources) - Demonstrates a good under- veloping - Demonstrates poor under-
standing of the topic with - Demonstrates average under- standing of the topic and no evidence of further read- standing of the topic, little evidence of further reading. ings. evidence of further reading. Mechanics
- Uses a wide range of gram- - Attempts to use various
- Uses different grammatical - Completely disregards Eng- (Grammar, punctua- matical structures flexibly grammatical structures al-
structures but with apparent lish writing conventions; se- tion, spelling, capital-
and appropriately with only though with some mistakes
mistakes which have a nega- vere spelling and punctua- izations, etc.) very occasional errors
which do not influence com- tive effect on communica- tion problems that prevents - Uses English writing con- munication tion readers from getting the
ventions accurately such as - Some problems with writing - Uses general writing con- writer’s points punctuation, spelling, capi-
conventions or punctuation; ventions but has errors; talization, paragraphing, occasional spelling errors spelling problems distract etc. readers and punctuation er- rors interfere with ideas Language use
- Uses a wide range of aca- - Uses an adequate range of - Uses a limited range of aca- - Uses only a very limited
(word choice, sentence demic vocabulary and col- academic vocabulary and demic words and expres- range of words and expres- structures)
locations fluently and flexi- collocations but with some sions but this is minimally sions
bly to convey precise mean- inaccuracies adequate for the task - Constructs inaccurate simple
ings with occasional inac- - Attempts to use a mix of
- Mostly uses simple sentence sentence structures and curacies
complex sentence structures structures with fair accu- demonstrates no effort in us - Uses a variety of complex but these tend to be less ac- racy; little attempt in using ing complex structures
sentence structures with the curate than simple structures complex sentence structures majority of sentences are error-free; only occasional errors or inappropriacy Total
NOTE: The essay will be marked with 0 if there is no attempt to complete the task anyway or the essay commits plagiarism.