English module outline
- 1. English 1 (ENGL 0105 / ELG 30505) August, 2014 1 | P a g e SCHOOL OF ARCHITECTURE, BUILDING & DESIGN Centre for Modern Architecture Studies in Southeast Asia (MASSA) _________________________________________________________________________________________ Foundation in Natural and Built Environments Module:ENGLISH1 (ENGL 0105/ ELG 30505) Prerequisite:None CreditHours:5 Instructor:Thivilojana (603-56295624;Thivilojana.Perinpasingam@taylors.edu.my) Module Synopsis English1 preparesstudents for tertiary studies. Themodule providesinstructionandpracticein,andassessment of, English language skills and the discipline required for such study. This module focuses on development of academic writing skills which includes the basic 5-paragraph essay writing for expository essays as well as interpreting non-linear text. On the other hand, the reading skills will center on the analyses of contemporary essay and reading texts. The other two skills which are covered in this course are listening and speaking skills. Theseskillswill be introduced to the students byproviding them with listening tasks from talks and lectures and basic oral presentation skills which will prepare them to converse more appropriately. At the end of the session, they should be able to demonstrate English Language proficiencyat both pre-universityand tertiarylevel. Module Teaching Objectives The teaching objectives of the module are: 1. Todevelopbasic 5-paragraphessaywriting. 2. Tointroducebasic referencingskills. 3. Tointroduceandemphasizeonthe importanceofanalyticalskillsfor contemporaryessays and reading texts. 4. Tohighlighttheimportanceoflisteningandoralpresentationskillsand practiceininterpretingnon-linear text. Module Learning Outcomes Uponsuccessfulcompletionofthe module,studentswillbeable to: 1. Produceawell-developedandwell-organised5-paragraphexpositoryessay. 2. Apply correctAPA style referencingtechniques. 3. Analyse contemporaryessays andreadingtexts critically. 4. Analyse diagrams/chartsandextractrelevant information. 5. Analyse and listento conversationsin various interactive,social,professionalandacademicsituations. 6. Identify the mainideaandgist from lecturesandtalks. 7. Produceaneffective presentationby applyingthe elementsof aneffective speaker. Modes of Delivery Thisisa 5 credithourmoduleconducted over a period of 18 weeks. The modes of deliverywill be in the form of lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as follows: Lecture: 2 hours per week Tutorial: 2 hours per week Self-directed study: 7 hours per week
- 2. English 1 (ENGL 0105 / ELG 30505) August, 2014 2 | P a g e Office Hours You areencouragedtovisit the instructor/lecturer/tutorconcernedfor assistance during office hours. If the office hours do not meet your schedule, notifythe 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.
- 3. English 1 (ENGL 0105 / ELG 30505) August, 2014 3 | P a g e Taylor’s Graduate Capabilities (TGC) The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate Capabilities (TGC) in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills of its graduates. Discipline Specific Knowledge TGCs Acquired Through Module Learning Outcomes 1.0 DisciplineSpecificKnowledge 1.1 Solid foundational knowledge in relevant subjects. 1,2, 3,4,5,6,7 1.2 Understandethicalissuesinthe context of the field of study. - Cognitive Capabilities 2.0 LifelongLearning 2.1 Locateandextractinformationeffectively. 3,5,6, 2.2 Relatelearnedknowledgetoeveryday life. 2,3,4 3.0 ThinkingandProblem SolvingSkills 3.1 Learnto thinkcriticallyandcreatively. 3.2 Defineand analyseproblemsto arrive at effective solutions. Soft Skills 4.0 CommunicationSkills 4.1 Communicateappropriatelyinvarious setting and modes. 7 5.0 InterpersonalSkills 5.1 Understandteam dynamicsandworkwith others ina team. - 6.0 IntrapersonalSkills 6.1 Manageoneselfand beself-reliant. - 6.2 Reflecton one’sactionsandlearning. - 6.3 EmbodyTaylor's corevalues. - 7.0 CitizenshipandGlobalPerspectives 7.1 Be awareand form opinionsfrom diverse perspectives. - 7.2 Understandthe value of civic responsibilityandcommunityengagement. - 8.0 DigitalLiteracy 8.1 Effective useof informationandcommunication(ICT)andrelated technologies. -
- 4. English 1 (ENGL 0105 / ELG 30505) August, 2014 4 | P a g e General Rulesand 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 gradeassignedto the work on facevalue reduced by 10% for the first dayand 5% for each subsequent daylate. 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. Absenteeism at intermediate or final presentation will result in zero mark for that presentation. TheBoardof Examinersmayoverrule any penaltyimposedandallowtheactual mark achieved to be used if the late submission was for a good reason. Attendance, Participation and Submission of Assessment Components Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as absent. The lectures and tutorials will assist you in expanding your ideas and your assessments. Aminimum of 80%attendance is required to pass the module and/or be eligible for the final examination and/or presentation. Students willbe assessedbasedon theirperformancethroughoutthesemester.Studentsare expectedto attend and participate activelyin class. Class participation is an important component of everymodule. Students must attempt all assessment components. Failure to attempt assessment components worth 20% or more,the student wouldbe requiredtoresubmitor resit an assessmentcomponent,even thoughthe 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. Students mustattemptall assessmentcomponentsincludingPortfolio.Failuretoattemptassessment componentsworth20%or more,the student wouldbe requiredto resubmitorresit an assessmentcomponent, even though the studenthas achievedmorethan50% inthe overallassessment.Failureto attemptall assessmentcomponents,includingfinalexam andfinalpresentation,willresultinfailingthe moduleirrespective of the marks earned,even thoughthe student has achievedmorethan50%in the overall assessment. Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59) Plagiarism,whichisanattemptto presentanother person’s work as your own bynot acknowledging the source, is a serious case of misconduct which is deemed unacceptable bythe University. "Work" includes written materials such as books, journals and magazine articles or other papers and also includesfilmsandcomputerprograms.Thetwomostcommon types of plagiarism are from published materials and other students’ works. 1. Published Materials In 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 includeasentenceortwo, or a table or a diagram from a book or an article used without acknowledgement. Seriouscasesof plagiarism canbeseen in cases where the entire paper presented bythe student is copied from another book,with an additionof onlya sentenceor two by the student. Whilethe former can be treated as a simple failure to cite references, the latter is likelyto be viewed as cheating in an examination.
- 5. English 1 (ENGL 0105 / ELG 30505) August, 2014 5 | P a g e Though most assignments require the need for reference to other peoples’ works, in order to avoid plagiarism,studentsshouldkeepa detailedrecordofthe sourcesof ideasandfindingsand ensure that these sourcesareclearlyquotedin their assignment.Notethat plagiarism alsorefersto materialsobtainedfrom the Internet too. 2. Other Students’ Work Circulating 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 students into assignments includes using identical or very similar sentences, paragraphs or sections. When two students submit papers that 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 opportunityto 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 activelysought 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, responsibleparticipantsintheirown learningandinstructorsareto facilitatethe learningprocess. Various teaching and learning strategies such as experiential learning, problem-based learning, site visits, group discussions,presentations,workingingroupandetc. canbeemployedto 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. TypesofAssessmentand Feedback You will be graded in the form of formative and summative assessments. Formative assessments will provide informationto 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 Essay Writing Individual 1,2,3 Weekly 9 - 25% Oralpresentation Group 5,6,7 Week 13 - 25% E-Portfolio Individual All Study Leave 10% FinalExam Individual 1,2,4 40%
- 6. English 1 (ENGL 0105 / ELG 30505) August, 2014 6 | P a g e Assessment Components 1. Essay Writing (Individual) This assignment evaluates academic writing skills for a basic 5-paragraph process and expository type essays. It also evaluates the student’s ability to research information to support the arguments proposed in the essay, to cite the sources of information and also to provide a list of references. 2. Oral Presentation (Group) This assignment evaluates oral presentation and speaking skills. It also evaluates the student’s ability to research information and present an effective presentation of his/her research. In addition, being a group assignment, each student will experience cooperating and collaborating with other peers as a team with a common goal. 3. Taylor’s Graduate Capabilities Portfolio Eachstudent is to develop ane-Portfolio, a web-basedportfoliointhe form of a personalacademicblog.The e-Portfoliois developedprogressivelyfor allmodulestakenthroughoutSemesters1 and2, and MUST PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome, ProgrammeLearningOutcomesandTaylor’sGraduateCapabilities, and showcases the distinctiveness and identityof the student as a graduate of the programme. Submission of the E-Portfolio is COMPULSARY.
- 7. English 1 (ENGL 0105 / ELG 30505) August, 2014 7 | P a g e Marksand GradingTable(Revised asperProgrammeGuide2013) Assessments and grades will be returned within two weeks of your submission. You will be given grades and necessaryfeedback 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 module matter; evidence of extensive knowledge base. A- 75 – 79 3.67 Very Good Evidenceof goodgrasp of modulematter;critical capacity and analytical ability; understanding of relevant issues; evidence of familiaritywith the literature. B+ 70 – 74 3.33 Good Evidence of grasp of module matter; critical capacityand analytical ability, reasonable understanding of relevant issues; evidence of familiaritywith the literature.B 65 – 69 3.00 B- 60 – 64 2.67 Pass Evidence of some understanding of the module matter; abilityto develop solutions to simple problems; benefitting from his/her universityexperience. C+ 55 – 59 2.33 C 50 – 54 2.00 D+ 47 – 49 1.67 MarginalFail Evidence of nearly but not quite acceptable familiaritywith module matter, weak in critical and analytical skills. D 44 – 46 1.33 D- 40 – 43 1.00 F 0 – 39 0.00 Fail Insufficient evidence of understanding of the module matter; weaknessincritical 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, typicallymid-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 satisfactorycompletion of practicum. AU - - Audit Given for a module where attendance is for information onlywithout earning academic credit.
- 8. English 1 (ENGL 0105 / ELG 30505) August, 2014 8 | P a g e Module Schedule Week/Date Topic Lecture Tutorial Info R / S. Stdy Week 1 26th – 30th January WRITING: Subject and Outline Introductions Writing Essay Organizational Patterns Planning a structure Thesis Statements Introductions and Conclusions Structure of the Body Paragraph 2 2 7 Week 2 2nd – 6th February Essay Organizational Patterns Introduction to topics and main ideas 2 2 2 Week 3 9th – 13th February Understanding & Developing the nature and length of different essay patterns (Process and exposition) 2 2 7 Online Information Retrieval Chinese New Year Break (16th – 27th February) Week 4 2nd – 6th March Using cohesive devices Revising, Editing & Proof Reading 2 2 7 Online Information Retrieval Week 5 9th – 13th March Using academic referencing conventions and academic language 2 2 7 Online Information Retrieval Week 6 16th – 20th March Interpreting from non-linear sources. Interpreting charts, tables, graphs and diagrams 2 2 7 Week 7 23rd – 27th March Expressing opinions on more abstract topics. Supporting & Justifying Opinions. 2 2 7 Week 8 30th March - 3rd April Delivering an effective presentation Planning an Oral Presentation Preparing an Oral Presentation Practicing for an Oral Presentation 2 2 7 Semester Break (6th -12th April)
- 9. English 1 (ENGL 0105 / ELG 30505) August, 2014 9 | P a g e Week 9 13th – 17th April Oral Presentation Sessions 2 2 Video presentation and digital submission. 7 Video presentation and digital submission. Week 10 20th – 24th April LISTENING Listening and note taking from lectures Listening for main ideas and supporting details. 2 2 7 Week 11 27th April – 1st May Listening to continuous discourse from academic lectures, talks and discussions. 2 2 7 Week 12 4th - 8th May Listening for specific information. Identifying details 2 2 7 Week 13 11th – 15th May Stress, rhythm and intonation. Following signpost words. 2 2 7 Week 14 18th – 22th May READING Skimming for general information and scanning for particular information. 2 2 7 Interactive content Week 15 25th – 29th May Identifying text organisational structure. Identifying main & supporting ideas. 2 2 7 Interactive content Week 16 1st -5th June Understanding and evaluating arguments. Distinguishing facts and opinions. 2 2 7 Week 17 8th – 12th June Summary Writing & Revision 2 2 7 Week 18 15th – 19th June Revision E-Portfolio Submission 2 2 7 Week 19 22nd - 26th June Study Leave/ Final Exam
- 10. English 1 (ENGL 0105 / ELG 30505) August, 2014 10 | P a g e Note: TheModuleScheduleaboveis subjectto changeatshort notice. References Main References: 1. Jakeman,V. & McDowell,C. (2008).NewInsight into IELTS. Cambridge:CambridgeUniversityPress. 2. Richards,C.,Kaur,B.,Ratnam,P.&Rajaretnam,T.(2008).TextMuet.A Strategic Approach.Malaysia:Longman. 3. Langan,J. (2008). CollegeWritingSkillswith Readings.(7thEd.)New York: McGrawHill. SecondaryReferences: 1. Sahanaya, W. & Lindeck,J.(2001).IELTSPreparationandPractice.ListeningandSpeaking.(2nd ed.).Australia & NewZealand:OxfordUniversity Press. 2. Terry, M.& Wilson, J. (n.d.) FocusonAcademic SkillsforIELTS.Longman. 3. INSEARCH UTS.(2007).Preparefor IELTS.Skills andStrategies, Book TwoReadingandWriting. Australia:INSEARCH University of TechnologySydney. 4. Jakeman,V. & McDowell,C.(2001) IELTSPracticeTestsPlus.Essex: PearsonEducation. 5. Jakeman,V. & C. McDowell.(1996).CambridgePracticeTestsforIELT.(Bks 1 & 2). Cambridge:Cambridge University Press. 6. Cameron,P. (2000). Preparefor IELTS:the PreparationCourse. Sydney:INSEARCH, UTS,Aust.