1. Name of Course/Module Academic Writing 2. Course Code UCS101 3. Name(s) of academic staff Sheila Cheng Chuen 4.

Rationale for the inclusion of the course/module in the programme: Asia is the fastest growing region in the world with the advent of globalisation and the knowledge society. The rapidly changing scenario of education systems in the region has prompted the need for educationists with postgraduate qualifications to pursue career opportunities at the forefront of modern education. 5. Semester and Year offered Year 1, Semester 2 6. Total Student Learning Time Guided Learning

Independent Total SLT (SLT) Learning L = Lecture/Self-instructional L T P O 82 120 Materials T = Tutorials/Online Discussion 10 28 P = Practical O= Others (execises in SIM) 7. Credit Value 3 8. Prerequisite (if any) None 9. Learning outcomes: On successful completion of this subject, leaner wil be able to: 1. Produce clear and correctly written academic texts. 2. Write in an academic context with increased confidence 3. Use a wide selection of academic vocabulary. 4. Detect common grammatical errors in academic writing 5. Plan and structure different types of academic essays 6. Use proper grammar rules writing essays. 7. Use proper citation styles in academic writing. 10. Transferable Skills: Analytical skil s, information gathering skil s, and writing skil s. 11. Teaching-learning and assessment strategy: Deductive approach, student-material interactions, student-teacher discussions, case studies and reflective activities.

12. Synopsis: Writing essays and projects are a major concern of students because most courses are assessed by written assignments. The teacher work on expanding the students active vocabulary, improving their understanding of concepts, raising their ability to write about ideas and concepts in their own words, refining their use of grammar and improving textual coherence and cohesion in their written work. Topics include: the role of the paragraph, writing different types of essays, using proper English grammar,referencing systems and acknowledging sources and recognising text types.

Academic Writing is a supporting English proficiency-cum-writing subject designed to help undergraduates with writing of academic essays in various subject areas. 13. Mode of Delivery: Lectures/Self-imstructional materials, online forum,/ face-to-face tutorials, online chat.

14. Assessment Methods and Types: Final Exam - 40% (2- 3 hour closed book examination held at the end of the semester) Coursework - 60% Coursework assessment is based on the fol owing methods which may vary with subject: assignments quizzes

 tests presentations in face-to-face sessions online discussion (quality & quantity of discussion) 15. Mapping of the course/module to the Programme Aims The programme aims are: Increase the level of knowledge in teaching English as a Second Language as wel A as develop the critical thinking & creative problem solving abilities of the students. Strengthen the teaching skil s of English teachers in the school by using the B innovative methods, strategies and techniques in accordance with current needs. C Fostering the research and apply for the problem-solving skil s in the classroom. Produce teachers who have a global perspective and sensitive to the educational D developments in Asian region, Europe and North America and make comparison with the situation in Malaysia. Produce teachers who can meet the 21st century learning needs and, particularly E the use of methods, technologies and new media.

16. Mapping of the course/module to the Programme Learning Outcomes The programme learning outcomes are that by the end of the programme

learners will be able to: A Demonstrate knowledge and understanding in teaching English as a second language. Demonstrate knowledge and practical skills in teaching English as a second language with a B focus on curriculum planning, assessment and the using technologies for teaching and learning. C Exhibit good interpersonal and communication skills including both written and verbal abilities relevant to the teaching of English as a second language in the classroom. D Apply the scientific method, higher order critical thinking and problem-solving skills in

teaching English. E Practice the work ethics and moral values in the teaching profession, taking into account the students different races, cultures, socio-economic and English language proficiency. F Improve the entrepreneurship and management skills in education. G Work towards improving the knowledge, teaching and research skills as a practice of lifelong learning. H Assessing the teaching English development in Asian, Europe and North America countries. I

17. Content Outline

Topics and Subtopics Guided Independent Learning Learning

FUNDAMENTAL OF WRITING 3.8 8.2 1 -The writing process. - Prewriting - Drafting. -Revising. -Purpose of writing. -The audience.

INTRODUCTION TO THE PARAGRAPH 3.8 8.2 2 -The topic of a paragraph. -The topic sentence. -Support -Unity -Coherence. -Composition skil s.

TYPES OF PARAGRAPH 3.8

8.2 3 -The narrative paragraph. -The descriptive paragraph. -The expository paragraph.

THE ESSAYS 3.8 8.2 4 -The thesis statement. -The introduction. -The developmental paragraphs. -The conclusion. -The outline. -Composition skil s.

DEVELOPING AND SUPPORTING IDEAS FOR AN ESSAY 3.8 8.2 5 -Strategy for col ecting information. -Supporting techniques. -Methods of development. -Decision making for writers. -Expanding a paragraph into an essay.

TYPES OF ESSAYS -1 3.8 8.2 6 -The argumentative Essay - Selecting an argumentative topic. - Persuasion in academic writing. -Organising the arguing essay. -Evidence and how much?

-The comparison & Contrast Essay. - Points of comparison. - Patterns of organisation. -Coherence.

TYPES OF ESSAYS-2. 3.8 8.2 7 -The classification essay. - Principle of classification. - Making the classification complete. -Organisation the classification essay. -Introducing the categories. -The process Analysis Essay. - Planning the process analysis essay. -Organising the process analysis essay. -Coherence.

TYPES OF ESSAYS-3 3.8 8.2 8 -The Cause and Effect Essay. -Multiple causes-effect. -The thesis statement. -A problem in reasoning. -Cause-multiple effects. -Organising the effect analysis essay. -The causal chain. -Coherence. - The Problem Essay

- Audience analysis. -The problem exists. -Using Headings -Conventions for the problem solving essay.

GRAMMARTICAL EXPLANATIONS 3.8 8.2 9 -Verb problems. -Paral el Structure -Sentence structure and combining. -Diction -Confusing words -Prepositions -Phrasal Verbs. -Editing

USING SOURCES FOR ACADEMIC WRITING 3.8 8.2 10 - Indentifying and locating library sources. -Search strategies. -Using the online catalogue. -Plagiarism. -Citation - What to cite and why - General rules for APA format. -Citation of web sources - Dicipline-specific citation styles

TOTAL Student Learning Time = 120 38 82 18. References Main references: Bailey, S. (2006). Academic Writing: A Handbook for International Students routledge Study Guides. Reid, J. (2002). The Process of Composition. Longman.

Additional references: Hogue, A and Oshima, A. (2006). Introduction to Academic Writing. Pearson Education. Smal ey, R and Ruetten, M. (2000). Refining Composition Skil s: Rhetoric and Grammar. Heinle&Heinle Publisher. 19. Other additional information: