English for Academic Purposes

English 3B
Semester 1 Year 2

COURSE GUIDE

TABLE OF CONTENTS
English for Academic Purposes
Table of Contents

1
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Course Description

Course Objectives

Course Materials

Weekly Schedule

Assessment Tasks and Weighting

20

APPENDIX 1 - Participation & Attendance

21

APPENDIX 2 - Formal presentation

22

APPENDIX 3 - Reading and Writing Assignments

32

APPENDIX 4 - How to test your vocabulary size using www.lextutor.ca

43

English for Academic Purposes

English 3B
Semester 1 Year 2

Program:

BA. TEFL

Course title:

English for Academic Purposes 3

Course credit value:

Course code:

3B

Course status:

core

Semester:

Weekly class hour:

8 hours

Prerequisites:

English language proficiency level B1+ (CEFR)

Co-requisite:

English 3A& 3C

Subsequent course:

English 4B

Course Description
This course is designed to upgrade students English level from B2- to B2+ according to CEFR
(Common European Framework of Reference). It is supposed to be instructed after
students successful completion of courses 2A and 2B in the first year at FELTE, ULIS. The
course focuses on the development of integrated proficiency language skills: Listening,
Reading, Speaking, and Writing as well as linguistic components such as vocabulary,
grammar and pronunciation under the light of outcome-based approach. Through targeted
practice and a variety of communicative tasks, the course is intended to provide students
with a good opportunity to develop their communicative language competences. Besides,
students will be guided to develop effective learning strategies and learning attitudes to
fulfill the course requirements.

Course Objectives
Upon the successful completion of the course, students should be able to:

1. LINGUISTIC COMPETENCE

(1a.) acquire a good range of vocabulary for matters connected to their academic
studies to the extent of varying formulation to avoid frequent repetition,
(1b.) maintain general high lexical accuracy; though lexical gaps, confusion, or
incorrect word choice can still cause hesitation and circumlocution, these do not
hinder communication.
(1c.) maintain a good grammatical control using a mix of simple and complex
sentences; though they do make mistakes in complex sentence structure, these are
occasional and non-systematic, and do not lead to misunderstanding or impede
communication.
(1d.) acquire a clear, natural pronunciation and intonation to make themselves
generally be understood throughout, though mispronunciation of individual words
or sounds reduces clarity sometimes; comprehend natural pronunciation and
intonation in various types of speech including lectures.
(1e.) produce clearly intelligible continuous writing which follows standard layout
and paragraphing conventions with reasonably accurate spelling and punctuation,
but may still show signs of mother tongue influence.

2. SOCIOLINGUISTIC COMPETENCE

(2a.) recognize and use a wide range of linguistic markers in showing positive
politeness as well as avoid using those which expose negative politeness such as
face-threatening in academic situations such as formal discussion, tutorial, or
presentation;
(2b.) understand and occasionally use the proverbs, idioms, colloquialisms and
quotations learnt with flexibility and effectiveness in academic context, allowing rare
inappropriateness;
(2c.) firstly recognize differences and follow shifts in register from informal to formal
and then understand and properly address the constraints that formal register has
on language use (structure, vocabulary and interactional patterns)

3. PRAGMATIC COMPENTENCE

(3a.) adjust what they say and the means of expressing it to the situation and the
recipient and adopt a level of formality appropriate to the circumstances;
(3b.) give elaborate description and narratives, integrating sub-themes, developing
particular points and rounding off with an appropriate conclusion
(3c.) understand and produce not only clear, smoothly flowing, well-structured
descriptions and presentations but also clear, well-structured compositions of fairly
complex subjects, showing controlled use of organizational patterns, connectors and
cohesive devices;
(3d.) understand arguments correctly and express him/herself fluently and rather
spontaneously, and almost effortlessly in addition to qualifying opinions and
statements precisely in relation to degrees of, for example, certainty/ uncertainty,
belief/doubt, likelihood, etc.;

4. STRATEGIC COMPETENCE

(4a.) easily follow most lectures, discussions, and debates by using a variety of
strategies (e.g., identifying main and secondary points, cues and making inferences)
to achieve comprehension
(4b.) understand in detail lengthy or complex texts on the subjects of their academic
studies by identifying finer points including attitudes and implied as well as stated
opinions;
(4c.) initiate, intervene, maintain and end discourse appropriately with effective
turn-taking.
(4d.) cooperate to develop the composition, discussion or presentation by giving
feedback, asking questions to check that he/she has understood what a speaker
intended to say, or getting clarification of amibiguous points
(4e.) plan what is to be said and written and the means to express it, considering the
effect on the recipient(s)
(4f.) use circumlocution and paraphrase to cover gaps in vocabulary and structure;
(4g.) correct errors if they become conscious of them or if the errors have led to
misunderstandings

The proportion of objectives in each component does not reflect their importance or
dominance of that competence over other competences.

Course Materials

Core books:
o Hoang, H. T., Nguyen, T. C. (2015). Academic English 3: Reading &
Writing. Vietnam National University: Faculty of English Language
Teacher Education.
o Mai, N. Q., Nguyen, T. D., Nguyen, H. G. (2015). Academic English 3:
Listening & Speaking. Vietnam National University: Faculty of
English Language Teacher Education.

Weekly schedule
WEEK 1 COURSE ORIENTATION & ACADEMIC ORIENTATION
C.O.

- Clearly understand the difference

between Academic English and Social
English
- Clearly understand what is expected
of them in the course
- Understand course guide, especially
assessment tasks, thoroughly

1.1

2a
2c
3a
1.2

Lesson objectives

Recognize the differences

between academic and normal
presentations
Understand what is expected out
of outline presentations
Review the steps and techniques
to handle questions in a
presentation

Students suggested in-class activities

Reading
- Course orientation: academic vs. social English
- Course guide introduction
- Form groups for:

formal presentations

reading-writing (R-W) assignment

- Be introduced to Academic Word List (AWL) (and maybe
vocabulary size tests on www.lextutor.ca)
Writing
- Introduce academic writing
- Explore the definition, structure and procedure of a research
essay
- Recognize different essay types and their organization
Listening
- Distinguish between an academic presentation and a normal
presentation
- Receive explanation and guidelines for outline presentations in
Week 4 & 5
Speaking
- Presentation skills review 1 (techniques to handle questions in
a presentation)
- Agree on groups presentation topic

Homework

- Ss search and agree on groups

presentation topic.
- Read and/or complete the *part
in students book to prepare for
the next sessions (both ListeningSpeaking and Reading-Writing)

- Prepare for groups outline

presentation
- Read and/or complete the *part
in students book to prepare for
the next sessions (both ListeningSpeaking and Reading-Writing)

WEEK 2 CHOICES AND IMPLICATIONS

C.O.
Lesson objectives

Students suggested in-class

activities

2.1

2.2

4e
4a
4b
1a
1e

3c
4e
1a

Search and evaluate reference

materials to write essays
Skim the text for gist and scan it for
details
Identify the sequence of ideas in a
text
Understand implicit meanings
Infer the meaning of new words
Build vocabulary related to
adjectives
Understand different essay
structures
Understand different components
of an essay introduction
Understand different components
of an essay conclusion

Reading
- Search and evaluate reading materials for essay writing
(Focusing on sources, recency, authority, relevance, etc.)
- Read the list of publications and cross out any that are
irrelevant for your essay and decide on the order you will read
among the remaining ones
- Read the text Why should we prioritize? and
+ Skim/scan/identify sequence of ideas in the reading
+ Infer meanings of new words in context

Know and apply different ways to

prepare for lectures
Review chunking technique

Listening
- Note-taking skill: Preparing for lectures
Speaking
- Presentation skills review 2 (chunking)

Homework

- Read and/or complete the *part

in students book to prepare for
the next sessions (both ListeningSpeaking and Reading-Writing)

Writing
- Evaluate text sources and extracts (see Appendix 3) and select
the relevant ones for Reading-Writing Assignment 1
- Practise writing thesis statements, topic sentences and
conclusions
- Make an outline for a research essay

- Announce essay topic for R-W assignment 1

- Practice: governments choices of expenditure

- Further listening practice

- Prepare for groups outline
presentation
- Read and/or complete the *part
in students book to prepare for
the next sessions (both ListeningSpeaking and Reading-Writing)

WEEK 3 RISKS AND HAZARDS

C.O
Lesson objectives
4e
4b
1a
1b
4g
3.1

4d
3a
3b

3.2

2c
1a
2a
3a
3b
1d

Students suggested in-class activities

Understand and apply different

reading techniques
Build vocabulary related to
collocations & cause-effect
markers

Reading:
- Identify some reading techniques & note types
- Apply the learnt techniques to read the text Tropical Cyclones
- Explore the 2 selected readings of R-W assignment 1, using the learnt
techniques

Identify relevant and irrelevant

claims fors essay statement
Use relevant claims to plan
essays
Identify different types of
evidence to support claims
Be aware of the structure of a
lecture
Identify dos and donts in slides
preparation for a presentation
Choose the right type of chart
for a slide
Understand the stages to
present a chart
Pronounce numbers and use
correct intonation for inserts

Writing
- Organize information for essay writing
- Identify claims that support and do not support a statement
- Match pieces of evidence to the claims and decide types of evidence
- Complete the body of an essay using the claims
Listening
- Note-taking skill: Understanding lecture structure
Speaking
- Presentation skills review 3 (preparing slides and presenting charts)

Homework

- Complete the notes on the

2 selected readings
- Identify relevant claims for
R-W assignment 1
- Read and/or complete the
*part in students book to
prepare for the next sessions
(both Listening-Speaking and
Reading-Writing)

- Further listening practice

- Prepare for groups outline
presentation
- Read and/or complete the
*part in students book to
prepare for the next sessions
(both Listening-Speaking and
Reading-Writing)

WEEK 4 - LANGUAGE AND COMMUNICATION

C.O
.

4a
1c
4.1

1a
3c
3b

4.2

4a

Lesson objectives
Predict the content of the text
based on titles, headings, subheadings and topic sentences (of
paragraphs)
Understand implicit meanings
Identify some note types
Be aware of strengths and
weaknesses of different note types
Understand when to include
reference in an essay
Distinguish between in-text and
end-text referencing
Know how to use reporting verbs
in academic essays
Recognize different note-taking
systems and their characteristics
Be able to organize notes based
on a specific note-taking system
Apply critical thinking into
evaluating their peers outline
presentations

Students suggested in-class activities

Reading:
- Predict the content of the text to select relevant books to read
- Read the text Pictograms and ideograms (Week 4)
+ Scan for information
+ Understand implicit meanings
+ Think about ways of taking notes

Writing
- Recognize common knowledge
- Use in-text (integral) & End-text (non-integral) referencing
- Use Reporting verbs in reading-based essays

Listening
- Note-taking skill: Outlining the lecture
Speaking
- Outline presentation 1

Homework

- Read and/or complete the

*part in students book to
prepare for the next
sessions (both ListeningSpeaking and ReadingWriting)

- Further listening practice

- Read and/or complete the
*part in students book to
prepare for the next
sessions (both ListeningSpeaking and ReadingWriting)
- Revise presentation
contents based on Ts and
peers feedback

WEEK 5 DIFFERENCE AND DIVERSITY

C.O.

5.1

5.2

4b
1a
1c
4e
1c
1a

4c
1a
1c
1d

Lesson objectives

Students suggested in-class activities

Read in detail and take

notes from written texts
Expand vocabulary related
to (1) Word families; (2)
Adjective- Noun
collocations

Reading:
- Read the extracts and answer the comprehension questions
- Complete the notes of the reading in preparation for your
presentation
- Scan the extracts to find the same words family and complete the
adjective-noun collocations

Understand two
organizational patterns of
comparison essays and
apply this understanding
into outlining their essays
Using compare-contrast
connectors correctly and
flexibly

Writing: Comparison Essays

- Identify two basic ways to organize a comparison essay
- Make an outline for Essay writing 1 based on the 2 selected
readings (with teachers guidance)
- Write supporting sentences for each paragraph of a comparison
essay.
- Practise using connectors

Be aware of key words

when listening to lectures
Be able to recognize
different signals of key
words in a lecture
Apply critical thinking into
evaluating their peers outline
presentations

Listening
- Note-taking skill: Noting key words in a lecture
Speaking
- Outline presentation 2 (the rest groups)

Homework
- Write 1st draft of R-W assignment
1 and send it to Ts 1-2 days after the
lesson (as long as Ts receive it at
least 3 days before the next class)
- Read and/or complete the *part in
students book to prepare for the
next sessions (both ListeningSpeaking and Reading-Writing)

- Further listening practice

- Read and/or complete the *part in
students book to prepare for the
next sessions (both ListeningSpeaking and Reading-Writing)
- Revise presentation contents
based on Ts and peers feedback

10

WEEK 6 EDUCATION
C.O.

6.1

6.2

4g
4a
3a
1c

4c
4d
4e
4f
1d

Lesson objectives

Students suggested in-class activities

Scan the text for details

Practise speed reading
Summarize the reading

Reading
- Read a passage about Giftedness and answer questions on
detailed information

Know how to use peer-editing

checklist to improve the quality
of the writing
Enhance critical thinking in
writing by working
collaboratively on completing a
checklist
Recognize signals in a lecture
when a definition is given
Be aware of different
perspectives of problematic
issues
Know how to reach a balanced
conclusion

Writing
- Ss cross-check the 1st draft of comparison essay with Ts
consultancy, using Peer-editing checklist

Listening
- Note-taking skill: taking notes on definition
Speaking
- Discussion strategies:
+ Consider problematic issues from different perspectives
+ Reaching a balanced conclusion
- Practice: education issues

Homework
- Write 2nd draft of comparison
essay and bring it to the next class
for review
- Read and/or complete the *part in
students book to prepare for the
next sessions (both ListeningSpeaking and Reading-Writing)

- Further listening practice

- Read and/or complete the *part in
students book to prepare for the
next sessions (both ListeningSpeaking and Reading-Writing)
-Get ready for official group
presentations in Week 13, 14, 15

11

WEEK 7 THE WORLD WE LIVE IN

C.O.
Lesson objectives

Recognize plagiarism
Identify main ideas in a text
Summarize the text
Expand vocabulary related to singleword verbs and multi-word verbs
Understand functions of hedging
adverbs
Recognize sentence problems in
writing
Be able to identify sentence problems
in their own writings and correct them

7.1

1a
1b
4a
7.2

Review discourse markers in lecturing

Recognize discourse markers to take
notes effectively
Be aware of language to clarify and
confirm understanding
Use this language effectively in group
discussion

Students suggested in-class activities

Reading
- Identify the main ideas of the text Location on Earth
- Summarize what has been read
- Learn vocabulary from reading

Writing
- Doing research for essay writing
- Sentence types and sentence problems (1)
- Review 2nd draft of Essay 1 for any sentence
problems, then correct them (if any)
- Announce essay topic for R-W assignment 2
Listening
- Note-taking skill:
Using discourse markers in understanding the
lecture
Speaking
- Discussion strategy: clarifying and confirming
understanding
- Practice: City identities

Homework
- Each Ss search 2 readings for R-W
assignment 2 and bring them to the next
class for cross-review by peers and Ts
(remember to record the internet link(s)
for the reading(s) if the readings are taken
from the internet)
- Read and/or complete the *part in
students book to prepare for the next
sessions (both Listening-Speaking and
Reading-Writing)

- Further listening practice

- Read and/or complete the *part in
students book to prepare for the next
sessions (both Listening-Speaking and
Reading-Writing)
-Get ready for official group
presentations in Week 13, 14, 15

12

WEEK 8: MISCELLANEOUS
C.O.

8.1

1c

1a
1b
4a
8.2

Lesson objectives

Students suggested in-class activities

Apply their understanding of the

reliability of sources into critically
evaluating those selected readings for
Essay 2
Apply their understanding of 4 reading
techniques into reading and taking
notes on those readings
Understand major organizational
patterns of Cause-Effect essays and
Problem-solution essays
Use language of cause-effect and
problem-solution correctly and
effectively

Reading:
- Evaluate searched readings for R-W assignment 2 (Essay
2) and decide on 2-3 best readings
- Read and take notes on those readings, highlighting
information which will be used for writing Essay 2

Understand ways to take notes on

classification
Understand ways to express different
levels of belief and apply them in
group discussion

Writing
- Comprehend organizational patterns of Cause-effect
and Problem-solution essays
- Practise language of cause-effect & problem-solution

Listening
- Taking notes on classification
Speaking
- Discussion strategy: Expressing different levels of belief
- Practice: Testing the unknown

Homework

- Complete the notes on groups

selected readings for Essay 2
- Find more readings (if necessary)
and take notes on those.
- Read and/or complete the *part
in students book to prepare for the
next sessions (both ListeningSpeaking and Reading-Writing)

- Read and/or complete the *part

in students book to prepare for the
next sessions (both ListeningSpeaking and Reading-Writing)
- Further listening practice
-Get ready for official group
presentations in Week 13, 14, 15

13

WEEK 9 MIDTERM TEST (the exact date to be informed later)

WEEK 10 BEHAVING THE WAY WE DO
C.O.
Lesson objectives
3b
4a
1b
3c
3d
10.1

10.2

1b
4a

Students suggested in-class activities

Skim and scan texts

Take notes of and explaining what you
have read
Expand vocabulary related to
collocations

Reading:
- Skim and scan texts: Gender development, Crosscultural perspectives on gender role development
- Take notes of readings and explain what has been read

Understand the importance of using

hedges in academic writing
Remember some common types of
hedges and use them to strengthen
their essays

Writing
- Learn how to qualify the claims by using hedges and
references
- Make an outline for Essay 2 (with Ts guidance)

Be familiar with common symbols and

abbreviations used in note-taking
Use those symbols and abbreviations
to take notes effectively
Be aware of the language to express
arguments and counter-arguments
Use the language of arguments and
counter-arguments in group discussion

Listening
- Note-taking skill: Using symbols and abbreviations
when taking notes
Speaking
- Discussion strategy: argument and counterargument
- Practice: pair discussion: gender equality

Homework
- Write 1st draft of essay 2
and send it to Ts 1-2 days
after the lesson (as long as
Ts have it at least 3 days
before the next class)
- Read and/or complete the
*part in students book to
prepare for the next sessions
(both Listening-Speaking and
Reading-Writing)
- Further listening practice
-Get ready for official group
presentations in Week 13,
14, 15
- Read and/or complete the
*part in students book to
prepare for the next sessions
(both Listening-Speaking and
Reading-Writing)

14

WEEK 11 BRINGING ABOUT CHANGE

C.O.
Lesson objectives

11.1

11.2

4a
1a
2c
3a
1c

4c
2a
1d

Students suggested in-class activities

Read more critically, rather than

just accept others viewpoints
Find information and take notes to
prepare for a talk
Infer the meaning of words
Expand vocabulary related to
hedges

Reading:
- Read critically for essay writing
- Find information and take notes for a talk on social
entrepreneurs
- Discuss follow-up questions about the reading

Know how to use peer-editing

checklist to improve the quality of
the writing
Enhance critical thinking in writing
by working collaboratively on
completing a checklist
Be able to identify different types
of numbers to note down correctly
Be aware of and use the language
of taking turns in group
discussions

Writing
- Peer-review 1st draft of Essay 2 with Ts consultancy,
using Peer-editing checklist

Listening
- Note-taking skill: Noting numbers and statistics
Speaking
- Discussion strategies: Taking your turn in a group
discussion
- Practice: a plan of becoming an entrepreneur

Homework

-Write 2nd draft of essay 2

- Read and/or complete the *part in
students book to prepare for the next
sessions (both Listening-Speaking and
Reading-Writing)

- Further listening practice

-Get ready for official group
presentations in Week 13, 14, 15
- Read and/or complete the *part in
students book to prepare for the next
sessions (both Listening-Speaking and
Reading-Writing)

15

WEEK 12 WORK AND EQUALITY

C.O.

12.1

12.2

4a
4f
1c
3b
3c

1d
4a
2b

Lesson objectives

Students suggested in-class activities

Understand figures and tables in

reading texts
Scan for information
Understand the significance of
references
Recognize the difference between
academic writing style and spoken
language
Be able to apply the knowledge of
academic sentence styles into revising
their own writings

Reading
- Analyze figures and tables
- Scan the text to find out information
- Read the text again and make notes in the table
- Understand the significance of references
Writing
- Understand academic writing style
- Understand academic sentence styles (sentences in
context & active, passive, nominalization)

Recognize the language of compare

and contrast in lectures to take notes
effectively
Use symbols to note comparison and
contrast
Understand and use the language of
chairing a discussion when necessary

Listening
- Note-taking skill: Taking notes on compare and
contrast
Speaking
- Discussion strategies: Language of chairing a
discussion
- Practice: Equal opportunities

Homework
- Revise 2nd draft of Essay 1 and Essay 2
for submission in Week 13
(remember to revise hedging, academic
style and sentences)
- Write a report for R-W assignment for
submission in Week 13
- Read and/or complete the *part in
students book to prepare for the next
sessions (both Listening-Speaking and
Reading-Writing)
- Further listening practice
-Get ready for official group
presentations in Week 13, 14, 15
- Read and/or complete the *part in
students book to prepare for the next
sessions (both Listening-Speaking and
Reading-Writing)

16

WEEK 13 CONTROVERSIES
C.O.

13.1

13.2

4b
4a
1a
1c
3d
1a

1b
1c
1d

Lesson objectives
Understand the writers general opinion on a topic
Identify main ideas and supporting information
Recognizing general nouns to understand relationships
between parts of the text
Understand hedges
Expand vocabulary related to formal and informal verbs
and opposites
Distinguish verbs followed by a noun phrase or thatclauses
Understand the use of adverbials to comment
Be able to strictly follow the specified format and
guidelines for R-W assignments as stated in the Course
Guide
Recognize the language to give examples to take notes
effectively
Enhance critical thinking by critically evaluate peers
presentations

Students suggested in-class

activities
Reading:
- Understand the writers opinions
- Identify main ideas and supporting
information
- Identify general nouns
- Understand hedges

Writing
- Submit R-W assignment (all readings
with notes, all drafts of Essay 1 + 2, a
group report, and 2 peer-editing
checklists)
Listening
- Taking notes on examples
Speaking
- Group presentation 1

Homework

- Read and/or complete the *part in

students book to prepare for the
next sessions (both ListeningSpeaking and Reading-Writing)

- Further listening practice

- Write presentation group reports
- Read and/or complete the *part in
students book to prepare for the
next sessions (both ListeningSpeaking and Reading-Writing)

17

WEEK 14 HEALTH
C.O.

14.1

14.2

4b
4a
3c
1b
1c
3c
4d

1b
1c
1d

Lesson objectives
Read to find out evidence
Infer the meaning of words
Understand connections in texts by looking at
expressions using this/ these
Develop hedging skills
Understand and use correctly different expressions
referring to quantity
Recognize the use of evaluative adjectives and adverbs in
academic texts
Review the use of non-finite relative clauses
Review the writing skills learnt in the semester

Recognize the language of cause-effect to take notes

effectively
Enhance critical thinking by critically evaluate peers
presentations

Students suggested in-class activities

Reading:
- Select evidence from the extracts to
prepare for essay writing
- Read the statements and decide whether
the student needs to include a reference to
the textbook source.
- Report back on the main ideas in the
extract.

Writing practice
- Review all writing genres and issues that
have been taught in the semester
- T provides consultancy on writing problems
(if any)
Listening
- Taking notes on causes and effects
Speaking
- Group presentation 2

Homework

- Read and/or complete the *part

in students book to prepare for
the next sessions (both ListeningSpeaking and Reading-Writing)

- Further listening practice

- Write presentation group
reports
- Read and/or complete the *part
in students book to prepare for
the next sessions (both ListeningSpeaking and Reading-Writing)

18

WEEK 15 REVISION
C.O.

Lesson objectives
Review all skills learnt in the
semester

15.1

15.2

1a
1b
4a

Apply all the learnt note-taking skills

into taking notes of the lectures
effectively
Enhance critical thinking by critically
evaluate peers presentations

Students suggested in-class activities

Reading
- Teacher reviews all the skills/knowledge related to academic
reading in the semester
Writing
Feedback on Ss writing assignment
Listening
- Review all note-taking strategies
Speaking
- Official group presentation 3
- General feedback on formal presentations of the whole class

Homework

- Further listening practice

- Write presentation group
reports

19

Assessment Tasks and Weighting

Assessment Tasks
Attendance &
Participation

Weight

Task Description

Course objectives addressed

0%

See Section 1

Formal Presentation

50%

See Section 2

1a, 1b, 1c, 1d, 2a, 2b, 2c, 3a, 3b,

3c, 3d, 4a, 4c, 4e, 4f

Reading-Writing
Assignments

50%

See Section 3

1a, 1b, 1c, 1e, 3c, 4d, 4e, 4g

20

APPENDIX 1 PARTICIPATION & ATTENDANCE

Active participation in class activities and homework completion are assessed as follows:

Students should fully attend all lessons. In case of being absent in either of the two
sessions (Reading-Writing or Listening-Speaking), students will be MARKED DOWN on
the corresponding assessment tasks (Reading-Writing assignments and/or Formal
presentation), as follows:
o Absent for 2 lessons -0.5 pts
o Absent for 3 lessons - 1 pt
o Absent for 4 lessons - 1.5 pts
o Absent for 5 lessons onwards 0 pt the student will have to retake the
course.

Students are required to fully attend the two Outline presentation sessions (in Week
4 and 5) and three Formal presentation sessions (in Week 13, 14, and 15); otherwise,
their presentation scores will be substracted 0.5 points for each of these sessions
they have missed.

Completing the Peer-Editing checklists (for Reading-writing Assignment) critically,

effectively and in a detailed manner would bestow students with up to 1.5 pts
regarding final R-W assignment scores.

Completing all the assigned homework (including handing in copies of outlines for
weekly presentation and related references) is a must; otherwise, students will be
penalized just like being absent from class.

21

APPENDIX 2 FORMAL PRESENTATIONS

2.1. Objectives
With this assessment task, students will be able to:

follow an extended speech with a clear or unclear structure.

synthesize and report from different points of view.

comprehend, take notes, summarize and reflect on information from different

sources and present it to others.

express viewpoints, passing on information or giving reasons in support for or

against a particular point of view.

make a prepared presentation and give clear answers to questions.

create a PowerPoint show/performance to attract the audience.

2.2. Description
These presentations are to be prepared and delivered in pairs. Each presentation would last for
about 10 -15 minutes (5-8 mins per presenter) and be followed by a 10-minute Q&A session and
feedback.
Before group presentations (scheduled in three last sessions of the course) in front
of the class, students are given chance to present the group outline (see 2.3 for further
details) in week 4, 5 for the teachers and peers comments on the target contents,
presentation skills and slide design. Then they will revise the preparations based on such
comments and get ready for the performance on the due date. The whole assignment ends
with a group report, which details groups work for the presentation, and an individual
reflection of group members (see 2.9 for further detail).
Furthermore, it is compulsory that students consult not only written information sources
(newspaper articles, reading texts, etc.) but also at least two audio-visual information sources
such as talks, lectures, etc. found in the popular media in preparation for the groups presentation
topic. Notes of such audio-visual information will be assessed by teachers for its accuracy,
comprehensiveness and effectiveness.
Procedures for the presenters and target audience would be as follows:
For the presenters
Step 1
Step 2
Step 3

Step 4
Step 5
Step 6
Step 7
Step 8

Review their learnt presentation skills + Study this tasks purpose, guideline and
assessment rubrics;
Choose an academic topic either from the suggested topic list or something
similar;
- Start reading about and listening to (at least two)materials related to the
groups presentation topic in preparation for the presentation
- Take notes while listening to these audio-visual materials
Draft the outline and send it to the teacher;
Prepare the outline presentation and deliver it in front of class;
Get feedback and revise presentation content, slides, etc. and get ready for the
next performance in front of the whole class
Deliver the presentation in pairs in front of the whole class and handle the Q&A
section;
Collect feedback and marks from their peers and write a report & reflection on
22

their performance
Note: All the marks from their classmates will then be averaged to become 1
Peers mark, which will weigh up to 20% of the total mark given to the presenters
for their presentation. The remaining 80% will be Teachers mark.
Step 9 Put all the audiences assessment checklists, together with a report, and notes
taken from 2 audio-visual information sources into one file and submit it to the
teacher at the end of Week 15
For the audience
Step 1 Review their learnt presentation skills + Study this tasks purpose, guideline and
assessment rubrics;
Step 2 Study the assessment rubrics carefully again before each presentation;
Step 3 Listen to the presenters delivering the talk individually, evaluate their
performance based on the rubrics, ask questions, and hand in comments;
Step 4 Listen to the presenters delivering the talk in pairs, evaluate their performance
based on the rubrics, and ask questions, and hand in comments with the mark;
2.3. Ouline presentation
Outline presentation refers to students introduction to the main ideas of their
upcoming academic presentation. Each outline presentation would last from 8 to 10
minutes and be followed by 10 munites for Q&A and feedback from peers and the
teacher. It is not necessary to specify the details at this stage; however, students are
expected to propose the development of each main idea; for example, what they would
present about (the what, the how, or the why), and what types of evidence they would
use to prove their claims.
Students can consider this chance as a formal presentation when they need to
perform essential skills for a success. In so doing, they possibly receive valuable
feedback from the teacher and peers on their strengths and weaknesses in terms of
presentation skills and language.
Furthermore, the clearer they can imagine how their presentation should be
developed, the more likely the teacher and peers help them improve the logic and
appropriateness of the ideas. In such a case, the outline presentation should be
considered as a survey for the audience needs and expectations.
It is compulsory to make a Powerpoint show for the outline presentation, which
is also commented by the teacher and peers. This process will help the students revise
the Powerpoint slides for their official presentation. In case no projector is available in
class, students should print their slides as handouts to issue to Ts and peers for easier
review.

23

2.4. Suggested topics for Presentations

Unit

Week

Topics

Choices and implications

Factors affecting your choice of career; Students priorities

Risks and hazards

Risks and Impacts of weather-related natural disasters

Language and communication

Factors influencing Language Choices in Communication

Difference and diversity

The Importance of Cultural Awareness in International

Communication

The world we live in

Environmental Changes: Effects on human life

Behaving the way we do

10

Nature vs. Nurture: What makes us what we are; Differences in

Gender Roles in Different Cultures

Bringing about change

12

Changes for the the better

Work and equality

13

Discrimination in the Workplace

Controversies

14

Current Controversial Issues in the World

Health

15

Factors affecting Health; Herbal Medicine: A Way for Healthcare

24

2.5. Rubrics for evaluating Formal Presentation (for Teachers)

Students name: Class: Date & time:.......................Topic: .
Band
Indicators
Competences

Linguistic

Sociolinguistic

Pragmatic

Strategic

Overall band

Band 1: Failure
(1.0 5.9)

Band 2: Pass
(6.0 7.9)

- Mostly use slangs and colloquials to

deliver the content of the presentation
- Mostly use simple sentences; complex
sentences and nominalization are rare
and often inaccurate;
- Pronunciation may not be intelligible
at a few times.

- Attempts to use academic words in spite of

inappropriacies
- Uses a mix of simple & complex sentences,
and nominalization, but with limited
flexibility (frequents mistakes persist with
complex structures though these rarely
cause comprehension problems);
- Can generally be understood throughout
though mispronunciation of individual
sounds or words reduces clarity at times.
- Shows awareness of the discourses
formality/politeness;
- Attempts to use some linguistic markers for
formality/politeness in spite of some
inappropriacies;
- Attempts to use proverbs, idioms,
colloquialisms, and quotations despite some
inappropriacies
- Attempts to understand and process the
key concepts fairly logically
- Attempts to discuss them with clear
overview though some irrelevant evidences
may persist;
- Attempts to organize the presentation
logically with cohesive devices though they
are used either mechanically or repeatedly;
- Generally achieves communicative
functions with little efforts;
- Attempts to deal with all follow-up
questions spontaneously.
- Creates a clear, well-organized power point
show/handout/poster to increase
communication effects;
- Attempts to use circumlocution and/or
paraphrasing to cover linguistic limitations;
- Attempts to use hedging devices to
strengthen their arguments with a few flaws;
- Attempts to refer backward and forward to
highlight the discussion flow.

- Is unaware of the discourses

formality/politeness;
- Is unable to use appropriate linguistic
markers for formality/politeness;
- Use almost no proverbs, idioms,
colloquialisms, and quotations.
- Is unable to explain key concepts
clearly and logically;
- The presentation is fragmented in
structure, which does not enable the
audience to comprehend its overall
aims and purposes;
- Several communicative functions may
be performed unsucessfully.

- Is unable to create the power point

show/handout/poster that attracts the
audience and increases the
communication effects;
- Is unable to use circumlocution
and/or paraphrasing to cover linguistic
limitations at several times;
- Limitedly use hedging devices to
strengthen their arguments;
- Rarely refer backward and forward to
highlight the discussion flow.

Band 3: Merit
(8.0 8.9)

Band 4: Distinction
(9.0 10.0)

- Uses academic words flexibly and show

awareness of style and collocation
- Uses a range of simple & complex
sentences, and nominalization, with some
flexibility and frequently produce errorfree sentences
- Uses a range of pronunciation features
with adequate control

- Uses academic words with full

flexibility and precision
- Uses a wide range of structures and
nominalization naturally,
appropriately and accurately
- Uses a full range of pronunciation
features with precision and subtlety

- Shows high awareness of the discourses

formality/politeness;
- Manages to use a range of linguistic
markers for formality/politeness;
- Manages to use appropriate proverbs,
idioms, colloquialisms, and quotations

- Shows full awareness of the

discourses formality/politeness;
- Flexibly uses a wide range of
linguistic markers for
formality/politeness;
- Skillfully uses proverbs, idioms,
colloquialisms, and quotations

- Manages to understand and process the

key concepts logically
- Manages to discuss them with clear
overview and relevant evidences
- Manages to organize the presentation
logically with a range of cohesive devices;
- Achieve communicative functions with
little efforts;
- Manages to deal with most follow-up
questions spontaneously and satisfactorily.

- Thoroughly understands and

processes the key concepts logically;
- Manages to discuss it with clear
overview and fully illustrated ideas;
- Skillfully organizes the presentation
logically with flexible use of cohesive
devices;
- Manages to achieve communicative
functions effortlessly;
- Manages to deal with all follow-up
questions spontaneously and
satisfactorily.
- Skillfully uses animation, videos,
and other supporting materials to
create a clear, logical and attractive
power point show/handout/poster to
increase the communication effects;
- Skillfully uses circumlocution and/or
paraphrasing to cover linguistic
limitations;
- Flexibly uses hedging devices to
strengthen their arguments with
almost no flaws;
- Successfully refers backward and
forward to highlight the discussion
flow.

- creates a clear, well-organized, and

attractive power point
show/handout/poster to increase the
communication effects;
- Successfully uses circumlocution and/or
paraphrasing to cover linguistic limitations;
- Uses hedging devices to strengthen their
arguments with only few flaws;
- Successfully refers backward and forward
to highlight the discussion flow.

25

2.6. Guidelines to evaluate students notes (of the audio-visual information sources)
Notes of the audio-visual information sources will take up 30% of the final mark given by teachers, and the rest 70% will be presentation
mark.
These notes will be assessed on three criteria:
- Accuracy: whether the information noted down is the same as information provided in the source or not
- Comprehensiveness:
how much of the information provided is actually grasped and noted down by the student AND
whether the notes comprise all components specified in the Notes format (see section 2.9 below)
- Effectiveness: whether the note-taking system chosen to format/organise the notes is appropriate to the content and purpose of the talk or
not
2.7. Formula to calculate Formal presentation score

Final presentation mark = 0.8 x (0.7 x TPM + 0.3 x TNM) + 0.2 x SPM
Note:
TPM: presentation mark awarded by Teacher
TNM: mark for students notes - awarded by Teacher
SPM: presentation mark awarded by student audience

26

2.8. Checklist to assess formal presentations (for students)

Please put a tick in the appropriate column YES or NO depending on your answers to questions in the checklist. Make sure to note down
evidence (for your answers), which must be taken from your friends presentation.
Checklist for Linguistic competences

Yes

No

Evidence/Notes

1. Vocabulary:
- Do the presenters try to use academic words in their presentation?
- If yes, is their use suitable for the intended meaning?
2. Grammar:
- Do they try to use both simple and complex structures in their presentation?
- If yes, is their use correct?
- Do nominal phrases and clauses appear in their presentation?
- If yes, is their use correct?
3. Pronunciation:
- Is their pronunciation correct?
- If not, are their sounds, ending sounds, stress or intonation incorrect?
- Are those mistakes affecting communication?
Which band would you give to them?
A Band 1-5: Failed to use academic words, mix of simple and complex sentences, and understandable pronunciation
B Band 6-7: Able to use academic words, mix of simple and complex sentences, and understandable pronunciation, yet with SOME mistakes
C Band 8-9: Able to use academic words, mix of simple and complex sentences, and understandable pronunciation, yet with FEW mistakes
D Band 10: Able to use academic words, mix of simple and complex sentences, and understandable pronunciation, yet with VERY FEW mistakes.

27

Please put a tick in the appropriate column YESor NOdepending on your answers to questions in the checklists. Make sure to note down
evidence (for your answers), which must be taken from your friendspresentation.
Checklist for Sociolinguistic competences

Yes

No

Evidence/Notes

1. Linguistic markers for politeness/formality

- Do the presenters try to use linguistic markers for politeness/formality in their presentation?
- If yes, is their use correct?
2. Idiomatic expressions
- Do they try to use idiomatic expressions in their presentation?
- If yes, is their use suitable?
- If yes, is their use correct?
Which band would you give to them?
A Band 1-5: Failed to use polite/formal linguistic markers and appropriate idiomatic expressions
B Band 6-7: Able to use polite/formal linguistic markers and appropriate idiomatic expressions, yet with SOME mistakes
C Band 8-9: Able to use polite/formal linguistic markers and appropriate idiomatic expressions, yet with FEW mistakes
D Band 10: Able to use polite/formal linguistic markers and appropriate idiomatic expressions, yet with VERY FEW mistakes.

28

Please put a tick in the appropriate column YESor NOdepending on your answers to questions in the checklists. Make sure to note down
evidence (for your answers), which must be taken from your friendspresntation.
Checklist for Pragmatic competences

Yes

No

Evidence/Notes

1. Key concepts
- Do the presenters understand the key concepts in their presentation?
- If yes, is their process of the key concept logical?
2. Organization
- Is their organization logical?
- If yes, are ideas linked by linking devices?
- If yes, are the linking devices used correctly and variously?
3. Linguistic functions
- Do the presenters achieve their functions?
- If yes, is their achievement effortless?
Which band would you give to them?
A Band 1-5: Failed to understand the key concepts, organize ideas logically, and achieve linguistic functions effortlessly
B Band 6-7: Able to understand the key concepts, organize ideas logically, and achieve linguistic functions effortlessly, yet with SOME
mistakes
C Band 8-9: Able to understand the key concepts, organize ideas logically, and achieve linguistic functions effortlessly, yet with FEW
mistakes
D Band 10: Able to understand the key concepts, organize ideas logically, and achieve linguistic functions effortlessly, yet with VERY FEW
mistakes.

29

Please put a tick in the appropriate column YESor NOdepending on your answers to questions in the checklists. Make sure to note down
evidence (for your answers), which must be taken from your friendspresntation.
Checklist for Strategic competences

Yes

No

Evidence/Notes

1. Power-point presentation
- Do the presenters make an attractive slide show in their presentation?
2. Strategy
- Do they use strategies to compensate linguistic limitations?
- If yes, are strategies effectively used?
3. Hedging and referring devices
- Do the presenters use hedging devices?
- If yes, is their use effective?
- Do the presenters use referring devices?
- If yes, is their use effective?
Which band would you give to them?
A Band 1-5: Failed to design an attractive ppt presentation, use strategies, hedging and inferring devices effectively
B Band 6-7: Able to design an attractive ppt presentation, use strategies, hedging and inferring devices effectively, however with SOME
mistakes
C Band 8-9: Able to design an attractive ppt presentation, use strategies, hedging and inferring devices effectively, however with FEW
mistakes
D Band 10: Able to design an attractive ppt presentation, use strategies, hedging and inferring devices effectively, however with VERY
FEW mistakes.
30

2.9. Writing a report and reflection

- Reports and reflections may not follow any fixed format. They can be written using bullet
points, instead of complete paragraphs like essays.
- However, content of the report for this assignment should include:
Group members names
Topic of the presentation
Date of the presentation
Assignment of work among group members (who did what)
Feedback for individual presentation (summary of peer comments on individual
presentations of group members)
Group presentation in front of the whole class (what you have revised based on peer
comments on the previous individual presentations, who said what in the group
presentation, results of peer assessment for group presentation + the average of all
marks given by peers)
- The reflection shows what you think about yourself, your personal work performance, etc.
In this assignment, it should specifically answer four questions below:
1. What do you think you and your group have done well in this assignment?
2. What do you think you and your group havent done very well in this assignment?
3. What have you personally gained/learnt with this assignment?
4. What is your plan for future learning, regarding listening and speaking skill?
2.10. Taking notes of audio-visual information sources
Your notes should follow this format strictly:
1. Title (of the lecture/talk/etc.): _________
2. Source: __________________
3. Date of retrieval: __________
4. Times of listening: __________ (pls. specify the number of times you have listened
to this audio/video in order to complete the notes below)
5. Your notes: ____________________________
____________________________
____________________________
____________________________
2.11. Timeline for Formal Presentations
Week 1

Session 1

Week 1

Session 2

Week 4

Session 2

Week 5

Session 2

Week 6 - 12
Session 2
Week 13, 14, Session 2
15

- Form groups for presentations

- Search for presentation topics to be agreed on in Week 1, session
2
- Agree on presentation topics
- Start reading about presentation topics and prepare for Outline
presentations in Week 4 and Week 5
- Outline presentation 1
- Revise presentation contents based on received feedback
- Outline presentation 2
- Revise presentation contents based on received feedback
Get ready for official group presentations in Week 13, 14, 15
- Official group presentation 1, 2, 3
- Write a group report to be submitted to Ts at the end of Week 15

31

APPENDIX 3 Reading & Writing Assignments

3.1. Objectives:
With this assignment, students will be able to:

select reliable, authentic reading materials for their essay writing

acquire and use a good range of academic vocabulary related to the writing topic

use appropriate grammar structures (expressing comparison & contrast, cause &
effect, etc.) correctly and flexibly in their writing

write a well-structured, coherent, fully-illustrated and properly-cited composition,

with ideas from the readings given and selected.

cooperate to discuss and correct errors in peer editing and then self-editing activities
3.2. Description:
The assignment is in the form of ongoing assessment, using cooperative learning
approach and is built on the idea of using Reading as input for Writing. Students are going to
work in PAIRS for accomplishment of this task.
As regards reading section, students are required to read a number of texts in
relation to the given content and writing topics, whereby they can generate and/ or explore
ideas for their writing. Some of the readings are provided by the teacher while the others
are searched and selected by students. The search for reading materials should done by
BOTH students at the same time, before agreeing on the best reading texts to use for essay
writing.
The porfolio would embrace two 500-word academic essays of the given topics, one
of which is a Comparison-Contrast essay and the other is the integration of Cause-Effect
Essays and Problem-Solution Essays. One writing topic comprises two versions: each student
will be responsible for one version; however, the proofreading and editing must be done by
BOTH students in one class session, using the Peer-editing checklist as specified later in this
Course Guide.
3.3. Procedure:
Students are expected to follow these procedures when carrying out this Reading-Writing
assignment.
1. STAGE 1: READING
1.1. Step 1: Searching
You are provided with one or more reading texts related to the assigned essay title,
but you still need to search for more information that is not available in the given reading
texts and that helps you to fulfill the task. There is no limitation in the number of reading
texts that you may search as long as the information obtained from the text(s) is relevant to
and sufficient to the writing.
Before searching, you need to ask yourself the following questions:
- What information do I need to search? For what purpose?
- What types of source should I investigate?
- What types of text are academically written?
By answering these questions, you will be able to find the relevant materials which
are supposed to be academic, reliable, and updated. Besides, study the reading rubrics for
better idea of the criteria your selected texts will be assessed upon.
32

NOTES:
- For the FIRST essay it is OPTIONAL for students to search for more reading materials, but
it is a MUST for the SECOND.
- The readings you have found must be brought to class for cross-review by Teacher and
peers. If the Teacher rejects your reading, you will have to find other readings and this time,
send to Teacher for comments and approval. The process continues until your readings are
accepted by the Teacher. Therefore, it is advisable for you to find the readings early and no
later than the date required.
1.2. Step 2: Interacting with the texts
Interacting with the texts is an essential part of the task as it focuses you on the
information you need to select for the writing as well as activates your memory and
vocabulary learning.
The interaction can be undertaken by means of highlighting/circling/ underlining
and/ or annotating (writing notes in the margins). Annotating is a practice related to
highlight/circling/underlining. You can do it independently, although it usually appears in
conjunction with highlighting/circling/underlining to record your understanding and to
extend your involvement in reading (see section 3.10).
You are not limited to using one specific technique during your interaction, but it is
compulsory that you identify the information as follows:
- The main ideas in each of the paragraphs;
- The support for the main ideas;
- The academic words that are central to understanding the paragraphs;
- The word families and/ or collocations that appear in the text
- The information relevant to the essay title;
- The gap between the available information and the needed information
It is necessary to be consistent in the use of techniques as it will help you understand
the texts when you go back and review the notes.
1.3. Step 3: Taking notes
After reading, highlighting/circling/ underlining and annotating the text, the next
step may be making a brief notes which help you to see clearly the organization of the text
and the significant ideas that the text brings to you. Such notes are useful when you need
some ideas for a discussion or a writing. Before you take notes, it is necessary to number
the pages for easy reference.
You are not limited to any format/type of notes, but it is compulsory that you note
down the following information:
- Title of the text;
- The source of the text. The source of a text is not simply the web address from which
you take the text
- Main ideas and significant details presented in the text;
- Page number of the information;

33

NOTE: All these steps must first be done individually. Then, group members sit together,
compare their notes and synthesize and finalize their notes on another copy of the reading,
which will later be put in the groups R-W portfolio for final assessment.
2. STAGE 2: WRITING
Each student in the pair will take turns to write the 1st, and 2nd /final draft for each
writing topic. For example, student A who wrote the 1st draft for the first essay will write the
2nd draft for the second essay, and vice versa.
The procedure for each writing topic will be as follows:

Firstly, after deciding on selected readings, each student takes notes of the readings
individually, and then both of them compare the notes and write down the pairs notes on
another copy (of the readings), which will be put in the R-W portfolio later on.
Secondly, the pair discusses and makes an outline for their essay.
Then, the one student will write 1st draft of the essay, and bring it to the scheduled class for
peer-review. Both students in each pair analyze the first draft based on the peer-editing
checklist (see section 3.7), and then revise and edit the draft before the other student
completes the second version.
The teacher will guide the process of peer-review and give feedback in that class, before the
second version is written.
After completing the peer-review and receiving the teachers feedback, the other student in
the pair will write the second version.
Finally, all versions of TWO writing essays together will all the readings and notes, will be put
in the portfolio to hand in to Teacher in Week 13 for final assessment.

Students are expected to refer to the Assessment of Reading-Writing Assignments

(see section 3.8) and Writing assessment rubric (see section 3.9) for criteria that their
portfolio will be assessed upon.
3. 4. Timeline for Reading -Writing Assignment
Week 1
Week 2

Week 3

Week 5

Week 6

Week 7

Week 8

Form groups to do R-W assignments

Receive essay topic for assignment 1
Evaluate 5 given texts (see Appendix 3 in Academic English 3 - Reading & Writing Students book) and select those relevant for R-W assignment 1
Read and take notes on selected readings in class
Identify relevant claims for Essay 1
Make an outline for Essay 1 (under the teachers guidance)
Write 1st draft of assignment 1 and send it to the teacher at least 3 days before the
next lesson
Bring it to the next class for peer editing
Students cross-check the 1st draft of comparison essay with the teachers
consultancy, using Peer-editing checklist
Write the 2nd draft of assignment 1 and bring it to the next class for review
Review sentence problems in the 2nd draft of Essay 1 and correct them (if any)
Receive essay topic for Reading-Writing Assignment 2
Search reading materials for assignment 2 and bring them to the next class for crossreview by peers and the teacher
Evaluate searched readings for Essay 2 and decide on 2-3 best readings
Read and take notes on those readings, highlighting information which will be used
for Essay 2

34

Week 10
Week 11

Week 12
Week 13

Make an outline for Essay 2 with teachers guidance

Write 1st draft of assignment 2
Peer-review 1st draft of Essay 2 with the teachers consultancy, using Peer-editing
checklist
Write the 2nd draft of Essay 2
Revise 2nd draft of Essay 1 and Essay 2 for submission in the next class
Write a report for R-W assignment for submission in the next class
Submit the Reading Writing assignment (all selected reading with notes, all drafts of
Essays 1 & 2, a group report, and two peer-editing checklists)

3.5. Submission package

Students are required to hand in the reading-writing portfolio, which comprises all
selected reading with notes, all versions of two writing essays, two peer-editing checklists
(see section 3.7), and a group report (see section 3.6), in week 13.
It is compulsory for every student to use the Cover sheet (see section 3.12) of this
document for both writing essays and comply the follow format:
- Margins: top-bottom: 1,25 cm; left-right; 3 cm
- Font size: 13
- Spacing: before: 6 pt, after: 10 pt
- Line spacing: double
3.6. Reading-Writing Assignment report
It is a must to complete these questions as a writing report and put it after the Cover sheet
in students submission package.
Question

Report

Who wrote the first draft of the first essay?

Who wrote the second draft of the first essays?
Who wrote the first draft of the second essay?
Who wrote the second draft of the second essays?
Who did more search for the reading materials?
Who made the notes of the selected reading texts?
Was the work divided equally between two members?
Was there any emerging problem during the process of
assignment accomplishment? Specify the problem(s) if
any

35

3.7. Peer-editing checklist

No.
Checklist
The whole essay
1
How long is the essay? Please count the words.
2
Is there a reference (works cited) list at the end of the essay?
3
How many works are there in the reference list?
Are all the works in the reference list written in compliance
4
with APA documentation style?
5
Does the essay follow the required format (line spacing, tc.)?
6
What is the organizational pattern of the essay?
7
How many paragraphs are there in the essay?
Introductory paragraph
a. Is there a hook?
b. Indicate the type of hook (anecdote/ a scenario, quote
8
from literature, quote from another source, rhetorical
question, shocking statistics)
c. Does the hook make the reader want to continue reading?
Do the building sentences lead logically to the thesis
9
statement?
a. Underline the thesis statement in your essay.
10 b. Does the thesis statement include the topic and the
controlling ideas?
Body paragraphs
Do the topics of the body paragraphs appear in the same
11
order as in the thesis statement?
a. Mark the topic sentence of all body paragraphs with a
TS.
12
b. Circle the topic in each topic sentence.
c. Underline the controlling idea in each topic sentence.
In which paragraph(s) is ALL the information relevant to the
13
controlling idea of the topic sentence?
14 In which paragraph(s) are ideas arranged in a logical order?
Concluding paragraph
In what way(s) is the essay concluded (thesis restatement,
15
summary of main ideas, prediction, etc.)?
16 Is the conclusion logically linked to the whole essay?
17 Are new ideas avoided in the conclusion?
Coherence
a. Mark all the transitional expressions with a TE.
b. Categorize the transitional expressions used into 3 groups:
- Basic and high-frequency linking words (and, but, because,
first of all, finally)
18

Students response

- More complicated linking words and phrases (e.g. it may

appear, as a result)
- Reference and substitution (e.g. pronouns, articles,
synonyms, comparative reference)
c. Which transitional expressions are used incorrectly?
(specify the paragraph in which they occur)

36

Citation
19 Mark all the citations with a C.
20 How many works are cited in the essay (in-text citation)?
21 How many quotations are there in the essay?
22 How many paraphrases and/or summaries are there in the
essay?
23 Cross out any citation which does not effectively support a
point.
24 Double underline all reporting verbs in the essay.
25

List different reporting verbs used in the essay

26

Are all the in-text citations consistent in style (APA style)?

Do the sources in the list match those cited in the main text?
Vocabulary/Grammar (may list on a separate page if lack of space)

27

List less common vocabulary in the essay

List collocations of the following types :

a. Verb + Noun:
28
b. Verb + adverb:

c. Adverb + adjective:

32

List inaccurate word form and spelling (if any).

33

List unsuccessful word choice (if any)

34

Where could hedging language be added?

35

Are pronouns used correctly and clearly?

36
37

Are there both simple and complex structures in the essay?

Mark complex structures in the essay with CS.
How many different complex structures are there in the
essay (passives, relatives, conditionals, parallel structures,
adverbial clauses, impersonal structures, etc.)?
Highlight incorrect complex structures in the essay.
Are the other sentences grammatically correct?
Is the style of writing appropriate for an academic essay?

38
39
40

37

3.8. Assessment of Reading-Writing Assignments

The final mark given for students Reading-Writing Assignments will be the sum of the mark given for students writings and the mark given for
students peer-editing checklists. Students writings will be awarded with no more than 8.5 pts (over 10 pts in total); thus, the rest 1.5 pts will
be spared for students performance on their Peer-editing checklists.
Therefore, it is essential that students complete the Peer-editing checklists carefully, critically and in a detailed way. Usually, the checklist will
be completed after reading the essay for at least two times: the first time is for checking overview problems, and the second time is for
checking details like grammar, vocabulary and citation.
While it is subject to the Teacher to decide on a students mark for his/her Peer-editing checklists based on the above criteria, students
writings must be strictly evaluated based on the Writing assessment rubric below (see section 3.9).
Therefore, the formula to calculate students Reading-Writing assignment score will be:

Final R-W assignment mark = WM (up to 8.5 pts) + CM (up to 1.5 pts)
Note:
WM: mark for a students writing
CM: mark for a students Peer-editing checklist

38

3.9. Writing assessment Rubrics

Linguistic competence
Lexical Resources

Grammatical Range and

Accuracy
Uses a wide range of
structures with full
flexibility and accuracy;
rare minor errors occur
only as slips

910

Uses a wide range of

vocabulary with very natural
and sophisticated control of
lexical features; rare minor
errors occur only as slips

Uses a wide range of

vocabulary fluently and
flexibly to convey precise
meanings
Skillfully uses uncommon
lexical items but there may
be occasional inaccuracies in
word choice and collocation
Produces rare errors in
spelling and/or word
formation

Uses a wide range of

structures
The majority of
sentences are error-free
Makes only very
occasional errors or
inappropriateness

Uses a sufficient range of

vocabulary to allow some
flexibility and precision
Uses less common lexical
items with some awareness
of style and collocation
May produce occasional
errors in word choice,
spelling and/or
wordformation

Uses a variety of
complex structures
Produces frequent
error-free sentences
Has good control of
grammar and
punctuation but may
make a few errors

Uses an adequate range

of vocabulary for the task
Attempts to use less
common vocabulary but
with some inaccuracy
Makes some errors in
spelling and/or word
formation, but they do not
impede communication

Uses a mix of simple

and complex sentence
forms
Makes some errors in
grammar and
punctuation but they
rarely reduce
communication

Socio-linguistic competence

Pragmatic competence

Strategic competence

Maintains the appropriate

tone throughout the writing
according to the level of
formality required by a
particular writing type
Uses a wide range of
linguistic markers suitable for
particular level of
formality/politeness;

Uses cohesion in such a way that it

attracts no attention (including the use
of grammar referencing/substitutions)
Skillfully manages paragraphing

Shows the awareness of the

level of formality required by
a particular writing type;
there may be occasional
inconsistencies in tone, but
certain formality can be
maintained
Uses a wide range of
linguistic markers suitable for
particular level of
formality/politeness, but
some may be inappropriately
used
Shows the awareness of
the level of formality required
by a particular writing type;
inconsistencies in tone is
common, but fairly affects
the formality
Uses a sufficient range of
linguistic markers suitable for
particular level of
formality/politeness, but
some may be inappropriately
used
Shows the awareness of the
level of formality required by
a particular writing type, but
there is a limited control of
tone
Uses an adequate range of
linguistic markers suitable for
particular level of
formality/politeness, but
some may be inappropriately
used

Sequences information and ideas

logically
Manages all aspects of cohesion well
(including grammar
referencing/substitutions)
Uses paragraphing sufficiently and
appropriately

Fully addresses all parts of the task

The main ideas are stated clearly and
fully supported with relevant details
which are properly and consistently cited
Uses paraphrasing skillfully
Demonstrate great improvement
throughout the three versions; improve
the writing as commented and when
necessary while maintain control over
mechanics, vocabulary and higher
order/global features (organisation, ideas,
ideas expressions, etc.)
sufficiently addresses all parts of the
task
The main ideas are stated clearly and
generally supported with relevant
details which are properly and
consistently cited,
Uses paraphrasing suffciently and
appropriately
Shows adequate improvements, but
some errors may be found

Logically organizes information and

ideas; there is clear progression
throughout
Uses a range of cohesive devices
appropriately although there may be
some under-/over-use
Presents a clear central topic within
each paragraph

Addresses all parts of the task

The main ideas are stated clearly and
supported with relevant details;
Manages to cite properly and
consistently
Uses adequate paraphrasing, with little
inaccuracy
Shows improvements, but maintains
some logical errors

Arranges information and ideas

coherently and there is a clear
overall progression
Uses cohesive devices effectively,
but cohesion within and/or
between sentences may be faulty or
mechanical
May not always use grammar
referencing/substitutions clearly or
appropriately
Uses paragraphing, but not always
logically

Addesses all parts of the task although

some parts may be more fully covered
than others
The main ideas are somewhat clear;
attempts to develop the main ideas, but
some supporting details may be irrelevant
Manages to use citation properly and
consistently, though occassional errors
persist.
attempts to paraphrase but with some
inaccuracy
Show some improvements, but the
improvements are limited to editing
mechanics and vocabulary mistakes

39

Uses a limited range of

vocabulary, but this is
minimally adequate for the
task
May make noticeable
errors in spelling and/or
word formation that may
cause some difficulty for the
reader

Uses only a limited

range of structures
Attempts complex
sentences but these
tend to be less accurate
than simple sentences
May make frequent
grammatical errors and
punctuation
may be faulty; errors can
cause some difficulty for
the reader

The tone may be

occasionally appropriate, but
does not show the awareness
of the level of formality
required by a particular
writing type.
Uses a limited range of
linguistic markers suitable for
particular level of
formality/politeness, but this
is minimally adequate for the
task

Presents information with some

organization but there may be a lack of
overall progression
Makes inadequate, inaccurate or
over-use of cohesive devices
May be repetitive because of lack of
substitutions
May not write in paragraphs, or
paragraphing may be inadequate

Uses only basic

vocabulary which may be
used repetitively or which
may be inappropriate for
the task
Has limited control of
word formation and/or
spelling; errors may
cause strain for the reader

Uses only a very

limited range of
structures with only rare
use
of subordinate clauses
Some structures are
accurate but errors
predominate, and
punctuation
is often faulty

The tone may be variable;

there may be occasional
appropriateness in the level of
formality
Uses only basic linguistic
markers which may be not
suitable for particular level of
formality/politeness;

Presents information and ideas but

these are not arranged
coherently and there is no clear
progression in the response
Uses some basic cohesive devices
but these may be inaccurate
or repetitive
May not write in paragraphs or their
use may be confusing

Uses only a very limited

range of words and
expressions with very
limited control of word
formation and/or spelling
errors may severely
distort the message
Uses an extremely limited
range of vocabulary;
essentially no control
of word formation and/or
spelling

Attempts sentence
The tone may be variable
forms but errors in
and inappropriate
grammar and
Uses very limited range of
punctuation
linguistic markers
predominate and distort
the meaning

1
0

Cannot use sentence

forms except in
memorized phrases

Only write some memorized words/phrases

Does not submit the writing

The tone is inappropriate

Fail to use linguistic
markers for
formality/politeness;

Does not organize ideas logically

May use a very limited range of
cohesive devices, and those used
may not indicate a logical relationship
between ideas
Has very little control of
organizational features

Addesses the task only partially; the

format may be inappropriate in places
The main ideas are somewhat clear,
but there remain some unsupported and/
or many supporting details are irrelevant
Attempts to use citation though
improper and inconsistent citation is
common, but plagiarism is still avoided
attempts to paraphrase but with some
inaccuracy
Show little improvements; the
improvements are limited to editing
mechanics and few vocabulary mistakes
addesses the task only partially; the
format may be inappropriate in places
The main ideas are unclear; there is
seemingly random choice of information
Most of the ideas are not supported
and / or most of the supporting details
are irrelevant
Shows frequent faulty in citation
Shows little evidence of paraphrasing
Only correct mechanics mistakes when
revising the writing
does not adequately address any part of
the task
The main ideas are unclear; the
supporting details are irrelevant
Complete the first draft with peer
comment, but no improvement can be
observed in the second draft
Barely respond to the task
The main ideas are unclear; and
unsupported
Complete the first draft, but there is no
peer comment and no improvement can
be observed in the second draft

40

3.10. An example of underlining and annotating a reading text

3.11. Topics for Reading-Writing Assignments

(can also be found in the Appendix 4 of Academic English 3 - Reading & Writing - Students book)

Reading-Writing Assignment 1
Compare the influence of family and friends on teenagers.
Reading-Writing Assignment 2
Choose either of the following topics:
1. In the developed world, average life expectancy is increasing.
What problems will this cause to individuals and society? Suggest some measures that could
be taken to reduce the impact of ageing populations.
2. Overpopulation of urban areas has led to numerous problems.
Identify one or two serious problems and suggest ways that governments and individuals
can tackle these problems.

3.12. Cover sheet for Reading-Writing Portfolio (on the next page)
This cover sheet is to be used to cover the Reading-Writing assignment package
that will be submitted to the teacher in Week 13.

41

Faculty of English Language Teacher Education

Division II
3B Writing Assignment Cover Sheet

Student ID:

.........................................................................

Student Name:

.........................................................................

Essay genre:

.........................................................................

Essay title: .........................................................................

Word Count:

.........................................................................

I declare that all material in this assignment is my own work except where there is clear
acknowledgement or reference to the work of others.

Signed. Date
Conditions
There will be automatic deductions of 10% for work, which is 10% over or under word limit.
There will be automatic deductions of 50% for work with fewer than TWO cited references
Errors in referencing will result in up to 10% deduction of marks.
Resubmission is required if plagiarism exceeds 10% of the word count (excluding reference
list). A maximum of 80% will be awarded for the resubmitted version.
Work not submitted on time without prior approval will be penalized by 5% per day. Late
work will not be accepted once the marked assignments have been returned or after 2
weeks after the due date, unless an extension has been granted.

Assessors comments: ..............................................................................................................................

...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
................................................................................ Assessment: ...........................................................
Assessors Signature (optional) : ..................................... Dated: ............................................................

42

APPENDIX 4: HOW TO TEST YOUR VOCABULARY

SIZE USING WWW.LEXTUTOR.CA
-

Open the website www.lextutor.ca and the screen will appear like this:

Click on Test, under the section for Learners, which is the leftest column. The screen
then would look like this:

Under the first part 1. Frequency based tests: Recognition, click on Size Test, 1-14k
to open the test which will measure your vocabulary size. The format of the test will look
like this:

43

Corresponding to each 1000 word level, there are 10 vocabulary questions which focus
on 10 key words of that level. The test continues until level fourteenth 1000, which
equals 14,000 words. Words get increasingly difficult and rare towards the end of the list.
It is a must for test takers not to make a guess if they are not sure about the meaning of
the tested word so as not to distort the test score. Once you find no familiar words and
just can no longer do the test, click onto Score icon (found either at the top left corner
or the bottom right corner of the test) to get the result of your vocabulary size. The score
will appear as follows (in the leftest area):

The score will show how many percent of vocabulary that you assumingly have acquired
at each level, up till level 14,000 words. The final score will tell you your vocabulary size
(how many words you are supposed to know) and which level of vocabulary you should
start learning in order to expand your vocabulary.

44