T191 ELD Information Booklet Sept 11-Final PDF

English Language Department
King Fahd University of Petroleum and Minerals

College of Applied and Supporting Studies
INFORMATION
BOOKLET
Academic Year 2019
Term 191
English Language Department

January 2019
ELD Information Booklet (2019) 1

TABLE OF CONTENTS
Part 1: The English Language Department
The ELD ……………………………………………………………………… 3

ELD faculty contact list ………………………………………………….…... 4
Getting started ……………………………………………….…………. …. 5
Office hours ……………………………………………………………………… 5
Copying, printing and paper ……………………………………….….…. 6
Submitting quizzes and writing tasks ……………………………………… 7
Course files ……………………………………………………………………… 8
Classroom etiquette ……………………………………………………………… 9
Student excuses ……………………………………………………………… 9
Absences and lateness ……………………………………………………… 10
Committees ……………………………………………………………………… 11
Faculty Self-evaluation procedures ……………………………………… 12
Blackboard (BB) …...…………………………………………………………. 14
Course BB pages for students …….………………………………………... 15
Turnitin ……………………………………………………………………… 16
Plagiarism ……………………………………………………………… 21
Registrar Services ……………………………………………………… 23
Midterm warnings ……………………………………………………… 24
Final grade upload ……………………………………………………… 25
Exams and exam duties ……………………………………………………… 26
Rubrics ……………………………………………………………………… 28
Grade transparency ……………………………………………………… 29
Grade rosters ……………………………………………………………… 30
Upgrade rules ……………………………………………………………… 31
A – F grades ……………………………………………………………… 31
Withdrawal grades ……………………………………………………… 32
End-of-semester procedures ……………………………………………… 33
English Clinic ……………………………………………………………… 35
Part 2: The Courses
ELD Course Descriptions ………………………………………………....…… 36
ENGL 101 ……………………………………………………………………… 37
ENGL 102 ……………………………………………………………………… 43
ENGL 214 ………………………………………………………………………. 51

THE ELD
Location
The English Language Department (ELD) is a part of the College of General Studies (CGS), along
with the departments of Islamic & Arabic Studies (IAS), Global and Social Studies (GS), Physical
Education (PE), and the Preparatory Year Program. The Dean of CGS is Dr. Hattan Z. Tawfiq (17-
103) and he currently has two secretaries: Abduljawaad and Shebeer.
Teachers have offices in either B 17 or the adjacent building, B 9. The ELD’s English Clinic is in
B 9-235.
The ELD has an assistant, Mr. Rafael (Raffy) Contreras. He is the Radar to our MASH.
The academic program
The department teaches three courses: ENGL 101 (An Introduction to Academic Discourse), which
is a freshman composition course; ENGL 102 (An Introduction to Report Writing), which deals with
freshman composition and basic research and report writing skills; and ENGL 214 (Academic &
Professional Communication), which develops the students’ research and report writing skills and
teaches the language of recruitment and correspondence. Both ENGL 102 and 214 also include
formal presentation skills.
ELD faculty teach two of the three courses per semester, with two sections of each, and can expect
to be responsible for between 100 and 120 students. Student numbers fluctuate (the ELD has no
control over this), and therefore finding the proper balance between quality of education and quantity
of work is critical to both professional integrity and personal well-being. The nature of the courses
means that a significant part of the working week is taken up with preparing classes and quizzes and
with marking written work. A set of course materials is available for download on Blackboard and
teachers are encouraged to supplement them with their own materials. Sharing of materials is
strongly encouraged across all courses. A Student Reading and Writing Portfolio is now in use for
ENGL 101, and a published course textbook for ENGL 214 is also available.
Each English course is worth three credit hours for a student’s GPA. In the freshman year, students
tend to take ENGL 101 in their first semester and about 80-90% then take ENGL 102 in their second.
They study around five subjects per semester including English but little or nothing about their major
during this year. Instead, their freshman-year courses aim to bring them up to a suitable level in
math, physics and chemistry. Most students now take ENGL 214 in the first semester of their
sophomore (second) year, which is not ideal. ENGL 214 students have to write a technical report on
a topic in their major but, at this stage in their academic careers, have only just started to study it.
We normally recommend that ENGL 214 should be taken in the second semester of the sophomore
year, or later.
There is a general inclination among students to regard their English courses as less important than
those that appear to be more relevant for their majors. Poor study skills often mean that students
cannot cope simultaneously with all the courses they are taking so English may be neglected,
especially at those points in the semester when major exams are being held in other departments.
When a piece of English work is submitted late or not at all, the excuse is frequently that the student
had a major exam which required all his attention. This is not an excuse that should be entertained.
English courses have the same credit-hour rating as courses in the student’s major and are just as
important. Do not excuse students who miss classes or fail to submit their work punctually because
they have given precedence to their other courses.

ELD CONTACTS T191
House Office
NAME ID Office KFUPM email Mobile
# phone
ALBRIGHT, Simon 7170640 5284 2241 17-129 simon.albright 0501673310
ANYAN, John 7140156 5548 7593 9-231 johnanyan 0559334543
17-
BANCROFT, Malcolm 7170781 5647 2292 malcolm.bancroft 0583603414
131/1
BANNER, Dave 7170799 1333 2329 17-138 david.banner 0534677383
BARTLE, Chris 7190573 1234 7589 9-239 christopher.bartle 0507431847
17-
BERRY, Dave 7140396 5342 3156 berryd dir-eld 0506137251
125/1
BILLAM, Josh 7090179 5403 7130 17-127 jbillam 0505713268
BLAZENKO, Gordon 7100548 1411 3145 17-138 gordonblazenko 0507539865
BROWN, Paul 7110117 5623 7557 17-133 pbrown 0536262485
CANNING, Charlie 7170814 1533 2463 9-233 charles.canningiii 0552477269
17-
CULLEN, Jason 7190565 1132 7498 jason.cullen 0592014022
131/2
DALY, Thomas 7090137 1314 7872 9-234 tomdaly 0502479812
DUSTHIMER, Carl 7180508 1130 1674 17-140 carl.dusthimeriii 0533098213
EDWARDS, Peter 7180524 5402 1529 9-228 peter.edwards 0553828618
HAMILTON, John 7060594 5643 2673 9-232 hamilton 0567992011

17-
HICKS, Jordan 7170939 1511 2465 jordan.hicks 0555986643
131/2
JENKINS, Sulaiman 7180491 5532 1962 9-229 sulaiman.jenkins 0569109714
17-
KING, Lance 7090848 5443 7873 lance 0500329564
131/1
KORST, TJ 7171044 1123 2498 17-133 timothy.korst 0550706220
OWEN, Jonathan 7170187 5521 7589 17-140 jdcowen 0581399828
PEARSON, Keith 7020564 1434 7588 17-129 francesc 0566529163
RYALL, Michael 7190557 1412 1626 9-240 michael.ryall 0582094770
SCHOFIELD, Chris 7171185 1122 2532 9-239 chris.schofield 0502198663
SILKE, William 7110571 5509 4891 17-127 silke 0531345928
WATTS, Steve 7180285 1332 7595 9-234 stephen.watts 0591242518

CONTRERAS,
7183312 1684 17-125 eld_admin 0564010781
Rafael
Messenger 7599 17-142

Getting started
Starting a new job is never easy; there are new courses to teach, new colleagues to get to know, and
new procedures to become acquainted with. It can be particularly challenging in departments like
the ELD, where teachers have a lot of autonomy in their classroom and are directly responsible for
a large part of what they teach and test. But we try our best to help you be as comfortable as possible
in your new position.
There are at least three things we can do to help new teachers settle in:
 Wherever possible, we place a newcomer in an office with an experienced ELD teacher,

whom he can call on for help with the courses, technology, and departmental procedures.
Office mates are known to be as helpful and as generous as possible with their time. They
will also help you get settled into life at KFUPM (banking, Internet, medical center) as well
as guiding you through the administrative procedures in B 21.
 The Course Coordinators are available to help and give advice at any time. In the coming
academic year, they are:
 ENGL 101: Sulaiman Jenkins (sulaiman.jenkins@) Office: 17-131/2 Tel. 7498

 ENGL 102: Simon Albright (simin.albright@) Office: 17-129 Tel. 2241
 ENGL 214: Malc Bancroft (Malcolm.bancroft@) Office: 17-127 Tel. 2292
The Director’s door is always open, but try to get an answer to your question from the Course
Coordinator first.
 Dave Berry (berryd@ /dir-eld@) Office: 17-125 Tel. 3156
The key to a successful start is to be well prepared and to ask Course Coordinators and colleagues
about any issues that need clarification.
OFFICE HOURS
KFUPM requires that we schedule a minimum of five office hours per week in which to see students.
Four office hours are held between 8 am and 4 pm in your office and one hour is held in the
English Clinic (B 9-235). There are no official ‘cyber-office hours’ and all office hours should be
officially timetabled; additional hours can be offered ‘by appointment’ but are not mandatory. Office
hours between 7-8 am, and 4-5 pm should only be scheduled if convenient for all students in your
sections. The lunch break (from 12 to 1 pm) can be used as an office hour as it is often the only time
students are free, but no more than two should be scheduled per week.
Office hours can be held on all five days of the working week but in any case on no fewer than
four days. Many ELD faculty reserve Wednesday as a time for working at home, without the
distractions of the office environment. With that in mind, it would also be helpful for students if
their teachers were available at a variety of times during the week rather than the same hour every
day, as it may not suit some students.
One of the five hours is a communal office hour; it must be scheduled for Mondays between 1
pm and 2 pm, which would also be the normal slot for any ELD meetings. The reason for this
‘communal’ office hour is to provide an opportunity, once a week, for everybody to be in the same
place at the same time. If an office hour has to be cancelled, for example because of illness or an

ELD meeting held at the same time, every effort should be made to make up the missed hour as soon
as possible. In case of an unexpected cancellation, please inform the Director, who will post a note
outside your office.
The same applies to any classes you may miss through illness or some other reason: inform the
Director in good time (a sms or WhatsApp will do) and, if you have not found a substitute, post a
message on Blackboard to inform the affected section(s). For both missed office hours and missed
classes, try to inform your students via Blackboard as soon as you can and, in the case of a missed
class, set them some work to do.
Teachers should complete the notice below—which gives details of both classes and office hours.
Send a copy to the Secretary (eld_admin@kfupm.edu.sa), and post another outside your office. If
changes have to be made subsequently, please update the Secretary and replace the notice posted
outside your office.
Name T191 17-XXX

CLASSES (UTR) OFFICE HOURS
Time Course / Section Time Location
7 am 101-xx Sun. 8-9 am 17-XXX
11 am-12 pm
9 am 101-xx Mon. 1-2 pm 17-XXX
(common hour)
9-235 English
11 am 102-xx Tue. 8-9 am
Clinic
1 pm 102-xx
Thu. 8-9 am 17-XXX
Telephone: 3421
Email: mr.x@kfupm.edu.sa
Additional office hours by appointment
UU
COPYING, PRINTING & PAPER
The photocopier is located in B 17-142, along with supplies. It will ordinarily be accessible during
normal working hours. Raffy has a key. The room is also used by the ELD messenger. Mansoor.
The photocopier is for official departmental printing, such as quizzes and writing tasks, and for
very limited personal use like copying a driving license or passport. If you have more than 100
photocopies to make, they be done through B 21 (Mr Azam on Floor 2, or Mr Sufi on Floor 8). Ask
Raffy about the procedure. There is also a high-speed photocopier in B 17-109, which can be used.
Ask Raffy for access.
The paper supply is strictly limited and so we cannot afford to waste it. If we run out early in the
month, we will have to revert to buying our own photocopy paper. Please do not photocopy the
Blackboard materials for your students: if you want them to have a hard copy, get them to make the
copies, themselves.

Please remember that the ELD assistant’s’ job is to assist the Director and Course Coordinators. He
is stationed by the printer but his job does not involve photocopying, collating, and stapling work
for teachers nor delivering it to offices. While he is unlikely to decline if asked to do these tasks, he
shouldn’t be asked.
There are communal network printers in the Secretary’s office, B 17-125 and in the English Clinic,
B 9-235. The network printer is accessible to all teachers from their B 17 and B 9 offices but you
will need to set up your laptop first. This is a printer, not a photocopier, so it should be used for
printing out single copies of work, and not multiple copies for entire sections.
SUBMITTING QUIZZES & WRITING TASKS

With so many quizzes being written and marked by section teachers (ENGL 102 especially), we
need a simple quality-control procedure to check that:
(a) the tests are all of a comparable level of difficulty across a course,
(b) the tests conform to the course requirements, and
(c) the section averages obtained can be fully justified by the task and the level of students.
Another advantage of task submissions is that we can build up a departmental database of quiz
materials for teachers, particularly newcomers, to consult for ideas and approaches in future
semesters. The final advantage is that a large part of your course file will be compiled for you as the
semester progresses—you will just need to add a few additional items to the quizzes and writing
tasks that you will have submitted. (See also Course File.)
The procedure
1. Provide Course Coordinators with an exact copy of the quiz at least one week before giving
it in class.
Course Coordinators will give the quiz/task an additional proofreading and either approve it
or suggest changes. This revision should happen immediately but in any case within 24 hours.
If changes are required, make them, and re-submit the quiz/task to the Course Coordinator.
After approval, a soft copy of the quiz/task must be sent to the Secretary for inclusion in your
course file.
2. After approval, print the required number of hard copies for your students.
Try to be as economical as possible with the paper without affecting the readability of the test.
For in-class writing tests, it is better to use already-existing lined writing paper than to use the
photocopier to print self-made lined sheets (there are writing pads available in room 142).
3. After grading your quiz/writing task, email the results to the Course Coordinator for his
review.
Results should be sent using the official departmental grade roster within a couple of classes
of giving the test. If the overall section average for a task is between 70% (C+) and 79% (C+),
send the full section results to the Course Coordinator using the official grade roster.
If the section average is below 70% or above 79%, do one of two things:
(a) if you consider that this section average (<70 / >79) is justifiable, do not publish the
results on Blackboard but first provide the Course Coordinator with your justification. You
may, for example, have a particularly strong or weak section; or

(b) if you think there is no justification, do not publish the results on Blackboard but inform
the Course Coordinator and decide with him on the best course of action.
It is important to be clear about our grading system and to make sure that students are clear
about it, too. There is no required section average, but see 3a above. There is no bell-curving
of results, but aim for a decent spread across both sections (which is a statistically valid
outcome with the large class sizes and course numbers we now face). The only requirement is
to provide some plausible justification for any section averages that are below D+ or above
C+. Outliers can and are checked against the results of double-marked common exams (MTE
or FE) for reliability.
4. If there are no issues with the test results, announce the letter grades to students.
Only number grades—corresponding to the grade lower boundary (e.g. a grade of C is
between 70 and 74, so the low point released to the student is 70). Grade rosters have been
updated to do this automatically for you. Teachers are free in T191 to manually adjust the
grade WITHIN THE GRADE BOUNDARY ONLY if they have justification).
5. Returning tests to students.

It is important to provide students with feedback on all the tests they take. However, not all
tests should be returned to them to keep. For example, teachers need to have examples of
student writing in case of any doubt about the authenticity of report work written later. Also,
any quizzes that might be used again in a subsequent semester should always be retained by
the teacher for security reasons.
COURSE FILES
The maintenance of a course file by every teacher in the department is a University requirement. A
typical course file contains the following items which apply to the courses taught:
 vocabulary/word-formation quizzes, and quiz/task results

 writing tasks and writing task results
 course quizzes and their results
 recruitment tasks such as résumé and letter
 final grade rosters
 PowerPoint presentations of course materials
 soft copies of any teaching materials distributed to students throughout the semester.
Individual teacher course files will be updated at the end of the semester. The remaining course
materials should be submitted either all together at the end of the semester or—preferably—
individually as the semester progresses.
Given the high volume of email activity that goes on between Course Coordinators and teachers, it
will be a great help to the Course Coordinators if teachers would submit their assignments punctually
and label their email files clearly.

CLASSROOM ETIQUETTE
Following someone into a classroom is not always a happy experience if the previous occupant
shows little consideration for colleagues.
Some basic common sense rules:
 Try to stick to a 5-minute rule about entering and vacating a classroom. If your class
officially ends at, say, 9.50 am, make every effort to pack up and leave by 9.55 am. This will
give the next teacher time to unpack his things and start his class punctually at 10 am. If you
need to speak to individual students, do so outside the classroom. If you need to speak to all
students, end the class a couple of minutes early to enable you to do so.
 If you have re-arranged your chairs for a quiz or group discussion, put them back in their
normal order before leaving.
 If you used the blackboard or whiteboard, clean it before leaving.
 Don’t let students leave their rubbish (like half-finished bottles of water) lying around. Ask
them to clear up before leaving. University regulations, of course, do not permit the
consumption of food or drinks in classrooms.
 Do not let students use their mobile phones during a class to either make or receive calls. All
phones should be switched off on entering the classroom. This will also eliminate the
possibility of students using their mobiles to take photos of quiz questions, which they then
pass on to their friends taking the test later.
 The use of tablets, iPads, mobile phones and wireless laptops is trickier to deal with. Some
students fiddling away at the back of the class may actually be accessing the same
Blackboard content that you are projecting at the front of the room. It is wise to check what
they are doing. Alternatively, simply ban the use of mobile gadgets unless there is a
justifiable classroom need for them.
 If there are problems with the classroom computer or projector, don’t delay in calling up
the maintenance people (the landline number to call is 2525). If you can alert the next
teacher about the problem before he arrives, please do so. If calling from a mobile phone
you will need to dial 13 860 2525 to get the landline (save this on your smartphone).
STUDENT EXCUSES
Official excuses are given to students by the Department of Student Affairs. Without an official
excuse from Student Affairs, students receive F (and 0%) for missing any graded piece of in-class
work or any common exam. Accepting personal excuses can present a problem since, for the most
part, it is impossible to check the veracity of the student’s explanation. In general, personal excuses
should not be accepted but, in very exceptional circumstances, there may be some justification for
granting a student an excuse. Use your judgment and your knowledge of the student.
If the student subsequently provides an excuse for missed work, the teacher must decide whether to
allow him to do a make-up (if feasible) or whether to award him his average. For example, if an
ENGL 101 student misses WT3 with an official excuse, the teacher could have the student answer a
different writing question in his office or the English Clinic, or give the student the average he
obtained for the other two writing tests. For a one-off test such as an ENGL 102 /214 oral
presentation, if a make-up is not possible, the teacher should give the student his course average so
that he neither gains nor loses for having missed this assessment.
Teachers should check the blue Student Affairs excuse slip carefully to confirm that it is genuine
and not a photocopy, that it covers the time and date of the missed test, and that the “exams included”
box has been checked if the student missed a class test.
University regulations state that an excuse for an absence must be presented within one week of the
student’s return to class. So if he missed a Sunday class (class 22) and re-appeared on the Tuesday
(class 23), he has until the following Tuesday (class 26) to present an official excuse. There is no
compulsion to accept excuses that are presented beyond the one-week deadline.
Rarely, a student may have to miss a class because of a commitment (such as a field trip) in another
course. In such cases, if an official Student Affairs excuse cannot be supplied (there is a box on the
blue form for “official” absences), the student should obtain one from the instructor who caused the
absence.
The importance of keeping accurate and up-to-date attendance records cannot be over-stated.
Teachers can keep handwritten attendance sheets but it is recommended that attendance is recorded
electronically on a spreadsheet visible via Blackboard to all students. This will make sure that
students are fully aware of their attendance record and the spreadsheet can be submitted as part of
the course file at the end of the semester.
It should be pointed out that the University has adopted much more rigorous criteria for the issuing
of excuses by the Medical Clinic. Students will now find it much harder to get an excuse and to
persuade Student Affairs to issue the blue form.
ABSENCES AND LATENESS

Absences
University regulations require that a DN grade be awarded to any student whose unexcused absences
exceed 20% of all classes. (A DN or Denial grade is equivalent to an F but carries with it a certain
stigma.) Effectively, this rule means that, in a 45-class semester, 10 or more unexcused absences
will result in a DN. Further, if a student accumulates more than 15 absences (a combination of
excused and unexcused), he will be given a DN grade if the unexcused element is 10 or more, but a
W grade if the unexcused element is 9 or fewer.
To encourage attendance, the department has an absence policy by which excessive unexcused
absences will affect a student’s final grade. The UTR penalty deductions are set out below. For MW
classes, see the Director or the Course Coordinator.
Unexcused absences Final grade deduction (%)

0-4 No deduction
5 -1
6 -2
7 -3
8 -4
9 -5
10 DN
15 (excused or unexcused) DN or W
Example: if a student with seven unexcused absences gets a final percentage of 72% (C), the three-
point absence deduction will take him to 69% (D+). If a student with six unexcused absences has a
final percentage of 61%, the 2% deduction will take him to 59% (F). Make sure that all your students
are fully aware of these rules from the very start of the semester. (Note that no 1% or 2% upgrades
can be given to any student who exceeds four unexcused absences).
The University expects attendance to be taken in all classes from class 1 of Week 1 (though, at your
discretion, you may want to excuse absences in the first class of the semester, as rosters are not
complete due to the late registration of some students.) If a student misses the first two or three
classes, always check his date of registration on the Registrar’s site. If he has missed classes without
an excuse after his registration date (except for class 1), always mark him as absent.
Lateness
It is important to set standards of punctuality and to encourage students to abide by them. To ignore
tardiness is to invite a constant stream of disruptions during the first 10 to 15 minutes of a class. The
following is recommended:
1. Take attendance when the class starts. It becomes easier as the term progresses
and names are matched to faces. Students who must walk from distant buildings
can be identified and accommodated if they arrive after the five-minute “late”
mark. Remind them, however, that there is no excuse to dawdle.
2. Any student arriving between 5 and 15 minutes after the start of class must be
recorded as “late” (but bear in mind point 1 above).
3. Any student arriving after 15 minutes must be recorded as “absent” but is
allowed to take the class.
COMMITTEES T191
Committees provide us with one of the best ways to develop our courses and produce quality
examinations. All faculty should join at least one committee, while considering their strengths and
interests. Committee membership will help when completing the ‘committees’ section of your online
self-evaluation form. Committee work comprises 30% of an ELD teacher’s annual evaluation. (See
Self-evaluation procedures.)
T191 Committee Chair Members
ENGL101 Exam Jenkins Schofield, Hamilton
ENGL101 Curriculum Jenkins Owen, Dusthimer, King, Brown, Korst
ENGL102 Exam Albright Pearson, Hamilton
ENGL102 Curriculum Albright Watts
ENGL214 Exam Bancroft Canning, Pearson
ENGL214 Curriculum Bancroft Owen, Dusthimer, King, Anyan

ENGL Clinic & EWPT&
Edwards Dusthimer, Daly, Ryall
AFEW
Health & Safety Hicks Anyan, Bartle
Exams & Quality Assurance Billam Canning, Pearson, Silke
Recruitment Berry Owen, Brown, Silke
Student Affairs Berry Cullen, Silke
ELD website Banner Hicks, Blazenko
EVALUATION PROCEDURES
Teachers must evaluate themselves once a year, and are in turn evaluated by their students every
semester. Both procedures happen online.
Faculty self-evaluation
All instructors have to complete an online self-evaluation form annually as part of the process
which determines their faculty evaluation for that year. Faculty evaluations influence biannual
contract renewals and pay rises (whenreinstated). The University’s ratings are as follows:
Distinguished Excellent Excellent/V. good V. Good V. Good/Good Good Marginal Poor
A+ A B+ B C+ C D E
For the ELD, the overall rating is reached according to the criteria set out below:
Criteria Weighting (%)

Teaching (including student evaluations; course file;
60
curriculum development, and Course Coordinators’ input)
Committee work (departmental, college and University) 30
Personal characteristics/cooperation with the department 10
Self-evaluation, also known as the Annual Academic Record (AAR), is one of the primary
documents used by the Director when evaluating teachers and by the University’s Faculty Affairs
Committee. Deadlines for submission will be announced by email. Failure to submit a self-
evaluation form on time can result in the imposition of a D rating by the University.
Access to AAR is through the portal, along the following route:

portal> eBusiness> KFUPM Faculty Self-Service> KFUPM Faculty Annual Academic Record>
Completing an Annual Academic Record
Step 1: Choose Academic year.

Step 2: Give details of every subject you have taught in that period, including summer subjects.
(See example on the following page):
Step 3: Comment on your student evaluations, course materials, and other teaching activities.
Step 4: Bypass the Research and Scholarship page unless you have published in a recognized
journal (ISI or similar) or are engaged in academic research.
Step 5: Give details of your committee work and other activities.
Step 6: Submit to Chairman. Make sure that Portal has not timed out in the background, otherwise
the submission will result in an error and you will need to start again from the beginning.

To help you complete your self-evaluation form in as much detail as possible, make notes throughout
the year of the activities you are involved in, your particular contribution to curriculum development,
and any special incidents during the year (such as voluntarily substituting for a sick teacher) which
demonstrate your value to the department.
Evaluation by students
Starting on the Sunday of Week 13 and lasting for a two-week period until the Saturday (weekend)
at the end of Week 14, students will be contacted regularly by Registrar Services and asked to
complete an online evaluation of their section teachers. The results of their always-thoughtful
deliberations are expressed in a score out of 10, which teachers can view—along with any comments
that the student may have made about the course or the teacher—on BI, which is reached through
the KFUPM portal.
You will need to enter the student evaluation scores for all courses and both semesters when you
later complete the self-evaluation form described above.
The steps needed to view your student evaluations are set out below:
Portal> (login) Faculty Dashboard> BI> (login) >
Online course and instructor evaluation>
Online course and instructor evaluation (for faculty)>
This will open the page below, where you have a choice of four different reports. View each
one in turn.
BLACKBOARD
Blackboard is the online system for teaching and learning at KFUPM. In the ELD it is used by
management to distribute course materials to teachers, and likewise by teachers to distribute
course materials to their students. Essentially, the system allows teachers to run a mini-website
accessible only by their students. Teachers can make announcements, send and receive email,
set quizzes and assignments, open discussions, grade work, maintain a calendar, and keep track
of students by utilizing a number of tools. The current version is Blackboard 9.1.
Blackboard is the most useful method of communication between teacher and student outside
the classroom. All students are registered into their teacher’s Blackboard courses at the start of
each semester, and they are generally good at navigating the system because it is also used in
their other subjects.
First, once you have been assigned a Blackboard account, go to the sign-in page. You can do
this from the University’s home page by using the Quick Links drop-down menu and selecting
Blackboard 9.1. Sign in using your portal user name and password.
Consolidation
Your four sections will initially appear as four separate Blackboard pages in your Course List.
If you leave them like this, you will have to maintain four separate pages throughout the
semester. It is far better to combine (“consolidate”) the sections in each course so that, for
example, your two ENGL 101 sections are on a single ENGL 101 page and your two ENGL
102 sections are on a single ENGL 102 page. With the latest version, teachers must request
consolidation via WebDAD. Send an email to webdad@kfupm.edu.sa with your request.
Obtaining the latest course materials
You can download all course documents from the ELD Teachers’ page on Blackboard. This
admin page, separate from your sections’ pages, is maintained by the Director and Course
Coordinators. The materials for all three courses will be placed in separate folders from where
you can download what you need.
Teachers are encouraged to make their own Blackboard pages as attractive and functional as
possible, and to make full use of the various tools that are available. In particular, use the
calendar tool to give a brief class-by-class description of what you plan to teach in the coming
weeks; this will help students to prepare in advance for your classes. Post useful web links to
external sites (such as Son of Citation Machine), make frequent announcements to keep
students informed, and open up the forums and message boards for online discussions with and
between students. Another great advantage of Blackboard version 9.1 is that your
announcements and alerts can be sent directly to your students’ email accounts.
Using Blackboard efficiently takes some practice so ask colleagues for help if you are unsure
about any of the features or procedures. For detailed, expert advice, contact Sanaullah at DAD.
COURSE BB PAGES FOR STUDENTS

In addition to being able to access their own section’s page on Blackboard 9.1, students in each
course will also have their own Blackboard course page, i.e. one page each for ENGL 101, 102

and 214. The course materials for the entire semester are posted here and the page is also used
to post general course announcements such as exam descriptions and seating plans.
TURNITIN (Blackboard version 9.1)

Turnitin is the world’s leading plagiarism detection software and is available for use by
lecturers and students through Blackboard version 9.1.
After students upload their report, Turnitin will generate an Originality Report showing colour-
coded strings of words that match other sources online. These reports are useful for students as
a step in their revision process and for teachers, who need to check for plagiarism. Turnitin
shows the degree to which submitted texts contain plagiarized content.
Setting up a Plagiarism Check for students

Turnitin can be used by ENGL 102 and 214 students to continually self-check their report’s
first draft before revision, editing, and submission. Once the assignment has been created by
the section teacher on Blackboard, students can upload their work and view a full originality
report. Any work submitted in this kind of assignment will not be uploaded to the main Turnitin
bank (if you select No Repository), and students can refine their work by re-submitting it as
long as this is not more than once per 24 hours. To set up a submission facility like this, follow
the procedure laid out below.
1. Use Chrome (not IE). Select the course in which you want to set up the
Plagiarism Check for students and make sure you are in Edit mode.
2. Select Course Contents (left menu) and then Assessments:

3. Click on Assessments and select Turnitin Direct Assignment:
Give the assignment a name such as

‘Student Check’ or ‘First Draft Checker’.
The assignment description is optional.
The Submission Type should be ‘File

Upload’.
Assign start and end dates for the multiple

submissions. These will roughly correspond to the
period in which the first draft is written in class
and then revised and edited outside of class. The
Post Date is not significant: set it to any time after
the Due Date.
4. Decide on your Advanced Assignment Options:
In this section, it is important to allow reports to be overwritten and for the uploaded report
not to be sent to the permanent repository (“No Repository”). Other decisions such as the
choice of spelling and grammar checkers are less important.

5. Click Submit:
6. The assignment will pop up on your BB homepage, and students can upload their
report through it.
To reiterate, the procedure described above is for multiple submissions, typically done as part
of the revision step in the ENGL 102 and 214 report writing process. These submissions are
not stored in Turnitin’s main repository.
With revising and editing completed, students will produce a finished version. You must now
set up a procedure for students to make a single, final submission of their revised and edited
draft.
Setting up a Final Submission assignment
When a student is satisfied that his work is plagiarism-free, or when the deadline for an
assignment has arrived, students need to submit their work to their teacher for grading and
feedback. All students must firstly submit a hard copy of their finished report (together with
all the materials used to write it) to their teacher by the due date. They must also submit the
soft copy of the final version to Turnitin. This type of submission differs from a Plagiarism
Check submission in that there can only be one submission, and that submission is final. In
addition, the submitted work will be uploaded to the main Turnitin bank, and all future Turnitin
submissions worldwide will be matched against it.
To set up a final submission facility, follow the procedure laid out below.
1. Use Chrome (not IE), and make sure that you are in Edit mode:
2. Select Course Contents (left menu) and then Assessments:

3. Click on Assessments and select Turnitin Direct Assignment:
Refer to the page snip on the following page.
Give the assignment a name that clearly

indicates that this submission is the last
one possible.
Give students at least 24 hours to

upload the final version of their report
but not longer than 72 hours.
4. Decide on your Advanced Assignment Options:

In this section, it is important to select the option “first report is final” and “Standard
Repository”. This will ensure that the student can submit his report only once and that it will
be deposited in the Turnitin database.

5. Click Submit:

Interpreting an Originality Report
The final percentage of the originality

report can be deceiving. It is possible,
for example, for a match of 50% to be
clean, while a match of 15% could be
ridden with plagiarism. Definitions of
exactly what constitutes plagiarism
vary, along with ideas on how to
penalise it. Turnitin does not deal with
either of these issues. It is important to
remember that Turnitin is useful only
as a tool to generate a text-analysis
report, the interpretation of which lies
with the instructor.
So, do not accept the given percentage as definite proof of a report’s originality or lack of it.
Check through each highlighted instance of plagiarism and assess the perceived seriousness.
You may, for example, find that the Works Cited entries or APA references have been
highlighted as plagiarism when clearly they are not. (You can ask students to upload reports
without the Works Cited or References.) You may feel that some instances of writing verge on
a native-speaker competence that far exceeds the student’s abilities and yet the writing has not
been highlighted. In the latter case, to ascertain if the writing is plagiarised or not, the old
practice is best: select chunks of suspect text and feed them into Google. If the text has been
plagiarised, and assuming it is available online, Google should lead you directly to the source.
Experienced teachers can almost always identify writing that is not the student’s. Being able to
prove it is not always so straightforward. Reasonable proof is required before imposing any
penalties so it’s always a good idea to keep examples of the students’ previous writing,
especially that done under exam conditions in the classroom or exam hall. The question of how
to penalise plagiarism requires a standardised approach across sections and courses.
PLAGIARISM
Our interest here is mainly with the ENGL 102 and 214 reports since a substantial part of them
will be written outside of class. However, any writing assignments with an element of work
done outside the classroom are open to plagiarism.
Spotting plagiarism
Plagiarism has always been a factor in academic writing. The situation has become worse in
recent years with the Internet ready and willing to provide not only sources but also ready-
made compositions and reports on any assigned topic. As a result, plagiarism checkers such as
Turnitin and iThenticate have become increasingly popular among academics.
Teachers should provide their students with the Turnitin plagiarism tool on their Blackboard
home page and encourage them to upload their first drafts two or three times while revising.
This very definitely places the responsibility on the student himself—where it ultimately
belongs. However, teachers should not rely solely on the capability of Turnitin to detect all
instances of plagiarism. They should be alert for any report writing—not highlighted by

Turnitin—which is demonstrably better than anything the student has hitherto produced
himself. If in doubt, feed some suspect text into Google. Even this, though, is not fool proof: if
a source is not online, Google cannot find it; if the student has paid someone to write an
original, fully documented report for him, it will be very hard to prove any wrongdoing, and
(though a comparison of the report writing with the student’s previous efforts will be a good
indicator). A reasonable amount of proof is essential before any firm action can be taken.
Degrees of plagiarism
Given that there are different degrees of plagiarism, there cannot be a single penalty to cover
all instances. Plagiarism may involve only a sentence or two or could be an entire report. In
some cases, plagiarism may be accidental—a student forgets the documentation or the
quotation marks—while in other cases there is a deliberate attempt to plagiarise and to conceal
this fact from the teacher. For example, a student could write source wording in his report that
is taken from a source he did not submit. The lack of documentation is often an indicator though
students may also falsely document plagiarised writing in the hope and/or expectation that the
teacher will not check the report writing against the supposed original.
The best way to discourage students from attempting this is to insist that they cross-reference
their report with their sources. For each documented idea in the report, they should return to
the original source, highlight the idea there, and write the report page and report section number
in the margin. This will make it much easier for teachers to locate and check any documented
report text in the original source.
Penalties
In most cases, small amounts of plagiarism—up to a line or two—can be ignored, especially if
the offence appears to be accidental. Any plagiarised text greater than this must incur a penalty,
which will increase with the seriousness of the offence. If teachers are unsure of precisely how
hard to penalise plagiarism, they should consult the Course Coordinator for advice. With the
most flagrant violations, the case should be handed over to the Course Coordinator and
Director, who will decide on further action. This could result in the imposition of an F / 0%
grade and, optionally, the reporting of the student to the College Council, which has the power
to refer the matter to the University’s Academic Council.

REGISTRAR SERVICES
Information regarding your sections can be found on Registrar Services. You can access them
through the KFUPM home page by selecting “Registrar” from the Quick Links tab:
This leads to the Registrar page. On the left-hand side of the page is the ‘Faculty Dashboard’:
select ‘Faculty page’ and then ‘Faculty Login.’ Use your ID number and password to login.
This will take you to the Faculty Page and

another menu. Here, you can see your
schedule (‘Teaching schedule’) or the
schedules for the entire department
(‘Course Offerings,’ then ‘Term 191’). You
can also change your password here.
Of particular interest, though, is ‘Class

Roster.’ See below

You can use the Class Roster pages to copy and paste your sections into Excel spreadsheets, to be used
for compiling attendance lists and quiz grades. The student lists are updated throughout the semester and
you will be informed by email if a student has formally dropped from your course.
If a student is not present on the first day or two of

the semester, check his date of registration. This
will indicate whether or not he should be penalised
with one or more unexcused absences.
MIDTERM WARNINGS
Teachers must complete the midterm warnings for all their students, even if there are no students in their
sections who need warning. Midterm grades are entered at http://regweb.kfupm.edu.sa. The period for
entering grades starts on the Sunday of Week 6 (class 16) and lasts for two weeks. All midterm grades
must be submitted by 4 pm on the Thursday of Week 7 (class 21).
The grades are entered as a combination of two letters (Y and N) relating to (a) a student’s academic
performance in the course up to that point and (b) his attendance up to that point. The default status is
NN so you need to change this only if a student has to be warned about performance and/or attendance.
If, for example, a student is performing satisfactorily in his course work but has accumulated too many
absences, you would select NY.
Common sense dictates when a warning is necessary. For example, any student averaging D or F in his
grades up to that point should be warned (Y) in the performance category. Similarly, if a student has
missed without excuse one fifth or more of his classes up to that point, he should be warned. This means
that a student who has missed four or more of his first twenty classes gets a ‘Y’ for the attendance
category.
Of course, it can be more complicated than this. Some students react well to a warning and feel motivated
enough to change their ways. Others react badly and may feel that their chances of getting a good grade
have already evaporated if the teacher has found it necessary to warn them. It is a judgement call but, in
general, if in doubt, issue the warning. If a student’s poor performance and excessive absences are ignored

early on and then he goes on to do badly in the course, the student would be entitled to blame the teacher
for failing to warn him in good time.
Ideally, we would like to offer extra help to any students receiving an academic warning. This can be
done by section teachers, English Clinic tutors, or by both. It is far better to warn a student at the mid-
point of a semester and then offer him extra help than it is to simply ignore his difficulties by not issuing
a warning at all. So if one of your students is doing poorly enough to get a midterm warning, try to give
him some additional office help and/or send him along to the English Clinic. In the latter case, liaise with
the English Clinic tutor so he knows when to expect the student and what additional help to give.
FINAL GRADE UPLOAD

At the end of the semester, you are required to enter on Registrar Services your final letter grade for each
student. Be sure to check that all grades are correctly entered. Any grade incorrectly entered can be
rectified before 3 pm on the last date for submission of grades by visiting the Registrar’s office in
Building 68. A Grade Change Form is necessary but only your signature and the Director’s are required.
If the incorrect grade is not rectified before 3 pm, the teacher is required to complete the Grade Change
Form, but this one will require signatures from the teacher, the Director, and the Dean of CGS. Failing
to change before the deadline can be a time-consuming and uncomfortable process for all concerned,
underlining the importance of getting the final grades right the first time.
Below is a copy of the Registrar’s instructions. He will issue an updated procedure once classes have
ended.
Steps for Grades Submission through Banner Web
Note: It will be appreciated if the grades are entered thru Banner web as soon as
possible, but not later than 3:00 PM. Grade Confirmation thru web is not required
1. Log onto KFUPM portal at http://portal.kfupm.edu.sa

Note: Please do not use Internet Explorer 11 (IE 11). Instead, use either Internet Explorer 10 (IE
10), or Google Chrome or Safari.
2. Enter your Internet Username & Password and click Login button
Note: For any password problems, contact ITC Help Desk
3. Click Registrar Services tab
Note: If you need our assistance in entering your grades, kindly visit our office (Bldg. # 9, Room
# 239) during office hours. The grades will be entered on your behalf in Banner Web (thru KFUPM
portal) in your presence under your username.
4. Go to Faculty Grade Assignment Channel and Click on the icon given near the course
information (click more to view more sections, if any) to select the course you wish to grade –
Grade page for the section will be displayed. Note: You may only enter grades if you are the
primary instructor assigned for the course.
5. Select the grade for each student by clicking drop down menu in the grade field.
Please note large courses are broken into groups of 25 students. After submitting the first group of
grades, you must click on the link for the next group of 25, and so on.

YOU MUST ENTER A GRADE FOR EACH STUDENT LISTED IN THE SECTION.
Note: Pre-typed grades such as W, DN, AU, WP or WF appearing on the grade page cannot be
changed as these grades are already been assigned to the students.
6. After selecting the grade for all students in the grade page, Click Submit.
The following message will be displayed “The grades you submitted were saved successfully”
7. Repeat steps 4 through 6 to submit grades for another course section
8. We strongly recommend submitting grades often while entering grades for large courses. Inactivity
of 30 minutes on Banner Web for faculty will result in your session being cancelled. If you have
not submitted grades prior to this point all grades entered will be lost.
9. It is advisable to recruit the help of a colleague when uploading your final grades in order to
have 100% accuracy.
EXAMS AND EXAM DUTIES

All three ELD courses have both midterm (MTEs) and final exams (FEs). The percentage weighting for
each exam differs, and can be found in the course description documents later in this booklet. In ENGL
101, there will also be a Writing Proficiency Exam (EWPT) at the beginning of the semester. The EWPT
acts as a diagnostic tool to identify students who need extra help in the basics of writing.
Times and places

The ENG 101 and 214 midterm exams are typically scheduled on the same evening on or near the day of
class 24, and lately ENGL 102 has held its exam in Week 10 due to minor changes to the syllabus. The
final exams for all three courses take place on the same day during Exam Week. This date is set by the
Registrar.
Duties
Teachers are required to be at an examination at least 20 minutes before the start. They collect their pre-
packed exam envelopes upon arrival, and place the question papers / answer sheets / OMRs on each
student’s desk before all students have entered the hall. Teachers are likely to be responsible for
invigilating two sections, usually their own.
The midterm and final exams generally last between 50 and 90 minutes (The ENGL 101 FE now has
more components, so will take even more time), and it is important to stay vigilant the whole time. It is
equally important during the exam to make a thorough check of every student’s OMR form to confirm
that he has entered the data correctly. Any errors here can delay the processing of results.
At the end of the exam, take care to collect all exam materials from students—they are not allowed to
take anything with them out of the exam hall unless permission has been given by the Course Coordinator
or Director.

Exam grading
The ENGL 102 and 214 midterm exams are written exams and the ENGL 102 exam is double-marked.
The ENGL 214 exam is marked by the teacher but may be checked by the Course Coordinator. The
ENGL 101 midterm exam is multiple-choice.
The ENGL 101 final exam has both multiple-choice and written components while the ENGL 102 final
exam is solely multiple-choice. The ENGL 214 final exam is a written exam consisting of short
paragraphs and is marked by the teacher but may be checked by the Course Coordinator.
The following page sets out some important points about the invigilation of common exams.
EXAM SECURITY IS EVERYONE’S RESPONSIBILITY

Notes on ELD exam administration
Before the exam:
1. Arrive at your exam location at least 20 minutes before the scheduled start of the exam.
2. Collect your exam envelopes (brought to the exam by the Course Coordinator) and check that the
contents match the description on the front. Sign any required confirmations.
3. Plans showing where each section will sit are released to teachers and students at least one week
before the exam. Teachers should familiarize their students with this location.
4. Students are normally admitted between 5 and 10 minutes before the start of the exam. Current policy
requires students to sit in serial number order. Numbering the desktops in your rows will help your
students locate their seats quickly.
5. For multiple-choice exams, test codes for every row may have been alternated and adjacent rows will
always have different test codes. Check that this is the case.
6. For multiple-choice exams (with pre-printed test codes), alert students to the need to detach the OMR
form from the booklet carefully. There are perforations to guide them but rough handling is likely to
result in the tearing of the answer part of the form. Torn OMRs can’t be processed by the ITC.
7. Make sure that every student fills in his OMR form accurately. Do not let him defer this to the end of
the exam. After about 10 minutes into the exam, check every student’s OMR form to confirm that the
ID number and section number have been ‘bubbled’ accurately. Mistakes here may mean that the
form will not be processed and will have to be hand-marked by the section teacher.
During the exam:
8. Take attendance using the pre-printed section form supplied in your exam envelope, and make a note
of any absentees. Have students sign their names on this section list.
9. Remain vigilant during the exam.
10. During the exam, patrol the rows paying particular attention (especially in multiple-choice exams) to
students holding up their OMR form, marking answers in the booklet, looking at another student’s
paper, or signaling to other students.
11. KFUPM has banned mobile phones from exam halls. This ban will be announced to students prior
to the exam period. If found in the exam hall, mobile phones will be taken from the students and
placed in a box or secure area for safekeeping at the front of the exam hall. Inform the student that
you are not responsible for his phone.
12. A student arriving at the exam hall 30 minutes or more after the start of the exam will not be allowed
to take the exam. Without an official excuse, he will be given an F and 0%.

13. Students should be informed before shorter exams (one hour or so) that toilet breaks are not allowed
during the exam. Students with medical conditions must inform the section teacher several days
before the exam. If a student insists on going to the bathroom, a teacher should accompany the student
to the bathroom, maintaining a respectful distance. At no time should two students be visiting the
bathroom simultaneously during an exam.
14. Unless otherwise indicated, students are not allowed to leave the exam hall during the last three
minutes of an exam to avoid disruption during the collection of exam booklets and scripts.
After the exam
15. Collect all exam materials from students. Check the exam hall for stray papers and collect these.
Students have been known to take old exam questions and circulate them, so no papers can leave the
hall. CHECK YOUR AREA FOR ANY STRAY / UNUSED EXAMS PAPERS AND PLACE
THEM IN THE USED EXAM PAPERS BOX.
16. Bring the exam materials to a convenient place at the front and count them.
 Sign the notice on the front of the envelope effectively confirming that all OMRs and booklets
have been returned.
 Hand over the OMRs to the Course Coordinator.
 Place the test booklets back in the envelope and return them to the Course Coordinator.
 Do not take any multiple-choice examinations for yourself.
17. For multiple-choice exams, we expect results to be available by the end of the following day. These
will be emailed to you.
18. The Course Coordinator will send you the exam grades in a spreadsheet containing all grades for all
sections. Post your sections’ exam results on your Blackboard pages. Post only your own sections’
results and only the number grades.
19. If a student disagrees with his grade,
 He should inform his section teacher in the first instance;
 If the section teacher supports the student’s appeal, he should contact the Course Coordinator;
 The Course Coordinator will review the case and report back to the section teacher.
 Note: students should launch an appeal about the result of a common exam within one week of
receiving their grade.
RUBRICS
The ELD has made it a core principle to adhere to international standards in grading and to ensure that
the grades students receive are consistent with internationally accepted practices. To ensure both
reliability and validity, the ELD has adopted a policy of using rubrics to assess all graded assessments
in all courses of 5% or more. The rubrics are concise and practical, have clearly delineated grade
boundaries, areas of focus (content / organization/ vocabulary and more) and task-specific markers. All
rubrics are specific to the assessment.
Teachers will receive training sessions throughout the term and will be well versed in their application.
The benefits of using internationally benchmarked rubrics (the ELD’s are modelled on IELTS) are
manifold. They will:
 make grading faster and more efficient.
 reduce student complaints about unfair grading practices.
 reduce student uncertainty about what is being assessed and how to prepare.

GRADE TRANSPARENCY
The ELD has worked very hard to increase transparency regarding its grading policies. A complaint
(until recently, very common) is that the ELD’s grading policies are neither fair nor transparent. While
these criticisms will never be eradicated due to the high-pressure environment students face at KFUPM,
the following can help if you do encounter a student with this complaint. If you cannot convince the
student that all is fair, above board, and that equality of outcomes exists across all sections (they do,
and will continue to, compare notes on testing procedures with other students) then have them see their
Course Coordinator or the Director.
1. All assessments of 5% or greater, in all courses, are graded using a common rubric. The rubrics
are published at the beginning of the term and students are guided in their use and application.
2. All students may discuss their in-class assessments with their section teacher and, in the case of
a disagreement, the paper can be referred to the Course Coordinator, who will investigate any
discrepancies in the marking procedure.
3. Students are given timely results of all tests and exams, and the results are given as a numerical
grade (percentage).
4. The ELD does not normalize grades. Grades may be raised to reflect the varying difficulty of
common exams against an expected result. Grades are never lowered.
5. Students and teachers can meet at the end of the semester, but before the final exam, to discuss
their grades and agree that they are accurate.
6. Some written common assessments (ENGL 102 midterm exam and ENGL 101 final exam) are
double-marked, and will be reviewed by the Course Coordinator if a significant (and pre-
determined) difference is found between the two grades. The ENGL 214 final exam is marked by
the section teacher using a model answer and may be reviewed by the Course Coordinator.
7. Midterm and final exams are secure and therefore not shown to students; the student has the right
to have the paper reviewed if there is a large discrepancy between past performance and the exam
result (for example, an A student receives a mark of C or lower on an MTE or FE).
8. The Director, ELD, will decide which papers will be reviewed based on the strength of the
evidence.
9. Computer-scored exams may be reviewed if a similar discrepancy exists. However, it must be
stressed that to date no scoring errors have been found in any instance.
10. All eligible C students will automatically receive the 1% upgrade, and all eligible B and A
students will automatically receive the 2% upgrade, for the final course grade.

GRADE ROSTERS
Student grade rosters should be continually updated by teachers throughout the semester and submitted
to the Course Coordinators after every test and before final grades are uploaded to the Registrar at the
end of the semester. Newcomers may be required to submit their rosters more frequently in their first
semester. Grade rosters come in the form of an Excel spreadsheet, and will be available on Blackboard
at the beginning of every semester in the All Teachers’ file. It is essential to get the most up-to-date
version because percentage weightings sometimes change between semesters. You should also check
that the roster formulae are correct by filling out some rows and columns.
It is the section teacher’s responsibility to input student names and numbers (copy/paste from the
Registrar’s site on the KFUPM Portal), and to balance his grading so that section averages for
individual tasks do not fall outside a normal range of -79%, unless, of course, these low or high
averages can be justified.
Section averages for all tests should fall Enter a letter and a percentage Final section averages
between 68% and 76%, unless higher or lower (a whole number). should ideally fall midway
averages can be justified. between 68% and 76%.
Grades are recorded on the roster as both a letter grade and a percentage. The minimum score that can be
given for any in-class test or common exam is 0%, typically assigned to students who missed the test or
exam without a valid excuse, or who were involved in serious cheating.
Teachers should aim for a good spread of grades. Following the rubric properly for the particular
assessment will help greatly with assuring this outcome.
The grades released to students are as follows:
A+ 93 A 90 B+ 85 B 80 C+ 75 C 70 D+ 65 D 60 F (0– 59).

UPGRADE RULES
Students are eligible for an upgrade of either 1% or 2% on their final course grades if this will enable the
student to reach the next higher grade boundary (e.g. from a C to a C+ or from a B+ to an A).
However, this upgrading can only be done if the student fulfils the following requirements:
1. he must have four or fewer unexcused absences;

2. he must have completed all the required course work and done so without lateness penalties ;
3. he must have passed both the midterm and final examinations (i.e., with at least two D grades);
The amount a student can be upgraded depends on his current grade standing at the close of the course.
A and B students are eligible for a 2% upgrade, C students are eligible for a 1% upgrade, while D and F
students are not eligible for any upgrade. See the chart below:
If, for example, a student’s final percentage is 88.0% (B+), the teacher will raise this (by 2%) to 90%
(A). If the student’s final percentage is 74% (C), the teacher will raise this (by 1% to 75% (C+). However,
if the student’s final percentage is 64% (D), no upgrade is possible.
If a student has more than four unexcused absences, his final percentage cannot be raised under any
circumstances. In fact, it will decrease according to the department’s rules on unexcused absences.
A - F GRADES and GPA points

A and A+
One would normally expect there to be two or three A-grades in a section of 25 students. However, given
the number of separate tests and exams an English language student must take in a semester, it is quite
difficult for him to achieve the 95% that is officially required for a grade of A+. The teacher may therefore
award A+ to any deserving students who achieve 93% or better. An A+ grade (Exceptional) is equivalent
to a course GPA of 4.00 (out of 4); an A grade (Excellent) will earn the student 3.75 points. An A is
released as 90 and A+ is released as 93.
B and B+
In a section of 25 students, one would normally expect there to be between four and six students achieving
B or B+ grades. The B grade ranges from 80% to less than 85%. The B+ grade ranges from 85% to less

than 90%. B+ grades (Superior) are worth 3.50 GPA points; B grades (Very Good) are worth 3.00 GPA
points. The B grade is released as 80 and the B+ grade is released as 85.
C and C+
The majority of students in a section will fall into the C/C+ range. The C grade ranges from 70% to less
than 75%; the C+ grade ranges from 75% to less than 80%. C grades (Good) are worth 2.00 points; C+
grades (Above average) are worth 2.50 points. Given the un-streamed composition of sections, we would
expect all section averages to generally be in the C to C+ range. Of course, not all sections are identical:
there are weak sections and strong sections, and the teaching they receive will influence their progress
for better or worse. To take account of these differences, test averages and final grade averages for any
particular section will quite reasonably fall anywhere between 70% (C) and 79% (C+). Section averages
below 70% or above 79% are of course also quite possible; however, in such cases, the section teacher
should give some justification to the Course Coordinator. The C grade is released as 70 and the C+ grade
is released as 75.
D and D+
In a section of 25 students, one would normally expect there to be between four and six students achieving
D or D+ grades. The D grade ranges from 60% to less than 65%. The D+ grade ranges from 65% to less
than 70%. D grades (Pass) are worth 1.00 GPA point; D+ grades (High Pass) are worth 1.50 GPA points.
Students are not usually satisfied by a D or D+ grade. Still, it is worth pointing out that, for the University
at least, they still represent a Pass mark, so students are free to move up to the next course providing their
overall GPA allows them to. The unsatisfactory nature of these grades, though, is reflected in the fact
that students who earn them are allowed to repeat the course to try achieve a better grade. Students with
a low GPA—and who are therefore in danger of dismissal—will often use their low GPA as a way to
plead for a better grade in English. However, if a student is genuinely in danger of dismissal, it is because
of his performances in other courses, not only English. The D grade is released as 60 and the D+ grade
is released as 65.
F
An F-grade ranges from 0% to 59.9%. It is worth no GPA points. If a student misses a course test or
common exam without an official excuse, he automatically gets an F, or 0%. An F grade can also be
awarded for instances of cheating, with the exact percentage determined by the seriousness of the offence.
Occasionally, you may have the choice of awarding either a DN grade or an F. Students, given the choice,
will usually opt for the F since a DN will have negative connotations for prospective employers.
WITHDRAWAL GRADES
1. Withdrawing without permanent record
Withdrawing without permanent record is possible up until the end of Week 2 (Thursday, class 6). For
those students who withdraw from your section by this date, there will be no record of their having
attended, and their names will be deleted from the Registrar’s official section list. Because of this, it is
advisable to wait until the following Sunday (class 7) before making permanent rosters for grades and
attendance. Any student still on your official roster in class 7 is there for the duration regardless of
whether he subsequently withdraws or not.

2. Withdrawing with a W
There are two ‘W periods.’ Between the start of Week 3 (class 7) and the end of Week 6 (class 18),
students are allowed to withdraw from one or more courses with a neutral grade of W. From Week 7
(class 19) to the end of Week 10 (class 30), students are allowed to drop all their courses with a W. Their
names, however, will remain on the official Registrar’s lists.
3. Withdrawing with a WP or WF
Between the start of Week 11 (class 31) and the end of Week 14 (class 42), students are allowed to drop
ALL their courses with a WP or WF. The student will bring you the withdrawal form, which must be
signed by you and his teachers in other courses. On this form, you must record a WP grade (Withdrawal
while Passing) or a WF grade (Withdrawal while Failing). In most cases, there is nothing to be gained
by giving the student a WF so WP should usually be the grade you give. If, however, the student has
accumulated an excessive number of absences without good reason and has failed almost all the quizzes
and exams he has taken, you can at your discretion award a WF. This is, though, the exception rather
than the rule.
The DN grade
The official University policy is that teachers should award a DN (Denial) grade to any student
accumulating 10 or more unexcused absences (i.e., more than one fifth of all classes). Before emailing
the Director about any potential DN students, wait about one week from the tenth unexcused absence in
case the student unexpectedly turns up with excuses. Once the Director has been informed, he will inform
the Registrar and the DN grade will be recorded officially. If the DN is reported during the last week of
the semester, it is possible that the Registrar’s official online grade roster will not be updated in time so,
in this case, simply record the DN grade manually yourself when inputting final grades online.
The IC grade
IC stands for Incomplete. Though rarely assigned, this grade is appropriate for students who have had to
withdraw through illness or some personal reason. The advantage for students of the IC grade over the
W and WP grades is that it enables the student in the following semester to take only those course
components he missed through illness, rather than having to repeat the whole course. Seek further advice
from the Director before deciding whether this grade is appropriate. It’s fairly uncommon.
END-OF-SEMESTER PROCEDURES
1. Submit soft copies of grade rosters to Course Coordinators after the last day of classes.
The combined grade/attendance rosters should be complete apart from the final exam results. They should
be properly formatted and filled in. Unexcused absence deductions should be entered. The Course
Coordinators will check through the rosters and approve the rosters or require changes.
2. Enter the final exam grades on the roster; submit hard copies to Course Coordinators.
Final exam results will be sent out as soon as possible. Add the final exam scores to the rosters and
calculate the overall final grades. Bear in mind the upgrade rules that allow you to raise a grade under
certain conditions*. Be sure that only eligible students get an upgrade.

* Students eligible for an upgrade:
1. They passed both the midterm and the final exams (i.e. they obtained at least a D in both).
2. They have completed all the semester’s course work to the teacher’s satisfaction.
3. Their unexcused absences do not exceed four. (Any student with an absence deduction is
therefore automatically disqualified.)
4. They are within 2% of the next grade boundary (for A & B students), or within 1% of the next grade
boundary (for C students). D & D+ students are not eligible for upgrades.
Note: your grade rosters should be set to show only whole numbers.
When you are sure that your final grades are complete and accurate, submit the hard copies to the Course
Coordinators by the given deadline. The Course Coordinators will approve them by email or in person if
you are in the office. After approval, grades must not be changed.
3. Post final grades on Blackboard; see students in your office.

Post only the letter grades on Blackboard, and tell students when you will be available in your office to
see them. Be generous with your time; students may still have exams to sit and study for so they may not
be available at the times you announce. Some students will argue for higher grades but as you have
already decided on their grades, and they have been approved by the Course Coordinators, do not now
cave in to pressure. If a grade change is necessary (e.g. because of a calculation error) inform the Course
Coordinator and send him the revised roster.
4. Enter final grades on the Registrar’s site, and submit the rosters.
After seeing students, input your final grades via the portal. It’s recommended you do this with a
colleague, who can double-check your accuracy. These grades must be identical to those on the
rosters that were approved earlier.
Having entered the grades, print them out and attach this printout to the final grade roster. Submit the
hard copies of the rosters with the attached printouts to the Secretary and email him the soft copies of the
rosters.
Final grade errors

 Before the deadline of 3 pm on the last day of grade submissions, you can change an incorrectly
entered grade without too much fuss. Inform the Course Coordinator of the error, collect a Grade
Change Form from the Secretary, get it signed and stamped by the Director, and then take it to
the Registrar’s Office. Make any necessary adjustments to the grade roster and re-submit hard
and soft copies to the Secretary.
 After the deadline, the teacher, the Director, and the College Dean must sign the Grade Change
Form. It is more time-consuming and more inconvenient for all concerned so do your best to
avoid any final grade entry errors.

ENGLISH CLINIC
The English Clinic is staffed by ELD teachers, who each devote one office hour per week to offering
help and guidance to students. The English Clinic is located in B 9-235. It provides a drop-in center
approach, where KFUPM undergraduate or graduate students can seek additional help with any English
language problems, especially those involving writing. Students and faculty can turn up at the English
Clinic without an appointment, or the English Clinic Coordinator may refer them to English Clinic tutors
who are available at specific times.
It was also the destination for those who did poorly in the ENGL 101 proficiency writing exam. However,
as attendance is not mandatory for these remedial EWPT students, attendance quickly drops off, and
remedial students become increasingly rare after MTEs. It may be because students see the English Clinic
as a public demonstration of their writing weakness or they simply run up against the immediate pressure
of exams in other courses.
The English Clinic provides the following services:

 Students attending any ELD course who have a particular English language problem
 Students identified as ‘weak’ by the ENGL 101 Writing Proficiency Exam
 Students who perform poorly on their midterm exam
 Students who perform poorly on course quizzes and tests
 Students who receive an Academic Warning on their midterm grades
 Students who need help with conversation skills
 Any undergraduate or graduate student not taking an ELD course who has a specific language
requirement, such as help with résumés or job interviews.
 It must be stressed that any proofreading of papers (MA and PhD theses, for example) MUST be
referred to those ELD faculty who offer paid proofreading services. The English Clinic will not
offer MA or PhD proofreading, or similar, free of charge.
For obvious reasons, English Clinic tutors must not help students with current course assignments that
will be graded by the student’s section teacher.

ELD COURSES
ELD COURSE DESCRIPTIONS
ENGL 101 Introduction to Academic Discourse
Introduction to academic reading, writing, and vocabulary. Students are exposed to reading texts of
various genres, such as encyclopedias, magazines, newspapers, and websites, and are taught strategies
for dealing with them. The writing component teaches argumentation and such rhetorical modes as
definition, exemplification, causal analysis, and comparison. Students are taught the writing process and
introduced to paragraphing, cohesion, conciseness, unity and the use of specific detail, and are alerted to
common errors in grammar and sentence structure. The vocabulary component is based on the Academic
Word List, a corpus of approximately 600 words based on the most frequently occurring lexis in a broad
range of academic texts. During the course, students are expected to maintain a Reading and Writing
Portfolio as guided self-study.
Prerequisite: Completion of Preparatory English Program
Texts: An Introduction to Academic Discourse (online Blackboard course)
ENGL 102 Introduction to Report Writing

Students acquire and develop the requisite skills needed to write a technical report, using a variety of
sources on a themed topic. Students hone these skills through a number of shorter writing exercises
meant to emulate all aspects of a full report. They are introduced to basic research skills involving the
internet and the University’s databases and print collection. They are introduced to the APA style of
documentation. They are taught about document design, evaluating sources, summarizing, outlining,
note taking, drafting, revising and editing, culminating in a final term report of 1000 to 1200 words.
Academic integrity in report writing is strongly emphasized. Their reading skills are further enhanced
through exposure to a variety of graphical sources such as charts, graphs and diagrams. Students are
taught oral presentation skills culminating in a PowerPoint presentation based on a topic of their
choosing.
Prerequisite: ENGL101
Texts: An Introduction to Report Writing (online Blackboard course)
ENGL 214 Academic & Professional Communication

Students write a 1500-word source-based report on a topic that combines their major field of study with
a particular theme. They use the APA style of documentation and advanced Internet and library research
skills. Instruction includes audience analysis, narrowing and focusing a report topic, quotation, document
design, summarizing, writing informative and descriptive abstracts, and drafting. Academic integrity
receives particular emphasis. In the second half of the course, students are introduced to the world of
work starting with the job hunt (job applications, cover letters and emails, résumés, interviews) and
leading to the most important aspects of business correspondence (letter formats, style, tone). Instruction
is given on advanced presentation skills for public speaking in both academic and professional
environments.Prerequisite: ENGL102
Texts: Successful Writing at Work by Philip C. Kolin, 4th ed., 2015
Academic & Professional Communication (Online Blackboard course)

COURSE OUTLINE FOR ENGL 101
Introduction to Academic Discourse
Course Code ENGL 101
Course Title An Introduction to Academic Discourse
Length of Study 1 Semester (15 Weeks)
Contact Hours 3 hours per week
Completion of Preparatory English Program

Prerequisites
(TOEFL score of 500 or above)
COURSE DESCRIPTION
ENGL 101
In An Introduction to Academic Discourse, students are introduced to three rhetorical styles of academic
writing: cause and effect analysis; comparison and contrast; and strong argumentation. Moreover, the
process of writing an academic composition is introduced along with the composition of different types
of paragraphs, cohesion, conciseness, unity and the use of specific detail. In addition, students are alerted
to common errors in English language grammar and sentence structure. During the course, students are
taught strategies for the effective comprehension of written academic texts, and to identify implications
and make inferences. To complement this, students are exposed to, and are expected to learn,
approximately 360 word-families based on the most frequently occurring lexis in a broad range of English
language academic texts. The source of these words is the Academic Word List, which has become a
global standard in international academia; specifically, sub-lists one through six.
COURSE OBJECTIVES
The objectives of this course are:
a) to integrate the language skills acquired from Preparatory English courses (ENGL 000, 001, 002, 003
and 004);
b) to identify and use a variety of skills in English Discourse across all four areas of language learning
to provide a foundation in English for Academic Purposes;
c) to maximize students’ general English reading and writing skills;
d) to maximize use and understanding of academic vocabulary.
COURSE MATERIALS
Individual lecturers are responsible for the materials that they use on this course. However, four units of
in-house materials are made available to teachers for use at their discretion. Students do not need to
obtain any textbooks or other external materials as everything needed will be provided.

INSTRUCTIONAL OUTCOMES
On successful completion of the course, students should be able to do the following.
Writing Skills
 Write a full composition of at least 250 words in the following rhetorical modes:
i) Cause and effect;
ii) Comparison and contrast;
iii) Strong argument.
 Write an appropriate, structured introduction including a background and an appropriate, clear,
thesis statement.
 Write a two-part topic sentence including topic and focus.
 Write a unified, cohesive paragraph.
 Use a wide range of vocabulary with flexibility and precision.
 Use a variety of sentence structures (simple, compound, complex), largely error-free.
 Write an appropriate concluding paragraph including one or more of the following:
i) Summarization/synthesis;
ii) Prediction;
iii) Recommendation;
iv) Advice;
v) Warning.
 Use a variety of linking words efficiently to mark clearly the relationships between ideas.
 Produce spelling and punctuation which are reasonably accurate and cause no strain to the
reader but may show signs of mother tongue influence.
Reading Skills
 Extract relevant information from texts from a variety of genres: encyclopaedia, magazine,
newspaper, website.
 Skim a text for overall meaning.
 Scan a text for specific information.
 Distinguish between fact and opinion.
 Identify implications and make inferences.
 Identify overall purpose.
 Identify main and supporting ideas.
 Identify text structure/organisation.
 Identify meaning from context.
 Identify pronoun referents.
 Have a productive and/or receptive knowledge of AWL 1-4.
 Have a productive and/or receptive knowledge of prefixes and word roots.

Grammar
 Have a productive and/or receptive knowledge of relative pronouns in relation to definition and
reduced relative clauses.
 Have a productive and/or receptive knowledge of pronoun and antecedent.
 Have a productive and/or receptive knowledge of subject verb agreement.
 Have a productive and/or receptive knowledge of comma splices.
 Have a productive and/or receptive knowledge of run-on sentences and sentence fragments.
Oral Communication Skills

 Express ideas and opinions and respond to the views of others.
 Participate actively in discussions by inviting others to join in, say what they think, etc.
 Summarise and give opinions about issues and events.
ASSESSMENT AND EVALUATION

1. The mark distribution for ENGL 101 is as follows:
Writing Test 1 (WT1) 15% Comparison and/or contrast essay
Writing Test 2 (WT2) 15% Cause and/or effect essay
Midterm Examination 15% Reading comprehension, vocabulary and grammar
Writing Test 3 (WT3) 15% Strong argument
Final Examination 30% Strong argument essay and reading comprehension,
vocabulary and grammar
Reading Portfolio 5% Completion of homework assignments
Writing Portfolio 5% Completion of homework assignments
2. Writing Tests are conducted in class with a maximum of 50 minutes to complete the test.
3. The Midterm examination and Final examination will be held during examination weeks scheduled
by the University.
GRADING SCALE
PERCENTAGES GRADES
93 % - 100 % A+
90 % - 92 % A
85 % - 89 % B+
80 % - 84 % B
75 % - 79 % C+
70 % - 74 % C
65 % - 69 % D+
60 % - 64 % D
Below 60% F

ENGL 101 An Introduction to Academic Discourse T191
ENGL 101 Rules & Regulations Fall 2019
Grade Analysis
Writing Task 1 (WT1) 15% Comparison & Contrast Essay
Writing Task 2 (WT2) 15% Cause & Effect Analysis Essay
Writing Task 3 (WT3) 15% Argumentative Essay (Strong)
Midterm Examination 15% Multiple-choice; reading comprehension; grammar & AWL 1 - 2.
Writing Portfolio (WP) 5% Selection of Student Work from Throughout the Semester
Reading Portfolio (RP) 5% Completion of Reading Comprehension Activities
Final Examination OMR 15% Multiple-choice; reading comprehension; grammar & AWL 3 - 4.
Final Examination Essay 15% Argumentative Essay Written Under Examination Conditions
Grade Standards
A+: 93–100% B+: 85–89% C+: 75 –79% D+: 65–69%
A: 90–92% B: 80–84% C: 70–74% D: 60–64% F: 0–59%
NOTE: Upgrades on the final course grade will be given to eligible students who are close to the next higher grade boundary. A and B
students are eligible for a 2% upgrade, C students are eligible for a 1% upgrade, while D and F students are not eligible for any upgrade.
Upgrades will be applied only if the student meets these requirements: they must have 4 or fewer unexcused absences, they must have
completed all major assignments and submitted work punctually, and they must have passed both the midterm and final exams.
Unexcused Absence Policy

0–4 unexcused absences = no deduction from the final grade
5 unexcused absences = -1% deduction (no upgrade possible)
10 unexcused absences = DN
DN (if 10 or more unexcused absences)
15 ABSENCES (TOTAL) =
Missed Work
If you have an official excuse from the Department of Student Affairs, you will be allowed to either make up any graded class
work that contributes to your final grade or be given an average for the missed work; the teacher will decide. Your official
excuse must be the original (blue) document from Student Affairs and it must be presented within one week of returning to
class. According to ELD policy, if your excuse for missing a class is personal, your teacher is not permitted to excuse you.
It is your responsibility to find out about any exam announcements that were made in the class you missed and any homework
assignments that you should prepare for the next class. Visit your teacher’s Blackboard page every day and pay particular
attention to the calendar, announcements, and email notifications.
Materials
Blackboard will be the main medium for the transmission of course documents and materials so you should be able to navigate
through its pages competently. Students are expected to come to class on time and properly prepared with a pen or pencil,
writing paper, dictionary, and any documents or sheets required by the teacher for a particular class. Mobile phones should be
switched off on entering the classroom. Finally, it is vital to maintain the academic integrity of your work. Always do your
own work. Any instances of misbehaviour will incur severe penalties.

ENGL 101 COURSE COMPONENTS T191
Students answer comprehension check questions

5%: READING PORTFOLIO RP and demonstrate active reading on 10 readings
included in the student workbook.
5%: WRITING PORTFOLIO WP Students select 5 pieces of essay writing done

throughout the semester.
 Comparison & Contrast (15%)
45%: WRITING TESTS WT 1, 2, 3  Cause & Effect Analysis (15%)
 Argumentative Essay (Strong) (15%)
A multiple-choice examination based on 2

TOEFL-like readings followed by questions
relating to the vocabulary contained in the
15%: MIDTERM EXAM MTE
Academic Word Lists 1-2 and common
grammatical errors associated with academic
English.
A multiple-choice examination based on TOEFL-
like readings followed by questions relating to the
vocabulary contained in the Academic Word Lists
3-4 and common grammatical errors associated
30%: FINAL EXAM FE with academic English (15%).
An argumentative essay (strong format) written

under examination conditions (15%).

ENGL 101 STUDENTS: ELD Academic Honesty Agreement
KFUPM takes personal and academic integrity very seriously. Accordingly, we want you to understand that taking
part in cheating in any way is a violation of KFUPM’s expectations regarding academic honesty.
Academic dishonesty includes:
 all forms of plagiarism;

 all forms of cheating, such as copying from another student during a test or exam;
 giving, receiving, or sharing of information during an in-class test;
 using unauthorized material (like notes) during an exam; submitting the same paper (or
different versions of what is substantially the same paper) for more than one course;
 purchasing reports and submitting them as your own work;
 fabricating written work, sources, research and/or results;
 deliberately omitting in-text citations;
 copying from the Internet without acknowledgement;
 helping another student commit an act of academic dishonesty;
 having another student do your assignment and representing it as being your own work;
 lying to protect another student who has committed an act of academic dishonesty.
Consequences:
Any violation of the Academic Honesty Policy will result in consequences that may range from a discussion
about the incident (for low-level dishonesty) to a failing grade for the assignment, a failing grade for the
entire course, or the reporting of the incident to the College Council. From the College Council, serious
violations will be reported to the University Council leading to the possibility of dismissal from the
University. At the very least, a copy of materials related to the incident will be posted to the student’s
permanent departmental records and all subsequent instructors will be informed.
I have read and understand what academic dishonesty (and, in particular, plagiarism) is. I know the
consequences of any such action. I agree to submit only my own work for this class, and I will not
allow others to submit my work as their own for this class.
Name: ______
Signed:
Section:
Date:

Course Outline For ENGL 102
Introduction To Report Writing
Course Title Introduction to Report Writing
Prerequisites Successful Completion of ENGL 101
COURSE DESCRIPTION
ENGL 102
Students practice the skills needed to write a term report in ENGL 214 on a themed topic. Students
hone these skills through a number of shorter writing exercises meant to emulate all aspects of a
full report. They are introduced to basic research skills involving the internet and the University’s
databases and print collection. They are taught about the APA style of documentation, evaluating
sources, summarizing, outlining, note taking, drafting, revising and editing. Academic integrity in
report writing is strongly emphasized. Their reading skills are further enhanced through exposure
to a variety of graphical sources such as charts, graphs and diagrams. Students are taught
presentation skills culminating in an individual PowerPoint presentation based on a focused aspect.
COURSE OBJECTIVES
a) to optimize the language skills acquired from ENGL 101 to enhance their proficiency in
English for Academic Purposes (EAP);
b) to acquire and develop the requisite skills needed to write a technical report using a variety of
sources; to evaluate and integrate those sources, and reference them using APA format;
c) to develop the students’ critical thinking skills and ability to make informed inferences.
COURSE MATERIALS
Course materials are generated within the English Language Department in the form of e-Units,
available online through Blackboard for student use. Each Unit addresses a particular aspect of
the Course Objectives and Student Learning Outcomes. Supplemental material is intended to
provide additional support to the student. All material is reviewed on an annual basis, and is
revised as needed to maintain currency and relevance.

On successful completion of the course, students should be able to do the following.
ACADEMIC COMPOSITION
1. Write a 300-word argument essay incorporating source material to provide evidence for,
support for, or otherwise expand upon, their own ideas.
2. Accurately paraphrase appropriate source material and integrate it into their writing.
3. Use APA in-text citation to reference sources.
4. Have an understanding of the ethical use of sources.
REPORT WRITING SKILLS

5. Compose and present, in an acceptable format, a 1000-1200 word term report on a themed
teacher-assigned topic using at least four sources to provide evidence for, support for or
otherwise expand upon their own ideas.
READING SKILLS
6. Read a variety of texts including general, academic and technical set at the level of an
educated native speaker.
7. Identify the suitability of a text for use as a source based on relevance, author’s expertise,
reliability of organization, bias, fact or opinion-based and currency.
8. Identify relevant or appropriate information to provide evidence for, support for, or
otherwise expand upon, their own ideas.
ORAL COMMUNICATION SKILLS

9. Give an effective report-based presentation incorporating visual aids.
10. Respond effectively to questions posed by the audience.


Reading 10% Two source-based, themed in-class reading quizzes.
Writing tasks 20% Two source-based full compositions on the chosen theme:
WT1: One or two sources: focus on paraphrasing and 101 writing skills
WT2: Multiple sources: focus on paraphrasing, synthesis (text & visuals), APA doc
Midterm Exam 25% Multiple-source composition with APA in-text citation
Term report 15% 1000- to 1200-word documented report on a themed topic
Presentation 15% Multimedia oral presentation based on student's term report
Final exam 15% Multiple-choice test of reading comprehension skills
5. Writing Tasks will be conducted in class.

The Midterm examination and Final examination will be held during examination weeks
scheduled by the University.
GRADING SCALE
PERCENTAGES GRADES
93 % - 100 % A+
90 % - 92 % A
85 % - 89 % B+
80 % - 84 % B
75 % - 79 % C+
70 % - 74 % C
65 % - 69 % D+
60 % - 64 % D
Below 60% F

ENGLISH 102: An Introduction to Report Writing TERM 191
102 Rules & Regulations Fall 2019 Teacher-assigned theme
Grade Analysis
Reading 10% Two themed in-class reading quizzes
Writing tasks 20% Two source-based full compositions on the chosen theme:
WT1: One or two sources: focus on paraphrasing and 101 writing skills
WT2: Multiple sources: focus on paraphrasing, synthesis (text & visuals), APA doc.
Midterm Exam 25% Composition with APA in-text citation
Term report 15% 1000 to 1200-word documented report on a themed topic
Presentation 15% Oral presentation based on the student’s term report, with one source evaluation
Final exam 15% Multiple-choice test of reading comprehension skills
Grade Standards
A+: 93–100% B+: 85–89% C+: 75 –79% D+: 65–69%
F 0–59%
A: 90–92% B: 80–84% C+ 70–74% D: 60–64%
NOTE: Upgrades on the final course grade will be given to eligible students who are close to the next higher grade boundary. A
and B students are eligible for a 2% upgrade, C students are eligible for a 1% upgrade, while D and F students are not eligible for
any upgrade. Upgrades will be applied only if the student meets the following requirements: they must have 4 or fewer unexcused
absences, they must have completed all major assignments and submitted work punctually, and they must have passed both the
midterm and final exams.

0–4 unexcused absences = no deduction from the final grade (upgrade possible)
10 unexcused absences = DN
15 ABSENCES (TOTAL) = DN (if it includes 10 unexcused absences)
Academic Integrity
Academic dishonesty (plagiarism, cheating or falsification of any work) will not be tolerated and violations will be
subject to the penalties described in the Undergraduate Bulletin, including failure of a given assignment, failure of the
course, or academic dismissal.
Missed Work
If you have an official excuse from the Department of Student Affairs, you will either be allowed to make up any graded
class work that contributes to your final grade or be given an average for the missed work; the teacher will decide. Your
official excuse must be the original (blue) document and it must be presented within one week of returning to class.
According to ELD policy, if your excuse for missing a class is personal, your teacher is not permitted to excuse you.
It is your responsibility to find out about any exam announcements that were made in the class you missed and any
homework assignments that you should have ready for the next class. Visit your teacher’s Blackboard every day and
pay particular attention to the calendar, announcements, and email notifications.
Materials
Blackboard will be the main medium for the transmission of course documents and materials. Each student must be
able to log in to his teacher’s Blackboard and navigate through the course pages in a competent manner.
Students are expected to come to class on time and properly prepared with a pen or pencil, writing paper, dictionary,
and any documents or sheets required by the teacher for a particular class. Mobile phones should be switched off on
entering the classroom.
English 102 Course Overview (191) Teacher-assigned theme
READING WRITING REPORT PRESENTATIONS

1-13 Teacher provides reading 101 writing skills review: Assign a general topic to
sources on theme of his own Paragraphing, topic sentences students (class 4). Students
choosing. and thesis statements, have several weeks to
unity, cohesion, research it to gain a general
Skills focus: formatting, editing etc.
understanding.
Previewing and predicting
Manuscript form
Facts and opinions Basic research skills:
1 Basic reading skills:

comprehension, reference,
skimming, scanning,
relevance,
Paraphrase skills:
Summary paraphrase
Selective paraphrase
Finding suitable sources
Summon search engine
Library databases
Internet
main ideas, etc. Other:
Question types: multiple- Note taking
choice, Scratch and 2-level outlines
cloze, short-answer, etc.
WT1: in-class composition
(selective paraphrase on one-
RQ1: in-class quiz two sources)
14-26
Skills focus: Synthesis of 2 or more sources Assign specific term report
Bias; inference; Optional supplementary work: focus within the general
Understanding visuals deriving information from theme assigned earlier (or
visuals and integrating it into allow students to choose
writing. their own focus within the
2 APA style guide

Reference page
In-text citations
previously assigned topic
area).
The term report process.

Evaluating sources
RQ2: in-class quiz WT2: synthesis of multiple
sources (text + visuals)
MIDTERM EXAM: (25%)—Composition—

27-40 Parts of the term report
Finding sources, cont’d.
Reading & annotating Oral presentation information
Skills focus: A review of the sources, cont’d. class (individual presentations)
semester’s reading skills. Note taking, cont’d.
Report Works Cited Presentations start.
3 Checklists
Drafting
Revising & editing
Using Turnitin
36,
40, Formal multimedia presentations.
41-44 102 writing proficiency exams Term report due on or near Individual students give
in class class 40. presentations on a part of their
Semester review with reference term report. The final minute
4 to the final examination must be a source evaluation.
FINAL EXAM: 15% multiple-choice exam: Reading Comprehension Skills

Two in-class reading quizzes based on teacher-
assigned themed readings. 5% each. The tasks
RQ1 may include reading strategies taught in
READING QUIZZES
RQ2 ENGL101 as well as previewing & predicting;
(10%) inference; distinguishing fact from opinion,
detecting bias, and understanding illustrations.
Composition: based on one/two themed source;

WT1 focus on selective paraphrase and on writing
skills taught in ENGL101.
WRITING TASKS
(20%) Composition: based on multiple themed sources:
texts and one or more figures/tables; focus on
WT2 synthesis and paraphrase; APA documentation.
MIDTERM An APA-documented composition based on

25% several unseen sources.
EXAMINATION
A 1000- to 1200-word report on a themed topic;

teacher assigns general topic area; focused topic
may also be assigned or students may choose it;
Minimum 4 sources.
TERM REPORT 15% Complete APA documentation (in-text citation
and Reference page);
Text supported by illustration(s);
The First Draft is 5% and the Final Draft is 15%.
Individual presentation based on a part of the

student’s own term report. The final minute must
PRESENTATION 15% be a source evaluation.
15% Multiple-choice exam of reading comprehension

FINAL EXAM skills.

102 COURSE COMPONENTS (191) Teacher-assigned theme
KFUPM takes personal and academic integrity very seriously. Accordingly, we want you
to understand that taking part in cheating in any way is a violation of KFUPM’s expectations
regarding academic honesty.

 using unauthorized material (like notes) during an exam;
submitting the same paper (or different versions of what is substantially the same
paper) for more than one course;
 having another student do your assignment and representing it as being your own
work;
Consequences:
Any violation of the Academic Honesty Policy will result in consequences that may range
from a discussion about the incident (for low-level dishonesty) to a failing grade for the
assignment, a failing grade for the entire course, or the reporting of the incident to the
College Council. From the College Council, serious violations will be reported to the
University Council leading to the possibility of dismissal from the University. At the very
least, a copy of materials related to the incident will be posted to the student’s permanent
departmental records and all subsequent instructors will be informed.
I have read and understand what academic dishonesty (and, in particular, plagiarism)
is. I know the consequences of any such action. I agree to submit only my own work
for this class, and I will not allow others to submit my work as their own for this class.
Name: ______
Signed:
Section:
Date:
COURSE OUTLINE FOR ENGL 214
Academic & Professional Communication

Course Title Academic and Professional Communication
Prerequisites Successful Completion of ENGL 102
COURSE DESCRIPTION
ENGL 214
Students write a 1500-word source-based report on a topic that combines their major field of study
with a particular theme. They are taught the APA style of documentation and advanced Internet
and Library research skills. Instruction includes audience analysis, narrowing and focusing a report
topic, quotation, document design, summarizing, writing informative and descriptive abstracts,
and progress reports. Academic integrity receives particular emphasis. In the second half of the
course, students are introduced to the world of work starting with the job hunt (job applications,
cover letters, résumés, interviews) and leading to the most important aspects of business
correspondence (letters, emails, memos). Instruction is given on advanced presentation skills for
public speaking in both academic and professional environments.
COURSE OBJECTIVES
e) to build upon the language skills acquired from ENGL 102 to enhance their proficiency in
English for Academic Purposes (EAP);
f) to develop students’ skills in writing technical reports using a variety of sources, and
evaluating and integrating those sources using APA format;
g) to develop the students’ critical thinking skills and ability to make informed choices;
h) to develop oral communication skills for a professional environment;
i) to provide a comprehensive knowledge of the different types of business communication, and
to be effective in their use;
j) to prepare the students for a competitive global job market through the development of CV
writing and interview skills.

COURSE MATERIALS
Packed with real-world examples, Successful Writing at Work: Concise 4th edition delivers a
practical yet succinct introduction to effective workplace writing for a variety of communication
tasks. Based on the market-leading SUCCESSFUL WRITING AT WORK, 10e, the CONCISE
edition covers the most essential skills for effective workplace communication. The text begins
with writing basics, emphasizing the characteristics of effective writing, the writing process,
ethics, and the importance of audience. It covers basic business correspondence, walks students
through formatting letters for a variety of business situations, and features a step-by-step chapter
on getting a job. More advanced chapters focus on document design and visuals, writing
instructions and procedures, writing reports, proposals, and making business presentations. The
Fourth Edition emphasizes ethical considerations throughout as well as integrates guidelines for
greening the workplace. In addition, its contemporary, open, and user-friendly design includes a
wide trim size to allow for marginal note-taking.
Successful Writing at Work: Concise Edition, 4th Edition 2015 CENGAGE
Philip C. Kolin University of Southern Mississippi
ISBN-10:1285052560 | ISBN-13: 9781285052564
On successful completion of the course, students should be able to:
1. draft, compose and present a 1500-word academic report in the APA6 format;
2. select, narrow and focus an academic research report topic incorporating both an aspect
of their Major and the semester theme;
3. define objectives and develop a three-level outline according to APA6 guidelines;
4. tailor academic writing to a specific audience;
5. prepare a progress report partway through the report-writing process;
6. use the Library resources and the Internet to locate and extract information as necessary
from a variety of textual, graphic and oral sources;
7. evaluate/ justify the use of source material;
8. produce a list of reference for a report in APA6 format;
9. be familiar with appropriate notetaking techniques;
10. document references in a report using appropriate APA6 techniques;
11. use appropriate graphic material (charts, tables, illustrations) in the body of a report;
12. develop appropriate prefatory elements for a report (e.g. Descriptive Abstract, Table of
Contents, List of Illustrations);
13. design a document according to APA guidelines;
14. appreciate the importance of the role of ethics in oral and written communication;
15. use relevant terminology in online search engines to locate potential jobs;
16. compose an appropriately designed résumé in support of a job application;
17. prepare for and perform a role-play job interview for an English-only workplace;
18. compose, send and reply to emails and formal memoranda with their tutor on issues
relating to their reports and other aspects of the course;
19. recognise language and/or techniques used in a variety of written correspondence (cover
letter, request, enquiry, complaint, adjustment);

20. use appropriate language and techniques to write formal business letters to a person,
institution or business organisation for a variety of purposes;
21. create and present short oral presentations on their report or on other course-related tasks;
22. use PowerPoint and other visual material appropriately in oral presentations.

Pre-Report Tasks 20% The research process: Library and Internet research skills;
audience analysis; finding, narrowing and focusing a topic; note
taking; outlining; quotation; APA references and documentation;
document design.
Progress report (example: 10%): report title; abstract; background;
thesis statement; working bibliography; preliminary two-level
outline; source evaluations.
First draft (example: 10%): written in class.
Final Edited Report 15% Final revised & edited draft: professional-looking report;
1500- to 2000-word report; minimum six sources. The report will
be in the student’s major and linked to the theme; individual effort
or, with teacher approval, collaborative.
Midterm Exam 15% Writing of a source evaluation: APA reference; summary
paraphrase; and evaluation of a source.
Job Skills 20% Business letter format & types; email; memorandum; ways to find
a job; cover letter, résumé; interviewing techniques.
Presentation 15% Skills preparation for giving a formal multimedia presentation;
linked to the academic report (or recruitment component).
Final exam 15% Multiple-choice examination testing student understanding of the
semester’s work as well as grammar questions. The questions are
based on the Blackboard materials and on selected chapters and the
appendix from the Kolin textbook.
7. The Midterm examination and Final examination will be held during examination weeks
scheduled by the University.

GRADING SCALE
PERCENTAGES GRADES
93 % - 100 % A+
90 % - 92 % A
85 % - 89 % B+
80 % - 84 % B
75 % - 79 % C+
70 % - 74 % C
65 % - 69 % D+
60 % - 64 % D
Below 60% F
ENGL 214: Academic & Professional Communication T191
ENGL 214 Rules & Regulations (T191 Theme: Innovation)
A series of tasks made of some or all of the following (maximum
weighting for each element is 4%): finding, narrowing and focusing a
topic; report background/overview; purpose statement; note cards;
PRE-REPORT TASKS 20% preliminary 2-level outline; list of minimum 4 sources in APA format;
2 source evaluations; schedule of tasks to be completed; interviews
for reports; minimum of 3 in-class drafts
Revision and final edited report: professional-looking report;
approximately 1500 words; minimum six sources; APA style guide.
FINAL REPORT 15% The report will be in the student’s major, linked to the common
theme, and be a problem-solution, comparison, or argument.
A complete source evaluation: APA reference; summary paraphrase;
MIDTERM EXAM 15% and evaluation of a source.
Business letter format; emails; finding a job; cover letter or email;
JOB SKILLS 20% résumé; interviewing techniques.
Skills for giving a formal PowerPoint or Prezi presentation; linked to
PRESENTATION SKILLS 15% the major report.
A test of the semester’s work (the materials on Blackboard and in the
FINAL EXAM 15% course textbook) and a grammar component: a multiple-choice test.
Grade Standards
A+: 93-100% B+: 85-89% C+: 75-79% D+: 65-69%
A: 90-92% B: 80-84% C: 70-74% D: 60-64% F: 0-59%
NOTE: Upgrades on the final course grade will be given to eligible students who are close to the next higher grade boundary.
A and B students are eligible for a 2% upgrade, C students are eligible for a 1% upgrade, while D and F students are not
eligible for any upgrade. Upgrades will be applied only if the student meets these requirements: they must have 4 or fewer
unexcused absences, they must have completed all major assignments and submitted work punctually, and they must have
passed both the midterm and final exams.

Students are responsible for keeping track of their absences during the semester. This is important as there are penalties for
excessive unexcused absences: 5 unexcused absences = 1% deducted from the final grade; 6 = -2%; 7 = -3%; 8 = -4%; 9
= -5%; 10 = DN.
Academic Integrity
Academic dishonesty (plagiarism, cheating or falsification of any work) will not be tolerated and violations will be subject to
the penalties described in the KFUPM Undergraduate Bulletin, including failure of a given assignment, failure of the course, or
academic probation. All ENGL 214 reports will be checked for plagiarism.
Missed Work
If you have an official excuse from the Department of Student Affairs, you will either be allowed to make up any graded class
work that contributes to your final grade or be given an average for the missed work. The teacher will decide. Your official
excuse must be the original (blue) document and it must be presented within one week of returning to class. According to ELD
policy, if your excuse for missing a class is personal, your teacher is not permitted to excuse you.
It is your responsibility to find out about any exam announcements that were made in the class you missed and any homework
assignments that you should prepare for the next class. Visit your teacher’s Blackboard page every day and pay particular
attention to the calendar, announcements, and email notifications.
Materials
For the major report and presentations, Blackboard will be the main medium for the transmission of course documents. For job
skills, consult the course textbook. Students are expected to come to class on time and properly prepared with a pen or pencil,
writing paper, dictionary, and any documents or sheets required by the teacher for a particular class. Mobile phones should be
switched off on entering the classroom.

ENGL 214: COURSE OVERVIEW T191
Key:
BB-1b = Blackboard Unit 1b
K2: 36-37 = Kolin, Chapter 2, pages 36-37
1 2 3
MAJOR REPORT JOB SKILLS PRESENTATIONS
35% 20% 15%
1. Research report process 1. Business letter format 1. ENGL 214 presentation

BB-1a K4: 98-127 procedure
2. Finding & focusing a topic BB4
BB-1a 2. Job search preparation
K5: 159-173 2. Formal presentations
3. Audience analysis
BB-1a; K1: 6-13 K10: 386-402
3. Résumés
4. Researching
K5: 174-183
BB-1b; K2: 36-37 3. Grammar
5. APA documentation & K: A1-A15
4. Letters of application
references K5: 197-205
BB-1b; K9: 355-365
6. APA quotation 5. Interviews
BB-1b; K9: 357-358
K5: 205-209
7. Abstracts & summaries
BB-1c; K9:351-352, 369
6. Emails
8. Evaluating sources K3: 78-85
BB-1c
9. Note taking & planning 7. Grammar
BB-1c; K2: 37-41
K: A1-A15
10. Progress report
BB-1c
11. The ENGL 214 report
BB-1d; K9: 346-355; 367-381
12. Document design
K6: 217-249
13. Drafting, revising,
editing
BB-1d; K2: 41-43, 46-49
14. Submissions & TurnItIn
BB-1d
15. Ethical writing
K: 27-29; 249-256
16. Grammar
K: A1-A15

ENGL 214: COURSE COMPONENTS T191
Progress Report (10%): finding, narrowing and

focusing a topic; report background; thesis
statement; working bibliography; preliminary two-
PRE-REPORT 20% level outline; source evaluations (2); schedule of
tasks to be completed.
First draft (10%): written in class
Revision and final edited report: professional-

looking report; approximately 1500 words;
FINAL REPORT 15% minimum six sources; APA style guide.
The report will be in the student’s major, linked to
the common theme, and be a problem-solution,
comparison, or argument.
Writing of a source evaluation: APA reference;

MIDTERM EXAM 15%
summary paraphrase; and evaluation of a source.
Business letter format; ways to find a job; cover

JOB SKILLS 20%
letter, résumé; interviewing techniques; emails.
PRESENTATION Skills preparation for giving a formal multimedia

15%
SKILLS presentation; linked to the academic report.
Multiple-choice examination testing student

understanding of the semester’s work. The
questions are based on the Blackboard materials
FINAL EXAM 15%
and on selected chapters from the Kolin textbook.
Grammar questions will be included – see the
appendix in Kolin.

Week Class Day/date ENGLISH 214 PACER (UTR) TERM 191
1 U 1 Sep First day of classes. Course introduction
1 2 T 3 Sep Start Unit 1 (BB1a, b, c, d). Writing process overview
3 R 5 Sep Finding, narrowing, and focusing a report topic. (BB1a)
4 U 8 Sep Audience analysis & report planning
2 5 T 10 Sep Finding & documenting sources (BB1b)
6 R 12 Sep Continue research skills; primary & secondary research Last day for dropping w/o permanent record
7 U 15 Sep Main APA documentation Focused report topic due today
3 8 T 17 Sep APA documentation, cont’d

Source evaluations (BB1c) Teachers to send report-topic spreadsheet to
9 R 19 Sep coordinator
U 22 Sep National Day holiday
1
T 24 Sep Abstracts & summaries, cont’d.
0
4 1
R 26 Sep Note-taking and outlining (BB1c)
1
1
S 28 Sep Progress report information class (BB1c)
2
1
U 29 Sep Model report overview (BB1d)
3
1
5 T 1 Oct Model report: parts in detail (BB1d)
4
1
R 3 Oct Drafting, revising, editing etc. (BB1c)
5
1
U 6 Oct Model report: document design (Kolin ch. 6) Midterm warning period starts (two weeks)
6
1
6 T 8 Oct Drafting, revising, editing skills cont Progress report due today
7
1 Midterm exam preparation class Last day for dropping course(s) with
R 10 Oct W
8
1
U 13 Oct Midterm prep. cont. / Midterm examination (5-9pm, building 54)
9
2
7 T 15 Oct No ENGL214 classes (due to grading of midterms)
0
2
R 17 Oct Ethical writing / Turnitin Business letters.) Last day to submit midterm warnings
1
2
U 20 Oct Start Unit 2: Recruitment (Kolin ch. 5) / Résumés
2
2
8 T 22 Oct Job hunt strategies
3
2
R 24 Oct Application letters. Etiquette/You attitude (Kolin ch. 4)
4
2
U 27 Oct Emails (Kolin ch. 3, p.78-85)
5
2
9 T 29 Oct Emails cont…/Interview techniques
6
2
R 31 Oct Interview techniques
7

2
U 3 Nov Interviews 1
8
2
10 T 5 Nov Interviews 2
9
3
R 7 Nov Interviews 3 Last day for dropping all courses with W
0
3
U 10 Nov Interviews 4 (if needed)
1
3
11 T 12 Nov Final preparation for in-class first draft. All note-taking and outlining should be complete
2
3
R 14 Nov First draft 1
3
3
U 17 Nov First draft 2
4
3
12 T 19 Nov Draft feedback class
5
3
R 21 Nov First draft 3
6
3
U 24 Nov First draft 4
7
3
13 T 26 Nov Draft feedback class / Major report workshop (if necessary)
8
3
R 28 Nov Final examination information class
9
4
U 1 Dec Start Unit 3: Oral presentations information class ENGL214 major report due today
0
4
14 T 3 Dec Final prep. before presentations
1
4
R 5 Dec Presentations 1 Last day to withdraw from all courses with WP/WF
2
4
U 8 Dec Presentations 2
3
4
15 T 10 Dec Presentations 3
4
4
R 12 Dec Presentations 4 (if needed) / Preparation for final exam. Last day of classes
5
T 19 Dec Final examination (building 54)
R 1 Jan Last day for faculty to submit grades (2pm)

214 STUDENTS: ELD Academic Honesty Agreement
KFUPM takes personal and academic integrity very seriously. Accordingly, we want you to
understand that taking part in cheating in any way is a violation of KFUPM’s expectations
regarding academic honesty.

 using unauthorized material (like notes) during an exam;
submitting the same paper (or different versions of what is substantially the same paper)
for more than one course;
 having another student do your assignment and representing it as being your own
work;
Consequences:
Any violation of the Academic Honesty Policy will result in consequences that may range from
a discussion about the incident (for low-level dishonesty) to a failing grade for the assignment,
a failing grade for the entire course, or the reporting of the incident to the College Council.
From the College Council, serious violations will be reported to the University Council leading
to the possibility of dismissal from the University. At the very least, a copy of materials related
to the incident will be posted to the student’s permanent departmental records and all
subsequent instructors will be informed.
I have read and understand what academic dishonesty (and, in particular, plagiarism) is.
I know the consequences of any such action. I agree to submit only my own work for this
class, and I will not allow others to submit my work as their own for this class.
Name: ______
Signed:
Section:
Date:

T191 ELD Information Booklet Sept 11-Final PDF

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English Language Department

King Fahd University of Petroleum and Minerals

English Language Department

ELD Information Booklet (2019) 1

The ELD ……………………………………………………………………… 3

ELD Information Booklet (2019) 2

The academic program

ELD Information Booklet (2019) 3

HAMILTON, John 7060594 5643 2673 9-232 hamilton 0567992011

OWEN, Jonathan 7170187 5521 7589 17-140 jdcowen 0581399828

PEARSON, Keith 7020564 1434 7588 17-129 francesc 0566529163

RYALL, Michael 7190557 1412 1626 9-240 michael.ryall 0582094770

SCHOFIELD, Chris 7171185 1122 2532 9-239 chris.schofield 0502198663

SILKE, William 7110571 5509 4891 17-127 silke 0531345928

WATTS, Steve 7180285 1332 7595 9-234 stephen.watts 0591242518

ELD Information Booklet (2019) 4

 Wherever possible, we place a newcomer in an office with an experienced ELD teacher,

 ENGL 101: Sulaiman Jenkins (sulaiman.jenkins@) Office: 17-131/2 Tel. 7498

 Dave Berry (berryd@ /dir-eld@) Office: 17-125 Tel. 3156

ELD Information Booklet (2019) 5

Name T191 17-XXX

Thu. 8-9 am 17-XXX

ELD Information Booklet (2019) 6

SUBMITTING QUIZZES & WRITING TASKS

ELD Information Booklet (2019) 7

5. Returning tests to students.

 vocabulary/word-formation quizzes, and quiz/task results

ELD Information Booklet (2019) 8

Some basic common sense rules:

 If you used the blackboard or whiteboard, clean it before leaving.

ABSENCES AND LATENESS

Unexcused absences Final grade deduction (%)

T191 Committee Chair Members

ENGL101 Exam Jenkins Schofield, Hamilton

ENGL101 Curriculum Jenkins Owen, Dusthimer, King, Brown, Korst

ENGL102 Exam Albright Pearson, Hamilton

ENGL102 Curriculum Albright Watts

ENGL214 Exam Bancroft Canning, Pearson

ENGL214 Curriculum Bancroft Owen, Dusthimer, King, Anyan

ELD Information Booklet (2019) 11

Exams & Quality Assurance Billam Canning, Pearson, Silke

Recruitment Berry Owen, Brown, Silke

Student Affairs Berry Cullen, Silke

ELD website Banner Hicks, Blazenko

Distinguished Excellent Excellent/V. good V. Good V. Good/Good Good Marginal Poor

Criteria Weighting (%)

Access to AAR is through the portal, along the following route:

Completing an Annual Academic Record

Step 1: Choose Academic year.

ELD Information Booklet (2019) 12

Step 5: Give details of your committee work and other activities.

ELD Information Booklet (2019) 13

Obtaining the latest course materials

COURSE BB PAGES FOR STUDENTS

ELD Information Booklet (2019) 15

TURNITIN (Blackboard version 9.1)

Setting up a Plagiarism Check for students

2. Select Course Contents (left menu) and then Assessments:

ELD Information Booklet (2019) 16

Give the assignment a name such as

The assignment description is optional.

The Submission Type should be ‘File

Assign start and end dates for the multiple