DE LA SALLE UNIVERSITY - MANILA

Br. Andrew Gonzalez FSC - College of Education

Department of English and Applied Linguistics

COURSE CODE : ENG502M / ENGFO2M

COURSE TITLE : Advanced Technical Reading and Writing 2
PREREQUISITE : ENG501M/ENGF01M
UNITS : 3 units

I. COURSE DESCRIPTION

ENG502M/ENGFO2M

ENG502M/ENGFO2M, the second part of the intensive English academic/technical reading

and writing course, focuses on the writing of the various parts of a data commentary, a
critique of a journal article, and a research proposal, emphasizing the different rhetorical
moves and the linguistic features that realize these moves. The course continues to
emphasize the observance of integrity in writing and research.

II. DESIRED LEARNING RESULTS

ELGAs ELGA translated into Content and Transfer Goals

Students are enabled to:
Critical and Creative 1. Compose writing outputs which adhere to the rudiments of
Thinker academic writing.
2. Read critically specialized texts by: identifying audience,
message, and purpose; determining and evaluating the
author’s claims and arguments by asking critical questions;
and interpreting graphic and electronic information.
3. Develop rational and well-structured arguments/details
based on a logical interpretation of reliable sources.
Effective 1. Write a comprehensive and detailed annotated bibliography
Communicator and be able to justify the sources included and argue by
providing description of each.
2. Integrate in the research paper both primary and secondary
sources for a comprehensive literature review in support to
the topic.
3. Write and present a research paper on the approved topic.
Reflective Lifelong 1. Exhibit intellectual honesty in their outputs by properly
Learner acknowledging sources using the latest documentation
style;
2. Integrate comments and suggestions from their professors
regarding their outputs.

Service-driven Citizen 1. Work on topics that are related to one’s field in order to
improve oneself for the progress of community/society
 2. Upgrade the research output for a larger research project
that may involve other people in the same field or expertise

III. REQUIRED OUTPUT(S)

Data commentary
Journal Critique
Research Proposal

IV. VALID ASSESSMENT

REQUIREMENTS GRADE ALLOTMENT

 Writing Tasks 80%
 Data Commentary
 Journal Critique
 Research Proposal
 Quizzes/Assignments/Activities 20%

V. LEARNING ACTIVITIES

Week Topics Learning Activities

1  Syllabus and Course Introduction Setting personal and course goals
Discussion of classroom policies

2  Review of Academic Reading and  Reviewing the basics of academic

Writing writing
 Identifying, evaluating, and gathering
sources
3-4  Various graphic forms of data  Exploring the different graphs in excel
presentation and Word formats

5-6  Preparing data commentary  Identifying key features of sources

7-8  Writing a journal critique Writing the thesis statement and outline

9 - 12  Write the different parts of a research Drafting of survey and interview

proposal according to the questions
conventions observed in the
discipline.
- Introduction
- Review of related literature
- Methodology
13 Critiquing and Revision Teacher-student conferencing
14 Submission of Requirements Peer revision
*Upon the discretion of the instructor, 1 to 2 Independent Study sessions may be
declared.

Scoring Guide/Rubric for the Research Proposal 100 pts

Title 10 pts
Introduction and Review of Related Literature 30 pts
Methodology 30 pts
Research and Documentation 15 pts
Writing Style 15 pts

Reminders:

1. There is no final examination in ENG502M/ENGF02M.

2. All written requirements should be done in class.
3. The process approach will be used. Final grade for each paper will be based on
the third and final version.
4. The passing grade for MA/MS students is 2.0 or 80% of whatever the total score
for each graded activity is.
5. The passing grade for PhD students is 2.5 0r 85% of whatever the total score for
each graded activity is.

REFERENCES

Grix, J. (2004). The foundations of research. Basingstoke, NH: Palgrave MacMillan.

Heath, C., Minting, H., & Kim, T.M. (2007). The art of academic writing. Singapore:
Pearson.
Kervin, L., Vialle, W., Herrington, J., & Okely, T. (2006). Research for educators. South
Melbourne, Victoria: Thomson Social Sciences Press.
Flores, E.R. (2010). Advanced academic reading and writing 2 [DLSU Module].
Silvia, P. (2007). How to write a lot: A guide to productive academic writing. Washington,
DC: American Psychological Association.