Professional Documents
Culture Documents
60 30 30 120 60 XX XX
Prerequisites: none
1.
Co-requisites: N/A
1.
C. Course Description:
This is a skills development course designed to enhance the student’s reading and writing abilities.
Its focus is on the application of reading techniques for organization, analysis, and retention of in-
formation/materials and writing academic texts suited to the target audience, intended purpose, ap-
propriate situations and length. Assignments are integrated, both reading and writing, with specific
stress on reason and response to the assigned materials.
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D. Course Objectives:
Course Objectives: Reading
2. Develop learners’ capacity to skim and scan for main idea and specific details;
4. Enable learners to gain maximum meaning from headings, subheadings, layout and
graphics;
5. Ensure that learners’ are aware of and apply an understanding of writer’s purpose and in-
tended audience; and
6. Develop learners’ ability to gain meaning from context.
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E. Learning Outcomes:
No. Linked to
Course Outcomes: Reading
PLOs
At the end of the course learners will be able to:
Manage time and apply specific techniques to maximize marks in English PLO_10 (I)
5.
proficiency exams.
No. Linked to
Course Outcomes: Writing
PLOs
At the end of the course learners will be able to:
6. Write a combination of sentence structures, beginning to use complex and PLO_9 (I), &
compound-complex sentence structures in combination with simple and PLO_10 (I)
compound structures;
7. Write brief texts according to academic conventions: formal register; PLO_9 (I), &
hedging etc; PLO_10 (I)
8. Organise ideas into cohesive paragraphs with increasing skill; PLO_11 (I)
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F. Instructional Modes:
The course includes a wide range of instructional modes including teacher centered transmission
modes (e.g. lectures) and student centered activities (e.g. discussions or task based activities). They
are designed to promote declarative and procedural knowledge, student engagement, and collabora-
tion in a supportive learning environment.
- Blass, L., Vargo, M., & Folse, K. S. (2013). Pathways 2: Reading, Writing, and Critical
Thinking. Boston: Heinle/Cengage Learning.
- Hogue, A. (2014). Longman Academic Writing Series: Paragraphs, Level 2. Pearson Education,
Inc.
3. Websites
TOEFL related activities and resources
- Magoosh TOEFL vocabulary flash cards -
https://toefl.magoosh.com/flashcards/vocabulary/decks
- www.quiz-tree.com Online vocabulary quiz - http://www.quiz-
tree.com/TOEFL_main.html
Reading Resources
- Read Works https://www.readworks.org/
- Project Gutenburg http://www.gutenberg.org/
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H. Assessment Methods:
1. Description of assessment tasks
Task description:
Students are required to take at least six (6) quizzes on Mreader.org after they finish reading
Graded reader books borrowed from HSU library.
Reading at least 6 graded reader books, with the suggested total words
Task length
50,000
6 passed quizzes: 6 marks
Assessment Criteria 7 passed quizzes: 7 marks
…
10 passed quizzes: 10 marks
Assessment 2 – Reading Quizzes (10%)
Task description:
There will be at least two thirty-minute vocabulary and reading comprehension quizzes
(relating to the units). These will be given over the course of the semester. These quizzes cannot
be made up or taken later.
Task description:
Students are required to take at least a writing quiz relating to sentence skills and to write at
least a paragraph.
All writing is due on the date stated by the instructor. NO LATE PAPERS WILL BE
ACCEPTED.
Task length Each writing quiz may last 20-30 minutes.
The length of the paragraph must be at least 80 words.
Assessment Criteria See attached rubric for paragraphs
Task description:
- A 60 minute paper-based, objective, closed book test, including 2 parts: Reading (50%), and
Writing (50%).
Reading: one or two reading passages, 30 minutes
Writing: 2-3 tasks relating to sentence skills, 30 minutes
Task length 60 minutes
Assessment Criteria Objective questions
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Task description:
Students are required to do an objective & subjective, closed book test including 2 parts for
Reading Comprehension (50 %); and Writing (50%) where the students will be required to
complete a task of sentence skills (20%) and to write a paragraph (30%, not less than 80 words).
Assessment Criteria Part 1: Reading Comprehension: Objective questions from 2-3 reading
passages.
Part 2: Writing
- Sentence skills: Objective questions
- A paragraph: See attached rubric for paragraphs
Extra credit:
Speak it up!
Task description:
You can get extra credit by answering instructor’s questions in class. For each correct answer,
you get 0.2 point. The total points then will be added to Reading quizzes grade.
Summary of assessment
2. Academic Integrity
Academic integrity is a fundamental value in all matters of academic life. To ensure the maintenance
of academic integrity at Hoa Sen University, students are required to:
1. Work independently on individual assignments
Collaborating on individual assignments is considered cheating.
2. Avoid plagiarism
Plagiarism is an act of fraud that involves the use of ideas or words of another person without proper
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attribution. Students will be considered to have plagiarized if:
i. Texts are directly copied without quotation and citation
ii. Paraphrased and/or translated text is copied without appropriate referencing.
I .Teaching Staff:
Email, Phone number, Office hours Position
No. Instructors’ name
Office location
J. Learning Schedule:
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3 Writing Longman Academic -The exercises in chapter 2
Chapter 1 Writing series Level 2 - Suggested journal writing:
- Sentence structure (pp 20-25): What career or profession
Simple Sentences are you interested in? Give 2
Sentence Combining or 3 reasons for your
interest.
Chapter 2 (6sentences or above)
- Sentence structure (pp 58-65):
Compound Sentences
Coordinating Conjunctions: And, But,
Or, So
Common Sentence Errors: Run-ons
and Comma Splices
4 Reading: Pathways 2 Suggested journal writing:
Unit 2 – Big Ideas (pp. 21-35) In your opinion, which
- Lesson A and B innovation(s) is/are most
useful for people’s lives?
(6sentences or above)
*Note: This is just a tentative schedule and can be changed due to the actual performance in class.
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K. Paragraph Writing Rubric:
Giảng viên
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