obe english 3 final (doe copy)

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University of Santo Tomas Office of the Vice Rector for Academic Affairs-General Education

Department of English

Course Plan in English 3

Course Title Academic Writing Skills Course Code English 3 Credit Units 3 Course Co/Prerequisites English 2 Course Description

This course centers on honing college students’ writing and research skills for academic study. It equips students with effective techniques in writing expository, persuasive, and argumentative compositions and any other academic texts, e.g., library, term, and research papers. This course engages students to craft academic papers with strong, effective, and clear theses, body paragraphs, and conclusions. It likewise helps them edit their writing to be more formal and appropriate. It also provides the students with various strategies for generating ideas about a topic and teaches them organizational patterns, topic development, and methods for making their writing more coherent. Additionally, this course helps the students develop revision strategies that can be used in other courses and trains them to use and cite references properly in their writing to avoid plagiarism.

Course Intended Learning Outcomes

After completing this course, students should be able to: 1. organize information using orderly strategies, i.e., chronological, logical, spatial, and the

like; 2. use appropriate rhetorical patterns and observe formality conventions in writing various

academic texts; 3. craft effective expository, persuasive, and argumentative compositions that address a

specific audience and support a clearly stated thesis with facts, statistics, and/or first-hand accounts, among other forms;

4. revise writing with proper voice, formality level, tense, and syntax; and 5. write academic texts, e.g., library paper integrating knowledge of basic research and

adhering to the principles of academic integrity, for possible publication or online sharing.

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COURSE PLAN IN ENGLISH 3

Preliminary Period UNIT 1: The Writing Process Course Code: English 3 Enduring Understanding Writing should be purposeful. Writing, as a process, is a powerful tool for academic and professional engagements or advancements. Writing is a reflective process. Effective writers develop and refine their ideas for thinking, learning, and communication.

Essential Questions

• Why do we write? • How does purpose influence one’s writing style? • How does each step in the process impact our

writing? • How does effective writing be approached? • How do we evaluate writing? • How can we use evaluation and reflection to

improve our writing? • How do effective writers express themselves? How

does process shape the writer’s product? • Should writing be always procedural?

Essential Learning

Week Content Standards

Declarative Knowledge Functional Knowledge

Intended Learning Outcomes

(ILO)

Suggested Teaching/Learning

Activities

Assessment Tasks

1 and 2 Demonstrate understanding of the writing process, its nature, and stages

Nature of the writing process Writing as a recursive process Stages in the writing process Process approach to writing

Describing writing as a cyclical process Explaining the stages in the writing process Discussing the process approach to

Explain the need for a clear and comprehensive understanding of writing as a cyclical or recursive process by writing, editing, and revising drafts of

Interactive lecture Writing prompts Online writing tasks Worksheet accomplishments Collaborative writing activities

Writing assignments Paragraph or short essay revision or editing Written exam Self-assessment

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writing academic texts (e.g., journal articles, technical papers, and position papers) and nonacademic texts (e.g., newspaper editorials, magazine articles, and blogs) for clarity, consistency, and effectiveness

UNIT 2: Introduction to Academic Writing Enduring Understanding Writers use a repertoire of strategies that enables them to vary form and style in order to write for different purposes, audiences, and contexts. When rules and conventions of effective writing are followed, texts become more comprehensible to readers. Effective writers select a specific form based on audience and purpose.

Essential Questions

• How do writers develop a well-written product? • How do rules of language affect understanding of

written communication? • Why do writers choose a particular form of writing?

Essential Learning Week Content

Standards Declarative Knowledge Functional

Knowledge Intended Learning Outcomes

(ILO)


Activities

Assessment Tasks

3 Demonstrate understanding of

Language features, form and style of academic

Adapting writing to

Analyze specific characteristics,

Interactive lecture

Paragraph or short essay

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the features of academic texts and the basic considerations in academic writing

texts Audience, purpose, tone, organization, presentation, and flow

specific purposes, contexts, and audiences Using the language appropriate to academic writing

structures, and appropriate voice and tone in writing by comparing academic texts (e.g., journal articles, technical papers, and position papers) and nonacademic texts (e.g., newspaper editorials, magazine articles, and blogs), and revise or edit a written work, considering the purpose, audience, and context of academic writing

Writing prompts Online writing tasks Writing workshops Collaborative writing activities Peer critiquing

revision or editing Written assignments Written exam Self-assessment

UNIT 3: Academic Vocabulary and Formal Language Enduring Understanding Language conventions are established rules used to standardize written communication. Writers need to employ these conventions to get their message across effectively in terms of intended meaning. Word choice conveys a level of formality, sense of style, and tone. Writers

Essential Questions

• Why is it important to use language conventions in writing? How do proper grammar mechanics promote fluency of written communication?

• How does word choice contribute to effective

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choose their words or shape their language with care, depending on the context. Effective writers use formal English when the purpose and audience necessitate that it be used.

writing? How do writers tailor their vocabulary and language for a specific context?

• When do writers need to use formal English?




(ILO)


Activities

Assessment Tasks

4 and 5

Demonstrate competencies in the use of the academic vocabulary and formal language appropriate to academic writing

Academic language foci: vocabulary shift; formal grammar and style; conciseness and avoiding redundancies, verbosity, and gobbledygook Formal, impersonal, structured, and hedged writing

Utilizing the language conventions necessary for writing effective academic texts Adapting to the language academic writing in terms content, level of formality, style, and tone

Compare and analyze the differences in language use in academic texts (e.g., concept paper, project proposal, conference paper, etc.) and nonacademic texts (e.g., anecdotes, news articles, editorials, blogs, etc.) by identifying the features of acceptable and unacceptable academic writing style. Rewrite an

Interactive lecture Analysis of given examples Online writing tasks Writing workshops Collaborative writing activities Peer critiquing

Sentence revision Written assignments Written exam Self-assessment Peer assessment

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informal paragraph or extract lifted from a lifestyle magazine to make it formal and academic by observing academic writing conventions, such as conciseness, personal versus impersonal language use, sentence length and use of the passive voice, amount of abstract and technical language used, degree of expressing facts and opinions, use of qualifications, and vocabulary choice

UNIT 4: The APA Documentation Style Enduring Understanding

Rules in citing sources can help in better understanding of a written text.

Essential Questions

• How do the rules in APA format build better understanding of written text?

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The use of a citation style entails discipline in producing a written text.

Documentation in writing entails or follows the use of various writing styles.

• Why does a writer choose a particular form of documentation style?

• How can a documentation style help improve one’s writing ability?




(ILO)


Activities

Assessment Tasks

6 Demonstrate understanding of documentation style and methods of citation in research

Guidelines in writing in-text or parenthetical citation

Phrases as indicators in the APA format

Rules in writing reference list

Adapting the APA 6th edition methods of citation in documentation

Identifying signal phrases in a research text

Using the reference list guideline in documenting materials used in research

Analyze specific rules and citation methods in structure and format by comparing academic texts (e.g., journal articles, technical papers, thesis) and revise or edit a written work using the APA style of documentation

Interactive lecture

Writing workshops

Collaborative writing activities

Peer critiquing

Rewriting or editing text in non-documentation format

Written assignments

Written exam

Self-assessment

UNIT 5: Academic Integrity Enduring Understanding Students maybe conscious or unconscious that they are committing plagiarism

Essential Questions

• Why do students commit plagiarism?

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by not attributing sources properly, with repercussions depending on school or university policies. Plagiarism can be prevented by correct acknowledgment of sources, paraphrasing, and summarizing. Academic integrity can be developed through constant practice of writing.

• How do writers prevent plagiarism in academic writing?

• How do writers develop intellectual honesty and integrity in writing?

• Why is it essential to know the existing local and international policies on plagiarism?

Essential Learning




(ILO)


Activities

Assessment Tasks

7 and 8

Demonstrate academic integrity through proper acknowledgment of sources, citation, proper quoting, paraphrasing, and summarizing.

Plagiarism and its repercussions Disengaging in academic dishonesty Integrating borrowed materials

a. Quoting b. Paraphrasing c. Summarizing

Writing academic papers, research, and other essays with correct citation and consciously avoiding plagiarism

Examine and critique sample essays with occurrences of plagiarism Analyze different policies on plagiarism as used and practiced by schools, universities, and research journals, locally and internationally Practice quoting, paraphrasing and summarizing, from references, books, magazines,

Interactive Lectures Peer reading, writing, and checking Comparing and contrasting of plagiarized papers and properly cited papers Accomplishing worksheets on different types of writing Sending letters to editors or different local and international conference organizations and critiquing their

Prewriting diagnostic test with emphasis on plagiarism Survey test on plagiarism Writing paragraphs Quoting from sources Paraphrasing Exercise Summarizing Exercise Acknowledging of sources/ citing from sources

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newspapers, online journals, online sources, etc. Write essays with proper citation from sources, like short research, journals and scientific papers.

policies on plagiarism Writing paragraphs, essays, and research Mock defense of essays with emphasis on the veracity and correctness of citation

Peer checking using a specially designed rubric with emphasis on plagiarism Writing test by following essay prompts Student and teacher assessment

Final Period UNIT 6: Writing Expository Texts Enduring Understanding Ideas in writing can be presented in different ways based on the writer’s purpose. Organizing ideas in writing develop more logical ways of presenting information. The use of different expository structures to arrange information entails effectiveness in writing. Persuasive writing can be powerful in making people appreciate or even believe a different viewpoint.

Essential Questions

• Why is it important to use different writing patterns? • What does it mean to be organized in writing

different texts?

• How is meaning conveyed through the different structures of expository writing?

• How do writers use and organize ideas to be persuasive?




(ILO)


Activities

Assessment Tasks

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9 and 10

Demonstrate clear understanding of the various writing/rhetorical patterns

Expository writing Description Comparison/contrast Problem-solution Persuasive writing Argumentative writing

Identifying and differentiating various expository structures Utilizing the different rhetorical patterns required to present various kinds of information

Determine the unique characteristics of expository texts Distinguish language conventions to determine rhetorical style Analyze texts of various patterns Write essays of various rhetorical styles

Individual reading exercises Pair writing activity Group writing activity Paragraph writing Peer critiquing Teacher’s interactive discussion Writing workshop

One-paragraph exercises Five-paragraph essays Peer critiquing evaluation Revised essays

UNIT 7: The Research Process Enduring Understanding Research, as a scientific process, is an essential tool in discovering information and novel ideas for one’s academic and professional advancements. When rules and conventions of research writing are followed, research output becomes more valid and relevant.

Essential Questions

• Why do we conduct research? • Why should writers approach research in a scientific

way?

• How does each step in the research process impact our research output?




(ILO)


Activities

Assessment Tasks

11 and Demonstrate The research process Describing Analyze the Interactive lecture Written

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understanding of the research process and its stages, types, and importance

Types of research Importance of research The stages of the research process (problem identification, data gathering, data interpretation, etc.)

research as a scientific process Explaining the various types of research Discussing the stages involved in research

specific characteristic of research as a scientific process by critiquing and preparing an empirical research report and a library research report

Worksheet accomplishments Research workshop Collaborative and individual preparation of research output

examinations Self-assessment Preparation of research papers

UNIT 8: Exploring the IMRDC Paper Enduring Understanding The academic community creates and disseminates knowledge through the writing and publishing of research. Research articles follow a structure to efficiently convey information. Effective writers must be knowledgeable of the structure and language conventions inherent in research articles.

Essential Questions

• How do writers structure research articles? • Should organizational conventions be followed in

the writing of research articles?

• How do writers incorporate language features in writing an IMRDC-format paper?




(ILO)


Activities

Assessment Tasks

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Demonstrate understanding of the Introduction, Method, Results, Discussion, and Conclusion portions of a

The IMRDC structure of a research article The moves of the IMRDC portions of a research article

Organizing and composing a research article using the IMRDC format Using language

Write a research article that follows the moves and language features of the IMRDC research

Interactive lecture Reading of sample research articles with emphasis on the moves and language features of

Critical review of published research articles Introduction, Methods, Results, Discussion, and

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research article

Language features of the IMRDC portions of a research article

appropriate to the IMRDC structure of a research article

article. Analyze and critique other research articles by examining their moves and language features.

the IMRDC Critiquing of published research articles

Conclusion portions of a research article Written examinations Self-assessment paragraph

UNIT 9: Writing Workshop Enduring Understanding Peer review is an integral part of the writing process. Peer critiquing is a popular pedagogical strategy aimed at helping students improve their writing based on comments from their peers. Peer-review methods are employed to maintain standards of quality, improve performance, and provide credibility.

Essential Questions

• How is the “authoritative voice” developed in students’ writing through written peer critique?

• How will peer critiquing/peer reviewing help emergent research writers develop their writing skills?

• Why is there a need for feedback in the writing process?

Essential Learning




(ILO)


Activities

Assessment Tasks

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Exhibit understanding of peer critiquing and reviewing

Importance of peer critiquing and reviewing Components to consider in peer critiquing and reviewing (content/task completion, organization, word choice, grammatical structure, references, cohesion)

Acquiring skills on how to formulate and communicate constructive feedback on a peer’s work Using the appropriate

Prompt guidelines for peer reviewers that are task-based, such as indicating the strongest part of a paper; identifying or rephrasing the

Interactive lecture Writing prompts Online writing tasks Worksheet accomplishments Collaborative

Studying samples of critique papers Critiquing published articles related to the specific discipline

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language in writing a critique.

thesis; listing the major points of support or evidence; and indicating sentences or paragraphs that seem out of order, incompletely explained, or otherwise in need of revision Produce a useful, concise commentary that will aid the students to encourage their peers to improve their writing and clarify their ideas.

writing activities Peer critiquing and reviewing

Evaluating written output produced by classmates

UNIT 10: Oral Presentation of Papers Enduring Understanding

Preparing an oral presentation incorporates many of the same processes involved in putting together an essay or a report, i.e., planning phase, research phase, and writing phase.

Oral presentations must emphasize both the motivation for the research work and its outcome. Also, the aim of the presentation is to inform, not to

Essential Questions

• How can oral presentations aid in establishing the significance of a research paper?

• What are the important components of an effective oral presentation?

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impress.




(ILO)


Activities

Assessment Tasks

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Demonstrate competence in presenting research papers orally.

Components of an effective oral presentation

A. Purposes of an oral presentation

1.Main goals

a. Communicate the results of research, data analysis

b. Inform, convince

c. Instruct

2. Main principles

a. accessibility

b. logical organization

c. clarity

d. tell a story

3. Differences among written output

Delivering an oral presentation based on the students’ research paper.

Critiquing oral presentations of classmates.

Apply appropriate oral communication skills in presenting a research paper

Identify the strengths and weaknesses of a research paper through peer critiquing

Interactive lectures

Writing prompts

Worksheet accomplishments

Modeling of exceptional oral presentations

Oral presentations

Evaluation of oral presentations

Self-assessment

Peer assessment

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a. Time restriction

b. Attention span, concentration of audience

c. No chance to revise

B. How to structure an oral presentation

1. Abstract

2. Introduction

3. Method

4. Results and discussion

5. Conclusion

C. Giving good oral presentations

1. Organization and logical flow

2. Content and accessibility

3. Delivery and clarity

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Course References: Basic Readings:

1. Alamis, M. et al. (2009). Academic writing skills. Manila: UST Publishing House. 2. Plata, S. et al. (2007). Keys to success in academic writing. Laguna: Traiblazer Publication. 3. Swales, J. & Feak, C. (2012). Academic writing for graduate students. 3rd Ed. Michigan: University of Michigan Press/ELT.

Extended Readings:

1. Abelos, A. et al. (2008). Essentials of writing in the discipline. Valenzuela City: Mutya Publishing House, Inc. 2. American Psychological Association. (2010). Publication manual of the American Psychological Association. 6th Ed. Washington

DC: American Psychological Association. 3. Bailey, S. (2003). Academic writing: A practical guide for students. New York: Routledge Falmer. 4. Porter, D. (2007). Academic English. London: A&C Black Publishers.

Web-Based Readings:

1. Bernardo, A. (2010). Creative ways of teaching research paper writing. ELTWorldOnline.com2. 2. Center for Independent Language Learning. (2004). Academic vocabulary crossword. Retrieved from

http://elc.polyu.edu.hk/CILL/ 3. Center for Independent Language Learning. (2004). Referencing-spot the errors. Retrieved from http://elc.polyu.edu.hk/CILL/ 4. Millions, D. (2008). Common challenges with research papers. Retrieved from http://www.articlesbase.com 5. Purdue Online Writing Lab. (2012). APA style. Retrieved from http://owl.english.purdue.edu/owl/section/2/10/ 6. Russel. L. (2008). Writing prompts, games, journals: Creative writing activities and habits get students to love writing. Retrieved

from http://homeschooling.suite101.com/article.cfm/creative_writing_activities#ixzz0pIgEuce Course Requirements:

1. Active participation in class 2. Worksheets submitted on time 3. Three essays (first and final drafts) 4. Examinations 5. Self-assessment summary 6. Research paper

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Grading System: Preliminary Grade: 50% Class Standing (quizzes, assignments, recitation, papers) 60% Major Examination 40% Total 100%

Final Grade: 50% Class Standing (quizzes, assignments, recitation, papers) 60% Major Examination and/or Final Paper 40% Total 100%

Classroom Policies

1. Students should communicate in English. 2. All students are expected to act with civility and personal integrity. 3. Academic integrity includes a commitment to disengage in or tolerate acts of academic dishonesty. Academic dishonesty involves

one of the following: § cheating during an examination or quiz § buying, selling, stealing, or soliciting any material purported to be the unreleased contents of a forthcoming examination, or the

use of such material § plagiarizing, the act of appropriating passages from the work of another individual, either word-for-word or in substance, and

representing them as one’s own work § colluding with another person in the preparation or editing of assignments submitted for credit, unless such collaboration has

been approved in advance by the instructor § Other forms of academic dishonesty include selling or purchasing examinations, papers, or other assignments and submitting or

resubmitting the same paper for two different classes without explicit authorization. 4. When an instructor suspects academic or nonacademic dishonesty, the faculty member will exercise his academic judgment in light

of the particular circumstances and the student’s academic history. 5. Good academic standing requires the presence of students at all class and workshop meetings. 6. Late submissions are not tolerated. 7. Letters of excuse must be submitted in case of unavoidable absences.

Prepared by: The Department of English