How To Learn Hong Kong Koon Kong English

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1 English Skills for Academic Studies for AD Scheme in Humanities and Communication Semester 2, Written and compiled by Mr Patrick Lee and Ms Esther Tong (2007) Modified and edited by Ms Agnes Pui (2008) Hong Kong Community College, 2008

2 Table of Contents I. Syllabus 2 II. Teaching Plan 5 III. Learning Outcome Matrix 14 IV. Assessment Details 15 V. By Session 26 VI. Supplementary Worksheets Worksheet 1. Worksheet 2. Worksheet 3. Worksheet 4. Worksheet 5. Worksheet 6. Worksheet 7. Worksheet 8. Worksheet 9. Worksheet 10. Worksheet 11. Worksheet 12. Worksheet 13. VII. Annotated Student Samples Skill 1: Writing a Reflection Good Reflection Poor Reflection Skill 2: Writing an Essay Outline Good Essay Outline Poor Essay Outline Skill 3: Writing a Research Essay Good Research Essay Poor Research Essay Essay Analysis My English Learning Self-evaluation Sheet Fragments, Run-on sentences, Unparallel structures Misplaced Modifiers Dangling Modifiers Designing a Questionnaire Interviewing Skills One-sentence Summaries Verbs & Subject-verb Agreement Pronouns & ESL Pointers Behaviour in Group Discussions More Useful Expressions for Successful Discussions Self-evaluation Sheet for Project Task B Skill 4: Writing one-sentence summaries (with identification of sources) Good Sample Poor Sample

3 I. Syllabus CC2001 English Skills for Academic Studies Level 2 Credits 3 Nature Non-Science Medium of Instruction English Teaching Pattern 42 hours of Seminar Prerequisites Nil Assessment 60% Coursework 40% Examination Aims The subject prepares students for successful academic study in an English medium postsecondary learning environment. The main focus of this subject is to develop students confidence and competence in using English within academic contexts relevant to their area of study. Learning Outcomes On successfully completing this subject, students will be able to: Listening Skills take effective notes on key points and ideas in spoken academic contexts Reading Skills apply learned strategies to improve reading for different purposes (e.g. reading for general understanding, reading for details, etc.) Writing Skills write a well-structured paragraph that includes a topic sentence and supporting details paraphrase, summarize, and quote from a source write an academic essay using the process approach which enables students to o generate and select writing topics o plan, organise, and structure an academic essay o edit and revise their work for unity, coherence, support, and sentence skills demonstrate improved control of vocabulary and grammar through appropriate and accurate usage in writing Speaking Skills contribute and justify their comments and respond critically to others ideas in a small group discussion demonstrate improved control of pronunciation through an increased awareness of common pronunciation errors in Hong Kong 2

4 Research Skills conduct library and other research and integrate ideas from other sources to support their positions document information from multiple sources using an established documentation style (e.g. MLA, APA, etc.) Study Skills reflect on learning processes and critically evaluate performance in academic English tasks contribute positively to class learning and group activities Indicative Contents Note-taking and listening skills Reading strategies Process writing Academic essays Referencing Documenting Discussion/ presentation skills Study skills Teaching/Learning Approach Students will be required to participate actively in the learning process. During seminars, students will take part in a wide range of interesting and challenging language learning activities such as role-plays, discussions, individual and group activities, which reflect students needs in their field of studies. In particular, students will be required to plan and collaborate with peers in a major team project/assignment which will give them an opportunity to experience learning from peers as well. In language laboratory sessions, audio-visual materials will be used to improve students listening and speaking skills, and WebCT will be used as a tool to promote extended learning after class. Students are also encouraged to engage in constant reflection on learning processes and to evaluate their own as well as their peers performance in the learning tasks. Through extensive interactive practices, the course helps students gain mastery of the academic language skills needed for effective academic communication. Assessment Approach Students are required to complete the following four assessment tasks which are combined to address all the learning outcomes of the course: 1. Two individual written tasks 2. One individual/ group oral task 3. One group project/ assignment They will demonstrate achievement of course learning outcomes by completing a combination of the following tasks relevant to their discipline of study: i) Paragraph Writing: This task aims at assessing students ability in developing a topic through paragraphing. They need to write a paragraph that includes a topic sentence and supporting details. 3

5 ii) Summary Writing: This task requires students to synthesize information/ideas from an academic article. iii) Group Project/Assignment: The group project/assignment gives students an opportunity to plan and collaborate with their fellow classmates in small groups and apply the learned strategies and skills in researching, writing, reading, speaking, and/or listening. iv) Seminar Discussion: This task assesses students listening and speaking skills. They have to apply the learned strategies to note down key points and opinions of their peers, state their position, and respond critically to peers ideas in a group discussion. v) Academic Essay: This writing task assesses students research, referencing, documenting, and process writing skills. Reflection: This task gives students opportunities to reflect on their learning processes and critically evaluate their group communication skills. In addition, to encourage a spirit of enquiry and sharing and to help students explore the creativity and enjoyment of the process of learning and researching knowledge, part of students grade will be based on their class participation throughout the course of the semester. Indicative Readings Recommended Textbook Langan, John. English Skills for Academic Studies. McGraw-Hill. (latest ed.). An abridged edition of: Langan, John. College Writing Skills with Readings. McGraw-Hill. (latest ed.) Reading and Study Skills. McGraw-Hill. (latest ed.). References Langan, John. English Brushup. McGraw-Hill. (latest ed.). Madden, Carolyn G. and Rohlck, Theresa N. Discussion and Interaction in the Academic Community. University of Michigan Press. (latest ed.). Oshima, Alice. and Hogue, Ann. Writing Academic English. Addison Wesley Longman. (latest ed.). Spencer, Carolyn M. and Arbon, Beverly. Foundations of Writing: Developing Research and Academic Writing Skills. NTC. (latest ed.). Steer, Jocelyn. M. and Schmid, Dawn. The Advanced Grammar Book (Workbook), Heinle & Heinle. (latest ed.). Wallace, Michael J. Study Skills in English. Cambridge University Press. (latest ed.). 4

6 III. Learning Outcome Matrix Teaching Week 1 - Course introduction - Essay structure - Self-reflection 2 - Writing process - Pre-writing strategies - Writing effective thesis statements and topic sentences - Sentence skills 3 - Research skills: Research at a local library and designing a questionnaire - Interviewing skills 4 - Outlining an essay - Supporting the thesis - Sentence skills 5 - Recognising main ideas - Researching skills: Researching on the Internet 6 - Writing one-sentence summaries - Paraphrasing ideas - Research essay consultation 7 - Summarising an article - MLA referencing 8 - Building coherence - Grammar revision 9 - Revising and editing skills - Listening and note-taking skills 10 - Seminar/ discussion skills - Grammar revision - Revising and editing skills Expected Learning Outcomes (a) (b) (c) (d) (e) (f) 11 - Seminar/ discussion skills 12 - Oral assessment task - Revising and editing skills/ Reflection on learning processes, group skills or project skills 13 - Oral assessment task 14 - Course review 14

7 IV. Assessment Details Assignment 1 Reflection on Learning Experience (10%; Individual) In this task, you need to reflect on your experience of using English to learn different academic subjects in college. As the medium of instruction for most HKCC subjects is English, learning academic subjects in the tertiary level may be quite different from that in the secondary level. This assignment enables you to reflect comprehensively on this new and challenging experience. I. Expected Learning Outcomes: The objectives of this task are to assess how well you are able to: reflect and critique on your learning processes; write a well-structured paragraph that includes a topic sentence and supporting details; demonstrate improved control of vocabulary and grammar through appropriate and accurate usage in writing. II. Guidelines: 1. In this task, you are required to write a 300-word reflection to: Review your experience of using English to learn different academic subjects in college, such as English for Business Communication, Introduction to Information Technology and other G.E. subjects and how that differs from secondary school; Review problems you have encountered and/or identify progress you have made; Suggest what you plan to do this semester to overcome the identified problems and/or to further improve your English. 2. Your assignment should be word-processed / typewritten throughout, in double-line spacing. Double-sided printing is welcomed. 3. On top of the first page, please list the following: (a) The name of the assignment, i.e. Assignment 1: Reflection on the Learning Experience of English Language in Semester One ; (b) The course code and title, e.g. CC2001 English Skills for Academic Studies ; (c) Your class group number; (d) Your full name and student number; (e) The date of submission of your assignment. 4. You must be honest! 5. Please be reminded that late submission will induce a penalty 20% of your marks will be deducted. Moreover, your work will not be accepted if you hand it in late by more than 7 calendar days. 15

8 III. Grading Aspects: Criteria I. Content (60%) II. English Language Writing Skills (40%) Descriptions Originality & - All ideas are original. Creativity (20%) - All ideas are creative, interesting, and inspirational. Relevance (10%) - Relevant and appropriate ideas on English learning in different aspects, e.g. experience of using English to learn different academic subjects and how it differs from secondary school, problems encountered/ progress made, suggestions on how to overcome the identified problems/ to further improve your English, etc. Depth of - Plenty of insightful and valuable thoughts Thoughts (30%) on learning strategies used in semester one. - Plenty of insightful and valuable thoughts on future learning. - Clear, well-presented and meaningful ideas. - All ideas are organized logically. - A variety of appropriate transitional devices are used to connect sentences. - Sentences are varied in length and structure. - Very few errors are found in complex sentences. - Grammar, spelling and punctuation are consistently used accurately. IV. Due Date of Reflection: In the lecture/ tutorial (as specified by your lecturer) of Week 4. 16

9 Assignment 2 -Group Project (70%) This assessment task is designed to assess your ability in using English effectively in academic contexts you will encounter in your studies in Associate in Arts, Associate in BC, Associate in EBC, and Associate in LC. You will be completing a series of activities including discussions, research, writing tasks, and a seminar discussion task in which you collaborate with your group members: Task A (Project Preparation and Research Essay): to write a 5-paragraph academic essay of 1, words in which you will analyse an issue significant to Hong Kong society or share your views on a controversial issue in the field of language/communication/culture in Hong Kong, AND Task B (Seminar): to lead a discussion about your research topic. Topic: Each group of students will select a topic from the following. 1. Language and Mass Media 2. Internet Communication 3. Language Policy 4. Biliteracy and Trilingualism 5. Nonverbal Communication 6. Pop Culture 7. Foreign Language Learning 8. Cultural Identity 9. Code-mixing 10. Channels of Communication Project Overview Week Task to be Completed What You Need to Do A. Project Preparation Steps 1-3* [Group] 2-7 Lecture/Tutorial as specified by your lecturer *5 bonus marks will be given to the students who can complete the three project preparation steps on time. Form a group of 3-4 (Week 2). Submit respectively: i) Topic and thesis statement [Step 1] (Week 3), ii) Essay outline [Step 2] (Week 6) After completing the above two project preparation steps, you may need to attend a follow-up meeting with your lecturer [Step 3], if required. (Week 6/7) 7-10 Review lecturer s feedback. Draft the essay. Revise the essay. Prepare the required attachments. 11 Lecture/Tutorial as specified by your lecturer B. Research Essay (30%) [Group] You will be assessed on your writing skills and research skills as a group*. *Individual contribution to the group project will be considered. Submit the Research Essay with i) a copy of the source articles, ii) a table recording the percentage allocation of team member contribution, iii) a table recording the division of work, iv) the completed Declaration of Original Work signed by all group members, and v) your group s Project Preparation Checklist 17

10 Week Task to be Completed What You Need to Do 12 & 13 Lecture C. Oral Presentation/ Seminar (30%) [Individual + Group] Present your project idea to the class. Lead a discussion about your research topic. You will be assessed on your performance in an academic discussion as an individual (70%) and as a group (30%). Project Task 2A Research Essay In this task, you are required to collaborate with your group members to write a 5-paragraph research essay of words (for a group of 4 members). You will have to work in groups to brainstorm ideas, gather information, organize the essay content, review other members writing, and revise your part with reference to the feedback given by your peers. *For groups with fewer than 4 members, the total length of the essay will be set in pro rata. For example, a group with 3 members should write an essay of about words. I. Expected Learning Outcomes: Research Skills Conduct library and other research (e.g. interview, questionnaire) and integrate ideas from other sources to support their positions Document information from multiple sources using an established documentation style (refer to MLA citation style on pp ) Writing Skills Plan, organize, and structure an academic essay Write a research essay using the process approach Write well-structured paragraphs that include a topic sentence and supporting details Paraphrase, summarize, and quote from different types of sources (e.g. newspaper, interview) Edit and revise the essay for unity, coherence, support, and sentence skills Demonstrate appropriate usage of vocabulary and grammar Study Skills Contribute positively to group work II. Project Preparation: Your active participation in the writing process can substantially improve the final quality of your research essay. Before submitting your research essay, you are required to complete THREE project preparation steps: i) select a topic and write a thesis statement, and ii) write an essay outline. Besides, you may need to attend a follow-up meeting with your lecturer (if required). Your group will receive 5 bonus marks on your research essay if ALL project preparation steps are completed by the deadlines stated in the suggested work plan below. You will be required to submit the checklist with each project preparation step and with the final research essay. 18

11 Week 3 (Lecture/ Tutorial as specified by your lecturer) 6 (Lecture/ Tutorial as specified by your lecturer) Project Preparation Steps (5 bonus marks) 1. Topic and Thesis Statement What You Need to Do Choose an issue you are interested in and would like to discuss, and submit the topic and thesis statement for the group project. 2. Essay Outline Submit an extended essay outline*. *Use the template (word file) given by your lecturer on SMILE to write the essay outline. *Refer to the samples in the. Your group will receive feedback from your lecturer in the tutorial of Week 6/ Follow-up (if required) III. Structure of Essay Outline: Attend a follow-up meeting with your lecturer and take appropriate action recommended by your lecturer. Introduction Body Paragraphs 1-3 (Main Ideas 1-3) Conclusion Thesis Statement: In one sentence, state the single central idea with a plan of development tell readers the essay s topic, presents the writer s attitude/opinion, and previews the main points that support that attitude/opinion. Topic Sentence: State your main idea in one sentence. Specific Supporting Evidence: (a) Complete Sentences. Specific evidence/ details used to support the main idea. (b) Complete Sentences. Specific evidence/ details used to support the main idea. (c) Complete Sentences. Specific evidence/ details used to support the main idea. Summary (Optional): Summarise the essay by briefly restating the thesis and the main supporting points General Closing Remarks: Present the final thought about the topic. Important Reminders: Your participation in the Essay Outline step will only be recognised if an extended outline is prepared (See the samples in the ). You must complete the Essay Outline before the deadline to receive feedback from your lecturer. Late submissions will not be accepted. IV. Topic of Research Essay: The topic of your group s Research Essay should be the same as that in the Essay Outline, unless your lecturer recommends you to narrow down/ change the topic. Prior approval from the lecturer is required for changing the topic of your research essay. 19

12 V. Guidelines: Each member should write about 300 words. If a student has no contributions in writing the essay, s/he will have zero mark for the essay. Work out the percentage of contribution of each member. Then, complete and sign Table 1 below: Table 1 Percentage Allocation of Team Member Contribution in Research Essay Names a. b. c. d. TOTAL Percentage allocation: (must add up to 100%) = 100% Signature: At least 5 sources of references (of which 3 should be printed sources) should be cited in the essay to show that research skills have been used. Attach a copy of the source articles to the essay. Note: At least 5 sources have to be sources in English. If you use any additional sources in Chinese, you have to attach a copy of the original Chinese source and translate the quoted parts into English. You may use an interview/ a questionnaire as one of the 5 sources to support your arguments in your essay. If you do so, you need to attach copies of your interview or questionnaire with your essay. Write down the total number of words at the end of your essay. Summarize or paraphrase the quoted materials as far as possible. Direct quotation should not exceed 10% of the total length of your essay. The MLA citation style should be correctly used to document sources in the essay. You must write your own work. Disciplinary action will be taken if a student is found plagiarizing other writers ideas/ words. Prior to your submission of the project, all members of your group MUST fill in the Declaration of Original Work (See Appendix II) indicating that the project you have completed is your own original work. This form must be attached to your research essay for final submission. Your essay outline and research essay must be double-spaced, and wordprocessed/type-written on single-sided A-4 paper. A cover page is needed for the research essay. Please follow the Sample Cover Page shown below. Sample Cover Page The Hong Kong Polytechnic University Hong Kong Community College CC 2001 English Skills for Academic Studies Project Title: Code-mixing in Hong Kong Group: 2XX Student ID Members Signature xxxxxxxx Hay Mung Moon xx xxxxxxxx Lam Chi Chi Karina xx xxxxxxxx Pang Yi Man Keo xx xxxxxxxx Yip Ching Yee Oliva xx 20

13 VI. Grading Aspects of Research Essay: 1. Content (25%) 2. Unity (25%) 3. Coherence (25%) 4. Language & Mechanics (25%) - Title: informative and able to indicate the aim of the essay - The introduction provides an effective entry to the thesis of the essay using one of the methods introduced in the textbook. - Adequate and specific evidence and sound reasons are provided to support the topic sentences which develop the thesis. - At least 5 sources of reference are given to demonstrate research skills have been used. - The thesis statement introduces the topic of the essay and advances the group s opinion, attitude, idea or point about the topic. - The thesis contains a plan of development. - All ideas in the essay develop and support the thesis. - Each paragraph has a topic sentence, and supporting details are relevant to the topic sentence. - The format of documentation is correct within the paper and at the end of the paper. - The essay is organized systematically. - The paragraphs are well-structured: main ideas are stated at the beginning of the supporting paragraphs. - A variety of transitional devices are appropriately used to connect sentences and ideas (e.g. using keywords, pronouns, connecting words, transitional phrases/ sentences). - Grammar, spelling, punctuation, writing style, mechanics are used appropriately and accurately. - Vocabulary is varied, specific, and appropriate. - Sentences are well-formed, varied in length and structure. - At least 5 sources are given in the Works Cited list. - The MLA citation style is correctly used to document sources. VII. Due Date of Research Essay: In the lecture/ tutorial (as specified by your lecturer) of Week 11. Submit the research essay, together with: i. A copy of the source articles (e.g. newspaper articles, online articles), ii. A table recording the percentage allocation of team member contribution (Table 1 below), iii. A table recording the division of work (Table 2 below), iv. The completed Declaration of Original Work (Appendix II) signed by all group members, and v. Your group s project preparation checklist (Appendix I). Table 2 Peer Review: Division of Work Writer s Name a. b. c. d. Paragraphs *Number the paragraphs in the essay Reviewer s Name 21

14 Appendix I CC Group Project Member List: Checklist for the Project Preparation Steps Steps to be Completed Deadline Completed with Satisfaction? Yes Lecturer s Signature 1. Topic & Thesis Statement Week 3 Lecture/ Tutorial as specified by your lecturer 2. Essay Outline Week 6 Lecture/ Tutorial as specified by your lecturer Follow-up Required? Yes No Step to be Completed Deadline Completed with Satisfaction? Yes Lecturer s Signature 3. Follow-up (if required) 6/7 Tutorial or Appointment scheduled with your lecturer ALL Steps Completed as Required? Yes (5 Bonus Marks) No 22

15 Appendix II THE HONG KONG POLYTECHNIC UNIVERSITY Hong Kong Community College CC2001 English Skills for Academic Studies Semester 2, DECLARATION OF ORIGINAL WORK This form must be completed, signed, dated and attached to the group project in hard copy to the subject lecturer for record. Student Name a. Student Number b. c. d. Assignment Title: Submission Date: Name of Subject Lecturer: Declaration: We declare that the attached assignment is entirely our own work. All sources have been properly acknowledged and the assignment contains no plagiarism. We have been taught how to avoid plagiarism and understand that any plagiarism found in our assignment can lead to penalties such as mark deduction, disqualification or even expulsion from the College. Student s Signature(s): a. b. c d. Signing Date: 23

16 Project Task 2B Oral Presentation/ Seminar (30%; Group + Individual) In this task, you and your project group members are required to lead an academic discussion of about 20 minutes on your essay topic in the lecture of Week 12/13. You will be assessed on your performance as an individual (70%) and as a group (30%). I. Expected Learning Outcomes: Listening Skills Take effective notes on key points and ideas suggested by group members/classmates in the seminar session. Speaking Skills Contribute and justify your comments and respond critically to others ideas in the seminar session. Demonstrate competent speaking skills appropriate for an academic presentation and discussion. II. Topic The topic should be the same as that of your research essay. III. Guidelines: Preparation Re-read your essay. Prepare a 5-minute presentation of your research essay to introduce the thesis and supporting points of your paper. You are expected to converse and interact in English, so you may prepare notes in point form only. Scripts are strictly prohibited. A fail grade will be given to those who read aloud from a script. Assessment Day (1) Opening (5 minutes) (i) Your group will have 1 minute to present the background information and the topic. To facilitate the discussion, you need to show the thesis statement and plan of development on the screen/ white board. (ii) Each group member will have 1 minute to present to the class his/her viewpoints and supporting details for the topic. (iii) Every student in the class is required to prepare comments and/ or questions. (2) Discussion (12 minutes) (i) All group members are required to participate actively in the discussion by taking turns: a. To invite class members to give comments and ask questions, and b. To respond to comments given by class members and/or answer questions. (ii) Your group is required to coordinate the level of participation of both group members and class members: a. Avoid dominance by certain group member(s) and/or class members(s), and b. Avoid dead air. (iii) 1 bonus mark (maximum 5) will be given to a class member who participates in the discussion to express his/her opinion which makes a meaning contribution to the discussion.. 24

17 (3) Closing (3 minutes) (i) One member of your group has 3 minutes to give a summary of what have been discussed as a report to the whole class and to the lecturer. This member s performance will affect the group marks only. Note: You may use the white board/ visualiser in the classroom to help you illustrate your points in the presentation/discussion/closing. IV. Grading Aspects: (i). Individual Performance (70%) 1. Interest and Clarity of Ideas (20%) 2. Level of Participation & Interaction with Others (both verbal & non-verbal communication) (20%) - Clear viewpoint - Adequate examples and details to illustrate understanding of the topic - Logical organization of ideas - Active listening and appropriate responses to comments/ questions - Clear clarification of opinions and reasoning - Active involvement of others in the discussion - Positive verbal and non-verbal communication - Smooth and natural expression of ideas - Appropriate pace of speech 3. Fluency of Speech/Expressions (10%) 4. Accuracy of Speech (10%) - Correct grammar - Clear articulation and pronunciation - Appropriate intonation and stress 5. Appropriateness & Variety of Language Used for Discussion (10%) - Appropriate techniques for transition of ideas - Variety of expressions and questions for facilitating a discussion (ii). Group Performance (30%) 1. Group/Class Interaction (20%) 2. Overall Effectiveness of the Discussion (10%) - Active involvement of all group members and class members in discussion - Logical flow of arguments i) Opening - Take turns to present main ideas and supporting points clearly within the responsible group ii) Discussion - Maintain the discussion on a focused topic and task - Pose appropriate questions to generate further discussion - Ensure effective involvement of class members in discussion iii) Closure - Give an effective and meaningful conclusion of main points discussed iv) Time management - Complete the opening, discussion and closure within 20 minutes 25

18 V. - By Session Week 1 Lecture A. Expected Learning Outcomes of the Lesson By the end of this lesson, you will be able to: Get to know about your lecturer and the course requirements; Identify the parts of an essay and explain the importance of supporting a point in writing; Identify the three approaches of writing (first-person, second-person, and third-person) B. Suggested Learning Activities for Lecture 1 Teaching Plan for CC2001 Discussion: o What is academic English? o What tasks are essential to success in your College studies? Essay Analysis (Worksheet 1): Activity 2, 3 and 4, Unit 3, Ch 1, pp C. Supplementary Learning Activities Complete the My English Learning Self-evaluation Sheet (Worksheet 2) Read Unit 3, Chapter 8 Introduction to Essay Development, pp D. Useful Resources Online Exercises on Textbook Companion Website (CWSR) < o A. Ch 7, Writing On- and Offline, Activity 2 - Identifying Approach < hill.com/sites/ /student_view0/chapter7/writing_on- _and_offline.html> o B. Ch 1, Writing On- and Offline, Activities Online Reflective Writing < hill.com/sites/ /student_view0/chapter1/writing_on- _and_offline.html> 26

19 Week 2 Lecture A. Expected Learning Outcomes of the Lesson By the end of this lesson, students will be able to: Use various prewriting techniques to discover a thesis for their research essay and develop supporting points for the thesis Analyse the structure of thesis statements and topic sentences Identify the common mistakes in writing thesis statements Write effective thesis statements and topic sentences B. Suggested Learning Activities for Lecture 2 Writing a Reflection (Assignment Sheet) Project Overview & Project Preparation (Assignment Sheet) Prewriting Exercise 1: Techniques for Discovering the Thesis (Freewriting & Questioning): Freewrite and/or ask a series of questions about the topic your group has chosen for the project. Prewriting Exercise 2: Techniques for Generating Supporting Details (Making a List & Clustering): Make a list of everything and/or use clustering to organise the keywords about your topic. Textbook Exercises: o Understanding Thesis Statements: Activity 1, pp (Complete at least 1 question.) o Evaluating Thesis Statements: Activity 10-13, pp (Complete at least 1 question in each activity.) o Writing a Thesis Statement: Activity 15, pp (Complete at least 1 question.) C. Supplementary Learning Activities Textbook Exercises: o Prewriting Techniques: Activity 10, pp o Understanding Thesis Statements: Activity 1, pp (Complete the rest of the questions.) o Writing a Good Thesis: Activity 2, p.160 o Evaluating Thesis Statements: Activity 3, p.163; Activity 10-13, pp (Complete the rest of the questions.) o Writing a Thesis Statement: Activity 15, pp (Complete the rest of the questions.) Project Preparation Step 1: Write a Thesis Statement for the Research Essay 27

20 D. Useful Resources Online Revision Practices at Companion Website (CWSR) o i. CWSR, Ch 2, Quizzes: Writing On- and Offline (Activity 1-3, Freewriting/ questioning/ making a list) o ii. CWSR, Ch 3, Quizzes: Writing On- and Offline (Activity 1: Begin with a strong thesis; Activity 3, Polishing thesis sentences) o iii. CWSR, Ch 3, Interactive Exercises (Exercise A, Step 1 - Begin with a Point, or Thesis) 28

21 Week 3 Lecture A. Expected Learning Outcomes of the Lesson By the end of this lesson, students will be able to: Identify different types of sources they may use to support their positions in the research essay Locate library materials using the library catalogue; Design questionnaires that help collect ideas to support their positions in the research essay. B. Suggested Learning Activities for Lecture 3 Project Preparation Step 1: Topic and Thesis Statement (Submit the topic and thesis statement.*) Reading: o Library Catalogue User Guide (Supplementary Notes) o Supplementary Materials on Designing Questionnaires Practice on Writing Questions (Supplementary Notes) * Lecture/ Tutorial as specified by your lecturer C. Supplementary Learning Activities Textbook Exercises (Using the Library): o Unit 2, Ch 3, Activity 2, pp o Unit 2, Ch 3, Activity 7, pp Supplementary Exercise: Designing a Questionnaire (Worksheet 6) D. Useful Resources Library Virtual Orientation < Online Tutorial: View lesson 1 and 2 of Searching the Library Catalogue Effectively at Online Information Literacy Programme: Complete the online information literacy programme at 29

22 Week 2/3 Tutorial (Classroom) & Week 4/5 Tutorial (Classroom) A. Expected Learning Outcomes of the Lesson By the end of these lessons, students will be able to: Identify and correct most common types of fragments, run-on sentences, and unparallel structures; Identify and correct misplaced modifiers; Identify and correct dangling modifiers. B. Suggested Learning Activities for Tutorial 2/3 & Tutorial 4/5 Revision Exercise: Fragments, Run-Ons, & Parallelism (Worksheet 3) Revision Exercise: Misplaced Modifiers (Worksheet 4) Revision Exercise: Dangling Modifiers (Worksheet 5) C. Supplementary Learning Activities Textbook Exercises on Parallelism, Fragments, and Run-ons o Unit 3, Ch 6, Activity 1, p.231, o Unit 4, Ch 1, Activities on pp o Unit 4, Ch 2, Activities on pp Textbook Exercises in Misplaced Modifiers (Unit 4, Ch 3) o Activity 1, pp o Review Test 1, pp o Review Test 2, p.333 Textbook Exercises in Dangling Modifiers (Unit 4, Ch 4) o Activity 1, pp o Review Test 1, pp o Review Test 2, pp

23 D. Useful Resources Online Language Practices on Fragment, Run-ons and parallelism at Coursebook Companion Website o Ch 5 - Interactive Exercises: Faulty Parallelism o Ch 24 - Interactive Exercises: Fragment o Ch 25 - Interactive Exercises: i) Comma Splices, ii) Run-ons Online Revision Practices at Companion Website (CWSR) o CWSR, Ch 32, Quizzes: Misplaced Modifiers Online Revision Practices at Companion Website (CWSR) o i. CWSR, Ch 33, Quizzes: Dangling Modifiers o ii. CWSR, Ch 33, Interactive Exercises: Dangling Modifiers 31

24 Week 2/3 Tutorial (Language Lab.) A. Expected Learning Outcomes of the Lesson By the end of this lesson, students will be able to: Understand how to make use of the online resources at the textbook companion websites (Online Learning Centre for CWSR and RSS) Write effective interview questions Conduct successful interviews to collect information for their research essay B. Suggested Learning Activities for Tutorial 2/3 Discussion: Brainstorm a list of open-ended questions in a group. Supplementary Exercise: Interviewing Skills (Worksheet 7) C. Supplementary Learning Activities Reading: Supplementary Notes D. Useful Resources Online Diagnostic Exercises at Companion Website (CWSR) 32

25 CC2001 Textbook (Abridged) vs. Online Companion Websites Textbook: English Skills for Academic Studies, 2009 An abridged version of: Reading and Study Skills (RSS), Eighth Edition (Extracts) (ISBN: ) College Writing Skills with Readings (CWSR), Seventh Edition (Extracts) (ISBN: ) Coursebook Websites College Writing Skills with Readings < Reading and Study Skills < CC2001 Textbook Website for CWSR Website for RSS Unit 1 Reading and Summarizing Main Ideas Chapter 1: Recognizing Main Ideas in Paragraphs and Short Selections RSS Part 4, Skill 5; Part 7, Main Idea Chapter 2: Knowing How to Summarize RSS Part 4, Skill 7; Part 7, Summarising Chapter 3: Paraphrasing and CWSR Ch 18 Writing a Summary Unit 2 Research Skills Chapter 1: Taking Notes RSS Part 2, Taking Classroom notes Chapter 2: Researching for CWSR Ch 22 Relevant Information Chapter 3: Using the Library and the Internet Unit 3 Writing Academic Essays Chapter 1: An Introduction to Writing CWSR Ch 21 CWSR Ch 1 RSS Part 7, Using Research Skills Chapter 2: The Writing Process CWSR Ch 2 Chapter 3: The First and Second CWSR Ch 3 Steps in Essay Writing Chapter 4: The Third Step in Essay Writing CWSR Ch 4 RSS Part 4, Skill 4 Chapter 5, Using Other Sources to CWSR Ch 22 Support Your Thesis Chapter 6: The Fourth Step in CWSR Ch 5 Essay Writing Chapter 7: Four Bases for Revising CWSR Ch 6 Essays Chapter 8: Introduction to Essay CWSR Ch 7 Development Unit 4 Sentence Skills Chapter 1: Fragments CWSR Ch 24 Chapter 2: Run-Ons CWSR Ch 25 Chapter 3: Misplaced Modifiers CWSR Ch 32 Chapter 4: Dangling Modifiers CWSR Ch 33 Unit 5 Grammar Revision Chapter 1: Verbs CWSR Ch 28 Chapter 2: Subject-verb agreement CWSR Ch 27 Chapter 3: Pronoun Agreement and CWSR Ch 29 Reference Chapter 4: ESL Pointers CWSR Ch 45 Chapter 5: Editing Tests CWSR Ch 44 33

26 Week 4 Lecture A. Expected Learning Outcomes of the Lesson By the end of this lesson, students will be able to: Outline an essay. Use adequate and specific details to support their thesis. B. Suggested Learning Activities for Lecture 4 Assignment 1 (Reflection): Submit the assignment in the lecture/ tutorial as specified by your lecturer Outlining Practice: Activity 11 - Unit 3, Ch 2, pp (Complete at least 1 question.) Exercise in Generating Details to Support the Thesis: Activity 4 Unit 3, Ch 3, pp (Complete at least 1 question.) Exercise in Using Specific Details: Activity 5 Unit 3, Ch 3, pp. 167 (Complete at least 1 question.) Exercise in Using Adequate Details: Activity 6 Unit 3, Ch 3, pp C. Supplementary Learning Activities Project Preparation Step 2: Write the essay outline. Textbook Exercises: o Outlining Practice: Unit 3, Ch 2, Activity 12, Losing Touch, pp o Identifying the Parts of an Essay (Topic, Thesis Statement and Supporting Sentence) Unit 3, Ch 3, Activity 8, pp Unit 3, Ch 3, Activity 9, pp o Providing Specific Evidence: Unit 3, Ch 3, Activity 18, pp o Identifying Adequate Supporting Evidence: Unit 3, Ch 3, Activity 19, pp o Adding Details to Complete an Essay, Activity 20, pp D. Useful Resources Online Revision Practices at Companion Website (CWSR) o i) Ch 2, Interactive Exercises : Outlining Exercises AND Outlining Tutor o ii) Ch 3, Interactive Exercises: Exercises B-D 34

27 Week 5 Lecture A. Expected Learning Outcomes of the Lesson By the end of this lesson, students will be able to: Identify the two basic parts of a paragraph. Locate main ideas in paragraphs and short selections. Understand the format of the mid-term test B. Suggested Learning Activities for Lecture 5 Textbook Exercises: o Understanding Paragraph Structure - Unit 1, Ch 1, Activity 2, p. 4 o Finding Main Ideas in Paragraphs/ Short Selections - Unit 1, Ch 1, Activity 1, pp.6-7 Notes about Mid-term Test (Details and Sample Questions) C. Supplementary Learning Activities Textbook Exercises: o Unit 1, Ch 1, Activity 2, pp.7-9 o Unit 1, Ch 1, Review Test, pp o Unit 1, Ch 1, Mastery Test, pp D. Useful Resources Online Revision Practices at Companion Website (RSS) at o i) RSS, Part 4, Skill 5, Journal Prompt at o ii) RSS, Part 7, Quizzes Main Idea Quiz at 35

28 Week 4/5 Tutorial (Language Lab.) A. Expected Learning Outcomes of the Lesson By the end of this lesson, students will be able to: research topics using the Internet evaluate Internet sources B. Suggested Learning Activities for Tutorial 4/5 Reading Practice: Read the webpage about How to Search the Internet at and answer the following questions: 1. What search tools can you use to locate your source materials? 2. If you d like to perform advanced search of non-chinese materials, which type of search engines is the best? 3. How can you evaluate the results of your search? C. Supplementary Learning Activities Textbook Exercises on Evaluating Internet Sources o Activity 6, pp Textbook Exercises on Using Research Skills o Mastery Test, pp D. Useful Resources Online Revision Practices at Companion Website (RSS) at Online Supplementary Information about Research Skills Exercises at Companion Website (CWSR) < o i. CWSR, Guide to Electronic Research o ii. CWSR, Using the Internet Online Revision Exercises at Companion Website (CWSR) < o iii. CWSR, Ch 21, Interactive Exercises: Web Hunt o iv. CWSR, Ch 21, Interactive Exercises: Evaluating Sources 36

29 Week 6 Lecture A. Expected Learning Outcomes of the Lesson By the end of this lesson, students will be able to: Write one-sentence summaries and one paragraph summaries; Understand what plagiarism is; Paraphrase the source B. Suggested Learning Activities for Lecture 6 Reading Practice o A Caution about Plagiarism (Unit 2, Ch 2, pp.86-87) Practice in Summarising o Unit 1, Ch 2, Activity 1, pp (Complete at least 1 question.) o Unit 1, Ch 2, Activity 2, pp (Complete at least 1 question.) Practice in Paraphrasing o Unit 2, Ch 2, Activity 1, pp (Complete at least 1 question) C. Supplementary Learning Activities Textbook Exercises (Summarising), Unit 1, Ch 2 o Activity 1, pp (Complete the rest of the questions.) o Activity 2, pp (Complete the rest of the questions.) o Activity 3, pp.21-23, Appendix 2 Defence Mechanisms o Activity 4-7, pp o Review Test, pp o Mastery Test, pp D. Useful Resources Online Revision Practices at Companion Website (CWSR) o i) CWSR, Ch 22, Avoiding Plagiarism, Complete the Avoiding Plagiarism Tutorial (quizzes/ exercises in paraphrasing and summarizing) at 37

30 Week 7 Lecture A. Expected Learning Outcomes of the Lesson By the end of this lesson, students will be able to: Describe how to summarise an article; Document information from multiple sources using MLA format. B. Suggested Learning Activities for Lecture 7 Reading: o How to Summarise an Article (Unit 1, Ch 3, pp.35-36) o A Model Summary of an Article (Unit 1, Ch 3, p.37) o Reading (Documentation of Sources): Unit 3, Ch 5, pp Documentation Practice: Activity 1 Unit 3, Ch 5, p.218 C. Supplementary Learning Activities o Model Paper, Unit 3, Ch 5, pp o Sample Paper at Companion Website (CWSR): yle.html (Ch 22, More Resources) D. Useful Resources Online Revision Practices at Companion Website (CWSR) i) CWSR, Ch 18, Interactive Exercises: (a) Summarising, (b) Summarising and Paraphrasing Online Revision Practices at Companion Website (RSS) < o RSS, Part 7 Summarising Quiz at 38

31 Week 6/7 Tutorial (Classroom/ Language Lab.) A. Expected Learning Outcomes of the Lesson By the end of this lesson, students will be able to: Identify main ideas from paragraphs and short selections; Paraphrase and summarise the source; Get feedback on the essay outline. B. Suggested Learning Activities for Tutorial 6/7 Project Preparation Step 2: Essay Outline (Submit an essay outline in the tutorial of Week 6) Project Preparation Step 3: Follow-up as required (Research Essay Consultation in Week 6/7) Revision Exercises in Recognising Main Ideas from Paragraphs/ Short Selections (Exercises not done in Lecture 5) o Unit 1, Ch 1 Revision Exercises in Summarising and Paraphrasing (Exercises not done in Lecture 6) o Unit 1, Ch 2 o Unit 1, Ch 3 Supplementary Exercise: One-sentence Summaries (Worksheet 8) C. Supplementary Learning Activities Revision Exercises in Recognising Main Ideas from Paragraphs/ Short Selections (refer to Section C in for Lecture 5, p.v-26) o Unit 1, Ch 1 Revision Exercises in Summarising and Paraphrasing (refer to Section C in Study Guide for Lecture 6, p.v-28) o Unit 1, Ch 2 o Unit 1, Ch 3 D. Useful Resources Recognising Main Ideas from Paragraphs/ Short Selections o Refer to Section D in for Lecture 5, p.v-26 Summarising and Paraphrasing o Refer to Section D in for Lecture 6, p.v-28 39

32 Week 8 Lecture A. Expected Learning Outcomes of the Lesson By the end of this lesson, students will be able to: Organise and connect specific evidence in the body paragraphs of an essay. Use different methods of introduction to introduce the subject of an essay to the readers in an interesting way. Use different methods of conclusion to end an essay. Write an appropriate title for an essay. B. Suggested Learning Activities for Lecture 8 Project Task 2A Research Essay (Assignment Sheet) Textbook Exercises (Unit 3, Ch 4): o Common Methods of Organisation, Activity 1, pp o Using Transition Words, Activity 2, pp o Using Transitional Sentences, Activity 3, pp o Using Other Connecting Words (Repeated Words, Pronouns, Synonyms), Activity 7, p.195 o Common Methods of Introduction, Activity 5, pp (Complete at least one question.) o Common Methods of Conclusion, Activity 6, p.201 (Complete at least one question.) o Writing Titles, Activity 7, p.202 (Complete at least one question.) C. Supplementary Learning Activities Textbook Exercises, Unit 3, Ch 4 o Organising through Time or Emphatic Order Activity 1, pp & Activity 8, pp o Using Transitions Activity 10 & 11, pp o Using Transitions and Other Connecting Words (repeated words, pronouns, synonyms), Activity 12, pp o Completing Transitional Sentences, Activity 13, pp o Identifying Introductions and Conclusions, Activity 14, pp D. Useful Resources Online Revision Practices at Companion Website (CWSR) o i) CWSR, Ch 4, Quizzes Writing On- and Offline o ii) CWSR, Ch 4, Interactive Exercises Making Connections 40

33 Week 9 Lecture A. Expected Learning Outcomes of the Lesson By the end of this lesson, students will be able to: Revise their essay so that their sentences use a consistent point of view, specific words, active words, concise words, and a variety of sentence structures. Edit their essay for accuracy. Revise their essay for unity, coherence, support and sentence skills. B. Suggested Learning Activities for Lecture 9 Textbook Exercises in Revising and Editing (Unit 3, Ch 6): o Consistency with Verbs Activity 2, pp (Complete at least 1 question.) o Consistency with Pronouns Activity 3, pp (Complete at least 1 question.) o Using Specific Words Activity 4-5, pp (Complete at least 1 question.) o Using Active Verbs - Activity 6, pp.239 (Complete at least 1 question.) o Using Concise Words - Activity 7, pp (Complete at least 1 question.) o Varying Your Sentences Activity 8, pp (Complete at least 1 question.) Activity 9, pp (Complete at least 1 question.) Activity 10, pp (Complete at least 1 question.) Activity 11, pp (Complete at least 1 question.) o Proofreading Exercise: Activity 12, pp Textbook Exercises in Revising for Four Bases of Writing (Unit 3, Ch 7): o Activity 12, pp (Analyse either Essay 1 or 2.) C. Supplementary Learning Activities Textbook Exercises (Unit 3, Ch 6): o Consistency with Verbs Activity 2, pp.232 (Complete the rest of the questions.) Review Test 3, pp o Consistency with Pronouns Activity 3, pp (Complete the rest of the questions.) Review Test 4, pp o Using Specific Words Activity 4-5, pp (Complete the rest of the questions.) Review Test 5-6, pp o Using Active Verbs Activity 6, pp.239 (Complete the rest of the questions.) Review Test 7, pp

34 o Using Concise Words Activity 7, pp (Complete the rest of the questions.) Review Test 8-9, pp o Varying Your Sentences (Complete the rest of the questions.) Activity 8, pp Activity 9, pp Activity 10, pp Activity 11, pp Review Test 10-12, pp Textbook Exercises in Revising for 4 Bases of Writing (Unit 3, Ch 7): o Base 1: Unity Activity 1-2, pp Activity 9, pp o Base 2: Support Activity 3, pp Activity 10, pp o Base 3: Coherence Activity 4-5, pp Activity 11, pp o Base 4: Sentence Skills Activity 7, pp ; Activity 12, pp (Complete the rest of the questions) D. Useful Resources Online Revision Practices at Companion Website (CWSR) o i) Ch 6, Interactive Exercises Reviewing the Four Bases o ii) Ch 6, Writing On- and Offline 42