COURSE OUTLINE
Course ID Course title Credits
English Reading and Writing 1
ANH116DE02 03
Kỹ năng Đọc và Viết tiếng Anh 1
To be applied to Semester - 1, Academic year: 2020-2021 under Decision No. 1124/QĐ-ĐHHS
26/6/2020
A. Course Specifications:
Periods Periods in classroom
Lecture/ Self-study Lecture
Total periods Activity Lab room Fieldwork
Seminar periods room
(1) (2) (3) (4) (5) (6) (7)
60 30 30 120 60 XX XX
B. Other related Subjects:
Other related Subjects Course ID Course title
Prerequisites: none
1.
Co-requisites: N/A
1.
Other requirements: N/A
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.
D. Course Objectives:
Course Objectives: Reading
No. This course aims to:
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1. Enhance learners’ academic vocabulary;
2. Develop learners’ capacity to skim and scan for main idea and specific details;
3. Enable learners to read closely for deeper and fuller understanding;
Enable learners to gain maximum meaning from headings, subheadings, layout and
4.
graphics;
Ensure that learners’ are aware of and apply an understanding of writer’s purpose and in-
5.
tended audience; and
6. Develop learners’ ability to gain meaning from context.
Course Objectives: Writing
No. This course aims to:
Develop learners’ ability to write using a combination of simple; compound; complex
7.
and compound-complex sentence structures;
Introduce learners to the writing skills required to write according to academic conventions;
8.
Develop learners’ ability to write coherently: use of appropriate signals/ transitional
9.
words; and
10. Enhance learners’ ability to use text to inform their writing.
E. Learning Outcomes:
No. Linked to
Course Outcomes: Reading
PLOs
At the end of the course learners will be able to:
1. Understand and use a wide-ranging academic vocabulary; PLO_10 (I)
2. Scan text for main ideas and specific details; PLO_10 (I)
3. Read closely for deeper understanding; PLO_10 (I)
4. Use context to elucidate meaning; PLO_11 (I)
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;
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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)
9. Use text to inform their writing. PLO_11 (I)
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.
Generally, each meeting may be conducted in the following way:
1. Lectures (20% of the time): Students will be introduced to new concepts.
2. Discussions or tasks (65% of the time): Students will participate in discussion activities or
tasks designed to activate the concepts presented in lectures or by the reading materials.
3. Commentary (15% of the time): The instructor will give comments on the opinions/problems
presented in group/class discussion or problems found in the tasks.
4. Instructors are also required to set up classes and assignment in Mlearning system and use the
same to provide feedback to submitted papers.
Attitude and involvement:
Students should display positive and professional attitude (time management, open-mind and ethics).
They also need to cooperate with other students and perform teamwork for any activities, focusing
on mutual respect and personal involvement.
G. Textbooks and teaching aids:
1. Required Textbooks and Materials:
- Laurie Blass, Mari Vargo and Keith S. Folse (2013). Pathways 2: Reading, Writing and
Critical Thinking. Boston: Heinle/Cengage Learning.
- Ann Hogue (2014) Longman AcademicWriting series, Level 2, Paragraphs. Pearsons.
2. Suggested Course Materials:
- Folse, K,. (2010) Great Writing 2: Great paragraphs, Boston: Heinle/Cengage Learning. Ebook
Download Link: http://113.160.134.160/sach/08200049.pdf
- Ward, C., Gramer M., (2014), Q-Skills for Success: Reading and Writing 3, Oxford University
Press, Midison Avenue, New York, NY
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/ (I use this to give class reading assignments. It has
a K-12 reading list with built in focus words and comprehension questions.)
- Project Gutenburg http://www.gutenberg.org/
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H. Assessment Methods:
1. Description of assessment tasks
Assessment 1 – Extensive Reading Assignment (10%)
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.
Task length Reading at least 6 graded reader books, with the suggested total words
50,000
Assessment Criteria 6 passed quizzes: 6 marks
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 length Each quiz may last 30 minutes.
Assessment Criteria Objective questions
Assessment 3 – Writing Assignment (20%)
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
Midterm Test – (20%)
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
Final Test (40%) – Reading Comprehension (50%) / Writing (50%)
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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).
Task length 90 minutes
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
Summary of assessment
Linked to in- Components Assessment Forms Percent- Schedule
tended LOs age
LO 5 Assessment 1 6-10 quizzes on mreader.org 10% During the
course (at home)
LO 1 & 3 Assessment 2 2 Reading quizzes 10% During the
(objective questions) course (in class)
LO 4 Assessment 3 - At least a sentence-skill quiz 20% During the
- At least a paragraph course
LO 1, 3, & 6 Mid-term Test Reading comprehension and 20% Week 8/9
Sentence skills
LO 2, 4 & 6 Final Test Reading Comprehension, 40% To be scheduled
sentence skills and
Paragraph Writing
100%
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
attribution. Students will be considered to have plagiarised if:
i. Texts are directly copied without quotation and citation
ii. Paraphrased and/or translated text is copied without appropriate referencing.
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3. Submit original work for all assignments
Resubmission of a writing task which has been used for a previous course is considered to be
an act of academic dishonesty which is as serious as plagiarism.
4. Work responsibly within a working group
In cooperative group assignments, all students are required to stay on task and contribute
equally to the projects. Group reports should clearly state the contribution of each group
member.
Any act of academic dishonesty will result in a grade of zero for the task at hand and/or im-
mediate failure of the course, depending on the seriousness of the ethical breach. Please
consult the Hoa Sen University Policy on Plagiarism at http://thuvien.hoasen.edu.vn/chinh-
sach-phong-tranh-dao-van. To ensure the maintenance of academic integrity, the university
asks that students report cases of academic dishonesty to the teacher and/or the Dean. The
names of those students who make reports will be kept anonymous.
I .Teaching Staff:
Email, Phone number, Office hours Position
No. Instructors’ name
Office location
Other instructors of the
faculty
J. Learning Schedule:
Week Topics Required Activity Assignment /
Materials Homework details
1 - Introduction to the Course; Pathways 2 Reading: Students are
syllabus; walk-through of required to read graded
textbook, of Mlearning system and readers (which can be
of Extensive reading. borrowed from HSU library)
from week 1 to week 14 and
pass 10 quizzes on
- Writing - Chapter 1 Longman Academic Mreader.org
Sentences (pp14-17) Writing series Level 2 Writing: Students are
encouraged to keep a writing
- A short reading passage with (selected by the journal for the whole course.
comprehension questions. instructor) Bonus marks may be given at
the end of the course.
2 Reading: Pathways 2 Suggested journal writing:
Unit 1 – Happiness (pp. 1-14)
What makes you happy?
- Lesson A and B
(6sentences or above)
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)
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- 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)
5 - Reading quiz 1 (designed by the Longman Academic Suggested journal writing:
instructor) Writing series Level 2 What is/are your hobby/
- Writing hobbies or talent?
Chapter 3 (6sentences or above)
Sentence structure (pp. 86-93)
Independent and dependent Clauses
Complex sentences with time clauses
Common sentence errors: Fragments
Summary: Simple, Compound, and
complex Sentences
6 - Writing paper 1: A sentence-skill Suggested journal writing:
quiz Overall, was your high
- Writing school experience positive or
Chapter 2 (pp.38-55) Longman Academic negative? Include 2- 3 main
- Looking at the (paragraph) model Writing series Level 2 reasons and support each one
with examples or
- The Topic Sentence explanations.
- Supporting sentences (8 sentences or above)
- Listing-order Transition signals
- The concluding sentence
7 Reading: Pathways 2 Suggested journal writing:
Unit 3 – Connected Lives (pp. 41-54)
Do you think online media
- Lesson A and B such as social networks and
blogs have mainly improved
our lives, or have they
changed our lives in a
negative way?
(8 sentences or above)
8 Reading and Writing activities (selected by the
instructor)
Midterm Test
9 Reading: Pathways 2 Suggested journal writing:
Unit 5 – Memory and Learning (pp. 81-
What can a person do to
94) improve his or her memory?
- Lesson A and B
(8 sentences or above)
10 Writing: Descriptive Paragraphs Suggested journal writing:
Chapter 1 – Describing People - A person you
Looking at the model (p.5) admire.
The writing Process (pp.27-30) - A place that is
special to you.
Chapter 4 – Describing with Space
Order (a paragraph of 80-
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Looking at the model (pp.111-112) 100 words)
Organization (pp.113-117)
Outlining (pp. 118-119)
Adjectives (pp. 120-126)
11 Reading: Unit 7 – Nature’s Fury (pp. Pathways 2 Suggested journal writing:
121-134)
- Lesson A and B What should urban people
do to prevent a big fire?
(8 sentences or above)
12 - Reading quiz 2 (designed by the Suggested journal writing:
instructor)
- Writing Longman Academic What type of area do you
Chapter 5 – Stating Reasons and Using Writing series Level 2 like to visit when you have
Examples free time? Write about why
Paragraphs with reasons and you like the area.
examples (pp.140-142) (a paragraph of 80-100
Organization (pp. 142-146) words)
Transitional signals that introduce
reasons (pp. 146-147)
Transitional signals that introduce
examples (pp. 148-149)
Conclusion signals (p.150)
Sentence structure (pp.151-156)
Mechanics (pp.156-160)
13 - Writing Longman Academic
Chapter 6 – Expressing your opinion Writing series Level 2
Looking at the Model (p.168)
Looking at Vocabulary (pp.169-170)
Organisation (pp.171-174)
Sentence structure (pp.178-187)
- Writing paper 2: Writing a paragraph
14 Reading: Unit 10 – Mobile Revolution Pathways 2 Suggested journal writing:
(pp. 183-196)
- Lesson A and B Think of a current problem
(large or small) and
propose a way that
technology can help solve
it.
(8 sentences or above)
15 Reading and Writing activities (selected by the
instructor)
Feedback for the whole course
K. Paragraph Writing Rubric:
5 4-3 2-1 0 Points
Topic Interesting, original Clearly stated topic Acceptable topic Missing, invalid, or
Sentence topic sentence, sentence sentence presents one inappropriate topic
reflecting thought and presents one main idea. sentence; main idea
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insight; focused on one idea. is missing.
interesting main idea.
Organization Thoughtful, logical Details are arranged Acceptable No discernible
and Idea progression of in a logical arrangement of pattern of
development supporting examples; progression; examples; transitions organization;
mature transitions appropriate may be weak. Unrelated details;
between ideas. transitions. no transitions.
Interesting, concrete and Examples and Sufficient number of Insufficient, vague,
descriptive examples details relate to the examples and details or undeveloped
and details with topic and some that relate to the examples.
explanations that relate explanation is topic.
to the topic. included.
Sentence Various sentence Half of the The paragraph is The paragraph is
structures structures such as paragraph is written mostly written in only written in
compound, complex are in compound and simple sentences. simple sentences.
used accurately and complex sentence There is no or little
flexibly in order to structures. There may be evidence on the
express logical Sentence structures attempt in using attempt of using
connection between are used quite various sentence various sentence
ideas. accurately although structures but errors structures.
some errors are are noticeable and Errors on sentence
found such as run- interfere the structures are
ons, fragments. meaning. noticeable and
interfere the
meaning.
Mechanics Consistent standard Some errors, but A few errors in Distracting errors in
English usage, spelling, none major, in usage, spelling, or usage, spelling, or
and punctuation. No usage, spelling, or punctuation punctuation
errors. punctuation.
Total 20 points possible
Người cập nhật Trưởng Bộ môn P. Trưởng khoa
(Ký và ghi rõ họ tên) (Ký và ghi rõ họ tên) (Ký và ghi rõ họ tên)
ThS. Nguyễn Thị Hồng Liên TS. Nguyễn Thu Hương TS. Christopher Delacour
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