English Advanced Academic Writing
Instructors
Credits / Language / Semester
2Credits / English / Winter
Objectives/Overview
The purpose of this course is to elevate the academic writing skills of students by enhancing awareness of paragraph and sentence structure, rhetorical techniques and discourse strategies. The ultimate aim is to improve the manner in which academic term papers are developed and enhance the ability of the students to provide succinct responses to short and long answer questions under test conditions.
Keywords
Academic Writing,English
Schedule
The module comprises 15 classroom sessions. Content will include: i) Designing drafts, ii) Effective paragraph development, iii) Unity, cohesion and exceptions, iv) Logical presentation of ideas, v) Elementary rules of usage, vi) Principles of composition, vii) Words and expressions commonly misused, viii) Strategies for effective rhetoric, ix) Referencing techniques, x) Understanding conceptual lenses, xi) Logical failings and strengthening arguments, xii) Writing under test conditions, xiii) Presenting your work.
Teaching Methods
Practical Training
Grading
Course grades will be based on: summary (15%), critical review (15%), opinion editorial (10%), Long Essay 40%), class participation (10%), Presentations: 10%.
Required Text
I. Main Textbook:
Writing Academic English, Fourth Edition by Alice Oshima & Ann Hogue, published by Pearson Education, 2006
II. Other materials to be used:
APA (The American Psychological Association) Style
Arnaudet, M. L. & Barnett, M. E. (1984). Approaches to Academic Reading
and Writing. Englewoods Cliffs, New Jersey: Prentice Hall Regents.
Faye, S. (2008). Writing/Grammar/Vocabualry Module. Sagamiono: Foreign
Service Training Institute
Frank, M. (1990). Writing as Thinking: A Guided Process Approach.
Englewoods, New Jersey: Prentice-Hall.
Hogue, A., & Oshima, A. (2006). Writing Academic English. New York:
Pearson/Longman
McCrimmon, J. M. (1967). Writing with a Purpose. Boston: Houghton Mifflin
Company.
Menasche, L. (2001). Writing a Research Paper. Ann Arbor: The University
of Michigan Press.
Porter, D. (2007). Check Your Vocabulary for Academic English. London:
A & C Black.
Wyatt, R. (2006). Check Your Vocabulary for Law. London: A & C Black.
MLA (The Modern Language Association) Style
Arnaudet, Martin L. & Barnett, Mary Ellen. Approaches to Academic
Reading and Writing. Englewoods Cliffs, New Jersey: Prentice Hall Regents, 1984.
Faye, Singh. Writing/Grammar/Vocabualry Module. Sagamiono:
Foreign Service Training Institute, 2008.
Frank, Marcella. Writing as Thinking: A Guided Process Approach.
Englewoods, New Jersey: Prentice-Hall, 1990.
Hogue, Ann & Oshima, Alice. Writing Academic English. New York:
Pearson/Longman, 2006.
McCrimmon, James M. Writing with a Purpose. Boston: Houghton Mifflin
Company, 1967.
Menasche, Lionel. Writing a Research Paper. Ann Arbor: The University of
Michigan Press, 2001.
Porter, David. Check Your Vocabulary for Academic English. London: A & C
Black, 2007.
Wyatt, Rawdon. Check Your Vocabulary for Law. London:
A & C Black, 2006.
CMS (The Chicago Manual of Style) Style
Arnaudet, Martin L. & Barnett, Mary Ellen. Approaches to Academic
Reading and Writing. Englewoods Cliffs, New Jersey: Prentice Hall Regents, 1984.
Faye, Singh. Writing/Grammar/Vocabualry Module. Sagamiono:
Foreign Service Training Institute, 2008.
Frank, Marcella. Writing as Thinking: A Guided Process Approach.
Englewoods, New Jersey: Prentice-Hall, 1990.
Hogue, Ann & Oshima, Alice. Writing Academic English. New York:
Pearson/Longman, 2006.
McCrimmon, James M. Writing with a Purpose. Boston: Houghton Mifflin
Company, 1967.
Menasche, Lionel. Writing a Research Paper. Ann Arbor: The University of
Michigan Press, 2001.
Porter, David. Check Your Vocabulary for Academic English. London:
A & C Black, 2007.
Wyatt, Rawdon. Check Your Vocabulary for Law. London:
A & C Black, 2006.
Reference Books
Newspapers
Internet sites
Notes on Taking the Course
Entry Criteria
TOEFL 90 or higher.
Segments of each class will be spent dissecting academic prose. Accordingly, students need to have the grammatical foundation necessary to write and evaluate grammatically correct sentences. This is not an English grammar upgrading class but rather a writing technique and strategy class. It is for this reason that a high level of English proficiency is required in order to participate.