Hong Kong Shue Yan University



Hong Kong Shue Yan University

Department of English Language & Literature

2nd term, 2019-2020

Course Title: English Skills II

Course Code: ENG 102

Year of Study: 1st

Number of Credits: 4

Duration in Weeks: 15

Contact Hours per Week: Lecture (2 hours)

Tutorial (2 hours)

Prepared by: Stephen Weninger

Course Description:

Building on ENG101, this course presents students with an opportunity to engage some challenging readings in English through class discussion, oral presentations and writing tasks, including a substantial term essay. Special emphasis is on various techniques of textual analysis and response both verbal and written. The workshop approach adopted in the course includes regular in-class exercises, analyses of relevant examples, and peer editing. As this course is designed for English majors, assignments will also incorporate some texts about literature, language, or culture.

Course Outcomes, Teaching Activities and Assessment

|Course Intended Learning Outcomes (ILOs) |

|Upon completion of this course students should be able to: |

|ILO1 |read, comprehend and analyze university-level texts, including those relevant to their chosen major |

|ILO2 |critically examine and revise their own writing and that of their peers |

|ILO3 |plan, structure and compose academic papers according to relevant conventions |

|ILO4 |listen critically to academic lectures in English and take appropriate notes |

|ILO5 |design and deliver brief but effective oral presentations |

|Teaching and Learning Activities (TLAs) |

|TLA1 |textual analysis of written texts |

|TLA2 |explanation of reading, listening and writing strategies |

|TLA3 |critical reading of texts with reference to key issues |

|TLA4 |test and quizzes on assigned texts |

|TLA5 |in-class discussions and exercises, both written and oral |

|TLA6 |oral presentations |

|TLA7 |screening of film and visual images |

| | |

| | |

|Assessment Tasks (ATs) |

|AT1 |participation, in-class exercises, quizzes | 5% |

|AT2 |critical reading exercise | 5% |

| |Students will read a short text and write a brief response using relevant quoting and documentation | |

| |skills. | |

|AT3 |oral communication: presentations, listening/note-taking strategies | 20% |

| |Each student will deliver an oral presentation on an assigned topic. This task will display a grasp of | |

| |basic public speaking skills as well as appropriate use of English language and register. Each student | |

| |will listen to and take notes on an assigned video presemtation. | |

|AT4 |response paper | 10% |

| |Students will write a brief response (usually of 600 words) to a literary or cultural text covered in | |

| |the course. This response will show an awareness of critical issues discussed in class as well as some | |

| |close reading. | |

|AT5 |term essay | 20% |

| |Students will write a paper on an assigned topic (usually 1,500 words in length) which will demonstrate| |

| |an understanding of the elements of an academic term paper, with special consideration to formatting, | |

| |quoting primary and secondary sources, and basic research skills. | |

|AT6 |final examination | 40% |

| |The final examination will involve an essay-type response to a previously unseen reading. The written | |

| |response will display a solid grasp of essay organization, quoting skills, as well as English language | |

| |proficiency. | |

| |TOTAL |100% |

|Alignment of Course Intended Learning Outcomes, Teaching and Learning Activities and Assessment Tasks |

|Course Intended Learning Outcomes |Teaching and Learning Activities |Assessment Tasks |

|ILO1 |TLA1,2,3,5 |AT1,2,4,5,6 |

|ILO2 |TLA2, |AT1,2, |

|ILO3 |TLA1,2,4, |AT1,4,5,6 |

|ILO4 |TLA2,3,6,7 |AT1,3 |

|ILO5 |TLA1,6 |AT1,3 |

Course Outline:

Week 1 Course Overview; Review of ENG101

Rhetoric: Logos, Pathos, Ethos

Using Definitions: Techniques and Examples

Readings on Myth and Legend

Week 2 Using Definitions

Readings and Exercises on Identity

Week 3 Using Definition

Readings on Dystopias: “Harrison Bergeron” by Kurt Vonnegut

“The Ones Who Walk Away from Omelas” by Ursula Le Guin

Readings and Exercises on Truth and Lies: “Bull Shit” by Harry Frankfurt

Week 4 Film screening and discussion: Gattaca

Week 5 Reading Test

Student Oral Presentations

Week 6 Student Oral Presentations

Readings on Collecting and Obsession: “The Bowl” by Anne Beattie;

“Solid Objects” by Virginia Woolf

Week 7 Argumentation and Refutation

Thesis statements review

Response Paper Assignment

Week 8 Logical Fallacies

Readings / Exercises on Animal Rights and Gay Marriage

Week 9 Argumentation and Refutation

Readings on Terrorism

Week 10 Film screening and Discussion: V for Vendetta

Term Essay Assignment

Week 11 Response Paper Peer Review

Week 12 Listening Test

Essay Analysis

Week 13 Peer Review of Term Essay

Week 14 Consultations

Academic Honesty

You are expected to do your own work. Dishonesty in fulfilling any assignment undermines the learning process and the integrity of your college degree. Engaging in dishonest or unethical behavior is forbidden and will result in disciplinary action, specifically a failing grade on the assignment with no opportunity for resubmission. A second infraction will result in an F for the course and a report to College officials.

Examples of prohibited behavior are:

• Cheating – an act of deception by which a student misleadingly demonstrates that s/he has mastered information on an academic exercise.

Examples include:

• Copying or allowing another to copy a test, quiz, paper, or project

• Submitting a paper or major portions of a paper that has been previously submitted for another class without permission of the current instructor

• Turning in written assignments that are not your own work (including homework)

• Plagiarism – the act of representing the work of another as one’s own without giving credit.

• Failing to give credit for ideas and material taken from others

• Representing another’s artistic or scholarly work as one’s own

• Fabrication – the intentional use of invented information or the falsification of research or other findings with the intent to deceive

To comply with the University’s policy, the term essay and response paper must be submitted to VeriGuide.

Teaching Approach

Required reading materials should be read before the lecture.

Specific guidelines for the term paper and class presentation will be provided.

Students should bring some lined paper to each class meeting.

Assessment

Participation, In-class Exercises, Quizzes 5%

Critical Reading Exercise 5%

Oral Communication

Oral Presentation 15%

Listening Quiz 5%

Response Paper 10%

Term Essay 20%

Final Exam 40%

100%

Texts

• Handouts; e-text links

• Some texts will be uploaded to Moodle as PDF files; occasionally, you will be asked to print them out and bring them to class.

ENG 102 - Oral Presentation

Name: ____________________________________________________________________

|ASPECT |POINTS AWARDED |

|Content / Organization |Very Poor |Poor |Pass |V. Good |Excellent |

|introduction: hook to get attention | | | | | |

|preview main point / dominant impression |1 |2 |3 |4 |5 |

| | | | | | |

|clear focus / dominant impression for image |1 |2 |3 |4 |5 |

|description/analysis well-structured | | | | | |

|ideas easy to follow |1 |2 |3 |4 |5 |

|logical sequence | | | | | |

|transitions / discourse connectors |1 |2 |3 |4 |5 |

|effective conclusion | | | | | |

|reinforce main point |1 |2 |3 |4 |5 |

| | | | | | |

|interpretation interesting and creative |1 |2 |3 |4 |5 |

| |

| | | | | | |

|Delivery | | | | | |

| | | | | | |

|language accuracy and grammar |1 |2 |3 |4 |5 |

|vocabulary choice | | | | | |

| | | | | | |

|no excessive reading from prepared texts |1 |2 |3 |4 |5 |

|pace; time management | | | | | |

|amount of text projected on PPT | | | | | |

| | | | | | |

|eye contact |1 |2 |3 |4 |5 |

| | | | | | |

|audiovisual aids; font size, color, readability |1 |2 |3 |4 |5 |

|Grade: |Remarks: |

| | |

| | |

TERM ESSAY (ENG102) Student Number ______________________

| |A Excellent A- |B+ Good B- |C+ Satisfactory C |D+ Weak D- |F Very Poor |

|Thesis Statement |The thesis is clearly stated, arguable,|The thesis is arguable, clear, and |The thesis is only somewhat |The essay’s main idea is rather |The essay lacks a thesis or |

| |original, and sufficiently limited in |responds to the assignment. The essay’s |discussable or could be more |unclear or vague. The essay |fundamentally fails to respond to |

| |scope. It responds to the assignment. |purpose is clear but could use a little |clearly/strongly stated. The thesis |demonstrates little or no |the assignment. |

| | |more originality. |may be trite or simplistic. |originality. | |

|Development of |The essay thoroughly develops its |The essay offers some development of |The essay shows limited development, |There is no logical development of |There is no development, or the |

|Ideas |points, using relevant examples, |ideas/claims, with a fair use of examples|insufficient examples or textual |ideas. There is confused or |claims / ideas are developed |

| |textual evidence, and explanations. |and textual evidence. |evidence. More close reading required |simplistic discussion of the subject,|poorly. |

| | | | | | |

| |Quotations are used in balanced way and|Use of quotations is generally good but |Quotations are too few, weakly | | |

| |are well-integrated into the essay. |format or balance is sometimes lacking. |integrated or dominate the text. |Quotations from primary text and |No support in form of relevant and|

| | | | |secondary sources severely lacking. |credible quotations. |

| |The essay well addresses potential |There is some exploration of potential | | | |

| |counterarguments. |counterarguments. |There is limited awareness of |There hardly any treatment of |No consideration of |

| | | |potential counterarguments. |counterarguments. |counterarguments. |

|Organization |Overall, the essay has a clear and |The paragraphs generally progress |Paragraphing satisfactory but |The essay lacks key elements of |The organization is random or |

| |logical structure with an effective |logically. Adequate introduction and |sometimes inconsistent and confusing. |structure, with confusing |non-existent. |

| |introduction and conclusion. |conclusion. |The introduction and/or conclusion |paragraphing. | |

| | | |weak. | |Very poor paragraph structure. |

| |Paragraphs are unified and coherent. |Topic sentences might lack clarity. Some | |There is frequent lack of transitions|No clear introduction and/or |

| |There are clear transitions and topic |paragraphs disorganized and/or |There are insufficient or weak |and/or clear topic sentences. |conclusion |

| |sentences. |inconsistently integrated. |transitions. | | |

|Grammar & Mechanics |The essay is nearly free from |Grammatical and mechanical errors exist, |The essay contains several errors in |The essay contains far too many major|The essay has serious problems |

| |grammatical or mechanical errors. |but not enough to distract from reading. |spelling, grammar, punctuation, or |errors in grammar, punctuation, |with grammar, syntax, or diction, |

| | | |syntax which are somewhat distracting.|spelling or syntax. |that make the essay unreadable. |

| | | | | | |

|Vocabulary & Style |The essay is clear, fluent, and |The essay is solid but at times lacks |Sentences are adequate but sometimes |Rather careless work. Sentences can |Text is very unclear or |

| |graceful. It displays high level of |complexity. There is clarity of |unclear, simplistic, or clumsy. Word |be extremely unclear, and word choice|incomprehensible; word choice and |

| |thought and writing. |expression, but essay could use more |choice can be boring or redundant. |is redundant or unspecific. |style lack academic tone. |

| | |polish or focus. | | | |

|Documentation | | |Careless documentation or formatting. |Unsatisfactory documentation or |No real documentation. |

| |Documentation and formatting consistent|Documentation or formatting generally | |formatting. | |

| |and accurate. |accurate. | | | |

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