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Course Description

This course supports international students at the undergraduate level in advancing their academic reading and writing skills. Students will read interdisciplinary texts that are diverse in rhetorical technique and that represent a balance of narrative, descriptive and expository, and argumentative writing. These provide a context for developing critical thinking skills. Participants will learn strategies that will help in the composition of expository and argumentative essays and in the effective use of sources in researched writing. Course work also emphasizes the development of academic vocabulary.

Course Outline

METHODS OF LEARNING & TEACHING:

Lecture, discussion, group and pair work.

INTENDED AUDIENCE: 

International students who have achieved an overall score of 80 or above in the iBT TOEFL test, but who show a lower than 20 score in the reading or writing components of the test.

SUPPLEMENTAL TEXTS:

To be used at the instructor’s discretion:

- Lambert J., (2016).  Final Draft 4.  Cambridge University Press.

- Zwier L. & Vosters M. (2017). University Success. Transition Level (Reading). Pearson

- Norloff C. & Renehan A.  (2017).   University Success. Transition Level  (Writing). Pearson

- Swales J.  & Feak C. (2012).  Academic Writing for Graduate Students: Essential Tasks and Skills. Michigan

- Schmitt D. & Schmidt N. (2005). Focus on Vocabulary: Mastering the Academic Word List. Longman

- Averil Coxhead Academic Word List online materials:  http://www.victoria.ac.nz/lals/resources/academicwordlist/

- Joan McCormack, J.  & J. Slaght. (2011).  English for Academic Study: Extended Writing & Research Skills - Course Book. Reading, UK: Garnet Education.

EVALUATION OF STUDENT PARTICIPATION/STANDARDS FOR GRADING:

Student grades for the course will be determined by:

Class Participation - 20 %

Reading Journal –online - 10%

Writing Journal –online - 10%

Essays - 50%

Vocabulary Quizzes - 10%

Learner Outcomes

By the end of the course, the student will be able to:

  • compare and contrast readings;
  • analyze and synthesize information from readings;
  • demonstrate critical thinking skills in discussion and writing;
  • show an appreciation of writing purpose and audience in written work;
  • create essays with appropriate rhetorical style, register and tone;
  • integrate supporting evidence into their writing with appropriate citation.

Notes

Textbook required: Gardner P.S. (2005) New Directions: Reading, Writing, and Critical Thinking. Cambridge.
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