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Course Title

CRITICAL WRITING

Course Code

WRIT330335

Credit

3

Equivalent Course

WRITING 4

Prerequisite

None

Coordinator

Hoa T. Truong, MA

Program Level

Bachelor’s

Program

TESOL Studies
Translation and Interpretation

Instruction Language

English

Applicable for TESOL Program

From 2018

Requirement in TESOL Program

Compulsory

Semester in TESOL Program

3

Applicable for Translation & Interpretation Program

From 2018

Requirement in Translation & Interpretation Program

Compulsory

Semester in Translation & Interpretation Program

3

Overview

This course is designed for English majored students to achieve high upper-intermediate level (equivalent to B2+ – CEFR) in writing. This course provides students with a practical and efficient approach to acquire critical writing skills. For students involved in the academic world, the ability to write critically is crucial as it enables students to raise their voice and shapes their critical thinking. This in turn has a profound effect on their ability to conduct secondary research and write academic papers, which is one of the most essential skills that university students need to develop. The course, therefore, aims to develop students’ language competences required at advanced level. Lastly, the course equips students with soft skills namely presentation skill, interpersonal skill, teamwork skill and ability to work independently.

Objectives

  Description
G1 The background knowledge of themes for critical writing related to science, society, humanity and nature
The knowledge of writing process, organisation and academic language of advanced critical essays.
G2 Skills and techniques necessary for writing advanced critical essays on a particular topic which aims to develop the students’ critical thinking skills to prepare them for producing a research paper (referred to here as a project) in their own subject area in the following semesters
Ability to use language properly for critical essays.
G3 Teamwork skills, communication skills, presentation skills and self-study skills.
 

Learning Outcomes

Goals

Goal Description

(Students are provided with)

G1
  • Demonstrate the knowledge of themes of critical essays regarding science, society, humanity and nature;
  • Demonstrate the knowledge of critical essay organisation;
  • Demonstrate the process of writing a critical essay;
  • Explain the role of each part in a critical essay: Introduction, body and conclusion;
  • Explain how to avoid plagiarism in essay writing;

G2
  • Utilize various sources to gather data and support the essays;
  • Organize ideas and write thesis statements;
  • Employ the skills to incorporate ideas and information into their text through paraphrasing, summarizing, and synthesizing to avoid plagiarism;
  • Use a broad and precise range of vocabulary and a variety of sentence patterns in order to express ideas in comprehensible academic English;
  • Employ the skills to write Argument essays;
  • Employ the skills to write Reaction/ Response Essays.

G3
  • Develop teamwork skills through working together and sharing ideas through collaborative activities and peer feedback to consolidate grammar, vocabulary, and expressions;
  • Get students to critically self-evaluate their written work and develop this criticality through discussion with their classmates and teachers;
  • Develop presentation skills;
  • Self-improve study skills and writing skills, especially critical writing skill.

Materials

Required Textbooks and Materials:

Folse, S. K., Solomon,V. E., & Clabeaux, D. (2014). Great Writing 4: Great Essays. Fourth edition. Boston: Heinle/Cengage Learning.

Suggested Course Materials:

Barnet, S., & Bedau, H. (2011). Critical Thinking, Reading, and Writing. Seven edition. USA:

Bedford/St. Martin's.

Montgomery T. & Rainey. M. C. (2009). Connections: Writing, Reading and Critical Thinking. Third edition. Pearson.

McCormack, J., & Slaght, J. (2009). Extended Writing & Research Skills. First edition. University of Reading: Garnet Publishing Ltd.

Folse, S. K., Solomon,V. E., & Clabeaux, D. (2014). Great Writing 5: Greater Essays. Third edition. Boston: Heinle/Cengage Learning.

Oshima, A., & Hogue, A. (2006). Writing Academic English (4th ed.). (The Longman Academic Series, Level 5). USA: Longman.

Soles, D. (2007). The Essentials of Academic Writing. USA: Longman.John, L. (2008). College Writing Skills. Seventh ed. New York: McGraw.Hill.

Murray, N., & Hughes, G. (2008). Writing up Your University Assignments and Research Projects. Berkshire, England: Open University Press.

Helpful Websites

http://www.uefap.com/writing/writfram.htm
http://writingcenter.waldenu.edu/312.htm
http://academic-writing.wikispaces.com/Exercises
http://www.uefap.com/writing/writfram.htm

Assessment

Students are assessed for their performance in the following components:

Assessment

Percentage

Class participation and group work

10%

Home assignments

10%

On-going assessment tests

20%

Group poster presentation

10%

Final Exam

50%
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