|
.1 |
Students acquire a wide number of academic terms with their synonyms, opposites and meanings according to the text and the mechanism of their use in the academic text, even if the topics were taken in the General English text. This generates the spirit of style and how to direct it as required.
|
|
.2 |
The topics presented in the course are characterized by diversity, and the significance of them is not just a description or clarification, but rather the creation of a theoretical social base between the students among themselves and the curriculum or the study topics (To explore relationship theories and analyze social data). |
|
.3 |
The student becomes able to think analytically and critically, away from improvisation and randomness. Before, during and after each stage of writing, you find him asking and questioning why? And what is the best ? Etc. |
|
.4 |
Writing is characterized as a “productive skill” in which the student produces the language, and this is what we see in the general language classes, where the student becomes spontaneous and more personal. However, this course drifts the student from this cycle to become an objective not subjective writer and researcher. So that any academic writing that begins with an article requires research, taking notes, preparing a first and then second copy, then correction and revision. The student becomes thinking, searching, collecting information, analyzing it, formulating it, modifying it, and rewriting it. Nothing is spontaneous or impromptu. The simplicity of the topics does not mean personalizing them, but rather dealing with them as a case study. |
|
.5 |
Students learn that the English language is a syntactic language, and that the meaning is not derived only from words and text (using dictionaries and translation only does not make the student a writer), but rather from tenses and rules, so the student becomes wary and aware of using the correct tense and vocabulary indicative of this tense. Including not without prejudice to the message to be communicated from the writing process. |
Teaching and learning methods
Using the Student's Book as a basic reference ( The Longman Academic Writing Series- Fundamental Academic Writing -level 1 by Linda Butler).
v Use of the board
v Use visual aids
v Use of dictionaries.
v Homework
v Continuous training and evaluation during the lecture.
Methods of assessments
|
N |
Evaluation methods |
Date |
Percentage |
Note |
|
1 |
Med-term |
After 5 lectures |
10% |
None |
|
2 |
Oral Exam |
After every 3 lectures |
5% |
None |
|
3 |
Test |
After 10 lectures |
20% |
None |
|
4 |
Final Exam |
According to study and exams |
60% |
None |
|
5 |
Activities |
Within the oral exam |
5% |
None |
|
Total |
|
100% |
|
|
1. General and Transferable Skills
|
D.1 |
Students learn to think about what they will write in an organized and useful mechanism that can be followed in their exams and benefit from it in future. |
|
D.2 |
Students learn that the writing system in the student’s mother tongue (Arabic) and the writing system in a foreign language (English) is characterized by privacy, non-generalization and arbitrariness, and that the two languages are similar at some points and differ in many things. The student has to adapt and not rely on literal translation, and be flexible and creative. |
|
D.3 |
Students learn to commit to writing what is required of them accurately, away from the general public, and deviating from the topic or privatizing it. |
|
D.4 |
Students are well aware that searching for information and sharing it in their writing is subject to many mechanisms to avoid plagiarism. Either the learner resorts to reformulating the information in his own style or using references and sources, etc. |
|
D.5 |
This course (Composition1) prepares the student for the next course (Composition1 2), so he becomes more eager to learn more diverse topics and tends to acquire new skills. |
Course Content
|
[1]Topics |
Time |
Number of lectures |
Lab |
Exercises |
|
Getting started (Your Classmates) Prewriting- Writing- Sharing
|
2 Hours |
1 Per week |
Not Needed |
See the book |
|
Chapter 1 Introducing Yourself……. Part 1: Organization From Words to Sentences to Paragraphs What does Paragraph look like? Part 2: Sentences Structure and Mechanics What is a sentence? What does a sentence look like? Part 3: Grammar and Vocabulary Verbs Nouns Part 4: The Writing Process What is a Process? Expansion Activities: Keeping a Journal
|
2 Hours |
1 Per week |
Not Needed |
Write about Yourself. |
|
Chapter 2 Describing Your Daily Routine…. Part 1: Organization What Should Your Paper Look Like? Papers Typed On a Computer Part 2: Grammar and sentence Structure Subject Pronouns The Simple Present of Be Basic Sentence Patterns with Be Part 3: Mechanics Rules of Capitalization Part 4: The Writing Process The Steps in the Writing Process Your Paragraph: Getting Ready for The Day Results of the Writing Process Expansion Activities: Your Journal Challenge: Sleep Habits |
2 Hours |
1 Per week |
Not Needed |
Write about your Sleep Habits |
|
Chapter 3: Every Picture Tells a Story……… Chapter: Part 1: Organization Topic sentences Part 2: Sentences Structure and Mechanics Subjects of Sentences Part 3: Grammar and Vocabulary Adjectives The Simple Present Part 4: The Writing Process Your Paragraph: The Face in The Photo Results of the Writing Process Expansion Activities: Your Journal Challenge: An Important Person |
2 Hours |
1 Per week |
Not Needed |
Write about an Important Person to You. |
|
Chapter 4: Saturdays…………………………… Part 1: Organization Time Order Part 2: Sentences Structure and Vocabulary Simple Sentence Pattern I Adverbs of Frequency Part 3: Grammar and Mechanics Common Verbs Using Prepositions to Show Time Titles Part 4: The Writing Process Your Paragraph: My Partner’s Saturdays Results of the Writing Process Expansion Activities: Your Journal Challenge: My Favorite Holiday
|
2 Hours |
1 Per week |
Not Needed |
Write about your last Holiday. |
|
Chapter 5: What’s going On?................. Part 1: Organization Topic Sentences and Supporting Sentences I Part 2: Sentences Structure Simple Sentence Pattern II Part 3: Grammar The Present Progressive Non-Action Verbs Part 4: The Writing Process Your Paragraph: What is Happening in This Photo? Results of the Writing Process Expansion Activities: Your Journal Challenge: My Own Photo |
2 Hours |
1 Per week |
Not Needed |
Describe your own photo. |
|
Chapter 6: Your Hometown………………… Part 1: Organization Topic Sentences and Supporting Sentences II Part 2: Grammar: There is and There are A, An and The Part 3: Vocabulary and Sentence Structure Prepositions for describing Location Prepositional Phrases in Sentences Part 4: The Writing Process Your Paragraph: Describing My Hometown Results of the Writing Process Expansion Activities: Your Journal Challenge: A Favorite Place |
2 Hours |
1 Per week |
Not Needed |
Write about a Favorite Place. |
|
Chapter 7: Remembering an Important Day Part 1: Organization Organizing Your Ideas Part 2: Sentences Structure and Mechanics Compound Sentences Using Commas Part 3: Grammar and Vocabulary The Simple Past Part 4: The Writing Process Your Paragraph: An Important day Results of the Writing Process Expansion Activities: Your Journal Challenge: A Funny or Scary Experience |
2 Hours |
1 Per week |
Not Needed |
Writ e about a Funny or Scary Experience |
|
Chapter 8: Memories of a Trip Part 1: Organization Concluding Sentences Part 2: Grammar and Vocabulary Past Time Expressions Before and After as Prepositions Part 3: Sentences Structure and Mechanics Sentences with Past Time Clauses Sentence Fragment Part 4: The Writing Process Your Paragraph: Memories of a Trip Results of the Writing Process Expansion Activities: Your Journal Challenge: From My Childhood |
2 Hours |
1 Per week |
Not Needed |
Write about : From My Childhood |
|
Chapter 9: Looking Up Ahead Part 1: Organization Listening Order and Listening –Order Words Part 2: Grammar and Vocabulary Expressing Future Time with Be Going To Expressing Future Time with Will Part 3: Sentences Structure Sentences with Future Clauses Run- On Sentences Part 4: The Writing Process Your Paragraph: My Future Plans Results of the Writing Process Expansion Activities: Your Journal Challenge: Imagining The Future |
2 Hours |
1 Per week |
Not Needed |
Write about: Imagining The Future
|
|
- Rules for Capitalization - Punctuation (form + use) - Correction Symbols - Exam Correction/ Marking Criteria |
2 Hours |
1 Per week |
Not Needed |
|
1-The Longman Academic Writing Series- Fundamental Academic Writing –level-1 By by Linda Butler) Contents Page