Hong Kong Shue Yan University

Department of English Language & Literature

1st term, 2021-2022

Course Title: English Writing I

Course Code: ENG 211
Year of Study: 2nd
Number of Academic Credits: 3
Number of QF Credits: 12
Duration in Weeks: 15
Contact Hours per Week: Lecture (2 Hours) Tutorial (1 Hour)
Pre-requisite(s): Completion of English Usage
Prepared by: English Usage and Writing Co-Ordinating Committee
Textbook: English Writing 2020. Boston: McGraw Hill.

Course Aims
The main objective of this course is to help students write effectively by enhancing their
reading and critical thinking skills. The course will focus on the process of writing, self-
assessment and peer review to aid students to become competent writers in their academic
endeavours.

Course Outcomes, Teaching Activities, Assessment and QF Credits

Course Intended Learning Outcomes

Course Intended Learning Outcomes (CILOs)
Upon completion of English Writing I & II students should be able to:
CILO1 write essays of a variety of genres
CILO2 proofread, edit and review their own and others’ writings
CILO3 conduct an independent research project
CILO4 write a research paper with citations
CILO5 use critical reading and thinking skills to approach academic problems

Teaching and Learning Activities (TLAs)

TLA1 Online Learning
English Writing, the required textbook, is accompanied by an online learning
platform. Students are expected to complete assigned activities on this
platform in order to consolidate learning achieved in class and in the
completion of written assignments. They can also independently access
readings and associated activities on the platform which can help them fulfil
the required self-study hours.

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TLA2 Lectures
Weekly lectures discuss the writing process, and the genre characteristics of
narrative, classification and argumentative essays. They guide students
through the textbook and demonstrate different writing skills, including
drafting, proof-reading and revision, and introduce the peer assessment
process.
TLA3 Tutorials
Weekly tutorials give students hands-on practice of drafting, proof-reading
and revising their own writing and engaging in peer assessment and editing.
TLA4 Introduction to writing resources
Students are introduced to databases available in the university library system
and shown how to make use of them appropriately in their own writing
through references and citation.

Assessment Tasks (ATs)

AT1 Online learning platform activities 15%
Students complete assigned activities on the online learning
platform in order to consolidate learning achieved in class
and in the completion of written assignments.
AT2 Narrative Essay 25%
Students submit a first draft (worth 10%) of a 600-800-word
narrative essay and receive feedback from their instructor
and peers before submitting the final draft (worth 10%). An
additional 5% is earned by reviewing a narrative essay
written by one of their peers.
AT3 Division-Classification Essay 25%
Students submit a first draft (worth 10%) of a 600-800-word
division-classification essay and receive feedback from their
instructor and peers before submitting the final draft (worth
10%). An additional 5% is earned by reviewing a division-
classification essay written by one of their peers.
AT4 Mini research paper 35%
Students submit an outline, summary and paraphrase (5%)
and a first draft (10%) of a mini research paper of 800-1000
words and receive feedback from their instructor before
submitting the final draft (15%). An additional 5% is
earned by reviewing a mini research paper written by one of
their peers.

Alignment of Course Intended Learning Outcomes, Teaching and Learning Activities

and Assessment Tasks
Course Intended Learning Teaching and Learning Activities Assessment Tasks
Outcomes
CILO1 TLA 1,2,3 AT 2 3,4
CILO2 TLA 2,3,4 AT 2,3, 4
CILO3 TLA 4 AT 4
CILO4 TLA 2, 3, 4 AT 4
CILO5 TLA 1, 2,3,4 AT 1,2, 3, 4

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Distribution of Notional Learning Hours/ QF Credits
Activity Notional Learning Hours (NLHs)
(a) Contact Hours
Lecture 26
Tutorial 13
Consultation 1
TOTAL: 40
(b) Self-Study Hours
Reading 20
Preparation for Essays 40
Online Learning Activities 20
TOTAL: 80

Total NLHs:
120
(a)+(b)
QF Credits: 12
(Total NLHs/10)

Academic Honesty

You are expected to do your own work. Dishonesty in fulfilling any assignment undermines the learning
process and the integrity of your university 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
University officials. Examples of prohibited behavior include, but are not limited to:

• Cheating – an act of deception by which a student misleadingly demonstrates that s/he has
mastered information on an academic exercise. Examples include, but are not limited to:
• 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, any written work has to be submitted to VeriGuide.

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Course Outline
Week Topic Assignment Assessment
1 Introduction: • Reading : “How to make it in college, now
1

Chapter 1 that you’re here” (Chapter 26)

2 The Writing Process: • Activities in Chapters 1-4
Chapters 1-4
3-4 Revising Essays: • Activities in Chapters 5 & 12-23 #1 Assignment on online
Chapter 5 learning platform (5%)
5-7 Narration: • Reading: “The professor is a drop out” First draft (10%)
Chapter 6 (Chapter 25) Final draft (10%)
• “Taking on a Disability” Peer review (5%)
• “A Night of Violence”
• “The Teacher who Changed My Life” #2 Assignment on online
• Write a narrative learning platform (5%)
• Proofread and edit another student’s
narrative essay
8 Reading Week
9-11 Division- • Reading: “Propaganda techniques in First draft (10%)
Classification: today’s advertising” (Chapter 23) Final draft (10%)
Chapter 7 • “Mall People” Peer review (5%)
• “What to Watch”
• “The 5 Types of Friends Worth Holding
Onto for Dear Life”
• Write a Division-Classification essay
• Proofread and edit another student’s
Division-Classification essay
12-14 Mini research Paper: • Reading: “Why you may need social media #3 Assignment on online
Chapters 11 & 9 for your career” (Chapter 29) learning platform (5%)
• Write an outline with adequate supporting
evidence for the thesis Outline, Summary &
• Write summaries and paraphrases of Paraphrase (5%)
passages from given essays First draft (10%)
• Write a first draft of the academic essay Peer review (5%)
• Proofread and edit another student’s Mini- Final draft (15%)
research paper
• Prepare the final draft
15 Reading week

1
Chapters 23 to 29 of English Writing, the textbook for the course, contain readings and associated activities
extracted from the 4th edition of ‘Exploring Writing: Sentences and paragraphs’ by John Langan. Four of these
chapters (#23, #25, #26 and #29) which are most relevant to the course are included in this Outline (labelled
‘Reading’). Students may independently access the other three chapters (#24 “A few good monuments men”;
#27 “Carol Dweck revisits the ‘growth mindset’ and #28 “Is sex all that matters”) to gain further practice.

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Assessment Rubric for Narration Essay
Opening, Setting & Characters and Dialogue Sensory Details & Showing Not Conventions
Organisation (25%) (40%) Telling (25%) (10%)
Excellent Writer hooks the attention of The main characters are named and their The narrative includes excellent There are no (or very few)
A, A- the reader at the beginning. personalities and appearance are thoroughly and sensory and reflective details, that grammatical, spelling or
Many vivid, descriptive words clearly described in the text. control the mood of the story. punctuation errors in the final
are used to tell when and There is an optimum amount of dialogue to bring The writer uses eye catching verbs draft, and the draft adopts all
where the story takes place. the characters to life and it is always clear which and adjectives effectively that "show format criteria.
All events in order. Strong character is speaking through the use of proper and not tell."
ending. punctuation and paragraphing.
Good Writer has a clear beginning. The main characters are named and described well. The narrative contains good sensory There are few grammatical,
B+, B Vivid, descriptive words are Readers would have an idea of how the characters and reflective details that help spelling or punctuation errors
used well to tell the audience look and behave. construct the mood. in relation to the length of the
when and where the story There is an appropriate amount of dialogue and it is Writer uses eye catching verbs and story. The final draft follows
takes place. Events are clear which character is speaking through the use of adjectives that "show and not tell." most of the format criteria.
presented in order. Clear proper punctuation and paragraphing.
ending.
Satisfactory Writer has a clear beginning. The main characters are named and described. Most The narrative contains sensory and There may be some
B-, C+, C Some vivid, descriptive words readers would have some idea of how the characters reflective details that are satisfactory. grammatical, spelling or
are used to tell the audience look and behave. The mood is rather difficult to punctuation errors and one of
when and where the story There is a bit too much or too little dialogue in this understand. two format criteria may not
takes place. Most events in story, but it is usually clear which character is Writer attempts to use eye catching be followed in the final draft.
order. Clear ending. speaking through the use of proper punctuation and verbs and some adjectives that "show
paragraphing. and not tell."
Barely The beginning does not The main characters are named. The reader knows The narrative is missing a large There are numerous
Satisfactory capture the interest of reader. very little about the characters because of lack of amount of sensory and reflective grammatical, spelling or
C-, D+ The reader can figure out description. details. No mood understood. punctuation errors (in
when and where the story There is very little or too much dialogue in this Writer makes little effort to "show relation to the length of the
takes place, but the author did story, but it is somewhat clear which character is and not tell." story). Three or four format
not supply much detail. Events speaking through the use of punctuation and criteria are not followed in
are out of order. There is an paragraphing the final draft.
unclear ending.
Unsatisfactory Writer has no clear beginning. It is hard to tell who the main characters are. There are no sensory or reflective The final draft has many
D, F The reader has trouble figuring It is not clear which character is speaking. Speaker details. No mood understood. Writer grammatical, spelling and
out when and where the story tags and paragraphing are not used properly to help makes no attempt to "show and not punctuation errors, and the
takes place. There are no clear the reader keep track of the dialogue. tell." errors make it hard to read
events stated. There is no clear and/or understand the story.
ending. More than four format
criteria are not followed in
the final draft.

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Assessment Rubric for Division-Classification Essay
Introduction Support for Thesis Conclusion Conventions
(20%) (50%) (20%) (10%)
Excellent The introduction is inviting, clearly There are 3 supporting ideas which The conclusion is strong and There are no (or very few)
A, A- states the main topic and previews provide logical, relevant and specific leaves the reader with a feeling grammatical, spelling or punctuation
the structure of the paper. Thesis details that support the divisions the that they understand what the errors in the final draft, and the draft
statement clearly states the topic and writer is discussing very well. writer is "getting at." The adopts all format criteria.
a dominant impression or principle conclusion effectively provides a
of division in a very clearly and sense of completion to the essay.
logical way.
Good The introduction states the main There are 3 supporting ideas which The conclusion is recognizable There are few grammatical, spelling
B+, B topic and previews the structure of effectively provide logical, relevant, and and ties up the loose ends. The or punctuation errors in relation to
the paper well, and is inviting to the specific examples that support the conclusion provides a sense of the length of the essay. The final
reader. Thesis statement describes divisions the writer is discussing. completion to the essay. draft follows most of the format
the classification in a clear, logical criteria.
way.
Satisfactory The introduction states the main There are supporting ideas which The conclusion is recognizable There may be some grammatical,
B-, C+, C topic, and adequately previews the provide some logical, relevant, and and ties up almost all the loose spelling or punctuation errors and
structure of the paper though it may specific examples that support the ends. The conclusion provides a one of two format criteria may not be
not be particularly inviting to the divisions the writer is discussing. satisfactory sense of completion followed in the final draft.
reader. Thesis statement has to the essay.
satisfactory clarity and describes the
classification in a logical way.
Barely The introduction states the main Supporting details and information may The conclusion is recognizable, There are numerous grammatical,
Satisfactory topic, but does not adequately be relevant, but several key issues of the but does not tie up several of the spelling or punctuation errors. Three
C-, D+ preview the structure of the paper divisions are unsupported. loose ends. or four format criteria are not
nor is it particularly inviting to the followed in the final draft.
reader. Thesis statement is not clear
or does not describe the
classification in a clear, logical way
Unsatisfactory There is no clear introduction of the Supporting details and information are There is no clear conclusion: the The final draft has many
D, F main topic or structure of the paper. typically unclear or not related to the paper just ends. grammatical, spelling and
The first paragraph does not contain topic. punctuation errors, and the errors
a thesis statement. make it hard to read and/or
understand the essay. More than four
format criteria are not followed in
the final draft.

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Assessment Rubric for Mini-research Paper
Overall Format2, Citation format & Organisation & Introduction Body Paragraphs Conclusion Citations-
Accuracy (15%) (40%) (10%) number
(20%) (15%)
Excellent The paper requirements are met and The paper follows the outline with no Each body paragraph Conclusion There are at
A, A- citations are formatted according to APA digressions and is always on topic. is well developed accurately sums up least 8 citations
citation style The introduction consists of 3-4 sentences with excellent what is said in the in the paper and
Paper has excellent control over sentence which include an excellent thesis statement support and a topic paper and includes a each source has
formation, sentence variety, and subject- and which flow throughout the paragraph. sentence. restatement of the at least one
verb agreement. thesis sentence. citation from it.
Good 75-90% of the paper requirements are (75-90%) of the paper follows the outline Each body paragraph Conclusion sums up There are 6-7
B+, B met. with no critical digressions from topic. The has some what is said in the citations in the
75-90% of the citations are formatted introduction consists of 2-3 sentences, development with paper with minor paper OR one
according to APA citation style. which include a good thesis statement, and good support and a gaps in thought and source is
Paper has good control over sentence which flow throughout the paragraph. topic sentence. includes a good missing a
formation, sentence variety, and subject- restatement of the citation.
verb agreement. thesis sentence.
Satisfactory 50-75% of the paper requirements are (50-75%) of the paper follows the outline. Each body paragraph Conclusion sums up There are 4-5
B-, C+, C met. There are some digressions from topic, but has satisfactory what is said in the citations in the
50-75% of the citations are formatted they are not critical. The introduction development and paper with some paper OR two
properly according to APA citation style. consists of 2-3 sentences which include a support and a topic gaps in thought and sources are
Paper has satisfactory control over satisfactory thesis statement and which sentence. includes a missing
sentence formation, sentence variety, and have a satisfactory connection throughout satisfactory citations.
subject-verb agreement. the paragraph. restatement of the
thesis sentence.
Barely Less that 50% of the paper requirements Less than 50% of the paper follows the Each body paragraph Conclusion sums up There are 3
Satisfactory are met and less than 50% of the citations outline. There are many critical digressions has weak what is said in the citations in the
C-, D+ are formatted according to APA citation from topic. The introduction consists of 2 development with paper but with many paper OR three
style. sentences which include a weak thesis little support and a gaps in thought OR sources are
Paper has weak control over sentence statement and have no connection in the topic sentence OR does not include a missing
formation, sentence variety, and subject- paragraph OR there is no thesis statement in paragraphs have no restatement of the citations.
verb agreement. the introduction. topic sentences. thesis sentence.
Unsatisfactory Less than 30% of the paper requirements Less than 30% of the paper follows the Each body paragraph Conclusion does not There are less
D, F are met and less than 30% of citations in outline. There are many critical digressions. has no development sum up what is said than 3 citations
the paper are formatted properly. Paper The introduction includes a weak thesis with no support and in the paper OR there in the paper OR
has no control over sentence formation, statement there is no connection in the no topic sentences. is no conclusion. more than three
sentence variety, and subject-verb paragraph OR there is no thesis statement in sources are
agreement the introduction. missing
citations.

2
1,200-1,500 words, double-spaced, 12 point, readable font, page number on every page
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Assessment Rubric Online Learning Activities
Online Learning Activities

Excellent The assigned online learning activities are completed diligently, meeting deadlines and involving excellent quality work. In addition, the student makes
A, A- independent use of other resources provided by the online learning platform in order to address self- and other-identified issues in their use of language
and writing conventions.
Good The assigned online learning activities are completed, meeting deadlines and involving good quality work. In addition, the student makes independent use
B+, B of other resources provided by the online learning platform in order to address self- or other-identified issues in their use of language and writing
conventions.
Satisfactory The assigned online learning activities are completed, meeting deadlines and involving satisfactory quality work, but the student makes only limited
B-, C+, C independent use of other resources provided by the online learning platform in order to address other-identified issues in their use of language and writing
conventions.
Barely The assigned online learning activities are not completed satisfactorily and involve unsatisfactory work; the student makes no independent use of other
Satisfactory resources provided by the online learning platform in order to address issues in their use of language and writing conventions.
C-, D+
Unsatisfactory The assigned online learning activities are not completed and the student makes no independent use of other resources provided by the online learning
D, F platform.

Assessment Rubric for Peer Review

Peer Review

Excellent The student is able to make excellent use of the assessment criteria in reviewing a narrative, and a division-classification essay, and a mini-research paper
A, A- written by a peer, making constructive and practical comments to guide the peer to make significant improvements in their final draft and making effective
use of word-processing software.
Good The student is able to make good use of the assessment criteria in reviewing a narrative and a division-classification essay, and a mini-research paper written
B+, B by a peer, making comments which guide the peer to make some improvements in their final draft and making good use of word-processing software
Satisfactory The student is able to make satisfactory use of the assessment criteria in reviewing a narrative and a division-classification essay, and a mini-research paper
B-, C+, C written by a peer, making comments which guide the peer to make minor improvements in their final draft and making satisfactory use of word-processing
software.
Barely The student is not able to make satisfactory use of the assessment criteria in reviewing essays or mini-research paper written by a peer, making comments
Satisfactory which may not be constructive and do not guide the peer to make improvements in their final draft and not making satisfactory use of word-processing
C-, D+ software.
Unsatisfactory The student makes no use of the assessment criteria in reviewing essays or mini-research paper written by a peer, making comments which are unhelpful and
D, F not making use of word-processing software.