VIETNAM NATIONAL UNIVERSITY

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

COLLEGE WRITING
COURSE GUIDE
1. Course code: ENG2065
2. Credit: 3
3. Proficiency required: B2 (CEFR) minimum
4. Language: English
5. Course developers:
No. Lecturers Faculty Contact
1 Nguyen Thi Thinh, M.A. Faculty of English [email protected]
(team leader) Language Teacher
Education (FELTE)
2 Phan Thi Toan, M.A. FELTE [email protected]
3 Nguyen Thi Dung, M.A. FELTE
4 Tran Thi Thanh Nhan, PhD FELTE [email protected]
5 Nguyen Thi Bich Phuong, FELTE [email protected]
M.A.
Contributors:
Nguyen Minh Hang, M.A. ([email protected])
Dong Thi Thu Ngan, M.A. ([email protected])
Tran Thi Anh Thu, M.A. ([email protected])
6. General course information
College Writing is a 15-week intensive course designed for students to upgrade their English reading
and writing skills to scholarly level which can pave the way for their participation in the world of
researchers and academics. In this course, students learn how to build effective search strategy to
find academic and reliable sources, and how to evaluate them critically. The course also equips
students with necessary critical and active reading skills to study and select scientific information
and data from different research-based sources in order to integrate evidence and develop more

1
 convincing arguments in their essay. Upon the successful completion of the course, students are
expected to produce high-quality research-based essays of different genres and improve critical
thinking as well as creativity.
7. Intended learning outcomes
By the end of the course, students will be able to:
- utilize APA citation and references properly to acknowledge authors and avoid plagiarism (ILO
1).
- build an effective search strategy to seek for reliable and relevant academic sources of research
(ILO 2).
- determine which sources would be the most reliable and appropriate for strengthening their essay
arguments using scientific criteria (ILO 3).
- evaluate the relevance and reliability of data to make a pertinent selection of evidence for
strengthening arguments (ILO 4).
- perform academic writing skills, including quoting, paraphrasing, summarizing and synthesizing
to process evidence from outside sources and integrate it into essay arguments (ILO 5).
- present and justify all the selections, evaluations, and the use of evidence in argument building
(ILO 6)
- compose a complete research-based discursive or argumentative essay of high quality (ILO 7).

In alignment
Cognitive
with the
level in the
No Course outcome standards Code program
Bloom’s
outcome
Taxonomy*
standards
1 Knowledge 1
- identify different kinds of academic sources and 1.1 1, 2 4
types of evidence/data which could be used in
arguments
- recite a set of criteria of initial appraisal and 1.2 1, 2 4
content analysis for the evaluation of academic
sources
- recall citation and referencing principles in APA 1.3 1, 2, 3 4
style and utilize APA citation and references

2
 properly to acknowledge authors and avoid
plagiarism
Skills 2
- evaluate the relevance and reliability of data in 2.1 5 4
academic sources to make a pertinent selection of
evidence for strengthening arguments.
- perform academic writing skills, including 2.2 3 4
2
quoting, paraphrasing, summarizing and
synthesizing to process evidence from outside
sources and integrate it into essay arguments.
- compose a complete research-based discursive or 2.3 6 4
argumentative essay of high quality.
Attitudes 3
3 15
- demonstrate autonomy, accountability, initiative,
3.1
cooperation and professionalism in learning

3 3.2 6 10, 13, 14

- develop critical thinking, creativity and flexibility in
team work

3.3 5 10, 11
- self-evaluate to work independently and improve
one’s own productivity and work quality

*The Bloom’s Taxonomy

Level Cognitive
skills
1 remember
2 understand
3 apply
4 analyze
5 evaluate
6 create

3
8. Course schedule:
WEEK Themes Contents On-going
Assignment
1 Orientation  Introducing active reading & critical  Group
reading (with practice)  Select the essay
 Introducing academic writing (academic topic
word list (AWL) collocation, and
academic writing style
2  Unpack an assignment question  Make a list of
 Build an effective search strategy (with potential
Boolean operators) materials
Effective
 Introducing research-based essay  Draft a general
search
+ Two main genres outline of the
strategy
+ Outlines (outline of an argumentative essay (with main
& discursive essay) ideas only)

3  Selecting and evaluating reading texts:  Shortlist reading

Initial appraisal (Practice with materials &
Websites/webpages, books/book choose 3-5
chapters, journal articles) sources
 Selecting and evaluating reading texts:
Evaluation of Content analysis (Practice with
academic websites/webpages, books/book
sources chapters, journal articles)
 Introduction to different types of
evidence/data (testimony, quantitative
data, facts & figures, personal anecdote,
etc.)

4 Critical  Critical reading process with four  Add references to

4
 reading approaches (Skimming, the outline
reading scanning, detailed and revision reading)  Consultation 1:
process and  Interacting with reading texts T’s feedback on
References (annotation, outlining, highlighting, collected reading
etc.) texts
 APA references ( books & book
chapters, journal articles and
websites/webpages)
5  Evaluating and selecting information  Select and
from readings process selected
 Quotations (long and short) data from chosen
Interaction  Paraphrasing sources
with data (1)  APA in-text citations (primary &
secondary sources)

6  Summarizing  Add selected

 Synthesizing (with synthesis matrix) information with
Interaction
in-text citations to
with data (2)
the outline

7  Unity  Consultation 2:
Unity,
 Coherence & cohesion (theme and T’s feedback on
coherence and
rheme, transition signals and referents) selected info
cohesion

8 Mid-term Revision
Revision
First submission (Reading package + Outline drafts)
9 Mid-term Break
Teacher’s feedback on Ss’ works

10 Round table  Round table 1

(1)  Academic writing style: Hedging and

5
 intensifying language

11 Round table  Round table 2

(2)  Academic writing style: Nominalization
12 Discursive  Discursive Essay  Write first draft
Essay + Introduction paragraph and thesis (1)
statement
+ Conclusion paragraph
 Developing balanced arguments
13  Argumentative Essay  Write first draft
+ Introduction paragraph and thesis (2)
Argumentativ
statement
e Essay
+ Conclusion paragraph
 Counter-argument & refutation
14  Checking your essay (Grammar,  Do peer-check
Punctuation and Mechanics)  Revise and
 Revising your essay (Big picture) improve the first
 Improving your essay (Style and draft & Write
Essay Editing
consistency, sentence variety, word final draft
choice)  Write a report
for the R-W
assignment

15 Consolidation  End-of-term Consolidation & Course Wrap-up

 Final Package Submission

9. Assessment
Students must complete all of the following assessment items to be able to pass the course. 

Assessment
Description Weighting
Tasks
Writing Learning outcomes measured: ILOs 2-6 40%
portfolio –

6
 Groupwork: 2-3 students/group
Required submission:
1) Search strategy
Phase 1 2) Selected readings: all (3-5) chosen readings and
(Reading their evaluation documents.
package) 3) Selected information: the chosen information and its
paraphrases, summaries, and synthesis
4) Outlines: general and detailed outlines (with in-text
citations for evidence and references at the end)
Learning outcomes measures: ILOs 2 – 6, ILO 7
Groupwork: 2-3 students/group
Required tasks:
- Present all the selected readings, information together
with the evaluation.
Round 10%
- Justify the use of evidence in each argument in the
Table
outline
- Discuss with the fellow students about the making of
the arguments
- Answer teacher’s questions and receive his/her oral
feedback on the works
Writing Learning outcomes measures: ILOs 2-6, ILO 1
portfolio – Groupwork: 2-3 students/group
Phase 2 Required submission: 50%
(Final 1) Revised reading package
package) 2) Essay: all the drafts and peer’s comments

10. Policies & Guidelines

 Completion of all assessment items is a requirement for passing the course.

 Attendance in class is expected. Students who are absent from more than 20% of the lessons
(~3 lessons or more) are not eligible for the submission of final package, and thus cannot pass
the course.
 Students are encouraged to use as much English in their learning activities as possible.

7
  Any forms of plagiarism will receive serious penalty and can result in the students’ failure in
the course (>= 80%).  

APPENDIX 1: PHASE 1 - READING PACKAGE

1. Intended learning outcomes
With this assignment, students will be able to:
- perform academic writing skills, including quoting, paraphrasing, summarizing and synthesizing
to process evidence from outside sources and integrate it into essay arguments (ILO 2).
- evaluate the relevance and reliability of data to make a pertinent selection of evidence for
strengthening arguments (ILO 3).
- determine which sources would be the most reliable and appropriate for strengthening their essay
arguments using scientific criteria (ILO 4).
- build an effective search strategy to seek for reliable and relevant academic sources of research
(ILO 5).
- utilize APA citation and references properly to acknowledge authors and avoid plagiarism (ILO
6).
2. Guidelines
The assignment is in the form of ongoing assessment, using cooperative learning approach
and is built on the idea of using Reading as input for Writing. Students are going to work IN
PAIRS/GROUPS OF THREE (at most) to accomplish the task.
As regards the reading section, students are required to do careful search for reading
materials in relation to the writing topic, read them critically and evaluate to select THREE to FIVE
sources to be used as references for the essay. Each reading text should be NO LESS THAN 1000
words long. Students are to read these texts to choose appropriate grounds (evidence) to support their
viewpoint in the writing.  
This course places an emphasis on two main writing genres: argumentative essay &
discursive essay. Here are the topics of five themes that students can choose for their essay:

Theme Essay topic

Language and With the advancement of technology that facilitates online communication,
communication face to face contact will soon become a thing of the past.

8
 To what extent do you agree or disagree?
More and more people are suffering from health problems caused by a
Health and modern lifestyle which cannot be treated with modern medicines. Some
fitness people think that a return to traditional/alternative medicine could solve the
problem. Discuss both sides and give your own opinion.
Some people claim that mass media, such as TV, radio and the Internet, has
Culture and
had great influences on maintaining and promoting the local cultural
society
uniqueness, while others believe the media has led to assimilation and
eventually the loss of cultural identity. Discuss both views.
Scientists and the news media are presenting ever more evidence of climate
Environmental change. Government cannot be expected to solve this problem. It is the
issues responsibility of individuals to change their lifestyle to prevent further
damage. What are your views?

Procedure
Step 1: Draft a general outline of the essay
After the essay topic is assigned, the group work together to brainstorm the ideas and
arguments they would like to include in the essay. At this point, all members should be encouraged
to freely contribute the ideas and opinions. Some ideas may be eliminated and replaced by better and
more appropriate ones in the later phase.
Step 2: Build effective search commands/queries
The groups are required to build an effective search strategy for seeking reading texts related
to the chosen essay topic. There is no limit to the number of reading texts at this point as long as the
information obtained is relevant to the writing topic to some extent. The readings will later have to
go through the checklist for quality to guarantee their credibility and appropriateness in an academic
context.
Step 3: Evaluating information sources
The group use the criteria as guided in the course to evaluate the found results through 2
steps: initial appraisal and content analysis. Take notes of the important information in an evaluation
file for consultation and submission. After this step, the number of reading texts should be three to
five. Record the reference information of the shortlisted sources for later use.
Step 4: Select the information for the essay

9
 The group read the sources and select the information/data relevant to their essay arguments
by highlighting it in the readings together with the notes (explaining why it is chosen and what its
intended use is). All the information should then be either paraphrased or summarized if it is not
directly quoted (don’t forget to add an in-text APA citation for each piece of information). The
selected information is also required to be categorized and synthesized in a synthesis matrix (guided
in detail by your course lecturer).
Step 5: Finalize the outline
The general outline which has been done in step 1 should be revised at this final step based
on the selected information the group have collected in the previous step. The evidence from outside
sources would direct the group in the revision of the arguments. In this final draft, each argument
should be presented with claim and ground(s) (with in-text citations), enough information for readers
to make sense of the argument and somehow envision the essay which your group are going to write.
At the end of the outline, please add the reference list citing all the sources used in the outline.
3. Timeline
Week 1 - Form pairs / groups of 3 to do the R-W assignment
- Choose the essay topic
Week 2 - Build search strategy & make a list of potential materials
- Draft a general outline of the essay (with main ideas only)
Week 3 - Evaluate reading texts
- Shortlist reading materials (choose 3-5 sources)
Week 4 - Add references to the outline
- Consultation 1: T’s feedback on collected reading texts
Week 5 - Read and interact with chosen reading texts
- Select and process selected data from chosen sources (quotation, paraphrase,
summary and synthesis)
Week 6 - Add selected information with in-text citations to the outline
Week 7 - Finalize the outline
- Consultation 2: T’s feedback on selected info
Week 8 - Send the soft copy and hard copy of the reading package (including Selected
Readings, Selected Info and Outline Folders) to the teacher
Week 9 - Get feedback and mark from teacher for reading package

10
4. Marking rubric
Criteria Insufficient Average Good Excellent Marks
1-4.9 5-7.4 7.5-8.9 9-10 (/50)
Selection of - The reading texts does not - The selected reading texts may - The selected reading texts - The selected reading texts meet …/10
reading texts meet the requirement (no be slightly outrange the meet the requirement of the requirement of number (3-5)
reading texts or too many) and requirement of number and number (3-5) and come from and come from a variety of
come from only one type of come from a limited set of two types. sources (journal article,
source or inappropriate sources. - The texts are mostly from book/book chapter, and
sources (e.g., blog post) - Some materials are academic, reliable sources and relevant to webpage).
- The materials are non- some are not. One or more the essay topic . - The texts are from reliable
academic, and irrelevance to texts could be irrelevant to the - The texts are adequately sources and relevant to the essay
the essay topic is prevalent. essay topic. evaluated through required topic.
- The evaluation is done poorly - The texts are evaluated in criteria; some minor mistakes - The texts are thoroughly and
with lacking and inaccurate some criteria; information may but not interfere with the critically evaluated through all
details. be lacking and inaccurate. quality of the chosen material the required criteria.
Interaction with - No or limited highlighted texts - Sufficient highlighted texts - Adequate highlighted texts - Highlighted texts and …/5
texts - No or limited annotations - Sufficient annotations - Adequate annotations annotations are especially
- Express vague personal stances - Express clear personal stances complete and details.
about the texts about the texts - Express clear and critical
personal stances about the texts
in complex language
Selection of - The selected information does - Some selected information - Most of the selected - The selected information is …/5
information/data not connect to the claims may strengthen the claims; information adequately interesting, innovative, and all
some may convey obvious or support the claims of the essay; can serve as solid grounds for
common knowledge and/or few mistakes detected the claims.
irrelevant to the claims
+ Paraphrasing - No or limited paraphrasing - Sufficient paraphrasing; convey - Convey the original messages - Convey the original messages …/10
the original messages with with minimal distortion accurately with complex and
some distortion sophisticated language
+ Summary - No or limited summary - Sufficient summary - Summarise the main ideas - Summarise the main ideas …/10
- Copy abstracts or reviews as - Summarise the main ideas but accurately and coherently accurately and coherently with
summary not quite coherently; some complex language
missing key points
+ Synthesis - No or limited synthesis - Synthesis paragraph is written - Synthesis paragraph is - Synthesis paragraph is well- …/10
- Only one source is consulted or mechanically; some chosen adequately written, showing written and critically reflects
information is not connected to different perspectives on issues similar or different perspectives
the issue. with minor inappropriateness on particular issues.

11
 APPENDIX 2: ROUND TABLE
1. Intended learning outcomes
This assignment primarily aims to evaluate students’ attainment of the following learning outcomes:
- perform academic writing skills, including quoting, paraphrasing, summarizing and synthesizing
to process evidence from outside sources and integrate it into essay arguments (ILO 2).
- evaluate the relevance and reliability of data to make a pertinent selection of evidence for
strengthening arguments (ILO 3).
- determine which sources would be the most reliable and appropriate for strengthening their essay
arguments using scientific criteria (ILO 4).
- build an effective search strategy to seek for reliable and relevant academic sources of research
(ILO 5).
- utilize APA citation and references properly to acknowledge authors and avoid plagiarism (ILO
6).
- present and justify all the selections, evaluations, and the use of evidence in argument building
(ILO 7).
2. Guidelines 
2.1. Preparation 
Students work in the same group of Writing Portfolio Project. The groups who work on the same
topic and essay genre will attend one Round table event. Before the Round table day, each group
should complete the Reading package and prepare a 15-minute presentation of all the works they
have done in the Reading package. The package and the presentation (slides, handouts, etc.) should
be submitted to the teacher one week before the due week of the round table.
No late submission is allowed. Any late submission without teacher’s permission will result in
subtracted point (-0.5 points/a day late)
2.2. Round table day
 Presentation (15 minutes): each group presents their reading package in 5-7 minutes, focusing
on the use of evidence/grounds in supporting arguments. 
 Discussion (15 minutes): after the presentations, each group spend 5 minutes to work
privately on the questions they would like to ask the fellow groups (at least 2 questions).
Then 10 minutes is allocated to each group answering the questions from the other groups.
The purpose is to make them think deeply about their works and can later revise and better
their reading package.
 Audience’s response (10 minutes): the audience pose questions to the round table groups  

12
  Teacher’s questions and oral feedback (10 minutes): teacher asks questions and provides
comments on the students’ product. 
The whole event should take approximately 50 minutes.
3. Timeline 

Week Activity
Groups are formed.
1 The topic list is announced to students.
T gives instructions about the Round table project.
Round table events for discursive groups
10 Round table 1
Round table 2
Round table events for argumentative groups
Round table 3
11
Round table 4

4.  Marking rubric 

13
Criteria Insufficient Average Good Excellent Marks (/50)
1-4.9 5-7.4 7.5-8.9 9-10

Main ideas - Limited ideas - Somewhat informative - Informative and detailed - Very informative and detailed …/20
- Does not have a main - Suggests a main idea, but - Develops a clear, focused, - Conveys a clear, focused, complex, and
topic the direction of the and somewhat complex original main ideas that drive the
presentation is confusing and/or original main ideas presentation

Criticality (Evidence & - Little evidence of - Some evidence of criticality - Sufficient evidence of - High level of criticality …/20
support) criticality and creativity criticality - Smooth and logical connection of
- Does not support a - Frequent mistakes in the - Some mistakes in the claim-ground-warrant; supports the
main idea connection of claim-ground- connection of claim- main idea convincingly, with highly
In argumentative warrant; provides incidental ground-warrant; supports specific, credible information and/or
groups, does not support of the main idea the main idea generally striking evidence that goes beyond the
acknowledge a counter- with information and with specific, accurate, obvious
argument evidence that lacks and relevant information In argumentative groups, fully
specificity, relevance, and/or evidence develops and addresses counter-
and/or accuracy In argumentative groups, argument in an original way
In argumentative groups, develops and addresses
may acknowledge but not counterclaim adequately
develop counterclaim
adequately
Interaction & - Choppy interaction - Somewhat maintains the - Adequately maintain the - Maintain the conversation with ease …/10
engagement (with fellow - Lengthy pauses conversation with fellow conversation logically and - Consistently interacts and engages
groups and audience) - Does not respond to groups and audience with extended turns with fellow groups and audience in
audience’s question - May not respond well to - Frequently interacts with exploring ideas on multiple levels
or respond with some questions fellow groups and - Successfully respond to questions with
minimal effort audience, though not yet detailed and critical answers
fully engaging manner
- May tackle one or more
questions partially and
inappropriately

14
 APPENDIX 3: PHASE 2 – WRITING PORTFOLIO
1. Intended learning outcomes
This assignment primarily aims to evaluate students’ attainment of the following learning outcomes:
- compose a complete research-based discursive or argumentative essay of high quality (ILO 1).
- perform academic writing skills, including quoting, paraphrasing, summarizing and synthesizing
to process evidence from outside sources and integrate it into essay arguments (ILO 2).
- utilize APA citation and references properly to acknowledge authors and avoid plagiarism (ILO
6).
2. Guidelines 
This is phase 2 of the main assignment of the course, following up phase 1 Reading package
with the completion of the essay. Students continue to work in the same group to revise the reading
package based on teacher’s feedback and then use the refined version of the final outline to write the
essay.
Each group is to write one 600-word (+/-10%) academic essay about the topic they have
chosen at the beginning of the semester under the teacher’s guidance (the selection of topics could be
random or purposive, but T makes sure every topic gets chosen by at least two groups for the sake of
the Round Table project).
Assessment of this assignment follows the assessment rubric (see sections 4) with the consideration
of other conditions as specified on the cover sheet of the assignment (see section 5).
This assignment is designed to help students improve their academic writing skills as students
are expected to be able to:
• write clear, well-structured expositions of complex subjects;
• synthesize information and arguments from a number of sources;
• develop an argument systematically with appropriate highlighting of significant points
and relevant support details, and
• expand and support points of view at some length with subsidiary points, reasons and
relevant examples
The procedure for writing the essay will be as follows:

Step 1 Outline ● Make an outline for the essay;

● Revise if necessary.

Step 2 Writing Draft 1 ● Write the 1st draft of the essay;

15
 ● Ask for peer review from another group (the groups
with the same topic check for each other);
● Edit the first draft together.

Step 3 Writing Draft 2 ● Write the 2nd draft (also the final draft);
● Submit the entire package (including revised Reading
package and Writing portfolio) in week 15.

Submission package format

Students are required to hand in the reading-writing portfolio, which comprises all of the work in
week 15. It is compulsory for every pair to use the Cover Paper (see Section 5) of this document for
their essay and comply with the following format:
- Margins: top-bottom: 1,25 cm; left-right: 3 cm
- Font size: Times New Roman 12
- Spacing: before: 0 pt, after: 6 pt
- Line spacing: 1.5
3. Timeline
Week 10 - Strengthen arguments with warrants (1)
- Round table 1
Week 11 - Strengthen arguments with warrants (2)
- Round table 2
Week 12 - Write the first draft
Week 13 - Get peer-check
- Revise and improve the first draft
Week 14 - Write final draft
- Write a report for the R-W assignment
- Consultation 3 (Teacher’s feedback on the essay)

Week 15 - Final package submission

4. Final Package Reflection

Together with the submitted product, the group are required to reflect on the work they have done by
answering the following questions:
- What have you learned from doing this assignment?
- Was the work divided equally between two members?

16
 - What could have been done to improve the quality of the assignment?
- Was there any emerging problem during the process of assignment accomplishment? Specify
the problem(s) if any
- Do you have any negative thoughts about the overall project? What comes to your mind
specifically?
- How will you use what you’ve learned from this course in the future?
The reflection could be written in group or individually. Even in group, make sure every member
spends time reflecting on the process and contributes their thoughts in the reflection.
4. Peer-editing checklist
No. Checklist Students’ response
The whole essay
1 Word counts
2 Essay genre?
Introductory paragraph
Do the building sentences lead logically to the thesis
3
statement?
4 Is the thesis statement an effective one?
Body paragraphs
Do the topics of the body paragraphs appear in the same
5
order as in the thesis statement?
In which paragraph(s) are ALL the grounds relevant to
6
the main claim of the paragraph?
In which paragraph(s) are some grounds irrelevant to the
7
main claim?
Concluding paragraph
In what way(s) is the essay concluded (thesis restatement,
8 summary of main ideas, prediction, etc.)?

9 Is the final thought logically linked to the whole essay?

10 Are new ideas avoided in the conclusion?
Coherence & cohesion
11 a. Mark all the transitional expressions with a “TE”.

17
 b. Categorize the transitional expressions used into 3
groups:
- Basic and high-frequency linking words (and, but,
because, first of all, finally)

- More complicated linking words and phrases (e.g. it

may appear, as a result)

- Reference and substitution (e.g. pronouns, articles,

synonyms, comparative reference)
c. Which transitional expressions are used incorrectly?
(specify the paragraph in which they occur)
In-text Citation and reference list (APA 7th)
12 Are all the in-text citations consistent in style (APA
style)?
13 Do the sources in the list match those cited in the main
text?
14 Are all the references in APA style?

4. Marking rubric for Writing Portfolio 

18
Criteria Unsatisfactory (0-4.5) Just enough (5-5.5) Okay (6-6.5) Good (7-8) Excellent (8.5-10) Marks
Task - The essay does not - The essay has all the - The essay has all the - The essay has all - The essay has all the
response have one or more of elements listed elements listed below. the elements listed elements listed
and quality the elements listed below. - All claims are below. below.
of below. - Some of claims developed with - All claims are - All claims are
arguments - All claims need to be should be enough grounds but developed with developed with well
better developed with developed with not well connected well selected selected grounds.
further grounds. further grounds. with logical warrants. grounds. - All claims and
- The essay does not - The essay partially - The essay addresses all - Almost all claims grounds are well-
adequately address addresses the task. parts of the task. and grounds are connected with
one or more of the - Little plagiarism - No plagiarism well-connected logical warrants with
parts of the task. committed (<30% - with logical the specific purpose
- There is evidence of under 180 words) warrants. of the genre.
severe plagiarism - The essay - The essay fully
(>=30% - 180 words or sufficiently addresses all parts of
more) addresses the task. the task
- No plagiarism - No plagiarism
Quality of: Comments:
- Introduction (thesis statement) None Needs improving Satisfactory
- Claims, grounds, warrants None Needs improving Satisfactory
- Conclusion None Needs improving Satisfactory /10
Coherence - The essay is not well- - The essay is - The essay is organised - The essay is - The essay is
and cohesion organised and shows somehow organised logically and shows an organised logically organised logically
little control of but shows a lack of adequate progression. and shows clear and shows clear
organizational overall progression. - Use an adequate range progression progression
features. - Use some basic of cohesive devices throughout. throughout.
- Use a very limited cohesive devices effectively, but faulty - Use a variety of - The essay manages all
range of cohesive - Paragraphing is used or mechanical cohesive devices aspects of cohesion
devices but inadequately. - Paragraphing is used appropriately well.
- Not write in somehow adequately. although there - Paragraphing is used
paragraphs or may be some appropriately and
paragraphing is under-/over-use skillfully.
confusing - Paragraphing is
19
 used sufficiently
and appropriately.
Quality of: Comments:
- Organization of ideas None Needs improving Satisfactory
- Use of cohesive devices None Needs improving Satisfactory
- Paragraphing None Needs improving Satisfactory /10
Language - Only use common - Use frequently-used - Use limited range of - Use a sufficient - Use a wide range of
Usage, words and basic vocabulary and academic vocabulary range of academic academic vocabulary
Mechanics & structures. basic sentence and complex sentence vocabulary and and complex
Formality - Numerous and structures, and a structures complex sentence sentence structures.
distracting errors in few academic words - Noticeable errors in structures. - No errors in sentence
sentence structures and complex sentence structures - Almost no errors in structures and word
and word usage. structures with and word usage. sentence usage, or just slips
- Numerous and repetition - Noticeable errors in structures and - No errors in
distracting errors in - Many errors in punctuation, word usage. punctuation,
punctuation, sentence structures capitalization and - Almost no errors in capitalization and
capitalization and and word usage. spelling. punctuation, spelling.
spelling. - Many errors in - The tone could be capitalization and - The tone is
- The tone of language punctuation, more appropriate spelling. appropriate and
used in the writing is capitalization and and/or consistent in - The tone is consistent in
not at appropriate spelling. formality. appropriate and formality.
level of formality. - The tone is not mostly consistent
appropriate or in formality.
consistent in
formality at times.

Quality of: Comments:

- Academic vocabulary Needs improving Satisfactory
- Grammar and expressions Needs improving Satisfactory
- Punctuation, capitalization, spelling Needs improving Satisfactory
- Writing tone Needs improving Satisfactory

/10

20
Appropriate - The report does not - The report follows a - The report follows a - The report follows - The report follows a
citing of include any citations referencing style referencing style that a referencing style referencing style that
sources using and a reference list. that does not mostly complies with that complies with complies with the
the APA style comply with the the APA style, though the APA style, and APA style, and the in-
APA style, or only the in- text citations the in-text text citations are
includes either the are not made citations are made purposefully.
in-text citations or purposefully. mostly purposeful.
the reference list, or
both but mostly
inaccurate and
inconsistent.
-  Citations made appropriately None Needs improvement Comments:
Satisfactory
-  Format of in-text citations None Needs improvement
Satisfactory
-  Format of the reference list None Needs improvement
Satisfactory /10
General comments:
Total:

/10

Adapted from
https://www.monash.edu/__data/assets/pdf_file/0007/970369/marking-rubric-sample.pdf
http://teach.ufl.edu/wp-content/uploads/2016/07/Science-Rubrics.pdf
https://takeielts.britishcouncil.org/sites/default/files/ielts_task_2_writing_band_descriptors.pdf

21
5. Cover page
Vietnam National University

University of Languages and International Studies

Faculty of English Language Teacher Education

School of English 2

COLLEGE WRITING COURSE

Reading-Writing Assignment Submission

This section is to be completed by the student before submission. Use block capitals.

Student's Name: .........................................................................................................................

Student ID No: ..............................................................................................

Assignment Topic: .......................................................................................................................

........................................................................................................................................................

Date of submission: ................................................................................................

I confirm that the work submitted has been produced through my own efforts.

Student's Signature: ............................................................

Conditions:

 There will be automatic deductions of 10% for work, which is 10% over or under
the word limit.
 Plagiarism will be penalized with 0 (Zero). If permitted to resubmit, a maximum of
40% will be awarded.
 Work not submitted on time without prior approval will be failed and a maximum
mark of 40% awarded for the resubmission.

22
 REFERENCES
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. Open University Press.
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading.
ASCD.
Education Northwest. (2021). 6+1 trait writing rubrics K 3-12.
https://educationnorthwest.org/gateway/download/494681/1657767252
Moon, J. (2002). The module and programme development handbook. Routledge Falmer.
Nguyen, T. T., Pham, T. D. A., Nguyen, H. G., Nguyen, M. H., Tran, T. T. N., Nguyen, T. B. (2020).
English for academic purpose 3B*: courseguide [Unpublished document]. VNU University
of Languages and International Studies.

23