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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

COURSE OUTLINE
1 2 3 4 5 6 7 8 9 Kulliyyah/Institute Department/Centre Programme Name of Course / Mode Course Code Name(s) of Academic staff / Instructor(s) CELPAD English Language Division All English for Academic Writing LE 4000 TBD

Rationale for the inclusion of To equip students with the necessary English language skills for the course / module in the academic writing programme Semester and Year Offered Status Semester 1 & 2, Year 3 & 4 Required Undergraduate Semester 1, 2011/2012 Semester 1, 2008/2009 Total Guided and Independent Learning 111 Teaching Related Activities Tutorial Lecture Assessment Related Activities Others 69

10 Level 11 Proposed Start Date 12 Batch of Students Affected

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Total Student Learning Time (SLT)

42 14 Credit Value (hours) 15 Pre-requisites (if any) 3 Pass EPT

Practical

16 Co-requisites (if any)

None The objectives of this course are to: 1. equip students with the language for research writing 2. comprehend academic texts through critical reading skills 3. equip students with appropriate techniques in citing Islamic and academic sources 4. synthesize information using the appropriate language expressions in presenting oral arguments This course expects to provide students with the: 1. knowledge to use appropriate language to review the literature (C3)(CTPS3) 2. knowledge on to apply appropriate language to write a research paper (C3) 3. ability to demonstrate appropriate language register to write an academic piece of writing (A3)(LL2) 4. ability to extend appropriate register to present research findings or academic paper (C2)(CTPS3)

17 Course Objectives

18 Learning Outcomes

Transferable Skills: Skills and how they are developed and assessed. 19 Project and practical experience and internship

Skills (correspondin g to LOs) Practical skills Critical thinking skills

Skill developmen t techniques Presentations, library skill, writing skills Critical reading skills

Assessment method Formative and summative Formative and summative

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Teaching-Learning and Assessment Strategy

Teaching-learning strategy Student are taught to appraise and summarise relevant information from different reading sources. Students are taught to write (paraphrase, summarise, synthesize, comment). Students are taught how to prepare an outline of presentations, correct tone and techniques. Students write a topic based on relevant reading areas identified. 2

Assessment strategy Reading Writing Presentation Term paper

21 Course Synopsis

This course is designed for students to experience a step-by-step approach in writing an academic research paper through critical reading and thinking. Students are also required to present their findings using multimedia presentation. Lectures and LMS LOs 1, 3 1,2,3,4 4 1,2,3,4 Method Mid-semester exam Research paper Multimedia Oral Presentation Final Exam Total % 20% 25% 15% 40% 100 %

Mode of Delivery 22 Lecture, Tutorial, Workshop, Seminar etc.

Assessment Methods and Type / Course Assessment 23 State weightage of each type of assessment.

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Mapping of course / module to the Programme Learning Outcomes Learning outcome of the course 1 knowledge to use appropriate language to review the literature 2 knowledge on to apply appropriate language to write a research paper 3 ability to demonstrate appropriate language register to write an academic piece of writing 4 ability to extend appropriate register to present research findings or academic paper Programme Outcome 4 5 6 7 8

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Content outline of the course / module and the SLT per topic Week Learning Tasks s Hours Introduction to the course Format and layout of the research 1 3 Choosing a topic Describing aims and objectives Expressing purpose and method o Infinitives o Active and passive 2 3 o Future & present tenses Writing definitions o Simple present, present perfect Describing aims and objectives-Statement of problem & research questions 1. Expressing certainty and doubt a. Modal auxiliary past and present 3 b. Hedging: adverbs, adjectives, verbs 3 c. Boosters: adverbs, adjectives, verbs 2. Questioning a. Wh-questions (or information questions) What is b. Yes/No questioning Describing procedures and methods Expressing reasons and explanation o Cause and effect o Subordinators 4 3 o Conjunctions Expressing development and changes o Transition Describing procedures and methods Describing a sequence of events/time relations 5 3 Describing developments and changes 6 Writing Literature Review 3 Critical reading o Making notes and writing up notes Quoting 4

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Writing Literature Review Paraphrasing active and passive, style synonyms and antonyms Summarizing sequence of information grammatical structure Synthesizing word forms & sentence structure Citing language expression Writing a list of references Presenting and discussing results Classifying / categorizing o Nouns, tenses Giving examples o For instance, for example, as such.. Expressing degrees of certainty o Adverbs of degree Describing graphs and charts Selected tenses (present, past, continuous, modals) Presenting and discussing results Supporting an argument o Illustrating and exemplifying ideas Refuting arguments, ideas and opinions o To + infinitive, transitions) Presenting and discussing results Expressing reasons and explanations o Cause and effects Offering evaluative comments on opinions and arguments o Tenses, useful expressions Reporting and narrating o Reported speech o Passive & active o Tenses Presentation skills Drawing conclusions Overview of conclusion o Modal auxiliary Drawing conclusions Writing conclusions & abstracts o tenses Accuracy: Revising, editing & proofreading Punctuation Spelling Format Subject-verb agreement 5

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Accuracy: Revising, editing & proofreading Run-on sentences Fragments Misplaced modifiers Choppy sentences

Required references supporting the course The reference lists shall be presented in accordance with APA bibliographic practices and in alphabetical order. 26 Norazman Abdul Majid, Masdinah Alauyah Md Yusoff, Tina Abdullah, Sahirah Marzuki, Zanariah Md. Salleh, Faruk Muhammad, Siti Aishah Abd Hamid & Rohayah Kahar. (2007). Academic report writing. From research to presentation (2nd Edition). Petaling Jaya: Pearson. Recommended references supporting the course

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Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill. Drew, C., Hardman, M., Hosp, J. (2008) Designing and conducting research in education. Sage Publications: Los Angeles. Prepared by: Checked by: Approved by:

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Noor Amili Abdul Ghani Course Coordinator LE 4000 English Language Division CELPAD

Norita Salim Head English Language Division CELPAD

Prof. Dr. Nuraihan Mat Daud Dean CELPAD

Knowledge Practical Skills Social skills and Responsibilities Value, Attitudes and Professionalism Communication, Leadership and Team Skills SkillsProblem Solving and Scientific

7 Information Management and Lifelong Learning Skills Managerial and Entrepreneurial Skills Islamicization OR Relevantization

At the end of the programme, students are expected to have the ability to: apply the knowledge acquired in the field of language learning for cognitive and practical purposes. use relevant skills learnt in language learning for professional and personal development.

3 ummah.cooperate with others and apply knowledge in a socially responsible manner for the progress of the nation and the exhibit autonomy and professionalism at work and deal with various life situations ethically.

communicate with people from a diverse range of backgrounds with empathy, showing leadership qualities.

8 analyse issues and demonstrate skilfulness in planning, executing and evaluating strategies and action plans. apply basic managerial and entrepreneurial skills in relevant fields. use Islamic principles to analyse and evaluate ideas and theories in modern disciplines OR contribute ideas toward greater effectiveness in the implementation of Islamic principles and guidance in contemporary settings.

use the necessary learning skills in information management and apply effective strategies for lifelong self-improvement.

APPENDIX