PROGRAM STUDI BAHASA DAN SASTRA INGGRIS

DEPARTEMEN PENDIDIKAN BAHASA INGGRIS

FAKULTAS PENDIDIKAN BAHASA DAN SASTRA
UNIVERSITAS PENDIDIKAN INDONESIA

Course : Writing for Academic Purposes 2

Code : IG 419
Credit : 2 hours
Semester : 5
Pre-requisite : Writing for Academic Purposes 1
Instructor : Eri Kurniawan
Office : 07 1.44/2nd floor of Language Center of UPI
E-mail : eri_kurniawan@upi.edu & erikurn@gmail.com
Phone No. : 0857-2332-5854 & 0821-1998-7763
website : http://erikurniawan.staf.upi.edu

1. Objectives
As the extension of Writing for Academic Purposes 1, this course aims to provide
students with an orientation to theory and practice of academic writing, especially
a research essay. As their outcomes from this course, students are expected to:
1. demonstrate an understanding of a thesis statement;
2. be able to paraphrase, summarize, and use citation appropriately;
3. develop and employ the use of critical thinking skills;
4. improve language structures/grammar;
5. develop an academic point of view supported by evidence;
6. plan and write academic essays such as critical review and research essay
in an academic style suitable for a university essay which must include a list
of references.
7. be familiar with major reference system, particularly the American
Psychological Association (APA), Modern Language Association (MLA) and
Harvard system

2. Course Description
This course is a study of theory and practice of academic writing. Topics include:
characteristics/features of academic writing (academic style), formats of academic
writing, the appropriate ways to write thesis statements, paragraphs, citing and
referencing, the use of passive and active voice and “I” in academic writing and
the concept of “writing up” in writing a critical review.

3. Learning activities
Lecturing, having classroom discussion, practice of writing academic texts.
4. Media
Computer and LCD Projector

5. Evaluation
Assessments will be based on:
1. Attendance* (as a requirement)
2. Active participation including exercises, assignments and in-class essay
**(30%)
3. Mid-test: A critical review (900-1000 words)***(30 %)
4. Final test: A research essay (2,750-3,000 words)**** (40%)

*Attendance:
Student must attend at least 80% out of the classroom sessions (=min 13
out of 16). No more than 3 absences for any reasons, including illness and
university sponsored events, are allowed. Attendance problems will be
evaluated on a case-by case basis. Extremely poor attendance will result in
a failing grade regardless of your grades on papers and exams.

Note: Late arrivals, i.e. 15 minutes after a lecture commences, will be taken,
but are considered ABSENT.

** Active Participation:
Students are expected to have active participation in class discussion, do
the assignments, exercises, and in-class essay.

*** Mid-test: A Critical Review:

A critical review is a 900-1000 word writing task that covers summary and
evaluation of an academic text such as a peer-reviewed journal (a scholarly
article), a chapter, or a book. The summary includes the key points or the
topic, and you can also briefly explain the author’s intention throughout the
text. The summary should not give too much detail and should only consist
of 4 to 5 sentences (max). The evaluation is your judgment about the
quality or value of the text (for other practitioner in the fields or to student).
It also discusses the issue of interest regarding the topic (whether you
agree/disagree, whether the topic is interesting or questionable).

Writing a critical review requires students to read the selected text in detail
and to also read other related texts so that students can present a fair and
reasonable evaluation of the selected text. Therefore, students must use
references and cite appropriately when it comes to other people’s
ideas/quotations.

Please refer to the example of structure of a critical review and NO LATE

SUBMISSION IS ALLOWED as it is the requirement to pass mid-test.

**** Final test: A Research Essay

In this task, students will demonstrate their ability to research a topic based
on their interests and present their findings in a formal written research
assignment of approximately 2,750-3,000 words. The paper should include
INTRODUCTION, LITERATURE REVIEW, METHODOLOGY, FINDINGS AND
ANALYSIS, and CONCLUSION. The information found for the critical review
will form the basis of students’ research essay and therefore, students are
strongly encouraged to submit an outline and a draft on the due dates so
that the lecturer can help students with their final research essay.

Final draft of the research essay will be submitted during the final test. NO
LATE SUBMISSION IS ALLOWED as it is the requirement to pass final test.
Hence, it is very important to ask for help early if you are experiencing
difficulties. Please refer to the guidelines for the research essay.

Piracy: Plagiarism will not be tolerated. If you submit any work which is not
the product of your own study and efforts, you will receive a grade of E for
that work and probably for the course. Extreme violations will be reported to
the appropriate university authorities.

Remember: If you can find it on the internet, so can your lecturers.

GRADING
Gra Point Score
de
A 4.0 90 – 100
A- 3. 7 85 – 89
B+ 3.4 80 – 84
B 3.0 75 – 79
B- 2.7 70 – 74
C+ 2.4 65 – 69
C 2.0 60 – 64
D 1 55 – 59
E 0 < 55

(Grading scores are very tentative and subject to change in respond to

overall class performance)
6. Course outline

Time Topic Sources

Week 1 Introduction & Syllabus Overview Syllabus handout

Week 2 Summarizing (convention, Bailey, (2003); Crasswell.

explanation, and exercises) (2005); Coffin, Curry,
Goodman, & Swann
Week 3 Summarizing (review & exercises), (2003); Oshima & Hogue
Paraphrasing (convention, (2006)
explanation and exercises)
Week 4 Characteristics/features of academic
writing/academic style
Week 5 Formats of academic writing (a
critical review, a research essay) +
introduction to different
styles/systems of referencing: MLA,
APA, Harvard system/style.
Week 6 Paraphrasing(review & exercises),
Synthesizing (convention,
explanation and
exercises)&developing a topic for a
critical review.
Week 7 Synthesizing (review & exercises),
In-text citation, developing a topic
for a critical review (2)
Week 8 Developing a thesis statement
Week 9 Writing a thesis statement + in-class
essay
Week 10 Mid-test
Week 11 Structure of academic texts Bailey, (2003); Crasswell.
(convention and explanation) (2005); Coffin, Curry,
Week 12 Getting to know more on academic Goodman, & Swann
texts (Analysis of academic texts) (2003); Oshima & Hogue
Week 13 Getting to know more on academic (2006)
texts (Analysis of academic texts),
making the outline for a research
essay.
Week 14 Writing a research essay (drafting)
Week 15 Writing a research essay (revising)
Week 16 Final test A research essay DUE

7. References
Bailey, S. (2003). Academic Writing: A Practical Guide for Students. London & New
York: Routledge Falmer.
Crasswell, G. (2005). Writing for academic success. A postgraduate guide. London:
SAGE Publications.
Coffin, C., Curry, M.J., Goodman, S., Swann, L. (2003). Teaching Academic Writing.
London: Routledge.
Oshima, A. & Hogue, A. 2006. Writing Academic English (4thEd.). New York:
Addison-Wesley Longman Publishing Company, Inc.

Note: This syllabus and course outline are subject to change

 COURSE UNITS

Sessio Topics Objectives Learning Evaluation Sources**

n Activities
1 Introduction, Syllabus After the overview, students are The lecturer - Syllabus Handout
overview expected to understand the explains in
objective of the course and all detail the
the requirements to pass the course
course. description
Students also reflect and share and the
their previous learning objective of
experiences. the course
along with the
requirements
to pass the
course.
2 Summarizing Students demonstrate Lecturing, QA, Bailey, Stephen.
(convention, explanation, understanding about the discussion, Summarizin (2003); Crasswell.
and exercises). convention of a summary exercises ga (2005); Coffin, C.,
writing. paragraph or Curry, M.J.,
a passage. Goodman, S., Swann,
L.(2003); Oshima, A.
3 Sumarizing (review & Students will be able to write a Lecturing, QA, Writing
& Hogue, A. (2006);
exercises), summary and know how to Group a summary
additional handouts.
Paraphrasing paraphrase appropriately. discussion from a
(convention, explanation passage,
and exercises) paraphrasin
g sentences.
4 Characteristics/features Students will be able to identify Lecturing, Written
of academic the distinct characteristics of Group checks
writing/academic style academic writing. discussion,
Students will be able to individual
differentiate the formal structure process
of academic writing from that of writing
other genres. practice.
5 Formats of academic Students will be aware of Lecturing, Comparing
writing (a critical review, formats of academic writing in Group the formats
a research essay) + their essay and will be able to discussion of academic
introduction to different compare the differences among writing and
styles/systems of different referencing styles. referencing
referencing: MLA, APA, systems.
Harvard system/style.

6 Paraphrasing(review & Students applythe rules of individual Paraphrasing

exercises), paraphrasing in their writing and process sentences,
Synthesizing (convention, know how to synthesize ideas. It writing synthesizing
explanation and is also expected that students practice ideas.
exercises) & developing a start developing a topic for a
topic for a critical review. critical review.

7 Synthesizing (review & Students understand and know Lecturing, QA,

exercises), what synthesizing is and how to Group synthesizing
In-text citation, synthesize ideas. discussion ideas,
developing a topic for a Students are also given written
critical review (2) examples of how to do in-text checks
citation appropriately.
They should also have a topic
and have developed research
question(s) for their critical
review.
8 Developing a thesis Students will be able to develop Individual QA, written
statement a thesis statement. process checks.
writing
practice.

9 Writing a thesis Students start writing their Lecturing, QA, written

statement + in-class thesis statement for their critical Group checks.
essay review. discussion
10 Mid-test Students will submit their critical The Critical Students’ critical
review submission of review reviews.
critical review
11 Structure of academic Students will be able to identify Group Writing the Bailey, Stephen.
texts (convention and the structure of an academic discussion outline of an (2003); Crasswell.
explanation) texts and write the outline academic (2005); Coffin, C.,
text Curry, M.J., Goodman,
S., Swann, L. (2003);
12 Getting to know more on Students will be able to identify Group Analyzing
Oshima, A. & Hogue,
academic texts (Analysis the structure and content of one discussion the structure
A. (2006).
of academic texts) type of academic text and content
of an
academic
text
13 Getting to know more on Students will be able to identify Group Analyzing
academic texts (Analysis the structure and content of one discussion the
of academic texts), type of academic text. rhetorical
making the outline for a Students will be able to analyze moves of an
research essay. rhetorical moves of an academic academic
text. text
14 Writing a research essay Students will be able write a individual Writing the
(drafting) draft of a research essay. process first draft;
Students will receive feedback writing Giving
from their teachers and peers. practice feedback on
other’s
drafts
15 Writing a research essay Students will be able to revise individual Revising
(revising) the draft as suggested by their process their own
teachers and peers. writing paper
practice
16 Final Test Students will submit final The Final draft Students’ research
version of their research essay. submission of essays
the final draft