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VIETNAM NATIONAL UNIVERSITY – HCM CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES DEPARTMENT OF ENGLISH LINGUISTICS AND LITERATURE MASTER THESIS USING ANALYTIC RUBRIC CHECKLISTS TO ENHANCE THIRD YEAR STUDENTS’ ESSAY WRITING SKILLS AT UNIVERSITY OF TECHNICAL EDUCATION Submitted in partial fulfillment of the requirements for the degree of Master of Arts (T.E.S.O.L.) Candidate: VÕ DUY MINH – TESOL 2005 Supervisor: CAO THỊ QUỲNH LOAN, M.A - 2010 - CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the thesis submitted today entitled: USING ANALYTIC RUBRIC CHECKLISTS TO ENHANCE THIRD-YEAR STUDENTS’ ESSAY WRITING SKILLS AT TECHNICAL EDUCATION UNIVERSITY In terms of statement of Requirements for Theses in Master’s Program issued by Higher Degree Committee Ho Chi Minh City, October 2010 VÕ DUY MINH RETENTION AND USE OF THE THESIS I, VÕ DUY MINH, hereby state that I being the candidate for the degree of Master in T.E.S.O.L accept the requirements of the University relating to the retention and use of Master’s theses deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of the theses Ho Chi Minh City, October 2010 VÕ DUY MINH ACKNOWLEDGEMENT First I would like to express my gratitude to my thesis supervisor, Ms Cao Thị Quỳnh Loan, who gave me special instructions, contributions and provided valuable supports in the preparation and completion of my thesis Also, I would like to thank all of my teachers from my university to master course for giving me my knowledge Next I would like to send my special thanks to my wife, Ms Tăng Thị Yến Nga, for all that she has to stand to let me have enough time to focus on my learning For me to be able to go from my in-service university to post-graduate diploma and master course, she has to sacrifice a lot of things I also would like to thank all of my friends as well as all of my students, who have come to me with questions and questions, with this discussion following another discussion I don’t know whether my answers help them or not but their questions contribute a great deal to my knowledge I also would like to sincerely thank all of staff working for the University of Social Sciences and Humanities in Ho Chi Minh city, Ms V Thị Hồng Mai, Ms V Thị Nữ Anh, Ms Phan Thị Mai Trang, Ms Mai Thị Thy Vn in the Department of English Linguistics and Literature; Ms Thủy, Ms Điệp, Ms Thu in Post Graduate Department, as well as Ms Tm, Ms Lin, Ms Hồng in Service Team, Mr Tm, Mr Minh, Mr Đẹp, Mr Phương in Maintenance Team and so on … This thesis is my success, however, these people, in any position, already contributed an important role to my success I owe those LIST OF CO-OPERATIVE TEACHER & SCORERS I – CO-OPERATIVE TEACHER: LÊ PHƯƠNG ANH : A candidate of T.E.S.O.L Master Degree at the University of Social Sciences and Humanities of Ho Chi Minh city; Teachers at the University of Technical Education II – SCORERS: PHAN THỊ LAN ANH : Master in T.E.S.O.L from the University of Social Sciences and Humanities of Ho Chi Minh city; Teachers at Nông Lâm University NGUYỄN ÁI HOÀNG CHÂU : Master in T.E.S.O.L from the University of Social Sciences and Humanities of Ho Chi Minh city; Teachers at Bạc Liêu University LÊ THỊ THANH HÀ : Master in T.E.S.O.L from the University of Social Sciences and Humanities of Ho Chi Minh city; Teachers at the University of Technical Education, Hồ Chí Minh city BÙI THỊ CAO NGUYÊN : Master in T.E.S.O.L from the University of Cần Thơ; Teacher at Cao Lãnh city Highschool TÔ THỊ THANH THẢO : Master in T.E.S.O.L from the University of Victoria; Teacher at Ho Chi Minh city Open University i Table of Content Certificate of Originality Retention and Use of the Thesis Acknowledgement List of Co-operative Teacher and Scorers i Table of Content ii List of Figures, Tables, and Graphs viii Abstract x Chapter – INTRODUCTION 1.1 - Background of the Problems 1.2 - Statement of the Problems 1.3 - Purposes of the Study 1.4 - Research Questions 1.5 - Research Hypothesis 1.6 - Scope of the Study 1.7 - Definition of Terms 10 1.8 - Limitations of the Study 11 Chapter – LITERATURE REVIEW 13 2.1 - Impacts of Differences in Cultures 13 2.1.1 – On Learning Second Language 13 2.1.2 – On Writing Second Language 14 2.2 - Holistic Scoring and Analytic Scoring 19 2.2.1 – Holistic Scoring Rubrics 20 2.2.1.1 – Holistic Scoring 20 2.2.1.2 – Holistic Scoring of some Tests 23 2.2.1.2.1 – Test of English as Foreign Language (TOEFL) 23 ii 2.2.1.2.2 – Cambridge First Certificate in English (FCE) 23 2.2.1.2.3 – International English Language Testing System (IELTS) 24 2.2.1.3 – Disadvantages of Holistic Scoring 24 2.2.2 – Analytic Scoring Rubrics 28 2.2.2.1 – Analytic Scoring 28 2.2.2.2 – Disadvantages of Analytic Scoring 29 Chapter – METHODS & PROCEDURES 33 3.1 - Research Design of the Study 33 3.2 - Participants in the Study 35 3.2.1 – Teachers & Scorers 35 3.2.1.1 – Teachers 35 3.2.2.2 – Scorers 35 3.2.2 – Students 36 3.2.2.1 – The control group 36 3.2.2.2 – The experimental group 36 3.3 - Variables in the Study 36 3.3.1 – Independent Variable 36 3.3.2 – Dependent Variables 37 3.3.3 – Controlled Variables 37 3.4 - Research Procedures and Pilot Testing 37 3.4.1 – Research Procedure 37 3.4.2 – Pilot Testing 39 3.5 - Instruments and Materials 40 3.5.1 – Instruments 40 3.5.1.1 – Questionnaire 40 3.5.1.2 – Students’ Feedback 41 3.5.1.3 – Scoring the Final Papers 42 3.5.1.4 – Critical value and Tests 43 3.5.1.4.1 – Critical value 43 iii 3.5.1.4.2 – T-test 43 3.5.1.4.3 – Shapiro-Wilk test 43 3.5.1.4.4 – Percentage 44 3.5.1.4.5 – Correlation 44 3.5.1.4.6 – Quantile - Quantile Plots 44 3.5.1.4.7 – Box plots 44 3.5.2 – Materials 45 3.5.2.1 – Checklists and Instructions 45 3.5.2.1.1 – Checklists 45 3.5.2.1.2 – Instructions 45 3.5.2.2 – Course book used in the Study 46 3.5.2.3 – Writing papers done in the final exam 46 3.6 - Assumptions in the Study 46 Chapter – DATA ANALYSIS & DISCUSSIONS 48 4.1 - DATA ANALYSIS 48 4.1.1 – Questionnaire 48 4.1.1.1 – Students’ information 48 4.1.1.1.1 – The most pleased skill 48 4.1.1.1.2 – The most wanted-to-be used-fluently skill 50 4.1.1.1.3 – Students’ learning purposes 51 4.1.1.2 – Students’ attitudes towards essay writing skills 53 4.1.1.2.1 – Question 53 4.1.1.2.2 – Question 54 4.1.1.2.3 – Question 55 4.1.1.2.4 – Question 56 4.1.1.2.5 – Question 58 4.1.1.2.6 – Question 59 4.1.2 – Students’ feedback 61 4.1.3 – Results from Scoring 62 iv 4.1.3.1 – Holistic Scoring for Final Scores 63 4.1.3.2 – Analytic Scoring for Final Scores 64 4.2 – DISCUSSION 66 4.2.1 – About the controlled variables at the beginning of the study 67 4.2.2 – About the scores for the final papers 67 4.2.2.1 – Reliability of the scores given 67 4.2.2.2 – Comparing the score given to the two groups 68 4.2.3 – About four aspects of essays 74 4.2.3.1 – Responses to questions 1, 2, 3, and in the questionnaire 74 4.2.3.2 – Students’ feedback 76 4.2.3.3 – Results from scoring the four aspects 76 4.2.4 – Findings 77 4.2.5 – Answering the research questions 78 4.2.5.1 – Research question 78 4.2.5.2 – Research question 79 Chapter – CONCLUSION & IMPLICATIONS and RECOMMENDATIONS 82 5.1 – Conclusion 82 5.2 – Implications 83 5.2.1 – Pay more attention to the feature of cultural differences 83 5.2.2 – Pay attention to the issue of writer-responsible language versus readerresponsible language 84 5.2.3 – Use analytic checklists in the process of teaching writing essays 84 5.3 – Recommendations 85 Bibliography 86 English Books & Documents 86 Vietnamese Books & Documents 91 v Online documents (with links) 92 APPENDICES Appendix A: James Dale Williams’s holistic scoring scale 96 Appendix B: TOEFL holistic scoring scale 98 Appendix C: FCE holistic scoring scale 100 Appendix D: IELTS holistic scoring scale 102 Appendix E: Pilot testing Questionnaire 104 Appendix F: Questionnaire 109 Appendix G: Rubric checklist for Introduction 113 Appendix H: Rubric checklist for Paragraph in Body 115 Appendix I: Rubric checklist for Conclusion 117 Appendix J: Analytic rubric scoring scale (for scorers) 119 Appendix K: Syllabus 121 vi không đồng ý, kỹ viết có vai trị khơng quan trọng cho nghiệp hồn tồn khơng đồng ý, kỹ viết hồn tồn khơng đóng góp vào thành công nghiệp Theo bạn tổ chức viết tiếng Anh có quan trọng cho việc diễn đạt nội dung cho người đọc không? quan trọng quan trọng không đáng kể khơng quan trọng hồn tồn khơng quan trọng (tổ chức viết cách phát triển theo phương pháp essay tiếng Anh) Theo bạn, để viết tốt viết tiếng Anh dựa vào cách phát triển viết tiếng Việt hay khơng: hồn tồn khơng hồn tồn khơng Theo bạn yếu tố tạo thành công cho viết tiếng Anh: khơng vấp lỗi tả, văn phạm phát triển theo logic từ vựng uyên bác ý tưởng sáng tạo Theo bạn yếu tố khó khăn để viết viết tiếng Anh: hạn chế mặt văn phạm hạn chế mặt ý tưởng hạn chế từ vựng hạn chế mặt khác (xin nêu cụ thể) Nếu chấm điểm viết tiếng Anh, bạn cho tỷ lệ điểm phần sau nào, xin cho kết có tổng cộng 100%? cách phát triển theo logic tiếng Anh (tổ chức viết) % từ vựng % văn phạm, cấu trúc câu % ý tưởng hay, thuyết phục (nội dung viết) % Bạn thu thập qua khóa học viết essay này? Xin chân thành cám ơn cộng tác Bạn Bản trả lời Bạn chắn hỗ trợ nhiều cho nghiên cứu 110 QUESTIONNAIRE (Vietnamese version used in the research) This questionnaire is designed to study the learners’ awareness towards the subject of Essay Writing This will be the background for me to improve my teaching style for the subject Your responses to the following questions, then, will be used and only used for the mentioned purpose and will not be used for another purpose The subject of Essay Writing mentioned in this questionnaire is the subject to instruct students to write an approximately 300 word essay The essays considered are the ones to express students’ writing ability when finishing the subject without distinguishing the programs of permanent training university, in-service university (the Department of English), TOEFL, IELTS or C certificate I hope to have your co-operation Your information: (these details of information are completely personal, however for the purpose of the research, please fill in the item of (*)) Code: (for the researcher) Of the four skills of speaking, listening, reading and writing in English, which skills are you pleased with most? (*) listening speaking reading writing Of the four skills of speaking, listening, reading and writing in English, which skills you want to use fluently most? (*) listening speaking reading writing The reason why you follow the major of English in University (*) Your point of view towards Writing Essay: It is written that “writing will ensure people of a successful career when it is used in most of formal documents, letters of application, reports, minutes, etc.”, you agree with the statement? (in this situation, the writing skill mentioned is writing in English, a second language) completely agree, writing skill will ensure a successful career agree, writing skill has its role in a successful career, but not all disagree, writing skill may have certain role in a successful career but not important completely disagree, writing skill plays no role to a successful career 111 In your opinion, is the organization of an English essay important to convey the content to its readers? very important important, but not much not important completely not important (the organization of an essay is that the essay is developed in the form of an English essay) In your opinion, whether or not the way to develop an English essay is based on an Vietnamese essay? completely probably probably not probably completely not probably In your opinion, what is the most important feature to make an English essay successful (the following items are put in their alphabetical order) no mistake in Grammar, Spelling develop logically academic vocabulary creative content In your opinion, what is the most difficult feature to write an English essay (the following items are put in their alphabetical order) getting limits in Grammar getting limits in Idea getting limits in Vocabulary getting other limits (please write down) Should you score an English essay, what are the rates that you give the following items which are put in their alphabetical order (please give the total of 100%) develop logically (the organization of the essay) % academic vocabulary % grammar, sentence structures % good, convincing ideas (content of the essay) % What have you collected after being in the course? Sincerely thank you for your co-operation Your responses will surely support my research 112 APPENDIX G: RUBRIC CHECKLIST FOR INTRODUCTION a) whether an introduction is a paragraph Yes No (mean that the introduction consists more than one sentence) b) whether the introduction restates the general topic Yes No (mean that the introduction must refer to the topic of the essay) c) whether the introduction contains a thesis statement Yes No (mean that whether the last sentence of the introduction tell readers what the essay wants to refer to) d) whether the thesis statement is clear Yes No (mean that the thesis statement does not include many ideas or is vague) e) Organization (1.00) (1.50) (2.00) (2.50) Scoring when the introduction is developed badly (readers can not find the relationship between sentences; the introduction contains only one or two sentences) Scoring when the introduction is rather organized (readers can find the relationship between two or three sentences but can not find the relationship for all sentences in the introduction, having redundant sentences) Scoring when the introduction is organized rather good (readers can find the relationship between all sentences but the way to develop is not interesting and grudging) Scoring when the introduction is organized well (readers can find the relationship between all sentences and it is developed properly; no redundant sentences) f) Vocabulary & Spelling & Word used (0.25) (0.50) (0.75) (1.00) Scoring when making many spelling mistakes (with roughly 10 words, and unable to guess out) and expressing a limited vocabulary range Scoring when making some spelling mistakes (with important words) and using improper language Scoring when making one or two spelling mistakes and using proper language Scoring when making no spelling mistakes, using appropriate, academic language and using, if possible, nouns instead of verbs 113 g) Grammar & Structure (0.25) (0.50) (0.75) (1.00) Scoring when making some basic grammar mistakes (tenses, third person, singular or plural, etc.) Scoring when making some grammar mistakes Scoring when making no grammar mistake Scoring when making no grammar mistake, using tenses, sentence structure perfectly to express ideas h) Originality of Content (1.00) (1.50) (2.00) (2.50) Scoring when introducing no clear ideas or ideas conflict with each other Scoring when ideas are introduced but not interesting Scoring when interesting ideas are introduced but stated unclearly Scoring when interesting ideas are introduced and stated clearly TOTAL SCORING: a), b), c), and d): scoring for the box Yes and 00 for the box No of each items (in case the paper is scored or less, no more score is done) e) scoring for box 1, 1.5 for box 2, for box and 2.5 for box f) scoring 0.25 for box 1, 0.50 for box 2, 0.75 for box and for box g) scoring 0.25 for box 1, 0.50 for box 2, 0.75 for box and for box h) scoring for box 1, 1.50 for box 2, for box and 2.5 for box Scoring an Introduction: o Add all scores together to have the total score 114 APPENDIX H: RUBRIC CHECKLIST FOR PARAGRAPH IN BODY a) whether the paragraph has its topic sentence Yes No (topic sentence contains only the topic and its controlling idea and no more) b) whether the topic sentence support the thesis statement Yes No c) whether ideas in the paragraph support its topic sentence Yes No d) whether ideas in the paragraph are developed logically Yes No e) Organization (1.00) (1.50) (2.00) (2.50) Scoring when the paragraph is developed badly (readers can not find the relationship between sentences, between ideas) Scoring when the paragraph is rather organized (readers can find the relationship between two or three sentences but can not find the relationship for all ideas in the introduction; having redundant sentence) Scoring when the paragraph is organized rather good (readers can find the relationship between all sentences, all ideas but the way to develop is not interesting and grudging) Scoring when the introduction is organized well (readers can find the relationship between all sentences, all ideas and it is developed properly; no redundant sentences) f) Vocabulary & Spelling & Word used (0.25) (0.50) (0.75) (1.00) Scoring when making many spelling mistakes (with roughly 10 words, and unable to guess out) and expressing a limited vocabulary range Scoring when making some spelling mistakes (with important words) and using improper language Scoring when making one or two spelling mistakes and using proper language Scoring when making no spelling mistakes, using appropriate, academic language and using, if possible, nouns instead of verbs g) Grammar & Structure (0.25) (0.50) (0.75) (1.00) Scoring when making some basic grammar mistakes (tenses, third person, singular or plural, etc.) Scoring when making some grammar mistakes Scoring when making no grammar mistake 115 Scoring when making no grammar mistake, using tenses, sentence structure perfectly to express ideas h) Originality of Content (1.00) (1.50) (2.00) (2.50) Scoring when introducing no clear ideas or ideas conflict with each other Scoring when ideas are introduced but not interesting Scoring when interesting ideas are introduced but stated unclearly Scoring when interesting ideas are introduced and stated clearly TOTAL SCORING: a), b), c), and d): scoring for the box Yes and 00 for the box No of each items (in case the paper is scored or less, no more score is done) e) scoring for box 1, 1.5 for box 2, for box and 2.5 for box f) scoring 0.25 for box 1, 0.50 for box 2, 0.75 for box and for box g) scoring 0.25 for box 1, 0.50 for box 2, 0.75 for box and for box h) scoring for box 1, 1.5 for box 2, for box and 2.5 for box Scoring a Paragraph: o Add all scores together to have the total score 116 APPENDIX I: RUBRIC CHECKLIST FOR CONCLUSION a) whether the conclusion restates the general topic Yes No (mean that the first sentence of the conclusion must refer to the topic of the writing sample) b) whether the conclusion refers to main ideas in the paragraphs Yes No (mean that the conclusion must remind readers the main ideas in the body) c) whether the conclusion has its concluding statement Yes No d) whether the conclusion does NOT open a new idea Yes No (mean that it is unacceptable if the conclusion opens an idea that has not been mentioned above) e) Organization (1.00) (1.50) (2.00) (2.50) Scoring when the conclusion is developed badly (readers can not find the relationship between sentences, between ideas; main ideas in the body are not mentioned, new ideas are introduced) Scoring when the conclusion is rather organized (readers can find the relationship between two or three sentences but can not find the relationship for main ideas in the body) Scoring when the conclusion is organized rather good (readers can find the relationship between all sentences; main ideas in the body are mentioned but the way to develop is not interesting and grudging) Scoring when the conclusion is organized well (readers can find the relationship between all sentences; main ideas in the body are mentioned and developed properly) f) Vocabulary & Spelling & Word used (0.25) (0.50) (0.75) (1.00) Scoring making many spelling mistakes (with roughly 10 words, and unable to guess out) and expressing a limited vocabulary range Scoring when making some spelling mistakes (with important words) and using improper language Scoring when making one or two spelling mistakes and using proper language Scoring when making no spelling mistakes, using appropriate, academic language 117 g) Grammar & Structure (0.25) (0.50) (0.75) (1.00) Scoring when making some basic grammar mistakes (tenses, third person, singular or plural, etc.) Scoring when making some grammar mistakes Scoring when making no grammar mistake Scoring when making no grammar mistake, using tenses, sentence structure perfectly to express ideas TOTAL SCORING: a), b), c), and d): scoring for the box Yes and 00 for the box No of each items (in case the paper is scored or less, no more score is done) e) scoring for box 1, 1.5 for box 2, for box and 2.5 for box f) scoring 0.25 for box 1, 0.50 for box 2, 0.75 for box and for box g) scoring 0.25 for box 1, 0.50 for box 2, 0.75 for box and for box Scoring a Conclusion: o Add all scores together to have the total score 118 APPENDIX J: SCORING RUBRIC (FOR SCORERS) A) Organization 1 2 3 4 Scoring when the essay is developed badly (readers can not find the relationship between sentences, between ideas) Scoring when the essay is rather organized (readers can find the relationship between some ideas, sentences in the essay but can not find the relationship for all ideas in the essay; having redundant sentences) Scoring when the essay is organized rather good (readers can find the relationship between all sentences, all ideas but the way to develop is not interesting and grudging) Scoring when the essay is organized well (readers can find the relationship between all sentences, all ideas and it is developed properly; no redundant sentences) B) Vocabulary & Spelling & Word used 1 2 3 4 Scoring when making many spelling mistakes making readers unable to guess out and expressing a limited vocabulary range Scoring when making some spelling mistakes (with important words) and using improper language Scoring when making one or two spelling mistakes and using rather proper language Scoring when making no spelling mistakes, using appropriate, academic language and using, if possible, nouns instead of verbs C) Grammar & Structure 1 2 3 4 Scoring when making some basic grammar mistakes (tenses, third person, singular or plural, etc.) Scoring when making some grammar mistakes Scoring when making no grammar mistake Scoring when making no grammar mistake, using tenses, sentence structure perfectly to express ideas B) Originality of Content 1 2 3 4 Scoring when introducing no clear ideas or ideas conflict with each other 119 Scoring when ideas are introduced but not interesting Scoring when interesting ideas are introduced but stated unclearly Scoring when interesting ideas are introduced and stated clearly TOTAL SCORING: The IELTS holistic scoring scale is recommended with the scoring scale of 10 is applied, the half-point system is used when scoring No assessable information provided Essentially has no ability to use the language beyond possibly a few isolated words No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs Has great difficulty understanding spoken and written English Conveys and understands only general meaning in very familiar situations Frequent breakdowns in communication occur Basic competence is limited to familiar situations Has frequent problems in understanding and expression Is not able to use complex language Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes Should be able to handle basic communication in own field Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings Can use and understand fairly complex language, particular in familiar situations Has operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations Generally handles complex language well and understands detailed reasoning Has fully operational command of the language with only occasional unsystematic, inaccuracies and inappropriacies Misunderstandings may occur in unfamiliar situations Handles complex detailed argumentation well Has fully operational command of the language: appropriate, accurate and fluent with complete understanding 120 APPENDIX K: Class: ……………… ESSAY WRITING COURSE SYLLABUS From: ……………… to: ………………… Instructor: Office: Office Hours: Instructor’s e-mail: Instructor’s phone: Class Hours: Schedule: Date of exam: Class Room: The University of Technical Education 08h00 – 11h30 in mornings; 13h30 – 16h20 in afternoons (from Monday to Friday) (deleted due to personal aspect) (deleted due to personal aspect) 17:30 pm – 20:45 pm (Tuesday, Thursday and Saturday) from …………… to ……………… ……………… (expected) …………… A – Course Description This course is intended to instruct students who are learning at the third-year in-service university training program of UTE These students are to be the teachers of English when they graduate from the University, so the course’s important purpose is to help these students write English essays in an academic English style B – Learning Goals in General Education This course meets the learning goals of reviewing some grammatical rules of using English understanding the form of different types of the introduction understanding the form of different types of essays being able to write an approximately 300-word essay in English academically C – Student Learning Goals to demonstrate understanding how to write English grammatically to demonstrate understanding how to introduce an essay interestingly being able to develop an English essay logically and academically D – Course book The course-book used to teach the students was Refining Composition Skills, written by Regina L Smalley and Mary K Ruetten, Unit Two, from Chapter : Introduction to the Essay to Chapter 11 : The Argumentative Essay 121 E – Expectations Students are expected to write English grammatically to use vocabularies to express ideas properly to introduce the essay interestingly to develop the essay logically Besides, students are also expected … to know how to correct an essay through peer correction activity to discuss with other classmates on the aspects relating to the lessons (grammar, vocabularies used, forms of the essay) to practice more at home with both writing and peer correction activities F – Required Exam At the end of the course, students are required to write an approximately 300-word essay on one of two given topics The two given topics are on different types of essays G – Grading Policy Grading Criteria Test mid-term tests final exam Requirements students are required to write - an introduction - a paragraph for the body of the essay - a conclusion students have to take part in a final exam Percent of the total Point 30% 70% Standards Students who get the total mark from 05 will be accepted to pass the subject Students who get the total mark under 05 have to take another final exam which will be held in one month later Any students get the total mark under 05 again will fail to pass the course and have to take the course again in the next year No grading for the course Missed Exams (Mid-term or Final exam) Missing exams will result in getting the mark of 00 of the exam missed No excuse Extra Credit This course does not include any extra credit option Academic Dishonesty Academic dishonesty includes such things as cheating, inventing false information or citations, plagiarism, and helping someone else commit an act of academic dishonesty 122 Cheating is the act of obtaining or attempting to obtain credit for work by the use of any dishonest, fraudulent, or unauthorized means Copying will result in the mark of 00 for both of relevant members Students found guilt of cheating, copying will be assigned an appropriate academic penalty and kept out of the extra exam Giving no credit to the source that is utilized in the presentation being assigned as the act of plagiarism Students found guilt of plagiarism will be assigned a minus mark of -10% H– Classroom Rules of Conduct Turn off (or put on vibration system) the cell phones during the class During the class, the use of cell phone is strictly prohibited Coming to the class fifteen minutes late will be considered as absent Leaving the class without any appropriate reason and teacher’s permission is prohibited I – Tentative Schedule of the Class Date Week 01 Week 02 Room Time … 17h30 – 20h45 … 17h30 – 20h45 … 17h30 – 20h45 … 17h30 – 20h45 … 17h30 – 20h45 … 17h30 – 20h45 … 17h30 – 20h45 … 17h30 – 20h45 … 17h30 – 20h45 … 17h30 – 20h45 Week 03 Week 04 Week 05 Week 06 Week 07 Week 08 Week 09 Week 10 Topic/Activity - Introducing the course - Types of the introduction (pp 139 – 157) - Reviewing grammar aspects - Types of the introduction (continued) - Types of the introduction (continued) - Writing an introduction - Peer correction activity for the introduction - Types of the essays - The Example essays (pp 158 – 189) - The Example essays (continued) - Grammar review - The Comparison and Contrast essays (pp 190 220) - Grammar review - The Comparison and Contrast essays (continued) - Writing a paragraph for an example essay - Peer correction activity for the paragraph - The Classification essays (pp 221 - 249) - Grammar review - The Process Analysis essays (pp 250 - 279) - Grammar review - The Cause-an-Effect essays (pp 280 - 318) - Grammar review 123 Week 11 Week 12 … 17h30 – 20h45 … 17h30 – 20h45 … 17h30 – 20h45 … 17h30 – 20h45 … 17h30 – 20h45 Week 13 Week 14 Week 15 - The Argumentative essays (pp 319 - 354) - Grammar review - The Argumentative essays (continued) - Grammar review - Conclusion - Writing a conclusion for an argumentative essay - Peer correction activity for the conclusion Reviewing final exam Note: The date, room, hour of the final exam may be changed Please contact with the office 124 ... choice was fair some major grammatical errors the main idea was hard to identify the essay was poorly organized the vocabulary was weak many grammatical errors Table 2: Features of the analytic rating... then to the more communicative approaches that are commonly used today, the role of writing in teaching second language has also changed When grammar – translation method was the most favorite method... cultures – with 14 their own oft-contrasting norms of what academic writing is, what constitutes good academic writing, and how the latter can best be communicated.” (Atkinson and Ranamathan, 1995:
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