ENGLISH FOR ACADEMIC PURPOSES_LEVEL 5
ENGLISH FOR ACADEMIC PURPOSES _ LEVEL 5
Unit Guide
T1 2022
ENGLISH FOR ACADEMIC PURPOSES_LEVEL 5
About English for Academic Purposes _ Level 5
CONTACTS
Below is a list of contacts for this unit. Please liaise directly with your head teacher regarding
appropriate consultation times. It is usually best to make contact with the staff via email.
EAP 4-5 Ms. Ngọc Anh
Head Teacher Email: ngocanh@[Link]
Student Advisor Ms. Khanh Huỳnh
41-43 Vo Van Tan, Vo Thi Sau Ward, District 3, HCMC
Phone: (028) 3920 9999 - Ext: 223 Email: englishprogram@[Link]
UNIT OVERVIEW
This level aims to further develop the academic reading, writing, listening, speaking and study
skills of Advanced English level students, as well as builds on the skills developed in EAP4. A
successful completion of EAP5 can fully prepare students for their English-speaking university
environment.
PRE-REQUISITES
None.
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Assessment Information
UNIT LEARNING OUTCOMES
The table below outlines the unit learning outcomes (ULOs) for this unit. Upon completion of this
unit, students will be able to:
Academic Study Skills 1. Experiment with different learning styles
2. Complete assessment tasks on time
3. Work in groups
4. Acknowledge alternative viewpoints
5. Speculate about ideas
6. Draw conclusions based on evidence
7. Reference sources in prescribed style
8. Access relevant research
Academic Speaking 9. Use complex sentence patterns
Skills
10. Ask for complex information and opinions
11. Deliver information and opinions clearly and fluently
12. Use stress and repetition for emphasis
13. Organize ideas and opinions coherently
14. Use persuasive language to argue
15. Present a sustained line of argument
16. Paraphrase to clarify
17. Use technical vocabulary
Academic Listening 18. Identify and take notes on main and supporting ideas
Skills
19. Identify specific information – including numerical
information
20. Use organizational cues
21. Follow a line of argument
22. Recognize speaker attitude and intent
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23. Complete complex diagrams from spoken text
24. Identify repetition, digression and irrelevancies
25. Interpret unfamiliar words from context
26. Make inferences
Academic Reading 27. Identify and take notes on main and supporting ideas
Skills
28. Recognize logical links
29. Recognize the use and function of modal verbs
30. Follow a logical argument
31. Distinguish between facts and opinions
32. Identify pronoun reference
33. Unpack complex nominal groups and nominalization
34. Infer meaning
35. Distinguish writer point of view
36. Recognize conflicting viewpoints in quoted sources
37. Critically evaluate writer attitude and intent
Academic Writing 38. Use appropriate generic organization and language
Skills features
39. Use the language functions of comparison/contrast and
cause/effect
40. Use signpost words and referents for cohesion
41. Use extended nominal groups and nominalization
42. Paraphrase
43. Summarize and critique
44. Synthesize viewpoints
45. Acknowledge and reference sources
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ASSESSMENT SUMMARY
Assessment Items Due date Value Learning
(/100) Outcomes
1 Research Report Friday Week 4 15 LO 1-7,
LO 35-43
2 Seminar Individual dates, Week 20 LO 1-15
4-8
3 Mid-term Exams TBA 15 LO 16-43
4 Critical Literature Review Monday Week 7 10 LO 1-7,
LO 35-43
6 Research Essay Monday Week 9 20 LO 1-7,
LO 35-43
7 Final Exam TBA 20 LO 16-43
Final marks and grades are subject to confirmation by the Program Assessment Committees
which may scale, modify or otherwise amend the marks and grades for the unit, as may be
required by the Program’s policies.
Note: To successfully complete this unit, students must:
● Achieve at least 17.5/35 marks in test total (Midterm + Final)
● Achieve at least 50% in every class assessment, including Research Report, Seminar,
and Research Essay
● Achieve at least 15/30 marks in the total of Critical Literature Review and Research
Essay
● Achieve an overall course total mark of at least 55% on the scale of 100%.
● Complete 80% of class time
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✓ Assessment 1: Research Report (15%)
Overview:
The purpose of this assessment is to boost research skills and teamwork skills of
students. It can give a stronger sense of authentic report.
Due: Friday Week 4
Details:
• Developed from Survey Report (EAP4)
• Length: 1,200 words
• Includes several sections: Abstract, Introduction, Methodology, Results, Discussion,
References List, Appendix
• Weight: 15%
• Topic: to be advised via email every cohort.
• Students work in group for some research tasks (Research question, designing
questionnaire, collecting data), but they submit their papers individually.
Marking criteria and standards:
● Research Report Marking Guide
✓ Assessment 2: Seminar (20%)
Overview:
The purpose of this assessment is to assess the ability to give a brief academic talk
Due: Individual date, from Week 4 to Week 8
Details:
• Individual talk.
• Length: 15 -20 minutes of talk, followed by 5-10 minutes of discussion
• Weight: 20 %
• The topics list is HERE.
• Seminars start in Week 4 and ideally end in Week 8. Each student is given/chooses a
topic from the list and is scheduled within the timescale between W4 and W8.
• Students are advised to hand in their outline and/or ppt. to Teacher for feedback before
their presentation date.
Marking criteria and standards:
● Seminar Marking Guide
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✓ Assessment 3: Midterm exams (15%)
Overview:
The assessment is aimed to test the three language skills of students, including
Listening, Reading, and Writing.
Due: TBA
Details:
❖ Writing: Students write an essay in 75 minutes on a given topic.
PERSUASIVE – ANALYTICAL style: Each body paragraph contains 5 elements:
• Topic sentence
• Supporting arguments
• Counter arguments
• Refutation
• Concluding sentence
❖ Reading: Students read an article about 2 pages in length and answer several
questions in 70 minutes.
❖ Listening: Students listen TWICE to a lecture, approx. 10 mins in length and
answer several questions in 20 minutes.
Marking criteria and standards:
● Midterm Writing marking guide
✓ Assessment 4: Critical Literature Review (10%)
Overview:
The major purpose of this assessment is to encourage students to make use of their
critical thinking in order to make evaluations of a material.
Due date: Monday Week 7
Details:
• Referencing: Harvard
• Two articles to read, summarize, and evaluate.
• Topic: to be advised, the same as Research Essay topic
• Weight: 10%
• Length: 600 – 800 words
Marking criteria and standards:
● Critical Literature Review marking guide
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✓ Assessment 5: Research Essay (20%)
Overview:
The major purpose of this assessment is to assess students’ ability to present their
perspectives towards an issue in an essay genre.
Due date: Monday Week 9
Details:
• Referencing: Harvard
• Students are required to do extensive research and MUST use the two CLR articles as
sources.
• Topic: to be advised via email every cohort, the same as CLR
• Persuasive – analytical style
• Weight: 20%
• Length: 1,200 words
• Include a fully developed essay (Introduction, Body, Conclusion) and Reference List
Marking criteria and standards:
● Research Essay marking guide
✓ Assessment 6: Final exam (20%)
Overview:
The assessment is aimed to test the three language skills of students, including
Listening, Reading, and Writing.
Due: TBA
Details:
❖ Writing: Students write an essay in 75 minutes on a given topic.
PERSUASIVE – ANALYTICAL style: Each body paragraph contains 5 elements:
• Topic sentence
• Supporting arguments
• Counter arguments
• Refutation
• Concluding sentence
❖ Reading: Students read an article about 2 pages in length and answer several
questions in 70 minutes.
❖ Listening: Students listen TWICE to a lecture, approx. 10 mins in length and
answer several questions in 20 minutes.
Marking criteria and standards:
● Final Writing marking guide
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Teaching Activities
SCHEDULE OF ACTIVITIES
Week Mon Tue Wed Thu Fri
Week 1 Welcome & LM: grammar Informal and LM: Faster LM: Academic
Orientation task – Articles formal Effective Language Focus
language Reading skills (p.30-34)
LM: LM: Grammar Or (p.13-15)
Appendix sentence level LM: Grammar: Additional
Vocab List 1 revision Rewriting Speed Reading: Summerhill
LM: suffixes Sentence Faster Effective readings (17a-f)
Listening: The Fragments Reading
LM: girls are beating
Grammar the boys Reading: LM: Speed Reading:
Diagnostic Caught in the Paraphrasing Money
Test LM: Written Web (p.35)
assignments Homework
LM: Learning LM: Critical LM: Reading: Essay:
Styles in reading: Asia’s Summerhill “Summerhill is an
Australia once-a-week (p.16-20) ideal school”. Do
(p.4-5) parents you agree?
(p.23-29) Review of Due date:
persuasive-anal Monday Week 2;
LM: Oral ytical essay no grading
presentation (p.21-22)
skills & The
language of LM: Academic
seminars Essay structures
(p.89-93) & Student
worksheet
Stages in a talk
Week 2 LM: Report Writing: Finalize paper Speed Reading: LM: Research
Appendix – Divorce Data questionnaire Diamonds Report:
Vocab list 2 group Methodology:
Research Passive voice
Grammar Reports: IELTS Writing Administer practice (p.56)
review: Hypothesis structure questionnaire
passive and LM: Research
active voice LM: Research LM: IELTS LM: Listening: Report – Planner
Report: Timed Writing The importance (p.52)
Research Questionnaire Practice: Data of questions
Report Design (p.45-46) Analysis (p.8-9) (p.48-51) LM: Research
information Or Report:
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Each group Grammar – Listening: The Methodology
LM: designs Editing practice making of (p.53-60)
Reading: questionnaires for genius
Three Mini their research Speed Reading:
Reports Canning Food
(p.36-40)
Week 3 LM: Writing an Paraphrasing Speed Reading Speed Reading:
Appendix: introduction Auction sales
Vocab List 3 practice Modality Discussion
model: Caries in Referencing
Grammar: Graphs Review: Maximizing and Launceston
Prepositional p.61-64 minimizing Using reporting
phrases & language Discussion verbs and nouns
subordinate LM: Research writing practice:
clauses Report: Results: LM: Research Robberies in Or
p.71-77 Report: Kings Cross and Practice Seminars
Reading: Discussion Newtown and peer
Asking the Sequencing (9) (p.79-83) evaluation
Age Proportional Practice
Question Language in Practice Seminars and
Results Seminars and peer evaluation
LM: peer evaluation
Research Practice
Report: Seminars and
Introduction peer evaluation
(p.69-70)
Week 4 LM: Referencing Disasters Speed Reading: *Research Report
Appendix revision writing Vegetarianism due date
Vocab List 4
Referencing style Listening: Hall’s Speed reading:
Grammar: quiz Grammar: classification of Dreams
Gerunds & Corrections cultures
Infinitives Referencing list Introduction to
recognition (LM: Critical thinking
LM: p.78)
Research SEMINARS can Critical Thinking
Report: Referencing list be scheduled
Summary & practice at any suitable SEMINARS can
Which SEMINARS time be scheduled at
section Additional can be any suitable time
(p.84-86) referencing scheduled at
practice any suitable
LM: time
Research Referencing
Report: various items
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Abstract: p. SEMINARS can
87-88 be scheduled at
any suitable
time
SEMINARS
can be
scheduled
at any
suitable
time
Week 5 LM: LM: Grammar: It MIDTERM EXAMS
Appendix is and There are
Vocab List 5 (p.94)
Week 5 Review
grammar persuasive –
task: word analytical essay
forms after
verbs Censorship topic
sentences
Reading:
Cartoon Practice writing
Violence test: “Should
censorship be
Or applied to TV?”
Health/
Global Practice listening
warming test: “The
Or Population
Media problem”
Violence
Practice
Reading
Test: (LM:
p.96-98)
Sperm you
can count on
Week 6 LM: LM 6.4: Practice Writing a Evaluative Optional: Model
Appendix literature review summary – language extra Critique (Negative)
Vocab list 6 follow up: joint explanation and focus
construction practice Identifying CLR
Week 6 LM 6.9: language features
grammar LM 6.5: A Writing critical Listening: Stress
task: suggested literature review Critical Literature
Inversion structure for – summary & Critical Review
Literature Review critique Literature assessment:
Review (cont.)
Models of LM 6.6: Writing assessment: - Start on
literature review critiques critiques
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Literature - Students - Write up the
Review: An Nominalization LM 6.7: read and assessment
introduction discuss the
LM 6.8: two articles
LM 6.4: SEMINARS can Evaluative - Teachers
Literature be scheduled at Language review SEMINARS can
Review: any suitable articles with be scheduled at
Worksheet time SEMINARS students any suitable time
questions for can be
articles scheduled at SEMINARS can
any suitable be scheduled
SEMINARS time at any suitable
can be time
scheduled
at any
suitable
time
Week 7 *CLR due LM 7.6: Using LM 7.9: Using Listening: LM 7.11:
date evidence: evidence: The Corporate Referencing:
LM: - Substantiating Economics of Culture Quotations/Citation
Appendix your thesis Tobacco Or
Vocab List 7 - Labelling (p.39-47) Lectures and Review of
and Week 7 voices in an note-taking Paragraph
Grammar essay Review of structure
task internal Students start to
LM 7.7: Using referencing work on their LM 7.12:
LM 7.1: evidence: Research Essay. Beginning to end
Research - Synthesizing LM 7.10: development
Essay: information Research
Managing - Developing Essay Planning SEMINARS can LM 7.12:
Your Time your be scheduled Introductory &
argument SEMINARS at any suitable concluding
LM 7.2: can be time paragraphs further
Research LM 7.8: Research scheduled at practice
Essay: Essay: Using any suitable
Direction evidence: time LM 7.13: Research
words Language Essay checklist
strategies for
LM 7.3: focusing on ideas How to refute an
Interpreting not authors argument
Assignment
Topics Listening: Cross
Cultural
LM 7.4: Communication SEMINARS can
Thesis vs. be scheduled at
Controlling SEMINARS can any suitable time
idea be scheduled at
any suitable
LM 7.5: time
Research
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Essay: use
of evidence
LM 7.6:
Using
evidence:
- Using the
opposing
argument
- Selecting
critically
SEMINARS
can be
scheduled
at any
suitable
time
Week 8 LM: Synonyms for Articles Double Reference list quiz
Appendix: cohesion meanings
Vocab List 8 Listening LM 8.5:
Language focus: practice: Reading: Truth Referencing list
Language Pronominal Dinosaurs of the matter practice
Focus: referencing
Reporting LM 8.2: LM 8.4: Research Essay
verbs in Model paragraph Plagiarism Listening: conferencing time
paraphrasing with Or Amnesty
and citations counter-argument Reading: The International
and refutat Digital Divide
More Research Essay
reporting LM 8.3: conferencing
verbs in Paraphrasing time
citation and practice
paraphrasing
Listening:
Globalization
Week 9 *Research Reading: The Age & IQ Writing practice FINAL EXAMS
Essay due Biological Clock test
date Reading Review
LM 9.4: Listening: practice: persuasive
LM 9.1: Memory Bosses prefer analytical essay
Reading: In Aussie culture structure
Sadness One hour to
Listening: write essay
LM 9.2: Slang: Talking
Ellipsis & Cool Listening:
substitution Perfectionism
Or
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LM 9.3: Listening:
Listening: Today’s
Problems of technology
Writing
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Learning Resources
ESSENTIAL READINGS
Prescribed EAP5 Learner Manual Weeks 1-5
textbook EAP5 Learner Manual Weeks 6-10
ONLINE RESOURCES
E-library [Link]
E-learning [Link]
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General Information & Policy
Attendance
Class attendance is compulsory and students should provide reasons for the failure to attend
the class. Students are required to attend a minimum of 80% of all classes in order to secure
class participation marks. Please let your lecturer(s) know AND submit a request for absence
form to the Student Advisor prior to the session if you are unable to attend any session.
Cases equating to an absence:
▪ Arriving to class late by 15 minutes at the beginning
▪ Arriving late by 5 minutes after the break
▪ Leaving prior to the scheduled end time without the permission of the lecturer
IMPORTANT: Students will not be allowed to sit in the final examination if violating the above
absence rule.
Electronic Device Use
▪ Cell phones will be turned off or switched to vibrate mode before class starts.
▪ No phone calls or text messaging are allowed inside the classroom during class time.
▪ Portable listening and/or music devices may not be operated in the classroom.
▪ Headphones and/or ear buds of any type may not be worn while in the classroom
whether operating or not.
▪ Laptop and other electronic devices are not permitted unless specifically authorized
by the lecturer exclusively for note taking and doing class work.
IMPORTANT: If you are in violation of these policies, you will be excused from class and an
absence will be assessed.
Email Etiquette
Your lecturers receive many emails each day. In order to enable them to respond to your emails
appropriately and in a timely fashion, students are asked to follow basic requirements of
professional communication.
Your emails should:
▪ Have a concise and descriptive title, including the class and name of the unit you are
enquiring about.
▪ Be clear about the intention of their emails.
▪ Use appropriate tone and language, proof-read what is written in the email before
sending it.
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Students should also allow 3-4 working days for a response before following up. If the matter is
legitimately urgent, you may indicate “URGENT” in the email subject header.
Make an appointment: If your email request is complex and requires a lengthy response, it
may be probably best to make an appointment with your lecturer/instructor to meet in person.
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