AE Course Outline

Academic English
Winter 2019
(GIU-AS)
Prerequisites
Satisfying the GUC’s required score on the English Academic Aptitude Admission Exam

Course Description
Academic English is a non-credit refresher course catering for the language needs
of students who are able to function in an academic environment but have certain
deficiencies in oral/written communication. The course is designed to brush up on basic
language and academic skills. It highlights the importance of improving the different
language skill areas of listening, speaking, reading and writing as well as the language
content of grammar and vocabulary. All skills are integrated and presented in an
academic context. Students learn to write paragraphs, read critically, listen to lectures
and take notes, use grammar effectively, and become more effective learners. The
course is one semester long, encompassing four 90 minute sessions per week.

A. Writing
The writing component aims at developing students’ writing skills. After students
become familiar with the writing process and the different pre-writing techniques, they
apply the process to writing different types of paragraphs, which is the main focus of the
course.

B. Reading
The reading component aims at developing effective reading strategies that are
necessary for the reading process. This includes skimming for main ideas, scanning for
details and understanding vocabulary from context. The course will also enhance critical
thinking through making inferences from the information provided.

C. Listening and Speaking

This component of the course focuses on both conversational and academic
English, offering a variety of listening opportunities, such as conversations and lectures.
The course is organised with an emphasis on argumentation, note-taking, and
leading/contributing to discussions. In order to meet the required level of academic
English competency, presentation skills and participation in pair work and group
activities, along with listening, are the central focus of the course.

D. Grammar in relation to writing:

This component builds on students’ previous knowledge of the basic aspects of
the grammar of English. It views grammar as a tool to reach another goal, i.e. writing.
Hence, areas of problematic nature are highlighted and clarified. Such areas are:
fragments, run-ons, comma splices, and types of sentences.

Course Objective (Course Goals)

A. Writing
1. Applying the writing process
a. Learning the stages of the writing process
b. Generating ideas
c. Planning the paragraph
d. Drafting the paragraph
e. Revising/editing the paragraph
2. Formulating a well-constructed paragraph
a. Writing a topic sentence with a strong controlling idea
b. Writing supporting sentences
c. Writing a concluding sentence

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d. Achieving unity by relating supporting details to main ideas
e. Achieving coherence by arranging ideas in a logical order:
i. Chronological order
ii. Compare and contrast
f. Using transitions to connect ideas and sentences
3. Writing a well- constructed essay

B. Reading

1. Skimming for main ideas

2. Identifying implied main ideas
3. Scanning for specific information
4. Differentiating between main and supporting ideas
5. Using clues to determine the meaning of new words
6. Distinguishing fact from opinion
7. Making inferences based on info in the passage

C. Listening/Speaking

Listening
1. Comprehending conversations and long discussions in social and
academic contexts and academic lectures
a. Identifying the topic
b. Identifying main ideas
c. Listening for specific information
d. Identifying pros and cons
e. Listening for pronunciation and intonation
f. Listening for chronological order
2. Understanding culturally appropriate expressions of:
a. Agreement/disagreement
b. Likes/dislikes
c. Hopes/wishes/desires
d. Offers/requests for clarification and confirmation
3. Taking and organising notes that could be used as the basis for class discussion
and activities

Speaking
1. Speaking fluently and comprehensibly in social and academic contexts
2. Practicing spoken language through interview simulation
3. Demonstrating acquired speaking skills through small group presentations

D. Grammar
1. Understanding the difference between the meaning, form and use of different
grammatical forms
2. Speaking grammatically
3. Writing grammatically
4. Using grammar in understanding academic texts

Learning outcomes:
I. Given a topic, students will be able to:
A. Generate ideas with an accuracy level of 90%.
B. Organize their ideas into a structured outline with an accuracy level of 90%.
C. Produce a coherent paragraph made up of a topic sentence, supporting details,
and a conclusion with an accuracy level of 85%.
D. Use correct sentence structure, appropriate vocabulary, and appropriate
transitions in writing with an accuracy level of 85%.
E. Produce a coherent well written academic essay with an accuracy level of 70%
II. Given an academic passage of 400 – 600 words, students will be able to:
A. Recognize main ideas with an accuracy level of 100%.
B. Identify specific details with an accuracy level of 100%.

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C. Recognize implied main ideas with an accuracy level of 100%.
D. Distinguish between main ideas and supporting details with an accuracy level of
95%.
E. Identify meaning of vocabulary from context with an accuracy level of 90%.
F. Distinguish fact from opinion with an accuracy level of 100%.
G. Make inferences with an accuracy level of 100%
III. A. Given a mini-lecture or a long conversation, students will be able to:
1. Identify the topic with an accuracy level of 100%.
2. Recognize the main idea with an accuracy level of 100%.
3. Identify specific info with an accuracy level of 100%.
4. Identify pros and cons with an accuracy level of 100%.
6. Comprehend speech acts with an accuracy level of 100%.
7. Take notes about the lecture with an accuracy level of 85%.
B. Given a situation, students will be able to:
1. Produce fluent, comprehensible, accurate spoken English in presentations
with an accuracy level of 90%.
2. Produce fluent, comprehensible, accurate spoken English in interviews with an
accuracy level of 90%.

Writing Course book:

 Oshima, A. and Hogue, A. (1999). Writing Academic English (3rd ed). New York:
Longman.
Reading, Listening, Speaking, and Grammar Course book:
GUC Compiled Student Book.

Evaluation

Writing
Coursework 60%
 In class group outline: 5%
 In class paragraph: 5%
 In class chronological order paragraph: 10%
 In class compare and contrast paragraph: 10%
 In class group essay compare and contrast : 10%
 2 Quizzes : 10% each
Midterm exam 20%
Final exam 20%
Bonus 3%

Reading
Coursework 40%
 The best 2 Quizzes out of
3 Midterm exam 20%
Final exam 40%

Listening and Speaking

Coursework 40%
 The best 2 Quizzes out of 3: 15%
 Participation in group activities (2 group presentations): 15%
 Interview: 10%
Midterm exam 20%
Final exam 40%

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