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ELTU3021 Course Description
ELTU3021 Course Description
ELTU3021 Course Description
1. Introduction
In response to the University’s 334 education reform which started in 2012, ELTU was
entrusted with the task of designing new courses for all incoming students to fulfill nine
credits of English language requirements. For Architecture students, two credits out of that
number are accounted for by a Year 3 Course specifically tailored to meet their learning
needs. This course prepares students to engage with architectural professional practices by
targeting architectural writing and speaking genres, and to reflect on architectural practice by
engaging them in multi-modal learning activities. Among the four language modalities,
writing and speaking aspects are emphasized.
Secondary aim
to enhance students’ critical thinking and understanding of current issues relevant to
their discipline
identify course learning outcomes (CLOs) from the overall ELT programme learning
outcomes (PLOs) based on perceived needs at the target students’ level (see
Appendix 1: Mapping of CLOs to PLOs)
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develop learning and teaching activities which are conducive to achieving the specific
learning outcomes
identify suitable source/input materials for materials development
identify suitable learning resources/links/online learning modules to support self-
directed language learning
design assessment tasks to test whether students have achieved the desired learning
outcomes
design corresponding assessment instruments/assessment criteria to measure the
extent to which specific learning outcomes are achieved
1. In lieu of the job search preparation, this course encourages students to reflect on
and discuss architectural issues in their community to enable a broader view of the
architectural landscape in Hong Kong and beyond.
2. A wide range of authentic architectural texts (including primary and secondary
sources) are introduced and analyzed in class.
3. Expectations placed on assessed student work are modelled on writing samples
shared and analyzed in class, in order to familiarize students with assessment criteria
and essential features of required tasks.
4. A lot of in-class discussions are designed in order to facilitate interactions between
students and to promote exchange (including small group work, whole class
discussions, and structured seminar presentations), with the teacher playing the role
of a facilitator who draws students’ attention to proper language use.
4. Course overview
Course Title: English for Architecture Students II
Description: ELTU3021 aims to further develop the English language skills of third-
year architecture students in the Faculty of Social Science. Students will be engaged
with different genres of language usage related to architecture, including precedent
studies, project statements and studio presentations. Coursework will include
conducting a presentation on an architectural issue, writing a precedent study,
creating a project statement and delivering a studio presentation. Advisory: For Year 3
students of Faculty of Social Science (Architecture major) only.
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5. Learning Topics
The following four learning topics are covered in the course:
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7. Arrangement of class hours
The course is expected to span over a 13-week semester with one double period per week
(i.e. a total of 26 contact hours), each of which has a clear focus.
In order to exemplify the design and delivery of the course, the alignment of the learning
activities, assessment tasks and course learning outcomes is appended for extra information
(see Appendix 2).
8. Assessment Scheme
Four assessment tasks, closely aligned with the CLOs and course content, were designed for
this two-unit course.
9. Learning Resources
E-learning resources are available for access on Blackboard, including
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Selected reference material:
Axelrod, R. B., & Cooper, C. R. (2002). Reading critically, writing well: A reader and guide.
Boston: Bedford/St. Martin’s.
Barnum, C. M., & Carlinger, S. (1993). Techniques for technical communicators. New York:
Macmillan.
Dias, P., Freedman, A. Medway, P. & Paré, A. (1999). Worlds apart: Acting and writing in
academic and workplace contexts. Mahwa, N.J.: Routledge.
Dias, P., & Paré, A. (Eds.). (2000). Transitions: Writing in academic and workplace settings.
Cresskill, N.J.: Hampton.
Duin, A. H., & Hansen, C. J. (1996). Nonacademic writing: Social theory and technology.
Mahwah, N.J.: Lawrence Erlbaum Associates.
Flower, L. S., & Hayes, J. R. (1977). Problem-solving strategies and the writing process. College
English, 39 (4), 449-461.
Hamp-Lyons, L., & Heasley, B. (2006). Study writing. Cambridge: Cambridge University Press.
Kress, G., & Van Leeuwen, T. (2006). Reading images: The grammar of visual design. (2nd ed).
London: Routledge.
Medway, P. (1996). Virtual and material buildings: Construction and constructivism in
architecture and writing. Written Communication, 13 (4), 473-514.
Swales, J., & Feak. M. (2012). Academic writing for graduate students: Essential tasks and
skills. (3rd ed.). Ann Arbor, MI: The University of Michigan Press.
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• Students who have been absent from in-class assessments without prior approval
from the teacher and unable to present an appropriate medical certificate in support
of sick leave will be given a zero mark to the assessment concerned and not be
allowed to sit for a make-up test. Students absent from an assessment must send any
medical documents to the teachers within five working days for the teacher’s
consideration. The teacher reserves the right not to grant any make-up assessments
after that.
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Appendix 1: Mapping of CLOs to PLOs
2406 Course
Programme Learning Outcomes Learning
Outcomes
Writing PLO 1: Write accurate, clear and well-structured texts for
modality academic and professional purposes, such as summaries, essays,
letters and reports, highlighting the relevant salient issues,
X
expanding and supporting points of views with supplementary
points, providing reasons and relevant examples, and ending with
a logical conclusion.
PLO 2: Write personal accounts, texts for aesthetic and non-
academic purposes, and expressing thoughts and opinions about
abstract and/or cultural topics, such as music and film, describing X
experiences, feelings and events in sufficient detail.