INTEGRATED SKILLS:

READING-WRITING
(Teaching Material)

Compiled by Bach Quoc Hung, M.A.

FOR INTERNAL CIRCULATION ONLY

Department of Foreign Languages
 TEACHING MATERIAL
INTEGRATED SKILLS: READING-WRITING

Objectives of the course: At the end of the course, students will be expected to
answer an essay question in which students use evidence from an academic text to support
their argument. Students can read, annotate, paraphrase and cite information in the text
which is relevant to the essay question.
CHAPTER 1: REVIEW ON PARAGRAPH AND ESSAY STRUCTURES
1.1. Review on paragraph-writing: Topic sentence, Supporting sentences (points +
evidence), and Concluding sentence
A. Parts of a paragraph
Sample paragraph:
Synonyms, words that have the same basic meaning, do not always have the
same emotional meaning. For example, the words ‘stingy’ and ‘frugal’ both mean
‘careful with money’. However, to call a person stingy is an insult, while the word
frugal has a much more positive connotation. Similarly, a person would want to be
‘slender’ but not ‘skinny’, and ‘aggressive’ but not ‘pushy’. Therefore, many so-
called synonyms are not really synonymous at all due to their connotations.

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Parts of a paragraph consist of: Topic sentence (TS); Supporting sentences (SS) [points +
evidence], and Concluding sentences (CS)

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1.2. Review on essay-writing: Introduction, Thesis statement, Body paragraphs,
Conclusion, essay outline, and types of essay: Advantage-disadvantage essay, Problem-
Solution-Evaluation essay, Cause – Effect essay.
1.2.1. Paragraph and essay structures

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1.2.2. Essay Outline
Essay Question:
Introduction
Thesis Statement:
Body Paragraph 1
- Topic sentence:
- Point 1:
- Evidence:
Point 2:
- Evidence:
- Concluding sentence :

Body Paragraph 2
- Topic Sentence:
- Point 1:
- Evidence:
- Point 2:
- Evidence:
- Concluding sentence:

Body Paragraph 3
- Topic sentence:
- Point1:
- Evidence:
- Point1:
- Evidence:
- Concluding sentence :

Conclusion

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1.2.3. PARTS OF AN ESSAY
A. ESSAY INTRODUCTION

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Sample essay introductions

Essay introduction analysis

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B. Essay conclusions

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1.3. Remit on essay-writing based on one academic text
1.3.1. Remit
Learning outcomes:
a. Demonstrate an ability to analyze an essay question.
b. Demonstrate an ability to read, annotate and extract key ideas from an academic text.
c. Demonstrate an ability to use in-text citations.
d. Demonstrate an awareness of essay structures and devices for cohesion.
e. Demonstrate an ability to answer a question with relevant information.
f. Display an effective use of language.
1.3.2. Grading criteria

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1.4. Types of essays
There are five essay types:

Note: See texts about essay types on google classroom

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 CHAPTER 2: READING SKILL
2. 1. Annotate ideas from the source text (e.g. the reading text) with highlighting
and taking notes
Stage 1: Looking at the essay question. (See the reading text “put food on the table”)

Stage 2: Reading and annotating

You should consider the following questions when reading and annotating the text.

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2.2. Recognize in-text citations in the writing
Look at the essay outline and recognize in-citations in the writing.
Note: The following essay outline is formulated based on the use of the four
reading texts entiled (1) Renewable energy: An introduction; (2) Wind: why?; (3)
Biomass energy and (4) Where Australia’s clean electricity can come from by 2040.
Essay Question:
What are the benefits and challenges of two forms of renewable energy. Which
renewable energy source or combination of energy is the most suitable for Australia?
Introduction
Thesis Statement: This essay will consider benefits of wind power and biomass energy
in terms of environment and reliabiity, and challenges, such as damaging nature, mortality
of some species and making noise for wind power, and high cost of installation, the risk
of deforestration and by-product of burning waste sources for biomass energy. Also, it
will argue that both wind power and biomass energy are most suitable energy sources for
Australia.
Body Paragraph 1
- Topic sentence: Wind power generation brings some benefits and challenges as
well.
- Point 1: Environmentally friendly energy source
- Evidence: Clean, pollution-free and safe  not cause global warming.
+ In Victoria, Australia, electricity production from brown coal makes this
state the most polluted (Environment Victoria, 2005)
+ The environmental influence of wind power is the lowest of all the
energies (Clean Energy Futures Group, 2005)
- Point 2: Reliable energy source
- Evidence: Renewable energy and contribute to the total of electricity generation
- Point 3: Damage nature
- Evidence: Destroy landscape and cause mortality of bird species.

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 + Wind farms in Victoria, Australia – kill birds (Environment Victoria,
2005)
- Point 4: Affect human health
+ Evidence: making noise from wind turbines in operation
- Concluding sentence: While wind energy production has some benefits, it aslo
poses concerns that need to be addressed in developing wind power projects.

Body Paragraph 2
- Topic Sentence: Like wind energy, biomass energy creates some benefits as well
as challenges.
- Point 1: Environmentally friendly energy source
- Evidence: Biomass systems convert pollutants like industrial wastes into clean
energy.
- Point 2: Stable energy source
- Evidence: Use waste sources that people produce to generate energy and make a
great contribution to the total ouput of energy.
+ It is expected by 2040 to constitute 26% of the total energy output.
- Point 3: High cost of biomass installations
- Evidence: Advanced technologies to reduce emissions during the operation and
transport of fuel is expensive.
- Point 4: Cause deforestration
- Evidence: Forest – the main source to procduce biomass energy in the third
world countries (Martin, 2005)
- Point 5: Create greenhouse gas emissions.
- Evidence: As a result of burning waste sources and indirectly make people less
aware about the reuse and recycling of waste products
- Concluding sentence: The problems with biomass need to be solved to make it
become a long-tern energy source.

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Body Paragraph 3
- Topic sentence: Wind and biomass energies used together may be the most
suitable energy sources for Australia.
- Point 1: Clean, safe and reliable energy sources
- Point 2: Contribute the considerable proportions of the total electricity generation
in Australia
- Evidence: Biomass and wind energies are expected by 2040 to produce 26% and
20% respectively of the total energy capacity in Australia
- Concluding sentence : With solar energy, they may gradually replace
conventional energy sources like fossil fuels

Conclusion
The essay has discussed some benefits and challenges that both wind and biomass
energies create. These challenges need soon to be overcome to make both energies
become desired energy sources and then they may be one of the most suitable energy
technologies in Australia.
3. Practice
- Read the reading text entiled “put food on the table” so that you can understand how
to annotate the ideas in the reading text related to the essay question: “Consider the
arguments around GM food and food security. What are the criticisms of agri-food
corporations? Can GM food contribute to eleminating world hunger?”

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 CHAPTER 3: WRITING SKILL
3. 1. Paraphrase and summarize

Here are the stages involved in paraphrasing the ideas from the reading text.

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* PARAPHRASING

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Example 1:
They should develop a vaccine so that fewer people die. (original text)
--> The development of a vaccine will result in fewer deaths. (paraphrased)
Example 2:

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Steps to change a complex sentence to a simple sentence:

* Practice:

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3.2. In-text citations in the writing
3.2.1. IN-TEXT CITATIONS
When you quote or paraphrase some else’s work/ideas, you have to cite a source.
In-text citations are put immediately before or after the information/idea is cited.
e.g. Oxford (1996) points out that questionnaires are one of the most efficient and
comprehensive techniques to examine learners’ use of language learning strategies.
e.g. A questionnaire is the most widely used technique for collecting information
from subjects. It is economical, standardized, confidential and used for specific purposes
(McMillan, 1993, p. 238).
3.2.2. MAKING IN-TEXT CITATIONS
3.2.2.1. In-text citations has two ways:
1. An in-text citation introduces the idea/information that is cited in the text.
(emphasizing the author)
e.g. Oxford (1996) points out that questionnaires are one of the most efficient and
comprehensive techniques to examine learners’ use of language learning strategies.
2. An in-text citation follows the idea/information that is cited in the text. (Emphasizing
the information/idea)
e.g. A questionnaire is the most widely used technique for collecting information
from subjects. It is economical, standardized, confidential and used for specific purposes
(McMillan, 1993, p.238).

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3.2.2.2. Elements of an in-text citation

- In-text citations consists of elements as follows:

(Author’s surname, year of publication of the source, page number)
* Page = p. (p.3)
* Pages = pp. (pp.3-7)
Oxford (1996, p.5) points out that questionnaires are one of the most efficient and
comprehensive techniques to examine learners’ use of language learning strategies.
Oxford (1996, pp.5-10) points out that questionnaires are one of the most efficient
and comprehensive techniques to examine learners’ use of language learning strategies.
* points out: reporting verbs.

* REPORTING VERBS USED IN IN-TEXT CITATIONS

1. The following verbs are used in in-text citations to present a case:
- Argue (v): to give reasons why you think that sth is right/wrong, true/not true, etc,
especially to persuade people that you are right
He argued that they needed more time to finish the project.
It could be argued that laws are made by and for men.
- Claim (v) to say that sth is true although it has not been proved and other people may
not believe it
He claims (that) he was not given a fair hearing.
It was claimed that some doctors were working 80 hours a week.
- Consider (v) to think of sb/sth in a particular way
It is considered that the proposed development would create much-needed jobs.
- Hypothesize (v): to suggest a way of explaining sth when you do not definitely know
about it; to form a hypothesis
The causes can be hypothesized but not proved.
We can only hypothesize that the cases we know about are typical.
- Suggest (v) to put an idea into sb's mind; to make sb think that sth is true = Indicate (v)
All the evidence suggests (that) he stole the money.
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- Suggest (v): to state sth indirectly = Imply (v)
- Suggest (v) to put forward an idea or a plan for other people to think about
It has been suggested that bright children take their exams early.
- Believe (v) to feel certain that sth is true or that sb is telling you the truth ; to think that
sth is true or possible, although you are not completely certain
Police believe (that) the man may be armed.
It is believed that the couple have left the country.
- Think (v) to have a particular idea or opinion about sth/sb; to believe sth
- State (v) to formally write or say sth, especially in a careful and clear way
He stated categorically that he knew nothing about the deal.

2. The following verbs are used in in-text citations to describe a reaction to a

previously stated position
- Accept (v): to agree to or approve of sth
He accepted all the changes we proposed.
- Accept (v) to believe that sth is true
It is generally accepted that people are motivated by success.
The workforce is generally accepted to have the best conditions in Europe.
- Admit (v) to agree, often unwillingly, that sth is true
It was generally admitted that the government had acted too quickly.
- Agree (v) to have the same opinion as sb; to say that you have the same opinion
We agreed (that) the proposal was a good one.
He agreed with them about the need for change.
- Deny (v) to say that sth is not true
It can't be denied that we need to devote more resources to this problem.
- Deny (v) to refuse to admit or accept sth
The department denies responsibility for what occurred.
- Doubt (v) to feel uncertain about sth; to feel that sth is not true, will probably not
happen, etc

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I doubt whether/if the new one will be any better.
- Doubt (n)
New evidence has cast doubt on the guilt of the man jailed for the crime.
The article raised doubts about how effective the new drug really was
3. Other verbs
- Assume (v) to think or accept that sth is true but without having proof of it
It is generally assumed that stress is caused by too much work.
It is reasonable to assume (that) the economy will continue to improve.
- Conclude (v) to decide or believe sth as a result of what you have heard or seen
The report concluded (that) the cheapest option was to close the laboratory.
It was concluded that the level of change necessary would be low.
He concluded from their remarks that they were not in favour of the plan.
- Conclude (v) to come to an end; to bring sth to an end
She concluded her speech with a quotation from Shakespeare.
He concluded by wishing everyone a safe trip home.
- Discover (v) to find out about sth; to find some information about sth ; to find sb/sth that
was hidden or that you did not expect to find
Police discovered a large stash of drugs while searching the house.
- Explain (v) to tell sb about sth in a way that makes it easy to understand
It was difficult to explain the problem to beginners.
It was explained that attendance was compulsory
- Explain (v) to give a reason, or be a reason, for sth
Scientific findings that help explain the origins of the universe
- Explain (v) to say what you mean in a clear way
Could you explain yourself a little more—I didn't understand.
- Imply (v) to suggest that sth is true or that you feel or think sth, without saying so
directly
It was implied that we were at fault.
- Imply (v) to make it seem likely that sth is true or exists = Suggest (v)

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The survey implies (that) more people are moving house than was thought.
It was implied in the survey that more people are moving house than was thought.
- Implication (n) something that is suggested or indirectly stated (= sth that is implied)
The implication in his article is that being a housewife is greatly inferior to every other
occupation.
- The implication in his article is that being a housewife is greatly inferior to every other
occupation.
- Indicate (v) to show that sth is true or exists
The article claims that an increase in crime indicates a decline in moral standards.
Research indicates that eating habits are changing fast.
Our results indicate how misleading it could be to rely on this method.
- Indicate (v) to be a sign of sth; to show that sth is possible or likely
Early results indicate that the government will be returned to power.
- Indicate (v) to mention sth, especially in an indirect way
In his letter he indicated to us (that) he was willing to cooperate.
- Maintain (v) to keep stating that sth is true, even though other people do not agree or do
not believe it = Insist (v)
The men maintained (that) they were out of the country when the crime was committed.
- Presume (v) to suppose that sth is true, although you do not have actual proof
Little is known of the youngest son; it is presumed that he died young.
I presumed (that) he understood the rules.
- Presume (v) ] to accept that sth is true until it is shown not to be true, especially in court
In English law, a person is presumed innocent until proved guilty.
- Reveal (v) to make sth known to sb
The report reveals (that) the company made a loss of £20 million last year.
It was revealed that important evidence had been suppressed.
- Show (v) to make sth clear; to prove sth
Market research has shown us that people want quality, not just low prices.
- Show (v) to give particular information, or a time or measurement

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The end-of-year accounts show a loss.
- Blame (v) to think or say that sb/sth is responsible for sth bad
She doesn't blame anyone for her father's death.
Police are blaming the accident on dangerous driving.
- Censure (v) to criticize sb severely, and often publicly, because of sth they have done =
Rebuke (v)
He was censured for leaking information to the press.
- Commend (v) ~ sb (for sth/for doing sth) | ~ sb (on sth/on doing sth) to praise sb/sth,
especially publicly
She was commended on her handling of the situation
- Condemn (v) ~ sb/sth (for/as sth) to express very strong disapproval of sb/sth, usually
for moral reasons
The government issued a statement condemning the killings.
The editor of the newspaper was condemned as lacking integrity.
- Criticize (v) to say that you disapprove of sb/sth; to say what you do not like or think is
wrong about sb/sth
The government has been criticized for not taking the problem seriously.
The decision was criticized by environmental groups.
- Assess (v) to make a judgement about the nature or quality of sb/sth
It's difficult to assess the effects of these changes.
Interviews allow you to assess the suitability of candidates.
We are trying to assess how well the system works.
- Characterize (v) to give sb/sth its typical or most noticeable qualities or features
The city is characterized by tall modern buildings in steel and glass.
- Characterize (v) ~ sb/sth : to be typical of a person, place or thing
the rolling hills that characterize this part of England
- Characterize (v) ~ sb/sth (as sth): to describe or show the qualities of sb/sth in a
particular way
Activities that are characterized as ‘male’ or ‘female’ work

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- Classify (v) to arrange sth in groups according to features that they have in common
Patients are classified into three categories.
The books in the library are classified according to subject.
- Classify (v) ~ sb/sth as sth : to decide which type or group sb/sth belongs to
Only eleven of these accidents were classified as major.
Would you classify it as a hard drug or a soft drug?
- Define (v) to say or explain what the meaning of a word or phrase is
The term ‘mental illness’ is difficult to define.
Life imprisonment is defined as 60 years under state law.
- Define (v) to describe or show sth accurately
- Describe (v) ~ sb/sth as sth: to say what sb/sth is like
The man was described as tall and dark, and aged about 20.
Jim was described by his colleagues as ‘unusual’.
- Evaluate (v) to form an opinion of the amount, value or quality of sth after thinking
about it carefully = Assess (v) sth
Our research attempts to evaluate the effectiveness of the different drugs.
We need to evaluate how well the policy is working
- Identify (v) ~ sb/sth as sb/sth : to recognize sb/sth and be able to say who or what they
are
The bodies were identified as those of two suspected drug dealers.
Passengers were asked to identify their own suitcases before they were put on the plane.
- Interpret (v) /ɪnˈtɜːprɪt/ to decide that sth has a particular meaning and to understand it
in this way
The data can be interpreted in many different ways.
I didn't know whether to interpret her silence as acceptance or refusal.
- Portray (v) / pɔːˈtreɪ / to show sb/sth in a picture; to describe sb/sth in a piece of writing
= Depict (v) sth/sb
The painting portrays the duke's third wife.
He was one of the first to portray animals from the New World.

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- Portray (v) ~ sb/sth (as sb/sth) : to describe or show sb/sth in a particular way,
especially when this does not give a complete or accurate impression of what they are like
= Represent (v)
Throughout the trial, he portrayed himself as the victim.
- Present (v) to show or offer sth for other people to look at or consider
The committee will present its final report to Parliament in June.
Eight options were presented for consideration.
Are you presenting a paper at the conference?
He presents a convincing case.
The banks will begin to present their arguments today.
- Present (v) to show or describe sth/sb in a particular way
The article presents these proposals as misguided.
He likes to present himself as a radical politician.
- Point (v) out: to mention sth in order to give sb information about it or make them
notice it
He pointed out the dangers of driving alone
I should point out that not one of these paintings is original.
- Point (v) to sth: to mention sth that you think is important and/or the reason why a
particular situation exists
Pointing to the results of a recent survey, he claimed voters were most interested in
education and unemployment.
- Point (v) to sth: to suggest that sth is true or likely
All the signs point to a successful year ahead.
The evidence before us points clearly to his innocence.
- Emphasize (v) to give special importance to sth = Stress (v)
His speech emphasized the importance of attracting industry to the town.
He emphasized how little was known about the disease.
It should be emphasized that this is only one possible explanation.

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- Emphasis (n)
to put/lay/place emphasis on sth
The emphasis is very much on learning the spoken language.
Increased emphasis is now being placed on corporate image.
We provide all types of information, with an emphasis on legal advice.
There has been a shift of emphasis from manufacturing to service industries.
The course has a vocational emphasis.
The examples we will look at have quite different emphases.
- Discuss (v) to talk about sth with sb, especially in order to decide sth
They met to discuss the possibility of working together.
- Discuss (v) to write or talk about sth in detail, showing the different ideas and opinions
about it = Talk (v) about sth
This topic will be discussed at greater length in the next chapter.
- Highlight (v) to emphasize sth, especially so that people give it more attention
The report highlights the major problems facing society today.
- Stress (v) to emphasize a fact, an idea, etc
He stressed the importance of a good education.
- Demonstrate (v) to show sth clearly by giving proof or evidence
These results demonstrate convincingly that our campaign is working.
The theories were demonstrated to be false.
It has been demonstrated that this drug is effective.
His sudden departure had demonstrated how unreliable he was.
- Illustrate (v) to make the meaning of sth clearer by using examples, pictures, etc
To illustrate my point , let me tell you a little story.
- Illustrate (v) ~ sth | ~ how, what, etc… | ~ that… to show that sth is true or that a
situation exists = Demonstrate (v)
The incident illustrates the need for better security measures.
- Feel (v) to think or believe that sth is the case; to have a particular opinion or attitude
We all felt (that) we were unlucky to lose.

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She felt it to be her duty to tell the police
I felt it advisable to do nothing.
This is something I feel strongly about.
- Speculate (v) ~ (about/on/as to sth) :to form an opinion about sth without knowing all
the details or facts
We all speculated about the reasons for her resignation.
- Note (v) to notice or pay careful attention to sth
Please note (that) the office will be closed on Monday
It should be noted that dissertations submitted late will not be accepted.
- Note (v) ~ sth | ~ that… | ~ how, where, etc… | it is noted that… to mention sth
because it is important or interesting
It is worth noting that the most successful companies had the lowest prices.

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 CHAPTER 4: IN-CLASS WRITING PRACTICE
* In-class or at-home writing practice
Activity1:
Read and annotate the reading text entiled “put food on the table” and then answer the
essay question: Genentically modifed (GM) food brings both good points and bad ponits
to our life. Discuss the advantages and disadvantages of GM (Genetically Modified)
food and Can GM food contribute to eleminating world hunger?
Activitiy 2:
Read and annotate the reading text entiled “A fresh Breaze” and then answer the essay
question: “Climate change has been one of the most serious issues nowadays. Many
environmental organizations take immediate actions against climate change. What
actions have been taken to deal with the issue of climate change in Australia? Which
action is considered as the most effective way for this problem?”
Activity 3.
Read and annotate the reading text entiled “Who benefit? - Tourism development in
Fenghuang County, China” and then answer the essay question: “Tourism development
has both positive and negative effects. Discuss how positively and negatively the
tourism development has impacted China. What can be done so that tourism can bring
benefits to local people?

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Reference

- Chương trình Tiếng anh học thuật của trường Đại học Curtin, Úc

APPENDIX
SAMPLE WRITING
Read four reading texts entiled (1) Renewable energy: An introduction; (2) Wind:
why?; (3) Biomass energy and (4) Where Australia’s clean electricity can come from by
2040, and then answer the essay question: “What are the benefits and challenges of two
forms of renewable energy? Which renewable energy source or combination of energy
is the most suitable for Australia?”

Renewable energy technologies have been developed worldwide in recent years.

These energy sources bring numerous benefits for humans and the environment, such as

meeting the increasing needs for energy and reducing greenhouse emissions, and pose

many challenges as well, namely the high cost of installations and environmental issues.

This essay will consider benefits and challenges of wind power and biomass energy.

Also, it will argue that both renewable energies are most suitable sources for Australia.

Wind power generation brings a number of benefits as well as challenges. One

benefit is that wind power is beneficial to the environment. It is characterized as clean,

pollution-free and safe to the environment (Environment Victoria, 2005). In other words,

the use of wind power does not make a contribution to global warming. This problem is

common among some other energy sources; for example, brown coal used to generate

electricity in Victoria, Australia was the most polluting source, compared to any other

resource (Environment Victoria, 2005). Additionally, the environmental impact of wind

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energy recorded by Clean Energy Group (2005) is the smallest of all the other energies.

Wind power may provide continuously enough electricity, which is another advantage.

This source is seen reliable solely when it plays an important part in the total electricity

output produced from different resources (Environment Victoria, 2005). Despite these

benefits, wind energy may pose several challenges to its development. Damaging nature

is one of the challenges for this source. There is a common concern about the landscape

destruction when wind turbines block views of urban and rural places. Another aspect of

natural impact is the mortality of bird species. A few common birds, not rare ones, were

found to die as a result of the operation of wind turbines (Environment Victoria, 2005).

Another challenge is that human health is affected by wind farms. For instance, wind

turbines in operation make noise (Environment Victoria, 2005). Such a problem can

disturb urban areas where there are many inhabitants. In brief, while wind power has

advantages, it also creates concerns that need to be addressed in developing this energy

resource.

Biomass energy, like wind power, has several benefits and challenges as well.

One advantage is that biomass is, along with wind power, environmentally friendly.

Biomass systems convert pollutants, such as household, industrial and agricultural wastes,

into clean energy. That is, it not only produces emission-free energy but also reduces

toxic emissions from un-treated waste sources into the atmosphere (Greenpeace, 2005).

Biomass considered as a reliable energy source is another benefit. Like other energy

sources, resources for producing biomass energy are readily available and abundant; they

come from wastes that people, animals and plants produce every day (Greenpeace, 2005).
Integrated skills: Reading - Writing - compiled by Bạch Quốc Hưng, M.A. in TESOL 34
In addition, it plays an important part in constituting the total of electricity generation.

Biomass energy, although having advantages, is also facing a number of challenges. The

first one is the high cost of biomass installations. Biomass systems require advanced

technologies as they disposes of waste resources that contain potentially environment-

polluting elements, such as industrial wastes in order to generate energy (Greenpeace,

2005). Obviously, such technical requirements are really costly. The risk of deforestation

is another challenge of biomass energy. Martin (2005) shows a concern that the main

resource used to produce biomass energy in the third world is wood. This practice may

lead to cutting down trees in the ancient forest (p. 3). Another unexpected challenge is

that while biomass produces pollution-free energy, it may also emit considerable

quantities of greenhouse gases during its operation. The burning of waste streams to

generate biomass energy contributes to creating gas emissions into the atmosphere, thus

resulting in global warming. Particularly interesting is that biomass energy production

may indirectly change the awareness of using recyclable products. For example, if

biomass plants are thought to use waste products for energy, producers may be not

concerned about choice of sustainable materials for their products. Hence, problems with

biomass energy need to be solved to make it become a long-term energy source.

The question of whether wind power or biomass energy or a combination of both

sources is most suitable source in Australia is taken into consideration. These two energy

sources used together make them become one of the most desirable sources in Australia.

The reason why they most fit renewable energy development schemes in Australia is that

they are clean, safe and reliable resources; gradually replacing fossil fuels that produce
Integrated skills: Reading - Writing - compiled by Bạch Quốc Hưng, M.A. in TESOL 35
huge quantities of greenhouse emissions. The availability and abundance of resources,

especially from daily-life wastes people produce, for the generation of wind and biomass

energies account for their suitability in Australia. Moreover, the suitability of the two

energy sources in Australia lie in the important roles they play in the total electricity

generation. According to 2040 Clean Energy Scenario 2, biomass energy and wind power

are expected to produce 26% and 20% respectively for the total electricity output in

Australia (Clean Energy Futures Group, 2005). Finally, it cannot be denied that both

energy sources create a few problems that have been mentioned above, but these

challenges can be possibly overcome by means of proper investments and technological

innovation. Clearly, the combined use of the two renewables may meet the increasing

needs for electricity to a certain extent among Australian people.

In conclusion, there are benefits and challenges that wind power and biomass

energy bring. Advantages include eco-friendly nature and reliability of both sources,

while challenges are natural and human influences and a huge investment. It is important

that these problems should be soon tackled to maximize the effectiveness of the two

sources, especially in Australia. It is clear that wind power and biomass energy will

greatly contribute to energy supply security across the world.

Integrated skills: Reading - Writing - compiled by Bạch Quốc Hưng, M.A. in TESOL 36
A fresh Breaze
Armstrong, Fiona
New Internationalist; Jul/Aug 2010; 434; ProQuest Central
pg. 7

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
 Student number: _________________________
Who benefits?
Tourism development in Fenghuang County, China
By Xianghong Feng
The Chinese government is making tourism an important
rural development strategy. Local governments and outside
developers jointly manage and develop natural and cultural
resources to increase tourism revenues. Fenghuang County
in Hunan Province is a prime example. Pleasant climate,
stunning views, “colourful” ethnic minority cultures and
relics of old fortresses and other historic buildings are the
primary tourist attractions. Since 2002, Yellow Dragon Cave
Corporation (YDCC) and the local government have jointly
promoted tourism, which impacts 374,000 people, 74
percent of whom are members of 29 national minorities.
Physical environment
From 2002 to 2006, the number of tourists in Fenghuang
County increased by 296 percent from 890,000 to
3,520,000. Fenghuang’s infrastructure and facilities could
5 hardly keep up with its sudden tourism “Great Leap
Forward”. Tourism affected the local physical environment
in negative ways. Local residents used to wash their clothes
beside the river. The many restaurants and lodges now
along the river discharge large amounts of waste and
10 sewage, resulting from increased numbers of tourists,
which flow directly into the river. These pollutants cause
excessive algae growth and death of river species. Excessive
weed also makes the river hard to navigate for water-based
tourist resorts. This affects the livelihood of tour boat
15 owners. Another problem is peak tourist period energy
supply failures. Family-owned motels have installed air-
conditioners and natural gas water heaters for urban
tourists, which increase the use of fossil fuels and overload
the system. This means frequent power outages.
20
Adapted by A. Glaskin, Curtin English, Curtin University, October 2013
Curtin English ELB Block 2 – Critical Response assessment
Social environment 55 The role of women is also changing. Where women once
worked in the domestic arena, they now provide services
Apart from visible effects on the local physical environment,
guiding tourists, staging traditional dances, selling souvenirs
the present model of tourism development has been
and encouraging tourists to favour their family motels or
contributing to certain social changes in Fenghuang County,
restaurants. During peak periods, women can make cash
25 including changes in value systems, traditional lifestyles,
60 faster from tourism than from agriculture, which improves
women’s roles, community cohesion, and social tension.
their status in the family.
For example, original spontaneous hospitality is
transforming itself into commercialism. In 2002, local Conclusion
people were very hospitable, but on return in 2005, a
Fenghuang County government has grown to depend upon
30 Hmong (ethnic minority) woman asked that visitors buy
tourism as a means of securing revenue and their priorities
some of her knitted goods or pay her if they wished to take
65 mostly satisfy YDCC’s interests, rather than protecting the
pictures. Many locals charge tourists for the use of their
welfare of local people. The bureaucratic and legal
bathrooms, since public restrooms are few. Because they
framework for environmental protection is inadequate. This
lack capital, experience and professional training in tourism
means that individuals and communities in Fenghuang
35 management, the effort of villagers sometimes fails to meet
County will inevitably be forced to cope with dangerous
the expectations of tourists, and conflicts arise. The
70 levels of pollution, an unplanned public health experiment.
Tourism Bureau of Fenghuang County has received an
Only a minority of the local people share a small proportion
increasing number of tourist complaints and people warn
of the economic benefits, but the majority of the local
others, “Don’t go to those places, they are not good. All the
people are paying the costs of negative socioecological
40 people want there is your money.”
impacts, such as environmental degradation and social
75 conflicts. Considering the physical and social consequences
of this elite-directed and capital-intensive tourism
development, how can these issues be managed and profits
more equally distributed? How do local people perceive this
development and how might local outcomes be improved?
Figure 1 retrieved from http://china.org.cn/travel/2013-
Adapted from Feng, X. (2008). Who benefits?: Tourism
05/01/content_28704085_3.htm
Development in Fenghuang County, China. Human
45 However, tourism has to some degree enhanced family and
Organization, 67(2), 207-220.
community bonds in Fenghuang County. People who left
town years before to seek employment have returned to
find more opportunity as a result of tourism. They invest in Xianghong Feng is a Faculty Member in the Department of
small businesses with the money they saved in cities, or Sociology, Anthropolgy & Criminology at Eastern Michigan
50 assist their families in running motels or restaurants. Village University and a cultural and applied anthropologist. Her
leaders are developing cooperative relationships with bus current research interests are in tourism analysis regarding
drivers and tourist guides, promising them a considerable economic growth, social inequality, scale, space, gender and
commission for each tourist they bring.
their dialectical relationships with power.
 ĐỀ CƯƠNG HỌC PHẦN SỐ 42
BỘ GIÁO DỤC VÀ ĐÀO TẠO CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
TRƯỜNG ĐẠI HỌC KIẾN TRÚC ĐÀ NẴNG Độc lập - Tự do - Hạnh phúc

ĐỀ CƯƠNG HỌC PHẦN

(SYLLABUS)

1. Tên và mã học phần (Course title)

Tiếng Việt: ĐỌC - VIẾT
Tiếng Anh: Integrated Skills: Reading-Writing
2. Mã học phần (Code): IRW200
3. Số tín chỉ (Credits): 2

Lý thuyết (Theory) 2 Thực hành (Practice) 0 Tự học (Self-study): 4

4. Tài liệu học tập (Required Textbook)

a. Sách (Textbook)
[1] Bach, Q. H (2020). Integrated Skills: Reading-Writing (teaching material).
Department of Foreign Languages, Da Nang Architecture University.
b. Tài liệu tham khảo (References)
[1] Chương trình Tiếng anh học thuật của trường Đại học Curtin, Úc
5. Thông tin về học phần (Course Information)
a. Mục tiêu học phần (Course Objective)
Học xong học phần này, sinh viên có khả năng:
- Đọc hiểu, phân tích (annotate) và trích xuất các ý chính của một đoạn văn
bản học thuật để trả lời cho câu hỏi viết luận (essay questions) đặt ra.
- Sử dụng các ý đã được diễn giải (parapharased) và trích nguồn (referenced)
từ một đoạn văn bản học thuật để giải thích quan điểm, ý trong bài luận như bài
luận về thuận lợi-bất lơi, nguyên nhân – kết quả - đánh giá, vấn đề-giải pháp.

b. Mô tả vắn tắt học phần (Course Description)

Học phần Đọc-Viết giúp sinh viên có khả năng xử lý thông tin của một đoạn
văn bản học thuật về các chủ đề môi trường, năng lượng, công nghệ, thực phẩm biến

1
 ĐỀ CƯƠNG HỌC PHẦN SỐ 42
đổi gen, giao thông, toàn cầu hóa, ngôn ngữ, v.v. thông qua làm nổi bật (highlight),
tóm tắt và trích xuất thông tin để trả lời câu hỏi bài luận có dạng nguyên nhân –kết quả,
vấn đề-giải pháp, thuận lợi- bất lợi, đưa ra quan điểm. Sau xử lý xong đoạn văn bản,
sinh viên thể hiện khả viết luận liên quan đến nội dung bài đọc mà ở đó sinh viên phân
tích, diễn giải, tóm tắt, trích dẫn nguồn, đánh giá thông tin từ bài đọc. Ngoài ra, học
phần Đọc - Viết giúp sinh viên làm quen với các yêu cầu cơ bản khi viết luận văn như
tổng hợp thông tin, diễn giải ý theo ngôn ngữ của mình, trích dẫn nguồn và lập danh
sách tài liệu tham khảo.
Học phần này có 04 chương: (1) Review on paragraph and essay structures; (2)
Reading skill; (3) Writing skill, và (4) In-class writing practice
This course helps students process information in the academic reading texts by
highlighting, summarizing, extracting the information in the text which students are expected
to use for essay-writing. After annotating the reading text, students are required to write an
essay of some type, i.e. cause-effect, problem-solution, advantages or disadvantages,
opionion-giving essays. Students have to use the reading text-based information to support
their argument in the writing, and paraphrase and cite the source of the information of the
reading text into the writing. This course familiarizes students to use synthesizing,
paraphrasing, source-citing skills in writing a graduation thesis.

c. Học phần tiên quyết (Prerequisite Course) (A), học trước (Previous
Course )(B), song hành (Parallel Course)(C)
- (B): Đọc 1,2,3 và Viết 1,2,3
d. Yêu cầu khác (Other Requirement)
- Dự lớp đầy đủ theo Quy định của nhà trường
- Có đầy đủ dụng cụ học tập: bút highlighter nhiều màu
- Làm bài bài ở nhà
6. Chuẩn đầu ra của học phần (Course Learning Outcomes)
CLO1: Có khả năng đọc hiểu, phân tích (annotate), trích dẫn các ý chính bài đọc để
trả lời các câu hỏi viết luận
CLO2: Sử dụng các ý đã được diễn giải (parapharased) và trích nguồn (referenced) từ
một đoạn văn bản học thuật để giải thích quan điểm, ý trong bài luận như bài luận về
thuận lợi-bất lơi, nguyên nhân – kết quả - đánh giá, vấn đề-giải pháp.

2
 ĐỀ CƯƠNG HỌC PHẦN SỐ 42
CLO3: Hiểu biết các yêu cầu viết cơ bản của một nghiên cứu khoa học như yêu cầu
đọc phân tích tài liệu, trích dẫn nguồn, diễn giải ý của người khác và lập luận trong
viết.
CLO4: Hình thành thái độ, ý thức chủ động, tích cực trong học tập, ý thức đạo đức
trong viết học thuật như phải diễn giải ý của người khác, trích dẫn nguồn ý của người
khác.
Ma trận tích hợp giữa chuẩn đầu ra của học phần (CLOs) và chuẩn đầu ra
của chương trình đào tạo (PLOs)

CLOs PLOs
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
CLO1 X X
CLO2 X X
CLO3 X
CLO4 X
Học phần M M L M

Ghi chú: H: Cao, M: Trung bình, L: thấp

7. Lịch trình (Course Schedule)

Số Phương pháp
STT Nội dung giảng dạy CLOs
tiết dạy và học

Chương 1: Review on paragraph and essay CLO2, L, D, I, P, H

structures 8 CLO3,
CLO4
1.1. Review on paragraph-writing: topic sentence, CLO2, L, D, I, P, H
supporting sentences (points + evidence), CLO3,
concluding sentence CLO4

1 1.2. Review on essay-writing: Introduction, thesis

statement, body paragraph, conclusion, essay
outline, and types of essay: Advantage-
disadvantage essay, Problem-Solution-Evaluation
essay, Cause – Effect essay.
(See the materials on essay types on Google
classroom)

3
 ĐỀ CƯƠNG HỌC PHẦN SỐ 42

Số Phương pháp
STT Nội dung giảng dạy CLOs
tiết dạy và học

1.3. Remit on essay-writing based on one academic

text

Chương 2: Reading Skill CLO1, L, D, I, P, H

CLO2
8
CLO3,
CLO4
2 2. 1. Annotate ideas from the source text with CLO1, L, D, I, P, H
highlighting and notes CLO2
CLO3,
2.2. Recognize in-text citations in the text
CLO4
2.3. Practice
Chương 3: Writing Skill CLO1, L, D, I, P, H
CLO2
8
CLO3,
CLO4
3. 1. Paraphrase and summarize CLO1, L, D, I, P, H
3. 2. In-text citation conventions using APA CLO2
CLO3,
style: Reporting verbs, types of in-text citations
3 CLO4
3.3. Use of language and structures in essay-
writing: functional language, Use impersonal
structure to give opinions, Use hedging
language.
(see the materials on Google classroom)
3.4. Practice
Chương 4: In-class writing practice CLO1, I, P, H
CLO2
6
CLO3,
CLO4
4
4.1. In-class writing practice I, P, H
CLO1,
CLO2
CLO3,

4
 ĐỀ CƯƠNG HỌC PHẦN SỐ 42

Số Phương pháp
STT Nội dung giảng dạy CLOs
tiết dạy và học

CLO4
4.2. Review

8. Đánh giá (Assesment)

8.1 Thang điểm đánh giá (Grade)
Sử dụng thang điểm 10, lấy đến một chữ số sau dấu phẩy, chuyển sang thang điểm
chữ A+, A, B+, B, C+, C, D+, D, F và thang điểm 4.

Điểm theo
STT Xếp loại Điểm theo thang 10 Điểm chữ
thang 4
1 Từ 9,5 đến 10,0 A+ 4,0
2 Từ 8,5 đến dưới 9,5 A 4,0
3 Từ 8,0 đến dưới 8,5 B+ 3,5
4 Từ 7,0 đến dưới 8,0 B 3,0
Đạt
5 Từ 6,5 đến dưới 7,0 C+ 2,5
6 Từ 5,5 đến dưới 6,5 C 2,0
7 Từ 5,0 đến dưới 5,5 D+ 1,5
8 Từ 4,0 đến dưới 5,0 D 1,0
9 Không đạt Từ 0,0 đến dưới 4,0 F 0
8.2 Kế hoạch đánh giá (Assesment Plan)

Phương pháp đánh giá CLOs Tiêu chí Tỷ trọng

đánh giá %
Lý Nhận thức thái độ CLO4 Rubric 1 15
thuyết Đánh giá thường xuyên CLO1, CLO2 Rubric 2 15
CLO3
- Bài kiểm tra tự luận ở lớp
- Bài tập ở nhà
Đánh giá giữa học phần
Đánh giá cuối học phần CLO1, CLO2 Rubric 3 70
CLO3

8.3. Rubrics đánh giá

5
 ĐỀ CƯƠNG HỌC PHẦN SỐ 42
* Rubric 1: Đánh giá nhận thức thái độ

Tiêu chí Trọng Thang điểm

CLO
đánh giá số 8,5-10 7,0-8,4 5,5-6,9 4,0-5,4 <4,0
Chuyên CLO4 70% Tham dự Tham dự Tham dự Tham dự Tham dự
cần lớp học lớp học từ lớp học từ lớp học dưới 40% số
(A) trên 85% 70% trở lên 55% trở lên từ 40% buổi học
số buổi học số buổi học số buổi học trở lên số * Tham dự
buổi học lớp dưới
20% tổng
số tiết giảng
của học
phần là
không được
phép thi Kết
thúc học
phần
Thái độ, 30% Chú ý lắng Chú ý lắng Chú ý lắng Chú ý Bị nhắc nhở
đóng góp nghe bài nghe bài nghe bài lắng nghe nhiều lần,
vào bài giảng, giảng, giảng, thỉnh bài giảng, không bao
học thường thường thoảng đóng hiếm khi giờ đóng
(B) xuyên đóng góp góp, xây đóng góp, góp, xây
đóng góp, xây dựng dựng bài xây dựng dựng bài
xây dựng bài học học bài học học
bài học
Điểm đánh giá nhận thưc thái độ = A*0,7 + B*0,3

* Rubric 2: Đánh giá thường xuyên

Tiêu Thang điểm

chí Trọng 8,5-10 7,0-8,4 5,5-6,9 4,0-5,4 <4,0
CLO
đánh số
giá

6
 ĐỀ CƯƠNG HỌC PHẦN SỐ 42
Câu hỏi Câu hỏi Câu được Câu hỏi được Có cố
được trả được trả lời trả lời khá trả lời dưới gắng trả
lời đầy đủ khá đầy đủ đầy đủ với 50% với lời nhưng
với thông với thông hầu hết thông tin liên không
tin liên tin liên thông tin có quan, tương liên quan,
Nội
CLOs quan, dễ quan, dễ liên quan, đối dễ hiểu, chỉ trình
dung 30%
1, 2, 3 hiểu, hiểu, phần khá rõ ràng, thông tin lấy bày chưa
(A)
thông tin lớn thông chỉ một số từ bài đọc phân tích
lấy từ bài tin lấy từ thông tin lấy được phân nội dung.
đọc được bài đọc từ bài đọc tích sơ sài.
phân tích. được phân được phân
tích. tích
Thông tin Thông tin Thông tin từ Thông tin từ Không sử
từ bài đọc từ bài đọc bài đọc được bài được dụng
được tổng được tổng tổng hợp, tổng hợp, thông tin
hợp, tóm hợp, tóm tắt tóm tắt tóm tắt sơ từ bài đọc
tắt và được và được nhưng nhiều sài, copy hoặc có sử
diễn giải diễn giải thông tin nhiều thông dụng
Sử tốt, trích khá tốt, có chưa được tin từ bài thông tin
dụng dẫn nguồn ít lỗi trích diễn giải, có đọc, có từ bài đọc
thông theo APA, dẫn nguồn nhiều lỗi nhiều lỗi nhưng chỉ
CLOs
tin từ 40% sử dụng đa theo APA, trích dẫn trích dẫn copy,
1, 2, 3
bài dạng cấu sử dụng khá theo APA, APA, lặp lại không
đọc trúc dẫn đa dạng cấu lặp lại nhiều cấu trúc dẫn trích dẫn
(B) thông tin từ trúc dẫn cấu trúc dẫn thông tin từ nguồn
bài đọc thông tin từ thông tin từ bài đọc đúng
bài đọc bài đọc APA, lặp
lại cấu
trúc dẫn
thông tin
từ bài đọc
Thành phần Thành phần Thành phần Thành phần Cấu trúc
bài viết đầy bài viết đầy bài viết chưa bài viết chưa bài viết
Tổ
đủ, câu đủ, câu đầy đủ, đầy đủ, không
chức
CLOs thesis thesis thesis thesis đúng quy
bài 10%
1, 2, 3 statement rõ statement statement có statement có định, có
viết
ràng, các ý nhìn chung nhưng chưa nhưng chỉ trả cố gắng
(C)
liên kết chặt rõ ràng, các phát triển lời phần nhỏ trả lời
chẽ ý liên kết hợp lý ở các thesis một số

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 ĐỀ CƯƠNG HỌC PHẦN SỐ 42
nhìn chung đoạn văn statement nội dung
chặt chẽ tiếp theo, trong các của câu
các ý tương đoạn văn hỏi.
đối liên kết theo sau,
chặt chẽ nhiều ý chưa
được liên kết
Từ vựng, Từ vựng, Từ vựng, cấu Từ vựng, Từ vựng
cấu trúc đa cấu trúc trúc được sử cấu trúc lặp không
dạng, chính tương đối dụng hạn lại nhiều chính xác,
xác, có ít lỗi đa dạng, chế, có nhiều lần, có mơ hồ, lặp
sai ngữ pháp được sử lỗi ngữ pháp, nhiều lỗi lại, quá
Sử
nhưng dụng chính thỉnh thoảng ngữ pháp và nhiều lỗi
dụng
CLOs không ảnh xác, có vài 1 số lỗi ngữ ảnh hưởng ngữ pháp
ngôn 20%
1, 2, 3 hưởng đến lỗi sai nhỏ pháp ảnh đến hiểu nội
ngữ
hiểu nội về ngữ pháp hưởng đến dung
(D)
dung nhưng hiểu nội dung
không ảnh
hưởng đến
hiểu nội
dung

Điểm đánh giá thường xuyên (rubric 2) = A*0,3 + B*0,4+C*0,1+D*0,2

* Rubric 3: Đánh giá cuối học phần

Tiêu Thang điểm

chí Trọng
CLO
đánh số 8,5-10 7,0-8,4 5,5-6,9 4,0-5,4 <4,0
giá
Câu hỏi Câu hỏi Câu được Câu hỏi được Có cố
được trả được trả lời trả lời khá trả lời dưới gắng trả
lời đầy đủ khá đầy đủ đầy đủ với 50% với lời nhưng
với thông với thông hầu hết thông tin liên không
tin liên tin liên thông tin có quan, tương liên quan,
Nội
CLOs quan, dễ quan, dễ liên quan, đối dễ hiểu, chỉ trình
dung 30%
1, 2, 3 hiểu, hiểu, phần khá rõ ràng, thông tin lấy bày chưa
(A)
thông tin lớn thông chỉ một số từ bài đọc phân tích
lấy từ bài tin lấy từ thông tin lấy được phân nội dung.
đọc được bài đọc từ bài đọc tích sơ sài.
phân tích. được phân được phân
tích. tích

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 ĐỀ CƯƠNG HỌC PHẦN SỐ 42
Thông tin Thông tin Thông tin từ Thông tin từ Không sử
từ bài đọc từ bài đọc bài đọc được bài được dụng
được tổng được tổng tổng hợp, tổng hợp, thông tin
hợp, tóm hợp, tóm tắt tóm tắt tóm tắt sơ từ bài đọc
tắt và được và được nhưng nhiều sài, copy hoặc có sử
diễn giải diễn giải thông tin nhiều thông dụng
Sử tốt, trích khá tốt, có chưa được tin từ bài thông tin
dụng dẫn nguồn ít lỗi trích diễn giải, có đọc, có từ bài đọc
thông theo APA, dẫn nguồn nhiều lỗi nhiều lỗi nhưng chỉ
CLOs
tin từ 40% sử dụng đa theo APA, trích dẫn trích dẫn copy,
1, 2, 3
bài dạng cấu sử dụng khá theo APA, APA, lặp lại không
đọc trúc dẫn đa dạng cấu lặp lại nhiều cấu trúc dẫn trích dẫn
(B) thông tin từ trúc dẫn cấu trúc dẫn thông tin từ nguồn
bài đọc thông tin từ thông tin từ bài đọc đúng
bài đọc bài đọc APA, lặp
lại cấu
trúc dẫn
thông tin
từ bài đọc
Thành phần Thành phần Thành phần Thành phần Cấu trúc
bài viết đầy bài viết đầy bài viết chưa bài viết chưa bài viết
đủ, câu đủ, câu đầy đủ, đầy đủ, không
thesis thesis thesis thesis đúng quy
statement rõ statement statement có statement có định, có
Tổ
ràng, các ý nhìn chung nhưng chưa nhưng chỉ trả cố gắng
chức
CLOs liên kết chặt rõ ràng, các phát triển lời phần nhỏ trả lời
bài 10%
1, 2, 3 chẽ ý liên kết hợp lý ở các thesis một số
viết
nhìn chung đoạn văn statement nội dung
(C)
chặt chẽ tiếp theo, trong các của câu
các ý tương đoạn văn hỏi.
đối liên kết theo sau,
chặt chẽ nhiều ý chưa
được liên kết
- Từ vựng, - Từ vựng, Từ vựng, cấu Từ vựng, Từ vựng
Sử
cấu trúc đa cấu trúc trúc được sử cấu trúc lặp không
dụng
CLOs dạng, chính tương đối dụng hạn lại nhiều chính xác,
ngôn 20%
1, 2, 3 xác, có ít lỗi đa dạng, chế, có nhiều lần, có mơ hồ, lặp
ngữ
sai ngữ pháp được sử lỗi ngữ pháp, nhiều lỗi lại, quá
(D)
nhưng dụng chính thỉnh thoảng ngữ pháp và nhiều lỗi

9
 ĐỀ CƯƠNG HỌC PHẦN SỐ 42
không ảnh xác, có vài 1 số lỗi ngữ ảnh hưởng ngữ pháp
hưởng đến lỗi sai nhỏ pháp ảnh đến hiểu nội
hiểu nội về ngữ pháp hưởng đến dung
dung nhưng hiểu nội dung
không ảnh
hưởng đến
hiểu nội
dung

Điểm đánh giá cuối học phần (rubric 3) = A*0,3 + B*0,4+C*0,1+D*0,2

9. Nhóm giảng viên biên soạn (Instructors)

- ThS. Bạch Quốc Hưng
Đà Nẵng, ngày 01 tháng 07 năm 2019
Trưởng Bộ môn Người biên soạn
(Head of the Program) (Instructor)

ThS. Bạch Quốc Hưng ThS. Bạch Quốc Hưng

Trưởng Khoa
(Dean)

ThS. Nguyễn Thị Tuyết

10
 BỘ GIÁO DỤC VÀ ĐÀO TẠO CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
TRƯỜNG ĐẠI HỌC KIẾN TRÚC ĐÀ NẴNG Độc lập – Tự do – Hạnh phúc

LỊCH TRÌNH GIẢNG DẠY

Tên môn học: Đọc-Viết

1. Thông tin về môn học:

a. Là môn học: Bắt buộc
b. Số tín chỉ: 02
c. Lớp: …………
d. Học kì/ năm học: …………
e. Phân bổ thời gian:
- Lý thuyết : 22 tiết
- Bài tập + Thực hành : 8 tiết
2. Nội dung phân bổ chương trình:

NỘI DUNG VÀ SỐ TIẾT

Bài giảng Bài tập/thực hành CHÚ
THỜI GIAN
THÍCH
Số Tên chương mục Số Nội dung
tiết tiết
03 01 - Review on paragraph-writing: topic
sentence, evidence, concluding sentence
- Review on essay-writing: Introduction,
Chapter 1: Review
Tuần 1 thesis statement, body paragraph,
on paragraph and
conclusion, essay outline, and types of
essay structures
essay: Advantage-disadvantage essay,
Problem-Solution-Evaluation essay, Cause –
Effect essay.
03 01 - Review on essay-writing (cont.)
Chapter 1: Review
- Remit on essay-writing based on one
Tuần 2 on paragraph and
academic text
essay structures
- See the materials about essay types on
Google classroom.
03 Chapter 2: Reading 01 - Annotate ideas from the source text with
Tuần 3
Skill highlighting and notes

1
 03 01 - Recognize in-text citations in a text
Chapter 2: Reading
Tuần 4 Skill

03 01 - Paraphrase and summarize

Chapter 3: Writing
Tuần 5 - In-citation referencing conventions
Skill
using APA style: Reporting verbs, types
of in-text citation

03 01
- Use of language and structures in
essay-writing: functional language, Use
Tuần 6 Chapter 3: Writing
impersonal structure to give opinions,
Skill
Use hedging language
- See the materials on Google classroom
Chapter 4: In-class Writing Practice

Tuần 7 03 Chapter 4: In-class 01 Practice

Writing Practice
01 Chapter 4: In-class 01 - Practice
Tuần 8
Writing Practice

Đà Nẵng, ngày 01 tháng 8 năm 2019

TRƯỞNG KHOA KÝ DUYỆT GIẢNG VIÊN BIÊN SOẠN

ThS. Nguyễn Thị Tuyết ThS. Bạch Quốc Hưng