FOREWORD

HEC is happy to share the Expository Writing (EW) resource package to facilitate the fulfilment
of the Gen Ed requirement of the Undergraduate Education Policy 2020 (UEP). This package
includes the following resources:
1. Course Outlines of (3) Three Model EW Courses along with Reading Materials
a. Course I - Introduction to Expository Writing
b. Course II - Cross-Cultural Communication and Translation Skills
c. Course III - Critical Reading and Academic Writing

2. Teacher’s Manuals for three Model EW Courses

3. Three (3) Detailed Model Courses

GEN ED:
Regarding the Gen Ed requirement, the UEP states that:

“The academic program will ensure that every student is acquainted with the broad variety
of fields of inquiry and approaches to knowledge in the 21st century”.

The purpose of Gen Ed courses is to provide Breadth in in the three broad domains of knowledge
of Arts and Humanities, Natural Sciences, and Social Sciences; Foundational Skills in Expository
Writing and Quantitative Reasoning; and Civilizational Knowledge through Pakistan Studies and
Islamic or Religious Studies. However, the Gen Ed courses constitute a minimal education and
represent the least that an educated person should seek to know.
Each University has the freedom to design, develop, and decide the courses to meet the Gen Ed
requirement. Initially, however, to assist universities, HEC has developed model courses that meet
the Gen Ed requirements.

EXPOSITORY WRITING COURSES:

The three model EW courses were developed, under HEC guidance, by a team of experienced and
knowledgeable experts in different areas of English.

NOTE:
a) Universities have the freedom to either adopt the courses as they are, or modify them,
or design and develop entirely new EW courses.

b) In case of modifications or development of new courses it must be ensured that they

meet the standards and objectives of the model courses.
COURSE DESIGN & DEVELOPMENT:
Following are the framework and principles that were followed in developing the EW courses,
which can also serve as guides to universities that want to modify or develop new EW courses.

Overall:
Regarding EW, the team used the following UEP excerpt as the overall guiding statement:

“The ability to write well is one of the hallmarks of an educated person and is
indispensable for professional success. The strengthening of writing skills also helps
develop intellectual practices that distinguish active from passive learners. The required
courses focus on writing clearly and cogently, overcoming prevalent errors in Pakistani
English, writing, or publishing technical papers, editing or copy-editing of documents,
and learning how to translate from one language to another.”

Framework:
The team used the following framework for development of EW courses:
1. There will be 3 Expository Writing courses of 3 credits each.
2. The courses will be skills and not subject-focused, and with a historical perspective
with inclusion of non-western thinkers as well.
3. The first course will be developed keeping in mind the diverse academic
backgrounds of incoming students (FA, FSc pre-engineering, FSc pre-medical, A
levels, and other credentials equivalent to grade 12).
4. There will be a build-up from the first to the second course.
5. As far as possible, the course content will be locally contextualized, and as well
linked to everyday life.

Courses:
The following are guidelines under which the EW courses were developed:
1. Each course will be developed per international best practices.
2. At least the following key issues will be addressed in course design and development:
Course Description; Course Objectives; Student Learning Outcomes; Teacher Activities;
Student Individual Activities; Student Group Activities; Use of Technology; and
Learning/Reading Materials.
3. The courses should foster the development of skills (communication skills, translation
skills, qualitative analysis, analytical and problem-solving skills, critical and creative
thinking, professional writing, and learning to learn) and application.
Assessment:
a) Formative Assessment should be embedded in each course and should not be more than
25% of the total assessment.
b) Summative Assessments (2 to 4) should be designed, and the weightages specified for each
(summative assessment), with maximum weightage to the end of semester/final
assessment.
c) All assessments should be linked with student learning outcomes.

S. Zulfiqar Gilani, PhD

Higher Education Commission, Pakistan
 Higher Education
Commission

Introduction to Expository Writing

(Model Course)

Copyright © 2021 @ Higher Education Commission.

All Right Reserved
 COURSE DESCRIPTION

This course prepares undergraduates to become successful writers and readers of English. The
course helps students develop their fundamental language skills with a focus on writing so that
they can gain the confidence to communicate in oral and written English outside the classroom.
The course is divided into five units and takes a PBL (Project-based Learning) approach. Unit
themes target the development of 21st century skills and focus on self-reflection and active
community engagement. Course activities include lectures, group, pair and individual activities,
as well as a series of required assignments, including reading and writing across various genres.
Finally, the course prepares students for taking the next course in the sequence, ‘Expository
Writing II: Cross-cultural Communication and Translation Skills’.

COURSE OBJECTIVES

At the end of the course, the students will be able to:

1. Analyze basic communication skills and use them effectively in oral and written English
2. Develop skills as reflective and self-directed learners
3. Critically evaluate and review various types of texts and summarize them
4. Develop analytical and problem-solving skills to address various community-specific
challenges
5. Intellectually engage with different stages of the writing process, such as: brainstorming,
mind mapping, free writing, drafting and revision, etc.

LEARNING OUTCOMES

By the end of this course, the students will be able to

1. Write, edit and proofread a short essay in English language

2. Present ideas to the whole class in team presentations using English that is comprehensible
and engaging.
3. Critically analyze a text written in English using SQW3R strategies
4. Conduct small-scale research about their communities
5. Draft a letter to editor.

1
 COURSE OUTLINE
Week Unit Content/Activities Learning Objectives Essential Readings
Week Unit 1: Introduction to the By the end of this unit, Organizing an Essay
1 basics of the writing you should be able to: Accessed at:
process
Self- 1.discuss language https://courses.lumenl
Reflection learning experiences in earning.com/englishco
English; mp1v2xmaster/chapter
Introduction to the
/organizing-an-essay/
steps of essay writing
2.produce a short essay
describing language
Students practice learning and writing
prewriting activities experiences;
like brainstorming,
listing, clustering and
freewriting 3.revise writing based on
feedback from peers

Students practice
outlining of the essay
Week Unit 2: Students reflect on By the end of this unit, Learning Preferences
2 their learning process you should be able to: and Strengths
Personalize 1.collaborate with peers Accessed at:
d Learning to write a well-
Group discussion
about learning styles organized and concise
list of guidelines thatare https://opentextbc.ca/s
based on the reading
grammatically parallel; tudentsuccess/chapter/
material provided to
learning-preferences-
students 2.demonstrate fluency in and-strengths/
oral English in group
discussions and oral
presentations; Examine Applicable
Introduction to 3.present ideas to Strategies
personalized learning the whole class in
Accessed at:
a team presentation
using English that
Students practice goal iscomprehensible
https://opentextbc.ca/s
setting and engaging
tudentsuccess/chapter/

2
 And create a learning examine-applicable-
plan strategies/

Week Introduction to the1. Planning the

3 structure and Presentation
significance of oral
Accessed at:
presentations

https://opentextbc.ca/s
Class discussion about
tudentsuccess/chapter/
content selection and
planning-the-
slide preparation for
presentation/
oral presentations

Peer review through a

gallery walk
Week Unit 3: Introduce authentic Students will be able to: 1.Oh, U. L. (May 26,
4 reading (DAWN 2020). Talking to
Critical 1. Review various kids about
newspaper and non-
Reading documents books, articles xenophobia.
specialist academic
Skills and reports) critically National
books/texts
Geographic.
Retrieved from:
2.Apply HOTS strategies https://www.national
for developing their geographic.com/fam
Conduct classroom reading comprehension ily/2020/05/talking-
reading activities to-kids-about-
xenophobia-
(using strategies
coronavirus/
skimming, scanning, 3. Appreciate critical 2.
SQW3R, reading and thinking as https://writing
previewing, important aspects of study center.unc.edu
annotating, detailed skills /tips-and-
reading and note- tools/book-
taking) using reviews/
standard tests 4.Identify important
(TOEFL and IELTS) reading techniques
(skimming, scanning,
SQW3R, annotating and
Assign previewing) and use them
books/articles/repor for honing their writing

3
 ts for their skills (preparing
individual home assignments)
assignments

Share model review

reports and
annotated
bibliographies
Week Unit 4: Showing short Upon successful Community
5 documentaries to completion of this unit, Engagement Toolkit
students on global each student will be able for Planning (2017)
Community environmental issues to: Guiding principles [pp
Engagement 7-24]
1.Explore issues or
challenges specific to their
Student-led
own community by using
brainstorming on Developing
Higher Order Thinking
local versus global Community
Skills (HOTS)
issues Engagement Plan [pp
13-29].
2.Draft community-based
Teacher-led
research questions
introduction to the https://examples.yourd
unit assignment ictionary.com/example
(using assignment s-of-good-and-bad-
3.Analyze problems and
sheet) researchquestions.html
propose practical solutions

Readings (or other

4.Work collaboratively
input sources - video,
and cooperatively on
social media) from
group tasks
local news on
possible community
issues, letters to
editor and op-eds 5.Engage in interpersonal
communication

Identify research
problems 6.Write effective
interview or survey
questions
Begin drafting
research questions

4
 based on the
problems identified
Week Facilitating students
6 on developing
research questions in
groups

Draft interview or
survey questions for
community research
(in English or L1)

In-class role-plays of
interviews with
community members

Engaging students in
critical reading and
reflection on the
issues found in
different communities
Week In-class work on
7 understanding
interview
information, how to
present interview or
survey information

Refining the research

questions, designing
a detailed research
plan in groups,
dividing the tasks and
deciding the timeline
for the completion of
the project

Exposure to interview
questions and
interviewing

5
 techniques to develop
an in-depth
understanding of the
issues
Continued group
work on report
outline

Week In-class lecture and

8 group work on
analyzing
information

Discussion based on
translating the data
from the source
language to the
target language
(English)

Sharing the
experience of field
work in class orally

MID-TERM

Week Teacher feedback on

9 outline of report
(globally to entire
class and individually
to groups as needed)

6
 Revisions to oral
report in groups

Engaging students in
individual structured
reflective writing
based on their
experience of
working on the
project

Sharing their
reflective writing to
learn about each
other’s points of view

Week Think-pair-share the

10 findings (group
similar issues)

Individual writing of
reflection on the
community
engagement project
and their role in the
group

Brainstorm using
creativity for
dissemination -
cartoons,
advertisements for
university magazine
or beyond, creating
posts for FB

Summarizing/
converting the report
to a letter to the
editor to highlight the

7
 problems explored
and their possible
solutions (homework
- connecting activity
for week 11 - Unit 5)

Week Unit 5: Teacher-directed By the end of the unit, the https://www.ayoa.co

11 instruction on student will be able to: m/ourblog/what-is-
genres (types) of mind-mapping-and-
Letter to the writing focusing on how-can-you-use-it/
Editor letter-writing 1.Identify features of the
Hall, Hellen (2012)
“letter to the editor” genre
Reverse Outlines
2.Work collaboratively Reverse Outlines:
Model-practice-
and cooperatively on Take A part Your
reflect: Introduce
group tasks Paper to Put it Back
types of letters
Together Right.
comparing the use of 3.Read critically to Accessed at:
formal and informal identify strength and
vocabulary and weaknesses of model
phrases in each type letters
https://www.semantic
4. Provide meaningful scholar.org/paper/Rev
peer feedback on outlines erse- Outline-s-
Introduce the format
and drafts Reverse-Outlines-
and purpose of the
%3A-Take-Apart-to-
letter-to-editor 5.Draft a solution-focused Hall/c0373e42616395
explaining with the letter using supporting ea9edf5d5bd5cbe6eb
help of an actual evidence 1bb923e2
letter from a local
newspaper 6.Demonstrate problem-
solving skills through
letter writing
Group reading of
sample letters-to-
editor selecting ones
that deal with issues
familiar to the
students

Week Invite a guest

lecturer (local
12
newspaper editor or
faculty from
journalism) to talk

8
 about what issues
are currently raised
in letters-to-editors
and what are
editors’ criteria to
accept letters for
publication

Work in groups to
continue reviewing
letter samples,
analyzing the
structure of letters

Each group identifies

an issue they want to
write about and give
a brief oral
presentation to the
class

Week Submit the first draft

of letters (to the
13
teacher and peer-
review group)

In-class peer review

of drafts using a
checklist focusing on
content and structure

DUE: First draft f

letter (to teacher and
peer review group)

Week Groups revise first

draft of letter
14

Differentiate among
revision,

9
 proofreading and
evaluation (as sub
stages of finalizing
documents)

Discuss critically the

draft-letter and
implement the
‘revision’ phase of
writing

Reading of (DAWN)
newspaper and
sharing important
letters (to editors) on
local issues

Week Groups revise second

draft of letter
15
Explicit instruction
(paragraph structure,
syntax, diction,
grammar, and
mechanics)

Classroom
discussion/debrief of
activity

Discuss critically and

finalize the draft-
letter as the last
phase of writing

10
 Higher Education
Commission

Cross-Cultural Communication and Translation Skills

(Model Course)

Copyright © 2021 @ Higher Education Commission.

All Right Reserved

1
 COURSE DESCRIPTION

The course introduces learners to cross-cultural communication and translation in the 21st century.
It aims to make students aware of the challenges in communicating across cultures by developing
cross-cultural awareness and translation skills. Students will develop awareness of issues related
to cultural identity and the significance of the role language plays in translating verbal and
nonverbal aspects of various cultures. Using hands-on training for translating from and to English,
the students will practise with various genres—including academic, business, and literary texts—
and evaluate the quality of these through application of theory, best practices, and technology. The
skills acquired in this course will help students interact across cultures in English and national or
indigenous Pakistani languages at a professional level and develop career skills through an
inspiration toward lifelong learning.

COURSE OBJECTIVES:

1. To raise students’ awareness of the issues and challenges of cross-cultural communication

and collaboration.
2. To sensitize students to the key roles that translation skills play in a multilingual society
like Pakistan.
3. To improve the general English skills of students and to improve the specific language
skills needed for translation work.
4. To provide students with a background in translation theory appropriate to support both
academic and everyday translation needs.

LEARNING OUTCOMES:

By the end of this course students will have developed the ability to:

1. engage in cross-cultural interactions by overcoming the challenges related to cross-cultural

communication
2. translate texts related to different genres from the source language to the target language
3. use specific English language skills needed for translation
4. utilize the translation strategies and techniques to translate texts from their native
1
 language to English or vice versa.

COURSE OUTLINE
Week Unit Content/ Learning Essential Readings
Objectives
Activities
Week Unit 1: Cultural By the end of the Fan, H. (2017). Strategies for
1 Diversity in unit students will Translation of English
Symbolic be able to: Commercial Advertisements from
Cross- Meaning the Intercultural Perspective.
Cultural Utilization of Open Journal of Social Sciences,
Online 5, 38-45.
Communic 1. identify
Resources
ation and differences among https://doi.org/10.4236/jss.2017.5
Cultural
Translation Wisdom cultures and the 11004
Skills challenges in
Newmark, P. (1988). A Textbook of
cross-cultural
Exploration Translation. New York: Prentice
of Cultural communication Hall. (Chapter 9).
Differences and translation;
Toegel, G. & Barsoux, J. L. (June
through 2. develop a better 08, 2016). 3 situations where
Taglines of understanding of cross-cultural communication
Advertisemen the unique traits of breaks down. Harvard Business
ts their own cultures Review. Retrieved from:
as https://hbr.org/2016/06/3-
situations-where-cross-cultural-
Cultural well as those of communication- breaks-down/
Adaptation others’;
Translation
3. engage in cross-
Techniques
cultural
and
Strategies communication using
the target language
(English) with people
of different linguistic
and cultural
backgrounds;
4. explore different
resources for
translation, both
offline and online;
5. demonstrate
translation skills by

2
 engaging in
translation tasks.

Week Translation Technitrad. (March 10,

2 of the 2016). Back translation
Taglines of – What is it, and how is
Advertisemen it done? Retrieved from:
ts https://www.technitrad.
Collaborativ com/back-translation-
e Translation what-is-it-and-how-is-
Peer- it-
feedback done/#:~:text=Back%2
Revising the 0translation%20is%20d
Translation efined%20as,back%20t
Back- o%20the%20o
translation riginal%20language

Week Unit 2: Selecting and By the end of the Cortese, C. (May19,2019). How to
3 Writing unit students will Write the best Social Media Bios
about a be able to: for every Platform. Social Media.
Introductio Famous Retrieved from:
Person or 2. practice the
n to the https://www.bluleadz.com/blog/so
Celebrity translation
Translation process; cial-media-bios-for-each-platform
Learning
Process: 3. identify the
about the
Bio- Translation parts of the
Profiles on Process biographical Hines, K. (2020). The 10 Elements
profile as a genre; of a Successful Social Media
4. write a complete Profile. Retrieved from:
3
 Social Researching profile for a https://neilpatel.com/blog/successf
Media Reading Bios social media ul-social-media-profile/
Reading page;
Social Media 5. revise and peer
Bios review the Newmark, P. (1988). A Textbook of
biographical
Translation. New York: Prentice
profiles of
Hall. (Chapter 3)
classmates;
6. translate their
profiles into
English with
emphasis on
vocabulary and
syntax.

Week Translating
4 Celebrity
Writing
Online Tools
for
Vocabulary
Building and
Translation
Writing and
Translating
Media Bio
Week Unit 3: Cross- By the end of the Henshall, P. & Ingram, D. (2021).
5 cultural unit students will The News Manual: Chapter-13
Awareness be able to: ‘Language & style-translation’.
Translating through Retrieved from:
Folklore and 1. recognize the
Cultural https://www.thenewsmanual.net/M
Translation linguistic and
Heritage structural anuals%20Volume%201/volume1
through features of _13.htm
Folktales Analysis of folktales;
Pakistani 2. identify the
Folktales ways a folktale Rurangwa, N. (2005). Folklore,
reflects a Culture, Language, and
culture’s world- Translation. WIReDSpace.
Translation
view; http://wiredspace.wits.ac.za/bitstre
Applied to
3. apply the am/handle/10539/1570/Diss_C_C
Folktales and
translation hap1.pdf?sequenc
Local Stories
process to a
Transcription e=3&isAllowed=y
folktale to make
of a Folktale
it accessible to
[Project
members of Said, E. (1991). Identity,
Work]
other languages authority, and freedom:
and cultures; The potentate and the
4. find, record, and traveler. Transition, 54,
translate a 4-18. Retrieved from:
4
 traditional http://www.jstor.org/stab
folktale from le/2934899?origin=JST
their own OR-pdf
culture;
5. present an
English UNESCO. (2011). What is
translation of a Intangible Cultural Heritage?
local folktale to Intangible Cultural Heritage.
classmates; UNESCO.
6. demonstrate a n https://ich.unesco.org/en/what-is-
understanding of intangible-heritage-00003
the oral
dimensions of
folktales
Week Thick Minhui, X. (2014). The
6 Translation Theory and Practice of
of a Folktale Thick Translation.
Translation
Glossing the Quarterly,73, 58-72.
Folktale
Peer Review University of North
of the Carolina at Chapel Hill.
Glossed (2021). Editing and
Folktales Proofreading. The
Writing and Writing Center.
Revising the Retrieved April 5,
Draft 2021.
https://writingcenter.un
c.edu/tips-and-
tools/editing-and-
proofreading/
Week Storytelling Fripp, P. (2019). How to Make
7 Techniques; A Powerful Impact in Your
Rehearsal of Presentations.
Story-telling
in Class; https://www.fripp.com/the-
Class importance-of-the-pause/
Presentation

Week Unit 4: Discussion By the end of the Argondizzo,

8 on Product unit students will P. (April 9,
Descriptions be able to: 2018). SEO
Translation 1. translate a Translation
in the Planning and description of a vs.
product or Localization:
Business
service offered
World: What’s the
by a business;
5
Product Drafting the 2. recognize Difference?
Description Project cultural Globalizatio
s Description differences in n, Marketing,
product Translation.
promotion and Retrieved
advertising; from:
Peer Review
3. use appropriate
https://www.
language style
argotrans.co
and structure for
describing m/blog/seo-
products; translation-
4. produce effective vs-
graphics/and localization/
visuals.
Chotard, L.
(Nov 14,
2013). How
to manage
duplicate
content on
multilingual
sites.
Retrieved
from:
https://www.t
extmaster.co
m/blog/dupli
cate-content-
multilingual-
sites

Duistermaat, H. (Oct 6, 2019). 9

Ways to Write Product
Descriptions that Inform and
Persuade Your Customers.
Retrieved from:
https://www.shopify.com/blog/82
11159-9-simple-ways-to-write-
product- descriptions-that-sell

Hughes, J. (2020). Your product

description: How to write
converting product descriptions.
Retrieved from:
https://themeisle.com/blog/product
-description-template/

6
 Newmark, P. (1988). A
Textbook of Translation. New
York: Prentice Hall. (Chapter-
14)

MID-TERM

Week Adding
9 Visuals and
Preparing Joyce, L. (2019). 6 Types of
the Final Visual Content You Need to Use
Format in Your Marketing Campaigns.
Class Retrieved from
Presentation https://neilpatel.com/blog/visual-
Final content-you-need-to-use-in-your-
Revision and marketing-campaign/
Proofreading

Week Unit 5: Email versus By the end of the Norbert. (August 2,

10 SMS unit students will 2018). The 10 Key
Netspeak and be able to: Elements of Clear and
Email for Internet Professional Emails.
Business Slang 1.translate EmailStrategy. Retrieved
academic work from:
Communic
Components from a specific https://www.voilanorbert
ation
of a Formal field of study; .com/blog/clear-and-
Email professional- emails/

2.demonstrate
bilingual
knowledge of
academic
vocabulary within
their chosen field
of study;

3.evaluate the
quality of their
own translation
work and that of
their peers;

7
 4. recognize
differences in
style, structure, and
vocabulary in
academic writing
Week Correcting Hertzberg, K.
11 Emails (n.d). 4 Smart
Drafting an Tactics for
Email Sending Emails to
Recruiters.
Grammarly.
Retrieved from:
https://www.topre
sume.com/career-
advice/tactics-to-
email- recruiters

Week Unit 6: Academic By the end of the Brooks, R. (May 29, 2017). The
versus unit, the students Challenges of Translating
12 Literary Literature. https://k-
will be able to:
Translating Translation international.com/blog/the-
1. translate challenges-of-translating-
Academic
Translation academic work literature/
Work
Discussion from a specific
and Practice field of study; Stitt, R. (Feb
23, 2016).
2. demonstrate
Translation
bilingual
Essentials:
knowledge of
Academic
academic
Translation.
vocabulary within
https://www.ula
their chosen field
tus.com/translat
of
ion-
study; blog/translation
-essentials-
3. evaluate the academic-
quality of their translation/
own translation
work and that of
their peers;
4. recognize
differences in
style, structure, and

8
 vocabulary in
academic writing;
5. critically
evaluate translation
challenges and
opportunities.
Week Selection of
Text(s) for
13 Translation
and review
of
Translation
Tasks
Week Translation Newmark, P. (1988).
Work and A Textbook of
14 Peer Review Translation. New
of York: Prentice Hall.
Translation (Chapter15)
Work

Cheung, Y.P. M. (2007). On

Thick Translation as a Mode of
Cultural Representation. In
Dorothy, K. & Kyongju, R.
(Eds.), Across Boundaries:
international perspectives on
translation studies (pp. 22-36).
Newcastle, UK: Cambridge
Scholars Publishing.
Week Finalization
of group
15
translation of
academic
material;

Groups
present, post,
or share their
translation
work.

9
 Higher Education
Commission

Critical Reading and Academic Writing

(Model Course)

Copyright © 2021 @ Higher Education Commission.

All Right Reserved

1
 COURSE DESCRIPTION
Focusing on 21st-century skills that incorporate critical thinking, this course aims to enable
students to become academically literate by polishing the critical thinking, reading, speaking, and
writing skills needed for academic success. The course is specifically designed to teach advanced
academic writing to students by providing them exposure to a variety of academic texts that they
are trained to read critically. Keeping in mind the diverse interests of students, the materials are
drawn from a variety of disciplines for active engagement of students in the learning process to
promote learner autonomy. Students will work in small teams that are formed according to the
similar subject matter and function like miniature think tanks.

COURSE OBJECTIVES
1. To develop critical reading and thinking skills to evaluate the strengths and weaknesses of
a text’s argument and discern bias.

2. To enhance students’ productive (writing and speaking) and receptive (reading) knowledge
of academic vocabulary.

3. To cultivate students’ ability to read and write following the requirements of academic
genres.

4. To encourage students to utilize self-access online tools for grammar review, citation
formatting, and reference management

LEARNING OUTCOMES

By the end of this course, the students will be able to:

1. read effectively using skimming and scanning techniques to save time and read more
2. to understand the effective composition process including pre-writing, drafting, and
revision.
3. use library and digital resources to locate and make use of relevant literature for their own
research article writing
4. make use of a citation style (e.g. APA) and be familiar with other major styles

1
 5. recognize key features (structural and stylistic) of various common academic genres, the
purpose behind each genre, and how these features serve that purpose.
6. Evaluate existing literature critical to use it for their own report writing
7. Write a small scale research report that follows the usual structure of such reports

COURSE OUTLINE
Week Unit Content/Activities Objectives of Unit Essential Readings
Week 1 Unit 1: Understanding the By the end of the unit, Bruce, L. (n.d.)
concept of “Think the students will be Critical Thinking
Tanks” able to: Skills. Lumen
Informat Learning.
ion 1. use the library https://courses.lume
catalog and digital nlearning.com/lume
Literacy Understanding the
sources to locate texts ncollegesuccess/cha
: IMRaD structure of
and materials; pter/critical-
Reading a research report 2. apply techniques for thinking-skills/
and skimming and Kepka, J. (2015)
Writing scanning to academic Research and
within Information Literacy sources; Critical reading.
the Scavenger Hunt 3. evaluate the quality Oregon Writes
Academ of academic sources; Open Writing Text.
y 4. apply pre-writing https://openoregon.
activities to the pressbooks.pub/ore
development of your gonwrites/chapter/r
paper topics; esearch-and-
5. use evaluative critical-reading/
expressions to discuss Elmer E. Rasmuson
the quality of academic Library. (2020).
sources. Evaluating
information
resources.
https://library.uaf.e
du/ls101-evaluation
Week 2 Finding Resources Georgia State
University. (n.d.)
Successful College
Reading techniques Composition
- Skimming and (Edition 2).
http://gsuideas.org
Scanning
/SCC/Sources/Usi
ng%20Sources.ht
ml
Building OpenLearn (2014).
Vocabulary and English: Skills for
Pronunciation skills Learning. The

2
 Open University.
https://www.open.
edu/openlearn/ocw
/mod/oucontent/vi
ew.php?id=19202
&section=3
Week 3 Unit 2: Analyzing citations By the end of this unit, Tamim, T. (2017).
the students will be Languages,
able to: Symbolic Power
Persuasi Building an and
ve Argument and 1. evaluate the strength Multidimensional
of written arguments; Poverty in the
Essays, Constructing a
2. demonstrate the skills Context of
Argume Claim
to compile an annotated Pakistan.
ntation, bibliography; European Journal
and 3. identify purposes of of Language and
Engagin Summarizing texts literature reviews and Literature, 3(3),
g the forms they take; 70-79.
Sources 4. select appropriate Manninen, S.,
reporting verbs and verb Turner, E., &
tenses for use in Wadsö-Lecaros,
annotated bibliography C. (2020). Writing
and literature review in English at
writing; University: A
5. apply the APA Guide for Second
formatting, referencing, Language Writers.
citation, and style rules; (Lund Studies in
6. follow protocols of English). Centre
academic honesty. for Languages and
Literature,
Lund
University.
https://portal.resea
rch.lu.se/portal/file
s/83442575/Writin
g_in_English_at_
University_A_
Guide_for_Second
_Language_Writer
s_2020.pdf
Thompson writing
program. (n.d.).
Developing a
central claim.
Writing studio.
https://twp.duke.ed
u/sites/twp.duke.e
du/files/file-
attachments/centra
l-
3
 claim.original.pdf
Week 4 Practice Reporting University of Wisconsin –
Verbs Madison. (n.d.).
Developing a Thesis
Statement. The Writer's
Think Tank Project: handbook.UW-Madison
Annotated Writing Centre.
Bibliography
https://writing.wisc.edu/ha
ndbook/process/thesis/
Write a Proposal for
Your Topic Kansas State University.
(2020). Research paper
Rubric. Assessment of
Student Learning.
https://www.k-
state.edu/assessment/toolk
it/measurement/resrubric.p
df
Week 5 Unit 3: Word Stress in By the end of this unit, M. Libraries. (n.d.). Four
English the students will be Methods of Delivery.
able to: Stand up, Speak Out.
Critical 1. speak in a https://open.lib.umn.edu/
Reading Think Tank sophisticated manner publicspeaking/chapter/1
about complex ideas; 4-1-four-methods-of-
and Presentation—
2. comprehend what delivery/
Writing: Extemporaneous
others say about
Literatur Speech complex ideas;
e 3. recognize and apply
Reviews word stress patterns of
and What is a Literature multi-syllable words;
Narrativ Review? 4. write a literature
e review with at least 7
Structur sources;
e 5. demonstrate a
detailed understanding
of the IMRaD
structure;
6. use free digital
reference management
tools.
Week 6 Digital Reference
Management Tools

4
 Write the First
Draft of a Literature
Review
Week 7 Peer Review of
Literature Review

Data Collection
Planning

Methods Section
Preview
Week 8 Unit 4: Understanding a After completing this Jeffrey, R. (2016).
Results section unit, the students will About Writing: A
be able to: Guide. Open
Report Oregon Educational
1. effectively outline Resources.
Writing Writing a Results
results and discussion https://openoregon
section
sections; .pressbooks.pub/a
boutwriting/chapte
2. present results in the r/avoiding-
results section; plagiarism/
3. write the discussion
section to explain the
significance of their
study based on the
results;
4. practice citation
methods for the results
and discussion sections;
5. sequence different
sections of the paper
coherently;
6. familiarize yourselves
with online tools for
grammar development
and plagiarism
checking.

MID TERM

5
Week 9 Writing a Jeffrey, R. (2016). About
Discussion Section Writing: A Guide. Open
Oregon Educational
Resources.
Drafting a Research https://openoregon.pressb
ooks.pub/aboutwriting/cha
Report
pter/avoiding-plagiarism/
Week Unit 5: Note Taking – Upon successful University of
10 Introductions completion of this unit, Wisconsin –
you will be able to: Madison. (n.d.).
Writing Developing a
1. differentiate Thesis
Introduc Think Tank Writing
between the stylistic Statement. The
tions,
features of Writer's
Conclusi
introductions, handbook.UW-
ons, and Peer Review of Madison
conclusions, and
Abstract Introductions Writing Centre.
abstracts;
s https://writing.
2. write a well- wisc.edu/handb
structured introduction ook/process/intr
and conclusion oductions/
paragraphs;
3. peer review
abstracts using a
teacher-provided
checklist;
4. familiarize
yourselves with reverse
outlining through
workshop participation;
5. engage in self-
assessment which helps
in developing self-
reflective abilities.
Week Revise Your University of
11 Introduction Wisconsin –
Madison. (n.d.).
Developing a
Annotated Thesis Statement.
The Writer's
Bibliography
handbook.UW-
Check-in
Madison Writing
Centre.
https://writing.wisc.
edu/handbook/proc
ess/conclusions/
6
 Note Taking – Tamim, T. (2017).
Conclusions Languages,
Symbolic Power
and
Read Sample Multidimensional
Poverty in the
Conclusions
Context of
Pakistan. European
Journal of
Think Tank Writing Language and
Literature, 3( 3),
70-79.
Week Peer Review of
12 Conclusions

Revise Your
Conclusion

Week Oral Presentations

13 and Feedback Cerejo, C. (2013,
October 16). A 10-
step guide to make
Individual Reverse your research
paper abstract
Outlining
more effective.
Editage Insights.
https://www.editage
Note Taking – .com/insights/a-10-
Abstracts step-guide-to-
make-your-
research-paper-
Read Sample abstrac t-more-
Abstract effective

Week Think Tank Writing

14

Peer Review of
Abstract

7
 Revise Your
Abstract

Annotated
Bibliography
Check-in
Week Unit 6: Proofreading Upon successful
15 Proofrea Sample Passages completion of this unit,
ding you will be able to:
1. employ appropriate
Justifying the vocabulary, keeping
collocational and
Changes Made
colligational
restrictions in mind;
2. recognize and
Proofreading evaluate academic
Workshop style;
3. identify and
rectify grammatical
errors, mechanics, and
linguistic flaws in
writing
4. produce clean,
well-formatted
documents;
5. develop editing
and proofreading
skills.