Scheme of Studies/Course Outlines of Associate Degree

(AD) 2.Year Program (4 semesters) w.e.f. Session 2021 for

all
Affiliated Colleges of BZU
Year 2nd
Semester — 3
EWRT 201 - Critical Reading and Academic
Writing
Course Description
Focusing on 21st-centur•y skills that incorporate critical thinking, this course aims to enable
students to become academically literate by JNJlishing critical thinking. reading. speaking. and
writing skills needed for academic success. 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 variety Of disciplines for active engagement Of students in the learning process to
promote learner autonomy, Students will work in small teams thwt are formed according to the
similar subject matter and function like miniature think tanks.

Course Objectives
• To develop critical reading and thinking ski Co evaiuate the strengths and weaknesses of a
text'S argument and discern bias.

• To enhance students' productlve (writingandspeaking) and receptive (reading) knowledge of

academic vocabulary.
• TO students' ability to read and following the requirements ofacademic genres.

• 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:
I. read effectively using skimmingand wanning techniques to save time and read more
2. to understand the effective composition process including pre-writing. drafting. and

3. use library and digital resources to locate and make use of relevant literature for theirown
research ani€le writing
4. make use Of a citation style (e.g. APA) and be familiar With Other major styles
 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 for their own report writing

7. Write a small scale research report that follows the structure Of such

COURSE OUTLINE
week ContenUAcOvities Objectives or Readings

week 1 Unit l : Understanding By the end of the unit. Bruce. L (n.d.)

the concept Of the students will bc Critical Thinking
Tanks" able to: Skills. Lumen
Informat
l. use the library va
Li teracy %ilog am] d igital
Understanding the
sources to locate texts
IMRaD structure and materials;
Reading Of a research 2. apply
and techniques for
thinking-skills/
repott
skimming and Kepka. J. 5)
within scanning to academic Research and
the sources: Critical reading.
Information 3. evaluate the Oregon
Literacy quality of academic
Scavenger Hunt sources; 4. apply pre-
writing activities to the
development of your
paper topics: 5. use
evaluative expressions
critica'-readingf.
to discuss the quality Elmer E. Rasmuson
Of academic Library. (2020).
Evaluating

2
Week 2 Findin g Resources Georgia State
University. (n.d.)
I College
Reading Composition
• Skimming and (Edition 2).

JSCC'Sources:'tlsi
20Sourccs.tJ(
Building
Vocabulary and Openl-earn (2014).
Pmnuncialion skills English: Skillsfor
Learning. The

Open University.

/mtKl'0"c01ilent. vi
1920
2

3
Week 3 Unit 2: Analyzing citations By the end of this Tami,n. T. (2017).
unit. the students will Languages,
be able to:
Symbolic power
Building
l. evaluate strength Multidimensional
Argutnent and
of written arguments; 2. Poverty in the
Essays. Constructing demonstrate the skills to Context of
Argume Claim compile an annotated Pakistan.
Illation.
European mal
and
3. identify purposes of
Engagin Summarizing texts literature reviews and
g the forms they take: 4.
Sources select appropriate
reporting verbs and verb
tenses for use in ofLanguagc
annotated bibliography Literature.
and literature review 70-79.
writing: Manninen.
5. apply the APA Turner. E..
format ting , WadsO-Lecaros,
referencing, citation, C. (2020). Writing
style rules:
6. follow
protocols Of academic University: A
honesty. Guide for Second
Language Writers.
(Lund Studies in
English). Centre
for Languages and
Literature,
Lu nd
University.

Thompson writing
program. (n.d.).
mveloping a
central craim.
Writing studio.
https:»tw-
p.duke.ed

4
 If

Week Practice University of — Madison. (n.d.).

4 Reporting Developing a -Illesis
Verbs Statement. The Writer's
UW-MOdison Writing
Centre.
Think Tank
project:
Annotated
Kansas State University.
(2020). Research paper Rubric.
Assessment of Student Learning.
Write a l)ltJW.nwww_kslate.eduias.ses.sment)tool
Proposal for h
Your Topic

Week Unit 3: Word Stress By the end Of this Me Libraries. Four Methods
5 in unit. the students OfDelivery. Stand up, Speak Out.
English will be able to:
Critical l, speak in a
Readin sophisticated 4- -four-methods-ofdeli very}
g and •mink Tank manner about
Wnting Presentation complex idews;
: 2. comprehend
—
Literatur EXte What others say
about complex
poraneous ideas;
Review Speech 3. recognize and
s and apply word stress
Narrativ patterns of multi-
syllable words: 4.
What is a
Structur write a literature
Literature review with least 7
sources:
5. demonstrat
e a detailed
understanding of
the IMRaD
Structure:
6. free digital
re ferencc
management tools.

5
wee Digital
k6 Reference
Management
Tools

Write the First

Draft Of a
Literature Review
week 7 peer Review of
Literature Review

Data Collection
Planni ng

Methods Section
Preview

6
Week S Unit 4: Understanding a After completing this Jeffrey. R. (20i6).
Results section unit. the students will Writing.' A
bc able to: Guide, Open
Report Oregon Educational
Wriling l. effectively outline
Writing a Results Resources ,
results and discussion
sections:
2. present results
in the section;
3. wnte the
discussion section 10
explain the significance
Of their study tused on
the results;
4. practice
citation methods for the
results and discussion
sections;
5. sequenoe
different sections of the
parwr coherently ;
6. familiarize
yourselves with online
tools for grammar
development and
plagiarism checking.

MID TERM

week 9 Writing a Jeffrey. R. (2016).

Discussion Sectio n Writing: A Guide. Open
Oregon Educational
Resources,
Drafting Research 44
Report

7
Week Unit 5: Note Taki ng — Upon Univeßity Of
10 Introductions completion of this unit, Wisconsin —
you will be able to: Madison. (n.d.).
Writing Developing a
differentiate
Think Tank Writing between the stylistic Thesis
lions, Statement,
features of
Conclusi Write
ons, introductions.
peer Review Of conclusions. and handb"Ok.
Abstract UWMadison
Introductions abstracts:
Writing Centre,
2. write a well.
structured introduction
and conclusion

3, peer review
abstracts using a
teacher-provided
checklist:

4. familiarize
yourselves with reverse
outlining ihrough
workshop part
icipation;

5. engage in self
— assessment which
helps in developing
selfreflective abilities.
Week Revise Your University Of
11 Introduction Wisconsin —
Madison. 'n.d.).
Developing a
Annotated Statement.
Bibliography
Check-in handbook. UW
— Madison
Writing Centre.
-Wisc.

cssfconclusio

8
 Note Taking — Tarnim. T. (2017).
Conclusions Languages.
Power

Read Sample Multidimensional

Conclusions Poverty in the
Context of
Pakistan, European
Tilink Tank Writing Journal
Language and

70-79.
week Peer Review of
12 Conclusions

Revise Your
Conclusion

Week Oral Presentations Cerejo.C. (2013.

13 and Feedback October 16), A 10'
Step guide to make
*'0'•r research
Individual Reverse paper bstraci mare
Outlining effective. Editage
Insights.

Note Taking —

Read Sample

Week •n•ink Tank Writing

peer Review Of
 Revise Your

Annotated
B ibliography
Check-in
Week Unit 6: Proofreading Upon successful
15 Proofrea Sample passages comfrlction of this unit.
ding you will be able to:
l. employ appropriate
vocabulary, kccping
Justifying the collocational and
Changes Made colligational

2, recognize and
Proofreading evaluate academic
Workshop style;
3. identify and
rectify grammatical
errors. meeh1Enics.
and linguistic flaws in

produce clean.
well-formatted
documents:
editing
and proofreading
skills.
8