Our activities today:
Assalamualaikum warahmatullahhiwabarakatuh...
Welcome to English for Academic Writing ^_^
In this subject, we are going to learn about grammar specifically things related to structure and written expression that we usually find in TOEFL test. Besides, we will also learn about how to describe a picture and how to state our opinion in a free writing.
There will be 14 meetings in this semester, consisting synchronous and asynchronous meetings. Your final mark (score) will be determined by several aspects such as assessment, assignment, and daily participation. Your attendance presentage will not be considered as a significant aspect in giving mark. Thus, you have to actively do all task given by your lecturers in daily (every meeting) basis.
The main material that we use
during this semester is a book from Deborah Philips and a book written by English Lecturers of UNISA that is English for Academic Writing
Happy learning everybodiieeeh.... ^_^
The English for Academic Writing course aims to improve students' ability to write in English. After this course, students are expected to be able to write in English using proper grammar.
In this course, students must attend lectures for 14 meetings online, both synchronously and asynchronously. In each
sub-learning objective, students must study the material independently
asynchronously and take the quiz in Lensa. In the next meeting, students
and lecturer discuss the material and the quizzes that
students had done before synchronously.
The following are the details of the assessment components in this course:
1. Assessment 1: 20%
2. Assessment 2: 20%
3. Daily Tasks: 40%
4. Assignment 1: 10%
5. Assignment 2: 10%
1. Phillip, Deborah. (2001). Longman Complete Course for TOEFL test. New York: Addison-Wiseley Longman
2. Pusat Pengembangan Bahasa Universitas ‘Aisyiyah Yogyakarta. (2019). English for Academic Writing. Yogyakarta: Grammasurya
Assalamualaikum everyone, I hope everyone is well. Thank you for joining the class today.
In today's lesson, first, we are going to discuss what TOEFL test is and part of it.
Then we are going to move to the first skill of structure and written expressions part of the TOEFL test.
Assalamualaikum everyone, How is everyone today? I hope everyone is fine.
Thank you for joining our class today. In today's lesson, we are going to discuss about appositives.
please kindly go to the following link.
Assalamualaikum everyone,
How is everyone today? I hope you all are well.
In today's lesson, we are going to learn skill 4 in structure and written expression part of TOEFL test.
Please learn the following materials and do the quizzes.
Past participles can cause confusion in the Structure section of the TOEFL test because a past participle can be either an adjective or a part of the verb. The past participle is the form of the verb that appears with have or be. It often ends in -ed, but there are also many irregular past participles in English.
The mailman has left a letter in the mailbox.
VERB
The classes were taught by Professor Smith.
VERB
This is the Assessment 1 to test your understanding of the discussed materials.
There are 30 multiple choice questions in test with 100 points top score.
For the maximum experience in completing the quiz please pay attention to the following points.
For an optimal quiz experience, please prepare the following.
1. Use PC or laptop / mac book and the like with a stable internet connection.
2. If the first point is unavailable, you can use a Smartphone.
3. The recommended browsers for smartphone are the updated Microsoft Edge, Mozilla or Safari, and please make sure your browser is set to desktop mode.
4. The Google Chrome browser is not compatible, the question display is not optimal, it is recommended not to use it.
Related questions, please ask via the WA group. Thank you, and Good luck.
When you have two clauses in an English sentence, you must connect the two clauses correctly. One way to connect two clauses is to use and, but, or, so, or yet between the clauses.
Tom is singing, and Paul is dancing.
Tom is tall, but Paul is short.
Tom must write the letter, or Paul will do it.
Tom told a joke, so Paul laughed.
Tom is tired, yet he is not going to sleep.In each of these examples, there are two clauses that are correctly joined with a coordinate conjunction and, but, or, so, or yet, and a comma (,).
Please see the video below
Assignment: 1
Meeting: 7-8
Value: 10% (50% of total assignment score)
What to do: Review Materials and post it in social media
1. TUJUAN TUGAS
Mahasiswa mampu menjelaskan salah satu materi yang sudah diberikan sebelumnya dalam bentuk video secara mandiri dengan menggunakan social media yang dimilikinya
2. URAIAN TUGAS:
a. Obyek Garapan:
Mahasiswa membuat sebuah review material dalam bentuk video menggunakan platform social media yang dimilikinya dengan Bahasa Inggris atau Bahasa Indonesia.
b. Batasan yang harus dikerjakan:
1. Mahasiswa bekerja secara individual
2. Mahasiswa memilih salah satu topic yang diajarkan di kelas untuk direview melalui social media
3. Mahasiswa harus mengumpulkan tugas pada pertemuan Minggu UTS
c. Deskripsi Luaran tugas yang dihasilkan:
Video penjelasan materi yang diberikan dalam kuliah English for Academic Writing
d. Bobot dan sistem penilaian
Bobot Tugas 50% dari total nilai tugas
Total Nilai 100 dengan rincian:
|
No |
Criteria |
Score |
|||
|
Emerging (Maximum 25% of maximum points) |
Basic (Maximum 50% of maximum points) |
Developing (Maximum 75% or maximum points) |
Advanced (Maximum 100% or maximum points)
|
||
|
1 |
Content 30 points |
Includes minor detail and has many mistakes about the topic. |
It includes essential information about the topic but has 1-2 mistakes |
It contains basic knowledge about the topic |
The knowledge of the topic is excellent |
|
2 |
Use of language 25 points |
Many mistakes in grammar, pronunciation, vocabulary and spelling. |
6 until 8 mistakes in grammar, pronunciation, vocabulary and spelling. |
Five or fewer mistakes in grammar, pronunciation, vocabulary and spelling. |
Use English or Bahasa excellently |
|
3 |
Creativity 25 points |
Students show very little effort |
Presentation was creative, not clear video and audio, |
Presentation was creative, clear video and audio. |
Presentation was incredibly creative, clear video and audio. |
|
4 |
Punctuality 20 points |
Late more than 2 days |
Late 2 days |
Late 1 day |
On time |
Sentences with adverb clauses have two basic patterns in English. Study the clauses and connectors in the following sentences:
I will sign the check before you leave.
Before you leave, I will sign the check.
Adverb clauses can express the ideas of time and cause, as you saw in Skill 7; adverb clauses can also express a number of other ideas, such as contrast, condition, manner, and place. Because these clauses are adverb clauses, they have the same structure as the time and cause clauses in Skill 7. Study the following examples:
I will leave at 7:00 if I am ready.
Although I was late, I managed to catch the train.
In each of these examples, there are two clauses that are correctly joined with adverb connectors. In the first sentence the adverb condition connector if comes in the middle of the sentence. In the second sentence the adverb contrast connector although comes at the beginning of the`sentence, and a comma (,) is used in the middle of the sentence.
lets watch the following videoA noun clause is a clause that functions as a noun; because the noun clause is a noun, it is used in a sentence as either an object of a verb, an object of a preposition, or the subject of the sentence.
In the first example there are two clauses, I know and he will arrive. These two clauses are joined with the connector when. When changes the clause he will arrive into a noun clause that functions as the object of the verb know.
In the second example the two clauses I am concerned and he will arrive are also joined by the connector when. When changes the clause he will arrive into a noun clause that functions as the object of the preposition about.
The third example is more difficult. In this example there are two clauses, but they are a little harder to recognize. He will arrive is one of the clauses, and the connector when changes it into a noun clause that functions as the subject of the sentence. The other clause has the noun clause when he will arrive as its subject and is as its verb.
Questions 16 through 40 in the Structure and Written Expression section of the TOEFL test examine your knowledge of the correct way to express yourself in English writing. Each question in this section consists of one sentence in which four words or groups of words have been underlined. You must choose the letter of the word or group of words that is not correct.
Assignment: 2
Meeting: 14
Value: 10% (50% of the total of assignment score)
What to do: Writing an Essay
1. TUJUAN TUGAS
a. Mahasiswa bertanggungjawab atas tugas yang diberikan dan dapat mengelola pembelajaran secara mandiri.
b. Mahasiswa dapat menerapkan apa yang telah dipelajari di kelas secara mandiri.
c. Mahasiswa mampu membuat tulisan sederhana menggunakan kalimat dengan materi tata bahasa yang telah dipelajari pada pertemuan-pertemuan sebelumnya.
2. URAIAN TUGAS:
a. Obyek Garapan:
Membuat tulisan dengan topic yang ditentukan sebagai berikut:
1. Social media in my life
2. My favorite lecturer
3. My hometown
4. The place I want to visit the most
Batasan yang harus dikerjakan:
1. Mahasiswa bekerja secara individual
2. Teks terdiri atas minimal 250 kata, diketik dengan font Times New Roman size 12.
3. Mahasiswa harus mengumpulkan tugas pada pertemuan Minggu UAS
c. Deskripsi Luaran tugas yang dihasilkan:
Tulisan bahasa inggris dalam bentuk deskriptif
d. Bobot dan sistem penilaian
Bobot Tugas 50% dari total nilai tugas
GRADING
SCHEME Topic Development Organization Vocabulary Sentence structure Mechanics ≥ 90 full and
rich development (focus, relevance, explanations, support);
shows sophistication in fluency of expression. organization
fully appropriate and effective for topic (point of view, unity,
paragraphing); very strong introduction & conclusion, thesis
statement, topic sentences. broad and
fluent range of vocabulary; elaboration and detail achieved through
appropriate word choices; correct use of word forms. full
range of sentence patterns (simple, compound, complex), effectively
used; error-free sentence-level grammar. Correct
form for text type (e.g. Memo)--headings; correct citations; spelling,
capitalization, and punctuation error-free. 80 - 90 clear and
complete development of content; high level of fluency in expression
(clarity). organization
controlled; generally appropriate to topic; appropriate paragraphing;
introduction & conclusion, thesis statement, topic sentences evident and
appropriate. flexibility
in range; appropriate use (word choice) of vocabulary in a
variety of situations; mostly correct use of word forms. mastery
of sentence patterns demonstrated; may have occasional grammatical errors on
the sentence level. Spelling,
form, indentations, capitalization, punctuation, and citation errors few and
not distracting. 80 - 70 development
of content adequate, but lacks clearly stated positions or supporting
information; fluency of expression may be halting of awkward. organization
controlled but limited; some paragraphing problems; adequate introduction
& conclusion; limited thesis statement & use of topic sentences. adequate
range (word choice); no precise use of subtle meanings
displayed; vocabulary sometimes used inappropriately; often incorrect use of word
forms. sentence
patterns most often successfully used; several grammatical errors on the
sentence level. occasional
errors in spelling, form, indentations, capitalization, punctuation, and
citation; sometimes distracting. 70 - 60 development
of content restricted; may be incomplete or unclear; lack of fluency in
expression. some
organization apparent, but poorly controlled; introduction & conclusion,
thesis statement, topic sentences may be missing or incomplete. narrow
range (word choice); many word form errors;
vocabulary often used inappropriately; only basic and elementary
meanings are conveyed. simple
and complex sentences attempted but often unsuccessful; grammatical errors
distract from meaning. Spelling,
form, indentations, capitalization, punctuation, and citation errors are
frequent and distracting. 60 - 50 simplistic
statement of content; often copied from sources or lists of information. minimal
attempt at paragraphing, often unsuccessful; strings of sentences; no
introduction or conclusion, thesis statement, topic sentences. simple
vocabulary, often inappropriately used; no control of word forms;
sometimes indecipherable. attempts
at simple sentences often not successful; many grammatical errors. Spelling,
form, indentation, capitalization, punctuation, and citation errors
throughout.
