National Commission for Academic Accreditation &
Assessment
Course Specification
Institution: Majmaah University
College/Department: College of Education – English Department
A Course Identification and General Information
1. Course title and code:English Writing 1 ( ENG 125)
2. Credit hours:2 Hours
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
B.A in English
4. Name of faculty member responsible for the course.
5. Level/year at which this course is offered: Level 2
6. Pre-requisites for this course (if any)
None
7. Co-requisites for this course (if any)
None
8. Location if not on main campus:
1
B Objectives
1. Summary of the main learning outcomes for students enrolled in the course.
The students will be able to write a paragraph on various topics. It begins with forming
grammatically correct simple, compound and complex sentences with appropriate
marks of punctuation and culminates into a compact paragraph with the following
essential component parts: the topic, the topic sentence, supporting sentences and the
concluding sentence.
The students will then pick up and write different kinds of paragraphs to express their
views and ideas. More focus will be on descriptive paragraphs, process paragraphs,
opinion paragraphs, and narrative paragraphs. At the same time the students will learn
how to induct unity and coherence to make their writing more organized and
convincing.
2. Briefly describe any plans for developing and improving the course that are being
implemented. (e.g. increased use of IT or web based reference material, changes in
content as a result of new research in the field)
1. Consistently doing practice of writing activities.
C. Course Description (Note: General description in the form to be used for the Bulletin
or Handbook should be attached)
1 Topics to be Covered
List of Topics
No of
Weeks
1
Contact
hours
2
4
2
4
2
4
2
4
2
4
2
Introduction and course orientation
The sentence and the Paragraph
Descriptive Paragraphs
Example Paragraphs
Example Paragraphs
Process Paragraphs
2
2
4
2
4
Opinion Paragraphs
Narrative Paragraphs
Final Exam
2 Course components (total contact hours per semester): 30 hours
Lecture:
Tutorial:
Laboratory
30 hours
Practical/Field
work/Internshi
p
Other:
None
None
3. Additional private study/learning hours expected for students per week. (This should
be an average: for the semester not a specific requirement in each week)
4 hours.
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop

A description of the teaching strategies to be used in the course to develop that
knowledge or skill

The methods of student assessment to be used in the course to evaluate learning
outcomes in the domain concerned
a. Knowledge
(i) Description of the knowledge to be acquired
1. There are numerous "real communication" opportunities for students.
2. Improve students’ developmental skills approach that encourages speaking,
listening, writing, and readingabilities through a wide variety of exercises.
3. Introduce students to the form, meaning, and usage of basic structures in English.
4.Explore students ’opinions, discuss their ideas, and share their experiences through
various pieces of reading and writing.
5. Introduce students to a wide range of exercises designed to get students to talk about
their ideas, their everyday lives, and their environment.
3
6. Expose students to open-ended communicative task for both speaking and writing.
7. Provide interesting and lively new exercise material especially for pair and group
work.
(ii) Teaching strategies to be used to develop that knowledge
1. Lectures
2. Class discussion
3. Communicative drills
4. Use predicting skills.
5. Regular homework.
6. Free practice / Control practice.
(iii) Methods of assessment of knowledge acquired
1.
3.
4.
5.
Class participation
Home works
Midterm and final exams
Writing portfolio/Assignments
b. Cognitive Skills
(i) Description of cognitive skills to be developed
1. Ability to think, analyse and write critically
2. Ability to use literary and academic English
3. Ability to make comparisons between different tenses and different language
functions
4. Ability to apply different communicative approaches to the study of writing
5. Ability to do writing assignments effectively
6. Ability to enrich their vocabulary skills thru writing their personal opinions about
different topics
(ii) Teaching strategies to be used to develop these cognitive skills
1. Brainstorming
2. Class discussion
3. Individual counselling on writing difficulties
4. Group work and pair work that encourage the student to explain discuss and defend
his own ideas with his peers
(iii) Methods of assessment of students cognitive skills
1. Class participation
2. Writing portfolio
3. Home Assignments
4. Midterm and final exams
5. Use of checklist and rubrics for evaluation
4
c. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry responsibility to be
developed
1. Students can complete reading and writing assignments in due time
2. Students can participate in class discussion and could think independently
3. Students can act responsibly in carrying out individual as well as group assignments
4. Students have the important skills to communicate, read, write, listen, negotiate, and
evaluate their strengths and weaknesses.
5.The text often uses the students' own life experiences as context and regularly
introduces topics of interest to stimulate the free expression of ideas in structured as
well as open discussion.
(ii) Teaching strategies to be used to develop these skills and abilities
1. Interactive class discussion
2. Individual counselling on writing difficulties
3. Group work and pair work that encourage the student to explain discuss and defend
his own ideas with his peers
(iii) Methods of assessment of students interpersonal skills and capacity to carry
responsibility
1. Instructor’s assessment of student’s performance and seriousness during individual
supervision hours
2. Written exams
3. Class discussion
4. Individual writing tasks
d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain:
1. Develop writing skills through searching and exposing themselves to different
writing styles, formats and contents in information communication technology
2. Use of electronic journals and database
3. Use of PowerPoint and laptop – projector systems
(ii) Teaching strategies to be used to develop these skills
1. Encourage students to make extensive use of material on the web.
2. Encourage students to interact with each other and share their opinions about
different topics with the aid of information and communication technology.
(iii) Methods of assessment of students numerical and communication skills:
1. Tasks and Assignments based on internet
2. Ask questions that need them to search and surf the net in order to get the required
5
information
e. Psychomotor Skills (if applicable)
(i) Description of the psychomotor skills to be developed and the level of performance
required
Not applicable
(ii) Teaching strategies to be used to develop these skills
Not applicable
(iii) Methods of assessment of students psychomotor skills
Not applicable
5. Schedule of Assessment Tasks for Students During the Semester
Assess
ment
Assessment tasks (e.g. essay, test, group project,
examinations etc.)
1
1st midterm
Proportion
of Final
Assessme
nt
15 %
2
Assignments
5%
3
Participation
5%
4
2nd midterm
15 %
5
Final
60 %
6
Total
100 %
6
Week due
D. Student Support
1. Arrangements for availability of teaching staff for individual student consultations and
academic advice. (include amount of time teaching staff are expected to be available each
week)
During office hours.
E Learning Resources
1. Required Text(s)
Effective Academic Writing by Alice Savage and MasoudShafiei. Oxford University
Press-2007
2. Essential References
None
3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)
Writing at Work, from sentence to paragraph.
4-.Electronic Materials, Web Sites etc
http://www.bloomsbury-international.com/learning-english-as-a-second-language/howto-develop-good-writing-skills-in-english.html
http://www.write-better-english.com/
http://www.learnielts.com/ielts-writing/how-to-write-paragraph.htm
5- Other learning material such as computer-based programs/CD, professional
standards/regulations
None
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (i.e.
number of seats in classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
7
 Lecture rooms well equipped with teaching aids
 Language labs
 Library
2. Computing resources
 Laptops/computers
 Multimedia projector system
 Computer lab
3. Other resources (specify –e.g. If specific laboratory equipment is required, list
requirements or attach list)
Data show to facilitate going over students’ papers in class.
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching
1. Homework
2. Participation in class
3. Portfolio record
4. Midterm and Final Exams
5. Students’ assessment of the course form
2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department
1. Weekly report about teaching and the course matters(what went well and what could
have done better)
3 Processes for the Improvement of Teaching
1. Training sessions
2. Workshops to facilitate the exchange of experiences amongst faculty members
3. Regular meetings where problems are discussed and solutions are given
4. Discussion of challenges in the classroom with colleagues and supervisors
5. Encouragement of faculty members to attend professional development conferences
6. Keep up to date with pedagogical theory and practice
7. Set goals for achieving excellence in teaching at the beginning of each new
semester after reviewing last semester’s teaching strategies and results
4. Processes for Verifying Standards of Student Achievement (e.g. check marking by
an independent member teaching staff of a sample of student work, periodic exchange
and remarking of tests or a sample of assignments with staff at another institution)
1. Check marking of a sample of examination papers either by a resident or a visiting
faculty member
1. Language skills are assessed and examined by another relevant teacher.
5 Describethe planning arrangements for periodically reviewing course effectiveness
and planning for improvement.
8
1. Compare syllabi and course descriptions with other universities
2. Annual meetings of faculty members to discuss improvement
3. Have a curriculum review committee to review the curriculum periodically and
suggest improvements
9