UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education – BA in English as a Foreign Language
551016 – Academic Writing – Course Syllabus
COURSE SYLLABUS
1. GENERAL COURSE INFORMATION
SCHOOL OR UNIT: School of Education
ABBREVIATION: ECEDU
LEVEL: Professional
EDUCATIONAL FIELD: Specific Professional Training
COURSE: Academic Writing
CODE: 551016
COURSE TYPE: Theoretical - Practical
NUMBER OF CREDITS:
NUMBER OF WEEKS:
Three (3) credits with 144 hours of academic work:
105 hours of independent study and 39 hours of
tutorial support
16 weeks of Academic Process
PREVIOUS KNOWLEDGE:
Students should hold a B2 certificate because they are required to interact completely in English. They need to write clear, detailed texts on a wide range
of subjects related to their interests. They need to write essays or reports, passing on information or giving reasons in support of or against a particular
point of view.
COURSE DIRECTOR: Liliana Moreno – Henry Carvajal
DATE: August, 2015
COURSE DESCRIPTION:
Academic Writing is a three-academic-credit course, whose main goal is to develop students’ writing skills in academic environments. Students will improve
their writing by expanding their vocabulary and their linguistic skills, and by enhancing their critical reading skills.
The approach proposed for this course is the Task-Based Approach (TBA) since it permits goal-oriented and meaning centered activities. Writing tasks are
designed to facilitate students’ participation in meaningful activities. It consists of three didactic units. The first unit relies on the theoretical generalities of
academic writing. The second and third one focus on producing academic texts as a way of practicing concepts.
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education – BA in English as a Foreign Language
551016 – Academic Writing – Course Syllabus
2. EDUCATIONAL INTENTIONS
PURPOSES:
To get students to develop skills in academic writing as well as to self-reflect on their own writing process throughout the reading of some theoretical
material and the writing of some academic papers so that they can understand the accurateness and formalities that academic writing requires and to be
prepared to generate this type of writing when it is required.
GENERAL COURSE COMPETENCES
1. DISCIPLINARY COMPETENCES
Students identify the particular characteristics of academic writing and apply their theoretical and practical knowledge in the composition of some
academic papers required in different educational assignments.
Students recognize the importance of actively participating in course discussions by asking questions and responding with clear arguments and
foundations.
Students identify and practice writing strategies and methodologies that can turn into theoretical and practical foundation that they will be able to
use once they become teachers.
2. COMMUNICATIVE COMPETENCES
Interpretative
Students easily characterize, name and discuss on the formalities and specifications of academic writing.
Students can write clear texts (paragraphs) presenting their self-reflection on formalities and specifications on academic writing.
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education – BA in English as a Foreign Language
551016 – Academic Writing – Course Syllabus
Argumentative
Students are able to write clear, detailed texts, essays or reports, passing on information or giving reasons in support of or against a particular point
of view.
Propositive
Students are to propose different alternative for improving their own academic writing process
3. TRANSVERSAL COMPETENCES
Students recognize the need of using new technologies (searching for information in databases, hypertexts, etc.) when supporting points of view
about a particular topic.
Students recognize the importance of using target language reference sources to find, understand and if necessary convey new information.
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education – BA in English as a Foreign Language
551016 – Academic Writing – Course Syllabus
3. COURSE CONTENT
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education – BA in English as a Foreign Language
551016 – Academic Writing – Course Syllabus
UNIT
LEARNING CONTENTS
References
Smith, W. (2013, February 22). Academic Writing. Retrieved November 2013,
from http://www.youtube.com/watch?v=2Xr8KzAxM_M
Conceptualizing Academic writing
This topic deals with the vocabulary and concepts
related to academic writing and it is thought to be
part of the theoretical foundations of the course.
UNIT 1
ACADEMIC
WRITING:
GENERALITIES
Types of Academic writing
This topic is related to all those structures, styles
and different types of academic writing. It is thought
to be a sort a map of the various ways in which
academic writing can be presented
Finnish Institutions Research Paper. ( 2013). What Is 'Academic Writing'?
Recuperado 09/10 2013, de Finnish Institutions Research Paper:
http://www15.uta.fi/FAST/FIN/RESEARCH/acadwrit.html
Academic Writing Help Centre,. (2007). Essentials of Graduate Writing.
Ottawa, Ottawa, Canada. http://www.sass.uottawa.ca/writing/kit/gradwriting-essentials.pdf
Massey University. (2010). Academic Writing: Assignment Types. Recuperado
el 04/20/ 2013, de Massey University:
http://owll.massey.ac.nz/main/assignment-types.php
Empire State College. (2013). Types of Academic Writing. Recuperado 9/
2013, de Empire State College: http://www.esc.edu/online-writingcenter/resources/academic-writing/types/
Massey University. (2010). What is academic writing?. Recuperado el 04/20/
2013, de Massey University: http://owll.massey.ac.nz/assignmenttypes/reflective-writing.php
Reflective Writing: A journal (E-portfolio)
This topic emphasizes a journals as an Academic
Writing possibility. Students are to be write their
reflections on a e- portfolio.
Empire State College. (2013). Empire State College. Recuperado e9 / 2013,
de Empire State College: http://www.esc.edu/online-writingcenter/resources/academic-writing/types/journal/
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education – BA in English as a Foreign Language
551016 – Academic Writing – Course Syllabus
UNIT
LEARNING CONTENTS
Conceptualizing a paragraph
This topics highlights and deals with
paragraph conceptualization and
characterization. It is thought to
become the foundation for writing
clear and meaningful paragraphs.
UNIT 2
ACADEMIC
WRITING:
PARAGRAPH
How to write a paragraph
This topic is about outlines for writing
different types of paragraph.
Writing an Academic paragraph
This topic emphasizes the way an
academic paragraph is to be written.
It is thought to turn into the basis for
academic writing.
References
Sussman, D. (2012, July 20). What is a paragraph. Retrieved November 12, 2013, from
What is a paragraph: http://www.youtube.com/watch?v=mweXIEOZjQQ
The University of Adelaide. (2011). Learning a Teaching. Retrieved November 2012, 2013,
from The University of Adelaide: https://drive.google.com/file/d/0BWxmcRUxcmdSXdWejlaRjNKb1E/edit?usp=sharing
Walter, F. S. (2008). Basic Paragraph Structure. Retrieved 8 2013, from Welcome to the
TOEFL-Prep Writing Practice Site: http://lrs.ed.uiuc.edu/students/fwalters/para.html
Une University. (2011, 2 14). Perfecting Paragraph. Retrieved 8 7, 2013, from Academic
Writing: http://www.une.edu.au/tlc/aso/aso-online/academic-writing/perfectingparagraphs.php
Holt, Rinehart and Winston. (n.d.). Holt, Rinehart and Winston. Retrieved November 12,
2013, from What are the Types of paragraph: https://drive.google.com/file/d/0BWxmcRUxcmdcWg5TG01RFNKRXc/edit?usp=sharing
Back Student Learning Tools. (2012). Defining Arguments. Retrieved November 21, 2013,
from Back Student Learning Tools:
http://www.mesacc.edu/~paoih30491/ArgumentDefine.html
Purdue Online Writing Lab. (2013, 3 1). Argumentative Writing. Retrieved 8 9, 2013, from
Purdue Online Writing Lab: https://owl.english.purdue.edu/owl/resource/724/01/
Une University. (2011, 2 14). Perfecting Paragraph. Retrieved 8 7, 2013, from Academic
Writing: http://www.une.edu.au/tlc/aso/aso-online/academic-writing/perfectingparagraphs.php
Weigle, Sara Cushing. Assessing Writing. Cambridge University Press. 2002. Cambridge Books Online.
http://dx.doi.org/10.1017/CBO9780511732997.001
Supplementary
References
Jordan, R. 1997. English for Academic Purposes - A Guide and Resource Book for Teachers New York: Cambridge University
Press. Cambridge Books Online. http://books.google.com/books?id=Ywe7sKTTQ9UC&hl=es
Gordon, T. 2009. A Student’s writing guide. How to plan and write successful essays. New York: Cambridge University Press.
Cambridge Books Online. http://books.google.com/books?id=UHdhx2uItNQC&hl=es
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education – BA in English as a Foreign Language
551016 – Academic Writing – Course Syllabus
UNIT
LEARNING CONTENTS
Conceptualization of essays
This topic deals with the definition,
characterization and types of essays.
Purdue Online Writing Lab. (2013, 3 1). Essay Writing. Retrieved 8 9, 2013,
from Purdue Online Writing Lab:
https://owl.english.purdue.edu/owl/resource/685/01/
Critical Thinker Academy. (2013). Critical Thinker Academy. Retrieved 10 3,
2013, from Critical Thinker Academy:
http://www.criticalthinkeracademy.com/introduction2.html
UNIT 3
ACADEMIC
WRITING:
ESSAYS
References
Essays: Writing Process
This topic defines a persuasive / argumentative
essay, presents steps for writing such essay and
some outlines some elements to consider.
My bookez. (2013). Structure of a five paragraph persuasive essay. Retrieved
November 2013, from My bookez:
http://www.mybookezzz.org/ebook.php?u=aHR0cDovL21jZGFuaWVsYi5l
ZHVibG9ncy5vcmcvZmlsZXMvMjAxMi8xMi9QZXJzdWFzaXZlLUFyZ3VtZ
W50LUVzc2F5LU91dGxpbmUtUERGLW5oaTl3ZC5wZGYKU3RydWN0d
XJlIG9mIGEgZml2ZSBwYXJhZ3JhcGggcGVyc3Vhc2l2ZSBlc3NheQ
Gallaudet University. (2013). English Work. Retrieved 9 7, 2013, from English
Work: http://www.gallaudet.edu/tip/english_works/writing/essays/5paragraph_essay_and_outline_the_hazards_of_moviegoing.html
Weigle, Sara Cushing. Assessing Writing. Cambridge University Press. 2002. Cambridge Books Online.
http://dx.doi.org/10.1017/CBO9780511732997.001
Supplementary
References
Jordan, R. 1997. English for Academic Purposes - A Guide and Resource Book for Teachers New York: Cambridge University
Press. Cambridge Books Online. http://books.google.com/books?id=Ywe7sKTTQ9UC&hl=es
Gordon, T. 2009. A Student’s writing guide. How to plan and write successful essays. New York: Cambridge University Press.
Cambridge Books Online. http://books.google.com/books?id=UHdhx2uItNQC&hl=es
UNE University of New England. (2011, 8 24). Citing Authors. Retrieved 8 6, 2103, from Academic Writing:
http://www.une.edu.au/tlc/aso/aso-online/academic-writing/citing.php
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education – BA in English as a Foreign Language
551016 – Academic Writing – Course Syllabus
4. LEARNING ACTIVITIES
Unit
Learning
Content
Course syllabus
Competence
Performance indicators
Assessment
Weeks
Purpose
Propositional
Argumentative
Technological
Students describe the course and
reflect on metacognitive strategies
that will be useful to develop
writing skills throughout the
course.
Individual
reflection and
video creation
about the
course,
purposes,
competences
and contents
2
Interpretative
Sociolinguistic
Disciplinary
Students are aware of the
importance of academic writing
and takes ownership of these
linguistic elements.
Individual
reading related
to concepts of
academic writing
3
COURSE
RECOGNITION
Conceptualizing
Academic
writing
Learning
Strategy
Written quiz
UNIT 1
ACADEMIC
WRITING:
GENERALITIES
Types of
academic writing
Interpretative
Argumentative
Propositive
Technological
Students identify and discuss
about specifications of academic
writing through assertive
participation in a forum
discussion.
Collaborative
learning:
Participation in
discussion
threads
presented in a
written forum
4
To create an
initial idea
about the
course and
activate
metacognitive
knowledge or
information
related to
academic
writing
Evaluation
criteria
Video quality
regarding
content and
form
Weighting
25 points
5%
To provide
students
enough input
to identify
academic
writing in their
studies.
Performance
in a sixquestion
quiz
30 points
To
promote
interactive
spaces where
students
present
the
specification of
academic
writing
Participation
in a forum
discussion
thread and
presentation
in a panel
through web
conference
80 points
6%
16%
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education – BA in English as a Foreign Language
551016 – Academic Writing – Course Syllabus
Unit
Learning
Content
Conceptualizing
paragraphs
Competence
Interpretative
Sociolinguistic
Disciplinary
Performance indicators
Students are aware of the
importance of academic
paragraph writing and takes
ownership of these linguistic
elements.
Learning
Strategy
Individual
reading related
to concepts of
academic
paragraph
writing
Assessment
Weeks
Purpose
3
Written quiz
To provide
students
enough input
to identify
academic
paragraph
writing in their
studies.
Evaluation
criteria
Performance
in a sixquestion
quiz
Weighting
30 points
6%
UNIT 2
ACADEMIC
WRITING:
PARAGRAPHS
Writing an
Academic
paragraph
Interpretative
Descriptive
Argumentative
Technological
Students write a clear and
detailed academic paragraph
passing on information or giving
reasons in support or against a
particular point of view.
TBA/Reflective
writing:
Writing an
academic
paragraph on a
particular topic
3
To enhance
students’
ability to write
academic
paragraphs
expressing
support or
against a
topic.
Accuracy in
writing an
outline and
an academic
paragraph
80 points
16%
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education – BA in English as a Foreign Language
551016 – Academic Writing – Course Syllabus
Unit
Learning
Content
Conceptualization
of essays
Competence
Performance indicators
Learning
Strategy
Assessment
Weeks
Purpose
Interpretative
Argumentative
Propositive
Technological
Students identify and discuss
about specifications of
academic essay writing
through assertive
participation in a forum
discussion and in a panel
through web conference
Collaborative
learning:
Participation in
discussion
threads
presented in a
forum and in a
panel through
web conference
3
Interpretative
Argumentative
Propositional
Students write a clear and
detailed outline of an
academic essay passing on
information or giving reasons
in support or against a
particular point of view
TBA/Outlining:
Based on a
provided
structure,
students outline
the
argumentative
essay they will
hand in as part
of final exam
project
2
Interpretative
Disciplinary
Propositional
Argumentative
Technological
Students present an
academic paper using APA
style, including the
argumentative essay started
in Unit 3 and reflections
about the accomplishments
along the course.
TBA/Reflective
writing:
Writing an
academic paper
using APA style
2
To promote
interactive
spaces where
students
present the
specification of
academic
essay writing
Evaluation
criteria
Accurate
participation in
a forum
discussion
thread and
presentation in
a panel
through web
conference
Weighting
80 points
16%
UNIT 3
ACADEMIC
WRITING:
ESSAYS
Outlining and
argumentative
essay
Unit 1
Unit 2
Unit 3
Final Exam
To enhance
students’
ability to
develop a wellstructured
outline to write
an
argumentative
essay
Accuracy in
proposing the
outline of an
argumentative/
persuasive
essay
50 points
To foster
students’
reflection on
the importance
of academic
writing
Completion of
a sequential
journal writing
and accuracy
in writing a
reflection on
journal writing
125 points
10%
25%
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
School of Education – BA in English as a Foreign Language
551016 – Academic Writing – Course Syllabus
5. COURSE EVALUATION STRUCTURE
Evaluation Type
Self – evaluation
Peer – evaluation
Hetero-evaluation
Course Recognition
Quiz on academic writing
Forum discussion on academic writing
Quiz on paragraph theoretical foundations
Writing an argumentative paragraph
Forum discussion on essays
Outlining an argumentative essay
Final Exam: Academic paper with APA style
Total
Weighting
Score
Formative
Formative
5%
6%
16%
6%
16%
16%
10%
25%
25
30
80
30
80
80
50
125
100%
500