2023/2024 -karima LADJEL: Written expression courses
Topic outline
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Contact card of the module : Written Expression
Faculty : Letters and Foreign Languages
Department: English Department
Level of Students: Second Year Licence
Academic Year: 2023-2024
Semester: Third Semester
Fundamental Unit
Coefficient :04
Teaching Hours:55 hours
Evaluation: Exam and Continuous Evaluation(TD)
Teacher: Karima LADJEL
Professional Email: Karima.ladjel@univ-msila.dz
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The objectives of the writing skill module for second-year EFL (English as a Foreign Language) university students are multi-faceted. Firstly, the module aims to equip students with the essential skills to comprehend and execute the process of writing, emphasizing both paragraph and essay structures. Through practical exercises and guided instruction, students will learn to articulate their thoughts coherently, building clear and concise arguments. Additionally, the module places a strong emphasis on familiarizing students with the conventions of academic writing, including proper citation, referencing, and formatting. The goal is to instill a deep understanding of the expectations and standards within the academic realm. Moreover, the module seeks to enhance students' awareness of grammatical nuances and academic errors, enabling them to refine their writing by addressing common linguistic pitfalls. Overall, the module strives to empower EFL students with the necessary tools to produce proficient, well-structured, and error-free academic writing.
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In their first year at university, students entering the writing skill module are expected to possess a foundational understanding of key linguistic elements crucial for effective communication in written English. This includes a grasp of various sentence types, ranging from simple to complex, and an awareness of the appropriate use of tenses to convey accurate temporal relationships. Moreover, students are anticipated to be familiar with cohesive devices such as conjunctions, transitions, and pronouns, enabling them to establish logical connections within their writing. This prior knowledge forms the basis upon which the writing skill module builds, seeking to refine and expand these fundamental language skills as students progress through more advanced aspects of academic writing. The goal is to fortify and deepen their linguistic proficiency, ensuring a solid platform for successful engagement with the complexities of university-level writing.
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- Basic Grammatical Backgrounds:
- Tenses: Their Functions within Paragraphs
- The use of Cohesive Devices
- Types of Sentences
- Academic Writing Error
- Writing Process:
- The prewriting stage
- The writing stage
- The rewriting stage
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Exam and Tests
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Description: Students are exposed to the different purposes incorporated when writing paragraphs. this helps them identify the appropriate use of tenses with the correct spelling.
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Past actions and descriptions when writing paragraphs
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Writing Structures: Outlining process
Students are asked to experience the writing process in parallel with their teacher-
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Analysis of Written Production Samples
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1. Barrass, R. (2005). Students must write: Guide to better writing in coursework and examinations (3rd ed.). London: Routledge.
2. Coffin, C., Curry, M., Goodman, S., Hewings, A., Lillis, T., & Swann, J. (2003). Teaching academic writing: A toolkit for higher education. London: Routledge.
3.Davis, J., & Liss, R. (2006). Effective Academic Writing 3: The essay. New York, Oxford: Oxford University Press.
4. Fowler, A. (2006). How to write. Oxford: Oxford University Press.
5. Gillet, A., Hammond, A., & Martala, M. (2009). Successful academic writing. London: Pearson Education.
6. McCuen, J., & Winkler, A. (2009). From Idea to Essay: A Rhetoric, Reader, and Handbook (12th ed.). Boston: Cengage Learning.-
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Key answers of the First Exam
Module: Written Expression
Level: Second Year
Title: Reasons behind ImmigrationImmigration in a widespread phenomenon in the current era. This issue is attributed to three main factors including education, economic, and political reasons. First, individuals often migrate to pursue better educational opportunities. In other words, they tend to seek for academic growth and specialized knowledge since Ecuadorean countries have the best educational systems. Second, political reasons prompt people to relocate. To illustrate, they try to escape from the unstable conditions looking for safety and freedom in countries upholding democratic values. Thirdly, economic motivations drive immigration, as individuals seek improved job prospects and higher wages for a more prosperous life. For example, people may prefer to work in European countries as employees are well paid. In summary, the three main reasons for immigration encompass educational aspirations, political refuge, and economic betterment.
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